Comparing Simulation Sequencing in a Chemistry Online-Supported Project-Based Learning Unit

Journal of Science Education and Technology - Numerous studies illustrate the value of simulations or project-based learning approaches to enhance the learning of science. Simulations can help...     

English for Scientific Purposes (EScP): Technology,Trends, and Future Challenges for Science Education

To date, the concept of English for Specific Purposes has brought about a great impact on English language learning across various disciplines, including those in science education. Hence, this review paper aimed to address current English language learning in the science disciplines through the practice of computer-assisted language learning to identify the use of learning technologies in science-based literacy. In the literature review, the researchers found that science-based literacy instruction shares many pedagogical aims with English language teaching in terms of reading, writing, listening and speaking, allowing it to be classified as English for Scientific Purposes (EScP). To answer the research questions, the researchers conducted the survey by extracting related articles and teaching examples from the Web of Science. In the search procedure, the researchers used the keywords science OR scientific AND technolog* OR comput* in ten selected journals of social science citation index. Only articles which are specified as journal articles rather than other document types were included. After compiling the corpora, the researchers compared the trends, methodologies and results of EScP instruction in science education. The implications of this study include the opportunities, advantages and challenges for EScP instruction in science education to further develop better educational approaches, adopt new technologies, as well as offer some directions for researchers to conduct future studies.     

A process for the critical analysis of instructional theory

Some have argued for a common language in the field of instructional design in an effort to reduce misunderstandings and simplify a multitude of synonymous terms and concepts. Others feel that this goal is undesirable in that it precludes development and flexibility. In this article we propose an ontology-building process as a way for readers to compare and analyze terms and concepts across theories. This process entails the development of categories that emerge from the literature, and the comparison of theories across categories. Such a process can reveal broader concepts that exist beyond specific theoretical terminology, differences in meanings behind common terms used by theorists, a greater understanding of the theorists’ intent, and discontinuities and gaps within the theoretical literature.     

The Contribution of Attentional Control and Working Memory to Reading Comprehension and Decoding

Little is known about how specific components of working memory, namely, attentional processes including response inhibition, sustained attention, and cognitive inhibition, are related to reading decoding and comprehension. The current study evaluated the relations of reading comprehension, decoding, working memory, and attentional control in 1,134 adolescent students. Path analyses were used to assess the direct and indirect effects of working memory and aspects of attentional control on reading comprehension and decoding. There were significant direct effects of working memory, sustained attention, and cognitive inhibition on reading comprehension, but not decoding. There was a significant direct effect of working memory and response inhibition on decoding, but not comprehension. These results suggest that different aspects of attentional control are important for decoding versus comprehension.     

e-Government stakeholders—Who are they and what do they want?

There is an increasing recognition that various stakeholder groups for e-government have a significant role to play in ensuring the long-term success of the e-government enterprise. This article seeks to contribute to the understanding of the stakeholders’ multiple perspectives by proposing typologies of stakeholder roles, and stakeholder benefits, respectively, and embedding these in a stakeholder benefits analysis tool. A literature review is used to surface the diverse existing categorizations of e-government stakeholders and their interests and the benefits sought. This review informs a proposal for a typology of stakeholder roles, and for a typology of stakeholder benefits, which together are used to construct an initial proposal for a stakeholder benefits analysis tool (SBAT), which can be used to map stakeholder roles to stakeholder benefits. This tool has been tested by an expert group, and revised. This exploratory study is an important first step towards the development of tools and approaches for understanding the benefits sought by a wide range of different stakeholder groups in e-government. Progress in the development of such tools is important for the development of knowledge and practice, policy, and evaluation with respect to stakeholder engagement with, and participation in, e-government.