Reinventing discovery learning: a field-wide research program

© 2017, Springer Science+Business Media B.V., part of Springer Nature. Whereas some educational designers believe that students should learn new concepts through explorative problem solving within dedicated environments that constrain key parameters of their search and then support their progressive appropriation of empowering disciplinary forms, others are critical of the ultimate efficacy of this discovery-based pedagogical philosophy, citing an inherent structural challenge of students constructing historically achieved conceptual structures from their ingenuous notions. This special issue presents six educational research projects that, while adhering to principles of discovery-based learning, are motivated by complementary philosophical stances and theoretical constructs. The editorial introduction frames the set of projects as collectively exemplifying the viability and breadth of discovery-based learning, even as these projects: (a) put to work a span of design heuristics, such as productive failure, surfacing implicit know-how, playing epistemic games, problem posing, or participatory simulation activities; (b) vary in their target content and skills, including building electric circuits, solving algebra problems, driving safely in traffic jams, and performing martial-arts maneuvers; and (c) employ different media, such as interactive computer-based modules for constructing models of scientific phenomena or mathematical problem situations, networked classroom collective “video games,” and intercorporeal master–student training practices. The authors of these papers consider the potential generativity of their design heuristics across domains and contexts

Embodiment and embodied design

Picture this. A preverbal infant straddles the center of a seesaw. She gently tilts her weight back and forth from one side to the other, sensing as each side tips downward and then back up again. This child cannot articulate her observations in simple words, let alone in scientific jargon. Can she learn anything from this experience? If so, what is she learning, and what role might such learning play in her future interactions in the world? Of course, this is a nonverbal bodily experience, and any learning that occurs must be bodily, physical learning. But does this nonverbal bodily experience have anything to do with the sort of learning that takes place in schools - learning verbal and abstract concepts? In this chapter, we argue that the body has everything to do with learning, even learning of abstract concepts. Take mathematics, for example. Mathematical practice is thought to be about producing and manipulating arbitrary symbolic inscriptions that bear abstract, universal truisms untainted by human corporeality. Mathematics is thought to epitomize our species’ collective historical achievement of transcending and, perhaps, escaping the mundane, material condition of having a body governed by haphazard terrestrial circumstance. Surely mathematics is disembodied

Enactivism and ethnomethodological conversation analysis as tools for expanding Universal Design for Learning: the case of visually impaired mathematics students

Blind and visually impaired mathematics students must rely on accessible materials such as tactile diagrams to learn mathematics. However, these compensatory materials are frequently found to offer students inferior opportunities for engaging in mathematical practice and do not allow sensorily heterogenous students to collaborate. Such prevailing problems of access and interaction are central concerns of Universal Design for Learning (UDL), an engineering paradigm for inclusive participation in cultural praxis like mathematics. Rather than directly adapt existing artifacts for broader usage, UDL process begins by interrogating the praxis these artifacts serve and then radically re-imagining tools and ecologies to optimize usability for all learners. We argue for the utility of two additional frameworks to enhance UDL efforts: (a) enactivism, a cognitive-sciences view of learning, knowing, and reasoning as modal activity; and (b) ethnomethodological conversation analysis (EMCA), which investigates participants’ multimodal methods for coordinating action and meaning. Combined, these approaches help frame the design and evaluation of opportunities for heterogeneous students to learn mathematics collaboratively in inclusive classrooms by coordinating perceptuo-motor solutions to joint manipulation problems. We contextualize the thesis with a proposal for a pluralist design for proportions, in which a pair of students jointly operate an interactive technological device

An inquiry based instructional planning model that accommodates student diversity

The students in today’s public school classrooms represent great diversity and the struggle of teachers to teach all their students well. This paper describes an inquiry based instructional planning model that reflects lessons from the literature on effective teaching for diverse classrooms. An example of a high school lesson exemplifies the model. The model includes a framework for planning supports for students with extraordinary learning challenges

Scientific Argumentation as a Foundation for the Design of Inquiry-Based Science Instruction

Despite the attention that inquiry has received in science education research and policy, a coherent means for implementing inquiry in the classroom has been missing [1]. In recent research, scientific argumentation has received increasing attention for its role in science and in science education [2]. In this article, we propose that organizing a unit of instruction around building a scientific argument can bring inquiry practices together in the classroom in a coherent way. We outline a framework for argumentation, focusing on arguments that are central to science—arguments for the best explanation. We then use this framework as the basis for a set of design principles for developing a sequence of inquiry-based learning activities that support students in the construction of a scientific argument. We show that careful analysis of the argument that students are expected to build provides designers with a foundation for selecting resources and designing supports for scientific inquiry. Furthermore, we show that creating multiple opportunities for students to critique and refine their explanations through evidence-based argumentation fosters opportunities for critical thinking, while building science knowledge and knowledge of the nature of science

Integrating Real and Virtual Learning Spaces

Undoubtedly, the widespread introduction of Learning Management Systems over the past few years has had significant impact on online learning by enabling lecturers to easily upload and disseminate learning resources, as well as providing the potential for new forms of online interaction. However, LMSs have had significantly less impact upon the sorts of interactions that can occur in class: both lecturer-student and student-student. This article considers ways in which campus based students can benefit from the integration of real life and virtual interactions. It reflects upon lessons learned from the use of a prototype Learning Management System and explores ways in which virtual and real spaces may combined to address specific academic needs. This is illustrated in two scenarios that outline ways in which virtual learning spaces may be integrated with face-to-face teaching within a campus based context. A third scenario offers a glimpse of future integration of real and virtual learning spaces which allow students to develop and share learning resources. Finally, a set of common principles underpinning the development and support of these methodologies are outlined

Philosophy of Science and Democracy. Some reflections on Philipp Frank"s "Relativity – a richer truth".

Philipp Frank"s book Relativity – a richer truth1 shows something we do not find very often after World War 2: a philosopher of science acting as a public intellectual. Taking part in the Conference on Science, Philosophy and Religion, Philipp Frank intervened in the public debate about the causes of Nazism and how to defend democracy and liberalism against totalitarian ideas and politics. Could philosophy of science contribute to such a struggle? Philipp Frank thought it could, he even thought that Philosophy of Science should play a crucial role in it. It"s obvious that this position should be of some interest for philosophers in Austria and Europe today. Of course, any serious analysis of Frank"s position would have to take the whole historical constellation into account. Between the beginning of the conference in 1940 and the publication of the book in 1951 the historical situation had dramatically changed. And therefore one has to distinguish several political dimensions in Frank"s arguments. Let me just make a short remark on the plurality of political perspectives Frank"s discourse opened up. Philipp Frank defined the role science should play in democracy not only in contrast to the role of science as it was conceived by totalitarian governments. Of course he criticised the Nazis" and Soviets" �philosophies of science� several times (see for instance p. 73, 98, 103p.). But he also made very clear that in the 40ies and 50ies not even the majority of scholars and university teachers in the US supported the specific view of science which Frank thought was so important to the advancement of democracy (for instance 59pp.). His rather critical comments on the teaching of science in the post war / cold war period show what he thought the really important political impact of science was. As far as I can see, these comments did not loose their significance