Towards a theory of curriculum implementation with particular reference to science education in developing countries

Improving science education is often regarded as a priority for developing countries in order to promote longterm economic development. Thus initiatives, both government and foreign-aid sponsored, aimed at improving science education in developing countries abound. However, all too often the focus of such initiatives is limited to the development of science curricula, while the details of how the curricula will be implemented at school level are often neglected. This paper represents an effort to lay the groundwork for a theory of curriculum implementation with particular reference to developing countries. We have drawn on school development, educational change, and science education literature in order to develop three constructs that could form the heart of such a theory, namely, Profile of Implementation, Capacity to Innovate, and Outside Support. Six propositions are offered to suggest how the constructs may inter-relate as a basis for the development of the theory. The implementation of the natural sciences learning area of the South African Curriculum 2005 is used to illustrate the emerging theory.     

Use and evaluation of a technology-rich experimental collaborative classroom

In order to pilot a shift towards greater use of collaborative learning in our higher education programs, the University of Hong Kong has invested in the development of a prototype technology-enhanced collaborative learning space. The space was created by retrofitting a vacant studio, turning it into an innovative classroom space in which collaborative learning is promoted and facilitated both through the provision of technology and by the physical layout of the room. We have used the space to pioneer collaborative learning both by holding professional development workshops for faculty in the room and also by helping academic staff to run experimental courses in the learning space. The opportunity to offer professional development and support for academic staff in this environment is particularly valuable as it ensures they do not simply deliver traditional didactic lectures in a space designed to promote interactive student learning and engagement. By using the space as a ‘student’ they are able to consider how they may use collaborative learning environments with their students. This paper describes use of the room for professional development of academic staff and also provides two examples of the use and evaluation of the room by faculty who used the room to teach experimental classes.     

Describing the plastic deformation of aluminium softball bats

Hollow aluminium bats were introduced over 30 years ago to provide improved durability over wooden bats. Since their introduction, however, interest in hollow bats has focused almost exclusively around their hitting performance. The aim of this study was to take advantage of the progress that has been made in predicting bat performance using finite elements and apply it to describe bat durability. Accordingly, the plastic deformation from a ball impact of a single-wall aluminum bat was numerically modelled. The bat deformation from the finite-element analysis was then compared with experiment using a high-speed bat test machine. The ball was modelled as an isotropic, homogeneous, viscoelastic sphere. The viscoelastic parameters of the ball model were found from instrumented, high-speed, rigid-wall ball impacts. The rigid-wall ball impacts were modelled numerically and showed good agreement with the experimentally obtained response. The strain response of the combined bat-ball model was verified with a strain-gauged bat at intermediate ball impact speeds in the elastic range. The strain response of the bat-ball model exhibited positive correlation with the experimental measurements. High-speed bat-ball impacts were performed experimentally and simulated numerically at increasing impact speeds which induced correspondingly increased dent sizes in the bat. The plastic deformation from the numerical model found good agreement with experiment provided the aluminium work hardening and strain rate effects were appropriately described. The inclusion of strain rate effects was shown to have a significant effect on the bat deformations produced in the finite-element simulations. They also helped explain the existence of high bat stresses found in many performance models.     

'It was Better than Sitting in a Group and Talking'. An Evaluation of a Film-Making Project with Young People in Trouble or 'At Risk' in School

This paper will explore some issues raised by an evaluation of a Scottish video making project which works with young people in trouble or 'at risk' in school. In the paper we reflect on the problems of evaluating work with troubled and troublesome pupils and on the difficulties of both collecting and presenting appropriate evidence. It offers a contribution to continuing debates over educational exclusion and inclusion and to the research literature on strategies for supporting young people in school. The paper also raises key questions about the planning and evaluating of support services for young people by schools.     

Breaking the Cycle: Future Faculty Begin Teaching with Learner-Centered Strategies after Professional Development

The availability of reliable evidence for teaching practices after professional development is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional development “best practices” and effective models for change difficult. We aimed to determine the extent to which postdoctoral fellows (i.e., future biology faculty) believed in and implemented evidence-based pedagogies after completion of a 2-yr professional development program, Faculty Institutes for Reforming Science Teaching (FIRST IV). Postdocs (PDs) attended a 2-yr training program during which they completed self-report assessments of their beliefs about teaching and gains in pedagogical knowledge and experience, and they provided copies of class assessments and video recordings of their teaching. The PDs reported greater use of learner-centered compared with teacher-centered strategies. These data were consistent with the results of expert reviews of teaching videos. The majority of PDs (86%) received video ratings that documented active engagement of students and implementation of learner-centered classrooms. Despite practice of higher-level cognition in class sessions, the items used by the PDs on their assessments of learning focused on lower-level cognitive skills. We attributed the high success of the FIRST IV program to our focus on inexperienced teachers, an iterative process of teaching practice and reflection, and development of and teaching a full course.     

Hokanson,Brad & Gibbons,Andrew ed (2013) Design in educational technology Springer (Berlin) isbn 978‐3‐319‐00926‐1 283 pp £90 http://www.springer.com/education+%26+language/learning+%26+instruction/book/978‐3‐319‐00926‐1

Here is a well written and well edited book with focus on the concept of design in modern educational technology practice. It is for both new and experienced designers; those new to the field might find opportunities to expand their practice, while experienced designers will find affirmation of many past practices and the opportunity to explore new ideas for future projects. If you think this book is likely to be of value to you, I suggest you buy your own copy Diane P Janes     

Scientific Inquiry Self-Efficacy and Computer Game Self-Efficacy as Predictors and Outcomes of Middle School Boys’ and Girls’ Performance in a Science Assessment in a Virtual Environment

Journal of Science Education and Technology - The primary aim of the study was to examine whether performance on a science assessment in an immersive virtual environment was associated with changes...