History of Physics in Science Teacher Training in Oldenburg

For several years Oldenburg University inGermany has offered a study program in History ofPhysics for physics teacher students. Some courses ofthe ordinary physics curriculum were modified with anemphasis on history and philosophy of science, andsome lectures focussed on historical subjects werenewly created. Moreover the candidates for final examscan choose a historical topic – usually centered on anexperiment – as the subject of their exam paper. Inthe following article the courses are shortlydescribed, some examples of the students' achievementsare presented, and the educational relevance ispointed out. Finally the experiences of the project sofar are described and assessed.     

Problems with German Science Education

The main problems of science (especiallyphysics) teaching in Germany are students' lack ofinterest and motivation in the subject, their poorunderstanding of scientific concepts, ideas, methods,and results, and their lack of comprehension of thesocial, political, and epistemological role ofscience. These circumstances result in a growing`scientific illiteracy' of the population and adecline in democratic quality concerning decisionmaking processes about scientific and technologicalprojects. One means of improving this situation liesin the use of history and philosophy of science inscience teaching. School science curricula undtextbooks neglect almost completely the importance ofhistory and philosophy of science. In this paper, themain empirical results concerning motivation andknowledge are given. Some examples from sciencecurricula and textbooks are presented, and some of thefew reform projects in Germany are listed. As aconsequence a compensatory program is proposed inorder to create the prerequisites for raising scienceeducation in Germany to an international standard.     

Talent identification and early development of elite water-polo players: a 2-year follow-up study

The processes of talent detection and early development are critical in any sport programme. However, not much is known about the appropriate strategies to be implemented during these processes, and little scientific inquiry has been conducted in this area. The aim of this study was to identify variables of swimming, ball handling and physical ability, as well as game intelligence, which could assist in the selection process of young water-polo players. Twenty-four players aged 14-15 years underwent a battery of tests three times during a 2-year period, before selection to the junior national team. The tests included: freestyle swim for 50, 100, 200 and 400 m, 100-m breast-stroke, 100-m 'butterfly' (with breast-stroke leg motion), 50-m dribbling, throwing at the goal, throw for distance in the water, vertical 'jump' from the water, and evaluation of game intelligence by two coaches. A comparison of those players eventually selected to the team and those not selected demonstrated that, 2 years before selection, selected players were already superior on most of the swim tasks (with the exception of breast-stroke and 50-m freestyle), as well as dribbling and game intelligence. This superiority was maintained throughout the 2 years. Two-way tabulation revealed that, based on baseline scores, the prediction for 67% of the players was in agreement with the final selection to the junior national team. We recommend that fewer swim events be used in the process of selecting young water-polo players, and that greater emphasis should be placed on evaluation of game intelligence.     

An operational,policy-oriented research categorization scheme

The currently used Basic-Applied research classification schemes and the criteria used to define them: (a) do not really identify different types of research activity but rather motivation of performers and sponsors or the expected generality of results; (b) generate relatively ambiguous statistical data and (c) generate great difficulties among those who have to produce or collect the information. It is suggested that this particular mode of research classification is not optimally responsive to the needs of policy makers, who are primarily interested in the utility of results, and that this utility is related to different operational types of research. A substitute broad research activity taxonomy is proposed based on a single criterion - degree of external intellectual constraints. On this basis, a simplified operational mode of statistical data collection is proposed. It is illustrated how science policy formulation, especially in the areas of resource allocation and organization, would be facilitated by use of these more suitable concepts and the resulting improved quantitative information.     

A Classic Probability Puzzle

A classic probability puzzle, presenting an absurd result, is analysed. Clearing the confusion caused by this problem sheds light on basic concepts of probability theory.     

Monty's dilemma with no formulas

The article presents an attempt to analyse Monty's dilemma by means of conversational formula‐free dialogues and to simulate the problem by composing isomorphic stories. The crucial roles of specifying the underlying scenarios and explicating epistemic and probabilistic assumptions are highlighted.     

Free‐choice environmental learning: framing the discussion

Education is a lifelong endeavor; the public learns in many places and contexts, for a diversity of reasons, throughout their lives. During the past couple of decades, there has been a growing awareness that free‐choice learning experiences – learning experiences where the learner exercises a large degree of choice and control over the what, when and why of learning – play a major role in lifelong learning. Worldwide, most environmental learning is not acquired in school, but outside of school through free‐choice learning experiences. Included in this article are brief overviews of environmental learning, the nature of learning, the educational infrastructure, and free‐choice learning as a term. This article provides a framework for thinking about free‐choice environmental learning and sets the stage for thinking about the other articles in this special issue.     

On meaning making in mathematics education: social, emotional, semiotic

This paper is an attempt to add to the foundation of our understanding of meaning making in mathematics education. This attempt seems to be necessary as a growing body of research, primarily in developmental psychology, begins to change our view of early human development. Empathy, reciprocity, and implicit understanding seem to be more suitable concepts to describe human development and learning than the ones previously employed, based, e.g., on aggression as natural instinct or competitiveness as genetically wired basic drive.