Globalization in science education: An inevitable and beneficial trend

Note from the EditorsToo often, biology has been considered by both students and faculty as the ideal major for the scientifically inclined but mathematically challenged, even though the advantage of quantitative approaches in biology has always been apparent.Increasingly, biologists are utilizing mathematical skills to create simulations or manage and query large data sets.The need for basic mathematical and computer science (CS) literacy among biologists has never been greater.But does this require a fundamental change in the organization of the undergraduate biology curriculum?What is the utility of math/CS in different areas of biology?How can we best provide math/CS instruction to biologists so that the utility is appreciated?Do all biology students require a stronger math/CS foundation, or only those interested in research careers?Given the speed at which technology changes, what is the best preparation?Three different points of view are offered below.Dr. Roger Brent, President and Director of the Molecular Sciences Institute, reflects on the "innumeracy" common among biologists and argues that significant insights into biological problems may be gained from better mathematical intuition.

What Does Globalization Mean for Educational Change? A Comparative Approach

Over 10 years ago, a National Research Council committee led by Jim Pellegrino and Robert Glaser generated the fundamental text on educational assessment titled, Knowing What Students Know: The Science and Design of Educational Assessment (NRC, 2001). In this document, the authors emphasize that assessment is a process of reasoning from evidence, ‘‘a process by which educators use students’ responses to specially created or naturally occurring stimuli to draw inferences about the students’ knowledge and skills’’ (National Research Council 2001, p. 20). Knowing What Students Know (NRC, 2001; KWSK) was fundamental to advancing the conversation on assessment in science and other disciplines for several reasons. First, KWSK provided a set of guiding principles for the development and evaluation of educational assessments. The assessment triangle, introduced as an assessment model, was particularly important as it brought recognition to the importance of using cognitive models to drive the design of the assessment and define the empirical evidence needed to support the interpretations derived from observed performance. Second, KWSK called for a ‘‘balanced assessment system’’ of classroom and large-scale assessments that are: comprehensive—using multiple sources of evidence about students’ learning; coherent—a shared learning model coordinating curriculum, instruction, and assessment; and continuous—longitudinal assessment of learning progress over time. This assessment system posed a model to follow in any educational system. Third, KWSK confirmed the idea that assessment should be designed with a specific purpose in mind and cannot serve multiple purposes. Fourth, KWSK emphasized the necessity for assessments to be sensitive to cultural and linguistic difference characteristics of the tested audience. Fifth, KWSK presented new advances in educational measurement, psychometrics, and technology. In all of these ways, KWSK set a high bar for quality assessments. At the

This is the inaugural issue for our editorial team. Its publication is by no means an extraordinary event. Far from it, this issue is simply one more signpost along the journey of JRST, now celebrating its 53rd birthday, and an embodiment of the unwavering commitment of our organization, journal, and community to improve science teaching and learning for all, through research. The uninterrupted nature of this journey will be manifest in the publication of a substantial number of manuscripts accepted under the outgoing editorial team in this issue and several JRST issues to come. Nonetheless, having now handled JRST submissions and peer review for a full calendar year, we find this an opportune time to share some emergent and significant matters that intertwine with the consequences of the NARST and JRST intentional and strategic move of going 'global.' Given the nature of the scientific enterprise and the ubiquity of science in modern society, culture, and economy—especially with the advent of "big science" following the Second World War—the science education community has been global in character and practice for several decades now. Yet, in 2011, NARST officially embraced the global nature of our community by adopting the title of "A Worldwide Organization for Improving Science Teaching and Learning through Research" in lieu of the previous, "National Association for Research in Science Teaching." The data for JRST submissions speak to the wisdom of this decision and its synergy with our community. In the first three quarters (January 1–September 30) of 2006—the year JRST switched to electronic submissions through the ScholarOne ManuscriptsTM system that has allowed the retention and analysis of historical data—about 65% of all JRST submissions were US-based, while 35% were non-US based, coming from 30 countries. A short decade later, the same 9-month period of 2015 featured the substantial increase of non-US submissions to about 47% (a 57% increase in percentage of non-US submissions), coming from 44 different countries (a 46% increase in the number of submitting countries). No doubt, JRST now speaks, more than ever, for the global science education community. This shift has surely brought numerous benefits to science teaching and learning, by fostering a global dialogue around issues of significance to science education. This dialogue serves to show, simultaneously, the commonality of our aspirations and the challenges we face, along with the diversity and uniquenesses of educating learners in the sciences, in particular contexts across the globe. The shift has also brought to bear some challenges, even tensions, in terms of the proper framing and topical foci of manuscripts submitted to JRST. Before addressing these tensions, we turn to a challenge of our own which, nonetheless, also speaks to the range and diversity of the communities that we strive to represent in, and serve through, JRST. We fully embrace going global. Indeed, the official organizational shift occurred under Dana Zeidler's term as NARST president. When considering a new cover design for JRST, we gravitated immediately toward embossing our global footprint on the very cover. What followed was probably a frustrating experience for Wiley's graphic designers, who patiently attempted to translate our concept of global science education research into a concrete graphical image. We said 'No' to one designer-selected image after another. For example, we said 'No' to images that could signify a certain discipline (such as images of molecules, which would seem to favor the chemical sciences; and cells or petri dishes, which would appear to favor the biological sciences). Similarly, images of school-age students would suggest that JRST especially privileges formal, precollege science education. None of those images seemed to capture what JRST is about. After all, JRST is agnostic, for lack of a better term, as to specific scientific disciplines or particular learning contexts. The common thread that binds our collective fabric is that of model cases of scholarship. Accordingly, our editorial team welcomes rigorous, cutting-edge, impactful research that addresses significant issues pertaining to the teaching and learning of the sciences across learning settings, both formal and informal, and across the life span. We next shifted our designers' direction toward 'abstract' images, only to respond with similarly lackluster reactions, to one image after another, as none captured our intent. Finally, our designers took the prudent step of suggesting gently that we troll the image databases ourselves to find the elusive one that would satisfy our quest to capture the wide range and global nature of our science education community. Our trolling led to the image that now appears on the cover of this issue. We both knew it when we saw it! We intend for the fabric motif to speak to the diversity and global nature of our science education research community: Individual, unique strands that, nevertheless, coordinate and systematically weave together into a robust body of knowledge, flexible enough to accommodate the variety of goals and contexts which it can, and should, inform, and strong enough to uphold our standards of a top-tier research journal. This imagery and metaphor can surely extend further. However, as alluded to above, we quickly came to realize that, like many of our authors, we also needed to come to terms with some substantial matters and tensions inherent in writing for a global audience. Signs of one tension became apparent near the outset of our editorship. In one review of a US manuscript focused on inquiry learning, a US-based reviewer rejected the manuscript outright, noting that the advent of the Next Generation Science Standards (NGSS Lead States, 2013), with their focus on scientific practices, rendered 'inquiry' a dated construct. In a different case, authors of a non-US based 2015 submission situated their decade-long study in the NGSS, which had only been released in 2013! Clearly, these illustrative cases speak to the underlying and crucial matter of referent or golden standard, if you will, for suitably framing a study or choosing a topical area for publication in JRST. The two cases seem to reflect the assumption that US priorities, as manifested in the NGSS, are the referent and should define the priorities for JRST authors, both in the US and around the globe. This is not necessarily the case, as there are many alternative robust and valid frames of reference for science education research and practice. What our colleagues—both reviewers and authors—seem to have missed, is that labels should not be conflated with underlying substantive constructs that are internally coherent and cogent in practice. For instance, "asking questions, planning and conducting investigations, … constructing and analyzing alternative explanations, and communicating scientific arguments" (National Research Council, 1996, p. 105) have long been prominent among the abilities deemed necessary for science students to engage with inquiry. This inventory of abilities is virtually identical to that provided in the description of NGSS science practices, which includes, "1. Asking questions … 3. Planning and carrying out investigations … 6. Constructing explanations … [and] 7. Engaging in argument from evidence" (NGSS Lead States, 2013, Vol. 2, p. 48). The substantive constructs embedded in 'inquiry' teaching and learning remain relevant and current to science education; they continue to represent significant goals and make for legitimate frames for science education researchers (until such time that conceptual and/or empirical studies demonstrate that "a scientific practice" is genuinely different from "an ability to engage with the doing of science"). These statements should not be taken to mean that the NGSS did not bring novel things to the table. Indeed, the NGSS could serve as one robust framework for science education research undertaken by US-based researchers and others around the globe. The important point is that research framed around inquiry teaching and/or learning should not be dismissed as dated, by either reviewers or authors, on the grounds that the term is no longer emphasized in the current, major US science education reform document for K-12 science education. This non-dismissive stance is incredibly important for numerous colleagues around the world who respond to research priorities set in their national science education reform documents, many of which include explicit pronouncements about the centrality of certain constructs, organizing principles, and goals related to domains (including—among many others—expansive conceptual understanding of scientific knowledge, inquiry, scientific literacy, nature of science, responsible citizenship, and socioscientific issues), even if not afforded the same status in current US-based reform documents. It follows that authors preparing manuscripts for submission to JRST, and reviewers examining those submissions, are better served by leveraging the substantive and enduring nature of the core constructs and organizing principles that motivate, and the theories that inform, their research and peer reviews, rather than attempting to artificially and inauthentically force their creative ideas or substantive feedback into the mold of what is assumed to be a preferred referent for JRST. Equally important, this stance should not be interpreted as a license to use national reform documents as the sole basis for establishing the significance or legitimacy of a research study that is suitable for a global audience. Thus, a statement such as, "the algorithmic application of scientific formulae to solve end-of-chapter word problems continues to be central to science education in my nation" is surely a non-starter for a JRST submission. There is a canonical and globally accessible body of knowledge in science education, and closely related fields, as well as a shared wisdom, built over decades of meticulous theoretical and empirical inquiry, which needs to be carefully considered and worked into decisions about what frames of reference might inform, and what topical domains might be appropriate for, research studies published in JRST. For instance, a submission investigating whether students' naïve conceptions evident in one context also are manifest in another would most likely fail to receive favorable reactions from JRST reviewers. Alternatively, we suspect that favorable reviews might meet a submission that convincingly and rigorously shows that unique cultural, educational, or other attributes of a specific population or context resulted in generating learner conceptions that are substantially different from those documented in the literature for the same science concept. The latter scenario exemplifies the advantages that could accrue from globally informed science education research. To continue with this example, JRST readers and reviewers now expect the documentation of some naïve conceptions to serve as only the first step in a research effort, to be complemented in the same study with a theoretically-informed intervention to meaningfully address those conceptions. By the same token, JRST reviewers and readers expect that certain conceptual and methodological standards be met, irrespective of the topical area or frame for a given submission. For instance, research that draws on self-report data to make claims about changes in teacher instructional practices would hardly meet JRST standards. Similarly, input-output research, with "black-box" designs that gloss over or fail to meaningfully address the intervening events, factors, processes, etc., by reference to some underlying conceptual or theoretical framework, is not likely to make the JRST cut. Additionally, conceptual or theoretical scholarship that proposes claims or advances ideologies without detailing the underlying analytical frameworks to justify the development of those claims would fall short of the mark. It follows that non-US based researchers submitting manuscripts to JRST should not feel that it is required to anchor their work in US national priorities, albeit they surely are free to do just that. In the same vein, US-based researchers should not think it is required to demonstrate that their work is relevant to all global JRST audiences, albeit they surely are welcome to do just that. What we believe our reviewers and readers should expect, and rightly so, is that works submitted for publication in JRST speak to the substantive elements embedded in one or more of the central themes, constructs, or organizing principles that currently are woven into the global fabric of our community. We also expect that JRST authors seriously consult, build on, extend, refine, and/or challenge the existing science education literature, that they deploy state-of-art theoretical frameworks to inform their work, and that they utilize cutting-edge methodological imperatives to validate their claims. This is the manner in which JRST-published manuscripts become robust, meaningful, contextual case studies, which continue to expand and enrich the fabric of our knowledge and understandings. All this might come across as a very complex balancing act. It surely is. After all, there is an art and science to writing for JRST. Still, many science education researchers from countries around the world have taken and continue to take this challenge head on and gloriously succeed; not only meeting, but also exceeding our expectations. These individuals have contributed scholarship that is nailed down to a science and elevated up to an art. We look forward to JRST becoming the home for many more such voices from across the globe.

There is growing curiosity around decolonising curricula in higher education, particularly within disciplines traditionally viewed as objective or culturally neutral, such as the mathematical sciences. This article explores how colonial legacies and massification continue to shape curricula within a UK context, under the guise of globalisation and internationalisation. Drawing on survey and interview data with students and staff in mathematical sciences, the study reveals a complex landscape. While there is general support for inclusion and diversification, enthusiasm for decolonisation is more ambivalent, with ongoing uncertainty about its meaning and practical relevance to the discipline. These findings highlight tensions between institutional commitments to growth, international competitiveness, diversification and inclusion, and the enduring colonial and epistemic assumptions embedded within quantitative disciplines. This paper discusses the limitations of perceived inclusion and diversity when framed as consequences of globalisation, rather than as efforts to address the deep-rooted colonial legacies within mathematical sciences.

Previous article Next article On the Complexity of Computing the Volume of a PolyhedronM. E. Dyer and A. M. FriezeM. E. Dyer and A. M. Friezehttps://doi.org/10.1137/0217060PDFBibTexSections ToolsAdd to favoritesExport CitationTrack CitationsEmail SectionsAboutAbstractWe show that computing the volume of a polyhedron given either as a list of facets or as a list of vertices is as hard as computing the permanent of a matrix.[1] I. Bárány and , Z. Füredi, Computing the volume is difficult, Proc. 18th Annual ACM Symposium on Theory of Computing, 1986, 442–447 Google Scholar[2] G. Elekes, A geometric inequality and the complexity of computing volume, Discrete Comput. Geom., 1 (1986), 289–292 87k:68138 0611.52010 CrossrefISIGoogle Scholar[3] Michael R. Garey and , David S. Johnson, Computers and intractability, W. H. Freeman and Co., San Francisco, Calif., 1979x+338, A Guide to the Theory of NP-Completeness 80g:68056 0411.68039 Google Scholar[4] László Lovász, An algorithmic theory of numbers, graphs and convexity, CBMS-NSF Regional Conference Series in Applied Mathematics, Vol. 50, Society for Industrial and Applied Mathematics (SIAM), Philadelphia, PA, 1986iv+91 87m:68066 0606.68039 LinkGoogle Scholar[5] Alexander Schrijver, Theory of linear and integer programming, Wiley-Interscience Series in Discrete Mathematics, John Wiley & Sons Ltd., Chichester, 1986xii+471 88m:90090 0665.90063 Google Scholar[6] Leslie G. Valiant, The complexity of enumeration and reliability problems, SIAM J. Comput., 8 (1979), 410–421 10.1137/0208032 80f:68055 0419.68082 LinkISIGoogle Scholar[7] S. Gill Williamson, Combinatorics for computer science, Computers and Math Series, Computer Science Press, Rockville, MD, 1985xliii+479 88b:05002 Google ScholarKeywordsvolumepolyhedracomplexity# P-complete Previous article Next article FiguresRelatedReferencesCited ByDetails Generalized adaptive partition-based method for two-stage stochastic linear programs : Geometric oracle and analysisOperations Research Letters, Vol. 50, No. 5 | 1 Sep 2022 Cross Ref Semi-discrete optimal transport: hardness, regularization and numerical solutionMathematical Programming, Vol. 91 | 25 July 2022 Cross Ref Practical volume approximation of high-dimensional convex bodies, applied to modeling portfolio dependencies and financial crisesComputational Geometry | 1 Jul 2022 Cross Ref Exploiting Sparsity for Semi-Algebraic Set Volume ComputationFoundations of Computational Mathematics, Vol. 22, No. 1 | 26 March 2021 Cross Ref An algorithm for computing phase space structures in chemical reaction dynamics using 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Mathematics education and mathematical science in the USSR were the level which other countries aimed to achieve. The development of mathematical education and mathematical science in the Chechen Republic has a history of almost a century, but still does not have an analysis of the education system, functioning, results achieved, evaluation of successes, consideration of shortcomings, there is no elaborated line for further development of mathematical education and mathematical science in the republic. The main research works analysis of scientists-mathematicians in the republic, the analysis of the state and conduct of research works, as in the field of general secondary education in the direction of mathematics, vocational education and mathematical science development, has not been carried out. It follows that all work should be studied, systematized and further ways of improvement should be determined. The article attempts to carry out such work on the basis of the available factual material obtained from various sources. The task of the study is to consider issues related to the history of the system formation of mathematical education and mathematical science in the Chechen Republic in the twentieth and early twenty-first century, basic statistical data, problems that need to be solved and prospects; to determine the reasons for the unsatisfactory state of affairs in mathematics teaching in the schools of the republic, as well as in the institutions of general and vocational education in the republic; and some ways to problem solution have been suggested.

Although several efforts produced by new mathematical education approaches for improving education systems and teaching, yet the results are not sufficient to adsorb the totality of innovations proposed, both in the contents and management. In this sense constructive debates and new ideas were welcomed and appreciated upon new aspects of science education, side new learning and Cognitive Modelling, for our interests. A parallel effort was produced by scientist-epistemologist-historians concerning the history of science and its foundations in science education. Historical foundations represent the most important intellectual part of the science, even if sometimes they were avoided or limited to specialist disciplines such as history of mathematics, history of physics, only. Nevertheless some results, such as the operative concept of mass by Mach, rather the coherence and validity of an algebraic–geometric group in a Euclidean geometry and in non-Euclidean geometry was firstly appointed by epistemological point of view by (e.g.,) Poincaré, etc... Thus, what kind of concrete relationship between science education (mathematics and physics) and history of science (idem) one can discuss correlated with foundations of science? and above all, how this relationship can be appointed? The history and epistemology of science help to understand evolution/involution of mathematical and physical sciences in the interpretation-modelling of a phenomenon and its interpretation-didactic-modelling, and how the interpretation can change for a different use of mathematical: e.g., mathematics à la Cauchy, non-standard analysis, constructive mathematics in physics. Based on previous studies, a discussion concerning mathematics education and history of science is presented. In our paper we will focus on learning modelling to discuss its efficacy and power both from educational point of view and the need of mathematics and physics teachers education. Some case–studies on the relationship between physics and mathematics in the history are presented, as well. Particularly we focus on a possible learning modelling activity within physics phenomenology to create a resonance among the above poles and mathematical modelling cycle to argue its efficacy, power and related with historical foundations of physical, mathematical sciences. Key words: modelling, mathematics, physics, history of foundations, epistemology of science.

Globalization and Citizenship Education in Hong Kong and Taiwan

This study aims to improve students' creativity through STEM in Science Learning in Class VIII SMP Negeri 11Kupang. The STEM approach is associated with the environment, so that a learning is realized that presents the real world experienced by students in everyday life. This means that through the STEM approach students are not just memorizing concepts, but rather how students understand and understand scientific concepts and their relationships in everyday life. The problem in this study is the low creativity of students in science learning. The subjects of this study were class VIII J students totaling 25 people. This type of research is classroom action research (CAR). This research model is in the form of a cycle consisting of four stages, namely: planning, action, observation and reflection. Data collection techniques in the form of observation sheets and questionnaires. The analysis technique uses descriptive analysis. The results of the study show that science learning with the STEM approach can train students 'creative abilities in linking the four fields of the exact science so that they have deep insights and can enhance students' creativity Keywords: Creativity, STEM, Learning outcomes

Has traditional medicine had its day? The need to redefine academic medicine

A vision for the next phase of JRST

Abstract. The Aims of this research: 1) To find out the improvement of science process skills of students in exact sience 3 grade 12th through the application of a problem-based learning model in SMA Negeri 2 Sidenreng Rappang. 2) To find out the improvement of student learning outcomes on biology subjects through the application of the problem-based learning model in exact science 3 grade 12th at SMA Negeri 2 Sidnreng Rappang. The subjects in this study were students in exact science 3 grade 12th in SMA Negeri 2 Sidenreng Rappang in the academic year of 2017/2018 with 34 students consisting of 13 male students and 21 female students. Data collection on student process skills during the learning process takes place obtained from the results of subsequent observations of data on student learning outcomes obtained from the results of student evaluations conducted at the end of each cycle. To find out the results of student test evaluations conducted at the end of each cycle using quantitative analysis. Research results show that the application of the problem-based learning model can improve science process skills and learning outcomes of students in exact science 3 grade 12th in SMA Negeri 2 Sidenreng Rappang. Thus, it can be concluded that the application of the problem-based learning model in learning activities can improve science process skills and learning outcomes in Exact Science 3 grade12th in SMA Negeri 2 Sidrap.Keywords: problem-based learning model, the concept of mutations

Contributors

This paper deals with the extensively documented crisis regarding present transnational education and curriculum policy and leadership practices from a curriculum theory point of view. This crisis, which the Finnish education policy analyst Pasi Sahlberg has characterized with the acronym GERM (Global Education Reform Model), “the virus that is killing education”, is considered through the lenses of two major curriculum theory paradigms, Anglo-American Curriculum and Northern European Bildung/Didaktik traditions. Bluntly stated, the Anglo-American curricular perspective reflects an (obsolete) image of natural science through behaviorist and cognitivist theories, which has led to administrative and political transformations based on the principles of accountability, standardization and privatization. In contrast, the Bildung tradition conceives of education and educational science as explicitly political rather than camouflaging politics by positioning science as neutral. This tradition of thought, however, has been experiencing an intellectual extinction in even its home ground of Germany. Astonishingly similar education policy outcomes to those that followed the Sputnik shock in the USA have also occurred following the German PISA shock of 2001. Since then, the Northern European Bildung camp has adopted accountability, standardization, and privatization as key drivers of their respective education reforms, with Finland, thus far, the solitary exception. The powerful reductionism of the current political tenet “economic thought is coterminous with rationality,” adopted by neoliberal education and curriculum policy makers, may be corroding our images of democratic society and education as a vehicle of and for democracy. This paper presents examples and implies a further need for critical reactivation of the symbolic legacy of Bildung as an educational springboard for a democratic project that would identify broader social visions and moral and political considerations beyond the instrumentality of “raising test scores” and would recognize these as essential elements of sound education policy making. Dr. Tero Henrik Autio has served as Professor of Curriculum Studies and Teacher Education at the University of Tampere, Finland and as invited International Professor of Curriculum Theory at Tallinn University, Estonia. Most recently, he has worked with the European Union to enhance PhD studies in education in post-Soviet Baltic countries. Autio has previously worked as classroom teacher in Finland specializing in math education, as a special education teacher in a child and youth psychiatric ward in Tampere University Hospital, and as a teacher educator in a vocational teacher education college in Jyväskylä, Finland. He is Vice President of the European Association for Curriculum Studies and co-chaired the Second IAACS Conference in Tampere in 2006. During his years as a student, he worked as a certified car mechanic and long distance truck driver. He loves architecture, theater, classical, pop and crossover music, interesting discussions, and curriculum theory.