Preservice teachers' theory development in physical and simulated environments

We report a study of three prospective secondary science teachers' development of theories‐in‐action as they worked together in a group to explore collisions using both physical manipulatives and a computer simulation (Interactive Physics). Analysis of their investigations using an existing theoretical framework indicates that, as the group moved from physical experiments to the computer simulation, their attention shifted from planning their experiments to processing system feedback, which impeded the iterative refinement of their theories‐in‐action. The nature of the theories they developed also changed. Learners' attitudes toward science and prior experiences affected the exploration process in both environments. In particular, prior instruction in physics and an authoritarian view of science seemed to impede engagement in the development and testing of theories‐in‐action. Certain features of the computer system itself also impeded exploration. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 907–937, 2006     

What do we know in English: facts and fiction in an arts based English curriculum

This article explores the nature of knowledge in English. Using assessment practices as one way of understanding what constitutes knowledge in English, this article asks whether the subject is being subtly changed and whether it is changing in a direction that is profitable. Drawing on the work of Dewey and Eisner, it seeks to understand English as an arts subject and define what it means to know in English seen through this frame.     

The story continues: an overview of the ‘Dissertations into Practice’ feature

The ‘Dissertations into practice’ feature began life in March 2012 with a dual aim: to encourage students, recent graduates and new professionals to write for publication and to highlight the impact of student research on policy and practice. This article reflects on the initiative and demonstrates that it has been extremely successful in achieving both aims. It highlights the diverse range of contributions to the feature so far and proves that student research can and does influence policy and practice. It also demonstrates that, with the right encouragement and support, students are willing and able to write for academic publication and that they gain a lot from the experience. A. M.