The answers are all around us

There is no doubt that those responsible for science education need some answers. The problems are clear for all to see. David Symington and Russell Tytler argue that the answers are all around us if we ask the right questions of the right people. <br /

Redesigning science teacher education to reflect the nature of contemporary science

Evidence that many students are not being captivated by school science has led to advocacy of revising the science curriculum. However, there need to be accompanying changes in science teacher education. This study is designed to lay foundations for innovation in the pre-service education of secondary science teachers, involving a reconceptualisation of the nature of contemporary science and a course structure that links science teaching with broader science public reform initiatives. We held a series of Focus Groups, built around Government Research Priority areas, which brought together people from industry, government, research organisations, and community groups involved in science and its applications. In the groups the participants discussed how science currently operates in their area, ways in which the area will develop in the coming decade, and what implications there are for the nation and its citizens and for science education. What emerged was a concern for public responses to science at a range of levels, and a very different view of science practice and community involvement with science to that represented in current university and school science courses. This was confirmed in interviews with science graduates working in disparate fields, and also focus groups of school students. The paper will report on the insights generated, and explore the implications for redesigning the pre-service education of science teachers.<br /

Four-dimensional symplectic cobordisms containing three-handles

We construct four-dimensional symplectic cobordisms between contact three-manifolds generalizing an example of Eliashberg. One key feature is that any handlebody decomposition of one of these cobordisms must involve three-handles. The other key feature is that these cobordisms contain chains of symplectically embedded two-spheres of square zero. This, together with standard gauge theory, is used to show that any contact three-manifold of non-zero torsion (in the sense of Giroux) cannot be strongly symplectically fillable. John Etnyre pointed out to the author that the same argument together with compactness results for pseudo-holomorphic curves implies that any contact three-manifold of non-zero torsion satisfies the Weinstein conjecture. We also get examples of weakly symplectically fillable contact three-manifolds which are (strongly) symplectically cobordant to overtwisted contact three-manifolds, shedding new light on the structure of the set of contact three-manifolds equipped with the strong symplectic cobordism partial order.Comment: This is the version published by Geometry & Topology on 28 October 200

Speaking the language of the outsider

There are a variety of audiences for educational research, for example: fellow researchers, educators, those who develop and implement policy for education, and the community. In general the audiences with which we have most effectively communicated are the first two. These can be characterised as &lsquo;insiders&rsquo;, with whom communications about our research reflect a shared understanding of education practices. Communication with the latter two groups needs to be different as the members of the &lsquo;outsider&rsquo; communities generally do not share the same understandings of educational practices and purposes. In this paper we will explore implications of these challenges drawing on our research on school-community collaborations in school science programs

The effect of alkalisation on the mechanical properties of natural fibres

A study on the effect of alkalisaton using 3% NaOH solution was carried out on Flax, Kenaf, Abaca and Sisal to observe the impact that the common pre-treatment process has on fibre mechanical properties. The result of the investigation indicated that over-treatment of natural fibres using NaOH could have a negative effect on the base fibre properties. It is concluded that a treatment time of less than 10 minutes is sufficient to remove hemicelluloses and to give the optimum effect

Vacuum infusion of natural fibre composites for structural applications

Numerous methods of manufacturing natural fibre composites have been reported in the literature, including compression moudling, often in conjunction with a hot press. Other forms of composite manufacture include 'Vacuum Assisted Resin Transfer Moulding' (VATRM) and the 'Seemann Composite Resin Infusion Moulding Process' (SCRIMP). These methods have been reported to produce natural fibre composies with reasonable mechanical properties [1-2]. In this paper, a vacuum infusion rig is described that has been developed to produce consistent quality composite plates for studies into optimising natural fibre composites. The process aims to harness the benefits of vacuum infusion and compression moulding, where vacuum infusion encourages the removal of trapped air in the system and hence avoid reduction, and additional compression moulding can help to achieve high volume fractions that are otherwise difficult in other processes

Mechanical testing of natural fibre reinforced polyester resin composites and Mode 1 fracture toughness testing of resin blocks

Recent European Parliament directive requires companies to achieve materials recycling greater than 80% in particular in the automotive sector [1]. The research on natural fibre based composite materials fits well into this ecological image. The advantages of natural fibres over synthetic materials include, low density, relative cheapness, availability and biodegradability. In this paper we explore the fabrication and mechanical testing of natural fibre composites and this is part of an on going study at Strathclyde University and describes the fabrication of composites using natural fibre and styrene polyester resin. The properties of the synthetic resin can be varied by changing the catalysts concentration and flexural (three point bending) and single-edged notched bending (SENB) properties are reported at different concentrations of the catalyst

The contructivist paradigm and some implications for science content and pedagogy

Through a comparison of the widely-held traditional view of science with the constructivist view of science, we argue that the constructivist view of the content of science has important implications for classroom teaching and learning. This alternative view of science concepts as human constructs, scrutinised by application of the rules of the game of science, raises many challenges for teachers. Reconceptualisation of teachers' views of the nature of science and of learning in science is important for a constructivist pedagogy. We argue here that open discussion of the 'rules of the game' of science would contribute to better learning in the classroom, since learners would be better equipped to change their existing concepts by knowing more about the nature of science itself

Community leaders\u27 views of the purposes of science in the compulsory years of schooling

Accepting that scientific literacy is the primary purpose of science in the compulsory years of schooling leads to the question \u27What does scientific literacy mean in a particular community?\u27 This paper reports a study designed to provide some insight into that question. Data were gathered through interviews with a sample of community leaders, in the state of Victoria, Australia, about their views of the purposes of school science.The data reveal that, although most of those interviewed had no formal post-school science education, their life experiences provided them with useful insights into the question raised. The wisdom of such people could make an important contribution during the initial stages of curriculum development in science.As people successful in their own fields, the study participants were lifelong learners. Consequently, their responses suggest that a primary focus of school science must be to provide students with a framework that will enable them to continue learning beyond schooling. This is not just a matter of knowledge or skills, but of feeling comfortable with science.The methods used provide a useful example of how views about education can be gathered from thoughtful, non-expert community members. In this instance, they allowed a reconceptualization of the purposes of school science. These community leaders argued for an education for \u27science in life\u27 rather than an education about science.<br /