Teaching of biological inheritance and evolution of living beings in secondary school

The purpose of this investigation is to examine some solutions to the problems involved in the learning and teaching of biological inheritance and the evolution of living beings at the secondary school level. For this, we implemented a teaching programme which takes into account a constructivist approach to learning and analysed the progress in students' knowledge at different times (pre-test, post-test and retention test). Qualitative and quantitative analysis of the results show that the programme instilled a knowledge close to what might be considered adequate for this educational level. As a follow up, we propose certain disciplinary criteria for selecting and sequencing the content to be taught and discuss the educational circumstances which favour the construction of student knowledge on these topics.     

Science textbooks for lower secondary schools in Brunei: issues of gender equity

This paper is concerned with issues affecting equity in science education for girls and boys. In the paper the results of an investigation into the recently published (1998–2000) series of textbooks entitled Lower Secondary Science for Brunei Darussalam are presented. In the first part of the paper, background issues of continuing gender inequality in science education and of the nature and scope of textbook analyses are outlined. Then the representation of males and females in both illustrations and text in the Bruneian textbooks is discussed. From this analysis a picture emerges of the extent to which science is portrayed as a pursuit of equal appropriateness for both boys and girls. The paper concludes with a consideration of the implications of the findings presented within the wider context of gender and education in Brunei.     

How can pre-service primary teachers' perspectives contribute to a pedagogy that problematises the ‘practical’ in teacher education?

This study examined pre-service primary teachers' perspectives on teaching and learning experiences within college-based courses in ‘practical’ subject areas within a teacher education programme. Following three individual lectures (one each in art, music and physical education), pre-service teachers (n=11) participated in focus group interviews sharing their perspectives on the teaching and learning experiences. These data were analysed thematically and supported by teacher educators' (n=3) planning and reflection documentation. Although the problematic nature of the ‘practical’ suggests appeal and peril of the ‘practical’, the important nature of negotiating the ‘practical’ to enhance student learning is apparent. Students emphasised the value of practical engagement and expressed a strong preference for working in groups to create a safe learning environment to develop confidence and competence. These insights suggest key aspects of a pedagogy of teacher education in these ‘practical’ areas. The importance of being aware of and, in some cases, challenging student perspectives on how they learn best in these curricular areas is discussed.     

Open access to scientific knowledge: Its state,problems, and prospects of development

The concept of “open access” to scientific and teaching information has become one of the specific forms of the worldwide trend towards the formation of global interactive knowledge. This paper presents the basic information on open access (OA) to scientific and teaching information, its current status, financing options, problems and prospects of development, and the participation of Russia in this process.     

On the development of the scientific work monitoring system at higher educational institutions

The main aspects of the creation of a monitoring system for the research activities of the members of a higher-education institution are considered. The scientific activities of the lecturers and members of Turgenev Orel State University is used as the basis. It is expected that this system will be an efficient tool for optimal managerial decisions at all levels.     

Does the long tail really favor small publishers?

A growing body of literature is devoted to testing the reality of the “long-tail” phenomenon. This literature is mostly, if not exclusively, focused on the impact of Internet on the distribution of sales by product. However, the long tail also raises the issue of a possible change in the usual market structure of cultural industries: an oligopoly with a competitive fringe. To our knowledge, no paper addresses the following question: If the long-tail effect does exist, is it of more benefit to small or dominant publishers? The aim of this paper was to address this issue in the context of the French publishing industry. Our main findings are as follows: (1) the market concentration of the French book industry is lower online than offline and (2) the difference in concentration between the two channels of distribution tended to widen over the period 2004–2010. Strategies adopted by leading publishers on the Web do not allow them to maintain the market share obtained with bricks-and-mortar retailers. Furthermore, we show that the market share lost by dominant firms is captured by small publishers online and by medium-sized publishers in conventional stores.