Foundational issues in evolution education

There is a great need for effective evolution education. This paper reviews some of the evidence that demonstrates that need and analyzes some of the foundational semantic, epistemological, and philosophical issues involved. This analysis is used to provide a functional understanding of the distinction between science and non-science. Special emphasis is placed the scientific meaning of the terms theory, hypothesis, fact, proof, evidence, and truth, focusing on the difference between religious belief and acceptance of a scientific theory. Science is viewed as theologically neutral and as not mutually exclusive from religion. Finally, a number of practical recommendations to the classroom biology teacher are presented.     

Electronic Databases for Technical and Professional Communication Research

Electronic databases provide access to resources in business, communication, education, applied science and technology, and the social sciences. This article identifies the databases that monitor the journals most frequently cited by technical and professional communication researchers.     

Between ethos and practice: are Ireland’s new multi-denominational primary schools equal and inclusive?

This article explores the ethos of multi-denominational primary schools in the context of increasing cultural and religious diversity in the Republic of Ireland. In particular, it investigates how the official ethos is played out in day-to-day school interactions. The mixed-methods study draws on data collected from 11 community national schools focussing on the perspectives of principals, teachers and pupils. The data indicates while schools’ formal ethos sets out guiding principles and standards, a closer look reveals the specific identity of each individual school within the broader formal framework. The article presents a new perspective on school ethos research by exploring the extent to which it guides the promotion of diversity and tolerance in a multi-faith context. While the study is carried out in Ireland, it is also of interest to other jurisdictions where schools are faced with increasing religious diversity among their student population.     

Correction to: Latent profiles of attitudes toward print and digital reading among adolescents

Reading and Writing - In the original publication, the article title was incorrectly published. The correct title has been given with this Correction.     

The Development of Chemical Language Usage by “Non-traditional” Students: the Interlanguage Analogy

Research in Science Education - Students commonly find specialist scientific language problematic. This study investigated developments in chemical language usage by six non-traditional students...     

Becoming Fathers: Initial Exploration of a Support Program for New Fathers

Emerging fathers experience a variety of stressors, including identity and role transitions, changes in their relationships, and challenges in developing caregiving skills. Increasing expectations for father involvement in childcare are emphasizing the importance of the father role, but social supports for new fathers remain scarce. Nineteen expectant and new fathers participated in a pilot 5-week group intervention aimed at improving stress coping and involvement attitudes using a combination of mindfulness practices and skill-building for parenting and partner communication. We administered surveys pre- and postintervention to assess efficacy in the areas of stress, depressive symptoms, father involvement attitudes, and mindfulness. Within-participant differences were compared across participants as well as examining individual reliable change. Results indicated initial reductions in stress and depressive symptoms and increases in the mindfulness constructs of nonjudgment and nonreactivity. No significant changes were found in father involvement attitudes. Perinatal intervention specific to fathers holds promise as an underexplored avenue for supporting families across the transition to parenthood.     

From Science Studies to Scientific Literacy: A View from the Classroom

The prospective virtues of using history and philosophy of science in science teaching have been pronounced for decades. Recently, a role for nature of science in supporting scientific literacy has become widely institutionalized in curriculum standards internationally. This short review addresses these current needs, highlighting the concrete views of teachers in the classroom, eschewing ideological ideals and abstract theory. A practical perspective highlights further the roles of history and philosophy—and of sociology, too—and even broadens their importance. It also indicates the relevance of a wide range of topics and work in Science Studies now generally absent from science educational discourse. An extensive reference list is provided.     

Stress Reactivity and Self-Recognition

This study examined longitudinally whether early differences in reactivity to stress are related to self-recognition at 18 months of age. Adrenocortical and behavioral to Stress responses to routine inoculation at 2, and 4 months and at 6 and 18 months were obtained. Previous finding indicated a development shift in adrenocortical functioning by 6 months of age that included the emergence of stable individual differences in cortisol response from this point in development. Self-recognition was related to greater cortisol response and less rapid quieting at 6 to 18 months, whereas 2- to 4-month cortisol and quieting response did not differentiate self-recognizers and non-self-recognizators. These findings indicate a role for temperament differences in facilitating the emergence of self-recognition.