Aims in the practice of historiography: An interview study with Finnish historians

Many recent approaches to history education—such as ones related to historical thinking, historical reasoning, or inquiry-based learning—have brought the practice of historiography (i.e. historical research and writing) to the center the learning about history. Students are to learn about how historical knowledge is constructed, and this is often pursued by instructional methods such as modeling or simulating expert historians’ practices in classrooms. In this paper, we approach historiography primarily as an epistemic practice that shaped in part by (historians’) aims or goals.  Understanding those aims can contribute significantly to our understanding of the historical inquiries that ensue. Yet education has not made these aims a central focus of research or instruction. Therefore, we explored academic historians’ aims in their practices of historiography. We interviewed 26 Finnish historians about their ongoing research endeavors. Our results display a range of aims in academic historiography, including general epistemological concepts (e.g. knowledge), dialogical aims (e.g. question existing ideas), textual products, dissemination (e.g. popularizing), bringing about societal change (e.g. influence sense of possibilities), connection to present, and emotions. These findings improve our understanding of the diversity of historiography as an intentional practice, and thus provide a better ground for developing the kind of history education that builds on historians’ practices.</p

Historians and conceptual change in history itself: The domain as a unit of analysis

Along their path towards expertise, historians undergo conceptual changes. The purpose of this theoretical paper is to argue that conceptual change in history involves, first, a fundamental shift from an understanding of history as the past to an understanding of history as human production. And second, expert conceptual change involves understanding multiple approaches to the production of history. Each approach is associated with constraints on historical concepts and meta-concepts. We outline differences and similarities between these broad approaches through a framework that merges epistemic cognition and historical theory. Currently, there exists no singular conception of history to set as an unproblematic aim of epistemic education, and conceptual change must therefore embrace the aim of understanding of multiple conceptions.</p

Innovating Pedagogy 2017: Exploring new forms of teaching, learning and assessment, to guide educators and policy makers. Open University Innovation Report 6

This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This sixth report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Learning In a NetworKed Society (LINKS) Israeli Center of Research Excellence (I-CORE). Themes: • Big-data inquiry: thinking with data • Learners making science • Navigating post-truth societies • Immersive learning • Learning with internal values • Student-led analytics • Intergroup empathy • Humanistic knowledge-building communities • Open Textbooks • Spaced Learnin

Sensitivities of the Proton-Nucleus Elastical Scattering Observables of 6He and 8He at Intermediate Energies

We investigate the use of proton-nucleus elastic scattering experiments using secondary beams of 6He and 8He to determine the physical structure of these nuclei. The sensitivity of these experiments to nuclear structure is examined by using four different nuclear structure models with different spatial features using a full-folding optical potential model. The results show that elastic scattering at intermediate energies (<100 MeV per nucleon) is not a good constraint to be used to determine features of structure. Therefore researchers should look elsewhere to put constraints on the ground state wave function of the 6He and 8He nuclei.Comment: To be published in Phys. Rev.

Epistemic and social scripts in computer-supported collaborative learning

Collaborative learning in computer-supported learning environments typically means that learners work on tasks together, discussing their individual perspectives via text-based media or videoconferencing, and consequently acquire knowledge. Collaborative learning, however, is often sub-optimal with respect to how learners work on the concepts that are supposed to be learned and how learners interact with each other. One possibility to improve collaborative learning environments is to conceptualize epistemic scripts, which specify how learners work on a given task, and social scripts, which structure how learners interact with each other. In this contribution, two studies will be reported that investigated the effects of epistemic and social scripts in a text-based computer-supported learning environment and in a videoconferencing learning environment in order to foster the individual acquisition of knowledge. In each study the factors ‘epistemic script’ and ‘social script’ have been independently varied in a 2×2-factorial design. 182 university students of Educational Science participated in these two studies. Results of both studies show that social scripts can be substantially beneficial with respect to the individual acquisition of knowledge, whereas epistemic scripts apparently do not to lead to the expected effects

As-Built Modeling of Ojbects for Performance Assessment

The goal of ''as-built'' computational modeling is to incorporate the most representative geometry and material information for an (fabricated or legacy) object into simulations. While most engineering finite element simulations are based on an object's idealized ''as-designed'' configuration with information obtained from technical drawings or computer-aided design models, ''as-built'' modeling uses nondestructive characterization and metrology techniques to provide the feature information. By incorporating more representative geometry and material features as initial conditions, the uncertainty in the simulation results can be reduced, providing a more realistic understanding of the event and object being modeled. In this paper, key steps and technology areas in the as-built modeling framework are: (1) inspection using non-destructive characterization (NDC) and metrology techniques; (2) data reduction (signal and image processing including artifact removal, data sensor fusion, and geometric feature extraction); and (3) engineering and physics analysis using finite element codes. We illustrate the process with a cylindrical phantom and include a discussion of the key concepts and areas that need improvement. Our results show that reasonable as-built initial conditions based on a volume overlap criteria can be achieved and that notable differences between simulations of the as-built and as-designed configurations can be observed for a given load case. Specifically, a volume averaged difference of accumulated plastic strain of 3% and local spatially varying differences up to 10%. The example presented provides motivation and justification to engineering teams for the additional effort required in the as-built modeling of high value parts. Further validation of the approach has been proposed as future work

Deweyan tools for inquiry and the epistemological context of critical pedagogy

This article develops the notion of resistance as articulated in the literature of critical pedagogy as being both culturally sponsored and cognitively manifested. To do so, the authors draw upon John Dewey\u27s conception of tools for inquiry. Dewey provides a way to conceptualize student resistance not as a form of willful disputation, but instead as a function of socialization into cultural models of thought that actively truncate inquiry. In other words, resistance can be construed as the cognitive and emotive dimensions of the ongoing failure of institutions to provide ideas that help individuals both recognize social problems and imagine possible solutions. Focusing on Dewey\u27s epistemological framework, specifically tools for inquiry, provides a way to grasp this problem. It also affords some innovative solutions; for instance, it helps conceive of possible links between the regular curriculum and the study of specific social justice issues, a relationship that is often under-examined. The aims of critical pedagogy depend upon students developing dexterity with the conceptual tools they use to make meaning of the evidence they confront; these are background skills that the regular curriculum can be made to serve even outside social justice-focused curricula. Furthermore, the article concludes that because such inquiry involves the exploration and potential revision of students\u27 world-ordering beliefs, developing flexibility in how one thinks may be better achieved within academic subjects and topics that are not so intimately connected to students\u27 current social lives, especially where students may be directly implicated