Identifying mediating factors of moral reasoning in science education

The purpose of this research was to examine how science content knowledge, moral reasoning ability, attitudes, and past experiences mediate the formation of moral judgments on environmental dilemmas. The study was conducted in two phases using environmental science majors and nonscience majors of college age. Phase One determined if environmental science majors exhibited higher levels of moral reasoning on nontechnical environmental social issues than on general social issues and examined the extent to which possible mediating factors accounted for differences in moral reasoning. Phase Two was qualitative in nature, the purpose of which was to observe and identify trends in conversations between subjects as to how certain mediating factors are revealed as people form moral judgments. The framework on which this study was constructed incorporates a progressive educational position; a position that views science education as being interdisciplinary, and a social means to a social end.     

Assessing Collaboration in One Media Ecosystem

This case study explores relationships among news organizations in one media ecosystem to determine how willing journalists may be to form a more collaborative information network. A three-step, mixed methodological approach is employed: the ecosystem was “mapped”; an ongoing dialogue with journalists was initiated, and in-depth interviews were conducted with journalists and community storytellers to understand existing news flow in this region. Preliminary findings suggest a willingness to collaborate; however, legacy media may have more reservations about collaboration than journalists at community newspapers, public broadcasting stations, and entrepreneurial startups.     

"小人物"在用户参与型DRS模式中的"长尾效应"

文章所谓的"小人物"泛指众多的图书馆用户.在图书馆信息咨询领域中,是指相对于图书馆咨询服务的那些专业咨询馆员、学科馆员而言的那部份群体.文章首先介绍什么是用户型DRS模式,然后论证这种"小人物"参与的数字参考咨询服务模式符合长尾理论的三大法则,并论述了广大的图书馆用户(小人物)参与到数字参考咨询服务中后所带来的"长尾"效应.     

Mathematical knowledge for teaching teachers: knowledge used and developed by mathematics teacher educators in learning to teach via problem solving

In this study, we report on what types of mathematical knowledge for teaching teachers (MKTT) mathematics teacher educators (MTEs) use and develop when they work together and reflect on their teaching in a Community of Practice while helping prospective primary teachers (PTs) generate their own mathematical knowledge for teaching in learning mathematics via problem solving. Two novice MTEs worked with an experienced MTE and reflected on the process of learning to teach via problem solving and supporting PTs in developing deep understandings of foundational mathematical ideas. Taking a position of inquiry as stance, we examined our experiences teaching mathematics content courses for PTs via problem solving. We found that all of the MTEs used and developed some MKTT through (a) understanding and deciding on the mathematical goals of both the individual lessons and the two-course sequence as a whole, (b) choosing and facilitating tasks, and (c) using questions to scaffold PTs learning and engage them in mathematical processes such as making conjectures, justifying their reasoning, and proving or disproving conjectures.     

Special Education Teachers Use Science-Technology-Society (STS) Themes to Teach Science to Students With Learning Disabilities

Journal of Science Teacher Education -     

Determining the Intelligibility of Einsteinian Concepts with Middle School Students

Research in Science Education - The modern Einsteinian conception of space, time, matter and radiation represents a radical paradigm shift compared with the traditional Newtonian physics that...