Using the Kalanchoe daigremontiana Plant to Show the Effects of Photoperiodism on Plantlet Formation

The brine shrimp activity fosters authentic scientific inquiry in addition to providing an engaging and exciting avenue for student exploration. Students in grades 5–12 can use a plethora of science process skills as they design their own investigations. The activity, designed around a 5-E Learning Cycle model, supports the recommendations of the National Science Education Standards, which emphasize that inquiry should be a critical component in the science classroom.     

Annual Review

In recent years, the science teaching community and curriculum developers have emphasised the importance of teaching inquiry and teaching science as inquiry. One way of developing learners' skills for planning and carrying out scientific research is by allowing them to perform independent research, guided by a teacher. It was recently discovered that there are considerable differences between experiments conducted by scientists and those conducted by students, with regard to the cognitive processes that the experimenters go through. Developing inquiry study activities that emphasise authentic inquiry was suggested in order to introduce students to cognitive activity that more closely resembles that of scientific professionals. This article describes the Biomind programme, intended for students of Grades 11 and 12 (ages 16 to 18 years) majoring in biology. The curriculum, developed by biology teachers, enables students to conduct independent research under teacher guidance. The curriculum emphasises the learning process, not just the outcome, and so students must reflect upon the work in progress. Moreover, the Biomind curriculum follows the principles of authentic inquiry. Biomind may improve students' scientific thinking abilities, expand the guidance aspect of teachers' work, and inspire curriculum developers to further emphasise inquiry.     

Looking up in Scotland? Multinationalism,multiculturalism and political elites

At a time when all the political parties of Scotland are trying to establish a persuasive vision of the nation, inquiry into where ethnic and racial minorities fit into these debates provides one understudied means of bridging literatures on multinationalism and multiculturalism. Focusing especially on the lesser known question of how elite political actors are positioning minorities within projects of nation-building, this article draws upon original empirical data in which three predominant clusters emerge. The first centres on an aspirational pluralism, in so far as political elites are less inclined – in contrast to counterparts in some other minority nations – to place ethnically determined barriers on membership of Scottish nationhood. The second concerns the competing ways in which the legacy of Scotland's place in the British Empire is appropriated by actors of different political hues, and so assumes a multiform role. The third cluster points to potential limitations in minority claims-making and recognition, especially in terms of formal multilingualism and corporate multifaithism, something that may partly be explained by the tension between multinationalism and multiculturalism. Taken together, the article illustrates how elite political actors can play a vital role in ensuring that appeals to nationhood in Scotland can be meaningfully calibrated to include minorities too.     

Gaming as a Platform for Developing Science Practices

Gaming, an integral part of many students’ lives outside school, can provide an engaging platform for focusing students on important disciplinary core concepts as an entry into developing students’ understanding of these concepts through science practices. This article highlights how S’cape can be used to support student learning aligned with the most recent standards documents. Through combining students’ initial engagement in a motivating gaming experience with a two-experiment scaffolded inquiry sequence enhanced with information literacy-targeted homework, this article reveals how support can be offered for asking questions, planning and carrying out investigations, analyzing and interpreting data, constructing explanations, and engaging in argument from evidence to refine understandings of core concepts. We believe that as science teachers strive to explore important concepts with students through allowing them to actually practice science, games such as S’cape strategically leveraged and sequenced with scaffolded inquiry experiences can support these efforts.     

“Virtual Inquiry”: Teaching Molecular Aspects of Evolutionary Biology Through Computer-Based Inquiry

Genetic diversity is a core concept in evolutionary biology; genetic variation is a prerequisite for heritable differential selection, and biodiversity plays a central role in debates about environmental policy today. The technique of gel electrophoresis provides a simple, visual demonstration of the variation that exists on the genetic level among individuals of a species. “DNA fingerprinting”, in particular, is a method that exploits variation within species and has been explored extensively by the news media and popular television shows. In this paper, we suggest that science educators can capitalize on this momentum of interest and incorporate gel electrophoresis to their teaching as a starting point for the examination of genetic diversity that connects fundamental concepts of the molecular, cellular, organismic, and population levels of ecological organization. As a pedagogical tool toward this aim, we examine how increasingly complex inquiry learning can be supported in classrooms by the application of software tools called “virtual laboratories”. The paper is a synthesis of current research on the integration of software design and instructional design to illustrate how two software tools can be employed for different levels of inquiry learning.     

Modeling the States of Matter in a First-Grade Classroom

ABSTRACT

Scientific modeling along with hands-on inquiry can lead to a deeper understanding of scientific concepts among students in upper elementary grades. Even though scientific modeling involves abstract-thinking processes, can students in younger elementary grades successfully participate in scientific modeling? Scientific modeling, like all other aspects of scientific inquiry, has to be developed. This article clearly outlines how students in a first-grade classroom can develop and use scientific models to explain the properties and behaviors of solids, liquids, and gases in a unit on the states of matter.     

From the science of learning (and development) to learning engineering

ABSTRACT

In this issue, Cantor and colleagues synthesize a broad representation of the literature on the science of learning, and how learning changes over the course of development. Their perspective highlights three important factors about the emerging field of science of learning and development: (1) that it draws insights from increasingly diverse fields of research inquiry, from neuroscience and social science to computer science and adversity science; (2) that it provides a means to understand principles that generalize across learners, and yet also allow individual differences in learning to emerge and inform; and (3) that it recognizes that learning occurs in context, and is thus a shared responsibility between the learner, the instructor, and the environment. Here I discuss how this complex systems dynamical perspective can be integrated with the emerging framework of ‘learning engineering’ to provide a blueprint for significant innovations in education.     

Examining Microscopic Organisms under Augmented Reality Microscope: A 5E Learning Model Lesson

As a fundamental strategy for all science curriculum, inquiry is of prime importance. In order to facilitate inquiry during science education in middle school, 5E learning model was applied in this study. Following 5E learning model during a lesson, students can engage in a topic after being served to mitigate cognitive disequilibrium or familiar with daily-life examples such as yoghurt fermentation, oven spring, etc. explore the topic making an observation or testing hypothesis, explain and relate their experiences scientifically, extend or elaborate their knowledge and then being evaluated. This study introduces a sample 5E learning model for middle school students at the ages of 10–12 in science laboratory with an augmented reality microscope MicrosAR to examine microscopic organisms based on inquiry-based learning.     

Investigating Human Impact in the Environment with Faded Scaffolded Inquiry Supported by Technologies

Teaching science as inquiry is advocated in all national science education documents and by leading science and science teaching organizations. In addition to teaching science as inquiry, we recognize that learning experiences need to connect to students’ lives. This article details how we use a sequence of faded scaffolded inquiry supported by technologies to engage students meaningfully in science connected to their lives and schoolyards. In this approach, more teacher guidance is provided earlier in the inquiry experiences before this is faded later in the sequence, as students are better prepared to complete successful inquiries. The sequence of inquiry experiences shared in this article offers one possible mechanism for science teaching supported by technologies as an exemplar for translating teaching “science as inquiry” into practice.     

The Judicious Use of Instructional Technology in Science Education

It is natural to study astronomy outdoors, but it is not quite as natural to study astronomy during the daytime. This lesson uses the Earth's closest star as a subject of study within the schoolyard. The importance of the rising sun is combined with hands-on inquiry in which students explore the properties of shadows. Students (a) complete a modified Know and Need to Know (KNK) chart about shadows, (b) complete task cards to help direct their inquiry, (c) develop two rules about shadows and the sun, and (d) reflect upon the experience through a writing assignment.     

After Grenfell: accumulation,debris, and forming failure in London

The Grenfell Tower fire in London in 2017 is popularly associated with a litany of failures: political, structural, moral, material. But while the official inquiry has sought to frame the fire as a discrete event, for local residents it is inextricable from accumulated histories of injustice and inequality. Years on, the fire still reverberates, its afterlife constellating with new narratives and politics. Drawing on literature on ruination and remains, as well as methodological theory, this essay examines how the form of failure is never pre-known but must be made to appear. Through diverse encounters with the tower's debris – material and conceptual – failure is made to matter, acting both backwards and forwards in time. Reflecting on remainders and erasures at the tower site, as well as debates about the parameters of the inquiry, I explore how failure is continually recomposed, becoming both an object of knowledge and an instrument for its formation.     

Sterilization the Sane “Pesticide”

Unpacking, an effective lesson-planning technique, can help students use scientific inquiry to understand the power behind hurricanes. Teachers identify a concept and then guide students to "unpack" it and look for new discoveries. The activity provides a means for students to develop the abilities to do scientific inquiry, demonstrate how it is applied, and develop understanding about the method. Additionally, students demonstrate abilities of technological design and understanding about science and technology. This activity promotes students' knowledge of the Earth's constant change, pattern recognition to enable prediction, statistical analysis and graphical display to reveal patterns in data, and the science behind hurricane rotation.     

Spirits of Uncertainty: Eventologies of Nature on China’s Frontiers

ABSTRACT

Studies of the environmental spirit world have been pursuing two main lines of inquiry: (1) that indigenous claims on ecological thought, including beliefs in chthonic spirits and mountain deities, are the outcome of a global process of abstraction and the commoditisation of nature which acts as technology of governmentality for the production of discursive formations through which neoliberal environmental subjectivities can emerge and (2) that the pitfalls of the nature/culture dualism can be avoided by giving priority to nonhuman subjectivities and positing sociologies of nature as subordinate to ontologies of the self-other divide or action-orienting cosmologies of local ‘nature’. The contributors of this collection engage with the spirit worlds and other invisible agents that constitute the everyday landscape of a number of ethnic groups in western China. While declining to engage with the notion of animism or subscribing to totalising ‘cosmologies’, the authors prefer to extract the eventfulness of haphazard and radically uncertain interactions with spirits or wondrous signs apt to be transformed into marvels and rumours. The ethnographies presented in this collection reveal an eventology of spirit worlds and landscape on China’s borderlands, an inquiry that – unlike history – does not study ‘events’ as such but the relation between what is deemed to be an event, a surprise, or a manifestation of wonder and what is deemed to be the innate, natural, ordinary, everyday life.     

Gardening for Homonyms: Integrating Science and Language Arts to Support Children's Creative Use of Multiple Meaning Words

Curriculum integration can increase the presence of science at the elementary level. The purpose of this article is to share how two second-grade teachers have integrated language arts content as a part of science-language arts instruction in a garden-based learning context. One application was a teacher-designed Gardening for Homonyms lesson, which supported new ways of thinking about words and wordplay while developing science vocabulary related to structure and function, diversity of life, and interdependent relationships in ecosystems. This article provides the lesson and discusses its implementation in two second-grade classrooms. Examples of student work illustrate children's creative thought around and application of multiple meaning words. Pre-, post-, and extended posttest measures of students' ability to generate and to use homonyms demonstrate that this science-language arts integrated lesson can result in both short- and long-term learning. Applications and follow-up from the lesson over two subsequent years have engaged second and third grade students in study/inquiry about plant growth and life cycles while utilizing many facets of language arts, which have ranged from labeling an experimental design and writing predictions and results to conversing about digital “GigaPan” images on growing strawberries.     

Confirmation and explaining how possible

Confirmation in evolutionary biology depends on what biologists take to be the genuine rivals. Investigating what constrains the scope of biological possibility provides part of the story: explaining how possible helps determine what counts as a genuine rival and thus informs confirmation. To clarify the criteria for genuine rivalry I distinguish between global and local constraints on biological possibility, and offer an account of how-possibly explanation. To sharpen the connection between confirmation and explaining how possible I discuss the view that formal inquiry can provide a kind of confirmation-theoretic support for evolutionary models, and offer an example of how-possibly explanation interacting with testing practice.     

‘The Mind of Christ’: Financial Success,Born-again Personhood,and the Anthropology of Christianity

In this article, I contribute to the emerging project of the anthropology of Christianity by exploring the subject of born-again personhood. As a nascent field of inquiry, the anthropology of Christianity must delimit what theoretical opportunities exist for comparative research. I argue that a focus on personhood offers a promising series of questions toward this end. To illustrate this claim, I use the case study of one Evangelical Sunday school teacher – Rick Betcher – and his life as a ‘Christian businessman.’ Anthropologists and other scholars have shown great interest in how matters of money figure in the culture of Protestantism. Using Rick's self-designed Sunday school class, The Mind of Christ, I argue that conceptions of personal financial success among born-again Christians are structured by the prevailing model of born-again personhood – the New Mind.     

Metacognitive inquiry activities for instructing the central dogma concept: ‘button code’ and ‘beaded bracelet making’

ABSTRACT

The central dogma of biology is difficult to learn because its microscopic processes cannot be visualized. This study aimed to devise two inquiry activities: ‘Button Code’ and ‘Beaded Bracelet Making,’ involving the concepts of DNA replication and protein synthesis based on the Metacognitive Learning Cycle (MLC) for students, and to explore the effectiveness of concept learning of the central dogma, how students’ metacognition may be expressed, and students’ perceptions of their inquiry performance. We developed a ‘Concept journal’ including metacognitive scaffolds, and employed the ‘Central Dogma Achievement Test’ as a tool for the above purpose. A total of 18 junior high school students participated in this inquiry course instructed by two of the authors. The results showed that students’ achievement performance was significantly improved on the whole, the students’ metacognition was expressed during the process of inquiry with scaffolding, and most students gave positive responses about their learning performance. According to the results, this inquiry course could develop students’ comprehension of the central dogma concept, and give students opportunities to practice metacognition that might lead to effective learning in inquiry activities. The implications and expandability of this course are discussed.     

Awareness of Arizona's immigration law SB1070 predicts classroom behavioural problems among Latino youths during early adolescence

Bridging diverse areas of inquiry (i.e. legal studies and developmental psychology), this study explored the longitudinal association between Latina/o youths’ burgeoning legal consciousness, measured as awareness of Senate Bill 1070 (SB1070) in Arizona, and their adjustment in school, measured as classroom regulatory behaviours, and examined whether this association varied across immigrant generational status and gender. Participants were 689 Latina/o middle school students in Arizona (M_age?=?12.06 years, SD?=?.98). Multiple regression analysis revealed a significant interaction between Latina/o youths’ awareness of SB1070 at Time 1 and gender in predicting classroom regulatory behaviours at Time 2 (controlling for levels of it at Time 1). Males who were higher on awareness of SB1070 at Time 1 reported lower levels of classroom regulatory behaviours at Time 2. This study underscores the importance of measuring youths’ awareness of laws and how this awareness may impact their academic adjustment.     

Mobility and control among nomadic shepherds: The case of theraikas. II

This paper analyzes the relationship between leaders and ordinary shepherds among the raikas—nomadic shepherds from western India. It uses a neo-institutional perspective to show how control over information is crucial if shepherds are to prevent their leader from misusing the extensive powers he possesses to make decisions on their behalf. Control over information is not, however, sufficient. The paper argues that shepherds must also possess the capacity to impose sanctions if their leader oversteps the bounds of delegated decision-making authority. The paper highlights the importance of politics and the divergent interests of the shepherds and their leaders. In so doing, it allows inquiry into a system of social interactions that is characterized by conflicting interests and the negotiation of conflict, but is often perceived as harmonious. At the same time, the investigation offers new insights into other social situations structured by principal-agent relationships.