6 Matching Annotations
  1. Last 7 days
    1. such as scope, simplicity, fruitfulness, accuracy

      Theories can be measured according to multiple metrics. The current default appears to be predictive accuracy, but this lists others, such as scope. If theory A predicts better but narrower and theory B predicts worse (in A's domain) but much more broadly, which is a better theory?

      Others might be related to simplicity and whatnot. For example, if a theory is numerical but not explanatory (such as scaling laws or the results of statistical fitting) this theory might be useful but not satisfying.

    2. Like in evolution, the process does not change toward some fixed goal according to some fixed rules, methods or standards, but rather it changes away from the pressures exerted by anomalies on the reigning theory (Kuhn 1962, 170–173). The process of scientific change is eliminative and permissive rather than instructive.

      This is similar to evolution: not guided, but not random. Does this view contradict the idea of progression?

      It also suggests a complex dynamic system that possess path dependence and environmental interaction.

  2. Nov 2018
    1. At the intersection of technology and pedagogy:considering styles of learning and teaching

      When examining the pedagogy of learning, teacher and student centered approaches, there is additional evidence supporting a model moving more towards technology-based learning. This articles considers the question of technology in the classroom and its' advantages/disadvantages.

      RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

  3. Jul 2018
    1. Part of the reason is because an undergraduate education doesn't really train a person to think like a scientist. Instead, undergraduates focus on learning the large amount of foundational material in a field. It really isn't until graduate school (or after several years at the bench) that a person is taught how to generate new knowledge in the field. Once you can generate new knowledge in the field, then you call yourself a scientist.

      So if you don't generate new knowledge in the field you aren't a scientist? What that mean for the earlier paragraph about the PhD and completion of a block of instruction/training to call yourself a scientist?

  4. Dec 2016
    1. In terms of Bloom’s revised taxonomy (2001), this means that students are doing the lower levels of cognitive work (gaining knowledge and comprehension) outside of class, and focusing on the higher forms of cognitive work (application, analysis, synthesis, and/or evaluation) in class, where they have the support of their peers and instructor. This model contrasts from the traditional model in which “first exposure” occurs via lecture in class, with students assimilating knowledge through homework; thus the term “flipped classroom.”
  5. Nov 2013
    1. As a genius of construction man raises himself far above the bee in the following way: whereas the bee builds with wax that he gathers from nature, man builds with the far more delicate conceptual material which he first has to manufacture from himself. In this he is greatly to be admired, but not on account of his drive for truth or for pure knowledge of things.