A category-based video-analysis of students' activities in an out-of-school hands-on gene technology lesson

Our research objectives focussed on monitoring (i) students' activities during experimental teaching phases in an out-of-school gene technology lab; (ii) potential relationships with variables such as work group size and cognitive achievement. Altogether, we videotaped 20 work groups of A-level 12th graders (N = 67) by continuous recording of their lab-work phases. Subsequent analysis revealed nine categories characterizing the students' most relevant activities. Intra- and inter-observer objectivity as well as reliability scores confirmed the good fit of this categorization. Based on the individual time budgets generated, we extracted four clusters derived from students' prevalent activities. A cross-tabulation of two cluster analysis methods independently used showed a high level of agreement. Clusters were labelled as (i) 'all-rounders' (members of which applied similar portions of time to the main activities), (ii) 'observers' (members' dominating activity focussed on in-group observation of the lab-work), (iii) 'high-experimenters' (members predominantly engaged in specific hands-on activities), and (iv) 'passive students' (members mainly engaged in activities with no experimental relation). Particularly, we found members of clusters 1 and 2 in four-person work groups while members of clusters 3 and 4 were prevalent in three-person groups. During the educational intervention, students of all clusters improved their cognitive achievement on a short-term and a long-term schedule. However, only the 'all-rounders' revealed a high level of persistent (long-term) knowledge with no decrease rate at all. We draw conclusions with respect to work group sizes as well as to organisational aspects of experimental lessons

Em que medida o conteúdo sobre genética nos manuais escolares contribuipara a literacia cientifíca? Análise dos temas ciência-tecnologia-sociedade-ambiente em manuais escolares

Our article analyses science-technology- society-environment (STSE) issues in the genetics-related chapters of Portuguese natural sciences and biology textbooks and considers how they contribute to students’ scientific literacy. We inspected manner of imparting of the decontextualized and socially neutral view of science and technology (S&T) as an obstacle for achieving scientific literacy. Our sample comprised four textbooks, two for the 9th and two the 12th grades. We identified and content-analytically analyzed 1019 STSE statements with regard to their compliance with previously proposed criteria. We quantitatively analyzed the statements’ frequencies. We noted an attempt to approach STSE issues, but we found important deficiencies in all the textbooks, as well as indicators of a distorted view of science. We discuss possible influences of the socio-cultural context in the selection of STSE contents, in the terms being applied, as well as in the S&T conceptions displayed by the textbooks.O nosso artigo analisa o tema das relações entre a ciência, a tecnologia, a sociedade e o ambiente (conhecidos na língua inglesa como STSE issues), nos capítulos relacionados com a genética, em manuais de ciências naturais e de biologia, e considera em que medida eles contribuem para a literacia científica dos alunos. Adicionalmente, foi averiguada a transmissão da visão descontextualizada e socialmente neutra da ciência e da tecnologia, enquanto obstáculo à literacia científica. A amostra compreende quatro manuais portugueses de Biologia e de Ciências Naturais, nomeadamente, dois para o 9.º ano e dois para o 12.º. Identificámos e analisámos 1019 expressões com conteúdo STSE, conformes com critérios previamente propostos, e procedemos à análise de frequências. Verificou-se uma tentativa de abordagem de conteúdos STSE, tendo sido também detetadas deficiências importantes em todos os manuais, assim como indicadores daquela visão distorcida da ciência e da tecnologia. Discutem-se ainda possíveis influências do contexto sociocultural na seleção dos conteúdos STSE, nos termos utilizados, bem como na conceção sobre ciência e tecnologia refletidas nos manuais

Content and Language Integrated Scientific Modelling: A Novel Approach to Model Learning

The relevance of English language competencies in authentic, discipline-specific contexts at school is increasingly acknowledged outside of English-speaking countries. Since any understanding of complex scientific problems requires the combination of scientific literacy with other competencies, such as scientific modelling, the appropriate application of Content and Language Integrated Learning (CLIL) is of great importance. The present study focuses on an established, hands-on outreach genetic education module on DNA structure, which it extends with a bilingual adaption to examine the influence of non-CLIL and CLIL learning on students’ scientific modelling skills and model understanding. When comparing non-CLIL learners (n = 149) and CLIL learners (n = 316), the former received higher scores in the assessment of model-related self-evaluation sheets and built better models. We also found that non-CLIL learners achieved better temporary knowledge of “DNA as a model” scores and, for model evaluation, were more reflective in determining similarities and differences between their hand-crafted model and a commercial DNA school model. However, CLIL learners performed better in comparing their model sketches with their hand-crafted models. They also used different approaches to develop models and conceptualize integral components of models, as reflected in their advanced model understanding. We conclude that CLIL influences modelling qualities on different levels, by fostering modelling practice, and in particular, model understanding

Agar Plates Made from Common Supermarket Substances and Bacillus subtilis Natto as an Inexpensive Approach to Microbiology Education

<p>To address the possible limitations that financial restrictions may have on students’ independent experimentation at school, we developed and implemented an inexpensive approach for basic microbiology education. We describe four nutrient agars consisting only of everyday substances available from the supermarket or online that we developed to replace standard agars and specific agars. Additionally, we selected <em>Bacillus subtilis</em> natto as an example of a pure-culture species. Our tip first reports the four supermarket-substance agar variants; second, it suggests utilizing them to introduce basic microbiological techniques; and third, it introduces <em>B. subtilis</em> natto in the context of the antibacterial effects of antibiotics as well as of supermarket products which students can bring to class from home. We implemented our approach in microbiology education at school as well as in pre-service teacher education and in in-service teacher professional development courses at our university. Finally, our paper provides worksheets for all the experiments.</p><p> </p><p><em>Editor's Note</em>:</p><p><em>The ASM advocates that students must successfully demonstrate the ability to explain and practice safe laboratory techniques. For more information, read the laboratory safety section of the ASM Curriculum Recommendations: Introductory Course in Microbiology and the Guidelines for Biosafety in Teaching Laboratories, available at www.asm.org. The Editors of </em>JMBE <em>recommend that adopters of the protocols included in this article follow a minimum of Biosafety Level 1 practices. If the soil plates described in the activity are opened, a minimum of Biosafety Level 2 is required.</em></p

To What Extent do Biology Textbooks Contribute to Scientific Literacy? Criteria for Analysing Science-Technology-Society-Environment Issues

Our article proposes a set of six criteria for analysing science-technology-society-environment (STSE) issues in regular textbooks as to how they are expected to contribute to students’ scientific literacy. We chose genetics and gene technology as fields prolific in STSE issues. We derived our criteria (including 26 sub-criteria) from a literature review of the debate in science education on how to increase scientific literacy. We inspected the textbooks regarding the relationships between science, technology, society, and environment, and considered the presence of the decontextualized and socially neutral view of science as distorted view. We, qualitatively and quantitatively, applied our set of criteria to two German Biology textbooks and identified, in total, 718 STSE statements. Based on the frequencies of different criteria and sub-criteria in the textbooks, we drew conclusions concerning STSE issues and the underlying conceptions of science and technology, which might hinder the furtherance of scientific literacy. The applicability of our approach in other science education contexts is discussed

Universitäre Lehr-Lern-Labore als multifunktionale didaktische Lernwerkstätten. Außerschulischer Lernort, praxisnahe Lehrerausbildung und fachdidaktische Forschung im Verbund

Die Verfasser entwickeln an den beiden Universitäten Trier und Bayreuth Konzepte zum forschenden Lernen im Wahlpflichtbereich der Fachdidaktik. Die Forschungsergebnisse, die mit Studierenden erarbeitet wurden, werden in diesem Artikel präsentiert, und Ableitungen für die Rolle des Beobachters getroffen. (DIPF/Orig.

A possible terrestrial egg cluster in driftwood from the Lower Jurassic (Late Pliensbachian) of Buttenheim (Franconia, Germany)

Our paper shows several clusters of circular fossil egg capsules from the Franconian Amaltheenton Facies (Lower Jurassic, Upper Pliensbachian), mostly found in the clay pit south of Buttenheim. The egg capsules are scatteredly and irregularly arranged on various substrates like calcareous nodules, mollusk shells, or sunken driftwoods. Marine gastropods have been presumed as their producers spawning their eggs autochthonous. Only one specimen exhibits a regular honeycomb-like pattern of small pyritized eggs deposited seemingly within driftwood but originally lead in a small deadwood break. We interpret it as representing a possible allochthonous insect spawn drifted off from the about 70 km removed coastal region