Improving preservice chemistry teachers' content knowledge through intervention activities

The effect of intervention activities on the chemistry content knowledge of 92 preservice chemistry teachers (PSCT) was examined via a pre and post true/false with confidence level test focusing on ionisation energy values and the use of a common alternative conception (AC). Data were collected from three cohorts of PSCT each engaged in a one year full-time university-based teacher education programme. Comparison of pre-and post-test responses and discrimination differences between responses for each PSCT were used to identify the use of the AC and hence the efficacy of the intervention activities. Interviews with 14 of these PSCT allowed triangulation of the data. Findings suggest that the activities allow 71% of PSCT to identify this AC as non-scientific or become more confident in doing so. Interview data indicate that this rejection of this AC is sustained for 9 of the 11 PSCT whose test data indicated improvement. These data have implications for teacher education such that 2 hour intervention sessions can offer the opportunity for PSCT to develop their subject matter knowledge. As the accurate application of electrostatic concepts to electrons has wider application to bonding, these interventions offer PSCT more accurate chemical subject knowledge resources to draw on in their teaching

Why I became a chemistry teacher: identifying turning points in chemistry teacher narratives of their trajectories into teaching

BACKGROUND: Currently there are international concerns over teacher recruitment and attrition rates, especially in mathematics and the physical sciences. Much has been written about the recruitment of student teachers and the reasons people give for going into teaching, but little on the broader context of these people’s lives and the complex influences on their career decisions. PURPOSE: The narrative approach used in this study is a complement to larger scale quantitative studies into teacher recruitment as it seeks to consider the wider picture of a person’s life and, through a defended participant perspective, expose influences that may not have been obvious to the participants themselves. Sample: Eight current UK chemistry teachers. SAMPLE: Eight current UK chemistry teachers. DESIGN AND METHODS: Stories of becoming teachers are told through interviews and these narratives examined to consider the key influences upon their becoming chemistry teachers. Two analytic lenses were used: inductive thematic analysis and deductive analysis considering psychoanalytical defences. These lenses were used to both exemplify and challenge each other, providing triangulation of interpretation to determine participants’ trajectories into chemistry teaching. RESULTS: Family background and interest in, and utility of, studying chemistry were found to influence career life decisions. Some participants experienced moments where their career trajectory changed towards teaching whereas others followed a smooth path towards this end. For two, changes in their relationship with chemistry resulted in a teaching career. Particularly influential appears to be prior teaching experience which led to changes of trajectory for half of the participants in this study. CONCLUSION: The chemistry teachers’ relationship with the subject discipline and prior teaching experience were important in them entering the profession, whilst the influence of their own teachers is more nuanced than wider larger scale quantitative studies suggest. Findings suggest that increasing the opportunity for classroom experience for undergraduates may improve teacher recruitment

“Natural” stress patterns and dependencies between edge alignment and quantity sensitivity

We conducted an artificial language learning experiment to study learning asymmetries that might reveal latent preferences relating to, and any dependencies between, the edge alignment and quantity sensitivity (QS) parameters in stress patterning. We used a poverty of the stimulus approach to teach American English speakers an unbounded QS stress rule (stress a single CV: syllable) and either a left- or right-aligning QI rule if only light syllables were present. Forms with two CV: syllables were withheld in the learning phase and added in the test phase, forcing participants to choose between left- and right-aligning options for the QS rule. Participants learned the left- and right-edge QI rules equally well, and also the basic QS rule. Response patterns for words with two CV: syllables suggest biases favoring a left-aligning QS rule with a left-edge QI default. Our results also suggest that a left-aligning QS pattern with a rightedge QI default was least favored. We argue that stress patterns shown to be preferred based on evidence from ease-of-learning and participants’ untrained generalizations can be considered more natural than less favored opposing patterns. We suggest that cognitive biases revealed by artificial stress learning studies may have contributed to shaping stress typology.publishedVersio

Detecting impaired language processing in patients with mild cognitive impairment using around-the-ear cEEgrid electrodes

Mild cognitive impairment (MCI) is the term used to identify those individuals with subjective and objective cognitive decline but with preserved activities of daily living and an absence of dementia. Although MCI can impact functioning in different cognitive domains, most notably episodic memory, relatively little is known about the comprehension of language in MCI. In this study, we used around-the-ear electrodes (cEEGrids) to identify impairments during language comprehension in patients with MCI. In a group of 23 patients with MCI and 23 age-matched controls, language comprehension was tested in a two-word phrase paradigm. We examined the oscillatory changes following word onset as a function of lexico-semantic single-word retrieval (e.g., swrfeq vs. swift) and multiword binding processes (e.g., horse preceded by swift vs. preceded by swrfeq). Electrophysiological signatures (as measured by the cEEGrids) were significantly different between patients with MCI and controls. In controls, lexical retrieval was associated with a rebound in the alpha/beta range, and binding was associated with a post-word alpha/beta suppression. In contrast, both the single-word retrieval and multiword binding signatures were absent in the MCI group. The signatures observed using cEEGrids in controls were comparable with those signatures obtained with a full-cap EEG setup. Importantly, our findings suggest that patients with MCI have impaired electrophysiological signatures for comprehending single words and multiword phrases. Moreover, cEEGrid setups provide a noninvasive and sensitive clinical tool for detecting early impairments in language comprehension in MCI

Structural investigation of MOVPE-Grown GaAs on Ge by X-ray techniques

The selection of appropriate characterisation methodologies is vital for analysing and comprehending the sources of defects and their influence on the properties of heteroepitaxially grown III-V layers. In this work we investigate the structural properties of GaAs layers grown by Metal-Organic Vapour Phase Epitaxy (MOVPE) on Ge substrates – (100) with 6⁰ offset towards – under various growth conditions. Synchrotron X-ray topography (SXRT) is employed to investigate the nature of extended linear defects formed in GaAs epilayers. Other X-ray techniques, such as reciprocal space mapping (RSM) and triple axis ω-scans of (00l)-reflections (l = 2, 4, 6) are used to quantify the degree of relaxation and presence of antiphase domains (APDs) in the GaAs crystals. The surface roughness is found to be closely related to the size of APDs formed at the GaAs/Ge heterointerface, as confirmed by X-ray diffraction (XRD), as well as atomic force microscopy (AFM), and transmission electron microscopy (TEM)

Structural investigation of MOVPE-Grown GaAs on Ge by X-ray techniques

The selection of appropriate characterisation methodologies is vital for analysing and comprehending the sources of defects and their influence on the properties of heteroepitaxially grown III-V layers. In this work we investigate the structural properties of GaAs layers grown by Metal-Organic Vapour Phase Epitaxy (MOVPE) on Ge substrates – (100) with 6⁰ offset towards – under various growth conditions. Synchrotron X-ray topography (SXRT) is employed to investigate the nature of extended linear defects formed in GaAs epilayers. Other X-ray techniques, such as reciprocal space mapping (RSM) and triple axis ω-scans of (00l)-reflections (l = 2, 4, 6) are used to quantify the degree of relaxation and presence of antiphase domains (APDs) in the GaAs crystals. The surface roughness is found to be closely related to the size of APDs formed at the GaAs/Ge heterointerface, as confirmed by X-ray diffraction (XRD), as well as atomic force microscopy (AFM), and transmission electron microscopy (TEM)

The relationship between language production and verbal short-term memory: The role of stress grouping

This study investigates the influence of stress grouping on verbal short-term memory (STM). English speakers show a preference to combine syllables into trochaic groups, both lexically and in continuous speech. In two serial recall experiments, auditory lists of nonsense syllables were presented with either trochaic (STRONG-weak) or iambic (weak-STRONG) stress patterns, or in monotone. The acoustic correlates that carry stress were also manipulated in order to examine the relationship between input and output processes during recall. In Experiment 1, stressed and unstressed syllables differed in intensity and pitch but were matched for spoken duration. Significantly more syllables were recalled in the trochaic stress pattern condition than in the iambic and monotone conditions, which did not differ. In Experiment 2, spoken duration and pitch were manipulated but intensity was held constant. No effects of stress grouping were observed, suggesting that intensity is a critical acoustic factor for trochaic grouping. Acoustic analyses demonstrated that speech output was not identical to the auditory input, but that participants generated correct stress patterns by manipulating acoustic correlates in the same way in both experiments. These data challenge the idea of a language-independent STM store and support the notion of separable phonological input and output processes