Journal Club #2: Approaching Open Ended Problems

The aim of the “Journal Club” is to present a summary of a journal article and discuss it in the comments below or on social meeja. The emphasis is not on discussing the paper itself (e.g. methodology etc) but more what the observations or outcomes reported can tell us about our own practice. Get involved! It’s friendly. Be nice. And if you wish to submit your own summary of an article you like, please do. If you can’t access the paper in question, emailing the corresponding author usually works (CERP is free to access). Comments on this article are open until…

Journal Club #1: Metacognitive Learning Strategies in Science

The aim of the “Journal Club” is to present a summary of a journal article and discuss it in the comments below or on social meeja. The emphasis is not on discussing the paper itself (e.g. methodology etc) but more what the observations or outcomes reported can tell us about our own practice. Get involved! It’s friendly. Be nice. And if you wish to submit your own summary of an article you like, please do. If you can’t access the paper in question, emailing the corresponding author usually works (email details given on journal page linked below). #1: E Cook, E Kennedy…

UnimPrezi

Prezi arrived on the scene about two (maybe three?) years ago. Since its introduction, conference attendees’ snoozing during a succession of PowerPoints has been interupted by a sense of sea-sickness induced by well-meaning presenters and their carefully crafted Prezis. All Prezis I have seen are like a PowerPoint presentation riding along a rollercoaster. They are linear in format, usually contain bullet-points (a major faux-pas in the eyes of Prezi-purists) and have a start, middle and end. They offer no additional advantage to PowerPoint. I don’t really like admitting this to the learning community, but I don’t really like Prezi. Exhibit…

BCCE Day 1

Some thoughts from BCCE Day 1 – including environmental pbl study, lab assessment methods, part 2; research awareness following innovations in lab teaching; cognition studies, using videos of students and developing models if students’ conceptions of acid strength; part 3 – students problems with molarity in chemistry. Part 1 Part 2 Part 3: