Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

The purpose of this study is to provide conceptual order and a tool for the use of computer-mediated communication (CMC) and computer conferencing in supporting an educational experience. Central to the study introduced here is a model of community inquiry that constitutes three elements essential to an educational transaction—cognitive presence, social presence, and teaching presence. Indicators (key words/phrases) for each of the three elements emerged from the analysis of computer-conferencing transcripts. The indicators described represent a template or tool for researchers to analyze written transcripts, as well as a guide to educators for the optimal use of computer conferencing as a medium to facilitate an educational transaction. This research would suggest that computer conferencing has considerable potential to create a community of inquiry for educational purposes.

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Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education

1 On behalf of NASA’s Mars Exploration Program, this lesson was prepared by Arizona State University’s Mars Education Program, under contract to NASA’s Jet Propulsion Laboratory, a division of the California Institute of Technology. These materials may be distributed freely for non-commercial purposes. Copyright 2014; 2012; 2010; 2000. Last edited: April 24, 2014 Marsbound! Mission to the Red Planet

A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas

Qualitative researchers rely — implicitly or explicitly — on a variety of understandings and corresponding types of validity in the process of describing, interpreting, and explaining phenomena of ...

Understanding and Validity in Qualitative Research

National Science Education Standards

This paper draws upon a distinction between fundamental and derived senses of literacy to show that conceptions of scientific literacy attend to the derived sense but tend to neglect the fundamental sense. In doing so, they fail to address a central component of scientific literacy. A notion of literacy in its fundamental sense is elaborated and contrasted to a simple view of reading and writing that still has much influence on literacy instruction in schools and, we believe, is widely assumed in science education. We make suggestions about how scientific literacy would be viewed differently if the fundamental sense of literacy were taken seriously and explore some educational implications of attending to literacy in its fundamental sense when teaching science. © 2003 Wiley Periodicals, Inc. Sci Ed87:224–240, 2003; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/sce.10066

How literacy in its fundamental sense is central to scientific literacy

Evaluating Critical Thinking

he field of critical thinking is more vibrant than ever There is much research in progress on the meaning of critical thinking, on the transferabilits of critical thinking skills to a wide range of subject areas. and on methods of teaching critical thinking. A substantial bodv of knowledge exists in the area. and it is possible to suggest with confidence some research results to help teachers. In offering these suggestions I interpret research broadly to include not only empirical research, but also philosophical and policresearch

Synthesis of research on critical thinking

This paper deals with a number of conceptual and theoretical issues that underlie the proposal to employ narrative explanations in science education: What is narra- tive? What is explanation? and What is narrative explanation? In answering these questions, we develop a framework of narrative elements and characteristics of narrative explanations. Two possible examples of narrative explanation are presented and examined in light of the framework. This examination brings to light various conceptual and empirical questions related to the examples and to the larger issue of the use of examples like them in science instruction. The value of the framework lies partly in its power to point to such questions. The questions can guide a program of theoretical and empirical research into the psycho- logical reality of the narrative form of explanation, the existence of narrative explanations in science, the use of narrative explanations in science teaching, and the nature and extent of the narrative effect upon which proposals for the use of narrative often are justified. C � 2005 Wiley Periodicals, Inc. Sci Ed 89:535 - 563, 2005

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A theoretical framework for narrative explanation in science

Ninety-one Grade 12 science students were asked to read five popular reports of science. The students were within 4 months of graduation, and all were taking at least one course of senior biology, chemistry, or physics. On average, the students had completed about four high school science courses. The reports were chosen from widely available published work appearing in newspapers, science magazines, and general interest magazines. The tasks given to students required them to interpret the pragmatic meaning of the reports, that is, the meaning of the reports in relation to the goals and intentions of the authors and the context set by the reports. The students interpreted statements in the reports with a bias towards truth ascription by attributing to the statements a higher degree of certainty than was expressed by the authors. Also, no more than one half of the students accurately understood the scientific status and role of statements when that understanding required contextualized interpretation on the basis of the relationships among statements in the reports. Implications for the development of scientific literacy follow from the fact that these students were top science students, yet they did not fully grasp the fundamentals of interpreting texts that are major sources of new scientific knowledge for most laypeople.

Stephen P. Norris

Papers

How literacy in its fundamental sense is central to scientific literacy

Evaluating Critical Thinking

Synthesis of research on critical thinking

A theoretical framework for narrative explanation in science

Interpreting pragmatic meaning when reading popular reports of science