5 Matching Annotations
  1. Feb 2021
    1. One can now picture a future investigator in his laboratory. His hands are free, and he is not anchored. As he moves about and observes, he photographs and comments. Time is automatically recorded to tie the two records together. If he goes into the field, he may be connected by radio to his recorder. As he ponders over his notes in the evening, he again talks his comments into the record. His typed record, as well as his photographs, may both be in miniature, so that he projects them for examination.

      This is one of the most important aspects of the essay. Noting that he is continuously talking about the work of a scientist, he stresses the act of recording, of looking at reality. This is radically different from what Ahrens claims in his book "How to take Smart Notes", in which there is not a single hint to the fact that you must look through the window and not just into previous works.

  2. Jul 2019
    1. It is critical to understand that within systems, there is no isolation from the context, though we often view context as the invisible elephant in the room. When context is not addressed explicitly, equity issues are overlooked, and conversations about diversity in the science curriculum become only necessary for the poor, or students of color, or bilingual students. Issues of equity and context must be integrated in a wider systemic approach for the implementation of the NGSS to be deemed useful. We have to allow for boundary crossing and interdisciplinary connections into domains that make context and students from lower socioeconomic backgrounds, girls, students of cultural and linguistic diversity, and students in urban, suburban, and rural areas want to engage in science and see themselves in science. We believe that a culturally responsive approach to the implementation of the NGSS will achieve this goal.

      It would be amazing to re-conceptualize the problem/s identified here using Popper's/Bereiter's 3-world ontology, specifically the affordances provided by World-3. W3 is 'inhabited by' abstract knowledge objects (aka cultural artifacts) created, worked-on, ignored, fought-over and rejected...or transformed/improved. The standards conceptualized like this and then engaging communities to develop relationships with these objects, apply and 'improve' them in their own worlds, as innovators, as professionals... This is a way to frame addressing the problem of 'implementation' of standards because, "...within systems, there is no isolation from the context..." This idea/description might need further development.

  3. Feb 2019
    1. Vico, Sheridan, and Campbell, as well as a number of philosophers, pursued Locke's suggestive but incomplete account of the relation-ship of language and knowledge, though never far enough to link rhetoric explicitly with the process of creating "true" knowledge. T

      We stand on the shoulders of academics who have come before us. Although Locke's work may have been "incomplete" or a starting point, his work initiated this pursuit and paved the way for future scholars.

  4. Jan 2019
    1. Co-Organizing the Collective Journey of InquiryWith Idea Thread Mapper

      This is a thought-provoking webinar in which the authors (Jianwei Zhang & Mei-Hwa Chen) discussed this article with the four panelists - Keith Sawyer, Carol Chan, Chew-Lee Teo, and Kate Bielaczyc. Full video at https://youtu.be/VDajiY9U2lk



  5. Apr 2017
    1. A promising option for integrating theory with practice in K-12 open learning is the Tech-nological Pedagogical Content Knowledge framewor

      Knowledge Building and networked knowledge ecologies would be more updated and current examples of open learning?

      Scardamalia & BEreiter (2014) http://ikit.org/fulltext/2014-KBandKC-Published.pdf

      Knowledge ecology: http://citeseerx.ist.psu.edu/viewdoc/download;jsessionid=8D310E62BF5DC284DA14B5A6CE9F762E?doi=