Supporting teachers in making innovative changes in the use of computer‐aided practical work to support concept development in physics education

There continues to be a gulf between what have been identified from the literature as the potential benefits of using computer‐aided practical work and the difficulties of realizing them as reported by practising teachers, even from those who are committed to the use of Information and Communication Technology (ICT). This article reports on a pilot study that aimed to explore ways in which teachers could be supported as they explore the extent to which this approach could enhance the development of pupils’ understanding of physics concepts. The study was based on a collaborative partnership between a researcher and a classroom teacher. The indications are that there is the potential for considerable benefits from such an approach, with the need for further development of materials and teaching methods being identified.     

Environmental Knowledge and Attitudes

Abstract

The purpose of this study was to assess perceived environmental education (EE) curriculum needs in the United States (K-16). The Environmental Education Curriculum Needs Assessment Questionnaire (EECNAQ) was developed, validated, and direct-mailed to 169 randomly selected professional environmental educators (58.6% return rate). The EECNAQ elicited perceptions about the desired status and the current state of EE curricula, the need for curriculum development, the anticipated use of curricula teachers, and the need for inservice teacher education. These five major questions were posed relative to fifteen goals which reflected the Tbilisi objectives and four levels of environmental literacy. The findings reveal a consensus among the professional participants that the EE goals are important ones, that they are not being met to a large extent in existing curricula, that extensive needs exist for both goal-oriented curricula and teacher education, and that the goaloriented curricula would be used by teachers.     

The Control and Management of Higher Education in Great Britain,with special reference to the role of the University Grants Committee and the Committee of Vice‐Chancellors and Principals

Abstract

The claim that students should determine their own curricula is examined. If granted, primacy would be given to the autonomy and self‐ascribed interests of the students. The case for student autonomy is discussed in the context of the theory of philosophical anarchism. The anarchist dichotomy of autonomy and authority is criticised. A brief examination of Kant's account of autonomy leads to a rejection of the strong individualism that characterises that dichotomy. It is argued that the curriculum should be the outcome of the shared autonomy of students and teachers; such would serve the interests of students by maximising the autonomy of all. The curriculum would meet the interests of all students, but would not, indeed could not, represent the self‐ascribed interests of each individual.     

Older workers in the hospitality industry: valuing experience and informal learning

The research sets out to identify the learning processes adopted by older workers in the hospitality and visitor attraction industry in Scotland, with a view to determining how employers may better support their education and training within enterprises. The study was undertaken as part of the ESRC project on ‘Sustaining the employability of older workers in the hospitality sector: personal learning strategies and cultures of learning’. The data collection period was from 2008–2010 and focused on six case studies; three in hospitality and three visitor attraction centres. The conceptual framework of the research is based upon the simple yet important notion of experience and how this enhances the learning lives of older employees. It will be argued that the learning processes used by older employees are primarily recognisable as social practices, based upon the utilisation of existing knowledge and skills. The analysis suggests that organisations should be encouraged to avoid using a ‘one size fits all’ approach to education and training and, in the case of older workers, to make more use of their past work and life experiences in order to facilitate their own and others’ learning.     

Optimal duration of static stretching exercises for improvement of coxo-femoral flexibility

The purpose of this study was to determine the effect of different durations of static stretching exercises on coxo-femoral (hip) flexibility. The experimental group, consisting of 20 sedentary women (20-30 years of age), participated in an exercise programme of static stretching exercises with emphasis on the hamstring muscles. The programme lasted for 10 weeks and consisted of two 50-min sessions per week. A control group of 15 sedentary women did not participate in the programme. Hip flexibility was determined before, during and at the end of the programme by means of a goniometric measuring technique developed by us and described elsewhere. Three sub-groups were formed, each following the same programme except that the duration of the static stretch differed (group 1, 10 s; group 2, 20 s; group 3, 30 s). The ANOVA tests showed that for all groups - the control group excepted - the hip flexibility had improved significantly after 10 weeks (P less than 0.05). No significant differences in hip flexibility were noted between the three subgroups at the end of the programme. This finding suggests that a duration of 10 s static stretching is sufficient for improving coxo-femoral flexibility.     

ATTITUDINAL ROOTS OF POPULAR PROTEST: THE FRENCH UPHEAVAL OF MAY 1968

On the basis of logistic regression and employing individual-leveldata from a national panel sample survey, participation in demonstrationsand strikes during the French upheaval of May 1968 is analysed,in terms of attitudes measured during the spring of 1967, morethan a year before the May events occurred. Among the potentialexplanatory factors considered, conventional political orientationswere found to be of pervasive importance, forms of satisfactionand opinions on major issues were operative in a highly selectivefashion, particular to the protesting group, and more genericpsychopolitical values such as trust in government or politicalefficacy, were virtually without independent effects.     

An example of regional co-operation: APEID

Increasingly, as has been seen in other contributions to this ‘dossier’, developing countries are realizing that one way to increase the value of international aid and to improve their own selfsufficiency, is to co-operate among themselves. The United Nations system, in turn, has increasingly supported efforts on a regional level to exchange experience, information and know-how. At a recent meeting, ‘Technical Co-operation among Developing Countries’ (UNDP/ESCAP regional meeting, Bangkok, Thailand, March 1976), the Director of the Asia Programme for Educational Innovation for Development (the main thrust of the programme has previously been described inProspects, Vol. IV, No. 4, p. 535) made the following statement about the specifically Asian aspects of the question, as reflected through the activities of APEID.