title: The purpose of doing practical science activities in urban and rural secondary schools in Solomon Islands

authors: Giano, Ellison

subjects: practical science activities

abstract: Internationally many science educators have argued that science teachers should ensure that their students have opportunities to engage with and take part in practical work, in order to better understand natural phenomena and learn how science tries to understand and explain these. However, there is ongoing debate about the specific purpose of carrying out practical science activities. Some research suggests that if practical investigations are not prepared well enough, they may not have much impact on improving students’ learning about science. This research study involved two secondary science teachers teaching Form 2 science in urban secondary schools and two from rural. The overarching aim was to explore the science teachers’ perceptions about the purpose of doing practical science activities in secondary schools. The study was conducted in two phases. First, based on the interpretive paradigm qualitative data was generated using semi-structured interview of each teacher. In the second phase the teachers involved in a photo elicitation process where each teacher took photographs of examples of practical science activities they organized for their students. This was followed by a second round of interviews where the teachers told the stories about the photographs they have taken. The data was then analyzed using the grounded theory method. The findings suggest that these teachers saw the purposes of doing practical science activities was to apply theoretical knowledge they learned about in class, develop thinking and process skills, motivate students and raise their interest in science. However, the teachers were not able to articulate the rationale behind doing practical science activities and did not identify it as an important aspect of science. The findings also noted the science syllabus and assessment, impact of access to science resources, training, time and class size as enablers and constraints which science teachers encounter in planning and organizing practical science activities. The findings also showed that there were differences between science teachers in urban and rural secondary schools on how they plan and organize practical science activities. The differences in how schools and science departments were equipped meant that teachers were resourceful and made use of their immediate environment when materials were scarce however they felt that ‘lab’ is best.

text: The purpose of doing practical science activities in urban and rural secondary schools in Solomon Islands Internationally many science educators have argued that science teachers should ensure that their students have opportunities to engage with and take part in practical work, in order to better understand natural phenomena and learn how science tries to understand and explain these. However, there is ongoing debate about the specific purpose of carrying out practical science activities. Some research suggests that if practical investigations are not prepared well enough, they may not have much impact on improving students’ learning about science. This research study involved two secondary science teachers teaching Form 2 science in urban secondary schools and two from rural. The overarching aim was to explore the science teachers’ perceptions about the purpose of doing practical science activities in secondary schools. The study was conducted in two phases. First, based on the interpretive paradigm qualitative data was generated using semi-structured interview of each teacher. In the second phase the teachers involved in a photo elicitation process where each teacher took photographs of examples of practical science activities they organized for their students. This was followed by a second round of interviews where the teachers told the stories about the photographs they have taken. The data was then analyzed using the grounded theory method. The findings suggest that these teachers saw the purposes of doing practical science activities was to apply theoretical knowledge they learned about in class, develop thinking and process skills, motivate students and raise their interest in science. However, the teachers were not able to articulate the rationale behind doing practical science activities and did not identify it as an important aspect of science. The findings also noted the science syllabus and assessment, impact of access to science resources, training, time and class size as enablers and constraints which science teachers encounter in planning and organizing practical science activities. The findings also showed that there were differences between science teachers in urban and rural secondary schools on how they plan and organize practical science activities. The differences in how schools and science departments were equipped meant that teachers were resourceful and made use of their immediate environment when materials were scarce however they felt that ‘lab’ is best.

year: 2011

title: Don't miss the well-being train: a radical ‎proposal for revolution in positive ‎psychology

authors: Weijers, Dan M.

abstract: Positive psychologists have added a great deal of knowledge about positive mental states and behaviors, especially over the last 20 years. As evidence is produced in support of the connections between positive psychological constructs, the model of mental flourishing is slowly being filled in. But, just like the broader well-being research and policy community (Lee et al., 2021), the discipline remains divided about how to conceptualize and measure well-being (Hone et al., 2014; Ackerman et al., 2018). This lack of unity makes it difficult to establish how measures of positive mental functioning connect with the bigger picture of the good life for the one living it, and deter its use in broader research and policy agendas. For example, the influential World Happiness Report 2020 (Helliwell et al., 2020) is edited by only economists and contains the phrase Positive Psychology just once.

text: Don't miss the well-being train: a radical ‎proposal for revolution in positive ‎psychology Positive psychologists have added a great deal of knowledge about positive mental states and behaviors, especially over the last 20 years. As evidence is produced in support of the connections between positive psychological constructs, the model of mental flourishing is slowly being filled in. But, just like the broader well-being research and policy community (Lee et al., 2021), the discipline remains divided about how to conceptualize and measure well-being (Hone et al., 2014; Ackerman et al., 2018). This lack of unity makes it difficult to establish how measures of positive mental functioning connect with the bigger picture of the good life for the one living it, and deter its use in broader research and policy agendas. For example, the influential World Happiness Report 2020 (Helliwell et al., 2020) is edited by only economists and contains the phrase Positive Psychology just once.

year: 2021

title: Student belonging: critical relationships and responsibilities

authors: Berryman, Mere

subjects: Belonging

abstract: In this paper, we consider New Zealand’s education system to understand what can happen when we focus only on excellence and students reaching their potential, without simultaneously investing in their sense of belonging and wellbeing. National statistics suggest we are alienating and shortchanging an increasing number of students and, for disproportionate numbers of Indigenous students, these statistics are part of a world trend. The literature, and the students themselves, highlight the need to overturn the underlying racism that persistently disadvantages clearly identifiable groups of students over others. Until we do, using equity and excellence as the most powerful drivers for reform, will continue to promote conditions where our students’ sense of belonging and wellbeing are undermined throughout their education and we will risk, failing to address the ensuing negative statistics. We conclude with a response that we have learned from working with these same students.

text: Student belonging: critical relationships and responsibilities In this paper, we consider New Zealand’s education system to understand what can happen when we focus only on excellence and students reaching their potential, without simultaneously investing in their sense of belonging and wellbeing. National statistics suggest we are alienating and shortchanging an increasing number of students and, for disproportionate numbers of Indigenous students, these statistics are part of a world trend. The literature, and the students themselves, highlight the need to overturn the underlying racism that persistently disadvantages clearly identifiable groups of students over others. Until we do, using equity and excellence as the most powerful drivers for reform, will continue to promote conditions where our students’ sense of belonging and wellbeing are undermined throughout their education and we will risk, failing to address the ensuing negative statistics. We conclude with a response that we have learned from working with these same students.

year: 2019