Exteroceptive cues in taste-aversion learning,no artifact: Reply to Holder

Holder (1988) has raised several objections to our work on the role of exteroceptive contextual stimuli in taste-aversion learning by rats. Our main conclusion from that work is that tongue-tactile stimuli from the drinking spout constitute the likely basis for findings of contextual bottle control over learned taste aversions. Holder suggests that our results are confounded by taste cues from the fluid containers. We refute this suggestion by presenting data from two experiments showing contextual bottle control, even though potential taste cues from the drinking bottles were eliminated. We also point to the fact that some of Holder’s criticisms are based on misreadings of our various reports.     

Improving students' understanding of carbohydrate metabolism in first-year biochemistry at tertiary level

Many introductory biochemistry students have problems understanding metabolism and acquiring the skills necessary to study metabolic pathways. In this paper we suggest that this may be largely due to the use of a traditional teaching approach which emphasises memorisation rather than understanding. We present an alternative approach to teaching carbohydrate metabolism which is designed to promote understanding of pathways. The approach also enables regular monitoring of, and reflection on, student progress and the identification of student reasoning and conceptual difficulties through the use of specially designed problems. Preliminary results are presented giving examples of specific student difficulties and the extent to which they were addressed by the alternative instructional approach. A qualitative evaluation of the approach is also presented. Specializations: metal accumulating plants biochemical education. Specializations: physics education, conceptual development, instructional design, improvement of tertiary science education.     

Cognitive development in a secondary science setting

Observations were made of the progressive change in the cognitive development of 141 students over the course of their secondary education in an Australian private school. Cognitive development was measured in years 8, 10 and 12 usingBond's Logical Orerations Test. Rasch analysis of each of the data sets provided ability estimates for students in the year groups of 1993 (year 8), 1995 (year 10) and 1997 (year 12). Twenty-nine students from the year group of 1993 were tested on all three occasions. We analysed data from these 29 students in order to investigate the children's cognitive development across years 8, 10 and 12. We also examined the influence of the Cognitive Acceleration through Science Education (CASE)Thinking Science program on the cognitive development and scholastic achievement of these students. We found increased mental growth between years 8 and 10 for most students in theThinking Science cohort, which could not be predicted from their starting levels. There was a significant correlation between cognitive development and the scholastic achievement of these students. Although boys as a group were more advanced in cognitive development than girls in years 8 and 10, no difference was found in the rate of cognitive change based on sex up to year 10. However girls showed cognitive gains across years 10–12 which were not found in boys. The students who were new to the school also showed increased cognitive development in years 11 and 12. Students who had experienced theThinking Science course were more cognitively developed than students who joined the school after the intervention had taken place. This study supports the claim of Adey and Shayer that there is a relationship between cognitive development and scholastic achievement, even though we used different measures of cognitive development and scholastic achievement.     

Towards a System of Continuing Self-Development for Teachers

Bristol Polytechnic has run a formal in-service training course for new staff since 1973. During this period a number of changes have taken place in the philosophy and detail of the course which now has four broad components: 'assessment'; 'setting objectives'; 'learning activities, materials and methods'; and 'evaluation'.
The rationale for these changes is explained in terms of a reappraisal of the perceived needs of new members of staff, and the characteristics of the approach are outlined along with details of the programme.
A discussion section includes data from the interim and final evaluations of the programme by the course members.
In a series of appendices, examples of exercises and activities drawn from the four broad areas of the programme are reproduced.     

Habermas, Carr and the Possibility of a Science of Education

A recent attempt to answer questions on the scientific status of education draws on the thoughts of Jürgen Habermas. There is a tension in Habermas's work because he consigns scientific endeavour to the realm of instrumental action, while attempting to base his theory of communication on scientific results. This suggests that either his theory is wrong and science is not merely instrumental, or that his recent proposals mistake manipulation for understanding. This proposition is considered by examining the work of Wilfred Carr, who has taken up the ideas of Habermas. Carr interprets and develops Habermas's theory within an analytical framework, situating it in relation to recent developments in the philosophy of education and philosophy more generally, bringing new light on the relationship between critical theory and education, and overcoming certain limitations of previous scientific characterisations. However, it is argued here that Habermas's idea of science is too abstract to provide a sufficiently complex grounding for substantive, socially liberating, educational practise.     

Internal,External, and Government Political Efficacy: Effects on News Use,Discussion, and Political Participation

News use and political discussion are often studied as important factors in understanding the effects of political efficacy on participation. However, measurements of external efficacy often blur distinctions between personal ability and government responsiveness. This study establishes a measure for perceptions of competence in the institutions of democratic government—government efficacy (GE). Drawing on panel survey data from the United States, confirmatory factor analysis introduces GE as a unique construct. Political efficacy dimensions are tested for their impact on news consumption, discussion, and political participation. Results add to the extant literature revolving the role of political efficacy on news use, discussion, and participation.     

The complex development of student-teachers' thinking

Studies of student-teacher development have tended to suggest a three-stage model of development in which the novices' concerns shift outwards from an initial preoccupation with self, to a focus on tasks and teaching situations, and finally to consideration of pupil learning. This paper, based on sequence of post-lesson interviews conducted with 25 student teachers following 1-year postgraduate courses within school-based partnership schemes of initial teacher education, questions the adequacy of such a model. Analysis of the reasons that the student-teachers offered for their teaching decisions, and of their lesson evaluations suggests a high level of concern for pupils' learning and an awareness of the complexity of teaching from very early in their training. The implications of these findings are explored; in particular, the challenges that they pose to teacher educators in terms of course structure and curricula, and the need to be responsive to individual learners.