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Science Literacy in Theory and Practice: a Sociocultural Analysis of Teacher Cognition in a Multicultural Setting
Science Literacy in Theory and Practice: A Sociocultural Analysis of Teacher Cognition in a Multicultural Setting by Isaac Llewellyn Jackson B.S., Cinema Arts State University of New York - Binghamton M.S. Computers in Education Bank Street College of Education SUBMITTED TO THE MEDIA ARTS AND SCIENCES SECTION, SCHOOL OF ARCHITECTURE AND PLANNING, IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF THE DEGREE OF DOCTOR OF PHILOSOPHY AT THE MASSACHUSETTS INSTITUTE OF TECHNOLOGY JUNE 1992 © Massachusetts Institute of Technology 1992 All Rights Reserved Signature of the Author Media Arts and Sciences Section () May 1,1992 Certified by Edith Ackermann, Ph. D. Associate Professor of Media Arts and Sciences Accepted by --vStephen A. Benton Chairperson Departmental Committee on Graduate Students Rotf~i Page 1 MASSACHUSETTS INSTITUTE OF TECHNOl nY ASEP 2 4 1992 Science Literacy in Theory and Practice: A Sociocultural Analysis of Teacher Cognition in a Multicultural Setting by Isaac Llewellyn Jackson B.S., Cinema Arts State University of New York - Binghamton M.S. Computers in Education Bank Street College of Education Submitted to the Media Arts and Sciences Section, School of Architecture and Planning, on May 1, 1992, in partial fulfillment of the requirements of the degree of Doctor of Philosophy at the Massachusetts Institute of Technology Abstract Why is it that children of certain sociocultural groups do so "poorly" in science programs - even in those programs that claim to honor diversity and build on student's own conceptual models and theories? This dissertation is a case study that addresses the complexities of teaching science to diverse populations. There is a lot of rhetoric about making all children scientifically literate, regardless of sociocultural position in society, but there has been little work on trying to understand the hidden assumptions behind such efforts. -
Design and Evaluation of Virtual Realities (Tutorial Notes)." In: Proceedings of INTERCHI'93 in Amsterdam, the Netherlands, ACM Press, 1993
M A R C D A V I S P U B L I C A T I O N S www.marcdavis.me [email protected] Design and Evaluation of Virtual Realities (Tutorial Notes) Bibliographic Reference: Marc Davis, Kevin McGee, and Edith Ackermann. "Design and Evaluation of Virtual Realities (Tutorial Notes)." In: Proceedings of INTERCHI'93 in Amsterdam, The Netherlands, ACM Press, 1993. Design and Evaluation of Virtual Realities Edith Ackermann, MIT Media Laboratory (USA) Marc Davis, MIT Media Laboratory (USA) Kevin McGee, International Media Research Foundation (Japan) INTERCHI TUTORIAL NOTES1 Amsterdam, Netherlands April 26, 1993 Copyright © Edith Ackermann, Marc Davis, and Kevin McGee, 1993. All rights reserved. 1 Send correspondence to Kevin McGee, IMRF, Tohma Nishi-Waseda Building B1 2-14-1 Nishi-Waseda, Shinjuku-ku, Tokyo 169, JAPAN; Tel: 813-3207-7171; Fax: 813-3207-7172; Email: [email protected] AGENDA Time Section Facilitator(s) _________________________________________________________________________________ INTRODUCTION 9:00-9:10 Welcome Marc 9:10-9:20 Who We Are and Why We Are Here • Psychology and Media Sciences Edith • Storming the Reality Studio Marc • Environments for Societies of Agents Kevin GETTING LEVERAGE ON VIRTUAL REALITY 9:20-9:30 Technical Overview: Intermediaries and Hard Problems Kevin 9:30-9:45 Virtual Reality and Learning Edith 9:45-10:05 Leverage Points for the Design and Evaluation Marc of Virtual Realities EXERCISE I 10:05-10:10 Form Groups and Select Reporters Marc 10:20-10:30 Generate an Inventory of Virtual Phenomena Marc 10:30-11:00 BREAK -
Children, Cybernetics, and Programmable Turtles by Fred Martin Massachusetts Institute of Technology
Children, Cybernetics, and Programmable Turtles by Fred Martin Massachusetts Institute of Technology Submitted to the Department of Mechanical Engineering in partial fulfillment of the requirements for the degree of Master of Science in Mechanical Engineering at the Massachusetts Institute of Technology August 1988 ( Fred Martin 1988. All rights reserved. The author hereby grants to MIT permission to reproduce and to distribute copies of this thesis document in whole or in part. Signature of Author - Department of Mechanical Engineering August 12, 1988 Certified by . ·- ~"~'~ - - Seymour Papert, Thesis Supervisor Professor of Media echnology - _ Accepted by - ~ ~ - ----- Woodie Flowers, Thesis Reader Professor of Mechanical Engineering Accepted by Ain Sonin Professor of Mechanical Engineering MASSAiiUSt,. 1TSii'STIT'd OF TENOLOGY SEP 06 1988 LArchives Archive' Children, Cybernetics, and Programmable Turtles by Fred Martin Massachusetts Institute of Technology Submitted to the Department of Mechanical Engineering in partial fulfillment of the requirements for the degree of Master of Science in Mechanical Engineering at the Massachusetts Institute of Technology August 1988 Abstract A microworld to support investigations of cybernetics is developed, con- sisting of a miniature computer programmable in Logo, called the "Logo Brick," a:lc mobile mechanical vehicles built of LEGO plastic parts. These "Programmable Turtles" are equipped with various sensors, including touch sensors and light sensors. A series of experiments with these materials is performed with two groups of elementary school children, aged from twelve to fifteen years. The children design behaviors for the Turtles by writing Logo programs and building materials in the Turtles' environment. The children encounter several powerful ideas in cybernetics: feedback, multiple levels of analysis, and object/environment boundaries. -
The Conditions for Invention Determining the fit Between Constructionism and Future Education
UTRECHT UNIVERSITY The Conditions For Invention Determining the fit between constructionism and future education by Swen Mulderij Bachelor Thesis for the Faculty of Humanities Artificial Intelligence Primary reviewer - dr. G.A.W. Vreeswijk Secondary reviewer - dr. J.H. van Lith April 2016 \The role of the teacher is to create the conditions for invention rather than provide ready-made knowledge." Seymour Papert UTRECHT UNIVERSITY Abstract Faculty of Humanities Artificial Intelligence Bachelor of Artificial Intelligence by Swen Mulderij Education needs to adapt in order to keep up with a changing society. This process needs to be well informed in order to succeed. By finding theoretical foundations that support these changes, the chance that these reforms improve education increases. This thesis analyses the degree in which the constructionst learning theory can be applied to guide educational reform. Defining the future education based on the `Ons onderwijs 2032' project allows for a comparison with constructionism. Analysing this comparison leads to a conclusion about the suitability of constructionism as a foundation for future education. Contents Abstract ii 1 Introduction 1 2 Constructionism 3 2.1 History and origin . 3 2.2 Theory and Ideas . 4 2.3 Current state . 9 2.4 Tools . 10 3 The `Ons onderwijs 2032' goals 12 3.1 The `Ons Onderwijs 2032' project . 12 3.2 Overview of the Goals . 13 4 Analysis 16 5 Comments on constructionism 21 6 Conclusion 25 Bibliography 27 iii Chapter 1 Introduction Education is an interesting phenomena, it defines the knowledge and base of a so- ciety and plays a major part in most people's life. -
John R.Haymaker
FILTER MEDIATED DESIGN Generating Coherence in (collaborative) Design by John R.Haymaker B.S. Architecture University of Michigan, Ann Arbor, 1990 Master of Architecture U. of Illinois - Chicago, 1995 SUBMITTED TO THE DEPARTMENT OF ARCHITECTURE INPARTIAL FULLFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF SCIENCE INARCHITECTURE STUDIES AT THE MASSACHUSETTS INSTITUTE OF TECHNOLOGY JUNE 1999 @John R.Haymaker. All Rights Reserved. The Author hereby grants to MIT permission to reproduce -j and to distribute publicly, paper and electronic copies of this thesis document inwhole or in part Signature of Author: '- ' ohf aymaker rtment of Architecture May 20, 1999 Certified By: _ Edith K.Ackermann Visiting Professor Dept. of Architecture Thesis Co-Advisor Certified By: William -ell Dean / Professor Dept. of Architecture Thesis Co-Advisor Accepted By: _ Roy Strickland Associate Professor Dept. of Architecture Chairman Comm. for Grad Students 2 Thesis Reader William LTorter Professor Deptartment of Architecture Thesis Reader: Patrick H.Win 'n Professor Artificial Intelligence Laboratory Dept. of Electrical Engineering and Computer Science 4 FILTER MEDIATED DESIGN Generating Coherence in (collaborative) Design by John R.Haymaker SUBMITTED TO THE DEPARTMENT OF ARCHITECTURE INPARTIAL FULLFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF SCIENCE INARCHITECTURE STUDIES AT THE MASSACHUSETTS INSTITUTE OF TECHNOLOGY JUNE 1999 ABSTRACT Architectural design involves the integration of diverse, sometimes conflicting, concepts and requirements into acoherent single com- position. This paper proposes amethod for negotiating architectural design across domains, by examining issues of ontology, percep- tion, generation and evaluation, and detailing a prototype in which these mechanisms are augmented using computational agents for achieving coherence and innovation inremote collaborative design.