Epistemological activators and students' epistemologies in learning modern STEM topics

This dissertation is a collection of studies developed during my Ph.D. program within the Physics Education Research group of the University of Bologna. The entire work is driven by the role of epistemology in science as a means to orient learning and identity construction. Specifically, the study aims (i) to characterize epistemologically the design of teaching modules for High School on two main modern STEM topics: Artificial Intelligence (AI) and Quantum Physics (QP), and (ii) to investigate the so-called ‘students’ epistemologies’ in the context of learning QP. In the first part, the use that I do of epistemology involves the individuation of transversal themes, activities, and ideas – that I define ‘epistemological activators’ - that can structure students’ knowledge on a meta-level and foster them to reflect on the nature of disciplines and knowledge in general; this results in the proposal of teaching paths and insights for High School both in the contexts of QP and AI. In the second part, I conduct a qualitative study on students’ epistemologies in learning QP. Previous analysis showed evidence of three specific requirements that students show in learning QP, which I referred to as epistemic needs: the needs of visualization, comparability and ‘reification’. Along with these results, I decided to conduct a study on the nature of the factors that trigger students’ stances towards and acceptance of QP, building on the research literature on personal epistemologies. To this extent, I collected extensive written and recorded data of High School students participating in an introductory course on QP. The analysis mainly highlighted (i) evidence of expectations about the role of ‘visual modeling’ and ‘math’ as two personally reliable means to bridge classical and quantum domains., and (ii) evidence of entanglement between specific students’ epistemologies and their meta-affective stances towards challenges in learning QP

The Development and Validation of the Growing Disciples Inventory (GDI) as a Curriculum-aligned Self-assessment for Christian Education

Although numerous norm-referenced measures of religiosity and spirituality exist for adults, no assessment of the holistic goals for Christian spiritual development in the context of evangelical Protestant schools, geared to adolescents, and using emerging technologies, was found. Addressing this lacuna, the purpose of this curriculum study was to develop and validate the Growing Disciples Inventory (GDI) as a curriculum-aligned self-assessment for Christian education. Using a mixed methods approach, the GDI was constructed in the first phase of this educational design research. Experts in the fields of curriculum, assessment, Christian education and/or discipleship evaluated the extent to which proposed items were aligned to the Growing Disciples (GD) curriculum framework, and were appropriate to adolescent learners participating in Christian education. At least four items were included for each of 21 constructs within the four GD curriculum processes. The 100-item GDI was further refined through two development cycles of usability testing with adolescents. Using a think-aloud protocol, a proportional quota convenience sample of 16 learners completed the GDI online, reviewed their online reports, and took the exit survey. Minor refinements were made with the data from these individual interviews. During the second phase, evidence for the validity of the GDI was evaluated with data from a purposive sample of nine educators and 595 Grade 7 through 12 students in 8 American, South African, and Australian Seventh-day Adventist schools. High reliability was found in terms of internal consistency (Cronbach’s alphas of .855 to .943) and structural equation modelling (standardized correlation coefficients of .59 to .95) for the four cyclical and lifelong Christian spiritual development processes of Connecting,Understanding, Ministering, and Equipping. Confirmatory factor analysis through structural equation modelling provided evidence of construct validity with an adequate model fit. Moderate inter-factor correlations compared to higher correlations within factors indicated discriminant validity. Learner responses to 7 GDI exit survey items further supported the GDI’s design and ease-of-use online. Answers to 3 open-ended GDI exit survey questions supplied rich qualitative data that corroborated quantitative responses, and added perceptions of the utility and relevance of the GDI as a formative self-assessment tool to facilitate exploration of strengths and growth points through reflection and metacognition. The majority of educator interviews indicated favourable perceptions of the GDI’s utility and relevance within their sphere of the global Seventh-day Adventist education system. Structural equation model fit evaluation and correlations demonstrated that the GDI is a consistent self-assessment across gender and grade level. Although a weak correlation between country and learner scores was found, qualitative data supports the relevance of the GDI in each country. Further validation studies are recommended with larger samples international samples to adequately demonstrate generalizability within the context of evangelical Protestant education. Analysis of emerging themes in learner responses corroborated quantitative findings, triangulating evidence for learner engagement and the positive potential for the GDI’s use to facilitate Christian spiritual development. Each study of reliability and validity undertaken in this mixed methods curriculum research added moderate to strong evidence in support of the GDI as a curriculum-aligned self-assessment for adolescents participating in Christian education

Tracking the Temporal-Evolution of Supernova Bubbles in Numerical Simulations

The study of low-dimensional, noisy manifolds embedded in a higher dimensional space has been extremely useful in many applications, from the chemical analysis of multi-phase flows to simulations of galactic mergers. Building a probabilistic model of the manifolds has helped in describing their essential properties and how they vary in space. However, when the manifold is evolving through time, a joint spatio-temporal modelling is needed, in order to fully comprehend its nature. We propose a first-order Markovian process that propagates the spatial probabilistic model of a manifold at fixed time, to its adjacent temporal stages. The proposed methodology is demonstrated using a particle simulation of an interacting dwarf galaxy to describe the evolution of a cavity generated by a Supernov

THE CONSTRUCTION OF LOCAL ROAD SAFETY ISSUES: WHEN LAY AND PROFESSIONAL DISCOURSES COLLIDE

Highway Authorities in the United Kingdom have jurisdiction to control, maintain and improve the local highway network, and the Road Traffic Act 1988 places a duty on such authorities to take preventative measures to reduce road casualties. As such, engineers working for the Highway Authority are on the ‘front-line,’ and are required to deal directly with lay concerns relating to road safety. This study investigates the nature and characteristics of how local road safety issues are raised and how engineers respond to such issues in a local authority setting. A grounded theory methodology was applied in the collection and analysis of this data, and in the generation of subsequent emergent themes. Datasets were established containing textual data from correspondence between the lay public and the authority, and from local press reporting. This was augmented by 47 semi-structured interviews with engineers. The analysis demonstrates that road safety issues and their construction, form a distinct genre. There are certain characteristic structural elements and argumentative approaches, which are oft repeated, in lay formulations of road safety. Road safety issues are played out in a contested field, although engineers may have, in theory, the ‘expertise’ that grants them authority to assess, diagnose and implement mitigation measures; in practice they have little autonomy or control. Regulatory restrictions, political interference, resource impoverishment and a volatile public, severely limit engineers’ independence and discretion. In dealing with the exigencies and pressures of day-to-day front-line public service, engineers deploy certain strategies for ‘managing’ the public. These pragmatic strategies are examined in order to establish how engineers can best effect practical action, in the face of competing and often conflicting demands. In examining the rhetorical organisation of lay argumentative strategies, a ‘popular epidemiology’ of road safety is recreated. This term, borrowed from Brown (1992), encapsulates a folk philosophy with respect to accident causation and the measures that are considered necessary or appropriate to ameliorate/eliminate identified issues. It is suggested that in vivo formulations of road safety issues, such as the ‘accident waiting to happen’ are founded on vague premises, and constitute a category mistake. Projections from phenomenally troubling, yet largely unsubstantiable events, to those with profound material consequences, are neither necessary nor certain. In making decisions on substantial capital investments, engineers, by necessity, are required to assess competing sites on a more epistemically secure metric, namely the police road casualty record