What “ideas‐about‐science” should be taught in school science? A Delphi study of the expert community

Recent arguments in science education have proposed that school science should pay more attention to teaching the nature of science and its social practices. However, unlike the content of science, for which there is well‐established consensus, there would appear to be much less unanimity within the academic community about which “ideas‐about‐science” are essential elements that should be included in the contemporary school science curriculum. Hence, this study sought to determine empirically the extent of any consensus using a three stage Delphi questionnaire with 23 participants drawn from the communities of leading and acknowledged international experts of science educators; scientists; historians, philosophers, and sociologists of science; experts engaged in work to improve the public understanding of science; and expert science teachers. The outcome of the research was a set of nine themes encapsulating key ideas about the nature of science for which there was consensus and which were considered to be an essential component of school science curriculum. Together with extensive comments provided by the participants, these data give some measure of the existing level of agreement in the community engaged in science education and science communication about the salient features of a vulgarized account of the nature of science. Although some of the themes are already a feature of existing school science curricula, many others are not. The findings of this research, therefore, challenge (a) whether the picture of science represented in the school science curriculum is sufficiently comprehensive, and (b) whether there balance in the curriculum between teaching about the content of science and the nature of science is appropriate. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 692–720, 2003     

Pigeons’ short-term memory for temporal and visual stimuli in delayed matching-to-sample

In the present experiment, we compared directly pigeons’ short-term memory of temporal and visual stimuli in a delayed matching-to-sample task. The sample stimuli consisted of red and green lights presented for 5 and 30 sec, followed by a retention interval and blue and yellow comparisons. For subjects in the visual group, duration was irrelevant and the color of the sample was the conditional cue. For animals in the temporal group, color was irrelevant and duration of the sample was the conditional stimulus. The results showed that acquisition of the matching task was faster and accuracy was higher in the visual than in the temporal group. More importantly, memory of either sample generally declined at a similar rate when the duration of the retention interval was increased and when the intertrial interval was reduced. Taken together, the results indicate that with 1–8-sec retention intervals, short-term memory for temporal stimuli is similar to that found with color-visual samples. The findings are discussed in terms of retrospective and prospective processing.     

Why children tell: a model of children's disclosure of sexual abuse

OBJECTIVE: The present study investigated variables associated with delay of disclosure of child sexual abuse and tested a model of time to disclosure. METHOD: Data were obtained for 218 alleged child sexual abuse victims whose cases had been referred to District Attorneys' Offices. Five variables were posited to influence the delay between an abusive event and children's disclosure of that event to a reporting adult: child's age, gender, type of abuse experienced (intrafamilial or extrafamilial), perceived responsibility for the abuse, and fear of negative consequences of disclosure. These variables were used to create a model of factors influencing children's disclosure of sexual abuse. RESULTS: Results indicated that age, type of abuse, fear of negative consequences, and perceived responsibility all contributed to predicting time to disclosure. There was significant support for the model, suggesting that children who were older, came from incestuous families, felt greater responsibility for the abuse, and feared negative consequences of disclosure took longer to disclose. CONCLUSIONS: Children's cognitive appraisal of others' tolerance of disclosure of child sexual abuse, and their own perceptions of responsibility for the abuse, are crucial to the decision to disclose. When evaluating children for possible sexual abuse, developmental, cognitive, and socio-emotional factors need to be taken into consideration.     

From opportunity to reality: transition into engineering education,trauma or transformation?

ABSTRACT

Transition into university can prove to be a challenging time for young people entering engineering education, irrespective of previous educational experience or demographic background. It is such challenges that this article considers. Commencing by looking at the pragmatic issues associated with transition, the question of whether starting university is a time of transformation or trauma for new engineering students is discussed. Following this, a conceptual framework grounded in the authors previous work depicts a tripartite approach to transition, identifying three interlinked phases that new students typically encounter. The conclusion suggests that through the introduction of realistic and socially relevant engineering activities, transition into engineering education is the ideal time to turn opportunity into reality for new students.     

Early Responsiveness to Intensive Behavioural Intervention Predicts Outcomes Among Preschool Children with Autism

Archival data from a private day‐school offering early intensive behavioural intervention based on the principles of applied behaviour analysis to preschoolers with autism (N = 29) were analysed longitudinally. Teacher reports on the Assessment of Basic Language and Learning Skills (ABLLS) were available up to 4 times and on the Vineland Adaptive Behavior Scales—Classroom Edition (VABS‐CE), at 2 time points. Parent reports on the Autism Treatment Evaluation Checklist (ATEC) were available at 2 time points. All assessments occurred approximately at 6‐month intervals. Children showed statistically significant progress across all skill domains on the ABLLS and on selected subscales and the composite scales of the VABS‐CE and ATEC. Gains were substantial for some children and minor for others. When divided into performance‐based groups, both higher‐performing and lower‐performing groups showed improvement over time, with greater improvement for the higher‐performing group. Nine of 16 children who had been discharged from the programme entered inclusive kindergarten or first‐grade classrooms with an aide. Seven discharged children entered special education classrooms. No child progressed to the point that special education services were not needed. Findings are discussed relevant to the extant literature on early intensive behavioural intervention outcomes among young children with autism.     

Identifying English Language Learners with Learning Disabilities: Key Challenges and Possible Approaches

The need for effective approaches for identifying English language learners with learning disabilities is great and growing. Meeting this need is complicated by recent developments in the field of learning disabilities that are unrelated to the English language learning status, and by limitations in existing knowledge specific to the identification of English language learners with learning disabilities. We review recent developments in the field of learning disabilities concerning the need for earlier identification, the need for a more appropriate conceptualization of learning disability, and the need for more effective assessments and treatments. We discuss challenges to assessment and identification of English language learners with learning disabilities, provide examples of two approaches to meeting these challenges, and describe some remaining challenges.     

"Have I learnt it?" Evaluating skills for resource-based study using electronic resources

Electronic information resources are increasingly in use for courses at all levels of Higher Education. They may be employed as reference material when researching particular topics for assignments, as part of a conventionally structured course, or alternatively their use may be a central part of resource based course philosophy. Whilst the use of these resources may offer many advantages in terms of developing more independent learners, there are also information handling skills which students must acquire. This paper discusses the relevance of these skills and the factors influencing their acquisition for students on two networked resource based courses at the UK Open University     

Career Development Tasks of Mexican American Adolescents: An Exploratory Study

This interview-based study explored the extent to which four academically successful Mexican American adolescents were engaged in age appropriate career development tasks as suggested by Super's (1957, 1984) theory. It also explored the adolescent's understanding of the role that ethnicity played in their career related behaviors. Findings suggest that these Hispanic adolescents were engaged in age appropriate tasks according to Super's theory and that both family and ethnic related factors were relevant to their career development.     

Denominational schools and public schooling

The author argues that the critical question in determining whether denominational schools should receive public funding is: Does the school provide an education in accordance with publicly accepted criteria for that concept and in accordance with the dominant values in society? A public system of schooling has itsraison d'être in the need to provide a common understanding. This is not incompatible with acceptance of private schools, nor, despiteprima facie oddity, is there anything incoherent about the idea of providing state funding for private schools. So far as denominational schools go, therefore, the conclusion is that they are deserving of state support provided that they do not promote values and beliefs antithetical to the larger community, and, specifically, that they do not engage in the anti-educational practice of indoctrination.