Teaching creativity with computers

Some criticize computer use because computers — by their nature mechanistic and algorithmic — support only uncreative thinking and production. However, adults increasingly view computers as valuable tools of creative production. Educational research indicates that there is no single “effect” of the computer on creativity; technology can support either uncreative drill or creative production. Research also provides strong evidence that certain computer environments, such as Logo, word processing, and design tools, hold the potential for the computer's facilitation of creativity. There is equally strong evidence that the curriculum in which computer programs are embedded and the teacher who chooses, uses, and infuses these programs, are essential elements in realizing the full potential of technology.     

Playing with computers,playing with ideas

In this article I react to the thoughts of Hennessey, addressing mainly the student, and Esquivel, addressing mainly the teacher. These authors present complementary, interesting, and consistent pictures of creativity education. Here I comment on a few issues that are less clear and discuss implications of these authors' work for computers in education. I conclude that teachers need to play with ideas about how they might use computers to build a culture that promotes deep, meaningful, and creative learning.Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of the National Science Foundation.     

Chaos

The non-linear differential equations used to study chaotic systems can often be simulated via electronic circuits. These circuits can be used effectively to demonstrate most features exhibited by chaotic systems. In this part we undertake an experimental study of chaos using electronic circuits.     

Chaos

In the first part we described chaos and emphasised that non-linearity is an important ingredient of it. In this part we discuss the different routes that are taken by a system before it becomes chaotic. Part 1 of this series ‘Introduction to chaos’ appeared inResonance, Vol.3, No.4, 1998.     

Chaos

Chaos is found in many different situations from epidemics like measles to fluctuations in the stock market. In this part we describe the essential features of chaos.     

用计算机模拟光栅衍射的规律

依据光栅衍射理论，利用数学软件及计算机图形编程化技术，准确地再现了光栅衍射现象及规律，可应用于辅助教学。     

三势阱参数下的(O)6-DVP振子的混沌与混沌同步研究

利用Mehlikov方法分析了含有5次方项的(O)6-Duffing-Van der Pol((O)6-DVP)系统在三势阱参数下发生混沌的必要条件.通过Poincaré截面图、分岔图、时间序列中的Lyapunov指数谱和Lyapunov维数等,阐明了系统运动随周期激励信号强弱变化的动态特性、复杂性和系统的非线性特征.在此基础上,利用参数自适应同步法对系统的混沌进行了研究.     

Animated agent immediacy and news services with handheld computers

The present study considers the design and implementation of immediacy behaviors for an animated agent and the influence of such an agent on viewers. Immediacy, a widely studied construct in human communication research, is defined as the verbal and nonverbal communication behaviors that enhance physical and psychological closeness between people. In this study, the use of animated agent immediacy with new technology, a handheld computer, was studied as a form of affective computing. The purpose of the study was first to find out whether users perceive the communication behaviors of the agent that were intended to enhance immediacy, second, what effects animated agent immediacy has on evaluations of a news service, and third whether affective learning or recall of news content is related to agent immediacy. The results revealed that communication behaviors that enhance immediacy were perceived by the users. Those behaviors were also related to their perception of immediacy. However, the animated agent immediacy did not have a significant effect on evaluation of the news service. Additionally, agent immediacy had no effect on affective or cognitive learning from the news. The results show that it is possible to construct immediacy behaviors for the animated agents, but in this context the influences differed from those reported in human‐to‐human communication. The possibilities for and consequences of agent immediacy are also discussed, as are the reasons why the effects of immediacy on evaluations and learning were not found in the present study.     

关于两种混沌定义关系的探讨

运用分析的方法，讨论了两种混沌定义：Li-Yorke混沌定义和Deveny混沌定义之间的关系，得到了若线段，上的连续自映射厂满足Deveny混沌定义，则它一定满足Li-Yorke混沌定义，反之则不成立的结论。     

奇妙的混沌

“混沌”在数学上是指在确定性系统中出现的随机状态。研究混沌运动,探索复杂现象中的无序中的有序和有序中的无序,就是新兴混沌学的任务。在我们生活的世界中,混沌无所不在。     

Ceremony Chaos

在各种颁奖典礼、演唱会等仪式上．出现过不少小插曲,有的温馨感人,有的搞笑幽默,有的令人费解疑惑。有的让人措手不及,这些小插曲让人印象深刻。     

Logistic的混沌分析及其控制

阐述Logistic混沌特性，并利用分岔图和Lyapunov指数图充分描绘了该系统的混沌行为。提出一种利用非线性反馈控制Logistic混沌的方法，理论分析和数值研究结果表明该方法可以将Loglstic混沌控制到稳定的周期轨道。     

计算机辅助物理教学的几点思考

计算机辅助教学在教育领域产生了深远的影响 ,本文主要从物理学科特点出发 ,提出应在建构主义理论指导下进行计算机辅助教学 ,找到辅助教学的切入点 ,并在此基础上革新传统物理教学 ,同时强调其辅助地位不能变。     

What's new in computers

The Web PC might dramatically change computers as we know them! But, is it really feasible? Read on, to understand the pros/cons of the issue.     

在物理教学中用Matlab进行混沌演示的研究

本文探讨了在物理教学中如何用Matlab来进行混沌的演示,并给出了基本的Matlab程序。通过这些演示,可以使学生对混沌的特性有比较直观的认识。     

An ecological perspective on research with computers in science education

This paper presents an “ecological perspective” on research with computers in science education. It is proposed that current and past research within the computer education field has been characterised by an over-emphasis on technical applications of the machinery, rather than a deeper consideration of the teaching and learning process. This tendency toward “technocentric thinking” has usually failed to take into account the important social and cognitive interactions within the computer learning environment. The view advanced here, is that an understanding of the effects of computers on students' learning can be achieved only through an analysis of the dynamic interactions between students and teachers as they work with computers in a particular environment. A theoretical framework for understanding this range of interactions is presented. Finally, an ecological model is proposed for conducting future research on the application of computers in science education. Specializations: information technology in education, science education, technology education, environmental education, and media education     

基于Lorenz混沌优化和时空混沌优化的图像分割

阈值分割是图像分割中的一种常用且有效的方法,其关键问题是搜索到最佳分割阈值.文中基于混沌优化理论,利用Lorenz混沌系统对图像进行了阈值分割,同时提出了一种基于耦合映象格子的时空混沌优化算法,并且将其应用于图像分割实验.实验表明,与Lorenz混沌优化算法相比,时空混沌优化算法用于阈值寻优能够给出更加理想的分割结果.     

Data modelling with first-grade students

This paper argues for a renewed focus on statistical reasoning in the beginning school years, with opportunities for children to engage in data modelling. Results are reported from the first year of a 3-year longitudinal study in which three classes of first-grade children (6-year-olds) and their teachers engaged in data modelling activities. The theme of Looking after our Environment, part of the children’s science curriculum, provided the task context. The goals for the two activities addressed here included engaging children in core components of data modelling, namely, selecting attributes, structuring and representing data, identifying variation in data, and making predictions from given data. Results include the various ways in which children represented and re-represented collected data, including attribute selection, and the metarepresentational competence they displayed in doing so. The “data lenses” through which the children dealt with informal inference (variation and prediction) are also reported.