Moving from outside to inside: High school students' use of apprenticeships as vehicles for entering the culture and practice of science

The purpose of this study was to investigate how research apprenticeships shaped students' views of the culture and practice of science. Twenty‐seven 11th and 12th graders from across the United States and American Samoa participating in a summer research program were interviewed individually three times over 7 weeks. Seven students were selected as a representative focus group, and in addition to interviews, their journals, entrance questionnaires, and exit questionnaires were analyzed for what they revealed about students' ideas of what constituted scientific work, of the research process, of the existence and importance of communities in which they participated, and of the roles they played in these communities. Based on the pattern of student comments and perspectives, we identified four dimensions of scientific practice and culture whose salience and complexity increased and became articulated over the 7‐week period. These dimensions included technical language, collaboration, uncertainty, and inquiry. The learning that took place with regard to these dimensions took place within three program‐embedded communities, which we identified as laboratory‐centered, program‐centered, and peer‐centered. The roles students played in these communities and the degree to which they could make use of resources within them contributed to students' view of scientific practice and culture, and to the development of the identity kits they began to construct of themselves as scientists. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 677–697, 1999     

Teaching Systems Thinking in the Context of the Water Cycle

Research in Science Education - Complex systems affect every part of our lives from the ecosystems that we inhabit and share with other living organisms to the systems that supply our water (i.e.,...     

E-mentors: Connecting caring adults and kids through E-mail

Conclusion We feel that this program has been enormously beneficial in improving student’s writing skills, interpersonal skills, and computer literacy. According to Principal Linda Perdaems, “This program has had a powerful impact on participating students’ lives. It has opened their eyes to the world of business, helped them set goals for their education, and given them another adult with whom to build a relationship. The program has met and surpassed all expectations.” Teachers feel that as students experience a positive link with the workplace, they are motivated to do better in school. We have also had the pleasure of watching the participating students’ self-esteem blossom under the warmth and light provided through this meaningful and supportive relationship with an additional caring adult. She researches technology integration and implementation and also teaches related courses in the College of Education and Human Development.     

Are older adults satisfied with their sexuality? Outcomes from a cross-cultural study

ABSTRACT

The present study intends to analyze older adult perspectives on what determines sexual satisfaction in old age. Four hundred and twenty-one non-institutionalized older parti- 10 cipants from three different nationalities aged 65 to 97 years were interviewed. All narratives were submitted to content analysis. This study’s outcome originated five themes: positive communication (k =.94, p <.01); supportive partner (k =.82, p <.01); feeling attractive (k = 81, p <.01); good sexual activity (k =.97, p <.01); and eroticism (k =.98, p <.01). 15 This study highlighted different determinants of sexual satisfaction in old age and emphasized the importance of positive communication and a supportive partner for older adults.