Conceptual profile of chemistry: a framework for enriching thinking and action in chemistry education

Understanding the nature of chemical thinking and action, as well as their application and impact on our world should be central goals of chemistry education at all educational levels. However, traditional school chemistry is still mostly focused on having students learn the body of declarative knowledge built over the years in the discipline. Achieving changes in curriculum and teaching practices in this context remains a challenging task. Studies in the history and philosophy of the discipline suggest that chemistry has unique characteristics that need to be recognised and considered in chemistry education. Many of these studies point to a pluralism in the discipline, and in the understanding of and about chemistry, that should be characterised and incorporated into our educational models. In this essay, we have attempted to build such a characterisation using conceptual profiles theory to propose a framework that can be used to enrich and support the thinking and action of chemistry teachers at all educational levels.     

The Bologna process and the search for excellence: between rhetoric and reality,the emotional reactions of teachers

ABSTRACT

There has been an overall change in higher education towards the achievement of outstanding patterns of quality and excellence that assure competitiveness at a global scale. Teachers feel the pressure of official regulations for achieving quality and excellence, based on questionable concepts of quality that do not take into account the experience and beliefs of teachers and lead to emotional states that may promote or hinder adjustment to changes.

The present study used a categorical content analysis to capture the emotions that twelve university teachers associate with the changes experienced and with the pursuit of quality emphasized in Portugal by the Bologna Process. The results show that participants revealed mixed emotions regarding change. Students elicit mostly positive emotions, whereas bureaucracy, marketization and career changes generate negative emotions that impede the quest for quality, although in a minority of participants they prompt resilience that stimulates engagement in quality.     

Examining a motivational treatment and its impact on adolescents' reading comprehension and fluency

The authors' purpose was to examine adolescents' reading motivation in relation to standardized assessments of reading comprehension and fluency. After a reading pretest, 60 ninth-grade students (M age = 14.9 years) were randomly assigned to two groups. Compared to those in the control condition, those administered brief oral feedback intended to improve motivation indicated an increased focus on mastery goals and greater perceived control during a reading posttest. No differences were found with regard to four other aspects of motivation. Students in the treatment condition, including struggling readers more specifically, did not score better on the posttest measures of reading comprehension or fluency. Hence, results failed to replicate Zentall and Lee's (2012 Zentall, S. S., &; Lee, J. (2012). A reading motivation intervention with differential outcomes for students at risk for reading disabilities, ADHD, and typical comparisons: ‘Clever is and clever does’. Learning Disability Quarterly, 35, 248–259. doi:10.1177/0731948712438556[Crossref], [Web of Science ®] , [Google Scholar]) findings with younger readers. Findings are discussed with regard to the theoretical and practical implications for understanding reading motivation.     

Gender discourse about an ethic of care: nursery schoolteachers' perspectives

In this paper we will show some of the results of research which took place in the Principality of Asturias (Spain). Its purpose was finding out the gender discourses used by nursery teachers. Although we will not provide an exhaustive list of all the conclusions reached so far, we will put forward one of the aspects which has been developed throughout the investigation; that is, we will discuss some of our observations and hypotheses on the differences observed by the teachers in boys and girls' caring and supporting behaviours. In order to do so, we focus on the type of discourse related to the ethic of care. We consider it a tool which allows teachers to build a type of narrative in which boys and girls are presented as opposites, relational and different from one another.     

A Graduate Programme in History,Philosophy and Science Teaching in Brazil

This paper discusses a Master's degree in History, Philosophy and Science Teaching recently created in Brazil. The paper will report alocal experience but its analysis raises questions of general interest, in particular to less developed countries. This interest concerns firstly the challenges of doing research and educating people in science teaching, and developing a scientific culture, and secondly the institutional obstacles that face new and/or interdisciplinary research groups. We anticipate the conclusion that in Brazilian conditions of today projects from emergent andinterdisciplinary groups can be damaged by political, cultural and institutionalobstacles.     

A Story Without an Ending: The Quantum Physics Controversy 1950–1970

For many decades there has been controversy about the epistemological and ontologicalimplications of quantum mechanics. This article will make some preliminary remarksabout how physicists managed the scientific, philosophical, and even political aspects,of the controversy in order to establish a modus operandi for their work. Theexistence of such a lasting controversy, and its history, is relevant to the teaching ofquantum physics because the choice of the interpretation to be taught impacts on students' understanding of quantum concepts and on their understanding of the goal of science.     

Intangibles: theory,categories, and the Kozminski matrix

Analyzing the strategic significance of a firm's intellectual capital separates tangible assets from intangible assets, and demands close attention to how the latter are valued. Conventional methods based on cost or market value are of little relevance. Ultimately, the analysis turns on who makes the estimate and to what end. We argue for a third source of estimates, the same managers whose application of strategic assets sets the value-adding processes of the firm in motion. This is a constructivist approach that raises important theoretical and methodological questions about the nature of the firm and its value-creating capabilities. Objective measures cannot grasp these capabilities, and current efforts to establish such metrics are deeply counter-productive. We propose the ‘business model’ as the firm-specific natural language within which the future value of the intangible assets can be estimated.     

Constructing Scientific Explanations: a System of Analysis for Students’ Explanations

Research in Science Education - This article describes a system of analysis aimed at characterizing students’ scientific explanations. Science education literature and reform documents have...