Designing a developmental progression to assess students’ conceptual understandings by focusing on the language demands in Science

2021 ◽  
pp. 000494412110365
Author(s):  
Debra Panizzon ◽  
John Pegg ◽  
Dagmar Arthur ◽  
Gerry McCloughan
Keyword(s):  
Conceptual Development ◽  
Learning Outcome ◽  
Developmental Sequence ◽  
Australian Curriculum ◽  
Technical Language ◽  
Intended Curriculum ◽  
Extensive Analysis ◽  
Developmental Progression ◽  
Value Of Learning

Few would argue the value of learning progressions in providing useful structures for selecting and sequencing in a developmental manner the key components of an ‘intended curriculum’. Yet, there are pervading issues around what is meant by a developmental sequence, along with how they are used to assess what learners know, understand and can do. One key oversight in Science is recognising the role of technical and non-technical language in student conceptual development. This article reports on the construction of a hypothesised learning progression that identifies students’ progress in understanding essential concepts in the Chemical Sciences from Foundation to Year 6. It is based upon an extensive analysis of the technical and non-technical language of the Australian Curriculum: Science. The progression was constructed by focusing upon learner-appropriate language and scientific understanding with the Structure of the Observed Learning Outcome model ( Pegg, 2018 ) providing the theoretical basis for ensuring systematic and objective rigour in the resultant developmental progression.

Blow the whistle or dance to a tune! An ethical dilemma

2021 ◽  
Vol 11 (4) ◽  
pp. 1-18
Author(s):  
Asad Ali Qazi ◽  
Abdul Rehman Shaikh ◽  
Andrea Appolloni
Keyword(s):  
Ethical Dilemma ◽  
Performance Indicators ◽  
Ethical Dilemmas ◽  
Learning Outcome ◽  
Content Type ◽  
Whistle Blowing ◽  
Organizational Policies ◽  
Personal Ethics ◽  
Total Sales

Study level/applicability BBA. Case overview Mr Qazi was sitting in his office in the Multan branch, reviewing his past month’s key performance indicators when he got a call from his Town Operations Supervisor, Mr Ahmed, based in Bahawalpur. Ahmed was recently promoted and transferred to Bahawalpur, from Multan branch. He informed Qazi about the huge inventory variances, which were not earlier reported by the previous Town Operations Supervisor, Mr Sagheer. Qazi was informed that differences were around 2.37% of total sales vs the allowable company limit of Zero inventory variance. Qazi was worried about whether to report these differences to higher management or not. He was very well aware that reporting might even cost him his job, and that of Sagheer too. He could not see any solution to the recovery of the inventory or cash against the same. Should Qazi take a risk and let go of Sagheer? Should he report the differences? Expected learning outcome 1. Demonstrate the fraud and integrity-related issues. Why and how happened? 2. Analyzed the role of organizational policies in the decision of blow the whistle. 3. Identify the behaviors that helped a whistle-blower. 4. Assess the ethical dilemmas in which professional duties may conflict with personal ethics. 5. Propose organizational policies to encourage whistle-blowing and to discourage the fraud or integrity-related issues. Supplementary materials Teaching Notes are available for educators only. Subject code CSS 9: Operations and logistics.

scholarly journals The voice of dwellers – developing a place brand by listening to its residents

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ulla Hakala
Keyword(s):  
Decision Making ◽  
Conceptual Development ◽  
Place Branding ◽  
Research Area ◽  
Content Type ◽  
Case Examples ◽  
Face To Face ◽  
Decision Making Processes ◽  
E Mail

Purpose Listening to the customers has long been a key phrase and success element in product branding. This paper aims to highlight the importance of listening to residents during the branding of a place. The study explores ways of listening to residents to ensure they are heard and also discusses the challenges and benefits related to place branding flowing from having residents participate in decision-making processes. Design/methodology/approach Listening to residents and offering opportunities to participate requires place branders to fully attend to, comprehend and respond to residents’ comments, requests, ideas and feedback. This study reports on how two Nordic cities – Turku and Helsinki – listen to their residents. The data used comprise face-to-face interviews, telephone and e-mail conversations and documentary material. Findings Residents should not be considered as one homogeneous target; participation options and channels should be adapted to the demographics and geographic issues of the different regions and resident groups. Research limitations/implications The role of residents and the importance of listening are crucial features in the emerging concept of inclusive place branding (Kavaratzis et al., 2017); its future conceptual development could benefit from the case examples at hand. Practical implications City authorities should listen to residents and provide them with opportunities to actively contribute to decision-making. Other cities could learn from the examples introduced in the paper. Originality/value This paper documents two Nordic examples of cities putting into practice a policy of listening to the residents, a previously neglected research area.

scholarly journals A therapy programme for pre-school language impaired children

1976 ◽  
Vol 23 (1) ◽  
Author(s):  
Linda Narun
Keyword(s):  
Language Learning ◽  
Discrimination Learning ◽  
Syntactic Analysis ◽  
Developmental Sequence ◽  
Language Impaired ◽  
Auxiliary Verbs ◽  
Impaired Children ◽  
Therapy Programme

This study aimed to establish effective language programmes for pre-school language impaired children based on psycholinguistic principles. Eight language-impaired children 6 males and 2 females between the ages of 3 and 6 years, were the subjects. Language samples were transcribed and subjected to syntactic analysis; semantic aspects were also considered and programmes developed for each subject, based on the information obtained from the language analyses. A developmental sequence was adopted as the basis for therapy A 'slot-method' was used in which language was taught as rule-operated behaviour Principles of discrimination learning were adopted for teaching some aspects of grammar. Auxiliary verbs are reported in detail as this was the most universal error and difficult to teach. The role of imitation in language learning and therapy is discussed.

The Role of Audiovisual Processing in Early Conceptual Development

2011 ◽  
Vol 22 (11) ◽  
pp. 1419-1421 ◽  
Author(s):  
Marcela Peña ◽  
Jacques Mehler ◽  
Marina Nespor
Keyword(s):  
Conceptual Development ◽  
Audiovisual Processing

Shared decision-making, decision aids, and the role of values in treatment decision-making

2017 ◽  
Author(s):  
Amiram Gafni ◽  
Cathy Charles
Keyword(s):  
Decision Making ◽  
Shared Decision Making ◽  
Conceptual Development ◽  
Decision Aids ◽  
Treatment Decision ◽  
Clinical Encounter ◽  
Shared Decision ◽  
Treatment Decision Making ◽  
Key Characteristics

Shared decision-making (SDM) between physicians and patients is often advocated as the ‘best’ approach to treatment decision-making in the clinical encounter. In this chapter we describe: (i) the key characteristics of a SDM approach; (ii) the clinical contexts for SDM; (iii) the definition and use of decision aids (DA), as well as their relationship to SDM; and (iv) the vexing problem of defining the meaning and role of values/preferences in treatment decision-making. Areas for further research and conceptual development are also suggested to help resolve outstanding issues in the above areas. Despite the widespread interest in promoting SDM, there does not seem to be as yet a universally accepted consensus on the meaning of this concept.

scholarly journals Unexpected mutual regulation underlies paralogue functional diversification and promotes epithelial tissue maturation in Tribolium

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Daniela Gurska ◽  
Iris M. Vargas Jentzsch ◽  
Kristen A. Panfilio
Keyword(s):  
Feedback Loop ◽  
Single Species ◽  
Epithelial Tissue ◽  
Rna Seq ◽  
Developmental Progression ◽  
Late Embryogenesis ◽  
Mutual Regulation ◽  
Transcriptional Landscape

Abstract Insect Hox3/zen genes represent an evolutionary hotspot for changes in function and copy number. Single orthologues are required either for early specification or late morphogenesis of the extraembryonic tissues, which protect the embryo. The tandemly duplicated zen paralogues of the beetle Tribolium castaneum present a unique opportunity to investigate both functions in a single species. We dissect the paralogues’ expression dynamics (transcript and protein) and transcriptional targets (RNA-seq after RNAi) throughout embryogenesis. We identify an unexpected role of Tc-Zen2 in repression of Tc-zen1, generating a negative feedback loop that promotes developmental progression. Tc-Zen2 regulation is dynamic, including within co-expressed multigene loci. We also show that extraembryonic development is the major event within the transcriptional landscape of late embryogenesis and provide a global molecular characterization of the extraembryonic serosal tissue. Altogether, we propose that paralogue mutual regulation arose through multiple instances of zen subfunctionalization, leading to their complementary extant roles.

scholarly journals Metacognitive Development and Conceptual Change in Children

2020 ◽  
Vol 11 (4) ◽  
pp. 745-763
Author(s):  
Joulia Smortchkova ◽  
Nicholas Shea
Keyword(s):  
Conceptual Change ◽  
Conceptual Development ◽  
Developmental Psychology ◽  
Older Children ◽  
Major Focus ◽  
Mathematical Concepts ◽  
Metacognitive Development ◽  
New Concepts ◽  
The Way

AbstractThere has been little investigation to date of the way metacognition is involved in conceptual change. It has been recognised that analytic metacognition is important to the way older children (c. 8–12 years) acquire more sophisticated scientific and mathematical concepts at school. But there has been barely any examination of the role of metacognition in earlier stages of concept acquisition, at the ages that have been the major focus of the developmental psychology of concepts. The growing evidence that even young children have a capacity for procedural metacognition raises the question of whether and how these abilities are involved in conceptual development. More specifically, are there developmental changes in metacognitive abilities that have a wholescale effect on the way children acquire new concepts and replace existing concepts? We show that there is already evidence of at least one plausible example of such a link and argue that these connections deserve to be investigated systematically.

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