Learning oceanography from a computer simulation compared with direct experience at sea

Considerable research has compared how students learn science from computer simulations with how they learn from “traditional” classes. Little research has compared how students learn science from computer simulations with how they learn from direct experience in the real environment on which the simulations are based. This study compared two college classes studying introductory oceanography. One class learned using an interactive computer simulation based on a dynamic, three‐dimensional model of physical oceanography. The other class learned by spending a day on a research ship using scientific tools and instruments to measure physical properties of the ocean directly. In classes preceding and following the simulation or field experience, students performed the same exercises regarding currents and salinity, had the same instructor presentations, and did the same homework. The study found that the field experience helped contextualize learning for students with little prior experience of the ocean while the simulation made it easier for students to connect what they learned from it to other content they learned in class. These and other findings shed light on what computer simulations can and cannot help students learn, and what concepts are best learned in the real environment. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 25–42, 2006     

Towards numeracy for the third millennium: A study of the future of mathematics and mathematics education

The research reported here has sought to identify target skills and abilities that will compose a future numeracy, so that new expertise can be incorporated and the exposed deficiencies remedied within a dynamic rather than static concept of competency. A nation-wide selection of panellists contributed to a three-round Delphi process, with the final data comprising both structured responses and qualitative comment. The scope of the items covered calculating activities, writing activities, reading activities, physical skills, supporting (mental) skills, applications, and problem solving. Responses to the structured items have provided priorities for numeracy for the turn of the century, in terms of both expected and desired characteristics. In general, expectations for numeracy fall short of the levels deemed desirable by panel consensus. The qualitative comments have been incorporated into three scenarios reflecting altermative visions for the future. A comparison of the scenarios uncovers wide differences between informed thinkers with respect to future visions of the ends, means, and mechanics of learning. These differences among individuals who are otherwise consistent in their views of future needs must be addressed if the identified priorities are not to be lost in a quagmire of conflicting interests, opinions, priorities, and values.     

World enough and time: The work of Mollie Hunter

The work of Mollie Hunter is published and read throughout the world. She won the Carnegie Medal in 1974 forThe Stronghold, and she was the May Hill Arbuthnot Lecturer in 1975, travelling in the United States for six weeks giving a series of addresses that have been collected inTalent Is Not Enough (Harper & Row, 1976).Peter Hollindale is Senior Lecturer in English and Education at the University of York, and author ofChoosing Books for Children (Elek). He has lectured widely in children's literature at colleges of education and in-service courses for teachers. He contributed an article on John Masefield toCle 23.     

Paradigm development and leadership style of university department chairpersons

This article develops and tests the argument that leadership behavior in organizations can best be understood within a contingency technology-environment model. The major premise of this model is that one of the most influential intervening factors between organizational performance and leadership behavior is either the technology that the organization utilizes or the environment with which the organization interacts. Building upon this premise and the work of Kuhn (1970), four hypotheses are tested concerning the relationship between the effectiveness of natural science and social science departments in American universities using factor analysis. The data supports the conclusion that differential leadership styles are predictable in different scientific fields.     

A program for excellence in physics and physical science teaching

Conclusion It seems reasonable to conclude that the impact of these projects has been extensive and that we have met our basic objectives regarding the improvement of science education for the target teachers and students. The long-term goal of improved scientific literacy of at least a part of the citizens of this country and world can only be assessed by some form of longitudinal study that is beyond the scope and funding for these projects. But our assessment of what has been accomplished in the short term efforts seems to indicate very positive gains in those areas of knowledge, confidence, and pedagogical capability that we believe will enable the participants to make contributions to the improvement of scientific literacy for the students with whom they work. In short, we believe we have had two successful and worthwhile programs that have been useful and effective.     

Predicting Two Components of Career Maturity in School Based Adolescents

Three hundred and sixty-seven secondary school students across five year levels (8–12) were assessed for levels of career maturity (attitude and knowledge), work commitment, work value, career decidedness (indecision and certainty), career decision-making self-efficacy and self-esteem, and indicated their age, gender, socioeconomic status, school achievement and work experience. Using two multiple regression analyses, the predictor variables were able to account for 52% of the variance of career maturity attitude, and account for 41% of the variance of career maturity knowledge. Self-efficacy, age, career decidedness (certainty) and work commitment were the main predictors of career maturity attitude. Age, gender, career decidedness (certainty), work commitment and career decidedness (indecision) were the main predictors of career maturity knowledge. Results demonstrated the importance of examining two aspects of career maturity (attitude and knowledge), and were discussed in the context of Super's (1957, 1990) theory of career development.     

Adolescent smoking from a functional perspective: The Berlin-Bremen Study

Longitudinal data from the «Berlin-Bremen Study on Health Behavior» are used to investigate smoking transitions between different stages of smoking. 1357 seventh and eighth graders were asked about their smoking behavior, their expectations with regard to smoking, smoking in their environment, and their self-image in Fall, 1983. 86% and 81% participated again one and two years later, respectively. Analyses of carbon monoxide and serum thiocyanate levels revealed adequate validity for self-reported smoking behavior. Rates of smoking were dramatically different for different educational strata. Direct and indirect functions of smoking are distinguished. The «indirect» function refers to smoking as a means of obtaining access to peer groups, thus increasing one’s psychological well-being. Direct functions refer to social and affective effects of smoking such as looking older or calming down. In line with expectations, indirect functions were found to be more important for younger adolescents and for smoking onset. In contrast, direct functions were better predictors of the smoking behavior of older adolescents and of the transition to regular smoking.     

Vocational Interests and Career Efficacy Expectations in Relation to Occupational Sex-Typing Beliefs for Eighth Grade Students

Following the recommendations of Lent, Brown and Hackett's Social Cognitive Career Theory (2000), we measured eighth grade boys' and girls' perception of the proportion of men and women employed in occupations and their level of interest and self-efficacy for those occupations. Results indicated that eighth grade boys and girls expressed stronger career interest in and higher self-efficacy for those occupations that they rated as employing more of their own gender. The study highlights how career practitioners can work with adolescents to widen their perceived range of occupational choices.     

Science related attitudes amongst Victorian catholic primary school teachers

Conclusion This study is preliminary in nature, and the instrument will require some modification to reduce its length and to further increase the reliability of the attitude scale. None-the-less, in addition to replicating some important aspects of previous studies, and introducing a measurement of primary school teachers' science related attitudes, it does provide valuable data prior to the introduction of the new course guides. When used in conjunction with the findings of a similar survey which is to be conducted in 1983, these data will help to assess the impact of the introductory phase of the course in Victorian Schools.