Images in mirrors: Recollections,alternative explanations and modes of cognitive functioning

Students' conceptions of how objects are seen directly, and in mirrors, were explored in an analysis of their written and drawn responses to common visual phenomena depicted in cartoons with brief text. Students in Grades K-10 (n=214) completed a questionnaire and some were interviewed. Evidence was sought to support an hypothesis for increasingly sophisticated responses related to the concepts of sight, light, reflection and image. The developmental model used in this analysis was the updated SOLO Taxonomy (Biggs & Collis, 1991; Collis & Biggs 1991). It appears from the results that different modes of functioning can interfere to produce factually incorrect recollections of experience particularly in the age group 7 to 13 years approximately. Also, this is associated with the common spurious conception that mirrors have a lateral inversion property. Explanations involving light were extremely rare and its role related to the production of an image ‘in the mirror’ but not to the perception of an image in the eyes. Specializations: science education, students' understandings of phenomena in science. Specializations: cognitive development, evaluation, mathematics and science education. Specializations: mathematics education, students' understanding of chance and data concepts.     

公开选拔党政领导干部考试制度的现实分析与瞻前探讨

作为强化国家治理效能的一项治本决策,公开选拔党政领导干部考试制度的创建与推行,实现了历史性的超越,并有其独具的时代价值。但相对国际形势、国内改革和建设新变化、新发展对领导干部考选提出的新需求而言,现行公选考试的科学化、规范化、制度化建设,仍滞后于时代发展的进程。把牢政治方向,正确处理三种关系;建立健全三项制度;完善优化组织和规则体系;加强三种理论的应用和实证研究;加速四库建设,更新技术手段等,是公选考试制度进一步健全完善的必需。     

Professional development and perceived needs of science teachers

About 100 science teachers in the Sydney Metropolitan West Region were surveyed to determine their professional development needs and the ways in which these needs could be met. The findings provide a ranking of science teacher perceived professional development needs, a list of possible incentives to motivate science teachers to complete inservice programs (in priority order) and an indication of the preferred modes of presentation to meet professional development needs. In general, science teachers stated a preference for professional development related to modern trends in science education directly related to classroom practice. In contrast to recommendations from DEET, science teachers indicated a preference for traditional models of inservice. Data related to preferred mode of inservice indicated significant gender differences. Specializations: science teacher professional development. Specializations: educational psychology and research design. Specialization: constructivist approaches in science education.     

A Study of Child Rearing Practices Amongst Selected,Sudanese Families in South Australia: Implications for Child Care Service Selection

Child care services in Australia, for example, are largely defined and shaped by the historically dominant Anglo-Australian discourse and norms. The aim of this research was to examine critically and to find meaning in the experiences of recently arrived Sudanese families as they began to settle into their new cultural environment. The cultural values of some 30 Sudanese families were investigated and related to how these affected the selection of child care services. Qualitative research methods including an indigenous approach were used to gather data. Interactions with Sudanese families took place in their home environments. Interviews were conducted in a way that put those people interviewed at ease. Techniques used included narrative interviewing and vignettes.     

汶川地震极重灾区中小学教师教学效能感及其影响因素

对四川省极重灾区中小学教师教学效能感现况的调查显示:灾区教师教学效能感处于中等偏上水平,教师个人教学效能感更好,办学条件改善对此起了积极作用,但一般效能感仍需提升;职称、办学类型、学校所在地对教师教学效能感有显著影响;学校办学条件、工作所提供的发展机会以及管理制度对教师教学效能感有显著影响。建议政府对灾区尤其是农村地区教师编制应有所倾斜,增加职称名额,提供多种激励方式;学校应不断完善管理制度,关注教师心理健康,改善教师生存状态。     

Continuity of Care: Primary Caregiving in Singapore

Early Childhood Education Journal - Child care centres in many developed countries have expanded exponentially due to the increased participation of women in the workforce. Consequently, children...     

Loose connections: The context of science teachers' work

This paper is based on an interview study with eighty science teachers in twelve secondary schools across Australia. The study was conducted as part of the Science Education Professional Development Project. The project's brief was to develop a national strategy for the professional development of science teachers and was commissioned by the Federal Government's Department of Employment, Education and Training. The aim of the interviews was to help define the problem that a national strategy needed to address and this paper reports on one theme that emerged from the interviews, the concept of “loose connections.” Loose connections reflects the weak sense of professional community we found among science teachers and their isolation from potentially beneficial influences on their work. The paper explores implications of loose connections for a national professional development strategy such as the need to strengthen areas of professional responsibility and links between professional development and career development.     

Effect of context and gender on application of Science Investigation Skills

Two parallel versions of a Test of Science Investigation Skills were developed to assess students' application of science investigation skills in biology and physics contexts. Repeated pilot testing and critical appraisal were used to ensure the validity of the tests and their equivalence. Both versions of the test were administered to 112 Year 10 science students. The results indicated a satisfactory level of test reliability, the test set in a physics context proved to be significantly more difficult than the test set in a biology context, and mean scores for male and female students were not significantly different. Specializations: science teacher education, development of problem-solving expertise, concept development and conceptual change, assessment of laboratory work. Specializations: Chemistry education, concept development and conceptual change, effective laboratory teaching.