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38626 results in Cambridge Textbooks

Page 1267 of 1932

  • 1.4 - Real-world science in the classroom

  • from Part 1 - Theory
  • Edited by Geoff Woolcott, Southern Cross University, Australia, Robert Whannell, University of New England, Australia
  • Book:
    Teaching Secondary Science
    Published online:
    06 August 2018
    Print publication:
    16 November 2017, pp 73-92

  • Summary

    LEARNING OBJECTIVES

    After studying this chapter, you should be able to:

  • • apply the concept of the Nature of Science to indicate ideas about science

  • • adopt a scientific inquiry model to apply in your science education context

  • • identify possible misconceptions that may impede an individual's understanding of scientific concepts

  • • realise the importance of providing real-life examples that reflect theoretical knowledge.

    • Introduction

    This chapter outlines the view that science tells us about ourselves and our lives by helping us to understand our relationships with other people and the world. Although the big ideas of science are reflected in curricula, such as in ‘know the content and how to teach it’ (NSWIT, 2013, pp. 6–7, 14–8), this chapter shows how teachers and students may benefit from a realisation that science is embedded in our industrialised culture and is everywhere in the modern world for all to see – we rely on it every day. Science, along with technology, engineering and mathematics (STEM), is part of the fabric of our lives (Chubb et al., 2012; OCS, 2014).

    The chapter develops the important consideration that the use of real-world community contexts in regional locations as a basis for developing scenario-based or problem-based teaching is crucial for a deep understanding of the concepts and processes of science – including enhanced scientific literacy through understanding how scientists go about their work (Chubb et al., 2012). This should allow both pre-service teachers and school students to transfer the context of a scenario while retaining the material to be learned (in a curriculum) as it applies to the new context (Barab & Plucker, 2002).

    Recent publications have reinforced real-world application; for example, through the view that proficiency should emphasise using and applying scientific knowledge within a discipline (Harris et al., 2016). This should allow for engagement of students in sense making and problem solving in contexts that reflect real-world science, thereby deepening their conceptual understanding of both content and authentic practice. The use of technology is also a consideration, since scientists continually engage with and use technology. Technology, such as computer simulations (see Chapter 1.8 and Chapter 2.8), can be an important consideration in making real-world science part of the classroom, particularly in inquiry-based science education and problem-based learning (Renken et al., 2016).

  • 1.2 - On becoming a science teacher

  • from Part 1 - Theory
  • Edited by Geoff Woolcott, Southern Cross University, Australia, Robert Whannell, University of New England, Australia
  • Book:
    Teaching Secondary Science
    Published online:
    06 August 2018
    Print publication:
    16 November 2017, pp 24-44

  • Summary

    LEARNING OBJECTIVES

    After studying this chapter, you should be able to:

  • • describe the process by which an individual develops his/her identity

  • • describe a model to explain the relationship between identity, role and emotion

  • • reflect on and describe your personal identity as a science educator, including the role associated with that identity

  • • identify aspects of the role of science educator that you would like to develop through professional development

  • • identify mechanisms that support teacher learning when crossing boundaries, including possible boundary objects that may support this learning.

    • Introduction

    This chapter commences with an examination of the theoretical background underlying identity theory. A framework involving the self-identity construct, the role associated with an identity and the influence of emotions as the consequence of role performance and in the development of identity will be presented. Following this, the chapter will use the framework presented as the basis for explaining the process involved in your personal journey of developing a science teacher identity. Possible boundary crossings that may stand in your path will be described and mechanisms provided for how to negotiate these boundaries. The chapter concludes with a discussion of how students form their academic identity in relation to science and the place that you, as their science teacher, have in that formation. The content of this chapter will be relevant to you for many years and it may well be that you will revisit it on a number of occasions as you develop your science teaching. Your understanding of what is being described may change as you continue to construct and reconstruct your teacher role and identity.

    OPENING VIGNETTE

    Watch the TedEd video Who am I? available at www.youtube.com/watch?v= UHwVyplU3Pg.

    Questions

    Take 10 minutes to consider the question posed in the video Who am I? Having done that and having considered what the video has presented, write one paragraph in response to each of the following questions:

    1. How would you describe who you were when you were 10 years old?

    2. How would you describe who you are at this very moment?

    3. How would you describe who you want to be in 10 years’ time and how

    4. would you like to change over that time period?

    Take the time to reflect on how your answers differ and why this might be the case.

  • 8 - Constitution as Ontological

  • from Part II - Ethnographic Fieldwork – The Focus On Constitution
  • Martin J. Packer, Universidad de San Buenaventura, Colombia
  • Book:
    The Science of Qualitative Research
    Published online:
    06 August 2018
    Print publication:
    16 November 2017, pp 215-266

  • Summary

    Consider that immortal ordinary society evidently, just in any actual case, is easily done and easily recognized with uniquely adequate competence, vulgar competence, by one and all – and, for all that, by one and all it is intractably hard to describe procedurally. Procedurally described, just in any actual case, it is elusive.

    Garfinkel, 1996, p. 8

    In this chapter, I want to change your ontology! We saw in the last chapter how Husserl, Schutz, Berger and Luckmann, Gergen, and Searle tried to study the kind of constitution that Kant had identified, in which individual perception and reason together form representations of an external reality. We discovered how their ontological dualism prevented them from doing more than study the experience of “reality” while, paradoxically, trying to bracket all claims about what actually is real. This chapter follows a different path, one that explores the conditions for the capacity to form subjective representations. I begin with Georg Hegel's response to Kant, then continue with Martin Heidegger, Maurice Merleau-Ponty, Harold Garfinkel, and finally Bruno Latour. Their work amounts to a different kind of phenomenology, one that explores a nondualist ontology, a “radical realism.” Here constitution is viewed not as a matter of forming concepts or representations but as the forming of objects and subjects, an ontological rather than epistemological process. The focus shifts from conceptual knowledge, studied with a detached, theoretical attitude, to practical, embodied know-how, studied in an involved way. Know-how provides a way to see the world. By the end of the chapter, I hope to have convinced you to see people and objects as inextricably one with their forms of life, and to see reason and thinking as cultural, historical, and grounded in practical know-how.

    The analyses in the last chapter started from the assumption that we are naturally creatures with minds, inner spaces in which representations are formed, and asked how these representations are structured and under what circumstances they are valid.

    Yet the human and social sciences – in both their experimental and qualitative forms – have been unable to escape from a persistent anxiety that makes evident the problems in Kant's anthropology.

  • Chapter 1 - Settling the contract: essentials of formation and characterisation

  • Louise Floyd, James Cook University, North Queensland, William Steenson, University of Technology Sydney, Amanda Coulthard, Bond University, Queensland, Daniel Williams, Anne C. Pickering, University of Queensland
  • Book:
    Employment, Labour and Industrial Law in Australia
    Published online:
    06 August 2018
    Print publication:
    16 November 2017, pp 1-36

  • Summary

    Introduction

    This book commences with a discussion about the relationship between employer and employee. Whether a contractual relationship pursuant to which a person works for remuneration for the benefit of another is one of employment is of fundamental importance in Australian employment law. This is because many rights and obligations, principally rights under legislation, depend on the work relationship being one of employer and employee as opposed to some other relationship, such as that of principal and independent contractor. This chapter explains how the courts go about determining whether an individual is an employee. It then goes on to examine the difficulties that can arise in identifying an employee's employer where there are complex corporate arrangements, labour hire arrangements and labour supply chains. Consideration is then given to how the law deals with arrangements in which an employer seeks to disguise an employment relationship as an independent contractor relationship; in particular, by examining the sham contracting provisions in the Fair Work Act. The chapter then concludes with a summary of the federal legislation on independent contractors.

    The significance of the employment Relationship

    There are a number of relationships within which work might be performed by one person for the benefit of another for remuneration. Whether the relationship is one of employer and employee is important in determining what rights and obligations, both at common law and pursuant to legislation, are conferred upon the parties. Indeed, many (although, not all) of the rights and obligations that are the focus of this book depend upon determining whether or not the relationship is one of employment.

    Vicarious liability

    At common law, perhaps the most significant remaining reason for determining whether or not the relationship is one of employer and employee is vicarious liability. At common law, an employer will be vicariously liable for the negligent acts of its employee carried out in the course of the employment. By contrast, a principal will generally not be vicariously liable for the negligent acts of an independent contractor that it has engaged to perform work. The distinction between employees and independent contractors remains critical to the ambit of vicarious liability.

  • 1.3 - Theory and practice in science education

  • from Part 1 - Theory
  • Edited by Geoff Woolcott, Southern Cross University, Australia, Robert Whannell, University of New England, Australia
  • Book:
    Teaching Secondary Science
    Published online:
    06 August 2018
    Print publication:
    16 November 2017, pp 45-72

  • Summary

    LEARNING OBJECTIVES

    After studying this chapter, you should be able to:

  • • describe a number of learning theories and their relevance to the teaching of science, including

  • – behaviourism

  • – constructivism

  • – Piaget's developmental theory

  • – cognitive load theory

  • – structure of observed learning outcomes (SOLO) taxonomy

  • – Bloom's taxonomy

  • • describe the characteristics of inquiry learning and how it might be used in the science classroom

  • • list and describe the phases of the 5E framework

  • • describe the rationale and structure of the Australian Curriculum: Science.

    • Introduction

    This chapter will commence by introducing you to a number of theories that include important components which have a direct influence on teaching and learning. This chapter presents only a broad overview of these detailed theories, but additional web sources and readings are included that will allow you to investigate them further. The final theoretical component presented is an inquiry-based approach to science called the 5E instructional model. This model will be used at length in Chapter 2.3, where the practical aspects of planning lessons and units will be addressed.

    The final part of the chapter will examine the Australian national science syllabus and the thinking and theory that underpins that document. While every jurisdiction in and outside of Australia has its own approach to the science curriculum, and the Australian national syllabus is but one specific example, it is essential that you take the time to investigate and understand how syllabus documents evolve and the thinking and theory on which such documents are based. If you have this understanding, your capacity to enact a science classroom that accurately meets the requirements of a science syllabus will be greatly enhanced.

    OPENING VIGNETTE

    Watch the TedEd video Inquiry-based learning by Frank Beck, ed.ted.com/ on/b0QY6IZ4. It will introduce you to the idea of inquiry learning and its close relationship with the way that scientists work using the scientific method.

    Question

    Think back to your own time as a student in primary and secondary school and consider the approach to science teaching that was used then and compare it to what is presented in the video. Write down five points that illustrate the differences and similarities of the two approaches.

  • Chapter 5 - Trade union law and regulation – unions and industrial action

  • Louise Floyd, James Cook University, North Queensland, William Steenson, University of Technology Sydney, Amanda Coulthard, Bond University, Queensland, Daniel Williams, Anne C. Pickering, University of Queensland
  • Book:
    Employment, Labour and Industrial Law in Australia
    Published online:
    06 August 2018
    Print publication:
    16 November 2017, pp 151-210

  • Summary

    Yet what force on earth is weaker than the feeble strength of one, But the union makes us strong.

    (from Solidarity Forever, R Chaplin (1915))

    Introduction

    This chapter deals with the separate but closely related topics of industrial action, unions, and the Royal Commission into Trade Union Governance and Corruption (also referred to as TURC for Trade Union Royal Commission) conducted by the Hon. JD Heydon AC QC throughout 2014 and 2015.

    It considers the forms that industrial action takes, its consequences, and the law as it relates to industrial action, including restrictions and sanctions. It compares Australian law to international law as it relates to principles such as freedom of association.

    Industrial action is a very public manifestation of collective union action and therefore the treatment of these topics in the chapter is closely related.

    The legal status of unions and their regulation at both Federal and State level is also considered, using specific examples – such as the series of problems that beset the Health Services Union in recent times – to illustrate the regulatory regime's powers and challenges.

    Other constraints on union action, including the right of entry regime imposed by legislation, are also considered because, in both legal and practical terms, they impact on union operations.

    In considering TURC, the focus will be on the two major aspects of the Commission's work:

  • (i) the matters dealt with by the Commission in its hearings; and (ii) the law reform recommendations arising from the Commission's work.

    • Before dealing with unions and the regulation of their activities, it is important to have a clear notion of what unions are and what they do. In essence, a union is:

    an organisation of workers or employees who have joined together to achieve common goals. These goals can include seeking higher pay and better working conditions, fighting for job security and protecting the integrity of a trade.

    As the quotation at the beginning of the chapter suggests, the effectiveness of unions, and indeed their fundamental purpose, stems from the notion of collective action – that the actions of the many in support of particular objectives provide greater bargaining power in negotiations and in disputes.

    While their coverage of the workforce has declined, there remain approximately 2 million members of federally registered employee organisations (that is, unions), in addition to those that remain registered under State jurisdictions.

  • 3 - Planning Research: Generating a Question

  • from Part II - The First Steps in Conducting Research
  • Bernard C. Beins, Ithaca College, New York, Maureen A. McCarthy, Ball State University, Indiana
  • Book:
    Research Methods and Statistics
    Published online:
    06 August 2018
    Print publication:
    02 November 2017, pp 51-80

  • Summary

    CHAPTER PREVIEW

    Research questions come from a variety of sources and motivations, most of them arising from the investigator's curiosity. At the same time, our ideas develop within a social context. The questions we consider important develop because of the combination of our personalities, our histories, what society values, and other factors that may have little to do with the scientific research question per se.

    Ideas arise in different ways. Sometimes, researchers notice an event that captures their interest, and they decide to create research to study it. At other times, researchers have a specific question to address or a problem to solve that leads to a research project. In some cases, researchers develop research ideas to test theories. No matter how the idea develops, researchers have to figure out the best way to investigate their questions.

    To generate good research, investigators should be aware of the work of other scientists. This allows the investigator to advance our knowledge and to avoid simply repeating what others have done. Such knowledge will also help a researcher generate new questions. Sources of information include scientific publications and presentations at research conferences. As your exposure to research expands, you will learn effective and efficient means of searching for prior work that relates to your own research question.

    Electronic databases provide easy access to descriptions of research in psychology. By conducting a systematic literature review, psychologists can learn about the work of others, devise their own research questions, and ultimately publish research articles or make presentations at professional conferences.

    Where Research Ideas Begin: Everyday Observations and Systematic Research

    If we read journal articles or listen to psychologists give presentations of their research, we get a coherent picture of what led them to do their research, how they accomplished it, and what their results mean. The final product is a nice package whose ideas flow logically; we can see how the ideas developed and how they progressed. Researchers who communicate well can weave a good story. But where do the research ideas come from?

    Why do researchers study topics ranging from thinking and problem solving to social relationships to personality development? The answer is fairly simple: The researchers are curious, and doing the research is fun.

  • 5 - Organizing Data with Descriptive Statistics

  • from Part II - The First Steps in Conducting Research
  • Bernard C. Beins, Ithaca College, New York, Maureen A. McCarthy, Ball State University, Indiana
  • Book:
    Research Methods and Statistics
    Published online:
    06 August 2018
    Print publication:
    02 November 2017, pp 105-128

  • Summary

    CHAPTER PREVIEW

    You already know that planning your study is the most difficult and time-consuming phase of the research process. You must come up with a question about a phenomenon you are interested in, and then devise a method for investigating the question. As part of the planning process, you must also consider how you are collecting information. You must be able to quantify what you are doing and what will happen in the study in a way that provides quantifiable characteristics. In addition to quantifying what you are doing within the study, it is important that you describe the participants in your study.

    Researchers describe who participated and what happened in the study by using statistics. A statistic provides a quantitative measure for a sample or a subset of a population. A parameter is very similar to a statistic except that a parameter refers to some value in the population. We usually use statistics to describe results from our studies because we conduct research with samples of people.

    We can quantify information by using one of two types of statistics, descriptive or inferential measures. Inferential statistics depend on probabilities, and we use them to test hypotheses. Descriptive statistics allow us to summarize information so that readers can quickly understand the outcomes of our study. In this chapter we will discuss how descriptive statistics are derived and how you might use them in your research.

    Using Statistics to Describe Results

    Popular media frequently report interesting statistics about a host of events or perceptions. For example, we often read reports about the percentages of people who belong to a political party or the average number of auto accidents that occur annually. Statistics, such as those published in the media, are usually presented as a way of describing interesting facts and figures. When we describe demographic characteristics, behaviors, or outcomes of a study, we are using a particular type of statistic called descriptive statistics.

    The earliest known use of descriptive statistics occurred in 1662 when John Graunt published Observations on Bills of Mortalities in London, England. In this work, he summarized and reported information about the people who died from the plague (Stigler, 1986). Although these descriptive statistics relay information about a morbid topic, demographic information about the people who died from the plague is important for understanding the epidemiology of the disease.

  • Appendix A - Writing a Research Report

  • Bernard C. Beins, Ithaca College, New York, Maureen A. McCarthy, Ball State University, Indiana
  • Book:
    Research Methods and Statistics
    Published online:
    06 August 2018
    Print publication:
    02 November 2017, pp 359-386

  • Summary

    Most research reports in psychology appearing in journals have a standard format, which is specified in the Publication Manual of the American Psychological Association (6th ed.). The use of a consistent style makes it easier for readers to know where to find information in the paper. In addition, once writers learn the basics of APA style, it can be easier to write up a report because it is clear where to put various kinds of information.

    In general, APA style papers have the following components in this order:

  • • Title Page

  • • Abstract

  • • Introduction

  • • Methods

  • • Results

  • • Discussion

  • • References

  • • Tables

  • • Figures

    • Occasionally, there are deviations from this listing. For instance, if a manuscript reports on two or more studies, the author might combine the Results and Discussion section for each study rather than creating two sections. Then there might be a General Discussion after the final study. Once you learn the basic format and after you read a large number of published journal articles, you may find it fairly easy to decide how to modify a manuscript if you need to. Following APA style isn't difficult, but you have to pay attention to a lot of small details. The hardest part of formatting is keeping track of those details.

    As with any writing you do, it is important to communicate well. The former editor of the journal Teaching of Psychology, Charles Brewer, has commented that writers should strive for “clarity, conciseness, and felicity of expression.” This means that you should be clear in making your points; you should use economy in your writing, keeping it as short as you can while still getting your message across; and you should write so that your readers doesn't have to fight their way through a tangled thicket of words to get your point.

    Each section of your report will answer certain questions for your reader. For instance, if readers want to know the topic of your research, they know to look in the introduction. If they are asking what you found when you analyzed your data, they know to look in the results section.

  • 8 - Looking for Differences Between Two Treatments

  • from Part III - Creating Experiments
  • Bernard C. Beins, Ithaca College, New York, Maureen A. McCarthy, Ball State University, Indiana
  • Book:
    Research Methods and Statistics
    Published online:
    06 August 2018
    Print publication:
    02 November 2017, pp 177-202

  • Summary

    CHAPTER PREVIEW

    In the previous chapter we provided an overview of probability theory and statistical hypothesis testing. We can use statistical tests when we conduct experimental studies. Statistical tests are one part of applying experimental methods that allow researchers to establish a cause-andeffect relationship between an independent variable and a dependent variable. Experimental designs employ random assignment, which allows us to establish cause-and-effect relationships. Random assignment ensures that each person has an equal chance of ending up in a group on the basis of an objective placement. In the simplest experiment, the researcher compares a treated group (experimental) to a control (nontreated) group. This simple two-group design, or independent measures design, allows the researcher to compare two different levels of the independent variable using two different groups of people.

    Instead of using two different groups, we can also design an experiment using only one group and ask participants to engage in both the treatment and control conditions of the study. In this case, we are still testing two levels of the independent variable, but we are using one group of people and asking them to participate in both conditions. The repeated measures design, using one group of people in both conditions, allows us to test the effect of the two levels of the independent variable using only one group of people. In each of these instances we are using two levels of a single independent variable, and we are measuring a single dependent variable. In the first case, we are using an independent samples design or a two-group design, and in the second instance we are using a related-samples or repeated measures design.

    In many research studies, we use several different levels of the independent variable. For example, we might test the effect of three different amounts of caffeine. The simplest design employs only two levels of the independent variable. In this chapter, we will describe how to use inferential statistics to test differences between only two levels of the independent variable. The independent samples t test is used to test differences between two groups. The related samples or repeated measures t test is used to detect differences when one group of participants experiences both levels of treatment.

Page 1267 of 1932