e-Learning for depth in the Semantic Web

In this paper, we describe concept parsing algorithms, a novel semantic analysis methodology at the core of a new pedagogy that focuses learners’ attention on deep comprehension of the conceptual content of learned material. Two new e‐learning tools are described in some detail: interactive concept discovery learning and meaning equivalence reusable learning objects. These semantic technologies were developed at the Ontario Institute for Studies in Education and Adaptive Technology Resource Centre of Faculty of Information Studies (ATRC/FIS) at the University of Toronto; they were tested since 2001 in several academic institutions in Canada and at the Russian Academy of Sciences (patents pending: US patent 6,953,344 B2, USPO ?20050149510; Copyright 2005, PARCEP Inc.). We describe the rationale for developing these instructional tools, their main characteristics and results of several evaluative implementations that show their potential to enhance learning outcomes and to provide authentic, credible, evidence‐based formative assessments of learning processes.     

The Rationality Debate: Application of Cognitive Psychology to Mathematics Education

Research in mathematics education usually attempts to look into students’ learning and other mental processes. It could therefore be expected to build on knowledge acquired within the academic discipline of cognitive psychology. Our aim in this paper is to show how some recent developments in cognitive psychology can help interpret empirical results from mathematics education. In particular, we will be looking into the heuristics-and-biases research by Kahneman and Tversky, the alternative views by Gigerenzer et al., and the more recent dual-process theory that has come to play a central role in interpreting this research. We first introduce the relevant background from cognitive psychology and survey its connections to previous work in mathematics education; then we apply this theoretical framework for re-interpreting previously-published empirical data from mathematics education research. We conclude with a discussion of potential theoretical and practical benefits of such synthesis.     

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.     

EvoBuild: A Quickstart Toolkit for Programming Agent-Based Models of Evolutionary Processes

Extensive research has shown that one of the benefits of programming to learn about scientific phenomena is that it facilitates learning about mechanisms underlying the phenomenon. However, using programming activities in classrooms is associated with costs such as requiring additional time to learn to program or students needing prior experience with programming. This paper presents a class of programming environments that we call quickstart: Environments with a negligible threshold for entry into programming and a modest ceiling. We posit that such environments can provide benefits of programming for learning without incurring associated costs for novice programmers. To make this claim, we present a design-based research study conducted to compare programming models of evolutionary processes with a quickstart toolkit with exploring pre-built models of the same processes. The study was conducted in six seventh grade science classes in two schools. Students in the programming condition used EvoBuild, a quickstart toolkit for programming agent-based models of evolutionary processes, to build their NetLogo models. Students in the exploration condition used pre-built NetLogo models. We demonstrate that although students came from a range of academic backgrounds without prior programming experience, and all students spent the same number of class periods on the activities including the time students took to learn programming in this environment, EvoBuild students showed greater learning about evolutionary mechanisms. We discuss the implications of this work for design research on programming environments in K-12 science education.     

Capturing congruence with a turtle

This note compares turtle geometry and Euclidean geometry with respect to their treatment of similarity and difference of plane figures. It is observed that while the Euclidean notion of congruence faithfully captures a common perception of sameness, the turtle expression of this idea is too weak. To deal with this insufficiency we add a new turtle operation, FLIP, which turns the turtle upside down. This brings the turtle's power to express invariance of shape up to Euclid's.The problem and its solution are viewed briefly from the perspectives of mathematics, computer science and education. The mathematical discussion compares the turtle group and the Euclidean group. The computational discussion focuses on the issue of expressive power of a language and how it may be enhanced. The educational discussion suggests a classroom implementation of the above ideas.     

Bereaved Parents' Negotiation of Identity Following the Death of a Child

This study examines changes in bereaved parents' identities following the death of a child. The bereaved parents in this study experienced two dialectical contradictions of identity, which are: (a) a parent without a child to parent and (b) I'm an outsider-I'm an insider. Results describe how parents used communication to negotiate these contradictions of identity. Implications for the study of parental bereavement, communication, and identity are discussed.     

Scaling‐up of higher‐order cognitive skills‐oriented college chemistry teaching: An action‐oriented research

A major objective of the current reform in science and chemistry education is the development of students' higher‐order cognitive skills (HOCS). A major question of concern is how to improve practice, via appropriate teaching strategies, to achieve the HOCS‐oriented instruction‐learning goals of college science and chemistry education, within the current reality of large, heavily populated chemistry classes. This article presents an action‐oriented research account of HOCS‐oriented teaching of organic chemistry to freshman and sophomore science majors in small and large classes at a relatively small and large university, respectively, within a purposed attempt of overall course design reform. Inquiry‐oriented class discussions, students' active involvement in the learning process, HOCS‐type examinations, and grading of exams by both peers and course graduates were successfully applied in both the small and large classes, demonstrating the feasibility and benefits to students of interactive, HOCS‐oriented pedagogies within the reality of both class sizes. The messages are that (a) there are implementable, appropriate teaching strategies for the development of students' HOCS abilities within the reality of large lecture sections of college chemistry courses; and (b) chemistry educators should take the trouble of working harder toward the attainment of this superordinate goal despite limiting constraints. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 583–596, 1999     

Evaluation of Affective and Cognitive‐Affective Domains in Socially‐Oriented Innovative Science and Technology Curricula

Summaries

English

The present work is an attempt to contribute to the field of evaluation of the affective domain in socially‐oriented innovative science and technology curricula. The main concern of such curricula is the long‐term development of the student's personality in terms of decision‐making capability, attitudes, intellectual power, and social involvement.

Since it appears that the realistic choice in the evaluation of such curricula is between ‘no measures’ (subjective judgements) and ‘imperfect proxies’, it is proposed to concentrate on finding adequate (and agreeable) measures to evaluate the long‐range intended (but also the unintended) effects of the programmes in hand, and only then to switch to evaluate the effectiveness of the curriculum in achieving these effects (i.e. the educational objectives) in the affective domain. Selected ideas with respect to the above are ‘translated’ here into manageable and applicable procedures within the science class, taking into consideration the ‘local realism of constraints’ within which every science teacher performs.

The development of feasible methods for measurement of curricular outcomes in the affective and affective‐cognitive domains is a precondition for future summative evaluation of socio‐technologically oriented science and technology curricula. Contending with the moral and value‐judgement components of any future science curriculum is therefore the inescapable task ahead.     

Speaking Ill of the Dead: Anonymity and Communication About Suicide on MyDeathSpace.com

From birth to death, many individuals chronicle their lives online through blogs, pictures, games, Web sites, and social networks. Online spaces, created by the living about the dead, provide a glimpse into often invisible or silent grieving practices. To investigate the role computer-mediated communication (CMC) plays in influencing communication surrounding the often private and taboo topic of suicide, we analyzed the comments sections of MyDeathSpace.com. Our results suggest both a breaking down of social taboos (speaking ill of the dead) and a reaffirming of strict social norms (enforcing a narrow range of acceptable presentation of identity and purpose in life), highlighting how anonymity as a characteristic of CMC can influence our online communication about death.