Educating Teachers for the Information Era

Abstract

This paper seeks to summarize efforts made by the Faculty of Education of the University of Macau to inculcate computer literacy in teachers in Macau in preparation for the information era. Based on one programme of study proposed by the National Research Center for Computers in Education in Primary and Secondary Schools, the paper summarizes the course objectives, as well as the concepts and skills required to ensure sustainable development of information technology in China. To educate teachers throughinformation technology, it is envisaged that two kinds of activities are required: (1) construction of web‐based learning environments, (2) multimedia courseware authoring.     

Exploring the Characteristics and Diverse Sources of Students’ Mental Models of Acids and Bases

This study was part of a 6‐year integrated project designed to build a databank of students’ science conceptions in Taiwan. The main purpose of this study was to identify the characteristics of students’ mental models regarding acids/bases, understand their changes in mental models, and explore sources that might influence students in constructing models. The study involved 38 ninth‐grade students, focusing on three high‐achieving students as well as three low‐achieving students who were interviewed thoroughly. The results show that students mainly adhered to the Phenomenon Model, the Character‐Symbol Model, the Inference Model, and the Scientific Model. Also, it is possible to draw a parallel between the characteristics of some models and various models of acidity in the history of science. The results also show differences in mental models and the weights of sources influencing high‐achieving and low‐achieving students. Evidence for the weight of sources is not consistent with the findings reported in other studies. We also discuss the implications for teaching and curriculum design.     

Methodological and Ethical Dilemmas in International Research: school attendance and gender in Ghana

abstract

The paper considers questions of ethics and methodology in international research. An action research project designed for Ghana/UNICEF as part of a consultancy on school attendance is used as a case‐study from which to examine the ethical dilemmas facing consultants and their clients in educational research carried out as part of international aid. Ethical dilemmas of resourcing, ownership, accountability and self‐interest are discussed by the English consultants. It thus has a double purpose. It both contributes to research on school attendance, and also furthers debate about methodology and constraints on it.     

Collaborative learning: A memorable model

Abstract

Reform movements envision schools that will involve greater levels of cooperation and collaboration. Collaborative learning strategies provide a powerful mechanism not only to address affective goals in education but also to enhance students’ cognitive development; to deepen their understanding of concepts; and to press them to examine, articulate, and elaborate their ideas with greater clarity and rigor. Unless teachers have effective means to manage the complex problem solving involved in implementing collaborative learning strategies, the rich possibilities offered will not be realized. This paper proposes a five‐part conceptual framework to guide teachers decision making in order to capitalize on these powerful strategies. The framework incorporates a “G” mnemonic to make the elements memorable.     

Exploration of teachers' awareness and knowledge of (Central) Auditory Processing Disorder ((C)APD)

The aim of this study was to explore primary school teachers' awareness and knowledge of (Central) Auditory Processing Disorder ((C)APD). Teachers' awareness and knowledge are crucial for initial recognition and appropriate referral of children suspected of having (C)APD. When a child is diagnosed with (C)APD, teachers have a role in implementing and monitoring the effectiveness of interventions. A questionnaire was designed and distributed to 53 primary schools in the Republic of Ireland. Findings indicated that 89.1% of participants reported poor/very poor awareness, while 92% reported poor/very poor knowledge of (C)APD. Results were compared with specific data obtained from a similar study carried out simultaneously in Northern Ireland. Overall, the majority of the participants reported that they have poor/very poor awareness and knowledge of (C)APD. These findings emphasise the need to establish training programmes for teachers and ultimately to support the provision of an appropriate service for children with (C)APD.