Representations of nature of science in U.S. science standards: A historical account with contemporary implications

This study evaluated the representations of nature of science (NOS) in U.S. state science standards, and examined the changes in these representations from documents advanced in the 1980s through 2016. Drawing from the consensus perspective on NOS and prior studies focusing on the analysis of textual content, documents were inspected for 10 target NOS aspects: the empirical, tentative, inferential, creative, theory-driven, and social NOS, in addition to the myth of “The Scientific Method,” the nature of scientific theories and laws, and the social and cultural embeddedness of science. Ninety-eight state documents from 48 states were analyzed and multiple editions were collected from 34 states. Additionally, relevant materials from the Next Generation Science Standards (NGSS) were assessed for their coverage of the same NOS aspects. Collected materials were scored as whole documents, including over 11,000 pages of text in total, on each target aspect, which reflected the treatment (naïve vs. informed) of NOS in text and the manner of presentation (explicit vs. implicit). Overall, surprisingly, state standards documents have improved very little with respect to their NOS coverage over the last 30 years. NOS standards documents remain silent on a majority of key aspects of NOS, and the number of aspects showing explicit, informed representations has held constant. The NGSS performed well compared to many contemporary documents, but they failed to address all target NOS aspects in a desirable manner. Further analysis raised concerns with the degree that states fully adopt and disseminate standards in manner consistent with the NGSS despite stated intentions, which may negatively impact NOS coverage in instructional resources and classroom enactments. To improve NOS representations in standards, recognizing the role these documents play in shaping instructional materials and teaching in the science classroom, exemplars from analyzed materials were highlighted with informed and explicit representations of multiple aspects.     

解答生命中最难的8个问题

Love & Marriage爱情与婚姻 Q:Can love really last a lifetime? A:Absolutely-but only if you chuck the fairy tale of living happily ever after.A team of scientists recently found that romantic love involves chemical changes in the brain that last 12 to 18 months.After that,you and your partner are on your own.Relationships require maintenance.Pay a visit to a nursing home if you want to see proof of lasting love.Recently I spoke to a man whose wife of 60 years was suffering from advanced     

In practice: “Green on the screen”: Promoting sustainability through a campus film series

The authors describe the University of North Carolina Wilmington's Sustainability Film Series and the impact it has had on both the university and local communities.     

Immigrant differences in school-age children's verbal trajectories: a look at four racial/ethnic groups

This study explored inter- and intraindividual immigrant group differences in children's English verbal ability over ages 6-16 in 4 racial/ethnic groups-White Americans, Black Americans, Mexican Americans, and Puerto Ricans (N=2,136). Although all children's mean verbal scores increased with age, immigrant children (except for Black Americans) had lower scores than respective nonimmigrant children. In contrast, immigrant children (except for Mexican Americans) had more persistent verbal growth into adolescence than respective nonimmigrant children. Family resources moderately accounted for immigrant differences in children's mean verbal scores only. The findings support different theoretical models for understanding inter- and intraindividual immigrant differences in achievement. Mexican-American immigrants and Black American nonimmigrants were struggling and merit policy attention.     

Critical power is not attained at the end of an isokinetic 90-second all-out test in children

Abstract

The purpose of this study was to establish whether critical power, as traditionally determined from the performance of three constant-load tests to exhaustion, is attained at the end of a 90-s all-out test in children. Sixteen healthy children (eight males and eight females; mean age 12.3 years, s_x  = 0.1; body mass 39.6 kg, s_x  = 1.8; peak [Vdot]O₂ 2.0 litres · min^?1, s_x  = 0.1) completed an incremental test to exhaustion to determine peak oxygen uptake (peak [Vdot]O₂), three separate constant-load tests to exhaustion to calculate critical power, and an isokinetic 90-s all-out test. The end power of the 90-s test averaged over the last 10 s (140 W, s_x  = 8) was significantly higher than critical power (105 W, s_x  = 6; t = 6.8; P < 0.01), yet the two parameters were strongly correlated (r = 0.74; P < 0.01). After 60 s, there were no further reductions in power output during the 90-s test (P < 0.0001). In conclusion, at the end of a 90-s all-out test, children are able to produce power outputs well above critical power. This suggests that 90 s is not long enough to completely exhaust the anaerobic work capacity in children.     

Learning in Early Intervention Programs: The Generalization and Maintenance of IEP Objectives

This study investigates the maintenance and generalization of preacademic objectives in children with mental retardation from early intervention programs. All the subjects (25) had mastered, according to their Individual Education Programs (IEPs), at least one task in the areas of color, shape, number, or big/little . They, along with children in three comparison groups, were given a series of tasks that included the same previously achieved IEP objectives (maintenance) and closely related tasks within the same domain (generalization). The findings indicated variability in maintenance and generalization for the children in early intervention, better for color and shape than for number and big/little. Success on generalization was below the usual standard indicating mastery (85%-100%). On the generalization tasks, children in early intervention performed similarly to older children with retardation who had lower standard scores (Peabody Picture Vocabulary Test-Revised) but roughly equivalent language ages. They performed less well than older children with retardation who had similar standard scores but higher language ages. They also performed less well than children without disabilities in regular preschool programs who were close in chronological age, but had higher standard scores and higher language ages. We conclude that performance on these tasks is closely tied to developmental age regardless of chronological age and "IQ" status. Findings are discussed in relationship to preacademic curriculum in early intervention programs.     

Who Cares About Caring in Early Childhood Teacher Education Programs?

The ability to care for oneself, near and distant others, animals, plants, human-made objects, and even ideas is an antidote for violence in its many forms as experienced in childhood as well as adulthood. This article makes a case for facilitating the development of the ability to care as children develop. The authors emphasize the importance of teachers facilitating this development. However, early education teachers may not be able to nurture the ability to care in others without the ability to care being facilitated in their own development. This article emphasizes the importance of creating caring teacher education programs as a model to foster its development in preservice early education teachers.