A typology of undergraduate students' conceptions of size and scale: Identifying and characterizing conceptual variation

The importance of “size and scale” in nanoscience and engineering has been recognized by both scientists and science educators. A solid understanding of this concept is key to the learning of nanoscience. Students, however, have been reported to have considerable difficulty grasping this concept; yet little is known regarding their state of understanding. To address this knowledge gap, we conducted a series of studies that were aimed at exploring the different ways students conceive of “size and scale” in the context of undergraduate nanoscience and engineering courses. Informed by Variation Theory of Learning (Marton and Booth, 1997), we identified four major categories (with two sub‐categories within each) of student conception—fragmented, linear, proportional, and logarithmic. These conception categories, together with the aspects of variation that characterize and distinguish them, are summarized in a typology. In addition to serving as a diagnostic tool to describe students' understanding, this typology can also be used to guide the development of instructional interventions that facilitate students to move toward a more sophisticated understanding of “size and scale.” © 2011 Wiley Periodicals, Inc., Inc. J Res Sci Teach 48: 512–533, 2011     

A study of technical signs in science: implications for lexical database development

Both classroom instruction and lexical database development stand to benefit from applied research on sign language, which takes into consideration American Sign Language rules, pedagogical issues, and teacher characteristics. In this study of technical science signs, teachers' experience with signing and, especially, knowledge of content, were found to be essential for the identification of signs appropriate for instruction. The results of this study also indicate a need for a systematic approach to examine both sign selection and its impact on learning by deaf students. Recommendations are made for the development of lexical databases and areas of research for optimizing the use of sign language in instruction.     

Relating Preschool Quality to Children’s Literacy Development

Preschool classrooms were investigated to determine the extent to which quality is related to children’s literacy development. The study included 24 classrooms of 428 prekindergarten children in a large, urban Midwestern school district. Results suggest that global classroom quality and literacy environment quality are strongly related. Literacy environment quality and children’s literacy abilities are also related. Differences in classroom quality were found to have an impact on children’s literacy scores—the higher the quality, the higher the scores. This article also describes lessons learned from the investigation and provides suggestions for teachers and administrators for improving quality to enhance literacy development.     

Compulsory Schooling‐‐the Critical Dimension to Work and Learning in the New Millennium

This article discusses the need to better match education to the needs of redefined work. It considers some of the attitudes and personal characteristics required in the new millennium and holds that these should be imparted through compulsory schooling. It further considers the appropriateness of skills training, vocational education, and employment strategies in the changing arena of business; the impact on the Twenty‐First Century learner of internationalization and globalization; and current as well as potential innovative learning experiences and opportunities. International business and learning examples are cited.     

Impact of librarians in first-year medical and dental student problem-based learning (PBL) groups: a controlled study

BACKGROUND: Librarians at the University of Alberta have been involved with teaching undergraduate medical and dental education for several years. After 1 year of increased librarian involvement at the problem-based learning (PBL), small-group level, informal feedback from faculty and students suggested that librarians' participation in PBL groups was beneficial. There was, however, no real evidence to support this claim or justify the high demand on librarians' time. OBJECTIVES: The study aimed to determine whether having a librarian present in the small-group, problem-based learning modules for first-year medical and dental students results in an improved understanding of evidence-based medicine concepts, the nature of medical literature, and information access skills. METHODS: One hundred and sixty-four first-year medical and dental students participated in the study. There were a total of 18 PBL groups, each with approximately nine students and one faculty tutor. Six librarians participated and were assigned randomly to the six intervention groups. Students were given pre- and post-tests at the outset and upon completion of the 6-week course. RESULTS: Post-test scores showed that there was a small positive librarian impact, but final exam scores showed no impact. There was also no difference in attitudes or comfort levels between students who had a librarian in their group and those who did not. CONCLUSIONS: Impact was not sufficient to warrant continued participation of librarians in PBL. In future instruction, librarians at the John W. Scott Health Sciences Library will continue to teach at the larger group level.