Developing a Web Application for the Integration of Real-World, Scientific, Problem-Solving into the Secondary Classroom

2013 ◽  
pp. 422-432
Author(s):  
Susan E. Gill ◽  
Nanette I. Marcum-Dietrich ◽  
John Fraser
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Web Application ◽  
Physical World ◽  
Scientific Problem Solving ◽  
Secondary Classroom ◽  
The World ◽  
Interdisciplinary Framework ◽  
K 12

In the 21st century, digital natives, born into a world of omnipresent technology, spend much of their lives online. However, many teachers still see the use of educational technologies as a challenge (e.g., Ertmer, 2005; Li, 2007). The authors propose that the familiarity and ubiquity of these media offer a valuable way to engage students in meaningful learning. In the last decade, the National Science Foundation has invested heavily in bringing technology into the K-12 classroom by funding an array of cyberlearning applications to investigate how they can transform student learning. Model My Watershed is one of those experimental platforms that integrates online learning with an understanding of the physical world within an interdisciplinary framework. This case study documents the development of this application from concept through implementation and beyond. It provides insights into the challenges of application design and deployment for those entering the world of cyberlearning design.

Developing a Web Application for the Integration of Real-World, Scientific, Problem-Solving into the Secondary Classroom

2013 ◽  
pp. 146-160 ◽  
Author(s):  
Susan E. Gill ◽  
Nanette I. Marcum-Dietrich ◽  
John Fraser
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Web Application ◽  
Physical World ◽  
Scientific Problem Solving ◽  
Secondary Classroom ◽  
The World ◽  
Interdisciplinary Framework ◽  
K 12

In the 21st century, digital natives, born into a world of omnipresent technology, spend much of their lives online. However, many teachers still see the use of educational technologies as a challenge (e.g., Ertmer, 2005; Li, 2007). The authors propose that the familiarity and ubiquity of these media offer a valuable way to engage students in meaningful learning. In the last decade, the National Science Foundation has invested heavily in bringing technology into the K-12 classroom by funding an array of cyberlearning applications to investigate how they can transform student learning. Model My Watershed is one of those experimental platforms that integrates online learning with an understanding of the physical world within an interdisciplinary framework. This case study documents the development of this application from concept through implementation and beyond. It provides insights into the challenges of application design and deployment for those entering the world of cyberlearning design.

Bridging the Gap: Bringing Professionals into the Classroom to Effectively Teach Environmental Science Concepts

2019 ◽  
Vol 81 (9) ◽  
pp. 618-624
Author(s):  
Mallory Ware ◽  
Christie Sampson ◽  
Delaney Lann ◽  
Erica Linard ◽  
Lauren Garcia Chance
Keyword(s):  
Science Teachers ◽  
Real World ◽  
Science Communication ◽  
Environmental Science ◽  
Teaching Method ◽  
Thinking Skills ◽  
Hands On ◽  
Community Science ◽  
K 12

Hands-on learning is a highly effective teaching method for topics in STEM disciplines. Unfortunately, environmental science teachers sometimes lack the tools to engage their students in hands-on experimentation in real-world research outside of the classroom. Partnerships between science professionals and teachers can help address this disparity, and operating within an established community science program is an excellent way for teachers and professionals to provide K–12 students opportunities for involvement in real-world research. We developed a four-stage program that maximizes the benefits of bringing together members of the professional and academic sectors; the stages include Learn, Collect, Report, and Communicate (LCRC). The goal of this program is to bring science professionals into a K–12 classroom to emphasize the importance of conducting research using the scientific method, to promote responsible community science, improve students' data literacy and critical thinking skills, and highlight the relevance of science communication. We demonstrate this program with a case study using water quality research in high school AP classes. Evaluations of the case study indicate this framework, and the engagement with science professionals alters students' perceptions of science and scientists while giving them the skills, knowledge, and confidence to pursue scientific endeavors.

scholarly journals Embodiment and the Philosophy of Mind

1998 ◽  
Vol 43 ◽  
pp. 35-51 ◽  
Author(s):  
Andy Clark
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Philosophy Of Mind ◽  
Local Environment ◽  
Inner Model ◽  
The World ◽  
Cognitive Scientist ◽  
Biological Problem ◽  
The Mind

Cognitive science is in some sense the science of the mind. But an increasingly influential theme, in recent years, has been the role of the physical body, and of the local environment, in promoting adaptive success. No right-minded cognitive scientist, to be sure, ever claimed that body and world were completely irrelevant to the understanding of mind. But there was, nonetheless, an unmistakeable tendency to marginalize such factors: to dwell on inner complexity whilst simplifying or ignoring the complex inner-outer interplays that characterize the bulk of basic biological problem-solving. This tendency was expressed in, for example, the development of planning algorithms that treated real-world action as merely a way of implementing solutions arrived at by pure cognition (more recent work, by contrast, allows such actions to play important computational and problem-solving roles). It also surfaced in David Marr's depiction of the task of vision as the construction of a detailed threedimensional image of the visual scene. For possession of such a rich inner model effectively allows the system to ‘throw away’ the world and to focus subsequent computational activity on the inner model alone.

scholarly journals THE ROLE OF BOARDING SYSTEM UNIVERSITY EDUCATION IN INCULCATING PROBLEM SOLVING SKILL IN THE 4IR ERA

2020 ◽  
Author(s):  
Ihwan Mahmudi ◽  
Ahmad Saifullah ◽  
Amal Fathullah Zarkasyi ◽  
Ahmad Danis
Keyword(s):  
Problem Solving ◽  
Industry 4.0 ◽  
Industrial Revolution ◽  
Qualitative Approach ◽  
University Education ◽  
Data Presentation ◽  
Interactive Analysis ◽  
The World

Problem Solving is the first competency needed in the era of Industry 4.0”or the 4th Industrial Revolution (4IR) according to the World EconomicForum 2016. This study aimed: 1) to measure student’s problem solvingskill in University of Darussalam (UNIDA) Gontor, and 2) to explore howUniversity of Darussalam (UNIDA) Gontor with its boarding systemeducation inculcate problem solving skill to its students. This studyemployed a qualitative approach with case study as a research design. Thedata were collected by questionnaire, observation, interview, anddocumentary method. They were analysed using interactive analysis modelconsisting three components; data reduction, data presentation, andconclusion or data verification which is done together with the process ofcollecting data interactively by cycle process.The study found that: 1) moststudents of University of Darussalam (UNIDA) Gontor have considerabledegree of problem solving skill, and 2) the skill was inculcated throughlearning process in the classroom, various activities within studentorganization and a large number of assignments and tasks that students haveto fulfil.

Early Childhood Corner: Collecting Data Outdoors: Making Connections to the Real World

1999 ◽  
Vol 6 (1) ◽  
pp. 8-12
Author(s):  
Carol G. Basile
Keyword(s):  
Early Childhood ◽  
Problem Solving ◽  
Young Children ◽  
Direct Observation ◽  
Real World ◽  
Natural World ◽  
Knowledge And Skills ◽  
Spatial Sense ◽  
The World ◽  
School Yard

The most enjoyable experiences that I have had with young children are those that occur outdoors. Taking children on walks in the woods, at our local park, or simply around the school yard can prompt many discoveries about the natural world. As we walk, children gain knowledge and skills by using their senses to collect information about the world around them. Traditionally, we think of providing these experiences as part of children's scientific learning. However, direct observation is also an important piece of mathematical learning that is essential for identifying patterns, promoting problem solving, and developing spatial sense and reasoning.

scholarly journals Student Perceptions of Problem-Based Learning: A Case Study of Undergraduate Applied Agrometeorology

2013 ◽  
Vol 2013 ◽  
pp. 1-9 ◽  
Author(s):  
Linda De Wet ◽  
Sue Walker
Keyword(s):  
Critical Thinking ◽  
Student Perceptions ◽  
Real World ◽  
Formal Education ◽  
Real Life ◽  
Problem Based Learning ◽  
Ongoing Study ◽  
Weather Data ◽  
The World

Many students do not seem to transfer their learning during formal education into applications in the real world. The objective of this ongoing study was to investigate the opinion of third-year students concerning their program through problem-based learning and to improve the module where necessary. Students attending theory classes had to apply their newly gained knowledge coupled with real-life weather data to solve a problem during practicums. Students attending practicums were given the same questionnaire thrice; thus, the answers were based on different sets of exercises. Responses by attendees for the three questionnaires were 73%, 100%, and 61%, respectively. Students preferred problem-based practicums (78%, 54%, and 72%, resp.) to other non-problem-based practicums. Most students thought that their knowledge had improved and it had prepared them better for the workplace (85%, 77%, and 92%, resp.). Generally students preferred working in groups (74%, 62%, and 56%, resp.), in contrast to those preferring to work individually. Students benefited from problem-based learning in that they thought they had improved their knowledge, skills, and critical thinking abilities and felt that they had learnt things that they could carry into their future lives out in the world at large and the workplace.

scholarly journals How Readers Construct New Testament Characters: The Calling of Peter in the Gospels in Cognitive-Narratological Perspective

2021 ◽  
Vol 29 (4-5) ◽  
pp. 430-451
Author(s):  
Cornelis Bennema
Keyword(s):  
Narrative Analysis ◽  
Real World ◽  
Cognitive Linguistics ◽  
Narrative Criticism ◽  
Social Knowledge ◽  
The World ◽  
Cognitive Narratology ◽  
Role Of The Reader

Abstract The discipline of cognitive narratology applies insights of cognitive linguistics to narrative analysis. This study seeks to demonstrate the value of cognitive narratology by exploring the role of the reader and the extent of the reader’s knowledge in constructing characters. While traditional narrative criticism often limits itself to the world of the text, cognitive narratology recognizes that the reader’s knowledge from other texts and the real world also contributes to the construction of characters. This study will show that the extent of the reader’s literary and social knowledge of a text affects the construction of characters. As a case study, we will examine the calling of Peter in the canonical Gospels and show how four readers with varying degrees of knowledge will arrive at different constructions of Peter’s character.

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