Science Lives: School choices and ‘natural tendencies’

An analysis of 12 semi-structured interviews with university-based scientists and non-scientists illustrates their life journeys towards, or away from, science and the strengths and impact of life occurrences leading them to choose science or non-science professions. We have adopted narrative approaches and used Mezirow's transformative learning theory framework. The areas of discussion from the result have stressed on three main categories that include ‘smooth transition’, ‘incremental wavering transition' and ‘transformative transition’. The article concludes by discussing the key influences that shaped initial attitudes and direction in these people through natural inclination, environmental inspirations and perceptions of science.     

Science education and affect

Thought experiments are tools often used by physicists. Learning authentic physics then also means that students need to develop a familiarity with the reasoning processes of thought experiments. This study examines the nature of learning processes that involve communication about image‐based micro‐worlds in optics. The results of this study show that students’ investigations often have the structure of thought experiments. Thought experiments that use computer‐based microworlds are powerful because they capitalize on the human capability for imagery that allow learners to ‘see’ the physical processes and construct qualitative understandings. In this study, the structure of students’ activities as thought experiments arose from their collective efforts which started with the construction of an optics simulation. In the course of the activities, students’ understanding evolved from fragmented views of optical situations to system views that included multiple components. Collaborative thought experiments are therefore emergent phenomena, triggered by the events as a whole rather than being pre‐designed. In the course of the activities, students who participated in collective problem solving gradually adopted shared graphical representations and meanings.     

The long‐term effectiveness of anti‐bullying work in primary schools

The DFE Sheffield Anti‐Bullying Project showed that schools can reduce the problem of bullying through the use of whole‐school anti‐bullying policies, curriculum exercises, environmental improvements and individual work with bullies and victims. However, the length of time necessary to plan these interventions meant that, in many cases, the work was not completed when the project evaluations ended. This study investigates the continuing progress made in primary schools in the year after the end of the project. Eleven heads took part in interviews; all schools had made some progress with policy development, and all used some curriculum resources. Most had continued with environmental improvements, but few had used the methods for dealing with bullies and victims. Four schools then administered the Olweus bullying questionnaire to all pupils between ages seven and eleven, 657 children taking part. Two schools had a consistent decline in reported bullying, one experienced a consistent rise and the other an initial fall and subsequent rise. Important factors influencing success appeared to be the extent of the consultation exercise and the date of implementation of the anti‐bullying policy. All four schools had reduced bullying among boys, but three experienced a rise in bullying among girls. Anti‐bullying work may have been influenced by a male stereotype of bullying behaviour: efforts are necessary to raise awareness and promote honesty among girls. No school had raised the proportion of victims who had told staff about being bullied.     

Student teachers’ conceptions of sustainable development: the starting-points of geographers and scientists

Postgraduate student teachers’ conceptions of sustainable development were elicited using a questionnaire completed by the entire cohort of geography (N = 21) and science (N = 40) students starting the University of Oxford Post Graduate Certificate in Education (PGCE) secondary course. Responses were analysed in three ways: (i) development of categories to capture features of sustainable development; (ii) scrutiny of individual responses for the presence or absence of key features (specifically environmental, economic and social factors); and (iii) in contrast to these grounded approaches, examination of the responses in light of a pre-specified framework. Notable findings were: (i) the large numbers recognizing the centrality of environmental (87%), economic (69%) and social (49%) factors—about a third highlighted all three factors (the geographers significantly more so than the scientists), while a further third mentioned two of them; (ii) when compared with the pre-specified framework, the aspects of sustainable development largely missing were to do with preservation of diversity, and with uncertainty and precaution in action; (iii) only one response contained an aesthetic element; and (iv) when comparing education for sustainable development with environmental education, the most frequent view identified the former as broader. The findings are related to contemporary literature in the field and some implications for PGCE learning are considered.     

Connecting policy aspirations with principled progress? An analysis of current physical education challenges in Scotland

Various recent politically driven policy interventions have outlined the increased importance of school physical education programmes as a contributor towards realising active lifelong learning targets. This paper explains the origins of the new policy emphasis and describes some of the opportunities which now exist for reviewing many curriculum orientation and fragmentation concerns. However, in reviewing the possibilities for policy aspirations to achieve transformative educational benefits, the paper also outlines how a commitment towards principled progress and educational realignment could founder on the rock of its own ambition unless various critical conceptual questions and associated pedagogical issues are thoroughly addressed. Following analysis of the barriers to progress that exist, the encouraging signs of a more coherent future are discussed. This occurs through analysing the progress of developmental-based programmes, which aim to improve the quality and authenticity of pupils’ learning experiences in physical education, and by analysis of the new professional development opportunities that are available to teachers.     

A Rubric for Self-Assessment of Essential Technology Conditions in Schools

This article describes the development of a Web-based instrument that is part of a strategic planning initiative in technology in K–12 schools in Nebraska. The instrument provides rubrics for self-assessment of essential conditions necessary for integrating and adopting of technology. Essential conditions were defined by an extended panel of educators from across the state. The rubric examines the areas of (a) technology administration and support, (b) technology capacity, (c) educator competencies and professional development, (d) learners and learning, and (e) accountability. Each area is assessed by four to seven items that are rated using explicitly described criteria. The Web-based system allows schools to complete this rubric as part of the needs assessment process and make comparisons on their profile from year to year and relative to a statewide composite profile. Based on data from 2005 and 2006, reliability scores (Cronbach's alpha) for subscales ranged from .68 to .82. Reliability for the entire scale was .92. Examination of data over the first two years of implementation showed significant year-to-year positive mean differences in subscale scores, indicating that the instrument was sensitive to changing conditions. Effect sizes were small but acceptable.     

Aspects of Educational Delivery within Sino-Foreign Educational Alliances: Is This the Real Key to Success?

The topic of educational alliances undertaken between Sino-foreign universities remains a contentious and much debated matter. This is an area of considerable and often very busy activity with a high rate of failure and frustration—yet, also one of reward, mutual satisfaction, and achievement. This paper evaluates a key aspect of these alliances often overlooked in research: educational delivery activities and projects that form the heart and core of alliances. The paper notes that the development and delivery of a range of programs beyond just degree or part degree courses but of research, seminar, and ancillary activities, lies at the very core of a successful alliances, particularly if these activities can be undertaken in a manner that melds two very different cultural and educational worlds, and in a way that can contribute to the Chinese students' sense of well-being and ability to take part in the globalization of the emerging Chinese market economy.     

Making group assessment transparent: what wikis can contribute to collaborative projects

This paper investigates the use of new media technologies, in particular wikis, for the compiling and grading of group assessment tasks. Wikis are open web pages that can be viewed and modified by anyone with internet access and are well known for their collaborative nature. Wikis are also transparent, which means that any edit/modification is recorded and attributed to a specific user. Such transparency has immense implications for the assessment of group work, as one of the major criticisms of group assessment tasks made by students relates to fairness in the distribution of grades. Therefore, the aims of this paper are to examine whether a wiki can help make the grading of group work fairer and whether the wiki environment encourages students to engage more directly with the contributions of other group members, thereby making it a truly collaborative experience.     

Student science teachers’ conceptions of sustainable development: an empirical study of three postgraduate training cohorts

Conceptions of sustainable development were elicited using a questionnaire completed by three cohorts of postgraduate students starting a secondary science teacher‐training course (N = 123). Qualitative responses were analysed in three ways: (i) development of categories to capture features of sustainable development; (ii) scrutiny of individual responses for the presence or absence of key features; and (iii) in contrast to these grounded approaches, examination of the responses in light of a framework proposed by the UK Panel for Education for Sustainable Development. Notable findings were: substantial numbers recognised the centrality of environmental (72%), economic (53%) and social (31%) factors—but just 15% highlighted all three; when compared with the pre‐specified framework, the aspects of sustainable development largely missing were to do with citizenship, with preservation of diversity, and with uncertainty and precaution in action. The findings are related to contemporary literature in the field and some implications for trainees’ learning are considered.