Turning Crisis into Opportunity: Nature of Science and Scientific Inquiry as Illustrated in the Scientific Research on Severe Acute Respiratory Syndrome     

Siu Ling Wong  Jenny Kwan  Derek Hodson  Benny Hin Wai Yung 《Science & Education》2009,18(1):95-118

Interviews with key scientists who had conducted research on Severe Acute Respiratory Syndrome (SARS), together with analysis of media reports, documentaries and other literature published during and after the SARS epidemic, revealed many interesting aspects of the nature of science (NOS) and scientific inquiry in contemporary scientific research in the rapidly growing field of molecular biology. The story of SARS illustrates vividly some NOS features advocated in the school science curriculum, including the tentative nature of scientific knowledge, theory-laden observation and interpretation, multiplicity of approaches adopted in scientific inquiry, the inter-relationship between science and technology, and the nexus of science, politics, social and cultural practices. The story also provided some insights into a number of NOS features less emphasised in the school curriculum—for example, the need to combine and coordinate expertise in a number of scientific fields, the intense competition between research groups (suspended during the SARS crisis), the significance of affective issues relating to intellectual honesty and the courage to challenge authority, the pressure of funding issues on the conduct of research and the ‘peace of mind’ of researchers, These less emphasised elements provided empirical evidence that NOS knowledge, like scientific knowledge itself, changes over time. They reflected the need for teachers and curriculum planners to revisit and reconsider whether the features of NOS currently included in the school science curriculum are fully reflective of the practice of science in the 21st century. In this paper, we also report on how we made use of extracts from the news reports and documentaries on SARS, together with episodes from the scientists’ interviews, to develop a multimedia instructional package for explicitly teaching the prominent features of NOS and scientific inquiry identified in the SARS research.

Siu Ling WongEmail:

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Siu Ling Wong    is an Assistant Professor, in the Division of Science, Mathematics and Computing in the Faculty of Education at The University of Hong Kong. She received her B.Sc. from The University of Hong Kong and her Ph.D. from the University of Oxford. Her research interests include promoting teachers’ and students’ understanding of nature of science and scientific inquiry, physics education, teacher professional development. Jenny Kwan   is a PhD student in the Faculty of Education, at The University of Hong Kong. She received her B.Sc. from University of Sydney. She is now investigating in-service teachers’ classroom instruction on nature of science in relation to their intentions, beliefs, and pedagogical content knowledge. Derek Hodson   is Professor of Science Education at the Ontario Institute for Studies in Education and Editor of the Canadian Journal of Science, Technology and Mathematics Education. His major research interests include: history, philosophy & sociology of science and its implications for science education; STSE education and the politicisation of science education; science curriculum history; multicultural and antiracist education; and science teacher education via action research. Benny Hin Wai Yung    is Head, Associate Professor, in the Division of Science, Mathematics and Computing in the Faculty of Education at University of Hong Kong. His main research areas are teacher education and development, science education and assessment for science learning. His recent publications include Yung BHW (2006) Assessment reform in science education: fairness and fear. Springer, Dordrecht.  相似文献   

为何有超级病菌？     

Derek Burnett  电灯龙 《科学与文化》2008,(12)

这是一场发生在人类与疾病之间的较量.如今的对手比以往任何时候都要顽强,人类还能取得胜利吗?  相似文献   

A fluid collection system for dermal wounds in clinical investigations     

Michael Klopfer  Derek Banyard  G.-P. Li  Alan Widgerow  Mark Bachman 《Biomicrofluidics》2016,10(2)

In this work, we demonstrate the use of a thin, self adherent, and clinically durable patch device that can collect fluid from a wound site for analysis. This device is manufactured from laminated silicone layers using a novel all-silicone double-molding process. In vitro studies for flow and delivery were followed by a clinical demonstration for exudate collection efficiency from a clinically presented partial thickness burn. The demonstrated utility of this device lends itself for use as a research implement used to clinically sample wound exudate for analysis. This device can serve as a platform for future integration of wearable technology into wound monitoring and care. The demonstrated fabrication method can be used for devices requiring thin membrane construction.  相似文献   

Editorial     

Derek Thackray 《Literacy》1974,8(2):2-4

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Publishers’ pricing policies and library attitudes     

Derek Law 《Learned Publishing》1990,3(2):73-77

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Investigating Psychometric Isomorphism for Traditional and Performance‐Based Assessment          下载免费PDF全文

Derek M. Fay  Roy Levy  Vandhana Mehta 《Journal of Educational Measurement》2018,55(1):52-77

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Measuring the degree of implementation of school-based assessment schemes for practical science     

Dr Derek Cheung  John Hattie  Robert Bucat  Graham Douglas 《Research in Science Education》1996,26(4):375-389

The study described in this paper investigated the degree of implementation of school-based assessment schemes for practical science. An assessment scheme in Hong Kong was used as the context for the research. Five dimensions of implementation were identified and a conceptual framework was built by breaking down each dimension into attributes and these into content areas. The research method used in the study incorporated some modifications on most past designs in order to determine adequately the construct validity of data and to examine any method-specific biases. Three measuring instruments (namely, a student questionnaire, a teacher questionnaire and an observation schedule) were designed. The construct validity of student data was demonstrated through confirmatory factor analysis and multitrait-multimethod analysis. Comparative analyses of students' perceptions, teacher self-reports and independent observational data resulted in convergent findings for only three out of the ten attributes of implementation.  相似文献   

A psychometric evaluation of the anatomy learning experiences questionnaire and correlations with learning outcomes          下载免费PDF全文

Derek L. Choi‐Lundberg  Anne‐Marie M. Williams  Craig Zimitat 《Anatomical sciences education》2017,10(6):514-527

The Anatomy Learning Experiences Questionnaire (ALEQ) was designed by Smith and Mathias to explore students' perceptions and experiences of learning anatomy. In this study, the psychometric properties of a slightly altered 34‐item ALEQ (ALEQ‐34) were evaluated, and correlations with learning outcomes investigated, by surveying first‐ and second‐year undergraduate medical students; 181 usable responses were obtained (75% response rate). Psychometric analysis demonstrated overall good reliability (Cronbach's alpha of 0.85). Exploratory factor analysis yielded a 27‐item, three‐factor solution (ALEQ‐27, Cronbach's alpha of 0.86), described as: (Factor 1) (Reversed) challenges in learning anatomy, (Factor 2) Applications and importance of anatomy, and (Factor 3) Learning in the dissection laboratory. Second‐year students had somewhat greater challenges and less positive attitudes in learning anatomy than first‐year students. Females reported slightly greater challenges and less confidence in learning anatomy than males. Total scores on summative gross anatomy examination questions correlated with ALEQ‐27, Pearson's r = 0.222 and 0.271, in years 1 and 2, respectively, and with Factor 1, r = 0.479 and 0.317 (all statistically significant). Factor 1 also had similar correlations across different question types (multiple choice; short answer or essay; cadaveric; and anatomical models, bones, or radiological images). In a retrospective analysis, Factor 1 predicted poor end‐of‐semester anatomy examination results in year 1 with a sensitivity of 88% and positive predictive value of 33%. Further development of ALEQ‐27 may enable deeper understanding of students' learning of anatomy, and its ten‐item Factor 1 may be a useful screening tool to identify at‐risk students. Anat Sci Educ 10: 514–527. © 2017 American Association of Anatomists.  相似文献   

Extracting Data Off the Internet     

Derek Christie 《Teaching Statistics》2008,30(1):23-25

This article shows how to use Microsoft Excel to get data from the Internet into a statistically usable form.  相似文献   

COMMON CHARACTERISTICS OF WRITING INTERVENTIONS FOR STUDENTS WITH LEARNING DISABILITIES: A SYNTHESIS OF THE LITERATURE     

Erica R. Kaldenberg  Paula Ganzeveld  John L. Hosp  Derek B. Rodgers 《Psychology in the schools》2016,53(9):938-953

Twenty‐three single‐subject studies aimed at improving the writing achievement of students identified as having a learning disability were analyzed meta‐analytically. The effect size phi was used to compare the writing strategies. The dependent measures used to assess the efficacy of the interventions were also coded and reviewed. Results suggest intervention studies using the self‐regulated strategy development (SRSD) or a non‐SRSD writing strategy produced high effect sizes, suggesting the overall success of the writing interventions. Findings also indicate the 23 studies used a total of 39 dependent measures, which show the way writing achievement is measured varies greatly. Furthermore, many of the dependent measures were not standardized or technically sound.  相似文献