Making sense of students' science: The construction of a model of tinkering

The science which students bring to the classroom has received a lot of research attention in recent years. These studies have focused on the investigation of children's conceptualisation of scientific phenomena. The present study brought a wider perspective by also seeking to describe the intuitive methods which students learn from their everyday experiences. The focus was on one method by which some students acquire their prior experiences, namely tinkering. Specifically, the nature of tinkering was explored within the context of one area of physical science, electricity. The findings therefore add a new dimension to our understanding of the science that students bring to the classroom. The results offer this clarification by proposing a model of tinkering.     

The White Paper and Academic Research

This paper reviews the recent White Paper Realising our potential: a strategy for Science, Engineering and Technology (Cm 2250) from the point of view of academic research. It deals particularly with ownership of the White Paper process, with the main policy thrusts of the White Paper and with instruments for implementation.     

A multiage-grouping success story

How children organize themselves in play reflects groupings found in society. Multiage grouping in schools reflects the same. Multiage grouping is grouping children of multiple ages, at least one year apart, for instruction. With renewed interest in this practice comes anxiety for teachers who contemplate such a change. Some questions teachers often ask include: How do I get started?, and How do I organize the day? This article is the success story of one teacher as she began her multiaged classroom. Perhaps her story can answer some questions and serve as a beginning model for others.     

Time-shortened degrees: A return to nostalgia

Time-shortened degrees have roots in the nineteenth century. History relates the evolution of the degree to changes occuring in college and university curricula. In more recent times the time-shortened degree can be correlated to the technologic mind, which emphasizes efficiency and expediency. Many unanswered and even unasked questions must be addressed. Not the least of these issues is the whole concept of what constitutes academic credit.     

Secondary school initiative in creating advanced placement opportunities

The most important opportunity available to secondary school students to earn college credit for college-level work done in high school is the series of advanced placement tests provided by such organizations as the College Entrance Examination Board. This paper presents three models of initiatives that can be taken by secondary school educators to create exams in those areas for which advanced placement tests do not currently exist and better serve the needs of their students who could prepare for current exams: adapt existing exams as credit-earning proficiency exams; work with interested universities in creating new advanced placement programs; and reorganizing the existing advanced placement program offered in the high school.