Papers by Michael P Lukie
International journal for talent development and creativity, 2017
Not all educational institutions encourage creativity and it is therefore vital that more attenti... more Not all educational institutions encourage creativity and it is therefore vital that more attention be placed on the importance of understanding specific strategies that foster creativity at all levels in the classroom. Creativity conferences and workshops have become internationally common and have resulted in positive change-based initiatives in the field of creativity. These creativity research initiatives have attempted to provide a framework for educating " digital natives " and this framework provides the knowledge and skills necessary for students in the 21 st century. We suggest that the development of creativity should be fostered with students through creative thinking and problem solving. This targeted development of student creativity may increase their personal fulfillment and increase their employability in our changing knowledge-based societies. In addition to creativity representing an important 21st century skill, it is a field that has experienced increased awareness, and it is fundamental to who we are as human beings. This paper presents definitions, theories, and achievements in the field of creativity from the educational domain of computer science.
Proceedings of the 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018), 2019
International Journal for Talent Development and Creativity
This paper explores a conflict a pre-service physics teacher experienced while completing a teach... more This paper explores a conflict a pre-service physics teacher experienced while completing a teaching practicum at a religious high school that supported creationism. As a result of the conflict, the pre-service teacher was scapegoated by the staff and students at the school. An analysis of the projective dynamics involved in this conflict are explored including scapegoating, psychic inflation, fanaticism for science, and what was constellated in the pre-service teacher’s personal, familial, and cultural unconscious. In examining the pre-service teacher’s unconscious, it will be suggested that religion is part of the pre-service teacher’s repressed shadow and the cooperating/mentor teacher’s religious projections helped to constellate this shadow element. By examining the conflicts that arise between pre-service teachers and their cooperating teachers as a result of psychodynamics and differing worldviews, educators can begin to understand how analytical psychology may be applied so ...
Advances in Social Science, Education and Humanities Research, volume 229, 2019
Personal epistemology refers to personal theories of knowledge and how
knowledge is justified. Th... more Personal epistemology refers to personal theories of knowledge and how
knowledge is justified. The trajectory of intellectual and moral development
proceeds in three major stages. Firstly, simplistic or black and white thinking;
secondly, relativistic thinking which considers different perspectives as equally
valid; and finally, the attainment of evaluative thinking, which is characterized by a
commitment to a particular standpoint that organizes other possible perspectives.
Apart from these developmental characteristics, current studies have emphasized
the multi-dimensionality of personal epistemology. Recently, as these two features
have become reconciled, proponents have stressed the need to relate epistemological
development to constructs such as metacognition, which is deemed a pre-requisite
for epistemological sophistication. In response to the need for concurrently studying
metacognition and personal epistemology, this study investigates the dimensions of
personal epistemology and metacognition of students on a philosophy course about
the family offered within a liberal education program at a University in Metro
Manila, Philippines. There were at least 13 respondents who enrolled during the
second semester of school year 2017-2018. The study utilized pre- and post-test
course evaluations to measure the students’ metacognitive level. Reported changes
versus the actual discrepant answers were then compared and the results tabulated.
The study also used an actual assessment of students’ learning to measure
dimensions of personal epistemology. The students’ reasoning in the final exam,
which required them to express their personal beliefs or manifesto, was thematically
analyzed using the personal epistemology dimensions’ framework, tabulated, and
then compared with their other scores. The results suggested that most students (11
out of 13) failed to identify the exact topics or issues where their views had changed.
However, the students’ awareness of their changing views about selected topics
could serve as an indicator of the magnitude of their learning. Some of these students
even declared a personal commitment to transcendent values; which suggested that
they had reached the most sophisticated level of personal epistemology through
taking the course.
Learning Science and Mathematics, 2019
In this paper, the researchers describe their conceptualization of module for teaching mathematic... more In this paper, the researchers describe their conceptualization of module for teaching mathematical problem solving at the upper primary level on topics Measurement and Geometry. The conceptualization is based on the mathematics practical paradigm that has been used for teaching problem solving at the secondary level. One highlight of the teaching module that was developed is a set of scaffolding guide for enacting the primary mathematics problem solving lesson together with the use of the problem solving “practical worksheet” that was designed. The researchers explicate the pedagogical principles in designing the scaffolding questions in the practical worksheet. The modified practical worksheet provides teachers with a scaffold for enacting problem solving lesson. A set of four problems was chosen, the genre of which is quite uncommon for high-stake national examinations but are mathematically rich problems to be used in the upper primary mathematics curriculum. Suggestions are made on how the package can be used through the lesson plans that were developed for the lessons.
IHPST, 2013
Recently, attention has been given to the principle of student engagement in
schools. Student eng... more Recently, attention has been given to the principle of student engagement in
schools. Student engagement according to Willms, Friesen, & Milton (2009) is
how students participate in academic and non-academic activities at school,
and to what extent they make a serious personal investment in their learning.
They suggest that student intellectual engagement is a serious emotional and
cognitive investment in learning using higher-order thinking skills such as
analysis and evaluation.
The research by Willms et al. indicates that levels of participation in
academic engagement fall steadily from grade 6 to grade 12, while intellectual
engagement falls during the middle school years and remains at a low level
throughout secondary school. To increase student intellectual engagement,
Dunleavy & Milton (2009) suggest providing students with authentic learning
opportunities while Stinner (1994) suggests that there is strong evidence
indicating that learning methods embedded in a context are essential.
Guided by these recommendations this research study uses a contextual
teaching approach illustrating the history of the electric guitar through a science
story, and the building of an electric guitar and pickup. Our goal was to
increase student engagement compared to a more traditional textbook centred
approach to learning physics.
Not all educational institutions encourage creativity and it is therefore vital that more attenti... more Not all educational institutions encourage creativity and it is therefore vital that more attention be placed on the importance of understanding specific strategies that foster creativity at all levels in the classroom. Creativity conferences and workshops have become internationally common and have resulted in positive change-based initiatives in the field of creativity. These creativity research initiatives have attempted to provide a framework for educating " digital natives " and this framework provides the knowledge and skills necessary for students in the 21 st century. We suggest that the development of creativity should be fostered with students through creative thinking and problem solving. This targeted development of student creativity may increase their personal fulfillment and increase their employability in our changing knowledge-based societies. In addition to creativity representing an important 21st century skill, it is a field that has experienced increased awareness, and it is fundamental to who we are as human beings. This paper presents definitions, theories, and achievements in the field of creativity from the educational domain of computer science.
This action research study compared student intellectual engagement between two different instruc... more This action research study compared student intellectual engagement between two different instructional delivery methods. The first instructional method was a non-contextual teaching approach using a textbook to teach the work outcomes for the S4 physics mechanics unit. The second instructional method was a contextual teaching approach where students built an electric guitar pickup and a simple electric guitar in order to provide a context for the teaching of the electromagnetism outcomes for the S4 physics electricity unit. To measure the intellectual engagement of students, data was collected from personal student journals and from questions generated by students following different instructional activities. The student generated questions were categorized and ranked to judge the degree of student intellectual engagement and depth of thought using a framework where numerical values were assigned to the questions. Each question was categorized as peripheral, factual, conceptual, or philosophical where the peripheral questions had the lowest intellectual ranking and the philosophical questions had the highest intellectual ranking. Data was also collected from cumulative unit tests, short exit slips and a personal teacher journal.
The research revealed that students were more intellectually engaged and exhibited much more positive attitudes during the contextual lessons. The questions generated by students during the contextual lessons were of the higher order factual and conceptual types while the questions generated during the non-contextual lessons were predominantly of the lowest order peripheral type. By using the electric guitar and electric guitar pickup as a context, this action research study demonstrated that these contextual activities intellectually engaged students and helped to facilitate their deeper understanding of electromagnetism.
IHPST Conference Procedings, Jun 1, 2013
This action research study compared student intellectual engagement between two different instruc... more This action research study compared student intellectual engagement between two different instructional delivery methods. The first instructional method was a non-contextual teaching approach using a textbook approach to teach the work-energy concepts. The second instructional method was a contextual teaching approach where students built an electric guitar pickup and a simple electric guitar in order to provide a context for the teaching of the electromagnetism. To measure the intellectual engagement of students, data was collected from personal student journals and from questions generated by students following different instructional activities. The student generated questions were categorized and ranked to judge the degree of student intellectual engagement and depth of thought using a framework where numerical values were assigned to the questions. Each question was categorized as peripheral, factual, conceptual, or philosophical where the peripheral questions had the lowest intellectual ranking and the philosophical questions had the highest intellectual ranking. Data was also collected from student journals. The research revealed that students were more intellectually engaged and exhibited much more positive attitudes during the contextual lessons. The questions generated by students during the contextual lessons were of the higher order types while the questions generated during the non-contextual lessons were predominantly of the lowest order peripheral type.
Alberta Science Education Journal Vol 44 No 1, Aug 2015
Students can use memorized mnemonic strategies taught to them by their physics teachers as a way ... more Students can use memorized mnemonic strategies taught to them by their physics teachers as a way to help them remember complicated formulas. However, many students might not develop a deep conceptual understanding of physics as a result of the use of such strategies. This theoretical paper proposes that physics teachers can use the teaching and understanding of mnemonic strategies, as one form of cognitive strategy, to foster students’ metacognition and their personal epistemology by focusing their attention on what it “means” to understand and to solve physics problems. Research suggests that most physics students adopt a “surface” approach to learning in terms of doing exercises and learning formulas (Prosser, Walker and Millar 1996) and that “they do not understand the requisite procedures required to learn and understand that material” (Thomas 2012b, 33). The mnemonic device would be presented as such a requisite procedure, providing the physics teacher with an opportunity to teach students about their metacognitive knowledge, control and awareness (Flavel 1979) about when, why and how to use the mnemonic device. To further such an understanding of the nature of physics and physics problem solving, it is important that students develop their personal epistemology, or what Hofer (2001) defines as “knowing about knowing” (p 363). This is because epistemological understanding is fundamental to students’ understanding and critical thinking development. It is proposed that teachers can use mnemonic devices to develop their students’ epistemological sophistication by elucidating and promoting the epistemological assumptions that underlie their critical thinking. If the teachers promote a strictly objective absolutism by providing the student with a mnemonic device to memorize and apply narrowly, then knowledge is seen by students as simply accumulating from textbook-like facts and is disconnected from the human mind. However, if teachers promote a constructivist epistemology such that students, after initial exposure to mnemonic devices, are encouraged to develop their own mnemonic device(s), then knowledge may be seen by students as a “theory of mind that recognises the primacy of humans as knowledge constructors capable of generating a multiplicity of valid representations of reality” (Kuhn 1999, 22). Since many physics students also concurrently study mathematics, the transfer and durability of the mnemonic device is important for other domains and metacognition is seen as a “potential mediator of improvement” (Georghiades 2000, 119) for this transfer. As a result of students developing mnemonic devices, they will develop their metacognitive skills, personal epistemological sophistication and the “knowledge about when and why to select and apply strategies that are most appropriate for a problem” (Taasoobshirazi and Farley 2013, 448).
Drafts by Michael P Lukie
The University of Texas at Austin, 2014
This report describes an engineering project designed for a high school course. In this project, ... more This report describes an engineering project designed for a high school course. In this project, the design process is cycled twice, with declining amounts of structure and guidance from the instructor. The project includes two or three iterations of an electric guitar design and build. The first iteration guides students through the design and build of a single-string electric guitar, with instructions for completing the build provided by the instructor. Students are responsible for building all aspects of the guitar with the exception of tuning hardware and strings. Thus, students build the body, coil(s), and circuitry for the guitar. In the second iteration, student groups follow the design process to develop a prototype three-string electric guitar. Multiple options may be followed, determined by the instructor based on constraints such as material availability, budget, and access to woodworking equipment. The report includes a review of relevant literature on the topic of non-engineering based guitar building courses already in place in high schools and colleges.
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Papers by Michael P Lukie
knowledge is justified. The trajectory of intellectual and moral development
proceeds in three major stages. Firstly, simplistic or black and white thinking;
secondly, relativistic thinking which considers different perspectives as equally
valid; and finally, the attainment of evaluative thinking, which is characterized by a
commitment to a particular standpoint that organizes other possible perspectives.
Apart from these developmental characteristics, current studies have emphasized
the multi-dimensionality of personal epistemology. Recently, as these two features
have become reconciled, proponents have stressed the need to relate epistemological
development to constructs such as metacognition, which is deemed a pre-requisite
for epistemological sophistication. In response to the need for concurrently studying
metacognition and personal epistemology, this study investigates the dimensions of
personal epistemology and metacognition of students on a philosophy course about
the family offered within a liberal education program at a University in Metro
Manila, Philippines. There were at least 13 respondents who enrolled during the
second semester of school year 2017-2018. The study utilized pre- and post-test
course evaluations to measure the students’ metacognitive level. Reported changes
versus the actual discrepant answers were then compared and the results tabulated.
The study also used an actual assessment of students’ learning to measure
dimensions of personal epistemology. The students’ reasoning in the final exam,
which required them to express their personal beliefs or manifesto, was thematically
analyzed using the personal epistemology dimensions’ framework, tabulated, and
then compared with their other scores. The results suggested that most students (11
out of 13) failed to identify the exact topics or issues where their views had changed.
However, the students’ awareness of their changing views about selected topics
could serve as an indicator of the magnitude of their learning. Some of these students
even declared a personal commitment to transcendent values; which suggested that
they had reached the most sophisticated level of personal epistemology through
taking the course.
schools. Student engagement according to Willms, Friesen, & Milton (2009) is
how students participate in academic and non-academic activities at school,
and to what extent they make a serious personal investment in their learning.
They suggest that student intellectual engagement is a serious emotional and
cognitive investment in learning using higher-order thinking skills such as
analysis and evaluation.
The research by Willms et al. indicates that levels of participation in
academic engagement fall steadily from grade 6 to grade 12, while intellectual
engagement falls during the middle school years and remains at a low level
throughout secondary school. To increase student intellectual engagement,
Dunleavy & Milton (2009) suggest providing students with authentic learning
opportunities while Stinner (1994) suggests that there is strong evidence
indicating that learning methods embedded in a context are essential.
Guided by these recommendations this research study uses a contextual
teaching approach illustrating the history of the electric guitar through a science
story, and the building of an electric guitar and pickup. Our goal was to
increase student engagement compared to a more traditional textbook centred
approach to learning physics.
The research revealed that students were more intellectually engaged and exhibited much more positive attitudes during the contextual lessons. The questions generated by students during the contextual lessons were of the higher order factual and conceptual types while the questions generated during the non-contextual lessons were predominantly of the lowest order peripheral type. By using the electric guitar and electric guitar pickup as a context, this action research study demonstrated that these contextual activities intellectually engaged students and helped to facilitate their deeper understanding of electromagnetism.
Drafts by Michael P Lukie
knowledge is justified. The trajectory of intellectual and moral development
proceeds in three major stages. Firstly, simplistic or black and white thinking;
secondly, relativistic thinking which considers different perspectives as equally
valid; and finally, the attainment of evaluative thinking, which is characterized by a
commitment to a particular standpoint that organizes other possible perspectives.
Apart from these developmental characteristics, current studies have emphasized
the multi-dimensionality of personal epistemology. Recently, as these two features
have become reconciled, proponents have stressed the need to relate epistemological
development to constructs such as metacognition, which is deemed a pre-requisite
for epistemological sophistication. In response to the need for concurrently studying
metacognition and personal epistemology, this study investigates the dimensions of
personal epistemology and metacognition of students on a philosophy course about
the family offered within a liberal education program at a University in Metro
Manila, Philippines. There were at least 13 respondents who enrolled during the
second semester of school year 2017-2018. The study utilized pre- and post-test
course evaluations to measure the students’ metacognitive level. Reported changes
versus the actual discrepant answers were then compared and the results tabulated.
The study also used an actual assessment of students’ learning to measure
dimensions of personal epistemology. The students’ reasoning in the final exam,
which required them to express their personal beliefs or manifesto, was thematically
analyzed using the personal epistemology dimensions’ framework, tabulated, and
then compared with their other scores. The results suggested that most students (11
out of 13) failed to identify the exact topics or issues where their views had changed.
However, the students’ awareness of their changing views about selected topics
could serve as an indicator of the magnitude of their learning. Some of these students
even declared a personal commitment to transcendent values; which suggested that
they had reached the most sophisticated level of personal epistemology through
taking the course.
schools. Student engagement according to Willms, Friesen, & Milton (2009) is
how students participate in academic and non-academic activities at school,
and to what extent they make a serious personal investment in their learning.
They suggest that student intellectual engagement is a serious emotional and
cognitive investment in learning using higher-order thinking skills such as
analysis and evaluation.
The research by Willms et al. indicates that levels of participation in
academic engagement fall steadily from grade 6 to grade 12, while intellectual
engagement falls during the middle school years and remains at a low level
throughout secondary school. To increase student intellectual engagement,
Dunleavy & Milton (2009) suggest providing students with authentic learning
opportunities while Stinner (1994) suggests that there is strong evidence
indicating that learning methods embedded in a context are essential.
Guided by these recommendations this research study uses a contextual
teaching approach illustrating the history of the electric guitar through a science
story, and the building of an electric guitar and pickup. Our goal was to
increase student engagement compared to a more traditional textbook centred
approach to learning physics.
The research revealed that students were more intellectually engaged and exhibited much more positive attitudes during the contextual lessons. The questions generated by students during the contextual lessons were of the higher order factual and conceptual types while the questions generated during the non-contextual lessons were predominantly of the lowest order peripheral type. By using the electric guitar and electric guitar pickup as a context, this action research study demonstrated that these contextual activities intellectually engaged students and helped to facilitate their deeper understanding of electromagnetism.