Scientists Reflect on Why They Chose to Study Science

A concern commonly raised in literature and in media relates to the declining proportions of students who enter and remain in the ‘science pipeline’, and whether many countries, including Australia and New Zealand, have enough budding scientists to fill research and industry positions in the coming years. In addition, there is concern that insufficient numbers of students continue in science to ensure an informed, scientifically literate citizenry. The aim of the research presented in this paper was to survey current Australian and New Zealand scientists to explore their reasons for choosing to study science. An online survey was conducted via a link to SurveyGizmo. The data presented are from 726 respondents who answered 22 forced-choice items and an open-ended question about the reasons they chose to study science. The quantitative data were analysed using t tests and analyses of variance followed by Duncan’s multiple range tests, and the qualitative data were analysed thematically. The quantitative data showed that the main reasons scientists reported choosing to study science were because they were interested in science and because they were good at science. Secondary school science classes and one particular science teacher also were found to be important factors. Of much less importance were the prestige of science and financial considerations. The qualitative data expanded on these findings and showed that passion for science and/or curiosity about the world were important factors and also highlighted the importance of recreational pursuits, such as camping when a child. In the words of one respondent, ‘People don’t go into science for the money and glory. It’s passion for knowledge and science that always attracted me to the field’.     

Learning how to be a woman in the Canadian Forces/unlearning it through feminism: an autoethnography of my learning journey A preliminary version of this paper was presented as part of a panel discussion at the Atlantic Regional Canadian Association for Studies in Adult Education (CASAE) 2002 conference.

Gender plays a significant role in the experiences of workers within organizations. This is particularly true for women in non-traditional roles as they constantly struggle with gender barriers that are so ensconced in certain organizations and in society as to be accepted without question. Using an autoethnographical account, I explore the implications of my experience as a woman in the non-traditional role of a military member. First, I will discuss the importance of speaking from a first-hand, subjective position, and will briefly explore how we learn to be men and women through socialization processes in current western society. Then I will focus on how I learned to be a military member in a male organization and will examine how women's bodies and emotions separate women from men. I conclude with a discussion of how learning about feminist theories provoked me to begin to make connections between my experience and larger societal issues that had previously been invisible to me.     

Arthur,James et al ed (2012) Research methods and methodologies in education Sage (London & Thousand Oaks CA) isbn 978‐0‐85702‐039‐0 456 pp £26.99 (paper and e‐versions; boards £75) http://www.sagepub.co.uk/arthur

Aimed at postgraduates within education and educational research methods courses, this book integrates the theoretical and practical aspects of educational research. It journeys through designing, planning and conducting research to analytical techniques, impact and dissemination. Whether you are a new educational researcher or more established, you might find your own copy of this book useful for in‐depth study or for reference: borrow a copy to help you decide. Nancy El‐Farargy     

Peer Network Overlap in Twin,Sibling, and Friend Dyads

Research suggests that sibling–peer connections are important for understanding adolescent problem behaviors. Using a novel behavioral genetic design, the current study investigated peer network overlap in 300 child–child pairs (aged 7–13 years) in 5 dyad types: monozygotic (MZ), dizygotic twins, full siblings (FSs), friend pairs, and virtual twins (i.e., same‐aged, genetically unrelated siblings). Genetic relatedness, sex composition, and age differences contributed to peer overlap in sibling dyads. MZ twins showed the highest overlap (82%), opposite‐sex FS pairs showed the lowest overlap (27%), and friend pairs (48%) were close to the mean (53%). Social contact variables and self‐reported relationship intimacy predicted additional variance in peer overlap. The roles of genotype–environment correlational and shared environmental processes in the sibling–peer connections are discussed.     

Gaming Economics in the Middle School Classroom

A prime concern for middle school educators is for students to become knowledgeable and skilled in the areas of economics and personal finance. Some of the reasons underscoring this concern include the questionable future of social support systems, reduction of corporate pension plans, and the lingering effects of the 2008 financial crisis on families who continue to report high debt, tenuous job situations, and reduced savings/investments. This article describes an interactive simulation role-play employed with 5th and 6th-grade students (n?=?37). Results reveal that participants’ understanding of key economic concepts and personal finance skills improved using this instructional method.     

USE OF THE FACTS ON AGING QUIZ IN NEW ZEALAND: VALIDATION OF QUESTIONS,PERFORMANCE OF A STUDENT SAMPLE,AND EFFECTS OF A DON'T KNOW OPTION

Palmore's (1977) first Facts on Aging Quiz (FAQ1) was modified for use in New Zealand. Validation of FAQ1 questions involved background research to establish the appropriateness of the questions in the New Zealand context. Of the 25 questions in the quiz, 16 were chosen for validation on the grounds of possible cross-cultural differences. Of these, 15 were judged to be valid for the New Zealand context; the remaining question was changed substantially. Undergraduate students at a large tertiary institution (N = 218 ) were administered the modified FAQ1, in either the original True-False format, or with a "Don't Know" option added. Performance was similar to that of comparable student samples in the U.S. and Australia, in terms of overall score and relative frequency of particular misconceptions. Addition of a "Don't Know" option reduced guessing and increased internal consistency, as predicted. Limitations of the question validation process, as well as its benefits for instructors, are discussed.     

Education for Older Adults with Early-Stage Dementia: Health Promotion for the Mind,Body, and Spirit

Later life learning (LLL) has a profound beneficial effect on older adults; therefore, it is important to assess older adults' learning needs. A representative random sample of 1,867 soon-to-be older adults (between 45 and 59 years of age) were assessed for their interest in formal learning after their retirement or when they become 60 years old. We examined their preferences for courses and identified the socioeconomic and health-related characteristics related to their planned participation in formal LLL. About 38% of these respondents expressed an interest in formal learning after retirement; the most popular three content courses included computers, interest classes, and physical exercise. Those who did not plan to commit themselves to formal LLL indicated "no interest" and "lack of time" as the most frequently reported reasons for not wanting to participate in LLL. Moreover, we found that LLL was positively related to socioeconomic indicators including education, income, and retirement protection; whereas those who received financial support from adult children or from the government (in the form of welfare) were less likely to express interest in formal LLL.     

Inquiry-Based Lessons That Integrate Technology: Their Development and Evaluation in Elementary Mathematics Teacher Education

Technology-enhanced mathematics tasks were introduced to elementary pre-service candidates (n = 84) and in-service teachers (n = 38), who then, either in partners or small groups, created and taught inquiry-based lessons incorporating technology, with individual reflections. The lessons were coded using the following criteria: (a) The students themselves used the technology for inquiry learning, (b) technology was integral to the learning task, (c) the lesson focused on mathematics concepts—not the technology, and (d) the task would have been more difficult to accomplish without the technology. The lesson analysis revealed that, after instruction on inquiry learning and technology integration, each group achieved a high level of proficiency using these criteria. Further, the analysis assisted the instructors in identifying issues and concerns regarding implementation of technology in elementary mathematics instruction.     

Playful Postmodernism: Building with Diversity in the Postmodern Classroom

The authors surveyed program directors at all bachelor of social work and master of social work programs accredited by the Council on Social Work Education using an online tool that assessed whether and how their respective social work programs are covering content related to HIV/AIDS. Of the 650 program directors, 153 (24%) participated in the survey. Programs reported coverage of HIV/AIDS content in various foundation content areas, including human behavior in the social environment, populations at risk, and social work practice. The authors also surveyed use of various pedagogical methods, and respondents reported the most use of guest speakers, lectures, and readings in delivering HIV/AIDS content. More than 70% of bachelor and master of social work programs reported having at least 1 field placement specific to HIV/AIDS. In addition, the authors evaluated social work textbooks for specific content on social work with HIV/AIDS, and recommendations are made for inclusion of more HIV/AIDS specific content.