How young children understand electric circuits: prediction, explanation and exploration

This paper reports findings from a study of young children’s views about electric circuits. Twenty- eight children aged 5 and 6 were interviewed. They were shown examples of circuits and asked to predict whether they would work and explain why. They were then invited to try out some of the circuit examples or make circuits of their own choosing. Children expressed a variety of views about the connections needed in a circuit, offered different kinds of explanation and showed differing levels of competence in circuit making. The range of responses showed similarities to those of older students found in previous research. The relationship between practical competence, prediction and explanation was not straightforward. For example children with similar levels of practical competence made different predictions or offered different kinds of explanation. Analysis of the circuits children chose to construct suggested influences of existing competence and knowledge. In particular some children tested out circuit examples about which they had been unsure during the interview while others explored circuit connections more generally. Findings underline the importance of drawing on a variety of evidence in assessing young children’s understandings of electric circuits. They indicate that young children may offer views about electric circuits not unlike those of older children and adults with similar experience. Finally there was some suggestion that the interview procedure may have acted as an instructive stimulus in helping children to become more conscious of their own views and reflect on their thinking in the light of further evidence

Making sense of science in the reception class

In the context of growing awareness of young children’s capabilities, and debates about the nature of their reasoning in science, this study set out to explore the ways in which reception children make sense of classroom experiences in science. A particular challenge of the study was to develop appropriate and productive approaches to investigating young children’s developing thinking. The first phase of research, reported in this paper, concentrated on the topic of electricity. A series of case studies was undertaken to examine children’s learning in a classroom context. Classroom sessions were video recorded and transcribed to examine the development of children’s practical competence in circuit making, and interviews were carried out to elicit children’s views about electric circuits. Analysis of the classroom sessions revealed children’s growing competence in circuit making through their self-directed efforts. The interviews prompted predictions and explanations that were not offered spontaneously. Responses indicated a range of models of the circuit and forms of explanation for what was happening in the circuit. The relationship between children’s practical competence, predictions and explanations was not straightforward. Analysis revealed marked differences in models of the circuit and forms of explanation in children with the same levels of practical competence. This has important implications for the ways in which children’s views are assessed

Use of airborne vehicles as research platforms

This is the accepted version of the following chapter: Gratton, G. 2012. Use of Airborne Vehicles as Research Platforms. Encyclopedia of Aerospace Engineering, which has been published in final form at http://onlinelibrary.wiley.com/doi/10.1002/9780470686652.eae604/full. Copyright @ John Wiley & Sons 2012.The use of aircraft is often valuable to position airborne sensors or to conduct experiments in ways not possible purely on the ground. An airframe, typically an older one, must be selected then adapted to the role – likely to include inlets, windows, structural changes, power supply, computing and data recording capacity, and likely the provision of external hardpoints. Once the research vehicle is created, the instruments on board will require calibration, either in isolation or by intercomparison against already calibrated instruments on board another aircraft. This calibration process will continue throughout the life of the airplane. Additionally, an operating organization must be created and obtain any necessary organizational approvals. For some specialist applications, unmanned aerial vehicles (UAVs) may also be used, which carry some special considerations of autonomy and interoperability, but similar concerns of instrument, vehicle, and operational integrity

Low-altitude measurements of 2–6 MeV electron trapping lifetimes at 1.5 ≤ L ≤ 2.5

During the Halloween Storm period (October–November 2003), a new Van Allen belt electron population was powerfully accelerated. The inner belt of electrons formed in this process decayed over a period of days to years. We have examined quantitatively the decay rates for electrons seen in the region of 1.5 ≤ L ≤ 2.5 using SAMPEX satellite observations. At L = 1.5 the e-folding lifetime for 2–6 MeV electrons was τ ∼ 180 days. On the other hand, for the half-dozen distinct acceleration (or enhancement) events seen during late-2003 through 2005 at L ∼ 2.0, the lifetimes ranged from τ ∼ 8 days to τ ∼ 35 days. We compare these loss rates to those expected from prior studies. We find that lifetimes at L = 2.0 are much shorter than the average 100–200 days that present theoretical estimates would suggest for the overall L = 2 electron population. Additional wave-particle interaction aspects must be included in theoretical treatments and we describe such possibilities here

Effect of Smoke-Free Ordinances on Restaurant and Bar Sales

Peer-reviewed studies that have examined the effect of the enactment of smoke-free ordinances on restaurant and bar sales have uniformly found that the enactment of these ordinances does not decrease restaurant or bar sales, with most studies observing no effect on restaurant revenues

How Young Children Understand Electric Circuits: Prediction, explanation and exploration

This paper reports findings from a study of young children’s views about electric circuits. Twenty eight children aged 5 and 6 were interviewed. They were shown examples of circuits and asked to predict whether they would work and explain why. They were then invited to try out some of the circuit examples or make circuits of their own choosing. Children expressed a variety of views about the connections needed in a circuit, offered different kinds of explanation and showed differing levels of competence in circuit making. The range of responses showed similarities to those of older students found in previous research. The relationship between practical competence, prediction and explanation was not straightforward. For example children with similar levels of practical competence made different predictions or offered different kinds of explanation. Analysis of the circuits children chose to construct suggested influences of existing competence and knowledge. In particular some children tested out circuit examples about which they had been unsure during the interview while others explored circuit connections more generally. Findings underline the importance of drawing on a variety of evidence in assessing young children’s understandings of electric circuits. They indicate that young children may offer views about electric circuits not unlike those of older children and adults with similar experience. Finally there was some suggestion that the interview procedure may have acted as an instructive stimulus in helping children to become more conscious of their own views and reflect on their thinking in the light of further evidence

Fostering Inquiry and Creativity in Early Years STEM Education: Policy Recommendations from the <i>Creative Little Scientists</i> Project

Creative Little Scientists was a 30-month (2011-2014) EU/FP7-funded research project focusing on the synergies between early years science and mathematics education and the development of children’s creativity, in response to increasing interest in these areas in European educational policy. Using a variety of methods, including desk research, a teacher survey and classroom-based fieldwork, the research provided insights into whether and how children’s creativity is fostered and appropriate learning outcomes, including children’s interest, emerge. Based on these and ongoing collaboration and dialogue with participants and other stakeholders the project proposed recommendations for policy and teacher education. This paper presents these recommendations and the research on which they were based. Throughout the study, mixed methods were employed, combining quantitative approaches used in surveys of policy and teachers’ views based on a list of factors, alongside qualitative approaches employed in case studies of classroom practice. A strong conceptual framework developed at the start of the project guided data collection and analysis, as well as the presentation of findings and the development of policy recommendations, thus ensuring the latter’s strong and consistent relationship with the relevant theoretical knowledge, the comparative research, analysis of classroom practices and the production of guidelines for teacher education

Reimagining career guidance: towards a pluralistic perspective

Difficulties concerning the identified mis-match between supply and demand sides of the labour market are discussed. The variability of career guidance services for young people across Europe is illustrated together with policy initiatives in some cases leading to problems of professional identity and limited support to clients of the service. The risks associated with a monoculture of ‘one size fits all’ approach to guidance practice are discussed. The principles of pluralistic approaches to counselling are discussed with the suggestion that this might prove to be a fertile way forward for career guidance practice