Ethnicity and Gender in Museum Representations of Human Evolution

Scientific representations of human evolution often embrace stereotypes of ethnicity and gender that are more aligned with socio-cultural discourses and norms than empirical facts. The present study has two connected aims: to understand how ethnicity and gender are represented in an exhibition about human evolution, and to understand how that representation influences learners’ meaning making. First, we analysed an exhibition with realistic reconstructions of early hominids in a museum of natural history, to identify dualisms related to the representation of gender and ethnicity that have been recognised in research. Then, we studied the processes of meaning making in the exhibition during an out-of-school educational activity, in which groups of teenaged students explore and discuss the hominid reconstructions. Our results show that the exhibition displays human evolution in the form of a linear sequence from a primitive African prehistory to a more advanced European present. Behind this depiction of human evolution lies stereotypic notions of ethnicity and gender: notions that were incorporated into the students’ meaning making during the educational activity. When students noticed aspects of ethnicity, their meaning making did not dispute the messages represented in the exhibition; these were accepted as scientific facts. Conversely, when the students noticed aspects related to gender, they often adopted a more critical stance and challenged the representations from different perspectives. We discuss the implications of our findings for exhibit design and evolution education more generally. In doing so, we offer our perspectives on the design of learning environments to salvage inherently sexist, racist, imperial science.

Healing through Geography: A Spatial-Learning Analysis and Praxis

Learning takes place in and across settings. In this conceptual piece, a spatial-learning praxis is presented to understand geographic trauma to invoke healing from trauma through. I begin by providing a context of the links between oppression and trauma. I then highlight how it persists for learners and the consequences trauma has for students of color. I then build off of critical pedagogy, learning theory, Black feminism, Black geographies, and Indigenous studies to describe a form of learning and transformation that is dedicated to elements of healing centered learning. I briefly review these conceptual foundations as a preface to introducing a framework of healing centered learning and its components grounded in four anchors including (in no particular order): (a) learning and identity (b) geography (c) and oppression and trauma. Understanding geo-onto-epistemologies allows for mechanisms for learning to move past resilience and into healing, sustaining change over time. I conclude with learning and the applications to heal identities through the design of learning environments and spatial analysis.

Effect of competitive acoustic environments on speech intelligibility

Excessive noise and reverberation times degrade listening abilities in everyday life environments. This is particularly true for school settings. Most classrooms in Italy are settled in historical buildings that generate competitive acoustic environments. So far, few studies investigated the effect of real acoustics on speech intelligibility and on the spatial release from masking, focusing more on laboratory conditions. Also, the effect of noise on speech intelligibility was widely investigated considering its energetic rather than its informational content. Therefore, a study involving normal hearing adults was performed presenting listening tests via headphone and considering the competitive real acoustics of two primary-school classrooms with reverberation time of 0.4 s and 3.1 s, respectively. The main objective was the investigation of the effect of reverberation and noise on the spatial release from masking to help the design of learning environments. Binaural room impulse responses were acquired, with noise sources at different azimuths from the listener’s head. The spatial release from masking was significantly affected by noise type and reverberation. Longer reverberation times brought to worst speech intelligibility, with speech recognition thresholds higher by 6 dB on average. Noise with an informational content was detrimental by 7 dB with respect to an energetic noise.

The Autism Friendly School

<p><b>Children on the autism spectrum often struggle to cope with over-stimulating environments (Tufvesson and Tufvesson, 2009) (Gaines et al., 2014) (McAllister, 2010). This can make learning in mainstream primary schools difficult, as students risk being excluded from learning activities. This research suggests that adjustments to mainstream primary school classrooms are necessary to improve learning outcomes and asks, how can the mainstream primary school provide better learning environments for students on the spectrum?</b></p> <p>A literature review and analysis of precedent studies provide the background for this research. Surveys of existing classrooms, questionnaires, and focus groups with teachers are the primary data sources. Design is a vital component of the research process and an essential tool for generating discussion in the focus groups.</p> <p>Analysis of the primary data, together with findings from the literature review and precedent studies, are brought together to inform the development of a design guide. This guide is tested through the formulation and iteration of numerous design proposals, focusing on the remodelling of classrooms in existing primary schools in NZ. Design proposals for new learning environments are also developed and discussed.</p> <p>The outcome of this research is a design guide that will be essential reading for those involved in the provision and design of learning environments in New Zealand primary schools. It is envisaged that not only students on the autism spectrum will be positively impacted by implementing the architectural solutions outlined in the guide, but all students will benefit.</p>

The Autism Friendly School

<p><b>Children on the autism spectrum often struggle to cope with over-stimulating environments (Tufvesson and Tufvesson, 2009) (Gaines et al., 2014) (McAllister, 2010). This can make learning in mainstream primary schools difficult, as students risk being excluded from learning activities. This research suggests that adjustments to mainstream primary school classrooms are necessary to improve learning outcomes and asks, how can the mainstream primary school provide better learning environments for students on the spectrum?</b></p> <p>A literature review and analysis of precedent studies provide the background for this research. Surveys of existing classrooms, questionnaires, and focus groups with teachers are the primary data sources. Design is a vital component of the research process and an essential tool for generating discussion in the focus groups.</p> <p>Analysis of the primary data, together with findings from the literature review and precedent studies, are brought together to inform the development of a design guide. This guide is tested through the formulation and iteration of numerous design proposals, focusing on the remodelling of classrooms in existing primary schools in NZ. Design proposals for new learning environments are also developed and discussed.</p> <p>The outcome of this research is a design guide that will be essential reading for those involved in the provision and design of learning environments in New Zealand primary schools. It is envisaged that not only students on the autism spectrum will be positively impacted by implementing the architectural solutions outlined in the guide, but all students will benefit.</p>

EDUCATION EXECUTIVES VIEWS ABOUT THE DEVELOPMENT OF AUTHENTIC LEARNING AND ASSESSMENT ENVIRONMENTS

The aim of this study is to investigate how the concept of “authentic learning” and “authentic assessment” is formed in the discourse of education executives with previous teaching experience in primary and secondary education. Authentic learning is based on the theory of social constructivism, according to which the social nature of knowledge is emphasized and the learner builds knowledge by creating meaningful authentic activities. Authentic assessment is described as adynamic form of assessment which focuses on the skills developed by students during the learning process(Woolfolk, 2007). The design of learning environments is based on the nine features of authentic learning, constructivism and the theory of embedded learning (Herrington, 2006). In this study examples of authentic activities that support authentic learning environments in which a variety of authentic techniques are used and they are related to different subjects are presented. The sample of the study consisted of 114 adults participating in a training program as a qualification for their professional development during the year 2018-2019. Quantitative analysis of the data was conducted. The analysis of the data revealed that an authentic learning environment consists of experientiality, interdisciplinarity, team work, problem solving, self-assessment, peer-assessment, real-world relevance, which are characteristics of authentic learning and assessment. Moreover, the implementation of authentic learning activities can lead to the development of the cognitive, metacognitive, social and communicative skills of the 21st century.

Data-Texts in the Sciences

Grounded within current reform recommendations and built upon Giere’s views (1986, 1999) on model-based science, we propose an alternative approach to science education which we refer to as the Evidence-Explanation (EE) Continuum. The approach addresses conceptual, epistemological, and social domains of knowledge, and places emphasis on the epistemological conversations about data acquisitions and transformations in the sciences. The steps of data transformation, which we refer to as data-texts, we argue, unfold the processes of using evidence during knowledge building and reveal the dynamics of scientific practices. Data-texts involve (a) obtaining observations/measurements to become data; (b) selecting and interpreting data to become evidence; (c) using evidence to ascertain patterns and develop models; and (d) utilizing the patterns and models to propose and refine explanations. Throughout the transformations of the EE continuum, there are stages of transition that foster the engagement of learners in negotiations of meaning and collective construction of knowledge. A focus on the EE continuum facilitates the emergence of further insights, both by questioning the nature of the data and its multiple possibilities for change and representations and by reflecting on the nature of the explanations. The shift of emphasis to the epistemics of science holds implications for the design of learning environments that support learners in developing contemporary understandings of the nature and processes of scientific practices.

Metastable Coordination Dynamics of Collaborative Creativity in Educational Settings

Educational systems consider fostering creativity and cooperation as two essential aims to nurture future sustainable citizens. The cooperative learning approach proposes different pedagogical strategies for developing creativity in students. In this paper, we conceptualize collaborative creativity under the framework of coordination dynamics and, specifically, we base it on the formation of spontaneous multiscale synergies emerging in complex living systems when interacting with cooperative/competitive environments. This conception of educational agents (students, teachers, institutions) changes the understanding of the teaching/learning process and the traditional roles assigned to each agent. Under such an understanding, the design and co-design of challenging and meaningful learning environments is a key aspect to promote the spontaneous emergence of multiscale functional synergies and teams (of students, students and teachers, teachers, institutions, etc.). According to coordination dynamics, cooperative and competitive processes (within and between systems and their environments) are seen not as opposites but as complementary pairs, needed to develop collaborative creativity and increase the functional diversity potential of teams. Adequate manipulation of environmental and personal constraints, nested in different level and time scales, and the knowledge of their critical (tipping) points are key aspects for an adequate design of learning environments to develop synergistic creativity.

Designing and enacting instruction that enhances language for mathematics learning: a review of the state of development and research

After four decades of research and development on language in mathematics classrooms, there is consensus that enhancing language is crucial for promoting students’ mathematics learning. After briefly sketching the theoretical contexts for work on this topic, in this paper we present six design principles for instruction that enhances language for mathematics learning. We then review the research that provides an empirical foundation for these principles, (a) concerning the design of learning environments to enhance language for mathematics learning and (b) on teaching practices (including teacher moves and classroom norms) involved in the enactment of those designed learning environments. Without claiming completeness, this review of the state of development and research shows that some aspects of design and instruction that enhance language for mathematics learning have been well researched, whereas research gaps for other aspects persist.