The issues you note are part of the reason that I'm adapting it into a Keynote
presentation for my class rather than simply viewing the webpage (with citation
of Ms Mayhew's excellent work). I don't want the students to be distracted by
the discussion of evolution and I want to deal with the qui
Hi
I agree that it is very clever and succinct. I have a couple of quibbles ...
(I would even say minor quibbles, if that weren't redundant).
1. The circle of Truth should perhaps be labelled Reality?
2. Additional steps would allow the Pentagon (the theory) to become more and
more circle-l
Absolutely wonderful and can be used in such flexible ways. Wow, thanks
indeed Chris.
Joan
jwarm...@oakton.edu
> Excellent find Chris! Geez...I wish I was that clever.
>
> Thanks for sharing bud.
>
> Michael
>
> Michael A. Britt, Ph.D.
> mich...@thepsychfiles.com
> http://www.ThePsychFiles.com
Excellent find Chris! Geez...I wish I was that clever.
Thanks for sharing bud.
Michael
Michael A. Britt, Ph.D.
mich...@thepsychfiles.com
http://www.ThePsychFiles.com
Twitter: mbritt
On Jul 31, 2012, at 5:50 PM, Christopher Green wrote:
>
>
>
>
>
>
> Want to explain how science wo
Want to explain how science works to your class?
You could make a worse start than this little set of slides, using dots for
datapoints and lines for connecting theories.
http://www.saramayhew.com/blog/index.php/2012/07/explaining-the-process-of-science-with-a-few-dots/
Chris
---
Christopher D.
Marc,
I would put it to you that if one cannot look at a mathematical formula and
solve for the particular variable one happens to be interested in then one is
unable to engage in pretty basic quantitative reasoning; i.e., one is not
"numerate." And this is doubly true if one doesn't even know
I think both, Jim. I could never advocate getting rid of it in high school for
the very reasons you cite. I was only referring to it as a requirement for the
BA/BS.
m
--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sc
Before we go too deeply into Hacker's recommendations, it might be worthwhile
to examine what is going on in pre-college math classes. One report
that focuses
on algebra and uses the Trends in International Mathematics and Science Study
(TIMSS) tests (for more on TIMSS and its relationship to NAE
I've seen a couple of liberal arts schools go from requiring math courses to
requiring a "quantitative" course which is probably in the direction that Marc
Carter is suggesting. These curricular changes were for the better but in the
examples that I have participated in, the main motivation came
Hi
But wasn't Hacker proposing the elimination of algebra prior to university? At
what age can kids realistically make an accurate prediction about what they
want to be when they grow up so as to know whether to take algebra or not? And
how many would not even appreciate all the occupations t
I take your point that Hacker seems to be proposing the misguided notion that
things that get in the way of graduation should be eliminated, but do agree
with him that algebra isn't something that everyone needs to do. The problem I
saw was that he undercuts his argument by saying that physicia
I think that Michael meant was that we need another challenge from a foreign
country to scare us into teaching science.
A better answer today might be 'China'.
On Jul 31, 2012, at 7:56 AM, Christopher Green wrote:
> On 2012-07-31, at 8:18 AM, Michael Scoles wrote:
>
>> We need another Sputnik.
On 2012-07-31, at 8:18 AM, Michael Scoles wrote:
> We need another Sputnik.
>
We have it. It's called climate change. This time, though, we decided to deny.
Chris
---
Christopher D. Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
chri...@yorku.ca
http://www.yorku.ca/
We need another Sputnik.
Michael T. Scoles, Ph.D.
Associate Professor of Psychology & Counseling
University of Central Arkansas
Conway, AR 72035
501-450-5418
---
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