Science in the New Zealand Curriculum e-in-science

This milestone report explores some innovative possibilities for e-in-science practice to enhance teacher capability and increase student engagement and achievement. In particular, this report gives insights into how e-learning might be harnessed to help create a future-oriented science education programme. “Innovative” practices are considered to be those that integrate (or could integrate) digital technologies in science education in ways that are not yet commonplace. “Future-oriented education” refers to the type of education that students in the “knowledge age” are going to need. While it is not yet clear exactly what this type of education might look like, it is clear that it will be different from the current system. One framework used to differentiate between these kinds of education is the evolution of education from Education 1.0 to Education 2.0 and 3.0 (Keats & Schmidt, 2007). Education 1.0, like Web 1.0, is considered to be largely a one-way process. Students “get” knowledge from their teachers or other information sources. Education 2.0, as defined by Keats and Schmidt, happens when Web 2.0 technologies are used to enhance traditional approaches to education. New interactive media, such as blogs, social bookmarking, etc. are used, but the process of education itself does not differ significantly from Education 1.0. Education 3.0, by contrast, is characterised by rich, cross-institutional, cross-cultural educational opportunities. The learners themselves play a key role as creators of knowledge artefacts, and distinctions between artefacts, people and processes become blurred, as do distinctions of space and time. Across these three “generations”, the teacher’s role changes from one of knowledge source (Education 1.0) to guide and knowledge source (Education 2.0) to orchestrator of collaborative knowledge creation (Education 3.0). The nature of the learner’s participation in the learning also changes from being largely passive to becoming increasingly active: the learner co-creates resources and opportunities and has a strong sense of ownership of his or her own education. In addition, the participation by communities outside the traditional education system increases. Building from this framework, we offer our own “framework for future-oriented science education” (see Figure 1). In this framework, we present two continua: one reflects the nature of student participation (from minimal to transformative) and the other reflects the nature of community participation (also from minimal to transformative). Both continua stretch from minimal to transformative participation. Minimal participation reflects little or no input by the student/community into the direction of the learning—what is learned, how it is learned and how what is learned will be assessed. Transformative participation, in contrast, represents education where the student or community drives the direction of the learning, including making decisions about content, learning approaches and assessment

Addicts, recovery, and the God question : how do persons with an addiction experience “God” in their recovery

1 online resource (24, [22] p.)Includes abstract and appendices.Includes bibliographical references."Graduate Project"This Phenomenological Research study is an examination of data revealed through the lens of persons with an addiction, who are in recovery. Through a series of one on one interviews, this study focuses on how persons with an addiction, who are in recovery have experienced God. The study as well, will provide perspectives of their individual journeys. The study has identified several themes based on the data which will offer an insight into the dimensions where the church in ministry to the addicted may be informed

Preparing Teachers for the 21st Century Using PBL as an Integrating Strategy in Science and Technology Education

This paper explores the foundational principles of Problem-Based Learning (PBL) as an integrative teaching strategy designed deliberately to cross discipline boundaries in order to make meaningful and lasting connections. The authors suggest that while PBL has in recent times has largely manifested towards a method of inquiry within a single discipline the founding principles and key characteristics that inform PBL may be applied to solving technological inquiry where an understanding and application of scientific principles is fundamental in informing and developing the preferred solution. This paper highlights that in order to be effective classroom educators, in an ever increasing and complex world, pre-service teachers’ need to develop robust mental models and metacognitive skills that are transferable. In supporting this development the rationale and the application of PBL as an integrated teaching and learning strategy in pre-service science and technology education will be examined. This paper suggests that PBL is an effective strategy in supporting inquiry of an interdisciplinary nature as well as developing dispositions that embrace collaborative inquiry and reflective practice

Harmful algal blooms and eutrophication : examining linkages from selected coastal regions of the United States

Author Posting. © Elsevier B.V., 2008. This is the author's version of the work. It is posted here by permission of Elsevier B.V. for personal use, not for redistribution. The definitive version was published in Harmful Algae 8 (2008): 39-53, doi:10.1016/j.hal.2008.08.017.Coastal waters of the United States (U.S.) are subject to many of the major harmful algal bloom (HAB) poisoning syndromes and impacts. These include paralytic shellfish poisoning (PSP), neurotoxic shellfish poisoning (NSP), amnesic shellfish poisoning (ASP), ciguatera fish poisoning (CFP) and various other HAB phenomena such as fish kills, loss of submerged vegetation, shellfish mortalities, and widespread marine mammal mortalities. Here, the occurrences of selected HABs in a selected set of regions are described in terms of their relationship to eutrophication, illustrating a range of responses. Evidence suggestive of changes in the frequency, extent or magnitude of HABs in these areas is explored in the context of the nutrient sources underlying those blooms, both natural and anthropogenic. In some regions of the U.S., the linkages between HABs and eutrophication are clear and well documented, whereas in others, information is limited, thereby highlighting important areas for further research.Support was provided through the Woods Hole Center for Oceans and Human Health (to DMA), National Science Foundation (NSF) grants OCE-9808173 and OCE-0430724 (to DMA), OCE-0234587 (to WPC), OCE04-32479 (to MLP), OCE-0138544 (to RMK), OCE-9981617 (to PMG); National Institute of Environmental Health Sciences (NIEHS) grants P50ES012742-01 (to DMA) and P50ES012740 (to MLP); NOAA Grants NA96OP0099 (to DMA), NA16OP1450 (to VLT), NA96P00084 (to GAV and CAH), NA160C2936 and NA108H-C (to RMK), NA860P0493 and NA04NOS4780241 (to PMG), NA04NOS4780239-02 (to RMK), NA06NOS4780245 (to DWT). Support was also provided from the West Coast Center for Oceans and Human Health (to VLT and WPC), USEPA Grant CR826792-01-0 (to GAV and CAH), and the State of Florida Grant S7701617826 (to GAV and CAH)

Pseudo-nitzschia physiological ecology, phylogeny, toxicity, monitoring and impacts on ecosystem health

This paper is not subject to U.S. copyright. The definitive version was published in Harmful Algae 14 (2012): 271-300, doi:10.1016/j.hal.2011.10.025.Over the last decade, our understanding of the environmental controls on Pseudo-nitzschia blooms and domoic acid (DA) production has matured. Pseudo-nitzschia have been found along most of the world's coastlines, while the impacts of its toxin, DA, are most persistent and detrimental in upwelling systems. However, Pseudo-nitzschia and DA have recently been detected in the open ocean's high-nitrate, low-chlorophyll regions, in addition to fjords, gulfs and bays, showing their presence in diverse environments. The toxin has been measured in zooplankton, shellfish, crustaceans, echinoderms, worms, marine mammals and birds, as well as in sediments, demonstrating its stable transfer through the marine food web and abiotically to the benthos. The linkage of DA production to nitrogenous nutrient physiology, trace metal acquisition, and even salinity, suggests that the control of toxin production is complex and likely influenced by a suite of environmental factors that may be unique to a particular region. Advances in our knowledge of Pseudo-nitzschia sexual reproduction, also in field populations, illustrate its importance in bloom dynamics and toxicity. The combination of careful taxonomy and powerful new molecular methods now allow for the complete characterization of Pseudo-nitzschia populations and how they respond to environmental changes. Here we summarize research that represents our increased knowledge over the last decade of Pseudo-nitzschia and its production of DA, including changes in worldwide range, phylogeny, physiology, ecology, monitoring and public health impacts

Global data set of long-term summertime vertical temperature profiles in 153 lakes

Climate change and other anthropogenic stressors have led to long-term changes in the thermal structure, including surface temperatures, deepwater temperatures, and vertical thermal gradients, in many lakes around the world. Though many studies highlight warming of surface water temperatures in lakes worldwide, less is known about long-term trends in full vertical thermal structure and deepwater temperatures, which have been changing less consistently in both direction and magnitude. Here, we present a globally-expansive data set of summertime in-situ vertical temperature profiles from 153 lakes, with one time series beginning as early as 1894. We also compiled lake geographic, morphometric, and water quality variables that can influence vertical thermal structure through a variety of potential mechanisms in these lakes. These long-term time series of vertical temperature profiles and corresponding lake characteristics serve as valuable data to help understand changes and drivers of lake thermal structure in a time of rapid global and ecological change

Global data set of long-term summertime vertical temperature profiles in 153 lakes

Measurement(s) : temperature of water, temperature profile Technology Type(s) : digital curation Factor Type(s) : lake location, temporal interval Sample Characteristic - Environment : lake, reservoir Sample Characteristic - Location : global Machine-accessible metadata file describing the reported data: https://doi.org/10.6084/m9.figshare.14619009Climate change and other anthropogenic stressors have led to long-term changes in the thermal structure, including surface temperatures, deepwater temperatures, and vertical thermal gradients, in many lakes around the world. Though many studies highlight warming of surface water temperatures in lakes worldwide, less is known about long-term trends in full vertical thermal structure and deepwater temperatures, which have been changing less consistently in both direction and magnitude. Here, we present a globally-expansive data set of summertime in-situ vertical temperature profiles from 153 lakes, with one time series beginning as early as 1894. We also compiled lake geographic, morphometric, and water quality variables that can influence vertical thermal structure through a variety of potential mechanisms in these lakes. These long-term time series of vertical temperature profiles and corresponding lake characteristics serve as valuable data to help understand changes and drivers of lake thermal structure in a time of rapid global and ecological change

A model of teaching astronomy to pre-service teachers

This paper details a model of teacher development that allows students to demonstrate their understanding of basic astronomy concepts as well as communicating that understanding in creative ways. Key features of the model include starting from students' initial understanding about astronomical concepts and providing time for students to assess first their mental models and then their astronomical understanding, in both cases using 3-D models. These key features appear collectively to provide an appropriate creative environment for students. Two students adapted their original 3-D models in order to communicate specific aspects of seasons - different solar inputs and varying lengths of day/night throughout the year. Interviews of the two students highlighted the thinking that led to the creation of the new components. The uptake by other students, during the modeling assessment task, demonstrated the effectiveness of the new components in communicating an astronomical understanding of seasons. The model of teacher development illustrates how teacher educators can teach for astronomy understanding as well as allow for creative ways to communicate that understanding to others - an essential aspect of being an effective astronomy educator in the classroom