171,423 research outputs found
Exploring Current Practice of Using Technology to Support Collaborative Argumentation in Science Classrooms
The purpose of this qualitative study was to explore how middle school science teachers enact the practice of using technology to support collaborative argumentation in their science classroom. This study employed qualitative case study and drew on data sources of interviews and observations. This study identified two themes. Six teachers regarded scientific argumentation as an important science practice, but five of them integrated this practice into their science class without formally introducing it. All teachers integrated different forms of technology to engage students in scientific argumentation. In this study, the findings suggested there is a need to provide professional development for teachers to learn about scientific argumentation. The findings can be used as a basis for the design and development of professional development training experiences for in-servic
The SP theory of intelligence: benefits and applications
This article describes existing and expected benefits of the "SP theory of
intelligence", and some potential applications. The theory aims to simplify and
integrate ideas across artificial intelligence, mainstream computing, and human
perception and cognition, with information compression as a unifying theme. It
combines conceptual simplicity with descriptive and explanatory power across
several areas of computing and cognition. In the "SP machine" -- an expression
of the SP theory which is currently realized in the form of a computer model --
there is potential for an overall simplification of computing systems,
including software. The SP theory promises deeper insights and better solutions
in several areas of application including, most notably, unsupervised learning,
natural language processing, autonomous robots, computer vision, intelligent
databases, software engineering, information compression, medical diagnosis and
big data. There is also potential in areas such as the semantic web,
bioinformatics, structuring of documents, the detection of computer viruses,
data fusion, new kinds of computer, and the development of scientific theories.
The theory promises seamless integration of structures and functions within and
between different areas of application. The potential value, worldwide, of
these benefits and applications is at least $190 billion each year. Further
development would be facilitated by the creation of a high-parallel,
open-source version of the SP machine, available to researchers everywhere.Comment: arXiv admin note: substantial text overlap with arXiv:1212.022
Analytic frameworks for assessing dialogic argumentation in online learning environments
Over the last decade, researchers have developed sophisticated online learning environments to support students engaging in argumentation. This review first considers the range of functionalities incorporated within these online environments. The review then presents five categories of analytic frameworks focusing on (1) formal argumentation structure, (2) normative quality, (3) nature and function of contributions within the dialog, (4) epistemic nature of reasoning, and (5) patterns and trajectories of participant interaction. Example analytic frameworks from each category are presented in detail rich enough to illustrate their nature and structure. This rich detail is intended to facilitate researchers’ identification of possible frameworks to draw upon in developing or adopting analytic methods for their own work. Each framework is applied to a shared segment of student dialog to facilitate this illustration and comparison process. Synthetic discussions of each category consider the frameworks in light of the underlying theoretical perspectives on argumentation, pedagogical goals, and online environmental structures. Ultimately the review underscores the diversity of perspectives represented in this research, the importance of clearly specifying theoretical and environmental commitments throughout the process of developing or adopting an analytic framework, and the role of analytic frameworks in the future development of online learning environments for argumentation
The role of pedagogical tools in active learning: a case for sense-making
Evidence from the research literature indicates that both audience response
systems (ARS) and guided inquiry worksheets (GIW) can lead to greater student
engagement, learning, and equity in the STEM classroom. We compare the use of
these two tools in large enrollment STEM courses delivered in different
contexts, one in biology and one in engineering. The instructors studied
utilized each of the active learning tools differently. In the biology course,
ARS questions were used mainly to check in with students and assess if they
were correctly interpreting and understanding worksheet questions. The
engineering course presented ARS questions that afforded students the
opportunity to apply learned concepts to new scenarios towards improving
students conceptual understanding. In the biology course, the GIWs were
primarily used in stand-alone activities, and most of the information necessary
for students to answer the questions was contained within the worksheet in a
context that aligned with a disciplinary model. In the engineering course, the
instructor intended for students to reference their lecture notes and rely on
their conceptual knowledge of fundamental principles from the previous ARS
class session in order to successfully answer the GIW questions. However, while
their specific implementation structures and practices differed, both
instructors used these tools to build towards the same basic disciplinary
thinking and sense-making processes of conceptual reasoning, quantitative
reasoning, and metacognitive thinking.Comment: 20 pages, 5 figure
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