Becoming an effective science teacher at the Department of Curricular Studies, University of Strathclyde

In an article for the International section, Allan Blake, Colin Smith and Jim McNally from Strathclyde report on the start of a very important EU-funded project, involving 15 countries, which looks at how ‘inquiry-based science’ can be promoted in science teaching and the significance for teacher education. In their view, inquiry-based science is more about open-endedness and uncertainty of outcome than routine (prescribed) practical work. STE will keep track of this important project and we will report on its progress and outcomes in future issues

The Market Effect of a Food Scare: The Case of Genetically Modified StarLink Corn

Genetic modification of crops has revolutionized food production, but it remains controversial due to food safety concerns. A recent food safety scare provides a natural experiment on the market's willingness to accept an increase in perceived risk from genetically modified (GM) food. We analyze the market impact of contamination of the U.S. food-corn supply by a GM variety called StarLink. We find that the contamination led to a 6.8 percent discount in corn prices and that the suppression of prices lasted for at least a year.Food Consumption/Nutrition/Food Safety, Marketing,

Affective focus increases the concordance between implicit and explicit attitudes

Two attitude dichotomies - implicit versus explicit and affect versus cognition - are presumed to be related. Following a manipulation of attitudinal focus (affective or cognitive), participants completed two implicit measures (Implicit Association Test and the Sorting Paired Features task) and three explicit attitude measures toward cats/dogs (Study 1) and gay/straight people (Study 2). Based on confirmatory factor analysis, both studies showed that explicit attitudes were more related to implicit attitudes in an affective focus than in a cognitive focus. We suggest that, although explicit evaluations can be meaningfully parsed into affective and cognitive components, implicit evaluations are more related to affective than cognitive components of attitudes

Symbolic Maximum Likelihood Estimation with Mathematica

Mathematica is a symbolic programming language that empowers the user to undertake complicated algebraic tasks. One such task is the derivation of maximum likelihood estimators, demonstrably an important topic in statistics at both the research and expository level. In this paper, a Mathematica package is provided that contains a function entitled SuperLog. This function utilises pattern-matching code that enhances Mathematica's ability to simplify expressions involving the natural logarithm of a product of algebraic terms. This enhancement to Mathematica's functionality can be of particular benefit for maximum likelihood estimation

Go with your gut! Effects of affect misattribution procedures become stronger when participants are encouraged to rely on their gut feelings

The Affective Misattribution Procedure (AMP) is one of the leading examples of a class of tasks used to measure attitudes implicitly. Based on the idea that AMP effects occur because participants misattribute affective responses, we hypothesized that asking participants to focus on their affective, gut-level responses would increase the magnitude of AMP effects. In line with this prediction, results showed that participants who completed the AMP while "going with their gut" revealed AMP effects that were much larger than for participants who completed the AMP with standard instructions. This result supports the prevailing model of the AMP as being related to affective misattribution, and reveals a straightforward way to increase effect sizes in the AMP

Promoting Inquiry in Science Classrooms in European Schools : a Handbook for Tutors

In Scotland, PISCES stands for Promoting Inquiry Skills for a Curriculum for Excellence in Science. It is a CPD module for teachers of science, which has been developed in Scotland with the support of the S-TEAM project. However, this Handbook uses our international acronym in which PISCES stands for Promoting Inquiry in Science Classrooms in European Schools . It is, we believe, potentially equally as successful across Europe as it was designed around the idea of empowering teachers to think for themselves how to make their practice more-inquiry based, wherever they are. It is recognised that some school, social, policy and cultural environments may be more supportive of the idea of ‘more inquiry-based practice’ than others. PISCES empowers teachers to make small or large changes to their practice, according to those sorts of contextual factors, their own aims and how they perceive the needs of their pupils. You will note that we have been careful to use the word ‘more’ in ‘more inquiry-based.’ As befits the idea of empowerment to adapt to one’s own context, there is no single model of inquiry being ‘pushed’ here. Indeed, we count it as a measure of success of PISCES that the teachers who have participated did very different things in making their practice more inquiry-based. Strathclyde University is a leading partner in S-TEAM. Members of Strathclyde University, along with the Development Officer for Curriculum for Excellence for East Lothian, successfully developed and delivered a pilot version of PISCES as a module to a group of East Lothian teachers, in 2010/11. The module resulted in successful ‘experiments in practice’ and increased awareness of the benefits of inquiry-based teaching and learning. The same group of teachers have also taken part in a follow-up course (ARIES: Advanced Resources for Inquiry and Evaluation in Science). PISCES is a high quality CPD programme, valued by teachers and supportive of their professional self-development. It can be applied to both primary and secondary teaching, in all science subjects. Pupils benefit from learning experiences, which develop scientific inquiry skills. Feedback from participating teachers has been consistently positive

Promoting inquiry skills in Curriculum for Excellence in Science: conceptualising inquiry to improve practice

This paper describes a Scottish initiative (arising out of a EU funded development project) involving university researchers, a local authority curriculum development officer and a group of teachers interested in developing more inquiry based approaches in science education. The project is not one in which the researchers bring prescriptions from research. Rather, it is seen as a joint effort aimed at solving practitioners' conceptual and practice issues. The overall question for the teachers was, How do I (we) make our practice more inquiry based? The question for the researchers was, How do we help you (the interested science teachers) to make your practice more inquiry based? This has two sub-questions: How do we help you to conceptualise the issues? How do we help you to solve the practice problems? As it turned out, the particular group of teachers we worked with did not ask for help with practice issues, so we have not made much progress in answering the second question. Therefore, this paper will focus on the first. We seem to have been successful in helping the teachers to acquire some useful conceptual tools for thinking about and changing their practice in ways that they valued for themselves. Perhaps the answer to the second question is that researchers can help teachers to solve their practice problems by helping them to conceptualise the issues