Developing networks of grass-roots science curriculum action

This paper describes an ongoing process of participatory curriculum development. It outlines some of the tensions which need to be explored in science curriculum development: debates about the nature of science, of society, of school science content and of learning theories. The process whereby action can arise from this debate is also explored. An example will be outlined of a network of science curriculum action which has developed from the work of a range of science education projects in Natal, South Africa. Specializations: science curriculum development from primary to tertiary level. Specializations: inservice primary science teacher development. Specializations: inservice teacher development, biology education. Specializations: environmental education, teacher development. Specializations: environmental education, teacher development.     

Transformation and Closure for Anatomical Donor Families that Meet Medical Students

The University of Oklahoma College of Medicine has conducted an annual Anatomical Donor Luncheon where families of the anatomical donors met anatomy dissection groups of medical students. The luncheon presented an opportunity for donor family members to share the life story of their loved one with the medical students prior to the start of the anatomy course. This study was designed to understand the impact of the Anatomical Donor Luncheon on families of the donors. Seven families in two different focus groups were included to explore the reactions and attitudes of the donor families to meeting the medical students. Conversations were digitally recorded and transcribed. Qualitative analysis of textual data were coded by three investigators using the Constant Comparative Method. To provide evidence of validity, a form of member checking was utilized. For further triangulation, an analyst not involved in conducting the focus groups or analyzing the data, re-coded all data. This analyst used categories and themes identified by the original analysts, ensuring validity of the themes and any negative cases (data not supporting or contradictory of the established categories and themes). One meta-theme and three sub-themes were identified. The meta-theme was Donor Family Participants Experience Transformation and Closure, and sub-themes were Motivators for Participation, Optimal Venue Factors, and Optimal Medical Student–Anatomical Donor Family Interactions. Study findings indicated the Anatomical Donor Luncheon facilitated closure on the death of their loved one, and transformed their apprehension about the luncheon and body donation into an attitude of gratitude and appreciation.     

The most important points in grand slam singles tennis

A computerized data management system was used to enter details of points played in 252 tennis matches from the men's and women's singles events of all four Grand Slam tournaments over a 2-year period. A supplementary data analysis system was developed to determine the proportion of points won by each player on serve at each game score from love all to deuce as well as the proportion of games the player went on to win from each score. Analysis of the 43 matches in which both players served at each score from love all to deuce revealed that the proportion of points won by the server was not significantly influenced by score, F(15, 495) = 0.8, p > .05. A further analysis of the 175 matches consisting of at least 100 points revealed that the proportion of points won by the superior player was not significantly influenced by gender, F(1, 165) = 0.1, p > .05, or surface, F(3, 165) = 0.1, p > .05. However, the proportion of points won when serving was significantly greater in men's singles than women's singles, F(1, 165) = 69.7, p < .001, R2 = .30. Surface also had a significant influence on the proportion of points won when serving, F(3, 165) = 8.1, p < .001, R2 = .13, with a significantly greater proportion of points won when serving by both winning and losing players at Wimbledon than at the Australian and French Opens, p < .05. This suggests that gender and surface should be accounted for when determining the importance of points in Grand Slam tennis.     

Virtual education in universities: a technological imperative

Many educational journals have debated the issue of the "virtual university". As technology is improving and evolving, such "virtuality" becomes a reality. The forecasts are that, in the not too distant future, it will be possible for courses to be completed solely by the use of the World Wide Web or Internet. These "virtual classrooms" will take the place of the solid buildings where students currently attend lectures, at set times in set rooms. The information will be gathered at the student's convenience and assignments will be handed in via this medium. There is potentially an advantage for everyone involved, from the reduced building resource costs to the availability of teaching support 24 hours a day, 7 days a week
Whilst many of these studies identify the benefits of technology in education there are dissenting voices from many other quarters. However there are also arguments identifying the disadvantages to the technology based delivery systems proposed. Either way, there are going to be radical changes in the methods which students will use to tackle the workload involved in studying towards a degree. This paper will explore both sides of the argument. The main contention of this paper is that technology undoubtedly will offer many benefits for the learner, however, the pitfalls need careful consideration in the design of the learning environment. This paper uses examples from educational institutions across different cultures.