Emergence,flexibility, and stabilization of language in a physics classroom

Learning physics is a complex phenomenon. In this article, we use concepts from the theory of nonlinear systems to study the development of language in classroom science in an experimental unit on chaos theory in a German 10th‐grade physics classroom. In ongoing activity, the explanations students developed for phenomena emerged through interactive stabilization and material constraints on the interpretive flexibility of material (artifacts) and discursive representations (talk). Interpretive flexibility both enables novel understandings and differences between private and common public use of these representations. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 869–897, 2003     

Changing primary teacher trainees' attitudes to science

A study of primary teacher trainees' perceptions and attitudes to science in 1990, has been useful in designing a semester unit aimed at increasing the confidence and interest of first year students at Victoria College. This paper outlines the background survey and discusses some, of the results and how they were used to develop the Professional Readiness Study-Understanding Science. This unit attempts to change attitudes by focussing on metacognition and encourages students to understand and control their own learning. Discussion involves teaching and learning strategies and alternative assessment approaches including the student's journal-the Personal Record. Specializations: technology for learning, health education. Specializations student understanding of biology, particularly genetics, evaluation. Specializations: children's learning in science, language in science.     

Rethinking the Role of Information Technology-Based Research Tools in Students’ Development of Scientific Literacy

Given the central place IT-based research tools take in scientific research, the marginal role such tools currently play in science curricula is dissatisfying from the perspective of making students scientifically literate. To appropriately frame the role of IT-based research tools in science curricula, we propose a framework that is developed to understand the use of tools in human activity, namely cultural-historical activity theory (CHAT). Accordingly, IT-based research tools constitute central moments of scientific research activity and neither can be seen apart from its objectives, nor can it be considered apart from the cultural-historical determined forms of activity (praxis) in which human subjects participate. Based on empirical data involving students participating in research activity, we point out how an appropriate account of IT-based research tools involves subjects’ use of tools with respect to the objectives of research activity and the contribution to the praxis of research. We propose to reconceptualize the role of IT-based research tools as contributing to scientific literacy if students apply these tools with respect to the objectives of the research activity and contribute to praxis of research by evaluating and modifying the application of these tools. We conclude this paper by sketching the educational implications of this reconceptualized role of IT-based research tools.     

The nature of scientific knowledge and student learning: Two longitudinal case studies

This study was designed to investigate the relationship between students' views of the nature of scientific knowledge and their own learning of physics, and the evolution of this relationship over time. Twenty-three students enrolled in a physics course that emphasised laboratory work and discussions about the nature of science. Over a 15-month period, an extensive data base was established including student essays and interviews regarding their views of the nature of science and teaching and learning of physics. As part of an extensive data generation, students read a book on the epistemology of physics, wrote reflective essays, and subsequently discussed the epistemology of physics in class. Two intensive case studies are used to illustrate our understanding of students' views over time. Changes in students' views concerning the nature of scientific knowledge and of the science teaching and learning process, which were not always complementary, are described with the aid of a model. The findings of this research have direct relevance to the planning and implementation of science courses in which the development of understandings of the nature of science is an objective.     

Risk factors for infant maltreatment: a population-based study

CONTEXT: Of the approximately 900,000 children who were determined to be victims of abuse or neglect by US child protective services in 2002, the birth-to-3 age group had the highest rate of victimization (1.6%) and children younger than 1 accounted for the largest percentage of victims (9.6%). OBJECTIVE: To identify perinatal and sociodemographic risk factors associated with maltreatment of infants up to 1 year of age. DESIGN AND SETTING: Observational cohort study. PARTICIPANTS: 189,055 children born in 1996 in Florida. MAIN OUTCOME MEASURE: Infant maltreatment, defined as a verified report of abuse, neglect, or threatened harm that occurred between day 3 of life and 1 year. RESULTS: 1,602 children (.85%) of the 1996 birth cohort had verified instances of maltreatment by age 1. Of 15 perinatal and sociodemographic variables studied, 11 were found to be significantly related to infant maltreatment. Five factors had adjusted relative risks (RR) of two or greater: Mother smoked during pregnancy (RR 2.8); more than two siblings (RR 2.7); Medicaid beneficiary (RR 2.1); unmarried marital status (RR 2.0); low birth weight infant (RR 2.0). Infants who had four of these five risk factors had a maltreatment rate seven times higher than the population average. CONCLUSIONS: Data on nearly all risk factors found to be significantly associated with infant maltreatment are available on the birth certificate. Such information can be incorporated into a population-based risk-assessment tool that could identify subpopulations at highest risk for infant maltreatment. Because resources are limited, these groups should be given priority for enrollment in child abuse prevention programs.     

Impact of commercial search engines and international databases on engineering teaching and research

For the last three decades, the engineering higher education and professional environments have been completely transformed by the ‘electronic/digital information revolution’ that has included the introduction of personal computer, the development of email and world wide web, and broadband Internet connections at home. Herein the writer compares the performances of several digital tools with traditional library resources. While new specialised search engines and open access digital repositories may fill a gap between conventional search engines and traditional references, these should be not be confused with real libraries and international scientific databases that encompass textbooks and peer-reviewed scholarly works. An absence of listing in some Internet search listings, databases and repositories is not an indication of standing. Researchers, engineers and academics should remember these key differences in assessing the quality of bibliographic ‘research’ based solely upon Internet searches.