CONTENT, BASIC CONCEPTS AND SCIENTIFIC GROUNDS FOR DISTANCE EDUCATION

Science Education . Learning to Use Scientific Concepts

In their abstract, Treagust and Duit ask “whether conceptual change can provide a powerful framework for improving instructional practice in such a way that students’ levels of scientific literacy are significantly increased.” And later in their paper they quote PISA 2000’s definition of scientific literacy as “the capacity to identify questions and to draw evidence-based conclusions in order t...

Distance Learning Technologies for Basic Education in Disadvantaged Areas

Basic education plays a crucial role in uplifting disadvantaged areas from the grip of poverty. Distance learning systems are a promising option to deliver education to children who have access to none today. The main problem with the large scale deployment of such systems is either their reliance on broadband network access or their lack of interaction among students and teachers. This paper d...

Non-rational Grounds and Non-conceptual Content

The phenomenological tradition has long contended that natural perception is neither conceptually articulated nor governed by deterministic laws, but rather organized according to the practically articulated structure of bodily being-in-the-world. But this leaves the problem of explaining how perception can provide justificatory support to thought. The phenomenologists’ answer is to say that th...

Annex Ii Scientific Conclusions and Grounds for Refusal

Physics concepts of solar ultraviolet radiation by distance education

A series of activities that are suitable for distance education students to illustrate physics concepts related to solar radiation are described. The students can undertake the activities at any location without having to attend the home institution. Detectors interfaced to computers that make the data available on Web pages are employed. The data are updated every 5 min and can be considered t...