Students' Visualization of Metallic Bonding and the Malleability of Metals

This study investigated the mental representations of metallic bonding and the malleability of metals held by three male students aged 14–15 (Year 10) who were attending a Hong Kong school. One student was selected by their chemistry teacher as representing each of the highest, the medium, and the lowest level of attainment in chemistry in a school that admitted students of average general attainment. The students were interviewed and their understandings probed through their provision of drawings and their interpretation of the diagrams that had been previously used by their teacher. Dual coding theory was used to interpret the relative significance of visual and verbal input and the interaction between the two for their understanding. There was evidence that students relied on verbal recall in providing their initial understandings and showed an appreciation of the nature of the structural components of the electron-sea model of metallic bonding. However, they varied in terms of their appreciation of the electrostatic force which was responsible for the malleability of metals. The study suggests that a clearer understanding of the electrostatic force involved can be attained when students experience visual and verbal representations simultaneously, a conclusion supported by dual coding theory. Principles for good practice in using diagrams in teaching are discussed.     

Conceptions of first‐year university students of the constituents of matter and the notions of acids and bases

Preconceptions of first‐year university students of the constituents of matter and the notions of acids and bases were investigated on a total of 400 students. The procedure used consisted of free interviews, semi‐structured interviews and questionnaires.

It was found that the constituents of matter were well known to students, but that interactions between these constituents were either totally unknown or were the subject of severe misconceptions. The students’ knowledge tended to be qualitative and formal, with a worrying lack of connection with everyday life.     

Understanding the effects of training programs for vulnerable adults on social inclusion as part of continuing education

According to the increasing rates of unemployment and poverty a significant share of the European population can be considered at-risk-of-social exclusion. In order to combat social exclusion adult education seemed to be a possible tool, which can increase social inclusion among adult learners. This study explores factors relating to training programs considered as adult and continuing education which enhance social inclusion for vulnerable adults and their life environment. The results indicate that after following the training programs as part of continuing learning, the participants show a significant increase in activation and internalisation as well as participation and connection (as processes of social inclusion). Moreover, non-parametric correlation analysis and logistical regression analysis shows that the training design feature transfer possibilities is significantly related to the increase of almost all social inclusion variables. Besides this direct surroundings and learning contents and activities only significantly relates to the increase of social inclusion variables of activation and internalisation and care to the social inclusion variables of participation and connection.     

The Nursing Interest Subgroup: beginning the organization of nursing librarians

The Nursing Interest Subgroup (NISG) was established in 1980 to act as a focus for librarians providing services to nurses and to encourage understanding between the two professions. The NISG held social events, study days and produced regular newsletters for members. Relationships were developed with NHS Regional Librarians, where they existed, and links made with overseas colleagues. As a subgroup of the Medical, Health and Welfare Libraries Group of the Library Association, the NISG was called to comment upon developments in nurse training and education. Particular concerns were the generally inadequate level of resourcing for library provision, especially for qualified nurses, and the salary scales of nursing librarians. The NISG facilitated the sharing of experience, provided opportunities for professional and educational development and served to raise the profile of nurses’ libraries. In 1986 the group was renamed and lives on today as ‘Libraries for Nursing’.     

Cognitive styles and reading performance

Conclusion The cognitive style-reading connection appears to represent a case of promises not yet fulfilled. Further, it is dubious whether fulfillment is just around the corner. Certainly, one can question the one-cognitive-style-at-a-time approach that has been dominant thus far. The time may have come to think about cognitive styles along with other cognitive measures in combination. Multiple-regression and other multivariate techniques are clearly called for. Without any doubt, the Cronbach-Snow (1977) ATI approach deserves further consideration, not only in the sense of matching styles with instructional treatments in reading — what is called the capitalization approach — but also in the sense of devising methods that can serve a prosthetic function to overcome styles that are maladaptive for reading — a compensatory approach, in other words. The foregoing theme as well as others scattered through the paper could potentially be developed into systematic research proposals aiming to bridge the domains of cognitive style and reading performance. Loose ends abound in the present area, and much progress is possible if energy and imagination are applied to the task. It is my hope that this state-of-the-art article offers a modest step in that direction. This paper was presented as part of the Symposium on Cognitive Processes and Strategies in Reading at the 30th Annual Conference of the Orton Society, Indianapolis, November 1979.