Conversation as a key to the understanding of human nature∗

Using the transactionist perspective in our communication with others involves constructing those others with whom we communicate. An exercise called “Reflections” focuses on the inferences, assumptions, and guesses we make as we select from the cues others give off — cues necessary for the process of determining our definition of them. Useful in secondary, community college and college classrooms, “Reflections” can serve as a valuable, interesting, and unique classroom experience. This essay discusses the implementation and the outcome of the exercise as well as some of the reactions students have to it.     

O. W. H.—Conversationalist extraordinary

For two decades, Basil Bernstein has been a major contributor to the literature on language and society. A framework is presented/or casting Bernstein's work at a level of abstraction appropriate for assessing communicative competence. The concepts of cultural matrix, primary social experience, and role and situation repertoires are central to this framework, it is argued that analysis of four role constellations and four aspects important to social role formation are a good basis from which to describe and explain any person's range of communicative competencies. Research strategies for investigating communicative competence are suggested.     

Enhancing the Student Experiment Experience: Visible Scientific Inquiry Through a Virtual Chemistry Laboratory

Practical work is often noted as a core reason many students take on science in secondary schools (high schools). However, there are inherent difficulties associated with classroom practical work that militate against scientific inquiry, an approach espoused by many science educators. The use of interactive simulations to facilitate student inquiry has emerged as a complement to practical work. This study presents case studies of four science teachers using a virtual chemistry laboratory (VCL) with their students in an explicitly guided inquiry manner. Research tools included the use of the Inquiry Science Implementation Scale in a ‘talk-aloud’ manner, Reformed Teaching Observation Protocol for video observations, and teacher interviews. The findings suggest key aspects of practical work that hinder teachers in adequately supporting inquiry and highlight where a VCL can overcome many of these difficulties. The findings also indicate considerations in using the VCL in its own right.     

Pushing the boundaries of self-directed learning: research findings from a study of u.lab participants in Scotland

ABSTRACT

This article reports on the research findings from a qualitative study of adult learners in Scotland taking part in a u.lab MOOC. As a new phenomenon in adult learning, u.lab has been extremely popular yet, at present, there exists little empirical data about either the process or outcomes of the learning experience. This study aims to provide a starting point for further study of u.lab and other emergent trends in adult learning. Here, the accounts of 12 women and men participating in u.lab were analysed using a grounded theory framework. The inductive nature of this approach allowed us to build up a picture of participant experience. Of significance in the findings were participants’ relationship to course content, experience of learning in community and engagement in shaping the learning experience. We draw on Illeris’ model of the learning field to deepen our understanding of participant experience and to illustrate how the particular constellation of content, incentive and interaction dimensions of learning in u.lab creates a learning space where the possibility for self-direction and self-organisation is extended beyond existing practice.     

THE IMPORTANCE OF SOCIOEDUCATIONAL RELATIONSHIPS IN UNIVERSITY PROGRAMS FOR OLDER ADULT STUDENTS

ABSTRACT

In this paper we consider that, to a great degree, educational quality is insured through successful educational and social-relationship strategies developed among educators and their older adult students. Proposals to improve educational quality should be considered within the unique context of each university's mission and goals. Otherwise, the same measures used in different institutions may lead either to progress or to educational and social regression. Much depends on the conditions under which programs are implemented, and the way they are perceived by participants in the educational process.     

Chinese and Australian Year 3 Children's Conceptual Understanding of Science: A multiple comparative case study

Children have formal science instruction from kindergarten in Australia and from Year 3 in China. The purpose of this research was to explore the impact that different approaches to primary science curricula in China and Australia have on children's conceptual understanding of science. Participants were Year 3 children from three schools of high, medium and low socio-economic status in Hunan Province, central south China (n?=?135) and three schools of similar socio-economic status in Western Australia (n?=?120). The students' understanding was assessed by a science quiz, developed from past Trends in Mathematics and Science Study science released items for primary children. In-depth interviews were carried out to further explore children's conceptual understanding of living things, the Earth and floating and sinking. The results revealed that Year 3 children from schools of similar socio-economic status in the two countries had similar conceptual understandings of life science, earth science and physical science. Further, in both countries, the higher the socio-economic status of the school, the better the students performed on the science quiz and in interviews. Some idiosyncratic strengths and weaknesses were observed, for example, Chinese Year 3 children showed relative strength in classification of living things, and Australian Year 3 children demonstrated better understanding of floating and sinking, but children in both countries were weak in applying and reasoning with complex concepts in the domain of earth science. The results raise questions about the value of providing a science curriculum in early childhood if it does not make any difference to students' conceptual understanding of science.     

Forthcoming events

Proprioceptive Neuromuscular Facilitation ‐ patterns and techniques D.E. Voss, M.K. Ionta and B.J. Myers. Harper and Row, Philadelphia, 1985 xxvi + 370 pp, £29.95, ISBN 0 06 142595 8

Science of Stretching M.J. Alter, Human Kinetics, Champaign, Illinois, 1988 xii + 243 pp, $26.00, ISBN 0 87322 090 0