Model-Based Knowing: How Do Students Ground Their Understanding About Climate Systems in Agent-Based Computer Models?

This paper gives a grounded cognition account of model-based learning of complex scientific knowledge related to socio-scientific issues, such as climate change. It draws on the results from a study of high school students learning about the carbon cycle through computational agent-based models and investigates two questions: First, how do students ground their understanding about the phenomenon when they learn and solve problems with computer models? Second, what are common sources of mistakes in students’ reasoning with computer models? Results show that students ground their understanding in computer models in five ways: direct observation, straight abstraction, generalisation, conceptualisation, and extension. Students also incorporate into their reasoning their knowledge and experiences that extend beyond phenomena represented in the models, such as attitudes about unsustainable carbon emission rates, human agency, external events, and the nature of computational models. The most common difficulties of the students relate to seeing the modelled scientific phenomenon and connecting results from the observations with other experiences and understandings about the phenomenon in the outside world. An important contribution of this study is the constructed coding scheme for establishing different ways of grounding, which helps to understand some challenges that students encounter when they learn about complex phenomena with agent-based computer models.

     

Establishing the Role and Impact of Academic Librarians in Supporting Open Research: A Case Study at Leeds Beckett University,UK

ABSTRACT

This practical article presents findings of a small scale study undertaken at a large U.K. University. The purpose of the study was to encourage academic engagement with Open Access (OA) and the Higher Education Funding Council for England (HEFCE) mandate with the measurable impact being increased engagement with the Repository and dissemination of research while circulating information to the wider community. In order to promote research, a series of “Focus on” webpages were created aligned to a particular theme and were then disseminated via social media. It was anticipated that by potentially increasing access to research outputs, academic staff would be motivated to make their work available following OA models and use the institutional repository (IR) as a means to achieve this. The main drivers for the study were the Finch Report, the HEFCE Policy for open access in the post-2014 Research Excellence Framework and the institutional strategy for research. Data was collected through a statistical analysis of both the “Focus on” pages and journal article downloads via the IR, with results indicating increased engagement with the IR making research openly accessible.     

Gender,Risk and Journalism

The central concern of this paper is to address the question, “Is it more dangerous to be a woman journalist when reporting conflict”. Beck states “risk is the anticipation of the catastrophe—so it is existent and non-existent”. Is the contention that female journalists are more at risk, knowledge, or a construction of knowledge? Are editors and journalists who decide that women are more at risk merely anticipating a catastrophe? There is no certainty, of course, that women are more at risk, but the fear that they might be can prevent them from being sent to cover conflict, or force them to decide not to go to dangerous places. Certainly, an improvised explosive device or rocket fire does not distinguish between sexes. In many situations being female actually helps women journalist in conflict zones. In this paper we present findings from a survey of journalists who work in conflict zones and ask whether it is the job or the gender which is the most dangerous?     

Education as a Positional Good: Implications for Market-Based Reforms of State Schooling

Analyses of market-based reforms of state schooling have occasionally acknowledged positional elements in parental demand, but none has fully examined their nature and implications. Contrary to the normal predictions of orthodox economic analysis, competition in positional markets can result in inefficient outcomes. Predominantly relying upon recent British experience, we examine the extent to which compulsory schooling can be viewed as a positional good and explore its implica-tions for policy. In particular, we consider whether policies targeting increases in parental choice assist a rise in the overall level of educa-tional attainment.