Urban 5th graders conceptions during a place‐based inquiry unit on watersheds

This study aimed to determine how 33 urban 5th grade students' science conceptions changed during a place‐based inquiry unit on watersheds. Research on watershed and place‐based education was used as a framework to guide the teaching of the unit as well as the research study. A teacher‐researcher designed the curriculum, taught the unit and conducted the research using qualitative data sources such as concept maps, science notebooks and interviews. Most students came to understand that their watershed was part of an urban environment where water drains from the surrounding land into a body of water. Thus, they began to understand how urban land use affects water quality. This study provides evidence for the use of place‐based learning in developing students' knowledge of the National Science Education Standards (NRC, 1996) and watersheds. Implications of this study include the use of place‐based learning in urban settings and the experiences needed for students to conceptualize watersheds. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 501–517, 2010     

EDUCATING MEN WITH REFERENCE TO SOCIAL LEGISLATION

Abstract

A paramount task of religious education should be the exposing and redressing of social injustice. Two of the pervasive and perduring evils of our time are sexism and racism. With their insights into theological authenticity and their skills in both shaping attitudes and inspiring actions, religious educators are in potent positions to effect liberationist change. To do so, they must become comprehensively informed and profoundly committed. They must become transformed teachers of transforming truth.

I have looked at the South's beautiful churches with their lofty spires pointing heavenward. I have beheld the impressive outlines of their massive religious education buildings. Over and over I found myself asking, What kind of people worship here? Who is their God?     

Beyond Construction: Five arguments for the role and value of critique in learning science

This paper argues that science education has overemphasized the importance of construction at the expense of critique. In doing so, it draws on two key premises—Ford's argument that the construction of knowledge requires a dialectic between construction and critique and Mercier and Sperber's theory of argumentative reasoning that critique is essential for epistemic vigilance. Five separate cases are presented which argue that the absence of critique within school science limits the opportunities for students to engage in scientific reasoning making the learning of science less effective. These five arguments incorporate research literature surrounding the nature of science, epistemology, literacy, pedagogy, and motivation. Furthermore, we draw on data collected from cognitive think-aloud interviews to show that students can, with the appropriate prompts, engage in the important epistemic activity of critique. We conclude by examining the implications for the teaching and learning of science. In essence, we argue that the undervaluing of critique within the curriculum and pedagogy of school science results in a failure to develop the analytical faculties which are the valued hall mark of the practicing scientist; a misrepresentation of the nature of science; and, more importantly, a less effective learning experience. Critique, therefore, needs to play a central role in the teaching and learning of science.     

Online Lexical Competition During Spoken Word Recognition and Word Learning in Children and Adults

Lexical competition that occurs as speech unfolds is a hallmark of adult oral language comprehension crucial to rapid incremental speech processing. This study used pause detection to examine whether lexical competition operates similarly at 7–8 years and tested variables that influence “online” lexical activity in adults. Children (n = 20) and adults (n = 17) were slower to detect pauses in familiar words with later uniqueness points. Faster latencies were obtained for words with late uniqueness points in constraining compared with neutral sentences; no such effect was observed for early unique words. Following exposure to novel competitors (“biscal”), children (n = 18) and adults (n = 18) showed competition for existing words with early uniqueness points (“biscuit”) after 24 hr. Thus, online lexical competition effects are remarkably similar across development.     

The importance of districts

Effectiveness studies have largely concentrated on the school as the unit of analysis, although an increasing number have directed their attention to the teacher as the main unit of interest. But policy is often directed through organisations at the district level or what is sometimes known as the Education Authority (EA). Few studies have explored their importance, but the seminal study by Willms (1987 Willms, J. D. 1987. Differences between Scottish Educational Authorities in their examinations attainment. Oxford Review of Education, 13(2): 211–232. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]) stands out. This paper reports an analysis of 7 large national databases from England using 3-level multilevel models with pupils nested within primary schools that are in turn nested within districts. All tell the same story: The EA attended by pupils has almost no relevance to their progress.     

The soaps: What's on and who cares?

This two‐pronged study analyzed soap opera content, centering on demographics, problems, conversations and sex behaviors, and surveyed soap viewers to determine viewing motives, involvement, and possible effects of soap viewing.     

The Players They are A-Changin': The Rise of Older MMO Gamers

To learn more about demographic characteristics, play behaviors, and motivations of massively multiplayer online gamers over the age of 50, researchers administered a questionnaire to 32,261 Wizard101 subscribers. Cross-referencing responses with behavioral data recorded by game servers, researchers found that older players were significantly more likely to be women. Older players played longer and underestimated their playtime, they were less likely to play on console and hand-held systems, and they were less likely to cite social, achievement, and player versus player combat motivations. However, older online gamers were more likely to cite self-growth and learning motivations for game play than those under 50.