Computer-simulated laboratory explorations for middle school life,earth, and physical Science

Explorations in Middle School Science is a set of 72 computer-simulated laboratory lessons in life, earth, and physical Science for grades 6–9 developed by Jostens Learning Corporation with grants from the California State Department of Education and the National Science Foundation.³ At the heart of each lesson is a computer-simulated laboratory that actively involves students in doing science improving their: (1) understanding of science concepts by applying critical thinking to solve real problems; (2) skills in scientific processes and communications; and (3) attitudes about science. Students use on-line tools (notebook, calculator, word processor) to undertake in-depth investigations of phenomena (like motion in outer space, disease transmission, volcanic eruptions, or the structure of the atom) that would be too difficult, dangerous, or outright impossible to do in a live laboratory. Suggested extension activities lead students to hands-on investigations, away from the computer. This article presents the underlying rationale, instructional model, and process by whichExplorations was designed and developed. It also describes the general courseware structure and three lesson's in detail, as well as presenting preliminary data from the evaluation. Finally, it suggests a model for incorporating technology into the science classroom.     

At the early childhood level

Conclusion Environmental education at the early childhood level is about fostering a sense of appreciation and caring. The adult's role in the process is primarily that of sharing versus instructing: “sharing enthusiasm, curiosity, and wonder” (Dighe, 1993. p. 59). Helping young children grow in their understanding and appreciation of the natural world can greatly benefit the development of the child and has the potential for enhancing the humanearth relationship.     

China's intellectuals in the world community

The increasing flow of Chinese graduate students to the West for advanced study is examined in the context of earlier attempts to modernize China by introducing ideas and technologies from abroad. The author suggests that the theory of communicative action associated with Habermas may provide a framework for examining the quality and nature of the intellectual interaction now taking place between Chinese scholars and their counterparts in the universities of the capitalist world. This discussion uses three episodes as points of focus; firstly the discussion over intellectual freedom on the 30th anniversary of the Hundred Flowers movement, secondly the debate over political structure reform and finally the student movement of December 1986. The author argues that these occurrences are linked to a fundamental change in the knowledge orientation of Chinese universities.     

BEING A LEARNER: A VIRTUE FOR THE 21ST CENTURY

ABSTRACT:  Lifelong learning is something which one does for oneself that no one else can do for one: it is a public and personal human activity, rather than private or individualistic. One of the features of the education system is the paucity of a language for learning as process and participative experience. Personalised learning requires a sense of the worthwhileness of 'being a learner'– a virtue in the 21st century. A sense of one's own worth as a person is essential to understanding one's identity as a learner. Research suggests the human capacity to learn can be understood as a form of consciousness which is characterised by particular values, attitudes and dispositions, with a lateral and a temporal connectivity. This 'consciousness' has several dimensions which are all related to becoming a person, with a learning identity. They also enable the learner to become aware of and appropriate what is of worth and map onto the sorts of core values that learning communities espouse. Awareness of self and of one's own worth as a person is a necessary condition for 'becoming a learner' and for identifying and engaging with 'what is of worth'. Furthermore, a sense of self as a learner is formed in relationship, and understood as one learns to tell one's own story, as a participant in the conversation of the learning community. Character is the way in which we refer to that quality of personhood in which there is rooted the capacity to change and learn over time.     

Academic work: Perceptions of senior academic administrators

This article reports on selected findings of the first stage of a qualitative study of academic work in Australian universities. This stage examined the perceptions senior academic administrators from the humanities, sciences, social sciences and professional areas hold of the work roles of academics. The article presents their perceptions of ‘research’ and ‘scholarship’ and the link between the two, as well as the interrelationships between research, scholarship and teaching. The findings show a high level of consensus and coherence in the views presented. The article examines possible reasons for such a unanimity of perception and raises further questions for investigation.     

Associations between peer bullying and classroom concentration: evidence for mediation by perceived personal safety and relationship with teacher

Being bullied is associated with a psycho-social maladjustment during childhood. One hitherto largely overlooked correlate is disrupted classroom concentration. Using data collected from 364 9–11-year-old children attending seven junior schools in the UK, we tested a model in which children’s perceived safety in two contexts (classroom and playground) and their perceived relationship with their teacher were hypothesised to mediate the association between being bullied and classroom concentration. Two analytical approaches to testing multiple mediation – product of coefficients and bootstrapping – supported the model. None of the mediation effects was moderated by sex but they were by year; in all cases the mediation effect was stronger in the older children than in the younger children (but still significant among the latter). These data suggest mechanisms through which bullying might have its effects on classroom concentration. The practical and theoretical implications are discussed.     

The power of information: health information and UK agendas

The Department of Health published a new health information strategy in May 2012. The document provides a framework for health information in England over the next 10 years. Health information developments in England, however, do not mirror developments in other parts of the United Kingdom. This article is a personal reflection on the new health information strategy in England, including comparison with developments in the other UK nations.