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Proceedings of the Inspiring Science Education Conference 2016

  • Ellinogermaniki Agogi

Abstract and Figures

The Inspiring Science Education Conference offered extremely useful insights into the science classroom of the future. A wealth of good practices, research outcomes, technological and methodological innovations, achievements, etc. has been collected and presented to the public and to the teaching community in particular in the conference’s proceedings. This is a unique collection of science teaching related themes, confirming the significant role of both the Inspiring Science Education Conference 2016 and the Inspiring Science Education project in its entirety. It will be a valuable textbook for all science teachers willing to play the role of agents of change who will be working towards a school that is open to scientific innovation and inquiry-based learning.
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This article presents a skill-based media literacy model which can help to explain digital inequalities. The model integrates the everyday life of children and their developmental tasks. Under this concept, users are media literate if they are able to fulfil their developmental tasks successfully by using the media and to reflect upon the consequences and risks of their media use. In 2011, 82 German boys and girls were interviewed to gain a better understanding of the connections between internet use, media literacy and digital inequalities.
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Exporting enables organizations to diversify risk and generate multiple income streams. In turn, the ability to make good export decisions is purported to be a main determinant of performance. Although substantive export decisions are well researched, little is known about how export decisions should be made in practice and whether different decision-making approaches should be combined. This study addresses this gap using decision theory; the authors assess the interaction of planning and improvisation and examine the impact of these approaches on export responsiveness and export performance. They develop a conceptual model through exploratory research and test it through structural equation modeling. The authors seek insights into the results through post hoc in-depth interviews and conclude that improvisation has multiple dimensions (spontaneity, creativity, and action orientation) and that there is no one "best way" for export managers to make decisions. Furthermore, export planning can enhance economic performance but detract from customer performance. In addition, improvisation improves responsiveness, whereas action orientation leads to greater customer performance and results in greater responsiveness with regard to planning. However, export managers should be wary of spontaneity and creativity, because they detract from planning outcomes.
This chapter presents a framework for understanding collaborative problem solving, including both the cognitive and social perspectives, and identifies the construct’s theoretical underpinnings, structure and elements. It describes the circumstances under which collaborative problem solving might best be used, with consequences for the design of tasks to assess the component skills. It highlights the characteristics of problemsolving tasks, interdependence between problem solvers and the asymmetry of stimulus and response, through a focus on task design. The chapter then outlines approaches to measuring collaborative problem solving and illustrate them with examples.
In this article, we explore the growth of mathematical knowledge and in particular, seek to clarify the relation between abstraction and context. Our method is to gain a deeper appreciation of the process by which mathematical abstraction is achieved and the nature of abstraction itself, by connecting our analysis at the level of observation with a corresponding theoretical analysis at an appropriate grain size. In this article, we build on previous work to take a further step toward constructing a viable model of the microevolution of mathematical knowledge in context. The theoretical model elaborated here is grounded in data drawn from a study of 10 to 11 year olds' construction of meanings for randomness in the context of a carefully designed computational microworld, whose central feature was the visibility of its mechanisms - how the random behavior of objects actually "worked." In this article, we illustrate the theory by reference to a single case study chosen to illuminate the relation between the situation (including, crucially, its tools and tasks) and the emergence of new knowledge. Our explanation will employ the notion of situated abstraction as an explanatory device that attempts to synthesize existing micro- and macrolevel descriptions of knowledge construction. One implication will be that the apparent dichotomy between mathematical knowledge as decontextualized or highly situated can be usefully resolved as affording different perspectives on a broadening of contextual neighborhood over which a network of knowledge elements applies.
Children are being diagnosed with autism spectrum disorders at a staggering rate-as many as one in 110, according to some studies. To this sobering statistic add the familiar figures of the toddler disengaged from his peers, the middle schooler shunned in the lunchroom, and the adult struggling with social cues on the job, and professionals are faced with a mounting challenge: to assist and support young people with these disorders to ensure their successful transition to adolescence and adulthood. The first volume dedicated solely to its topic, Interventions for Autism Spectrum Disorders provides a comprehensive overview of programs currently in use. Contributors explore programs focusing on long-term outcomes, home- and classroom-based strategies, resilience training for parents, and pharmacological management of symptoms. Background chapters review issues in reliability and validity of interventions and evaluating treatment effectiveness. And an especially cogent chapter discusses the centrality of treatment integrity to best practice. Comprehensive programs and targeted interventions covered include:The Early Start Denver Model for young children. The TEACCH program for children, adults, and families. The Center for Autism and Related Disorders (CARD) and CARD eLearning. PRO Gress: a program for remediating and expanding social skills. Evidence-based strategies for repetitive behaviors and sensory issues .Self-regulation strategies for students with autism spectrum disorders. Interventions for Autism Spectrum Disorders is an essential resource for researchers, professionals/practitioners, and clinicians in a wide array of fields, including clinical child, school, and developmental psychology; child and adolescent psychiatry; education; rehabilitation medicine/therapy; social work; and pediatrics. © 2013 Springer Science+Business Media New York. All rights are reserved.
The main purpose of this new edition is to incorporate the most recent theoretical and practical research in the field of dyslexia and literacy and present it in a user friendly format for Practitioners. It refers to the most recent government reports on literacy and dyslexia in a number of countries such as, USA, UK, Canada, New Zealand and Australia. Each chapter has a summary at the start and, at the end, key points and 'points to consider' are looked at.