A framework for scaffolding students' assessment of the credibility of evidence

Assessing the credibility of evidence in complex, socio‐scientific problems is of paramount importance. However, there is little discussion in the science education literature on this topic and on how students can be supported in developing such skills. In this article, we describe an instructional design framework, which we call the Credibility Assessment Framework, to scaffold high school students' collaborative construction of evidence‐based decisions and their assessment of the credibility of evidence. The framework was employed for the design of a web‐based reflective inquiry environment on a socio‐scientific issue, and was enacted with 11th grade students. The article describes the components of the Credibility Assessment Framework and provides the details and results of an empirical study illustrating this framework in practice. The results are presented in the form of a case study of how 11th grade students investigated and evaluated scientific data relating to the cultivation of genetically modified plants. Multiple kinds of data were collected, including pre‐ and post‐tests of students' conceptual understanding and their skills in assessing the credibility of evidence, and videotapes of students' collaborative inquiry sessions. The analysis of the pre‐ and post‐tests on students' conceptual understanding of Biotechnology and their skills in assessing the credibility of evidence revealed statistically significant learning gains. Students' work in task‐related artifacts and the analysis of two groups' videotaped discussions showed that students became sensitive to credibility criteria, questioned the sources of data and correctly identified sources of low, moderate, and high credibility. Implications for designers and educators regarding the application of this framework are discussed. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 711–744, 2011     

Research engagement and educational decentralisation: problematising primary school English teachers’ research experiences in China

Teachers are encouraged to enhance professional competence through reflective practice and they are also asked to undertake research to generate evidence for their professional practices. This paper reports on an inquiry into a group of primary school English language teachers’ research engagement in the province of Guangdong on the Chinese mainland. The inquiry explored the effect of educational reforms on the participants’ research engagement through the use of an open‐ended questionnaire and group interviews. The inquiry revealed that research engagement had become an important part of the teachers’ professional lives. Emerging findings from the inquiry also problematised their research engagement as it was found to have been undermined by a competitive promotion mechanism, the teachers’ conceptualisations of research and challenges in the knowledge dissemination process. The paper ends with reflections on how to make teacher research “educational” for teachers and serve as an effective way for professional development.     

危险驾驶罪的几个争议问题

危险驾驶罪的发生地点应当坚持公共道路说,同时实质的考察非公共道路的危险状况。危险驾驶罪之追逐竞驶的认定不必以违反行政法的限速规定为条件。危险驾驶罪属于混合的危险犯,可以追诉,特定情况下可以逮捕。另外,我国应当考虑设立危险驾驶的结果加重犯。     

论强制起诉制度在我国的构建

我国现行刑事诉讼法第一百四十五条和一百七十条第（三）项规定了公诉转自诉制度,目的是加强对被害人的保护和强化对检察机关的监督,然而,无论是在理论层面还是在司法实践中,该制度均存在许多不足之处,使其几乎处于虚置状态,难以实现立法原意,而国外的强制起诉制度则可以很好地解决公诉转自诉所存在的问题。因此研究强制起诉在域外的相关立法,构建符合我国国情的强制起诉制度,对于改革我国的不起诉被害人自我救济制度具有重要意义。     

四个范式:欧洲档案学的观念和战略的变化——1840年以来西方档案观念与战略的变化

本报告首先梳理了西方档案理论与档案史,探讨了那些激发档案专业思想、战略及方法的概念,其次又着重阐述了档案鉴定这个由档案工作者从人类文献记录中挑选出很小比例作为档案长久保存的过程。19世纪至今的档案工作者对其工作、职能、活动及社会作用的认识经历了(或者说显示了)四个大的思想框架(或范式),探讨和了解这个背景可以让我们更好地认识和应对我们现在所处的这个数字时代的挑战。     

EditorialEvidence based library and information practice

Whilst many of us engage in supporting clinicians in identifying, appraising and using evidence, how many of us adopt the same approach to our own work? A recent survey by the UK LIS Research Coalition indicated that 60% of respondents use research reports as a source of information whilst a similar proportion of health library respondents use professional events such as conferences as a source of information. This summer sees the 6^th International Evidence Based Library and Information Practice (EBLIP6) being held at the University of Salford, UK between 27^th‐30^th June which will go some way to satisfying this latter information need whilst the Health Information and Libraries Journal can help satisfy the need for research reports. Whatever you’re doing this summer, let’s make it evidence based.     

Bridging the ‘Know‐Do Gap’: a role for health information professionals?

This feature briefly examines the development of knowledge translation, knowledge transfer and the knowledge broker role as constituting the next manifestation of the movement that brought us evidence based medicine and its derivatives. It examines the extent to which health information professionals currently meet the specification for a knowledge broker role. In doing so it assesses the strengths and weaknesses of the profession when ranged alongside the five components of the knowledge transfer process that is, problem identification; knowledge development and selection; analysis of context; knowledge transfer interventions; and knowledge utilization. Current deficiencies also lie in a need for political astuteness and awareness and in a lack of knowledge of the most significant models of behavioural change. The feature concludes by examining the potential for knowledge team approaches arguing that gains from a wider perspective that encompasses the entire knowledge process may be even more significant than the pooling of collective knowledge, skills and expertise.     

模拟现场在本科法医物证学实践教学中的应用

法医物证学是法医学一门重要的分支应用性学科。随着社会的进步和专业技术的发展,传统法医物证教学培养的人才已不能满足公检法及社会鉴定机构的需求。培养理论基础扎实、综合分析并解决问题能力更强的法医学专业人才,已成为当前法医学教学的重点。实验教学是法医学人才实践能力培养的核心环节。我校法医物证教研室通过与公安机关合作,将模拟刑事案件现场用于法医物证的实践教学中,构建综合性实验教学体系,让学生运用所学专业知识,完成现场勘验,现场生物检材的发现、提取、包装、保存和送检以及实验室检测、出具鉴定报告等,勇于打破专业课间的界限,加强关联学科知识的学习等实验教学体系的改革,取得了较好的教学效果。     

“动车组结构及原理”教学模式改革效果的定量评价

为了准确了解"动车组结构及原理"教学模式改革效果,该文提出一种基于模糊综合评判和D-S证据理论相结合的教学模式改革效果定量评价方法。该研究方法在一定程度上提高了评价结果的客观性,为教学模式的改进提供了参考。     

公安机关适用非法证据排除规则实务问题研究

非法证据排除规则被誉为“审判中的审判”。实践中,有罪推定思想及刑讯逼供、法律程序违法、证据文书制作违法等因素可能导致公安机关收集的证据非法而面临被排除的结果。公安机关为防止冤假错案,应转变办案思想,杜绝刑讯逼供,依照法定程序办案,规范文书制作,做到规范取证。