Comparing Simulation Sequencing in a Chemistry Online-Supported Project-Based Learning Unit

Journal of Science Education and Technology - Numerous studies illustrate the value of simulations or project-based learning approaches to enhance the learning of science. Simulations can help...     

Traveller culture and lifestyle as factors influencing children's integration into mainstream secondary schools in West Belfast

In 1997, the Department of Education for Northern Ireland made the decision to mainstream Traveller children into secondary schools including those in West Belfast. Before then, Traveller children over 11 years of age remained in a dedicated school for all Traveller children of school age living within the catchment area of West Belfast. This paper presents the findings of a small‐scale research project that examined the experiences of Traveller children attending two West Belfast secondary schools which have integrated Traveller children into mainstream education since 1997. It also discusses ramifications of mainstreaming for Traveller parents in West Belfast. The project focused particularly on the following: the attitudes of Traveller children to mainstreaming and inclusion at secondary level; the possibilities mainstreaming offers for furthering the inclusion of Travellers into the community at large; and the perceptions of Traveller parents in West Belfast to mainstreaming in secondary schools.     

‘Just Be Quiet and Listen to Exactly What He's Saying': Conceptualising power relations in inquiry-oriented classrooms

Interest in inquiry-based science education (IBSE) often pays little heed to the complex power relations that exist within classrooms. A common obstacle to inquiry is that it strongly diverges from current classroom culture and hence, is outside the sphere of teachers' and students' experiences. Teachers and students bring expectations to the classroom that are entrenched in traditional practices and influenced by dynamics of power that exist within all teacher–student relationships. This study, which emerged during a wider study of the use of a Virtual Chemistry Lab in supporting IBSE, explores how classroom discourse constructs and maintains power relations that either stifle or facilitate inquiry-based approaches in two science lessons. Research methods included teacher interviews, student focus groups, video-recorded lessons, and student self-assessments. Findings indicate distinctive features of power inside the classroom that impact on inquiry-based instruction, such as predominant teacher monitoring on task completion over task understanding, lack of student engagement in ownership of scientific ideas, and prevailing norms of what effective teacher questioning is. We discuss implications for IBSE change efforts, highlighting that well-established power relations currently represent an important limiting factor in the capacity of teachers' IBSE implementation.     

Advances in three-dimensional rapid prototyping of microfluidic devices for biological applications

The capability of 3D printing technologies for direct production of complex 3D structures in a single step has recently attracted an ever increasing interest within the field of microfluidics. Recently, ultrafast lasers have also allowed developing new methods for production of internal microfluidic channels within the bulk of glass and polymer materials by direct internal 3D laser writing. This review critically summarizes the latest advances in the production of microfluidic 3D structures by using 3D printing technologies and direct internal 3D laser writing fabrication methods. Current applications of these rapid prototyped microfluidic platforms in biology will be also discussed. These include imaging of cells and living organisms, electrochemical detection of viruses and neurotransmitters, and studies in drug transport and induced-release of adenosine triphosphate from erythrocytes.     

Using collaborative technology to enhance pre-service teachers’ pedagogical content knowledge in Science

Groups of 11‐year‐olds in their first term at secondary school were given three cognitive tests. Girls and boys were found to be approximately equal in science knowledge. Boys did slightly better on tests of physical science, especially when these were in multiple choice form, but otherwise there were few sex differences. Neither the style of the question (multiple choice or structured) nor the content (feminine or masculine) had any great effect on sex differences in performance. However, boys performed markedly better than girls on tests of spatial ability and mechanical reasoning. These skills may be important for later success in technical studies at school.     

Preservice elementary teachers' perceptions of their science laboratory instructors in a phenomena-based laboratory and how it impacts their conceptual development

Phenomena-based approaches have become popular for elementary school teachers to engage children's innate curiosity in the natural world. However, integrating such phenomena-based approaches in existing science courses within teacher education programs present potential challenges for both preservice elementary teachers (PSETs) and for laboratory instructors, both of whom may have had limited opportunities to learn or teach science within the student and instructor roles inherent within these approaches. This study uses a convergent parallel mixed-methods approach to investigate PSETs' perceptions of their laboratory instructor's role within a Physical Science phenomena-based laboratory curriculum and how it impacts their conceptual development (2 instructors/121 students). We also examine how the two laboratory instructors' discursive moves within the laboratory align with their's and PSETs' perceptions of the instructor role. Qualitative data includes triangulation between a student questionnaire, an instructor questionnaire, and video classroom observations, while quantitative data includes a nine-item open response pre-/post-semester conceptual test. Guided by Mortimer's and Scott's analytic framework, our findings show that students primarily perceive their instructors as a guide/facilitator or an authoritarian/evaluator. Using Linn's knowledge integration framework, analysis of pre-/post-tests indicates that student outcomes align with students' perceptions of their instructors, with students who perceive their instructor as a guide/facilitator having significantly better pre-/post-outcomes. Additional analysis of scientific discourse from the classroom observations illustrates how one instructor primarily supports PSETs' perspectives on authentic science learning through dialogic–interactive talk moves whereas the other instructor epistemologically stifles personally relevant investigations with authoritative–interactive or authoritative–noninteractive discourse moves. Overall, this study concludes by discussing challenges facing laboratory instructors that need careful consideration for phenomena-based approaches.     

Viscoelastic impact characterisation of solid sports balls used in the Irish sport of Hurling

In recent years, variability in behaviour of the sliotar, a small leather-bound ball used in the Irish sport of hurling, has become evident in championship matches. The inconsistency in performance was attributed to the range of constructions and material compositions of currently approved ball types. With a view to adopting a standard core, a new methodology has been commissioned to assess the dynamic impact behaviour of approved sliotar cores. In this paper, the relationship between the dynamic stiffness and the coefficient of restitution is presented with regard to material properties, ball construction and viscoelastic strain and strain-rate dependencies. The modern polymer ball types were shown to exhibit strain-rate sensitivity, while the performance of the traditional multi-compositional ball types exhibited lesser strain-rate dependence. The traditional balls types were shown to be up to 2.5 times stiffer than the modern ball types, with this finding having implications for ball energy dissipation.     

Higher education professionals' perspectives on international student experiences of life and learning in Ireland: a qualitative study

Although numerous studies have explored international students' experiences, there is a dearth of research exploring the perspectives of professionals who have contact with international students. The present study addresses this gap in the literature by providing an analysis of higher educational professionals' (n=11) perspectives of international students' experiences and analysing the challenges which arise when working with international students. In this study, semi-structured interviews were conducted with staff from a large Irish Higher Education Institution. Participants described a range of difficulties experienced by international students, including sociocultural and psychological difficulties, and outlined a number of challenges which exist when dealing with international students, most of which relate to cultural differences and lack of interest in internationalisation. The findings have important policy and practical implications for higher education service provision and point to the need to consider internationalisation as a process which can be enriching for international students, host students and staff members alike.