Fidelity and complexity : aspects of reality in interactive learning environments for physics learners

Computer-based interactive learning environments in physics can help students to differentiate between their intuitive views on natural phenomena and the formalisms of Newtonian physics. This thesis describes empirical investigations of a specific type of interactive learning environments, computer-based simulations. In many cases computer simulations deal with a simplified and idealised version of the natural phenomenon. Presenting the user with a simplification of reality is seen as one of the advantages of simulations, since too complex and too realistic simulations may sometimes be overwhelming for learners and may not permit the identification of the underlying model. Yet implications arise about the degree to which students either expect or perceive simulations to be real and how these expectations and perceptions affect their interaction with the simulation.Reality for the purposes of this research is considered to be a construct comprising the visual fidelity (fidelity) and the complexity of the underlying physical model (complexity) of the simulation. Evaluation of a number of simulations, two case studies and interviews with simulation designers and educators suggested these components. Altering the relation between fidelity and complexity levels affects students' learning and contributes to the students' perception of reality. This is demonstrated in a study of a number of simulations of the same physical phenomenon (Newtonian collisions) with degrees of fidelity and complexity which have been examined to test this hypothesis. Two empirical studies were then conducted to investigate the use of simulations which represented different fidelity and complexity levels.Analyses were carried out on videotapes and questionnaires of students interacting collaboratively with the simulations (40 hours of computer based activity). The empirical approaches to these studies, reports on work done, including the emerging data in multiple forms (questionnaires, video and audio tapes of the students interaction) and its analysis are presented in this thesis. The work reported looks at students' interaction with the simulations (pre to post test learning gain and issues concerning pre and post testing), their comments on the interface and the model underlying the simulation.The thesis supports the view that well designed computer-based simulations can promote learning and that design issues are essential to the creation of successful simulations. The findings claim that: a) enhanced fidelity of an instructional simulation has positive effects on the learner outcome,b) interfaces which use multiple representations offer valuable information which facilitates problem solving strategies andc) low complexity simulations are better suited to novice learners.These outcomes are presented as implications for simulation design and the use and development of a syntax in simulation design is also discussed (design criteria for how systems might be built). Finally the outcomes' applicability, the limitations of the studies, as well as the scope for further research that should lead to an understanding of the factors which promote successful use of simulations in the teaching of physics are presented

Proceedings of the 12th International Conference on Technology in Mathematics Teaching ICTMT 12

Innovation, inclusion, sharing and diversity are some of the words that briefly and suitably characterize the ICTMT series of biennial international conferences – the International Conference on Technology in Mathematics Teaching. Being the twelfth of a series which began in Birmingham, UK, in 1993, under the influential enterprise of Professor Bert Waits from Ohio State University, this conference was held in Portugal for the first time. The 12th International Conference on Technology in Mathematics Teaching was hosted by the Faculty of Sciences and Technology of the University of Algarve, in the city of Faro, from 24 to 27 June 2015, and was guided by the original spirit of its foundation. The integration of digital technologies in mathematics education across school levels and countries, from primary to tertiary education, together with the understanding of the phenomena involved in the teaching and learning of mathematics in technological environments have always been driving forces in the transformation of pedagogical practices. The possibility of joining at an international conference a wide diversity of participants, including school mathematics teachers, lecturers, mathematicians, mathematics educators and researchers, software designers, and curriculum developers, is one facet that makes this conference rather unique. At the same time, it seeks to foster the sharing of ideas, experiences, projects and studies while providing opportunities to try-out and assess tools or didactical proposals during times of hands-on work. The ICTMT 12 had this same ambition, when embracing and welcoming just over 120 delegates who actively and enthusiastically contributed to a very packed program of scientific proposals and sessions on various topics

Modelling arithmetic strategies

This thesis examines children's arithmetic strategies and their relation to the concepts of commutativity and associativity. Two complementary methods were used in this research: empirical studies and computational models.Empirical studies were carried out to identify the strategies children used for solving problems like 3 + 4, and 3 + 4 + 7, and the conceptual knowledge associated with them. Their understanding of subtraction problems where the minuend is less than the subtrahend (e.g. 6 - 8) was also considered. A study with 105 subjects revealed a variety of strategies and information about children's knowledge of commutativity and associativity. Four levels of performance of commutativity were also identified. A longitudinal study was carried out with 12 children in order to obtain details of children's changes in strategy, and to double check the results obtained in the main study. The strategies observed to be used by children over a 20 month period parallel those found in previous studies, which show a general transition to more efficient methods. However, the longitudinal study revealed that development of such arithmetic strategies is a slow process. Furthermore, the studies indicated that knowledge of commutativity is a prerequisite for associativity.Models of the observed strategies have been implemented in the form of production rules in a computer program called PALM. The process of implementation highlighted features of children's problem solving that had not been 'detected during the studies.In addition to models that describe the space of strategies, a model of learning has been implemented for the transition from procedural knowledge of commutativity to that of associativity. The model is capable of generalizing its inbuilt knowledge, for instance, its ability to solve 2-term arithmetic expressions, to allow it to solve more complex problems, such as 3-term arithmetic expressions. A further model has been constructed for learning arithmetic strategies that are more efficient than those already represented in the program. It learns specific rules by adding conditions for efficient problem solving to its previous general rules

HSCI2013: proceedings of the 10th International Conference on Hands-on Science

The core topic of the 10th Hands-on Science Conference is "Educating for Science and through Science"Livro de trabalhos extensos aceites para publicação no livro de proceedings da 10ª conferencia HSC

The student-produced electronic portfolio in craft education

The authors studied primary school students’ experiences of using an electronic portfolio in their craft education over four years. A stimulated recall interview was applied to collect user experiences and qualitative content analysis to analyse the collected data. The results indicate that the electronic portfolio was experienced as a multipurpose tool to support learning. It makes the learning process visible and in that way helps focus on and improves the quality of learning. © ISLS.Peer reviewe

A cloudification methodology for high performance simulations

Mención Internacional en el título de doctorMany scientific areas make extensive use of computer simulations to study complex real-world processes. These computations are typically very resource-intensive and present scalability issues as experiments get larger, even in dedicated supercomputers since they are limited by their own hardware resources. Cloud computing raises as an option to move forward into the ideal unlimited scalability by providing virtually infinite resources, yet applications must be adapted to this paradigm. The major goal of this thesis is to analyze the suitability of performing simulations in clouds by performing a paradigm shift, from classic parallel approaches to data-centric models, in those applications where that is possible. The aim is to maintain the scalability achieved in traditional HPC infrastructures, while taking advantage of Cloud Computing paradigm features. The thesis also explores the characteristics that make simulators suitable or unsuitable to be deployed on HPC or Cloud infrastructures, defining a generic architecture and extracting common elements present among the majority of simulators. As result, we propose a generalist cloudification methodology based on the MapReduce paradigm to migrate high performance simulations into the cloud to provide greater scalability. We analysed its viability by applying it to a real engineering simulator and running the resulting implementation on HPC and cloud environments. Our evaluations will aim to show that the cloudified application is highly scalable and there is still a large margin to improve the theoretical model and its implementations, and also to extend it to a wider range of simulations.Muchas áreas de investigación hacen uso extensivo de simulaciones informáticas para estudiar procesos complejos del mundo real. Estas simulaciones suelen hacer uso intensivo de recursos, y presentan problemas de escalabilidad conforme los experimentos aumentan en tamaño incluso en clústeres, ya que estos están limitados por sus propios recursos hardware. Cloud Computing (computación en la nube) surge como alternativa para avanzar hacia el ideal de escalabilidad ilimitada mediante el aprovisionamiento de infinitos recursos (de forma virtual). No obstante, las aplicaciones deben ser adaptadas a este nuevo paradigma. La principal meta de esta tesis es analizar la idoneidad de realizar simulaciones en la nube mediante un cambio de paradigma, de las clásicas aproximaciones paralelas a nuevos modelos centrados en los datos, en aquellas aplicaciones donde esto sea posible. El objetivo es mantener la escalabilidad alcanzada en las tradicionales infraestructuras HPC, mientras se explotan las ventajas del paradigma de computación en la nube. La tesis explora las características que hacen a los simuladores ser o no adecuados para ser desplegados en infraestructuras clúster o en la nube, definiendo una arquitectura genérica y extrayendo elementos comunes presentes en la mayoría de los simuladores. Como resultado, proponemos una metodología genérica de cloudificación, basada en el paradigma MapReduce, para migrar simulaciones de alto rendimiento a la nube con el fin de proveer mayor escalabilidad. Analizamos su viabilidad aplicándola a un simulador real de ingeniería, y ejecutando la implementación resultante en entornos clúster y en la nube. Nuestras evaluaciones pretenden mostrar que la aplicación cloudificada es altamente escalable, y que existe un amplio margen para mejorar el modelo teórico y sus implementaciones, y para extenderlo a un rango más amplio de simulaciones.- Administrador de Infraestructuras Ferroviarias (ADIF), Estudio y realización de programas de cálculo de pórticos rígidos de catenaria (CALPOR) y de sistema de simulación de montaje de agujas aéreas de línea aérea de contacto (SIA), JM/RS 3.6/4100.0685-9/00100 – Administrador de Infraestructuras Ferroviarias (ADIF), Proyecto para la Investigación sobre la aplicación de las TIC a la innovación de las diferentes infraestructuras correspondientes a las instalaciones de electrificación y suministro de energía (SIRTE), JM/RS 3.9/1500.0009/0-00000 – Spanish Ministry of Education, TIN2010-16497, Scalable Input/Output techniques for high-performance distributed and parallel computing environments – Spanish Ministry of Economics and Competitiveness, TIN2013-41350-P, Técnicas de gestión escalable de datos para high-end computing systems – European Union, COST Action IC1305, ”Network for Sustainable Ultrascale Computing Platforms” (NESUS) – European Union, COST Action IC0805, ”Open European Network for High Performance Computing on Complex Environments” – Spanish Ministry of Economics and Competitiveness, TIN2011-15734-E, Red de Computación de Altas Prestaciones sobre Arquitecturas Paralelas Heterogéneas (CAPAP-H)Programa Oficial de Doctorado en Ciencia y Tecnología InformáticaPresidente: Domenica Talia.- Presidente: José Daniel García Sánchez.- Secretario: José Manuel Moya Fernánde