Analysis of elementary school pre-service teachers' responses to real-world problems and their case studies: Focusing on finding octagonal pavilion floor area

Author(s):  
Sang Hun Song
2021 ◽  
Vol 13 (10) ◽  
pp. 5491
Author(s):  
Melissa Robson-Williams ◽  
Bruce Small ◽  
Roger Robson-Williams ◽  
Nick Kirk

The socio-environmental challenges the world faces are ‘swamps’: situations that are messy, complex, and uncertain. The aim of this paper is to help disciplinary scientists navigate these swamps. To achieve this, the paper evaluates an integrative framework designed for researching complex real-world problems, the Integration and Implementation Science (i2S) framework. As a pilot study, we examine seven inter and transdisciplinary agri-environmental case studies against the concepts presented in the i2S framework, and we hypothesise that considering concepts in the i2S framework during the planning and delivery of agri-environmental research will increase the usefulness of the research for next users. We found that for the types of complex, real-world research done in the case studies, increasing attention to the i2S dimensions correlated with increased usefulness for the end users. We conclude that using the i2S framework could provide handrails for researchers, to help them navigate the swamps when engaging with the complexity of socio-environmental problems.


1982 ◽  
Vol 26 (2) ◽  
pp. 203-203
Author(s):  
James A. Wise

This is a panel session focused on the applications of Human Factors to real world problems in architectural design. Five representatives from various design & research professions will present recent case studies of theirs, and examine the contribution that Human Factors made to these projects. The diversity of their examples shows the usefulness and importance on integrating concerns for the human user into plans for the built environment.


2021 ◽  
Author(s):  
Andreas Christ Sølvsten Jørgensen ◽  
Atiyo Ghosh ◽  
Marc Sturrock ◽  
Vahid Shahrezaei

AbstractThe modelling of many real-world problems relies on computationally heavy simulations. Since statistical inference rests on repeated simulations to sample the parameter space, the high computational expense of these simulations can become a stumbling block. In this paper, we compare two ways to mitigate this issue based on machine learning methods. One approach is to construct lightweight surrogate models to substitute the simulations used in inference. Alternatively, one might altogether circumnavigate the need for Bayesian sampling schemes and directly estimate the posterior distribution. We focus on stochastic simulations that track autonomous agents and present two case studies of real-world applications: tumour growths and the spread of infectious diseases. We demonstrate that good accuracy in inference can be achieved with a relatively small number of simulations, making our machine learning approaches orders of magnitude faster than classical simulation-based methods that rely on sampling the parameter space. However, we find that while some methods generally produce more robust results than others, no algorithm offers a one-size-fits-all solution when attempting to infer model parameters from observations. Instead, one must choose the inference technique with the specific real-world application in mind. The stochastic nature of the considered real-world phenomena poses an additional challenge that can become insurmountable for some approaches. Overall, we find machine learning approaches that create direct inference machines to be promising for real-world applications. We present our findings as general guidelines for modelling practitioners.Author summaryComputer simulations play a vital role in modern science as they are commonly used to compare theory with observations. One can thus infer the properties of a observed system by comparing the data to the predicted behaviour in different scenarios. Each of these scenarios corresponds to a simulation with slightly different settings. However, since real-world problems are highly complex, the simulations often require extensive computational resources, making direct comparisons with data challenging, if not insurmountable. It is, therefore, necessary to resort to inference methods that mitigate this issue, but it is not clear-cut what path to choose for any specific research problem. In this paper, we provide general guidelines for how to make this choice. We do so by studying examples from oncology and epidemiology and by taking advantage of developments in machine learning. More specifically, we focus on simulations that track the behaviour of autonomous agents, such as single cells or individuals. We show that the best way forward is problem-dependent and highlight the methods that yield the most robust results across the different case studies. We demonstrate that these methods are highly promising and produce reliable results in a small fraction of the time required by classic approaches that rely on comparisons between data and individual simulations. Rather than relying on a single inference technique, we recommend employing several methods and selecting the most reliable based on predetermined criteria.


2011 ◽  
Vol 1 (1) ◽  
pp. 75-84
Author(s):  
Wanty Widjaja

The notion of mathematical literacy advocated by PISA (OECD, 2006) offers a broader conception for assessing mathematical competences and processes with the main focus on the relevant use of mathematics in life. This notion of mathematical literacy is closely connected to the notion of mathematical modelling whereby mathematics is put to solving real world problems. Indonesia has participated as a partner country in PISA since 2000. The PISA trends in mathematics from 2003 to 2009 revealed unsatisfactory mathematical literacy among 15-year-old students from Indonesia who lagged behind the average of OECD countries. In this paper, exemplary cases will be discussed to examine and to promote mathematical literacy at teacher education level. Lesson ideas and instruments were adapted from PISA released items 2006. The potential of such tasks will be discussed based on case studies of implementing these instruments with samples of pre-service teachers in Yogyakarta.


Author(s):  
Marta Cerruti

The interrupted case studies method uses case studies taken from real-world problems, and breaks them down in smaller pieces; the students work on the smaller parts in teams during the lecture, and get feedback from the professor before moving on to the next part of the case. I used this approach in a Materials Engineering class taken by undergraduate students in their second year, titled "Analytical and Characterization Techniques". The method engaged the students very effectively during class time and seemed to promote deeper learning of key concepts. The method seemed to be particularly effective with students with learning disabilities.


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