scholarly journals Reorienting science communication towards communities

2021 ◽  
Vol 20 (03) ◽  
pp. A12
Author(s):  
Lindy A. Orthia ◽  
Merryn McKinnon ◽  
John Noel Viana ◽  
Graham Walker
Keyword(s):  
Problem Solving ◽  
Interpersonal Relationships ◽  
Science Communication ◽  
Meaningful Engagement ◽  
The Individual ◽  
Over Time ◽  
The Ideal

Communities are rarely seen as the ideal level at which to focus science communication efforts, compared to the individual, psychological or mass, societal levels. Yet evidence from allied fields suggests building interpersonal relationships with specific communities over time is key to meaningful engagement, so orienting science communication towards communities is warranted. In this paper, we argue this case. We review previous studies, identifying three existing models of community-oriented science communication, which we label ‘neighbourly’, ‘problem-solving’ and ‘brokering’. We illustrate the effectiveness of the ‘problem-solving’ approach and the desirable ideal of ‘brokering’ using recent examples of community-oriented science communication from Australia.

The Development of Distinct Choice Process Segments over Time: A Stochastic Modeling Approach

1982 ◽  
Vol 46 (2) ◽  
pp. 48-59 ◽  
Author(s):  
Donald R. Lehmann ◽  
William L. Moore ◽  
Terry Elrod
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Stochastic Modeling ◽  
Information Acquisition ◽  
Response Behavior ◽  
Model Framework ◽  
Individual Level ◽  
Amount Of Information ◽  
The Individual ◽  
Over Time

This paper examines Howard's (1963) typology dividing decision making into extensive problem solving (ESP), limited problem solving (LSP), and routinized response behavior (RRB). Specifically, the amount of information accessed in a longitudinal experiment is studied. Information acquisition is modeled stochastically at the individual level, and the existence of two segments (LSP and RRB) is tested in a nested-model framework.

scholarly journals Understanding Student Coregulation in Task Interpretation during Electronics Laboratory Activities

2016 ◽  
Vol 9 (7) ◽  
pp. 1
Author(s):  
Presentacion Rivera-Reyes ◽  
Oenardi Lawanto ◽  
Michael L. Pate
Keyword(s):  
Problem Solving ◽  
Laboratory Work ◽  
Limited Information ◽  
Self Regulated Learning ◽  
Laboratory Activities ◽  
Low Levels ◽  
The Individual ◽  
Task Interpretation ◽  
Over Time ◽  
And Task

<p class="apa">Coregulation (CRL) is a transitional process in which students share problem-solving techniques and utilize self-regulated learning (SRL) when interacting with peers. Coregulation may help students to define and modify inconsistencies in their SRL strategy. Task interpretation is described as the critical first step in the SRL process, and it is a key determinant in setting the goals and strategies to accomplish those goals. Limited information exists regarding coregulation and task interpretation in the context of laboratory work. Laboratory activities help students to move from abstract ideas to a practical understanding. However, it is generally agreed among educators that students involve little mental engagement in the laboratory activities. The purpose of this study was to investigate how students’ level of coregulation was associated with their task interpretation and how the level changed over time. One-hundred and forty-three sophomore students enrolled in an electronics course participated in this study. A paper-and-pencil questionnaire was used to measure students’ coregulation. Similarly, a questionnaire developed and piloted by the researcher measured students’ task interpretation. High-coregulated students showed high levels of SRL, while low-coregulated students showed low levels of SRL. The findings confirmed a previous study by Hadwin and Oshige, which described coregulation as a process in a learner’s acquisition of SRL, in which SRL is gradually appropriated by the individual learner’s interactions when they are working in the assigned task activities. Further investigation is necessary to unveil other factors related to these constructs in order to engage students in laboratory work.</p>

scholarly journals Putting the Self in Self-Correction: Findings From the Loss-of-Confidence Project

2021 ◽  
pp. 174569162096410
Author(s):  
Julia M. Rohrer ◽  
Warren Tierney ◽  
Eric L. Uhlmann ◽  
Lisa M. DeBruine ◽  
Tom Heyman ◽  
...  
Keyword(s):  
Scientific Community ◽  
The Self ◽  
Individual Level ◽  
The Public ◽  
Public Record ◽  
Scientific Claims ◽  
The Individual ◽  
New Evidence ◽  
Over Time ◽  
The Ideal

Science is often perceived to be a self-correcting enterprise. In principle, the assessment of scientific claims is supposed to proceed in a cumulative fashion, with the reigning theories of the day progressively approximating truth more accurately over time. In practice, however, cumulative self-correction tends to proceed less efficiently than one might naively suppose. Far from evaluating new evidence dispassionately and infallibly, individual scientists often cling stubbornly to prior findings. Here we explore the dynamics of scientific self-correction at an individual rather than collective level. In 13 written statements, researchers from diverse branches of psychology share why and how they have lost confidence in one of their own published findings. We qualitatively characterize these disclosures and explore their implications. A cross-disciplinary survey suggests that such loss-of-confidence sentiments are surprisingly common among members of the broader scientific population yet rarely become part of the public record. We argue that removing barriers to self-correction at the individual level is imperative if the scientific community as a whole is to achieve the ideal of efficient self-correction.

scholarly journals LT - contradiction matrix

2021 ◽  
Vol 49 (1) ◽  
pp. 95-102
Author(s):  
Dušan Rajić
Keyword(s):  
Problem Solving ◽  
Laws Of Nature ◽  
Final Solution ◽  
Ideal Solutions ◽  
Descriptive Theory ◽  
To Come ◽  
The Individual ◽  
Physical Quantities ◽  
Dialectical Principle ◽  
The Ideal

Altschuller's Contradiction Matrix and Bartini-Kuznetsov's LT - Table represent two different tools for solving inventive problems based on the same dialectical principle. It starts from the premise that there are contradictions at the root of every problem. Although both tools are designed to make it easier to come up with the Ideal Final Solution (IFS), in practice they often come up with optimal rather than ideal solutions. One of the reasons for this phenomenon can be attributed to the subjectivity of the innovator arising from the logical-descriptive Theory of Inventive Problem Solving (TIPS / rus. TRIZ). The second reason is related to the existence of unidentified laws of nature shown in the LT table of physical quantities. The integration of these two tools yields an effective LT contradiction matrix as a new inventology tool, which does not have the disadvantages of the individual tools from which it arose.

Gestalt Psychological Principles in Developing Meaningful Understanding of Games and Sport in Physical Education

2018 ◽  
Vol 37 (4) ◽  
pp. 322-329 ◽  
Author(s):  
Shane Pill ◽  
Brendon Hyndman
Keyword(s):  
Problem Solving ◽  
Physical Education ◽  
Meaning Making ◽  
Meaningful Engagement ◽  
Approach To Teaching ◽  
Over Time

In a games-based approach, the idea of understanding is located within the concept of games as decision-laden, problem-solving contexts. However, the concept of “understanding” is largely implicit in much of the germane literature. We are arguing for a more deliberate framework to approach the concept of understanding. We propose that the game-based approach to teaching physical education can be underpinned by the Gestalt psychological theoretical principles to provide students with more meaningful engagement in the process of learning to play games. The Gestalt psychological principles underpin the learning of games and sport through the Principle of Totality and the Principle of Psychological Isomorphism (Reproductive Thinking). The Gestalt psychological principles are underpinned by meaning-making, which is proposed as much “deeper” knowledge, developed over time, involving reflection, and agency. Although game-based approaches provide an alternative to technical and mechanical (progressive part) notions of what players need toknowanddoto be “skilled players,” in this paper, we question whether game-based approaches also encompasshowstudents in physical education are learning with understanding.

scholarly journals Putting the Self in Self-Correction: Findings from the Loss-of-Confidence Project

2018 ◽  
Author(s):  
Julia Marie Rohrer ◽  
Warren Tierney ◽  
Eric Luis Uhlmann ◽  
Lisa Marie DeBruine ◽  
Tom Heyman ◽  
...  
Keyword(s):  
Scientific Community ◽  
The Self ◽  
Individual Level ◽  
The Public ◽  
Public Record ◽  
Scientific Claims ◽  
The Individual ◽  
New Evidence ◽  
Over Time ◽  
The Ideal

Science is often perceived to be a self-correcting enterprise. In principle, the assessment of scientific claims is supposed to proceed in a cumulative fashion, with the reigning theories of the day progressively approximating truth more accurately over time. In practice, however, cumulative self-correction tends to proceed less efficiently than one might naively suppose. Far from evaluating new evidence dispassionately and infallibly, individual scientists often cling stubbornly to prior findings. Here we explore the dynamics of scientific self-correction at an individual rather than collective level. In thirteen written statements, researchers from diverse branches of psychology share why and how they have lost confidence in a published finding. We qualitatively characterize these disclosures and explore their implications. A cross-disciplinary survey suggests that such loss-of-confidence sentiments are surprisingly common among members of the broader scientific population, yet rarely become part of the public record. We argue that removing barriers to self-correction at the individual level is imperative if the scientific community as a whole is to achieve the ideal of efficient self-correction.

scholarly journals Measuring the Impact of Interdependence on Individuals During Collaborative Problem-Solving

2021 ◽  
Vol 8 (1) ◽  
pp. 75-94
Author(s):  
Zachari Swiecki
Keyword(s):  
Problem Solving ◽  
Task Design ◽  
Collaborative Problem Solving ◽  
Individual Level ◽  
Collaborative Problem ◽  
Novel Method ◽  
The Individual ◽  
The Impact ◽  
Level Of Analysis ◽  
Over Time

Collaboration analytics often focuses on assessing and monitoring individuals during collaborative problem-solving (CPS). A defining feature of CPS is the interdependence that exists between individuals when they work together — that is, how they respond to and influence one another over time. While models that account for the impact of interdependence at the individual level of analysis (interdependent models) exist, they are often highly complex. This complexity makes them potentially difficult to use in assessments and systems that need to be explainable for educators, learners, and other researchers. Measures of the impact of interdependence at the individual level of analysis could inform decisions as to whether interdependent models should be used, or whether simpler models will suffice. Such measures could also be used to investigate specific questions about interdependence in collaborative settings. In this paper, I present a novel method of measuring the impact of interdependence on individuals using epistemic network analysis. To provide evidence of the validity of the measure, I compare it to qualitative findings that describe the impact of interdependence on individuals participating in team training scenarios. To demonstrate the value of the measure, I use it to assess the impact of interdependence in these data overall and to test hypotheses regarding the collaborative task design. My results suggest that the measure can distinguish between individuals who have been impacted by interdependence differently, that interdependence is impactful in these data overall, and that aspects of the task design may have affected how some individuals were impacted by interdependence.

The Brief Theory of Inventive Problem Solving: Practicality of Software Support

2017 ◽  
Author(s):  
Zbigniew M. Bzymek ◽  
Teresa Lally
Keyword(s):  
Problem Solving ◽  
Engineering Practice ◽  
Ideal Solution ◽  
Software Support ◽  
New Developments ◽  
Research And Practice ◽  
Speed Up ◽  
Virtual Element ◽  
The Individual ◽  
The Ideal

The ongoing challenge of research in Engineering Design is to develop a tool that can support the most difficult phase: solving problems with contradictions. The Brief Theory of Inventive Problem Solving (BTIPS) is a prospective method for performing such a task. Derived from TRIZ, TSIP, and TIPS, BTIPS differs from those methods. The Principles, Effects and Prediction modules in BTIPS are enhanced to meet the newest challenges of technology, engineering practice and pedagogy. New principles were also added to BTIPS and technological effects were enriched with new developments based on nanotechnology and biotechnology. In addition the Virtual Element procedure approach was added. The tests of functions’ separation are also the new additions. This paper includes the results of research done on the effectiveness of software that could support BTIPS in the individual studies that include applications of the available computer programs. The advantages of using BTIPS with supporting software, such as Invention Machine™, TechOptimizer™, and Goldfire™, are pointed out. Some examples are given, but others could not be discussed because of the licensing constraints. The software, if it is used during the solving process, could speed up the search for the Ideal Solution and make BTIPS even more effective in education, and even in research, and practice.

On the Individual

1999 ◽  
Vol 4 (4) ◽  
pp. 205-218 ◽  
Author(s):  
David Magnusson
Keyword(s):  
School Psychologist ◽  
Real Life ◽  
Psychological Research ◽  
Developmental Research ◽  
Future Directions ◽  
The 1950S ◽  
The Individual ◽  
Over Time

A description of two cases from my time as a school psychologist in the middle of the 1950s forms the background to the following question: Has anything important happened since then in psychological research to help us to a better understanding of how and why individuals think, feel, act, and react as they do in real life and how they develop over time? The studies serve as a background for some general propositions about the nature of the phenomena that concerns us in developmental research, for a summary description of the developments in psychological research over the last 40 years as I see them, and for some suggestions about future directions.

Geographical aspects of the diffusion of passive houses

2013 ◽  
Vol 4 (2) ◽  
pp. 151-156 ◽  
Author(s):  
G. Kozma ◽  
E. Molnár ◽  
K. Czimre ◽  
J. Pénzes
Keyword(s):  
Energy Consumption ◽  
Energy Resources ◽  
Substantial Part ◽  
Renewable Energy Resources ◽  
Passive House ◽  
The Earth ◽  
Passive Houses ◽  
The Individual ◽  
Geographical Locations ◽  
Over Time

Abstract In our days, energy issues belong to the most important problems facing the Earth and the solution may be expected partly from decreasing the amount of the energy used and partly from the increased utilisation of renewable energy resources. A substantial part of energy consumption is related to buildings and includes, inter alia, the use for cooling/heating, lighting and cooking purposes. In the view of the above, special attention has been paid to minimising the energy consumption of buildings since the late 1980s. Within the framework of that, the passive house was created, a building in which the thermal comfort can be achieved solely by postheating or postcooling of the fresh air mass without a need for recirculated air. The aim of the paper is to study the changes in the construction of passive houses over time. In addition, the differences between the geographical locations and the observable peculiarities with regard to the individual building types are also presented.

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