Cognitive ability and the instructional efficacy of collaborative concept mapping

Data were gathered from 248 secondary students (14 years old, 56% female) who learned about the circulatory system in 77 self-selected collaborative groups. The learning outcomes of biology students who summarised by collaborative concept mapping were compared with those of students who summarised by collaborative writing. Learning groups randomly assigned to construct concept maps instead of conventional summaries generated more relations in the summary task and their members obtained higher individual scores on a post-test. The concept mapping strategy was found to be advantageous only for students whose cognitive ability was below the median for the sample and who were placed in groups with other students having low cognitive ability.     

Silicon Valley versus Silicon Glen: the impact of computers upon teaching and learning: a comparative study

Drawing on data from a major survey on the impact of information technology initiatives on Scottish schools, we assess the extent to which the outcomes resemble those that have already been reported by Larry Cuban in his study of schools in Silicon Valley. We find a large measure of agreement. Scottish teachers and school students mostly have access to computers in their homes and classrooms. The home computers appear to be frequently used. The classroom computers, however, are encountered by students only seldom and when students do use computers in the classroom the activity is often peripheral to the learning process, such as word processing of essays. We discuss some possible explanations for this state of affairs and suggest some implications for policy-making.     

Developing an audiovisual notebook as a self‐learning tool in histology: Perceptions of teachers and students

Videos can be used as didactic tools for self‐learning under several circumstances, including those cases in which students are responsible for the development of this resource as an audiovisual notebook. We compared students' and teachers' perceptions regarding the main features that an audiovisual notebook should include. Four questionnaires with items about information, images, text and music, and filmmaking were used to investigate students' (n = 115) and teachers' perceptions (n = 28) regarding the development of a video focused on a histological technique. The results show that both students and teachers significantly prioritize informative components, images and filmmaking more than text and music. The scores were significantly higher for teachers than for students for all four components analyzed. The highest scores were given to items related to practical and medically oriented elements, and the lowest values were given to theoretical and complementary elements. For most items, there were no differences between genders. A strong positive correlation was found between the scores given to each item by teachers and students. These results show that both students' and teachers' perceptions tend to coincide for most items, and suggest that audiovisual notebooks developed by students would emphasize the same items as those perceived by teachers to be the most relevant. Further, these findings suggest that the use of video as an audiovisual learning notebook would not only preserve the curricular objectives but would also offer the advantages of self‐learning processes. Anat Sci Educ 7: 209–218. © 2013 American Association of Anatomists.     

Alternatives to rules for knowledge-based modelling

The technology of knowledge-based systems undoubtedly offers potential for educational modelling, yet its practical impact on today's school classrooms is very limited. To an extent this is because the tools presently used in schools are mostly rule-based expert system shells, which lack usability. We developed three alternative tools, using ideas from knowledge acquisition research, and compared their effectiveness to that of an established rule-based shell. Children working with the new tools produced higher quality models and developed more positive attitudes. We relate these findings to the forms of representation provided by the new tools and present evidence that modelling increases children's representational skill. We conclude that knowledge acquisition systems and alternative forms of representation can contribute to improved forms of knowledge-based modelling.     

Conditions for mental health in education: Towards relational practice

There are concerns globally about the emotional wellbeing and mental health of young people and in this paper a critical orientation comprises both theoretical and empirical data sources. The case is made that (1) the medical model of mental health – that of problem identification, diagnosis and medical treatment at the level of the individual – is not appropriate for the vast majority of children and young people in schools and (2) relational approaches would be more sensitive in responding to the complexity of the ‘conditions’ in the schools, homes and communities in which young people live. Articulations of these conditions in the literature are explored while we also draw on empirical data from part of an evaluation of a school-based teacher-training programme in which interviewees and respondents mapped out their own conditions for emotional wellbeing and mental health. We conclude with proposals for relational approaches which (1) acknowledge the links between affect, cognition and school climate and culture, (2) foreground mental health and poverty as impacting on young people’s emotional wellbeing in their communities, families and schools and (3) attend to voice – providing spaces in which young people can develop their own ‘preferred narratives’ concerning emotional wellbeing and mental health.     

AS Level Art: Farewell to the ‘Wow’ Factor?

The new AS level modular examinations for year 12 students in England were introduced as part of the government's Curriculum 2000 reforms designed to bring greater breadth to year 12 and 13 experience. A uniform structure of two modules followed by a synoptic timed test has been imposed on all subjects by the Qualifications and Curriculum Authority [QCA]. In AS Level Art the expressive study module requires evidence of a broad engagement with different generic art forms and visual language skills. The Thematic Study requires convergence towards specific outcomes in at least two media and the Timed Test of eight hours duration requires work towards a single theme with a preparatory period of six weeks. The paper arrives in January so the two coursework modules need to be completed in a little more than a term. The four assessment objectives are as follows: 1 To record observations, experiences, ideas, information and insights in visual and other forms, appropriate to intentions. 2 To analyse and evaluate critically sources such as images, objects, artifacts and texts, showing understanding of purposes, meanings and contexts. 3 To develop ideas through sustained investigations and exploration, selecting and using materials, processes and resources, identifying and interpreting relationships and analysing methods and outcomes. 4 To present a personal coherent and informed response, realising intentions and articulating and explaining connnections with the work of others. All four objectives need to be met in each module. Although some subjects have welcomed the change, it seems that fears raised by those concerned with the teaching of art during the consultation process have been born out by the experience of the last year. Previously art teachers were free to address skills and concepts in their own way and with regard to the different aptitudes, interests and learning styles of their students. The final submission, including the exam project, was marked as a whole relying on the professional experience of the teacher and moderators to balance the requirements of the syllabus with the transcendent, the ‘wow factor’. This paper questions the value of a tiered course that is at once superficial in its expectations, draconian in content, unrealistic in its timescale and discourages work of substance.