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Vilhelm Adolfsson
Chalmers University of Technology, Sweden
Science needs for its theorizing, available, independent measurement data.
In pedagogical/didactical knowledge building, data frequently tend to become dependent on the particular theory; this while the subject of the model building is extremely complex and interdependent.
Lately, brain research and neuroscience has provided a possibility for an emerging, measurement based or evidence based, theory of pedagogy and the possibility to measure dierent learning strategies relative strength; see for
an non-specialist overview the article by Ann Lagerstrom [AL] (Swedish), below with an interview with a leading researcher in the eld.
The thinking is that practicing leaves a trace in the structure of the brain and so give rise to an alteration/evolution that can be measured; the number of synapses in dierent parts of the brain.
It has been seen that a rst, introductory, instance of mathematics, 'calculus', is rather a skill than a knowledge.
Therefore it becomes essential to have the active participation of the students; which is an example of exercise and promotes the skill. This is somewhat the opposite of a traditional lecture where all to many students are bent on just copying, literally, what is presented on the black-board; leaving the 'thinking' to an occasion with better time and possibilities of reflection. Now, a way of turning this downward spiral around is what has been termed a 'flipped classroom' where the gatherings or lectures are changed for active thinking and participation. This of course presupposes the possibilities to
'recover', and have access to, relevant teaching enhancements such as e. g. videos of lectures and instructions and alike.
This opens for the possibilities to have self-instructive educational experiences and the so released time bank of the instructor can be used for individual
help and instruction; an educational situation with, suggested from studies, superior level of results.
These are just a couple of examples of the problems of the teaching situation; and the former Associate Director for Science in the White House Oce
of Science and Technology Policy, Nobel Laureate Carl Wieman argues that if there are ready made aids and devices the teacher is really not needed as
a lecturer but is more valuable as a 'private question bank'; the overall aim getting the students engaged and asking questions and acting as scientists.
Our aim is to present various aids and devices and how it is used and appreciated in a specic course, as an example of Blended Learning.
Referenser:
AL Ann Lagerstrom, Vad var det jag sa! Martin Ingvar om den svenska skolkrisen, http://modernpsykologi.se/2013/02/15/vad-var-det-jag-sa-martin-ingvarom- den- svenska-skolkrisen/