Jon Ogborn’s research while affiliated with University of London and other places

... Other researchers have investigated the utility of active participation in knowledge based system (KBS) development. Wideman and Owston [Wideman & Owston 1993] examined the gains in cognitive skills displayed by students involved in creating expert systems for weather prediction while Law and Ogburn [Law & Ogburn 1994] encouraged their students to build rule-bases describing commonsense knowledge about objects and motion. Trollip and Lippert [Trollip & Lippert 1987] used the development of a system for the design of Computer Aided Instruction screens to teach students what was involved in this kind of design. ...

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Knowledge Engineering Ontologies, Constructivist Epistemology, Computer Rhetoric: A Trivium for the Knowledge Age.

... Gutierez (2023) showed that biology teachers were accepting of students' use of everyday language, while also redirecting them to targeted perspectives. Considering the multimodal nature of science teaching (Kress & van Leuween, 2021), it is also necessary to consider the varying properties of visual resources employed in the teaching (e.g., Kress et al., 1998;Martin & Rose, 2008). The students' opportunities to engage with scientific concepts through different kinds of images lie at the core of the present study. ...

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Visual resources and interaction in Grade 4 science teaching—Moving in and out of discourse when exploring concepts of evolution and adaption

... In thermodynamics, all changes of energy are accounted for in terms of 'transfer'. 2 The proposal to eliminate forms of energy from secondary school science was accepted in the first national curriculum for England and Wales (Department of Education and Science 1989). Stylianidou and Ogborn (1999) note that teachers do not understand the purpose of this innovation and that they subvert its intentions, for instance by saying that 'potential energy is transferred into kinetic energy' (they know the word 'transformed' is forbidden by the authorities). We suggest that for such an innovation to succeed, it is necessary first to discuss existing teaching practices, in order to understand why forms of energy are so attractive to teachers and why, in a certain sense, they work so well! ...

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'Forms of Energy', an intermediary language on the road to thermodynamics? Part I

... In other words, this type of study is applied in scenarios where the numerical values in the mathematical relations governing the changes of a system are not known. In this context, the direction of change is known, but not the size of its effect (Ogborn and Miller, 1994). Simulation-based studies in software engineering can benefit from using semiquantitative research (Araújo et al., 2012). ...

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The Evolution of Empirical Methods in Software Engineering

... Triangulation was carried out by comparing the data from the interviews and tests to corroborate the data obtained [27]. ...

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PISA Content Quantity-Standardized Test: Exploring Vocational Student’s Mathematical Communication Skills

... O sucesso de uma reforma educativa depende de múltiplos fatores e intervenientes, desde um nível macro a um nível micro (Nicolai, 2004;Pintó et al., 2001;Watson, 2006). Nesse complexo processo de melhoria do sistema educativo revelam-se fundamentais, entre outras, questões legais, logísticas e estruturais que, em última análise, podem comprometer toda a reforma, independemente da forma que assuma. ...

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Ensino Secundário Geral em Timor-Leste: Perspetivando o futuro

... Such critical details of teaching practice are, so to speak, very well localized points of articulation between the "what" and the "how" of the teaching-learning process. The use of images in teaching (Pinto, 2002), the strategies of laboratory work (Séré, 2002;Leach & Paulsen, 1999), or else the use of microcomputers (Stylianidou et al., 2000(Stylianidou et al., , 2005Sassi et al., 2004; see also Thornton, this book, section E2) raise the same type of concern, and have been considered at the same fine grained level of analysis. ...

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LEARNING AND CONCEPTUAL UNDERSTANDING: BEYOND SIMPLISTIC IDEAS, WHAT HAVE WE LEARNED?

... The extension of 'modelling to predict and control' from relatively well-theorized, predictable and universal domains, to the social and environmental sciences has been problematic (Bloomfield, 1986;Flood, 1999). Here, phenomena tend to be less well theorized and are likely to be less predictable, as with weather and economic forecasting ( Ogborn and Mellar, 1994). The notions of 'modelling to develop theory' (Gilbert and Troitzsch, 1999), or 'modelling to learn' (De Geus, 1992) better suit business education and the context-sensitive, more 'situated' social sciences. ...

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Simulation modelling: Educational development roles for learning technologists

... Thus, first of all, the environment focuses on allowing and supporting qualitative and semi-quantitative reasoning, which is closer to the existing cognitive resources of young students (Mellar et al., 1994), compared to quantitative ones. Semi-quantitative thinking is ubiquitous in natural everyday reasoning (Bliss et al., 1992). It recognises the ordering of quantity but not magnitude, and it is one of the three main ways in which pupils approach relations. ...

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Design principles for the support of modeling and collaboration in a technology-based learning environment

... In both cases, it is not the Halbwachs homogeneous explanation which refers to the conservation of the quantities of energy or momentum (which the students do not seem to handle well), since the explanatory scheme involves an external cause in the physical system under study. The preceding as well as other cases of related research (Bliss & Ogborn, 1994;Gutierrez & Ogborn, 1992;Halloun & Hestenes, 1985;McCloskey & Kargon, 1988;McDermott, 1984) show that in the field of Mechanics, students' mental representations associated with mechanical phenomena and especially with the phenomenon of motion on the one hand show a qualitative difference from the explanatory models of Physics and its traditional school version and on the other hand highlight the fact that "the most pregnant relations [which children use] are those expressing causality" (Halbwachs, 1979, p. 170). Also, another science education researcher, Besson (2004Besson ( , 2010 compared causal explanatory schemes of high school students with the corresponding types of explanations in solid and fluid Mechanics situations and found that students' explanatory schemes are indeed fundamentally causal but either confuse the actual cause with the conditions that allow the cause to act, or they identify as the cause another entity with similar characteristics to those of the real cause (for example, they confuse the entity 'force' with the entity 'pressure'). ...

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The views of Francis Halbwachs on the nature of explanation in Physics and how they affect research in Didactics of Science