Social media: How the next generation can practice argumentation

In this article the authors share how social media, paired with gaming and in-class supports, can facilitate the practice of scientific argumentation and report data that show how students can learn and practice argumentation through these highly interactive and engaging mediums. Social media will continue to evolve and fluctuate in popularity, but no matter the service or software, there will continue to be online spaces for communication, collaboration, learning, and future career growth. Since the role of education is to prepare students to be college and career ready, the use of social media as a component of schooling should be explored. This work has parsed out specific strategies and methods to support higher order thinking through gaming and social media.     

Understanding student learning in context: relationships between university students’ social identity,approaches to learning,and academic performance

This research focuses on understanding how socio-psychological dimensions such as student social identity and student perceptions of their learning community affect learning at university. To do this, it integrates ideas from phenomenographic research into student learning with ideas from research on social identity. In two studies (N = 110, and N = 97) the relationships between student social identity, perceptions of the learning community, approaches to learning, and academic performance were explored. Our findings suggest that a strong student social identity is associated with a deep approach to learning, which in turn is linked to higher academic performance. Also, perceptions of learning community mediate the relationship between student social identity and deep approaches to learning. Significantly, a surface approach turns out not to be associated with student social identity or perceptions of the learning community, but it is negatively related to academic performance. Our research argues for the value of an integration of complementary frameworks, emphasising social and psychological aspects of the learning experience that can be used to improve our understanding of how and why students vary in the quality of their learning.     

School Counselor Supervisors' Perceptions of the Discrimination Model of Supervision

The authors examined 38 school counselor supervisors' perceptions of the Discrimination Model (DM; Bernard, 1979, 1997) of supervision, replicating and extending Ellis and Dell's (1986) investigation of the DM with mental health counselor supervisors. Participants judged the dissimilarity of each unique combination of roles and foci of the DM. The authors conducted a confirmatory multidimensional scaling analysis to compare the implicit dimensions and constructs that school counselor and mental health counselor supervisors used to make decisions. Results suggested partial similarities in the conceptual maps of school counselor and mental health counselor supervisors. Implications and suggestions for future research are discussed.     

Contract cheating and assessment design: exploring the relationship

This paper reports on findings from a large Australian research project that explored the relationship between contract cheating and assessment design. Using survey responses from 14,086 students and 1147 educators at eight universities, a multivariate analysis examined the influence of a range of factors on the likelihood that different assessment types would prompt considerations of contract cheating in students. Perceptions of likelihood were highest among students who speak a language other than English at home. Perceptions of likelihood were also higher among students who reported there to be lots of opportunities to cheat, and amongst students who were dissatisfied with the teaching and learning environment. Perceptions of likelihood for certain assessment types were also higher in commerce and engineering than in any other discipline. Overall, four assessment types were perceived by students to be the least likely to be outsourced, however these are also the least likely to be set by educators. The analysis indicates that educators are more likely to use these assessment tasks when they report positively on organisational support for teaching and learning.     

Theory of Mind: Deaf and Hearing Children's Comprehension of Picture Stories and Judgments of Social Situations

We compared 20 prelingually profoundly deaf adolescents (age: 11-16 years) and 20 matched, hearing adolescents on a picture-sequencing task and on a social judgment test. In addition, we also tested 14 younger deaf children (age: 6-10 years) and compared their data with those from 20 hearing peers as well as those from the older deaf participants on the picture-sequencing task. The results from this study did not provide evidence for the hypothesis that deaf adolescents possess significantly poorer knowledge about social reasoning than age-matched hearing peers, but it did present further additional support for Peterson and Siegal's (1995) conversational hypothesis: a proposal that a deprivation in conversations about mental states leads to an impairment in the development of an awareness of mental states in the younger deaf children.     

Taxonomy, biodiversity and their publics in twenty-first-century DNA barcoding

We examine the crafting of publics in the global Barcoding of Life Initiative (BOLI)--seen as crucial for re-invigorating, and democratizing, early-twenty-first-century taxonomic sciences and hence for actually achieving biodiversity protection. Our approach to the issue of publics differs from that of conventional public understanding of or engagement with science work. Combining science and technology studies with critical political theory allows us to examine the discursive and material formation of publics occurring within the science of DNA barcoding. Co-productionist theory suggests BOLI to be actively crafting its prospective publics imaginatively, as an integral part of its self-composition as public science. Drawing on the work of Laclau's On Populist Reason, we examine how such normatively weighted abstract publics are necessarily chronically incomplete, with an unavoidable tension between the universal and the particular.     

Simple surface modification of poly(dimethylsiloxane) for DNA hybridization

Here, we present a simple chemical modification of poly(dimethylsiloxane) (PDMS) by curing a mixture of 2 wt% undecylenic acid (UDA) in PDMS prepolymer on a gold-coated glass slide. This gold slide had been previously pretreated with a self-assembled hydrophilic monolayer of 3-mercaptopropionic acid (MPA). During curing of the UDA∕PDMS prepolymer, the hydrophilic UDA carboxyl moieties diffuses toward the hydrophilic MPA carboxyl moieties on the gold surface. This diffusion of the UDA within the PDMS prepolymer to the surface is a direct result of surface energy minimization. Once completely cured, the PDMS is peeled off the gold substrate, thereby exposing the interfacial carboxyl groups. These groups are then available for subsequent attachment of 5(')-amino terminated DNA oligonucleotides via amide linkages. Our results show that the covalently tethered oligonucleotides can successfully capture fluorescein-labeled complementary oligonucleotides via hybridization, which are visualized using fluorescence microscopy.     

Campus‐based student experiences of learning technologies in a first‐year science course

This study reports on an investigation into the campus‐based experience of university students studying mammalian physiology that was significantly supported with learning technologies. The design of the course enabled the students to interrogate the key ideas that they came across in their lectures and laboratories through online activities which prepared the students for practical classes. Close‐ended questionnaires were used to uncover qualitative variation in the population sample, particularly the differences in the concepts of learning technologies and approaches to learning technologies. Qualitative variation in concepts of, and approaches to, learning technologies was found to be significantly associated with variation in academic achievement. The outcomes have important implications for the approaches to teaching of campus‐based experiences of learning supported by learning technologies when we seek to support all students to realise their learning outcomes in technology‐mediated processes