Why Do We Want to Change Teachers’ Beliefs and How Could We Support These Changes? The Case of Conceptions of Learning

The theoretical part of this paper argues for an embedding of the question of stability and change of teachers’ conceptions of learning into the researchers epistemological standpoint. The empirical part illustrates this statement by showing how changes in a teacher's conception of learning could be understood from a constructivist perspective. According to this perspective, conceptions are related to other relational and environmental variables that form a meaningful configuration. Thus, although conceptions of learning appear as relatively stable cognitive structures, they are also related to environmental variables to be managed by the teachers’ educators. This research result determines the discussion of the basic questions addressed in the title of this paper: why do we want to change teachers beliefs and how could we, as teachers’ educators, support these changes.     

Which do students prefer to evaluate their essays: Peers or computer program

The purpose of this study was to investigate problems and potentials of new technologies in English writing education. The effectiveness of automated writing evaluation (AWE) (MY Access) and of peer evaluation (PE) was compared. Twenty‐two English as a foreign language (EFL) learners in Taiwan participated in this study. They submitted their draft to MY Access, received feedback from this automated grading system and then made some revision. In addition to the AWE, they also had peer revision in writing class. Three issues, including how writers used the feedback from these two kinds of evaluation, what progress they made in writing and how they perceived these two kinds of evaluation, are discussed. Results showed that EFL learners in Taiwan generally opted for PE over AWE. These findings raise several relevant issues, including social learning, feedback strategies, computer anxiety and cultural impact.     

Toxicity testing of four silver nanoparticle-coated dental castings in 3-D LO2 cell cultures

To address the controversial issue of the toxicity of dental alloys and silver nanoparticles in medical applications, an in vivo-like LO2 3-D model was constructed within polyvinylidene fluoride hollow fiber materials to mimic the microenvironment of liver tissue. The use of microscopy methods and the measurement of liver-specific functions optimized the model for best cell performances and also proved the superiority of the 3-D LO2 model when compared with the traditional monolayer model. Toxicity tests were conducted using the newly constructed model, finding that four dental castings coated with silver nanoparticles were toxic to human hepatocytes after cell viability assays. In general, the toxicity of both the castings and the coated silver nanoparticles aggravated as time increased, yet the nanoparticles attenuated the general toxicity by preventing metal ion release, especially at high concentrations.     

开放教育改革探索

本文就开放教育改革工作进行了初步探索,认为开放教育是现代远程教育工程的重要组成部分,观念转变是开放教育的先导,现代远程教育设施是开放教育的基础,落实新型教学环节是开放教育的核心。     

The Importance of Multiple Representations of Mathematical Problems: Evidence from Chinese Preservice Elementary Teachers’ Analysis of a Learning Goal

This article describes a study of how Chinese preservice teachers unpacked a learning goal pertaining to adding fractions and understanding the concepts underlying the operation. Based on work in the USA by Morris, Hiebert, and Spizter (Journal for Research in Mathematics Education, 40(5), 491–529, 2009), 50 Chinese preservice teachers completed a task, anticipating an ideal student response, in the context of four representations: (1) fraction pieces, (2) graph paper, (3) common denominator algorithm, and (4) pennies. Like the US-based study, this study shows that Chinese preservice teachers’ ability to unpack a learning goal was highly influenced by how the problem was represented. The pennies and graph paper problems provided more supportive contexts for unpacking the learning goal; the algorithm problem provided the least supportive context. The main difference between the preservice teachers from these two countries was the US preservice teachers chose the pennies and graph paper problems as having the most potential for revealing students’ understanding of the learning goal; while the Chinese preservice teachers chose the algorithm problem despite the problem’s unsupportive context. Chinese preservice teachers’ preference suggests that they privileged algorithmic/symbolic representations over pictorial/concrete representations. Based on our results, we argue that it is time for cross-cultural comparative research to refocus on the common barriers, challenges, and benefits as related to mathematics teacher preparation and professional development. A cooperative instead of competitive orientation will lead to richer and deeper dialogues among mathematics educators.