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RETHINKING ACTIVE LEARNING AS A PARADIGM OF OUR TIMES: TOWARDS POETICIZING AND HUMANIZING NATURAL SCIENCES IN THE AGE OF STEM. 重新思考主动学习这一时代范式:在 "干 "的时代实现自然科学的诗意化和人性化。
4区 教育学 Pub Date : 2017-01-01
Vuk Uskoković

Though practiced since ancient times, active learning has emerged as the dominant educational paradigm in the 1990s. Methodologically, it is more suitable to teach critical thinking skills compared to the classical lecturing approach. On the other hand, most university settings, including those focusing heavily on STEM (Science-Engineering-Technology-Mathematics), have embraced it unreservedly, offering no forums to analyze its pros and cons and thus provide conditions for its progress. This constitutes a fundamental paradox. In this essay, specific drawbacks associated with the practical applications of this educational paradigm are discussed. They include the promotion of mediocrity through classroom "democratization"; the suppression of solitary reflections and introspectiveness, along with the creative potentials associated therewith; the inhibition of extraordinariness through excessive teamwork; and the incompatibility with the dominant learning assessment strategies. It is argued that the absorption of ideas stemming from domains distant from pedagogy and one's field of research are needed to revitalize the current state of active learning practice. Proposed solutions include the revival of the magic of live lecturing through training teachers in spoken poetry and performance arts; integrating research projects into teaching time; and restructuring the concept of the classroom toward a space and context more reflective of life and more conducive to the learning experience. Continued discussion over the weaknesses of active learning practices are needed to ensure the unhindered progress of this teaching methodology that is currently unrivaled in its popularity and prospect.

虽然自古以来就有主动学习的做法,但在 20 世纪 90 年代,主动学习已成为主流教育范式。从方法论上讲,与传统的讲授法相比,它更适合教授批判性思维能力。另一方面,大多数大学,包括那些以 STEM(科学-工程-技术-数学)为重点的大学,都毫无保留地接受了它,没有提供任何论坛来分析其利弊,从而为其发展提供条件。这构成了一个根本性的悖论。本文将讨论与这一教育范式的实际应用相关的具体弊端。这些弊端包括:通过课堂 "民主化 "助长平庸;压制独自思考和内省以及与此相关的创造潜力;通过过度的团队合作抑制非凡性;以及与主流的学习评估策略不相容。本文认为,需要吸收远离教学法和自身研究领域的思想,以振兴当前的主动学习实践。提出的解决方案包括:通过培训教师学习诗歌口语和表演艺术,重现现场授课的魅力;将研究项目融入教学时间;调整课堂概念,使之成为更能反映生活、更有利于学习体验的空间和环境。我们需要继续讨论主动学习实践的弱点,以确保这种教学方法不受阻碍地发展,因为它目前的受欢迎程度和前景都是无与伦比的。
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引用次数: 0
CHEMICAL REACTIONS AS PETITE RENDEZVOUS: THE USE OF METAPHOR IN MATERIALS SCIENCE EDUCATION. 化学反应是小约会:在材料科学教育中使用隐喻。
4区 教育学 Pub Date : 2014-04-01
Vuk Uskoković

Every time we communicate our science, we are involuntarily involved in an educational activity, affecting the listeners' methodology and motivation. In a beautiful metaphor, late Nobel Laureate, Richard E. Smalley compared interacting atoms and molecules to boys and girls falling in love. Elaborated and exemplified with a couple of entertaining analogies in this discourse is the effectiveness of the use of metaphors in illustrating scientific concepts to both scientific novices and peers. Human brain has been considered to be a complex neural circuitry for the computation of metaphors, which explains the naturalness of their usage, especially when solid arguments could be given in support of the thesis that scientific imagery in general presents a collection of mathematically operable metaphors. On top of this, knowledge could be enriched through logic alone, but new concepts could be learned only through analogies. The greater pervasion of metaphors in scientific presentations could boost their inspirational potential, make the audience more attentive and receptive to their contents, and, finally, expand their educational prospect and enable their outreach to a far broader audience than it has been generally accomplished.

每当我们进行科学传播时,我们都不由自主地参与了一项教育活动,影响着听众的方法和动机。已故诺贝尔奖获得者理查德-E-斯马利(Richard E. Smalley)曾用一个美丽的比喻将相互作用的原子和分子比作坠入爱河的男孩和女孩。在这篇论述中,他用几个有趣的比喻详细阐述和举例说明了使用比喻向科学新手和同行说明科学概念的有效性。人脑被认为是一个计算隐喻的复杂神经回路,这就解释了隐喻使用的自然性,尤其是当我们可以提出坚实的论据来支持这样一个论点,即科学意象总体上呈现出数学上可操作的隐喻集合。此外,知识可以通过逻辑来丰富,但新概念只能通过类比来学习。在科学演讲中更多地使用隐喻可以提高其启发性潜力,使听众更专注于和更容易接受其内容,最终扩大其教育前景,使其能够向比一般情况下更广泛的受众推广。
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引用次数: 0
Materials Science and Engineering at Boise State University: Responding to an Industrial Need 博伊西州立大学材料科学与工程:响应工业需求
4区 教育学 Pub Date : 2001-01-01 DOI: 10.1557/PROC-684-GG5.4
A. Moll, W. B. Knowlton, D. Bunnell, S. Burkett
The College of Engineering at Boise State University (BSU) is a new program in only its fifth year of existence. Bachelor's degrees in Civil Engineering (CE), Electrical and Computer Engineering (ECE) and Mechanical Engineering (ME) are offered with M.S. Degrees in each discipline added this year. The industrial advisory board for the College of Engineering at BSU strongly recommended enhancement of the Materials Science and Engineering (MS&E) offerings at BSU. In response to local industry's desire for an increased level of coursework and research in MS&E, BSU has created a minor in MS&E at both the undergraduate and graduate level. The MS&E program is designed to meet the following objectives: provide for local industry's need for engineers with a MS&E competency, add depth of understanding of MS&E for undergraduate and graduate students in ECE, ME and CE, prepare undergraduate students for graduate school in MS&E, improve the professional skills of the students especially in the areas of materials processing and materials selection, provide applied coursework for Chemistry, Physics, and Geophysics students, and offer coursework in a format that is convenient for students currently working in local industry.
博伊西州立大学(BSU)的工程学院是一个新项目,仅在其存在的第五年。土木工程(CE)、电气与计算机工程(ECE)和机械工程(ME)的学士学位,以及今年新增的每个学科的硕士学位。BSU工程学院工业顾问委员会强烈建议BSU加强材料科学与工程(MS&E)课程。为了响应当地行业对提高MS&E课程和研究水平的需求,BSU在本科和研究生阶段都开设了MS&E辅修课程。MS&E项目旨在实现以下目标:满足当地行业对具有MS&E能力的工程师的需求,为ECE, ME和CE的本科生和研究生加深对MS&E的理解,为本科学生进入MS&E研究生院做准备,提高学生的专业技能,特别是在材料加工和材料选择领域,为化学,物理和地球物理学学生提供应用课程。并以一种方便目前在当地行业工作的学生的形式提供课程。
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引用次数: 1
Molecular and cell wall structure of wood 木材的分子和细胞壁结构
4区 教育学 Pub Date : 1981-01-01 DOI: 10.1007/978-1-4684-8983-5_2
R. E. Mark
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引用次数: 16
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Journal of Materials Education
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