5 research outputs found
Assessing studentsâ epistemic beliefs related to professional and school science
The school context, like other influences, affects the development of studentsâ epistemic beliefs (EBs), with theoretical conceptualizations suggesting a distinction between EBs related to professional and school science. However, empirical studies rarely address this distinction, and instruments separately assessing these EBs are not available. We address this research gap by providing a new questionnaire that is based on the established instrument by Conley et al. (2004) and which uses pairs of analogous items referring to the contexts of professional and school science. We succeeded in simultaneously assessing studentsâ EBs with reliable scales that allow for direct comparisons. Cross-sectional data is reported from a cohort study (N = 405) in grades 6 (n = 132), 8 (n = 167) and 10 (n = 106) that showed higher agreement with the scales related to professional science as well as higher agreement in higher grade levels. We further discuss methodological aspects of scale-formation, and highlight promising implementations of our questionnaire that future research could benefit from
Edge states in a two-dimensional honeycomb lattice of massive magnetic skyrmions
We study the collective dynamics of a two-dimensional honeycomb lattice of
magnetic skyrmions. By performing large-scale micromagnetic simulations, we
find multiple chiral and non-chiral edge modes of skyrmion oscillations in the
lattice. The non-chiral edge states are due to the Tamm-Shockley mechanism,
while the chiral ones are topologically protected against structure defects and
hold different handednesses depending on the mode frequency. To interpret the
emerging multiband nature of the chiral edge states, we generalize the massless
Thiele's equation by including a second-order inertial term of skyrmion mass as
well as a third-order non-Newtonian gyroscopic term, which allows us to model
the band structure of skrymion oscillations. Theoretical results compare well
with numerical simulations. Our findings uncover the importance of high order
effects in strongly coupled skyrmions and are helpful for designing novel
topological devices.Comment: 6 pages,4 figures,accepted by Physical Review B as a Rapid
Communicatio
Herausforderungen und Potenziale interdisziplinÀrer Forschung
Auf der Tagung der Fachsektion Didaktik der Biologie (FDdB) im VBio 2017 in Halle (Saale) wurden im Rahmen eines World CafĂ©s zwei Tische zum Thema âHerausforderungen und Potenziale interdisziplinĂ€rer Forschungâ angeboten. Hier diskutierten Professoren, Doktoranden und Lehrer der Biologiedidaktik und des Biologieunterrichts ĂŒber die aktuelle Thematik. Der Artikel soll unter den Aspekten âForschungskooperationenâ, âNutzung von Methodenâ und âThemenschwerpunkteâ HĂŒrden und Chancen fĂŒr die Weiterentwicklung disziplinĂŒbergreifender Forschung berichten, die im Rahmen der Diskussion aufgeworfen wurden. ZusĂ€tzlich sollen ausgewĂ€hlte Aspekte nochmals ausgefĂŒhrt werden, um den im World CafĂ© geĂ€uĂerten Bedarfen zu begegnen und diese theoretisch einzuordnen. (Autor)At the conference for Biology Education of FDdB 2017 in Halle (Saale), Germany, the topic âChallenges and potentials of interdisciplinary researchâ was discussed at two tables during the world cafĂ© session. With regard to the aspects âresearch-cooperationsâ, âuse of methodsâ and âcentral topicsâ the article summarizes the discussions with respect to barriers and opportunities for the enhancement of interdisciplinary research. Furthermore, aspects in need for further clarification are addressed and elaborated in more detail. (DIPF/Orig.
An international collaborative investigation of beginning seventh grade students' understandings of scientific inquiry : establishing a baseline
Although understandings of scientific inquiry (as opposed to conducting inquiry) are included in science education reform documents around the world, little is known about what students have learned about inquiry during their elementary school years. This is partially due to the lack of any assessment instrument to measure understandings about scientific inquiry. However, a valid and reliable assessment has recently been developed and published, Views About Scientific Inquiry (VASI; Lederman et al. [2014], Journal of Research in Science Teaching, 51, 65â83). The purpose of this largeâscale international project was to collect the first baseline data on what beginning middle school students have learned about scientific inquiry during their elementary school years. Eighteen countries/regions spanning six continents including 2,634 students participated in the study. The participating countries/regions were: Australia, Brazil, Chile, Egypt, England, Finland, France, Germany, Israel, Mainland China, New Zealand, Nigeria, South Africa, Spain, Sweden, Taiwan, Turkey, and the United States. In many countries, science is not formally taught until middle school, which is the rationale for choosing seventh grade students for this investigation. This baseline data will simultaneously provide information on what, if anything, students learn about inquiry in elementary school, as well as their beginning knowledge as they enter secondary school. It is important to note that collecting data from all of the approximately 200 countries globally was not humanly possible, and it was also not possible to collect data from every region of each country. The results overwhelmingly show that students around the world at the beginning of grade seven have very little understandings about scientific inquiry. Some countries do show reasonable understandings in certain aspects but the overall picture of understandings of scientific inquiry is not what is hoped for after completing 6 years of elementary education in any country.http://wileyonlinelibrary.com/journal/tea2020-04-01hj2020Science, Mathematics and Technology Educatio