Teachers as Educational Innovators in Inquiry-Based Science Teaching and Learning

This chapter describes inquiry-based science teaching and learning (IBST/L) pilots designed by teachers during a professional development programme. There is research-based evidence that IBSL/T may promote students’ learning and their motivation to learn science, and therefore it is beneficial to familiarise the teachers with this approach. Building on teachers’ existing expertise in designing their teaching, the programme introduced theoretical aspects of the IBST/L approach and its research-based benefits for students’ motivation, interest and science learning. The course aimed to support teachers as educational innovators in the process of designing and testing IBST/L pilots, during which they collaboratively reflected on and revised their existing practices. The data of this piece of research consists of the teachers’ poster presentations of their IBST/L pilots and a video recording of the reflection session. The content analysis revealed that the pilots’ structure seemed traditional but encompassed some IBST/L features. It is concluded that teacher educators need to understand teachers’ views of IBST/L in order to more effectively support planning and reflection.This chapter describes inquiry-based science teaching and learning (IBST/L) pilots designed by teachers during a professional development programme. There is research-based evidence that IBSL/T may promote students’ learning and their motivation to learn science, and therefore it is beneficial to familiarise the teachers with this approach. Building on teachers’ existing expertise in designing their teaching, the programme introduced theoretical aspects of the IBST/L approach and its research-based benefits for students’ motivation, interest and science learning. The course aimed to support teachers as educational innovators in the process of designing and testing IBST/L pilots, during which they collaboratively reflected on and revised their existing practices. The data of this piece of research consists of the teachers’ poster presentations of their IBST/L pilots and a video recording of the reflection session. The content analysis revealed that the pilots’ structure seemed traditional but encompassed some IBST/L features. It is concluded that teacher educators need to understand teachers’ views of IBST/L in order to more effectively support planning and reflection.Peer reviewe

Updated merged SAGE-CCI-OMPS+ dataset for the evaluation of ozone trends in the stratosphere

In this paper, we present the updated SAGE-CCI-OMPS+ climate data record of monthly zonal mean ozone profiles. This dataset covers the stratosphere and combines measurements by nine limb and occultation satellite instruments – SAGE II (Stratospheric Aerosol and Gases Experiment II), OSIRIS (Optical Spectrograph and InfraRed Imaging System), MIPAS (Michelson Interferometer for Passive Atmospheric Sounding), SCIAMACHY (SCanning Imaging Spectrometer for Atmospheric CHartographY), GOMOS (Global Ozone Monitoring by Occultation of Stars), ACE-FTS (Atmospheric Chemistry Experiment Fourier Transform Spectrometer), OMPS-LP (Ozone Monitor Profiling Suite Limb Profiler), POAM (Polar Ozone and Aerosol Measurement) III, and SAGE III/ISS (Stratospheric Aerosol and Gases Experiment III on the International Space Station). Compared to the original version of the SAGE-CCI-OMPS dataset (Sofieva et al., 2017b), the update includes new versions of MIPAS, ACE-FTS, and OSIRIS datasets and introduces data from additional sensors (POAM III and SAGE III/ISS) and retrieval processors (OMPS-LP). In this paper, we show detailed intercomparisons of ozone profiles from different instruments and data versions, with a focus on the detection of possible drifts in the datasets. The SAGE-CCI-OMPS+ dataset has a better coverage of polar regions and of the upper troposphere and the lower stratosphere (UTLS) than the previous dataset. We also studied the influence of including new datasets on ozone trends, which are estimated using multiple linear regression. The changes in the merged dataset do not change the overall morphology of post-1997 ozone trends; statistically significant trends are observed in the upper stratosphere. The largest changes in ozone trends are observed in polar regions, especially in the Southern Hemisphere. The updated SAGE-CCI-OMPS+ dataset contains profiles of deseasonalized anomalies and ozone concentrations from 1984 to 2021, in 10∘ latitude bins from 90∘ S to 90∘ N and in the altitude range from 10 to 50 km. The dataset is open access and available at https://climate.esa.int/en/projects/ozone/data/ (last access: 9 March 2023) and at ftp://[email protected]/esacci (ESA Climate Office; last access: 9 March 2023).</p

The Transformation of Teaching Habits in Relation to the Introduction of Grading and National Testing in Science Education in Sweden

In Sweden, a new curriculum and new methods of assessment (grading of students and national tests) in science education were introduced in grade 6 in 2012/2013. We have investigated what implications these reforms have for teachers’ teaching and assessment practices in order to explore the question of how teachers transform their teaching habits in relation to policy reforms. Interviews with 16 teachers teaching science in grade 6 (Y6), over 3 years after the reforms were introduced, were analysed. Building on the ideas of John Dewey, we consider teachers’ talk about their everyday practice as expressions of their habits of teaching. Habits of teaching are related both to individual experiences as well as institutional traditions in and about teaching. A categorisation of educational philosophies was used to teachers’ habits of teaching to a collective level and to show how habits can be transformed and developed over time in specific sociocultural contexts. The teachers were categorised as using essentialist and/or progressivist educational philosophy. In the responses to the introduction of grading and national testing, the teachers took three approaches: Their habits being reinforced, revised or unchanged in relation to the reforms. Although the responses were different, a striking similarity was that all teachers justified their responses with wanting to do what is best for students. However, how to show care for students differed, from delivering scientific knowledge in alignment with an essentialist educational philosophy, to preparing students to do well on tests, to supporting their development as individuals, which is in alignment with a progressivist educational philosophy

Proposal for a Council Decision adopting the new provisions relating to Chapter VI "Supplies" of the Treaty establishing the European Atomic Energy Community. COM (82) 732 final, 3 December 1982

Many competing definitions of software components have been proposed over the years, but still today there is only partial agreement over such basic issues as granularity (are components bigger or smaller than objects, packages, or application?), instantiation (do components exist at run-time or only at compile-time?), and state (should we distinguish between components and ``instances" of components?). We adopt a minimalist view in which components can be distinguished by \emphcomposable interfaces. We have identified a number of key features and mechanisms for expressing composable software, and propose a calculus for modeling components, based on the asynchronous pi calculus extended with explicit namespaces, or ``forms". This calculus serves as a semantic foundation and an executable abstract machine for Piccola, an experimental composition language. The calculus also enables reasoning about compositional styles and evaluation strategies for Piccola. We present the design rationale for the Piccola calculus, and briefly outline some of the results obtained

Retrieval of CO2 and N2 in the Martian thermosphere using dayglow observations by IUVS on MAVEN

We present direct number density retrievals of carbon dioxide (CO2) and molecular nitrogen (N2) for the upper atmosphere of Mars using limb scan observations during October and November 2014 by the Imaging Ultraviolet Spectrograph on board NASA's Mars Atmosphere and Volatile EvolutioN (MAVEN) spacecraft. We use retrieved CO2 densities to derive temperature variability between 170 and 220km. Analysis of the data shows (1) low-mid latitude northern hemisphere CO2 densities at 170km vary by a factor of about 2.5, (2) on average, the N2/CO2 increases from 0.042±0.017 at 130km to 0.12±0.06 at 200km, and (3) the mean upper atmospheric temperature is 324±22K for local times near 14:00. © 2015. American Geophysical Union. All Rights Reserved