Field dependence–independence and instructional-design effects on learners’ performance with a computer-modeling tool

Angeli, C., Valanides, N., & Kirschner, P. A. (2009). Field dependence–independence and instructional-design effects on learners’ performance with a computer-modeling tool. Computers in Human Behavior, 25, 1355–1366.The study investigated the extent to which two types of instructional materials and learner field dependence– independence affected learners’ cognitive load, time spent on task, and problem-solving performance in a complex system with a computer-modeling tool. One hundred and one primary student teachers were initially categorized into field dependent, field mixed, and field-independent learners based on their performance on the Hidden Figures Test, and were then randomly assigned to two experimental conditions. One group received a static diagram and a textual description in a split format, and the second group received the same static diagram and textual description in an integrated format. MANOVA revealed that the split-format materials contributed to higher cognitive load, higher time spent on task, and lower problem-solving performance than the integrated-format materials. There was also an interaction effect, only in terms of students’ problem-solving performance, between field dependence– independence and instructional materials, indicating that the facilitating effect of the integrated-format materials was restricted to the field-independent learners. Conclusions are drawn in terms of how the well-documented split-attention effect manifests itself irrespective of students’ field dependence-independence. Implications of the effects of reduced extraneous cognitive load on students’ problem-solving performance are also discussed

Formation des enseignants: un exemple de recherche-action: Chypre, France, lrlande, République tchèque, Slovénie

Cet article rend compte d’un travail de recherche engagé par des universitaires de cinq pays, dans le cadre d’un projet européen sur l’enseignement des sciences. L’objectif est de bâtir des modules de formation qui engagent les enseignants de sciences dans un processus de modification de leurs pratiques et dans l’acquisition de démarches susceptibles d’accompagner la construction du savoir chez l’élève. Trois axes fondent ce travail : engager les enseignants dans des activités d’investigations ; s’appuyer sur le vécu des enseignants pour favoriser la mise en œuvre de ces démarches dans le quotidien de leurs classes ; mettre en valeur un travail multiculturel qui favorise la décentration et ouvre le champ des possibles

Humans and nature relationship : images and text of ecology and environmental education

The present study investigated whether and how ecology and environmental education (EEE) affects the understanding of the Human-Nature relationship by images and historical, ethical and socio-economical textual information existing in textbooks targeting 14-15-year old children. Four subtopics - Uses of Resources; Pollution; Biodiversity; Ecosystems and Cycles – from textbooks of 15 different European and African countries were specifically selected, analyzed and comparisons were made. Results indicated that ecocentrism is the starting position. Historical, ethical and socio-economical dimensions relating to EEE is usually poor. There were also limited references to juridical norms and international agreements concerning environmental protection, biodiversity and sustainability issues.European Project FP6 Biohead-Citizen CIT2-CT-2004-506015.Fundação para a Ciência e Tecnologia - LIBEC/CIFPEC - Unidade de investigação (16/644)

Teachers' conceptions on environment and GMO in twelve europen countries

We analyze the conceptions of 4248 teachers on Environment and GMO (Genetically Modified Organisms), in 12 European countries: Cyprus, Estonia, Finland, France, Germany, Hungary, Italy, Lithuania, Malta, Poland, Portugal, Romania. Most of the differences between teachers' conceptions are observed inside each country. Some of them (related to preservation or utilization of Environment) significantly differentiate the 12 countries. Biology teachers have more knowledge on GMO and more opinions pro- GMO than their colleagues. Female teachers are significantly more anti-GMO than their male colleagues. More a teacher studied at University, more he or she thinks that the resources of our planet are limited.CIEC – Research Centre on Child Studies, IE, UMinho (FCT R&D unit 317), Portuga

Genetic determinism in school textbooks : a comparative study conducted among sixteen countries

Genetic concepts have significantly evolved over the last ten years, and are now less connected to innate ideas and reductionism. Unique reference to genetic determinism has been replaced by the interaction between the genes and their environment (epigenetics). Our analyses relating to how current school biology textbooks present this new paradigm in 16 different countries (12 from Europe and Tunisia, Morocco, Senegal, and Lebanon). Two precise criteria were used to analyse and compare the chapters dealing with the topic Human Genetics. The first criterion is the occurrence of the expression "genetic program" (which is typical of innate values). This is present in some countries but totally missing in some others. The existing differences seem to support the following: (i) in Eastern European countries, the absence is long-standing, and it is possibly linked to a previous influence of Lyssenko, (ii) in some other countries, the absence could be linked to various reactions during the Nazi period, (iii) in other cases, the observed diminution might be due to a modernisation of the scientific content, and, finally, (iv) in several countries, the notion of "genetic program" is still present, without any attempt for change. In contrast, there were no differences between countries with relation to the second criterion, that is, the twins’ pictures present in the textbooks. The monozygotic twins are always dressed identically and have the same hairstyle and body posture, as if these features could be genetically determined, providing thus evidence of a persistent implicit deterministic ideology. These results are discussed as interactions between implicit values and taught scientific knowledge.LIBEC/CIFPEC - unidade de investigação 16/644 da FCTEuropean project FP6 Biohead-Citizen CIT2-CT-2004-506015Projecto da FCT “Análise de manuais escolares” (PTDC/CED/65224/2006