1,720,961 research outputs found
Nature literacy: rethinking how we teach about nature in secondary school science
No full textOur connection with nature is important for mental and physical well-being and this connection depends on how we understand, value and engage with the natural world. However, there is persistent evidence that young people remain disconnected from nature. In this article we discuss reasons why many secondary schools in England are having difficulty engaging their students with nature. We propose a rethinking of the way we teach about nature and biodiversity by promoting the notion of ‘nature literacy’, which can empower students to become more actively engaged with the natural world around them
Science literacy as an approach to engaging young people in improving their health behaviours
No full textGoing Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
The case for including epigenetics in the school science curriculum and trainee science teachers’ views about its implications for society
No full textThe rapidly growing field of epigenetics is now beginning to reveal how our genes are affected by environmental factors such as nutrition, exercise and stress. As it has such profound effects on our everyday lives, this article argues for the inclusion of epigenetics in the compulsory school science curriculum, and explores trainee science teachers’ knowledge about epigenetics and their views on its implications for society. A minority of trainee science teachers surveyed were familiar with the term, but with further discussion they were readily able to engage with social, ethical and health promotion implications relating to epigenetics
Meet the scientist: the value of short interactions between scientists and secondary school students
No full textImproving physics teaching through action research: the impact of a nationwide professional development programme
No full textThis article presents an independent evaluation of the Action Research for Physics (ARP) programme, a nationwide professional development programme which trains teachers to use action research to increase student interest in physicsand encourage them to take post-compulsory physics. The impact of the programme was explored from the perspective of the teacher participants, the programme tutors and the teachers’ senior managers who authorise attendance on professional development training courses. Although teachers and senior managers viewed ARP as an unmitigated success in improving classroom practice, the evaluation raises some other important implications for teaching physics and the professional development of physics teachers. Relatively few teachers have experience of action research, and there is a need for further training in thisarea. The study also highlights the key role of senior managers in giving physics teachers access to appropriate professional development and opportunities to carry out suitable activities in the classroom
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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