Fostering Third-Grade Students’ Use of Scientific Models with the Water Cycle: Elementary teachers’ conceptions and practices

Elementary teachers play a crucial role in supporting and scaffolding students’ model-based reasoning about natural phenomena, particularly complex systems such as the water cycle. However, little research exists to inform efforts in supporting elementary teachers’ learning to foster model-centered, science learning environments. To address this need, we conducted an exploratory multiple-case study using qualitative research methods to investigate six 3rd-grade teachers’ pedagogical reasoning and classroom instruction around modeling practices (construct, use, evaluate, and revise) and epistemic considerations of scientific modeling (generality/abstraction, evidence, mechanism, and audience). Study findings show that all teachers emphasized a subset of modeling practices—construction and use—and the epistemic consideration of generality/abstraction. There was observable consistency between teachers’ articulated conceptions of scientific modeling and their classroom practices. Results also show a subset of the teachers more strongly emphasized additional epistemic considerations and, as a result, better supported students to use models as sense-making tools as well as representations. These findings provide important evidence for developing elementary teacher supports to scaffold students’ engagement in scientific modeling.     

Delivering Higher Education to an Emerging Island State with an Emphasis on Instructional Technology

Mobile learning environments are human networks that afford the opportunity to participate in creative endeavors, social networking, organize/reorganize social contents, and manage social acts at anytime, anywhere through mobile technologies. Social acts that elicit identities, develop awareness, cement relationships, ensure connections, and promote interactions are necessary for interactive learning. This study was to understand mobile social presence and how it influences social interaction and relates to online and network social presences. It concluded that mobile social presence is similar to virtual social presence in a way; however, it is different from online and network social presences in the aspects of personalized control, and location-free digital interaction. Mobile social presence is defined as the degree of enriching social context-awareness, managing location-based communication, personalized multi-layered interactivity, and optimized digital and social identities to other intellectuals through digital mobile technologies.     

Towards a framework for critical citizenship education

Increasingly, countries around the world are promoting forms of ‘critical’ citizenship in the planned curricula of schools. However, the intended meaning behind this term varies markedly and can range from a set of abstract and technical skills under the label ‘critical thinking’ to a desire to encourage engagement, action and political emancipation, often labelled ‘critical pedagogy’. This article distinguishes these manifestations of the ‘critical’ and, based on an analysis of the prevailing models of critical pedagogy and citizenship education, develops a conceptual framework for analysing and comparing the nature of critical citizenship.     

A democratic community of practice: unpicking all those words

The No Outsiders research consortium draws upon the Cultural Historical Activity Theory (CHAT) notion of a community of practice with a shared focus on ‘researching approaches to sexualities equality in primary schools’. While the word ‘community’, for some, may carry connotations of harmony and even homogeneity, the project proposal anticipated that much of the project development would emerge from dissensus, rather than consensus. In this paper two participants, the senior researcher and a teacher‐researcher, will analyse themes that have emerged through web‐based and email discussions among participants over the course of a year focusing on negotiating these kinds of hierarchical relationships among teacher‐researchers and university researchers. Rather than providing guidelines for establishing and maintaining a democratic community of practice, we examine the complexities inherent in the process. We argue that the negotiation process itself is a crucial aspect of collaboration, and recommend resisting the temptation to expect these negotiations to minimize dissent and reach compromise.     

Reliability and Validity of Self Report of Aerobic Activity: Family Health Project

Abstract

Two studies are presented which deal with the reliability and validity of self-reports of aerobic activity. The first study compared two forms of self-report data obtained as part of a study of intervention strategy. The two forms were daily self-report and weekly retrospective report. Analyses covering the overlapping time period revealed differences in mean minutes engaged in activity, but modest and statistically significant correlations between the two forms among adults participating in the intervention group. No meaningful results were obtained among adults in the control group, nor among children in either group. The need for the development and testing of self-report forms among children was noted, and was the subject of the second study.

In Study II, six different forms on which third to sixth grade children recorded their aerobic activity were compared against two days of continuous observations of their behavior. The six forms varied along two dimensions. The first dimension varied the time period of reporting: half the forms required reporting by segments of the day; the other half allowed for reporting of the day as a whole. The second dimension varied response format: one third of the forms asked for a dichotomous (yes; no) report; one third asked for a trichotomous (no; yes, but less than 20 min; yes, for 20 min or more) report; and one third asked for reporting of precise numbers of minutes. The segmented day forms resulted in significantly higher agreement with the observers' report of activity. This finding is interpreted to be congruent with recent research on the importance of context in the recall of behavior. No effect from parental assistance in child's form completion was detected.     

The Politics of Search: A Decade Retrospective

In “Shaping the Web: Why the Politics of Search Engines Matters,” Introna and Nissenbaum (2000) introduced scholars to the political, as well as technical, issues central to the development of online search engines. Since that time, scholars have critically evaluated the role that search engines play in structuring the scope of online information access for the rest of society, with an emphasis on the implications for a democratic and diverse Web. This article describes the thought behind search engine regulation, online diversity, and information bias, and it places these issues within the context of the technical and societal changes that have occurred in the online search industry. The author assesses which of the initial concerns expressed about online search engines remain relevant today and discusses how technical changes demand a new approach to measuring online diversity and democracy. The author concludes with a proposal to direct the research and thought in online search going forward.     

Undergraduates’ conceptions of mathematics teaching and learning: an empirical study

Educational Studies in Mathematics - Previous research in mathematics education has explored teachers’ conceptions of mathematics and its teaching and learning, and how their instructional...     

“I Need You to Show Me:” Coaching Early Childhood Professionals

Early Childhood Education Journal - In most states, Early Childhood Educators (ECEs) with a Birth-Kindergarten teaching license serve as both the general education teacher and special education...