Adult Learning Experiences from an Aquarium Visit: The role of Social Interactions in Family Groups

Abstract How and what adults learn in the context of a family visit to an aquarium is a valuable and important question to ask, given the significance of this demographic to institutions such as these. Based on a larger empirical work,¹ this paper reports on the nature and character of adult learning within a family group context while visiting the Vancouver Aquarium Marine Science Centre (Canada), and the longitudinal effects of such experience in the weeks following the visit. In this study a multiple or collective instrumental case study approach was employed to examine the learning experiences of the adult members of 13 family groups; this approach demonstrates that adults visiting the aquarium as part of a family group are active social learners and not merely facilitators of the experience for younger visitors or caregivers. Our outcomes also indicate that the adult members of the participant family groups learned in a multiplicity of domains including the cognitive, the social, and the affective, as a result of their visit to the Vancouver Aquarium. In addition, we discuss the longitudinal impacts of the aquarium visit and provide valuable insights as to the relevance of these experiences in visitors' everyday lives.     

Embodied cognition as grounding for situatedness and context in mathematics education

In this paper we analyze, from the perspective of 'Embodied Cognition', why learning and cognition are situated and context-dependent. We argue that the nature of situated learning and cognition cannot be fully understood by focusing only on social, cultural and contextual factors. These factors are themselves further situated and made comprehensible by the shared biology and fundamental bodily experiences of human beings. Thus cognition itself is embodied, and the bodily-grounded nature of cognition provides a foundation for social situatedness, entails a reconceptualization of cognition and mathematics itself, and has important consequences for mathematics education. After framing some theoretical notions of embodied cognition in the perspective of modern cognitive science, we analyze a case study – continuity of functions. We use conceptual metaphor theory to show how embodied cognition, while providing grounding for situatedness, also gives fruitful results in analyzing the cognitive difficulties underlying the understanding of continuity. This revised version was published online in July 2006 with corrections to the Cover Date.     

Ignoring taboos: Maria Lenk, Latin American inspirationalist

Maria Lenk is widely recognized as an exceptional athlete who participated in women's sport from around 1930 until 1950. In 1932, at the age of seventeen, she was the first woman to be included in a Latin American delegation to the Olympic Games. As a swimmer, she still sets world records at the age of eighty-six. This super-champion's sporting achievements and her persistent dedication to the advancement of sport still impress and surprise todays professional swimmers and researchers. Contextualised in the male-dominated society of Brazil during the first half of the twentieth century, this chapter traces the achievement, and rise to international fame, of Maria Lenk. It examines the factors that enabled her to emerge not only as an important figure in sport but also as an icon of female emancipation in Brazilian and Latin American society. The focus is on Lenk's influence on the issues which affected the development of women's sport in Latin America. It also highlights the significance of Lenk's contribution to the changing place of women in Brazilian and South American society.     

Formation d'Ingénieurs en Génie Sanitaire: un exemple de collaboration entre deux universités

For eight years, the Federal Institute of Technology of Lausanne (EPFL), Switzerland and the Ecole Inter-Etats d'Ingénieurs de I'Equipement Rural (EIER) at Ouagadougou Burkina Faso, have collaborated in the postgraduate education and training of university engineers, offering a course in Sanitary Engineering, comprising 8 months in Ouagadougou, followed by 3 months in Lausanne. Successful students receive a diploma confered by the two Engneering Schools. Such collaboration is productive only if planned on a long-trem basis forcing some of the limiting principles of technical development programmes to be sidestepped. The better students may continue their studies towards an MSc or a PhD, developing the EIER's research facilities, working on topics directly related to Afircan needs and may benefit fiom EPFL's facilities and scientific experience.     

PROBLEMS OF EQUIVALENCE OF STUDIES AND DIPLOMAS IN HIGHER EDUCATION SYSTEMS

This article Surveys the problems and the traps of equivalences in higher education and proposes solutions to the former and ways of avoiding the latter. To begin with, one must be clear as to basic concepts and be able to distinguish between recognition and equivalence, the second being synonymous with the first, if formal equivalence is what is meant. But the principal task is one of defining and granting so‐called real equivalence, that is, equivalence based on the comparison of educational programmes, contents, length of study, the methods and the results of evaluations, and appropriate assessments of the academic value of practical work. It is also necessary to be clear at the outset as to the purposes of a given equivalence: to permit further study in another country or to aid in securing employment in a given occupation in another country. A major problem relates to varying conceptions of what is specifically university education in relation to higher education as a whole; the weight to be granted to post‐secondary, non‐university training; the whole question of length of studies; and ambiguities relative to terminology. Although it will never be possible to formulate ideal solutions to all problems, the key to obtaining the best possible solution is to be found in the improvement of the availability of standardized information by the exploitation of such sources as Unesco statistics, student books, analyses of bilateral conventions for applicable analogies, and, eventually, the sort of diploma supplement which Carin Berg and Ulrich Teichler are recommending.     

A comparison between elemental and compound training of cues in retrospective revaluation

Associative learning theories assume that cue interaction and, specifically, retrospective revaluation occur only when the target cue is previously trained in compound with the to-be-revalued cue. However, there are recent demonstrations of retrospective revaluation in the absence of compound training (e.g., Matute &; Pineño, 1998a, 1998b). Nevertheless, it seems reasonable to assume that cue interaction should be stronger when the cues are trained together than when they are trained apart. In two experiments with humans, we directly compared compound and elemental training of cues. The results showed that retrospective revaluation in the elemental condition can be as strong as and, sometimes, stronger than that in the compound condition. This suggests that within-compound associations are not necessary for retrospective revaluation to occur and that these effects can possibly be best understood in the framework of general interference theory.