In the last few decades, there has been growing attention to situated or distributed perspectives on learning and cognition. The purpose of this study was to examine science learning in classroom settings through the lens of distributed cognition. A particular focus of this study was on the public space of interaction that includes participants' interactions with each other and with artefacts in the environment. / Focusing on the event of student experiment design, two science lessons were videotaped in this study, in which a class of Grade-seven participants was asked to investigate the scientific theme of gravity by designing parachutes and pendulums. The video-stimulated post-lesson interviews with both teacher and student provided complementary data in order to understand their practice in these lessons. / The analysis of two science lessons reveals the different functions of language, gestures, and material objects and their relative significance in the process of student meaning making and knowledge construction. It shows that (1) the language of science is best understood as an artefact employed by the participants to achieve mutual understanding; (2) gestures and other forms of non-verbal acts build the connections between the conceptual and the physical worlds, and provided perceptual resources that foregrounded the salient aspects of their environment; and (3) material objects helped the students to understand each other by disambiguating references to objects, but (4) material objects constrained student sense-making. The analysis also demonstrated that (5) the learning activity was enacted through the participants' deployment of a range of artefacts, and (6) the manipulation of conceptual artefacts was interdependent of the manipulation of material objects. / Building on the theoretical framework of distributed cognition, this study was able to document the students' learning processes by investigating classroom interactions in great detail. The findings and techniques resulting from this study will help teachers and researchers to achieve a better understanding of science learning in classrooms and the role of artefacts in this learning and assist them to improve the learning environments.

In the last few decades, there has been growing attention to situated or distributed perspectives on learning and cognition. The purpose of this study was to examine science learning in classroom settings through the lens of distributed cognition. A particular focus of this study was on the public space of interaction that includes participants' interactions with each other and with artefacts in the environment. / Focusing on the event of student experiment design, two science lessons were videotaped in this study, in which a class of Grade-seven participants was asked to investigate the scientific theme of gravity by designing parachutes and pendulums. The video-stimulated post-lesson interviews with both teacher and student provided complementary data in order to understand their practice in these lessons. / The analysis of two science lessons reveals the different functions of language, gestures, and material objects and their relative significance in the process of student meaning making and knowledge construction. It shows that (1) the language of science is best understood as an artefact employed by the participants to achieve mutual understanding; (2) gestures and other forms of non-verbal acts build the connections between the conceptual and the physical worlds, and provided perceptual resources that foregrounded the salient aspects of their environment; and (3) material objects helped the students to understand each other by disambiguating references to objects, but (4) material objects constrained student sense-making. The analysis also demonstrated that (5) the learning activity was enacted through the participants' deployment of a range of artefacts, and (6) the manipulation of conceptual artefacts was interdependent of the manipulation of material objects. / Building on the theoretical framework of distributed cognition, this study was able to document the students' learning processes by investigating classroom interactions in great detail. The findings and techniques resulting from this study will help teachers and researchers to achieve a better understanding of science learning in classrooms and the role of artefacts in this learning and assist them to improve the learning environments.

Thesis (Ph. D.)--University of Missouri--Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 131-142). Also available on the Internet.

The diploma thesis deals with international education of tertiary students. It aims to measure satisfaction of tertiary students with current offer and service provided in area of mobility programmes by Faculty of Business and Management of Brno University of Technology. It contains suggestions for the improvement and enhancement of services and programme offer of international activities for students with the aim to increase satisfaction and the number of people interested in activities in a foreign environment.

Theory and research regarding interorganizational relations (IOR) can be applied to many situations in the field of human service delivery. An example of IOR in public human services occurs in the transition of special needs students from special education programs to adult human services. In the Commonwealth of Massachusetts the transitional process is defined by legislation entitled Chapter 688. This research examines Chapter 688 from the conceptual framework of IOR theory. It examines some of the issues and problems involved in the implementation of IOR in the transition process. The organizational domain is delimited to include four key Chapter 688 organizations (agencies): public schools, rehabilitation commission, department of mental health, and department of mental retardation. Local (area) directors of each organization completed a survey questionnaire containing three parts; knowledge of Chapter 688, attitudes toward Chapter 688 and IOR, and the Klonglan Scale (a measure of intensity of IOR). Information on actual referral patterns and IOR in Chapter 688 was obtained through document analysis of Individual Transition Plans, ITP, and State data base files on Chapter 688 referrals. The results of the study indicated that the local area directors of the target agencies involved in the Chapter 688 interorganizational relationships, IOR, have a good working knowledge of the law. The area directors are of the opinion that the components of Chapter 688 implementation are satisfactory. They value IOR as a means of improving services, but need to develop a clearer idea of IOR. The area directors' description of the intensity of IOR in the Klonglan Scale is not substantiated in terms of participation in ITP meetings and/or ITP services. Lastly, the local area directors identify the following barriers to interorganizational relationships: inadequate funding, lack of coordination of funding, lack of goal clarity and uniformity, and insufficient knowledge of, and trust in, other agencies.

This study sought to address two connections that are fundamental to studies of science teaching and learning in classroom settings. The first one is the connection between classroom instruction and student learning outcomes, and the second one is the relationship between theoretical choice and analytical results. In this study, two theoretical perspectives were employed in parallel to examine a sequence of nine lessons on the topic of “Matter” in a Year 7 science classroom. These two theoretical perspectives are: Distributed Cognition (Hutchins, 1995) and Variation Theory (Marton and Tsui, 2004). The results of each analysis were compared and contrasted in an attempt to identify their similarities and differences in describing and explaining the classroom practice documented.The analyses from both theoretical lenses pointed to several issues underlying student difficulties identified in this classroom, including the problematic macroscopic-microscopic relationship, the lack of attention to “substance”, and the taken-for-granted temperature conditions. However, the two theoretical perspectives differed in their capacity to accommodate learning at different levels, to address the connection between instruction and learning, and to identify and advocate the likely benefits of particular instructional approaches. Distributed Cognition unfolded the connection between teaching and learning by a careful examination of social interactions and the utilization of artefacts in these interactions. It speculated learning occurring in different types of social configurations and interactions found in a science classroom (e.g. collaborative activities). From the perspective of Distributed Cognition, the inappropriate employment or coordination of resources was the key factor contributing to the limited success in establishing shared understanding among the participants in the classroom. Variation Theory explicitly modelled the connection between instruction and learning through the idea of patterns of variation, and it provided some general principles to evaluate the teaching of a specific topic. From the perspective of Variation Theory, it was the lack of appropriate variation in the key attributes of the object of learning that contributed to the limited success in developing student capability to make differentiations between critical and uncritical aspects of a scientific concept. But current applications of Variation Theory do not include learning occurring in the private domain of the classroom (e.g. student-student interaction) and are silent on the role of collaborative activity (e.g. group work) in learning.The juxtaposition of the parallel analyses showed that the two theories are complementary and mutually informing in their explanations of the documented classroom practice. But their assumptions about what constitutes learning and what contributes to that learning differed from each other. This study suggested that we should focus our attention on the identification of the contingencies of compatibilities in our efforts to combine or synthesize elements of different theories. In this study, the local combination of the results generated from the parallel analyses contributed to a more complete understanding of science learning as it occurred in the classroom.The findings of this study should inform science teaching, curriculum development, and instructional design of science classrooms. It also generated implications for research into science classrooms and suggested the need for the science education community to examine the role of theory and the relationship between theoretical choice and analytical results obtained through the employment of a particular theory.

This study sought to address two connections that are fundamental to studies of science teaching and learning in classroom settings. The first one is the connection between classroom instruction and student learning outcomes, and the second one is the relationship between theoretical choice and analytical results. In this study, two theoretical perspectives were employed in parallel to examine a sequence of nine lessons on the topic of “Matter” in a Year 7 science classroom. These two theoretical perspectives are: Distributed Cognition (Hutchins, 1995) and Variation Theory (Marton and Tsui, 2004). The results of each analysis were compared and contrasted in an attempt to identify their similarities and differences in describing and explaining the classroom practice documented.The analyses from both theoretical lenses pointed to several issues underlying student difficulties identified in this classroom, including the problematic macroscopic-microscopic relationship, the lack of attention to “substance”, and the taken-for-granted temperature conditions. However, the two theoretical perspectives differed in their capacity to accommodate learning at different levels, to address the connection between instruction and learning, and to identify and advocate the likely benefits of particular instructional approaches. Distributed Cognition unfolded the connection between teaching and learning by a careful examination of social interactions and the utilization of artefacts in these interactions. It speculated learning occurring in different types of social configurations and interactions found in a science classroom (e.g. collaborative activities). From the perspective of Distributed Cognition, the inappropriate employment or coordination of resources was the key factor contributing to the limited success in establishing shared understanding among the participants in the classroom. Variation Theory explicitly modelled the connection between instruction and learning through the idea of patterns of variation, and it provided some general principles to evaluate the teaching of a specific topic. From the perspective of Variation Theory, it was the lack of appropriate variation in the key attributes of the object of learning that contributed to the limited success in developing student capability to make differentiations between critical and uncritical aspects of a scientific concept. But current applications of Variation Theory do not include learning occurring in the private domain of the classroom (e.g. student-student interaction) and are silent on the role of collaborative activity (e.g. group work) in learning.The juxtaposition of the parallel analyses showed that the two theories are complementary and mutually informing in their explanations of the documented classroom practice. But their assumptions about what constitutes learning and what contributes to that learning differed from each other. This study suggested that we should focus our attention on the identification of the contingencies of compatibilities in our efforts to combine or synthesize elements of different theories. In this study, the local combination of the results generated from the parallel analyses contributed to a more complete understanding of science learning as it occurred in the classroom.The findings of this study should inform science teaching, curriculum development, and instructional design of science classrooms. It also generated implications for research into science classrooms and suggested the need for the science education community to examine the role of theory and the relationship between theoretical choice and analytical results obtained through the employment of a particular theory.

This dissertation establishes a precipitation climatology for common storm types and structures in southeast Texas, investigating diurnal, seasonal, and interannual rainfall variations in addition to climatological differences in raindrop size distributions and storm divergence profiles. Divergence profiles observed by an S-band, Doppler radar are compared to ensemble simulations of ten precipitating systems occurring in warm season, weakly baroclinic, and strongly baroclinic environments. Eight triply-nested mesoscale model simulations are conducted for each case using single- and double- moment microphysics with four convective treatments (i.e., two convective parameterizations and explicit vs. parameterized convection at 9 km). Observed and simulated radar reflectivities are objectively separated into convective, stratiform, and non-precipitating anvil columns and comparisons are made between ensemble mean echo coverages and levels of non-divergence (LNDs). In both the model and observations, storms occurring in less baroclinic environments have more convective rain area, less stratiform rain area, and more elevated divergence profiles. The model and observations agree best for well-organized, leading-line trailing stratiform systems. Excessive convective rain area and elevated LNDs are simulated for several less organized cases. Simulations parameterizing convection on the intermediate grid produced less elevated divergence profiles with smaller magnitudes compared to their explicit counterparts. In one warm season case, double-moment microphysics generated lower LNDs associated with variations in convective intensity and depth, detraining less ice to anvil and stratiform regions at midlevels relative to a single-moment scheme. Similarly, mesoscale convective vortex simulations employing an ensemble-based versus a single-closure convective parameterization produced the least elevated heating structures (closer to observed) resulting in the weakest midlevel vortices. Finally, this dissertation is unique in that some of the data collection and a portion of the analysis involved 95 undergraduates in a five-year research and education program, the Student Operational ADRAD Project (SOAP). In addition to documenting the program's structure and implementation, student-reported experiences, confidence, and interest in performing SOAP tasks are also analyzed. Students participating in SOAP for multiple years were significantly more confident in performing SOAP tasks, more likely to obtain science or meteorology-related employment upon graduation, and more likely to matriculate to graduate programs, suggesting programs like SOAP have a strong influence on students' career outcomes and self-efficacy.

Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 188-199).

Thesis (Ed. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 157-167). Also available on the Internet.