Developing and acting upon one's conception of the nature of science: A follow‐up study

This study aimed to delineate the factors mediating the translation of preservice teachers' conceptions of the nature of science into instructional planning and classroom practice. Additionally, the study assessed the influence of temporally separating teaching preservice teachers about the nature of science and teaching them how to address it instructionally. This latter intervention was based on the results of a previous investigation. Prior to student teaching, the 13 participants responded to an open‐ended questionnaire designed to assess conceptions of the nature of science. Throughout student teaching, daily lesson plans, classroom videotapes, portfolios, and supervisors' weekly clinical observation notes were collected and searched for explicit instances of nature of science planning and/or instruction. Following student teaching, participants were interviewed to validate their responses to the open‐ended questionnaire, identify factors that mediate the translation of their conceptions of the nature of science into classroom teaching, and explicate their pedagogical preferences for teaching the nature of science. Participants possessed adequate understanding of several aspects of the nature of science and, contrary to the results of the earlier investigation, most did not conflate the nature of science with science processes. Furthermore, several participants explicitly addressed some aspects of the nature of science during classroom instruction. Participants, however, failed to include the nature of science among their instructional objectives and did not make a concerted effort to assess student understandings. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 563–581, 2000     

Finding the right term: Retrieving and exploring semantic concepts in astronomical vocabularies

Astronomy, like many domains, already has several sets of terminology in general use, referred to as controlled vocabularies. For example, the keywords for tagging journal articles, or the taxonomy of terms used to label image files. These existing vocabularies can be encoded into skos, a W3C proposed recommendation for representing vocabularies on the Semantic Web, so that computer systems can help users to search for and discover resources tagged with vocabulary concepts. However, this requires a search mechanism to go from a user-supplied string to a vocabulary concept.     

The Critical Role of Stereopsis in Virtual and Mixed Reality Learning Environments

Anatomy education has been revolutionized through digital media, resulting in major advances in realism, portability, scalability, and user satisfaction. However, while such approaches may well be more portable, realistic, or satisfying than traditional photographic presentations, it is less clear that they have any superiority in terms of student learning. In this study, it was hypothesized that virtual and mixed reality presentations of pelvic anatomy will have an advantage over two-dimensional (2D) presentations and perform approximately equal to physical models and that this advantage over 2D presentations will be reduced when stereopsis is decreased by covering the non-dominant eye. Groups of 20 undergraduate students learned pelvic anatomy under seven conditions: physical model with and without stereo vision, mixed reality with and without stereo vision, virtual reality with and without stereo vision, and key views on a computer monitor. All were tested with a cadaveric pelvis and a 15-item, short-answer recognition test. Compared to the key views, the physical model had a 70% increase in accuracy in structure identification; the virtual reality a 25% increase, and the mixed reality a non-significant 2.5% change. Blocking stereopsis reduced performance on the physical model by 15%, on virtual reality by 60%, but by only 2.5% on the mixed reality technology. The data show that virtual and mixed reality technologies tested are inferior to physical models and that true stereopsis is critical in learning anatomy.     

ATHENS,gateways, and portals: components of the Distributed National Electronic Resource

The Distributed National Electronic Resource is a central plank of the UK's Joint Information Systems Committee's strategy. We outline the background and definitions of the DNER and discuss some of the issues to be investigated and the collaboration required between stakeholders and their partners.     

Book reviews

Rotter, Ekkehart, Abendland und Saratenen: das okxidentale Araberbild und seine Entetehung im Frühmittelalter. Berlin and New York: Walter de Gruyter, 1986. (Studien zur Sprache, Geschichte und Kultur des Islamischen Orients, neue Folge, Band 11) 290+xiipp. 2 genealogical charts; Sketch map; sketch; DM 158.

Irwin, Robert. The Middle East in the Middle Ages: The Early Mamlük Sultanate 1250–1382. Carbondale and Edwardsville: Southern Illinois University Press, 1986. 180 pp.: US $26.95.

Kobbervig, Karl I. El Libro de las Suertes: tratado de adivinación por el Juego de azar. Estudio, edición y glosario. Madrid: Gredos, 1987 (Colección de Literatura Española Aljamiado‐Morisca, 7), 227pp., including a full‐page facsimiles from the MSS.

Cutler, Allan Harris and Cutler, Helen Elmquist. The Jaw as Ally of the Muslim: Medieval Roots of Anti‐Semitism. Notre Dame, Indiana: University of Notre Dame Press, 1986, x + 577 pp., Indices; bibliography; US $50.00

Parker, S. Thomas. Romans and Saracens: A History of the Arabian Frontier. (American Schools of Oriental Research 1986. Dissertation Series, 6) Winona Lake, Indiana: Eisenbrauns,1987. xiii + 247pp.: US $25.00.

De Montêquin, François‐Auguste (compilar). Muslim Architecture of the Ibrian Peninsula: Eastern and Wastern Sources for Hispano‐Islamic Building Arts. West Cornwall. Locust Hill Press, 1987, xv + 241 pp.; US $30.00.