Dynamic mental models in learning science: The importance of constructing derivational linkages among models

We present a theory of learning in science based on students deriving conceptual linkages among multiple models which represent physical phenomena at different levels of abstraction. The models vary in the primitive objects and interactions they incorporate and in the reasoning processes that are used in running them. Students derive linkages among models by running a model (embodied in an interactive computer simulation) and reflecting on its emergent behaviors. The emergent properties they identify in turn become the primitive elements of the more abstract, derived model. We describe and illustrate derivational links among three models for basic electricity: a particle model, an aggregate model, and an algebraic model. We then present results of an instructional experiment in which we compared high school students who were exposed to these model derivations with those who were not. In all other respects, both groups of students received identical instruction. The results demonstrate the importance of enabling students to construct derivational linkages among models, both with respect to their understanding of circuit theory and their ability to solve qualitative and quantitative circuit problems. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 806–836, 1999     

The natural sciences,the social sciences and politics

Conclusion The social sciences stand at a strange crossroads. There is a greater need for disciplined inquiry into the issues of policy facing the United States. Yet the incentives in the political system, and in the professional guilds of those performing social research, discourage a close involvement of many prominent social scientists with policy. The political system, fearing an elite imposing its values on society, welcomes the natural scientist who seems to conform to the model of the politically neutral expert who solves problems and addresses facts. This model also fits the higher ranks of the civil service, made up of specialists rather than generalist administrators, and the outside advisers serving officials concerned with high policy. Likewise, to protect themselves from changes of partisanship, leading academic social scientists forsake policy concerns for topics within the analytic traditions of Weberian Wertfreiheit. Just as Weber sought to avoid censorship by value neutral scholarship, the modern social scientist disdains the normative concerns of policy in favour of more tractable, morally neutral issues defined as the core of the discipline.The country needs to draw some of the best analytical talent in the social science community into the policy process and advisory roles. Disciplined inquiry cannot be left only to technicians whose professional interests are far removed from political, economic, social and other human sciences. To promote better policy and better social science, we should encourage serious, professionally grounded inquiry into social values, the directions of policy, and the role and proper limits of state power. In the clamour of American politics, there is little danger that policy will be monopolised by an elite group, but considerable danger that debate on policy will be impoverished by the absence of those most knowledgeable about social and economic reality.A revised and expanded version of the first Dael L. Wolfle Lecture given on 6 October, 1987, at the Graduate School of Public Affairs, University of Washington, Seattle. Don K. Price was dean of the John F. Kennedy School of Government, Harvard University, and is the author ofGovernment and Science (1954),The Scientific Estate (1965) andAmerica's Unwritten Constitution (1983). He has held senior posts in the United States Bureau of the Budget, the Defense Research and Development Board, and the Ford Foundation, and was an adviser to Presidents Eisenhower, Kennedy and Johnson.     

In practice: Engaging men in violence prevention

The University of South Carolina offers an innovative academic course about men's roles in violence prevention. Learn how Changing Carolina has successfully changed students' views on men, violence, and prevention.     

How do we rate? An evaluation of online student evaluations

This paper analyses the popular RateMyProfessors (RMP) website where students evaluate instructors in higher education. A study was designed to measure (1) the awareness and utilisation of the RMP website, (2) the internal and external validity of the RMP ratings in measuring teaching effectiveness, and (3) variation in the above across disciplines. It is concluded that the category of ratings, created by the website, establishes an anti‐intellectual tone that manifests itself in comments about instructors’ personality, easiness of workload and entertainment value rather than knowledge attained.     

How Massive Multiplayer Online Games Incorporate Principles of Economics

Games have always been a part of the human experience. Even the earliest of civilizations created games for enjoyment and entertainment. However, the educational value of those games is a relatively recent consideration. Over the previous fifty years, scholars have questioned the potential positive lessons learned from games such as Monopoly®, Scrabble®, and sports. While millions of children participate in these activities, a new type of gaming has emerged over the previous decade and is quickly surpassing other gaming formats. Massively Multiplayer Online Role Playing Games (MMORPGS), such as World of Warcraft and Diablo, now have millions of players; however, the potential educational influence of these games is relatively unknown. This article presents an exploration of one potential educational strand – economic theory – that these types of games may facilitate.     

The Effect of Two-dimensional and Stereoscopic Presentation on Middle School Students’ Performance of Spatial Cognition Tasks

We investigated whether and how student performance on three types of spatial cognition tasks differs when worked with two-dimensional or stereoscopic representations. We recruited nineteen middle school students visiting a planetarium in a large Midwestern American city and analyzed their performance on a series of spatial cognition tasks in terms of response accuracy and task completion time. Results show that response accuracy did not differ between the two types of representations while task completion time was significantly greater with the stereoscopic representations. The completion time increased as the number of mental manipulations of 3D objects increased in the tasks. Post-interviews provide evidence that some students continued to think of stereoscopic representations as two-dimensional. Based on cognitive load and cue theories, we interpret that, in the absence of pictorial depth cues, students may need more time to be familiar with stereoscopic representations for optimal performance. In light of these results, we discuss potential uses of stereoscopic representations for science learning.     

A measure of emergent literacy for students with severe developmental disabilities

This study examined the underlying structure of the Nonverbal Literacy Assessment (NVLA), an instrument designed to measure emergent literacy for K–fourth‐grade students with severe developmental disabilities. The NVLA was conceptualized as having six constructs that reflected emergent literacy skills: (a) phonemic awareness, (b) phonics, (c) comprehension, (d) vocabulary, (e) listening comprehension, and (f) text awareness. Confirmatory factor analysis using data from 207 student administrations was used to examine the six‐factor model and two alternative models. Results suggested that all three models fit the data, but the high corrections coefficients among the constructs suggested that a one‐factor model of emergent literacy was the best‐fitting model. Implications and limitations are discussed. © 2010 Wiley Periodicals, Inc.     

Ensuring technical competency for management of research-focused organizations

Does a national research-focused organization need a technically competent leader? This study provides preliminary answers to that question using a natural experiment underway at the Department of Energy (DOE): a leader with significant high-level management experience superior to that of his predecessors, but no relevant technical experience was appointed to run the vast scientific research operation. The following hypothesis is proposed: A major risk of allowing technically-unqualified leadership is that an amateur can be more easily manipulated by special interests against the best interests of the nation. The hypothesis is tested by technically analyzing three case studies on proposals from the Secretary of Energy. The results show 1) requests for budget cuts undermining DOE's mission, 2) requests for redundant studies wasting DOE resources, and 3) counter-productive recommendations derived from a misrepresentation of the studies' results, which indicate technical competence is important for DOE leadership. These preliminary results indicate technical competency is important for leaders running organizations that oversee research. Finally, a potential policy safe guard to the risks of extreme technical incompetence is provided, which can be applied to either independent- or politically-appointed bureaucrats.