Inter-relationship among laboratory process skills in biology

Inquiry oriented practical matriculation tests of 3650 12th grade biology students in Israel were analyzed to find out the interrelationships among 21 process skills. Using correlations and varimax factor analysis, seven factors were obtained. These factors are listed according to the relative percentage of the total variance accounted for from highest to lowest: handling quantitative relationships, explaining and assessing data, conceptualizing and planning investigations, summarizing results, interpreting and concluding, selecting form of presenting findings, designing experiments. The theoretical and practical implications of these findings are briefly discussed. Theoretically, the associations as well as the dissociations identified provide important clues regarding the organization of process skills related knowledge in cognitive structure. From a practical perspective the findings offer guidance for teacher educators as well as biology teachers on more effective ways for developing science process skills.     

What do I want to feel? Emotion goals in childhood,adolescence, and adulthood

Beliefs about emotion utility can influence context-sensitive emotion goals (i.e., desired emotional responses). Although key for emotion regulation, emotion goals have been overlooked in children and adolescents. In 2018–2019 results of Studies 1 and 2 showed that children (N = 192, M_age = 8.65, 47% girls, 96% White) were less motivated by and found anger less useful in confrontation than adolescents (N = 192, M_age = 12.96, 50% girls, 93% White) and adults (N = 195, M_age = 29.82, 51% women, 96% White). The link between emotion goals and beliefs about emotion utility was weaker in children. In 2021, Study 3 (N = 60, 8-year-olds, 47% girls, 90% White) ruled out expectations as a possible explanation for the previous findings. Context-sensitive utility of emotions may be acquired during development.     

Israeli Students’ Conceptions of Science and Views about the Scientific Enterprise

Abstract

Israeli students’ conceptions of the nature of science and views about the scientific enterprise were studied within the framework of the Second International Science Study (SISS). Representative samples of 10, 14 and 17year‐old student, about 2000 in each, responded to background questionnaires and a battery of tests and scales. The Science Understanding Measure, a 20 item, multiple choice instrument provided data on understanding the nature of science by 14 and 17 year‐olds. An Attitude toward Science Scale provided data on the views of 10, 14 and 17 year‐olds on the importance of science to society and to individuals, the usefulness of science in everyday life and on harmful aspects of science. A comparison was made between the view of Israeli, British and USA students. The relationships of the conceptions and views of 17 year‐olds with personal, home and school variables as well as with achievement in science, intentions for further learning and career aspirations were explored as well. Based on the results and conclusions some recommendations are offered on how to enhance the understanding of science and promote more positive attitudes towards the scientific enterprise     

A Case Study of Selection and Induction of Staff for Pre‐service Teacher Education in an Israeli University

The paper describes the structure of the pre‐service education programme in a major university in Israel, as well as the way teachers and tutors are selected for this programme. The unique feature of the programme is the affiliation of student teachers for two consecutive years with a tutor who is employed half‐time by the university and, at the same time, continues to teach in high school as a regular teacher.     

Reflections on soccer,sovereignty and the state of exception

In this paper, I examine soccer, sovereignty and the state of exception. The paper is a pedagogical tool for undergraduate students in order for them to learn about sovereignty and the ‘state of exception’ through soccer, the world’s most popular sport. I begin by examining differing conceptions of sovereignty and the state of exception. I then highlight the fate of soccer under various states of exception. I focus on Pinochet’s Chile, but also provide examples from the Argentinean military junta, Nazi Germany and El-Sisi’s Egypt. I then reflect about soccer, sovereignty, and the state of exception in relation to Fédération Internationale de Football Association. I offer concluding remarks about soccer and states of exception. I argue that states of exception are in theory opportunities for change because they expose the naked aggression of states, but in practice they represent a danger for soccer players, fans and democracy.