Education Science - Science topic

Very interesting topic to explored.

Right Dear

You Kalubovitiyana Soratha Thero are right to state that education is the key to economic progress, in individual and social terms; a learning that pays will lead to earning. Therefore, educational programs should be simple, practical and accessible.

______

The proper education of the young does not consist in stuffing their heads with a mass of words, sentences, and ideas dragged together out of various authors, but in opening up their understanding to the outer world, so that a living stream may flow from their own minds, just as leaves, flowers, and fruit spring from the bud on a tree.

John Amos Comenius

Merci beaucoup!

There are several journals that may be a good fit for publishing research on the extent of ICT integration in science based on the SAMR model. Here are a few options to consider:

These are just a few examples of the many journals that publish research on the integration of ICT in science education. When selecting a journal, it is important to carefully read the journal's mission and scope to ensure that your research is a good fit. Additionally, you may want to consider factors such as the journal's impact factor, readership, and submission requirements.

Our organisation uses Case-Based Learning in a very broad sense. How does that compare to what others do?

Dear Elahe Afrookhteh, in Physics & my country it was like that:

A major in education in Physics allows teaching in secondary school, the subject of Physics.

A major in Physics allows teaching in universities, Physics for research. To teach in secondary school Physics, they need at least a minor in Education in Physics (two years more in our case for a pure scientist).

Best Regards.

A bit too much of the results is presented on Researchgate with the lack of the backyard and preparation process for research. It could be good to see also the kitchen of the dinner of the researchers.

6 October MMXXI

That's a really good question, and perhaps unanswerable.

I see Science in one corner and Philosophy in the other corner--opposite one and other.

Will they come out to fight each other, or to cooperate?

This quandary should be talked about more frequently.

Cordially...

ASJ

The rules of religion are relative and depend on society, its philosophy, and its beliefs. I believe that religion should be kept away from the academic institution, and this comes within academic freedom.

The best way to teach science is cooperative learning based on problem solving. The steps of the method are as follows:

1- Raising the problem: in which the teacher presents a set of information, data, or scientific phenomena that arouse students’ interest in the problem under study.

2- Defining the problem: in which the teacher helps the students to formulate the problem and define it in one or more questions in an accurate way.

3- Suggesting solutions: in which the teacher encourages students to present a set of ideas or proposed solutions to the problem that is the subject of the lesson.

4- Discussing solutions: in which the teacher directs the students to test ideas and proposed solutions to the problem, relying on the information and data previously collected.

5- Reaching the best solution: in which the teacher, in partnership with his students, chooses the most appropriate proposed solutions.

6- Generalization: in which the students, under the supervision of the teacher, generalize the results they have reached in solving the problem that is the subject of the lesson.

Dear Mohammed Jaafar Ali Alatabe,

Thanks and invite you to joint discussions on the subject of innovation in financial institutions.

Regards,

Dariusz Prokopowicz

Dear Dr. Dariusz Prokopowicz , I hold similar views - Dr. Avishag Gordon.

In India, the University (where I work) and many other Universities started seriously considering the Scopus index for Ph.D thesis submission ( 2 articles in scopus indexed journals), promotion (computing scores), and research grants (to assess quality of research undertaken so far) and Ph.D guideship (atleast 2 in scopus or SCI or SSCI)....

So, the point is Scopus is gaining acceptance/importance but there are other indexes too...considered equally important.

Warm regards Yoganandan G

Dear Colleagues and Friends from RG,

Hello Dear Everyone,

In the New Year of 2021, I wish all researchers, scientists and users of the Research Gate portal fulfill their plans and dreams, success in their professional work and personal life, success in the field of research and publication of their results, all the best. I wish all my colleagues and friends from the Research Gate portal that the New Year 2021 will be better than the previous years, that the SARS-CoV-2 (Covid-19) coronavirus pandemic ends as soon as possible, that there is a quick return to "normal", to the pre-pandemic state . The year 2021 begins a new decade of many new challenges related to solving key problems of the development of civilization, solving problems resulting from the pandemic crisis, economic, social and climate crises, etc. Let us hope that the development of science, further scientific research, new technologies, the current fourth technological revolution will enable the solution of key problems of civilization development.

Happy New Year 2021

Best regards, Stay healthy!

Dariusz Prokopowicz

Standardised online teaching at the global level

Philosophy teaches us how to think. It is not a "science", a set of "sciences", and has not any compromises with ideas of "innovation", "creativity", even less with "technology", "design" and all the other words that are nowadays used and abused around knowledge. However, philosophy is indispensable for sciences, scientific research, and knowledge innovation precisely because it illuminates how to ask, how to inquiry, and how to search for knowledgeable answers. Most of the main subjects of philosophy still are long-term inquiries on the meaning of life, moral conduct, the value of knowledge, human virtues, love, or justice that have been discussed for thousands of years, finding new answers and paths towards a meaningful humanistic life. Philosophy doesn't need to be innovative but only to be serious and profound, keeping epistemic requirements, logic processes, and ontological exactions. It is enough to maintain philosophy with its original wonderful meaning: philein and sophia or the love of wisdom.

... a questioner's intention (i.e., seeking information or discussion) is greater than disciplinary factors in some circumstances....responses to questions provide various resources, including experts' contact details, citations, links to Wikipedia, images, and so on...l implications of the understanding of scholarly information exchange and the design of better academic social networking interfaces, which should stimulate scholarly interactions by minimizing confusion, improving the clarity of questions, and promoting scholarly content management... Jeng, W., DesAutels, S., He, D., & Li, L. (2017). Information exchange on an academic social networking site: a multidiscipline comparison on ResearchGate Q&A. Journal of the Association for Information Science and Technology, 68(3), 638-652.

Rangga Laz thanks for you requestion, very interesting

Dear Colleagues and Friends from RG,

In the context of the above discussion, I propose to add to our considerations the following important issue:

Scientific conferences make it possible to make friends with other scientists and researchers. During the conference there are opportunities to conduct discussions and debates on interesting topics. Thanks to this, it is possible to undertake scientific cooperation and create international research teams and projects.

Do you agree with me on the above matter?

- What do you think about this topic?

- What is your opinion on this topic?

Please reply.

I invite you to discussion and scientific cooperation.

Thank you very much.

Best wishes.

Dariusz Prokopowicz

Using worldwide (globally) new teaching methods such as competency-based learning technics.

You see Dear Dr Atoyan: There is a gap among different universities, some use new learning techniques such as the one I mentioned, but many other univ. only use old fashioned learning.

Thank you for this interesting question. Regards.

We don't usually teach children about AI. The closest most will get to an AI is a Roomba, one of their programmable toys, or targeted ads on the internet. I also do not believe that a computer can be smarter than a person as we program them to be able to solve certain problems.

There is no degree superior to a PhD. However you can go on to do a post-doctoral research or even get more PhDs. But you only need one PhD to prove that you are capable of doing original, significant research.

Generally, the main indicators of research quality are gross numbers of publications, publication in journals deemed to be ranked highly, publication by commercial publishers, high levels of publication citation, international recognition, competitive grants, and completed supervisions of research degrees. While these are used to varying extents as indicators of research quality, their relevance must be considered in light of discipline-specific considerations.

I believe that whatever the country, academic promotions should be tied to the under-listed criteria.

1. Sustained performance – performing at the standard expected for the bottom quartile of the level above the current level of appointment

2. Superior performance– performing at the standard expected at the midpoint of the level above the current level of appointment

3. Outstanding performance – performing at the standard expected between the midpoint and the top quartile of the level above the current level of appointment

4. Outstanding Plus performance – performing at the standard expected of the top quartile of the level above the current level of appointment

5. Not Sustained performance – performing no higher than at the current level of appointment

interesting discussion... I follow for more information

Our search strategy concerns the full search of every MeSH terms we're interested in.

Hope to have been usefull

sincerely

Antonio Romano, DMD

Paediatric Dentistry, Oral Medicine and Pathology

Multidisciplinary Department of Medical-Surgical and Dental Specialties University of Campania "Luigi Vanvitelli" Via L. De Crecchio 6, 80138 Naples, Italy doctorantonioromano@gmail.com +393398471372 - 081/5667675

The Cons, just quoting.

My research was a phenomenological inquiry with similar themes. I created my own survey and research questions. Feel free to review the work. The Perceived Impact of Alternative Specialized Education Services on Former Teen Mothers. I used parameters established by Clark Moustakas when creating the tools. Hope this helps.

Hi Ingrid, Thank you a lot it is very useful . Ines.

Should the world of science be fully independent, autonomous, apolitical and therefore fully objective? How? Independency, autonomy etc. have a price, both literally and metaphorically. Who will pay or is willing to pay for it? I am skeptical.

I agree with the previous responses. The relevant process is mainly ''incremental''.

Regards

Hi!

I do not associate the term Life-long-learning with any general right for an academic to do a series of doctoral dissertations in various directions. A doctoral students education and support is a big investment for the state/the taxpayers, the university and the individual. To reach a PhD level is for an individual to be recognised for the ability to really both learn and create new knowledge on ones own.

Then other students should get the possibility to PhD studies. There is possibility to change directions of interest in research anyway.

I don’t want to criticise people who have double PhDs, but to create new possibilities for academics to make a number of dissertations in different subjects is probably not an ideal use of resources.

Yes, definitely, science and tech can transform the world positively.

The above question inspired me to the following considerations:

Is the progressive increase in the digitization of the education process a feature of the current technological revolution of Industry 4.0?

Is the progressive increase in the digitization of education process instruments a feature of the current technological revolution known as Industry 4.0?Measuring the impact of digital technology, including new online media on the process of learning and the effects of the education process can be based on a comparison of assessments at a specific time, a specific educational process supported by the use of new online media, social media portals and other technologies typical of the digital age. These technologies currently include mainly new technological solutions, streamlining improvements, innovations etc. regarding, among others, advanced data processing, including data obtained from the Internet, data processing in the cloud, Big Data database systems, using artificial intelligence, etc. These new technologies of advanced information processing co-create the current fourth technological revolution called Industry 4.0.In view of the above, the current question is: Is the progressive increase in the digitization of education process instruments a feature of the current technological revolution known as Industry 4.0?

Please, answer, comments.

I invite you to the discussion

Best wishes

Thank you so much for your kind help.

specialization

Estimado Wilmer, me parece que su participación se podría concretar vía Skype, ya que esta lejos de la ciudad de Cuenca. Para concretar detalles le sugiero al Fernando Juela del MAE-Azuay la correo fernando.juela@ambiente.gob.ec

Saludos cordiales

Eduardo

Students born in the networked world are tech-savvy; they can be encouraged to read e-newspapers. Official whatsapp groups can be created to share subject or issue-related information. G-suite can be used ; method of flipping the classroom can also be used to encourage learning. I have used theatre techniques to encourage reading information from company and reliable websites.

I follow the question

Please go to 'Google" and type "University and school accreditation and certification pdf", you may be able to find some useful material.

Best wishes!

Doing a statistic analysis on the student answers to test questions can tell you what portions of the curriculum that the students are not grasping well. This can be used as a tool to strengthen those areas in you lessons.

To the original question: the two-way speed of light can clearly be measured with no issues: a light beam goes from source A to mirror B at distance L and then back to source A. A clock at A measures the time elapsed and always finds 2L/c, with c independent of reference frame.

So far, this is experiment, well confirmed in many different ways.

One-way speed of light always has some kind of problem, since we need to say when two distant clocks mark the same time. It turns out that it is a consistent convention to assume that clocks can be synchronised in such a way as to make the one-way speed of light constant.

However, to make contact with those who mentioned the Sagnac effect, this consistency only holds in *inertial* reference frames, not in rotating ones. In rotating reference frames, or other non-inertial frames, you generally cannot consistently synchronise clocks in such a way as to have a constant one-way speed of light.

Sounds like great work! You can have the students upgrade the e-portfolio to a professional one just on "Educational Design" but for the job market, linking it to their career goals. In that way, they would have artifacts from other their entire program.

Best regards,

Debra

Augmented learning is an on-demand learning technique, where the environment adapts to the learner.

The best, I found with all the information, that we check with thompson reuter.

Please follow the link below for the all journal list, which are peer reviewed and indexed with Thompson reuters

Research in comfort

Dear Mr.James Garry

It is just a personal interest,my major study is in a different field.

This could be helpful : https://opensource.com/article/18/1/tamarind-tree-school-india

Future scientific researches will be far more dependent on technology. In the field of Biological Research, use of living animals for testing of some drugs or as some models may be stopped very soon, within 10 years. Animal/animal body part models will be replaced by software based models.

In other branch of Science, I think same thing may happen. I can not say the possible changes as it require very deep knowledge about the research procedures running presently.

Dear Marco

I will keep contact to You.

Citation by A. Einstein:

Behind all discernible laws and connections,there remains something subtle,intangible and inexplicable.

Have a nice day

If you want to reach a world audience, write in English. Every language offers a rich and unique insight into different ways of thinking and living as well as into the history of the myriad of cultures and peoples across the globe. Yet I think, English remains an important due to its unique international status despite globalization.

Angelo, I salute your goal to assist your upcoming workshop participants in your country by engaging in STEM with improvised materials. As a former Peace Corps Volunteer teacher in Swaziland, Africa (1981-1984) I developed a preference (driven initially by need but later by preference) for using locally available (and economical) materials, also. One improvised material I have used in my STEM PD workshops that I lead is a used plastic bottle (with its screw top) such as a small Gatorade bottle that is not a smooth cylinder (important to clean and sanitize the bottle before use). I challenge my participants, working in teams of 4 to figure out a way to fill the provided bottle half way (by volume) with water using only the bottle. I also provide them a pitcher of water to use in this challange and a stirring rod (which could be made of any material available). Each team of participants is provided these materials along with piece of colored tape (could be simply masking tape) to place on the outside of the bottle (bottom of tape aligned with top of water) that indicates the level of the water they have decided is exactly at the halfway fill mark in the bottle. Participants struggle to decided where that level, is since almost all recognize due to the bottle shape it would not be at what they see is the halfway height point. Some guess where the halfway point may be using an "eyeball strategy", while others come come to see that the bottle has a plastic seam line along its vertical shape which can be used to find the halfway by volume level of the water by turning the bottle sideways and by trial and error filling the bottle with water from a pitcher until the water level aligns with the seam. Participants place their team's water bottle with top secured and tape on the outside of the bottle side by side for comparison. Invariably, the bottles have differing places they have placed their tape. We debrief on their methods of coming to a "solution"to the challenge, with the the goal of deciding which strategy may be most fruitful in solving the challenge most accurately. We discuss the notion of "elegance" in strategy selection which for science is oftentimes associated with the notion of choosing the simplistic strategy which is shown to arrive at correct solution to a problem. The participants then usually select the seam strategy as fulfilling that criterion in this case. I then wonder if there may be a way to check to see if the seam strategy really has lead them to the same answer since there always seems to be some slight variation in the bottle levels of water even when the seam strategy is used. I suggest if they considered using the concept of set theory to consider a solution to the challenge. That is, if by volume the level of the water they have suggested fills the bottle by half, the other half (currently holding air) must be an equal volume in the bottle, since one half by one half equals a whole in set theory. Therefore, they can check whatever water level they may have thought represents half of the bottle's volume, by simply turning the bottle over vertically (make sure the cap is on tightly so no water may come out) and seeing if the resulting water level is exactly at the same point on the tape they placed earlier on the outside of the bottle to show the level of the bottle filled halfway by volume by water. This type of strategy using an application of set theory most engages their attention and their appreciation as being most elegant in this case, due to its ease in use and accuracy. As a STEM activity, we then take time in identifying what learners could learn about the "S"--gravity's impact on water in a closed container on Earth and methodology analysis of solution, "T" the technology used to produce the water bottle, "E" the design process to solve the problem, and "M" the use of a concept from mathematics to solve the problem. And, what about the bottle stirrer they ask? Why were they provided that? My response--when solving authentic challenges no one engaged in STEM knows upfront what equipment may be of value to solve the problem. The stirrer is provided not to imply it is of essential value in this instance to solve the problem (which most assume it must be, since it was provided to them in this challenge as they learned by school science always is the case if equipment is provided in a so-called school STEM inquiry experience in such as in a laboratory exercise. Lesson to notice is that in real life problems in STEM do not come all set up with directions on what may be needed (equipment, for example) to solve them. In fact, available equipment (in this instance, the stirrer) may indeed actually distract them as it may have done for some in this activity (even though when it was provided it was NOT stated it must be used to solve the challenge).

If you (or others who read this response to your question) should use my STEM activity with improvised materials that I developed (could be others have also come up with the same or a similar idea for the same improvised materials although I have never seen such activities or was influenced by any to come up with this idea) , I hope you may find success with it as I have with it over the years. If you do use it, please share your experience using it with your participants as shaped by your needs as a STEM teacher educator and your participants needs and interests. I always grow as an educator when we share our teaching stories, successes and challenges (as I think of them, as opportunities to continue learning my craft!).

All the Best, Randy

I apologize for the answer not within my specialty greetings

I offer you the book:

by José Hermano Saraiva, Ian Robertson (Editor), Ursula Fonss

Hi,

…because a theory is founded on the actual knowledges at the moment when it is proposed…

Christian

Hello, Angelo.

You might consider asking them both for their previous experiences in science (both  in teaching and learning in any disciplines) and also for thier current experiences. Why do I suggest so? Because it is highly expected that we are going to teach topics in the way we were tought. So, I think you could give them freedom to express what they know to later pass and ask how they know so, and how they use concepts such "fact"; "experience"; "information"; "science"; "empirism", and how they are related to the disciplines tought. Those concepts are related to epistemological notions, and tha's the basis of the whole scientific work. This is a progressive work to reach the understanding of how scientific profound understanding is reached

Is vanillin that essential component to design an environment friendly mosquito repellent? I am finding an environmental friendly mosquito repellent to add to the daily used products. I read some papers saying citronella oil are effective...and more if vanillin is added. I am very curious to find this.

Hello John,

The teaching of Agriculture in secondary schools should utilize basic but result-oriented strategies. However, to heighten innovation in the instructional delivery, variety is key. Therefore, the agriculture tutor must diversify the instructional methods s/he uses in teaching.

Simulation is one of the innovative teaching strategies that can be used for teaching practical oriented topics such as the use and management of agricultural tools and technologies for crop farming, soil preparation and so forth. Models or mock-ups of moving and operating machinery are given to learners to operate, fix and even maintain as they would eventually do in the real world. Today, simulated videos and slides such as Ghetto Game, Gold Rush, that mimics aspects of life such as new planting or farming initiatives are used in giving out instruction. This can be adopted and utilized.

Field trips to agricultural centers, industries, farmlands etc., where students get firsthand experience and practice of the theoretical methods of agriculture can prove very helpful. However, it must be carefully planned with students knowing prior the practical activities they would be engaging in when they visit those places. Assignments, write-ups, and projects must be given to students to aid them to participate effectively in the field trips.

In addition, the discovery method of instructional delivery is also innovative. The instructor can expose learners to a situation existing in a farmland or agricultural site and asks them to discover the underlying principles that explain the situation and how the challenges identified there could be remedied. The students learn the effective agricultural methods, chemicals, technologies through discovery.

Moreover, project-based learning approaches whereby individuals and teams are assigned projects in agriculture can prove very helpful. The tutor must also focus on teaching the concepts in the agriculture topics rather than facts since agriculture as a subject is with us.

All the best. Thanks.

                                  Dickson Adom

I've asked around because this question was quite interesting, not that I know much about it. However, according to Bayaga, mnemonic is not a model and that it is simply to help learners remember the trigonometric basic functions. At best refer to it as a "rule".  Does this makes sense? I can introduce you to him.

Dear colleagues:

Thank you so much for your insights on the relationship between Math and Emergent Literacy. Your comments, ideas, and suggestions confirmed so much about the interconnectedness of the domains and development during the EC years.

Hallo Jackie:

I have no reference to suggest, but a recomendation what to look for.  I would today no longer do a project that is placed only on the cognitive level without elements in it which belong to the emotional dimension of actingg and learning.

Good luck, yours Meinert

Dear Jerry,

If I understood it well, you are in favor of teaching deductive, inductive,and abdutive  logic to children once they enter primary school. You continue and say that grammar and rhetoric (writing, and to a lesser degree verbal presentation) are taught almost as soon as a child enters school and continue throughout school. I agree with you that  grammar, writting, and to a lesser extent verbal presentation can be taught once children enter elementary or primary school. As for rethoric, I have some doubts that that can be the case. Note that rhetoric often appeals to idiomatic language, that is, a language that uses, say, style's figures, such as metaphors, hyperboles, metonymy, and the like. As a developmental psychologist I never saw a 6-year-old child to spontaneously use, in his/her spoken or written language,  metaphors (e,g., my father is in the spring of his life)  or hyperboles (e.g., my father was smoking a thinker cigarette).

Before addressing the issue at hand, that logic is not taught to children from an early age and this should be the case, let me clarify the differences among deduction, induction, and abduction,

Deduction or deductive reasoning allows us to derive b from a only where b is a formal consequence of a. In other words, deduction derives the consequences of the assumed premises. Given the truth of the assumptions or premises, a valid deduction guarantees the truth of the conclusion. For example, if p (John is at school) then q (Mary is also at school); p is the case (John is at school). Hence, q follows necessarily (Mary is necessarily at school). As you certainly know this is the logical argument known as Modus Pollens. Deductive reasoning is also at stake in Modus Tollens: Not q  is the case (Mary is not at school).  Hence, not p  has to be is also the case (John is not at school either). Correct hypothetical-deductive reasoning is also necessary to solve Denial of Antecedent  problems:  Not p Is the case (John is not at school). Hence, nothing can be concluded about q (it is not possible to draw any conclusion about Mary being or not being at school).  Correct hypothetical-deductive reasoning is also necessary to solve Affirmation of Consequent problems: q is the case (Mary is at school). Hence, nothing can be concluded about p (it is not possible to draw any conclusion about John being or not being at school).

Induction or inductive reasoning allows us to infer b from a, where b does not follow necessarily from a. A might give us very good reasons to accept b, but it does not ensure b. For example, if all swans that we have observed so far are white, we may induce that the possibility that all swans are white is reasonable. We have good reasons to believe the conclusion from the premise, but the truth of the conclusion is not guaranteed. Indeed, it turns out that some swans are black. Induction lies at the heart of many experimental studies.

Abductive reasoning or abduction is a form of logical inference which starts with an observation, and then seeks to find the simplest and most likely explanation. In abductive reasoning, unlike in deductive reasoning, the premises do not guarantee the conclusion. More precisely, abduction or abductive reasoning allows us to infer a  as an explanation of b. As a result of this inference, abduction allows the precondition a to be abduced from the consequence b. Deductive reasoning and abductive reasoning thus differ in the direction in which a rule like "a entails b” is used for inference. As such, abduction is formally equivalent to the logical fallacy of Affirming the Consequent because of multiple possible explanations for b. What follows is an example of an incorrect solution for affirmation of consequent problems : “q is the case ( Mary is at school), then p is also the case (John is also the case, which is an incorrect conclusion). Consider now the following example of abductive reasoning In a billiard game, after glancing and seeing the eight (or black) ball moving towards us, we may abduce that the cue ball struck the eight ball. The strike of the cue ball would account for the movement of the eight ball. It serves as a hypothesis that explains our observation. Given the many possible explanations for the movement of the eight ball, our abduction does not leave us certain that the cue ball in fact struck the eight ball, but our abduction, still useful, can serve to orient us in our surroundings. Despite many possible explanations for any physical process that we observe, we tend to abduce a single explanation (or a few explanations) for this process in the expectation that we can better orient ourselves in our surroundings and disregard some possibilities.

There is accumulated  evidence that shows that 5 to 6-year-olds are already capable of solving Modus Ponens problems and that 8 to 9 year-olds are already capable of solving Modus Tollens problems. However, the literature on the four logical arguments also shows that such solutions are based on what is called a matching bias procedure, not on correct hypothetical-deductive reasoning. In other words, in if p then q statements, children tend to say, for example, that if John is at school, Mary is also at school; if Mary is not at school, John is not at school either; If Mary is at school, John is also at school; and if John is not at school, Mary is not at school either.There is also accumulated evidence that shows that even adults often fail while solving Denial of Antecedent problems as well as Affirmation of Consequent problems.

There is also evidence that shows that only formal thinkers in Piagetian terms are  capable of designing an experimental study or research.

All these considerations show that it does not make much sense to teach inductive, deductive, and abductive logic to children once they enter elementary school. Unless, that is, we take rote learning for true understanding.

I hope I has got your point and that this is of some help for you.

Best regards.

There is enough scientific evidence pointing to the path of unification on many levels of human consciousness. We have, at one time or another, thought of, imagined or wished for and perhaps never expected an 'epi' (beyond what is known) series of phenomena we have re-lied on to appear. This is what new paradigms do for us; they are game changers. We take the threads spun in different disciplines to weave the web of understanding as a membrane that filters the relevant and viable nu knowledge as the signs of our times. There is a unique vocabulary of thought-forms that expresses the aesthetic quality of every paradigm that creates for us the movement of our creative spirit as we seek the oneness that is in our becoming. Quanta, Qualia, and 'Spiritua' are no gauges for this dynamic. We should not be embarrassed or afraid to include this thought process in every aspect of our lives. This becomes our humanity. 

I am good at applying Case-based reasoning but not into ecological engineering. Would you like a collaboration?

The more technological developments arise, the more people try to adapt widely-known philosophies to technological tools to see if they can improve effectiveness of these philosophies. So, I think the literature of the philosophies is a little slow in last decade. But maybe some sciences of the future like A.I., big data, IoT may cause experts to think about something new.

Here's an example of how I used Situated Learning for developing and implementing Research e-Clinics for reducing lags in students' completion of their final theses. I have also included theories for flexible learning environments that can be helpful for you.

Best regards,

I thank you.

Bert van Oers and myself have edited a special issue for the journal Learning and Instruction on classroom dialogue and learning outcomes. One of the articles by Cathy O'Connor et al. studies differences between silent and vocal participation in the mathematics classroom. It might be useful: http://www.sciencedirect.com/science/article/pii/S0959475216302171 

Hi Yasin

I would start by asking yourself the question, "Why do I want to train myself to be a good computer scientist?" The answer to this question will give you a lot of help in deciding how to proceed. If the answer is that I am really interested in the area and want to further my own knowledge, then that is fine, and you will be able to proceed doing just that at your own pace.

However, if you are considering learning how to become a computer scientist with a view to working in the field at a later date, then you ne