The article, in two parts, aims to introduce the basic features of the simple random walk problem in 1D. We have discussed the analytical and numerical analysis of both symmetric and asymmetric ...random walk in 1D so that a student at the undergraduate level can explore its beauty with the least effort. We have also analysed the possibility that the walker will return to the starting point for the first time. The entire discussion will be presented in two parts. Some aspects of symmetric and asymmetric walk-in 1D are discussed here, in Part I of this article, and we will focus on the issue of the first return to the starting point in Part II.
In Part-I1 of this two-parted article, we discussed some aspects of symmetric and asymmetric random walk in 1D. The possibility that the walker might visit the starting point for the first time has ...been considered in the present part in detail.
In this article, we briefly review and illustrate the evolution of reasoning modes in science, from the pre-modern to the modern era, with particular reference to physics. This can help students ...demarcate explanations that are unacceptable in modern science from those that are possible explanations subject to experimental confirmation. The discussion bears directly on some common learning pitfalls in physics.
Suppose your father gives you a hollow cylindrical knife as a birthday gift, and your mother buys you a bag of potatoes. When the knife is pressed into a potato and the outer excess is removed, the ...interior of the knife yields a cylindrical core. By pressing the knife into a potato from several strategically chosen directions, you can construct some solids of intersection such that all faces are identical or one of two distinct shapes.
Here, we present a professional development plan to achieve lasting and coherent change in science education, from conventional teaching to guided inquiry-based teaching, covering the entire primary ...stage. This plan is based on a review of the literature on professional development programs and on the theory of critical mass for the achievement of complex social changes. We justify the different phases of the plan with empirical indicators to assess its success. We show the results obtained in a primary school from teachers, the principal, and families. These results, together with those obtained by the students, show the success of the plan and make it possible to identify crucial aspects to achieve sustainable changes in science teaching at the primary stage.
Of this article's seven experiments, the first five demonstrate that virtually no Americans know the basic global warming mechanism. Fortunately, Experiments 2–5 found that 2–45 min of ...physical–chemical climate instruction durably increased such understandings. This mechanistic learning, or merely receiving seven highly germane statistical facts (Experiment 6), also increased climate‐change acceptance—across the liberal‐conservative spectrum. However, Experiment 7's misleading statistics decreased such acceptance (and dramatically, knowledge–confidence). These readily available attitudinal and conceptual changes through scientific information disconfirm what we term “stasis theory”—which some researchers and many laypeople varyingly maintain. Stasis theory subsumes the claim that informing people (particularly Americans) about climate science may be largely futile or even counterproductive—a view that appears historically naïve, suffers from range restrictions (e.g., near‐zero mechanistic knowledge), and/or misinterprets some polarization and (noncausal) correlational data. Our studies evidenced no polarizations. Finally, we introduce HowGlobalWarmingWorks.org—a website designed to directly enhance public “climate‐change cognition.”
Convergence Between Science and Environmental Education Wals, Arjen E. J.; Brody, Michael; Dillon, Justin ...
Science (American Association for the Advancement of Science),
05/2014, Letnik:
344, Številka:
6184
Journal Article
Recenzirano
Citizen science and concerns about sustainability can catalyze much-needed synergy between environmental education and science education.
Urgent issues such as climate change, food scarcity, ...malnutrition, and loss of biodiversity are highly complex and contested in both science and society (
1
). To address them, environmental educators and science educators seek to engage people in what are commonly referred to as sustainability challenges. Regrettably, science education (SE), which focuses primarily on teaching knowledge and skills, and environmental education (EE), which also stresses the incorporation of values and changing behaviors, have become increasingly distant. The relationship between SE and EE has been characterized as “distant, competitive, predatorprey and host-parasite” (
2
). We examine the potential for a convergence of EE and SE that might engage people in addressing fundamental socioecological challenges.
Active-learning pedagogies have been repeatedly demonstrated to produce superior learning gains with large effect sizes compared with lecture-based pedagogies. Shifting large numbers of college ...science, technology, engineering, and mathematics (STEM) faculty to include any active learning in their teaching may retain and more effectively educate far more students than having a few faculty completely transform their teaching, but the extent to which STEM faculty are changing their teaching methods is unclear. Here, we describe the development and application of the machine-learning–derived algorithm Decibel Analysis for Research in Teaching (DART), which can analyze thousands of hours of STEM course audio recordings quickly, with minimal costs, and without need for human observers. DART analyzes the volume and variance of classroom recordings to predict the quantity of time spent on single voice (e.g., lecture), multiple voice (e.g., pair discussion), and no voice (e.g., clicker question thinking) activities. Applying DART to 1,486 recordings of class sessions from 67 courses, a total of 1,720 h of audio, revealed varied patterns of lecture (single voice) and nonlecture activity (multiple and no voice) use. We also found that there was significantly more use of multiple and no voice strategies in courses for STEM majors compared with courses for non-STEM majors, indicating that DART can be used to compare teaching strategies in different types of courses. Therefore, DART has the potential to systematically inventory the presence of active learning with ∼90% accuracy across thousands of courses in diverse settings with minimal effort.
We introduce a set of three essays devoted to Humanistic Science Education, an approach to science teaching and learning built around the premise that science is a human endeavor, with its own ...culture, values, knowledge, and practices. This portrayal of science emphasizes the need to contextualize science for students and to assist them in connecting science with other aspects of their lives. We describe how Humanistic Science Education is a promising approach given this particularly difficult juncture in our history and provide some timely examples of recent work that embodies this approach.
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