Comparing Crosscutting Practices in STEM Disciplines

Science & Education - In the literature, there are multiple definitions of integrated STEM education, resulting in ambiguity and uncertainty of application. A firm conception of integrated STEM...     

Edulabs AGIRE project – evaluation of ICT integration in teaching strategies

The AGIRE project, under the Edulab concept, aims to promote the adoption of innovative teaching practices. This paper reports the support strategies used to evaluate the teacher practices at the end of a teacher training course (TTC) and analyse its impact on teacher technology integration, using a design-based methodology. Teachers’ initial perception was gathered using an online questionnaire comprising ICT personal and professional competencies. The questionnaire results and the classroom observations showed that the majority of teachers were at the level of ICT adoption, before attending the TTC, reaching the adaptation level of integration of ICT, after the TTC. A variety of teaching strategies (flipped classroom, collaborative work, …) and technologies (interactive white boards, tablets, videos, …) were explored. The results sustain the thesis that, with proper support, ICT can be integrated in educational contexts in an innovative way and contribute to the development of teachers’ digital literacy.     

Mathematics in Physics Education: Scanning Historical Evolution of the Differential to Find a More Appropriate Model for Teaching Differential Calculus in Physics

Despite its frequent use, there is little understanding of the concept of differential among upper high school and undergraduate students of physics. As a first step to identify the origin of this situation and to revert it, we have done a historic and epistemological study aimed at clarifying the role and the meaning of the differential in physics and at improving curricular and teaching models in the sense of Gilbert et al. (Gilbert J.K., Boulter C., & Rutherford, M.: 1998a, International Journal of Science Education 20(1), 83–97, Gilbert J.K., Boulter C., & Rutherford, M.: 1998b, International Journal of Science Education 20(2), 187–203). We describe the contributions of Leibniz and Cauchy and stress their shortcomings, which are overcome by the alternative definition proposed by the French mathematician Fréchet, dating from early 20th century. As a result of this study, we answer to some fundamental questions related to a proper understanding of the differential in physics education (for 17–19 years old students).     

Factors affecting probabilistic judgements in children and adolescents

Six hundred and eighteen pupils, enrolled in elementary and junior-high-school classes (Pisa, Italy) were asked to solve a number of probability problems. The main aim of the investigation has been to obtain a better understanding of the origins and nature of some probabilistic intuitive obstacles. A linguistic factor has been identified: It appears that for many children, the concept of certain events is more difficult to comprehend than that of possible events. It has been found that even adolescents have difficulties in detaching the mathematical structure from the practical embodiment of the stochastic situation. In problems where numbers intervene, the magnitude of the numbers considered has an effect on their probability: bigger numbers are more likely to be obtained than smaller ones. Many children seem to be unable to solve probability questions, because of their inability to consider the rational structure of a hazard situation: chance is, by itself, an equalizing factor of probabilities. Positive intuitive capacities have also been identified: some problems referring to compound events are better solved when addressed in a general form than when addressed in a particular way.     

Community outreach library services in the UK: a case study of Wirral Hospital NHS Trust (WHNT)

AIMS AND OBJECTIVES: The study evaluates the Community Outreach Library Service at Wirral Hospital National Health Service Trust (WHNT). It considers the information seeking behaviour and information needs of primary care staff, and service effectiveness in meeting those needs. METHODS: A literature review established the current context and areas of best practice. The investigative case study used postal questionnaires to 250 primary care staff and an interview with the Community Outreach Librarian. FINDINGS: Themes emerged from the literature regarding information seeking behaviour, information needs, and meeting user needs through effective service delivery. Outreach services have value in terms of improving information skills and providing services at point of need. Time is a major constraint for both users and service providers. CONCLUSIONS: Investment is needed from appropriate funding sources to support the provision and marketing of outreach library services. Librarians benefit from sharing best practice. The continued evaluation of outreach library services is recommended.     

DISCUSSION, COLLABORATIVE KNOWLEDGE WORK AND EPISTEMIC FLUENCY

ABSTRACT:   This paper argues for an action-oriented conception of learning in higher education: one which marries higher order learning (coming to understand) with apprenticeship in knowledge work. It introduces epistemic tasks, forms and fluency as constructs that are useful in giving a more precise meaning to ideas about collaboration in knowledge construction. Discussion is seen as central to collaborative knowledge work and we examine the role of discussion in supporting weaker and stronger interpretations of collaborative knowledge construction.