Education Commons^™

Can College Students Reason ?, Larry Copes

Module 11: Implementation and Suggested Readings

The students we are discussing are not stupid or lazy. Perhaps they are not "reasoning", in our logical sense of the term, but we need to consider the possibility that this is due to gaps in the development of their mental structure rather than to inherent lack of growth potential. If we channel our impatience toward providing concrete, "hands-on" learning environments, I believe we may teach more effectively in the long run.

Therefore I encourage you to take Piaget's work seriously--if not for its specifics, at least for its metaphorical value--for it presents a very compelling model for describing the …

Farm, Ranch And Home Quarterly Institute Of Agriculture And Natural Resources, University Of Nebraska- Lincoln

Farm, Ranch and Home Quarterly

In this issue:

2 Remote Sensing

6 FARMER NEB on the air

8 Potassium, Magnesium in Panhandle Soils

9 Humans in Nutrition Studies

11 Annual Windbreaks Save Moisture

13 The Rural Radio Turn.On

14 Cow-Calf Management in the 1970's

15 Soil Fertility in the Sandhills

17 Value of Drought-Damaged Corn

20 The Time of Your Life

22 Keeping the Gypsy Moth Out of Nebraska

24 Manure: Long-Term Study

27 The University Dairy Herd

Farm, Ranch And Home Quarterly Institute Of Agriculture And Natural Resources, University Of Nebraska- Lincoln

Farm, Ranch and Home Quarterly

In this issue:

3 Agricultural Experiment Station Centennial

4 Rain Is a Sometime Thing

6 Monensin

10 Divorce in the Middle Years

12 Collecting Nebraska's Colorful Agates 1

3 Plan Now for Storing Acid-Treated Corn

14 Pocket Gophers: A Grassland Nuisance

19 Women on Tractors

20 Abandoning Railroad Branch Lines

23 Feedlots and Recreation Ponds

Farm, Ranch And Home Quarterly Institute Of Agriculture And Natural Resources, University Of Nebraska- Lincoln

Farm, Ranch and Home Quarterly

In this issue:

2 Inflation Fighters

5 Alfalfa in Swine Finishing Diets

7 Protein Levels for Swine

9 A Million Pounds of Education

11 Is Car Exhaust Poisoning Our Corn?

12 Nebraska's and Pasture Resources

13 Clothing Goals

16 Partners in Horticulture Therapy

19 Dry Bean Planting, Weather Or Not

20 Fertilizing Proso Millet

22 Agriculture in the Holy Land

Farm, Ranch And Home Quarterly Institute Of Agriculture And Natural Resources, University Of Nebraska- Lincoln

Farm, Ranch and Home Quarterly

In this issue:

2 Water Resources Research

5 The Cost of Trucking Meat

6 Crop Residues Have Forage Potential

8 Supplementation: Livestock on Residues Need It

10 Home Economics' New Home

12 Meet Your Earthwatching Task Force

15 A Look at Nebraska's Export Picture

16 How To Protect Sheep From Flies

18 Can the Industry Really Afford Eggshell Waste?

20 25 Years of Foundation Seed

22 Why Farm Families Moonlight

23 Simulation and the Swine Producer

24 Areas of Excellence

Ralph Mueller Planetarium Presents Ufo Program, Jack A. Dunn, Harvey L. Gunderson

University of Nebraska State Museum: Programs Information

In 1974 the Ralph Mueller planetarium presented a program on the subject of UFOs. This program was difficult to produce because of the extremely subjective nature of the topic. It would have been easy to slant such a program in one of two ways. The program might label all persons seeing UFOs as "wild-eyed kooks"; or it could swing to the other extreme, where all testimony and "evidence" are accepted without attempting to subject it to scientific scrutiny. This information, then, is presented in the hope that the reader will realize that the subject can and is being studied in …

Robert Fletcher Gilder: Archeologist For The Museum, Martha Haack, Arthur H. Wolf, Harvey L. Gunderson

University of Nebraska State Museum: Programs Information

With the 1974 donation by Omaha's Joslyn Art Museum of a large collection of artifacts to the University of Nebraska State Museum, a chapter in the history of early archeological work in Nebraska was made complete. The artifacts were collected by Robert F. Gilder in the course of his archeological explorations of 1907-1912. Considering Gilder's long association with the Museum and the fact that much of the pioneering work in Nebraska archeology is unknown to most Nebraskans, a brief discussion of Gilder's life and works is offered.

Introduction To Workshop On Physics Teaching And The Development Of Reasoning, Francis P. Collea, Robert Fuller, Robert Karplus, Lester G. Paldy, John W. Renner

Physics Teaching and the Development of Reasoning: Workshop Materials

Are physics teachers in high schools, colleges, and universities knowledgeable concerning the reasoning patterns their students use? The personal experiences of many instructors and research carried out during the last few years indicate that a substantial fraction of physics students have difficulty applying functional relationships among variables, considering all necessary combinations of experimental and theoretical conditions of a problem, and examining their own reasoning critically to locate possible errors. The theory of intellectual development formulated by the Swiss psychologist and epistemologist Jean Piaget deals with these matters and can therefore be of help to physics teachers. We have prepared these …

Module 2: Concrete And Formal Thought, Francis P. Collea, Robert Fuller, Robert Karplus, Lester G. Paldy, John W. Renner

Physics Teaching and the Development of Reasoning: Workshop Materials

Observations of many children and young people attempting to perform problem-solving tasks have led Jean Piaget and other psychologists to formulate theories concerning the mental processes an individual uses to deal with problem situations. In this module, we shall introduce you briefly to stages of reasoning, a feature of Piaget 's theory we consider important for physics teachers.

Module 3: Proportional Reasoning, Francis P. Collea, Robert Fuller, Robert Karplus, Lester G. Paldy, John W. Renner

Physics Teaching and the Development of Reasoning: Workshop Materials

In Piaget' s theory, concrete operational thought is characterized by serial ordering , simple classification, and conservation logic applied directly to objects. A concrete thinker doing a Piagetian task must be able to observe objects and/or manipulate them. Formal operational thought involves proportional reasoning , separation of variables, elimination of contradictions, and class inclusion or exclusion operations. A formal thinker is able to work in situations where he does nor deal with tangible objects. The formal thinker can apply the operations used by a concrete thinker, but goes beyond these operations when solving problems.

Module 5: Analysis Of Physics Problems And Test Questions, Francis P. Collea, Robert Fuller, Robert Karplus, Lester G. Paldy, John W. Renner

Physics Teaching and the Development of Reasoning: Workshop Materials

You may be wondering how to apply the concept of developmental stages in your physics teaching, To help you with this, we have prepared modules 5-11 dealing with differing aspects of instruction. Module 5 concentrates on the analysis and writing of physics problems and test questions. As you read the examples we have selected, keep in mind the characterisrtics of concrete and formal thought described in Module 2. A matter that we find difficult to resolve concerns how to give all students, regardless of the reasoning patterns they use initially, practice in problem solving. Furthermore, evaluation through tests should give …

Module 6: Analysis Of Learning Materials, Francis P. Collea, Robert Fuller, Robert Karplus, Lester G. Paldy, John W. Renner

Physics Teaching and the Development of Reasoning: Workshop Materials

Module 6 continues with the application of the concept of developmental stages in your physics teaching. The module concentrates on the analysis of physics texts and film loops, which provide important instructional inputs for students. As you read the excerpts we have selected for your review, keep in mind the characteristics of concrete and formal thought explained in Module 2. Also, remember that all students, regardless of their developmental stage, will find the text easier and will understand a new topic in a more broadly-based way if they can progress gradually from a concrete view of the subject. Of course, …

Module 7: Self-Regulation, Francis P. Collea, Robert Fuller, Robert Karplus, Lester G. Paldy, John W. Renner

Physics Teaching and the Development of Reasoning: Workshop Materials

How can students be made made aware of their own reasoning? This question identifies one aspect of formal thought. It must be answered if students are to proceed to formal thought by self-regulation, the process whereby an individual advances from one stage of reasoning to the next. We have alluded to self-regulation in several of the earlier modules, but concentrated on the characteristic reasoning patterns associated with each stage. In this module we shall describe self-regulation in detail.

Workshop On Physics Teaching And The Development Of Reasoning: Complete Set Of Modules, Francis P. Collea, Robert Fuller, Robert Karplus, Lester G. Paldy, John W. Renner

Physics Teaching and the Development of Reasoning: Workshop Materials

The titles of the eleven workshop modules are as follows:

I. How Students Think
2. Concrete and Formal Thought
3. Proportional Reasoning of College Students
4. "Formal Thought"
5. Analysis of Physics Problems
6. Analysis of Instructional Materials
7. Self-Regulation
8. Learning Activities for Self-Regulation
9. Analysis of Physics Concepts
10. Teaching Goals and Strategies
11. Suggested Reading

The work is 135 pages; the pdf file is 19 Mbytes.

Module 10: Teaching Goals And Strategies, Francis P. Collea, Robert Fuller, Robert Karplus, Lester G. Paldy, John W. Renner

Physics Teaching and the Development of Reasoning: Workshop Materials

Most physics classes include students who use concrete reasoning patterns on some occasions and formal reasoning patterns on others. Most likely their approach to a new kind of problem will Include a mixture of techniques derived from their previous learning, their awareness of their own reasoning, and their ability to engage in self-regulation. Obstacles to their success may stem from misconceptions they formed as a result of poorly assimilated prior learning experiences. So what? What does that tell me about the goals and strategies I might choose for my teaching? In this module we shall pursue the implications of the …

Module 11: Suggested Reading, Francis P. Collea, Robert Fuller, Robert Karplus, Lester G. Paldy, John W. Renner

Physics Teaching and the Development of Reasoning: Workshop Materials

This module contains reprints of several articles related to the ideas of stages of development and self-regulation and a bibliography of books and articles that you may wish to study after you complete the workshop.

This module contains the following materials:

1. Reading list of suggested books and articles.

2. Are Colleges Concerned with Intellectual Development?
Joe W. McKinnon, Oklahoma City University
John W. Renner, University of Oklahoma
AMERICAN JOURNAL OF PHYSICS 39: 1047 (September 1971)


3. Piagetian Theory and Instruction in Physics
John W. Renner and Anton E. Lawson
THE PHYSICS TEACHER, 11: 165 (March 1973)

4. Promoting Intellectual …

Module 8: Learning Activities For Self-Regulation, Francis P. Collea, Robert Fuller, Robert Karplus, Lester G. Paldy, John W. Renner

Physics Teaching and the Development of Reasoning: Workshop Materials

It is quite clear from the earlier modules in this workshop that a teacher's awareness of students' patterns of reasoning will influence his choice of subject matter, level of presentation, selection of text, and assignment of homework problems. We shall now describe some ways in which the learning activities can be planned so as to enhance the opportunities for self-regulation after a student is introduced to a new idea. On the basis of Piaget’s developmental theory, concrete learning activities play a central role in the improvement of a student's reasoning. The physics laboratory, therefore, is an especially important part of …

Module 9: Analysis Of Physics Concepts, Francis P. Collea, Robert Fuller, Robert Karplus, Lester G. Paldy, John W. Renner

Physics Teaching and the Development of Reasoning: Workshop Materials

Most physics teachers think about their courses in terms of topics covered, concepts explained, and principles applied. Our effort in this workshop has been to call your attention to another impartant dimension of physics teaching: your students' patterns of reasoning. By this time, you have probably concluded that most physics courses are addressed primarily to students who can use formal reasoning patterns with ease, and we would agree with that. Yet there are also the students who use formal reasoning patterns only with difficulty and in limited areas. To help you analyze course content and present it in a way …

Biological Diffusion Prcoesses, Allen R. Killpatrick, Norman J. Chonacky

Physical Science Modules for Bioscience Students

What happens in the lung is that air meets blood. Figure 1 shows the lung's architecture. Focus your attention upon the smallest scale structures which are the termini of the air passages. These are the alveolar air sacs or, simply, alveoli. The inhalation/exhalation actions of the lung, alternately, flood these alveoli with atmospheric air and expel its oxygen-poor/carbon dioxide-rich replacement. Figure (2a) depicts, in a somewhat simplified manner, these alveoli with their appended venous blood suppliers, the pulmonary arteries. Figure {2b} shows the structure of the blood distribution system over a small, typical portion of the alveolar surface in much …

Heg75-12 Nebraska Master Mix, Harriet Kohn

University of Nebraska-Lincoln Extension: Historical Materials

The Nebraska Master Mix can be used to make many dishes easily. The homemade mix offers the advantage, over bought mixes, of choosing your own combination of ingredients. For example, you may want to try the whole wheat version with margarine for a deliciously different mix. Simple meals and leftovers can be sparked up by adding a homemade hotbread or other food made from the Nebraska Master Mix.

The Nebraska Master Mix is lower in fat than some but gives very good results. Sugar has been reduced in some of the recipes, but other ingredients have been used to enhance …

G75-237 Boxelder Bugs (Revised June 1992), Frederick P. Baxendale, David L. Keith

University of Nebraska-Lincoln Extension: Historical Materials

This NebGuide discusses the importance, life history and control of boxelder bugs.

Description

Boxelder bug adults are about 1/2 inch long. They are slate-gray with three red lines behind the head and red lines on the wings. The rear half of the wings have a reddish margin and the abdomen under the wings is also red. Nymphs (young bugs) are bright red with darker heads. They resemble adults, but their wings do not fully develop until they reach maturity.

Module 1: How Students Think, Francis P. Collea, Robert Fuller, Robert Karplus, Lester G. Paldy, John W. Renner

Physics Teaching and the Development of Reasoning: Workshop Materials

You have probably been curious at various times in your teaching career about the thinking strategies that students enrolled in physics appear to use to solve problems. It is difficult for most of us to understand that many students do not use reasoning patterns that seem to be obvious. Many students substitute numbers into a formula they remember, even though the formula may not be applicable to the problem at hand. This situation quite naturally leads us to wonder about the reasoning that students utilize when we would employ mental operations such as separating variables, excluding an irrelevant factor, or …

Module 4: Formal Thought, Francis P. Collea, Robert Fuller, Robert Karplus, Lester G. Paldy, John W. Renner

Physics Teaching and the Development of Reasoning: Workshop Materials

In Piaget’s theory, concrete thought is characterized by serial ordering, simple classification, conservation logic and other operations applied to objects that a person is able to observe or manipulate directly. Formal thought includes these operations but goes beyond them to utilize other processes in situations where one does not deal with tangible objects. Formal processes often involve proportional reasoning, separation of variables, elimination of contradictions, and class inclusion or exclusion operations.

Elementary Biological Statistics, Norman J. Chonacky

Physical Science Modules for Bioscience Students

It is assumed that you have been introduced to the ideas of parametric descriptions of statistical data (e.g., mean, standard deviation, etc.) in the context of physical measurements. These concepts must be broadened and generalized in their interpretations when used in the context of biological data. It is the purpose of this module to introduce appropriate biological examples and employ them to generate and illustrate these broader notions of statistical analysis. Of particular interest will be questions such as: "What is it that the mean value of a data set seeks to represent when there is no 'true value ' …

Osmosis, Allen R. Killpatrick

Physical Science Modules for Bioscience Students

OBJECTIVES

After you have completed this module, you will be able to:

a) describe qualitatively the pressure of blood in the human body as a function of location in the circulation system, i.e., aorta, artery, arterioles, ... , vena cava.

b) Discuss in a paragraph (short or long) how the osmotic pressure in the capillaries regulates the water level of the interstitial fluid under normal pressure.

c) Describe how a weak ventricle in the heart creates an edema in the capillaries. Use the terms of this module, i.e., abnormal pressure, water pressure inside and water pressure outside, in this description. …

Fundamental Energy Processes Of The Human Body, Thomas C. Campbell, Norman J. Chonacky

Physical Science Modules for Bioscience Students

Within the hand that holds this sheet of paper there throb thousands of engines; each with its own fuel requirements; each yielding varying amounts of work, heat, and waste output. Each is a cell in your body.

Of course, these cells are not completely independent. They share in a society, but especially in an economy, of the whole organism. This economy does not trade dollars of differing currencies; rather, its commerce is in energy of differing forms.

A particularly important asset is thermal energy. It is the natural by-product of the various energy conversion processes, the biochemical reactions within the …

Thermometry And Heat Transport In The Human Body, Thomas C. Campbell, Norman J. Chonacky

Physical Science Modules for Bioscience Students

We've all grown up with sensations of hot and cold. You receive such specific sensations from touching objects, but also a generalized sensation from your environment. Thus, you may say: "This is hot; that is cold." But also, you say: "I am hot (cold, clammy, chilly, etc.)." These sensations are judgements about thermal conditions from the psychological point of view.

From the physical point of view, heat is transported energy; the body is an engine which transforms chemical energy to mechanical energy, and in doing so produces a residual amount of thermal energy from which the body must continually divest …

Thermal Regulation Of The Human Body, Thomas C. Campbell, Norman J. Chonacky

Physical Science Modules for Bioscience Students

The supervision of the complicated task of managing your body's energy resources is laid to many ingenious systems, both chemical and physical, in your body. One group of such control systems keeps the temperature of the body relatively stable despite a wide range of variety and intensity of the energy conversion and utilization processes which occur there.

For example, increase in thermal stimulation of body temperature sensors may result in secretion of water by the sweat glands which in turn cools the skin surface and increases the heat outflow. In another scenario, thermal stimulation can initiate stricturing of certain blood …

Instructor's Guide To The Thermal Physics Module Cluster Of The Physical Science Modules For Bioscience Students Project

Physical Science Modules for Bioscience Students

These instructional materials are produced as part of a study of bioscience applications in physics and manners of presenting them to interested students and instructors. You will aid this endeavor greatly if you try using these materials in one of the three use modes listed on the cover sheet of this guide, and by reporting your (and students') results in the appropriate questionnaire. It would also be useful to us for you to critically annotate the study materials as you (and students) read them (write on the document), and return these to the project office. Duplicate, fresh materials can be …

Illinois Central College Student Interviews (Video)

Module 4: Interviews of College Students

In this 25-minute film, students attempt to solve The Algae Puzzle, The Frog Puzzle, and The Mealworm Puzzle, and explain and discuss their logic.

A highly illuminating look at students’ reasoning processes.

The "document" here is a PDF file showing 9 still-frames, the actual video is attached below (in 2 versions) as "Related Files":
An MPEG-4 movie version (for Quicktime or other player), at 263 Mb.
A Shockwave Flash version, at 227 Mb.