The Role of Physical and Computer-Based Experiences in Learning Science Using a Complex Systems Approach

Science & Education - How do different components of a learning environment contribute to learning in science? The study examines the contribution of laboratory experiments and computer model...     

A clinical model for treatment of dyslexia

Children with moderate learning disabilities often fail to qualify for special education programs in public schools, but are ill-suited for placement in private schools concerned with the severely disabled. Parents of such children may place their hopes in the promises of private teachers or clinics. Yet the quality of services provided in the private sector varies widely. This paper describes a model program against which parents and private service providers can measure the strengths and weaknesses of the programs they are concerned with. The model places special emphasis on thorough evaluation, frequent reevaluation, staff accountability, program flexibility, and recognition of the parents’ role in the child’s education.     

Clinical Assessment of Dissociative Identity Disorder Among College Counseling Clients

College counseling professionals address a wide range of complex student mental health concerns. Among these, accurately identifying client presentations of dissociative identity disorder (DID) can be especially challenging because students with DID sometimes present as if they are experiencing another problem, such as a mood, anxiety, or psychotic disorder. This article reviews DID diagnostic criteria, introduces assessment strategies for use during intake and subsequent counseling sessions, and presents case illustrations.     

Feeling the forces within materials: bringing inter-molecular bonding to the fore using embodied modelling

We developed a computerised simulation that utilises embodied modelling by letting students play the role of particles in a liquid. We compared the learning of two eight-grade classrooms that used the embodied modelling simulation during a weeklong learning module on phase change, with a comparison group that used an ordinary simulation with no embodied modelling. In the pre-test, neither group mentioned inter-molecular forces in their explanations. In the post-test, significantly more students from the embodied modelling group mentioned inter-molecular bonds in their explanations than their counterparts who used the regular simulation, and realised that inter-molecular forces influence the motion of particles. However, we found little difference between the groups in students’ ability to relate the magnitude of the inter-molecular forces to the magnitude of the boiling point of the material, showing not only the potential but also the limits in developing complex conceptualisations through this approach. Building on these findings, we discuss the affordances of embodied modelling for learning complex models, and suggest future directions for research into embodied modelling.     

Skeletal Muscle Strength and Endurance in Recipients of Lung Transplants

Purpose: Exercise limitation in recipients of lung transplant may be a result of abnormalities in the skeletal muscle. However, it is not clear whether these abnormalities are merely a reflection of the changes observed in the pretransplant condition. The purpose of this paper was to compare thigh muscle volume and composition, strength, and endurance in lung transplant recipients to people with chronic obstructive pulmonary disease (COPD).Methods: Single lung transplant recipients (n=6) and people with COPD (n=6), matched for age, sex, and BMI participated in the study. Subjects underwent MRI to determine muscle size and composition, lower extremity strength testing and an isometric endurance test of the quadriceps.Results: Lung transplant recipients had similar muscle volumes and intramuscular fat infiltration of their thigh muscles and similar strength of the quadriceps and hamstrings to people with COPD who had not undergone transplant. However, quadriceps endurance tended to be lower in transplant recipients compared to people with COPD (15 ± 7 seconds in transplant versus 31 ± 12 seconds in COPD, p = 0.08).Conclusions: Recipients of lung transplant showed similar changes in muscle size and strength as people with COPD, however muscle endurance tended to be lower in people with lung transplants. Impairments in muscle endurance may reflect the effects of immunosuppressant medications on skeletal muscle in people with lung transplant.Key Words: lung transplant, muscle function, MRI     

Interactions between reasoning about complex systems and conceptual understanding in learning chemistry

“Complex systems” is a general-purpose reasoning scheme, used in a wide range of disciplines to make sense of systems with many similar entities. In this paper, we examine the generality of this approach in learning chemistry. Students' reasoning in chemistry in terms of emergent complex systems is explored for two curricula: a normative and a complexity-based one, so that the interaction could be examined under both the conditions. A quasi-experimental pretest-intervention-posttest comparison group design was used to explore student's learning, complemented with interview data. The experimental group (n = 47) studied the topic of gases with a complexity-based curriculum. A comparison group (n = 45) studied with a normative curriculum for the same duration. Students' answers to questionnaires were coded with a complexity-based approach that included levels (distinguishing micro- and macro-levels), stochastic particle behaviors, the emergence of macro-level patterns from micro-level behaviors, and the source of control in the system. It was found that students' reasoning about chemistry concepts in terms of complex systems falls into three distinct and coherent mental models. A sophisticated mental model included most of the above-described complexity features, while the nonsophisticated model included none. The intermediate model is typified by distinguishing between levels, but not by stochastic and emergent behaviors. The nonsophisticated mental model was used mostly in the pretest. In the posttest, the experimental group used the intermediate and sophisticated models; while the comparison group used the nonsophisticated and intermediate models. Discussion approaches the topics of the generality of the complex systems approach; and the unique forms of reasoning that a complexity approach may contribute to learning science.