Fifth graders' science inquiry abilities: A comparative study of students in hands‐on and textbook curricula

A large number of American elementary school students are now studying science using the hands‐on inquiry curricula developed in the 1990s: Insights; Full Option Science System (FOSS); and Science and Technology for Children (STC). A goal of these programs, echoed in the National Science Education Standards, is that children should gain “abilities to do scientific inquiry” and “understanding about scientific inquiry.” We have studied the degree to which students can do inquiries by using four hands‐on performance assessments, which required one or three class periods. To be fair, the assessments avoided content that is studied in depth in the hands‐on programs. For a sample of about 1000 fifth grade students, we compared the performance of students in hands‐on curricula with an equal number of students with textbook curricula. The students were from 41 classrooms in nine school districts. The results show little or no curricular effect. There was a strong dependence on students' cognitive ability, as measured with a standard multiple‐choice instrument. There was no significant difference between boys and girls. Also, there was no difference on a multiple‐choice test, which used items released from the Trends in International Mathematics and Science Study (TIMSS). It is not completely clear whether the lack of difference on the performance assessments was a consequence of the assessments, the curricula, and/or the teaching. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 467–484, 2006     

Examples of the Use of Technology in Teaching Statistics

This article describes the use of Microsoft Excel, graphics calculators and a multimedia CBL package by students on an introductory statistics course.     

EVALUATING AN INNOVATION

Investigations into EATE's particular style of development, and its effectiveness of approach in introducing and sustaining innovations, were thought to be important aspects in the identification of noteworthy strategies for bringing about change in issues relating to enterprise, economic and industrial awareness in institutions of initial teacher education. This article describes the composite thinking and support underpinning the eclectic evaluations of EATE‐funded initiatives. It discusses two essential, and sequential, steps — initial thinking about issues which need to be clarified before embarking on an evaluation, and the strategies for action, i.e. the practical activities which can then be carried out. The article is written with reference to the EATE initiative but ideas and considerations could, with ease, be applied to other innovations.     

OFSTED, Criteria and the Nature of Social Understanding: A Wittgensteinian Critique of the Practice of Educational Judgement

Since their inception in 1993 OFSTED inspections have generated considerable controversy amongst teachers and educationists generally, Much of the criticism to date has centred on the effects which such inspections have had on schools and their staffs. In contrast little sustained concern has been shown about the underlying assumptions of the OFSTED inspection process. This article identifies as the central feature of that process a particular but tacit conception of judgement. This conception is examined from an essentially Wittgensteinian perspective and is shown to rely on an imprecise understanding of the nature of criteria. It is argued that the OFSTED approach implicitly represents what are in fact conventional criteria, having no guarantee of broad agreement, as if they were criteria having such agreement. As a result severe doubts are raised about the validity of the judgements made and hence of the inspection process generally.     

Engineering students' use of computer assisted learning (CAL)

This study examines the use of Computer Assisted Learning (CAL) by undergraduate engineering students studying a business and management course. Discussing both the relationship between management and engineering and CAL applied to engineering education, this study is based on a survey of 82 undergraduates and adopts a quantitative research methodology. The results suggest that engineering students generally displayed positive attitudes towards CAL and that increased use of CAL improved course performance where it matched exactly the course assessment format. On the basis of this survey, the authors go on to consider the use of CAL in teaching engineering students business and management subjects at university.

Cet article étude comment les étudiants de l'ingénierie utilisent l'enseignement assisté par ordinateur dans les études de gestion. L'article est fondé sur un sondage parmi quatre-vingt deux étudiants et une méthodologie de recherche quantitative. Il traite aussi le rapport entre l'ingénierie et la gestion et le rôle de l'enseignement assisté par ordinateur dans le cadre des études techniques. Les résultats semblent indiquer, qu'en général, les étudiants de l'ingénierie considèrent que l'enseignement assisté par ordinateur a un valeur educatif. De plus, l'enseignement assisté par ordinateur semble promouvoir une amélioration en matière de résultats, pourvu que les formats du logiciel et les contrôles soient les mêmes.     

An observational study of social exclusion under varied conditions: gender and developmental differences

To investigate social exclusion, 146 dyads of close friends (N = 292, ages 10, 12, and 14) were observed as they played a board game with a same-gender confederate actor, trained to be a difficult play partner. Verbalizations and gestures were coded for verbal and nonverbal social exclusion, verbal aggression, and verbal assertion. The results indicated few developmental differences. For verbal responses in the presence of the actor, boys were more socially exclusive and verbally aggressive than were girls. Girls engaged in more nonverbal social exclusion in the presence of the actor than did boys. Girls' socially exclusive behaviors were unrelated to other negative behaviors and more strongly related between friends in the actor's absence.