Developing Students’ Futures Thinking in Science Education

Futures thinking involves a structured exploration into how society and its physical and cultural environment could be shaped in the future. In science education, an exploration of socio-scientific issues offers significant scope for including such futures thinking. Arguments for doing so include increasing student engagement, developing students?? values discourse, fostering students?? analytical and critical thinking skills, and empowering individuals and communities to envisage, value, and work towards alternative futures. This paper develops a conceptual framework to support teachers?? planning and students?? futures thinking in the context of socio-scientific issues. The key components of the framework include understanding the current situation, analysing relevant trends, identifying drivers, exploring possible and probable futures, and selecting preferable futures. Each component is explored at a personal, local, national, and global level. The framework was implemented and evaluated in three classrooms across Years 4?C12 (8 to 16-year olds) and findings suggest it has the potential to support teachers in designing engaging science programmes in which futures thinking skills can be developed.     

Should great lakes city build a new power plant? How youth navigate socioscientific issues

There is a growing consensus that simply learning enough science to decipher public debates on socioscientific issues will not make citizens better equipped to handle the complex and ill‐structured problems these controversial issues present. This study highlights the interaction and complex interplay between youth authored and appropriated frames for making sense of socioscientific issues. To do so, we analyze how two middle‐school aged youth, in an after‐school program focused on green energy technologies, made sense of and took a stance on whether their city should build a new hybrid power plant over the course of a 13‐week unit. Using critical sociocultural perspectives on learning and qualitative case study, we examined how the two youth navigated the issue and the resources, scientific and otherwise, they leveraged in defining the problem spaces involved in whether their city should build a new power plant. Our findings indicate that the scientific knowledge youth brought with them and acquired over the course of the investigation influenced how they made sense of the issue, but their knowledge was deeply connected to a range of personal and public discourses that influenced how they defined the issue and why it mattered to them. In particular, it was through how they framed their range of knowledge and experiences that they were able to recognize the multi‐dimensional nature of the problem and propose complex solutions resonant with the science they understood. Our study offers conceptual tools for teaching and learning socioscientific issues. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 541–567, 2012     

Components and context: exploring sources of reading difficulties for language minority learners and native english speakers in urban schools

Drawing on the cognitive and ecological domains within the componential model of reading, this longitudinal study explores heterogeneity in the sources of reading difficulties for language minority learners and native English speakers in urban schools. Students (N = 150) were followed from first through third grade and assessed annually on standardized English language and reading measures. Structural equation modeling was used to investigate the relative contributions of code-related and linguistic comprehension skills in first and second grade to third grade reading comprehension. Linguistic comprehension and the interaction between linguistic comprehension and code-related skills each explained substantial variation in reading comprehension. Among students with low reading comprehension, more than 80% demonstrated weaknesses in linguistic comprehension alone, whereas approximately 15% demonstrated weaknesses in both linguistic comprehension and code-related skills. Results were remarkably similar for the language minority learners and native English speakers, suggesting the importance of their shared socioeconomic backgrounds and schooling contexts.     

21世纪国际教育制度的重建

本文提出了国际学院和全民教育模式的雏形,十项学院指导原则及其核心价值观。国际学院的学习贯穿课堂内外,为全球化教育概括出4个主要学习目标。全民教育模式整合了通识教育与全球化教育。十项原则为重建学习环境而制定,目的在于培养和提高学生学习能力,将课程设计与教学实践有效结合。21世纪,应把全球化教育当作一门课程来对待。     

Expression of a taste aversion conditioned with an odor-taste compound: Overshadowing is relatively weak in weanlings and decreases over a retention interval in adults

Adult rats were injected with lithium chloride (LiCl) after consumption of a novel flavor (chocolate milk) that either was or was not presented together with a novel ambient odor (banana) as a compound conditioned stimulus (CS). In Experiment 1, the adults’ consumption of the flavor 24 h after conditioning was compared with that of weanling rats given the same conditioning treatment on Postnatal Day 21. The results confirmed previous indications that the reduction in aversion observed for adults conditioned with the compound CS (overshadowing) was weak or nonexistent in weanlings. After a longer retention interval (21 days), there was no evidence of overshadowing in adults despite maintained retention of the basic conditioned aversion. In Experiment 2 this decrease in overshadowing after a long retention interval was replicated with adult animals and extended to a different method of testing. The form of the effect was the same as in Experiment 1: The decrease in overshadowing occurred over the retention interval without loss in retention of the basic taste aversion; the decrease in overshadowing was a consequence of anincrease in the flavor aversion displayed by animals conditioned with the compound CS. The impaired flavor aversion (i.e., the overshadowing) observed shortly after conditioning apparently was due to factors associated with memory retrieval, rather than to reduced attentional or associative strength.     

What Counts? Sources of Knowledge in Children’s Acquisition of the Successor Function

Although many U.S. children can count sets by 4 years, it is not until 5½–6 years that they understand how counting relates to number—that is, that adding 1 to a set necessitates counting up one number. This study examined two knowledge sources that 3½- to 6-year-olds (N = 136) may leverage to acquire this “successor function”: (a) mastery of productive rules governing count list generation; and (b) training with “+1” math facts. Both productive counting and “+1” math facts were related to understanding that adding 1 to sets entails counting up one number in the count list; however, even children with robust successor knowledge struggled with its arithmetic expression, suggesting they do not generalize the successor function from “+1” math facts.     

Immersive VR for Organic Chemistry: Impacts on Performance and Grades for First-Generation and Continuing-Generation University Students

Innovative Higher Education - Rapid advances in the quality and accessibility of immersive virtual reality (IVR) have brought about intense interest in applications of the technology within higher...     

The Implications of COVID-19 for Early Childhood Education in Ethiopia: Perspectives from Parents and Caregivers

Early Childhood Education Journal - Recent research on the effects of COVID-19 on school closures has mainly focused on primary and secondary education, with extremely limited attention to early...