A model‐based approach to science exhibition evaluation: A case study in a Brazilian astronomy museum

A models and modelling approach was adopted to investigate the educational potential of a science museum exhibition. It focused on patterns of relationship between the teaching models proposed by designers and students models in regard to four exhibits concerning astronomical cycles. Student’s models were elicited by interviewing 21 pupils selected from among those who showed a change of their models between pre‐visit and post‐visit questionnaires. Four patterns of relationship were identified, ranging from low to high degrees of convergence between designers and students. Exhibits designed by fragmenting the phenomena (analytical approach) tend to promote less convergent patterns than exhibits that maintain the complexity of the phenomena (synthetic approach). We argue that the two approaches are complementary: without synthetic models visitors find it difficult to identify the phenomenon addressed by analytical models, while the latter may bring to visitors’ attention aspects that otherwise might be hidden by the complexity of synthetic models.     

Activating Adult-Learning Principles Through Small Groups in Preparing Social Work Students to Achieve CSWE Research Competencies

The research classroom is a prime venue for socializing master’s-level students as evidence-based practitioners. This article identifies an innovative approach to teaching research based on five adult-learning principles and the use of small ongoing groups that, when blended as the signature pedagogy, enable students to successfully actualize the Council on Social Work Education Educational Policy and Accreditation Standards required for professional practice. The article describes and discusses the five adult-learning principles that form the basis of this approach and four types of small-group activities that are used over the yearlong course, concluding with implications for reorganizing the traditional research classroom.     

Science, technology and innovation for economic growth: Linking policy research and practice in ‘STIG Systems’

This paper reflects on the relevance of “systems-theoretic” approaches to the interdependent policy issues relating to the dynamics of science, technology and innovation and their relationship to economic growth. Considering the approach that characterizes much of the current economics literature's treatment of technology and growth policies, we pose the critical question: what kind of systems paradigm is likely to prove particularly fruitful in that particular problem-domain? Evolutionary, neo-Schumpeterian, and complex system dynamics approaches are conceptually attractive, and we examine their respective virtues and limitations. Both qualities are readily visible when one tries to connect systems-relevant research with practical policy-making in this field.