Students’ expectations of the economic returns to college education: results of a controlled experiment

We report the results of an experiment designed to elicit students’ subjective beliefs about the economic returns to college education. An important feature of our experimental design is the inclusion of financial incentives for accurate reporting. We also consider the extent to which individuals’ beliefs about their own returns differ from their beliefs about the returns for others. The evidence shows that students do have a self-enhancement tendency, and this finding cannot be attributed to previously uncontrolled order effects. The evidence also indicates that there is no significant difference between beliefs elicited using hypothetical surveys or real financial incentives in the elicitation procedure. This finding suggests that economists’ reluctance to gather subjective data on earnings expectations may not be warranted.     

Tables of contextual cognition: a proposal for intercultural research in science education

The goal of this paper is to propose tables of contextual cognition as a tool for research and a model to facilitate the intercultural dialogue on science education in schools. The proposal arose from a qualitative case study, involving the use of tables of compared cognition in biology classes in a Brazilian public school. The results indicate that these tables helped students to understand relationships of similarities and differences between their previous knowledge and scientific knowledge and, equally, to delimit the original context and applicability of each of these ways of knowing. However, I perceived the need to expand these tables to gain a new meaning for the practical purposes of research and culturally sensitive science teaching. Finally, tables of contextual cognition considering these changes are proposed and I discuss the possible implications for teaching and research in science education.     

Transversal traits in science education research relevant for teaching and research: A meta‐interpretative study

This study is a meta‐interpretative analysis that focuses on research conducted and published by other researchers. Concepts central to this study include global practical relevance, curriculum design, and formative situation. We analyzed 35 studies selected from 374 published studies in the years 2000 and 2001 in three journals referenced in the International Scientific Index. Using a replicable methodology developed specifically for this research, we found evidence of s clusters of variables that suggest the existence of transversal traits in the 35 science education research studies. These results form a reference framework of theoretical and practical knowledge relevant for research and practice pertaining to teaching and learning science. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 574–599, 2008     

Drivers of spin-off performance in industry clusters: Embodied knowledge or embedded firms?

Numerous studies attest to the distinctive performance of intra-industry spin-offs located in agglomerated regions. Besides entrepreneurs’ pre-entry experience, both superior hires and regional embeddedness have been suggested as factors contributing to this pattern. We employ linked employer-employee data to assess their relevance in the empirical context of the Portuguese plastic injection molds industry. We find that the longevity of entrants is associated with the number and quality of early employees hired from within the industry, consistent with the importance of embodied knowledge flows. Our findings do not suggest that entrants’ centrality in the regional industry network enhances their longevity.     

奥林匹克多元文化主义:走向文化相对主义

"7月9日,当世界杯足球赛决赛在柏林开赛时,这个星球上的五分之一人口,即10多亿人将在观看同一电视画面,这是世界历史进程中的一个新标志.     

The understanding of monsters at the Royal Society in the first half of the eighteenth century

In tune with an Enlightenment sensibility that focused on the search for order and regularities, monsters were given a marginal position in eighteenth-century medical works. By contrast, they had an important place at the Royal Society during the second half of the century. This article first focuses on the general interest in monsters within the context of the natural historical agenda and corporate activity of the Society and then addresses the medical understanding of monsters by members of the Society. Finally, it discusses some of the moral and social implications of their medicalization in eighteenth century England.     

Briging it all back home: some implications of recent science and technology studies for the classroom science teacher

In this paper, we support the validity of drawing from science studies to reshape science education. While true educational reform must involve alternative curricular structures, we stress that we do not propose here either a comprehensive curricular framework or a report on a pilot classroom project, as our research perspective comes from science studies rather than from education. Instead this paper is intended to encourage educators to draw from methodologies used in science studies to further their goals in education research and in classroom teaching. First, we examine theoretical connections and divergences between science studies and theories of education. Secondly, we discuss the benefits of teaching science as a social process and offer some suggestions that can be introduced by classroom teachers into pre-existing science curricula.     

Four-component instructional design (4C/ID) model: a meta-analysis on use and effect

Learning Environments Research - The four-component instructional design model (4C/ID) has been increasingly used in face-to-face and online learning environments. We present a meta-analysis on the...