Learning conversions in science: The case of vocational students in the UK

The paper describes two aspects of a research project that focused on vocational science students. The paper begins with a general description of vocational science in the UK, to put the work in context. It then outlines an analysis of the ways in which these students approach problems involving converting between units of measurement. Finally the development and evaluation of computer‐based activities designed to support students in learning about unit conversion are described

A longitudinal study of the development of pupils algebraic thinking in a Logo environment

This thesis is based on research to investigate the hypothesis that programming in Logo\ud will provide pupils with a conceptual basis of algebraic ideas which will enhance their\ud work with "paper and pencil" algebra. The aims of the research were to:\ud • trace the development of the use and understanding of algebra related concepts\ud within a Logo programming context by reference to the work of four case study\ud pairs of pupils during their first three years of secondary schooling (11-14\ud years)\ud • develop and test out materials designed to help pupils link the conception of\ud variable derived within a Logo to a non-Logo context\ud • relate the pupils' understanding of variable in Logo programming to their\ud understanding in "paper and pencil" algebra\ud The research consisted predominantly of a three year longitudinal case study of pupils\ud programming in Logo during their "normal" secondary school mathematics lessons. The\ud data collected for this longitudinal study included video recordings of the pupils' Logo\ud work together with their spoken language (which was subsequently transcribed for\ud analysis). Initially it was found that the case study pupils did not naturally choose to\ud use variable in Logo as a problem solving tool but it was possible to develop teacher\ud devised tasks which provoked its use. Previous research suggests that pupils often use\ud informal methods which cannot easily be generalised and formalised in algebra.\ud However in the Logo context pupils were able to negotiate a generalisation by\ud interacting with the computer and discussing with their partner to the point where they\ud could then write a Logo procedure to formalise this generalisation.\ud Categories of variable use were derived from the data in order to provide a framework\ud for analysing the pupils' use and understanding of variable. At the end of the three year\ud case study a structured interview was administered to the pupils to probe their\ud understanding of variable in both the Logo and the algebra context. Evidence from the\ud research suggests that the Logo experience does enhance pupils' understanding of\ud variable in an algebra context, but the links which pupils make between variable in\ud Logo and variable in algebra depend more upon the nature and extent of their Logo\ud experience than on any other factor

From research to design: Perspectives on early years and digital technologies

The three papers explore how we can use existing research traditions to create challenging new directions for design and development of technologies for the early years. The papers focus on literacy, numeracy and reflections on the design process

Argumentation in science education as a systemic activity:An activity-theoretical perspective

The main aim of the paper is to show that argumentation in primary science education can be exhibited not only as a collective activity, comprising of a series of discrete teaching and learning actions, but also as a systemic activity. This is achieved through an effort to reconstruct the activity of argumentation by examining both the ensemble of sociocultural practices that facilitate it and to reveal the dynamics and interrelations that exist between the activity’s elements. Appropriate methodological and analytical tools from Cultural-Historical Activity Theory were used. The data to support the claim of the paper stem from an empirical study of examining the practices that facilitate argumentation in science education in six primary schools in Cyprus