Articulating Scientific Reasoning Improves Student Learning in an Undergraduate Anatomy and Physiology Course

In many life science classrooms, instructors rely upon lecture presentations to efficiently present course content. Students, in this case, act as passive learners with little opportunity to test their knowledge for gaps or misconceptions. The goal of the project described here was to determine whether a collaborative quiz protocol that guided students to discuss their understanding with their peers would improve learning and academic performance. The project took place during a single semester and was composed of two studies: a preliminary study that incorporated short-answer quizzes into the curriculum and a comprehensive study that incorporated short-answer quizzes and justify/explain quizzes in which students were expected to select an answer and then justify or explain it. Students took all quizzes twice, first independently and then collaboratively with classmate(s). Learning was assessed using multiple-choice exam questions based upon quiz topics. Students scored significantly higher on exam questions associated with justify/explain quiz topics than on those associated with short-answer quiz topics.     

International academic knowledge creation and ba. A case study from Finland

Knowledge is created through discourse in ba that is the physical, mental and/or virtual arena of knowledge creation. This article studies ba in international humanist (H-group), technical (T-group) and scientific (S-group) research groups. These international groups consist of members originating from many countries. The empirical evidence is derived from interviews and discourse analysis of three research groups from the University of Oulu which, by staff, is the most international large university in Finland. The article advances understanding of ba by considering the theory of ba in relation to the discourse and exploratory case study. In the case groups, ba is formed in relation to the knowledge type created, suitable characteristics of a group member and structural factors related to administrative responsibilities. Humanist knowledge, with abstract concepts and philosophical discussions, is created with deeper attention to language and social bonds inside the H-group than the more accurate scientific and technical knowledge in the S- and T-groups.     

From Pre‐school to Primary School: When different contexts meet

The study aimed to investigate the pedagogy and beliefs of Icelandic pre‐school and first‐grade teachers during times of immense changes in the policy and trends of early childhood education. The practices of 2 pre‐school teachers working with the oldest pre‐school children and 2 primary school teachers working with the youngest primary school children were examined. Qualitative methods were used, including participant observations, interviews, and document collection. The results of the study show differences in the practices of the two pairs of teachers and the social contexts that influenced the teachers' practices. The degree of control the teachers had over their work varied between school levels and the degree of control the children had over their learning also varied between school levels. The results indicate that the downward pressure of academic subjects is becoming evident.     

DNA Methylation: A Mechanism for Embedding Early Life Experiences in the Genome

Although epidemiological data provide evidence that early life experience plays a critical role in human development, the mechanism of how this works remains in question. Recent data from human and animal literature suggest that epigenetic changes, such as DNA methylation, are involved not only in cellular differentiation but also in the modulation of genome function in response to early life experience affecting gene function and the phenotype. Such modulations may serve as a mechanism for life‐long genome adaptation. These changes seem to be widely distributed across the genome and to involve central and peripheral systems. Examining the environmental circumstances associated with the onset and reversal of DNA methylation will be critical for understanding risk and resiliency.     

Practices Regarding Reporting of Reliability Coefficients: A Review of Three Journals

Practices regarding the reporting of reliability coefficients in 3 journals from 1990 to 1997 were examined. Given that scores, not tests, are reliable or unreliable, particular attention was paid to the provision of reliability coefficients computed for the data actually being analyzed in substantive studies. One third of the articles reviewed made no mention of reliability. Almost 36% of the articles provided reliability coefficients for the data being analyzed. Examples of good reporting practices are provided. In 2 of the 3 journals reviewed, there was little change in the frequency and style of reliability reporting in the period covered. The authors suggest a modification in editorial journal policies to bring about a change in reliability-coefficient reporting practices.     

Bachelor-master Programmes in the Netherlands and Germany

This article compares the results ofthe implementation of the new bachelor-mastersystem in the Netherlands and Germany. TheBologna Process presents the common Europeancontext for this reform process. However, therespective national contexts differ, and so dothe actual implementation processes and theemerging outcomes. For each of the twocountries, a limited number of aspects of thereforms that emerged as most relevant arehighlighted. In the final section, somecommonalities and differences are discussed.The former mainly concern the characteristicsof the binary system in both countries and theintroduction of accreditation in relation tothe bachelor-master system. With respect to thelatter, the implementation strategy and thefunding conditions are most strikinglydifferent, related to the fact that in Germanythe new system is implemented in parallel withthe existing system, whereas in theNetherlands the new system will replace theexisting one.     

A Fragmented Training Environment: Discourse Models in the Talk of Physics Teacher Educators

Research in Science Education - This article reports the results of an empirical study exploring the discourses of physics teacher educators. We ask how the expressed understandings of a physics...     

Factors Contributing to the Level of Acceptance of Technology in Affluent Private Schools

Abstract

This research was conducted to explore factors that influence the technology acceptance of teachers who are employed at a school where there is wide access to different types of technology. While previous research identified perceived ease of use and perceived usefulness as variables in technology acceptance, not many studies give details about the determining factors of teachers who are given extensive access to a wide variety of educational technology. The researcher therefore aimed to identify distinct aspects that deter the use of the available technology, while also establishing the motivating factors in the target school. Semistructured interviews were conducted with five divergent volunteers. The transcribed interviews were analyzed qualitatively using Atlas.ti to assist in identifying emerging patterns. Through the analyses it became evident that although teachers are presented with technology and recognize the usefulness thereof, flaws in support from the institution are increasingly deterring even teachers with a high technology acceptance from using available technology. It is the researchers’ recommendation that members of management set clear implementation goals to staff members, while dedicating themselves to prioritizing issues such as infrastructure, maintenance of hardware, and effective training opportunities. (Keywords: technology acceptance model, perceived ease of use, perceived usefulness)