Group items tagged researchers - Vientiane College Cyberspace Learning Community

Access All Areas | Researchers : Palgrave Macmillan Journals - 1 views

www.palgrave-journals.com/...index.html

access Education researchers journals

shared by Kristina (Kris) Peachey (AAS/NZAS) on 04 Mar 14 - No Cached

Kristina (Kris) Peachey (AAS/NZAS) on 04 Mar 14

Free access for one month....

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Research cabaret: come hear the music play - 2 views

theconversation.com/come-hear-the-music-play-27010

shared by Leon Devine on 18 Aug 14 - No Cached

Education for Thinking | Education For Thinking - 1 views

www.educationforthinking.org

Education metacogniton reasoning intellectual skills thinking strategies

shared by Troy Babbitt on 19 Apr 13 - Cached

Troy Babbitt on 19 Apr 13

This woman's body of research is amazing, especially in regard to Elder and Paul's Critical Thinking Concepts

<div class="cArrow"> </div><div class="cContentInner">This woman's body of research is amazing, especially in regard to Elder and Paul's Critical Thinking Concepts</div>

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How the Brain Learns from Mistakes - Dana Foundation - 2 views

miguelescotet.visibli.com/...8fPBfG

brain mistakes

shared by Kristina (Kris) Peachey (AAS/NZAS) on 22 Oct 12 - No Cached

Kristina (Kris) Peachey (AAS/NZAS) on 22 Oct 12

Common wisdom holds that we learn best from our mistakes. But researchers at Michigan State University have published a new study that suggests something more is needed: We must be conscious of our mistakes to reap the benefits of improved performance. "Those with traumatic brain injury or other brain injuries that result in impairments in self-awareness suggest that your level of awareness of your own symptoms, for example, actually correlates with the probability that you'll recover from them," he says. "But there is still quite a bit we need to learn about conscious awareness and the role it plays in performance and judgment before we can say for certain." Hmmm. what does this mean in relation to the errors our students make?

<div class="cArrow"> </div><div class="cContentInner">Common wisdom holds that we learn best from our mistakes. But researchers at Michigan State University have published a new study that suggests something more is needed: We must be conscious of our mistakes to reap the benefits of improved performance. "Those with traumatic brain injury or other brain injuries that result in impairments in self-awareness suggest that your level of awareness of your own symptoms, for example, actually correlates with the probability that you'll recover from them," he says. "But there is still quite a bit we need to learn about conscious awareness and the role it plays in performance and judgment before we can say for certain." Hmmm. what does this mean in relation to the errors our students make?</div>

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"I didn't know they could think!" | Granted, and... - 3 views

grantwiggins.wordpress.com/...i-didnt-know-they-could-think

learning thinking Wiggins

shared by Kristina (Kris) Peachey (AAS/NZAS) on 28 May 13 - No Cached

We talk about inferences. We make inferences all the time. We tell kids to make inferences. When pushed, we can even define inferences… [Yet] the problem with comprehension, it appeared was that kids could not make inferences…
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They would not connect an ethics reading to their own lives; they could not follow the argument the author was making; they had great difficulty seeing that two authors were addressing the same issue from different points of view. Like young Beers, I had naively assumed that if the students engaged with the text that they would make the inferences needed to grapple with the ideas in the text.
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They often wrongly assume their students know how to think about what they are learning
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...3 more annotations...
What does it mean to read? What does it mean to think? What does it mean to solve problems? What should you be doing in your head when you translate the Spanish? In sum, what is meant to be going on inside that black box called the mind and what is actually going on in their minds?
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That is also why the literature on student misconception is so important for all teachers to study, since it reveals that mere teaching, no matter how precise, is insufficient to overcome widespread naïve and erroneous thinking about key ideas.
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So, as school winds down (or has just ended), you might do some thinking. You might consider a summer research project to think through how you are going to better find out next year what actually goes on in students’ heads when they try to learn vs. what you want them to be doing in their heads as they try to learn. You will no doubt find that it gets you, too, really thinking.
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Harvard University says it can't afford journal publishers' prices | Science | The Guar... - 0 views

www.guardian.co.uk/...sity-journal-publishers-prices

publishing education openaccess

shared by Kristina (Kris) Peachey (AAS/NZAS) on 03 May 12 - No Cached

University wants scientists to make their research open access and resign from publications that keep articles behind paywalls
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How Google Impacts The Way Students Think - 0 views

www.teachthought.com/...impacts-the-way-students-think

shared by Kristina (Kris) Peachey (AAS/NZAS) on 16 Apr 14 - No Cached

Troy Babbitt on 16 Apr 14

I agree with the theme of this argument but not the points used to present it. I believe students have become less adept when it comes to forming and framing questions for research, and because of that, they either misunderstand their goals or readily lose sight of them, especially as a process. However, the argument that because a question is able to be google means it's a bad question is both a logical fallacy and a specious claim. Also, the interdependence position effaces the culture of criticism students use to derive context in even the most trivial situation because that's what Google is - trivia. I think the writer misses the phenomenon that Google, and social media, act as both a closed and open narrative, but either way, it's continuous and interdependent.

<div class="cArrow"> </div><div class="cContentInner">I agree with the theme of this argument but not the points used to present it. I believe students have become less adept when it comes to forming and framing questions for research, and because of that, they either misunderstand their goals or readily lose sight of them, especially as a process. However, the argument that because a question is able to be google means it's a bad question is both a logical fallacy and a specious claim. Also, the interdependence position effaces the culture of criticism students use to derive context in even the most trivial situation because that's what Google is - trivia. I think the writer misses the phenomenon that Google, and social media, act as both a closed and open narrative, but either way, it's continuous and interdependent.</div>

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