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As cooperative education (co-op) has recently surpassed 100 years, it is worthwhile to reflect on the challenges co-op faced and responded to, as co-op has matured and new challenges developed. Much concern was raised in the past of a lack of accepted theoretical learning framework for learning in co-op, however, there has been advances made since that attempt to capture the complexities of what is co-op. Over the last so many years, diverse range of terms has developed, along with multiple definitions, to loosely describe what may (or perhaps may not) be co-op, possibly a reflection of the diversity of practices of co-op across the disciplines and attempts to be inclusive. Lastly, we would argue that even though co-op often claims to have integration of knowledge between the workplace and educational institutions, the claims are often not well supported, how integration may occur seems to be poorly understood, and here still lays a challenge for the co-op community. [ABSTRACT FROM AUTHOR]

The literature is replete with studies about the importance of context in relation to teaching and learning. Major international studies such as PISA, among others, attempt to develop an understanding of achievement in science learning in a variety of educational contexts. Here we explore the influence of educational context itself on science learning as measured by PISA. Comparison is made between two countries: one developed or 'western' nation, New Zealand, and one non-western developing nation from southeast Asia, Thailand. In this work the authors seek to establish links between the nature of the educational context (based on Lave's notion of situated cognition) and achievement in the PISA science evaluation exercise. [ABSTRACT FROM AUTHOR]

Research about the benefits of formative assessment as a means of improving student learning has encouraged policy-makers and teachers in countries like the UK, Australia and New Zealand to promote and use classroom-based assessment for learning in the qualifications arena. However, recent research suggests teachers are implementing a narrow interpretation of formative assessment in classrooms using techniques that focus on assessment procedures and practices to assure students comply with criteria and achieve awards for external qualifications. This variation on 'teaching to the test' has led to the coining of the phrase 'assessment as learning' to indicate the instrumentalism that results from such restricted practice. This paper reports on findings from case studies of two schools in New Zealand where secondary school students are learning how to perform science investigations under direction, for a curriculum standard that is a component of a national standards-based qualification. The findings reveal that students' assessment and learning experiences reflect the emerging international trend of 'assessment as learning', but strategies for redressing some of the undesirable aspects of this limiting form of formative assessment in this New Zealand context are identified. [ABSTRACT FROM AUTHOR]

The science education literature suggests that the public and students often hold narrow stereotypical views of scientists and science. Here we argue that it is important that students and the public understand the basis on which scientists make scientific claims. The inquiry sought to develop an understanding of the scientific mind, explored through Gauld's (2005) notion of 'habits of mind'. The vehicle used to explore these ideas consisted of an inquiry into how scientists rationalise conflicts between scientific theories and religious beliefs which are not in agreement with consensually-accepted scientific theories. Twenty scientists from different scientific disciplines and levels of seniority were interviewed using as a basis an instrument containing a series of religious-based item statements that a panel of scientific and religious experts considered were in agreement with a variety of religious doctrines yet in disagreement with current scientific thinking, or for which there is at present no supporting evidence from a variety of scientific disciplines. These statements acted as an interview protocol and formed the basis for interactive discourse, which was audio-taped, transcribed verbatim and participant-validated. These data provide a window into scientific thinking as practiced by modern scientists, and helps develop a picture of these scientists' 'habits of mind'. The findings suggest that these scientists, unlike their stereotype, hold idiosyncratic views of what constitutes good scientific evidence and sound, credible testimony. [ABSTRACT FROM AUTHOR]

This paper presents student perceptions of higher education science and engineering learning communities derived from a cross-case analysis of four case studies across the New Zealand university and polytechnic sectors. Here we explore student expectations and experiences of the higher education sector and canvas their views as to the infrastructure and resources in their institutions of study, and how they see their learning serves their careers' aims. Student perceptions of pedagogies employed in their institutions along with their preferred pedagogies follows, including staff-student interactions and consideration of the importance of practical skill development. The paper finishes by considering student perceptions of support structures and an analysis of their understanding of aspects of the nature of science (NoS) and engineering. The research findings suggest the students feel they become more independent and responsible for their own learning, enjoy smaller class sizes and interactive learning activities such as practical work and tutorials, and they stressed the importance of establishing good relationships with their teachers. Polytechnic students were more positive about their learning and felt the practice features of their learning led to enhanced career prospects. Students from university and polytechnic sectors were aware of formal learning support structures but only used them as a last resort, instead they first worked with peers and teachers. [ABSTRACT FROM AUTHOR]

The article reports on the research findings on the nature of learning communities for science and engineering higher education students and staff in New Zealand. The research focuses on the involvement of lecturers and tutors who were part of the teaching staff in New Zealand's higher education. Several problems of university lecturers on students are presented such as student ill-preparedness and practical classes instead of lectures. University students believe that being independent and responsible are needed to survive in these learning institutions. Teacher-student and student-student relationships was important factor in the learning process. Relationship building in these learning communities facilitated student enculturation.

This article sets the scene for this special issue of Research in Science & Technological Education, dedicated to understanding higher education science and engineering learning communities. We examine what the literature has to say about the nature of, and factors influencing, higher education learning communities. A discussion of issues in, and synthesis of, research into higher education learning communities completes the paper. This paper clearly identifies a need to better understand higher education learning communities: their nature, influential factors and forces that shape our higher education learning communities. [ABSTRACT FROM AUTHOR]

This paper reports on a major national study of higher education science and engineering learning communities in New Zealand. The scope of the research project along with a description of the methodology and method used in the study together with rationale for the study and research approach adopted are provided here. Details of the theoretical framework and a discussion of paradigm that underpinned the study are presented. A discussion of issues of reliability and validity and measures taken to maximize these also is presented. The paper begins with an overview of the New Zealand compulsory education sector and traces the now multitudinous pathways into higher education nationally. It thus provides a valuable context for this national study of higher education science and engineering learning communities. [ABSTRACT FROM AUTHOR]

Stoichiometry and related concepts are an important part of student learning in chemistry. In this interpretive-based inquiry, we investigated Thai Grade 10 and 11 students' conceptual understanding and ability to solve numerical problems for stoichiometry-related concepts. Ninety-seven participants completed a purpose-designed survey instrument consisting of open-ended questions about stoichiometry-related concepts. Detailed analysis of the research findings suggest that most of the student participants held alternative conceptions similar to and different from those reported in the Western educational contexts. The alternative conceptions related to using a mole ratio as a mass ratio; identifying a limiting reagent as the least amount reactant; using 1:1 mole ratio for all substances in the equation; thinking that one mole of water was of 22.4 dm3 in volume, and that the units mol/dm3 represent the mole of solute per kilogram of solution. The students' ability to solve numerical problems seems to be related to their conceptual understanding of stoichiometry; students with alternative conceptions found it difficult to solve the problems relating to the concepts. [ABSTRACT FROM AUTHOR]

Work-integrated learning (WIL) programmes that combine on-campus classroom-based study with off-campus authentic work experience are a growing area of interest internationally. Despite widespread practice of WIL, there are few reports that shed light on appropriate pedagogies for the work experience in particular. As with any form of education, providers hold certain views as to desirable outcomes in terms of graduate profiles and of desirable graduate competencies. A complication for multi-party WIL programmes is that educational stakeholders (e.g., staff working in tertiary education provider institutions and employers) may hold different views as to desirable graduate competencies. Here we argue that an understanding of stakeholder views of desirable graduate competencies is an essential prerequisite of pedagogical design. The research reported here is an intrinsic case study and comprised an investigation of perceptions of 24 desirable graduate competencies for new science and technology graduates entering the workforce both today, and in ten years’ time. Stakeholders for four sector stakeholder groups (n = 458): undergraduate students (n = 71), recent graduates (n = 143), employers of graduates (n = 172), and faculty (n = 72), were surveyed using a previously reported and validated instrument. The research findings suggest that science and technology stakeholders see all 24 competencies as desirable, and see the importance of all skills and some skills in particular as likely to increase in ten years’ time. Despite emphasis on cognitive and technical skills (often termed ‘hard’ skills), the single most desirable skill is ability and willingness to learn , a behavioural skill (often termed ‘soft’ skills). It is proposed that classroom-based instruction is unlikely to produce graduates with the desired skills, and that work-integrated learning may have a role to play in the development of graduate competencies. [ABSTRACT FROM AUTHOR]

There is evidence worldwide that governments seek to effect a change in the culture of tertiary institutions with increasing emphasis placed on the quality of education at the tertiary level. As a consequence, there is a need to understand the learning experiences of undergraduate students. Here we report on an investigation of first-year learning experiences in two first-year chemistry one-semester courses in a New Zealand tertiary educational institution. We sought to identify positive and negative learning experiences at the first-year undergraduate level for chemistry students. Students were surveyed using the learning experiences scale of the Chemistry Attitudes and Experiences Questionnaire (CAEQ) twice in the academic year (end of the first semester N 109; end of the second semester N = 84). In addition, 17 students enrolled in a first-year chemistry course were interviewed at the beginning of their tertiary education career and again at the end of their first and second-semester chemistry courses. The research findings suggest that students dislike a lecturing style that includes providing them with a complete set of notes before the lecture. They enjoy tutorials, but surprisingly are less positive about their practical learning experiences due, in part, to the emphasis on volumetric analysis. [ABSTRACT FROM AUTHOR]

Just how open-minded are modern scientists? In this paper we examine this question for the science faculty from New Zealand and UK universities. The Exeter questionnaire used by Preece and Baxter (2000) to examine superstitious beliefs of high school students and preservice science teachers was used as a basis for a series of in-depth interviews of scientists across a variety of disciplines. The interviews sought to understand the basis on which scientists form beliefs and how they judge evidence for various propositions, including those from the Exeter questionnaire and other contentious beliefs introduced during discourse. The scientists are dismissive of traditional superstitions like bad luck associated with black cats and inauspicious numbers such as 13, seeing such beliefs as socially grounded. There is a strong socio-cultural aspect to other beliefs and personal experiences, and strongly held personal beliefs are influential, resulting in the scientists keeping an open mind about contentious beliefs like alien life and the existence of ghosts. Testimony of others including media reports are deemed unreliable unless provided by credible witnesses such as 'educated people' or 'experts', or if they coincide with the scientists' personal beliefs. These scientists see a need for potential theoretical explanations for beliefs and are generally dismissive of empirical evidence without underlying explanations. [ABSTRACT FROM AUTHOR]

Peers, family, mentors and the media may influence students' attitudes towards chemistry and their intention to enrol in tertiary chemistry courses. In this paper we report on an investigation of the perceptions students hold about their associates' attitudes towards chemistry and chemists. Data were gathered from interviews with 37 tertiary chemistry students, for whom chemistry had differing roles in their degree. The data suggest that although many of the students' associates subscribe to stereotypical images of chemistry and chemists, students' choices of enrolment are predominantly based on their own previous experiences. [ABSTRACT FROM AUTHOR]

Mental models of metallic bonding held by learners from three academic levels, secondary school (year 12), undergraduate, and postgraduate, were probed using semistructured interviews including the use of Interviews-About-Events focus cards depicting metallic properties and cards containing depictions of models from curriculum material. The learners in this study hold realist views about the bonding and structure for metallic substances and prefer the sea of electrons model. However, the undergraduate and postgraduate learners commonly utilized concepts from other models, such as the molecular orbital theory, to supplement their descriptions of their mental models. In addition, they were more critical of depicted models and held views of the continuous nature of metallic lattices that were more in accord with the scientific view. Few of the learners were able to describe the bonding in alloys, and although learners across all three academic levels offered reasonable explanations for the conductivity of metals, they were unable to explain malleability. It is recommended that it may be prudent to postpone the teaching of highly abstract mental models until later in an undergraduate degree program, since exposure to complex and abstract models is more appropriate for learners who wish to continue their studies in chemistry. [ABSTRACT FROM AUTHOR]

This paper reports on an inquiry into the use of zoos as a source of informal or free choice learning. The study was contexualised within the zoo's environmental enrichment programme (an animal husbandry principle that seeks to develop species-typical behaviour for captive animals by using naturalistic enclosures or artificial items that stimulate animal interest). Visitor perceptions and actual use of the zoo were investigated using structured interviews based on an interview protocol that elicited their perspectives of the nature and character of zoo settings including the use of photographs of selected exhibits to induce stimulated recall. These data were triangulated with unobtrusive observation at the same exhibits (Bitgood et al., 1988). The visitors spent little time at a given exhibit, and rated the more naturalistic or enriched exhibits more favourably, but older visitors seemed less concerned with naturalness of exhibits. The zoo considers that it has an important role in education and provides many opportunities for learning for both general visitors and school groups. Both general visitors and school groups reported that the prime purpose of their visit was for entertainment. It appears learning of science at the zoo is limited for general visitors, however, the learning of science for school children is enhanced by pre- and post-visit activities and strong curricula links. [ABSTRACT FROM AUTHOR]

The research reported in this inquiry consisted of the application of two classroom learning environment questionnaires developed in a Western context to a culturally diverse context, namely, the Pacific Islands. The College and University Classroom Environment Inventory (CUCEI) and Questionnaire on Teacher Interaction (QTI) instruments were administered to intact classes of first- and second-year science students ( n= 257) at a regional university in the Pacific Islands, containing a total of 12 ethnicities. The data reveal that the QTI instrument holds good reliability for all scales, whereas the CUCEI holds reliability for only two scales. This may be due to the simple nature of the questions on the QTI whereas the questions on the CUCEI require more interpretation, the latter exacerbated by the fact that English is a second or third language for most participants. Surprisingly, there were few differences in perceptions of teacher student interaction based on ethnicity, but substantial differences based on gender. As reported in previous classroom environment research at the secondary school level, in this study, females perceived their environment more favourably than males. The data for the QTI reveal that the students perceive their classrooms to be highly teacher dominated, consistent with previous naturalistic studies of secondary schools and exploratory studies at the tertiary level in Fiji. Since almost all the graduates from this institution become science teachers, a cycle is completed. [ABSTRACT FROM AUTHOR]

There has been little research into learners' mental models of chemical bonding at any level, let alone the tertiary level. Undergraduate and graduate students encounter a plethora of sophisticated and highly abstract mental models for chemical bonding, and this study sought to investigate if there are preferred mental models for the concept of covalent bonding for secondary, undergraduate, and graduate chemistry learners. In particular, it was of interest to see whether exposure to increasingly sophisticated mental models at different points in a chemistry education showed up in patterns of preference and use of models in interpreting common physical properties and phenomena. The study revealed that, despite evidencing expertise in a number of highly complex and mathematically sophisticated mental models, tertiary students, including graduates (MSc and PhD), show a strong preference for simple realistic mental models. Furthermore, the students struggled to use their mental models to explain the physical properties of covalently bonded substances. [ABSTRACT FROM AUTHOR]

Describes the use of analogy and anthropomorphism for mental models of chemical bonding by schools in Australia. Purpose of using analogy in science education; Implications for teaching and learning; Number of alternative conceptions for chemical bonding.

Examination of senior secondary and tertiary level chemistry students' descriptions of their mental models for chemical bonding revealed prevalent alternative conceptions. In addition to some common alternative conceptions previously reported in the literature, such as misunderstandings about intermolecular forces and molecularity of continuous lattices, the inquiry found a surprising number of alternative conceptions about simple ideas like ion size and shape. Some 20 alternative conceptions were revealed, the most common being belief that continuous ionic or metallic lattices were molecular in nature, and confusion over ionic size and charge. It is posited that the mass of curriculum material students encounter during their undergraduate and postgraduate studies may have some influence on the formation of alternative conceptions. Hence, it is recommended that tertiary level teachers in particular consider the advisability of limiting the teaching of some abstract models for chemical bonding until an advanced stage of the undergraduate degree. [ABSTRACT FROM AUTHOR]

The importance of social skills in the achievement of career success is virtually unquestioned in business today. As a result, it is logical to suggest that individuals who receive social skills training will obtain higher performance evaluations at work than those who do not receive such training. Ironically, this proposition has yet to be formally examined in the context of cooperative education or internship programs. Would a social skills training workshop increase the performance evaluations of student interns? This study seeks to answer this question using a sample of 200 student interns. The results of the quasi-experimental design provide preliminary support for the hypothesis that social skills training increases work performance evaluations. [ABSTRACT FROM AUTHOR]

This study investigated the development of epistemological reasoning in freshmen entering a small, politically liberal co-op college, using Baxter Magolda & Porterfield's Measure of Epistemological Reflection, Data suggest intellectually mature students may be attracted to this cooperative education college. A small longitudinal sample gained three-fourths of a scale position in intellectual development over four years, exceeding expected gains The longitudinal data are compared to a longitudinal study of students at a highly selective "public private" college. Enriching experiences such as internships, co-ops, and international exchanges may make significant contribution to students' intellectual development. [ABSTRACT FROM AUTHOR]

In this paper we report an investigation into students' perceptions of international co-op placements. The inquiry utilized a naturalistic case study approach, in which the views of 11 science and technology students from the University of Waikato and overseas partner institutions were elicited using semi-structured interviews. The inquiry revealed that students perceive international co-op placements to be highly beneficial, despite experiencing a number of logistical difficulties such as long delays in securing work permits. Other findings include the importance that students place on enculturation into the workplace, along with a perception that international co-op placements substantially enhance self-confidence. [ABSTRACT FROM AUTHOR]

In this paper the advantages and disadvantages of qualitative and quantitative methodologies are discussed. It is proposed that the choice of methodology should be driven by the research questions or objectives, rather than any preference for a given methodology. Examination of the literature reveals that co-op researchers utilized qualitative means of inquiry when they wished to ascertain subjective views, such as perceptions of placement experiences, and when greater depth of inquiry was required. [ABSTRACT FROM AUTHOR]

Presents the perspective of employers on the service quality of a cooperative education program in New Zealand. Satisfaction for student selection and coordinator communication; Concerns on the lack of comparative lack of support for students on placement; Ambiguity in the role of university academics.

Examines the growth in terms of enrollment at the University of Waikato, which offers a work experience Bachelor of Science in Technology degree. Examination of students' response to work experience placements; What was the overall result of the student survey; Information on the best methods for work placements.

Provides information on the BSc(Technology) Degree Program at the University of Waikato in New Zealand. Subject majors; Specified programs besides the subject majors; Articulation agreements with regional polytechnics; Overall success of the BSc(Technology) Degree Program.

The article presents the author's opinion on some contemporary issues and challenges in tertiary science education. This work identifies some important features of cooperative education that differ from campus-based learning. For example, learning in the workplace is highly situated, and the social context is an important feature of work-integrated learning. An interesting finding is that the work-based and campus-based learning complement each other and the authors point out that this integrated approach is potentially a potent tool for the enculturation of initiates into the scientific community. The above work on students' learning and teaching approaches is essentially derived from constructivism and involves what might be seen as normal learning contexts: namely, lecture halls or classrooms, tutorials and laboratory classes.

The article discusses various reports published within this issue, including one by Richard K. Coll on the methodology and theoretical basis to the national project on higher education science and engineering learning communities in New Zealand, and one by Chris Eames on personal and relationship dimensions of higher education science and engineering learning communities in New Zealand.

This paper reports on an investigation of the effectiveness an intervention using several different methods for teaching solution chemistry. The teaching strategy comprised a four-step approach derived from a constructivist view of learning. A sample consisting of 44 students (18 boys and 26 girls) was selected purposively from two different Grade 9 classes in the city of Trabzon, Turkey. Data collection employed a purpose-designed ‘solution chemistry concept test’, consisting of 17 items, with the quantitative data from the survey supported by qualitative interview data. The findings suggest that using different methods embedded within the four-step constructivist-based teaching strategy enables students to refute some alternative conceptions, but does not completely eliminate student alternative conceptions for solution chemistry. [ABSTRACT FROM AUTHOR]

Chemical kinetics is an extremely important concept for introductory chemistry courses. The literature suggests that instruction in chemical kinetics is often teacher-dominated at both the secondary school and tertiary levels, and this is the case in Thailand - the educational context for this inquiry. The work reported here seeks to shift students from passive learning to more active, student-centred learning and involved some 413 first year undergraduate science students in Thailand. Drawing on inquiry-based learning, the participants were asked to design an experiment investigating the reaction of acids and bases. The research findings suggest that participants were able to explain the changes of the rate of a chemical reaction, and developed good conceptual understanding of chemical kinetics both qualitatively and quantitatively. It also showed this more active teaching approach, which is radically different from normal teaching in Thailand, was an enjoyable experience for the students. [ABSTRACT FROM AUTHOR]

Two earlier papers in this special issue detail staff and student perceptions of their higher education science and engineering learning communities for the New Zealand university and polytechnic sectors (Campbell et al. 2008; Cronje and Coll 2008). These findings suggest the students in these communities gradually come to share some of the views and values of the learning community as a whole; we can argue they become gradually enculturated into this learning community. The extent to which this happens, how it happens and the implications are considered here. The research findings suggest students are rapidly enculturated into their higher education learning communities and quickly take on board the culture developed by lecturers and tutors. [ABSTRACT FROM AUTHOR]

The research in the paper involves an application of the actual and preferred versions of a previously-validated learning environment instrument: the What is Happening in This Classroom (WIHIC) instrument in a complex multi-cultural university-level environment. Statistical analyses suggest the instrument is valid in this setting (with Cronbach alpha above 0.80 for all scales), and data analyses using ANOVA point to relatively few differences between preferred and actual environments. The research findings suggest all students would prefer a more interactive and equitable classroom, the latter issue of particular importance for one cohort, namely Indo-Fijians (descendents of ethnic Indian indentured labourers). With the exception of this, there are few differences based on ethnicity and further analysis also suggests no differences in perceptions vis-a-vis collaborative versus competitive learning environments, excepting that analysis based on gender shows females have a slight preference for a more cooperative learning environment. [ABSTRACT FROM AUTHOR]

Previous studies have indicated that A-level students in the UK and Singapore have difficulty learning the topic of ionisation energy. A two-tier multiple-choice instrument developed in Singapore in an earlier study, the Ionisation Energy Diagnostic Instrument, was administered to A-level students in the UK, advanced placement high school students in the USA, and first-year university students in China, New Zealand, and Spain to determine whether the students from different countries and educational systems had similar conceptions and difficulties as the students in Singapore with the concepts assessed in the instrument. The results showed that, in general, the students in all six samples had similar alternative conceptions, which were grouped under the categories of octet rule framework, stable fully-filled and half-filled subshell conceptions, and conservation of force thinking. The students also resorted to relation-based thinking when answering items involving the trend of ionisation energies across Period 3. Implications for teaching and further research are discussed. [ABSTRACT FROM AUTHOR]