The Impact of Science Fiction Film on Student Understanding of Science

Researchers who have investigated the public understanding of science have argued that fictional cinema and television has proven to be particularly effective at blurring the distinction between fact and fiction. The rationale for this study lies in the notion that to teach science effectively, educators need to understand how popular culture influences their students’ perception and understanding of science. Using naturalistic research methods in a diverse middle school we found that students who watched a popular science fiction film, The Core, had a number of misunderstandings of earth science concepts when compared to students who did not watch the movie. We found that a single viewing of a science fiction film can negatively impact student ideas regarding scientific phenomena. Specifically, we found that the film leveraged the scientific authority of the main character, coupled with scientifically correct explanations of some basic earth science, to create a series of plausible, albeit unscientific, ideas that made sense to students.     

Identification of child maltreatment using prospective and self-report methodologies: a comparison of maltreatment incidence and relation to later psychopathology

OBJECTIVES: One of the greatest methodological problems in the study of childhood maltreatment is the discrepancy in methods by which cases of child maltreatment are identified. The current study compared incidents of maltreatment identified prospectively, retrospectively, or through a combination of both methods. METHOD: Within a cohort of 170 participants followed from birth to age 19, incidents of maltreatment which occurred prior to age 17.5 were identified via prospective case review and interviewer ratings of retrospective self-reports. Multi-informant measures of behavior problems were obtained at age 16, and diagnostic assessments of psychopathology were completed at age 17.5. RESULTS: While the maximal number of maltreatment cases was identified by using a combination of all available identification methods, the prospective method was the single most comprehensive method for identifying the most cases of childhood physical abuse, sexual abuse, and neglect. Those who were identified as maltreated by a combination of both prospective and self-report methods experienced the greatest number of incidences of maltreatment (i.e., 49% of this group experienced more than one type of maltreatment) and displayed the most emotional and behavioral problems in late adolescence (i.e., 74% met diagnostic criteria for a clinical disorder). CONCLUSIONS: This study emphasizes the variability in the incidence rates of maltreatment and the psychological outcomes that result from utilizing different methods of identification. The most severe cases of maltreatment are likely to be identified by both prospective and retrospective methods; however, cases that are identified solely through retrospective self-report may have unique relations to psychopathology in late adolescence. PRACTICE IMPLICATIONS: Reliance on a single method to identify childhood maltreatment incidents often overlooks many cases. Comparing both prospective case reviews and retrospective self-reports in late adolescence, the most severe cases of multiple incidents of abuse were most likely to be identified by both methodologies. The less severe maltreatment incidents were more likely to be missed, either by prospective methods or, more frequently, by self-report methods. Practitioners must be continually sensitive to possible abuse histories among their clients, seeking out information from multiple sources whenever feasible. Additionally, the potential effects of abuse disclosure on pre-existing or developing psychopathology should be considered.     

Individual Differences in Theory of Mind, Aggressive Behavior, and Social Skills In Young Children

Research Findings. The present study examined relations between social-cognitive skills, aggression, and social competence using teacher questionnaires and tabletop tasks with preschool and kindergarten children. It was hypothesized that the acquisition of a theory of “mind”, as indexed by an understanding of false beliefs, might be related to social behavior for this age group. Overall, results indicated that both generation of forceful solutions in a traditional social-problem solving task and performance on the false belief tasks were significantly related to social competence, after controlling for the effects of age, language comprehension, and teacher ratings of aggression. In addition, theory of mind understanding was a better predictor of social competence than performance on a more traditional social information-processing task that involved the generation of alternative solutions to interpersonal problems. Practice. The implications of these findings for preschool and kindergarten peer relations and their potential relevance to treatment of deficits in social skills are discussed. Specifically, training in an understanding of counterfactual thinking (e.g., through increased and structured opportunities to engage in pretend play and storytelling) may enhance preschooler social skills.     

Reciprocal Teaching of Comprehension‐fostering and Comprehension‐monitoring Activities with Ten Primary School Girls

Abstract This paper reports an experimental evaluation of a direct instruction procedure in which children are taught and practise activities to both foster and monitor their comprehension while reading. Three different class groups of low comprehenders, Standard 4, Form 1 and Form 2, were serially exposed to 21 days of 20‐25 minutes instruction in four study activities: summarising, questioning, clarifying and predicting. Instruction was by reciprocal teaching whereby the adult tutor and children took turns leading a dialogue centred around the important topics of the instructional text. The design of this study incorporated both with‐subjects multiple baseline and between‐subjects comparisons, the no treatment comparison groups being average and above average comprehending class peers. Daily comprehension assessment on a different text at the same difficulty level as that used for reciprocal teaching and pre and post intervention scores on a reading comprehension test served as the dependent measures for the study. Results show significant increases in accuracy on comprehension tests for all experimental groups upon introduction of the reciprocal teaching procedure. On completion of the intervention two of these groups scores matched those of the above average controls. Follow‐up probes eight weeks later showed that all groups had maintained their comprehension gains.     

The Relationship of Classroom Organisation to Cross‐age and Cross‐sex Friendships

The friendship nominations of 40 standard 2 children (aged 8‐10 years), 20 in multi‐level and 20 in single‐level classes, were examined. Children nominated friends, including age and whether they went to the same school, by writing down friends’ names in class and stating them verbally in an interview situation. Children were asked in the interview about their best friends, their views on cross‐sex and cross‐age friendships, and what friends do together. Results showed that 65% of interview‐nominated and 56% of class‐nominated friends were of the same age, while 91% of interview‐nominated and 81% of class‐nominated friends were of the same sex. Children from multi‐level classes had significantly more different aged friends on class and interview measures, and more different sexed friends on the class measure, than children from single‐level classes. Children's out‐of‐school friendships were more likely to be with cross‐age or cross‐sex children than were their in‐school friendships. Children tended to give positive reasons for playing with different aged friends, such as learning from more skilled older friends and feeling responsible when nurturing younger children, but few positive reasons were given for playing with opposite sex friends. Most children expressed a lack of interest or even a dislike for the activities and characteristics of the opposite sex.     

“We're Playing Sisters,on Paper!”: children composing on graphic playgrounds

In this paper, I draw on two childhood ethnographies to ask basic questions about the foundation of child writing. The first question is, where does writing come from in young children's lives? Answering this question will lead us to childhood play as the foundation of writing. The second question is, how do educators negotiate an inclusive, playful classroom culture in racially divisive and neoliberal times? This question will lead to a critical consideration of forming an inclusive culture in a racially and culturally diverse classroom. In this time of uniform, mandated curricula, rampant in the United States and elsewhere, and of the dismissive attitude towards play and towards childhood diversity (e.g., in race, culture and socioeconomic class), it is worth revisiting basic questions about the beginnings of writing in childhoods. The questions are relevant whether a child is writing on paper, screen, slate, or sand.     

"My Ladies Aren't Interested in Learning": Managers, Supervisors and the Social Context of Learning

This paper is based on a research project which examines the opportunities for and barriers to workplace learning amongst low-grade staff in the UK public sector. It examines the key role of managers and supervisors, who make many of the decisions about individuals' access to learning opportunities. Their perception of staff's willingness and need to learn is influenced by factors such as age, gender or the likelihood of career development. It is these managers who control the immediate work environment and the flow of information about learning opportunities. Innovative examples of workplace learning are described, yet the paper concludes that the reality for many low grade manual and routine clerical staff continues to be one of limited opportunities for workplace learning.