Promoting elementary students’ epistemology of science through computer-supported knowledge-building discourse and epistemic reflection

This study examined the role of computer-supported knowledge-building discourse and epistemic reflection in promoting elementary-school students’ scientific epistemology and science learning. The participants were 39 Grade 5 students who were collectively pursuing ideas and inquiry for knowledge advance using Knowledge Forum (KF) while studying a unit on electricity; they also reflected on the epistemic nature of their discourse. A comparison class of 22 students, taught by the same teacher, studied the same unit using the school’s established scientific investigation method. We hypothesised that engaging students in idea-driven and theory-building discourse, as well as scaffolding them to reflect on the epistemic nature of their discourse, would help them understand their own scientific collaborative discourse as a theory-building process, and therefore understand scientific inquiry as an idea-driven and theory-building process. As hypothesised, we found that students engaged in knowledge-building discourse and reflection outperformed comparison students in scientific epistemology and science learning, and that students’ understanding of collaborative discourse predicted their post-test scientific epistemology and science learning. To further understand the epistemic change process among knowledge-building students, we analysed their KF discourse to understand whether and how their epistemic practice had changed after epistemic reflection. The implications on ways of promoting epistemic change are discussed.     

How children living in poor areas of Dar Es Salaam,Tanzania perceive their own multiple intelligences

This study was carried out with 1,857 poor children from 17 schools, living in low-income areas of Dar Es Salaam, Tanzania. All children took the ‘Student Multiple Intelligences Profile’ (SMIP) questionnaire as part of a bigger project that gathered data around concepts and beliefs of talent. This paper sets out two aims, first to investigate the structural representation of the self perceived multiple intelligences for this set of children and second to discuss how the best fit model might reflect children’s culture and their school experiences. After carrying out exploratory factor analysis, a four factor first order model was shown to have a good fit. A higher order factor solution was investigated owing to the correlation of two latent constructs. In order to provide some insight into the multiple intelligences construct the relationship between the SMIP items, student test outcomes and attitudes to learning were examined. The item groupings were explored through African cultural beliefs around intelligences indigenous to African communities.     

Alternative assessment of high school laboratory skills

The purpose of this study was to develop and validate instruments that will assess the laboratory skills of students completing high school science courses. In each of the science areas (biology, chemistry, and physics), tests were developed around six laboratory tasks. Each test used a two-part format with a total time of 80 minutes. Students had to plan an investigation, collect and organize appropriate data, and formulate conclusions based on calculations and graphs. A different test was developed for 12th-grade students not enrolled in a science course. This test consisted of a series of stations where students conducted a short activity that was presented to them. Over 1000 students from 32 Ohio schools formed the sample for this study. Data are presented by skill and by task. In addition, analysis for gender and school effects is included.     

Epistemological beliefs across cultures: critique and analysis of beliefs structure studies

The findings of epistemological beliefs studies in North America, Hong Kong and Taiwan were compared and interpreted in terms of the different cultural contexts and methodologies used in the research studies. Based on cross culture analysis a hypothesis for the structure of epistemological beliefs was proposed. Implications were also drawn for future research in this field, in light of the limitations and potential of existing measuring instruments.     

Scholarly Productivity of Editorial Board Members of Three American Counseling and Counseling Psychology Journals

The scholarly journals in professional and scientific fields serve the function of communicating new knowledge and informed discourse on the major issues affecting the field of counseling, and editorial board members (EBMs) serve as gatekeepers of what information will be communicated. The ability of EBMs to make sound judgments directly affects the quality of research and scholarship published. This study analyzed one important EBM qualification, the scholarly productivity of the editorial board members of three major American counseling journals (The Counseling Psychologist [TCP], the Journal of Counseling Psychology [JCP], and the Journal of Counseling and Development [JCD]). An analysis of the productivity rates of editorial board members on these journals was conducted using the PsycINFO database. The results indicated that editorial board members of JCP have significantly more experience publishing than members of TCP and JCD. The differential publication rates of editorial board members suggest that these three journals place different emphasis on scholarly productivity as part of their selection criteria for editorial board membership and may reflect that the three journals have different missions and serve different clientele. These findings have implications, not only for the profession of counseling in the United States, but also for the international counseling community.This article is dedicated to our esteemed colleague, Stephen G. Weinrach, who died after a long and courageous battle with leukemia on April 24, 2004. This article was the last that Steve was working on prior to his death. It was his brainchild. The contributions that Steve made to the counseling profession over the years are inestimable. He was truly through his numerous writings and professional association activities the “conscience of the couseling profession.” He is dearly missed.     

Academic motivations of Yi youths in China: Classmate support and ethnic identity

To enhance the academic achievements of Yi ethnic minority youths in rural school settings, the authors examined the effect of classmate support and the meditating role of ethnic identity in promoting their academic motivation. Cross-sectional survey data were collected from Yi youths sponsored by a philanthropic organization to attend local schools in Liangshan, rural China (n?=?657; 7–12 years old; 52% boys). Results of structural equation modelling showed that classmate support positively affected ethnic identity-commitment and ethnic identity-exploration, which then had positive impacts on three academic motivation outcomes: intrinsic motivation, extrinsic motivation-external and identified regulation, and extrinsic motivation-introjected regulation. The mediating effects of ethnic identity-exploration and ethnic identity-commitment were statistically significant, except for the pathway from classmate support to extrinsic motivation-introjected regulation via ethnic identity-commitment. The authors found that ethnic identity can be facilitated through building supportive classroom environment for positive academic motivations in Yi youths. Cross-cultural significance of this study is also discussed.     

Building preschool teachers’ capacity for teaching Chinese to ethnic minority children in Hong Kong: A qualitative study

ABSTRACT

Teaching Chinese to second language learners is a challenge for preschool teachers in Hong Kong so effective teacher professional development programmes are urgently needed to enhance their knowledge and skills. An Integrative Model Teacher Professional Development Programme which incorporates three theoretical underpinnings (i.e., culturally responsive teaching, meaningful and pleasurable learning, and effective teaching of Chinese as a second language) is designed to equip preschool teachers with knowledge, skills, and awareness in teaching Chinese to ethnic minority students. Through qualitative interviews with 15 in-service preschool teachers who joined the Programme, teachers’ perceptions and changes in three theoretical areas of teaching Chinese to ethnic minority students were explored. Particularly, teachers increased their awareness of ethnic minority cultures, developed empathy with ethnic minority children and their families, gained knowledge of implementing culturally responsive teaching and meaningful and pleasurable learning of Chinese. The role of teacher sharing in effective professional development was highlighted.     

浅谈公民道德建设的途径

中国传统道德底蕴深厚、源远流长.<公民道德建设实施纲要>顺应时代发展,应运而生.在当今社会,"修身为本"仍然是公民道德塑造的发端,"德教为先"是公民道德建设的必由之路,使全体公民"学会关心"是公民道德建设的最初切入点.同时要因人而异,既要循序渐进,又要高屋建瓴.