Science, science education and their discontents: a response to commentaries on the paper, Portrait of a Science Teacher as a Bricoleur: A case study from India

In this response to commentaries by Ali Sammel, Jhumki Basu and Alberto Rodriguez, I present my perspective on three important issues raised by the commentators. These issues relate to the role of a researcher in her field settings and society, the critique of science and science education as oppressive dominant discourses, and co-opting participants as researchers. I argue that researchers should work actively for progressive change in discursive fields such as educational research, in which they are firmly embedded rather than playing an interventionist role in field settings where their discursive positionality maybe temporary and not that rooted. Regarding the critique of science and science education, my response favors a perspective wherein an understanding of the marginalization and oppression of non-western communities caused by western science and science education is counterbalanced by an appreciation of the ways in which marginalized communities can use science and science education for affecting progressive change. Lastly, I recognize the value of co-opting participants in writing and communication of research.

Internet resources and biochemistry

The Internet is a massive expanding body of information, which is likely to play a significant role for clinical Biochemists and researchers in patient health care across the world. This expansion has been matched by an increase in the number of individuals using the Internet. Since its inception in December 1969 the Internet has grown rapidly and is anticipated to expand 100% in the coming next few years. This review illustrates to the Biochemists many uses of the Internet and hopefully provides a useful resource for professional and personal use. To explain the origin, functions, use and impact of the Internet and to provide a list of important website addresses related to Biochemistry. We undertook a detail scan of the Internet and identified a large number of websites pertaining to Biochemistry. The sites were then thoroughly searched to evaluate their potential usefulness to Biochemists, clinicians and researchers. This overview of the Internet and a compilation of important web-site addresses are expected to stimulate and inculcate Biochemists in the use of the web in teaching, training and research.     

Depoliticization of educational reforms: the STEM story

Cultural Studies of Science Education - Education reforms are rarely successful or free of controversies. However, efforts to STEM-ify public education in the USA by positioning education in STEM...     

Adapting the Knuth–Morris–Pratt algorithm for pattern matching in Huffman encoded texts

In the present work we perform compressed pattern matching in binary Huffman encoded texts [Huffman, D. (1952). A method for the construction of minimum redundancy codes, Proc. of the IRE, 40, 1098–1101]. A modified Knuth–Morris–Pratt algorithm is used in order to overcome the problem of false matches, i.e., an occurrence of the encoded pattern in the encoded text that does not correspond to an occurrence of the pattern itself in the original text. We propose a bitwise KMP algorithm that can move one extra bit in the case of a mismatch since the alphabet is binary. To avoid processing any bit of the encoded text more than once, a preprocessed table is used to determine how far to back up when a mismatch is detected, and is defined so that we are always able to align the start of the encoded pattern with the start of a codeword in the encoded text. We combine our KMP algorithm with two practical Huffman decoding schemes which handle more than a single bit per machine operation; skeleton trees defined by Klein [Klein, S. T. (2000). Skeleton trees for efficient decoding of huffman encoded texts. Information Retrieval, 3, 7–23], and numerical comparisons between special canonical values and portions of a sliding window presented in Moffat and Turpin [Moffat, A., & Turpin, A. (1997). On the implementation of minimum redundancy prefix codes. IEEE Transactions on Communications, 45, 1200–1207]. Experiments show rapid search times of our algorithms compared to the “decompress then search” method, therefore, files can be kept in their compressed form, saving memory space. When compression gain is important, these algorithms are better than cgrep [Ferragina, P., Tommasi, A., & Manzini, G. (2004). C Library to search over compressed texts, http://roquefort.di.unipi.it/~ferrax/CompressedSearch], which is only slightly faster than ours.     

The teacher efficacy for inclusive practices (TEIP) scale: dimensionality and factor structure

The Teacher Efficacy for Inclusive Practices (TEIP) scale is designed to measure teacher‐self efficacy to teach in inclusive classrooms. The original study identified three scale factors: efficacy in using inclusive instruction (EII), efficacy in collaboration (EC), and efficacy in managing behavior (EMB) (Sharma et al., 2012). The purpose of our study was to examine the TEIP scale for dimensionality and to cross‐validate its factor structure for pre‐service teachers in the context of early childhood education. A bifactor model fit to the data revealed that the TEIP scale is essentially unidimensional, that is, there is one dominant latent factor and the originally found three scale factors (EII, EC, and EMB) represent specific aspects of the general factor of teacher self‐efficacy to teach in inclusive classrooms. Along with providing validation evidence, these findings have important implications for the scoring on the TEIP scale using classical test analysis or unidimensional item response theory models.     

A direct experimental proof of displacement current

In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science.     

Technology, Pedagogy, and Epistemology: Opportunities and Challenges of Using Computer Modeling and Simulation Tools in Elementary Science Methods

   This study infused computer modeling and simulation tools in a 1-semester undergraduate elementary science methods course to advance preservice teachers’ understandings of computer software use in science teaching and to help them learn important aspects of pedagogy and epistemology. Preservice teachers used computer modeling and simulation tools within their own science investigations; discussed general technology issues; and explored, evaluated, and taught their peers about a particular modeling tool. Preservice teachers expanded their vision of the software available and the role that software can play in science teaching, but desired fun, easy-to-use software with scientifically accurate information within a clear, familiar learning task. Such conflict provided a fruitful platform for discussion and for potentially advancing preservice teachers’ pedagogical and epistemological understandings.

---

The (non)making/becoming of inquiry practicing science teachers

Teacher education programs have adopted preparing science teachers that teach science through inquiry as an important pedagogic agenda. However, their efforts have not met with much success. While traditional explanations for this failure focus largely on preservice science teachers’ knowledge, beliefs and conceptions regarding science and science teaching, this conceptual paper seeks to direct attention toward discursive practices surrounding inquiry science teaching in teacher education programs for understanding why most science teachers do not teach science through inquiry. The paper offers a theoretical framework centered on critical notions of subjection and performativity as a much needed perspective on making/becoming of science teachers through participation in discursive practices of science teacher education programs. It argues that research based on such perspectives have much potential to offer a deeper understanding of the difficult challenges teacher education programs face in preparing inquiry practicing science teachers.     

Product design engineering – a global education trend in multidisciplinary training for creative product design

Product design is the convergence point for engineering and design thinking and practices. Until recently, product design has been taught either as a component of mechanical engineering or as a subject within design schools but increasingly there is global recognition of the need for greater synergies between industrial design and engineering training. Product design engineering (PDE) is a new interdisciplinary programme combining the strengths of the industrial design and engineering. This paper examines the emergence of PDE in an environment of critique of conventional engineering education and exemplifies the current spread of programmes endorsing a hybrid programme of design and engineering skills. The paper exemplifies PDE with the analysis of the programme offered at Swinburne University of Technology (Australia), showing how the teaching of ‘designerly’ thinking to engineers produces a new graduate particularly suited to the current and future environment of produce design practice. The paper concludes with reflections on the significance of this innovative curriculum model for the field of product design and for engineering design in general.