Of ‘knowing science’ and of ‘doing science’: A reaffirmation of the tacit and the affective in science and science education

Abstract:

Most of school science concentrates on helping students gain a knowledge and understanding of explicit science, which may subsequently be tested in examinations. It presents a picture of science as a secure body of knowledge, gained by scientists working according to the standard procedures of science. In this paper I stress a different model of science: the looseness of the knowledge held, the idiosyncratic methods by which it is obtained, and the personal way in which it is used to solve problems. I also stress the importance of tacit knowledge and the affective driving force, which describe the personal knowledge that scientists both hold and utilize; I analyse the nature of authentic science in terms of the type of knowledge that scientists know and the way in which scientists work. The arguments for and against such authentic science in schools are considered, together with the factors limiting its practicality. Influenced by the writing of Polanyi, Hodgkin, and Claxton and by experience of, and researches into, students doing problem‐solving projects in schools, I argue that it is desirable, and possible, to incorporate some such authentic science into the school science curriculum. In spite of many unsympathetic pressures acting on current schooling, I believe that there is a vital need to reaffirm the importance of the tacit and the affective in school science.     

Data administration in the organization: What is it,who does it and why?

Those who work in the field of database are constantly being challenged both by the burgeoning nature of the field and by the rapidity of new developments. One of the new emerging areas is ‘data administration’; this refers to the management, planning and documentation of the data resource of a company.The key concept in the move towards data administration has been that data, like people, money and materials should be treated as a critical resource that any company has to manage. Providing accurate, relevant and timely information entails a significant cost for a company and presents a substantial challenge.     

What does it mean to be good at using a mobile device? An investigation of three levels of experience and skill

An increasing number of computer users lack formal training in operating their devices. These daily users cannot be described as novices or experts within the predominant view of expertise. In order to describe and better understand this type of self-taught intermediate level of skill, 10 casual users of a high-end smartphone series were compared to 10 novices and 4 professionals (help desk personnel) in their learning histories, task performance, and cognitive outcomes. Our study suggests that this type of self-taught intermediate level of skill is device-specific. Experienced users (casual users and experts) exhibited superior performance for representative tasks. This is mainly attributable to faster navigation and better knowledge of interface terminology, not to deeper conceptual representation of the problems. Interviews suggest that this skill is the consequence of routine use and three recurring learning events: familiarization, following of media, and ad hoc problem-solving situations. We conclude by discussing why intermediate levels of skill deserve more attention in HCI research.     

The ‘Japan problem’ in science and technology and basic research as a culture

This paper analyses the Japan Problem in science and technology from the viewpoint of the cultural factors involved. The selective use of contrary images of society depending on social context gives rise to a self-amplification of the problem. The paper critically examines what such generating mechanisms imply for a linear model connecting scientific, technological and economic performances. By focusing on the Science and Technology Basic Law and Plan approved in Japan in 1995 and 1996, it argues that measures taken for the promotion of basic research and creativity without giving due consideration to the relevant cultural factors provide an unsound basis for evaluating basic research. The paper argues that self-organisation by self-reference could provide an important general principle for human-centred science and technology policy, and especially policy for basic research.With Senior Associate Membership of St Antony's College, University of Oxford, UK for 1998–1999     

Intelligent agents and liability: is it a doctrinal problem or merely a problem of explanation?

The question of liability in the case of using intelligent agents is far from simple, and cannot sufficiently be answered by deeming the human user as being automatically responsible for all actions and mistakes of his agent. Therefore, this paper is specifically concerned with the significant difficulties which might arise in this regard especially if the technology behind software agents evolves, or is commonly used on a larger scale. Furthermore, this paper contemplates whether or not it is possible to share the responsibility with these agents and what are the main objections surrounding the assumption of considering such agents as responsible entities. This paper, however, is not intended to provide the final answer to all questions and challenges in this regard, but to identify the main components, and provide some perspectives on how to deal with such issue.     

Students’ engagement with real-time graphs in CSCL settings: scrutinizing the role of teacher support

This paper reports on a study of teacher support in experimental computer-supported collaborative learning (CSCL) settings where students engage with graphs in real-time labs within the context of school science. Real-time labs are digital devices and software connected to student-controlled sensors or probes that can measure and visualize data graphically. The empirical setting was a science project about ocean acidification (OA) where lower secondary school students conducted measurements of the pH value of water with increased concentrations of CO2. The analytical focus is on student–teacher interaction during group-work activities where the students carried out, reviewed and reported on the real-time lab experiment. The analyses show that students needed additional support from the teacher in interpreting the real-time graphs and in making connections between the graphic representation, the practical undertakings of the experiment and the underlying scientific phenomena. Most importantly, the study demonstrates the complexity of teacher support in CSCL settings and how this type of support intersects with the support provided by digital resources, peer collaboration and applied instructional design.     

Laypersons’ digital problem solving: Relationships between strategy and performance in a large-scale international survey

This study examines the role of online data as indicators of the cognitive processes involved in problem solving in a technology-rich environment. More specifically, we analyze the relationship between response time, logged action count and task outcomes in a sample of over 23,000 adults from 16 countries who participated in the Problem solving in technology-rich environments (PS-TRE) assessment as part of the Program for the International Assessment of Adult Competencies (PIAAC) survey. Based on a selection of tasks used in the PS-TRE assessment, the results show that while time on task may have a heterogeneous effect on a population level depending on task difficulty, action count is positively linked to task accuracy. The data also reveals a surprisingly varied and task-specific relationship between those variables.     

Does agency matter?: Exploring the impact of controlled behaviors within a game-based environment

When students exhibit control and employ a strategic plan of action over a situation they are said to be demonstrating agency (Bandura, 2001). The current work is comprised of two studies designed to investigate how agency manifests within students' choice patterns and ultimately influences self-explanation quality within the game-based system iSTART-2. In Study 1, 75 college students interacted freely within iSTART-2 for 2 h. Random walk and Entropy analyses were used to quantify the amount of control demonstrated in students' choice patterns, as well as to determine the relation between variations in these patterns and self-explanation performance within iSTART-2. Overall, students who demonstrated more controlled choice patterns generated higher quality self-explanations compared to students who exhibited more disordered choice patterns. This link between performance and controlled choice patterns is hypothesized to be driven, in part, by students' experiences of agency. That is, engaging in controlled patterns should be advantageous only when doing so is a result of students' strategic planning. In Study 2, this hypothesis was tested by assigning 70 students to a choice pattern (i.e., controlled or disordered) that had been yoked to students from Study 1, thus removing students' ability to exert agency over the iSTART-2 system. Results revealed no differences in self-explanation quality between the groups assigned to controlled and disordered choice patterns. Collectively, findings from these studies support the notion that success within game-based systems is related to students' ability to exert agency over their learning paths.     

Defining the notion of ‘Information Content’ and reasoning about it in a database

The problem of ‘information content’ of an information system appears elusive. In the field of databases, the information content of a database has been taken as the instance of a database. We argue that this view misses two fundamental points. One is a convincing conception of the phenomenon concerning information in databases, especially a properly defined notion of ‘information content’. The other is a framework for reasoning about information content. In this paper, we suggest a modification of the well known definition of ‘information content’ given by Dretske(Knowledge and the flow of information,1981). We then define what we call the ‘information content inclusion’ relation (IIR for short) between two random events. We present a set of inference rules for reasoning about information content, which we call the IIR Rules. Then we explore how these ideas and the rules may be used in a database setting to look at databases and to derive otherwise hidden information by deriving new relations from a given set of IIR. A prototype is presented, which shows how the idea of IIR-Reasoning might be exploited in a database setting including the relationship between real world events and database values.

What does computer support for cooperative work mean? a structurational analysis of computer supported cooperative work

Technical developments in electronic communication and computing coupled with new understanding of relationships between computers and work processes has given impetus to a significant amount of research in the area of Computer Supported Cooperative Work (CSCW). Much of this work, however, lacks strong theoretical foundations, and there is no clear definition of CSCW, the major research questions of the field, or appropriate strategies for research. In this paper we suggest Giddens' theory of structuration as a conceptual foundation for CSCW research and propose a formal definition for CSCW. We conclude by discussing seven implications of the framework for future research into: (a) platform software features, (b) research methods, (c) systems development approaches, (d) features of CSCW development methodologies, (e) interactions between CSCW use processes and organizational structures, (f) interactions between work processes and CSCW applications, and (g) larger social change due to adoption of CSCW applications.     

An examination of the Internet’s development as a disabling environment in the context of the social model of disability and anti-discrimination legislation in the UK and USA

Research indicates that inaccessible website design persists despite the existence of anti-discrimination legislation and the influence of the social model of disability on policy development. In this paper, the concept of universal access is examined in the light of the social model of disability in relation to both the physical and virtual environments. The manner in which disability is often deemed a design afterthought is highlighted. The need for universal access is then placed alongside a discussion of access to the Internet in relation to an ageing population and people with cognitive difficulties. Subsequently, anti-discrimination provisions are analysed in relation to how they support designers’ focus on an accepted normality to which reasonable adjustments need to be made, rather than the acquisition of full universal access.     

Exploring the Understanding and Common Use of Scientific and Everyday Knowledge and Students’ Agency in a Kenyan High School

Abstract

The understanding and applications of scientific and everyday knowledge by high school students was documented among 52 secondary students in Kenya. The study utilized a socio-cultural framework, a pre- and post-data-collecting strategy, and theme building in data analysis. Posttest data showed an increase of claims that referred to the conduct of scientific inquiry or systematic “finding out.” It appears that the content of the lecture prompted students’ to consider using scientific knowledge to solve problems in everyday life. The implications of the study point to a reconsideration of the practices of science education in Kenya and similar contexts.     

What difference does the gig mobility service make in the workers’ human needs structure?

This paper aims to compare and contrast the perceived psychological experience of the traditional versus gig mobility service workers with respect to their human needs structure. Gig mobility service here refers to on-demand transportation service enabled by an online platform. Both qualitative and quantitative research methods were used. Using the perspective of ERG (Existence, Relatedness and Growth) theory, we first explored the field using in-depth interviews and observations of both worker groups. Based on the qualitative findings, we formulated the quantitative measures for the corresponding constructs. The constructs’ relationship and paths differences between the two groups were analyzed statistically using partial least square path modeling (PLS-PM) method. The differences between the two groups were categorized into four quadrants, highlighting what both groups have and do not have, as well as what one group has but not the other. It was found that the gig mobility service resulted in not only more relationships among the constructs, but also generally higher perceived well-being for the workers. It seems that the gig mobility service has so far been promising in meeting workers human needs despite its long-term uncertainty. This study is among the few studies on understanding in which way the technology has changed the mobility service actors seen as workers, rather than sellers or users.     

Substructuring of a Signorini-type problem and Robin’s method for the Richards equation in heterogeneous soil

We prove a substructuring result for variational inequalities. It concerns but is not restricted to the Richards equation in heterogeneous soil, and it includes boundary conditions of Signorini’s type. This generalizes existing results for the linear case and leads to interface conditions known from linear variational equalities: continuity of Dirichlet and flux values in a weak sense. In case of the Richards equation, these are the continuity of the physical pressure and of the water flux, which is hydrologically reasonable. We use these interface conditions in a heterogeneous problem with piecewise constant soil parameters, which we address by the Robin method. We prove that, for a certain time discretization, the homogeneous problems in the subdomains including Robin and Signorini-type boundary conditions can be solved by convex minimization. As a consequence, we are able to apply monotone multigrid in the discrete setting as an efficient and robust solver for the local problems. Numerical results demonstrate the applicability of our approach.     

Arithmetical and algebraic types of reasoning used by pre‐service teachers in a problem‐solving context

Abstract

The problem concerning the linkage between arithmetic teaching and algebra teaching involves the relationship that the instructor—or the pre‐service teacher—inherently adopts towards these two fields, especially because this relationship has an impact on the teaching choices that he or she will eventually make when introducing algebra. An experiment to test whether pre‐service teachers manage to establish a dialectic between these two types of reasoning in the context of problem solving was conducted with three groups of pre‐service teachers (164 participants). A series of interviews conducted with several participants, primarily in dyads, highlight the gap that exists between the modes of reasoning deployed by participants in each group.