Figures of Disengagement: Charles Taylor,Scientific Parenting,and the Paradox of Late Modernity

In this essay Luc Van den Berge and Stefan Ramaekers take the idea(l) of “scientific parenting” as an example of ambiguities that are typical of our late‐modern condition. On the one hand, parenting seems like a natural thing to do, which makes “scientific parenting” sound like an oxymoron; on the other hand, a disengaged stance informed by the latest scientific findings is uncritically demanded of parents, as such an approach is conceived of as a panacea. Instead of taking sides in this discussion, the authors seek a way to make sense of it, drawing upon the work of Charles Taylor, who offers a striking account of our contingent modern condition as well as of our ontological human constitution. They focus particularly on two examples Taylor gives where the contingent self‐understanding does not coincide with our timeless human features. This opens a space for what might be considered paradoxes in our late‐modern Western culture. This essay thus confronts Taylor's philosophy with the new parenting discourse to reveal how our moral horizons have evolved. Following this approach, the authors both expand on Taylor's thinking about our late modernity and at the same time try to assess the new scientific parenting discourse.     

Effects of a training intervention to foster argumentation skills while processing conflicting scientific positions

Argumentation skills play a crucial role in science education and in preparing school students to act as informed citizens. While processing conflicting scientific positions regarding topics such as sustainable development in the domain of ecology, argumentation skills such as evaluating arguments or supporting theories with evidence are beneficial for developing deep understanding and well-grounded conclusions. We developed a 50-min training intervention to foster argumentation skills in the domain of ecology on topics related to sustainable development and analyzed its effects in a control-group design: (a) training intervention to foster argumentation skills (n = 41), (b) no such training intervention (n = 42). Results showed that this short-term training intervention successfully fostered three components of argumentation skills (i.e., evaluative knowledge, generative knowledge, and argument quality) and declarative knowledge about argumentation. The positive effect on declarative knowledge was stable 1 week after the training and it was mediated by learning processes during the training intervention: self-explaining the principles of argumentation underlying the video-based examples mediated the effect on declarative knowledge 1 week after the training. In short, the training intervention is an effective instructional method to enhance argumentation skills as well as declarative knowledge about argumentation.     

General Media and Related Subjects

Paul Wasserman and Janiece McLean's Consultants and Consulting Organizations Directory (Detroit: Gale Research Co., 1973—$45.00),

Brian Rust's The Complete Entertainment Discography from the mid-1890s to 1942 (New Rochelle, N.Y.: Arlington House, 1973—$12.95)

Stefan Kanfer's A Journal of the Plague Years (New York: Atheneum, 1973—$7.95)

K. Aubrey Stone's I'm Sorry, the Monopoly You Have Reached is not in Service (New York: Pallantine/Grassroots, 1973—$1.50, paper)

Richard F. Hixson's Mass Media: A Casebook (New York: Crowell, 1973—price not known, paperback),

Donald I. Rogers' Since You Went Away (New Rochelle, N.Y.: Arlington House, 1973—$8.95),     

Teacher students’ dilemmas when teaching science through inquiry

Background: Inquiry-based science education (IBSE) is suitable to teach scientific contents as well as to foster scientific skills. Similar conclusions are drawn by studies with respect to scientific literacy, motivational aspects, vocabulary knowledge, conceptual understandings, critical thinking, and attitudes toward science. Nevertheless, IBSE is rarely adopted in schools. Often barriers for teachers account for this lack, with the result that even good teachers struggle to teach science as inquiry. More importantly, studies indicate that several barriers and constraints could be ascribed to problems teacher students have at the university stage.

Purpose: The purpose of this explorative investigation is to examine the problems teacher students have when teaching science through inquiry. In order to draw a holistic picture of these problems, we identified problems from three different points of view leading to the research question: What problems regarding IBSE do teacher students have from an objective, a subjective, and a self-reflective perspective?

Design &; method: Using video analysis and observation tools as well as qualitative content analysis and open questionnaires we identified problems from each perspective.

Results: The objectively stated problems comprise the lack of essential features of IBSE especially concerning ‘Supporting pupils’ own investigations’ and ‘Guiding analysis and conclusions.’ The subjectively perceived problems comprise concerns about ‘Teachers’ abilities’ and ‘Pupils’ abilities,’ ‘Differentiated instruction’ and institutional frame ‘Conditions’ while the self-reflectively noticed problems mainly comprise concerns about ‘Allowing inquiry,’ ‘Instructional Aspects,’ and ‘Pupils’ behavior.’

Conclusions: Each of the three different perspectives provides plenty of problems, partially overlapping, partially complementing one another, and partially revealing completely new problems. Consequently, teacher educators have to consider these three perspectives.     

Choice paths in the Swedish upper secondary education – a critical discourse analysis of recent reforms

Decentralisation policy in Sweden emphasises school capitation allowance, the local upper secondary schools’ decision‐making and pupils’ choices in contrast to previous bureaucratic governing. The aim of this article is to discuss how pupils’ educational choice paths are a part of the different kinds of integration and differentiation processes within upper secondary education. By doing so, the intention is to make a theoretical contribution to the ongoing discussion in this research field. In the light of Habermas’s theory of communicative action combined with Fairclough’s critical discourse analysis, educational choice paths have been studied as a process within three educational practices in a local quasi‐market in Sweden: (1) choice of upper secondary school, (2) choice of upper secondary programme, and (3) choice of courses and subjects within a programme. Some of the results demonstrate that pupils’ choice paths can be vocation‐oriented, career‐oriented and consumption‐oriented. It is argued that these different types of choice paths are related to a market discourse. Other results demonstrate that pupils’ group‐oriented, interest‐oriented and tradition‐oriented choice paths are built upon an active citizenship discourse, which is about creating meaning in terms of seeking knowledge and establishing social relations in upper secondary education. The analysis of these two paramount discourses indicates that pupils’ integration and differentiation processes are ambiguous.     

Investigating the Double-Deficit Hypothesis in More and Less Transparent Orthographies: A Longitudinal Study from Preschool to Grade 2

ABSTRACT

We investigated the double-deficit hypothesis (DDH) in samples of U.S. (N = 489), Australian (N = 264), and Scandinavian (N = 293) children followed from preschool to grade 2. Children were assigned to double deficit, single deficit and no deficit subtypes in preschool, kindergarten, and grade 1 and compared on reading and spelling in grades 1 and 2. In most analyses, the double deficit subtype scored significantly lower in reading and spelling than the single deficits, a pattern of findings that was identical across samples. Moreover, across countries, RAN deficits showed a stronger effect on reading whereas PA deficits showed stronger effects on spelling. Overall, the results supported the basic premises of the DDH suggesting that the double deficit subtype represents the most impaired readers, and that RAN and PA are separable deficits with different effects on reading and spelling. The results also supported a universal view of literacy development, with similar predictive patterns of DDH subtypes across orthographies.     

Designing collaborative multiplayer serious games

The idea of Computer Supported Collaborative Learning (CSCL) is being investigated for more than twenty years. Since a few years, game-based approaches like video games for learning (Serious Games) offer new fields of application. The combination of game-based learning concepts and collaborative learning may enable new, game-based application areas of CSCL, like collaborative multiplayer Serious Games. Designing such games, however, is very challenging as it requires to take into account traditional single player game design concepts, concepts for multiplayer game design, and concepts for Serious Game design simultaneously. Only very few examples of such games exist today. In this paper we describe an approach for the design of game-based collaborative learning scenarios using multiplayer Serious Games. Our approach aims at combining design concepts from the fields of collaborative learning and (multiplayer) game design. Our approach takes into account the requirements of traditional single player games (fun, narration, immersion, graphics, sound), challenges of multiplayer games (concurrent gaming, interaction) and Serious Game design (seamless inclusion of learning content, adaptation and personalization). Furthermore, requirements of collaborative learning are considered, like group goals, positive interdependence, and individual accountability. Our design concept was used to create a collaborative 3D multiplayer game fostering collaborative behavior as a foundation for game-based collaborative learning in small teams. We performed a user study with eight gaming sessions and a total of 23 participants. Results showed that the game enables a collaborative gameplay and fosters collaborative behavior. This may allow us to use a game-based CSCL approach to combine the advantages of game-based learning with those of collaborative learning in future.     

Hematocrit and flow rate regulate the adhesion of platelets to von Willebrand factor

Primary hemostasis and blood clotting is known to be influenced by the red blood cell volume fraction (hematocrit) in blood. Depressed or elevated levels of red blood cells can lead to vascular perfusion problems ranging from bleeding to thrombus formation. The early stage of hemostasis and thus blood clotting in all vessel sections from the arterial to the venous system involves the adhesion of platelets to von Willebrand factor. Here we present experimental and theoretical results showing that the adhesion probability of platelets to von Willebrand factor is strongly and nonlinearly dependent on hematocrit and flow rate. Interestingly, the actual binding forces are not markedly different, which suggest that the origin of such behavior is in the distribution of platelets. Using hydrodynamic simulations of a simple model, we explicitly show that the higher the hematocrit and the flow rate, the larger the amount of platelets residing close to the wall. Our simulation results, which are in excellent agreement with the experimental observations, explain why such phenomena occur. We believe that the nonhomogeneous red blood cell distribution as well as the shear dependent hydrodynamic interaction is key for the accumulation of platelets on the vessel wall. The work we present here is an important step forward from our earlier work on single molecules and extends into the collective cellular behavior of whole blood. It sheds new light on the correlation between hematocrit and the initial steps in hemostasis and thrombosis, and outlines advances for the treatment of vascular diseases associated with high levels of red blood cells. These results are not only highly relevant for the field of hemostasis and the physics of blood clotting but are also of powerful impact in applied science most obviously in drug delivery and colloidal science.