hp-adaptive Galerkin Time Stepping Methods for Nonlinear Initial Value Problems

This work is concerned with the derivation of an a posteriori error estimator for Galerkin approximations to nonlinear initial value problems with an emphasis on finite-time existence in the context of blow-up. The structure of the derived estimator leads naturally to the development of both h and hp versions of an adaptive algorithm designed to approximate the blow-up time. The adaptive algorithms are then applied in a series of numerical experiments, and the rate of convergence to the blow-up time is investigated

Introduction to the Conceptualisation of Environmental Citizenship for Twenty-First-Century Education

The EU’s growth strategy (Europe 2020) and the European vision for green, circular and low-carbon economy in line with the EU 2050 (EU-roadmap 2050) give par- ticular attention to citizens’ participation and engagement and therefore to Environmental Citizenship. Environmental Citizenship has been an influential con- cept in many different arenas such as economy, policy, philosophy, corporation management and marketing, which could also be better exploited and established in the field of education. Environmental Citizenship is recognized as an important aspect in addressing global environmental problems such as climate change (Stern 2011; Ockwell et al. 2009) whilst providing support to pro-environmental organisa- tions and individuals, contributing also to public pressure for political action (sign- ing petitions, writing to politicians and newspapers). Many varied definitions of Environmental Citizenship can be found within the literature. Some of them are quite similar, and important overlaps can be observed; however, others can be quite different with contradictions in their philosophy and approach. According to Dobson (2010), Environmental Citizenship refers to pro-environmental behaviour, in public and in private, driven by a belief in fairness of the distribution of environmental goods, in participation and in the co-creation of sustainability policy. It is about the active participation of citizens in moving towards sustainability. Education and especially environmental discourses in science education have a lot to contribute in adopting and promoting Environmental Citizenship. However, the conceptualisation of Environmental Citizenship in educational context remains an imperative need. The under-explored (until now) potential for pro-environmental behaviour change through Environmental Citizenship should be further emphasised (Dobson 2010) and can contribute greatly to a more sustainable world.info:eu-repo/semantics/publishedVersio

Science and society in education

This booklet is for teachers who want to expand their teaching approaches to include socio-scientific issues which enrich and give meaning to core scientific principles. It is meant to enhance young people’s curiosity about the social and scientific world and raise important questions about issues which affect their lives. We call this approach Socio-Scientific Inquiry-Based Learning, or ‘SSIBL’ for short. Chapters 1 and 2 present an introduction to the theoretical background of SSIBL. In chapter 3, SSIBL will be approached from a classroom perspective, providing a simplified version of the framework and showing teaching examples

Technology-Enhanced Learning in Science

The Tuscarawas County Courthouse is located at 125 East High Avenue in New Philadelphia, Ohio. The courthouse was constructed by Thomas Boyd in 1882 in the Classical Revival style. An expansion was added in 1990 to alleviate the needs of a growing population and blends in with the older structure. The courthouse was placed on the National Register on July, 16 1973

Collaborative Design as a Context for Teacher and Researcher Learning: Introduction to the Special Issue

This special issue joins the recent but growing effort to expand knowledge in the learning sciences, by examining the notion of participation in teacher-researcher collaborative design (co-design). Co-design is not just a means to an end; it is a context where professional learning happens. Each of the seven papers describes teacher-researcher collaborations focusing on the professional learning of both teachers and researchers engaged in jointly designing learning environments. Central questions of interest are: What do teachers and researchers learn from each other, how, and why? What kinds of activities and opportunities support what kinds of learning and for whom? What can we learn from these collaborations about how to support these partnerships? The commentary addresses the importance of both multiple perspectives (alterity, meaning that the researcher and teacher perspectives are distinct), their affinity (common purpose), and the mutuality that these entail

Scaffolding augmented reality inquiry learning: the design and investigation of the TraceReaders

While learning can happen anywhere and everywhere, most educational practices in K-12 are confined within the walls of a classroom and the school; such practices narrowly define learning and exclude the opportunities that an expanded and digitally mediated definition of learning can offer. Augmented reality (AR) technologies offer exciting new opportunities for supporting ubiquitous learning, by superimposing layers of digital information on the real world. The digital augmentation can provide enriched learning experiences, through situating the learning content in authentic contexts and fostering inquiry-based learning. Nonetheless, learning can often be sidestepped as the use of AR technologies becomes a mere fun activity, akin to a treasure hunt. Such challenges indicate the need to provide scaffolded AR environments to support deep learning. These ideas are reflected in the design of the TraceReaders, a platform for enabling location-based mobile learning using augmented reality (AR) technologies. TraceReaders supports the authoring of inquiry-based AR apps, to engage students in evidence-driven reflective inquiry in situ. This paper first describes the theoretical commitments which guided the development of the TraceReaders platform, followed by a description of its design rationale. Two case studies of informal inquiry learning using TraceReaders are then presented: the first one reports on the use of the “Young Archaeologists” TraceReaders app to support primary school students’ historical reasoning, while the second one reports on the “Mystery at the Lake” app to support high school students’ environmental science inquiry. These cases offer the opportunity to discuss the affordances and challenges in using such a scaffolded tool to support location-based AR learning in situ. The discussion concludes with lessons learned from empirical studies about the design and effectiveness of tools like the TraceReaders platform and future steps