Analogical Reasoning in the Classroom: Insights From Cognitive Science

Applying knowledge from one context to another is a notoriously difficult problem, both for children and adults, but lies at the heart of educational endeavors. Analogical reasoning is a cognitive underpinning of the ability to notice and draw similarities across contexts. Reasoning by analogy is especially challenging for students, who must transfer in the context‐rich and often high‐pressure settings of classrooms. In this brief article, we explore how best to facilitate children's analogical reasoning, with the aim of providing practical suggestions for classroom instruction. We first discuss what is known about the development and neurological underpinnings of analogical reasoning, and then review research directly relevant to supporting analogical reasoning in classroom contexts. We conclude with concrete suggestions for educators that may foster their students' spontaneous analogical reasoning and thereby enhance scholastic achievement.     

Students' insights on the use of video lectures in online classes

Video lectures (VL), considered an effective means for delivering course content and infusing teaching presence in the virtual environment, have become very popular in education. The purpose of this study was to investigate online student experiences with VL focusing on their opinion of usefulness of VL, their satisfaction with them and their perception of learning derived from them. Our findings show that students' satisfaction with VL has a strong relationship with positive overall learning experience and perception of impact of video on learning. Furthermore, VL can enhance a feeling of engagement with content because of learners' control of the media and instructors' presence. The findings also alert us on the importance of careful planning and balanced integration of VL with other course materials. This provides important information on the effectiveness of video-lectures in college teaching and learning and implications for practice in online course design.     

Inconsistencies in regulation: the continuing story of Early Childhood Services

The inconsistencies of regulation and inspection in UK early childhood services are examined. The rationale and regulatory requirements for daycare put forward by the Department of Health are compared with those currently operating within the Department for Education and Employment for schools and nursery education. The policy frameworks within the two departments are based on different assumptions about practice and lead to major inconsistencies of delivery. A more coherent policy is needed to resolve these inconsistencies.     

Semiotics and the “Connections” Standard: Significance of Semiotics for Teachers of Mathematics

For more than 14 years, the National Council of Teachers of Mathematics (1989, 2000) has advocated that teachers of mathematics facilitate that students make connections of various kinds, in their learning of mathematics. Semiotic theories, including those of Peirce and those of Saussure and Lacan (each for different purposes), provide useful lenses for examining ways that teachers may facilitate the making of connections, for instance between home and school mathematics, or between mathematics and other school subjects, or between different branches of mathematics. This paper describes a nested chaining model that takes into account the need for interpretation and meaning making at each step in the sequences involved in connections. A nested model has the capacity to allow for webs of signification and meaning that take into account the complexity of the processes in ways that linear semiotic chains cannot. Examples are taken from research projects with graduate students, with pre-service teachers, and with practicing teachers.     

The development and piloting of a training web site for health and safety enforcement officers

This paper evaluates the development and piloting of a training web site for Local Authority (LA) based health and safety enforcement officers and reviews the technique of knowledge elicitation as a means of informing training content. The research was part of a project funded by the Health and Safety Executive (HSE) to investigate the application of emerging technologies for enforcement officer training. A web site was developed to provide work-based training in the field of accident investigation, using a group knowledge elicitation technique. Evaluation of eight key aspects of the training was carried out to determine the acceptability and utility of the web site for health and safety inspector training. The majority of the respondents believed that the training was realistic and that the embedded discussion facility had the potential to improve consistency of enforcement. Whilst many of the participants reported that this exercise was their first exposure to the Internet and some experienced minor difficulties using the technology, most found training via the Internet easy to use, an enjoyable experience and one they would like to repeat.     

Scientist role models in the classroom: how important is gender matching?

Gender-matched role models are often proposed as a mechanism to increase identification with science among girls, with the ultimate aim of broadening participation in science. While there is a great deal of evidence suggesting that role models can be effective, there is mixed support in the literature for the importance of gender matching. We used the Eccles Expectancy Value model as a framework to explore how female science role models impact a suite of factors that might predict future career choice among elementary students. We predicted that impacts of female scientist role models would be more pronounced among girls than among boys, as such role models have the potential to normalise what is often perceived as a gender-deviant role. Using a mixed-methods approach, we found that ideas about scientists, self-concept towards science, and level of science participation changed equally across both genders, contrary to our prediction. Our results suggest that engaging in authentic science and viewing the female scientist as personable were keys to changes among students, rather than gender matching between the role model and student. These results imply that scientists in the schools programmes should focus on preparing the visiting scientists in these areas.     

Visualisation and mathematical giftedness

Recent research findings are described which uncover the fact that visualisers are seriously under-represented amongst high mathematical achievers at senior high school level. Possible reasons for this phenomenon are discussed, and kinds of imagery which overcome some of the limitations of visual processing in mathematics are described.     

Reactions of professors to retirement: A comparison of retired faculty from three types of institutions

Dorfman et al. (1982) compared the professional activities of retired professors from liberal arts colleges, a comprehensive university, and a major research university. This companion piece based on the same survey compares the professors' reactions to retirement. Results show that a majority of faculty from all types of institutions plan for retirement, are positive about retirement, and give suggestions for institutional retirement policy. The retired professors recommend the following: (1) help in planning, (2) more information about retirement, (3) support for continued work, (4) gradual retirement. Major differences among institutions are the following: (1) comprehensive university faculty plan for retirement more than do faculty from the other institutions, (2) faculty from both universities begin financial planning at a younger age than do faculty from the liberal arts colleges, (3) research university faculty miss work and like having time to spend on professional activities more than do faculty from the other institutions.