scholarly journals Science verbs as a tool for investigating scientific phenomena – a pedagogical idea emerging from practitioner-researcher collaboration

2016 ◽  
Vol 12 (2) ◽  
pp. 235-245 ◽  
Author(s):  
Sofie Areljung
Keyword(s):  
Science Education ◽  
Preschool Children ◽  
Scientific Inquiry ◽  
Chemical Processes ◽  
Everyday Practice ◽  
Teaching Model ◽  
The Core ◽  
Joint Problem ◽  
Core Idea ◽  
Scientific Phenomena

This paper communicates the pedagogical idea of approaching scientific phenomena through verbs. The idea has sprung from a collaboration between preschool practitioners and a researcher, addressing science education in preschool (children aged 1-5 years). Drawing on a joint problem inventory, the project group aimed to create a teaching model that supports inquiry-oriented approaches to science, and teachers’ ability of distinguishing chemical processes and physics phenomena in everyday practice. The core idea of the teaching model turned out to be a list of everyday verbs, connected to scientific phenomena. Starting from verbs appear to help teachers to recognise the scientific phenomena in everyday practice. Further, the verbs guide the formulating of questions that can be answered by scientific inquiry, such as: ''what matters to how something melts/rolls/mixes?''.

Argumentation and Modeling

2013 ◽  
pp. 85-105 ◽  
Author(s):  
Douglas Clark ◽  
Pratim Sengupta
Keyword(s):  
Science Education ◽  
Scientific Inquiry ◽  
Agent Based Modeling ◽  
The Other ◽  
Traditional Classrooms ◽  
Agent Based ◽  
Interest In Science ◽  
The Core ◽  
Representational Practices ◽  
Modeling Practices

There is now growing consensus that K12 science education needs to focus on core epistemic and representational practices of scientific inquiry (Duschl, Schweingruber, & Shouse, 2007; Lehrer & Schauble, 2006). In this chapter, the authors focus on two such practices: argumentation and computational modeling. Novice science learners engaging in these activities often struggle without appropriate and extensive scaffolding (e.g., Klahr, Dunbar, & Fay, 1990; Schauble, Klopfer, & Raghavan, 1991; Sandoval & Millwood, 2005; Lizotte, Harris, McNeill, Marx, & Krajcik, 2003). This chapter proposes that (a) integrating argumentation and modeling can productively engage students in inquiry-based activities that support learning of complex scientific concepts as well as the core argumentation and modeling practices at the heart of scientific inquiry, and (b) each of these activities can productively scaffold the other. This in turn can lead to higher academic achievement in schools, increased self-efficacy in science, and an overall increased interest in science that is absent in most traditional classrooms. This chapter provides a theoretical framework for engaging students in argumentation and a particular genre of computer modeling (i.e., agent-based modeling), illustrates the framework with examples of the authors’ own research and development, and introduces readers to freely available technologies and resources to adopt in classrooms to engage students in the practices discussed in the chapter.

Argumentation and Modeling

2015 ◽  
pp. 47-67
Author(s):  
Douglas B. Clark ◽  
Pratim Sengupta
Keyword(s):  
Science Education ◽  
Scientific Inquiry ◽  
Agent Based Modeling ◽  
The Other ◽  
Traditional Classrooms ◽  
Agent Based ◽  
Interest In Science ◽  
The Core ◽  
Representational Practices ◽  
Modeling Practices

There is now growing consensus that K12 science education needs to focus on core epistemic and representational practices of scientific inquiry (Duschl, Schweingruber, & Shouse, 2007; Lehrer & Schauble, 2006). In this chapter, the authors focus on two such practices: argumentation and computational modeling. Novice science learners engaging in these activities often struggle without appropriate and extensive scaffolding (e.g., Klahr, Dunbar, & Fay, 1990; Schauble, Klopfer, & Raghavan, 1991; Sandoval & Millwood, 2005; Lizotte, Harris, McNeill, Marx, & Krajcik, 2003). This chapter proposes that (a) integrating argumentation and modeling can productively engage students in inquiry-based activities that support learning of complex scientific concepts as well as the core argumentation and modeling practices at the heart of scientific inquiry, and (b) each of these activities can productively scaffold the other. This in turn can lead to higher academic achievement in schools, increased self-efficacy in science, and an overall increased interest in science that is absent in most traditional classrooms. This chapter provides a theoretical framework for engaging students in argumentation and a particular genre of computer modeling (i.e., agent-based modeling), illustrates the framework with examples of the authors' own research and development, and introduces readers to freely available technologies and resources to adopt in classrooms to engage students in the practices discussed in the chapter.

Sustainable Development is a Dead-End: The Logic of Modernity and Ecological Crisis

2020 ◽  
Author(s):  
Simon Lumsden
Keyword(s):  
Sustainable Development ◽  
Ecological Crisis ◽  
Self Determination ◽  
Ecological Sustainability ◽  
Planetary Boundaries ◽  
Western Modernity ◽  
Conceptual Frame ◽  
The Core ◽  
Dead End ◽  
Core Idea

This paper examines the theory of sustainable development presented by Jeffrey Sachs in The Age of Sustainable Development. While Sustainable Development ostensibly seeks to harmonise the conflict between ecological sustainability and human development, the paper argues this is impossible because of the conceptual frame it employs. Rather than allowing for a re-conceptualisation of the human–nature relation, Sustainable Development is simply the latest and possibly last attempt to advance the core idea of western modernity — the notion of self-determination. Drawing upon Hegel’s account of historical development it is argued that Sustainable Development and the notion of planetary boundaries cannot break out of a dualism of nature and self-determining agents.

scholarly journals Teaching traditions in science education in Switzerland, Sweden and France: A comparative analysis of three curricula

2017 ◽  
Vol 17 (1) ◽  
pp. 51-70
Author(s):  
Laurence Marty ◽  
Patrice Venturini ◽  
Jonas Almqvist
Keyword(s):  
Science Education ◽  
Learning Outcomes ◽  
Scientific Literacy ◽  
Teaching And Learning ◽  
Science And Society ◽  
The Core ◽  
Moral Tradition ◽  
Science Curricula ◽  
Expected Outcomes ◽  
Academic Tradition

Classroom actions rely, among other things, on teaching habits and traditions. Previous research has clarified three different teaching traditions in science education: the academic tradition builds on the idea that simply the products and methods of science are worth teaching; the applied tradition focuses on students’ ability to use scientific knowledge and skills in their everyday life; and the moral tradition opens up a relationship between science and society, focusing on students’ decision making concerning socio scientific issues. The aim of this paper is to identify and discuss similarities and differences between the science curricula in Sweden, France and Western Switzerland in terms of teaching traditions. The study considers the following dimensions in the analysis: (1) the goals of science education as presented in the initial recommendations of the curricula; (2) the organization and division of the core contents; and (3) the learning outcomes expected from the students in terms of concepts, skills and/or scientific literacy requirements. Although the three traditions are taken into account within the various initial recommendations, the place they occupy in the content to be taught is different in each case. In the Swedish curriculum, our analyses show that the three traditions are embedded in the initial recommendations and in the expected outcomes. On the other hand, in the Western-Swiss and French curricula, the three traditions are embedded in the initial recommendations but only academic tradition can be found in the expected outcomes. Therefore, the Swedish curriculum seems to be more consistent regarding teaching traditions. This may have some consequences on teaching and learning practices, which will be discussed in the article. Moreover, our analyses enable us to put forward definitions of teaching tradition.

scholarly journals Introduction: Physics, Technology, and Technics during the Interwar Period

2018 ◽  
Vol 31 (3) ◽  
pp. 251-261
Author(s):  
Shaul Katzir
Keyword(s):  
World War Ii ◽  
Cold War ◽  
Interwar Period ◽  
Scientific Inquiry ◽  
Government Funding ◽  
World War ◽  
The Core ◽  
Historical Processes ◽  
The University ◽  
University Industry

Historians, philosophers, and physicists portray the 1920s and 1930s as a period of major theoretical breakthrough in physics, quantum mechanics, which led to the expansion of physics into the core of the atom and the growth and strengthening of the discipline. These important developments in scientific inquiry into the micro-world and light have turned historical attention away from other significant historical processes and from other equally important causes for the expansion of physics. World War II, on the other hand, is often seen as the watershed moment when physics achieved new levels of social and technical engagement at a truly industrial scale. Historians have shown that military interests and government funding have shaped physics to unprecedented degree, and according to some, to the extent of discontinuity with earlier practices of research (Forman 1987; Kevles 1990; Kaiser 2002). In this vein, Stuart Leslie wrote, “Nothing in the prewar experience fully prepared academic scientists and their institutions for the scale and scope of a wartime mobilization that would transform the university, industry, and the federal government and their mutual interrelationships” (Leslie 1993, 6). While one can never befullyready for novelties, the contributors to this issue show that developments in interwar physics did prepare participants for their cold war interactions with industry and government.

scholarly journals Construction of a Scale for Investigating Pre-School Children’s Social Situations of Development: Focusing on Activities instead of Abilities

2020 ◽  
Vol 16 (2) ◽  
pp. 25-32 ◽  
Author(s):  
M. Hedegaard ◽  
N. Lyberth
Keyword(s):  
Preschool Children ◽  
Child Development ◽  
Day Care ◽  
Social Situation ◽  
Social Situations ◽  
Local Conditions ◽  
The Core ◽  
Independent Features ◽  
Core Activity ◽  
At Home

This paper discuss principles for the design of a tool to screen 3- and 5-year-old children’s social situation of development in Greenland. We describe this tool as radical-local, building it on a theory of child development that focuses on children´s activities as cultural, anchored in local conditions and traditions, where play is seen as the core activity for preschool children. In constructing Investigating children’s situation of development (Undersøgelse af børns udviklingssituation — UBUS 3 and UBUS 5) we have aimed at creating an instrument that can be used to evaluate children’s health, wellbeing and activities in their everyday settings of day-care and at home in Greenland. The assessment focus on interaction with care-persons and other children, not on children’s abilities as isolated and independent features. For preschool children these conditions and their participation in these conditions create the child’s social situation of development.

scholarly journals Semi-Supervised Noisy Label Learning for Chinese Medical Named Entity Recognition

2021 ◽  
pp. 1-10
Author(s):  
Zhucong Li ◽  
Zhen Gan ◽  
Baoli Zhang ◽  
Yubo Chen ◽  
Jing Wan ◽  
...  
Keyword(s):  
Hybrid System ◽  
Named Entity Recognition ◽  
Entity Recognition ◽  
Final Test ◽  
Named Entity ◽  
The Core ◽  
Category Labels ◽  
Adversarial Training ◽  
Core Idea ◽  
The Impact

Abstract This paper describes our approach for the Chinese Medical named entity recognition(MER) task organized by the 2020 China conference on knowledge graph and semantic computing(CCKS) competition. In this task, we need to identify the entity boundary and category labels of six entities from Chinese electronic medical record(EMR). We construct a hybrid system composed of a semi-supervised noisy label learning model based on adversarial training and a rule postprocessing module. The core idea of the hybrid system is to reduce the impact of data noise by optimizing the model results. Besides, we use post-processing rules to correct three cases of redundant labeling, missing labeling, and wrong labeling in the model prediction results. Our method proposed in this paper achieved strict criteria of 0.9156 and relax criteria of 0.9660 on the final test set, ranking first.

scholarly journals Automatic Inference of Sound Correspondence Patterns Across Multiple Languages

2018 ◽  
Author(s):  
Johann-Mattis List
Keyword(s):  
Pattern Recognition ◽  
Graph Theory ◽  
Crucial Role ◽  
Phylogenetic Reconstruction ◽  
Automatic Method ◽  
Network Approach ◽  
The Core ◽  
Cover Problem ◽  
Core Idea ◽  
Multiple Languages

Sound correspondence patterns play a crucial role for linguistic reconstruction. Linguists use them to prove language relationship, to reconstruct proto-forms, and for classical phylogenetic reconstruction based on shared innovations. Cognate words which fail to conform with expected patterns can further point to various kinds of exceptions in sound change, such as analogy or assimilation of frequent words. Here we present an automatic method for the inference of sound correspondence patterns across multiple languages based on a network approach. The core idea is to represent all columns in aligned cognate sets as nodes in a network with edges representing the degree of compatibility between the nodes. The task of inferring all compatible correspondence sets can then be handled as the well-known minimum clique cover problem in graph theory, which essentially seeks to split the graph into the smallest number of cliques in which each node is represented by exactly one clique. The resulting partitions represent all correspondence patterns which can be inferred for a given dataset. By excluding those patterns which occur in only a few cognate sets, the core of regularly recurring sound correspondences can be inferred. Based on this idea, the paper presents a method for automatic correspondence pattern recognition, which is implemented as part of a Python library which supplements the paper. To illustrate the usefulness of the method, we present how the inferred patterns can be used to predict words that have not been observed before.

scholarly journals Asymmetric Distribution Measure for Few-shot Learning

2020 ◽  
Author(s):  
Wenbin Li ◽  
Lei Wang ◽  
Jing Huo ◽  
Yinghuan Shi ◽  
Yang Gao ◽  
...  
Keyword(s):  
State Of The Art ◽  
Asymmetric Distribution ◽  
Query Image ◽  
Local Descriptor ◽  
Innovative Design ◽  
Feature Representations ◽  
The Core ◽  
Measure Function ◽  
Asymmetric Relation ◽  
Core Idea

The core idea of metric-based few-shot image classification is to directly measure the relations between query images and support classes to learn transferable feature embeddings. Previous work mainly focuses on image-level feature representations, which actually cannot effectively estimate a class's distribution due to the scarcity of samples. Some recent work shows that local descriptor based representations can achieve richer representations than image-level based representations. However, such works are still based on a less effective instance-level metric, especially a symmetric metric, to measure the relation between a query image and a support class. Given the natural asymmetric relation between a query image and a support class, we argue that an asymmetric measure is more suitable for metric-based few-shot learning. To that end, we propose a novel Asymmetric Distribution Measure (ADM) network for few-shot learning by calculating a joint local and global asymmetric measure between two multivariate local distributions of a query and a class. Moreover, a task-aware Contrastive Measure Strategy (CMS) is proposed to further enhance the measure function. On popular miniImageNet and tieredImageNet, ADM can achieve the state-of-the-art results, validating our innovative design of asymmetric distribution measures for few-shot learning. The source code can be downloaded from https://github.com/WenbinLee/ADM.git.

scholarly journals Keadilan Hukum Jeremy Bentham dan Relevansinya bagi Praktik Hukum Kontemporer

Humaniora ◽  
2012 ◽  
Vol 3 (1) ◽  
pp. 299
Author(s):  
Frederikus Fios
Keyword(s):  
Global Politics ◽  
Jeremy Bentham ◽  
Ideal Model ◽  
The Core ◽  
The Subject ◽  
Core Idea ◽  
The Universe ◽  
Universe Of Discourse ◽  
British Philosopher ◽  
The Ideal

Fair punishment for a condemned has been long debated in the universe of discourse of law and global politics. The debate on the philosophical level was no less lively. Many schools of thought philosophy question, investigate, reflect and assess systematically the ideal model for the subject just punishment in violation of the law. One of the interesting and urgent legal thought Jeremy Bentham, a British philosopher renowned trying to provide a solution in the middle of the debate was the doctrine or theory of utilitarianism. The core idea is that the fair punishment should be a concern for happiness of a condemned itself, and not just for revenge. Bentham thought has relevance in several dimensions such as dimensions of humanism, moral and utility.  

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