The Interconnected Model of Professional Growth as a means to assess the development of a mathematics teacher

In this qualitative study we used a case study approach to observe and analyse a mathematics teacher who was challenged to redesign her lessons during network meetings with colleagues. Changes in practical knowledge are described by means of concept maps and semi-structured interviews. We applied cycles of change from the Interconnected Model of Professional Growth to describe the teacher’s professional development. We show that the teacher’s practical knowledge changes in the domain of practical content knowledge, and that controlled experimentation and reflection are necessary conditions to learn a new teaching strategy and to develop a series of lessons for pupils.     

What Teachers of Science Need to Know about Models: An overview

The purpose of this article is to provide an overview of the nature of models and their uses in the science classroom based on a theoretical review of literature. The ideas that science philosophers and science education researchers have in common about models and modelling are scrutinised according to five subtopics: meanings of a model, purposes of modelling, multiplicity of scientific models, change in scientific models and uses of models in the science classroom. First, a model can be defined as a representation of a target and serves as a ‘bridge’ connecting a theory and a phenomenon. Second, a model plays the roles of describing, explaining and predicting natural phenomena and communicating scientific ideas to others. Third, multiple models can be developed in science because scientists may have different ideas about what a target looks like and how it works and because there are a variety of semiotic resources available for constructing models. Fourth, scientific models are tested both empirically and conceptually and change along with the process of developing scientific knowledge. Fifth, in the science classroom, not only teachers but also students can take advantage of models as they are engaged in diverse modelling activities. The overview presented in this article can be used to educate science teachers and encourage them to utilise scientific models appropriately in their classrooms.     

Dimensions of Socio-economic Status and their Relationship to Mathematics and Science Achievement at Individual and Collective Levels

Applying two-level structural equation modelling techniques, the current study examined the dimensionality of socio-economic status (SES) and its relationship with mathematics and science performance at student and school levels. Data were drawn from population 2 (13-year-olds) of 17 countries in the Third International Mathematics and Science study (TIMSS). A set of items about the ownership of household materials was used to measure the dimensions of SES. For most of the countries, a general economic dimension and a cultural dimension were identified at the student level. The cultural dimension had the greatest impact on students' mathematics and science achievement. At the school level, however, only a general economic dimension was found in most countries. This dimension was interpreted to represent community wealth. It was found to be highly related to school mean maths-science achievement, except for the countries where an additional cultural dimension is identified. This cultural dimension can be interpreted as the community cultural resources and atmosphere, and is strongly related to average school mathematics and science achievement. The current study confirmed that the ownership of a set of household materials can be used as SES indicators in exploring its multifaceted feature at both individual and school levels. A similar model structure is found in different countries by applying these indicators, despite the fact that the content of the set of household possessions is different. The findings show that the latent structure of SES at individual level is different from that at the school level, and that SES dimensions have different effects on mathematics and science achievement at individual and school levels.     

Time to seize the digital evolution: Adoption of blockchain in operations and supply chain management among Malaysian SMEs

This study aims to investigate the effects of relative advantage, complexity, upper management support, cost, market dynamics, competitive pressure and regulatory support on blockchain adoption for operations and supply chain management among Small-Medium Enterprises (SMEs) in Malaysia. Unlike existing studies that employed linear models with Technology Acceptance Model or United Theory of Acceptance and Use of Technology that ignores the organisational and environmental factors, we adopted the Technology, Organisation and Environment Framework that covers the technological dimensions of relative advantage and complexity, organisational dimensions of upper management support and cost and environmental dimensions of market dynamics, competitive pressure and regulatory support. Empirical data from 194 SMEs were investigated and ranked using a nonlinear non-compensatory PLS-ANN approach. Competitive pressure, complexity, cost and relative have significant effects on behavioural intention. Market dynamics, regulatory support and upper management support were insignificant predictors. SMEs often lack resources for technological investments but faces same requirements for streamlining business processes to optimise returns and blockchain presents a viable option for SMEs’ sustainability due to its features of immutability, transparency and security that have the potential to revolutionise businesses. This study contributes new knowledge to the literature on factors that affect blockchain adoption and justifications were discussed accordingly.     

The Use of Representations and Argumentative and Explanatory Situations

This paper discusses the use of non-verbal representations in a modelling-based science teaching context, in which argumentative and explanatory situations occur. More specifically, we analyse how the students and teacher use representations in their discourse in modelling activities, and we discuss the relationships between the functions of these representations and the demands of the explanatory and argumentative situations that exist in that classroom. The data were collected by video recording all the classes in which a teaching sequence about intermolecular interactions was used—a topic which the students had not previously studied. In the activities, the students had to create, express, test, and discuss models in order to understand the difference between intermolecular and interatomic interactions, as well as their influences on the properties of substances. Initially, we selected excerpts of the recorded classes in which a non-verbal representation was used. Then, we used criteria to identify the argumentative and explanatory situations (previously defined), and we created categories for the functions of the representations that were used in order to analyse all the identified situations. The analysis supports conclusions indicating the relevance of the use of non-verbal representations in the construction, use, and defence of explanations. As the defence of explanations was the main context in which argumentative situations occurred in this study, our conclusions also indicate the contribution that representations make towards changing the status of the students' explanations.     

Design science research – a powerful tool for improving methods in engineering education research

ABSTRACT

Modelling is a central activity in practical engineering and something that is also useful in engineering education research (EER). Additionally, qualitative research methods have found important applications in engineering research, although their use in EER has not always been widely accepted. Design science research is a qualitative research approach in which the object of study is the design process, i.e. it simultaneously generates knowledge about the method used to design an artefact and the design or the artefact itself. This paper uses techniques from design science research to analyse the method used when deriving the ‘learning of a complex concept’ (LCC) model, which we developed while designing teaching sequences for a course on electrical engineering. Our results demonstrate the value of design science research in EER and suggest that the LCC model is generally applicable in this field.     

透视中国古代雕塑的艺术特色

中国古代雕塑有独特的艺术特色。它的形成与中国古老的哲学有直接的联系。它主要受儒、释、道思想的影响。在中国古代文化背景的影响下，中国古代雕塑融功能美、意念美，形式美于一体，具有极强的浪漫主义色彩；在造型方面写实中带夸张，重类相，重写意；同时中国古代雕塑多种表现手法融于一体。     

Retracted: On a Patrol Problem

Retraction: The following article from Teaching Statistics, ‘On a Patrol Problem’ by Mohammed Ageel, published online on 8 June 2007 on Wiley Online Library (onlinelibrary.wiley.com), has been retracted by agreement between the author, the current and immediate past journal Editors, Paul Hewson and Roger Johnson, the Trustees of Teaching Statistics and Blackwell Publishing Ltd. The retraction has been agreed due to unacknowledged overlap with ‘A Patrol Problem’ by Alan Levine, published in Mathematics Magazine, vol. 59, no. 3, pp. 159–166 (1986).