The document summarizes a study on modeling-based learning (MbL) with pre-school children. The study found that during MbL activities:
1. Students started by collecting data on a phenomenon, then proposed analogical models to explain it and revised their models based on discussion.
2. Students engaged in elements of mechanistic and analogical reasoning to develop representations of the phenomenon and how it occurred.
3. For a model to be accepted, students felt it needed to be possible, plausible, and explain their observations of the phenomenon.
Modeling-based Learning in Pre-School Science: Affordances of Different Types...European University-Cyprus
Despite its proven added value, Modeling-based Learning (MbL) in science is not commonly incorporated into early grades science education. Following a growing body of research on using MbL in early grades, this multi-case study seeks to provide detailed descriptions of the implementation of MbL with 3 groups of pre-K children engaged in the study of three different phenomena, taught by 3 different teachers participating in a professional development program of pre-school science education. Findings across the different cases suggest that these pre-school children successfully engaged in authentic MbL activities and developed several different types of models using knowledge and experiences, as well as a variety of features of both analogical and mechanistic reasoning, agreeing with prior research of MbL with pre-school children. I use this evidence to argue that (a) different modeling/representation tools may afford different learning opportunities; (b) preschool children have modeling resources that can use in order to utilize different modeling/representation tools using MbL in natural ways of young children learning (e.g., playing). I also discuss implications related to the notion that educators may find it productive to choose among these tools depending on the children’s prior modeling experiences and the mechanism(s) to be represented.
This is a presentation about an attempt to use Activity Theory as a programme evaluation methodology. Engagement with this theory shows that it has a language, a framework and a methodology , if used appropriately, could revolutionise programme evaluation.
StimuL@te: Metodologia de recerca a partir de la Teoria de l'Activitat.ARGET URV
Activity Theory is a socio-cultural paradigm based on Vygotsky's work that views activity as being composed of subject, object, tools, rules, community, and division of labor. It is used in education research to analyze classroom activities. The document discusses how Activity Theory has been applied qualitatively in literature using methods like interviews and observations. It also provides an example of how to conduct an initial Activity Theory analysis by identifying elements of the activity system and potential contradictions within teacher cases. While Activity Theory provides a useful framework, applications require complementary methods and interpretation involves the researcher and subject's perspectives.
This document provides an overview of Cultural Historical Activity Theory (CHAT) and its application as a learning theory. It discusses key aspects of CHAT including that human development occurs through social interaction and activity, and that internalization of cultural tools and symbols plays an important role. The document also summarizes the three generations of activity systems and expansive learning, which involves questioning existing practices and opening new possibilities. Finally, it provides examples of how activity theory has been applied to areas like distance education and offers references for further reading.
In this presentation, I explore the concept of Activity and CHAT (Cultural-Historical Activity Theory) in the context of The Little Red Hen, then apply it to my doctoral research to understand how an augmented reality game mediates the cultural models of campers at a traditional woods camp.
Activity theory analyzes human behavior in social contexts. It originated from Vygotsky's notion of mediated action and the relationship between subject, object, and mediating artifact. Leont'ev introduced the distinction between individual action and collective activity, considering how division of labor impacts activity. Engeström expanded the model to include community, rules, division of labor, and how they interact within an activity system. Activity theory principles include the hierarchical structure of activity, its object-oriented nature, internalization/externalization of tools, mediation of human activity by tools, and development over time through contradictions. It has been applied to understand technology use in education and analyze changes within and between activity systems.
This article discusses assessment methods used by middle school science teachers. It asserts that:
1) A teacher's views on knowledge and learning (i.e. objectivism vs. constructivism) influence their approach to assessment.
2) Current teacher assessment practices may not validly measure student understanding, instead rewarding task completion.
3) A major threat to assessment validity is whether students and teachers can construct the intended meanings from tasks and responses.
The Effectiveness of Project – Based Learning (Egg Drop Project) Towards Stud...inventionjournals
The purpose of this research was to seek the effectiveness of Project – Based Learning (PBL) (i.e., egg drop project) towards students’ real world connection in learning physics. This research was conducted in Tuaran (Urban) and Kota Marudu (Rural) in Malaysia. A total of thirty- eight(38) form four students (i.e., 17 male and 21 female students) were used in the study. Data used in the study were collected using the Colorado Learning Attitude about Science Survey (CLASS) – real world connection Category. Respondents were required to response to the survey instrument based on a five point Likert scale before (presurvey) and after (post-survey) in the implementation of PBL. Data collected were analysed using Statistical Package for Social Science Version 20.0 for windows (SPSS) to compare the students’ pre-survey and postsurvey responses. Wilcoxon signed ranks test results showed that real world connection of overall students for both schools in total, gender (i.e., male and female) andlocation(i.e., urban and rural) have positive significant difference in median values.In addition the second analysis which is the paired samples-t-test results showed that overall students for both schools in total, gender (i.e., male and female)and location (i.e., urban and rural) have positive significant difference in mean values as well. Therefore study revealed that through PBL-egg drop project, students could relate physics concepts; momentum, impulse and impulsive force into real life situations, engaged students’ real world connection in learning physics and changed students’ perception towards physics
Modeling-based Learning in Pre-School Science: Affordances of Different Types...European University-Cyprus
Despite its proven added value, Modeling-based Learning (MbL) in science is not commonly incorporated into early grades science education. Following a growing body of research on using MbL in early grades, this multi-case study seeks to provide detailed descriptions of the implementation of MbL with 3 groups of pre-K children engaged in the study of three different phenomena, taught by 3 different teachers participating in a professional development program of pre-school science education. Findings across the different cases suggest that these pre-school children successfully engaged in authentic MbL activities and developed several different types of models using knowledge and experiences, as well as a variety of features of both analogical and mechanistic reasoning, agreeing with prior research of MbL with pre-school children. I use this evidence to argue that (a) different modeling/representation tools may afford different learning opportunities; (b) preschool children have modeling resources that can use in order to utilize different modeling/representation tools using MbL in natural ways of young children learning (e.g., playing). I also discuss implications related to the notion that educators may find it productive to choose among these tools depending on the children’s prior modeling experiences and the mechanism(s) to be represented.
This is a presentation about an attempt to use Activity Theory as a programme evaluation methodology. Engagement with this theory shows that it has a language, a framework and a methodology , if used appropriately, could revolutionise programme evaluation.
StimuL@te: Metodologia de recerca a partir de la Teoria de l'Activitat.ARGET URV
Activity Theory is a socio-cultural paradigm based on Vygotsky's work that views activity as being composed of subject, object, tools, rules, community, and division of labor. It is used in education research to analyze classroom activities. The document discusses how Activity Theory has been applied qualitatively in literature using methods like interviews and observations. It also provides an example of how to conduct an initial Activity Theory analysis by identifying elements of the activity system and potential contradictions within teacher cases. While Activity Theory provides a useful framework, applications require complementary methods and interpretation involves the researcher and subject's perspectives.
This document provides an overview of Cultural Historical Activity Theory (CHAT) and its application as a learning theory. It discusses key aspects of CHAT including that human development occurs through social interaction and activity, and that internalization of cultural tools and symbols plays an important role. The document also summarizes the three generations of activity systems and expansive learning, which involves questioning existing practices and opening new possibilities. Finally, it provides examples of how activity theory has been applied to areas like distance education and offers references for further reading.
In this presentation, I explore the concept of Activity and CHAT (Cultural-Historical Activity Theory) in the context of The Little Red Hen, then apply it to my doctoral research to understand how an augmented reality game mediates the cultural models of campers at a traditional woods camp.
Activity theory analyzes human behavior in social contexts. It originated from Vygotsky's notion of mediated action and the relationship between subject, object, and mediating artifact. Leont'ev introduced the distinction between individual action and collective activity, considering how division of labor impacts activity. Engeström expanded the model to include community, rules, division of labor, and how they interact within an activity system. Activity theory principles include the hierarchical structure of activity, its object-oriented nature, internalization/externalization of tools, mediation of human activity by tools, and development over time through contradictions. It has been applied to understand technology use in education and analyze changes within and between activity systems.
This article discusses assessment methods used by middle school science teachers. It asserts that:
1) A teacher's views on knowledge and learning (i.e. objectivism vs. constructivism) influence their approach to assessment.
2) Current teacher assessment practices may not validly measure student understanding, instead rewarding task completion.
3) A major threat to assessment validity is whether students and teachers can construct the intended meanings from tasks and responses.
The Effectiveness of Project – Based Learning (Egg Drop Project) Towards Stud...inventionjournals
The purpose of this research was to seek the effectiveness of Project – Based Learning (PBL) (i.e., egg drop project) towards students’ real world connection in learning physics. This research was conducted in Tuaran (Urban) and Kota Marudu (Rural) in Malaysia. A total of thirty- eight(38) form four students (i.e., 17 male and 21 female students) were used in the study. Data used in the study were collected using the Colorado Learning Attitude about Science Survey (CLASS) – real world connection Category. Respondents were required to response to the survey instrument based on a five point Likert scale before (presurvey) and after (post-survey) in the implementation of PBL. Data collected were analysed using Statistical Package for Social Science Version 20.0 for windows (SPSS) to compare the students’ pre-survey and postsurvey responses. Wilcoxon signed ranks test results showed that real world connection of overall students for both schools in total, gender (i.e., male and female) andlocation(i.e., urban and rural) have positive significant difference in median values.In addition the second analysis which is the paired samples-t-test results showed that overall students for both schools in total, gender (i.e., male and female)and location (i.e., urban and rural) have positive significant difference in mean values as well. Therefore study revealed that through PBL-egg drop project, students could relate physics concepts; momentum, impulse and impulsive force into real life situations, engaged students’ real world connection in learning physics and changed students’ perception towards physics
Blackbourn, j[1]. m. postmodern eye for the education guy focus v4 n1, 2010 ...William Kritsonis
William Allan Kritsonis, PhD, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Published in FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS.
Author: Dr. J.M. Blackbourn.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford; Hall of Honor, Prairie View A&M University/Members of the Texas A&M University System.
Much evidence exists of heterogeneous and non-linear ability peer effects in test scores. However, little is known about the mechanisms that generate them and whether this evidence can be used to improve the organization of classrooms. This paper is the first to study student rank concerns as a mechanism behind ability peer effects. First, it uses a theoretical model where students care about their achievement relative to that of their peers to derive predictions on the shape of peer effects. Second,
it proposes a new method to identify heterogeneous and non-linear peer effects. Third, it tests the theoretical predictions in a novel empirical setting that uses the Chilean 2010 earthquake as a natural experiment. The results indicate that rank concerns generate peer effects among Chilean 8th graders. An important implication is that educators can exploit the incentives generated by academic competition when choosing classroom assignment rules.
This document presents an overview of Activity Theory in 20 slides. Activity Theory describes how human mental processes emerge from social interactions and are mediated by tools and language. It views human activities as hierarchical, consisting of goals, tasks, and operations. Activities take place in a social context that involves subjects, objects, community roles and rules. Activity Theory can be used as an analytical framework to understand user activities and ensure technology design is grounded in user needs, goals, and social contexts.
This document provides an overview of the history and origins of action research. It discusses how while the origins are unclear, Kurt Lewin in the 1940s is often cited as constructing the theory of action research by describing it as a spiral process of planning, action, and evaluating results. It also explores various influences and movements that contributed to the development of action research over time, such as the science in education movement in the late 19th century. Furthermore, the document examines different definitions and types of action research that have been proposed, including technical, practical, and emancipatory approaches.
Dsd int 2014 - data science symposium - 4th paradigm a research perspective, ...Deltares
The document discusses the concept of the "fourth paradigm" in science, which refers to data-intensive scientific discovery using large amounts of digital data. It outlines three main roles for scientists in this new paradigm: as data producers who collect data; as data users who analyze existing data; and as those responsible for data governance and management. While data has always been important in science, the current era represents a shift to greater data volumes, new types of spatial and temporal data, and more accidental or surprise data findings. This represents an evolution rather than revolution for many scientists, as their role changes from primary data collection to reusing existing data sources.
Sabbatical (Massey University) - An Introduction to a New Research Paradigm: ...Michael Barbour
Barbour, M. K. (2011, April). An introduction to a new research paradigm: Design-based research. An invited presentation to the National Centre for Teaching and Learning at Massey University, Palmerston North, New Zealand.
The document discusses communication as a practical discipline and two approaches for engaging communication theory with practice: Grounded Practical Theory (GPT) and Cultural-Historical Activity Theory (CHAT).
[1] GPT involves empirically studying a communication practice, reconstructing its problems, techniques, and ideals through qualitative analysis, and using this to inform normative claims and recommendations. It focuses on individual actions, institutional practices, and inherent dilemmas.
[2] CHAT analyzes practices as historically developing collective activity systems, emphasizing contradictions that generate conflicts and change. It aims to directly intervene by exposing contradictions and suggesting new tools.
[3] While both approaches develop theory from observation and critical analysis of
1. The document discusses various qualitative research methods including symbolic interactionism, grounded theory, and the constant comparative method in ethnographic research.
2. It provides examples of how these methods can be applied, including conceptual frameworks, diagrams, and field notes from classroom observations.
3. Key aspects of qualitative research covered are theoretical sampling, coding procedures, developing concepts and categories from data, and generating theory grounded in the data.
Go-Lab activity in Israel – lesson in a biology class (10th grade) about the importance of natural and sexual selection processes in understanding the evolution using the online laboratory “Sexual Selection in Guppies” and the ILSs platform. The activity was conducted and shared with Go-Lab by Ms. Stella Magid, biology teacher of a secondary school in Tel-Aviv. Thank you, Stella!
This document discusses using interactive drawings to support inquiry and modeling in science education. It argues that inquiry relies on constructing models, both visual and mental, to represent scientific ideas and simulate phenomena. Interactive drawing tools like SimSketch can support students in building their own models and simulating behaviors to generate hypotheses. Studies show that SimSketch helps improve students' understanding of scientific concepts like planetary motion and retrograde movement. Younger students in particular show higher learning gains from modeling their own ideas with SimSketch.
This module focuses on encouraging individual behavior change to promote sustainable development through qualitative research methods. Students will use a carbon footprint tracker and participate in focus groups to reflect on their environmental behaviors and attitudes. They will then produce a reflective journal no more than 3,000 words with six 500-word entries reflecting on their experiences, thoughts, attitudes, and feelings on sustainability issues over the course of the semester. The goal is to generate data for analysis by future students while allowing students to privately reflect on their understanding and responses to these issues through introspection.
The document discusses using interactive drawings to support student inquiry and modeling. It describes a teacher having students design plant experiments to test various questions, such as the effects of different types of light, soil, or music on plant growth. Students came up with sophisticated experimental designs that surprised the author. The document advocates for inquiry-based learning and modeling being at the core of science education. It describes modeling as involving the construction of visual and analog models to represent systems, and mental simulation of models to understand implications. Interactive drawing tools like SimSketch are proposed to support students in visually constructing models and simulating their behavior. Studies found such tools improved students' scientific attitudes and understanding of concepts like retrograde planetary motion.
This document provides an overview of key concepts in science education, including:
1. Definitions of science as a body of knowledge and a process for understanding the natural world.
2. The benefits of an inquiry-based approach to science instruction that parallels scientific practice.
3. The importance of developing conceptual understanding in students through engagement with concepts and building conceptual frameworks.
The document discusses the key principles of natural science and how they can be practiced in the classroom. It describes 12 principles: asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, using mathematics and computational thinking, constructing explanations, engaging in argument from evidence, and obtaining, evaluating, and communicating information. For each principle, it provides a definition, an example of how it can be used in a classroom investigation, and the types of activities students engage in to practice that principle of natural science.
A Theoretical Framework for Physics Education Research Modeling Student Thin...Sarah Marie
This document proposes a theoretical framework for modeling student thinking in physics education research. It discusses the need for such a framework to guide research and allow comparison of different models. The proposed framework analyzes cognition at two levels: a knowledge-structure level involving associations, and a control-structure level involving expectations and epistemology. Models of student thinking for each level are sketched. The goal is to encourage dialogue on theoretical issues and identify common ground among models to advance the field.
This case study examines the use of Facebook to engage students in understanding Shakespearean drama. Specifically, it involves 20 students in a drama course who will use Facebook to discuss and make meaning from Shakespeare's plays. The study aims to see how an online social network can facilitate learning literary texts. It is limited to this small group but could provide insights for how teachers can integrate technology into teaching. The case study will collect data on students' Facebook discussions and interpret how this platform supports comprehending difficult aspects of Shakespearean works.
This document provides an overview of key concepts in science education, including:
1. Definitions of science as a body of knowledge and a process of inquiry.
2. The importance of an inquiry-based approach to science instruction that parallels scientific practice.
3. National standards and frameworks that aim to define what students should know in science, including Science for All Americans and the National Science Education Standards.
4. Current reforms advocating reducing science content standards to allow for more in-depth study of core concepts.
The document discusses several cognitive and psychological principles related to learning, including how expert systems attempt to simulate human problem solving, the role of prior knowledge in learning new information, analogical reasoning and transfer of learning. It also addresses the biological basis of learning in the human brain and how neural connections and chemical transmitters support the learning process.
The document discusses various research concepts including search, research, qualitative vs quantitative data, types of research designs, and conceptual frameworks. Some key points:
- Research refers to a systematic investigation to establish facts and reach new conclusions. It involves examining a subject more closely to improve understanding of a theory or application.
- Qualitative research deals with words and meanings to understand concepts, thoughts, and experiences. Quantitative research deals with numbers and statistics to confirm or test theories.
- Common research designs include narrative research, phenomenological research, grounded theory, case studies, ethnography, and content analysis. Each has distinct characteristics in how data is collected and analyzed.
- A conceptual framework graphically shows the relationships between
Blackbourn, j[1]. m. postmodern eye for the education guy focus v4 n1, 2010 ...William Kritsonis
William Allan Kritsonis, PhD, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Published in FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS.
Author: Dr. J.M. Blackbourn.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford; Hall of Honor, Prairie View A&M University/Members of the Texas A&M University System.
Much evidence exists of heterogeneous and non-linear ability peer effects in test scores. However, little is known about the mechanisms that generate them and whether this evidence can be used to improve the organization of classrooms. This paper is the first to study student rank concerns as a mechanism behind ability peer effects. First, it uses a theoretical model where students care about their achievement relative to that of their peers to derive predictions on the shape of peer effects. Second,
it proposes a new method to identify heterogeneous and non-linear peer effects. Third, it tests the theoretical predictions in a novel empirical setting that uses the Chilean 2010 earthquake as a natural experiment. The results indicate that rank concerns generate peer effects among Chilean 8th graders. An important implication is that educators can exploit the incentives generated by academic competition when choosing classroom assignment rules.
This document presents an overview of Activity Theory in 20 slides. Activity Theory describes how human mental processes emerge from social interactions and are mediated by tools and language. It views human activities as hierarchical, consisting of goals, tasks, and operations. Activities take place in a social context that involves subjects, objects, community roles and rules. Activity Theory can be used as an analytical framework to understand user activities and ensure technology design is grounded in user needs, goals, and social contexts.
This document provides an overview of the history and origins of action research. It discusses how while the origins are unclear, Kurt Lewin in the 1940s is often cited as constructing the theory of action research by describing it as a spiral process of planning, action, and evaluating results. It also explores various influences and movements that contributed to the development of action research over time, such as the science in education movement in the late 19th century. Furthermore, the document examines different definitions and types of action research that have been proposed, including technical, practical, and emancipatory approaches.
Dsd int 2014 - data science symposium - 4th paradigm a research perspective, ...Deltares
The document discusses the concept of the "fourth paradigm" in science, which refers to data-intensive scientific discovery using large amounts of digital data. It outlines three main roles for scientists in this new paradigm: as data producers who collect data; as data users who analyze existing data; and as those responsible for data governance and management. While data has always been important in science, the current era represents a shift to greater data volumes, new types of spatial and temporal data, and more accidental or surprise data findings. This represents an evolution rather than revolution for many scientists, as their role changes from primary data collection to reusing existing data sources.
Sabbatical (Massey University) - An Introduction to a New Research Paradigm: ...Michael Barbour
Barbour, M. K. (2011, April). An introduction to a new research paradigm: Design-based research. An invited presentation to the National Centre for Teaching and Learning at Massey University, Palmerston North, New Zealand.
The document discusses communication as a practical discipline and two approaches for engaging communication theory with practice: Grounded Practical Theory (GPT) and Cultural-Historical Activity Theory (CHAT).
[1] GPT involves empirically studying a communication practice, reconstructing its problems, techniques, and ideals through qualitative analysis, and using this to inform normative claims and recommendations. It focuses on individual actions, institutional practices, and inherent dilemmas.
[2] CHAT analyzes practices as historically developing collective activity systems, emphasizing contradictions that generate conflicts and change. It aims to directly intervene by exposing contradictions and suggesting new tools.
[3] While both approaches develop theory from observation and critical analysis of
1. The document discusses various qualitative research methods including symbolic interactionism, grounded theory, and the constant comparative method in ethnographic research.
2. It provides examples of how these methods can be applied, including conceptual frameworks, diagrams, and field notes from classroom observations.
3. Key aspects of qualitative research covered are theoretical sampling, coding procedures, developing concepts and categories from data, and generating theory grounded in the data.
Go-Lab activity in Israel – lesson in a biology class (10th grade) about the importance of natural and sexual selection processes in understanding the evolution using the online laboratory “Sexual Selection in Guppies” and the ILSs platform. The activity was conducted and shared with Go-Lab by Ms. Stella Magid, biology teacher of a secondary school in Tel-Aviv. Thank you, Stella!
This document discusses using interactive drawings to support inquiry and modeling in science education. It argues that inquiry relies on constructing models, both visual and mental, to represent scientific ideas and simulate phenomena. Interactive drawing tools like SimSketch can support students in building their own models and simulating behaviors to generate hypotheses. Studies show that SimSketch helps improve students' understanding of scientific concepts like planetary motion and retrograde movement. Younger students in particular show higher learning gains from modeling their own ideas with SimSketch.
This module focuses on encouraging individual behavior change to promote sustainable development through qualitative research methods. Students will use a carbon footprint tracker and participate in focus groups to reflect on their environmental behaviors and attitudes. They will then produce a reflective journal no more than 3,000 words with six 500-word entries reflecting on their experiences, thoughts, attitudes, and feelings on sustainability issues over the course of the semester. The goal is to generate data for analysis by future students while allowing students to privately reflect on their understanding and responses to these issues through introspection.
The document discusses using interactive drawings to support student inquiry and modeling. It describes a teacher having students design plant experiments to test various questions, such as the effects of different types of light, soil, or music on plant growth. Students came up with sophisticated experimental designs that surprised the author. The document advocates for inquiry-based learning and modeling being at the core of science education. It describes modeling as involving the construction of visual and analog models to represent systems, and mental simulation of models to understand implications. Interactive drawing tools like SimSketch are proposed to support students in visually constructing models and simulating their behavior. Studies found such tools improved students' scientific attitudes and understanding of concepts like retrograde planetary motion.
This document provides an overview of key concepts in science education, including:
1. Definitions of science as a body of knowledge and a process for understanding the natural world.
2. The benefits of an inquiry-based approach to science instruction that parallels scientific practice.
3. The importance of developing conceptual understanding in students through engagement with concepts and building conceptual frameworks.
The document discusses the key principles of natural science and how they can be practiced in the classroom. It describes 12 principles: asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, using mathematics and computational thinking, constructing explanations, engaging in argument from evidence, and obtaining, evaluating, and communicating information. For each principle, it provides a definition, an example of how it can be used in a classroom investigation, and the types of activities students engage in to practice that principle of natural science.
A Theoretical Framework for Physics Education Research Modeling Student Thin...Sarah Marie
This document proposes a theoretical framework for modeling student thinking in physics education research. It discusses the need for such a framework to guide research and allow comparison of different models. The proposed framework analyzes cognition at two levels: a knowledge-structure level involving associations, and a control-structure level involving expectations and epistemology. Models of student thinking for each level are sketched. The goal is to encourage dialogue on theoretical issues and identify common ground among models to advance the field.
This case study examines the use of Facebook to engage students in understanding Shakespearean drama. Specifically, it involves 20 students in a drama course who will use Facebook to discuss and make meaning from Shakespeare's plays. The study aims to see how an online social network can facilitate learning literary texts. It is limited to this small group but could provide insights for how teachers can integrate technology into teaching. The case study will collect data on students' Facebook discussions and interpret how this platform supports comprehending difficult aspects of Shakespearean works.
This document provides an overview of key concepts in science education, including:
1. Definitions of science as a body of knowledge and a process of inquiry.
2. The importance of an inquiry-based approach to science instruction that parallels scientific practice.
3. National standards and frameworks that aim to define what students should know in science, including Science for All Americans and the National Science Education Standards.
4. Current reforms advocating reducing science content standards to allow for more in-depth study of core concepts.
The document discusses several cognitive and psychological principles related to learning, including how expert systems attempt to simulate human problem solving, the role of prior knowledge in learning new information, analogical reasoning and transfer of learning. It also addresses the biological basis of learning in the human brain and how neural connections and chemical transmitters support the learning process.
The document discusses various research concepts including search, research, qualitative vs quantitative data, types of research designs, and conceptual frameworks. Some key points:
- Research refers to a systematic investigation to establish facts and reach new conclusions. It involves examining a subject more closely to improve understanding of a theory or application.
- Qualitative research deals with words and meanings to understand concepts, thoughts, and experiences. Quantitative research deals with numbers and statistics to confirm or test theories.
- Common research designs include narrative research, phenomenological research, grounded theory, case studies, ethnography, and content analysis. Each has distinct characteristics in how data is collected and analyzed.
- A conceptual framework graphically shows the relationships between
The document provides an overview of key concepts in social research including qualitative research. It discusses that social research aims to understand aspects of society that are not fully resolved by drawing on ideas from social sciences. Social research topics are often motivated by developments in society. The summary discusses different types of research designs including observational studies like cross-sectional and longitudinal studies, as well as case studies and experiments. It also outlines important elements of the social research process from developing research questions to data analysis and writing up results. Key criteria for high quality social research are discussed as reliability, which aims for consistent and repeatable findings, and validity.
Assessing Skills Of Identifying Variables And Formulating Hypotheses Using Sc...Anita Miller
This study assessed students' science process skills of identifying variables and formulating hypotheses using scenario-based multiple-choice questions. The questions described experiments with two parts that examined the effect of different manipulated variables on the same dependent variable within the same experiment. Students' scores on questions about the first and second parts were compared and found to be statistically significantly different, indicating some students were affected by the changing roles of variables between experiment parts. The study aimed to investigate if student performance changes when asked about experiments where different manipulated variables affect the dependent variable in different stages compared to traditional single-stage experiment questions.
Biology – the living world seminar presentationMichael Botting
This document outlines a biology unit plan for year 7 students focusing on classification of living things. It includes 3 assessment tasks: 1) observing slaters to form and test a hypothesis, 2) classifying animals and creating a dichotomous key, and 3) researching a feral species' impact. The unit aims to engage diverse learners through hands-on activities while meeting science curriculum outcomes. Assessment tasks incorporate different learning styles and abilities.
The document provides an overview of research methodology. It defines research and describes the objectives and qualities of a researcher. It discusses three main research methods: survey method, case study method, and ex post facto method. It also outlines different types of research such as applied research, analytical research, descriptive research, and experimental research. The document then describes the research process which includes formulating the research problem, literature review, developing hypotheses, research design, sampling, data collection, data analysis, hypothesis testing, and preparing the thesis. It also discusses techniques for defining a problem and important concepts related to research design such as variables, experimental and control groups. Finally, it provides definitions of key terms like pre-test, pilot survey, and discusses
Methodological Invention and the Study of Everyday Energy Practices in Famili...energybiographies
UEA, Qualitative Research Symposium, 27th March 2017; Diversity in modern families and households: Challenges and opportunities for qualitative research
This document provides an overview of action research. It begins by outlining three paradigms of social research: positivist, interpretive, and critical theory. It then defines action research as a systematic process of learning through doing that aims to improve practice, understanding of practice, and the situation in which practice is carried out. The key methodological principles of action research are discussed, including its collaborative and reflective nature. Essential features are identified as improving a real problem/situation and the reflection-action cycle. An example of an action research project on embedding sustainability in a university curriculum is then described.
Similar to Pre-school children talking about the models they have constructed: Analysis of children-constructed models and their presentation (20)
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Pre-school children talking about the models they have constructed: Analysis of children-constructed models and their presentation
1. Pre-school Children Talking
About the Models They Have
Constructed:
An Analysis of Children Constructed
Models and Their Presentation
Loucas T. Louca
2. • Science is a complex, multifaceted activity that includes the
process of formation and justification of new knowledge as
well as the new knowledge itself, in an effort to explain natural
phenomena.
• In this view, science is viewed as a dynamic network of
models embedded in a system of theoretical principles.
• In this context, models are the core components of any
scientific theory and they take a central role in the justification
and formation of knowledge (Koponen, 2007).
• Models are conceptual maps of the physical systems,
constructed within the context of a specific theory, to reliably
represent a specific pattern in the real world (Halloun, 2006).
Modeling in Science
3. • Models and modeling are considered as integral parts of scientific
literacy (Gilbert & Boulter 1998, Gilbert, 1991, Linn & Muilenberg
1996), reflecting educators’ efforts to introduce and engage students to
authentic scientific inquiry.
• Modeling can provide the context in which the construction and
refinement of models can achieve better quality outcomes than
what is possible through other learning environments/tools.
• Modeling can provide students opportunities to think and talk
scientifically about physical phenomena (Penner, 2001), to share,
discuss and criticize their ideas, and to reflect upon their own
understanding (Jonassen, Strobel, & Gottdenker, 2005).
Modeling-based Learning in Science Education
4. What do we know about Modeling-based
Learning for young learners…
5. • Representation of physical objects
• Representation of physical entities (e.g., velocity)
• Representation of physical processes (e.g.,
accelerated motion)
• Representation of various interactions between
physical objects, physical entities and physical
processes
Student-constructed models
(Louca et al, 2011)
6. • Discourse type I: Phenomenological description of the physical
system under study
– Describe the overall physical system or talk about the story of individual physical objects
involved
– Support their ideas with everyday experiences
• Discourse type II: Operationalization of the physical systems’ story
– Describe the story of physical processes (e.g., relative motion, accelerated motion)
– References to the overall phenomenon as a reality check
• Discourse type III: Construction of algorithms
– Describe the story of physical entities
– Identify and investigate the relationships among physical entities
Different types of modeling discourse
(Louca et al, 2011)
7. • Student MbL may take several different forms,
depending on how students frame their work. The
process may become:
– technical (about the use of the modelling medium)
– conceptual (the way causal agents are represented in the
model)
– procedural (by describing how something happens over
time)
– causal (by describing how an agent affects a physical
process)
Various modes of student modeling work
(Louca et al, 2008)
8. • My purpose in this paper was to investigate in detail
MbL in preschool science education by providing
rich, detailed descriptions of how MbL looks in young
ages.
– Focused on the model formation and the
characteristics of models constructed in pre-school
ages
– Followed a discourse-based perspective
– Used student-constructed models as prompts for
discussions
Purpose
10. • Participants:
– 18 pre-school students (age range: 5-6)
– working in a STEM education afternoon club (1 hr per week)
– the author was the instructor
• Data collection: over a year
• Data sources
– A unit on solution of substances in water
– Three (3) 60-minute lessons were collected from each topic, covering a
complete investigation of a phenomenon and subsequent development of
models
The study’s context
11. • Drawing-based modeling approach (Ainsworth,
Prain, & Tytler, 2011; Brooks, 2009 van
Joolingen, Schouten, & Leenaars, 2019)
– working with young children aged 5-6,
– children use annotated drawings to represent their
model, including the behavior of the physical
objects, physical entities, physical processes and
physical interactions in their models.
Drawing-based Modeling Approach
12. • Two analyses based on our previous work (Louca et al,
2011a; Louca et al, 2011b) were used for primary data:
– Analysis of transcripts of student conversations, specifically
focusing on student descriptions of their constructed models.
– Analysis of the corresponding student constructed models (all
in paper-and-pencil format).
• Both analyses focused on elements of models that
students included either in their constructed models or
discussed during their modeling group work.
Data analyses
14. The experiment and the data collection
• We placed a drop of
food color at the
bottom of a glass of
water
• In groups, children
recorded 5
observations every 2
minutes
15. • We then displayed the drawings in sequence on the white board.
• We made observations about the changes in the water
• And then the question: “suppose you are in the water. What would
you see happening?” (aka: how does this process take place)
Identifying the problem – Interpretation of data
16. • After a short discussion, mostly
around the types of answer that this
question required
• Children drew on a new piece of
paper what they though happened in
the water.
• We posted drawings (models) on the
white board
• Students briefly talked about their
models
• We talked about the differences and
the similarities of the drawings
(models)
Proposing, discussing and evaluating models
17. • ”The infectious disease”
– The substance in the water infects (like an infectious disease) the water “pieces” (aka molecules)
around it, which in turn infect other water molecules and at the end all the water gets coloured
• ”Getting bigger and exploding like a bomb”
– The substance in the water becomes bigger and bigger, explodes like a bomb, spreads all its “pieces”
(aka molecules) in the water
• The substance pieces were “stuck” on water pieces, which carried them
allover the water
• ”Growing up, giving birth to babies etc
– Like living organisms
• ”Getting bigger and dying”
– The substance in the water becomes bigger and bigger, gets old, dies and breaks up into small pieces
which were carried around in the water by the water “pieces”
5 types of models
18. • Sequential approach
3 types of model depiction
• Representation of all the
“scenes” of the phenomenon
in one drawing
• Representation of the last
scene of the phenomenon
19. • In their efforts to explain their static paper-and-pencil model, students
were actively describing the story of the physical system and how that
occurs using two types of reasoning.
• Analogical reasoning was used to create links between what happens
in the system under study with another known system (May et al, 2006;
Gentner & Colhoun, 2010)
• We observed students in various cases to engage in
– creating analogies
– using analogies
– evaluating analogies used in their models,
• which are different elements of the analogical reasoning.
• Studies of analogical reasoning in MbL (e.g., Shemwell & Capps, 2019)
Analogical Reasoning
20. • A possible difficulty: constructing models for phenomena of the
microcosm that are difficult to observe the underlying mechanism
• Despite that difficulty, students were observed to engage in various
elements of mechanistic reasoning clearing viewing their work as
developing representations of how the particular phenomena worked.
– “Water does not change”
– Talked about water ”pieces” and substance “pieces”
– Talked about substance “pieces” being able to swim…
• Developing and revising models that address the mechanism of
phenomena lies at the core of the scientific endeavour (Ke & Schwarz,
2019)
Mechanistic Reasoning (Russ et al, 2008)
21. Components of the mechanistic
reasoning
Representation
Limited Partly Fully
Description of the target phenomenon (what we see happening)
0% 0% 100%
Identification of the set-up conditions that are necessary for the
phenomenon to happen
0% 32% 68%
Identification of entities (conceptual or physical objects that
play a particular role in the phenomenon)
0% 34% 66%
Identification of the entities activities that cause changes in the
surrounding entities
10% 25% 65%
Identification of the entities’ properties
10% 34% 54%
Identification of the entities’ organization (how entities are
located, structured or oriented within the phenomenon) 19% 81% 0%
Chaining, that is making claims about what had happened prior
to a phenomenon and what will happen 10% 60% 30%
23. • During their MbL work students…
– Started from data collected
– Identified the main players in the phenomenon
– Looked for analogical scenarios/resources from their
past experiences to describe the situation/mechanism
they observed.
– Added/invented new objects involved in the
phenomenon
– Described and/or represented the mechanism that
caused the phenomenon.
Overall…
24. During the discussion and evaluation of their models, students agreed that
in order for a model to be an accepted representation of the phenomenon,
it had to share 3 important characteristics.
1. The model had to be possible: students thought that a model was
accepted if they could feel that it was possible to exist. “Magic” or
“fairy tale”-like models were quickly dismissed.
2. The model had to be plausible and logical: that is, the model
should be able to provide a tangible and logical, causal description of
the mechanism that underlie the phenomenon, in a way that would
make sense.
3. The model should explain the data collected or observed:
Students felt strongly that acceptable models had to account for the
observed phenomenon.
3 characteristics of model acceptance
25. • Schwartz (2019)
• The practice of modeling is a standard practice that is used by the
scientific community to build, test and elaborate on new ideas about
how (new) phenomena take place. These epistemic considerations
include 4 important characteristics.
– The nature of knowledge product
• provide explanation as to what kind of answer should the knowledge product would provide
– The justification of the knowledge product
• how do we justify the ideas used or incorporated in the model
– Generalization
• explain how the model is related to other scientific phenomena and ideas
– The target audience of the knowledge product
• for whom is the model used for
Epistemic considerations within the disciplinary
norms of the scientific community
26. • We contend that the findings are aligned with the idea of modelling
resources
• The idea of modeling resources, mostly derived from physics education
research, is used to identify student knowledge, abilities, or reasoning
skills related to various modeling tasks.
• In this study we have seen students exhibiting some (advanced) modeling
abilities and reasoning
– Despite the fact that this was their first engagement in a MbL activity
• A pedagogical implication would be that instead of seeing the absence of a
particular modelling knowledge or abilities as a need to help students develop
modelling abilities they lack, it might be more productive to view this as a need
to help students develop more reliable access to modelling resources they
might have and might be context dependent.
The idea of Modeling Resources
27. Thank you for watching!
You may contact me at
L.Louca@euc.ac.cy
Editor's Notes
My purpose in this paper was to investigate in detail MbL in preschool science education by providing rich, detailed descriptions of how MbL looks in young ages.
In a study of classroom discourse during MbL (Authors, 2011a) we described a framework consisting of three distinct discourse types (modelling frames) that learners engaged in: (a) (initial) phenomenological description, (b) operationalization of the physical system’s story, and (c) construction of algorithms. These findings suggest that when students engage in MbL, they work within different modelling frames, with different purposes, different end goals and different combinations of MbL practices.
Seeking towards that direction our purpose in this paper was to investigate in detail MbL in preschool science education by providing rich, detailed descriptions of how MbL looks in young ages, focusing on the model formation and the characteristics of models constructed in younger ages.
All students had access to a variety of modeling media (computer-based programming environments, paper-and-pencil, 3-dimensional materials) to construct models for the same physical phenomenon, namely dissolving substances in water. Data collection took place over a year and the duration of the study for each group varied between 3-5 weeks.
Due to the fact that we worked with children aged 5-6, who are unable to use modeling tools using code or equations, for this study we adopted the approach of drawing-based modeling as used by various researchers in the field (Ainsworth, Prain, & Tytler, 2011, from chapter 8; Brooks, 2009 from Chapter 8; Chapter 8) in which children use annotated drawings to represent their model, including the behavior of the physical objects, physical entities, physical processes and physical interactions in their models. Thus, in this study children created drawings as representation of the how a compound dissolved in water, using the language of their drawings to represent system behavior under study.
We need to admit, however, that not all of the student models were scientifically accurate, possibly due to the fact that students of this age do not study these concepts at school. In fact, the students were found to support their reasoning on prior everyday life experiences.
All the above are related to what Schwartz (2019) (book chapter 11 & Berland et al 2016) call as epistemic considerations within the disciplinary norms of the scientific community. The practice of modeling is a standard practice that is use by the scientific community to build, test and elaborate on new ideas about how (new) phenomena take place. These epistemic considerations include 4 important characteristics.
The first is related with the nature of knowledge product seeking to provide explanation as to what kind of answer should the knowledge product (in our case the model) would provide. The second characteristics is related to the justification of the knowledge product. That is how do we justify the ideas used or incorporated in the model. The third characteristic is related to the notion of generalization which seeks to explain how the model is related to other scientific phenomena and ideas. Lastly, the forth characteristic is related to the target audience of the knowledge product; that is for whom is the model used for. (book chapter 11 & Berland et al 2016)