Relevant Features of Science: Values in Conservation Biology

The development of an understanding of the nature of science is generally assumed to be an important aspect of science communication with respect to the enhancement of scientific literacy. At present, a general characterization of the nature of science is still lacking and probably such a characterization will not be achievable. The overall aim of the work presented here is to develop a representative portrayal of the nature of science for science communication. In the present paper an exemplary case study on the topic of biodiversity conservation is presented with the aim of revealing what features of science might be potentially relevant for the public to develop a critical understanding of this important socio-scientific issue.     

Laser cleaning of terracotta decorations of the portal of Palos of the Cathedral of Seville

Laser cleaning has been used to restore the soiled terracotta statues and decorations of the tympanum of the portal of Palos of the Cathedral of Seville in Spain. A simultaneous laboratory study performed on a representative sample helped to identify the optimum laser conditions to remove the dark soiling layer produced by air pollution. It was found that irradiation at 1064 nm with a Q-switched Nd:YAG laser was more effective than the harmonic wavelengths of 532 or 266 nm. LIBS and Raman microscopy gave information on the composition of terracotta and identified the presence of a protective layer made of gypsum and calcite. As detected by Raman spectroscopy, laser irradiation caused the elimination of the carbon component of the soiling layer and the appearance of an anhydrite component in the laser irradiated gypsum layer applied over the terracotta substrate for protective purposes. Local heating of the surface caused by laser irradiation at 1064 nm, the laser wavelength used for restoration of the portal, might be responsible for a process of partial dehydration of gypsum into anhydrite.     

Supporting Teachers’ Understanding of Nature of Science and Inquiry Through Personal Experience and Perception of Inquiry as a Dynamic Process

Research in Science Education - One of today’s challenges in science education involves the development of appropriate conceptions of inquiry teaching and realizing how these experiences can...     

Hong Kong Student Achievement in OECD-PISA Study: Gender Differences in Science Content, Literacy Skills, and Test Item Formats

This study examined gender differences in students' scientific literacy as measured by OECD-PISA. In particular, we focused on the 2437 students from 140 Hong Kong schools. Hong Kong boys' and girls' science scores did not differ overall. However, boys scored higher than girls at the higher percentiles (75th and above). Moreover, specific test components showed gender differences. Boys tended to score higher on tests with more earth and physical science items, understanding of scientific knowledge items, and closed items. Meanwhile, girls tended to score higher on recognizing questions and identifying evidence items. These results suggest that a science test assessing diverse content and literacy skills in a variety of response formats provides both a more comprehensive picture of students' capabilities and a more likely gender-equitable assessment.     

Effect of School Decentralization and School Climate on Student Mathematics Performance: The Case of Hong Kong

For more than a decade, the Government of Hong Kong has instituted a policy of school decentralization aimed at devolving authority to all stakeholders, including the representatives of School Sponsoring Bodies, principals, teachers, parents, and community members. This study examines the relative contribution of two dimensions of school decentralization – teacher participation and school autonomy – to students' mathematics performance, and examines the role of school climate as a mediating variable between decentralization and performance. Data for the present study come from the second cycle of the Programme for International Student Assessment (PISA 2003), which is a large international assessment measuring 15-year-old students' literacy performance across over 40 countries and regions around the world. Using multi-level analysis, the study finds that teacher participation is more important than school autonomy for student mathematics performance in Hong Kong. In addition, the effect of teacher participation on students' performance is mediated by four major school climatic factors – sense of belonging, disciplinary climate, students' morale and student behaviour – in Hong Kong's secondary schools.     

Children and Their Basic Needs

The purpose of this article is to present many of the obstacles presented by poverty in the fulfillment of the basic needs of children. Each of the 5 basic needs identified by Maslow are addressed with regard to children reared in poverty. The article concludes by reiterating the need to do more to ensure that the basic needs of all American children are met.     

Critically Reflective Work Behaviour Within Autonomous Professionals�� Learning Communities

Informal learning communities in which participants show critically reflective work behaviour (CRWB) have the potential to support lifelong learning. In practice this behaviour does not always occur in groups of autonomous professionals. This study explores design principles (DPs) that could act as social affordances for CRWB, within the context of healthcare professionals. From the literature, 28 DPs were deduced. In an online Delphi study, 12 experts gave their opinions about these. To explore strategies for implementation of these DPs, a face-to-face expert discussion meeting was organized. The Delphi study resulted in a subset of 13 DPs considered to be relevant for CRWB. Some of the design principles were confirmed or reformulated, others were considered to be unimportant. Exploration of strategies for implementation confirmed the importance of having moderators from within the group. The results of this study, combining issues of design and implementation, could contribute to the discussion about the support and set-up of learning communities for autonomous professionals. A framework for behavioural change is considered that could help to understand why these DPs should influence participants’ interaction.     

The use of Museum Based Science Centres to Expose Primary School Students in Developing Countries to Abstract and Complex Concepts of Nanoscience and Nanotechnology

Nanotechnology is an emerging technology, and it is regarded as the basis for the next industrial revolution. In developing countries, nanotechnology promises to solve everyday challenges, such as the provision of potable water, reliable energy sources and effective medication. However, there are several challenges in the exploitation of nanotechnology. One of the notable challenges is the lack of adequate knowledge about how materials behave at the nanoscale. As nanotechnology is relatively new, the current generation of scientists have not had the opportunity to learn the fundamentals of the technology at an early stage. Young students who are at the primary school level may follow the same trajectory if they are not exposed to the technology. There is a need to lay a strong foundation by introducing nanoscience and nanotechnology to students at the primary school level. It is during the early stages of child development that students master basic concepts for life long learning. Nevertheless, many primary school children, particularly those in developing countries are missing the chance of learning about nanoscience and nanotechnology because it is regarded as being abstract and complex. In this paper, we argue that despite the complexity of nanoscience and nanotechnology, science centres can be used as one of the platforms for exposing young students to the discipline. We use a case study of a museum-based science centre as an example to illustrate that young students can be exposed to nanoscience and nanotechnology using tactile and hands-on experience. The early engagement of primary school children with nanoscience and nanotechnology is important in raising the next generation of scientists who are firmly grounded in the discipline.     

Creating a responsive curriculum for postgraduates: lessons from a case in Ghana

A responsive curriculum addresses the changing needs of students, bridging the gap between universal knowledge and theories on one hand and contextual, continuously changing realities of everyday life and the world of work, on the other. Though several higher education institutions appreciate the value of making curriculum responsive, how to do this remains a challenge. This paper first identified unique attributes of responsive curriculum development based on literature and assessed their manifestation in the creation of a new Masters curriculum in natural resource and environmental governance in Ghana. The role of actors within and outside academia and its implications, were also investigated. The study was designed as participatory action research. Key process attributes identified include, among others, iteration, built-in learning within the curriculum development process, and the contribution of actors from outside academia to curriculum design and implementation. The study also shows the important role of the so-called champion of the process and the expert facilitators. The paper does not seek to provide a blue-print but rather provides a valuable example for future initiatives at creating curriculum that better responds to current needs of students.