process of scientific inquiry
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MythBusters: Scientific Inquiry - DiscoverySchool.com - 1 views
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shared by A Gardner on 23 May 11
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How science works: The flowchart - 194 views
undsci.berkeley.edu/...scienceflowchart
science scientific method flowchart inquiry process nature of science
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shared by Jay Swan on 09 Feb 10
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100 Coolest Science Experiments on YouTube - 105 views
www.x-raytechnicianschools.org/science-experiments-on-youtube
science youtube experiments biology physics
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From site: Although YouTube has something of a reputation as a repository for the inane mental diarrhea of stunted man-children injuring each other for cheap laughs or shrill teenage drama queens shrieking like harpies over the latest bland, interchangeable lump passing as the epitome of masculine beauty, many others thankfully take advantage of its services as a portal to share their knowledge and educate viewers. While few of the scientific offerings formally follow the scientific method or test an explicitly stated hypothesis, even those videos veering more towards demonstrating various principles, theories, and laws still offer visitors a chance to learn something about how the world around them operates.
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shared by Derrick C on 04 Nov 10
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Science Experiments Elementary - 61 views
www.easy-kids-science-experiments.com/ce-experiments-elementary.html
science experiment elementary experiments
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Cooling Soda Cans
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Flowers In Water
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Frozen Candles
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Make a Battery From Fruit
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Moth Balls Dance
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Sense of Smell
Scientific Method | science-fair-coach.com - 39 views
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Anki - friendly, intelligent flashcards - 92 views
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Anki Anki is a program which makes remembering things easy. Because it is a lot more efficient than traditional study methods, you can either greatly decrease your time spent studying, or greatly increase the amount you learn. Anyone who needs to remember things in their daily life can benefit from Anki. Since it is content-agnostic and supports images, audio, videos and scientific markup (via LaTeX), the possibilities are endless. For example: learning a language studying for medical and law exams memorizing people's names and faces brushing up on geography
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Anki is a program which makes remembering things easy. Because it is a lot more efficient than traditional study methods, you can either greatly decrease your time spent studying, or greatly increase the amount you learn. Anyone who needs to remember things in their daily life can benefit from Anki. Since it is content-agnostic and supports images, audio, videos and scientific markup (via LaTeX), the possibilities are endless. For example: learning a language studying for medical and law exams memorizing people's names and faces brushing up on geography mastering long poems even practicing guitar chords!
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The End of Theory: The Data Deluge Makes the Scientific Method Obsolete - 137 views
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sociology. Forget taxonomy, ontology, and psychology. Who knows why people do what they do? The point is they do it, and we can track and measure it with unprecedented fidelity. With enough data, the numbers speak for themselves.
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The big target here isn't advertising, though. It's science. The scientific method is built around testable hypotheses. These models, for the most part, are systems visualized in the minds of scientists. The models are then tested, and experiments confirm or falsify theoretical models of how the world works.
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But faced with massive data, this approach to science — hypothesize, model, test — is becoming obsolete.
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article discussing whether math models can replace other tools for understanding the world.
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I dissagree. Maybe for someone who can cope with the massive scale Google works with but for the average student bah humbug. As far as the students I see the scientific method still needs to be taught as they need a lot of help learning how to gather reliable information from the web. As far as google is concerned the students simplistic, unevaluated searches are as valuable as someone who actually understands what they are looking for or maybe more valuable because more students are doing almost thoughtless searches. The real need is a good course, hopefully online, to teach students how to do a reasoned search. agoogleaday is a start.
http://www.havefunteaching.com/songs/song-lyrics/scientific-method-song-lyrics.pdf - 216 views
www.havefunteaching.com/...entific-method-song-lyrics.pdf
scientificmethod scientific-method-song-lyrics.pdf
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The Art of Memory - Wikipedia, the free encyclopedia - 0 views
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The Art of Memory From Wikipedia, the free encyclopedia Jump to: navigation, search For the general topic known as "Ars memoriae" or "the Art of Memory", see Art of memory. The Art of Memory Author(s) Frances A. Yates Country United Kingdom Language English Publisher Routledge and Kegan Paul Publication date 1966 Media type Print (book) Pages 400 ISBN 0-226-95001-8 OCLC Number 42905743 Preceded by Giordano Bruno and the Hermetic Tradition The Art of Memory is a 1966 non-fiction book by British historian Frances A. Yates. The book follows the history of mnemonic systems from the classical period of Simonides of Ceos in Ancient Greece to the Renaissance era of Giordano Bruno, ending with Gottfried Leibniz and the early emergence of the scientific method in the 17th century. See also [edit] Method of loci John Crowley Art of Memory
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Reading is a Problem-Solving Process. Why Not Try the Thumb Method? « Co-Crea... - 60 views
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Educational Leadership:Teaching for the 21st Century:21st Century Skills: The Challenge... - 119 views
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Critical thinking and problem solving, for example, have been components of human progress throughout history
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What's actually new is the extent to which changes in our economy and the world mean that collective and individual success depends on having such skills
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Many reform efforts, from reducing class size to improving reading instruction, have devolved into fads or been implemented with weak fidelity to their core intent. The 21st century skills movement faces the same risk.
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some of the rhetoric we have heard surrounding this movement suggests that with so much new knowledge being created, content no longer matters; that ways of knowing information are now much more important than information itself. Such notions contradict what we know about teaching and learning and raise concerns that the 21st century skills movement will end up being a weak intervention for the very students—low-income students and students of color—who most need powerful schools as a matter of social equity.
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First, educators and policymakers must ensure that the instructional program is complete and that content is not shortchanged for an ephemeral pursuit of skills
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Second, states, school districts, and schools need to revamp how they think about human capital in education—in particular how teachers are trained
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At other times, we know that we have a particular thinking skill, but domain knowledge is necessary if we are to use it.
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if skills are independent of content, we could reasonably conclude that we can develop these skills through the use of any content. For example, if students can learn how to think critically about science in the context of any scientific material, a teacher should select content that will engage students (for instance, the chemistry of candy), even if that content is not central to the field. But all content is not equally important to mathematics, or to science, or to literature. To think critically, students need the knowledge that is central to the domain.
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Another curricular challenge is that we don't yet know how to teach self-direction, collaboration, creativity, and innovation the way we know how to teach long division.
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But experience is not the same thing as practice. Experience means only that you use a skill; practice means that you try to improve by noticing what you are doing wrong and formulating strategies to do better. Practice also requires feedback, usually from someone more skilled than you are.
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We must plan to teach skills in the context of particular content knowledge and to treat both as equally important.
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education leaders must be realistic about which skills are teachable. If we deem that such skills as collaboration and self-direction are essential, we should launch a concerted effort to study how they can be taught effectively rather than blithely assume that mandating their teaching will result in students learning them.
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Even when class sizes are reduced, teachers do not change their teaching strategies or use these student-centered method
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These methods also demand that teachers be knowledgeable about a broad range of topics and are prepared to make in-the-moment decisions as the lesson plan progresses.
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Unfortunately, there is a widespread belief that teachers already know how to do this if only we could unleash them from today's stifling standards and accountability metrics. This notion romanticizes student-centered methods, underestimates the challenge of implementing such methods, and ignores the lack of capacity in the field today.
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measures that encourage greater creativity, show how students arrived at answers, and even allow for collaboration.
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When students first encounter new ideas, their knowledge is shallow and their understanding is bound to specific examples. They need exposure to varied examples before their understanding of a concept becomes more abstract and they can successfully apply that understanding to novel situations.
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Problems with 'the scientific method' | Science News for Kids - 4 views
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Scientific Method iMat by @primary_sci - 38 views
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The Future of College? - The Atlantic - 29 views
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proprietary online platform developed to apply pedagogical practices that have been studied and vetted by one of the world’s foremost psychologists, a former Harvard dean named Stephen M. Kosslyn, who joined Minerva in 2012.
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Minerva class extended no refuge for the timid, nor privilege for the garrulous. Within seconds, every student had to provide an answer, and Bonabeau displayed our choices so that we could be called upon to defend them.
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subjecting us to pop quizzes, cold calls, and pedagogical tactics that during an in-the-flesh seminar would have taken precious minutes of class time to arrange.
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felt decidedly unlike a normal classroom. For one thing, it was exhausting: a continuous period of forced engagement, with no relief in the form of time when my attention could flag
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One educational psychologist, Ludy Benjamin, likens lectures to Velveeta cheese—something lots of people consume but no one considers either delicious or nourishing.)
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adically remake one of the most sclerotic sectors of the U.S. economy, one so shielded from the need for improvement that its biggest innovation in the past 30 years has been to double its costs and hire more administrators at higher salaries.
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Lectures, Kosslyn says, are cost-effective but pedagogically unsound. “A great way to teach, but a terrible way to learn.”
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Minerva boast is that it will strip the university experience down to the aspects that are shown to contribute directly to student learning. Lectures, gone. Tenure, gone. Gothic architecture, football, ivy crawling up the walls—gone, gone, gone.
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One imagines tumbleweeds rolling through abandoned quads and wrecking balls smashing through the windows of classrooms left empty by students who have plugged into new online platforms.
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Liberal-arts education is about developing the intellectual capacity of the individual, and learning to be a productive member of society. And you cannot do that without a curriculum.”
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“The freshman year [as taught at traditional schools] should not exist,” Nelson says, suggesting that MOOCs can teach the basics. “Do your freshman year at home.”) Instead, Minerva’s first-year classes are designed to inculcate what Nelson calls “habits of mind” and “foundational concepts,” which are the basis for all sound systematic thought. In a science class, for example, students should develop a deep understanding of the need for controlled experiments. In a humanities class, they need to learn the classical techniques of rhetoric and develop basic persuasive skills. The curriculum then builds from that foundation.
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“Your cash cow is the lecture, and the lecture is over,” he told a gathering of deans. “The lecture model ... will be obliterated.”
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Subsidies, Nelson says, encourage universities to enroll even students who aren’t likely to thrive, and to raise tuition, since federal money is pegged to costs.
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We have numerous sound, reproducible experiments that tell us how people learn, and what teachers can do to improve learning.” Some of the studies are ancient, by the standards of scientific research—and yet their lessons are almost wholly ignored.
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a pop quiz at the beginning of a class and (if the students are warned in advance) another one at a random moment later in the class greatly increases the durability of what is learned.
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ask a student to explain a concept she has been studying, the very act of articulating it seems to lodge it in her memory. Forcing students to guess the answer to a problem, and to discuss their answers in small groups, seems to make them understand the problem better—even if they guess wrong.
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e traditional concept of “cognitive styles”—visual versus aural learners, those who learn by doing versus those who learn by studying—is muddled and wrong.
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pedagogical best practices Kosslyn has identified have been programmed into the Minerva platform so that they are easy for professors to apply. They are not only easy, in fact, but also compulsory, and professors will be trained intensively in how to use the platform.
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he could have alerted colleagues to best practices, but they most likely would have ignored them. “The classroom time is theirs, and it is sacrosanct,
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Minerva’s model, Nelson says, will flourish in part because it will exploit free online content, rather than trying to compete with it, as traditional universities do.
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certain functions of universities have simply become less relevant as information has become more ubiquitous
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MOOCs will continue to get better, until eventually no one will pay Duke or Johns Hopkins for the possibility of a good lecture, when Coursera offers a reliably great one, with hundreds of thousands of five-star ratings, for free.
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it is designed to convey not just information, as most MOOCs seem to, but whole mental tool kits that help students become morethoughtful citizens.
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part of the process of education happens not just through good pedagogy but by having students in places where they see the scholars working and plying their trades.”
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“hydraulic metaphor” of education—the idea that the main task of education is to increase the flow of knowledge into the student—an “old fallacy.”
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I remembered what I was like as a teenager headed off to college, so ignorant of what college was and what it could be, and so reliant on the college itself to provide what I’d need in order to get a good education.
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It took deep concentration,” he said. “It’s not some lecture class where you can just click ‘record’ on your tape.”
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for all the high-minded talk of liberal education— of lighting fires and raising thoughtful citizens—is really just a credential, or an entry point to an old-boys network that gets you your first job and your first lunch with the machers at your alumni club.
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Its seminar platform will challenge professors to stop thinking they’re using technology just because they lecture with PowerPoint.
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professors and students increasingly separated geographically, mediated through technology that alters the nature of the student-teacher relationship
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The idea that college will in two decades look exactly as it does today increasingly sounds like the forlorn, fingers-crossed hope of a higher-education dinosaur that retirement comes before extinction.
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"Zum Frühstück lese ich die Posts meiner Kollegen" Interview mit Dr. Mareike ... - 0 views
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In diesem Zusammenhang wäre es auch wichtig, die Ausbildung der Studierenden im Umgang mit den sozialen Medien zu fördern und dies curricular in den Studienablauf einzubinden.
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Sehgewohnheiten, die sich gerade in Richtung „Listen“ verschieben, weil das die häufigste Präsentationsform von Information in den sozialen Medien ist.
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mehr Forschung über unsere gegenwärtige Internetkultur und eine größere Reflektion über unser Tun im Netz notwendig sind.
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Das scheint Wissenschaftler sehr viel weniger umzutreiben als Privatpersonen.
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Außerdem wird viele Wissenschaftler die fehlende Anerkennung davon abhalten, Zeit und Energie in die Veröffentlichung von Blogbeiträgen zu stecken.
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Geisteswissenschaftler eben mit dem fragmentarischen, mit dem Äußern von noch nicht fertigen und mit vielen Fußnoten abgesicherten Meinungen schwer tun
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Hier ist ein Umdenken erforderlich, weg von der Konkurrenz hin zur Zusammenarbeit
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Bei den sozialen Medien stehen wie gesagt Kommunikation, Diskussion und Austausch einerseits, sowie gemeinsame Wissensgenerierung und kollaboratives Arbeiten andererseits im Vordergrund.
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Teaching the Controversy: Why the Creationism Vs. Evolution Debate Should Stay Out of S... - 56 views
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14 percent of high school biology teachers personally reject not only the theory of evolution but also scientific method, which teaches rigorous critical thinking skills and draws a clear path to the discovery of real truths and how to separate them from merely apparent truths.
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The basic science of evolutionary biology underlies so many diverse disciplines that it can be considered a basic necessity of knowledge in modern scientific society.
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This statement is misleading in that it assumes the ID stand rejects small variations within an already preexisting genetic code. Creationist and ID teachings both conclude that variations within the genetic code are essential to species survival. The pseudo-proven evolution of species-to-species genetics does not need to be taught at any level in order for individuals to prosper at higher institutes of learning.
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It seems today's Religious Right would raise a generation of kids who would perhaps conclude the lights are out because they used a curse word or took God's name in vain.
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shared by Matt Claxon on 09 Feb 15
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Moving beyond technology in designing online learning - 70 views
www.tonybates.ca/...y-in-designing-online-learning
effective teaching screencast designing online learning
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Some loved them, some hated them, and few were indifferent.
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At the time (and for many years afterwards) researchers such as Richard Clark (1983) argued that ‘proper’, scientific research showed no significant difference between the use of different media. In particular, there were no differences between classroom teaching and other media such as television or radio or satellite. Even today, we are getting similar findings regarding online learning (e.g. Means et al., 2010).
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different media can be used to assist learners to learn in different ways and achieve different outcomes. In a sense, researchers such as Clark were right: the teaching methods matter, but different media can more easily support different ways of teaching than others
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Thus requiring the television program to be judged by the same assessment methods as for the classroom lecture unfairly measures the potential value of the TV program. In this example, it may be better to use both methods: didactic teaching to teach understanding, then a documentary approach to apply that understanding. (Note that a television program could do both, but the classroom lecture could not.)
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The use of different media also allows for more individualization and personalization of the learning, better suiting learners with different learning styles and needs.
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This of course is what we do with technology in education. We try either to incorporate new technology into old formats, as with clickers and lecture capture, or we try to create the classroom in virtual space, as we do with learning management systems. What we are still developing but not yet clearly recognizing are formats, symbols systems and organizational structures that exploit the unique characteristics of the Internet as a medium.
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Given the need to create and interpret meaning when using media, trying to use computers to replace or substitute for humans in the education process is likely to be a major mistake, at least until computers have much greater facility to recognize, understand and apply semantics, value systems, and organizational factors,
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it is equally a mistake to rely only on the symbol systems, cultural values and organizational structures of classroom teaching as the means of judging the effectiveness or appropriateness of the Internet as an educational medium.
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