Current empirical research in science and technology studies provides new and different views of science and scientists that contrast markedly with the mythical views that underlie many curricular efforts geared toward increasing scientific literacy. If descriptions of science and scientists that emerge from science and technology studies are legitimate, considerable implications arise for educational aims guiding science instruction, learning experiences directed toward those educational aims, and resources that support those learning experiences and educational aims. In this paper, we (a)
Research suggests that parents are effective at scaffolding their children's learning to help them become self-regulated problem solvers. Yet little is known about parents' effectiveness at assisting their children with problems that parents find unfamiliar and, thus, do not have at hand either the solution or strategies that a novice child could profitably implement. In this study, 20 dyads of parents and their preadolescent children spent 45 min solving a scientific reasoning problem that entailed generating and interpreting a series of experimental trials to understand the causal structure
This article describes the software architecture of an autonomous, interactive tour-guide robot. It presents a modular and distributed software architecture, which integrates localization, mapping, collision avoidance, planning, and various modules concerned with user interaction and Web-based telepresence. At its heart, the software approach relies on probabilistic computation, on-line learning, and any-time algorithms. It enables robots to operate safely, reliably, and at high speeds in highly dynamic environments, and does not require any modifications of the environment to aid the robot's
This paper begins by questioning the narrow definition of learning used in much present writing concerning lifelong learning, which tends to focus on the purported economic and societal benefits of prolonging and widening participation in formal education and training programmes. In contrast, much valuable and non-trivial learning already goes on, and has always gone on, outside formal programmes of instruction. This is true both at work and at leisure. Using evidence from a study of patterns of participation in adult learning in South Wales from 1900, the paper argues that if such informal
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Cardiff UniversityStephen GorardRalph FevreGareth Rees
This article from Daedalus explores the question (framed by an American Association of Museums AAM publication) of how museums can help to nurture an informed citizenry and address the challenges and opportunity of a global society.