Using an iconic modelling tool to support the learning of genetics concepts

Genetics is a difficult topic as it involves abstract concepts, which are not directly observable. Studies on using simulations to support the learning of genetics have largely been confined to the use of quantitative simulations to replace experimentation. This study describes the use of a new type of simulation built using an iconic modelling tool, WorldMaker (WM), that can (1) support multiple iconic visualisations of the simulated phenomena, (2) support the visualisation of instantaneous local changes as a simulation is executed as well as the time variation in global changes as the simulation unfolds, and (3) allow the user to examine and modify all of the rules governing the behaviour of the simulations. This study reveals that students' exploration of genetic phenomena using simulations built in WM elicits theorising from them that exposes their prior misconceptions as well as stimulates further exploration and co-construction of genetic understanding that is closer to the scientific view. It helps students to understand operationally difficult concepts like genotypes and phenotypes, as well as to understand genetic ratio as a deterministic value derived from inheritance events that are probabilistic and random in nature.published_or_final_versio

Explorations in promoting conceptual change in electrical concepts via ontological category shift

Chi (1992, 1993) Chi et al. (1994) suggests that many of the difficulties encountered by students in learning Physics concepts arise because they attribute the ontology of material substances to these concepts. These concepts are actually a special type of process - 'Constraint-Based Interactions' (CBI). Slotta and Chi (1996) reported on a study where a group of students explicitly trained in the CBI ontology showed significant gains over a control group in problem solving performance in eight simple electric circuit problems. This paper reports on a series of four studies which explore the usefulness of the ontological categorization framework in investigating students' alternative conceptions of electric circuits and in developing a teaching strategy for promoting conceptual change in the learning of basic electric circuitry concepts.postprin

Practice characteristics that lead to 21st century learning outcomes

The key research question for this study was to ask whether or not innovative teaching practices would lead to the development of learning outcomes essential for preparing the younger generation for the challenges of life in the knowledge society of the 21st century, and if so, how are the pedagogical features related to the different learning outcomes. Preliminary analyses of the case study data collected from the SITES M2 Study in Hong Kong reveal that where the development of more significant learning gains were observed, the cases possess characteristics additional to the criteria defined in the Study for selection of innovation. More importantly, it was found that the impact of the pedagogical practices was not determined simply by the aggregation of characteristics of the practices per se, nor on the technologies used, but on whether 'empowerment' permeates the curriculum goal and process. Further, this paper claims that these affective and socio-cognitive learning outcomes are more important as preparation for lifelong learning in the 21st century than 'knowledge management competencies'.postprin

Supporting teacher learning for pedagogical innovation through collaborative co-design: issues and challenges

This study reports on an in-depth analysis of two teachers’ implementation of one collaboratively designed curriculum unit in the context of the school’s participation in an e-learning initiative to integrate ICT use in the grade 5 General Studies curriculum. The analysis reveals significant differences in the actual implementation as well as in the students’ learning outcomes achieved. While both teachers ventured beyond their comfort zone to provide more opportunities for student interactions and explorations, the enacted implementations reflect differences in the learning goals they targeted and their knowledge of practice. Visualizations of learning analytics did not trigger further exploration among teachers, though these reveal strong links between learning outcomes and the enacted curriculum. Findings raise questions about collaborative instructional design as a model for organizing teacher learning for pedagogical innovation, and the paper proposes design principles and further research to better facilitate innovation-focused professional development.published_or_final_versio

Model for resonant photon creation in a cavity with time dependent conductivity

In an electromagnetic cavity, photons can be created from the vacuum state by changing the cavity's properties with time. Using a simple model based on a massless scalar field, we analyze resonant photon creation induced by the time-dependent conductivity of a thin semiconductor film contained in the cavity. This time dependence may be achieved by irradiating periodically the film with short laser pulses. This setup offers several experimental advantages over the case of moving mirrors.Comment: 9 pages, 1 figure. Minor changes. Version to appear in Phys. Rev.

Studying ICT supported pedagogical practices

During the past decade there has been an exponential growth in the use of information and communication technology (ICT) and this has made pervasive impacts both on the society and on our daily lives. It is thus not surprising to find increasing interest, attention and investment put into the use of ICT in education all around the world. In addition to efforts to make use of ICT to improve learning, the emergence of the knowledge economy has also brought about in recent years a much greater emphasis on education and a number of masterplans in ICT in education has been produced in many countries. Such masterplans detailed not only strategies for implementation but more importantly embedded the plans within a broader framework of education reform that aimed to develop students’ capacities for self-learning, problem-solving, information seeking and analysis, critical thinking and the ability to communicate, collaborate and learn via the internet, abilities that figured much less importantly in the school curricula before. In this context, a new term, “emerging pedagogical practice”, was used in SITES (the Second International Information Technology in Education Study, conducted under the auspices of the IEA) (Pelgrum, 1999) to highlight the changing pedagogical goals and practices that has resulted from the use of ICT in education, as opposed to those uses that just aimed at enhancing the effectiveness of “traditionally important pedagogical practices”. However, the concept of “emerging pedagogical practice” as depicted in the SITES Module 1 (M1) report is still rather vague. When schools have access to computers and the Internet to support teaching and learning, how would teachers and students make use of them? What impact has ICT made on classroom practices? What changes, if any, has ICT made on the roles of teachers and students and the interactions between them? Has the introduction of ICT in schools brought about the desired education reforms envisaged in the ICT in education masterplans or are these wishful optimisms? Are there more effective models of ICT implementation in schools, and if so what are their characteristics? In conjunction with the SITES M1 Hong Kong study, we have conducted a study of good practices in the use of ICT for teaching and learning using the case studies approach. The main goal of this extension study was to explore the above questions in the context of good practices as commonly recognized by members of the education community, and to develop ways of disseminating such good practices. This paper describes the conceptual framework and methodology used in this study and reports briefly on some key findings from the study. The research methodology used in this Study is based on a model of pedagogical practice that is couched within a broad curriculum framework where the pedagogical practice is the implemented curriculum. There are two parts to the research. The first part is to investigate and to build models of pedagogical practices involving use of ICT. Here the assumption (substantiated by observations) is that the way ICT is incorporated into classrooms is very much dictated by the teachers’ general beliefs and approaches to education. The second component of the methodology deals with the models (strategies) of educational change used in different schools in introducing ICT across the curriculum and to explore if particular models of pedagogical practice is linked with specific school implementation strategies.published_or_final_versio

Are CSCL and Learning Sciences research relevant to large-scale educational reform?

This Symposium includes 4 papers: Paper 1 - From e-Learning Pilot Scheme to Scalable e-Learning Innovations: Wishful thinking or reality? (pp. 573-574 Nancy Law and Yeung Lee, University of Hong Kong) Paper 2: Restoring “how people learn” as the core of educational reform in Japanese classrooms (pp. 574-575 Naomi Miyake, University of Tokyo) Paper 3: Scaling up rapid collaborative practices in Singapore schools (pp. 575-577 Chee-Kit Looi, National Institute of Education, Nanyang Technological University Paper 4: eTwinning: a European Network Community for Teachers to support cross-border school collaboration (pp. 577-579 Riina Vuorikari, European Schoolnet)CSCL 2013 Proceedings: v. 1 - Full Papers & Symposia - http://www.isls.org/cscl2013/Volume%201%20Final%20CSCL%202013%20Proceedings.pdf ; v. 2 - Short Papers, Panels, Posters, Demos, & Community Events - http://www.isls.org/cscl2013/Volume%202%20Final%20CSCL%202013%20Proceedings.pdfConference Theme: To see the world and a grain of sand: Learning across levels of space, time, and scaleMany scholars have contributed efforts to improve education in schools. A major motivation for learning scientists to develop design research as a methodology is to contribute to theory and educational practice through rigorous research without avoiding the complexities and messiness in authentic educational settings. There are many examples of successful implementation of collaborative, knowledge-construction oriented pedagogies using socio-cognitive and socio-metacognitive tools in formal and informal educational settings as well as in teacher professional development. However, there are many challenges to scaling up such innovations beyond small-scale implementation, including that of developing into “fatal mutations” (Brown, 1992). This symposium provides an opportunity for discussion and reflection on the impact that CSCL and Learning Sciences researchers have made on large-scale education reform and what, if any, may be done to extend this impact by bringing together a set of papers describing some large-scale education innovation initiatives in Asia and Europe.published_or_final_versio

A spinor approach to Walker geometry

A four-dimensional Walker geometry is a four-dimensional manifold M with a neutral metric g and a parallel distribution of totally null two-planes. This distribution has a natural characterization as a projective spinor field subject to a certain constraint. Spinors therefore provide a natural tool for studying Walker geometry, which we exploit to draw together several themes in recent explicit studies of Walker geometry and in other work of Dunajski (2002) and Plebanski (1975) in which Walker geometry is implicit. In addition to studying local Walker geometry, we address a global question raised by the use of spinors.Comment: 41 pages. Typos which persisted into published version corrected, notably at (2.15

Scattering of relativistic particles with Aharonov-Bohm-Coulomb interaction in two dimensions

The Aharonov-Bohm-Coulomb potentials in two dimensions may describe the interaction between two particles carrying electric charge and magnetic flux, say, Chern--Simons solitons, or so called anyons. The scattering problem for such two-body systems is extended to the relativistic case, and the scattering amplitude is obtained as a partial wave series. The electric charge and magnetic flux is ($-q$, $-\phi/Z$) for one particle and ($Zq$, $\phi$) for the other. When $(Zq^2/\hbar c)^2\ll 1$, and $q\phi/2\pi\hbar c$ takes on integer or half integer values, the partial wave series is summed up approximately to give a closed form. The results exhibit some nonperturbative features and cannot be obtained from perturbative quantum electrodynamics at the tree level.Comment: revtex, 11 pages, no figur

The Schrodinger particle in an oscillating spherical cavity

We study a Schrodinger particle in an infinite spherical well with an oscillating wall. Parametric resonances emerge when the oscillation frequency is equal to the energy difference between two eigenstates of the static cavity. Whereas an analytic calculation based on a two-level system approximation reproduces the numerical results at low driving amplitudes, epsilon, we observe a drastic change of behaviour when epsilon > 0.1, when new resonance states appear bearing no apparent relation to the eigenstates of the static system.Comment: 9 pages, 6 figures, corrected typo