another way would be why don't we spend some not all more some energy, attention, money, resources in trying to influence the lay people
for - pivot science education - spend resources to educate and influence lay people, - adjacency - influence lay people - BEing journeys
I just love the look of amazement when anyone looks into the Foldscope for the first time, particularly little kids," Pandiarajan says. "When their eyes light up, I know that's the moment they will embrace science and learning for the rest of their lives."
Reply to Hajo Bakker on LinkedIn
Hajo Bakker Exam vs. Test -- Een examinering moet veel vanafwegen en niet regulier gebeuren.
Een test (toets) mag vaker gebeuren, en moet weinig vanaf hangen... Geen ouders die straffen voor een laag cijfer (of cijfers afschaffen), geen adviezen die daarvanafhangen, etc.
Het doel van een toets is om je aan te geven wat je krachten en minder sterke punten zijn, dus waar je je op moet focussen met toekomst leren. Dit kan alleen op het moment dat je een toets nabespreekt en op individueel niveau. Klassikaal bespreken heeft vaak weinig nut.
Daarbij komt ook dat een student moet snappen WAAROM het helpt om na te bespreken, de wetenschap erachter. Op het moment dat je de waarom achter het hoe niet goed snapt heeft het hoe minder effect. (dit is waarom in het 4C/ID model ze in een scaffold beginnen met de laatste stap, waarin de informatie van voorgaande stappen is gegeven. Dit zodat als je de vorige stap gaat leren, je een beter idee hebt waar het uiteindelijk voor gebruikt gaat worden en je er dus een betere invulling aan kan geven.)
Semantische verschillen zijn vaak uiterst nuttig om complexe stof te begrijpen. Op het moment dat ze exact hetzelfde waren heeft het weinig nut om meerdere termen te hebben en zouden ze synoniem zijn.
"Exam" is geen synoniem van "test".
Genuanceerde verschillen zijn vaak nuttiger dan "umbrella terms" om goed te communiceren, als uiterst subliem wordt beargumenteerd in "Science of Memory: Concepts" van Roediger III et al.
Daarnaast komt uiteraard bij kijken dat neurocognitieve wetenschap een blauwdruk geeft voor hoe onze brein architectuur in elkaar zit (zie bijvoorbeeld John Sweller, Cognitive Load Theory 2011, en The Forgetting Machine, Rodrigo Quian Quiroga, 2017, Science of Memory: Concepts, Roediger et al., 2007, Ten Steps to Complex Learning, van Merriënboer, 2017).
Dit is universeel toepasbaar, afgezien van mensen met een cognitieve aandoening bijvoorbeeld, dit gaat dus over neurotypische breinen.
Leerstijlen zijn een mythe, wel hebben wij leervoorkeuren, maar door alleen in onze leervoorkeur te leren missen wij bepaalde informatie die cruciaal kan zijn voor beter begrip en meesterschap (mastery).
Beter is het om studietechnieken te gebruiken die overeenkomen met brein-architectuur en die onder te knie te krijgen.
Meer cognitieve belasting te gebruiken (zonder cognitieve overbelasting te veroorzaken). Als leren "makkelijk" voelt is het over het algemeen niet uitdagend genoeg en/of de techniek niet nuttig. Herlezen / samenvatten is simpel maar vrij inefficiënt. Het maken van een GRINDEmap voelt moeilijk maar is vele malen effectiever (zie ook the misinterpreted effort hypothesis).
Zoals Dr. Ahrens al zei: "The one who does the effort, does the learning."
Verder heb ik een heleboel ideëen voor een optimaal onderwijs dat zich aanpast aan het individu in plaats van aan het systeem, maar dit is een te complex en groot onderwerp om zo even hier neer te zetten.
Trump’s victory illustrates a fundamental disconnect between academic researchers and many Republican voters. Finding common ground will require social engagement and likely humility on the part of scientists, who have yet to fully grapple with this social and political divide. For many Republicans, “the problem is us” — the academic ‘elites’, Jasanoff says.
for - climate denialism- science education - public distrust of science
Hence, we argue that machine learning and natural language processing provide science education researchers means to combine exploratory capabilities of qualitative research methods with the systematicity of quantitative methods.
machine learning and natural language processing provide science education researchers means to combine exploratory capabilities of qualitative research methods with the systematicity of quantitative methods.
I think I should define groups of my org-fc flashcards to review as a single unit. They should be interleaved.
Maybe test doing this with org-transclude.
Must look for good ways to implement retrieval practice.
Unrelated to the song itself. It is interesting that different people interpret the song's meaning differently. Likely due to individual differences in perspective, history, culture, etc.
Makes me reflect. Is knowledge/wisdom contained solely in content and words? Or is knowledge/wisdom rather contained in the RELATIONSHIP, the INTERACTION, between past experience, previous knowledge (identity) and substance?
Currently I am inclined to go for the latter.
“All of us are imperfect,” Professor Calkins said. “The last two or three years, what I’ve learned from the science of reading work has been transformational.”
This is a painful statement to be said by an educator, a word whose root means to "lead out".
Information Creation as a Process
Information (or knowledge) creation is a *continuous* process. Scientific publication could (maybe should) be continuously be updated as presented in the following book chapter:
HELLER, Lambert, THE, Ronald and BARTLING, Sönke, 2014. Dynamic Publication Formats and Collaborative Authoring. In: BARTLING, Sönke and FRIESIKE, Sascha (eds.), Opening Science. Online. Springer International Publishing. pp. 191–211. [Accessed 11 January 2014]. ISBN 978-3-319-00025-1. Retrieved from: http://link.springer.com/chapter/10.1007/978-3-319-00026-8_13
Tyler Black, MD. (2022, January 25). /1 Hi Lucy and your colleagues. Your advocacy toolkit contains poorly sourced, contexted, and biased information on mental health during the pandemic/schooling. And I have receipts too! (Thread) #urgencyofnormal https://t.co/JeWKE0iGn1 [Tweet]. @tylerblack32. https://twitter.com/tylerblack32/status/1486111652076527623
How cherry-picking science became the center of the anti-mask movement. (2022, February 14). Gothamist. https://gothamist.com
Dame Adjin-Tettey, T. (2022). Combating fake news, disinformation, and misinformation: Experimental evidence for media literacy education. Cogent Arts & Humanities, 9(1), 2037229. https://doi.org/10.1080/23311983.2022.2037229
Michaud, M., & Center, U. of R. M. (n.d.). Trust in science at root of vaccine acceptance. Retrieved February 8, 2022, from https://medicalxpress.com/news/2022-01-science-root-vaccine.html
Broadfoot, M. (n.d.). Masks Protect Schoolkids from COVID despite What Antiscience Politicians Claim. Scientific American. Retrieved January 23, 2022, from https://www.scientificamerican.com/article/masks-protect-schoolkids-from-covid-despite-what-antiscience-politicians-claim/
Omicron peak could be “long and drawn out”, Sage scientists warn as pressure mounts on NHS. (2022, January 3). Inews.Co.Uk. https://inews.co.uk/news/politics/omicron-covid-variant-uk-peak-long-drawn-out-sage-scientists-warning-nhs-1380110
Ober, T., Cheng, Y., Carter, M., & Liu, C. (2021). Disruptiveness of COVID-19: Differences in Course Engagement, Self-appraisal, and Learning. PsyArXiv. https://doi.org/10.31234/osf.io/b2pxd
Hypothesis REST API
The Hypothesis API integrates annotations into web services. Available to send HTTP requests and JSON responses, it aims to be useful for researchers, scientists, and educators.
Motz, B., Fyfe, E., & Guba, T. P. (2021). Learning to Call Bullsh*t via Induction: Categorization Training Improves Critical Thinking Performance. PsyArXiv. https://doi.org/10.31234/osf.io/65qfj
Malpass, D. D. (n.d.). The impact of Covid-19 on students, staff and Departments of Psychology in UK Universities. This report was prepared by Dr Lisa Morrison Coulthard (Head of Research and Impact) and Laura Devlin (Research and Impact Lead). 124.
Hoss, T., Ancina, A., & Kaspar, K. (2021). Forced Remote Learning During the COVID-19 Pandemic in Germany: A Mixed-Methods Study on Students’ Positive and Negative Expectations. Frontiers in Psychology, 12, 642616. https://doi.org/10.3389/fpsyg.2021.642616
Romeo, M., Yepes-Baldó, M., Soria, M. Á., & Jayme, M. (2021). Impact of the COVID-19 Pandemic on Higher Education: Characterizing the Psychosocial Context of the Positive and Negative Affective States Using Classification and Regression Trees. Frontiers in Psychology, 12, 714397. https://doi.org/10.3389/fpsyg.2021.714397
Hammerstein, S., König, C., Dreisoerner, T., & Frey, A. (2021). Effects of COVID-19-Related School Closures on Student Achievement—A Systematic Review [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/mcnvk
Hazell, C. M., Niven, J., Chapman, L., Roberts, P., Cartwright-Hatton, S., Valeix, S., & Berry, C. (2021). Nationwide assessment of the mental health of UK Doctoral Researchers [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/cs73g
Alper, S. (2021). When Conspiracy Theories Make Sense: The Role of Social Inclusiveness. PsyArXiv. https://doi.org/10.31234/osf.io/2umfe
The COVID-19 Vaccine Communication Handbook | A practical guide for improving vaccine communication and fighting misinformation. (n.d.). Retrieved January 14, 2021, from https://rri-tools.eu/-/the-covid-19-vaccine-communication-handbook-a-practical-guide-for-improving-vaccine-communication-and-fighting-misinformation
O’Keeffe, C., & McNally, S. (2020). Perspectives of early childhood teachers in Ireland on the role of play during the pandemic [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/q74e9
Nunes, L., & Writer, A. S. (2020). Working Around the Distance. APS Observer, 33(7). https://www.psychologicalscience.org/observer/covid-19-remote-learning-teaching-research
Preprint Servers Have Changed Research Culture in Many Fields. Will a New One for Education Catch On? - EdSurge News. (2020, August 20). EdSurge. https://www.edsurge.com/news/2020-08-20-preprint-servers-have-changed-research-culture-in-many-fields-will-a-new-one-for-education-catch-on
Flat Earth “Science”—Wrong, but not Stupid. (2020, August 22). https://www.youtube.com/watch?v=f8DQSM-b2cc
Lavoie, K. (2019). Applying behavioural science to improve physicians’ ability to help people improve their own health behaviours. European Journal of Public Health, 29(Supplement_4). https://doi.org/10.1093/eurpub/ckz185.812
Wishart, A. E. (2020). Towards equitable evolution & ecology learning online: A perspective from a first-time instructor teaching evolution during COVID-19. https://doi.org/10.31235/osf.io/8srv3
Kizilcec. F. R., Reich. J., Yeomans. M., Dann, C., Brunskill, E., Lopez. G., Turkay., S., Williams, J. J., Tingley. D., (2020) Scaling up behavioral science interventions in online education. PNAS. Retrieved from https://www.pnas.org/content/117/26/14900.short?rss=1
Behavioural Economics on a Post-It. (2020, June 16). Impact of Social Sciences. https://blogs.lse.ac.uk/impactofsocialsciences/2020/06/16/behavioural-economics-on-a-post-it/
r/BehSciMeta—Comment by u/VictorVenema on ”No appeasement of bad faith actors”. (n.d.). Reddit. Retrieved June 11, 2020, from https://www.reddit.com/r/BehSciMeta/comments/gv0y99/no_appeasement_of_bad_faith_actors/ftpclwz
Call for Papers: COVID19-Pandemic. (n.d.). Https://Www.Apa.Org. Retrieved June 11, 2020, from https://www.apa.org/pubs/journals/amp/call-for-papers-covid19-pandemic
Covid-19: Towards the new normal, and beyond... (n.d.). Retrieved 9 June 2020, from https://www.youtube.com/watch?v=wJcgdERLabc&feature=youtu.be
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Nekmat, E. & Yue, A. (2020 May 01)How to fight the spread of COVID-19 disinformation. World Economic Forum. https://www.weforum.org/agenda/2020/05/how-to-fight-the-covid-19-infodemic-lessons-from-3-asian-countries/
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It was, perhaps, the amiable character of this man that inclined me more to that branch of natural philosophy which he professed,
The relationships between Victor and his teachers appear to drive the interdisciplinary curiosity that leads to his later discoveries. For example, M. Waldman, who loves chemistry, notes that "I have not neglected the other branches of science," and neither does Victor.
university of Ingolstadt
Founded in 1472 in Bavaria, about 400 miles northeast of Geneva, this university became a leading center of scientific learning in the eighteenth century; the emergence of the Illuminati in 1776 also identified the university with the radical enlightenment.
our family was not scientifical, and I had not attended any of the lectures given at the schools of Geneva. My dreams were therefore undisturbed by reality
Victor explains his lack of any early scientific education as the reason he found medieval scientific works credible and often intoxicating. But while they may not have been versed in the sciences, Victor's parents educated him in languages, mathematics, and other kinds of knowledge prized by the Enlightenment.
In a thousand ways he smoothed for me the path of knowledge, and made the most abstruse enquiries clear and facile to my apprehension. My application was at first fluctuating and uncertain; it gained strength as I proceeded, and soon
In this 1831 revision, M. Waldman's influence depends less on his personality or charisma and more on his capabilities as a teacher.
Such were the professor’s words—rather let me say such the words of fate, enounced to destroy me. As he went on, I felt as if my soul were grappling with a palpable enemy; one by one the various keys were touched which formed the mechanism of my being: chord after chord was sounded, and soon my mind was filled with one thought, one conception, one purpose. So much has been done, exclaimed the soul of Frankenstein,—more, far more, will I achieve: treading in the steps already marked, I will pioneer a new way, explore unknown powers, and unfold to the world the deepest mysteries of creation. I closed not my eyes that night. My internal being was in a state of insurrection and turmoil; I felt that order would thence arise, but I had no power to produce it. By degrees, after the morning’s dawn, sleep came. I awoke, and my yesternight’s thoughts were as a dream. There only 35remained a resolution to return to my ancient studies, and to devote myself to a science for which I believed myself to possess a natural talent. On the same day, I paid M. Waldman a visit.
In this lengthy addition to 1831, Victor experiences an early flash of ruinous ambition during the chemistry lecture by M. Waldman. The new picture of Waldman as an evil force belongs to a pattern of provoking suspicion about scientific education in the 1831 edition that did not appear in the 1818.
pursuits. In rather a too philosophical and connected a strain, perhaps, I have given an account of the conclusions I had come to concerning them in my early years. As a child, I had not been content with the results promised by the modern professors of natural science. With a confusion of ideas only to be accounted for by my extreme youth, and my want of a guide on such matters, I had retrod the steps of knowledge along the paths of time, and exchanged the discoveries of recent enquirers for the dreams of forgotten alchymists.
Shelley adds this 1831 passage in which she traces Victor's fascination with alchemy and outmoded scientific ideas to an impetuous childhood, while the 1818 edition shows Victor reading the ancient sciences as an adult.
A nano-porous carbon composite membrane has been found to display high water flux due to exceptionally high surface diffusion, together with an excellent salt rejection [2616, 2958].
With an excellent ability to reject salt, how often does membrane fouling become an issue when desalinating seawater? to a point where it causes water flux decline and lowers the quality of the water produced.
~ Anthony Y.
Education as a practice has placed a much higher value on observation and hands-on experience than on scientific evidence, Seidenberg said. "We have to change the culture of education from one based on beliefs to one based on facts."
Kuhn (1970, p. 167) commented that science education tends to elide the processthrough which knowledge has been constructed, whereas students of other subjectsare exposed to varying interpretations over time. As a result, he suggested, sciencestudents are blind to the history of their subject, seeing it only as unproblematicprogress. The interview data suggest that this is indeed a point of difference betweenthe ‘arts’ and ‘science’ students in this sample. While both of them tend to have adualistic view of science itself, the ‘arts’ students seem to be more at ease with arelativistic view of knowledge in history.
Kuhn on lack of training science students receive on how knowledge is constructed.
MIT is running a master's program in data, economics, and development policy with unique admission requirements. Anyone can apply after completing five online courses through edX with in-person exams.
Morris Pelzel on Doug Engelbart's Augmenting Human Intellect: A Conceptual Framework.
the presentation and arrangement of symbolic data is crucial, and any given arrangement may be more or less conducive to discovery. That is why Engelbart’s observation about “playing” with and “rearranging” the materials we are dealing with strikes such a resonant chord. Even if we are only dealing with text, the ease of recombining and manipulating our words and phrases enables our writing to more quickly reach a suitable form of expression.
as we are social animals, our intellects work most effectively, not in isolation but in connection with others. When thoughts and ideas are externally represented, they thereby enter to some degree a public space,
Discussion about Obama's computer science for K-12 initiative. CS programs in high school are about 40 years overdue. It is a valid concern that much of this money may be wasted on overpriced proprietary software, hardware, and training programs. And of course, average schools will handle CS about like they handle other subjects -- not very well.
Another concern raised, and countered, is that more programmers will mean lower wages for programmers. But not everyone who studies CS in high school is going to become a programmer. And an increase in computer literacy may help increase the demand for programmers and technicians.
educators and business leaders are increasingly recognizing that CS is a “new basic” skill necessary for economic opportunity. The President referenced his Computer Science for All Initiative, which provides $4 billion in funding for states and $100 million directly for districts in his upcoming budget; and invests more than $135 million beginning this year by the National Science Foundation and the Corporation for National and Community Service to support and train CS teachers.
The Innovator's Mindset, George Couros