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Kristen Della

Definition of the Scientific Method - 0 views

en.wikipedia.org/...Scientific_method

scientific method reflection

shared by Kristen Della on 17 Jul 11 - Cached
Kristen Della liked it
  • Kristen Della on 17 Jul 11
     
    The scientific method is something that I have used (and taught about) in sociology. It is interesting to see how it applies to education and online learning.
Diane Gusa

Teaching Creativity - 0 views

www2.goshen.edu/...tc.html

creativity teaching socratic questioning education

shared by Diane Gusa on 27 Jun 11 - Cached
  • Most five year olds are totally confident that they can draw, sing, and dance.  Tragically, within three or four years this child, if she is typical, will experience a crisis of confidence
  • She will no longer feel competent or creative. 
  • When allowed to do what we want to do, we are most likely to revert to whatever we previously found enjoyable and/or successful.
    • Diane Gusa
      Diane Gusa on 27 Jun 11
       
      I have experienced this with my students, but now I also understand that they need more confidence to be risk-takers
  • ...11 more annotations...
  •   In order to force a new idea to the surface, an artist might reverse the order of work, change the medium, change the scale, forbid a certain common component in the work, and so on.  These are limitations to jog or jump start the creative impulse.
  • In creative teaching, assignment limitations provide a way to change the student's habits of work
  • people have developed problem solving habits that lack confidence in their own ability to bring any life experience or judgement to the situation.
  • a society that values conformity above indiviual creativity and choice making probably should teach drawing as a series of prescribed symbols rather than teaching actual observation, thinking, feeling, and interpretation skills.
  • Teach creativity by giving TIME FOR THE CREATIVE PROCESS Assign HOMEWORK OF THE MIND
  • When we show an end product in order to help explain something, we risk that students will not be challenged to think creatively
  • To teach process, we avoid posting charts that gives answer unless the students themselves have invented the charts.
  •   The scientific method says that questions must be answered experimentally and the results are repeatable.
  • the scientific method takes more time in the short run, but if a student learns that they can design experiments to solve their own problems, they have learned not only the scientific method, they have learned one of the important components of artistic thinking and artistic behavior. Ultimately, time is saved because students have learned to figure out how to answer their own questions. They are empowered.
  • True creativity happens when intuitive imagination brings forth the previously unknown and unimagined
  • The creative process includes preparation, incubation, insight, elaboration, and evaluation.
Hedy Lowenheim

kolb's learning styles, experiential learning theory, kolb's learning styles inventory ... - 0 views

www.businessballs.com/kolblearningstyles.htm

LearningStyles research teaching psychology education

shared by Hedy Lowenheim on 14 Jul 13 - Cached
  • Despite this, (and this is my personal view, not the view of the 'anti-Learning Styles lobby'), many teachers and educators continue to find value and benefit by using Learning Styles theory in one way or another, and as often applies in such situations, there is likely to be usage which is appropriate, and other usage which is not.
  • Education is big business. Much is at stake commercially and reputationally, and so it is not surprising that debate can become quite fierce as to which methods work and which don't. So try to temper what you read with what you know and feel and experience. Personal local situations can be quite different to highly generalised averages, or national 'statistics'. Often your own experiences are likely to be more useful to you than much of the remote 'research' that you encounter through life. You must be careful how you use systems and methods with others, and be careful how you assess research and what it actually means to you for your own purposes.
  • A note about Learning Styles in young people's education: Towards the end of the first decade of the 2000s a lobby seems to have grown among certain educationalists and educational researchers, which I summarise very briefly as follows: that in terms of substantial large-scale scientific research into young people's education, 'Learning Styles' theories, models, instruments, etc., remain largely unproven methodologies. Moreover Learning Styles objectors and opponents assert that heavy relience upon Learning Styles theory in developing and conducting young people's education, is of questionable benefit, and may in some cases be counter-productive. Despite this, (and this is my personal view, not the view of the 'anti-Learning Styles lobby'), many teachers and educators continue to find value and benefit by using Learning Styles theory in one way or another, and as often applies in such situations, there is likely to be usage which is appropriate, and other usage which is not.
  • Hedy Lowenheim on 14 Jul 13
     
    "A note about Learning Styles in young people's education, and by implication potentially elsewhere too: I am grateful to the anonymous person who pointed me towards a seemingly growing lobby among educationalists and educational researchers, towards the end of the first decade of the 2000s, which I summarise very briefly as follows: that in terms of substantial large-scale scientific research into young people's education, 'Learning Styles' theories, models, instruments, etc., remain largely unproven methodologies. Moreover, Learning Styles objectors and opponents assert that the use of, and certainly the heavy reliance upon, Learning Styles theory in formulating young people's education strategies, is of questionable benefit, and may in some cases be counter-productive."
Diane Gusa

Michael Polanyi - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Michael_Polanyi

education knowing 4 learning

shared by Diane Gusa on 04 Jul 11 - No Cached
  • absolute objectivity (objectivism) is a false ide
  • He rejects the notion that scientific method yields truth mechanically
  • All knowing is personal, and therefore relies upon commitments.
  • ...3 more annotations...
  • Our intellectual skills are driven by passionate commitments which motivate discovery and validation.
  • Commitments lead innovators to risk their reputation by committing to a hypothesis. He gives the example of Copernicus, who declared, contrary to our experience, that the Earth revolves around the Sun. He claims that Copernicus first arrived at the truth of the Earth's true relation to the Sun not by following a method, but via "the greater intellectual satisfaction he derived from the celestial panorama as seen from the Sun instead of the Earth."[3] What saves this approach from the charge of relativism is his conviction that tacit knowing connects us with objective realities.
  • Knowing more than we can say helps to explain how knowledge can be passed on within a tradition by non-explicit means, via apprenticeship i.e. a pupil improves their skills by observing a master.
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