Metacognitive and multimedia support of experiments in inquiry learning for science teacher preparation

ABSTRACT

Promoting preservice science teachers’ experimentation competency is required to provide a basis for meaningful learning through experiments in schools. However, preservice teachers show difficulties when experimenting. Previous research revealed that cognitive scaffolding promotes experimentation competency by structuring the learning process, while metacognitive and multimedia support enhance reflection. However, these support measures have not yet been tested in combination. Therefore, we decided to use cognitive scaffolding to support students’ experimental achievements and supplement it by metacognitive and multimedia scaffolds in the experimental groups. Our research question is to what extent supplementing cognitive support by metacognitive and multimedia scaffolding further promotes experimentation competency. The intervention has been applied in a two-factorial design to a two-month experimental course for 63 biology teacher students in their first bachelor year. Pre-post-test measured experimentation competency in a performance assessment. Preservice teachers worked in groups of four. Therefore, measurement took place at group level (N?=?16). Independent observers rated preservice teachers’ group performance qualitatively on a theory-based system of categories. Afterwards, experimentation competency levels led to quantitative frequency analysis. The results reveal differing gains in experimentation competency but contrary to our hypotheses. Implications of combining scaffolding measures on promoting experimentation competency are discussed.     

The Dangers of using Film in Schools

This is an account of a situation which is in no way a fictitious case and one which unfortunately happens only too often.     

PISA and scientific literacy: similarities and differences between the nordic countries

In this paper we have set out to search for similarities and differences between the Nordic countries concerning patterns of competencies defined as scientific literacy in the Programme for International Student Assessment (PISA) study. The first part focuses on gender differences concerning the two types of competencies, understanding of scientific concepts versus skills in scientific reasoning, based on analyses of sum scores of groups of items. The second part focuses on differences and similarities between countries based on item‐by‐item analyses. Correlations between each Nordic country (as well as the Nordic group as a whole) and every other country have been used to look for a Nordic pattern. In the last part cluster analysis has been used to see how countries establish clusters and whether these clusters represent meaningful groups in a geographical, cultural or political context.     

A reinterpretation of institutional transformations in European higher education: strategising pluralistic organisations in multiplex environments

The paper draws on institutional theory with special attention to recent contributions that aim at developing its micro-foundations. We address the question of how individual higher education institutions deal with institutional pluralism. We develop an analytical framework inspired by institutional theory, the sensemaking perspective in organisation theory and strategy-as-practice to connect the macro-transformation processes of the organisational field and the micro-processes of organisational strategising.     

Religious culture as a school subject

In Russia a new school subject has been introduced in order to facilitate educators in shaping the enculturation process of the autonomous student into the cumulative tradition. In this article the Russian societal and educational context is described and the concepts ‘religion’ and ‘culture’ are clarified. Together they build the concentric structural model in which a distinction is drawn between different layers representing various influential factors related to RE, not only in Russia but also in the western world. In our view this concentric structural model is constitutive for the new school subject of religious culture. The presentation of the model and its application is central in this article.     

Girls' and boys' reasoning on cultural and religious practices: a human rights education perspective

Human rights play a vital role in citizens' political, religious and cultural life (Wang 2002, 171). Due to the prominence of human rights in the everyday life of citizens, including those of South Africa, human rights education has been included in many school curricula. Human rights education aims to develop responsible citizens who inter alia foster an understanding of gender, ethnical, religious and cultural diversities. This, it is hoped will encourage and maintain peace, as outlined in the 1948 Universal Declaration of Human Rights. Departing from a human rights position, a qualitative study commenced in 2009 to explore how girls and boys reason about the cultural and religious practices of girls in their communities and families. Narratives by girls and boys highlighted their views on girls' positioning in their specific communities. From the findings it became evident that the participants were aware of conforming to particular cultural and religious practices. However, some participants also challenged how they perceived these practices and the roles of girls in their communities. The article highlights the necessity of embarking on a gendered perspective towards human rights education.     

Comparing Numerical Methods to Estimate Vertical Jump Height Using a Force Platform

ABSTRACT

Males (n = 29) and females (n = 34) performed vertical jumps. Jump height was estimated from force platform data using five numerical methods and compared using intraclass correlation (ρ), and linear and rank regression standard error of estimate (SEE). Take-off velocity plus center of mass height at take-off and mechanical work methods were identical (ρ = 1.000) with small linear (SEE < 0.0001 cm) and rank order (SEE = 0) error. Integrating acceleration to displacement was nearly identical (ρ > 0.999), with small linear (SEE = 0.1 cm) and rank order (SEE < 1) errors compared to the above methods. Take-off velocity (ρ = 0.517) and flight time (ρ = 0.573) estimates were less than all other methods and had large linear (SEE ≥ 2.1 cm) and rank order (SEE > 4) errors. Take-off velocity and flight time methods should be avoided due to systematic and random error.     

User Experiences with Editorial Control in Online Newspaper Comment Fields

This article investigates user experiences with editorial control in online newspaper comment fields following the public backlash against online comments after the 2011 terror attacks in Norway. We analyze data from a survey of online news consumers focusing on experiences and attitudes towards editorial control set against a spectrum between “interventionist” and “noninterventionist” positions. Results indicate that interventionist respondents rate the quality of online comments as poor, whereas noninterventionist respondents have most often experienced being the target of editorial control measures and feel that editorial control has intensified after the terror attacks. We conclude that newspapers should pay attention to the different needs of participants when devising strategies for editorial control. Media professionals should also consider changes to increase the transparency of moderation practices.     

Teachers' Opinions about Inclusion: A pilot study in a Palestinian context

The present study explored teachers' opinions about the inclusion of students with disabilities and special needs in regular primary schools in a Palestinian context, and factors that influenced such opinions. The sample consisted of 90 teachers at six schools. Eighty-seven (97%) of them had students with disabilities or special needs in their classes. Fifty-four (60%) of the teachers were of the opinion that students with disabilities and special needs should have an opportunity to attend public schools. Opinion-related factors were identified and compared to results of previous studies. Eighty-one (90%) of the teachers expressed a need for changes in the public schools in order to meet the needs of students with disabilities and special needs. Their focus of interest for building their own competence was on knowledge and skills that could empower them as teachers, not on knowledge about the students' disabling impairments.     

Different Schools as Narrative Communities: Identity Narratives in Threefold

The last decade identity is often and very fruitfully conceptualized as “narrative identity.” Neither for individuals nor for groups is identity a given beforehand anymore. On the contrary, identity has to be constructed in an inductive way continuously. Three qualitative research methods are applied to explore in an inductive way the school's narrative identity, combining the individual and the group processes of narrative identity construction. Our data reveal a close relationship between autobiographical critical incidents in teachers' and principals' commitment to the school's identity.