'To trust or not to trust,…'-pupils' ways of judging information encountered in a socio-scientific issue

This article reports from a qualitative study of how 16-year-old Norwegian pupils dealt with a socioscientific issue. The pupils were interviewed on aspects of their decision-making concerning a local version of the well-known controversial issue: whether or not power transmission lines increase the risk for childhood leukaemia. The part of the study reported here has focused on their views on the trustworthiness of knowledge claims, arguments and opinions given to them prior to interview. It was found that many aspects of trustworthiness were experienced as problematic by the pupils. Using inductive analysis, four main kinds of 'resolution strategies' were identified that were used by the pupils to decide who and what to trust: 1) Acceptance of knowledge claim, 2) Evaluation of statements using 'reliability indicators' and through explicitly 'thinking for themselves', 3) Acceptance of researchers or other sources of information as authoritative, 4) Evaluation of sources of information in terms of 'interests', 'neutrality' or 'competence'. Some pupils used all these strategies, others used only one or two. The pupils' evaluations were nuanced and based partly on empirical evidence, but mostly on rather superficial contextual information. It is argued that some of the resolution strategies imply that autonomous evaluations were made. One main conclusion is that knowledge of different sources of scientific information needs to be more emphasized in science education for citizenship.     

Conditions for ‘Upbuilding’: A Reply to Nigel Tubbs’ Reading of Kierkegaard

A Special Issue of the Journal of Philosophy of Education, 2005, issue 2, contains an interesting ‘Philosophy of the Teacher’ by Nigel Tubbs. It rejects attempts in pedagogical traditions to ignore or avoid the contradiction between the teacher as master and as servant, and ends with an interpretation of ‘upbuilding’, a central concept in Søren Kierkegaard's writings. According to Tubbs’ reading, the teacher's patient struggle with herself in doubt is the basic condition for upbuilding, whereby the eternal's perfect gift of love is given to the students. I maintain that the original Danish text does not fully support this interpretation and defend an alternative reading. The text says that the condition for receiving the perfect gift is itself a gift of God. Doubt is necessary, but if our doubt were sufficient, we could manage our lives without God, the condition for receiving the gift would not be a gift, and the possibility for receiving the gift would be spoiled both for teachers and students.     

千禧一代,“自恋狂”还是“新人王”?

我即将要做的事正是多少年来老一辈的人都曾经做过的:批评比我年轻的人懒惰、自私、浅薄、自以为是。以下是一些冰冷的硬数据:美国国家卫生研究院提供的数据显示,与目前达到65岁或以上的人相比,二十多岁的年轻人患自恋型人格障碍的几率是前者的将近三倍。这些人深信自己很了不起:"全国青年与宗教调查"报告发现,60%的千禧一代表示,他们在任何情况下遵守的道德是:他们觉得这是对的就行。     

The optimum clustering framework: implementing the cluster hypothesis

Document clustering offers the potential of supporting users in interactive retrieval, especially when users have problems in specifying their information need precisely. In this paper, we present a theoretic foundation for optimum document clustering. Key idea is to base cluster analysis and evalutation on a set of queries, by defining documents as being similar if they are relevant to the same queries. Three components are essential within our optimum clustering framework, OCF: (1) a set of queries, (2) a probabilistic retrieval method, and (3) a document similarity metric. After introducing an appropriate validity measure, we define optimum clustering with respect to the estimates of the relevance probability for the query-document pairs under consideration. Moreover, we show that well-known clustering methods are implicitly based on the three components, but that they use heuristic design decisions for some of them. We argue that with our framework more targeted research for developing better document clustering methods becomes possible. Experimental results demonstrate the potential of our considerations.     

The Force of Personality: Gottfried Keller's Educational Philosophy

We set out to identify the benefits and drawbacks of using more than one instructor to teach single section science courses at a large research university. Nine courses were investigated involving widely differing subjects and levels. Teaching models included: sequential teaching with two to six instructors each covering only their own modules, two teachers present in class at all times, and hybrids of these two models. A three-question survey was answered by 957 students and 17 instructors. Dominant advantages identified by both groups were variety of teaching style or perspectives and instructor expertise, with instructors being more likely to identify expertise as the primary advantage. Dominant disadvantages identified were adjustment to teaching style and expectations and confusion and communication issues. Data suggest that advantages are maximized and disadvantages minimized either in courses with two or more instructors interacting and collaborating in class or when special care is taken with coordination and collaboration if the course is sequentially taught. We conclude with specific recommendations to instructors and departments based on evidence from the data.     

The Evolution of Reading and Writing in the Networked Era

As the Director of the Institute for the Future of the Book, Bob Stein has been involved with several endeavors to create a technological solution that will meet the evolving needs of information dissemination in the digital age. His experiences working with Encyclopedia Britannica and later creating an interactive media company, The Voyager Company, have led him in this direction. This talk seeks to raise questions about how books are evolving, what the end product should be, and who is responsible for getting them there.     

Patterns in Students’ Argumentation Confronted with a Risk‐focused Socio‐scientific Issue

This paper reports a qualitative study on students’ informal reasoning on a controversial socio‐scientific issue. Twenty‐two students from four science classes in Norway were interviewed about the local construction of new power lines and the possible increased risk of childhood leukaemia. The focus in the study is on what arguments the students employ when asked about their decision‐making and the interplay between knowledge and personal values. Five different types of main arguments are identified: the relative risk argument, the precautionary argument, the uncertainty argument, the small risk argument, and the pros and cons argument. These arguments are presented through case studies, and crucial information and values are identified for each argument. The students made use of a range of both scientific and non‐scientific knowledge. The findings are discussed in relation to possible consequences for teaching models aimed at increasing students’ ability to make thoughtful decisions on socio‐scientific issues.     

Assessing and Addressing Safe Food Handling Knowledge,Attitudes, and Behaviors of College Undergraduates

ABSTRACT: The authors determined the food safety knowledge, attitudes, and behaviors of undergraduates (n = 1122) on an urban college campus using a previously piloted survey tool. Data obtained found that while students reported high levels of confidence in their ability to engage in safe food handling practices, their knowledge and self‐reported behaviors indicated that they were not actually engaging in safe food handling practices. Students were particularly lacking knowledge with respect to proper temperatures for cooking, reheating, and refrigerating foods. The data were further analyzed to determine differences in food safety knowledge and practices between populations of different demographics within the students. Differences were found between male and female students, Caucasian and Asian students, and students who had worked in food service compared with those who had not. A final aspect of this study evaluated the effectiveness of a social marketing campaign to increase awareness of safe food handling practices among college undergraduates. A cross‐sectional, quasi‐experimental, pre‐ and posttest design was used. Following the baseline knowledge survey described previously, a social marketing campaign developed for young adults was implemented on the campus over a 4‐wk period that included promotional events and incentives. Postcampaign survey results indicated increases in food safety knowledge, attitudes, and behaviors, particularly with respect to appropriate temperatures for cooking and refrigeration and found that e‐mails and posters may be effective ways to communicate food safety messages to this population.