As ‘process’ as it can get: students' understanding of biological processes

Students' understanding of biological phenomena are analysed via the ontological categories of processes and matter. The analysis is based on tenth graders' explanations regarding biological phenomena such as photosynthesis, energy resources, temperature regulation and interrelations between living/nonliving worlds. This direction of analysis is an attempt to flow with the more meaningful trend of biological research and thought, that emphasizes the importance and fruitfulness of the process approach. Some implications regarding biology learning and teaching are suggested.     

Towards new molecular sensory devices: charged guest recognition by redox responsive ligand systems

This year marks the 25th anniversary of the discovery of crown ethers by C. J. Pedersen (see Mary R. Truter and C. J. Pedersen Endeavour, 30, 142, 1971). This article reviews some new developments in this important field. New crown ether and related ligand systems that contain organometallic redoxactive groups can complex and electrochemically detect cations (metals, ammonium) and anions (halide, nitrate) in polar solvents. Thus, they represent prototypes of novel molecular sensory devices of the future.     

The City of Richgate: A/r/tographic Cartography as Public Pedagogy

The City of Richgate project worked with eight intergenerational immigrant families and examined immigrant experiences and narratives through a community‐engaged process that employed a/r/tography as a methodology. As such, the research also investigated the extent to which a/r/tographical research could visually and narratively portray the analysis of data collected by the co‐a/r/tographers. After interviewing and collecting images from each family, large artistic gates (banners) were created. This first phase of the project revealed the power of images in situ, and thus the power of a/r/tography in situ. For the community members and co‐a/r/tographers meanings were constructed within ongoing a/r/tographic inquiries described as collective artistic and educational praxis. The second phase involved the identification of important places by each family within the City of Richmond. After analysing all of the data, several works of art were created with each family in mind: bus shelter images juxtaposing close‐up and far away geographical images; side‐by‐side images portraying historical and contemporary images of family ideals and/or issues; banners illustrating families in meaningful poses; and archival collections portraying the importance of identity and memory in the transformation of culture. This phase culminated in a citywide exhibition of the artwork performing public pedagogy. The exhibition questioned the idea of a City of Richmond having a community centre, and instead exhibited many Richgates, or conceptions of Richmond. Rather than having a city centre, there are many centres, a Network of Cities of Richgates, where centres are constantly changing and shifting to reflect the narratives of individuals living in a psycho‐geographical region of a city.     

Teaching physics in junior high school: crossing the borders of fear

Israeli junior high‐school science teachers usually have a background in biology, and their knowledge of physics is limited. We show that by improving teachers' qualitative understanding it is possible to increase their confidence and willingness to teach physics. We conducted three‐day workshops for teachers (n = 92), which were followed by ongoing activities and support. The teacher workshops were based on a new qualitative approach that we developed for studying mechanics, which has been shown to be effective with students. A study of teachers who had not participated in the workshop shows that they had the same conceptual difficulties as their students. A comparison of pre‐ and post‐workshop questionnaires indicates that the participating teachers gained self‐confidence in their ability to explain everyday phenomena, changed their views about the relevance and interest of physics to the students and were willing to implement the method in their classes.     

The Systems Approach to Education: A Practical Viewpoint

The purpose of the foregoing articles is to consider a specific approach to education: a systems approach. A school system consists basically of a collection of individuals connected together through the community. The system may be the entire school, the common room, one class, one class plus its teacher, one pupil plus one teacher, etc. The number and types of systems within a school are many, and because education deals with the brains and minds of individuals, it is dealing with the complex probabilistic system in every person and their complex probabilistic inter-relations. It is an environment in which control is apparent, and, therefore, well suited to a cybernetic study using a systems approach.     

Contemplative Administration: Transforming the Workplace Culture of Higher Education

A contemplative approach to higher education is receiving increased attention and application in the classroom. Applying contemplative practices to administration, however, has received little attention in the literature. This case study offers a unique look at Naropa University and its implementation of contemplative administration. Findings indicate that incorporating contemplative practices into administrative life has benefits to faculty and staff members including an appreciation of being able to bring their personal lives into the workplace in a safe and supportive way and a strengthened commitment to the University’s mission.     

A mechanism for sharing best practices between university technology transfer offices

Research has shown that university technology transfer offices (TTOs) learn through experimentation and failure, and by sharing these experiences with others. There are many barriers to successfully sharing the best practice between TTOs. The Maturity Model (MM) created by Secundo et al. (Meas Bus Excell, 20:42–54, 2016) provides a means by which the performance of a TTO can be better understood to allow for effective sharing of best practices. The aim of this study is to improve and validate the MM to formalize a mechanism through which best practices can be identified and shared between TTOs. This was accomplished by testing the MM in 54 TTOs across Europe and the United Kingdom. Findings regard several improvements of the intangible indicators and the maturity levels of the MM. This research improves the rigor of the MM and formalizes its application as a mechanism for sharing best practices through the Improved MM.