Developing a pedagogy of risk in socio-scientific issues

The aim of this research is to develop principles for a pedagogy of risk in socio-scientific issues. Risk is challenging to teach because of its contested conceptual basis incorporating epistemic and non-epistemic values, its situated nature and its mathematical basis in probability and statistics. In our project—Promoting Teachers’ Understanding of Risk in Socio-scientific Issues (TURS)—we have built a set of mature software tools designed through an epistemological analysis of risk and consideration of teaching and learning, as reflected in discussions with teachers. This software provides teachers with tools that enable them to express what they see as the significant issues, giving feedback for them to redraft their models in light of the consequences of their decisions. Pairs of science and mathematics teachers modelled a scenario based on personal decision-making for a surgical intervention. Inductive analysis of teacher dialogue generated four key findings: teaching risk lends itself to a multidisciplinary approach; recognition of the multidimensional nature of risk can be elicited through engagement with contextualised biological dilemmas; use of executable models promotes discussion of the complexity of risk, and expressive tools can be designed which support coordinated analysis of the multidimensional nature of risk

A pedagogic appraisal of the Priority Heuristic

We have explored how science and mathematics teachers made decisions when confronted with a dilemma in which a fictitious young woman, Deborah, may choose to have an operation that might address a painful spinal condition. We sought to explore the extent to which psychological heuristic models, in particular the Priority Heuristic, might successfully describe the decision-making process of these teachers and how an analysis of the role of personal and emotional factors in shaping the decision-making process might inform pedagogical design. A novel aspect of this study is that the setting in which the decision-making process is examined contrasts sharply with those used in psychological experiments. We found that to some extent, even in this contrasting setting, the Priority Heuristic could describe these teachers' decision-making. Further analysis of the transcripts yielded some insights into limitations on scope as well the richness and complexity in how personal factors were brought to bear. We see these limitations as design opportunities for educational intervention

Mathematical Analysis of Copy Number Variation in a DNA Sample Using Digital PCR on a Nanofluidic Device

Copy Number Variations (CNVs) of regions of the human genome have been associated with multiple diseases. We present an algorithm which is mathematically sound and computationally efficient to accurately analyze CNV in a DNA sample utilizing a nanofluidic device, known as the digital array. This numerical algorithm is utilized to compute copy number variation and the associated statistical confidence interval and is based on results from probability theory and statistics. We also provide formulas which can be used as close approximations

Shaping the experience of young and naïve probabilists

This paper starts by assessing deficiencies in teaching statistics before summarizing research that has focused on pupils' misconceptions of probability. In contrast, in previous research has explored what pupils of age 11-12 years do know and can construct, given access to a carefully designed environment. These pupils judged randomness according to unpredictability, lack of pattern in results, lack of control over outcomes and fairness, as indeed would experts. However, it was only through interaction with a virtual environment, ChanceMaker that the pupils began to express situated meanings for aggregated long-term randomness. That data is then re-analyzed in order to reflect upon the design decisions that shaped the environment itself. Four main design heuristics are identified and elaborated: testing personal conjectures, building on pupil knowledge, linking purpose and utility, fusing control and representation. It is conjectured that these heuristics are of wider relevance to teachers and lecturers, who aspire to shape the experience of young and naïve probabilists through their actions as designers of tasks and pedagogical settings. © 2009 by GOKKUSAGI