Investigating participation in Advanced level mathematics: a study of student drop out

There has for some years been a growing concern about participation in university-entrance level mathematics in England and across the developed world. Extensive statistical analyses present the decline but offer little to help us understand the causes. In this paper we explore a concern which cannot be explored through national datasets, namely the retention of mathematics students on Advanced level mathematics courses. Drawing on survey data from fifteen secondary schools in the Midlands of England, we examine subject differences in decisions to study, withdraw from, and continue in a range of A level subjects. Not only is the rate of attrition from mathematics higher than most other subjects, but there are substantial differences between schools. In order to explore this high rate of attrition further we consider one school – Queensbury Park - in which a large proportion of students decided not to continue with their study of mathematics from year 12 to 13. Drawing on performance data and focus group interviews we explore some of the reasons for the students’ decisions

A linear nonequilibrium thermodynamics approach to optimization of thermoelectric devices

Improvement of thermoelectric systems in terms of performance and range of applications relies on progress in materials science and optimization of device operation. In this chapter, we focuse on optimization by taking into account the interaction of the system with its environment. For this purpose, we consider the illustrative case of a thermoelectric generator coupled to two temperature baths via heat exchangers characterized by a thermal resistance, and we analyze its working conditions. Our main message is that both electrical and thermal impedance matching conditions must be met for optimal device performance. Our analysis is fundamentally based on linear nonequilibrium thermodynamics using the force-flux formalism. An outlook on mesoscopic systems is also given.Comment: Chapter 14 in "Thermoelectric Nanomaterials", Editors Kunihito Koumoto and Takao Mori, Springer Series in Materials Science Volume 182 (2013

Explore the concept of “light” and its interaction with matter: an inquiry-based science education project in primary school

The exploration process leading to the understanding of physical phenomena, such as light and its interaction with matter, raises great interest and curiosity in children. However, in most primary schools, children rarely have the opportunity to conduct science activities in which they can engage in an enquiry process even if by the action of the teacher. In this context, we have organised several in-service teacher training courses and carried out several pedagogic interventions in Portuguese primary schools, with the aim of promoting inquirybased science education. This article describes one of those projects, developed with a class of the third grade, which explored the curricular topic “Light Experiments”. Various activities were planned and implemented, during a total of ten hours spread over five lessons. The specific objectives of this paper are: to illustrate and analyse the teaching and learning process promoted in the classroom during the exploration of one of these lessons, and to assess children’s learning three weeks after the lessons. The results suggest that children made significant learning which persisted. We conclude discussing some processes that stimulated children’ learning, including the importance of teacher questioning in scaffolding children's learning and some didactic implications for teacher training.CIEC – Research Centre on Child Studies, IE, UMinho (FCT R&D unit 317), Portuga

Information storing by biomagnetites

Since the discovery of the presence of biogenic magnetites in living organisms, there have been speculations on the role that these biomagnetites play in cellular processes. It seems that the formation of biomagnetite crystals is a universal phenomenon and not an exception in living cells. Many experimental facts show that features of organic and inorganic processes could be indistinguishable at nanoscale levels. Living cells are quantum "devices" rather than simple electronic devices utilizing only the charge of conduction electrons. In our opinion, due to their unusual biophysical properties, special biomagnetites must have a biological function in living cells in general and in the brain in particular. In this paper we advance a hypothesis that while biomagnetites are developed jointly with organic molecules and cellular electromagnetic fields in cells, they can record information about the Earth's magnetic vector potential of the entire flight in migratory birds.Comment: 17 pages, 3 figure

Fostering scientific literacy and critical thinking in elementary science education

Scientific literacy (SL) and critical thinking (CT) are key components of science education aiming to prepare students to think and to function as responsible citizens in a world increasingly affected by science and technology (S&T). Therefore, students should be given opportunities in their science classes to be engaged in learning experiences that promote SL and CT, which may trigger the need to build and develop knowledge, attitudes/values, thinking abilities, and standards/criteria in an integrated way, resulting in their ability to know how to take responsible action in contexts and situations of personal and social relevance. This paper reports on a study to design, implement, and assess science learning experiences focused on CT toward SL goal. Results support the conclusion that the learning experiences developed and implement- ed in a grade 6 science classroom had a significant influence on the students’ CT and SL. Within this elementary school context, the theoretical framework used appears to be a relevant and practical aid for developing learning experiences that promote CT/SL and in supporting teaching practices that are more in line with the goals of critical scientific literacy

Vocationalism varies (a lot): a 12-country multivariate analysis of participation in formal adult learning

To encourage adult participation in education and training, contemporary policy makers typically encourage education and training provision to have a strongly vocational (employment-related) character, while also stressing individuals’ responsibility for developing their own learning. Adults’ motivation to learn is not, however, purely vocational—it varies substantially, not only between individuals but between populations. This article uses regression analysis to explain motivation among 12,000 learners in formal education and training in 12 European countries. Although vocational motivation is influenced by individual-level characteristics (such as age, gender, education, occupation), it turns out that the country in which the participation takes place is a far stronger explanatory variable. For example, although men’s vocational motivation to participate is higher than women’s in all countries, Eastern European women have significantly higher levels of vocational motivation than men in Western Europe. This supports other research which suggests that, despite globalization, national institutional structures (social, economic) have continuing policy significance