Revitalising Traditional Street Markets in Rural Korea: Design Thinking and Sense‐Making Methodology

This article reports on an academic–industrial cooperation between students at the Ulsan National Institute of Science and Technology and a local foundation working to revitalise the Eonyang traditional market in Ulsan, South Korea. Students majoring in disciplines ranging from natural and applied sciences to business administration were introduced to design thinking, the double diamond model, and sense‐making as frameworks for generating creative outcomes. Those outcomes included media, signage and packaging, a display stand, an accessory for hikers, an artistic reinterpretation of the traditional store shutter, the design for a guesthouse and new packaging for locally produced products. Students presented their ideas at a public exhibition as team projects that involved 3D printing, CAD, Web‐design, graphic design and motion‐picture editing tools. The study reveals that students learn more effectively when pedagogy emphasises active learning and on‐site observation through design‐based integrated education. Its qualitative research involved interviews in which students experienced how design thinking methodology can transform a local economy. The methods reveal a new educational model centred upon creative and applied learning.     

AD/HD is a bio‐psychosocial condition requiring support from integrated services

This article reports on how integrated services can provide coordinated support for children with AD/HD and their families. The author reports on the effectiveness of a problem‐based approach to interagency working by exploring the use of two models of good practice from education, health and social care to provide a framework for working across disciplines. It identifies how children with AD/HD could usefully inform professionals and parents about their experience of living with the condition and so influence the services they receive. Suggestions are made as to how the framework can be applied in practice with children and how the framework can be used to identify the effectiveness of support which in turn can inform further research and practice.     

Writing in Math: A Disciplinary Literacy Approach

Mathematics teachers often resist generic literacy strategies because they do not seem relevant to math learning. Discipline-specific literacy practices that emerge directly from the math content and processes under study are more likely to be embraced by math teachers. Furthermore, national and state-level mathematics standards as well as Common Core standards provide frameworks for situating literacy practices squarely within the disciplines. A disciplinary literacy approach to writing in math requires teachers to develop innovative strategies and practices that link writing to particular mathematical processes and tasks. An example is shared of a math writing approach developed by a middle school teacher used to prompt her students' critical thinking and problem solving processes during the study of algebra. She designed a template that when completed can serve as a reflective tool for her students and provide the teacher useful feedback on their learning. The example of teaching with the template as a guide for working through steps to solve a story problem demonstrates what disciplinary writing can look like in a typical middle school classroom.     

Information Processing Taxonomy (IPT): An Alternative Technique for Assessing Mathematical Problem-Solving

This paper describes the development of the Information Processing Taxonomy (IPT) Model which models children's thinking at different hierarchical levels. The main features of the Model consist of retrieving information from external memory and primary and secondary productions of Type A and B information. These features constitute the components of different levels of thinking which could be used to confirm and describe the children's cognitive processes. Examples are shown to illustrate how the Model could be used to construct test items at different levels on the basis of these features. The Guttman procedure was applied to test the consistency of the hierarchical nature of the Model. Results show that the items constructed using the Model were scalable.     

Conceptualizing effectiveness in disability research

Policies promoting evidence-based practice in education typically endorse evaluations of the effectiveness of teaching strategies through specific experimental research designs and methods. A number of researchers have critiqued this approach to evaluation as narrow and called for greater methodological sophistication. This paper discusses the value and complexity of working within and against the experimental research model in disability research by simultaneously engaging in inclusive research practices. A study is presented to support the discussion using case examples of researching on/for/with young people diagnosed with an autism spectrum disorder. The study incorporated a single-case research design to investigate the impact of an educational practice. The investigation was co-constructed and co-evaluated by students, parents and teachers to consider multiple pathways and perspectives on the intervention's impact on students' progress towards their goals. Deleuzian thinking was employed as a framework for producing different forms of knowledge and to help negotiate the tension existing between the processes of experimental and inclusive research. The study is both complicit with and a critique of traditional research approaches, by working partially within the experimental and inclusive models and reflecting on the benefits and limitations of each.     

A typology of school science models

Modelling is the essence of thinking and working scientifically. But how do secondary students view science models? Usually as toys or miniatures of real-life objects with few students actually understanding why scientists use multiple models to explain concepts. A conceptual typology of models is presented and explained to help teachers select models that are appropriate to the conceptual ability of their students. The article concludes by recommending that teachers model scientific modelling to their students, encourage the use of multiple models in science lessons, progressively introduce sophisticated models, systematically present in-class models using the Focus, Action and Reflection (FAR) guide and socially negotiate all model meanings.     

课堂教学情境下学科高阶思维的结构与发展规律——以语文学科为例

高阶思维发展“沉浸”在不同学科课堂教学情境中,呈现出具有学科思维特点和学科活动特征的内在结构与发展规律。文章以语文学科为例,基于思维结构、高阶思维结构等基本理论,结合对学科思维的深入剖析,建立了认知要素与情感要素协同作用、思维过程与思维品质动态发展的学科高阶思维结构模型;进而以模型为理论框架对学科课堂教学视频进行质性分析,挖掘课堂情境中高阶思维活动发生与发展的表现与特征,构建了以复杂问题解决过程为主线、体现思维活动阶段性特征、高阶思维内在要素协同发挥作用、高阶思维外在品质不同程度提升的学科高阶思维发展规律模型。以期为探析学科高阶思维结构与发展规律提供一种思路与方法,为高阶思维发展取向的学科课堂教学设计与实施提供理论依据。     

Coffee Houses May Stir Intellectual Activity

Abstract

Although faculty agree that critical thinking is an important learning outcome for college courses, experts disagree on how to define and conceptualize critical thinking. Some researchers see it as a general skill, similar to reading or mathematics. Others see it as highly specific to each academic discipline, with critical thinking in one discipline being qualitatively different than critical thinking in another discipline. However, researchers to date have not yet tried to conceptualize how critical thinking might systematically vary across disciplines. The purpose of this study was to gather definitions of critical thinking from faculty in a range of disciplines and compare these domain-specific definitions to each other. Across disciplines, faculty defined critical thinking as applying knowledge to new situations, considering different viewpoints, evaluating options and evidence, and having a critical thinking disposition. The article concludes with suggestions for fostering critical thinking skills in general education courses.     

Fostering of creativity within an imaginative curriculum in higher education

Psychology is frequently used as a foundation discipline in the training of adult educators because it addresses those questions which naturally emerge from an engagement with adult learning and teaching (Tennant, 1997). The professional context which forms the focus of this article is no different. By providing academic support for lecturers in a higher education institution in Ireland, there is a desire to develop a sustainable curriculum model whereby by working with them on designing and developing creative curricula in their various subject disciplines in the arts and sciences they, in turn, pass the benefits of this on to their students.     

Narrative construction of teacher identity: positioning and negotiation

This study investigates the ways in which the disciplines of science and literature influence concepts related to thinking among teachers at colleges of education. Tools were developed to distinguish between what teachers declared to be important in the thinking skills necessary for their discipline and the skills the teachers actually used. A quantitative and qualitative analysis was carried out of the findings. Thinking skills unique to each discipline and common thinking skills were found. The study revealed the discrepancy between the declared views of thinking skills held by teachers and their active use. Results of this research can help build an environment that develops a culture of thinking among both teachers and future teachers in educational colleges.     

Modelling research: a collaborative approach to helping PhD students develop higher-level research skills

A high proportion of PhD candidates in science and engineering fail to complete their degrees. This paper reports the results of a series of workshops where experienced researchers and supervisors were brought together with PhD students to discuss and develop a model of the PhD process. The objective was to help students develop a more rounded and thoughtful approach to their work. The impact of the workshops was assessed by carrying out structured interviews and coding the results to determine the impact on participant perceptions. The analysis suggests that the approach is effective in helping participants to clarify their thinking about the research process in which they are engaged. A proportion of participants appear to have moved from a tactical to a more strategic approach to their research. The study involved students in a postgraduate university but has implications for training of all research students in applied disciplines.     

STEM教育促进小学科学课堂教学变革的探讨

STEM教育是现代社会对于教育变革思考进行的大胆探索,它是融入了许多不同种类学科的一种教育教学形式,打破了学科与学科之间存在的固定界限,主要目的是进行跨学科的知识融合,培养学生的思维创造能力和各方面的学习能力,进而提高学生的综合素质。     

The accidental learner: experiences from participation in classroom research

This paper brings into focus what can happen when a person is both a researcher and a teacher in two different classrooms almost at the same time. In the two classrooms project work is the subject of inquiry and the working method used. The aim of the research was to figure out how group work and collaborative processes function during project work, and to compose and present a kind of ‘thinking tool’ for other teachers to use when reflecting over their own teaching. Both the researcher and the informant maintain that they influenced each other. The paper also shows that the teacher/informant interactions in addition mediate the researcher’s work as a teacher.     

Model building for conceptual change

Conceptual change is a popular, contemporary conception of meaningful learning. Conceptual change describes changes in conceptual frameworks (mental models or personal theories) that learners construct to comprehend phenomena. Different theories of conceptual change describe the reorganization of conceptual frameworks that results from different forms of activity. We argue that learners' conceptual frameworks (mental models or personal theories) resulting from conceptual change are most acutely affected by model-based reasoning. Model-based reasoning is engaged and fostered by learner construction of qualitative and quantitative models of the content or phenomena they are studying using technology-based modelling tools. Model building is a powerful strategy for engaging, supporting, and assessing conceptual change in learners because these models scaffold and externalize internal, mental models by providing multiple formalisms for representing conceptual understanding and change. We demonstrate the processes and products of building models of domain content, problems, systems, experiences, and thinking processes using different technology-based modelling tools. Each tool provides alternative representational formalisms that enable learners to qualitatively and quantitatively model their conceptual frameworks.     

山东大学多种模式培养拔尖学生的改革探索与实践

山东大学推行多种模式培养拔尖学生,为学生提供更多的选择和更好的发展空间,与学生的个性化发展需求相一致。本文介绍了山东大学通过基于学科平台、专业、跨学科、国际化四种模式进行基础学科拔尖、应用学科卓越和交叉学科复合的拔尖人才培养模式的探索,以及在体制和机制系统改革、专业集成建设等方面的经验。     

Defining and Evaluating Models of Cognition Used in Educational Measurement to Make Inferences About Examinees' Thinking Processes

The purpose of this paper is to define and evaluate the categories of cognitive models underlying at least three types of educational tests. We argue that while all educational tests may be based—explicitly or implicitly—on a cognitive model, the categories of cognitive models underlying tests often range in their development and in the psychological evidence gathered to support their value. For researchers and practitioners, awareness of different cognitive models may facilitate the evaluation of educational measures for the purpose of generating diagnostic inferences, especially about examinees' thinking processes, including misconceptions, strengths, and/or abilities. We think a discussion of the types of cognitive models underlying educational measures is useful not only for taxonomic ends, but also for becoming increasingly aware of evidentiary claims in educational assessment and for promoting the explicit identification of cognitive models in test development. We begin our discussion by defining the term cognitive model in educational measurement. Next, we review and evaluate three categories of cognitive models that have been identified for educational testing purposes using examples from the literature. Finally, we highlight the practical implications of "blending" models for the purpose of improving educational measures .     

对高校图书馆学科信息共享空间服务模式的思考

学科信息共享空间(SIC)是信息共享空间(IC)的资源、空间、服务三要素与信息服务学科化有机整合在一起,实现信息共享空间与学科化服务的有机集成,为学校的教学、科研提供信息服务的新模式;学科信息共享空间顺应了现代社会"以人为本"的思想;高校图书馆建立SIC具有环境、资源、服务等方面的优势和一站式服务、学科专业化、方便灵活性、交流协作性的特点;而选择学科专业,制定建设规划;优化、整合学科信息资源;构建学科信息共享空间虚拟层、服务层、学科服务物理层;确定服务内容,规范服务流程是建设SIC的主要内容.     

A feedback learning and mental models perspective on strategic decision making

This study aims to be a contribution to a theoretical model that explains the effectiveness of the learning and decision-making processes by means of a feedback and mental models perspective. With appropriate mental models, managers should be able to improve their capacity to deal with dynamically complex contexts, in order to achieve long-term success. We present a set of hypotheses about the influence of feedback information and systems thinking facilitation on mental models and management performance. We explore, under controlled conditions, the role of mental models in terms of structure and behaviour. A test based on a simulation experiment with a system dynamics model was performed. Three out of the four hypotheses were confirmed. Causal diagramming positively influences mental model structure similarity, mental model structure similarity positively influences mental model behaviour similarity, and mental model behaviour similarity positively influences the quality of the decision.