Developing and acting upon one's conception of the nature of science: A follow‐up study

This study aimed to delineate the factors mediating the translation of preservice teachers' conceptions of the nature of science into instructional planning and classroom practice. Additionally, the study assessed the influence of temporally separating teaching preservice teachers about the nature of science and teaching them how to address it instructionally. This latter intervention was based on the results of a previous investigation. Prior to student teaching, the 13 participants responded to an open‐ended questionnaire designed to assess conceptions of the nature of science. Throughout student teaching, daily lesson plans, classroom videotapes, portfolios, and supervisors' weekly clinical observation notes were collected and searched for explicit instances of nature of science planning and/or instruction. Following student teaching, participants were interviewed to validate their responses to the open‐ended questionnaire, identify factors that mediate the translation of their conceptions of the nature of science into classroom teaching, and explicate their pedagogical preferences for teaching the nature of science. Participants possessed adequate understanding of several aspects of the nature of science and, contrary to the results of the earlier investigation, most did not conflate the nature of science with science processes. Furthermore, several participants explicitly addressed some aspects of the nature of science during classroom instruction. Participants, however, failed to include the nature of science among their instructional objectives and did not make a concerted effort to assess student understandings. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 563–581, 2000     

H2 and H∞ optimal model reduction using genetic algorithms

The mathematical modeling of most physical systems, such as aerospace systems, heat processes, telecommunication systems, transmission lines and chemical reactors, results in complex high order models. The complexity of the models imposes a lot of difficulties in analysis, simulation and control designs. Several analytical model reduction techniques have been proposed in literature over the past few decades to reduce these difficulties. However, most of the optimal techniques follow computationally demanding, time consuming, iterative procedures that usually result in non-robustly stable models with poor frequency response resemblance to the original high order model in some frequency ranges. Genetic Algorithm (GA) has proved to be an excellent optimization tool in the past few years. Therefore, the aim of this paper will be to use GA to solve H₂ and H_∞ norm model reduction problems, and help obtain globally optimized nominal models.     

From scientific practice to high school science classrooms: Transfer of scientific technologies and realizations of authentic inquiry

The Biology Workbench (BW) is a web‐based tool enabling scientists to search a wide array of protein and nucleic acid sequence databases with integrated access to a variety of analysis and modeling tools. The present study examined the development of this scientific tool and its consequent adoption into the context of high school science teaching in the form of the Biology Student Workbench (BSW). Participants included scientists, programmers, science educators, and science teachers who played key roles along the pathway of the design and development of BW, and/or the adaptation and implementation of BSW in high school science classrooms. Participants also included four teachers who, with their students, continue to use BSW. Data sources included interviews, classroom observations, and relevant artifacts. Contrary to what often is advocated as a major benefit accruing from the integration of authentic scientific tools into precollege science teaching, classroom enactments of BSW lacked elements of inquiry and were teacher‐centered with prescribed convergent activities. Students mostly were preoccupied with following instructions and a focus on science content. The desired and actual realizations of BSW fell on two extremes that reflected the disparity between scientists' and educators' views on science, inquiry science teaching, and the related roles of technological tools. Research on large‐scale adoptions of technological tools into precollege science classrooms needs to expand beyond its current focus on teacher knowledge, skills, beliefs, and practices to examine the role of the scientists, researchers, and teacher educators who often are involved in such adoptions. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 48: 37–70, 2011     

Effect of Intermittent Kangaroo Mother Care on Weight Gain of Low Birth Weight Neonates With Delayed Weight Gain

Objective: To evaluate intermittent Kangaroo Mother Care (KMC) with additional opportunities to breastfeed on weight gain of low birth weight (LBW) neonates with delayed weight gain. Methods: 40 LBW neonates were followed to see whether KMC with additional opportunities to breastfeed improved weight gain. Results: In the KMC group, the mean age of regaining birth weight was significantly less (15.68 vs. 24.56 days) and the average daily weight gain was significantly higher (22.09 vs. 10.39 g, p < .001) than controls. Conclusion: KMC with additional opportunities to breastfeed was found to be an effective intervention for LBWs with delayed weight gain and should be considered to be an effective strategy.     

Children of the sug: a study of the daily lives of street children in Khartoum, Sudan, with intervention recommendations

OBJECTIVES: The study examines street children's daily lives in Khartoum, Sudan to recommend ways to improve their conditions and to successfully assist them off the streets. METHODS: In 2000-2001, eight researchers conducted participant observation for 7 weeks; 20 groups of children engaged in role-plays and drawing activities; over 500 children participated in qualitative group and individual interviews; and 872 current and former street children were surveyed. RESULTS: Approximately half of children were 14 years old or younger. Daily life focused on eating, sucking glue-soaked rags, obtaining money, and sometimes movies or games; many children valued their freedom and relatively abundant food on the streets. Boys engaged in odd jobs, and sometimes theft, begging, or sex work. Girls had fewer work opportunities and primarily obtained money through begging and sex work. Almost half of children saw their families weekly. Children belonged to same-sex groups of common geographic origin, which shared food, shelter, and care when sick; boys' group leaders could be both protectors and aggressors. Most girls had a boyfriend who financially assisted and protected her. Girls frequently were raped by street boys, police, or other men. Children feared routine capture, beating and incarceration by authorities. Former street children were housed in large camps where abuse was common, or costly small residencies. CONCLUSIONS: Street-based services to improve children's health and safety are urgently needed. Re-integration programs may help large numbers of children voluntarily and permanently leave the streets. Advocacy campaigns and collaborative efforts with the police, judiciary and legislature should be intensified. PRACTICE IMPLICATIONS: The paper highlights important challenges facing street children in Khartoum, and provides specific recommendations for how they might be better assisted while on the streets and successfully helped off of the streets through community re-integration, rather than current (1) large-scale beating and incarceration by government authorities, or (2) small-scale and costly residential housing by NGOs. The findings have already been used in a sustained advocacy campaign that has resulted in a number of positive legislative changes for street children, such as parliamentary endorsement of a new bill that improves street children's legal status.     

Influence of explicit and reflective versus implicit inquiry‐oriented instruction on sixth graders' views of nature of science

This study investigated the influence of an explicit and reflective inquiry‐oriented compared with an implicit inquiry‐oriented instructional approach on sixth graders' understandings of nature of science (NOS). The study emphasized the tentative, empirical, inferential, and imaginative and creative NOS. Participants were 62 sixth‐grade students in two intact groups. The intervention or explicit group was engaged in inquiry activities followed by reflective discussions of the target NOS aspects. The comparison or implicit group was engaged in the same inquiry activities. However, these latter activities included no explicit references to or discussion of any NOS aspects. Engagement time was balanced for both groups. An open‐ended questionnaire in conjunction with semistructured interviews was used to assess participants' NOS views before and at the conclusion of the intervention, which spanned 2.5 months. Before the intervention, the majority of participants in both groups held naive views of the target NOS aspects. The views of the implicit group participants were not different at the conclusion of the study. By comparison, substantially more participants in the explicit group articulated more informed views of one or more of the target NOS aspects. Thus, an explicit and reflective inquiry‐oriented approach was more effective than an implicit inquiry‐oriented approach in promoting participants' NOS conceptions. These results do not support the intuitively appealing assumption that students would automatically learn about NOS through engagement in science‐based inquiry activities. Developing informed conceptions of NOS is a cognitive instructional outcome that requires an explicit and reflective instructional approach. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 551–578, 2002     

Counselor competencies and personality traits at secondary schools in Kuwait

The aim of this research is to study the effective competencies and personality traits of secondary school counselers. A questionnaire was designed to measure counselor competencies, and a simple one way analysis of variance was used for each major competency area to test the differences between counselors who were rated high or low by their supervisors. The 16 Personality Factor Test was also administered to measure differences in personality traits between the two counselor groups. The results are consistent with previous research. It was also found that there are differences between high and low rated counselors in several personality traits.     

Initiatives et resistances dans les etats arabes

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