While the study of psychology has offered little in the way of explaining the creative process, Koestler examines the idea that we are at our most creative when rational thought is suspended--for example, in dreams and trancelike states. All who read The Act of Creation will find it a compelling and illuminating book.

The Act of Creation

The purpose of this study was to document how teachers and students describe and comprehend the ways in which participating in an augmented reality (AR) simulation aids or hinders teaching and learning. Like the multi-user virtual environment (MUVE) interface that underlies Internet games, AR is a good medium for immersive collaborative simulation, but has different strengths and limitations than MUVEs. Within a design-based research project, the researchers conducted multiple qualitative case studies across two middle schools (6th and 7th grade) and one high school (10th grade) in the northeastern United States to document the affordances and limitations of AR simulations from the student and teacher perspective. The researchers collected data through formal and informal interviews, direct observations, web site posts, and site documents. Teachers and students reported that the technology-mediated narrative and the interactive, situated, collaborative problem solving affordances of the AR simulation were highly engaging, especially among students who had previously presented behavioral and academic challenges for the teachers. However, while the AR simulation provided potentially transformative added value, it simultaneously presented unique technological, managerial, and cognitive challenges to teaching and learning.

Affordances and Limitations of Immersive Participatory Augmented Reality Simulations for Teaching and Learning

Engineering education research (EER) has been on the fast track since 2004 with an exponential rise in the number of Ph.D.s awarded and the establishment of new programs, even entire EER departments. The National Research Council’s Discipline-Based Education Research (DBER) report (National Research Council, 2012) captures the state-of-the-art advances in our understanding of engineering and science student learning and highlights commonalities with other science-based education research programs. The DBER report is the consensus analysis of experts in undergraduate education research in physics, chemistry, biology, geosciences, astronomy, and engineering. The study committee, chaired by Susan Singer, also included higher education researchers, learning scientists, and cognitive psychologists. A central aspect of the DBER report is the focus on and application of research in the education, learning, and social-behavioral sciences to science and engineering curricula design and teaching methods. Froyd, Wankat, and Smith (2012) identified five major shifts in engineering education in the past 100 years: 1. A shift from hands-on and practical emphasis to engineering science and analytical emphasis 2. A shift to outcomes-based education and accreditation 3. A shift to emphasizing engineering design 4. A shift to applying education, learning, and social-behavioral sciences research 5. A shift to integrating information, computational, and communications technology in education

Discipline-Based Education Research: Understanding and Improving Learning in

The World's a Stage@@@Structure and Insight: A Theory of Mathematics Education

Researchers show that students perform equally well in flipped and nonflipped classrooms if active-learning activities are held constant, suggesting that active learning is the key moderator of suc...

Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning.

The National Science Foundation has funded 22 Collaboratives for Excellence in Teacher Preparation. Despite the remarkable allocation of resources to this effort, it has proven exceptionally difficult to demonstrate the effectiveness of collaborative reform. In large part, this has resulted because of the difficulty of defining and measuring reform. The Reformed Teaching Observation Protocol (RTOP) was designed by the Evaluation Facilitation Group of the Arizona Collaborative for Excellence in the Preparation of Teachers (ACEPT). It is a 25-item classroom observation protocol that is (a) standards based, (b) inquiry oriented, and (c) student centered. This instrument has provided the definition for reform and the basis for evaluation of the ACEPT collaborative. The data upon which this report is based were collected over a period of more than 2 years from 153 public school, college, and university mathematics and science classrooms. A trained team of observers consisting of two faculty members and seven graduate students was able to achieve exceptionally high levels of interrater reliability. Internal consistency, as estimated by Cronbach's alpha, was also remarkably high. Correlation coefficients ranging from 0.88 to 0.97 between RTOP scores for classrooms, and mean normalized gain scores for students in those classrooms on achievement measures demonstrate that reform, as defined by ACEPT and measured by the RTOP, has been effective.

Measuring Reform Practices in Science and Mathematics Classrooms: The Reformed Teaching Observation Protocol

The primary purpose of the present study was to test the hypothesis that two general developmentally based levels of hypothesis-testing skills exist. The first hypothesized level presumably involves skills associated with testing hypotheses about observable causal agents; the second presumably involves skills associated with testing hypotheses involving unobservable entities. To test this hypothesis, a hypothesis-testing skills test was developed and administered to a large sample of college students both at the start and at the end of a biology course in which several hypotheses at each level were generated and tested. The predicted positive relationship between level of hypothesis-testing skill and performance on a transfer problem involving the test of a hypothesis involving unobservable entities was found. The predicted positive relationship between level of hypothesis-testing skill and course performance was also found. Both theoretical and practical implications of the findings are discussed. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 81–101, 2000

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Development of Scientific Reasoning in College Biology: Do Two Levels of General Hypothesis-Testing Skills Exist?.

Previous research has found that scientific concepts can be meaningfully classified as descriptive (i.e., concepts such as predator and organism with directly observable exemplars) or theoretical (i.e., concepts such as atom and gene without directly observable exemplars). Previous research has also found that developing understanding of descriptive and theoretical concepts is linked to students' developmental levels, presumably because the procedural knowledge structures (i.e., reasoning patterns) that define developmental levels are needed for concept construction. The present study extends prior theory and research by postulating the existence of an intermediate class of concepts called hypothetical (i.e., concepts such as subduction and evolution with exemplars that cannot in practice be observed due to limits on the normal observational time frame). The hypothesis that three kinds of scientific concepts exist was tested by constructing and administering a test on concepts introduced in a college biology course. As predicted, descriptive concept questions were significantly easier than hypothetical concept questions, than were theoretical concept questions. Further, because concept construction presumably depends in part on developmental level, students at differing developmental levels (levels 3, 4, and 5, where level 5 is conceptualized as ‘post-formal’ in which hypotheses involving unseen entities can be tested) were predicted to vary in the extent to which they succeeded on the concepts test. As predicted, a significant relationship (p < 0.001) was found between conceptual knowledge and developmental level. This result replicates previous research, and therefore provides additional support for the hypothesis that procedural knowledge skills associated with levels of intellectual development play an important role in declarative knowledge acquisition and in concept construction. The result also supports the hypothesis that intellectual development continues beyond the ‘formal’ stage during the college years, at least for some students. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 996–1018, 2000

What kinds of scientific concepts exist? Concept construction and intellectual development in college biology

We report how physics teachers can use recent science education research developments to refine their own teaching and improve their students' conceptual achievement gains. The development of the Reformed Teaching Observation Protocol (RTOP) has produced a valuable tool for reflecting upon and improving physics teaching. Instructor RTOP scores have been found to strongly correlate with student conceptual gains in introductory science and physics courses. We discuss the underpinnings of reformed teaching and RTOP, how to use it to constructively evaluate and critique physics teaching and to guide personal teaching improvement.

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Kathleen Falconer

Papers

Measuring Reform Practices in Science and Mathematics Classrooms: The Reformed Teaching Observation Protocol

Development of Scientific Reasoning in College Biology: Do Two Levels of General Hypothesis-Testing Skills Exist?.

What kinds of scientific concepts exist? Concept construction and intellectual development in college biology

Reforming Physics Instruction Via RTOP

Evaluating College Science and Mathematics Instruction: A Reform Effort That Improves Teaching Skills.