#SciPedagogy

Assembly required: a microgenetic multiple case study of four students’ assemblages when learning ... Some descriptions of learning represent the process as the development of organisations of elements. Various organisations have been proposed, for example, schemata and conceptual structures. Such ...

Fascinating (open access) paper.
I love qualitative studies. Often the ones that most inform my thinking.
I've added some points that I highlighted (but its well worth reading the full thing):

#SystemsTeaching #SciPedagogy

www.tandfonline.com/doi/full/10....

#SciPedagogy

What we don’t yet know about cognitive science in the classroom : My College Dr Thomas Perry, Assistant Professor, University of Warwick To get the benefits from cognitive science we need to talk about what we don’t know. Our current knowledge I am really excited about the p...

Excellent blog post here
"What we don’t yet know about cognitive science in the classroom"

Also good to remember that cogsci is not the only game in town.

E.g. Variation theory—whose evidence stems from secondary school classrooms—did not arise from cogsci.

#SciPedagogy #UKEd #EduSky

In this article learning is reduced to fact accrual. There is no discussion of *meaning* or *understanding*, or what would get students there. The idea is just that students must *remember definitions*, and if they don't, make sure they do.

#SciPedagogy #iTeachBio #UKEd #EduSky

ow.ly/UenR50Q2i1a

"When communicating, preserve or open new possibilities for others."

Krippendorff (2009) encapsulates the problem of EduTwitter. Too much effort is put into attempting to reduce alternatives and the diversity of voices. As if there were just one constructed EduReality.

#UKEd #EduSky #SciPedagogy

I've started a #SciPedagogy feed for discussion of pedagogy, theory and application.

I've also got #SystemsTeaching in which I hope to capture teachers who teach about complex systems, and/or use systems theory in their teaching

#UKEd #SciPedagogy

This is the perfect cybernetic point of view, Jon.
Gregory Bateson would love it.
I'll have to remember to discuss it today with my class. We could also ask the same of who does the teaching in the classroom.

#SystemsTeaching #iTeachBio #EduSky #SciPedagogy

“Our knowledge is never a knowledge of continuities
but always a knowledge of heterogeneities,”
“Homogeneity [sameness] we know nothing about except by extrapolation from perceived difference.”

Unpublished Gregory Bateson, cited in Harries-Jones 2016
#SciPedagogy #EduSky

G. Bateson was right about information being a difference that makes a difference. But ironically, in his writing he uses induction (similarity), and it's confusing.
This is what variation theory of learning gets right. Begin with difference before similarity, for something new.
#SciPedagogy #EduSky

Upgrading formative assessment: The questions that actually lead to responsive teaching Short answer questions are currently ubiquitous in UK secondary biology education. They work well for providing objectivity. This gives them the current status as the go-to resource for summative—fi...

I've got a blog post you might like. Otherwise, come and join the #SciPedagogy feed to discuss all those things.

How I develop a stock and flow diagram with students: Population feedback control After reading about stock and flow diagrams in my book, many people have asked for more details about how I actually go about building them with students. In this blog I'll give an example but it's im...

To add the first post to the new feed.

I'm really excited about the power of teaching students to *think with* stock and flow diagrams.

I'd love to connect with science teachers using them.

Here's a blog post on how I build them with students:

#SciPedagogy

#EduSky #iTeachBio #iTeachChem #iTeachPhys

I've made a feed for people to discuss:
Pedagogical theory and its application to teaching science in schools.

Link: bsky.app/profile/did:...

For your posts to appear on the feed, use the tag:
#SciPedagogy