43 research outputs found
An algebraic approach to logarithmic conformal field theory
A comprehensive introduction to logarithmic conformal field theory, using an
algebraic point of view, is given. A number of examples are explained in
detail, including the c=-2 triplet theory and the k=-4/3 affine su(2) theory.
We also give some brief introduction to the work of Zhu.Comment: 55 pages, LaTeX, 2 figures; notes of lectures delivered at the school
on Logarithmic Conformal Field Theory and its Applications, IPM Tehran,
September 200
Scaffolding in teacher-student interaction: a decade of Research
Although scaffolding is an important and frequently studied concept, much discussion exists with regard to its conceptualizations, appearances, and effectiveness. Departing from the last decade’s scaffolding literature, this review scrutinizes these three areas of scaffolding. First, contingency, fading, and transfer of responsibility are discerned in this review as the three key characteristics of scaffolding. Second, an overview is presented of the numerous descriptive studies that provided narratives on the appearances of scaffolding and classifications of scaffolding strategies. These strategies are synthesized into a framework for analysis, distinguishing between scaffolding means and intentions. Third, the small number of effectiveness studies available is discussed and the results suggest that scaffolding is effective. However, more research is needed. The main challenge in scaffolding research appears to be its measurement. Based on the encountered and described measurement problems, suggestions for future research are made
Elementary school students’ strategic learning: does task-type matter?
This study investigated what types of learning patterns and strategies elementary school
students use to carry out ill- and- well-structured tasks. Specifically, it was investigated which and
when learning patterns actually emerge with respect to students’ task solutions. The present study
uses computer log file traces to investigate how conditions of task types that might affect strategic
learning. Elementary school students (N = 12) participated in two science study lessons. During
these lessons the students were asked to solve well- and ill-structured tasks. For both of these tasks,
the students used the gStudy learning environment designed to support strategic learning. In
addition, gStudy records traces of each student’s strategic actions as they proceed with tasks. First,
the students’ task solutions was rated according to three categories, namely “on track”, “off track”
and “partial solution”. Second, learning patterns in terms of learning strategies that emerged
throughout these tasks were investigated. Third, detailed cross case analysis was used to explore
in depth howandwhen these learning patterns were usedwith respect to the students’ task solutions.
The results show that young students’ can provide in-depth task solutions, but also adapt to the task
complexity. However, despite the task types being different, the students had same types of learning
patterns. The detailed cross-case comparison of the students’ task solutions with respect to learning
patterns indicates that there are intra individual differences concerning how students allocate their
learning strategy use. Especially if the task is ill-structured, it can also mislead the students to focus
on irrelevant aspects and hinder strategic learning