Software that assists learning within a complex abstract domain: the use of constraint and consequentiality as learning mechanisms

This paper describes a research project into undergraduates’ use of a software tool to learn symbolic logic—a complex abstract domain that has been shown to be intimidating for students. The software allows the students to manipulate proofs in certain ways and then calculates the consequences of their actions. A research method has been developed that allowed students’ use of this tool to be modelled, and this model was then used to identify, refine and create visual cues that provide support for students’ reasoning. The focus of this paper is the role of the software as an artefact to aid students’ visualisation of reasoning processes rather than the logic itself. The main mechanisms by which this visualisation is supported are the imposition of constraints on the actions available and the demonstration to students of the consequences of their actions. The study shows that the software encouraged experimentation with different routes to a proof, and constituted a challenge to fixated reasoning.     

The non-formal communication of scientific knowledge

Ph.D. (University of Montreal). Professor in the Department of Communications at the Université du Québec at Montreal. Former founding director of the Centre de recherche en évaluation sociale des technologies. For some years he has been interested in the popularization of science and in the presentation of science museums. His advice is often sought by different organizations and governmental bodies on scientific culture. Recent publications includeThe rise of environmentalism in museums (1993),Quand la science devient culture [When science becomes culture] (1994) andScience museums for the next century (1995).     

Points of Vulnerability and Presence: Knowing and learning in globally networked communities

This is a paper about knowledge, learning and the idea of community in what we call “hybrid workspaces”. Hybrid workspaces “bring together physical place and cyber place” in communication networks (Castells, 2001, p. 131). Many people work in various kinds of hybrid workspaces. A person working on a production line might have real-time co-workers in their own town, just as a colleague might work in a hybrid workspace and rely upon others who communicate asynchronously via a website to help them solve problems. Hybrid workspaces, like most workspaces, are centrally concerned with the global production and diffusion of certain kinds of routine and innovative working knowledge. In this paper we think about knowledge as social action that is generated, mediated, negotiated and traded among people in the politically charged dynamic of hybrid workspace communities. We consider the ways people adopt, modify and are changed by the technologies they implement in these workspaces. We are especially interested in what people have to learn to know, and to be, to operate effectively in these hybrid communities, and what role formal, informal and non-formal education has to play in negotiating what counts as knowledge, and who can say so, in virtual workspaces.     

The emotions aroused by a vocational transition in adolescents: why,when and how are they socially shared with significant others?

International Journal for Educational and Vocational Guidance - Adolescents (N = 359) completed a self-report questionnaire assessing the emotional impact of an...     

Seeking Emergence Through Temporal Analysis of Collaborative-Group Discourse: A Complex-Systems Approach

Abstract

Research around problem solving in collaborative groups has made progress, but several conceptual and methodological issues remain. These issues include the appropriate choices of units of analysis; the ability of current theoretical sets of macrocognition codes to capture group dynamics; detection and identification of potentially emergent phenomena within groups; and the extent to which multiple dynamics are integral to understanding groups. Using data from a complex engineering challenge, we applied methods drawn from complex-systems analysis to offer insight into each of these issues, showing the need for multiple dimensions when studying group dynamics and highlighting methodological difficulties when dealing with emergent phenomena. We suggest future research to improve the understanding of the complex dynamics of collaborative groups.     

Réformes Des Programmes Scolaires Et Acquisitions á L’école Primaire En Afrique: Mythes Et Réalités

SCHOOL CURRICULA REFORMS IN PRIMARY SCHOOLS IN AFRICA: MYTH VS. REALITY - This paper proposes a critical analysis of the introduction and implementation of new school curricula in Africa based on the example of the skills based approach (SBA). In many countries, the SBA has been chosen as the most appropriate and relevant method to change their school curriculum and improve education quality. We analyse the implementation of those new curricula based on the SBA in primary schools in Mauritania. The results show that the main problems affecting pupils’ achievement lie rather in the effective implementation of curricula in the classrooms than in their contents. Additional analyses show that this result is confirmed in other African countries. As a background analysis, we present the origins of SBA, define its purposes and assess its limits from a pedagogical point of view. The weaknesses of this approach in taking into account the needs and the realities of African educational systems are stressed. These various elements lead to the conclusion that if curriculum reforms are often necessary in African countries, this can not be a cure for education quality issues.     

博物馆观众研究简史( 二)——20世纪60年代至80年代

博物馆观众研究领域最早的成果可以追溯到吉尔曼(Gilman)在1911年的研究工作,本文对观众评估研究的关注对象与问题进行了历史性的批判分析。本研究揭示了各类研究建立的范式,包括对实施机制的说明、对评估客观性的审问、对文化民主化研究和营销相关研究之间不协调性的强调。本文介绍了20世纪60年代至80年代教育技术模型对博物馆观众研究的影响,并结合皇家安大略博物馆和大英博物馆(自然史部分)的案例,介绍了教育技术模型的应用。     

博物馆观众研究简史(一)——20世纪60年代以前

博物馆观众研究领域最早的成果可以追溯到吉尔曼在1911年的研究工作,本文对观众评估研究的关注对象与问题进行了历史性的批判分析。本研究揭示了各类研究建立的范式,包括对实施机制的说明、对评估客观性的审问、对文化民主化研究和营销相关研究之间不协调性的强调。本文介绍了博物馆观众研究领域的形成和早期研究的成果,描绘了20世纪60年代以前这一领域的行为主义研究进路,以及这一阶段末期自然主义评估萌芽的出现。     

Mathematical problem solving and young children

Educators of young children can enhance the development of a problem-solving thought process through daily activities in their classrooms. An emphasis should be placed on the actual thought process needed to solve problems that occur in everyday living. Educators can follow simple suggestions to create problem-solving situations for all ages of children. The process of thinking through a problem and finding a solution is more important than traditional mathematics counting and memorizing useless facts. Even very young children are capable of a problem-solving process that is on the appropriate developmental level. The problem-solving process is constructivist in nature, as each individual perceives problems according to her or his background and developmental levels. Educators need to make a conscious effort to capitalize on all stages of problem-solving thinking to enhance future mathematical development.     

Attendance and attainment in a Calculus course

In this paper the relationship between attendance and attainment in a standard calculus course is investigated. Calculus could in principle be studied without attending lectures due to the wealth of material available (in hardcopy and online). However, in this study we will show that the pass rate of students attending classes regularly (>75% of the classes) is much higher than the pass rate of students attending fewer classes. We use a logistic model to investigate whether this correlation is significant. We will argue why we believe that this correlation between attendance and attainment is causal, i.e. why it is necessary for most students to attend classes in order to (improve their chances to) pass the exam.