Applying science of learning in education: Infusing psychological science into the curriculum

The field of specialization known as the science of learning is not, in fact, one field. Science of learning is a term that serves as an umbrella for many lines of research, theory, and application. A term with an even wider reach is Learning Sciences (Sawyer, 2006). The present book represents a sliver, albeit a substantial one, of the scholarship on the science of learning and its application in educational settings (Science of Instruction, Mayer 2011). Although much, but not all, of what is presented in this book is focused on learning in college and university settings, teachers of all academic levels may find the recommendations made by chapter authors of service. The overarching theme of this book is on the interplay between the science of learning, the science of instruction, and the science of assessment (Mayer, 2011). The science of learning is a systematic and empirical approach to understanding how people learn. More formally, Mayer (2011) defined the science of learning as the “scientific study of how people learn” (p. 3). The science of instruction (Mayer 2011), informed in part by the science of learning, is also on display throughout the book. Mayer defined the science of instruction as the “scientific study of how to help people learn” (p. 3). Finally, the assessment of student learning (e.g., learning, remembering, transferring knowledge) during and after instruction helps us determine the effectiveness of our instructional methods. Mayer defined the science of assessment as the “scientific study of how to determine what people know” (p.3). Most of the research and applications presented in this book are completed within a science of learning framework. Researchers first conducted research to understand how people learn in certain controlled contexts (i.e., in the laboratory) and then they, or others, began to consider how these understandings could be applied in educational settings. Work on the cognitive load theory of learning, which is discussed in depth in several chapters of this book (e.g., Chew; Lee and Kalyuga; Mayer; Renkl), provides an excellent example that documents how science of learning has led to valuable work on the science of instruction. Most of the work described in this book is based on theory and research in cognitive psychology. We might have selected other topics (and, thus, other authors) that have their research base in behavior analysis, computational modeling and computer science, neuroscience, etc. We made the selections we did because the work of our authors ties together nicely and seemed to us to have direct applicability in academic settings

Clover rot (Sclerotinia trifolium) and Fusarium fungi in organic red clover in Finland

Sclerotinia trifolium is economically one of the most important pathogens of red clover in Europe and North America, while many Fusarium species can cause root rot in red clover in certain environmental conditions. During the years 2003-2004 S. trifolium was found only in the Northern and Eastern part of Finland, although in 1960's it was common everywhere in Finland

Control of potato late blight by caraway oil in organic farming

Caraway (Carum carvi) seeds contain biologically active essential oils, which have shown potential in controlling Phytophthora infestans (P.i.). An attempt is being made to develop a P.i. control strategy for organic farming based on caraway oil

Long-Term Optical Observations Of Two Lmxbs: Uw Crb (=Ms 1603+260) And V1408 Aql (=4U 1957+115)

We present new optical photometry of two low-mass X-ray binary stars, UW CrB (MS 1603+260) and V1408 Aql (4U 1957+115). UW CrB is an eclipsing binary and we refine its eclipse ephemeris and measure an upper limit to the rate of change of its orbital period, vertical bar P vertical bar < 4.2 x 10(-11) (unitless). The light curve of UW CrB shows optical counterparts of type I X-ray bursts. We tabulate the times, orbital phases, and fluences of 33 bursts and show that the optical flux in the bursts comes primarily from the accretion disk, not from the secondary star. The new observations are consistent with a model in which the accretion disk in UW CrB is asymmetric and precesses in the prograde direction with a period of similar to 5.5 days. The light curve of V1408 Aql has a low-amplitude modulation at its 9.33 hr orbital period. The modulation remained a nearly pure sine curve in the new data as it was in 1984 and 2008, but its mean amplitude was lower, 18% against 23% in the earlier data. A model in which the orbital modulation is caused by the varying aspect of the heated face of the secondary star continues to give an excellent fit to the light curve. We derive a much improved orbital ephemeris for the system.NSF 0958783Astronom

The EXOSAT medium-energy slew survey catalog

We present a catalog of X-ray sources observed during slew maneuvers by the Medium Energy Detector Array onboard the EXOSAT Observatory. The EXOSAT Medium Energy slew-survey catalog (EXMS) provides a unique record of the 1--8 keV X-ray sky between 1983 and 1986. 98% of the sky was observed, with 85% receiving an exposure of >60 s. 1210 sources were detected. By comparing these source positions with other catalogs, identifications are given for 992 detections (82% of the sample). These identifications consist of 250 distinct objects, including 95 different X-ray binary systems, and 14 different AGN. A further 58 detections have multiple candidates, while 160 detections remain unidentified. Collimator transmission corrected 1-8 keV count rates are given for the identified sources, together with raw count rates for the other detections. The construction of the EXMS and the checks performed to ensure the validity of the derived source properties are discussed. A publically available version of this catalog is maintained on the EXOSAT database and archive system (telnet://[email protected]).Comment: 52 pages. 22 Figures. To be published in A&AS. For more information, see http://astro.estec.esa.nl/SA-general/Projects/Exosat/exmsintro.htm