Nigerian Women in Science and Technology

This study provides insight into the profile of women scientists and technologists in Nigeria. The sample comprised two subgroups of women: young women undergraduates who were pursuing careers in the sciences and humanities (N= 2600); and career women in the field of science and technology (N= 209). Overall, the profile of the woman scientists which emerged from the findings sugests that she is of a certain social background: mother with high education, father in science‐based occupation and attendance at single‐sex schools. Her personal attributes include a positive attitude towards science, high rating of self‐ability, and low concern with the reward of a career in the field; as well as certain behaviour patterns involving regular participation in academic activities in science.     

美国“科学、技术、工程和数学”(STEM)高中述评

美国"科学、技术、工程和数学"(STEM)高中形成于20世纪初,它的兴起缘于工业社会对有技能劳动力的巨大需求和二战后美国教育的新构想,它的发展响应了20世纪后期美国教育的改革,强化了美国科技创新人才培养战略。STEM高中在学校招生、课程设置、学生社团活动等方面具有突出的特点,对我国拔尖创新型人才的培养以及高中阶段教育多样化发展有一定的启示。     

中国古代科技教育述评

中国古代科技教育活动是中国古代科学技术不断发展的产物，其内容是随着人们生产生活实践经验的丰富和社会生产力的提高不断充实的，科学技术教育的方式也是多种多样的。由于科技教育活动有广泛的社会基础，有丰富的思想内涵，因而形成了一些特色，取得了较为突出的成就。     

Science Education for Women: Situated Cognition,Feminist Standpoint Theory,and the Status of Women in Science

This paper examines the relation between situated cognition theory in science education, and feminist standpoint theory in philosophy of science. It shows that situated cognition is an idea borrowed from a long since discredited philosophy of science. It argues that feminist standpoint theory ought not be indulged as it is a failed challenge to traditional philosophy of science. Standpoint theory diverts attention away from the abiding educational and career needs of women in science. In the interest of women in science, and in the interest of science, science educators would do best for their constituencies by a return to feminist philosophy understood as the demand for equal access and a level playing field for women in science and society.

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Tracking Financial Aid and Persistence of Women,Minority, and Needy Students in Science,Engineering, and Mathematics

This longitudinal research study focused on persistence and financial aid of women, underrepresented minorities, and needy students majoring in science, engineering, and mathematics (SEM) in a large, public university in a metropolitan area. Beginning in fall 1989, four consecutive freshmen cohorts (n's = 1967, 1679, 1614, and 1924, respectively) were tracked through 1996–97. SEM majors persisted and graduated at higher rates, but took longer to graduate than non-SEM majors. Women, underrepresented minorities, and needy students received more gift aid than other student populations. However, only women had lower departure rates and graduated at higher rates than other SEM student populations. Compared to non-SEM majors, gift aid for SEM majors was more likely to be awarded on the basis of merit rather than need. Average loan indebtedness increased rapidly from 1989–90 through 1996–97 for both SEM and non-SEM majors. Implications of the findings for improved institutional and federal policy are indicated, and further research on the study topics recommended.     

女性主义关于科学技术与女性问题的研究

女性主义的各个流派从自身的立场出发，对性别与技术问题作出了自己的回答，主要包含这样几方面的内容：对科学技术的认识论批评，对科学技术的历史化批评，对科学技术领域中的妇女的研究，对科学技术的生态主义批判以及塞伯女性主义对信息技术与网络化的批评等。女性主义的这些探索从理论上说，可以帮助我们深入认识女性问题的根源和结症所在；从实践上说，可以帮助解除女性身上的层层枷锁，在高技术时代把握更多的发展机会。     

Bioinformatics Education in High School: Implications for Promoting Science,Technology, Engineering,and Mathematics Careers

We investigated the effects of our Bio-ITEST teacher professional development model and bioinformatics curricula on cognitive traits (awareness, engagement, self-efficacy, and relevance) in high school teachers and students that are known to accompany a developing interest in science, technology, engineering, and mathematics (STEM) careers. The program included best practices in adult education and diverse resources to empower teachers to integrate STEM career information into their classrooms. The introductory unit, Using Bioinformatics: Genetic Testing, uses bioinformatics to teach basic concepts in genetics and molecular biology, and the advanced unit, Using Bioinformatics: Genetic Research, utilizes bioinformatics to study evolution and support student research with DNA barcoding. Pre–post surveys demonstrated significant growth (n = 24) among teachers in their preparation to teach the curricula and infuse career awareness into their classes, and these gains were sustained through the end of the academic year. Introductory unit students (n = 289) showed significant gains in awareness, relevance, and self-efficacy. While these students did not show significant gains in engagement, advanced unit students (n = 41) showed gains in all four cognitive areas. Lessons learned during Bio-ITEST are explored in the context of recommendations for other programs that wish to increase student interest in STEM careers.     

元谋县农业科技发展综述

本文综述了元谋县农业科技试验、示范和推广情况,以期对元谋及金沙江流域类似地区的产业开发作一参考。     

《改善大规模教育评估:理论、问题与实践》述评

《改善大规模教育评估:理论、问题与实践》一书从理论、方法论、技术和统计等方面对研究者、实践者和决策者所关心的大规模评估问题进行了探讨。该书主要有4个部分,分别围绕"评估设计、开发及施考"、"评估多样化的人群"、"评分、分数报告和分数使用"以及"心理测量模型和统计分析",对大规模教育评估中的关键问题进行了探讨。本文对该书的主要内容进行了介绍,并就该书提出的若干理念和方法对于改革我国现有的高中学业水平考试的借鉴作用进行了探讨。     

The Use of Mobile Learning in Science: A Systematic Review

The use of mobile learning in education is growing at an exponential rate. To best understand how mobile learning is being used, it is crucial to gain a collective understanding of the research that has taken place. This systematic review reveals the trends in mobile learning in science with a comprehensive analysis and synthesis of studies from the year 2000 onward. Major findings include that most of the studies focused on designing systems for mobile learning, followed by a combination of evaluating the effects of mobile learning and investigating the affective domain during mobile learning. The majority of the studies were conducted in the area of life sciences in informal, elementary (5–11 years) settings. Mobile devices were used in this strand of science easily within informal environments with real-world connections. A variety of research methods were employed, providing a rich research perspective. As the use of mobile learning continues to grow, further research regarding the use of mobile technologies in all areas and levels of science learning will help science educators to expand their ability to embrace these technologies.     

Issues in Component Computing: A Synthetic Review

This paper provides a review of the rhetoric behind the component movement in educational software, and a critical analysis and synthesis of issues underlying the movement. We draw on case studies of several significant recent component projects in order to assess claims and to uncover and examine issues that are less often considered. While our empirical base cannot definitively answer all the questions raised, we hope to bring some clarity and some empirically based judgments to bear on how a promising technological innovation can best serve educational ends. Our study led to a focus on three critical issues: (1) the nature of the environment in which components are configured and used; (2) the extent of modifiability that is necessary for effective re-use of components; (3) how the work of designing components and component configurations is distributed among people with different competencies.     

Science,Technology, Engineering and Math Readiness: Ethno-linguistic and gender differences in high-school course selection patterns

The study examines science-related course choices of high-school students in the culturally diverse schools of the province of British Columbia, Canada. The analysis employs K-12 provincial data and includes over 44,000 students born in 1990 who graduated from high school by 2009. The research sample reflects the presence of about 27% of students for whom English is not a first language. We construct an empirical model that examines ethno-linguistic and gender differences in Grade 12 course choices while accounting for personal and situational differences among students. The study employs a course selection typology that emphasizes readiness for science, technology, engineering and math fields of study. Findings indicate that math- and science-related course selection patterns are strongly associated with ethnicity, qualified not only by gender and prior math and science achievement but also by the individual's grade level at entry to the system and enrollment in English as a Second Language program. Students who are more likely to engage in math and science courses belong to Asian ethno-linguistic groups and entered the provincial school system during the senior high-school years. We suggest that ethnic diversity and broader academic exposure may play a crucial role in changing the gender composition of science classrooms, university fields of study and science-related occupations.     

理工科院校教育技术学专业建设探讨

理工科院校教育技术专业建设有其特殊性,本文针对教育技术学本科专业的现状,从专业的培养目标、课程体系、师资队伍建设等几方面探讨了理工科院校教育技术学专业建设的方法和目前存在的问题。     

The Education of Women Students in Science and Engineering Colleges from the Perspective of Their Finding Employment

What are the major factors that make it difficult for women students majoring in science and engineering to find employment? Can a college education play a role in improving this situation? This article, based on a survey of 1986-95 women graduates of the Huazhong Science and Engineering University, focuses on the achievements and inadequacies of a college education in improving the developmental level of such students and promoting their career development, and recommends measures to improve the situation.