Learning theories and environments: A student-initiated intelligent computer-assisted environment

Intelligent computer-assisted instructional systems have been constructed and applied within a wide range of fields. Very few of these systems make explicit a central or set of core learning theories or learning environments upon which a system is based. However, many of these systems have implicitly employed learning theories and environments. This paper looks at a variety of intelligent computer-assisted systems with a view towards uncovering the latent learning theories they employ. The interplay of the various learning theories needed to realise a student-initiated learning environment are discussed. The central features required for such an environment to function and the limitations of realising such a learning environment due to the state of the art of present day systems are also discussed. Specializations: physics education; computer education; intelligent computer-assisted instructional systems; physics problem solving. Specializations: chemical education, technology education, history and philosophy of science, learning theories.     

Visual stimulation using microcomputers

ABSTRACT

The dominant approach to the education of young visually handicapped children currently hinges on the idea of encouraging the use of sight through visual stimulation. This takes various forms, including the optimization of the child's visual environment, training children to use their sight efficiently, and photo‐stimulation to alter the early development of the brain. It is argued that microcomputers have an important part to play in providing visual stimulation. VDU monitors can present materials in a ‘back‐lit’ manner, avoiding the problem of occlusion of the light source. Moreover, input devices such as the touch‐sensitive screen allow children to interact directly with the images on the computer screen, ensuring that the visual stimulus received is related to their own actions.     

Inquiry-Based Professional Development: What does it take to support teachers in learning about inquiry and nature of science?

This study examined the geologic and evolutionary subject matter and views of inquiry and nature of science (NOS) of a group of 5th–9th grade teachers, and a comparison group, before and after participating in an inquiry-based professional development (PD) experience. Project teachers participated in an intensive, week-long, resident institute where they learned about geology, evolutionary concepts, NOS, and inquiry while engaging in an authentic scientific investigation. They were also given support in how to teach these topics using an inquiry-based approach. Analyses of data indicate that project teachers showed greater gains in subject matter than comparison teachers and the relative change was significantly different statistically. Furthermore, most project teachers demonstrated a shift from less informed to more informed views of inquiry and NOS and the relative change between participant and comparison teachers was significantly different statistically. These gains are promising because they suggest that short-term and intensive PD can support teachers in enhancing their knowledge and views. Moreover, analysis of post-programme questionnaires and interviews indicated that supporting teachers in reflecting on the relationship between their former classroom teaching practice, and new knowledge acquired during PD, may be an important link in enhancing teacher knowledge and supporting change in practice. This suggests that enhanced knowledge and views may not be the only factor contributing to changing one's practice. The study points to the importance of reflection in promoting teacher change. Results from this study add insights to supporting teachers in enacting inquiry-based instruction and teaching about NOS in their classrooms.     

Conceptualising the knowledge work of digital professionals through Knorr Cetina's ideas of macro-epistemics and information knowledge

The problem addressed in this paper is the need for analytical resources to theorise the nature of knowledge work and, in the light of a practice turn in social sciences, to consider how knowledge is generated and circulated. The aim of the paper is to contribute to a practice-based rethinking of how to investigate professional knowledge, relating its considerations to a case of digital workers. It suggests that Knorr Cetina's ideas of macro-epistemics and information knowledge offer analytical resources for theorising knowledge as practised. The paper's considerations are drawn from an empirical study of 10 localisers who were digital workers from continental Europe, Ireland, the UK and South America and whose work entailed the linguistic, cultural and software adaptation of digital products to support global communication. The paper first presents localisers and explains their knowledge work, second, it positions its considerations in the field of practice theory, exploring Knorr Cetina's concepts of macro-epistemics and information knowledge. Lastly, it draws on localiser data to consider how these concepts offer analytical resources for researching adults' knowledge. The paper will be relevant to educationalists interested in the implications of new theoretical developments for understanding the generation and circulation of professional knowledge.     

Pupil Talk in Biology Practical Work‐‐a preliminary study

The development of a framework for analysing pupil talk is described and the reliability of scoring transcribed conversations using the framework discussed. Preliminary findings from this study on the talk occurring during small group practical work in biology focus on the forms of verbal interaction that occur, patterns of verbal interactions shown by individuals within groups and the possible link between such patterns and roles within the groups.