‘Teaching What I Learned’: Exploring students’ Earth and Space Science learning experiences in secondary school with a particular focus on their comprehension of the concept of ‘geologic time’

According to the national survey of science education, science educators in the USA currently face many challenges such as lack of qualified secondary Earth and Space Science (ESS) teachers. Less qualified teachers may have difficulty teaching ESS because of a lack of conceptual understanding, which leads to diminished confidence in content knowledge. More importantly, teachers’ limited conceptual understanding of the core ideas automatically leads to a lack of pedagogical content knowledge. This mixed methods study aims to explore the ways in which current secondary schooling, especially the small numbers of highly qualified ESS teachers in the USA, might influence students’ learning of the discipline. To gain a better understanding of the current conditions of ESS education in secondary schools, in the first phase, we qualitatively examined a sample middle and high school ESS textbook to explore how the big ideas of ESS, particularly geological time, are represented. In the second phase, we quantitatively analyzed the participating college students’ conceptual understanding of geological time by comparing those who had said they had had secondary school ESS learning experience with those who did not. Additionally, college students’ perceptions on learning and teaching ESS are discussed. Findings from both the qualitative and quantitative phases indicate participating students’ ESS learning experience in their secondary schools seemed to have limited or little influence on their conceptual understandings of the discipline. We believe that these results reflect the current ESS education status, connected with the declining numbers of highly qualified ESS teachers in secondary schools.     

Detecting threshold concepts through Bayesian knowledge tracing: examining research skill development in biological sciences at the doctoral level

Instructional Science - Threshold concepts are transformative elements of domain knowledge that enable those who attain them to engage domain tasks in a more sophisticated way. Existing research...     

Unsupervised word sense disambiguation for Korean through the acyclic weighted digraph using corpus and dictionary

Word sense disambiguation (WSD) is meant to assign the most appropriate sense to a polysemous word according to its context. We present a method for automatic WSD using only two resources: a raw text corpus and a machine-readable dictionary (MRD). The system learns the similarity matrix between word pairs from the unlabeled corpus, and it uses the vector representations of sense definitions from MRD, which are derived based on the similarity matrix. In order to disambiguate all occurrences of polysemous words in a sentence, the system separately constructs the acyclic weighted digraph (AWD) for every occurrence of polysemous words in a sentence. The AWD is structured based on consideration of the senses of context words which occur with a target word in a sentence. After building the AWD per each polysemous word, we can search the optimal path of the AWD using the Viterbi algorithm. We assign the most appropriate sense to the target word in sentences with the sense on the optimal path in the AWD. By experiments, our system shows 76.4% accuracy for the semantically ambiguous Korean words.     

Multi-scale approach for the rheological characteristics of emulsions using molecular dynamics and lattice Boltzmann method

An emulsion system was simulated under simple shear rates to analyze its rheological characteristics using a hierarchical multi-scale approach. The molecular dynamics (MD) simulation was used to describe the interface of droplets in an emulsion. The equations derived from the MD simulation relative to interfacial tension, temperature, and surfactant concentration were applied as input parameters within lattice Boltzmann method (LBM) calculations. In the LBM simulation, we calculated the relative viscosity of an emulsion under a simple shear rate along with changes in temperature, shear rate, and surfactant concentration. The equations from the MD simulation showed that the interfacial tension of the droplets tended to decrease with an increase in temperature and surfactant concentration. The relative viscosity from the LBM simulation decreased with an increase in temperature. The shear thinning phenomena explaining the inverse proportion between shear rate and viscosity were observed. An increase in the surfactant concentration caused an increase in the relative viscosity for a decane-in-water emulsion, because the increased deformation caused by the decreased interfacial tension significantly influenced the wall shear stress.     

The Relationship of Science Knowledge,Attitude and Decision Making on Socio-scientific Issues: The Case Study of Students’ Debates on a Nuclear Power Plant in Korea

The purpose of this study was to investigate the relationship of students’ understanding of science knowledge, attitude and decision making on socio-scientific issues (SSI), especially on the issues of nuclear energy in Korea. SSI-focused instructions were developed to encourage students to understand and reflect on knowledge, attitude and decision making on nuclear energy in the current society. Eighty-nine students attended the instruction and participated in pre and post questionnaires to understand their understandings of nuclear energy. In this study, science knowledge was categorized into content and contextual knowledge, attitude consisted of images, safety, risk, potential, benefits and future roles, and decision making section included preference and alternative about lifetime extension of nuclear power plant. The results of questionnaires were analyzed by correlation, cross-tabulation and regression. As a result, while students’ understandings of science knowledge were significantly improved throughout the instruction, they maintained similar attitude and decision making on the issue. Regarding the relationship of the three domains, attitude showed some degree of connection to decision making whereas science knowledge did not show a significant relationship to decision making. This finding challenges SSI teaching in content-based science curriculum and classroom. Reflection and implications on the way of teaching SSI in the classroom were discussed further in this paper.     

Private Nonprofit Organizations for Child Welfare Cases of South Korea and People’s Republic of China

Private organizations and public sector regarding child welfare services have been two main actors in improving the quality of children ’s lives. In this paper, the author examines two cases of childre...     

“Even a Penny Will Help!”: Legitimization of Paltry Donation and Social Proof in Soliciting Donation to a Charitable Organization

“Even a penny will help!” is a donation solicitor's effort in legitimating paltry donations in hopes of gaining higher compliance. This study reexamined the effect of Legitimization of Paltry Donation (LPD) in combination with Social Proof (SP) strategy. Participants were given one of four donation soliciting messages: simple request (control), LPD, SP, and LPD/SP. Compliance rate and size were examined through both the survey experiment and the field experiment. The LPD/SP condition yielded the highest rate of compliance both in the survey and field studies, followed by the LPD condition, the SP condition, and the control condition. As for the donation amount, results were not consistent across the two studies. Implications and limitations of the study were discussed.     

School choice in the stratilingual city of Vancouver

This paper examines the links between language, social difference and political domination in the practices of parental school choice at the heart of a global city, Vancouver. Vancouver is a highly diverse city, especially in terms of language. Its inner city is replete with multiple languages whose exchange values are not equal. In this context, our case study of two elementary schools observes that white middle‐class parents choose a predominantly white school – whose students are non‐ESL and have a second language choice of French – in a socially and ethnically mixed inner city neighbourhood, creating a stark imbalance in the student population of local neighbourhood schools. This paper examines parents' accounts of their choices, which they rationalise on the basis of linguistic competency and differentiation from multilingual others. We draw from Pierre Bourdieu's theory of language and symbolic power and Ghassan Hage's spatial theory of nationalist practice to understand the linguistic dimension of school choice rationalisation made by white middle‐class parents. In the context of these insights, we argue that the way anglophone white middle‐class parents choose their children's schools is intricately linked to active processes of reproducing a stratilingual society in Canada.     

Toward a reconceptualization of information seeking research: focus on the exchange of meaning

This paper reports the results of a preliminary study of interpersonal information seeking interactions between a user and a human information source. The study showed that users specify their information needs (uncertainty) largely in terms of what they know (certainty) during the interaction. The articulated certainty and uncertainty in the interaction can be classified as utterances focusing on either the topic (what the user is talking about) or comment (how that topic fits in with the user's situation or problem). We suggest that user studies in information seeking research should conceptually realign from an emphasis on user's uncertainty- and topic-based matching to the inclusion of user's certainty and comment dimensions in order to develop a more linguistically robust, multi-dimensional approach to matching for information retrieval.