The influence of content organization on student's cognitive structure in thermodynamics

Two different approaches to the content of thermodynamics were used in an introductory college physics course: one was the traditional organization found in most textbooks on the subject, the other was based on the learning theory of David Ausubel. The influence of these different content organizations on the student's cognitive structure was investigated using a word association test which was analysed through hierarchical clustering analysis. Research findings suggest that the approach based on Ausubel's theory influences the student's cognitive structure in such a way that their conceptual hierarchies are more coherent with the basic laws and the conceptual structure of the subject matter.     

Jumping Into the Deep End: Developing Culturally Responsive Urban Teachers Through Community-Immersive Partnerships

Abstract

Preparing special educators for the highest-need schools remains an ongoing challenge in urban districts across the United States. One university’s collaborative community-based immersive partnership model, with emphasis on service learning, has demonstrated promising levels of impact on candidates’ preparation as preservice teachers learning how to celebrate the rich cultural histories of the communities where they are immersed. Both quantitative and qualitative results on the impact of one specific example of this work are provided.     

Communities of Caring: Developing Curriculum That Engages Latino/a Students’ Diverse Literacy Practices

This study investigates the learning and work of a community of practice that engaged in a specific inquiry around family/community literacy and the development of a culture of caring that would connect family/community/school literacies in ways that allowed their mostly Latino/a students to develop positive student identities, enhanced personal connections to their peers, and stronger experiential responses to literacy instruction.     

Conceptions of the Nature of Science and Technology: a Study with Children and Youths in a Non-Formal Science and Technology Education Setting

This study investigated some of the aspects that characterise the understanding of the Nature of Science (NOS) and Nature of Technology (NOT) of 20 children and youths from different countries who perform scientific and technological activities in a non-formal teaching and learning setting. Data were collected using a questionnaire and semistructured interviews. A categorical instrument was developed to analyse the participants’ conceptions of the following subjects: (1) the role of the scientist, (2) NOS and (3) NOT. The results suggest that the participants had naïve conceptions of NOS that are marked by empirical and technical-instrumental views. They characterised NOT primarily as an instrumental apparatus, an application of knowledge and something important that is part of their lives. They exhibited a stereotypical understanding of the role of the scientist (development of methods, demonstration of facts, relationship with technological devices, etc.).     

The Nature of Science and Its Implications for Physics Textbooks

This study aims to analyse, based on common characteristics of the Nature of Science, how first year university Physics textbooks present the introduction of the concept and theories of magnetic field. It shows that despite the increasing number of studies into the Nature of Science in Science Education, Physics textbooks fail to adopt the results of this research. It is proposed that it would be plausible for textbooks to illustrate the characteristics of the Nature of Science by focusing on problems and changes in the development of the theory of magnetic field.     

The Capitalist State and Public Policy Formation. Framework for a Political Sociology of Educational Policy Making

This article argues that public policy formation cannot be understood without a consistent theory of the capitalist state and politics. This is particularly true with respect to education policies. Expanding capital accumulation and increasing the legitimation of the entire mode of production seem to be the principal roles of the capitalist state, a role that is in perpetual tension. Coming to grips with this tension constitutes a principal challenge for the state. Considering educational policies, programs and practices, to inquire into the reasons for the growth of a given educational level—how programs have been devised historically, by whom, for what purposes, and how they are related to the educational clientele that they are supposed to serve—is to ask for an explanation of the determinants of educational policy formation. In this article a framework for a political sociology of educational policy making and a set of hypotheses on the production rules of public policy are offered.     

Transversal traits in science education research relevant for teaching and research: A meta‐interpretative study

This study is a meta‐interpretative analysis that focuses on research conducted and published by other researchers. Concepts central to this study include global practical relevance, curriculum design, and formative situation. We analyzed 35 studies selected from 374 published studies in the years 2000 and 2001 in three journals referenced in the International Scientific Index. Using a replicable methodology developed specifically for this research, we found evidence of s clusters of variables that suggest the existence of transversal traits in the 35 science education research studies. These results form a reference framework of theoretical and practical knowledge relevant for research and practice pertaining to teaching and learning science. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 574–599, 2008     

The State,Privatisation and Educational Policy: A critique of neo-liberalism in Latin America and some ethical and political implications

This article discusses external assistance and aid in Latin America in neo-liberal times. A central component of external assistance in educational policy is the proposal for an ethos and model of privatisation in the context of a neo-liberal state though with a prominent role played by neo-liberal international organisations. The drastic changes from a liberal state to a neo-liberal state are analysed theoretically. Some of the key dilemmas and tensions of external aid are also analysed, touching on the roles of the World Bank and the key elements of its lending processes, particularly its research policies. The paper addresses in its last section key ethical and political dilemmas of educational research and planning in Latin America.