Towards a More Authentic Science Curriculum: The contribution of out‐of‐school learning

In many developed countries of the world, pupil attitudes to school science decline progressively across the age range of secondary schooling while fewer students are choosing to study science at higher levels and as a career. Responses to these developments have included proposals to reform the curriculum, pedagogy, and the nature of pupil discussion in science lessons. We support such changes but argue that far greater use needs to be made of out‐of‐school sites in the teaching of science. Such usage will result in a school science education that is more valid and more motivating. We present an “evolutionary model” of science teaching that looks at where learning and teaching take place, and draws together thinking about the history of science and developments in the nature of learning over the past 100 years or so. Our contention is that laboratory‐based school science teaching needs to be complemented by out‐of‐school science learning that draws on the actual world (e.g., through fieldtrips), the presented world (e.g., in science centres, botanic gardens, zoos and science museums), and the virtual worlds that are increasingly available through information technologies.     

The Historico‐Philosophical Background of N.F.S. Grundtvig's Concept of Folk High School

Siljander, P. 1984. The Historico‐Philosophical Background of N.F.S. Grundtvig's Concept of Folk High School. Scandinavian Journal of Educational Research 28, 87‐99. The paper deals with the notion of history presented by N.F. S. Grundtvig, the Danish promoter of the folk cause, and the connections between his interpretation of history and his views on education. It is particularly emphasized that Grundtvig's idea of folk high school can be interpreted against a background of his philosophy of history. Grundtvig's notion of history is based on the idea that human development is always realized and manifested in a national context. The construction and creation of a national culture are hence a necessary prerequisite for the progress of general human civilization and universal culture. Thus, also the educational institutions should become aware of their task as promoters of national culture and general human civilization.     

The Development of Some Textbooks on the useful Arts c.1000‐c.1250

‘... I will formulate two hundred doubts supported for the sake of a trial...’ Paul of Venice, Quadratura. ^{1 1}‘Quoniam otium mors est hominis una viventis nec non ad multorum genera viciorum relapsus continuus, ideo ut inter mortuos vivam nec solito vel ceteris peior efficiar quatuor formabo dubia denariis quinque fulta temptativis’. Paulus Venetus, Quadratura (Venice: Bonetus Locatellus, 1493), Hain 12.521, no pagination. All references are to this edition. On Paul of Venice see Alan R. Perreiah, ‘A Biographical Introduction to Paul of Venice’, Augustiniana, XVII (1967), 450–461.      

On the application of primary process thinking to the naming of second‐order factors. 1

Several serious problems in the theoretical foundations of factor analysis are reviewed. The first, factor‐naming, is discussed as a determinant of factor fame. A second problem, that of rounding errors in the computerized extraction of factors, is treated from the perspective of psychoanalyticametric theory. Results of an empirical study of the causes of rounding errors are presented and discussed.     

The Half-life of Reaction t1/2 and Arbitrary Reaction Time

本文根据在常见的物化教材中半衰期的通式和用半衰期确定反应级数的方法的知识,推导出其它反应时间的通式和用其它反应时间与浓度的关系确定反应级数的方法.     

Defending the “Argentine Way of Life”. The State and School Textbooks in Argentina (1884‐1984)

The central hypothesis of this article is that the way in which school textbooks have hen regulated has not been a constant one, but has changed according to the “reason” prevailing between three main actors related to education: the corporation of educators, the State and last, the market. Besides, the historical study of schoolbook regulations proves that these variations do not seem to be directly linked to the political nature of the governments (democratic or resulting from a coup d'etat) but to the logic of such actors, and in a clear pursue one goal: argentine children should be educated according to the proper patterns of argentine nationality and, therefore, school textbooks were to preserve the “argentine way of life”.     

The reforming trajectory of the Italian educational system. Site‐based management and decentralisation as a challenge for democratic discourse

This article aims to present some tensions embedded in the Italian educational reform, arising both from the enactment of neo‐liberal policies and the possibilities of democratic development opened up by the introduction of schools’ site‐based management and decentralisation. The article uses discourses as heuristic devices and presents two case studies regarding the enactment of policies of educational governance promoted in 2003 by a local authority (the Italian Provincia) and inspired by the democratic discourse. These policies were intended to promote the participation and collaboration of schools and heads in educational planning. It illustrates how the neo‐liberal discourse re‐shaped the Italian educational system and challenged welfarism. At the same time, we also attempt to illustrate the action of cultural path dependencies and the space emerging for a democratic discourse, which could be interpreted both as an alternative to its neo‐liberal counterpart and as an attempt to re‐discover democratic participation and promote more equity‐oriented practices in the educational field. Two different understandings of educational governance and headship seem to emerge. The study underlines how the intertwining of national and local policies inspired by contradicting discourses could result in the spread of competitive practices and consequently in a further differentiation of the educational provision and stratification between schools, or have an egalitarian outcome, where processes of collaboration, collective empowerment and reflexivity are enacted. Our work demonstrates how democratic and collaborative spaces opened up by site‐based management and policies of educational governance implemented at a local level are always at risk, due both to the rise of competitive pressures and the resilience of welfarist discourses and practice.     

A pair of two-component regulatory genes ecrA1/A2 in S. coelicolor

INTRODUCTION S.coelicolor as a model system has been ex-tensively studied with the aid of genetic and mo-lecular techniques. Its ability to produce four anti-biotics (Hopwood et al., 1995), namely actinorhodin (Act), undecylprodigiosin (Red), Calcium-Depend- ent Antibiotic (CDA) and methylenomycin (Mmy), enables studies of pathyway-specific and pleiotropic regulation of antibiotic production. In which, Red is a red-pigmented antibiotic and Act is coelicolor- pigmented antibiotic tha…