Chance in Science: The Discovery of Electromagnetism by H.C. Oersted

Ignoring the role of chance in science distorts the nature of the scientific process. Teachers can address this issue by means of several in-depth historical case studies, such as the discovery of electromagnetism by Oersted. Oersted was led to his lecture experiment by logic (two new hypotheses), but its success from the first trial was largely due to chance. Reproducing Oersteds experiment in the classroom complements the story by allowing students to see for themselves the role of some accidental factors, such as the choice of materials and instruments. The message to students is that chance and logic go together in science.     

人工智能视野下的问题求解模式

科学发现中的内在机制一直是吸引科学哲学家的一个重要的领域,许多的科学哲学家对此寄予了极大的关注,无论是早期的哲学家休谟、波普尔、还是近代的西蒙、纽厄尔等人都着迷于科学发现的领域。从S-Q—S模型的提出到问题求解的启发式模型的提出,在科学发现的领域中引导人们逐渐步入了认识科学发现的殿堂。     

偶发性创新过程模型及激发因素分析

本研究在偶发性创新的相关概念框架下,分析了这一过程模式的作用机理,并通过阶段划分提出了偶发性创新过程阶段模型,进而对各阶段的影响因素进行分析,提出了聚焦于企业层面因素的偶发性创新激发因素模型。     

The odyssey: school to work transitions,serendipity and position in the field

Little work on the significance and implications of decision-making has been undertaken since that led by Hodkinson in the 1990s, and the experiences of young people on vocational programmes and their reasons for undertaking them remain under-theorised and poorly understood. Drawing on two narratives from a study exploring young people’s motivations for undertaking vocational programmes, this article explores the relationship between their positioning in fields and career decision-making. The article argues that social positioning is significant in its relationship to decision-making, to the way in which young people perceive and construct their careers and to the influence of serendipity on their transitions. Drawing on a range of international studies, the article explores the implications of these findings in terms of young people’s future engagement with the global labour market, giving consideration to (dissonant) perceptions of vocational education and training as contributing to economic growth whilst addressing issues of social exclusion and promoting social justice.     

An autoethnographic inquiry into the role of serendipity in becoming a teacher educator/researcher

In this inquiry, the author inquires into her shifting ‘self’ as a researcher/teacher educator in teacher professional development. The ‘self’ in question is acknowledged as being historically, culturally and locally specific. It is also acknowledged as unfixed or unstable; constructed from and in response to various, and often competing, discourses. As an autoethnographic inquiry, this article presents vignettes of the self/researcher/teacher educator embedded in the messiness and complexity of lived experiences and it represents her attempts to make sense (albeit partial and provisional) of these experiences. Central to the inquiry is an examination of the roles played by serendipity and by writing itself in the processes of sense- and self-making.     

偶发性创新——区别于传统创新的过程模式

从创新活动中偶然性的重要作用出发,结合现实背景和相关理论,提出一种区别于传统创新的过程模式——偶发性创新,即由偶然因素引发的创新。归纳出偶发性创新的基本特征和构成要素,并指出其与一般创造过程的区别。进而在前人实证研究的基础上,提出偶发性创新较一般创新模式而言通常蕴含更高技术价值的观点,指出该创新模式可能成为突破性创新的替代方案,成为跨越型技术产生的源泉之一。     

Spanning from diagnosticity to serendipity: An empirical investigation of consumer responses to product presentation

This study examines the effects of different product presentation strategies (i.e., alternative- vs. attribute-based) on consumer responses to diagnostic and serendipitous website experiences. Drawing on the accessibility-diagnosticity framework, we propose that different types of information presentation strategies lead consumers to differently evaluate a website as being diagnostic and serendipitous. The findings from three studies suggest that attribute-based presentations effectively increase consumer perceptions of website diagnosticity and serendipity compared with an alternative-based format. Both perceived diagnosticity and serendipity significantly contribute to consumers’ overall satisfaction with a website. Theoretical and practical implications are discussed.     

The serendipity of principalship: meaning-making of a filipino secondary school principal

Meaning-making is vital in the realm of principalship. It serves as the fulcrum of one’s practice which eventually leads to seeing the light and appreciating the serendipity of principalship. While explicit knowledge abounds in the literature and is communicated in professional development programs, the role of the principals’ tacit knowledge derived from their experiences, day-to-day dealings with the school’s stakeholders, observations, insights, and reflections are vital inputs in understanding the dynamics of school principalship. This narrative inquiry is an attempt to capture the tacit knowledge of a Filipino secondary school principal whose experiences were limited by the absence of a formal academic preparation in school management but illumined by herleadership reflective space (LRS) which enabled her to surface the serendipitous language of principalship.