In homolytic hydrostannylation of allyl alcohol 1a or homoallyl alcohol 1b, dibutylchlorostannane (Bu2ClSnH) exhibited a much higher reactivity than tributylstannane (Bu3SnH). Competitive reaction of 1a vs. 1-octene with Bu2ClSnH led to the selective formation of γ-stannylated alcohol 3a. Hydrostannylation of 1,5-hexadien-3-ol (8) with Bu2ClSnH favored 1-stannylated product 9 over 6-stannylated product 10, while the use of Bu3SnH decreased the regioselectivity.
Visuospatial thinking in science education is an important form of thinking that involves the purposeful use of the human eyes to develop an internal representation. This study examined the visuospatial thinking skills of primary school students with two aims (1) identifying students’ cognitive levels of these skills in domain-general learning, and (2) discovering how primary school students respond to visuospatial tasks that require interpretation of a diagrammatic representation. The study also investigated whether there are differences in how male and female students answer visuospatial thinking tasks. The participants included 93 fourth-grade students (8–9 years old), including 51 male and 42 female students, from a public primary school in Japan. The participants completed two types of paper-pencil tests. The first test required participants to complete the Wide-range Assessment of Vision-related Essential Skills (WAVES), a domain-general test that measures visual perception and eye-hand coordination skills. In the second test, students answered questions about the relationship between the movement of the sun and the behaviors of solar cells located in different places by interpreting a diagrammatic representation. Female students outperformed male students in one of the four WAVES index scores; otherwise, no other statistically significant differences were found. A small number of students had low visuospatial perception scores. When students were asked to explain their reasoning regarding how the solar cells worked based on their interpterion of the diagram, only a few answered correctly using perspective-taking and/or visualizing. Other students struggled to provide their reasoning, even if they had factual knowledge. Some students held an alternative conception of sunlight intensity and the sun’s path in the sky. They worked through the problem from their alternative conceptions without reference to visuospatial information or taking different perspectives from the diagram. No statistically significant differences were found in the relationship between achievement in the domain-general test and the number of correct answers in the domain-specific test. The study’s findings imply that students should be encouraged to practice visuospatial thinking to overcome previously held alternative conceptions. Furthermore, science education should emphasize the concept of space and teach conventional knowledge on different representation types. Further research on students’ learning progress in visuospatial thinking that includes alternative conceptions such as the students’ domain-specific knowledge is recommended.
Creativity has become an increasingly important skill in today's rapidly changing times, as industries and economies depend upon innovation. It is therefore a requirement for school graduates, especially those who strive towards a technical or scientific career. However creativity has not been integrated into curricula of STEM subjects in many European countries including Germany. To successfully incorporate it in the classroom, it is important to investigate teachers' and student teachers' attitudes towards creativity, as they influence teaching and lesson planning. In cooperation with Kagoshima University, Japan, the possibility to investigate Japanese student teachers' conceptions of creativity and compare them with those of their German colleagues became available. This is of special interest as many differences exist between Germany and Japanese, such as the culture, society and educational system as well as different rankings in PISA and TIMSS. Therefore, the purpose of this study is to investigate, compare and analyse the concepts and views of German and Japanese student teachers. To achieve this, a research instrument, including the creation of concept maps and a questionnaire have been used. In the evaluation of the data, an extensive qualitative analysis of the propositions in the concept maps and statements in the questionnaire were made. These were supported by structural and quantitative analysis. The results show that almost all the student teachers in this study had a positive attitude towards creativity, but there were differences in the understanding and implementation of creativity in the classroom.
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