EDUCATION FOR A NEW ERA: STAKEHOLDERS’ PERCEPTION OF QATARI EDUCATION REFORM

The paper reports the results of a qualitative research study that explores principal, teacher, and parent perceptions with regard to Qatar’s education reform, Education for a New Era (EFNE) launched in 2004. The study focuses on the effects of the reform on each group, their perceived advantages and disadvantages of the reform, and the challenges they face in the implementation of EFNE. Data for this study was collected through an open-ended questionnaire. The results point to the positive effects of EFNE on improving instruction, principals' leadership style, and learner attitude to education. These stakeholders believe that the reform is too ambitious and sometimes unrealistic. The three groups also report challenges that revolve around the amount of extra effort and work it requires from them, the continuous reform changes, and the threats to the local culture and language. Discussion and conclusions are provided regarding EFNE

The Winding Road to Discovering the Link between Genetic Material and DNA

This is an account of the three-centuries long journey to the discovery of the link between DNA and the transformation principle of heredity beginning with the discovery of the cell in 1665 and leading up to the 1953 discovery of the genetic code and the structure of DNA.  This account also illustrates the way science works and how scientists do science as well as the fact that scientists are also subject to the same human foibles and short-comings as people in any field of endeavor.  Their use of the scientific method helps them find the path back from false starts and erroneous conclusions but does not assure a smooth progression toward the truth.  What emerges from this example is the scientists’ search for explanations based on empirical evidence, with the goal of trying to disapprove, rather than prove, a given theory and explanation.  As scientific knowledge increases, answers to scientific questions may become outdated, or they may generate a new set of questions that require new ways of thinking and conducting experiments.  Science educators have already recognized the value of historical materials and events in fostering an accurate understanding of science and in achieving desirable, positive and realistic attitudes toward science and in developing scientifically aware citizens. This is simple because the history of science can provide a vital background for students, detailing how science and scientists work and how scientific knowledge is created, validated, and influenced. However, desirable attitudes and behaviors toward science are not likely to be achieved unless history of science is learned and appreciated by all young citizens. Thus, there is a need for educators to involve, investigate, and explore the application of historical science and to show how this can contribute to accurately and explicitly show what science is, how it works, how scientists operate as a social group and how human societies direct and react to scientific endeavors both locally and globally (McComas, 2015, Cherif, 1988, Klopfer, 1969). And it is here where the history of science, the nature of science and how scientists do science is of enduring interest to us as well as to many educators in the scientific community. For those who might use this essay as classroom reading material, we provide a set of questions as an appendix that teachers and faculty may use to reinforce understanding of the essay.   Key Words: DNA, Genetic Code, Scientific inquiry, scientific discovery, Scientific method, Empirical evidence, Theory and explanation, How science works, Humanity and civic engagemen

Developing Mathematical Knowledge and Skills through the Awareness Approach of Teaching and Learning

Every object we think of or encounter, whether a natural or human-made, has a regular or irregular shape. In its own intrinsic conceptual design, it has elements of mathematics, science, engineering, and arts, etc., which are part of the object’s geometric shape, form and structure. Geometry is not only an important part of mathematics, but it is also an important part of daily life.  However, geometry is challenging for some students, even high-achieving students.  One way to help students understand geometry and its relevance in life is to engage students to discover them cognitively, then to research and identify them in real world examples and then to relate them to past, present, and future innovations that improved our way of thinking about ourselves and the world around us.  This interdisciplinary activity uses the Developmental Awareness Approach of Teaching and Learning (DAATL) to help students discover principles, acquire knowledge, and learn mathematical concepts including surface area, volume, dimensions, regular and irregular plane figures, solid polygons (regular polygons and polyhedra), thinking design, and graph making, etc.  It is designed to help students become acquainted with the most useful and familiar parts of mathematical geometry and its application in daily life through connections with disciplines such as science, engineering, art, design, and social studies.  The Development Awareness Approach of Teaching and Learning (DAATL) capitalizes on student's natural curiosity, inclination to comprehend as well as students love of drawing, doodling, painting, thinking and talking.  Throughout the learning process, students are engaged in authentic learning activities by real and concrete doing with clear purposes, thinking analytically, and evaluating their understanding of texts and ideas orally, in drawing, and in writing. This approach of teaching and learning has been tried and modified to ensure maximum effectiveness of acquiring understanding of the intended learning concepts.   The activities can be used with students in elementary school up to 2-year college levels. Keywords: Geometry, Learning Math, Developmental Discovery Approach, Active Learning, Student’s Active Engagement

Analiza oborine (1923-2004) u Ataru-Mauretaniji

The shortage of water resources in Adrar region, especially in Atar (Capital city of Adrar prefecture) and the surrounding villages along Seguelli watershed has been taken the concern of the policy maker and populations of this region since long time. This area had been suffering from recurrent droughts and faced water crises many times. Several attempts have been made to overcome these problems. Meanwhile the risk is still endangering the life and agricultural activities in one of the most important oasis areas. This study analyzed Atar rainfall time series periodicity, trends, and its relationship with Sea Surface Temperature (SST). The nonparametric Spearman test was used for trend analysis and the serial autocorrelation for persistency. Also, power spectrum and Fourier fit were deployed for analysis of frequency and periodicity. The tendency of Atar rainfall time series shows rainy periods in 1920’s and 1950’s and decreased rainfall since the late of 1950s. On the other hand, the prolonged drought periods appeared during 1970’s in contemporaneous with the Sahelian drought. The persistency analysis indicated the presence of biennial components in the annual and bimonthly rainfall in last three decades. SSTs of Atlantic, Indian and Pacific Ocean were modulating Atar rainfall during 1923–1992 period.U području Adrara, posebno u Ataru (glavnom gradu pokrajine Adrar) i okolnim selima duž Seguelli sliva proučavao se manjak vodenih resursa u odnosu na političke odnose i stanovništvo tog područja kroz duže vrijeme. To je područje karakterizirano čestim periodičnim sušama i nedostacima vode. Usprkos pokušajima da se taj problem prebrodi, život i poljoprivreda su i dalje ugroženi u jednoj od najvažnijih oaza u tom području. Ova studija analizira periodičnost vremenskog niza oborine u Ataru, trendove niza i njegov međuodnos s površinskom temperaturom mora. Pri analizi trenda koristio se neparametarski Spearman-ov test, dok je perzistencija analizirana putem autokorelacije. Također se koristio i spektar snage i harmonijska analiza za određivanje frekvencija i periodičnosti. Tendencija vremenskog niza oborina u Ataru pokazuje kišne periode u dvadesetim i pedesetim godinama 20. stoljeća i smanjenje oborine od kasnih pedesetih godina 20. stoljeća. Dugotrajni periodi suše pojavljuju se tijekom 70-tih istovremeno sa sušom u Sahelu. Analiza perzistencije ukazala je na postojanje dvogodišnjih komponenti u godišnjoj i dvomjesečnoj oborini u zadnje tri dekade. Površinske temperature mora Atlantika, Indijskog i Pacifičkog oceana utjecale su na količinu oborine u Ataru u razdoblju od 1923. do 1992. godine

Sustainability, Globalization, and the Energy Sector Europe in a Global Perspective

International audienceThis paper analyzes the socio-economic effects of energy sustainability challenges raised by oil depletion and climate change at the European and global level. We assess macroeconomic impacts at different time horizons over 2010-2100 and under different visions of the future of globalization . Fragmented capital markets affect the pace and direction of change and induce additional economic losses in the long term. Regionalized good markets have a positive effect in the long term since less intense international trade moderates the effects of fossil fuel constraints. A sustainable energy future will require implementing policies and measures that are able to (i) provide correct incentives for long-term investments by resorting to other signals than current market prices, (ii) incorporate sectoral measures that act complementarily to pricing schemes measures for sectors confronted with biased agents’ behaviors or strong inertias, (iii) foster globalization patterns that are consistent with energy sustainability objectives. The challenge consists in articulating the objectives and the instruments of these different policy and measures triggering the transition towards sustainable future

Brain Talking: Classroom Activity to Engage Students in Deep and Meaningful Learning

One of the best ways to take care of ourselves is to take care of our own brain. To do so, we need to individually learn both how our brain functions and how to know it is healthy and functional, at an optimal level, throughout our life span. After all, using Mariettle DiChristina’s (the chief editor of the Scientific American) words, our gelatin-like brain contains all that makes us who we are, including our hopes and dreams (2016, p. 6).  We do know that brain aging starts early (Sandres, 2016).  In the hopes of increasing brain health and learning about the human brain, we designed role play learning activities and sets of related assignments for students to learn about brain structure, function, and how such learning can enhance our understanding of how to protect our brain from various mental disorders/health problems and to optimize its function and in turn the quality of our own lives. If we want to stay fit, feel better, look younger, and live a healthy, longer life with sharp memory and high mental function, then the pathway to achieve all these is through meaningful understanding of our brain through purposefully well designed learning tasks.  We have designed a scenario through which students are actively engaged in a purposeful redesign of the human brain through a role-play pedagogical learning approach. Students adapt or change different parts of the brain and compete for permission to alter the structure and the function of a given part for a purposeful reason. Throughout the processes, students conduct research, work individually and in collaboration with others in groups. Students form and present informative and research-based supportive arguments in open forums. Through this role-play, teachers and instructors provide initial resources for the students, and then continue to provide effective feedback to support student learning and extend it to higher levels.  Role-play has been shown to increase interaction and engagement by placing students in an active role in the classroom as they act out behaviors, concerns, and actions associated with a character. Students who act out assumed roles have also been shown to gain new perspectives and grow a deeper understanding of what it would be like to be that character in real life (Cherif and Somervill, 1995). The hope is that by learning about the brain in early school years, not only do we stay mentally sharp but also we are able to continue to have new learning experiences and live life to the fullest throughout our entire life span. Keywords: Brain, Role play, Active learning, Student’s engagement, Effective instruction, Brain disorders, Healthy life-span

Which Sweetener Is Best for Yeast? An Inquiry-Based Learning For Conceptual Change

One way to help students understand the scientific inquiry process, and how it applies in investigative research, is to involve them in scientific investigation.  An example of this would be letting them come to their own understanding of how different variables (e.g., starting products) can affect outcomes (e.g., variable quality end products) (e.g., Cherif, Gialams & Siuda, 1998; Puche & Holt, 2012; Hazzard, 2012).  In this inquiry based learning activity, students work logically and systematically to design a scientific study geared to investigate the question of sweetener preference for yeast.  In doing this, they learn to use skills associated with inquiry such as problem solving and communication–--including the scientific practices of hypothesizing, investigating, observing, explaining, and evaluating (e.g., Cherif, 1988; NRC, 2011; Robinson, Nieh, & Goodale, 2012).  They enforce their understanding of learned concepts and skills by communicating what they have learned through the process of writing a scientific paper aimed at publication in a peer reviewed scientific journal.  In doing so, they learn how scientists practice science, learn cross-disciplinary science concepts and core ideas, and discover implications and applications for the results and findings of the investigative inquiry.  In this paper, we also provide the necessary background and information teachers and student-teachers need to help them to feel confident and competent in carrying out the learning activities with their students and be able to answer unanticipated questions. Keywords: Inquiry-based learning, student success, sweeteners, yeast, fermentation, scientific metho