ABSTRACT This paper discusses how cognitive work analysis (CWA) can be seen as a critical element... more ABSTRACT This paper discusses how cognitive work analysis (CWA) can be seen as a critical element of the design research methodology. CWA has been shown to be an effective approach to adopt in analyzing, designing, and evaluating complex sociotechnical systems. Within design research, CWA can be seen as an integral precursor to any design iteration, as key constraints are identified and considered in collaboration with the classroom teacher in order to design effective innovations that optimize human-technology interactions. CWA may enable us to surmise why new mobile technologies may fail in their implementation in schools or do not have the level of impact on student learning they purport. We suggest how CWA informs the interpretation of the results of a study involving the introduction of handhelds in an elementary classroom, our understanding of the human-technology interaction in this context, and directions for iterations of design
A longitudinal study traced changes in students` understanding of Nature Of science (NOS) through... more A longitudinal study traced changes in students` understanding of Nature Of science (NOS) through the public secondary science education in Ontario Canada. Although the concepts of NOS are complicated, and students` understandings are not easy to change, not many longitudinal studies have been done across the world. The current study tried to identify the changes of participating students` understandings of NOS for two and half years of public secondary science education in Ontario Canada. Pretest was administered using Views of Nature of Science (VNOS-C) when six participants graduated from a middle school of Toronto. Two and half years of secondary education, the posttest was carried out using the same instrument. After pre and posttest, probing interviews were performed. The analysis of the data was founded on the Standards and the conceptual framework for this study. The findings were that the initial views have little changed. Most examples and explanations the participants provided were from their science classes. Lab activities for confirming the existing laws and theories and observable photos in science textbooks made students regard the knowledge as a truth. Naturally, their knowledge has been expanded for 2 and 1/2 years, but this expansion of scientific knowledge led students toward Universalist views on science. On the other hand, when science was presented with a historical approach or was networked with other concepts, students acknowledged science and scientific knowledge had been induced from inferences as well as observations and experimental results. Based on the findings the authors of this research suggest that educating the knowledge of science should be historical and networked approaches rather than teaching the knowledge as concise and true statements of the nature.
Abstract We view the teaching and learning of science content as problematic. Even the constructi... more Abstract We view the teaching and learning of science content as problematic. Even the constructivist perspective does not entirely address the dilemmas of conveying and comprehending formal scientific knowledge. We believe engaging groups of students in ...
Technology is constantly changing; what is cutting edge today is obsolete tomorrow. In this ever-... more Technology is constantly changing; what is cutting edge today is obsolete tomorrow. In this ever-evolving environment, educators, researchers and professionals of the discipline need access to the most comprehensive knowledge about the concepts, issues, trends and technologies in this hi-tech field. The Encyclopedia of Information Science and Technology is the first work to map this ever-changing field. It is the most comprehensive, research-based encyclopedia consisting of contributions from over 900 noted researchers in over 50 countries. This five-volume encyclopedia includes more than 550 articles highlighting current concepts, issues and emerging technologies. These articles are enhanced by special attention that is paid to over 5,000 technical and managerial terms. These terms will each have a 5-50 word description that allow the users of this extensive research source to learn the language and terminology of the field. In addition, these volumes offer a thorough reference section with over 11,500 sources of information that can be accessed by scholars, students, and researchers in the field of information science and technology. These wide-ranging, user-friendly alphabetically organized volumes are an important addition for your library collection.
ABSTRACT This paper discusses how cognitive work analysis (CWA) can be seen as a critical element... more ABSTRACT This paper discusses how cognitive work analysis (CWA) can be seen as a critical element of the design research methodology. CWA has been shown to be an effective approach to adopt in analyzing, designing, and evaluating complex sociotechnical systems. Within design research, CWA can be seen as an integral precursor to any design iteration, as key constraints are identified and considered in collaboration with the classroom teacher in order to design effective innovations that optimize human-technology interactions. CWA may enable us to surmise why new mobile technologies may fail in their implementation in schools or do not have the level of impact on student learning they purport. We suggest how CWA informs the interpretation of the results of a study involving the introduction of handhelds in an elementary classroom, our understanding of the human-technology interaction in this context, and directions for iterations of design
A longitudinal study traced changes in students` understanding of Nature Of science (NOS) through... more A longitudinal study traced changes in students` understanding of Nature Of science (NOS) through the public secondary science education in Ontario Canada. Although the concepts of NOS are complicated, and students` understandings are not easy to change, not many longitudinal studies have been done across the world. The current study tried to identify the changes of participating students` understandings of NOS for two and half years of public secondary science education in Ontario Canada. Pretest was administered using Views of Nature of Science (VNOS-C) when six participants graduated from a middle school of Toronto. Two and half years of secondary education, the posttest was carried out using the same instrument. After pre and posttest, probing interviews were performed. The analysis of the data was founded on the Standards and the conceptual framework for this study. The findings were that the initial views have little changed. Most examples and explanations the participants provided were from their science classes. Lab activities for confirming the existing laws and theories and observable photos in science textbooks made students regard the knowledge as a truth. Naturally, their knowledge has been expanded for 2 and 1/2 years, but this expansion of scientific knowledge led students toward Universalist views on science. On the other hand, when science was presented with a historical approach or was networked with other concepts, students acknowledged science and scientific knowledge had been induced from inferences as well as observations and experimental results. Based on the findings the authors of this research suggest that educating the knowledge of science should be historical and networked approaches rather than teaching the knowledge as concise and true statements of the nature.
Abstract We view the teaching and learning of science content as problematic. Even the constructi... more Abstract We view the teaching and learning of science content as problematic. Even the constructivist perspective does not entirely address the dilemmas of conveying and comprehending formal scientific knowledge. We believe engaging groups of students in ...
Technology is constantly changing; what is cutting edge today is obsolete tomorrow. In this ever-... more Technology is constantly changing; what is cutting edge today is obsolete tomorrow. In this ever-evolving environment, educators, researchers and professionals of the discipline need access to the most comprehensive knowledge about the concepts, issues, trends and technologies in this hi-tech field. The Encyclopedia of Information Science and Technology is the first work to map this ever-changing field. It is the most comprehensive, research-based encyclopedia consisting of contributions from over 900 noted researchers in over 50 countries. This five-volume encyclopedia includes more than 550 articles highlighting current concepts, issues and emerging technologies. These articles are enhanced by special attention that is paid to over 5,000 technical and managerial terms. These terms will each have a 5-50 word description that allow the users of this extensive research source to learn the language and terminology of the field. In addition, these volumes offer a thorough reference section with over 11,500 sources of information that can be accessed by scholars, students, and researchers in the field of information science and technology. These wide-ranging, user-friendly alphabetically organized volumes are an important addition for your library collection.
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Papers by Earl Woodruff