Creating Learning Opportunities in Strange or Familiar Contexts: A Response to Gerald R. Fast's "'Africa, My Teacher!'"

Having had the opportunity to observe in classrooms throughout Zimbabwe as an external examiner about ten years ago and having spent time in other African countries since then, I found myself closely connecting to Fast's stories of living and teaching in Zimbabwe. If readers have not had the opportunity to immerse themselves in a foreign culture, Fast's stories may, on the surface, appear intriguing but distant from their own lives and ways of functioning. From these appealing stories, however, there is much for any reader to contemplate and better understand about teaching and learning in any culture. In my response, I will explore Fast's two main themes and highlight the need for similar learning opportunities for teachers even when they cannot travel to foreign countries or visit unfamiliar cultures.     

The Coupling of an Enzymatic Reaction to Transmembrane Flow of Electric Current in a Synthetic "Active Transport" System

If a chemical reaction is constrained to occur within an asymmetric structure, e.g. by the presence of bound or otherwise trapped enzyme, coupling of the reaction to the flow of one or more solutes, or to the flow of electric current, becomes possible. Such systems can serve as models in which transport is “driven” by chemical reaction. In this respect the processes involved are analogous to active transport, though the molecular mechanisms may be quite different from those in nature. A simple arrangement of this kind has been studied: a composite membrane consisting of two ion exchange membranes of opposite fixed charge, separated by an intermediate layer of solution containing papain. An uncharged substrate of low molecular weight acts as “fuel” for the system, N-acetyl-L-glutamic acid diamide. This material (not previously described) hydrolyzes in the presence of papain to ammonium N-acetyl-L-glutamine. The composite membrane gives rise to an electromotive force, ultimately reaching a stationary state, when clamped between two identical solutions in which the affinity of the reaction has been fixed. Onsager''s reciprocity relation has not hitherto been tested in a case of coupling between chemical reaction and a vectorial flow (here electric current); its validity for this system, in which stationary-state coupling occurs, was established over the experimental range of affinities (up to 3 kcal/mole).     

A "how to" guide for developing a publishable Scholarship of Teaching project

In order for the efforts of scholarly teaching to be recognized, the work must become public and presented to peers for review. Scholarship of Teaching is not only improving instruction and learning but also methodically assessing whether specific teaching interventions have had the desired effect. In this paper, the author presents a step-by-step guide for how to develop a Scholarship of Teaching project that is well thought out and worthy of publication. Factors to consider before performing such pedagogical research include developing a clear research hypothesis for the classroom, reviewing the background literature, obtaining Institutional Review Board (Human Subjects) approval, and determining which methods of assessment may be used. This "how to" guide discusses how to handle all of these factors and prepare the data for publication and introduces the reader to references related to the Scholarship of Teaching and learning as well as educational research and theory.     

Learning progress in evolution theory: climbing a ladder or roaming a landscape?

The objective of this naturalistic study was to explore, model and visualise the learning progress of 13-year-old students in the domain of evolution theory. Data were collected under actual classroom conditions and with a sample size of 107 learners, which followed a teaching unit on Darwin’s theory of natural selection. Before and after the teaching sequence, the students wrote texts that explained an evolutionary phenomenon. Their explanations for evolutionary change were analysed and categorised into nine different patterns. Furthermore, we contrasted these explanation patterns with the corresponding scientific conceptions. This resulted in five conceptual frontiers, each of them marking one major learning task. The actual learning progress of the sample group was visualised as learning trajectories on a conceptual landscape. Our findings indicate that learning to explain evolution is a very individual process where the students depart from several distinct ideas and take different trajectories. The method of mapping a content-specific learning progress within a mental landscape may be advantageous for other domains of science teaching, too.     

Towards an artificial brain

Three components of a brain model operating on neuromolecular computing principles are described. The first component comprises neurons whose input-output behavior is controlled by significant internal dynamics. Models of discrete enzymatic neurons, reaction-diffusion neurons operating on the basis of the cyclic nucleotide cascade, and neurons controlled by cytoskeletal dynamics are described. The second component of the model is an evolutionary learning algorithm which is used to mold the behavior of enzyme-driven neurons or small networks of these neurons for specific function, usually pattern recognition or target seeking tasks. The evolutionary learning algorithm may be interpreted either as representing the mechanism of variation and natural selection acting on a phylogenetic time scale, or as a conceivable ontogenetic adaptation mechanism. The third component of the model is a memory manipulation scheme, called the reference neuron scheme. In principle it is capable of orchestrating a repertoire of enzyme-driven neurons for coherent function. The existing implementations, however, utilize simple neurons without internal dynamics. Spatial navigation and simple game playing (using tic-tac-toe) provide the task environments that have been used to study the properties of the reference neuron model. A memory-based evolutionary learning algorithm has been developed that can assign credit to the individual neurons in a network. It has been run on standard benchmark tasks, and appears to be quite effective both for conventional neural nets and for networks of discrete enzymatic neurons. The models have the character of artificial worlds in that they map the hierarchy of processes in the brain (at the molecular, neuronal, and network levels), provide a task environment, and use this relatively self-contained setup to develop and evaluate learning and adaptation algorithms.     

Active reversal of motor memories reveals rules governing memory encoding

Learning systems must be able to store memories reliably, yet be able to modify them when new learning is required. At the mechanistic level, new learning may either reverse the cellular events mediating the storage of old memories or mask the old memories with additional cellular changes that preserve the old cellular events in a latent form. Behavioral evidence about whether reversal or masking occurs in a particular circuit can constrain the cellular mechanisms used to store memories. Here we examine these constraints for a simple cerebellum-dependent learning task, motor learning in the vestibulo-ocular reflex (VOR). Learning can change the amplitude of the VOR in two opposite directions. Contrary to previous models about memory encoding by the cerebellum, our results indicate that these behavioral changes are implemented by different plasticity mechanisms, which reverse each other with unequal efficacy.     

Chained learning architectures in a simple closed-loop behavioural context

Objective

Living creatures can learn or improve their behaviour by temporally correlating sensor cues where near-senses (e.g., touch, taste) follow after far-senses (vision, smell). Such type of learning is related to classical and/or operant conditioning. Algorithmically all these approaches are very simple and consist of single learning unit. The current study is trying to solve this problem focusing on chained learning architectures in a simple closed-loop behavioural context.

Methods

We applied temporal sequence learning (Porr B and Wörgötter F 2006) in a closed-loop behavioural system where a driving robot learns to follow a line. Here for the first time we introduced two types of chained learning architectures named linear chain and honeycomb chain. We analyzed such architectures in an open and closed-loop context and compared them to the simple learning unit.

Conclusions

By implementing two types of simple chained learning architectures we have demonstrated that stable behaviour can also be obtained in such architectures. Results also suggest that chained architectures can be employed and better behavioural performance can be obtained compared to simple architectures in cases where we have sparse inputs in time and learning normally fails because of weak correlations.     

The value of teaching increases with tool complexity in cumulative cultural evolution

Human cumulative cultural evolution (CCE) is recognized as a powerful ecological and evolutionary force, but its origins are poorly understood. The long-standing view that CCE requires specialized social learning processes such as teaching has recently come under question, and cannot explain why such processes evolved in the first place. An alternative, but largely untested, hypothesis is that these processes gradually coevolved with an increasing reliance on complex tools. To address this, we used large-scale transmission chain experiments (624 participants), to examine the role of different learning processes in generating cumulative improvements in two tool types of differing complexity. Both tool types increased in efficacy across experimental generations, but teaching only provided an advantage for the more complex tools. Moreover, while the simple tools tended to converge on a common design, the more complex tools maintained a diversity of designs. These findings indicate that the emergence of cumulative culture is not strictly dependent on, but may generate selection for, teaching. As reliance on increasingly complex tools grew, so too would selection for teaching, facilitating the increasingly open-ended evolution of cultural artefacts.     

On optimal arrangements in some social learning situations

The problem of social learning has been studied by psychologists and sociologists in the laboratory and the real world. We first consider the special, somewhat timely, problem of teaching a group of men to be good paratroopers. Some mathematical models are developed for a simple social learning situation, and necessary and sufficient conditions are then given for obtaining the “best” learning results or “most” learning for these models. The results are then generalized to cover other social learning situations; for example, classroom teaching, possibly. This paper was prepared in connection with research sponsored by the Office of Naval Research. The author is indebted to Dr. H. G. Landau of the University of Chicago Committee on Mathematical Biology for some very helpful comments.     

Is there teaching in nonhuman animals?

We derive a simple operational definition of teaching that distinguishes it from other forms of social learning where there is no active participation of instructors, and then discuss the constituent parts of the definition in detail. From a functional perspective, it is argued that the instructor's sensitivity to the pupil's changing skills or knowledge, and the instructor's ability to attribute mental states to others, are not necessary conditions of teaching in nonhuman animals, as assumed by previous work, because guided instruction without these prerequisites could still be favored by natural selection. A number of cases of social interaction in several orders of mammals and birds that have been interpreted as evidence of teaching are then reviewed. These cases fall into two categories: situations where offspring are provided with opportunities to practice skills ("opportunity teaching"), and instances where the behavior of young is either encouraged or punished by adults ("coaching"). Although certain taxonomic orders appear to use one form of teaching more often than the other, this may have more to do with the quality of the current data set than with inherent species-specific constraints. We suggest several directions for future research on teaching in nonhuman animals that will lead to a more thorough understanding of this poorly documented phenomenon. We argue throughout that adherence to conventional, narrow definitions of teaching, generally derived from observations of human adult-infant interactions, has caused many related but simpler phenomena in other species to go unstudied or unrecorded, and severely limits further exploration of this topic.     

Cultural and biological evolutionary processes, selection for a trait under complex transmission.

We consider the evolution of a trait, which is under both genetic and phenotypic transmission. An individual is always born in one state but can be converted to the other before reaching adulthood. If the conversion takes place by a learning process, the native state is called “unskilled,” and that acquired by learning is called “skilled.” If phenotypic conversion takes place by way of infection, the native state is uninfected, and can be converted to infected. Native and converted phenotypes may be subject to selection; acquiring a skill may lead to selective advantage of skilled versus unskilled, while contracting a disease may involve a selective disadvantage. Conversion probability is a function of the parental phenotypes. In some of our models we assume that only one parent has teaching ability (or transmits the disease) and in others we consider more general situations. The probability of learning (or of taking the disease) may be determined by the individual's genotype. A diallelic locus is considered. The evolution of the genotypes and the phenotypes is studied in a variety of situations. Equilibria, and in a few simple cases the dynamics of the phenotypes and genotypes in the population are given. The usual equilibrium for heterozygote advantage is found to depend, in the present case, on the parameters of the learning process. Oscillatory equilibria and more than one stable equilibrium can exist in certain circumstances. Even in the absence of genotypic differences for the conversion probability gene frequencies may change.     

"Quit Talking and Learn English!": Conflicting Language Ideologies in an ESL Classroom

This article addresses the relationship between educational theory—as manifested in particular ideologies of teaching and learning—and classroom practice. Based on an ethnographic study of English-as-a-second-language (ESL) learning at a Canadian senior public school, I outline a conflict between two language ideologies that give shape to, and are shaped by, the classroom practices of the ESL teacher, his assistants, and the students. I discuss the implications of this ideological conflict in terms of the opportunities ESL students are given, and that they create for themselves, to practice speaking English. I end by outlining how these findings can be used to shape educational policy as it relates to ESL classroom curricula in order to create a more equitable learning environment for ESL students.     

概念图策略在生理学教学实践中的应用

目的:探讨概念图策略在高职护理专业生理学教学实践中的效果。方法:随机抽取57名学生作为实验组,54名学生作为对照组;实验组施行概念图策略教学法,对照组则采用传统教学法。分别比较两组学生的单元测验成绩和期末考试成绩,并于全部课程结束后进行问卷调查,分析调查结果。结果:实验组学生的单元测试成绩和期末考试成绩均明显高于对照组学生,差异具有统计学意义(P<0.05);实验组94.34%的学生认为教学能够提高学习主动性,而对照组为64.81%;实验组84.21%的学生认为教学有助于提升对课程内容的理解,而对照组为64.11%;实验组87.72%的学生认为教学促进师生互动,而对照组为38.89%;实验组84.21%的学生认为教学可增强团队合作精神,而对照组为57.41%。实验组的调查结果明显优于对照组,差异具有统计学意义(P<0.05)。结论:将概念图策略引入高职护理专业的生理学课程教学实践中,能够更好的帮助学生掌握生理学的理论体系,提升教学质量,提高学生的专业知识水平。     

LBL结合PBL在物理诊断教学过程中的初步探索

目的:比较传统教学模式和问题教学法及二者结合教学法的不同优劣势,找出物理诊断学最佳教学方法。传统教学模式采用授课为主的教学法(lecture based learning,LBL),单单强调了教师的重要性,而忽视学生的主观能动性,不利于调动和培养学生自学和灵活运用所学知识的能力。问题教学法(Problem-based learning,PBL),其强调学生自身的主观能动性,弱化了教师在教学中的主体地位,学生有偏离教学主线的风险。因而如果将LBL与PBL有机结合在一起,将可能有利于提高学生的学习效率和学习效果。方法:选取97名全科医学本科学员,在物理诊断课程教学过程中,采用完全随机的方法分为2组,采用LBL教学方法组48人,采用LBL结合PBL教学方法组49人,通过分别对理论、实践分层打分,确定优秀、合格、不合格的比率,采用Mann-Whitney U检验最终评定2组教学方法的授课效果。结果:在理论考试中,2组学员在优秀、合格、不合格的分层评定上均无明显差异(P0.05),而在实践考核中,LBL+PBL组学员成绩在优秀这一分层评定中,优于LBL组,差异具有统计学意义(P0.05)。结论:LBL和PBL教学方法结合应用于物理诊断教学中,符合物理诊断教学的特点,更容易被学生接受,对于知识的识记和应用更有好处,从而更利于培养高素质医学人才,值得在物理诊断教学中进一步推广。     

Teaching baroreflex physiology to medical students: a comparison of quiz-based and conventional teaching strategies in a laboratory exercise

Quiz-based and collaborative teaching strategies have previously been found to be efficient for the improving meaningful learning of physiology during lectures. These approaches have, however, not been investigated during laboratory exercises. In the present study, we compared the impact of solving quizzes individually and in groups with conventional teaching on the immediate learning during a laboratory exercise. We implemented two quizzes in a mandatory 4-h laboratory exercise on baroreflex physiology. A total of 155 second-year medical students were randomized to solve quizzes individually (intervention group I, n = 57), in groups of three to four students (intervention group II, n = 56), or not to perform any quizzes (control; intervention group III, n = 42). After the laboratory exercise, all students completed an individual test, which encompassed two recall questions, two intermediate questions, and two integrated questions. The integrated questions were of moderate and advanced difficulty, respectively. Finally, students completed an evaluation form. Intervention group I reached the highest total test scores and proved best at answering the integrated question of advanced difficulty. Moreover, there was an overall difference between groups for student evaluations of the quality of the teaching, which was highest for intervention group II. In conclusion, solving quizzes individually during a laboratory exercise may enhance learning, whereas solving quizzes in groups is associated with higher student satisfaction.     

An approach to the teaching of host/parasite population modelling

Computer-aided learning is considered to be useful in the teaching of host/parasite population modelling. The STELLA programme for the Apple Macintosh microcomputer allows dynamic models to be developed by drawing a diagram of the interactions and then defining the relationships between variables in terms of simple mathematics or as graphs. Our experience in using this programme for project-based teaching is described.     

Abstraction in mathematics

Some current interpretations of abstraction in mathematical settings are examined from different perspectives, including history and learning. It is argued that abstraction is a complex concept and that it cannot be reduced to generalization or decontextualization only. In particular, the links between abstraction processes and the emergence of new objects are shown. The role that representations have in abstraction is discussed, taking into account both the historical and the educational perspectives. As languages play a major role in mathematics, some ideas from functional linguistics are applied to explain to what extent mathematical notations are to be considered abstract. Finally, abstraction is examined from the perspective of mathematics education, to show that the teaching ideas resulting from one-dimensional interpretations of abstraction have proved utterly unsuccessful.     

The evolution of costly displays,cooperation and religion: credibility enhancing displays and their implications for cultural evolution

This paper lays out an evolutionary theory for the cognitive foundations and cultural emergence of the extravagant displays (e.g., ritual mutilation, animal sacrifice and martyrdom) that have so tantalized social scientists, as well as more mundane actions that influence cultural learning and historical processes. In Part I, I use the logic of natural selection to build a theory for how and why seemingly costly displays influence the cognitive processes associated with cultural learning — why do “actions speak louder than words?” The core idea is that cultural learners can both avoid being manipulated by their models (those they are inclined to learn from) and more accurately assess their belief commitment by attending to displays or actions by the model that would seem costly to the model if he held beliefs different from those he expresses verbally. Part II examines the implications for cultural evolution of this learning bias in a simple evolutionary model. The model reveals the conditions under which this evolved bias can create stable sets of interlocking beliefs and practices, including quite costly practices. Part III explores how cultural evolution, driven by competition among groups or institutions stabilized at alternative sets of these interlocking belief-practice combinations, has led to the association of costly acts, often in the form of rituals, with deeper commitments to group beneficial ideologies, higher levels of cooperation within groups, and greater success in competition with other groups or institutions. I close by discussing the broader implications of these ideas for understanding various aspects of religious phenomena.     

例谈解决高中生物学教学中“内容多”与“课时少”矛盾的策略

结合教学案例,提出下列策略来解决高中生物学教学中"内容多"与"课时少"矛盾:规划好模块的整体教学计划;制定详细、具体、可检测的教学目标,同时教学时要突出主要目标;设计好学生"学"的活动;处理好高中初中生物学教学和不同模块教学的衔接。