title: School-based assessment of practical work in science education in Solomon Islands

authors: Kakai, Lionel Cliff

subjects: science education

abstract: This study explored and documented the views of one science curriculum development officer and seven science teachers about science practical work and its assessment in the School-Based Assessment (SBA) for the Solomon Islands School Certificate (SISC). Science SBA is compulsory for all Form 4 (year 10) and 5 (year 11) students in Solomon Islands to undertake as internal assessment towards the SISC. The motivation behind the research questions for this study arose from literature discussions and my personal experiences associated with practical work, teaching, learning and assessment in science education. 
Based on the interpretive paradigm, qualitative data was generated using a semi-structured interview technique, conducted on an individual basis with prior consent. The interviews were conducted in May 2009. Audio tape recording was used to record exactly what was said by the participants in the Pidgin and later translated, transcribed and verified in English. The analysis of the data was recursive with a rigorous thematic approach.
The findings indicated that participants' beliefs and views about the aims of science teaching and the roles of practical work were mainly related to the notion of science literacy, which is the main aim in the Solomon Islands science curriculum for Forms 4 and 5. However, the participants' views about the nature of science and assessment of practical work in the context of SBA were narrowly expressed. The findings indicated that the issues of reliability, validity and use of formative and summative assessments in relation to the theories of learning and the standardization of assessments for high stakes reporting are worth considering for a revision of the science SBA. 
As such, this study suggested that coherence in the aims of science teaching, the roles of practical work and the design and implementation of the SBA is necessary.  Also, the notion of science pedagogical content knowledge (PCK) is recommended, especially with regards to its inclusion in pre-service teacher education and ongoing professional development. This study was qualitative with a small sample limited to only eight educator participants. Hence, further research is recommended. This should specifically investigate students' perceptions in order to understand their standpoints on issues related to the science school-based assessment (SBA) for the Solomon Islands School Certificate (SISC).

text: School-based assessment of practical work in science education in Solomon Islands This study explored and documented the views of one science curriculum development officer and seven science teachers about science practical work and its assessment in the School-Based Assessment (SBA) for the Solomon Islands School Certificate (SISC). Science SBA is compulsory for all Form 4 (year 10) and 5 (year 11) students in Solomon Islands to undertake as internal assessment towards the SISC. The motivation behind the research questions for this study arose from literature discussions and my personal experiences associated with practical work, teaching, learning and assessment in science education. 
Based on the interpretive paradigm, qualitative data was generated using a semi-structured interview technique, conducted on an individual basis with prior consent. The interviews were conducted in May 2009. Audio tape recording was used to record exactly what was said by the participants in the Pidgin and later translated, transcribed and verified in English. The analysis of the data was recursive with a rigorous thematic approach.
The findings indicated that participants' beliefs and views about the aims of science teaching and the roles of practical work were mainly related to the notion of science literacy, which is the main aim in the Solomon Islands science curriculum for Forms 4 and 5. However, the participants' views about the nature of science and assessment of practical work in the context of SBA were narrowly expressed. The findings indicated that the issues of reliability, validity and use of formative and summative assessments in relation to the theories of learning and the standardization of assessments for high stakes reporting are worth considering for a revision of the science SBA. 
As such, this study suggested that coherence in the aims of science teaching, the roles of practical work and the design and implementation of the SBA is necessary.  Also, the notion of science pedagogical content knowledge (PCK) is recommended, especially with regards to its inclusion in pre-service teacher education and ongoing professional development. This study was qualitative with a small sample limited to only eight educator participants. Hence, further research is recommended. This should specifically investigate students' perceptions in order to understand their standpoints on issues related to the science school-based assessment (SBA) for the Solomon Islands School Certificate (SISC).

year: 2010

title: The effect of inlet conditions on the air side hydraulic resistance and flow maldistribution in industrial air heaters

authors: Hoffmann-Vocke, Jonas

subjects: flow maldistribution

abstract: Experimental system hydraulic resistance measurements on a scale air heater unit have highlighted the excessive hydraulic resistance of typical industry configurations. Both poor header inlet conditions and large header expansion angles are shown to contribute to system hydraulic resistance magnitudes 20–100% higher than suitable benchmark cases. Typical centrifugal fan system efficiencies well under 80% multiply the system resistance effects resulting in larger fan power penalties. Velocity profile measurements taken upstream and downstream of the test heat exchanger under flow maldistribution conditions provide insight into the flow maldistribution spreading caused by the heat exchanger resistance. The anisotropic resistance of the plate fin-and-tube heat exchanger is shown to result in resistance induced flow dispersion being concentrated in the axis parallel to the plate fins.

text: The effect of inlet conditions on the air side hydraulic resistance and flow maldistribution in industrial air heaters Experimental system hydraulic resistance measurements on a scale air heater unit have highlighted the excessive hydraulic resistance of typical industry configurations. Both poor header inlet conditions and large header expansion angles are shown to contribute to system hydraulic resistance magnitudes 20–100% higher than suitable benchmark cases. Typical centrifugal fan system efficiencies well under 80% multiply the system resistance effects resulting in larger fan power penalties. Velocity profile measurements taken upstream and downstream of the test heat exchanger under flow maldistribution conditions provide insight into the flow maldistribution spreading caused by the heat exchanger resistance. The anisotropic resistance of the plate fin-and-tube heat exchanger is shown to result in resistance induced flow dispersion being concentrated in the axis parallel to the plate fins.

year: 2011

title: Consciousness-centered stewardship: An indigenous standpoint

authors: Spiller, Chellie

abstract: Dominion-driven stewardship, which stages human interventions with an anthropocentric lens, externalises problems. We present consciousness-centered stewardship, seen through the Māori ethic of kaitiakitanga, as the missing connective tissue that looks to fix ourselves. We advocate an approach that appreciates a collective self-intelligence in the world and being a steward with a “conscious mind” as part of a transformative way forward. Sustainable development from this perspective thus includes paying attention to personal growth.

text: Consciousness-centered stewardship: An indigenous standpoint Dominion-driven stewardship, which stages human interventions with an anthropocentric lens, externalises problems. We present consciousness-centered stewardship, seen through the Māori ethic of kaitiakitanga, as the missing connective tissue that looks to fix ourselves. We advocate an approach that appreciates a collective self-intelligence in the world and being a steward with a “conscious mind” as part of a transformative way forward. Sustainable development from this perspective thus includes paying attention to personal growth.

year: 2025