Linking the ‘know-that’ and ‘know-how’ knowledge through games: a quest to evolve the future for science and engineering education

Publisher versionThis paper responds to Muller’s notions of ‘knowing-that’ and ‘knowing how’. The paper addresses how educational interventions that are designed in line with targeted discipline-specific subjects can enhance the balance between professional practice and disciplinary knowledge in professionally accredited programmes at universities of technology. The context is a Dental Technology programme at a University of Technology in South Africa. Teaching through discipline-specific games, conceptualised from a game literacies perspective, is proposed as an engaging, interactive pedagogy for learning disciplinary knowledge that potentially encourages access to a particular affinity group. The authors use concepts from Bernstein and Maton to investigate whether epistemic relations or social relations are emphasised through board and digital games designed for two Dental Technology subjects. This paper offers valuable insight into alternative pedagogies that can be adopted into science, technology, engineering, and mathematics education with the aim of paving a pathway towards Muller’s Scenario 3

Formation of Terrestrial Planets

The past decade has seen major progress in our understanding of terrestrial planet formation. Yet key questions remain. In this review we first address the growth of 100 km-scale planetesimals as a consequence of dust coagulation and concentration, with current models favoring the streaming instability. Planetesimals grow into Mars-sized (or larger) planetary embryos by a combination of pebble- and planetesimal accretion. Models for the final assembly of the inner Solar System must match constraints related to the terrestrial planets and asteroids including their orbital and compositional distributions and inferred growth timescales. Two current models -- the Grand-Tack and low-mass (or empty) primordial asteroid belt scenarios -- can each match the empirical constraints but both have key uncertainties that require further study. We present formation models for close-in super-Earths -- the closest current analogs to our own terrestrial planets despite their very different formation histories -- and for terrestrial exoplanets in gas giant systems. We explain why super-Earth systems cannot form in-situ but rather may be the result of inward gas-driven migration followed by the disruption of compact resonant chains. The Solar System is unlikely to have harbored an early system of super-Earths; rather, Jupiter's early formation may have blocked the ice giants' inward migration. Finally, we present a chain of events that may explain why our Solar System looks different than more than 99\% of exoplanet systems