STUDENTS’ UNDERSTANDING OF EQUILIBRIUM AND STABILITY: THE CASE OF DYNAMIC SYSTEMS

Engineering students in control courses have been observed to lack an understanding of equilibrium and stability, both of which are crucial concepts in this discipline. The introduction of these concepts is generally based on the study of classical examples from Newtonian mechanics supplemented with a control system. Equilibrium and stability are approached in different ways at the various stages of a typical engineering syllabus: at the beginning, they are mostly dealt with a static point of view, for example in mechanics, and are subsequently handled through dynamic analysis in control courses. In general, there is a little clarification of the differences between these concepts or the ways in which they are linked. We believe that this leads to much confusion and incomprehension among engineering students. Several studies have shown that students encounter difficulties when presented with simple familiar or academic static equilibrium cases in mechanics. Our study investigates students’ conceptions and misconceptions about equilibrium and stability through a series of questions about several innovative non-static situations. It reveals that the understanding of these notions is shaken when the systems being studied are placed in inertial or non-inertial moving reference frames. The students in our study were particularly uncertain about the existence of unstable equilibrium positions and had difficulty in differentiating between the two concepts. The results suggest that students use a velocity-based approach to explain such situations. A poor grasp of the above fundamental concepts may result from previous learning experiences. More specifically, certain difficulties seem to be directly linked to a lack of understanding of these concepts, while others are related to misconceptions arising from everyday experiences and the inappropriate use of physical examples in primary school.     

LEARNERS’ AND TEACHERS’ CONCEPTUAL KNOWLEDGE OF SCIENCE PROCESSES: THE CASE OF BOTSWANA

The conceptual knowledge of science processes possessed by University of Botswana science students and senior secondary school science teachers was sought through a three-part questionnaire. One part requested demographic data of subjects, the second part asked them to select their level of familiarity with the processes, and the third part probed their conceptual definitions of the science processes. The definitions were scored as incorrect, partially correct and correct on an ordinal scale. Statistical analysis was done using Spearman rho correlation and one sample t test. The findings revealed that the science teachers did not have sufficient conceptual knowledge of science processes to help their students to understand in a meaningful way; both students’ and teachers’ views of their familiarity of science processes did not corroborate their demonstrated ability to provide acceptable conceptual definitions of the processes; there was no association between students’ and teachers’ conceptions of the science processes; and if conceptual knowledge of science processes was demanded, the entering students, who were the immediate graduates of the senior secondary schools, might not have enough to pursue tertiary level science courses. It is suggested that both conceptual and operational knowledge of science processes be required at secondary and tertiary levels of science education.     

INDIGENOUS STUDENTS’ EXPERIENCES OF THE HIDDEN CURRICULUM IN SCIENCE EDUCATION: A CROSS-NATIONAL STUDY IN NEW ZEALAND AND TAIWAN

The tacit messages transmitted to indigenous learners in the science classroom provide a lens through which indigenous disengagement with school science can be better understood. In this paper, the findings of a cross-national comparative study conducted with indigenous Maori students in New Zealand and Seediq/Atayal students in Taiwan are discussed from a sociological perspective. The purposes of the present study were to explore the ways in which indigenous elementary school students in two industrialized nations experience the science curriculum and to identify the socialization processes through which patterns of indigenous under-achievement in science are maintained and reproduced. The findings suggest that the peripheral positioning of indigenous culture and knowledge within the science curriculum in developed nations underpins a series of tacit pedagogical codes that contribute to indigenous student disengagement with the subject.     

‘THE BREAD,THE JAM AND SOME COFFEE IN THE MORNING’: PERCEPTIONS OF A NURTURE GROUP

The provision of nurture groups has increasingly been advocated as a strategy for meeting the needs of young emotionally disturbed children (DfEE, 1998a, p.44). This article is based on a qualitative evaluation of a nurture group in a primary school situated in an inner‐city area of severe deprivation. Though criteria for success varied, the nurture group was viewed as effective from the different viewpoints of all involved, including teachers, parents and pupils. However, questions are raised about the group in terms of policies of inlcusion and teacher‐parent partnerships, suggesting that exclusion within mainstream schools may be fostered under the flag of inclusion.     

THE EFFECT OF COOPERATIVE LEARNING STRATEGIES ON ELEMENTARY STUDENTS’ SCIENCE ACHIEVEMENT AND SOCIAL SKILLS IN KUWAIT

This study compares the effects of two methods of teaching—teacher-centered and cooperative learning—on students’ science achievement and use of social skills. The sample consists of 163 female elementary science students in 8 intact grade 5 classes who were assigned to 2 instructional methods and were taught an identical science unit by 4 classroom teachers. The students’ science achievement was measured by a researcher-designed achievement test given to students as a pretest and a posttest. Students’ social skills were determined by a researcher-designed survey administered as a pretest and posttest. Analysis of the achievement test scores and the social skills survey responses revealed that cooperative learning strategies have significantly (p > 0.05) more positive effects on both students’ achievement and social skills than teacher-centered strategies. These results provide an evidential base to inform policy decisions and encourage and persuade teachers to implement cooperative learning methods in Kuwaiti classrooms.     

SCIENCE AND NON-SCIENCE UNDERGRADUATE STUDENTS’ CRITICAL THINKING AND ARGUMENTATION PERFORMANCE IN READING A SCIENCE NEWS REPORT

A scientifically literate person should be able to engage and critique science news reports about socioscientific issues from a variety of information sources. Such engagement involves critical thinking and argumentation skills to determine if claims made are justified by evidence and explained by reasonable explanations. This study explored university students’ critical thinking performance when they read science news reports. Undergraduate science/applied science (n??=??52) and non-science (n??=??52) majors were asked to select a science news report from Internet sources and then to read, critique, and make comments about its contents. The science and non-science majors’ comments and their quality were identified and assessed in terms of analyzing the argument elements—claims and warrants, counterclaims and warrants, rebuttals, qualifiers, and evidence. The results indicated there is significant difference in identifying and formulating evidence favoring science/applied science over non-science majors (p??p??相似文献   

A DISCUSSION OF THE RELATIONSHIP BETWEEN READING RATE AND COMPREHENTION

Reading is really a complex of skills and not a single one. It is very popular these days to try to improve reading skills. One sees many essays m newspapers and elsewhere for courses, materias and equipment designed to improve reading rate and comprehension. Most often the emphasis is on reading rate, not on specific comprehention skills. Most of the time is also spent on increasing reading rate, not on good comprehension. I consider neither of them should be overmphasized at the expense of the other.     

DEVELOPING A TEST FOR ASSESSING ELEMENTARY STUDENTS’ COMPREHENSION OF SCIENCE TEXTS

This study reports on the process of developing a test to assess students’ reading comprehension of scientific materials and on the statistical results of the verification study. A combination of classic test theory and item response theory approaches was used to analyze the assessment data from a verification study. Data analysis indicates the test has satisfactory validity and reliability. The Reading Comprehension of Science Test (RCST) components have a wide range of difficulty, which suggests that the RCST is appropriate for a relatively large percentage of students. Based on the accepted relationships among science, language, and literacy, integrated literacy–science instructions are highly recommended.     

THE EFFECTS OF EPISTEMIC BELIEFS IN SCIENCE AND GENDER DIFFERENCE ON UNIVERSITY STUDENTS’ SCIENCE-TEXT READING: AN EYE-TRACKING STUDY

The primary purpose of this study was to explore not only the effects of epistemic beliefs in science on science-text reading but also the gender differences in epistemic beliefs and the reading process. The interactions between gender and epistemic beliefs during reading were also explored. A total of 25 university students, 13 male and 12 female, were paid to participate in the study. The scientific epistemological beliefs (SEBs) questionnaire was used to probe the subjects’ epistemic beliefs in science, while the eye-tracking method was employed to record their science-text reading process. It was demonstrated that the participants in the study had developed sophisticated SEBs. Complicated SEBs were associated with higher cognitive attention to the reading of data-related information but less mental effort to fact, scientific explanations, and the microview photos. As for the gender difference, female students displayed less mental effort in comprehending scientific explanations, but attended more to data and the microview graphic. It is argued that female learners are better at processing textual information. Interactions between SEBs and gender were found and discussed.     

EVALUATING THE NEEDS OF A BIRMINGHAM SECONDARY SCHOOL'S TROUBLED STUDENTS AND THE SCHOOL'S WORKING RESPONSES TO THEM: ‘THE VALUE OF LISTENING’

Given the recent interest in attention difficulties or deficits, it is legitimate to enquire what would be considered “normal” in terms of the length of time on task that one would expect of an individual of a given age group.

This paper explores the issues surrounding selective attention and attention “types”, and conclude by setting down tentative guidelines for making judgements.     

STUDENTS’ SOURCES OF MOTIVATION FOR PARTICIPATING IN SCIENCE FAIRS: AN EXPLORATORY STUDY WITHIN THE CANADA-WIDE SCIENCE FAIR 2008

Science fairs have been for many years a popular school activity in North America. They are a venue for the popularization of science and consequently an important encouragement for the pursuit of careers in science or engineering. However, little is known about students?? perceived motives for participating in local or national science fairs and about the way in which their involvement mediates their interest in science learning and scientific careers. The present study investigates the motivational factors associated with the high school students?? decision to participate in the 2008 Canada-Wide Science Fair, a thoroughly selected and highly motivated group. Our study examines 5 sources of motivation: (1) interest in science content, (2) sense of self-efficacy, (3) assurance of achievement through rewards or gratifications, (4) the social aspect of participating and (5) working strategies to gain scientific knowledge and methods. The understanding of the anticipated benefits participants seek through their involvement in science fairs may have the potential to help science teachers adapt instruction to appeal to a broader range of students in schools, thus nourishing the emergence of more interest in science.     

STUDENTS’ CONCEPTIONS OF THE PARTICULATE NATURE OF MATTER AT SECONDARY AND TERTIARY LEVEL

The aim of the present study is to elicit students’ understanding of the particulate nature of matter via a cross-age study ranging from secondary to tertiary educational levels. A questionnaire with five-item open-ended questions was administered to 166 students from the secondary to tertiary levels of education. In light of the findings, it can be deduced that the number of students’ responses categorized under the “sound understanding” category for each item increased with educational level, except for U1. Also, it can be concluded that students’ specific misconceptions decreased steadily from SHS1 to SHS3, except for item 4, but there is surprisingly a clear increase at U1.     

WHAT DO SCIENTISTS KNOW ABOUT THE NATURE OF SCIENCE? A CASE STUDY OF NOVICE SCIENTISTS’ VIEWS OF NOS

The purpose of this study was to explore 15 graduate research assistants’ understanding of the nature of science. Data were collected through administration of a modified version of the Views of Nature of Science Questionnaire (VNOS-C). The findings suggest that graduate research assistants held underdeveloped views related to several nature of science (NOS) aspects including the argumentative nature of science, the process of modeling in science, scientists’ treatment of unexpected results, collaborative nature of science, and the process of theory formation. The discussion focuses on the missing link in preparation of future scientists and offers suggestions to address the learning needs of graduate research assistants regarding their understanding of NOS.     

PREDICTORS OF COLLEGE STUDENTS’ KNOWLEDGE OF AND ATTITUDES TOWARD ELDERLY SEXUALITY: THE RELEVANCE OF GRANDPARENTAL CONTACT

In this study, 241 young and middle‐aged adult college students completed the Aging Sexuality Knowledge and Attitude Scale, and provided information about their demographic and grandparental relationship qualities. Findings showed that greater age was associated with increased knowledge of elderly sexuality. Both the presence of contact and greater than average perceptions of closeness with at least one grandparent were predictive of more permissive attitudes toward elderly sexuality. Among the total sample, greater knowledge was related to more permissive attitudes toward elderly sexuality. However, the presence of contact with at least one grandparent moderated this relationship; young adults without grandparental contact presented a nonsignificant knowledge /attitude relationship. These findings suggest that future studies of younger age cohorts’ attitudes toward elderly sexuality should assess grandparental contact and relationship characteristics, as well as general demographic information such as chronological age. Health‐care educators also may need to reconsider the commonly held assumption that greater knowledge of elderly sexuality is associated exclusively with more permissive attitudes.