A teaching–learning sequence on a socio-scientific issue: analysis and evaluation of its implementation in the classroom*

This study examines the effectiveness of a teaching–learning sequence (TLS) to improve the understanding of the influences and interactions between a technology (mining) and society. The aim of the study is also to show the possibility of both teaching and assessing the most innovative issues and aspects of scientific competence and their impact on the understanding of the nature of science. The methodology used a quasi-experimental, pre–post-test design with a control group, with pre–post-test differences as the empirical indicators of improved understanding. Improvements were modest, as the empirical differences (pre–post and experimental–control group) were not large, but the experimental group scored more highly than the control group. The areas that showed improvement were identified. The paper includes the TLS itself and the standardized assessment tools that are functional and transferable to other researchers and teachers.     

Preparing Students for College and Career in the United States: the Effects of Career-Themed Programs of Study on High School Performance

In the United States, education policy calls for every student to graduate from high school prepared for college and a career. National legislation has mandated programs of study (POS), which offer aligned course sequences spanning secondary and postsecondary education, blending standards-based academic and career and technical education (CTE) content and often including work-based learning opportunities. This study examined the effects of these career-themed POS on high school achievement outcomes in the United States. We used structural equations and an instrumental variable approach to test the effects of POS enrollment and participation in CTE course sequences on GPA and graduation. Results indicated that POS enrollment improved students’ probability of graduation by 11.3 % and that each additional CTE credit earned in POS increased their probability of graduation by 4 %. There were non-significant effects for high school GPA. These findings suggest that POS benefited students in terms of retention at no cost to their achievement.     

Reminiscence Effects on Inter- and Intra-Individual Differences in Pursuit Rotor Performance

Abstract

Sixty male college students were given sixty 15-sec. trials on the pursuit rotor learning task. Practice was interrupted halfway through learning by a 10-min. rest period in order to investigate whether or not a reminiscence effect would influence inter-individual differences and intra-individual variation in performance. Results were consistent with previous experimentation in that inter-individual differences increased as a result of both practice and the interpolated rest period. A corresponding effect on intra-individual variation was barely noticeable.