Investigating Preschool and Primary School Teachers’ Self-Efficacy and Needs in Teaching Science: A Pilot Study

In recent years, the curricula reforms at the levels of preschool and primary school in Sweden have caused new demands on the teachers. In particular, numerous teachers lack the educational training in science subjects. Therefore, this study aims to investigate teachers’ self-efficacy and needs in relationto science teaching. A total of 71 teachers, divided into three groups of preschool, 1-3 grades and 4-6 grades, were invited to join this pilot study. From the EU FP7 project, PROFILES, a Likert scale questionnaire (with scores from 1 to 3 to represent strongly disagree, agree to strongly agree, and I don’t know was scored 0) was used and revised for the data collection in this pilot study. The results showed that the participating teachers had relatively high self-efficacy and no significant differences were found among the three groups of teachers. However, even though the teachers had high self-efficacy, the needs of further education were expressed by the teachers to a large extent. In particular, the group of preschool teachers addressed the need for more content knowledge (CK) in physics and chemistry (>41%). In terms of the groups of 1-3 and 4-6 grades teachers, the needs relating to scientific literacy were revealed, with a focus on engaging students in socio-scientific problems (52%, 56%) and assessment (44%, 61%). The implication of this study is discussed in the hope to contribute to teachers’ professional development for both pre- and in-service teachers in science education

Demonstrating Didactic Models for ESD and Bildung in School Education

Objective of the article: The aim of this article is to synthesise the findings of relevant research articles and to demonstrate several “didactic models” of education for sustainable development (ESD) in school education. Research method: The method of narrative literature review was used to identify didactic models for ESD in school education. A short description of the context of the presented issue: The term didactic refers to the professional scholarship of teaching. In recent decades, the need to develop didactic models that would support school teaching and to allow for this adjustment in new teaching contexts has been addressed. Research has shown that school subject teachers work differently with ESD. It demands holism and pluralism, which requires embracing multiple stakeholders and communities, and a multi-disciplinary approach. Shedding light on achieving sustainability with its holist and pluralist features, this article analyses relevant research articles and demonstrates several “didactic models” for ESD in school education. Conclusions and recommendations: I propose socioscientific issues-based teaching and learning (SSI-TL) as a useful didactic model for ESD and argue for the need to embrace didactic models like SSI-TL in teacher professional development for both pre- and in-service teachers. The article explicitly considers the value of applying Communities of Practice as a theory to guide educational practices and research on education for sustainability in school science. The implications of applying the didactic models presented in the article are relevant not only for ESD, but also for students’ development of Bildung to become reflective and responsible citizens

Taiwanese women's experiences of becoming a mother to a very-low-birth-weight preterm infant: A grounded theory study

[[abstract]]Background: Significant improvements have Occurred in the survival rates of small preterm infants. As more infants survive their preterm birth, the number of parents associated with this experience has also increased. Clearly, the birth of very-low-birth-weight (VLBW) preterm infants poses considerable challenges for all mothers. These challenges are further compounded in Taiwan, where women are traditionally required to practise the cultural ritual (Zuo Yue Zi) which includes confinement to the house with a special balanced diet for the first month postnatally. Moreover, there is a deficit of information on mothers' experiences when their preterm infants are in neonatal intensive care units (NICUs). Aims: The aim of this study was to explore Taiwanese mothers' (n = 26) parenting experiences when their preterm infants were in NICUs. Design: A qualitative research approach, grounded theory, was used to explore the mothers' lived reality of these experiences. Methods: In-depth interviews and participant observations were conducted to gain insight into the experience of parenting. Findings: A theoretical model was formulated from the findings delineating Taiwanese mothers' parenting experiences during their preterm infants stay in hospital. The findings indicated that the preterm birth, together with the admission of their infants to a NICU, presented mothers with an unexpected crisis. The particular cultural postnatal ritual posed this group of Taiwanese mothers with an additional difficulty in establishing physical interactions. However, the Taiwanese mothers created alternative channels of contact with their hospitalised infants using emotional connections, while the physical interactions were certainly limited. Despite all the difficulties this group of Taiwanese mothers faced and resolved, they all gradually captured and embraced the parenting role. The finding of this study further indicated that the support the mothers received from the healthcare professionals and the social networks the mothers made helped to create the connections that developed between the mothers and infants, making their journey towards parenthood possible. Conclusion: The theoretical model developed in this study is the first of its kind to contribute to the field of neonatal nursing in Taiwan. This would help Taiwanese women come to terms with becoming mothers of VLBW infants and subsequently enhance their parenting role. (C) 2008 Elsevier Ltd. All rights reserved

Taiwanese women’s experiences of becoming a mother to a very-low-birth-weight preterm infant: A grounded theory study

[[abstract]]Background Significant improvements have occurred in the survival rates of small preterm infants. As more infants survive their preterm birth, the number of parents associated with this experience has also increased. Clearly, the birth of very-low-birth-weight (VLBW) preterm infants poses considerable challenges for all mothers. These challenges are further compounded in Taiwan, where women are traditionally required to practise the cultural ritual (Zuo Yue Zi) which includes confinement to the house with a special balanced diet for the first month postnatally. Moreover, there is a deficit of information on mothers’ experiences when their preterm infants are in neonatal intensive care units (NICUs). Aims The aim of this study was to explore Taiwanese mothers’ (n = 26) parenting experiences when their preterm infants were in NICUs. Design A qualitative research approach, grounded theory, was used to explore the mothers’ lived reality of these experiences. Methods In-depth interviews and participant observations were conducted to gain insight into the experience of parenting. Findings A theoretical model was formulated from the findings delineating Taiwanese mothers’ parenting experiences during their preterm infants stay in hospital. The findings indicated that the preterm birth, together with the admission of their infants to a NICU, presented mothers with an unexpected crisis. The particular cultural postnatal ritual posed this group of Taiwanese mothers with an additional difficulty in establishing physical interactions. However, the Taiwanese mothers created alternative channels of contact with their hospitalised infants using emotional connections, while the physical interactions were certainly limited. Despite all the difficulties this group of Taiwanese mothers faced and resolved, they all gradually captured and embraced the parenting role. The finding of this study further indicated that the support the mothers received from the healthcare professionals and the social networks the mothers made helped to create the connections that developed between the mothers and infants, making their journey towards parenthood possible. Conclusion The theoretical model developed in this study is the first of its kind to contribute to the field of neonatal nursing in Taiwan. This would help Taiwanese women come to terms with becoming mothers of VLBW infants and subsequently enhance their parenting role

Are you SLiM? Developing an instrument for civic scientific literacy measurement (SLiM) based on media coverage

Abstract The purpose of this study is to develop an instrument to assess civic scientific literacy measurement (SLiM), based on media coverage. A total of 50 multiple-choice items were developed based on the most common scientific terms appearing in media within Taiwan. These questions covered the subjects of biology (45.26%, 22 items), earth science (37.90%, 19 items), physics (11.58%, 6 items) and chemistry (5.26%, 3 items). A total of 1034 students from three distinct groups (7th graders, 10th graders, and undergraduates) were invited to participate in this study. The reliability of this instrument was 0.86 (KR 20). The average difficulty of the SLiM ranged from 0.19 to 0.91, and the discrimination power was 0.1 to 0.59. According to participants' performances on SLiM, it was revealed that 10th graders (Mean = 37.34±0.23) performed better than both undergraduates (Mean = 33.00±0.33) and 7th graders (Mean = 26.73±0.45) with significant differences in their SLiM

Finishing the euchromatic sequence of the human genome

The sequence of the human genome encodes the genetic instructions for human physiology, as well as rich information about human evolution. In 2001, the International Human Genome Sequencing Consortium reported a draft sequence of the euchromatic portion of the human genome. Since then, the international collaboration has worked to convert this draft into a genome sequence with high accuracy and nearly complete coverage. Here, we report the result of this finishing process. The current genome sequence (Build 35) contains 2.85 billion nucleotides interrupted by only 341 gaps. It covers ∼99% of the euchromatic genome and is accurate to an error rate of ∼1 event per 100,000 bases. Many of the remaining euchromatic gaps are associated with segmental duplications and will require focused work with new methods. The near-complete sequence, the first for a vertebrate, greatly improves the precision of biological analyses of the human genome including studies of gene number, birth and death. Notably, the human enome seems to encode only 20,000-25,000 protein-coding genes. The genome sequence reported here should serve as a firm foundation for biomedical research in the decades ahead

Preucevanje uciteljeve samoucinkovitosti in uciteljevih potreb pri poucevanju naravoslovja v predsolskem in osnovnosolskem izobrazevanju: pilotna studija

In recent years, the curricula reforms at the levels of preschool and primary school in Sweden have caused new demands on the teachers. In particular, numerous teachers lack the educational training in science subjects. Therefore, this study aims to investigate teachers’ self-efficacy and needs in relation to science teaching. A total of 71 teachers, divided into three groups of pre-school, 1-3 grades and 4-6 grades, were invited to join this pilot study. From the EU FP7 project, PROFILES, a Likert scale questionnaire (with scores from 1 to 3 to represent strongly disagree, agree to strongly agree, and I don’t know was scored 0) was used and revised for the data collection in this pilot study. The results showed that the participating teachers had relatively high self-efficacy and no significant differences were found among the three groups of teachers. However, even though the teachers had high self-efficacy, the needs of further education were expressed by the teachers to a large extent. In particular, the group of preschool teachers addressed the need for more content knowledge (CK) in physics and chemistry (>41%). In terms of the groups of 1-3 and 4-6 grades teachers, the needs relating to scientific literacy were revealed, with a focus on engaging students in socio-scientific problems (52%, 56%) and assessment (44%, 61%). The implication of this study is discussed in the hope to contribute to teachers’ professional development for both pre- and in-service teachers in science education. (DIPF/Orig.

SCORM-Based Learning Environment for Supporting Non-Science Majors' Science Learning

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