Gren Ireson

Fifteen pupils’ positive approach to primary school science: when does it decline?

The decline in secondary school pupils’ attitudes towards science is well documented. However, recent research has shown that pupils’ attitudes to science appear to become fixed during their primary school years. This study investigated end of Key Stage 1 (Yr 2 (ages six to seven years)) and end of Key Stage 2 (Yr 6 (ages 10–11 years)) pupils’ attitudes to science, using Klopfer’s themes (1971), through a paired activity and interview for Yr 2 pupils and a pre‐ and post‐Test of Science‐Related Attitudes questionnaire (adapted) for Yr 6 pupils. The questionnaire was analysed using the mean and chi square values and Cronbach’s alpha was calculated to test reliability. The results revealed that while Yr 2 pupils exhibit a thirst for knowledge and enthusiasm for science, Yr 6 pupils’ attitudes over the period of one academic year did not change: their attitude towards science was fixed. This insight raises some implications and responsibilities for primary school teachers.

Magnetic braking revisited: activities for the undergraduate laboratory

This paper revisits the demonstration of Lenz by dropping magnets down a non-magnetic tube. Recent publications are reviewed and ideas for undergraduate laboratory investigations are suggested. Finally, an example of matching theory to observation is presented.

Relativity at A-level: a looking glass approach

This paper, based on a presentation given at the University of Leeds, proposes a novel way of introducing students to Special Relativity. The main thrust is to start from what the students know and lead them to question their current world view, which is generally Newtonian and constructed within a framework based on the absolute nature of space and time. It must, however, be stressed that what is presented here is no more than an analogy for relativity and as such it does have limitations.

A brief history of quantum phenomena

The development of quantum theory is summarized, highlighting the contributions of Planck, Einstein, Schrodinger and Heisenberg.

Gender achievement and social, political and economic equality: a European perspective

Abstract Differences in gender equality based on social, political and economic factors is cited, by some writers, as a contributory factor in the differentially greater achievement of boys in STEM subjects through the concept of gender stratification. Gender differences, especially in mathematics, have been linked directly to gender parity in wider society. Such a link is predicted by gender stratification via both the gender similarities and gender stratification hypotheses. However analysis by others appearsto support the hypothesis that the gender gap is smaller, in mathematics, when the society has a higher equality index. However, more recently, evidence, based on PISA outcomes from 2000 to 2009, reports that there is little or no correlation between the gender gap and wider equality. This paper takes up this analysis using PISA data from the 2012 round, for both science and mathematics, and the Global Gender Gap Index in a European context. The results cast doubts on any link between national gender equality and achievement in science or mathematics.

Learning style instruments and impact of content: A qualitative study

This qualitative study explores the nature and forms of information that can be used to construct a learning style instrument and to what extent the visual and active content can affect the preferences being measured. Six Masters students participated in this study, the preferred learning style of participants was measured twice, once by the VARK approach and once by the developed instrument which was enhanced by visual and active forms of information. The results of both approaches were compared and an interview with each participant has been conducted to further investigate the outcomes. The results of this study show that using a visual and active content for constructing the learning style instruments has a significant effect on the measured preferred learning style of students. This approach may lead to a more balanced assessment of learning style.

Libyan Higher Education system, challenges and achievements

Although the Higher Education (HE) system in many developed countries has seen a significant amount of pedagogic research in technical subject areas [1], unfortunately in Libya this work is still in its infancy. Recent studies have indicated that there are many gaps in the knowledge base, for example, the use of technology in teaching and learning and the training of academic staff [2, 3]. This paper investigates the technical and vocational education and training system in Libya using a TPACK (Technological Pedagogical Content Knowledge) model in order to ascertain an insight into the problems faced in the teaching process and the challenges for the future. A questionnaire methodology has been utilized to collect data related to the three basic domains of TPACK model: content, pedagogy and technology. The data were collected from 46 teaching staff members across 3 universities and 2 higher institutes (polytechnics). An exploratory statistical analysis of these data is presented.

The Infrared Thermometer in School Science: Teaching Physics with Modern Technologies

Infrared thermometers measure temperature from a distance, using the infrared radiation emitted by all objects. These so-called non-contact thermometers make a wide variety of temperature measurement and monitoring activities accessible to school-age students. Portable hand-held sensors also enable new or simplified investigations to be carried out with quick and easy measurements. Following thermal footprints is a simple but engaging activity for students: finding out which seat was occupied recently, which cup was filled with a hot drink and which with a cold drink, which car was being driven a short time ago and so on. Nevertheless, introducing and explaining infrared thermometry in schools is not trivial. To this end an introduction with four steps is proposed.

Learning personalization based on learning style instruments

Adaptive education systems (AES) are considered one of the most interesting research topics in technology-based learning strategies. Since students have different abilities, needs and learning styles, we should fit the curriculum and teaching activities to these different learning styles. This study investigates the impact of using LAES (Libyan Adaptive Education System) on the performance of students. An ALSI (Arabic Learning Style Instrument) was integrated into the LAES system to investigate learning preferences of students. The student models are constructed according to the results obtained using this instrument (ALSI). Three experimental studies were then conducted to investigate the impact of the LAES system on the performance of students. The results reveal the students who have learnt using the LAES system were more successful than others who learnt without, in terms of the knowledge gained.

LAES: An adaptive education system based on learners' learning styles

Adaptive education systems are considered one of the most interesting research issues in technology-based learning strategies. Since learners have different needs, abilities and learning preferences, we should fit the curriculum and teaching strategies to these different learning styles. This article investigates the impact of using LAES (Libyan Adaptive Education System) on the performance of learners. An ALSI (Arabic Learning Style Instrument) was integrated into the LAES system to consider learner preferences. Results obtained by the learners in the ALSI instrument were used to initialize their profiles. And then, an experimental study was conducted to investigate the impact of LAES system on the performance of learners. The results reveal the students who have learnt using LAES system were better than others who have learnt without the LAES in terms of the knowledge gained.