Antoni Quintana-Marí (1907–1998): A Pioneer of the Use of History of Science in Science Education

In the early 1930s, the young Antoni Quintana-Marí undertook some research on Antoni de Martí i Franquès, one of the most prominent Catalan scientists of the Enlightenment. This scientist worked in Tarragona, where Quintana-Marí lived. Quintana-Marí learnt about Martí i Franquès from Josep Estalella, his teacher of physics and chemistry at the secondary school. It was while researching on Martí i Franquès that Quintana-Marí became a true historian of science. He subsequently collaborated with other Spanish and foreign historians of science in the early years of this discipline. Quintana-Marí never forgot that his passion for history of science had been aroused by his school teacher.     

Childcare? Early childhood education and care? Towards an integrated early years policy for young children in Ireland

The decade 1997 to 2007 was a dramatic one for Ireland. Driven by a strong economy it had low rates of unemployment and attracted a large population of immigrant workers. These changes impacted directly on family life – most particularly in the area of the education and care of young children. The recent and equally dramatic change in economic circumstances has provided an unexpected context for a significant policy shift in early childhood care and education (ECCE) which, if carefully managed, could have profound effects on young children and their families. This article considers what recent Irish ECCE policy tells us about views of children and childhoods and where Ireland stands in respect of early childhood provision; it identifies some distinctly Irish tensions and considers what the likelihood is that recent policy initiatives mark a significant move forward for those seeking high quality ECCE provision for young children.     

Genetic engineering: A matter that requires further refinement in Spanish secondary school textbooks

Genetic engineering is now an integral part of many high school textbooks but little work has been done to assess whether it is being properly addressed. A checklist with 19 items was used to analyze how genetic engineering is presented in biology textbooks commonly used in Spanish high schools, including the content, its relationship with fundamental genetic principles, and how it aims to improve the genetic literacy of students. The results show that genetic engineering was normally introduced without a clear reference to the universal genetic code, protein expression or the genetic material shared by all species. In most cases it was poorly defined, without a clear explanation of all the relevant processes involved. Some procedures (such as vectors) were explained in detail without considering previous student knowledge or skills. Some books emphasized applications such as the human genome project without describing DNA sequencing. All books included possible repercussions, but in most cases only fashionable topics such as human cloning. There was an excess of information that was not always well founded and hence was unsuitable to provide a meaningful understanding of DNA technology required for citizens in the twenty-first century.     

“It’s easier to read on the Internet—you just click on what you want to read…”

Today’s youth spend a lot of time on the Internet where they meet a multimodal world. The focus in the present study has been on the skills and abilities needed for on-line reading. This study explores reading on the Internet, with pairs of Swedish students aged 10 and 15. The pairs completed tasks on the Internet and these sessions were video-taped. Five main categories of skills and abilities were found: traditional literacy, multimodal literacy, path-finding, IT abilities, and information abilities. The results support earlier research in the field at large, and also add to the literature on on-line reading, in areas such as the crucial need for the ability to spell and knowing web address conventions in English.     

Microtextural and microchemical studies of hydraulic ancient mortars: Two analytical approaches to understand pre-industrial technology processes

Two different analytical approaches have been taken into account to investigate the role of Si-rich phases in enhance hydraulic reactions of bedding mortar mixtures from San Lorenzo Church in Milan (Northern Italy) and from the Medicean Aqueduct in Pisa (Central Italy). In the first case, mortars show clear hydraulic type reactions in the form of coronal layers between the reacting additive and the binder mass. In the second one, the hydraulic reactions do not develop visible mineral phases and processes have been inferred from chemical, mineralogical analyses and mass balance calculation. The microstructural studies not always are sufficient to understand the complex dynamics of reaction attained during pre-industrial manufacturing processing of mortars and related binders. In fact, if the reacting raw materials are fine-grained and/or have remarkable chemical reactivity, no relicts are preserved by mortar microtextures.     

Angle-specific impairment of elbow flexors strength after isometric exercise at long muscle length

In this study, we examined the long-term reductions in maximal isometric force (MIF) caused by a protocol of repeated maximal isometric contractions at long muscle length. Furthermore, we wished to ascertain whether the reductions in MIF are dependent on muscle length--that is, are the reductions in MIF more pronounced when the muscle contracts at a short length. The MIF of the elbow flexors of seven young male volunteers was measured at five different elbow angles between 50 degrees and 160 degrees. On a separate day, the participants performed 50 maximal voluntary isometric muscle contractions with the elbow flexors at a lengthened position; that is, with the shoulder hyperextended at 45 degrees and the elbow joint fixed at 140 degrees. Following this exercise, the MIF at the five elbow angles, range of motion, muscle soreness and plasma creatine kinase activity were measured at 24 h intervals for 4 days. On day 1, the decline in MIF was higher at the more acute elbow angles of 50 degrees (42 +/- 8%) and 70 degrees (39 +/- 8%; both P<0.01) than at 90 degrees (26 +/- 4%) and 140 degrees (16 +/- 3%; both P<0.01). No significant reduction in MIF was evident at an elbow angle of 160 degrees. Maximal isometric force at an elbow angle of 140 degrees was fully restored on day 3, whereas at an angle of 50 degrees it remained depressed for the 4 day observation period. Restoration of MIF was a function of the elbow angle, with force recovery being less at the smaller angles. The range of motion was decreased by 14 +/- 2 degrees on day 1 (P<0.01) and did not return to baseline values by day 4. Muscle soreness ratings remained significantly elevated for the 4 day period. Serum creatine kinase peaked on day 1 (522 +/- 129 IU, P<0.01) and decreased thereafter. We conclude that the disproportionate decrease in MIF at the small elbow angles and the length-specific recovery in MIF after repeated maximal isometric contractions at long muscle length may be explained by the presence of overstretched sarcomeres that increased in series compliance of the muscle, therefore causing a rightward shift of the force-length relationship.     

Academic mathematics and mathematical knowledge needed in school teaching practice: some conflicting elements

In this article we analyze the relations between academic mathematical knowledge and the mathematical knowledge associated with issues mathematics school teachers face in practice, according to the specialized literature, and restricted to the theme “number systems”. We present examples that illustrate some areas of conflict between those forms of knowledge. We point out some implications of our study for teacher education, such as: 1) the importance of making conflicts explicit and of discussing them with prospective teachers in order to develop a professionally relevant perception of academic mathematics; 2) the relevance of further research in order to better understand the extent of those conflicts and their effects on the process of integrating, in a body of professional knowledge, the different kinds of mathematical knowledge presented to prospective teachers.

Identity and Culture: theorising emergent environmentalism

This article critically examines the methodology and findings of the emergent environmentalism research project as reported in Environmental Education Research (EER), 4(4). We challenge both the ontological stance implicit in the research as well as its explicit epistemology. We argue for a wider theoretical underpinning to the research and specifically advocate the use of identity theories to explain personal and social phenomena. We also argue for the use of theoretical frameworks that empower rather than ‘capture’ cultural groups.