High School Students' Proficiency and Confidence Levels in Displaying Their Understanding of Basic Electrolysis Concepts

This study was conducted with 330 Form 4 (grade 10) students (aged 15 – 16 years) who were involved in a course of instruction on electrolysis concepts. The main purposes of this study were (1) to assess high school chemistry students’ understanding of 19 major principles of electrolysis using a recently developed 2-tier multiple-choice diagnostic instrument, the Electrolysis Diagnostic Instrument (EDI), and (2) to assess students’ confidence levels in displaying their knowledge and understanding of these electrolysis concepts. Analysis of students’ responses to the EDI showed that they displayed very limited understanding of the electrolytic processes involving molten compounds and aqueous solutions of compounds, with a mean score of 6.82 (out of a possible maximum of 17). Students were found to possess content knowledge about several electrolysis processes but did not provide suitable explanations for the changes that had occurred, with less than 45 % of students displaying scientifically acceptable understandings about electrolysis. In addition, students displayed limited confidence about making the correct selections for the items; yet, in 16 of the 17 items, the percentage of students who were confident that they had selected the correct answer to an item was higher than the actual percentage of students who correctly answered the corresponding item. The findings suggest several implications for classroom instruction on the electrolysis topic that need to be addressed in order to facilitate better understanding by students of electrolysis concepts

Creating a local food brand and authentic shopping experience: The Nelson General Store concept

Presentation made at Institute of Place Management 5th International Conferenc

Distribution and numbers of breeding ivory gulls Pagophila eburnea in Severnaja Zemlja, Russian Arctic

The ivory gullPagophila eburnea has a semi-circumpolar distribution with breeding sites in the High Arctic. Data about ivory gulls in the Severnaja Zemlja Archipelago (Siberia) were collected from 1991 to 1995. The numbers of breeding ivory gulls and their egg-laying period arc correlated with the sea ice situation and weather during the first part of the summer. We estimate that the total potential breeding population of Severnaja Zemlja is about 2000 pairs, which makes up approximately 20% of the Russian and 14% of the world ivory gull breeding population. The percentage of the total breeding population which actually breeds varies annually. The most important breeding area of the ivory gull in Severnaja Zemlja is the Sedov Archipelago (A. Sedova) where a large colony (from 410 to about 1100 pairs in different years) was found on flat ground on Domašmj Island. Colonies from 10 to 100 breeding pairs, mostly on steep cliff faces, occur on O. Oktjabr'skoj Revoljucii and O. Bo?ševik. The ivory gull is included in the Red Data Book of Russia. Parts of Severnaja Zemlja. with important breeding sites, have become a nature reserve

Girls and science education in Mauritius: A study of science class practices and their effects on girls

Background: The population of Mauritius consists of 52% females and scientific literacy is seen to be of vital importance for all young people if they are to be sufficiently equipped to meet the challenges of a fast changing world. Previous research shows, however, that science is not popular among girls. This paper explores one of many reasons why few girls opt for science subjects after compulsory schooling. Purpose: This study investigated the approaches to teaching in four science classrooms in Mauritius, with particular emphases on the preferences of girls as they learn science. Sample: A total of 20 student interviews and 16 teacher interviews were conducted in four schools in Mauritius. The four mixed-faith schools comprised two all-girl schools (one state, one fee-paying), and two mixed-sex schools (one state, one fee-paying), within urban, suburban and rural situations. Design and method: 80 non-participant lessons were observed, of which 60 were science lessons while the remaining 20 non-science lessons were in economics, accounts and commerce. Group interviews with five pupils in each of the four schools were conducted and 16 individual interviews with teachers in the four schools gave an insight into the pedagogic approaches used for the teaching and learning of science. Results: Transmissive approaches to teaching, giving little opportunity for collaborative or activity-based learning, were found to be the most important factors in alienating the girls from science. Conclusions: There need to be radical changes in approaches to teaching to retain young girls’ interest in the sciences