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

Enhancement Of Mathematical Reasoning Ability At Senior High School By The Application Of Learning With Open Ended Approach

The objective of this research is to investigate the differences of students’ enhancement of mathematical reasoning ability as the result of the application of learning with open ended approach and conventional learning. The population in this research was the entire students in high schools and Aliyah in Bandung. The sample is students on grade X. Two classes are randomly selected from each school, one class as an experiment class (open-ended approach) and another class as a control class (conventional learning). The instruments used include mathematical prior knowledge test, mathematical reasoning test, and guidelines for observation. The results of data analysis show that if it is viewed as a whole, students’ enhancement of mathematical reasoning who had treated with instruction using open-ended approach was better than students who had treated with regular instruction. There is interaction between learning approach and school levels towards students’ enhancement of mathematical reasoning. There is no interaction between learning approach and the initial of mathematical ability towards students’ enhancement of mathematical reasoning. Keywords: Open Ended Approach, Conventional, and Mathematical Reasonin

Conversations outside the comfort zone: identity formation in SME manager action learning

In this paper we consider the construction of narrative identity and particularly how managers of small businesses may construct new narrative identities within the activity of the action learning situation. We build on recent work to suggest that the ‘world’ of managers can be explored through a consideration of Vygotsky's socio-cultural theory of learning and what he referred to as the zone of proximal development. We argue that for small business managers, a consideration of identity is fundamental to personal and business development and that this encompasses a consideration of present concerns and interests, existing capacities and understandings and skills to find solutions to problems faced. We base our propositions on the evidence that many small business managers feel the need to focus on operational activities, which prevents consideration of the long-term and of their personal development. Action learning should not be viewed merely as an opportunity to pose and find solutions to problems; more importantly it offers the possibility of considering which aspects of a learner's self-image are potentially blocking progress and change, to engage in identity work and to surface and take action upon those elements of one's current identity that prevent thoughtful action. The impact of the powerful image of the entrepreneur is also examined in two case studies of owner-manager identity construction in the action learning situation. We suggest that a re-theorization of action learning provides a basis for emphasising the identity-forming potential of sets and we also propose that action learning practitioners (set advisors) use Vygotsky's notions of socio-cultural practice and the zone of proximal development to encourage the re-narration of identities and particularly the development of a strong sense of self in the action learning situation

archiTECTONICS: Pre- and Trans-Disciplinary Reference in Beginning Design

This presentation was part of the session : Pedagogy: Procedures, Scaffolds, Strategies, Tactics24th National Conference on the Beginning Design StudentPedagogical approaches to beginning design in architecture often assume trans-disciplinary modes of exploration to filter problem parameters and sculpt perceptual outlook for iterative potential. A closer look suggests moments within the architectural design process that come before, or around, the discipline itself in the form of other disciplines accompanied by basic principles, such as Visual Literacy. Iterating and perceiving through every disciplinary dynamic, instance, and/or action in the process of designing transcends, builds, and structures its neighbor for explorative sequencing, intention, and growth of sensibilities in design resolution. An acute awareness of disciplinary state, in a maturing design process, can alleviate obscurity of ideological foundation and facilitate growth for trans-disciplinary thinking, making, and communicating in a root discipline such as architecture. How can beginning design instructors guide young designers to keep ideas and concepts for design in focus, recognizing that root disciplines transcend pre- and trans-disciplinary processes? Does recognizing variation in pace, induced by digital and analog tools, and intention of design iteration, by discipline, instill clarity by pre-disciplinary thinking, perception, and operation? Trans-disciplinary exercise provokes awareness of pre-disciplinary foundations furthering possibilities for unique root-disciplinary understandings and results. The developed exercise, archiTECTONIC, recognizes and cycles through reasoning, conceptualization, and iteration in a trans-disciplinary sequence, allowing the beginning design student to recognize pre-disciplinary ideology, pace, and purpose when processing ideas through fundamentals of architectural design. Engaging this as a strategy for seeing, thinking, and maneuvering through a dynamic process provides design liberty and clarity for processing and communicating in a root discipline, in this case architecture

Interacting with Indeterminate Quantities through Arithmetic Word Problems: Tasks to Promote Algebraic Thinking at Elementary School

In this study, we analyze how 9–10-year-old pupils work with equations, a central aspect of algebraic thinking in early grades and a cornerstone for more formal learning of algebra. Specifically, we seek: (a) to describe the main characteristics of the tasks that support algebraic thinking through a translation process from arithmetic word problems to algebraic language and vice versa, and (b) to identify how pupils refer to indeterminate quantities in these contexts and what meaning they give to them. The analysis focuses on the semantic congruence of the expressions proposed by them and on the dialogue they held during the translation process. We analyzed the oral discussion in the pools and the written responses to the problem that pupils posed. The results show that arithmetic word problems allow the indeterminate to become an object of thought for pupils, who represent it in multiple ways and refer to it when proposing equations that represent the structure of each problem. Another finding highlights that reflection on the interpretation of the equations supports the identification of two meanings associated with indeterminate quantities, namely, unknown and variable.Universidad del Desarrollo (Chile) 23.400.173State Research Agency (SRA) from Spain EDU2016-75771-P PID2020-113601GB-I0

Debating whether Dinosaurs Should be "Cloned" from Ancient DNA to Promote Cooperative Learning in an Introductory Evolution Course

This interactive internet exercise engages students in cooperative library and web research on a controversial topic in science (and ethics), specifically the cloning of extinct forms of life. To debate the many complex issues embedded in this topic, students have to apply knowledge acquired from a variety of sources about dinosaurs, their evolutionary history, diversity, distribution, physiology, behavior, environmental requirements, and extinction. They must achieve a general understanding of the techniques used to discover and retrieve ancient DNA and to produce a clone from a living adult animal. During an in-class "trial," two teams of students representing six types of specialists argue cases for and against dinosaur cloning. Student "judges" hear testimony, pose questions to the specialists, and render their verdict about whether dinosaur cloning should be allowed. Working cooperatively in small groups and arguing a position in an authoritative fashion requires students to exercise their communication (written and oral), collaborative, and critical thinking skills. This exercise creates a dynamic learning environment in a moderately large introductory geology course and demonstrates the importance of scientific literacy in the contemporary experience. Educational levels: Graduate or professional

Mathematics outside the classroom: examples with pre-service teachers

The classroom is only one of the "homes" where education takes place. The use of non-formal teaching contexts, such as the surrounding environment, constitutes an educational context that can promote positive attitudes among students and an additional motivation for the study of mathematics. Teaching should be enriched with challenging tasks, aimed at developing cognitive abilities, such as problem posing and solving, and also encourage creative thinking. Thus, arise the trails, which consist of a sequence of tasks that the students have to solve, along a preplanned route. In this process, teacher education has a fundamental role, providing (future) teachers with the same experiences they are expected to offer their own students. The trails have great potential for all the students who experience them. Thus, we will discuss some of that potential developed in the context of pre-service teacher training.0D1E-4824-1244 | Ana Cristina Coelho Barbosainfo:eu-repo/semantics/publishedVersio

Mathematically gifted and talented learners: Theory and practice

This is an Author's Accepted Manuscript of an article published in International Journal of Mathematical Education in Science and Technology, 40(2), 213-228, 2009, copyright Taylor & Francis, available online at: http://www.tandfonline.com/10.1080/00207390802566907.There is growing recognition of the special needs of mathematically gifted learners. This article reviews policy developments and current research and theory on giftedness in mathematics. It includes a discussion of the nature of mathematical ability as well as the factors that make up giftedness in mathematics. The article is set in the context of current developments in Mathematics Education and Gifted Education in the UK and their implications for Science and Technology. It argues that early identification and appropriate provision for younger mathematically promising pupils capitalizes on an intellectual resource which could provide future mathematicans as well as specialists in Science or Technology. Drawing on a Vygotskian framework, it is suggested that the mathematically gifted require appropriate cognitive challenges as well as attitudinally and motivationally enhancing experiences. In the second half of this article we report on an initiative in which we worked with teachers to identify mathematically gifted pupils and to provide effective enrichment support for them, in a number of London Local Authorities. A number of significant issues are raised relating to the identification of mathematical talent, enrichment provision for students and teachers’ professional development