Grappling with the literature of education research and practice

The absence of a central database and use of specialized language hinder nonexperts in becoming familiar with the science teaching and learning literature and using it to inform their work. The challenge of locating articles related to a specific question or problem, coupled with the difficulty of comprehending findings based on a variety of different perspectives and practices, can be prohibitively difficult. As I have transitioned from bench to classroom-based research, I have become familiar with how to locate, decipher, and evaluate the education research literature. In this essay, I point out analogies to the literature of science research and practice, and I reference some of the literature that I have found useful in becoming an education researcher. I also introduce a new regular feature, "Current Insights: Recent Research in Science Teaching and Learning," which is designed to point CBE--Life Sciences Education (CBE-LSE) readers to current articles of interest in life sciences education, as well as more general and noteworthy publications in education research.     

Another failure to replicate Lynn's estimate of the average IQ of sub-Saharan Africans

In his comment on our literature review of data on the performance of sub-Saharan Africans on Raven's Progressive Matrices, Lynn (this issue) criticized our selection of samples of primary and secondary school students. On the basis of the samples he deemed representative, Lynn concluded that the average IQ of sub-Saharan Africans stands at 67 when compared to UK norms after a correction of the Flynn Effect. We criticize his methods for being unsystematic. Here we select only those samples that were based on stratified or clustered random sampling and were deemed representative by the original authors. We again fail to replicate Lynn's low estimate of the average IQ of Africans. We argue that these scores are hard to interpret in terms of latent cognitive variables such as g because of the psychometric incomparability we established and because the Flynn Effect has yet to take hold in sub-Saharan Africa.     

Editorial Introduction

ABSTRACT

Eighteenth-century England saw a close association between personal decency and the condition, cleanliness and quality of underwear – this shirt or shift, usually made from linen, was used to judge status and respectability. Novels and a pawnbroker’s book reveal that inadequate underwear shamed its owner. Bodily intimacy had the potential to create emotional attachments, illustrated by the poignant Derwentwater sheet. However quantitative analysis of wills and textiles from the Foundling Hospital, which continues as the children’s charity Coram, indicate that bodily intimacy did not automatically create emotional meaning and economic value could have primacy over emotional attachment.     

CHANGES IN SOIL BIOLOGICAL PROPERTIES WITH THE ADDITION OF METSULFURON-METHYL HERBICIDE

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Validity of acute phase proteins and trace metals as adjuncts in viral hepatitis A and B

The level of seven acute phase proteins was estimated together with copper and zinc in two groups of 15 children each suffering from hepatitis A (HAV) or Hepatitis B (HBV). The mean concentration of α-1 antitrypsin, α-2 macroglobulin, ceruloplasmin, C3 and copper was increased uniformly in both the types of viral hepatitis. α-1 acid glycoprotein, haptoglobin and zinc levels were decreased in both the infections. A significant decrease in albumin level was observed in HAV while the decrease was not significant in HBV. All the paramenters were repeated after one month on the day of discharge following the disappearance of clinical signs and symptoms wherein the haptoglobin level returned to normal in HAV. No change was observed in the level of other acute phase proteins. The level of the trace elements returned to normal. The observed increase in the levels of acute phase proteins at the onset does not seem to have any significant relation to the subsequent course of the disease. However, the level of acute phase proteins and other biochemical parameters may indicate a delayed biochemical recovery phase in conjunction with the underlying hepatic pathological changes in the course of viral hepatitis in spite of clinical recovery.     

Helping students make meaning of authentic investigations: findings from a student–teacher–scientist partnership

As student–teacher–scientist partnerships become more widespread, there is a need for research to understand the roles assumed by scientists and teachers as they interact with students in general and in inquiry learning environments in particular. Although teacher roles during inquiry learning have been studied, there is a paucity of research about the roles that scientists assume in their interactions with students. Socio-cultural perspectives on learning emphasize social interaction as a means for students to make meaning of scientific ideas. Thus, this naturalistic study of classroom discourse aims to explore the ways scientists and teachers help high school students make meaning during authentic inquiry investigations. Conversational analysis is conducted of video recordings of discussions between students and teachers and students and scientists from two instances of a student–teacher–scientist partnership program. A social semiotic analytic framework is used to interpret the actions of scientists and teachers. The results indicate a range of common and distinct roles for scientists and teachers with respect to the conceptual, social, pedagogical, and epistemological aspects of meaning making. While scientists provided conceptual and epistemological support related to their scientific expertise, such as explaining scientific phenomena or aspects of the nature of science, teachers played a critical role in ensuring students’ access to this knowledge. The results have implications for managing the division of labor between scientists and teachers in partnership programs.     

Place-based curriculum making: devising a synthesis between primary geography and outdoor learning

Outdoor learning provides children with an opportunity to experience the interdisciplinary nature of the real world through interactions with each other and the planet. Geographical enquiry involves exploring the outdoors in an investigative capacity. Space, place and sustainability are three core concepts in primary geography, although sustainability is applicable to all curricular areas. This article argues that the disciplines of primary geography and outdoor learning have much to gain through mutual cooperation and collaboration. For instance, primary geography programmes should include extensive outdoor learning initiatives using local sites such as the school grounds and the local area. This article attempts to make links between the two disciplines of primary geography and outdoor learning, in the interests of promoting education for sustainability. Specifically, the article argues for a conscious synthesis which blends the three dimensions of place, space and sustainability into geographical place-based curriculum making.