Conceptual change in science: A research programme*

Abstract Studies undertaken in the UK and elsewhere have shown that secondary school pupils have difficulties in understanding certain theories in the physical sciences and, moreover, that certain conceptual problems in these areas may even persist among science students in higher education. The aims of this research project are to understand this process of conceptual change better, and to devise and test ways in which such a change can be promoted in classroom teaching programmes. Particular attention will be paid to the role that computer software tools can play in promoting such a change. The effectiveness of these software tools will be investigated in small-scale studies and in the context of classroom teaching. The findings will be made available to science teachers, teacher trainers and to those involved in educational software development.     

Promoting creative confrontations

Abstract We outline a methodology for confronting students with the inconsistencies entailed by their own beliefs. We illustrate this with reference to one particular physics subdomain which stresses an understanding of process (how things are made to happen): the dynamics domain.
The aspects of the methodology described are: the construction of a variety of situations which are expected to cause a student some conceptual difficulty; the predictions made by the student prior to modelling; and the observations of the student's attempts to model the situation. We use a case study to illustrate the approach.     

Effect of animation enhanced conceptual change texts on 6th grade students’ understanding of the particulate nature of matter and transformation during phase changes

In this study, the effect of animation enhanced conceptual change texts (CCT–CA) on grade 6 students’ understanding of the particulate nature of matter (PNM) and transformation during the phase changes was investigated. A quasi-experimental design and one control group (CG, N = 25) and one experimental group (EG, N = 26) were used. While the control group taught traditional instruction, the experimental group received CCT–CA instruction. Two different tests, The Particulate Nature of Matter Concept Test (ParNoMaC) and The Transformation of Matter Statement Test (ToMaSaT), were administered as pretest, posttest and delayed test to collect data. Results indicate that while there is no statistically significant difference between groups in pretest, performance of EG students is greater than the CG ones in posttest and delayed test. And also, the EG students are better in remediating their alternative conceptions related to the PNM and transformations during the phase changes. Based on the study, it is concluded that CCT–CA combination may be effective way to improve students’ understanding of basic science and chemical concepts.     

Information Technology and group work in physics

Abstract It is now widely accepted that the cost of computers means that work around them will usually be in group's work. Hence, the question is raised of whether the group context should be explicitly recognized in the software design. The present paper outlines a study which was intended to contribute to an answer. The study addressed the consequences of exchanging ideas while making joint decisions about the paths followed by falling objects. Based on results from 12–15-year-old pupils who responded to computer-presented problems, the study indicates that benefits are to be gained, but that constraints additional to joint decision making may be necessary for optimal outcomes.     

Students’ perceptions of creativity in learning Information Technology (IT) in project groups

This paper explores students’ perceptions of creativity in learning Information Technology (IT) in project groups and the implications of better educating creative IT students for the future. Theoretically, the extension of social psychology research into creativity lays the basis of bringing creativity, learning and IT education into one framework. Empirically, qualitative interviews were carried out with 48 students from three disciplines, including Computer Science (n = 16), Electronic Systems (n = 15) and Medialogy (n = 17) at Aalborg University (AAU) in Denmark, which has a tradition of using problem-based learning (PBL) in student project groups. According to the findings, the students’ perceptions of creativity reflect their domain-related conceptualization and tacit learning experience, with different levels of confidence of being creative persons. As IT plays multiple roles in developing students’ creativity, it can be regarded as a ‘learning partner’. This implies that in the future creativity should be taught more explicitly, helping students to become creative IT talents as a part of their professional identity. It also requires teaching efforts to build a learning environment that stimulates creativity more effectively through more interactions between learners, learning tasks and learning tools.     

The Society's Lecture 1987 The Use of Models in Human-Computer Interface Design

A user-centred approach to human-computer interface design requires that the designer has appropriate tools to aid in the design process and employs iterative design procedures which incorporate user evaluations. The concept of using models of the user as an interface design tool is discussed, and several approaches to user modelling are described. These approaches are divided into the broad categories of conceptual and quantitative models. Conceptual models deal primarily with representations of users1 cognitive processes, structures and strategies. Quantitative models include performance, ergonomic, computer simulation and statistical models. Examples of both a conceptual and a quantitative model are provided to illustrate human-computer interface design implications. Some unresolved issues pertaining to both categories of models are discussed, and recommendations are made to improve modelling as an interface design tool.     

分布式计算在Web信息检索中的应用

web信息检索技术是当前研究的热门课题,本文是继上一篇文章<>在信息检索方面提出的分布式检索算法的研究,提出了检索的结构模型,检索算法。     

In at the Deep End: An Activity‐Led Introduction to First Year Creative Computing

Misconceptions about the nature of the computing disciplines pose a serious problem to university faculties that offer computing degrees, as students enrolling on their programmes may come to realise that their expectations are not met by reality. This frequently results in the students’ early disengagement from the subject of their degrees which in turn can lead to excessive ‘wastage’, that is, reduced retention. In this paper, we report on our academic group’s attempts within creative computing degrees at a UK university to counter these problems through the introduction of a 6 week long project that newly enrolled students embark on at the very beginning of their studies. This group project, involving the creation of a 3D etch‐a‐sketch‐like computer graphics application with a hardware interface, provides a breadth‐first, activity‐led introduction to the students’ chosen academic discipline, aiming to increase student engagement while providing a stimulating learning experience with the overall goal to increase retention. We present the methods and results of two iterations of these projects in the 2009/2010 and 2010/2011 academic years, and conclude that the approach worked well for these cohorts, with students expressing increased interest in their chosen discipline, in addition to noticeable improvements in retention following the first year of the students’ studies.     

Learning Organisations: The Process of Innovation and Technological Change

In the present scenario of globalisation, knowledge has become the prime factor of production for competitive advantage. This calls for acquisition and utilisation of knowledge for innovation and technical change on a constant basis, which is only possible in a ‘learning organisation’. Innovative activities of a learning organisation are influenced by three main factors: (1) internal learning; (2) external learning; and (3) the innovation strategies decided upon by the enterprise management. An assumption has been made that, particularly in developing countries, absorption and adaptation of technologies, i.e. indigenisation, take place through a process of ‘learning by doing’. Taking this into consideration, this paper focuses on a few case studies carried out at NISTADS, New Delhi, India, on small enterprises in the formal as well as traditional sectors, highlighting the learning process in an organisational context and how it brings in innovation and technological change at enterprise level. The study demonstrates that the learning environment in an organisational context is an indispensable process to be innovative and building up capabilities for technological change. This in turn also calls for strong networking of the enterprises with academia, R&D institutions and other enterprises, to create knowledge clusters. This builds up a strong case for a network approach of learning organisations not only at the regional level but also at the cross-cultural level for constant innovation and technical change.