Erratum to: Effect of Current Electricity Simulation Supported Learning on the Conceptual Understanding of Elementary and Secondary Teachers

This study examined the impact of computer simulation and supported science learning on a teacher’s understanding and conceptual knowledge of current electricity. Pre/Post tests were used to measure the teachers’ concept attainment. Overall, there was a significant and large knowledge difference effect from Pre to Post test. Two interesting interactions were observed during the data analysis. The first was the difference between Elementary and Secondary teachers. Both groups had significant gains, with large effect sizes, but the Elementary teachers (Pre-Mean = 3.70, Post-Mean = 7.51) started lower and ended higher exhibiting a significantly larger gain than the Secondary teachers (Pre-Mean = 4.96, Post-Mean = 6.71). The second interaction was the impact of gender. Both groups showed significant gains, with large effect sizes, but females (Pre-Mean = 3.90, Post-Mean = 7.21) gained significantly more than males (Pre-Mean = 5.13, Post-Mean = 7.01). These results confirm that computer simulation supported science learning can have a positive effect on concept attainment in teachers.     

Sameness-difference judgments inSaimiri sciureus based on volumetric cues

The rationale was to apply Piaget’s theory and methods to the study of the phylogenetic development of cognitive abilities. It was asked whether squirrel monkeys have the prerequisite skills for conservation of quantity, and, specifically, whether they might respond differentially to equivalent and unequivalent volumetric cues. All monkeys responded significantly and differentially to pairs of identical objects or pairs of objects similar only in volume vs. pairs of objects which differed in volume. It was concluded that squirrel monkeys have the prerequisite skills for the conservation of quantity. Discussion included methodological problems associated with demonstrating conservation in nonhumans as well as the potential usefulness of Piaget’s theory for phylogenetic studies of intelligence.     

Editorial

Ohne Zusammenfassung

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Editorial

     

Issues in Adopting a Laserdisk-Based Science Curriculum

We examined the implementation of a laser-disk based science curriculum in an elementary school. The goal was to develop a richer understanding of the principles for designing a curriculum that will adequately support teachers in adopting a learner-centered framework. Issues included: who has ownership of the classroom discussion; what types of activities are engaged in terms of the constraints imposed; and what is the teacher's response to the specific tools provided (the teacher's guide, the Circle of Learning, and concept maps). In addition to looking at the implementation pattern, we also examined the impact of the implementation on student attitudes and anxiety toward science. Results indicated little adoption of the curriculum, and teachers continued to maintain a high degree of control in the classroom. However, results also indicated significant effects of the curriculum on science attitude and anxiety. Suggestions for future research are included.     

Teaching the design and interpretation of graphs through computer-aided graphical data analysis

Graphs are one of the primary means of exploration and communication in the practice of science, but students in science laboratories are customarily taught only the low-level mechanics of constructing a single kind of graph when given a table of information. The use of a microcomputer can relieve the drudgery of plotting, allowing students to pursue higher-level issues in the design and interpretation of graphs through repeated “thought experiments.” We introduced computer-assisted graphical data analysis to inner-city high school students with weak math and science backgrounds, emphasizing the dynamic manipulation of various kinds of graphs to answer specific questions. Drawing on extensive recordings and classroom observations, we describe examples of the performance of these students on open-ended problem-solving tasks in which graphs can be used to arrive at meaningful answers to applied data analysis problems.     

Enhancing the facilitation of online groups in higher education: a review of the literature on face-to-face and online group-facilitation

There still appears to be a gap between what online learning promises and what it can deliver in terms of student learning. Developments in online pedagogies and professional learning appear to lag behind the developments in technology and the promised benefits of technological transformation may not be realised. In this paper, we bring together perspectives that highlight vital aspects of online group-learning by reviewing the group-facilitation literature and the latest online learning literature to interrogate the pedagogical theories and practices currently used in online group-learning in higher education. We specifically focus on the interpersonal interactions between teachers and students, which are described in the online learning literature using the terms instructor immediacy, teaching presence, and social presence. We note differences in the literature regarding how teacher presence is interpreted and enacted and we expound the importance of the personal characteristics of the online teacher. Finally, we provide some signposts that might help course designers and teachers to improve online group learning: the intentional use of effective online learning pedagogies; a deeper understanding of what constitutes teacher presence; and strategies to enact that teacher presence with online groups. Recommendations for further research in online group facilitation are provided.