Statistical Mechanics of Nonuniform Magnetization Reversal

The magnetization reversal rate via thermal creation of soliton pairs in quasi-1D ferromagnetic systems is calculated. Such a model describes e.g. the time dependent coercivity of elongated particles as used in magnetic recording media. The energy barrier that has to be overcome by thermal fluctuations corresponds to a soliton-antisoliton pair whose size depends on the external field. In contrast to other models of first order phase transitions such as the phi^4 model, an analytical expression for this energy barrier is found for all values of the external field. The magnetization reversal rate is calculated using a functional Fokker-Planck description of the stochastic magnetization dynamics. Analytical results are obtained in the limits of small fields and fields close to the anisotropy field. In the former case the hard-axis anisotropy becomes effectively strong and the magnetization reversal rate is shown to reduce to the nucleation rate of soliton-antisoliton pairs in the overdamped double sine-Gordon model. The present theory therefore includes the nucleation rate of soliton-antisoliton pairs in the double sine-Gordon chain as a special case. These results demonstrate that for elongated particles, the experimentally observed coercivity is significantly lower than the value predicted by the standard theories of N\'eel and Brown.Comment: 21 pages RevTex 3.0 (twocolumn), 6 figures available on request, to appear in Phys Rev B, Dec (1994

International collaborative follow - up investigation of graduating high school students’ understandings of the nature of scientific inquiry: is progress Being made?

Understandings of the nature of scientific inquiry (NOSI), as opposed to engaging students in inquiry learning experiences, are included in science education reform documents around the world. However, little is known about what students have learned about NOSI during their pre-college school years. The purpose of this large-scale follow-up international project (i.e. 32 countries and regions, spanning six continents and including 3917 students for the high school sample) was to collect data on what exiting high school students have learned about NOSI. Additionally, the study investigated changes in 12th grade students’ NOSI understandings compared to seventh grade (i.e. 20 countries and regions) students’ understandings from a prior investigation [Lederman et al. (2019). An international collaborative investigation of beginning seventh grade students’ understandings of scientific inquiry: Establishing a baseline. Journal of Research in Science Teaching, 56(4), 486–515. https://doi.org/10.1002/tea.21512]. This study documents and discusses graduating high school students’ understandings and compares their understandings to seventh grade students’ understandings of the same aspects of scientific inquiry for each country. It is important to note that collecting data from each of the 130+ countries globally was not feasible. Similarly, it was not possible to collect data from every region of each country. A concerted effort was made, however, to provide a relatively representative picture of each country and the world

Opportunities and challenges of China’s inquiry-based education reform in middle and high schools: Perspectives of science teachers and teacher educators

Consistent with international trends, an emergent interest in inquiry-based science teaching and learning in K-12 schools is also occurring in China. This study investigates the possibilities for and the barriers to enactment of inquiry-based science education in Chinese schools. Altogether 220 Chinese science teachers, science teacher educators and researchers (primarily from the field of chemistry education) participated in this study in August 2001. Participants represented 13 cities and provinces in China. We administered two questionnaires, one preceding and one following a 3-hour presentation by a US science educator and researcher about inquiry-based teaching and learning theories and practices. In each of three sites in which the study was conducted (Shanghai, Guangzhou and Beijing), questionnaires were administered, and four representative participants were interviewed. Our coding and analysis of quantifiable questionnaire responses (using a Likert scale), of open-ended responses, and of interview transcripts revealed enthusiastic interest in incorporating inquiry-based teaching and learning approaches in Chinese schools. However, Chinese educators face several challenges: (a) the national college entrance exam needs to align with the goals of inquiry-based teaching; (b) systemic reform needs to happen in order for inquiry-based science to be beneficial to students, including a change in the curriculum, curriculum materials, relevant resources, and teacher professional development; (c) class size needs to be reduced; and (d) an equitable distribution of resources in urban and rural schools needs to occur.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/42933/1/10763_2005_Article_1517.pd