Internet‐based Science Learning: A review of journal publications

Internet‐based science learning has been advocated by many science educators for more than a decade. This review examines relevant research on this topic. Sixty‐five papers are included in the review. The review consists of the following two major categories: (1) the role of demographics and learners' characteristics in Internet‐based science learning, such as demographic background, prior knowledge, and self‐efficacy; and (2) the learning outcomes derived from Internet‐based science learning, such as attitude, motivation, conceptual understanding, and conceptual change. Some important conclusions are drawn from the review. For example, Internet‐based science learning is equally favorable, or in some cases more so, to learning for female students compared to male students. The learner's control is essential for enhancing students' attitudes and motivation toward learning in Internet‐based science learning environments. Nevertheless, appropriate guidance from teachers, moderators, or the Internet‐based learning environment itself is still quite crucial in Internet‐based science learning. Recommendations for future research related to the effects of Internet‐based science learning on students' metacognitive reflections, epistemological development, and worldviews are suggested.     

THE JEWISH CHARITIES AND JEWISH EDUCATION

Introduction

The principal of an afternoon religious school is at the hub of the school's activities. It is quite likely that if the principal is performing adequately, then the school is functioning as it should. Therefore, it is imperative that the principal be evaluated on the basis of how well the principal performs assigned duties.     

Towards a Transformative Epistemology of Technology Education

Technology Education offers an authentic and invaluable range of skills, knowledge, capabilities, contexts and ways of thinking for learners in the 21^st century. However, it is recognised that it occupies a comparatively less defined and more fragile curricular position than associated, but longer established, subjects such as Mathematics and Science. While recognising that no single factor lies behind such a condition, this paper draws upon thinking in the philosophy of technology, technology education and the ontology of artefacts to argue that transformation may be considered as an epistemic source for technology in a similar way to ‘proof’ within Mathematics and ‘interpretation’ within Science. Encapsulating technology's intimate relationship with materials, it is ultimately argued that the transformation of a technical artefact from an ill‐defined into a well‐defined ontological state constitutes a prime source of technological knowledge for pupils. Moreover, it provides an alternative route into further consideration about the nature of the domain, epistemology and curricular identity of the subject.     

Sexting Behavior Among College Students: Implications for College Clinicians

The practice of sexting is becoming increasingly common among college students but has the potential to both initiate productive interactions with others and interfere with relationship development. The purpose of this paper is to report on the findings of a study on sexting among college students and to provide a framework through which practitioners working with this population would be able to effectively intervene. Implications for clinical practice include more specific assessment questions for practitioners, focus on better managing riskier behavior, and guidance toward using technology in relationally responsible and supportive ways.