Historical Networks in Science Education

Science & Education - This paper discusses the potential of the creation and analysis of historical networks as didactic strategies in science education. To this end, we first argue the...     

Constructing Scientific Explanations Through Writing

This study examined the writing strategies andtext characteristics associated withdiscovering a scientific principle by writingabout an experiment. Sixty-four universitystudents (non-science majors) carried out aphysics experiment concerning either buoyancy,or the forces acting on a balance scale, thenwrote an informal journal-style note about itwhile thinking-aloud. They providedexplanations of the phenomena beforeexperimenting, immediately after experimenting(before writing), and again after writing aboutthe experiment. Students' verbal protocolswere segmented and writing operations wereidentified; the rhetorical structures of theirtexts were analyzed; and each students' levelof general writing strategy was identified. Afactor analysis showed that six componentsaccounted for 76% of the variance in thesemeasures. Logistic regression analysis showedthat type of science experiment and two writingfactors, Problem Solving and Comparisons inText, discriminated 86% of cases in whichstudents made explanatory gains during thewriting interval. The results generallyexemplified a metacognitive, problem solvingmodel of writing to learn. However, incontrast to dominant metacognitive models,setting content goals, applying moderatelysophisticated writing strategies, and extensiveuse of content sources were important for learning.     

Investigating the enactment of social presence in blended adult education

ABSTRACT

Background

While open-cohort blended education programmes allow for accessible and flexible study trajectories, they may present social challenges to learners. Social presence is a possible a way of enhancing adult learners’ success. It can lead to an increased perception of community, which may result in lower rates of dropping out.     

Funny feet

Phyllis J. Perry is principal at Martin Park Elementary School in Boulder, Colorado. Her published work includes several books for children.     

Two studies of low income parents' involvement in schooling

An interview and an intervention study are reported. Interview findings extend research on the positive relationship of parent involvement to school success. That is, although most of the low income families reported low-moderate participation, a postive relationship was found between parent involvement and school adjustment as early as kindergarten. With respect to negative valuing and barrier interpretations of low participation, the data support the latter; all but a few parents reported positive attitudes toward school involvement, while the majority indicated significant barriers. In comparing Latino and non-Latino groups, the former reported more barriers. Within the Latino group, parents whose children had made a good school adjustment indicated the most participation. Non-English proficient parents reported more barriers than those proficient in English but comparable degrees of involvement. In the intervention study, a simple strategy resulted in more treatment than control parents attending a school event. Differences in attendance were related to ethnicity and language.This work was carried out in conjunction with a dropout prevention demonstration project conducted as a collaborative effort of the School Mental Health unit (Janelle Munn, Director) and Dropout Prevention unit (Pete Martinez, Director) of the Los Angeles Unified School District and the School Mental Health Project at UCLA (Howard Adelman and Linda Taylor, Co-directors). Partial support for the project came from the U.S. Department of Education. The authors, of course, assume full responsibility for the contents, but we want to take this opportunity to acknowledge the contributions of participating schools and project staff (especially Mary Beth DiCecco and Alison McAlpine). And although she declined author credit, this work could not have been accomplished with the many contributions of Linda Taylor, the project director. We would also like to thank Regina DeWitter, Teresa Gonzales, Kathy Eides and the many other UCLA students who assisted in various phases of the research.     

LEGIBILITY FACTORS IN TV TYPOGRAPHY

Although no single formula for legibility is offered, several contributory factors are offered, together with comments on optimum conditions     

Teachers’ motives for learning in networks: costs,rewards and community interest

Background: This paper discusses teachers’ perspectives on learning networks and their motives for participating in these networks. Although it is widely held that teachers’ learning may be developed through learning networks, not all teachers participate in such networks.

Purpose: The theme of reciprocity, central to studies in the area of learning in networks, is often approached from a rational exchange perspective. This study attempts to extend this approach with reference to the concept of symbolic interactionism. The study was guided by the following research question: What is the relationship between teachers’ perceptions of learning networks and their motives for participation or non-participation in these networks?

Design and methods: In order to address this research question, semi-structured interviews among 25 teachers in secondary education in the Netherlands were carried out. The semi-structured interviews consisted of three parts: background information, perspectives on learning networks and personal experiences with those networks. Data were analysed qualitatively and analyses consisted of within-case analysis, and cross-case analysis of interview fragments. Three themes were considered: (1) perspectives on learning networks, (2) motives for participation perceived as rational exchange, (3) motives for participation perceived as related to social order.

Findings: The findings are presented around these three themes. Each theme is discussed in relation to relevant aspects from the literature. Findings indicated that teachers perceived learning networks to be organised both within-school and outside school, and mostly focused around specific content knowledge. Reasons for participation or non-participation were related to rational costs and rewards (such as time, technology, self-efficacy); in symbolic motives (such as joy, sharing and mutual understanding), and also in a sense of meaning that resulted from networking activities.

Conclusions: We conclude that, in addition to social exchange motives, the data suggest that symbolic aspects of communication and interaction play an important role in considerations for participation in learning networks. This may be described in terms of four ‘types’ of networking teachers: the Community focused networking teacher, the Locally focused networking teacher, the Not-yet-networking teacher, and the Non-networking teacher. It is hoped that these exploratory findings could be helpful in supporting the development of learning networks for all teachers.     

Brief Research Report: Bayesian Versus REML Estimations With Noninformative Priors in Multilevel Single-Case Data

Abstract

Recently, researchers have used multilevel models for estimating intervention effects in single-case experiments that include replications across participants (e.g., multiple baseline designs) or for combining results across multiple single-case studies. Researchers estimating these multilevel models have primarily relied on restricted maximum likelihood (REML) techniques, but Bayesian approaches have also been suggested. The purpose of this Monte Carlo simulation study was to examine the impact of estimation method (REML versus Bayesian with noninformative priors) on the estimation of treatment effects (relative bias, root mean square error) and on the inferences about those effects (interval coverage) for autocorrelated multiple-baseline data. Simulated conditions varied with regard to the number of participants, series length, and distribution of the variance within and across participants. REML and Bayesian estimation led to estimates of the fixed effects that showed little to no bias but that differentially impacted the inferences about the fixed effects and the estimates of the variances. Implications for applied researchers and methodologists are discussed.     

Students’ perception of frequent assessments and its relation to motivation and grades in a statistics course: a pilot study

This pilot study measures university students’ perceptions of graded frequent assessments in an obligatory statistics course using a novel questionnaire. Relations between perceptions of frequent assessments, intrinsic motivation and grades were also investigated. A factor analysis of the questionnaire revealed four factors, which were labelled value, formative function, positive effects and negative effects. The results showed that most students valued graded frequent assessments as a study motivator. A modest number of students experienced positive or negative effects from assessments and grades received. Less than half of the students used the results of frequent assessments in their learning process. The perception of negative effects (lower self-confidence and more stress) negatively mediated the relation between grades and intrinsic motivation. It is argued that communication with students regarding the purpose and benefits of frequent assessments could mitigate these negative effects.     

The Australian Science Teacher: A Typology of Teacher–Student Interpersonal Behaviour in Australian Science Classes

This study reports the first development in Australia of science teacher typologies of teacher–student interpersonal behaviour. Students' perceptions of teacher–student interpersonal behaviour were measured using the Questionnaire on Teacher Interaction (QTI). Earlier work with the QTI in The Netherlands has revealed eight different interpersonal styles, which were later confirmed with an American sample of secondary school teachers. The present study investigated the extent to which typologies found in earlier studies also apply to a sample of Australian secondary school science teachers. Data were first checked to examine whether the eight profiles found in The Netherlands and the USA were also present in the Australian data. A cluster analysis using various clustering methods and procedures was used to determine Australian typologies and compare these with earlier Dutch findings. Results of the cluster analyses were verified by analyses of variance, by plotting QTI scale scores graphically, and by presenting a set of sector graphics to two independent researchers and having them sort these into different profiles as found in the statistical analyses. The resultant typologies and implications for professional development and research are presented.