Showing papers on "Modeling and simulation published in 1970"
TL;DR: This work is the first of a series of five containing the results of an original investigation of the temperature control of confined spaces such as those in any building and life support systems by means of the modern control theory, including controls of humidity, purity and noise.
14 citations
TL;DR: The most meaningful innovations, the authors feel, in science education have proven to be in the direction of student-centered teaching, which has succeeded in large measure in improving the quality of science education by making an understanding of scientific principles selfattained and therefore more meaningful to the students.
Abstract: In today’s technological society, science education is facing some new and challenging problems. The &dquo;information explosion&dquo; has so increased our basic knowledge of scientific principles that traditional approaches to the teaching of science are no longer appropriate. Along with the information explosion has come the population explosion, from which students are increasing in numbers, much faster than teachers or physical facilities in which to learn. The over-all effect is a degradation of teaching efficiency and efficacy. In recent years many attempts have been made to. improve the quality of science education and thus attempt to alleviate these new problems. The most meaningful innovations, we feel, in science education have proven to be in the direction of student-centered teaching. Since 1959, when the Biological Sciences Curriculum Study began,’ this new concept has sprung up in other fields of science education. All of these innovations in science education use as their basic philosophy the inductive process, whereby the student is presented with a situation or &dquo;chaotic event&dquo; designed to pique his curiosity and induce him to ask questions and seek answers until the event is explained. The important characteristics of this inductive process are 1) the deliberate lack of specific structure in reaching the learning goal, and 2) the open-endedness of the learning situation. All of these innovations have succeeded in large measure in improving the quality of science education by making an understanding of scientific principles selfattained and therefore more meaningful to the students. However, in the inductive learning processes heretofore described many important elements are unavailable to the student. These include the ability to: 1) Manipulate data rapidly 2) Visualize concept relationships readily 3) Make changes in concept relationships of the student’s own choosing, thereby facilitating his learning
7 citations