Globalisation and science education: the case of Sustainability by the Bay

It is impossible to consider contemporary science education in isolation from globalisation as the dominant logic, rethinking and reconfiguring social and cultural life in which it is located. Carter (J Res Sci Teach 42, 561–580, 2005) calls for a close reading of policy documents, curriculum projects, research studies and a range of other science education texts using key concepts from globalisation theory to elucidate the ways in which globalisation shapes and is expressed within science education. In this paper, we consider an example from our own practice of a school-based curriculum project, Sustainable Living by the Bay, as one such instance. The first section reviews neoliberalism and neoconservativism necessary to understand how globalisation penetrates education, while the second outlines aspects of the curriculum project itself. As there were many different facets to the development and implementation of a project like Sustainable Living by the Bay, there is space only to elaborate two examples of the globalisation discourse. The first example concerns the government policy initiative that funded the project while the second example focuses on learner- centred pedagogies as globalisation’s pedagogies of choice.     

Measuring Self-Regulated Learning Processes through Tracking Patterns of Student Interaction with Achievement Activities

A micro-level approach to the study of relationships between component processes within self-regulated learning in young adolescent students is described. Using this approach, contingencies between self-regulatory processes can be identified and insight into factors that promote students’ use of self-regulatory strategies can be investigated. Evidence is presented showing how the influence of mastery achievement goals on specific task goals can be mediated by students’ state of interest. Further development of this approach requires consideration of the measurement issues associated with using single items to measure on-task states. Evidence for the reliability and validity of single-item measurement of states is considered in relation to areas of psychological inquiry that regularly use single-item measures and we conclude that further development of these types of measure has the potential to expand our understanding of self-regulated learning.     

Engineering design in the primary school: applying stem concepts to build an optical instrument

Internationally there is a need for research that focuses on STEM (Science, Technology, Engineering and Mathematics) education to equip students with the skills needed for a rapidly changing future. One way to do this is through designing engineering activities that reflect real-world problems and contextualise students’ learning of STEM concepts. As such, this study examined the learning that occurred when fifth-grade students completed an optical engineering activity using an iterative engineering design model. Through a qualitative methodology using a case study design, we analysed multiple data sources including students’ design sketches from eight focus groups. Three key findings emerged: first, the collaborative process of the first design sketch enabled students to apply core STEM concepts to model construction; second, during the construction stage students used experimentation for the positioning of lenses, mirrors and tubes resulting in a simpler ‘working’ model; and third, the redesign process enabled students to apply structural changes to their design. The engineering design model was useful for structuring stages of design, construction and redesign; however, we suggest a more flexible approach for advanced applications of STEM concepts in the future.     

Word reading fluency: A transfer appropriate processing account of fluency transfer

Word reading fluency, as indexed by the fast and accurate identification of single words, predicts both general reading ability and reading comprehension. This study compared the effects of context training and isolated word training on subsequent measures of word reading fluency. Good and poor readers were given 12 repetitions of two sets of words; 48 new words were learned in each condition. Words were presented in a story during context training and on a computer screen during isolated word training. Target words were read in isolation at test, randomly displayed within a series containing 72 untrained words. Results show that words trained in isolation are remembered longer and read faster when presented in isolation at test compared to words trained in context. Theoretical implications are discussed in relation to transfer appropriate processing.     

Does “all students” include girls? Some reflections on recent educational practice and theory

Most people think of the last decade as one where there has been a lot of attention to sexism, gender and equal opportunity. This paper will analyse some recent policy, practice and theory to suggest that much of this apparent attention is illusory and that general policies and discussions of the period are often insensitive to issues of sexism. Examples to be discussed will be drawn from Ministerial and Education Department policy in Victoria; positions taken by teacher unions and “radicals”; and some academic work which attempts to deal with “class, sex and ethnicity” simultaneously.     

Negotiating Methodological Dilemmas in a Range of Chilly Climates: A story of pressures,principles and problems

This article discusses methodological, ethical and material issues related to the author's work on a qualitative, longitudinal research project, the 12 to 18 Project. It discusses the difficulty of balancing concerns about reactivity with concerns about obligations to the research subjects; the effects of the current Australian university funding regime on the shaping and conduct of research; and the difficulty of taking up particular research questions in certain political climates.     

Viewing students consistently: how stable are teachers’ expectations?

ABSTRACT

Over the past 50 years, research has shown that teacher expectations can influence student outcomes. Many studies have examined within-year effects. There is, however, a paucity of research that has investigated the stability of teachers’ expectations across a single year, and there are no studies that have examined stability beyond 1 year. The current study examined the stability of 94 teachers’ expectations within 3 separate years and across 3 years in mathematics and reading. In both subject areas, teachers’ expectations remained relatively stable from beginning to end-of-year for each separate year and also across 3 years. Additionally, teachers who under- or overestimated their students by more than half a standard deviation continued to do so across all periods in the study. This was despite the teachers having different students each year. The study suggests that teachers view students’ capabilities similarly despite having different student cohorts.     

Advancing integrated STEM learning through engineering design: Sixth-grade students’ design and construction of earthquake resistant buildings

ABSTRACT

As part of a 3-year longitudinal study, 136 sixth-grade students completed an engineering-based problem on earthquakes involving integrated STEM learning. Students employed engineering design processes and STEM disciplinary knowledge to plan, sketch, then construct a building designed to withstand earthquake damage, taking into account a number of constraints. On testing, students redesigned to build an improved structure. Using a framework of design processes, we report on the students' capabilities in planning, creating annotated sketches, and transforming these into 3D models. An understanding of core STEM concepts was apparent in their responses, including shape properties, stability, rigidity, balance, strength, and engineering techniques. Group problem solving involved moving iteratively between design phases, frequently revisiting problem scoping, being cognizant of the problem goal, boundaries and constraints, and appreciating design sketches as guiding constructions. Students were also observed to consider a number of problem components simultaneously, indicating their capabilities in handling the complexity of the task.