Student-centred learning and disciplinary enculturation: an exploration through physics

This study argues that student-centred methods in the teaching of physics can be beneficial for students’ enculturation into the discipline and into a physicist’s profession. Interviews conducted with academics and students from six master degrees in physics in three different European countries suggest that student-driven classroom activities, collaborative learning and problem-solving, or integration in research groups/projects enable students to engage in practices similar to those which are part of professional scientists’ routine. Through interactive, participative methods reminiscent of cognitive apprenticeship, students develop a range of abilities necessary in a physicist’s career: capacity of explanation, argumentation and defence of claims; analytical reasoning; capacity to critically review literature; ability to discern research paths worth pursuing; writing skills; and interpersonal skills. These give them a first taste of what it is like to be a physicist and ease their transition into a professional physics career.     

Legitimizing the Wound: Mapping the Military's Diagnostic Discourse of Traumatic Brain Injury

Following reports spanning from the beginning of the OEF (Operation Enduring Freedom) and OIF (Operation Iraqi Freedom) conflicts to the early 2010s, this rhetorical investigation analyzes the U.S. military's diagnostic practices used to identify mild traumatic brain injury (mTBI) in blast-affected troops. Considering the notion of “wound/injury” as a possible boundary object, this paper discusses how the conceptual framing of “invisible” injuries may produce interruptions of distrust that inhibit effective diagnosis.     

Professional development to support principals' vision of science instruction: Building from their prior experiences to support the science practices

The implementation of science reform must be viewed as a systems-level problem and not just focus on resources for teachers and students. High-capacity instructional leadership is essential for supporting classroom science instruction. Recent reform efforts include a shift from learning about science facts to figuring out scientific phenomena in which students use science practices as they build and apply disciplinary core ideas. We report findings from a research study on professional development (PD) to support instructional leaders' learning about the science practices. After participating in the PD, the instructional leaders' familiarity with and leadership content knowledge of the science practices significantly improved. Initially, principals used their understandings from other disciplines and content neutral visions of classrooms to make sense of science instruction. For example, they initially used their understandings of models and argument from ELA and math to make sense of science classroom instruction. Furthermore, some principals focused on content neutral strategies, like a clear objective. Over the course of the PD workshops, principals took up the language of the science practices in more nuanced and sophisticated ways. Principals' use of the language of the science practices became more frequent and shifted from identifying or defining them to considering quality and implementation in science classrooms. As we design tools to support science, we need to consider instructional leaders as important stakeholders and develop resources to specifically meet their needs. If the science feels too unfamiliar or intimidating, principals may avoid or reframe science reform efforts. Consequently, it is important to leverage instructional leaders' resources from other disciplines and content neutral strategies as bridges for building understanding in science. We argue that the science practices are one potential lever to engage in this work and shift instructional leaders' understandings of science instruction.     

军事院校“人工智能导论”课程思政教育研究

课程思政教育是军地高校坚持社会主义办学的重要内容,针对“人工智能导论”课程的教学环节,分析了思想政治教育的必要性和研究现状;同时结合军事院校的办学特点,探讨了军事院校思想政治教育的特殊性;设计了符合军校生认知和需求的课程思政教育路径,对培养有灵魂、有本事、有血性、有品德的新一代革命军人具有一定的参考意义。     

面向“两性一度”标准的潮汐学课程教学改革

以学生为中心,以提升综合素质能力为导向,依据“两性一度”标准对海洋潮汐学课程进行了教学改革。通过优化教学内容,贯通体现高阶性;以问题为导向,采用启发式教学体现创新性;重视实践训练,科教融合体现挑战度;多方式考核方式融合,优化考评体系,强化能力素质培养,促进课程教学质量和教学效果提升。实践表明,本课程教学改革增强了学生学习的主动性,加深了对课程内容的理解和应用,培养了学生的创新意识和科学思维方法,提升了学生解决复杂问题的综合能力。     

Visualizing statistical edutainment: What you see is what you get

Concepts of data visualization are explored using statistics educational fun items and illustrated by sharing results from the experiment we conducted on cartoon captions.     

论图书馆学期刊编辑对内对外的有效沟通

编辑是期刊编辑出版活动的组织者、执行者和服务者,是联系作者、审稿专家、读者等相关人员之间的桥梁。这就需要编辑具有很好的协调和沟通能力;需要编辑与编辑部内外建立起平等、和谐、合作的友好关系。图书馆学期刊编辑应该掌握和运用有效沟通的方法,对提高期刊质量和竞争力,实现期刊的可持续发展具有十分重要的意义。