Maps
Although most pages in thiswebsite are related to most other pages, it is useful to think of the siteas being split into three parts: Design/Science, Education, and Miscellaneous. This section contains three maps: for everything, onlyDesign and Science, and only Education.
Why are there three maps? The "everything"map is useful because it shows all parts of the website, but the page-symbolsare close together, so the map [and the left frame] can fit into the screenof a small monitor. In the other two maps, the symbols are spreadapart and it's easier to see the structure of the website, but you can onlysee part of the site on each map.
Within a map, each page-name is a linkthat will take you to a description of that page. Then you can returnto the map by using your browser's BACK-button. { it will be quick,with no page-reload, if you have clicked this pseudo-link.} Try it, to see how it works, on any of the three maps below:
Descriptions
In the Table of Contents thatfollows, for each page there is a title, a description, anda link.
The pages are listed in three categories:1) Science & Design, 2) Education, and 3) Miscellaneous.
In the descriptions below and on themaps above, each page-title is colorized to show its status in the ongoingwebsite reconstruction project. The new BLUEpages have been thoroughly revised, and so have the old REDpages. But for the old PURPLEpages there has been little or no revision. The new BLUE-GREENpages are incomplete, and the GRAY pagesare absent because I haven't completed them yet, and won't be before September. { note: Some of the pages, especially the reds and blue-greens, are notyet available for viewing (so there are no links below), but they will besoon, so I've colorized them according to what they will be by June 19.}
1)Science and Design: methods for using creativity and criticalthinking in problem solving.
Introductionto Design -- What is a problem? Are you a designer? Is there a "method" for design? for science? Whenwe compare the methods used in design and science, what are the main similaritiesand differences? GO
Design: An Overviewof Design Method -- a model of Integrated Design Method (IDM)describes our activities (what we think and what we do) during the processof designing a product, strategy, or theory. GO
Science: AnOverview of Scientific Method -- my model of Integrated ScientificMethod (ISM) is a synthesis of ideas -- mainly from scientists and philosophers,but also from sociologists, psychologists, historians, and myself -- aboutthe methods of thinking used by scientists. GO
A Detailed Examinationof Scientific Method -- This is a condensed version of my dissertation,with much more detail than in the "overview of scientific methods"page. { 178 K } GO
Examples ofDesign -- examples from a wide range of life, to illustrate theprocess and results of design. GO
Goals ofISM: Is there a Scientific Method? -- explains why, even thoughthere is no single "scientific method" that is used by all scientistsat all times, it can be useful to think in terms of "a model for amethod" (such as ISM) in order to understand science, and to teachthinking skills. GO
Coping withConfusion in Terminology -- There is a lack of consistency inthe terms used to describe scientific method. Some terms have manymeanings, and some meanings are known by many names. This makes precisecommunication more difficult, but in ISM I have tried to be internally consistentand (to the extent this is possible) also externally consistent with themore commonly used terms and meanings. GO
Relationshipsbetween Science and Design -- Is science a specialized type ofdesign? What are the similarities and differences between scienceand engineering? between science and art? In some situations,scientists do engineering, and engineers do science, so how should we definethe fields of science and engineering, and the careers of scientists andengineers? GO
Should ScientificMethod be X-Rated? Wild controversies and hot debates! Are some views of science dangerous for students? Can too much ofa good thing be harmful? Do scientists seek the truth? Do theyclaim proof? Do they create reality? How can we avoid runningoff (or being carried away) to silly extremes? GO
Tools for Analysis-- logical tools and concepts can help us rationally analyze the cultural-personalfactors that influence science. {This page is intended to supplementthe "X-Rated Methods" page. } GO
2)Education: methods for helping students learn how to think creativelyand critically.
Searchingfor Insight. The master skill of "learning how tolearn" by searching for insight is illustrated by true stories: howI didn't learn to ski (by learning from mistakes), and why employers hiredan unconventional worker. GO
Aesop's Activities-- A creative goal-directed coordinating of activities and methods can motivatestudents, give them educationally valuable experience, and help them learnfrom their experience by asking "What can I learn now that will helpme in the future?" GO
Problem Solvingin Education -- How can a Design Method help students learn ScientificMethod? How can a "wide spiral" curriculum, with coordinationwithin and between courses, help students learn thinking skills?
Activityand Inquiry -- explores the pros and cons of various teachingmethods, and the benefits of eclectic variety (for example, by includingboth direct and inquiry learning) rather than using only one method. Challenges attitudes of "either this or that but not both" thattend to restrict the ways we think about methods of instruction. GO
Direct Learning-- tips for turning whatever you do -- reading, listening,...into an active process. Strategies for learning: how to usecreativity, criticality, and concentration to learn more (and better), andto remember and apply what you're learning. GO
Inquiry Learning-- like the writer of a good mystery story, a teacher using guided inquiryshould aim for a level of difficulty that is "just right" so studentswill not become bored or frustrated, so they will succeed but only afterovercoming significant challenges. Achieving this balance -- by adjustingwhat is done and is not done, before and during an inquiry activity -- isnot easy. GO
EducationalReform -- the challenges of coping with a culturally diversesystem of American education, deciding it is worthwhile to invest the classroomtime that is required to teach thinking skills, making life easier for teachers(by not burdening them with extra preparation time and grading time), andimproving the educational motivations and experiences of students. GO
FunctionalAnalysis of Instruction -- using "activity and experience"analysis to creatively coordinate the activities that promote experiences. A carefully planned selection and sequencing of activities can produce amutually supportive synergism, with the goal of helping students learn avariety of thinking methods and skills, in a more effective educationalenvironment. GO
Analysis ofan Inquiry Classroom -- describes an award-winning classroom,well taught by Sue Johnson, in which students play the role of researchscientists by using computer-simulated genetics experiments. Thereis also an overview of an in-depth analysis (the second half of my PhD dissertation)in which I used ISM as a framework for the integrative analysis of instruction. GO
Using Labsto Teach Thinking -- a goal-directed Aesop's Approach to teachinghigher-level thinking skills in the lab. The main body of the pageis relevant for a wide range of science and design. The appendix containsillustrative examples from chemistry labs. GO
Thinking Methodsand Thinking Skills -- The similarities and differences betweenmethods (the overall flow of actions during a process of problem solving)and skills (how each action is done), and the relationships between methodsand skills -- in design, science, and education. GO
Coping withComplexity -- Is ISM too complex to be educationally useful asa model of science? But if science is complex, can a non-complex modeldescribe it accurately? To help students cope with complexity, someuseful teaching methods are: gradually moving from simplicity to complexity,providing experience before explanation, using "isolations" totemporarily reduce visual complexity, and helping students learn how tounderstand visual symbolism. GO
Visual Thinking-- explores verbal-visual symbolism, logic, and imagination. { thisis intended to accompany "Coping with Complexity" } GO
EducationWebsites -- links to other websites that discuss science, design,and/or education. The number and quality of sites will build steadilythrough March and April, as I surf the web and discover sites that are interestingand useful. GO
About theAuthor -- an informal summary of myself: hobbies, academic history,... GO
My PhD Dissertation,in three parts:
1) topical outline-- this may be a world record for the longest Table of Contents for a doctoraldissertation! :<) GO
2) everything-- you can download (in word-processing files) my entire dissertation. GO
3) referencesfor most sources cited in this website, especially in the DetailedExamination of Scientific Method page. GO
A Brief Historyof ISM -- a progression of diagrams for ISM and IDM, from 1989to now. GO
Musical Improvisation-- tips for making your own music. GO
Do-it-YourselfJuggling -- It's more fun to do it than to just watch. {but this page isn't ready yet } GO
Tools for ProblemSolving in Physics -- a full-length manuscript from 1989. {but it hasn't yet been converted into a form that can be posted on theweb} GO
Home Page(split into frames) -- where it all begins. GO
Home Page (without frames) --where it all begins. GO
What's New?-- recent revisions, and plans for the future. GO
Tips for UsingThis Website -- practical information for using this website,such as how to download files so the links work and the graphics load, andmore. GO
Sitemap &Index -- the page you're now reading provides a visual overviewand, for every page in the website, a description and a link.
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