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Descriptors:
Females; Caring; Sexual Identity; Physical Sciences; Career Choice; Elementary School Students; Femininity; Science Careers; Parent Aspiration; Longitudinal Studies; Surveys; Interviews; Feminism; Occupational Aspiration; Social Differences; STEM Education; Student Attitudes; Parent Attitudes; Classification; Foreign Countries

Abstract:
Internationally, there is widespread concern about the need to increase participation in the sciences (particularly the physical sciences), especially among girls/women. This paper draws on data from a five-year, longitudinal study of 10-14-year-old children's science aspirations and career choice to explore the reasons why, even from a young age, many girls may see science aspirations as "not for me". We discuss data from phase one--a survey of over 9000 primary school children (aged 10/11) and interviews with 92 children and 78 parents, focusing in particular on those girls who did not hold science aspirations. Using a feminist poststructuralist analytic lens, we argue that science aspirations are largely "unthinkable" for these girls because they do not fit with either their constructions of desirable/intelligible femininity nor with their sense of themselves as learners/students. We argue that an underpinning construction of science careers as "clever"/"brainy", "not nurturing" and "geeky" sits in opposition to the girls' self-identifications as "normal", "girly", "caring" and "active". Moreover, we suggest that this lack of fit is exacerbated by social inequalities, which render science aspirations potentially less thinkable for working-class girls in particular. The paper concludes with a discussion of potential implications for increasing women's greater participation in STEM (Science, Technology, Engineering and Mathematics). (Contains 2 tables and 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Physical Sciences; Scientific Methodology; Biology; Science Education; Science Instruction; Scientific Concepts; Taxonomy

Abstract:
The vision of natural kinds that is most common in the modern philosophy of biology, particularly with respect to the question whether species and other taxa are natural kinds, is based on a revision of the notion by Mill in "A System of Logic." However, there was another conception that Whewell had previously captured well, which taxonomists have always employed, of kinds as being types that need not have necessary and sufficient characters and properties, or essences. These competing views employ different approaches to scientific methodologies: Mill's class-kinds are not formed by induction but by deduction, while Whewell's type-kinds are inductive. More recently, phylogenetic kinds (clades, or monophyletic-kinds) are inductively projectible, and escape Mill's strictures. Mill's version represents a shift in the notions of kinds from the biological to the physical sciences. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Science Education; Physical Sciences; Learning Theories; Science Instruction; Science Teachers; Elementary School Science; Geology; Science Curriculum; Curriculum Development; Self Management; Educational Strategies; Knowledge Base for Teaching; Science and Society; Evolution; Controversial Issues (Course Content); Educational Research; Research Methodology; Learner Engagement; Persuasive Discourse; Models; Secondary School Science; Simulation; Educational Games; Biology; Interdisciplinary Approach; Middle School Students; Urban Schools; Informal Education; Discourse Analysis; Classroom Communication; Socialization; Physical Environment; Theory Practice Relationship; Student Evaluation; Academic Standards; Inquiry; Measurement

Abstract:
"Approaches and Strategies in Next Generation Science Learning" examines the challenges involved in the development of modern curriculum models, teaching strategies, and assessments in science education in order to prepare future students in the 21st century economies. This comprehensive collection of research brings together science educators, researchers, and administrators interested in enhancing the teaching and learning of next generation science. Contents include: (1) Self-Regulated Learning as a Method to Develop Scientific Thinking (Erin E. Peters Burton); (2) Multiple Perspectives for the Study of Teaching: A Conceptual Framework for Characterizing and Accessing Science Teachers' Practical-Moral Knowledge (Sara Salloum); (3) Teaching a Socially Controversial Scientific Subject: Evolution (Hasan Deniz); (4) A Theoretical and Methodological Approach to Examine Young Learners' Cognitive Engagement in Science Learning (Meng-Fang Tsai and Syh-Jong Jang); (5) Argumentation and Modeling: Integrating the Products and Practices of Science to Improve Science Education (Douglas Clark and Pratim Sengupta); (6) Reification of Five Types of Modeling Pedagogies with Model-Based Inquiry (MBI) Modules for High School Science Classrooms (Todd Campbell, Phil Seok Oh, and Drew Neilson); (7) Why Immersive, Interactive Simulation Belongs in the Pedagogical Toolkit of "Next Generation" Science: Facilitating Student Understanding of Complex Causal Dynamics (M. Shane Tutwiler and Tina Grotzer); (8) Teachers and Teaching in Game-Based Learning Theory and Practice (Mario M. Martinez-Garza and Douglas Clark); (9) Opening Both Eyes: Gaining an Integrated Perspective of Geology and Biology (Renee M. Clary and James H. Wandersee); (10) Promoting the Physical Sciences among Middle School Urban Youth through Informal Learning Experiences (Angela M. Kelly); (11) Rooted in Teaching: Does Environmental Socialization Impact Teachers' Interest in Science-Related Topics? (Lisa A. Gross, Joy James and Eric Frauman); (12) Analysis of Discourse Practices in Elementary Science Classrooms using Argument-Based Inquiry during Whole-Class Dialogue (Matthew J. Benus, Morgan B. Yarker, Brian M. Hand and Lori A. Norton-Meier); (13) Next Generation Science Assessment: Putting Research into Classroom Practice (Edward G. Lyon); (14) A Tool for Analyzing Science Standards and Curricula for 21st Century Science Education (Danielle E. Dani, Sara Salloum, Rola Khishfe, and Saouma BouJaoude); and (15) Measuring and Facilitating Highly Effective Inquiry-Based Teaching and Learning in Science Classrooms (Jeff C. Marshall). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Astronomy; Evidence; Physical Sciences; Scientific Concepts; Earth Science; Science History

Abstract:
The Earth's primary atmosphere, which was similar to that of the gas giant planets, was soon lost, and a secondary atmosphere was established by outgassing from the early Earth and from colliding debris. The composition of this atmosphere was probably similar to present-day volcanic emissions but with a tiny percentage of photochemically produced oxygen. In this atmosphere, early anaerobic bacterial life evolved, including photosynthesising cyanobacteria that produced oxygen. From then on, the evolution of the atmosphere was tied closely to the evolution of life, but with chemical constraints that meant progress was slow. In the last 500 million years, the changes have been dramatic, resulting in our current atmospheric composition, which is unique in the solar system. (Contains 4 tables and 11 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Information Technology; Physical Sciences; Foreign Countries; Group Membership; Profiles; Correlation; High School Students; Physics; Chemistry; Mathematics; English; Finno Ugric Languages; Physical Education; Art Education; Regression (Statistics); Prediction; Academic Aspiration; Role; Student Attitudes; Occupational Aspiration

Abstract:
Two independent studies were conducted to extend previous research by examining the associations between task value priority patterns across school subjects and aspirations toward the physical and information technology- (IT-) related sciences. Study 1 measured task values of a sample of 10th graders in the United States (N = 249) across (a) physics and chemistry, (b) math, and (c) English. Study 2 measured task values of a sample of students in the second year of high school in Finland (N = 351) across (a) math and science, (b) Finnish, and (c) the arts and physical education. In both studies, students were classified into groups according to how they ranked math and science in relation to the other subjects. Regression analyses indicated that task value group membership significantly predicted subsequent aspirations toward physical and IT-related sciences measured 1-2 years later. The task value groups who placed the highest priority on math and science were significantly more likely to aspire to physical and IT-related sciences than were the other groups. These findings provide support for the theoretical assumption regarding the predictive role of intraindividual hierarchical patterns of task values for subsequent preferences and choices suggested by the Eccles [Parsons] (1983) expectancy-value model. (Contains 11 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Readiness; Educational Change; Educational Improvement; College Preparation; Mathematics Education; Science Education; Algebra; Geometry; Biology; Physical Sciences; High School Students; Disadvantaged; Advantaged; Course Selection (Students); Program Effectiveness

Abstract:
The "High Schools That Work" school improvement initiative is the nation's largest comprehensive school reform model with over a thousand schools adopting its framework. The initiative's premise is that all students can meet the demands of a college preparatory curriculum if provided the right supports. Analyzing over a decade of data on student course taking and performance, we employ a rigorous comparative interrupted time series strategy to assess the extent to which "HSTW" meets its goal by increasing students' successful progression through the mathematics and science pipelines. Each pipeline consists of three college preparatory courses: algebra 1, geometry, and algebra 2 in mathematics and biology plus two physical science courses in science. The results show no effect on pipeline progression for the average student and some evidence of increased gaps in course taking between more advantaged and disadvantaged students. (Contains 2 figures, 11 tables, and 4 exhibits.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Thinking Skills; Creativity; Science Teachers; Humanities; Science Instruction; Science Laboratories; Problem Based Learning; Scientific Principles; Physical Sciences; Physics; Creative Thinking; Teaching Methods

Abstract:
Science teachers are often content to leave creativity to the arts and humanities classes. Fostering creativity in science, if attempted at all, is a challenge often relegated to the gifted classroom. But not just the privileged few have the capacity to be creative. Simply restructuring existing lessons can help promote creativity in all science students. Teaching for creativity can help students improve critical-thinking skills, motivation, and engagement and start to understand the role of creativity in developing new scientific knowledge. This article shows how to modify existing lessons and labs to promote creativity in the classroom. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Graphs; Grade 4; Elementary School Students; Inquiry; Active Learning; Educational Technology; Physical Sciences; Scientific Concepts; Laboratory Equipment; Motion; Climate

Abstract:
This study examined to what extent inquiry-based instruction supported with real-time graphing technology improves fourth grader's ability to interpret graphs as representations of physical science concepts such as motion and temperature. This study also examined whether there is any difference between inquiry-based instruction supported with real-time graphing software and inquiry-based instruction supported with traditional laboratory equipment in terms of improving fourth graders' ability to interpret motion and temperature graphs. Results of this study showed that there is a significant advantage in using real-time graphing technology to support fourth graders' ability to interpret graphs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cooperation; Social Sciences; Educational Research; Humanities; College Faculty; Intellectual Disciplines; Educational Policy; Interviews; Universities; Foreign Countries; Financial Support; Policy Formation; Physical Sciences

Abstract:
This paper examines how and why academics in different parts of the academy collaborate. In this paper we argue that: (1) There is a useful analytical distinction to be made between collaboration (fluid and expressive) and Collaboration (concrete and instrumental); (2) These two are not mutually exclusive and their use varies between disciplines; and (3) This distinction is an informative one for policy making that aims to encourage collaboration. Two interview based studies were used to explore the differences in collaborative practices across disciplines. The first was small and confined to a single university (n = 36) and the second was a larger study conducted in three countries (n = 274). Cross tabulations and analysis of open ended questions demonstrated many differences across the humanities, sciences and social sciences in collaboration. The C/collaboration distinction proves useful in understanding different disciplinary approaches to research, and in pointing to implications for research policy and funding. Attempts to increase collaborative research through Collaboration only, may well have deleterious effects on both collaboration and Collaboration. Research policy and funding should bear these differences in mind when seeking to stimulate collaborative research, so as to gain better outcomes across a range of disciplines. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Inquiry; Science Education; Teaching Methods; Data Collection; Investigations; Educational Practices; Grade 11; Physical Sciences; Observation; Interviews; Case Studies; Laboratories

Abstract:
Teacher practices are essential for supporting learners in scientific inquiry practices of framing research questions, designing and conducting investigations, collecting data, and drawing conclusions. This study examines instructional practices of two Grade 11 Physical Science teachers engaged in teaching practical investigations. Data were collected from video recordings of teachers' enactment of pre-laboratory, laboratory and post-laboratory practical investigation lessons. Other data sources included video-based classroom observations, teacher and learner interviews, and artefacts, such as teacher handouts, supplemental materials and learner work. The results suggest that when teachers introduce practical investigations, they vary in the practices they engage in as well as the quality of their use of these practices. Implications for teacher practices of scientific inquiry are explored. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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