scholarly journals Data-Texts in the Sciences

2021 ◽  
Author(s):  
Richard Duschl ◽  
Lucy Avraamidou ◽  
Nathália Helena Azevedo
Keyword(s):  
Science Education ◽  
Learning Environments ◽  
Knowledge Building ◽  
Data Transformation ◽  
Scientific Practices ◽  
Construction Of Knowledge ◽  
Alternative Approach ◽  
Current Reform ◽  
Design Of Learning Environments ◽  
Collective Construction

AbstractGrounded 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.

Personal Learning Environments

2011 ◽  
Vol 2 (4) ◽  
pp. 1-11 ◽  
Author(s):  
Sebastian H. D. Fiedler ◽  
Terje Väljataga
Keyword(s):  
Adult Learners ◽  
Web 2.0 ◽  
Learning Environments ◽  
Formal Education ◽  
The Other ◽  
Learning Activities ◽  
Web 2.0 Technologies ◽  
Personal Learning ◽  
Digital Instrumentation ◽  
Personal Learning Environments

This paper reviews and critiques how the notion of PLEs has been conceptualised and discussed in literature so far. It interprets the variability of its interpretations and conceptualisations as the expression of a fundamental contradiction between patterns of activity and digital instrumentation in formal education on one hand, and individual experimentation and experience within the digital realm on the other. It is suggested to place this contradiction in the larger socio-historic context of an ongoing media transformation. Thus, the paper argues against the prevalent tendency to base the conceptualisation of PLEs almost exclusively on Web 2.0 technologies that are currently available or emerging, while underlying patterns of control and responsibility often remain untouched. Instead, it proposes to scrutinise these patterns and to focus educational efforts on supporting adult learners to model their learning activities and potential (personal learning) environments while exploring the digital realm.

scholarly journals Good Practice in Inclusive Education: Participatory Reinterpretation of Already Existing Elaborate Classroom Practices Under a UDL Perspective

2021 ◽  
pp. 279-312
Author(s):  
Michelle Proyer ◽  
Gertraud Kremsner ◽  
Gottfried Biewer
Keyword(s):  
Learning Environments ◽  
Inclusive Education ◽  
Teaching Practices ◽  
Classroom Practices ◽  
Good Practice ◽  
School Development ◽  
Educational Practices ◽  
Teachers Perspectives ◽  
Design Of Learning Environments

AbstractThis chapter presents well-established educational practices implemented at a school in Vienna with two decades of experience in school development in the context of inclusion. It elaborates on how these existing teaching practices can be interpreted from a UDL perspective. Furthermore, this chapter aims to underline the importance of engaging with teachers’ perspectives in research efforts regarding the design of learning environments. Findings point to the advantages that the emphasized consideration of localized and societal backgrounds of students could add to the purposeful application of UDL.

scholarly journals Studi Kelayakan Taman Pendidikan Al – Qur’an Sebagai Sumber Belajar Pendidikan Nonformal

JURNAL IQRA ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 71-86
Author(s):  
Andi Ahmad Gunadi ◽  
Zulfitria Zulfitria ◽  
Aswir Aswir
Keyword(s):  
Learning Environments ◽  
Feasibility Study ◽  
Informal Education ◽  
Formal Education ◽  
Nonformal Education ◽  
Learning Material ◽  
Learning Situation ◽  
Or Education ◽  
Learning Resource ◽  
Education Environment

Al Qur’an Learning Centres for Children (Taman Pendidikan Al-Qur’an) was supposed to be a complimentary nonformal education for both formal and informal education  that many shared in society. This article was to analyze whether a feasibility study in terms of learning situation or education environment based on nonformal one. The research used a qualitative with descriptive design. The informants were derived from the managers Al Qur’an Learning Centres for Children , social figures and students’ parents. The results showed that Al Qur’an Learning Centres for Children as a informal education facility that complements formal and informal education was feasible to be maintained and developed to complete the religious-based on learning material both formal and informal education. In conclusion, learning situations or learning environments influence the feasibility as a learning resource for non-formal education. Keywords: Feasibility Study, Al Qur’an Learning Centres for Children, Nonformal Education

Controversies and Concurrence in Science Education

2008 ◽  
pp. 14-29
Author(s):  
Kevin F. Downing ◽  
Jennifer K. Holtz
Keyword(s):  
Science Education ◽  
Learning Environments ◽  
Scientific Reasoning ◽  
Formal Education ◽  
Ways Of Knowing ◽  
Learning Theories ◽  
Professional Attitudes ◽  
Social Theories ◽  
Science Wars ◽  
Science Community

The practical application of theory, or praxis, in science education is arguably less straightforward today than it has been in preceding generations. While formal education and learning theories have been promulgated for close to 100 years, the changing disposition and balance of academia, and the consequent dissemination of questionable and unverifiable social theories, have led to a more ambiguous discussion and application of au courant learning theories to science education. Much of what the authors consider the detrimental entanglement in academia of definitions and educational theories about science occurs at the confluence of different professional attitudes and motivation. Scientists are generally complacent in terms of championing and defending their own core philosophy and epistemology, and a scientist’s professional rewards and efforts rarely consist of debunking critics in the so-called other ‘ways of knowing’ (see the Science Wars website and the Sokal Affair for a droll exception at http://members.tripod.com/ScienceWars/). The defense of scientific reasoning is not what scientists focus on by training; thus, this is an area that almost certainly needs more systematic attention and treatment in science curricula. By contrast, science’s detractors in the humanities, social sciences and even education, find professional incentive and marketable topic in assailing the science colossus. Most notably, postmodernism with its socially relativistic and radical constructivist theories, replete with the denial of objective truth, have attempted to undermine science, or as Fishman (1996) noted, are attempting to put science on an “indefinite furlough” (p. 95). Like it or not, the science community is at war with nihilistic ideologies and one of the battle grounds is pedagogy, a deliberation that extends to online science learning environments.

scholarly journals Affective Characteristics for 21st Century Learning Environments: Do They Matter?

2020 ◽  
Vol 14 (12) ◽  
pp. 186
Author(s):  
Su Luan Wong
Keyword(s):  
Learning Environments ◽  
21St Century ◽  
Current Literature ◽  
Education System ◽  
Student Behavior ◽  
Formal Education ◽  
Positive Impact ◽  
21St Century Learning ◽  
First Century ◽  
Affective Characteristics

<p class="0abstract">Twenty-first century learners are media-centric and heavily reliant on technology. Internet-accessible resources are always at the students’ finger-tips and they learn through such resources anywhere, anytime. Unfortunately, formal education in most part of Asia remains largely examination focused given the immense pressure to obtain paper qualifications. Our challenge today is how do we make students learn on their own volition? How do we then sustain learning when the education system is still very much examination-centric? Success in learning is not always dependent on the ways students are taught in the classroom or the tools they use to learn but can be very much affected by the learners’ affective characteristics. This paper highlights two selected affective characteristics — attitudes and interest, as previous and current literature continue to suggest their positive impact on student behavior including learning.</p>

How to become a beekeeper: learning and skill in managing honeybees

2016 ◽  
Vol 25 (1) ◽  
pp. 31-47 ◽  
Author(s):  
Emily Caroline Adams
Keyword(s):  
United Kingdom ◽  
Informal Learning ◽  
Learning Environments ◽  
Formal Education ◽  
Animal Husbandry ◽  
Ethnographic Research ◽  
Informal Learning Environments ◽  
The United Kingdom ◽  
Formal And Informal Learning

Beekeeping is a highly skilled form of animal husbandry that dates back to centuries. It has become a popular hobby in the United Kingdom, but as an activity has rarely featured in geographical research. In this article, I present beekeeping as an interesting site of study for cultural geographers interested in enskilment processes, education and expertise. This article draws on in-depth ethnographic research with a community of hobby beekeepers in Lancashire, United Kingdom, to give a detailed analysis of the enskilment process of novice beekeepers, how this process is being shaped and influenced by a trend towards increasingly formal education tools within the community, and what this means for those interested in the power of skilled practice and expertise. In doing so, it explores issues around formal and informal learning environments, the role of social context in shaping learning, the power of government advice, and it illustrates the complexity introduced by close engagement with an insect.

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