“Authentic Tasks” and “Extreme Tasks”: Potential Approaches to Overcoming Incorrect Responses in Conservation Tasks

This study begins the task of mapping out two approaches that may be helpful in overcoming incorrect responses to conservation tasks, focusing on the non-conserved quantity. The incorrect responses, which were the result of over-generalizations of conservation, and gradually increased with age despite formal knowledge and minor perceptual input, were explained as being consistent with the intuitive rule “same A–same B.” The following paper presents initial findings, involving 60 students (5th, 7th, 9th grade), who were presented with “authentic tasks” and 40 9th grade students who were presented with “extreme tasks.” As data show, in both “authentic tasks” and extreme tasks, the percentage of participants’ correct responses was higher compared to students’ responses to formal analogue tasks, although there was no difference in participants’ declarative judgments. Indeed, further research is needed to improve students’ responses and judgments not only in analogous and everyday tasks but also on how learning tasks can be designed, and to understand the observed gap between the students’ performance and their declarative knowledge.     

Computer simulations as tools for teaching and learning: Using a simulation environment in optics

RAY is a learning environment that includes a flexible ray tracing simulation, graphic tools, and task authoring facilities. This study explores RAY's potential to improve optics learning in high school. In study 1, the teacher used RAY as a smart blackboard with a single computer in the classroom to explore, explain, and predict optical phenomena; to introduce concepts; to interpret experiments and to represent theoretical exercises. A comparative study shows a significant effect on the spontaneous and correct use of the model by students in solving problems and a limited effect on conceptual understanding. In study 2 students, guided by written materials used the simulation individually. Students considered in a systematic manner the relationship between image formation and image observation—a major conceputal stumbling stone. They reflected on the problem-solving activity and reformulated explicity their knowledge in the domain. Case studies describe the interplay between the various aspects of the learning process in the development of conceptual understanding. A comparative study shows the importance of three factors to students' understanding of concepts and their ability to use the ray model: the computerized environment (versus written instruction of similar kind); a task design that addresses directly conceptual difficulties; and the explicit reformulation of ideas.     

Using contact with nature,creativity and rituals as a therapeutic medium with children with learning difficulties: a case study

In most cases therapy is addressed as an indoor verbal activity in which the relationship between therapist and client stands at its centre. This article proposes a different approach to therapy: conducting it creatively in nature, with the environment being used not only as a therapeutic setting but also as a medium and a partner in the process. The article is based on a case study carried out with a group of children with special needs within a school setting. It explores the therapeutic and educational impact that this approach had on the participants and on nature's role in it. The article also aims to initiate a dialogue around the option of working with this population in non‐verbal and experiential ways, illustrating the potential that the use of group work, creativity and contact with nature may offer.     

The image of the special education teacher as reflected in drawings made by teachers in training in Israel

This study, by Dr Dafna Regev of the University of Haifa and Professor Tamie Ronen of Tel Aviv University, examines the perceived image of the special education teacher as portrayed in the drawings of Jewish and Arab student teachers in Israel. Of the 187 female participants in this study, 82 were from the Jewish sector and 105 from the Arab sector; they were all at varying stages in their training. The drawings were analysed by three art therapists, and differences found between Jewish and Arab perspectives and between perspectives across the training programme are discussed. This article raises questions about the relationship between attitudes and behaviours and the perspectives of future special education teachers.     

Pedagogical Perspectives and Practices Reflected in Metaphors of Learning and Digital Learning of ICT Leaders

This study examines the meaning attributed to the contribution of technology to pedagogical practices from the perspective of school ICT leaders. While previous studies use metaphors for bottom-up exploration, this study employs an innovative combination of bottom-up and top-down metaphor analysis based on two frameworks: (a) metaphors of general learning (Paavola, Lipponen, & Hakkarainen, 2004)—acquisition, participation, and knowledge creation, and (b) metaphors of digital learning (Shamir-Inbal & Blau, 2016)—toolbox, active player, creative mind, shared desktop, and inter-connected world. Semi-structured interviews were conducted with 13 ICT leaders, including eight elementary school ICT coordinators and five regional ICT coordinators. All three metaphors of general learning and five digital learning metaphors were found in perspectives and pedagogical practices reported by the interviewees. However, the prevalence of each metaphor and the intersections of general and digital learning metaphors were quite different. The analysis based on metaphors shed light on the perspectives of ICT leaders regarding the meaning and nature of learning processes and on pedagogical practices in their schools.     

Quantum mechanics experiment mimicked by stochastic calculations

The paper presents a stochastic calculations algorithm that mimics the photon polarization experiments of quantum mechanics. This experiment is usually used to introduce the quantum computing approach. Stochastic filters that operate on stochastic numbers in a mode similar to that of polarized filter operation on random polarized photons are introduced.     

Going on a journey: a case study of nature therapy with children with a learning difficulty

Therapy is usually described as an indoor activity, centring on verbal dialogue between therapist and client(s). Based on a qualitative study conducted with a group of children with learning difficulties, this article presents a way in which therapy can take place creatively in nature, which serves not only as a therapeutic setting but also as a non‐verbal medium and partner in the process. Using participants' voices to highlight the programme's protocol and impacts, the article presents elements from the innovative framework of nature therapy, offering practitioners concepts and methods that can be incorporated into their practice.     

The seductive details effect in technology‐delivered instruction

Seductive details are highly interesting information tangential to course objectives. The inclusion of seductive details generally harms performance on recall tests, but few studies have used multimedia training or investigated effects on performance on recognition tests or transfer tasks. We conducted two studies using computer‐based training, instructing college students to use either Excel or Word mail merge. Contrary to most prior results, we found no negative effect for seductive details on recognition tests, and we found a facilitative effect on transfer performance. We discuss implications for theories of learning and transfer, and practical implications for instructional design and delivery.