Satirical Essays By Diana Senechal and Arnold Arons

Some blog followers might be interested in a recent discussion list post of the above title. The abstract reads:

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ABSTRACT: Some subscribers might be interested these satirical essays by Diana Senechal and Arnold Arons for which I provide excerpts:

(a) “Research Breakthrough! Silver Bullet Found” [Senechal (2012)], online at http://bit.ly/Q1vRee;

(b) “Educational Practices - an Expert View of Current Trends” [Arons (1973)], online to subscribers of The Physics Teacher at http://bit.ly/JMDept;

(c) “An expert visit to the cognitive domain” [Arons (1984)], line to subscribers of The Physics Teacher at http://bit.ly/LdVDtY.

Arons was influenced by Frank Sullivan’s http://bit.ly/SV48uk Mr. Arbuthnot, the cliche expert, who futilely battled the banal in popular writing. Fortunately, Arbuthnot lives on in essays by Ben Yagoda (2001?) http://bit.ly/UvHSxV “24/7 With the Cliche Expert” at http://bit.ly/TaI9ET and Frank Prial (2006) http://bit.ly/R7OPPz “Wine talk: Rolling out those chewy behemoths” at http://nyti.ms/Q1IyWt.

And also - you know - having said that, in real time and for texters and googlers, the bottom line is that the imperial concerns of the real-time marketplace demand use of awesome, amazing, and game-changing cliches not only prior to, but at the end of the day, around the clock, and 24/7.
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To access the complete 15 kB post please click on http://bit.ly/PMqXzt.


Richard Hake, Emeritus Professor of Physics, Indiana University
Links to Articles: http://bit.ly/a6M5y0
Links to Socratic Dialogue Inducing (SDI) Labs: http://bit.ly/9nGd3M
Academia: http://bit.ly/a8ixxm
Blog: http://bit.ly/9yGsXh
GooglePlus: http://bit.ly/KwZ6mE
Twitter: http://bit.ly/juvd52


REFERENCES
Hake, R.R. 2012. “Satirical Essays By Diana Senechal and Arnold Arons,” online on the OPEN! AERA-L archives at http://bit.ly/PMqXzt. Post of 7 Oct 2012 11:15:56 -0700. The abstract and link to the complete post are being transmitted to several discussion lists.

Design-Based Research: Old PER Wine in a New Bottle #2

Some blog followers might be interested in a discussion-list post “Design-Based Research: Old PER Wine in a New Bottle #2” [Hake (2011b)].

The abstract reads:

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ABSTRACT: In response to my PhysLrnR post “Design-Based Research: Old PER Wine in a New Bottle” [Hake (2011)] Paul Camp (2011) wrote: “ ‘Doing research in a classroom’ is not the same thing as a design experiment.”

OF COURSE, I DID NOT CLAIM THAT IT WAS! Furthermore, in articles referenced in Hake (2011a) I explain:

(a) that Design-Based Research (DBR) is NOT the same thing as a “doing research in the classroom,” but nevertheless

(b) some Physics Education Research (PER) qualifies as DBR as characterized by cognitive scientist Anthony Kelly.
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To access the complete 19 kB post please click on http://bit.ly/mcytTv.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the Invention of the Internet (PEDARRII)
rrhake@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

“Thanks for the opportunity to let off a bit of steam.”
Economics Nobelist Paul Krugman when asked to describe
instances in which journals had rejected his papers – see
Gans & Shepherd (1994). Anyone for doing a
Gans/Shepherd-type study for the PER and CS fields?

REFERENCES [URL’s shortened by http://bit.ly/ and accessed on 21 June 2011.]

Gans, J.S. & G.B. Shepherd. 1994. “How Are the Mighty Fallen: Rejected Classic Articles by Leading Economists,” The Journal of Economic Perspectives 8(1): 165-179; online as a 1.6 MB pdf at http://bit.ly/mRd589.

Hake, R.R. 2011a. “Design-Based Research: Old PER Wine in a New Bottle,” online on the OPEN! AERA-L archives at http://bit.ly/mhVOAp. Post of 20 Jun 2011 13:16:58-0700 to AERA-L and NetGold. The abstract and link to the complete 17 kB post are being transmitted to various discussion lists and are also on my blog “Hake'sEdStuff” at http://bit.ly/ly8fwX with a provision for comments.

Hake, R.R. 2011b. “Design-Based Research: Old PER Wine in a New Bottle #2,” online on the OPEN! AERA-L archives at http://bit.ly/mcytTv. Post of 21 Jun 2011 09:13:34-0700 to AERA-L and NetGold. The abstract and link to the complete 19 kB post are being transmitted to various discussion lists.

Design-Based Research: Old PER Wine in a New Bottle

Some blog followers might be interested in a discussion-list post “Design-Based Research: Old PER Wine in a New Bottle” [Hake (2011)].

The abstract reads:

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ABSTRACT: PhysLrnR Paul Camp wrote (paraphrasing): “Primary references to Design-Based Research (DBR) http://bit.ly/mfy8gB are cognitive scientists Ann Brown (1992) and Allan Collins (1992). Some [physics education researchers] may not know that it was ‘Not Invented Here’ (NIH), which is one of my hobbyhorses.”

One of my hobbyhorses, in turn, is attempting (with zero success) to enlighten cognitive scientists (CS’s) who are oblivious or dismissive of the contributions of Physics Education Research (PER). Some CS’s may not know that although Ann Brown and Allan Collins evidently coined the term “design experiments” neither she nor Allan Collins were the first to utilize such experiments.

In “Cognitive Science and Physics Education Research: What We've Got Here Is Failure to Communicate” [Hake (2007)] I wrote:

“Cognitive scientist Allan Collins (1999) wrote: ‘Recently researchers have begun to study teaching and learning in the context of real-world learning environments,’ evidently unaware that Physics Education Researchers HAD BEEN DOING CLASSROOM RESEARCH FOR ABOUT THREE DECADES. . . . . Will articles such as this in the multidisciplinary Journal of the Learning Sciences (JLS) assuage, to any extent, past failures of CS’s to communicate with PER’s and vice versa?”

The answer to the last question is “NO!” JLS editor David Hammer, himself a former PER, in summarizing referee objections stated:

“. . . .they also all take issue with casting the issue specifically between CS and PER, or that the problems of ambiguity and inconsistency in the terms and constructs at play in education research can be addressed by researchers reading across fields. I think they're right on both counts.”

Hammer and the referees are entitled to their opinions but I think they are woefully wrong on both counts.
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To access the complete 17 kB post please click on http://bit.ly/mhVOAp.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the Invention of the Internet (PEDARRII)

rrhake@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

“He who knows only his own generation
Remains always a child.”
Cicero (in Orator)


REFERENCES [URL’s shortened by http://bit.ly/ and accessed on 20 June 2011.]

Hake, R.R. 2011. “Design-Based Research: Old PER Wine in a New Bottle,” online on the OPEN! AERA-L archives at http://bit.ly/mhVOAp. Post of 20 Jun 2011 13:16:58-0700 to AERA-L and NetGold. The abstract and link to the complete 17 kB post are being transmitted to various discussion lists.

Re: "How People Learn: Brain, Mind, Experience and School"

Some blog followers might be interested in a recent post of the above title. The abstract reads:

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ABSTRACT - GS Candy of the Math-Teach list wrote: "I've now read through quite sizable portions of . . . . . How People Learn: Brain, Mind, Experience and School. . . . .[[Branford et al. (2000)]] . . . . I believe most of the book's findings and recommendations do not square with the philosophy of the Robert Hansen-Wayne Bishop school of thought regarding the teaching or learning of math. The book will serve as an excellent model for the effective teaching and learning of math - or of any other discipline, for that matter . . . . . I shall be using it as a primary reference for all my own work."

Bransford et al. (2000) have to this to say about behaviorism: "A limitation of early behaviorism stemmed from its focus on observable stimulus conditions and the behaviors associated with those conditions. This orientation made it difficult to study such phenomena as understanding, reasoning, and thinking-phenomena that are of paramount importance for education. Over time, radical behaviorism. . . . . gave way to a more moderate form of behaviorism. . . . that preserved the scientific rigor of using behavior as data, but also allowed hypotheses about internal 'mental' states when these became necessary to explain various phenomena. . . . In the late 1950s, the complexity of understanding humans and their environments became increasingly apparent, and a new field emerged - cognitive science. From its inception, cognitive science approached learning from a multidisciplinary perspective that included anthropology, linguistics, philosophy, developmental psychology, computer science, neuroscience, and several branches of psychology. . . . . . New experimental tools, methodologies, and ways of postulating theories made it possible for scientists to begin serious study of mental functioning: to test their theories rather than simply speculate about thinking and learning and, in recent years, to develop insights into the importance of the social and cultural contexts of learning. The introduction of rigorous qualitative research methodologies have provided perspectives on learning that complement and enrich the experimental research traditions."

What's behaviorism got to do with math education? I used to think that math warrior Wayne Bishop's "Mathematically Correct" http://mathematicallycorrect.com/science.htm school of "direct instruction," was a manifestation of behaviorism. But lately I've come to realize that "Precision Teaching," an exemplar of one school of behaviorism, may not be all bad - more than can be said for "Mathematically Correct."

Math-Teach subscribers, who, like Chandy, think Bransford et al. might "serve as an excellent model for the effective teaching and learning of math" might consider subscribing to PhysLrnR, where "Bransford" is more commonly mentioned than on Math-Teach.

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To access the complete 17 kB post please click on http://tinyurl.com/yahogu5 .

REFERENCES [Tiny URL’s courtesy http://tinyurl.com/create.php .]

Bransford, J.D., A.L. Brown, R.R. Cocking, eds. 2000. How People Learn: Brain, Mind, Experience and School. Nat. Acad. Press; the entire book (with a search engine) is online at http://tinyurl.com/apbgf !

Hake, R.R. 2010. "Re: How People Learn: Brain, Mind, Experience and School," online at the OPEN! AERA-L archives at http://tinyurl.com/yahogu5 . Post of 1 Apr 2010 20:38:44-0700 to AERA-L, Math-Teach, and Net-Gold. The abstract and a link to the complete post are being distributed to various discussion lists.