The myth of the research‐led teacher

This paper examines the contention that achievement in research is a prerequisite for effective teaching in higher education. It also explores university level teaching more generally with the purpose of examining the links between teaching and research. Concept mapping, in particular, is described as a means of exploring both the knowledge structures of experts (teachers and researchers) and the cognitive changes that are indicative of meaningful learning among students. We use the approach to suggest that rich and complex networks are indicative of expert status, but that these are seldom made explicit to students in the course of teaching. Instead, simple, linear structures comprise most lesson plans or teaching sequences. This linearity is often made transparent through the lecturers’ use of PowerPoint presentations to structure teaching. Thus the transmission mode of teaching predominates in HE and evidence of authentic research‐led teaching remains scant. This is likely to reinforce surface learning outcomes among university students and be an impediment to the emergence of expert status. The linear chains that are commonly espoused in teaching lend themselves to rote learning strategies rather than to individual meaning making. The approach we describe here has the potential to reinstate expert status as the prime qualification for teaching in higher education. Where concept mapping is used to share and explore knowledge structures between students and experts, then learning can be shown to occur in ways that are synonymous with research and discovery. Using this approach, the teacher–student distinction becomes legitimately blurred so that the sharing and advancement of knowledge are concomitant. In conclusion, we suggest that this is a basis for a pedagogy that is appropriate to HE and distinct from the compulsory sector.     

Conservation Behavior as the Outcome of Environmental Education

Abstract

Knowledge and attitude levels concerning water resources were compared for elementary, secondary science, and other secondary teachers who are using (n = 56) and not using (n = 95) a computerized Water Resource Management Simulator (WRMS). The WRMS, a unique multi-user interactive computer simulation (MICS) is designed to improve the understanding of the major factors in wise water resource management. WRMS experience increased water knowledge for the total population as well as for subgroups. Types of knowledge gained centered around (1) different technologies applied, (2) water as a limiting factor, and (3) the potential of conservation to solve water supply problems. No significant shift in overall attitude was observed, however, a slight negative correlation existed between knowledge and attitude scores. WRMS users were confident that nature could solve water supply problems before problems become serious. User confidence suggests a need to study the influence of computer simulation's compression of time for natural cycles such as the water cycle.     

The Recruitment of New Teachers from Minority Ethnic Groups

This article reports on part of a larger, ongoing two-year investigation supported by the Teacher Training Agency into the recruitment of new teachers from minority ethnic backgrounds via Postgraduate Certificate in Education (PGCE) courses in England. The authors focus here on interviews with admissions tutors, course directors and other senior staff at teacher training institutions. The interviews revealed differences between institutions in the measures taken to attract minority ethnic students. The research indicates a need for much clearer guidelines for admissions tutors on the issues surrounding the question of 'positive action' on the recruitment of new teachers from minority ethnic groups.     

Curating blood: how students’ and researchers’ drawings bring potential phenomena to light

This paper explores students and researchers drawings of white blood cell recruitment. The data combines interviews with exhibit of review-type academic images and analyses of student model-drawings. The analysis focuses on the material aspects of bio-scientific data-making and we use the literature of concrete bioscience modelling to differentiate the qualities of students model-making choices: novelty versus reproduction; completeness versus simplicity; and the achievement of similarity towards selected model targets. We show that while drawing on already published images, some third-year undergraduates are able to curate novel, and yet plausible causal channels in their graphic representations, implicating new phenomenal potentials as lead researchers do in their review-type academic publications. Our work links the virtues of drawing to learn to the disclosure of potential epistemic things, involving close attention to the contours of non-linguistic stuff and corresponding sensory perception of substance; space; time; shape and size; position; and force. The paper documents the authority and power students may achieve through making knowledge rather than repeating it. We show the ways in which drawing on the images elicited by others helps to develop physical, sensory, and sometimes affective relations towards the real and concrete world of scientific practice.     

The effect of bilateral asymmetry of muscle strength on the height of a squat jump: a computer simulation study

The aim of this study was to examine the effect of bilateral asymmetry of muscle strength on maximal height of the squat jump. A computer simulation technique was used to develop two kinds of 3D human lower limb musculoskeletal model (model-symmetry and model-asymmetry). The total muscle strength of the two models was set to be identical. Bilateral muscle strength was equal in the model-symmetry simulation, while the model-asymmetry simulation was performed with a 10% bilateral strength asymmetry. A forward dynamics approach was used to simulate squat jumps. The squat jumps were successfully generated, producing jump heights of 0.389 m for model-symmetry and 0.387 m for model-asymmetry. The small difference in height (0.5%) indicated that the effect of the 10% bilateral asymmetry of muscle strength on jump height is negligible. With model-asymmetry, the strong leg compensated for the muscle strength deficit of the weak leg. Importantly, the mono-articular and large extensor muscles of the hip and knee joint of the strong leg, including the gluteus maximus, adductor magnus, and vasti, compensated for the muscle strength deficit of the weak leg.