Mathematical models of games of chance: Epistemological taxonomy and potential in problem-gambling research

Games of chance are developed in their physical consumer-ready form on the basis of mathematical models, which stand as the premises of their existence and represent their physical processes. There is a prevalence of statistical and probabilistic models in the interest of all parties involved in the study of gambling – researchers, game producers and operators, and players – while functional models are of interest more to math-inclined players than problem-gambling researchers. In this paper I present a structural analysis of the knowledge attached to mathematical models of games of chance and the act of modeling, arguing that such knowledge holds potential in the prevention and cognitive treatment of excessive gambling, and I propose further research in this direction

Virtual neutron scattering experiments - Training and preparing students for large-scale facility experiments

Dansk Vi beskriver, hvordan virtuelle eksperimenter kan udnyttes i et læringsdesign ved at forberede de studerende til hands-on-eksperimenter ved storskalafaciliteter. Vi illustrerer designet ved at vise, hvordan virtuelle eksperimenter bruges på Niels Bohr Institutets kandidatkursus om neutronspredning. I den sidste uge af kurset, rejser studerende til et storskala neutronspredningsfacilitet for at udføre neutronspredningseksperimenter. Vi bruger studerendes udsagn om deres oplevelser til at argumentere for, at arbejdet med virtuelle experimenter forbereder de studerende til at engagere sig mere frugtbart med eksperimenter ved at lade dem fokusere på fysikken og relevante data i stedet for instrumenternes funktion. Vi hævder, at det er, fordi de kan overføre deres erfaringer med virtuelle eksperimenter til rigtige eksperimenter. Vi finder dog, at læring stadig er situeret i den forstand, at kun kendskab til bestemte eksperimenter overføres. Vi afslutter med at diskutere de muligheder, som virtuelle eksperimenter giver. English We describe how virtual experiments can be utilized in a learning design that prepares students for hands-on experiments at large-scale facilities. We illustrate the design by showing how virtual experiments are used at the Niels Bohr Institute in a master level course on neutron scattering. In the last week of the course, students travel to a large-scale neutron scattering facility to perform real neutron scattering experiments. Through student interviews and survey answers, we argue, that the virtual training prepares the students to engage more fruitfully with experiments by letting them focus on physics and data rather than the overwhelming instrumentation. We argue that this is because they can transfer their virtual experimental experience to the real-life situation. However, we also find that learning is still situated in the sense that only knowledge of particular experiments is transferred. We proceed to discuss the affordances of virtual experiments

Teaching wave-particle complementarity using the Virtual Mach-Zehnder Interferometer

We propose the teaching of wave-particle duality mediated by a software called Virtual Mach-Zehnder Interferometer, developed by our research group. We introduce the Dirac’s formalism contextualized on the Mach-Zehnder Interferometer, constructing explicitly the operators that represent the action of each device on the interferometer, calculating probability amplitudes on screens. Wave-particle complementarity is explored both in the qualitative and quantitative perspective, using computational simulations provided by the software. By studying concepts such as visibility, predictability and distinguishability, we explore the intermediate interference patterns aiming to expand what has not traditionally been found in textbooks and most courses. With the purpose of illustrating the application of the software in the classroom, the paper presents some didactical situations experienced by students of a physics teacher-training course during a quantum physics class, discussing students’ discursive interactions. The didactical approach to quantum interference phenomena carried out with the software, whether qualitative or quantitative, can promote rich and interesting discussions among students, exploring recent topics of quantum physics and allowing them to have a deeper and articulated understanding of the theory

Educational use cases from a shared exploration of e-books and iPads

E-books and e-book readers are becoming increasingly widely available, particularly for the general reader, and there have been many studies on their adoption. However, less is known about their use for educational and academic purposes. We report here on work carried out on e-books and e-book applications using iPads by academic and teaching staff. After considering pedagogical issues and reporting survey results, we identify a spiral of six key use case areas for e-books. This spiral of use cases moves from basic e-book use, through situational reading, e-books and learning, using multiple learning resources, collaborative/group learning, to e-book production. We discuss each of these use case areas and provide guidelines that will be of interest to practitioners and researchers alike

Teacher competence development – a European perspective

This chapter provides an European perspectives on teacher competence development