bluuebunny/crossref_metadata_2025 huggingface dataset:
Students’ Understanding of Redox Reactions in Three Situations
Authors: Österlund Lise-Lotte , Ekborg Margareta
Published: October 2017

Redox models that explain electrochemical issues have been found to be difficult to teach and to learn. The aim of this study was to investigate students’ reasoning about redox reactions in three situations, how they used the activity series of metals and if they transferred knowledge between domains. Semi-structured interviews were carried out with ten students on two different occasions and dealt with three situations 1) a laboratory practical on corrosion; 2) a demonstration of zinc and copper sulphate solution; and 3) a corroded sculpture. The results indicated that the electron model was fundamental and reinforced. The identification of the reducing agent in the situations was unproblematic. The students’ conceptions regarding the oxidizing agent varied and diverged from the scientific model in some situations. Depending on the situation, the activity series of metal became a tool as well as an obstacle. Some transfer of knowledge between the classroom and the outdoor situation was indicated.
Nature of Chemistry in the National Frame Curricula for Upper Secondary Education in Finland, Norway and Sweden
Authors: Vesterinen Veli-Matti , Aksela Maija , Sundberg Markku R.
Published: October 2017

The aim of this study was to discover how current chemistry syllabi in the frame curricula for upper secondary education in three Nordic countries (Finland, Norway, and Sweden) take into account topics related to the nature of chemistry. By qualitative content analysis, the statements related to the nature of chemistry were divided into categories. Conclusions and implications for improving the frame curricula under study were made by comparing results with research into the nature of science. Chemistry syllabi from the Nordic frame curricula analyzed take into account the aims related to the nature of chemistry in a very similar manner. The ideas that should be made more explicit in all of the analyzed curricula are: i) the limits of the chemical models and theories, ii) the relationship between chemistry and other natural sciences, iii) the importance of creativity in chemical research, iv) the concepts of evidence in science texts, v) the social nature of chemical research, and vi) chemistry as a technological practice.
Making Meanings: Pupil Talk in Inquiry-Oriented Instruction
Authors: Hartikainen Anu
Published: October 2017

This study focuses on seventh-graders’ talk in inquiry-oriented instruction, aiming to describe it and assess its meaning. The study was carried out in the framework of the sociocultural theory, where learning is seen as a social activity and talk is therefore assigned an important role in any analysis learning. The data were collected in situations where the pupils were studying biology in inquiryoriented instruction. The data comprise 10 hours of recorded discussions among a group of pupils, which were analyzed by means of a discourse analysis focusing on the construction of the pupils’ meaning-making processes. The meaning-making processes were generated by means of rhetorical and dialogical speaking strategies. The results indicate that only dialogical strategies led to intersubjectivity and collaborative knowledge-construction. The findings also show that talk is a principal tool for creating a frame for pupils’ collaboration and learning. It seems that in order to derive the most benefit for their learning from inquiry-oriented activities in the science classroom, pupils need to be taught how to talk together.
Hållbar utveckling i de nationella utvärderingarna av inläringsresultat i Finland
Authors: Salmio Kaija
Published: October 2017

This article examines how sustainable development has been defined in two Finnish National Core Curricula for Basic Education for a considerable period of time, and how their Curricula objectives have been achieved in two national tests in natural sciences. The objectives, test assignments and results of the two tests have been analysed according to the principles of sustainable development, in what ways the principles had been included in the assignments, and what were the pupils´ results. One of the outcomes was, that it was possible to teach sustainable development in different subjects as well as in different themes according to the two Finnish National Core Curricula. Based on national assessments of learning outcomes, however, pupils did not fully understand the whole process of sustainable development or its principles, even though they had a fair command of some details related to sustainable development. The reports on national tests lack a systematic analysis of learning the principles of sustainable development.Most test assignments were related to the ecological dimension. The economic and cultural dimensions of sustainable development were not included to any significant extent in national assessments. The 2006 national assessment in the subject known as “environment and nature studies” was the first occasion where pupils carried out experimental group assignments. Their performances were assessed in terms of both progress of the process and knowledge of the content.Research data consisted of two National Core Curricula for Basic Education, national tests in natural sciences held in the final (9th) grade of basic education and the results of these tests. The data were analysed through content analysis.
Boys and girls written responses to PISA science questions
Authors: Eliasson Nina , Karlsson KG , Lenner Lena , Lundgren Maria
Published: October 2017

For the first time student responses to science questions from the Swedish PISA 2006 Main Study and the PISA 2015 Field Trial have been used in order to investigate differences in boys’ and girls’ written responses. Students’ correct and incorrect answers to the science questions are studied with respect to response length, the number of everyday words used, and the inclusion of nouns and long words in the responses. The results reveal that girls give longer and denser correct responses to most of the questions, compared to boys. The difference in response length cannot be explained by girls’ excessive use of the most common Swedish words, since boys and girls use the same proportion of these words. For incorrect answers the only difference between boys and girls is in the response length, since girls give longer answers than boys.
Interesse og interesse for naturfag
Authors: Troelsen Rie Popp
Published: October 2017

This paper considers the concept of interest and especially interest in science. An empirical study, which is based on theoretical considerations of the concept of interest and its relation to motivation and engagement, is described. The empirical study consists of life history interviews with six individuals, who all are engaged in nature and/or science as part of their job or hobby. The results from these interviews point to the need of a broader understanding of interest than is generally accepted in the traditional psychological sense. It is suggested that in terms of expressed interest, the notion of interest should be viewed partly as interest based on attitude and partly as interest based on action. The results also point to the need of clarifying the meaning of interest in science as it covers both interest in nature and being in nature, interest in science as a school subject, and interest in science itself
Hur används läroboken av lärare och elever?
Authors: Nelson Johan
Published: October 2017

The textbook plays an important role in science education. It has been criticised, though, for several reasons, and therefore it is important to raise the question of whether the textbook is written and used in the most effective way. This article presents a literature review of the different roles of the textbook when used by teachers and students. Research shows that the textbook is important for teachers in planning of lessons and for the classroom activities. However, ﬁndings also indicate that students do not appreciate the textbook as much as might be expected by teachers and textbook producers. Finally, it is evident that neither teachers nor students use the textbook according
’Scientific literacy’ nedfelt i geofagene
Authors: Knain Erik , Prestvik Olav
Published: October 2017

In Report no. 30 to the Storting (2003-2004) ‘Culture for learning’, five basic skills are introduced: Tobe able to express oneself orally, to be able to read, to be able to express oneself in writing, to be ableto do arithmetic, and to be able to use information and communication technology. We employ andextend a model for scientific literacy introduced by C. Wallace in order to illustrate and point out challengesfaced in school science teacher’s practices when basic skills are introduced as part of the newcurriculum in Norway. By discussing the model for scientific literacy in relation to a teaching sequencein the earth sciences, we argue that the local environment offer rich opportunities for developingbasic skills in the guise of scientific literacy.
Att undervisa i teknik – försök till en utbildningsfilosofi utifrån Heidegger och Dewey
Authors: Blomdahl Eva
Published: October 2017

This paper presents an attempt to articulate a philosophy of education with respect to technology.The guiding idea is that the primary aim of technology education should be to help pupils to reflecton the nature of technology as a social and cultural phenomenon, as regards its effects on individuals,their society and the environment. Bearing in mind Heidegger’s ideas on the essence of technologyand Dewey’s philosophy of education, a notion of technology education as “technology re-presentation”is introduced. This process centres on the visualisation or construction of technical systems andartefacts with a view to understanding them in the way indicated above. As far as the nature of thisunderstanding is concerned, directives are given by Heidegger’s idea of a reflection (Besinnung) onthe impact of technology on our present world-view and by Dewey’s concept of “reflective thinking”,which refers to the insight into the relation between our actions and their consequences.
Three Approaches to Gender Equity in Science Education
Authors: Sinnes Astrid
Published: October 2017

In this article I use feminist critique of science as a point of departure to discuss different understandingsof how sex/gender impacts on pupils’ approaches to science education. I construct a theoreticalframework that shows three different approaches to increase gender equity in science education. Eachapproach is grounded in a distinct understanding of how sex/gender impacts pupils’ engagementin science education. The analytical frame that is developed thereby represents descriptions of threealternative ways to address gender inequity in science education. The framework shows how differentunderstandings of how sex/gender impact on pupils’ engagement in science education require distinctinitiatives to increase gender equity. The framework can be used in the planning and analysis ofhow gender initiatives work to address gender inequity in science education.
Barns kommunikation och lärande i fysik genom praktiska experiment
Authors: Nilsson Pernilla
Published: October 2017

Physics is often considered to be a difficult, abstract and boring school subject. This article describes astudy of 11-year old children’s discussions of scientific concepts related to experiments in the classroom and to the Liseberg amusement park. The study was made in May 2004 and the empirical material consists of tape recorded group discussions from the preparation lesson before the amusement park visit. The analysis focuses on how children use, develop and verify their knowledge, and how they express an increased construction of knowledge and understanding through the dialogues. The discussions indicate an ability to develop, explain and exemplify physical phenomena and concepts and connect them to their everyday experiences.
Kroppen i naturfagrommet
Authors: Jónsdóttir Guðrún
Published: October 2017

This article focuses on 16-17 year old girls’ interest in the body as a topic in science class and their approach to school science in lower secondary and in upper secondary education. How can we put their interest into perspective? The body has become a project which should be worked at and accomplished as part of an individual’s self-identity. By viewing the body as a project, individuals may become conscious of and actively concerned about the management, maintenance and appearance of their body. I argue that the girls` enthusiasm for the body as a topic in science class is influenced by their perception of health risks and need to be in control of their own body.
Pupil interest in physics: A survey in Finland
Authors: Lavonen Jari , Byman Reijo , Juuti Kalle , Meisalo Veijo , Uitto Anna
Published: October 2017

Factors interrelating with interest in physics learning are gender, perceived relevance, contents and contexts of physics, and teaching methods. Finnish ninth grade secondary school pupil interest in physics in different contexts was investigated with a survey conducted in connection with the international ROSE project. The sample consisted of 3626 pupils (median age 15) in 61 schools. Means of all items that belong to school physics context for both girls and boys were under the middle of the scale. The most interesting things (especially for girls) were connected with human being and the less interesting (especially for girls) were connected in artefacts and technological processes. Astronomical context was rather interesting for both genders. The main message of the study is that interesting new curricular approaches and textbooks can be developed by combining technological and human or astronomical contexts.
Kjønnsforskjeller i motivasjon, læringsstrategibruk og selvregulering i naturfag
Authors: Elstad Eyvind , Turmo Are
Published: October 2017

The Norwegian school reform “Knowledge Promotion”, implemented from 2006 onwards, focuses on the schools’ responsibilities for fostering student learning strategies. This article reports from an empirical study of high school students’ motivation, learning strategy use and self-regulation in science. An extensive questionnaire was administered to 532 students in five high schools in Oslo. The students (16-17 year olds) attended the first year of the 3-year academic specialization program, where they take a compulsory general science course. The questionnaire also asked the students about their science teacher’s behaviors and about student-teacher interactions. The relationships between teacher behaviors and students’ attitudes and habits are studied in the article. The results show several distinct gender differences. For example, the girls report using memorization strategies more than the boys do in science, while boys emphasize elaboration strategies and critical thinking more.
Characterising the practice of physics as enacted in university student laboratories using ‘Discourse models’ as an analytical tool
Authors: Danielson Anna T
Published: October 2017

This paper explores how university physics students constitute the practice of physics as enacted in student laboratories. In the study thirteen students enrolled in an undergraduate degree programme in physics were interviewed about their experiences of laboratory work. Working from a conceptualisation of learning that draws on situated learning theory, the paper describes the analytical process leading to the construction of two ‘Discourse models’ of physics students as a way of capturing the students’ descriptions of laboratory work. The empirical result is the characterisation of these two Discourse models; a ‘practical physics students’, someone focused on the execution of the experiment, and an ‘analytical physics student’, someone focused on the physics reasoning. The Discourse models are also discussed from a gender perspective.
Inquiry Based Science Education og den sociokulturelt forankrede dialog i naturfagsundervisningen. "Inquiry Based Science Education and the socio-cultural anchored dialogue in science teaching"
Authors: Østergaard Lars Domino
Published: October 2017

Through study, investigation and discussion of the concept Best Practice in science education (Ellebæk & Østergaard, 2009) it was shown, that the dialogue in the teaching sequences was an important factor for the children’s understanding, engagement and interest for the science subjects and phenomena. In this article we will discuss dialogue in the light of sociocultural learning theories, and relate it to Inquiry Based Science Education (IBSE), as the pedagogical and didactical method, which are promoted most strongly these years (e.g. in the inter-European Pollen and Fibonacci projects). The method is central in the action research project NatSats, where focus is on children’s hypothesizing and the way teacher’s use dialogue in their teaching or guiding of children in kindergarten and primary school. Results from the project indicate that an open and interrogative dialogue based on the student’s premises is able to support hypothesizing, which initiates explorative and investigative challenges for the students.
Teachers’ Perceived Requirements for Collaborating with the Surrounding World
Authors: Sagar Helena , Pendrill Ann-Mari , Wallin Anita
Published: October 2017

This study identifies teachers’ perceptions of requirements for including collaborations with the surrounding world in their teaching practice, with the aim of providing authentic and entrepreneurial learning environments for students. School management, time and teachers’ personal character traits and disposition were the most frequently stated areas of concern, followed by colleagues, surrounding world, economy and professional development. Concerns not previously identified include economy, localities, local curriculum, teachers’ unions as well as time to reflect and adjust to a different teaching approach. The results are worth considering for school and teacher development aimed at increasing school collaboration with the surrounding world.
Analysis of Finnish chemistry Matriculation Examination questions according to Cognitive Complexity
Authors: Tikkanen Greta , Aksela Maija
Published: October 2017

This paper presents an analysis of Finnish chemistry matriculation examination questions according to cognitive complexity. The research data consisted of 257 questions from 28 matriculation examinations between 1996 and 2009. Qualitative approach and theory-driven content analysis method using Bloom’s revised Taxonomy of Cognitive Objectives were employed in the research. The categories of the higher-order (HOCS) and lower-order cognitive skills (LOCS) were formed on the basis of earlier research. This research was guided by the following question: What kinds of cognitive skills and knowledge do Finnish chemistry matriculation examination questions require? The research indicates that the examinations were cognitively demanding. The majority (77%) of the questions required higher-order cognitive skills. The Bloom’s revised Taxonomy of Cognitive Objectives as used in this research gives a useful way for designing or analysing chemistry summative assessment tools. All three higher-order cognitive skills (HOCS) categories should be more evenly presented in chemistry matriculation examinations.
Assessing scientific literacy through computer-based tests – consequences related to content and gender
Authors: Davidsson Eva , Sørensen Helene , Allerup Peter
Published: October 2017

Large-scale studies are now common tools for assessing students’ knowledge in science, and there is an increased interest in conducting evaluations using computers. However, several studies indicate that students’ achievements on computer-based science tests often involve significant gender differences: boys outperform girls. This paper explores how students’ performances are affected by the content and the context of the test, Computer-Based Assessment in Science (CBAS), from a gender perspective. The framework of curriculum emphases is used to describe and analyze the CBAS items and to accomplish a rich description of what science may be. The results indicate different gender patterns depending on the items’ content and context. Furthermore, the analysis reveals that the portrayal of scientific literacy tends to be dependent on the test mode.
Global Climate Exchange: Peer collaboration in a “Global classroom”
Authors: Korsager Majken , Slotta James D , Jorde Doris
Published: October 2017

This paper reports on student peer collaboration in an online environment in an international shared curriculum, the Global Climate Exchange. Four cohorts of students (age 16 -19) from Canada, China, Norway and Sweden (n=157) were engaged in four wiki-based activities where they collaborated with peers locally and internationally. Previously, impact from Global Climate Exchange on students’ conceptual understanding was analysed, indicating a positive impact which might be explained by the amount of interactions with peers and international peer collaboration.  This paper looks further into the details of the students’ peer interactions in terms of how they communicate in the online Global Climate Exchange learning environment. The study revealed that communication between international peers might be more constructive than when communication is limited to national peers. This might be a possible explanation for our previously findings indicating that international peer collaboration may well be an approach to enhance students’ conceptual understanding of climate change.
Selektiva traditioner i grundskolans tidigare år: Lärares betoningar av kvalitéer i naturvetenskapsundervisningen
Authors: Johansson Annie-Maj , Wickman Per-Olof
Published: October 2017

The aim of this study was to elucidate the selective traditions of Swedish primary school teachers in using inquiry-based learning.  Material from thirteen interviews where teachers described their own inquiry practice was used to study the selective traditions along with the qualities these traditions emphasized. Four different selective traditions were identified: the fact oriented, the activity oriented, the collaboration oriented and the community oriented traditions. Different qualities were emphasized in the different traditions, for instance regarding whether teaching and inquiry should be difficult, correct, free or fun.
Exhibitions as learning environments: a review of empirical research on students’ science learning at Natural History Museums, Science Museums and Science Centres
Authors: Hauan Nils Petter , Kolstø Stein Dankert
Published: October 2017

One aim for many natural history museums, science museums and science centres is to contribute to school-related learning in science. In this article we review published empirical studies of this challenging area. The review indicates that the effectiveness of educational activities at different types of science-communication venues (SCV) in supporting students’ science learning varies. There is also evidence of interesting differences between activities, depending on how these activities are designed. Firstly, these activities can stimulate interest and conceptual focus through a well-designed combination of structure and openness. Secondly, they can stimulate talks and explorations related to the presented topics. We have identified two possible areas which might prove fruitful in guiding further research: an exploration of the effects of different designs for guided exploratory learning, and an evaluation of the effectiveness of educational activities by studying the presence and quality of the learning processes visitors are engaged in.
Framing student dialogue and argumentation: Content knowledge development and procedural knowing in SSI inquiry group work
Authors: Byhring Anne Kristine , Knain Erik
Published: October 2017

In this article, we discuss the negotiation of the situated common ground in classroom conversations. Decision making on socioscientific issues (SSI) includes norms of diverse funds of knowledge and interests. Arguments and justification may include warrants that cannot necessarily be weighed on the same scale. We discuss Roberts’ Visions 1 and 2 of scientific literacy as framing the common ground of classroom discussions. Two teacher–student dialogue sequences with 11th grade students from the Norwegian research project ElevForsk exemplify the negotiation of the situated common ground and the students’ deliberations. Our analysis examines what goes on in the thematic content, as well as at the interpersonal level of language use. Further, we suggest that different framings may complement each other and provide a space for the students’ emerging scientific conceptual development as well as for deliberation as a form of emerging procedural knowing.
Muntlig kommunikation under en lektion om energikällor i årskurs 5
Oral Communication during a Lesson on Energy Sources in Grade 5
Authors: Norberg Brorsson Birgitta , Enghag Margareta , Engström Susanne
Published: October 2017

There are alarming signals of a decreasing interest in science among students and, according to research, one reason for this development is, the exclusion of the students’ experiences and thoughts in the teaching process.  This article presents a study of oral communication patterns during a lesson on energy sources in year five in a Swedish primary school. The teaching sequence is analysed with both quantitative and qualitative methods to make evident the use of time, question – answer patterns, roles, and genres. The teacher creates a dialogue, using both everyday and academic language to explain complicated concepts, and allowing plenty of time for the students’ contributions. The students are also given opportunities to internalise the scientific language by means of demanding roles and genres. By including writing elements this wholly oral lesson would have provided even greater learning opportunities.
Active and spontaneous learning in a small group – a case of learning DC-circuit phenomena in the 3rd grade
Authors: Kallunki Veera
Published: October 2017

In this study, the learning of DC-circuit phenomena in a small group in the 3rd grade (9-year-olds) of a comprehensive school is scrutinised. The focus of the study is on the progressive nature of learning sciences, and especially on its active and spontaneous components. Learning in a small group is examined from the standpoint of pupil’s talk. The article explores the small group’s learning process for the basic components of DC-circuits, especially bulbs. This process is treated from the standpoint of developing the conception of “the brightness of the bulbs”. In this study it is shown that even in the case of abstract subject matter, a small group can be a fruitful learning environment, where active and spontaneous learning can take place.
När läroplan och tradition möts – hur högstadielärare bemöter yttre förväntningar på undersökande arbete i naturämnesundervisningen
How lower secondary science teachers meet external expectations on inquiry-based science teaching
Authors: Lunde Torodd , Rundgren Carl-Johan , Chang Rundgren Shu-Nu
Published: October 2017

The current Swedish curricula for compulsory school (Lgr11) emphasize inquiry-based science teaching to develop pupils’ critical thinking while the Swedish laboratory teaching tradition emphasize laboratory work to promote students’ conceptual understanding. The aim of this study is to illuminate how a group of teachers within the Swedish teaching tradition, based on the prevailing condition, met the external expectations of involving pupils in inquiry-based science teaching. During a teacher professional development program, the entire group of lower secondary science teachers within a school district, twelve in total, participated in group reflections about own inquiry activities. The results indicated that teachers, despite shortage of activities, wanted to involve pupils in inquiry-based science teaching to meet the curricula’s and national tests’ request for such activities. The teachers did this through hybridization, in which the teachers opened up and transformed existing laboratory activities; and by imitation, in which they imitated how investigative inquiry is carried out on national tests. Inquiry-based science teaching, as it emerges in this study, possessed several characteristics might limiting the potential for pupils to develop an understanding functional for critical thinking in private- and public lives.
Grundskoleelevers uppfattningar om begreppet art relaterade till formuleringar i läroböcker i biologi
12 to 15 year old pupils' perceptions of the concept species related to formulations in textbooks in Biology
Authors: Ferlin Maria , Sundberg Per
Published: October 2017

This study contributes to knowledge about pupils’ conceptions of species. There is no unique and unequivocal definition of the species concept and this is a matter of discussion among biology researchers. This complexity is not communicated when the species concept is presented in Swedish Biology textbooks used in grades 6/7–9. Diverse conceptualizations of science concepts among pupils have, however, been analyzed in previous educational studies. This study analyses pupils’ expressions concerning species and the species concept and how these correspond to the presentations of them in Biology textbooks. The findings are based on results from content analyses of seven textbooks as well as a questionnaire answered by 12–15-year-old pupils. The results demonstrate that pupils essentially base their perception of the species concept on morphological similarities; hence the pupils’ perceptions deviate from textbook presentations. This is an issue which teachers, textbook authors and producers of other teaching materials should be aware of.
Metaforer och analogier inom termodynamik i kemiläroböcker för gymnasiet
Metaphors and analogies in thermodynamics in upper secondary chemistry textbooks
Authors: Hedberg David , Haglund Jesper , Jeppsson Fredrik
Published: October 2017

Science education research has long taken an interest in how we may make full use of analogies and metaphors in science teaching. Further, more recently, the role of implicit, conceptual metaphors in connecting abstract conceptual knowledge to concrete embodied experiences has been recognised. The textbook plays a central role in upper secondary teaching, as it is, together with the teacher, a source of knowledge for the students. We have analysed the use of analogies, and explicit and implicit metaphors in two Swedish upper secondary chemistry textbook, and interviewed two of the authors of the textbooks. Abstract states and processes were found to be construed by means of the Object-Event and Location-Event Structure metaphors. Explicit metaphors and analogies were presented, but the comparisons were not always elaborated sufficiently in order to guide the students’ interpretations and avoid possible misunderstandings.
Norske masterutdanninger i naturfag for grunnskolelærere – store variasjoner i omfang på masteroppgaver og fagsammensetning
Norwegian master educations in natural science for lower secondary school
Authors: Olufsen Magne , Karlsen Solveig , Andreassen Monica , Sortland Andy
Published: October 2017

English title: Norwegian master educations in natural science for lower secondary school – large differences in courses offered and size of master thesisCurrently, the majority of students in lower secondary school teacher education take a four-year education in Norway. From 2017 this education will be prolonged to a five-year master education. In connection to this, there is an ongoing debate in Norway about the content of the new teacher education programs. In 2010, the Arctic University of Norway (UiT) began the first integrated five-year master education for lower secondary teacher education students in Norway. This program is described in the article, with a focus on the subject natural science in the 5–10 level education. UiT has made progress regarding the difficult link between the student’s school practice and their education at the University. As teacher educators, we experience that the new education also seems to give the students a higher identity and motivation towards teaching natural science. There are four teacher education colleges/universities in Norwegian offering a master degree in natural science/pedagogical content knowledge for teachers in lower secondary school. These master educations are relatively different in structure, and especially the subjects offered and the size of the master thesis is considerably different.
Norwegian early childhood teachers' stated use of subject-related activities with children, and their focus on science, technology, environmental issues and sustainability
Authors: Sageidet Barbara Maria
Published: October 2017

This paper presents Norwegian early childhood teachers’ own evaluations of their practices, interests and attitudes, and of their kindergarten’s learning culture, related to daily activities with children. The purpose of this study was to examine the focus and priority given to activities related to science, technology, environmental issues and sustainability, in comparison to other subjects. Semi-structured questionnaires were completed by 93 randomly selected early childhood teachers. The results show that most of them hold positive attitudes towards science, and are personal interested in science-related subjects. They state that their activities with the children mainly consist of nature- and outdoor-related subjects, followed by social competences, language stimulation and physical education. Activities related to chemistry, geology, physics, technology, gardening and sustainability are infrequent. Science is a natural part of many interdisciplinary themes. Appropriate science competence among early childhood teachers is needed to increase children’s opportunities to gain specific science related experiences.
The Technocene or Technology as (Neo)Environment
Authors: Cera Agostino ,   Philosophy Documentation Center
Published: October 2017

Abstract: While putting forward the proposal of a “philosophy of technology in the nominative case,” grounded on the concept of Neoenvironmentality, this paper intends to argue that the best definition of our current age is not “Anthropocene.” Rather, it is “Technocene,” since technology represents here and now the real “subject of history” and of (a de-natured) nature, i.e. the (neo)environment where man has to live.This proposal culminates in a new definition of man’s humanity and of technology. Switching from natura hominis to conditio humana, the peculiarity of man can be defined on the basis of an anthropic perimeter, the core of which consists of man’s worldhood: man is that being that has a world (Welt), while animal has a mere environment (Umwelt). Both man’s worldhood and animal’s environmentality are derived from a pathic premise, namely the fundamental moods (Grundstimmungen) that refer them to their respective findingness (Befindlichkeit).From this anthropological premise, technology emerges as the oikos of contemporary humanity. Technology becomes the current form of the world – and so gives birth to a Technocene – insofar as it introduces in any human context its ratio operandi and so assimilates man to an animal condition, i.e. an environmental one. Technocene corresponds on the one side to the emergence of technology as (Neo)environment and on the other to the feralization of man. The spirit of Technocene turns out to be the complete redefinition of the anthropic perimeter.While providing a non-ideological characterization of the current age, this paper proposes the strategy of an ‘anthropological conservatism,’ that is to say a pathic desertion understood as a possible (pre)condition for the beginning of an authentic Anthropocene, i.e. the age of an-at-last-entirely-human-man.
Taxonomic revision of the Andean genus Eulibitia Roewer, 1912 (Arachnida, Opiliones, Cosmetidae), with the description of five new species
Authors: Medrano Miguel , Kury Adriano B.
Published: October 2017

The genus Eulibitia was described by Roewer including three species from Colombia and Ecuador: Eulibitia maculata Roewer, 1912, E. annulipes Roewer, 1912 and E. sexpunctata Roewer, 1914. Herein, the genus is revisited and only the type species, Eulibitia maculata Roewer, 1912 is maintained from the previous configuration. Eulibitia sexpunctata is transferred to Ambatoiella Mello- Leitão, 1943 and E. annulipes is considered as Cosmetinae incertae sedis. Acromares lateralis Goodnight & Goodnight, 1943 and Paramessa castanea (Sørensen, 1932) are here considered junior subjective synonyms of Messatana scalaris (Sørensen, 1932) and Eulibitia maculata, respectively. Brachylibitia Mello-Leitão, 1941, currently a junior synonym of Platymessa, is regarded as a synonym of Eulibitia. Platymessa Mello-Leitão, 1941, with two species, and the monotypic genera Messatana Strand, 1942 and Paramessa Mello-Leitão, 1933, are synonymized with Eulibitia Roewer, 1912, yielding the following new combinations: Eulibitia ectroxantha (for Brachylibitia ectroxantha Mello-Leitão, 1941), E. h-inscriptum (for Platymessa h-inscripta Mello-Leitão, 1941) and E. scalaris (for Libitia (Messa) scalaris Sørensen, 1932). Eulibitia is re-diagnosed and five new species are described: E. castor sp. nov., E. pollux sp. nov., E. clytemnestra sp. nov., E. leda sp. nov. and E. helena sp. nov. A key to the nine Eulibitia species is presented; the morphology of Eulibitia is compared with that of Libitia, Libitiella and Ambatoiella.
On the Complementarity between Human Translators and Machine Translation
Authors: Lumeras Maite Aragonés , Way Andy
Published: October 2017

Many translators are fearful of the impact of Machine Translation (MT) on their profession, broadly speaking, and on their livelihoods more specifically. We contend that their concern is misplaced, as human translators have a range of skills, many of which are currently – with no signs of any imminent breakthroughs on the horizon – impossible to replicate by automatic means. Nonetheless, in this paper, we will show that MT engines have considerable potential to improve translators’ productivity and ensure that the output translations are more consistent. Furthermore, we will investigate what machines are good at, where they break down, and why the human is likely to remain the most critical component in the translation pipeline for many years to come.
What Do Professional Translators Do when Post-editing for the First Time? First Insight into the Spanish-Basque Language Pair
Authors: Aranberri Nora
Published: October 2017

Machine translation post-editing is becoming commonplace and professional translators are often faced with this unknown task with little training and support. Given the different translation processes involved during post-editing, research suggests that untrained translators do not necessarily make good post-editors. Besides, the post-editing activity will be largely influenced by numerous aspects related to the technology and texts used. Training material, therefore, will need to be tailored to the particular conditions under which post-editing is bound to happen. In this work, we provide a first attempt to uncover what activity professional translators carry out when working from Spanish into Basque. Our initial analysis reveals that when working with moderate machine translation output post-editing shifts from the task of identifying and fixing errors, to that of “patchwork” where post-editors identify the machine translated elements to reuse and connect them using their own contributions. Data also reveal that they primarily focus on correcting machine translation errors but often fail to restrain themselves from editing correct structures. Both findings have clear implications for training and are a step forward in tailoring sessions specifically for language combinations of moderate quality.
Productivity and Lexical Pragmatic Features in a Contemporary CAT Environment: An Exploratory Study in English to Japanese
Authors: Moorkens Joss , Sasamoto Ryoko
Published: October 2017

As the translation profession has become more technologized, translators increasingly work within an interface that combines translation from scratch, translation memory suggestions, machine translation post-editing, and terminological resources. This study analyses user activity data from one such interface, and measures temporal effort for English to Japanese translation at the segment level. Using previous studies of translation within the framework of relevance theory as a starting point, various features and edits were identified and annotated within the texts, in order to find whether there was a relationship between their prevalence and translation effort. Although this study is exploratory in nature, there was an expectation based on previous studies that procedurally encoded utterances would be associated with greater translation effort. This expectation was complicated by the choice of a language pair in which there has been little research applying relevance theory to translation, and by contemporary research that has made the distinction between procedural and conceptual encoding appear more fluid than previously believed. Our findings are that some features that lean more towards procedural encoding (such as prevalence of pronouns and manual addition of postpositions) are associated with increased temporal effort, although the small sample size makes it impossible to generalise. Segments translated with the aid of translation memory showed the least average temporal effort, and segments translated using machine translation appeared to require more effort than translation from scratch.
Can disability predict treatment outcome among traumatized refugees?
Authors: Friis Jørgensen Sabrina , Auning-Hansen Mikkel A. , Elklit Ask
Published: October 2017

The aim of the present study was to examine the influence of disability on changes in symptoms of PTSD, anxiety, and depression among treatment-seeking traumatized refugees. Eighty-one refugees participated in different rehabilitation programs. PTSD symptomatology was assessed by the HTQ-IV and symptoms of depression and anxiety were assessed by the HSCL-25. Disability was assessed by the WHODAS 2.0 before treatment. Following treatment, no statistically significant changes in PTSD, depression, and anxiety symptom scores were observed. Disability in the domain ‘getting along’ was a significant predictor of PTSD scores following treatment, when controlling for baseline scores. Neither total disability nor individual disability domains predicted any other symptom changes. Living with one’s partner did, however, seem to be a consistent and significant predictor of treatment outcome. The results are discussed in terms of clinical implications and future research needs.
An Account of ‘Life after Guantánamo’: a rehabilitation project for former Guantánamo detainees across continents
Authors: Rossdale Polly , Taylor Katie
Published: October 2017

This paper describes a project established in 2009 by the human rights charity, Reprieve, to coordinate rehabilitation for men who have been released from long-term detention at the US military base of Guantánamo Bay.  The majority of the men referred to the project were deemed unable to return to their home country because of the risk they faced of torture or other persecution and were therefore resettled in a third country. This paper also refers to Tunisian former Guantánamo detainees with whom Reprieve worked, who had initially been resettled in a third country but then following the Jasmine Revolution and the fall of the Ben Ali regime, were able to return to their home country.  Reprieve then provided assistance to them and their families under the Life after Guantánamo in Tunisia project.  This paper briefly outlines the abuse and nature of psychological control at Guantánamo and, based on the first-hand experiences of the Project Coordinator and Caseworker, offers non-clinical observations of the apparent consequences of this control on the former detainees who were referred to the project. The Life after Guantánamo project facilitated social, medical, psychological, legal and financial assistance in partnership with local service providers and through liaison with host governments and intergovernmental organisations, such as the International Organisation for Migration (IOM), United Nations High Commissioner for Refugees (UNHCR) and the International Committee of the Red Cross (ICRC).  The paper recounts the type of assistance provided, highlights some of the challenges faced and, based on learnings made over the project’s eight year duration, makes recommendations, for future work with former Guantánamo detainees and others who have been detained and subject to torture and inhuman and degrading treatment in the ‘War on Terror’.
Combating Torture and other Ill-Treatment. A Manual for Action. London. 2016 By Amnesty International
Authors: Peres-Sales Pau
Published: October 2017

The new edition of Amnesty International's anti-torture manual appeared last year in a discreet way. So discreet that, being an international reference text, very few people seem to know about it. This is probably partly due to the contemporary trend to only publish texts and reports in an electronic format. In an environment of electronic saturation, documents can be ephemeral and the benefit of these kinds of general - purpose manuals are diluted. But, be sure, the Amnesty International handbook is a manual to have on the shelf, to consult and underline.
Column planarity and partially-simultaneous geometric embedding
Authors: Barba Luis , Evans William , Hoffmann Michael , Kusters Vincent , Saumell Maria , Speckmann Bettina
Published: October 2017

We introduce the notion of column planarity of a subset $R$ of
the vertices of a graph $G$. Informally, we say that $R$ is column
planar in $G$ if we can assign $x$-coordinates to the vertices in $R$
such that any assignment of $y$-coordinates to them produces a partial
embedding that can be completed to a plane straight-line drawing of
$G$. Column planarity is both a relaxation and a strengthening of
unlabeled level planarity. We prove near tight bounds for the maximum
size of column planar subsets of trees: every tree on $n$ vertices contains a column
planar set of size at least $14n/17$ and for any $\epsilon > 0$ and
any sufficiently large $n$, there exists an $n$-vertex tree in which
every column planar subset has size at most $(5/6 + \epsilon)n$. In
addition, we show that every outerplanar graph has a column planar set
of size at least $n/2$.

We also consider a relaxation of simultaneous geometric embedding
(SGE), which we call partially-simultaneous geometric embedding
(PSGE). A PSGE of two graphs $G_1$ and $G_2$ allows some of their
vertices to map to two different points in the plane. We show how to
use column planar subsets to construct $k$-PSGEs, which are
PSGEs in which at least $k$ vertices are mapped to the same point for
both graphs. In particular, we show that every two trees on $n$
vertices admit an $11n/17$-PSGE and every two outerplanar graphs admit
an $n/4$-PSGE.
Equitable colorings of $K_4$-minor-free graphs
Authors: De Joannis de Verclos Rémi , Sereni Jean-Sébastien
Published: October 2017

We demonstrate that for every positive integer $\Delta$, every
$K_4$-minor-free graph with maximum degree $\Delta$ admits an equitable
coloring with $k$ colors where $k\ge\frac{\Delta+3}{2}$. This bound is tight
and confirms a conjecture by Zhang and Wu. We do not use the discharging
method but rather exploit decomposition trees of $K_4$-minor-free graphs.
Le règlement des différends touchant l'exercice du pouvoir disciplinaire de l'employeur, y compris le renvoi
Authors: Cardin Jean-Réal
Published: October 2017

Dans le présent article, l'auteur étudie le régime du règlement des conflits d'ordre disciplinaire au Québec. En analyse les sources, les principes généraux ainsi que les différentes techniques, arbitrales et judiciaires qui y ont cours présentement. Il fait, à l'occasion, les comparaisons qui s'imposent à l'égard du droit français du Travail en la matière.