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Integrative &
Interdisciplinary
Learning in
First-Year Linked
Science Seminars
Larry Wichlinski, Trish Ferrett, & Caitlin
Magnusson (’09), & Pete Jones (’09)
Jan. 31, 2006
Paradigm Shifts Dyad
Fall 2005
Case Study
on
Abrupt
Climate
Change
IDSC-01
Ferrett (13)
Paradigm
Shifts
in Science:
Human
Conceptual
Change
Common Meetings
Case Study
on
the
MindBrain
Relationship
IDSC-02
Wichlinski (16)
Paradigm Shifts in
Science
 Gladwell, Tipping Point
 Kuhn, The Structure of
Scientific Revolutions
 Several chpts:
Diamond, Collapse on
how groups make
good/bad decisions
 Several chpts: Gardner,
Changing Minds
Social
Epidemics
Scientific
Communities
Smaller
Groups
Individuals
Abrupt Climate Change
Ice layers read the history
of abrupt climate change
• How fast can the climate change?
• Why does the climate change quickly?
• How have past humans been affected
by abrupt climate change?
• What about our future?
“Integrative Spiraling” through
Climate Data…Back into Time
http://meisterplanet.com/images/wordpress-entries/spiral-stairs.jpg
Data = the “axis”
http://web.mit.edu/18.02-esg/www/figs/spiral.gif
“Integrative Spiraling” through
Climate Data…Back into Time
http://meisterplanet.com/images/wordpress-entries/spiral-stairs.jpg
http://web.mit.edu/18.02-esg/www/figs/spiral.gif
Students:
• Demanded more data, farther
back in time (to earth’s origin)
• Brought in info about extinction,
solar effects, geology, agriculture,
the Artic/Greenland/Asia today…
Now I’m thinking more in terms of inherent
unpredictability. Thresholds, feedbacks, and
complex processes abound in our learning, and
we can’t be certain what they’ll do, and we’re
even less certain when they’ll do it. We simply
can’t factor in every process that’s occurring in
learning. We can, however, make some
predictions about cause and effect, and despite
not knowing, we can take measures to nudge the
vast machinery in a favorable direction.