Book reviews

International Review of Education -     

FísicActiva: applying active learning strategies to a large engineering lecture

This paper presents and analyses the results obtained by applying Active Learning techniques in overcrowded Physics lectures at the University of the Republic, Uruguay. The course referred to is Physics 1, the first Physics course that all students of the Faculty of Engineering take in their first semester for all the Engineering-related careers. Qualitative and quantitative data corresponding to three semesters are shown and discussed, indicating that the students that attended these lectures outperformed the students that followed the course in the traditional way: the pass rates increased, whereas the failure rates decreased. The students highly valued this methodology, in particular, the interactive and relaxed dynamics, highlighting the concern of professors to answer questions by means of new questions so as to promote reasoning. The results obtained point to a work path that deserves to be deepened and extended to other Engineering courses.     

Systemizing and the gender gap: examining academic achievement and perseverance in STEM

For years, a popular explanation for women choosing to abandon studies in science, technology, engineering, and mathematics (STEM) has been their lack of aptitude. This study challenged that notion by integrating theories of cognitive style, academic emotion, self-efficacy, and motivation to explain students’ academic achievement and perseverance in STEM when transitioning to college. A sample of 1597 high school and junior college students participated. Exploratory and confirmatory factor analyses were first conducted to validate a reduced version of the cognitive style questionnaire. Structural equation modeling revealed that the cognitive style known as systemizing indirectly predicted STEM achievement and persistence by way of intrinsic motivation, learning anxiety, and self-efficacy, providing a new perspective for re-examining the gender gap in STEM.

     

‘Question Moments’: A Rolling Programme of Question Opportunities in Classroom Science

This naturalistic study integrates specific ‘question moments’ into lesson plans to increase pupils’ classroom interactions. A range of tools explored students’ ideas by providing students with opportunities to ask and write questions. Their oral and written outcomes provide data on individual and group misunderstandings. Changes to the schedule of lessons were introduced to explore these questions and address disparities. Flexible lesson planning over 14 lessons across a 4-week period of high school chemistry accommodated students’ contributions and increased student participation, promoted inquiring and individualised teaching, with each teaching strategy feeding forward into the next.     

New, technology-based firms in small open economies—An analysis based on the Finnish experience

This paper analyses the roles and impacts of new, technology-based firms (NTBFs) in a small open economy, with empirical data from Finland. It is suggested that in small open economies, NTBFs may fall into a resource trap, which might result in their being relatively less growth oriented than NTBFs in countries where the domestic market is larger. Consequently, in small open economies, the systemic impact of NTBFs could be emphasised rather than their organic growth in terms of the employment that they create.     

The Relation Between Media Content Evaluations and Political Disaffection

A probability sample of 592 Washington state voters during the month prior to the 1996presidential election was used to assess registered voters 'levels of involvement, confidence in the media's representations of reality, and political disaffection. Perceptions of incompleteness were associated with amplified feelings of cynicism. Perceptions of oversimplification were associated with increased negativism but were also associated with increased involvement. The results suggest that perceptions of oversimplification in the news contribute less to public disaffection than perceptions of unrepresentativeness. We argue that some skepticism of the news should be considered healthy rather than worrisome.