Dialectical dividends: fostering hybridity of new pedagogical practices and partnerships in science education and outreach

Science literacy has become socially and economically very important. European countries stress that science graduates are fundamental for economic growth. Nevertheless, there is a declining student participation in science. In response, there has been a call to change the way science is taught in schools, which focuses on inquiry methods rooted in constructivism. Universities and other organisations have responded by developing outreach programmes to improve student engagement in science. Given this context, there is a necessity for research to ascertain if this new relationship between outreach and education is worthwhile. This study examines and compares primary teachers and outreach practitioners understanding and perceptions of constructivist science pedagogy, in an effort to understand the potential of a teacher-outreach partnership. For this, qualitative and quantitative methods were employed, taking a dialectic pragmatic stance. Contradicting the recurrent view, teachers and outreach providers revealed favourable views in relation to constructivism, despite recognising barriers to its implementation. These results support a partnership between teachers and outreach practitioners and the realisation of the hybrid role of each participant. The results also reveal an important dynamic in outreach access to schools. Specifically, the outreach connected teachers acted as gatekeepers by negotiating access into their colleagues classrooms.     

A Study of Computer-Assisted Learning Environments in Singapore

The present study filled some gaps in past learning environment research in that, first, it involved the development of a new instrument tailor-made specifically for use in computer-assisted learning (CAL) classrooms and, second, it provided one of the rare examples of an evaluation of computer-assisted learning based on its impact on the nature of a classroom learning environment as perceived by students. In addition, the research was conducted in the unique milieu of the Singapore school system, and it investigated associations between students' outcomes and the classroom environment in computer-assisted learning settings.     

Learning Environment and Attitudes Associated with an Innovative Science Course Designed for Prospective Elementary Teachers

This study assessed the effectiveness of an innovative science course for improving prospective elementary teachers’ perceptions of laboratory learning environments and attitudes towards science. The sample consisted of 27 classes with 525 female students in a large urban university. Changing students’ ideas about science laboratory teaching and learning and creating more positive attitudes towards science were accomplished by using a guided open-ended approach to investigations, together with instructors who used cooperative learning groups to create a supportive environment. Ideas and attitudes prior to the course were assessed using a questionnaire focusing on the students’ previous science laboratory courses, and these were compared to data collected at the end of the course. Students reported large and statistically significant improvements on all seven scales assessing the laboratory learning environment and attitudes towards science. The largest gains were observed for Open-Endedness and Material Environment (with effect sizes of 6.74 and 3.82 standard deviations, respectively). An investigation of attitude-environment associations revealed numerous positive and statistically significant associations in both univariate and multivariate analyses. In particular, the level of Instructor Support was the strongest independent predictor of student attitudes at two levels of analysis.     

Evolution of the anatomical theatre in Padova

The anatomical theatre played a pivotal role in the evolution of medical education, allowing students to directly observe and participate in the process of dissection. Due to the increase of training programs in clinical anatomy, the Institute of Human Anatomy at the University of Padova has renovated its dissecting room. The main guidelines in planning a new anatomical theatre included: (1), the placement of the teacher and students on the same level in a horizontal anatomical theatre where it is possible to see (theatre) and to perform (dissecting room); (2), in the past, dissection activities were concentrated at the center of the theatre, while in the new anatomical theatre, such activities have been moved to the periphery through projection on surrounding screens—thus, students occupy the center of the theatre between the demonstration table, where the dissection can be seen in real time, and the wall screens, where particular aspects are magnified; (3), three groups of tables are placed with one in front with two lateral flanking tables in regards to the demonstration table, in a semicircular arrangement, and not attached to the floor, which makes the room multifunctional for surgical education, medical students and physician's continued professional development courses; (4), a learning station to introduce the students to the subject of the laboratory; (5), cooperation between anatomists and architects in order to combine the practical needs of a dissection laboratory with new technologies; (6), involvement of the students, representing the clients' needs; and (7), creation of a dissecting room of wide measurements with large windows, since a well‐illuminated space could reduce the potentially negative psychological impact of the dissection laboratory on student morale. Anat Sci Educ 7: 487–493. © 2014 American Association of Anatomists.     

Practitioners’ perspectives on the purpose of environmental education

Since the 1980s, scholars have suggested that environmental education (EE) has a ‘definitional problem’ represented by a multiplicity of perspectives that have critically impacted its discourse, practices, and outcomes. This study sought to investigate how North American EE practitioners from backgrounds ranging from formal and non-formal institutions think about their work. We focused on folk narratives and emerging urban environmental concerns of community education rather than reliance on academic opinion alone. Using Q methodology, the study identified five distinct perspectives that appear to represent different ways of prioritizing EE outcomes. All five perspectives were concerned with promoting sustainable living and improved human well-being, but the nuances suggest that an individual who adheres strongly to one may feel someone holding a contrasting perspective is working at cross-purposes. The authors suggest that understanding these perspectives can help reduce misunderstanding within the EE field.     

Body parts removed during surgery: a useful training source

Current undergraduate medical curricula provides relatively little time for cadaver dissection. The Department of Human Anatomy and Physiology at the University of Padova has organized a pilot project with the University Hospital for the donation of body parts that are surgically removed for therapeutic purposes and destined under Italian law for destruction. The aim of the project is to improve residents' practical training skills. A survey over the last two years has shown that about 60 body parts were available each year. These included 13 upper limbs or their parts (i.e., forearm with hand, hand, and fingers) and 47 lower limbs or their parts (i.e., legs with feet, feet, or toes). The residents explained the aim of the project to potential donors, and, if patients were willing to donate, their informed consent was obtained. The residents were present in the operating theater during the surgical procedure. In the post-operative phase, the same residents performed dissections on the body part(s), following a teaching schedule prepared by a clinical anatomist, who also assisted residents during their studies. Residents also acted as tutors for undergraduate medical students who attended these dissections. The underlying pathology for which the body part was removed was examined, and surgical procedures were practiced on the body part itself. Our project provided an opportunity for a close relationship between anatomists and surgeons, reinforcing core knowledge of anatomy by appreciation of its clinical importance. The active involvement of residents as learners and as teachers in the various steps of this project improved their knowledge of surgical techniques and helped to establish a sense of ethical responsibility and respect for the human body. This approach involves study of anatomical structures from new perspectives and leads to improved surgical practice.     

Children’s epistemic reasoning about social inclusion of aggressive peers in a culturally diverse school

Moral reasoning in values education can promote a democratic way of life. It involves addressing behaviour expectations in responses to violence or bullying. There is increasing interest in how children make moral judgments about social inclusion within diverse cultural settings. Critical research highlights the relationship between epistemic cognition (views about the nature of knowledge and knowing) and reasoning. In this paper, we argue that this relationship is likely to be important in reasoning about moral values for inclusion in culturally diverse schools. However, we know little about how children in diverse educational settings reason about and enact school values for inclusion. Our study addresses this gap by examining primary school children’s epistemic reasoning about the social inclusion of peers with a focus on justifications for inclusion/exclusion of aggressive peers. Twenty-six children (10–11 years old) from one culturally diverse school community in Australia were asked to illustrate (drawings) and reflect on (15–20 minute interviews) a conflict situation involving exclusion from play. The findings showed that most children reasoned about including/excluding others based on a ‘one right answer’ pattern which reflected an explicit focus on following the school rules. Fewer children moved ‘beyond right answers’ to show transition towards perceiving multiple perspectives in their reasoning about inclusion/exclusion. Implications for values education are discussed.     

Development,validation and application of a modified Arabic translation of the What Is Happening In this Class? (WIHIC) questionnaire

This article reports the development, translation, validation and application of a modified Arabic version of a modified form of the What Is Happening In this Class? (WIHIC) questionnaire. When parallel Arabic and English versions of this questionnaire were field tested with a sample of 763 college students in 82 classes, the WIHIC exhibited sound factorial validity and internal consistency reliability for both its actual and preferred forms, and the actual form differentiated between the perceptions of students in different classrooms. Comparison of students’ scores on actual and preferred forms of the questionnaires revealed that students preferred a more positive classroom environment on all scales.     

Home Visiting Among Inner-City Families: Links to Early Academic Achievement

This study examines the long-term effects of a home visiting program, Home Instruction for Parents of Preschool Youngsters, on students from mostly low-income, Latino families (n = 254). Children who were in the home visiting program during their early years were compared with a similar demographic group who participated in prekindergarten in the same inner-city area but did not participate in home visiting. Data linked participation in home visiting to state test scores and other information from public schools through the end of elementary school. Research Findings: Secondary data analyses tested for intervention effects on reading and math achievement in an urban school district using 4 waves of data covering kindergarten through 5th grade. Growth curve modeling showed that participation in home visiting predicted higher academic achievement through the 5th grade. Practice or Policy: Parent-focused intervention during early childhood appears to have a lasting impact on children’s achievement. In addition to parent engagement, quality school curriculum and quality instruction affect achievement in elementary school. A comprehensive curriculum focus throughout the early school years should be implemented regardless of preparation for high-stakes testing.     

The Anticipated Utility of Zoos for Developing Moral Concern in Children

Abstract This study asked why parents value zoo experiences for themselves and their children. It proposes a new theory regarding the psychological value of such experiences for the development of identity. The study used a constructivist grounded theory approach to explore parenting perspectives on the value of zoo visits undertaken by eight families from three adjacent inner‐city neighborhoods in a major American city. The results suggest that parents use zoo visits as tools for promoting family values. These parents felt that experiences with live animals were necessary to encourage holistic empathy, to extend children's sense of justice to include natural systems, and to model the importance of family relationships. The author concludes that parents find zoos useful as a tool for helping their children to develop skills with altruism, to transfer environmental values, to elevate children's self‐esteem, and to inculcate social norms that they believe will aid in their children's social success in the future.