Forming a collaborative action research partnership

This article describes the complex nature of collaborative relationships, the difficulties of conducting research with others, and the complications of partnerships in educational research. To create and sustain a communicative space in which participants can collaborate to innovate education and curriculum, time and opportunity to develop trust in the group are needed. We report on a collaborative action research project in the Netherlands in which 14 teachers, three facilitators and an academic researcher formed a partnership, and together designed Language 1 education. We find contextual and the communicative conditions are important in the collaborative action research partnership. We use metaphors of facilitative actions – map, magnifying glass, mirror and compass – formulated by Wadsworth to analyze and describe the collaboration. We show that the participants had to come to terms with their roles and responsibilities and, through dialogue and reflection, evolved and learned to contribute to the collaborative action research partnership by sustaining dialogue and utilizing their unique expertise.     

How many young generations are there? – A typology of teenagers’ climate change awareness in Germany and Austria

Abstract

Under the premise that the young generation of teenagers cannot be considered to be uniform, this study identified groups of teenagers based on their level of climate change awareness. Questionnaires answered by 760 teenagers (13–16?years old) from Germany and Austria were analyzed using a hierarchical cluster analysis. The teenagers were assigned to four groups that differed as to their cognitive, affective and conative aspects of climate change awareness. Based on the empirical results, the authors argue that there are different subgroups of young people in terms of climate change awareness, which climate change education should take into consideration.     

Assessment of volumetric bone mineral density of the femoral neck in postmenopausal women with and without vertebral fractures using quantitative multi-slice CT

Objective: To demonstrate the validity and reliability of volumetric quantitative computed tomography (vQCT) with multi-slice computed tomography (MSCT) and dual energy X-ray absorptiometry (DXA) for hip bone mineral density (BMD) measurements, and to compare the differences between the two techniques in discriminating postmenopausal women with osteoporosis-related vertebral fractures from those without. Methods: Ninety subjects were enrolled and divided into three groups based on the BMD values of the lumbar spine and/or the femoral neck by DXA. Groups 1 and 2 consisted of postmenopausal women with BMD changes ＜-2SD, with and without radiographically confirmed vertebral fracture (n=11 and 33, respectively).Group 3 comprised normal controls with BMD changes ≥-1SD (n=46). Post-MSCT (GE, LightSpeed16) scan reconstructed images of the abdominal-pelvic region, 1.25 mm thick per slice, were processed by OsteoCAD software to calculate the following parameters: volumetric BMD values of trabecular bone (TRAB), cortical bone (CORT), and integral bone (INTGL) of the left femoral neck, femoral neck axis length (NAL), and minimum cross-section area (mCSA). DXA BMD measurements of the lumbar spine (AP-SPINE) and the left femoral neck (NECK) also were performed for each subject. Results: The values of all seven parameters were significantly lower in subjects of Groups 1 and 2 than in normal postmenopausal women (P＜0.05, respectively).Comparing Groups 1 and 2, 3D-TRAB and 3D-INTGL were significantly lower in postmenopausal women with vertebral fracture(s) [(109.8±9.61) and (243.3±33.0) mg/cm3, respectively] than in those without [(148.9±7.47) and (285.4±17.8) mg/cm3,respectively] (P＜0.05, respectively), but no significant differences were evident in AP-SPINE or NECK BMD. Conclusion: the femoral neck-derived volumetric BMD parameters using vQCT appeared better than the DXA-derived ones in discriminating osteoporotic postmenopausal women with vertebral fractures from those without, vQCT might be useful to evaluate the effect of osteoporotic vertebral fracture status on changes in bone mass in the femoral neck.     

Reconsidering conceptual change from a socio-cultural perspective: analyzing students’ meaning making in genetics in collaborative learning activities

In the learning sciences, students’ understanding of scientific concepts has often been approached in terms of conceptual change. These studies are grounded in a cognitive or a socio-cognitive approach to students’ understanding and imply a focus on the individuals’ mental representations of scientific concepts and ideas. We approach students’ conceptual change from a socio-cultural perspective as they make new meaning in genetics. Adhering to a socio-cultural perspective, we emphasize the discursive and interactional aspects of human learning and understanding. This perspective implies that the focus is on students’ meaning making processes in collaborative learning activities. In the study, we conduct an analysis of a group of students’ who interact while working to solve problems in genetics. In our analyses we emphasize four analytical aspects of the students’ meaning making: (a) the students’ use of resources in problematizing, (b) teacher interventions, (c) changes in interactional accomplishments, and (d) the institutional aspect of meaning making. Our findings suggest that students’ meaning making surrounding genetics concepts relates not only to an epistemic concern but also to an interactional and an institutional concern.

The Social Construction and Psychological Assessment of Creativity

The paper underlines the conceptual disunity present in the field of creativity research and introduces a relational concept of creativity of products that stresses the socially defined character of this aspect of creativity. The proposed definition implies that creativity cannot be conceived as an ability of persons, as a characteristic of thinking processes, or as a neuronal function. Referring to the well‐known investment theory of creativity and to the so‐called creativity tests, the paper explicates additional consequences of a socially construed creativity concept and considers the status of empirical research on creativity within a social constructionist framework.     

Leseschwierigkeiten XIV. Internationaler Kongreβ für angewandte Psychologie Kopenhagen,August 1961

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