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Discussion, debate and dialog: changing minds about conceptual change research in science education
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DOI: 10.1007/s11422-008-9093-1
- Cite this article as:
- Dillon, J. Cult Stud of Sci Educ (2008) 3: 397. doi:10.1007/s11422-008-9093-1
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This paper provides a critical commentary on a suite of eight papers, which focus on conceptual change research in science education. Responses by Mercer, Smardon and Wells to a paper by Treagust and Duit are observed to reflect the backgrounds of the three authors with Wells focusing on issues of ontology and the affective domain. Mercer and Smardon focus on issues of identity and the role of dialog. Hewson's, Vosniadou's and Tiberghien's responses to Roth, Lee and Hwang offer robust critique of what appear to be exploratory ideas. To what extent the authors of the response papers enter into dialog with the papers is discussed. How far research into learning in science has progressed since the 1980s is examined.
KeywordsConceptual changeTeachingLearningDialogModeling
On framing the review
Our postgraduate pre-service course, aimed at preparing high school science teachers, covers a lot of ground in a short space of time. By government diktat, trainees must spend at least 24 weeks in school or, at least, not in college. To add to the challenge that organising such a course entails, we have decided that this is the year, in line with broader European standardization of qualifications, that we shall make the course more Masters-level than postgraduate certificate level. What this means in practice is a move towards students doing more reading and writing longer assignments that involve Masters-level reflection and analysis.
After you take off study days, induction, tutorials, general educational issues sessions and the like, we're left with 31 two-hour workshops to teach some science education theory to mixed groups of biologists, chemists and physicists and relate it to their classroom practice. By coincidence, the last session that I organized and taught before reading the eight papers, was on "Vygotsky and Dialogic Teaching." In reading the papers, I wondered to what extent I could use them as a resource for myself, for colleagues and for our preservice teachers.
Social-constructivism has been linked to the work of Vygotsky (1978), Bruner (1966) and others. This theory suggests that ideas are first encountered by learners in the social environment, mostly in the form of language. After some experience with these ideas, they become incorporated into children's habitual knowledge and become "second nature." Knowledgeable others in the environment can guide learning experiences by supporting children's experiences through questions and stimulating commentary. Such support has been termed "scaffolding."
How can Vygotsky's work help teachers think about and plan their teaching—the ZPD?
How do children construct meaning through social learning?
Can the same thinking processes be used by pupils in different contexts?
The dialogic teaching part of the session focuses on the work of Robin Alexander (2006), who has written persuasively about the subject and the work of Phil Scott, Eduardo Mortimer and colleagues who have looked at the tension between authoritative and dialogic discourse in high school science lessons (Scott et al. 2006). All this in two hours, of course. However, some students will, we assume, be able to reflect on the issues raised during the session and during subsequent workshops on "CASE" (the Cognitive Acceleration through Science Education project), on "Ideas and Evidence" and on "Argumentation," which will draw on Piaget, Vygotsky and dialogic teaching. One of the seven possible titles for one of the major pieces of coursework later in the year is "Thinking," so students that are interested in the topic can develop a good understanding of the issues and the relevance of the research and theory to classroom practice.
So, I came to these papers as someone with 10 years experience as a high school science teacher, a background of researching children's ideas about chemical phenomena, with experience of researching cognitive acceleration with elementary students, and a conviction that science teacher preparation should include developing an understanding of conceptual change, constructivist science teaching, dialogic teaching and inquiry-based science inside and outside the classroom. I begin with David Treagust and Reinders Duit's paper and the three responses to it by Mercer, Smardon and Wells.
Mercer's, Smardon's, and Wells' responses to Treagust and Duit
As you might expect, the three different backgrounds of the respondents evidence themselves directly and indirectly in their responses. Smardon, a sociologist, begins the "delicate task" of critically reviewing the paper positively by noting that: "All of this research on learning has something to teach sociologists. Some science education researchers may be surprised to learn that the socio-cultural perspective is virtually unheard of in mainstream American sociology." Tantalizingly, Smardon offers little by way of explanation for the last statement. Are we barking up the wrong tree? Are US sociologists in other silos? Reassuringly, Smardon adds "an itemized list of reasons why sociologists ought to take the time to learn about advances in socio-cultural theory, is not within the purview of my task at hand." Still, it would be interesting to know what are the main reasons.
Mercer, a "sociocultural researcher," begins by acknowledging that the paper offered "a much broader and open-minded discussion" than he had expected. Mercer does "not consider a sociocultural account of conceptual change, development and learning incompatible with a recognition of the cognitive aspects of those processes." This position seems to be echoed by Smardon who, however, refrains "from commenting extensively on the potential for a reconciliation between the sociocultural approach and the cognitive approach." She notes that others, including Mercer "have commented that both cognitive and socio-cultural research on conceptual change ought to deal with both cognitive and social mechanisms (Mercer 2007)." Mercer describes his contribution as a "collaborative striving for what Treagust and Duit call an adequate 'multiperspective' on this important educational topic." The question is, do the three responses to the Treagust and Duit paper move us towards a "multiperspective" or do we end up with three views of different things?
Wells' response to the Treagust and Duit paper is broadly philosophical in its tone. Wells asks: "Is the attempt to change students' concepts the best way to proceed?" Somewhat confusingly, Wells writes: "What is at issue, as I see it, is the ontological status of concepts (or 'conceptions)." As I see it, Treagust and Duit clearly delineate between concepts and conceptions when they write, "research has shown that students come to science classes with pre-instructional conceptions and ideas about the phenomena and concepts to be learned that are not in harmony with science views." This distinction is reinforced when Treagust and Duit write: "research has shown that many teachers hold conceptions of science concepts and processes that are not in accordance with the science view and often are similar to students' pre-instructional conceptions." My feeling is that when Wells writes "it is useful to make a clear distinction between individuals' knowing and what, within the scientific community, is taken to be known" that his position is closer to that of Treagust and Duit than he realises.
Nevertheless, Wells' ontological examination opens up a critical perspective on what is involved in learning and knowing. Students, Wells notes, "are treated as having concepts" which Treagust, Duit and many of the researchers they quote, seem to portray as "relatively stable mental entities" which students possess in the same way that they possess books and pens. To Wells, concepts are "collaboratively produced constructs that constitute the realm of "what is known," adding, "they are symbolic formulations that can be located in texts of various kinds whose authority is independent of the particular individuals who constructed them. However, although accepted as authoritative at a particular moment, concepts are not unassailable." Wells refers to Polyani who pointed out that we don't actually have first-hand evidence for much of what we think we know about the world. Rather, we know only that the scientific community believes that a small number of people's first-hand evidence points to something being true and then we have to decide whether or not to believe them. Thus few of us have actually carried out research into the relationship between smoking and lung cancer but most of us "know" that most scientists "know" that there is one.
An example might help. I could tell you that I'm right-handed. If you didn't already know that then I've just added to your knowledge, if, and only if, you believe me. So, belief plays a key role in knowing and so, as a consequence your attitudes towards whoever is offering you some knowledge is critical. Of course, your attitudes towards the veracity of a concept is colored by a range of cultural, historical, political and social factors. There is a reason why so many people in the world believe that the earth is about 5,000 years old and it's not because they're unintelligent, it's because they choose not to believe the scientific consensus. If I now tell you I'm actually left-handed then, you have to choose whether or not to believe this new piece of knowledge. If you accept it as true then you've just undergone a brief moment of cognitive conflict and undergone conceptual change. I don't need to be there to teach you something and, indeed, dead folk can still teach. Is it possible to believe that I'm left-handed and that I'm right handed simultaneously? Well, it's possible to believe that both options are possible but you can't believe that they're both true at the same time. Now, depending on whether you think I'm right or left-handed, you're either right or wrong. You either have the correct concept or you don't. The trouble is I'm not going to tell you so you'll probably never "know" for sure. One of the issues here is that probably all that's happened in your head is that a couple of links have been made—nothing's actually gone into your brain—as Wells argues: "Concepts are not mental objects, nor do they belong to individuals."
Is "misconception" misconceived?
If [students choose to write] tests, then [we] need to see if test gives them info on misconceptions, pre-knowledge of terms, understanding, etc. and decide whether to ask to include more questions in test or replace some to make it more useful.
Wells writes that: "it is inappropriate to categorize students' use of particular concepts as correct and others as misconceptions independent of the activity and problem to be solved (Wertsch 1991)" and I have to agree with him. But how do I convince my colleague for whom misconceptions is ingrained and part of the warp and weft of her daily language?
Cognitive and affective
Moving now to the cognitive and affective "domains." Wells notes that: "Treagust and Duit briefly discuss the influence of the 'affective domain,' remarking that the influence of students' interests and motivation has had 'limited attention from CC researchers.'" The key word here is "briefly," indicating that the "affective domain" is not a high priority with cold conceptual change researchers. Smardon, is more elaborate in her observations on this point, noting that whereas she thinks that: "descriptions of relationships, membership and social interaction are key to understanding the role of collective emotion as well as individual affect," it seems to her that Treagust and Duit assume that: "The notion of social context is essentially a theoretical appendage to the project and is therefore secondary to data analysis." Her evidence for this point is that because they nominate formal interviews as the "best way to itemize a student's conceptual change," Treagust and Duit thus privilege "individual cognition theoretically."
All three respondents examine the empirical data provided by Treagust and Duit. In particular, they look at the extracts from interviews with Dana and Jane. What they see, from their different perspectives, is different, though related. Although, as Smardon writes, Treagust and Duit "note that different interpretations of the data presented on Dana's conceptual change process are possible," she rather uncharitably dismisses this acknowledgement as "somewhat cursory" which is pretty close to saying that they ignore other interpretations.
These differences, and particularly the different nature of the two interviews, strongly suggest that a student's affective state – her interest as well as her self-confidence and comfort in the interview situation – makes a significant contribution to her mode of engagement with a task and thus with the possibility of learning from the experience.
While [Dana] initially says she doesn't know the answer she later offers an answer that pleases her interviewer. But the reader is left wondering … What is the relationship between affective change and conceptual capture for Dana? Are we meant to surmise that analogies trigger emotional reactions? Could it be that the interviewer smiles at Dana thus increasing her sense of confidence and enthusiasm through a sense of social membership? Could the interviewer be backchanneling (perhaps nodding) thus giving Dana a sign of deference that makes her feel more powerful? The authors do not provide these details nor do they provide evidence that they have considered alternative interpretations.
Reinforcing the point, and drawing on Vygotsky's insistence of the interrelationship between cognition and affect, Wells argues that: "In his view, tests (or interviews) that are impersonal and non-interactive provide a very limited estimate of a person's understanding." Treagust and Duit are thus left damned by the vagueness "in terms of how affect is related to conceptual change." Smardon is unable to detect from Treagust and Duit's paper how affect influences conceptual change at all. Affect is indeed a rather vague term compared with cognition. In retrospect, Treagust and Duit might wish they had spent more time clarifying how affect is related to conceptual change.
One way forward for researchers comes in Smardon's comment that she prefers to talk about "emotions or moods" and, in a footnote, writes: "Rather affect and motivation are theorized as essentially individualistic traits rather than collective accomplishments. Affect is measured in terms of goals, values, self-efficacy, and control beliefs. These variables are essentially individualistic as well as tending to be, ironically, rather cognitive, cold, static and disembodied in nature."
The role of dialog
Despite thinking that Treagust and Duit would end up at the shared destination Mercer notes that: "conceptual change cannot be understood without considering the role of dialogue," in the end, they never deliver, lost in cognition. Treagust and Duit are criticized for maintaining "a conception of conceptual change which does not recognize the dynamic motor of dialogue." Using their own data to illustrate his point, he continues, "They acknowledge that conceptual understanding may be expressed through talk, but not (despite the illustrative evidence of their own data) that talk can affect conceptual understanding." Worse still, "Even their 'multiperspective' does not include any consideration of the social, rhetorical processes of thinking collectively, which now constitutes a multi-disciplinary field of study (as discussed in Mercer 2000)." It's not as if tools don't exist to investigate such processes "systematically and rigorously."
fluency in science requires practice at speaking, not just listening. It is when we have to put words together and make sense, when we have to formulate questions, argue, reason and generalize, that we learn the thematics of science. (2001, p. 24)
reminded me of the saying "I know what I think when I hear myself say it." Many of the examples of interviews with students about phenomena seem to involve lots of puzzling out aloud, lots of "erms" and "umms" as people listen to their own voices and realize their own confusions and you need someone else to be listening (and asking) in order to go through that process. Indeed, a characteristic human response when faced with a difficult problem, even when you're on your own, is to verbalize the problem, "Oh, what's that?"— it's our brain's way of solving problems, to generate dialog with ourselves.
So, what might teaching for learning look like?
I begin this section by pointing out that classrooms and laboratories can be dangerous places for students because of the nature of adolescence and because of the structural and cultural forces that enact themselves during schooling. As Smardon points out, "In some communities students may be taking a much larger emotional risk than scientists typically do and this is a matter of both status and power."
In terms of the relationship between conceptual change researchers and science teachers, Smardon describes the overall tone of Treagust and Duit's paper and many other conceptual change papers as being "characterized by an exasperated tone." She hypothesises that this exasperation "is focused on a deep disappointment with the degree to which teachers have ignored the lessons offered by conceptual change literature." Smardon, in turn, expresses dissatisfaction with this perspective, attributing the lack of engagement to time constraints/lack of access and the literature failing to address teachers' priorities (such as classroom management), and she makes the important point that: "theories of learning that do not acknowledge the emotional drain associated with power struggles do not address the lived experience of teachers."
The ability to select intelligible, plausible and fruitful representations or conceptions for a specific context is itself a measure of expertise; however researchers need to be aware that apparent conceptual changes may in fact be context-driven choices rather than conceptual status changes. In learning settings, Mortimer (1995) proposed the use of conceptual profiles to help differentiate conceptual changes from contextual choices.
The phrase "context-driven" is problematic and she wonders why a context-driven choice would not represent authentic conceptual change. Refining the point, Smardon notes that: "the authors appear to accept without question the notion that social context is a variable that can be controlled for, thus isolating true cognitive conceptual change." She is "not denying the reality of conceptual change but rather challenging the idea that researchers can control for a variable that they do not fully understand."
The complexity that sociocultural researchers perceive is encapsulated by Wells who argues that identifying the upper and lower limits of a child's ZPD is a type of formative assessment which is "an integral aspect of instruction, which itself is seen as involving collaboration between the learner and the teacher or peer(s) that involves affective and interpersonal as well as cognitive dimensions."
The aims of education
rather than thinking of students as possessing concepts that need to be changed, it is more appropriate to think of them as learning to use the powerful scientific concepts that have been developed by others, and which form part of the cultural resources that are already available for their appropriation, in tackling problems that they find interesting and relevant.
that enable group participation and dialogic interaction, which support reflection, argumentation and refutation …. Students operate as researchers who are free to select a topic of inquiry, free to do research on whatever they like within the confines on the targeted topic for their grade. (Brown et al. 1996, p. 159)
Wells argues that this freedom of choice is critical if students are to be enabled "to feel a sense of ownership and self-direction in their work." Ownership and self-direction are important because they fuel students' "motivation to work at achieving understanding." Wells lays his cards on the table when he writes, "nothing generates dialogue as effectively as students having results to report from their own inquiries." Teachers of English and the social sciences might disagree with that point and it's a relatively untested hypothesis. And I still think Wells isn't 100% clear about where he stands on how students develop their scientific understanding.
When Wells relates the work of Herrenkohl and Guerra (1998) "in which different students in a grade four class were assigned the roles corresponding to [Hatano and Inagaki's three discourse practices—clarification, disputation and coordinating evidence with theory]" noting that by the end "students were able to manage them without assistance," I was reminded of work that I carried out with Jenny Frost ten years ago in which we allocated roles to group members carrying out investigations. Our assumption was that pupils would gain more from practical work in science if teachers could encourage more thinking as well as doing. We set out to give each student in a group of three a distinct role, such as monitoring performance and questioning (things that a teacher normally does). As with Herrenkohl and Guerra, we found that: "combining guidance on the social as well as intellectual level proved to be a more effective way to encourage student engagement than providing the cognitive piece alone" (p. 467).
Since "science" is rapidly changing humans' relationship with other people as well as the planet that supports us, it is essential that the learning and teaching of science look beyond the classroom learning of scientific concepts to the uses outside the classroom to which students will put the knowledgeable skills they are mastering. Science cannot be separated from the other activities in which people engage or from the ethical, ecological and political issues that the use of scientific knowledge inevitably raises. Nothing less than this sort of engagement in scientific inquiry, I would suggest, will make possible the achievement of the PISA goals of enabling students "to understand and help to make decisions about the natural world and the changes made to it through human activity."
Today, many of the political and moral dilemmas confronting society are posed by the advance of science and technology and require a solution which, whilst rooted in science and technology, involve a combination of the assessment of risk and uncertainty, a consideration of the economic benefits and values, and some understanding of both the strengths and limits of science […] To understand the role of science in such deliberations, all students, including future scientists, need to be educated to be critical consumers of scientific knowledge. Improving the public's ability to engage with such socio-scientific issues requires, therefore, not only a knowledge of the content of science but also a knowledge of "how science works" – an element which should be an essential component of any school science curriculum. (Osborne and Dillon 2008, p. 8).
Our point, which fits well with Wells' position, is that students need to engage with scientific ideas and with the ways in which scientists build knowledge.
There is thus a sizeable of research on the effects of the expression of different conceptions amongst students on their learning and conceptual understanding in science, stimulated by the Piagetian approach, and producing broadly consistent results. The results are also consistent with a Vygotskian/sociocultural perspective (as explicated by Wertsch 1991), as change seems to depend upon activity in the "social plane" which permits the expression of contrasting perspectives.
it is not simply that sociocultural theory implies the developmental importance of children's engagement with different views; it is also that Piaget's account of such engagement seems to depend upon children establishing mutual goals and a shared understanding of the task at hand.
partners in a purposeful, critical and constructive engagement with each other's ideas. Statements and suggestions are offered for joint consideration. These may be challenged and counter-challenged, but challenges are justified and alternative hypotheses are offered. Partners all actively participate, and opinions are sought and considered before decisions are jointly made.
- (a)
gaining scientific understanding involves taking on new conceptual frameworks and ways of evaluating knowledge;
- (b)
the taking up of a scientific perspective quite commonly involves the critical examination of a more "everyday" perspective on natural phenomena
- (c)
this learning process consists, at least in part, of induction into a perspective and a new discourse by a relative expert (the teacher); it is not achievable by "discovery learning." (Mercer et al. 2004).
When Wells writes about Vygotsky and the Zone of Proximal Development it struck me that what is left unstated is that, presumably, the ZPD depends on the teacher concerned as well as on the student's ability, mood, emotions and motivation (which, to some extent, is teacher dependent). Ausubel's (1968) dictum that the most important single factor influencing learning is what the learner already knows, might need to be amended to "the most important factors influencing learning are what the learner already knows and the level of their motivation to learn."
Groups and decisions
the group making the decision was very cohesive*
it was insulated from information from outside the group
the group rarely searched systematically through alternative policy options to appraise their relative merits
the group was under stress to make a decision quickly
the group was nearly always dominated by a very directive leader
* more controlled studies have questioned the effect of this factor
[evidence suggests] that the conscious thought preceding a decision may be of a relatively simple nature, given the difficulty of processing complex information. People seem to rely on simple heuristics for making probability judgements and hardly seem to think about more complex combinations of probabilities and values or utilities involved in a decision. (1988, p. 181)
So, where next?
Smardon suggests science educators could examine what research has to say about the sociology of emotions. Smardon notes that Erving Goffman's work has continued to interest many US sociologists since his death in 1982 [Ironically for this debate, Goffman graduated with a degree in chemistry]. She argues that: "the extensions of Goffman's work may prove useful to science education researchers" because of the focus on "the mechanics of face-to-face social interaction (Collins 2004) and the performative nature of social life (Alexander et al. 2006)." Goffman developed the already existing ideas of symbolic interaction to develop a micro-sociology. Smardon also suggests that for help with "analyzing social interaction and the negotiation of power," the work of Fred Erickson (2004) provides some affordances: "Erickson provides accessible tools for thinking about the social ecology of mutual attention. He provides methodological means to analyze both vocal and nonvocal communication."
Thus, we have seen the need for a concept representing a different type of capital associated with identity formation, namely, the varied resources deployable on an individual basis that represent how people most effectively define themselves and have others define them, in various contexts (p. 142).
Do we really believe the Education Gospel (Grubb and Lazerson 2004), that science and technology will provide jobs and salvage our flagging economy and solve all of our social problems? In an era where national science policy is a disguised economic policy designed to close the "innovation gap" and create a nationally competitive edge (and these policies exist in many countries not just the U.S.), what does it mean to democratize science? Do we have an obligation to produce entrepreneurial scientists for our nation?
Nevertheless, much of the concern [about science education] is focussed around the issue of supply and fails to recognise that science operates in a global context. Here the evidence would suggest that, at a global level, there no shortage of doctoral scientists. For instance, evidence from the US context shows that there is an oversupply of students with biomedical PhDs and, as a consequence, the success rate on applications to the National Institute of Health, the government agency responsible for funding research, has declined from 26% to 19% from 2000 to 2005. Likewise unemployment in science and engineering professions in the US follows the overall rate and is not markedly lower. If there is no substantive demand for scientists overall then increasing supply without increasing demand is, at best, unwise and wasteful and, at worst, morally questionable. (2008, p. 14)
Hewson's, Vosniadou's and Tiberghien's responses to Roth, Lee and Hwang
the first principles of such a cultural approach to scientific conceptions with a view to generating less presupposing and more parsimonious explanations of this core issue within science education than if conceptions are supposed to be structures inhabiting the human mind.
Note that for Roth et al., the term "conception" means "the ensemble of ways of talking about some entity" (although their point about the number of planets in the solar system is rather spurious). They go on to define "concepts" as "cognitive entities, pieces of furniture of the conscious mind that are unlike signs (Pines 1985). They are human inventions that: "once labeled become communicable through the use of language" (p. 108)" and then, again, describe "conceptions" as "the way in which individual humans conceive of concepts."
Their message is, instead of "having to deduce internal models and cognitive frameworks" which require levels of abstraction, "teachers only deal with 'ways of talking' as people get about the serious business of living in the world." And so, "What teachers have to assist students in, therefore, is developing ways of talking that are contextually appropriate."
Between them, Peter Hewson's and Stella Vosniadou appear to refute, dismantle and undermine Roth et al.'s position. While Vosniadou brushes aside their points with elegance mixed with barely disguised contempt, in boxing terms, Hewson offers the punch that Ali never gave Foreman.
Both Hewson and Vosniadou observe the cardinal rule of feedback—start with the positive. Hewson agrees with Roth et al. about a number of points: the coordination of speech and gesture; the significant role gestures play in the here-and-now; the need to be aware of the limitations of data reduction; the ability to speak about novel topics; and, the need to recognize that participants seek to make sense of concepts even if they go against accepted scientific ideas. However, that's a bit like evolutionists and creationists agreeing that bears shit in the woods, and, at this point Hewson's gloves disappear.
In Hewson's view, Roth et al. make the following mistakes, they: "largely ignore the external context"; hold back important information; take a "restrictive view"; use a "a hard, dichotomous logic"; fly "in the face of sound logic"; take "far too extreme a view to be taken seriously"; and, produce "grotesque caricatures that have no place in a scholarly article." In short, Roth et al.'s position is "too simplistic and too extreme" and "to put it charitably" the authors are "ill-informed." Hewson argues that what we need is "a reasoned exploration of views, starting, perhaps, with an identification of points of agreement." Which is what we find in the measured responses to the Treagust and Duit paper.
Let's examine how Hewson approaches each of Roth et al.'s three major claims.
Claim 1: The Primacy of the here-and-now
Hewson argues that Roth et al. largely ignore the external context providing "no information about who I and M are." Roth et al., in Hewson's eyes, are hoist with their own petard because the "dichotomous view of context that emerges is (part of) the price for insisting on the primacy of the here-and-now." It is obvious to Hewson that: "knowledge of the external context of an interview is essential to any claim that it is at the very least comparable to other interviews in the science education research literature." I am not convinced by this argument, the verbal interaction, whether it's an interview or a teaching sequence, seems to have many of the characteristics of exchanges in the conceptual change literature. The point, though, surely is that many/most sociocultural researchers would want to know more about the context. Roth et al. appear to be reinventing "sociocultural" without much culture beyond the here and now. Hewson recognizes this point when he argues that a "less restrictive view of the relationship between the interview itself and its precursors and successors might accord primacy to the interview but could also give importance to what came before and after." Indeed, but my question would be what does "give importance" look like?
Claim 2: Language provides all necessary resources
Hewson examines Roth et al.'s second claim that language provides all necessary resources. But Hewson argues that M and I have agency and that: "Language doesn't preordain the exact form and substance of this paragraph; rather it provides the opportunities for considerable variety."
Claim 3: Interview participants do not hold fully-formed mental models prior to the interview
Hewson's reading of the transcript shows that: "we can conclude that M brings her language competency to the interview, a competency that exists outside of the context, the confines of the interview." Hewson is happy to accept Roth et al.'s claim that their analysis demonstrates conclusively that M. did not have a fully-formed model that she introduced into the interview, but he makes the obvious point that: "to generalize on the basis of this one case to deny the existence of fully-formed models under any circumstances flies in the face of sound logic."
Stella Vosniadou, editor of the new Handbook of Research on Conceptual Change appears in no mood to suffer fools gladly. While agreeing with Roth et al. on many points, she begins by pointing out that they have set up a "straw man" in that: "over the years practically all of the above mentioned tenets of the classical conceptual change approach have been subjected to serious criticisms." Put another way, Vosniadou is saying "Well, yes, OK, but you're a bit late in arguing against the strong conceptual change research model." Vosniadou, politely but firmly, points out that in the "reframed approach, the emphasis is not on misconceptions as unitary, faulty conceptions, but on knowledge acquisition as a complex and intricate process that proceeds through various kinds of modifications." Researchers now make a distinction "between naïve explanations of natural phenomena, based on everyday experience in the context of lay culture and scientific explanations."
In this reframed approach, many misconceptions are seen to result often from students' attempts to synthesize the new, scientific information, with existing beliefs based on naïve physics. This is why we call them "synthetic models." Synthetic models are not stable, alternative theories, but dynamic, situated, and constantly changing representations that adapt to contextual variables and/or to the learners' developing knowledge.
is without explanatory power because it results in cutting the ties between speech and perception, and leaves open the question of how we can talk about phenomena in the physical world without appealing to representations of our experiential and cultural knowledge in the world.
Mental models can be situationally produced and coordinated in real time to deal with the demands of the situation. They can predate our talk or follow it. We can create a mental model and run it in our mind to derive new information and new explanations which are based on perceptual knowledge and which are not readily conceptually available.
presence and use of mental models does not have to be assumed. It is exhibited in students' drawings and their constructions of models during the interview […] Mental models are not useless. They provide the necessary link between language and perception.
Hammering home the point, she argues that: "Linguistic communication cannot be the sole basis for explanation in science. If that were the case there would be no reason to conduct experiments."
Many researchers are now arguing for a distributed cognitive system that can generate internal representations of the environment when necessary, but can also use salient resources in the environment, such as cultural artifacts, in a non-reductive way.
It would not help science instruction to prevent educators from teaching children how to use mental modelling for conceptual change in science. Mental models can play an important role in conceptual change because they can form the basis on which new information can enter the cognitive system in ways that can modify what we already know. They can be used by children and by scientists to conduct thought experiments and simulations that can help them see the differences between alternative explanations of phenomena and to test the implications of principles or theories.
In that last sentence, Vosniadou comes closer to bridging conceptual change research and sociocultural perspectives than most, if not all, of the other contributors.
Andrée Tiberghien presents an outwardly more detached perspective on Roth et al.'s paper. Her final words are encouraging "I believe that science education research needs theoretical debates in relation to methodological components of the theories and in this perspective this issue contributes to the advancement of research." Her critique of Roth et al.'s paper, begins matter-of-factly: "Commenting on a paper that deals with rather new theoretical issues in science education is a challenge. A main reason for this challenge is that the different theoretical frameworks are not very developed." So, Tiberghien's view is that we're not dealing with anything too sophisticated in Roth et al.'s paper and that colors her view of what they have written.
in the sense that several research results lead me to consider that students' understandings during a teaching sequence (of several weeks or months) can be illuminated by several components of a classroom situation as diverse as social situation, kinaesthetic perception, type of knowledge, type of lexical or syntactic forms of language, etc. It is not a question of first or second order of a component, each of them can at a time determine the students' constructions.
So, Tiberghien is, in effect, advocating methodological pluralism based on her experiences of researching teaching and learning for nigh on three decades.
Interestingly, in a paper that deals with the importance of language, Tiberghien notes some linguistic issues, such as when she writes that Sensevy (2007) notes that: "the term 'to teach' in a certain way requires the term 'to learn'; the term to learn requires the term to teach.'" Researchers who speak English as a first language miss out on some crucial understandings of knowledge, learning and teaching because they can't access continental European languages or literature.
In conclusion, one could wonder to what extent the object of study chosen by the cultural approach is more adapted to study teaching/learning situations than students' evolution over a longer period of time than the duration of the situation. […] Personally, I think that the combination of socio constructivist view of learning and of the joint action theory of teaching and learning focused on knowledge allows me to study the relations between classroom practice and students' evolution based on an individual questioning.
Tiberghien sees value in the cultural approach because it "emphasizes the conversation as an important phenomenon in science education" and goes on to note "the richness of introducing a new theoretical framework to investigate questions already studied" because "they show how the implicit aspects can be made explicit and interpreted and open new questions in particular about the social competencies and their role in creating sense." Noting further that, depending on the questions they want to answer, researchers have to "select elements of the situation and they have to make implicit hypotheses at least for some types of selection even if the theory orients the types of elements taken into account." Tiberghien then contrasts researchers such as Hans Niedderer who engage in long term studies of teaching and learning with Roth et al.'s focus on the conversation, commenting that the latter researchers "do not employ an explicit methodology dealing with evolution on a much longer time, even though it is probably implicit." It's at times like this when you wish you'd got all the authors in a room together so that you could thrash out all these unknowns.
Tiberghien's key criticism of Roth et al.'s paper is that when they claim that: "the in-between forms of talk, which neither can be due to a misconception nor to a conception" are "beyond the capability of a conceptual change approach" they contradict evidence of intermediary conceptions. "Intermediary conceptions," Tiberghien argues are: "precisely an in-between, partly misconception and partly conception in reference to physics school knowledge." During her career, Tiberghien has moved towards examining "small elements" of students' utterances—at the level of the sentence in order to contrast learners' and teachers' views of the world. Tiberghien points out the somewhat irrational nature of conceptual development as learners struggle to make yet another sense of the world, which involves adding new experiences, ideas from teachers and others and their own extant views of natural phenomena. No wonder effective learning can be hard.
In changing from one framework of chemical transformation to another, students develop the precision with which they use language, replace aspects of the old framework with aspects of the new, incorporate new concepts, and sometimes retain aspects of both frameworks simultaneously. In view of the complexity of the change between the frameworks, the process of change may take place over a substantial period of time. Inconsistency in the students' explanations may, therefore, be an indicator of conceptual change. (Watson et al. 1997, p. 440)
These processes can happen quickly or slowly and do not have to involve interactions with teachers or other learners. The issue is that seeming inconsistency to an outsider might be a good thing and an indicator of developing thinking. This aspect of learning has implications for teachers who need to be aware of, and track, changes in thinking rather than simply monitor and assess conceptual understanding at the end of a topic. The irony is that it is the behaviour of researchers, studying long term development of understanding in students in relatively non-judgemental ways that might provide models for teachers keen to teach science more effectively. Although work has gone into promoting teachers as researchers, the demands of summative assessment would seem to be philosophically at odds with the need for promoting meaningful learning.
Tiberghien's approach to data collection, which can involve collecting hours of video-taped interactions "has methodological consequences." The researcher must "break down the productions into small elements […] and at the same time [keep] the information about the context in which the student or the teacher utters this element." She argues that: "data should be quasi systematically analysed over time and not by selecting particular moments." It is somewhat ironic, then, that Tiberghien presents us with a particular moment to illustrate her arguments.
In the example, students L and N are throwing and catching a medicine-ball. Tiberghien argues that the transcript of what happens illustrates that the students' "own perception mediates their interpretations and their answers; not only the perception of catching the ball themselves but also viewing the other doing it play a role; perceiving and talking play a major role in this case." Tiberghien's extract and analysis are more convincing than that provided by Roth et al. and by Treagust and Duit. However, the words on the paper don't tell us enough to make complete sense of the exchange. In line 7, L's statement, "upwards like that," could be said with conviction or with hesitation. Similarly in line 9, L says "but you absorb" might actually be "but you absorb …?" There will always be problems in presenting convincing arguments about learning when our main medium of communication is words on paper.
This choice of modelling in physics leads us to distinguish two worlds: the world of objects and events which refers to the inanimate material world and that of theories and models which refers to the theoretical aspects and models of studied material situations. The models are intermediary between the material world and theories.
Elaborating on this position, Tiberghien states the "rather strong hypothesis that, in everyday life, there is also a modelling activity of the material world." One could argue that Tiberghien herself is trying to articulate a model of one aspect of the material world—conceptual change in learners' minds.
I began by stating that I came to these eight papers with "a conviction that science teacher preparation should include developing an understanding of conceptual change, constructivist science teaching, dialogic teaching and inquiry-based science inside and outside the classroom." Nothing I have read has changed my opinion substantially. What I feel that I have gained is a broader view of the relationship between different perspectives on the discussions.
I'm not convinced that we saw much "exploratory talk" from the contributors. It was a bit like watching the first round of a panel discussion and then finding that you'd run out of time and the hotel staff were waiting to clear the room for the "Awards Luncheon." All of the contributors deserve awards for their scholarship and openness but I'd be more interested in hearing what they had to say in response to the first round of opening comments.
It is our natural habit to express our ideas in dialogue, to test our views against those of others, and to attempt to persuade other people to share the conceptual understandings that we believe are the best. It is of course also normal that we resist changing our minds, if the views we hold are bound up with aspects of our social identities. But, nevertheless, most of us proceed as if we believe that one of the most important ways of changing someone's mind is to talk with them. It seems, though, that cognitively-orientated conceptual change researchers stand outside this near-consensus – which of course is why sociocultural researchers like myself are keen to engage them in dialogue.
I don't see much dialogue in this set of papers. In the same way that reading the interview transcripts of the two initial papers is frustrating, then so it is in reading the scholarly commentaries. I see polite agreement with the basics, the uncontroversial and, in many cases, the broad thrust, but I don't see much evidence of learning, of development or of changing directions. What I do see is more like that old joke about someone who is stopped in the street and asked, "How do I get to New York?" After a short pause he replies, "Well I wouldn't start from here."
If a student has to explain a concept "in his own words" then the repetition, parrot-fashion, of rote learnt material will prove inadequate. In order to express the concept in everyday language with familiar metaphors the learner has to relate the newly met concept to the pre-existing cognitive structure, and in so doing meaningful learning occurs […] The obvious managerial problem for the teacher is to find ways of giving all the pupils in a class opportunities to talk and write in this fashion. It would be glib to minimise this problem, but clearly the form in which written work is sought from the members of the class and the nature of discussions within small groups, as during practical work, can determine the opportunities given to individual students for such expression. (Head 1985, p. 86)
I began by wondering to what extent I could use the eight papers as a resource for myself, for colleagues and for our preservice teachers. Between them they provide snapshots of contemporary thinking as well as summaries of previous work. But I worry that the pace of progress in science education research is painfully slow and that the insights that we have now that we didn't have in the 1980s aren't really much to write home about. We owe the previous generation of researchers a great debt for the work that was done in developing understandings of what learning science involves. But we owe more to future generations who will build on our ideas and evidence. Would that they be impressed.


text:
The Northern Sea Route, which can cut 12 to 15 days off voyage times between Asia and North Europe compared to the traditional Suez Canal routing, is currently only usable during the summer season, but could be open year-round by 2020.
Major freight railroads in the United States employed 152,718 workers as of the middle of July 2016, up 0.19 percent from the previous month but down 10.71 percent year-over-year, according to data from the Surface Transportation Board.
Chinese e-commerce solutions provider Baozun Inc. created Baotong E-logistics, a wholly-owned warehousing and logistics subsidiary.
Registration takes less than 1 minute.
The Northern California port's container volumes were hindered by a slowdown in empty containers moving through the port.
SCI names new CEO, while the Louisiana governor appoints commissioner to the Port of New Orleans board.
Shipment volumes and expenditures both increased compared with the previous month after three months of lackluster performance, but still remained well below 2015 levels, according to the latest Cass Freight Index Report.

subset: commoncrawl


text:
Self-learning systems have been adopted in various fields, ranging from self-driving cars to robotics. Google, the world's most popular search engine has now integrated its own machine learning system as a part of its search algorithm. In this article we will delve into exactly how you can create and optimize your content for Google's RankBrain.
Aug 05, 2008
Alfresco Software, Inc. announced the availability of Alfresco Labs (Beta) 3, the open source alternative to Microsoft SharePoint. With Alfresco Labs 3, companies can leverage existing investments in Linux and Java as well as Microsoft .NET connection software. The Alfresco Labs 3 repository offers Microsoft Office SharePoint protocol support, Alfresco Surf platform, RESTful API delivering content and collaboration services, preview of Alfresco Share, a new social computing application, and a document library.


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Examining Gio Gonzalez | FanGraphs Baseball
Under the microscope.
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Statements posted here are those of our readers and do not represent the BaseballThinkFactory. Names are provided by the poster and are not verified. We ask that posters follow our submission policy. Please report any inappropriate comments.1. Danny Posted: November 21, 2012 at 01:17 PM (#4307552)
A big part of Gio's improvement was due to his unwillingness to show any mercy for opposing hurlers. Pitchers were 1 for 53 with 41 Ks and 1 BB against him.2. Bourbon Samurai is disturbed by bagel developments Posted: November 21, 2012 at 04:11 PM (#4307719)
Gio was awesome this year. I was really happy to see him traded from my AL favorite team to my NL favorite team so I could keep enjoying him.
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Native Plants
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Ask Mr. Smarty Plants is a free service provided by the staff and volunteers at the Lady Bird Johnson Wildflower Center.
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Title: Pruning of Bauhinia lunarioides
Answered by: Barbara Medford
QUESTION:I have a Bauhinia variegata..when is the best time to prune it? it tends to grow horizontally..where do you clip off the limbs?
We did some pretty extensive hunting, and the only reference to pruning as regards Bauhinia lunarioides (Texasplume) was to "prune as necessary," which isn't real informative. We couldn't find any indication that pruning at the wrong time would affect flowering. In the absence of better information, we would recommend any pruning you felt was needed be done in the Winter, when plants are more nearly dormant. We also feel that this plant is much lovelier in its natural state, with multiple trunks, and an open appearance. Pruning to shape would really not be beneficial nor as attractive, in our opinion. If you were anxious to prune your plant into a tree, you would have to start pruning lower branches as they emerged, selecting a main branch or "leader" as your trunk. Of course, you would always want to prune off damaged or dead branches.
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Forum - View topicINTEREST: I.G Reveals Gargantia in the Verdurous Planet Anime's Story, Characters
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Posts: 112
Location: Chicago, IL
Looks promising, it's like Aria with a mecha twist.
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Posts: 360
That boy has a really sexy suit.
I'm not gay...
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Posts: 648
Definitely worth a try, I certainly like the talent helming the thing. I'm hoping they're gonna have the pilot delving into the ocean with that mecha of his.
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Posts: 571
Location: Auburn Hills, MI
Apparently really short skirts and shorts are an important staple of Earth's future female inhabitants.
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Posts: 4336
Definitely showing some promise. I'll keep an eye out for this one.
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Posts: 388
Location: New Zealand
We'll it's not set on earth but on a waterworld, so maybei t's a bit warmer. What interests me is these messengers. They seem to be delivery girls like the Mirror's Edge character in the PS3 game.
Still, the characters look way to cheerful for something Gen would do.
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Posts: 202
Did you read the article? It says:
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Posts: 1508
Location: Mexico
It is Urobochi we are talking here, expect most of them to be dead by the end of the series (and those will be the lucky ones).
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Posts: 2631
Awesome, really getting interested in giving this a shot and I'm loving the artstyle at least in art form and the idea of the giant scavenging ships with the cities seemingly built onto them, and that staff listed is making me quite excited to see what this is, so I'm glad they're already describing it as a scifi adventure series.
The character designs are really attractive looking, hopefully they make a successful transition to the animation, though I'm pretty confident with this being Production I.G.
That mecha the main character has with him looks really cool too.
Yeah with Urobuchi involved I can't really see this remaining slice-of-life/peaceful, at least after the introduction is over, definitely expect at least part of the war to come to this Earth or perhaps something under the ocean will lead to the conflict.
Good point, I think it would be good if these messengers are like that. Amy looks pretty cute (as do the others), hopefully she's also pretty competent too and can hold her own in larger situations and how she moves in "action situations" with that messenger background like that.
Bellows looks really nice and pleasantly reminds me of Yoko from that image of her thanks to her outfit, red hair and fun expression.
Also especially kind of glad to hear that the Earth the main character goes to is still using tech and the detail that Bellow is some kind of mecha pilot for her scavenging (even if it's described as an industrial one in her case) and therefore it doesn't seem like it's just an overly primitive setting even if it's not as advanced as the where the main character comes from. Sounds really interesting and promising.
Last edited by DangerMouse on Mon Dec 10, 2012 11:04 pm; edited 4 times in total
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Posts: 1392
Is it rare for mecha to able to operate both on land and underwater? I ask since 1. I haven't seen much mecha anime therefore, know little about them and 2. the few that I have seen are usually able to transition from space to air (or is it atmosphere?) to land but not into water.
Since this series takes place on an Earth that's mainly underwater, I wonder if the creators will factor this in?
Also, I like his suit; looks like a jacket combined with tights in some sort of spandex-like fabric.
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Posts: 1261
Location: USA (mid-south)
Unless Earth was struck at some point by a incredibly massive ice-bearing comet (which would be an extinction level event itself), blatant scientific inaccuracy rears its ugly head once again.
You could melt all ice on the planet and anything from about 200 feet above sea level and higher would still be dry land. That still leaves the majority of land high and dry.
It also would expose vast tracts of land (such as all of Antarctica, most of which is far above sea level) that are currently covered in ice.
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Posts: 13535
A Waterworld?
Redo hero's name should be "Reload" and his weapon still be "Chamber."
I thought Star Trek already foresaw that?
Last edited by enurtsol on Mon Dec 10, 2012 11:25 pm; edited 1 time in total
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Posts: 1508
Location: Mexico
How about a billion tons comet made out of water breaking into 3275 Tunguska class impacts mostly over the pacific ocean?
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Posts: 2183
I'm gonna hold off on this one and read reviews. Looks too harem-ish.
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Posts: 975
Location: Pennsylvania
I was really digging the concept... until I saw the Character section. I hope it isn't a harem show because I'm always up for some science fiction
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Kuroko's Basketball GN 1
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Corpse Party's manga adaptation isn't quite as good as it could be due to some issues with both art and story, but it still seems like it has potential. ― Based on the updated version of the horror visual novel/adventure game, Corpse Party: Blood Covered feels like When They Cry's younger sibling. It's trying really hard to hit all the same horror highlights, with some lighter moments thrown in to ke...
The Mike Toole Show - Touched By a Galaxy Angel
Mike sings the praises of Right Stuf's recently resurrected space comedy, Galaxy Angel - and ruminates on the genre as a whole. ― Last week at Otakon, I somehow ended up in the audience at the Right Stuf's panel. There were some technical challenges, but we won't get into that—my big takeaway from the event was company head Shawne Kleckner extolling the virtues of a genre he simply referred to as spa...
The Devil is a Part-Timer! GN 6
If you've been wondering what happened to Maou and his merry band post-anime, now's your chance to find out, when a mysterious little girl falls from the sky and claims the devil king as her father! ― Covering the first part of volume three of the novel series, volume six of The Devil is a Part-Timer's manga adaptation picks up pretty much where the anime left off. If you've been waiting for new mate...


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Easy to use Let's face it. Facebook is a growing social media site and with that there are a lot of different buttons to click on. If I'm not in any major rush or wanting to do some massive privacy changes, the Facebook app allows me to do exactly what it is intended for, facebooking. A mobile app shouldn't be a "one stop shop" with all the features that Facebook has. Instead, the app should be used to facebook friends, reply to posts, post updates or even view upcoming or current events. I have not had any problems with any of the devices that I have owned (Nexus 5, Samsung Galaxy Tab Pro, and a few others).
New update It says the new update is faster and more reliable yet I'm still getting ppls status updates off 3 days ago. When you refresh your news feed you want the most recent updates. You even have a bit that says most recent why... Just delete that and give us the most recent anyways I don't think any1 goes on facebook 2 wanna see there friends status updates off 3 days ago. Common sense will tell you this..
Refresh please? With the recent updates, this app has failed. Every time I try to refresh my news feed, it recycles the same stories that are hours or even days old. And I'm not the only one to say this. Sure this new update may improve speed but we can't get the full timeline of the people we follow.
The greeting message won't go away I tap the drop down to make it go away and it dosent. Forcefull much. I don't want to see it after I tapped on the, " I don't want to see this", button. Something like that should be self explanatory, especially if you have the drop down button that says,"I don't want to see this". I also just was able to make a memory from the past disappear without a problem, and also gave me the option to see less of them. Where's that for the greetings? You shouldn't have control over something like that.
What's New
• Improvements for reliability and speed


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The Century 16 South Point in Las Vegas, Nevada has added a second XD "Extreme Digital Cinema" screen, according to a press release issued by the South Point Hotel, Casino & Spa. It is the first theater in the country to offer two XD screens to customers, providing the sights and sounds of the big-screen concept for two different movies.
The theater's first XD screen was installed in October 2009 (read the Journal article). The XD presentations are identified on the showtimes page for the theater in the notes that appear beneath the showtimes. Just look for the "XD" designation!
For more information about the Century 16 South Point, including related news articles, a map with directions, area dining options, and more, please see the Information Page for the theater.
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Posts Taggedcrowdfunding
Share A Gift: Pool-In with a Kickstarter for GiftsMihir Patkar on December 10th 2012
My friend Savio has been eyeing the top-of-the-line iPad Mini ever since it was launched, and with the holidays coming up, I thought it would be a nice gift for him. Unfortunately, Christmas means having to buy presents for everyone, so the amount one can afford to spend per person tends to go down a bit. It was a disheartening thought because I know how much Savio wanted that iPad Mini.
But Savio's a great guy and everybody loves him. You know the type? He seems to make friends anywhere he goes and because he'll go the extra mile for you, you feel like doing more for him. Well, I decided to tap into the goodwill Savio's earned to get him that gift he wanted.
Share A Gift is a fantastic site that is, essentially, a Kickstarter for gifts! You can invite people to contribute to a gift and collect all that money to buy that much-wanted item. Here's how it works… (more…)
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Surprised by Joy
Author : By Mark Matousek - Subject : Life
Sometimes you don't know what you're missing—and then it hits you.
I was feeling lackluster that spring afternoon, so Florence, a wise-hearted therapist friend, asked me to walk with her in the park to see the cherry trees in bloom. I had trouble .....more.....
Could Your Cell Phone Give You a Tumor?
Author : AP Writer - Subject : Health
STOCKHOLM, Sweden - A Swedish study suggests that people who use a cell phone for at least 10 years might increase their risk of developing a rare benign tumor along a nerve on the side of the head where they hold the phone.
In an interview Thurs.....more.....
Should I combine my retirement benefit and inheritance into an IRA?
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I am 57 years old. After I "retire" this year from my current employer, I plan to become self-employed. I have set up an IRA account to roll over my lump sum retirement benefit from my current employer.
The wrinkle is that I am rece.....more.....
Your Guide to Vitamins, Minerals, and Herbs
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A Basic Formula for Optimal Health
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Felix Salmon
Chart of the day, contemporary art edition
Felix Salmon
May 20, 2009
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Executing content globalization is about dealing with a variety of details. Performance and success depend on how successful such details are addressed. Content creators sometimes consider terminology to be a low-level task or detail. They should never do so. One wrongly used term can damage the effectiveness of content for some time. While it is quite easy for anyone to spot a terminology mistake as far as spelling or meaning, it actually goes deeper and further than an obvious glitch and spoils critical touch points in the digital experience.
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Sep 30, 2013
Did you miss our latest EContent Live Hangout on Google+? Join Jose Castillo, Robert Rose, and Michelle Manafy to discuss everything from native advertising to how newspapers are like horses, and the value of online reviews. Be sure to follow @econtentmag on Twitter, or EContent on Google+ to be kept up-to-date on upcoming EContent Live events.
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Fiddler On The Green Lyrics by Demons & Wizards
Fiddler On The Green by Demons & Wizards
Sad voices they're calling
Our precious girl she can't be gone
How bitter this morning
When daddy's darling
Went out and started her day
Wasn't there a dream last night
Like a spring never ending
Still the water runs clear
Through my mind
On the field I can see a fiddler
The fiddler on the green and the sad boy
I took him too early
Would you mind
Would you mind
Would you mind
If I take you
To be with you
To be with you
To be with you
To be with you
The sun seemed bright
The air was clear
The air was clear
A trick of light
Turned red into green
She saw the light
Her face was pale
Her body smashed
Her beauty's gone
Isn't it a shame
The reaper said
He is quite alone here
And still waiting for you
Oh I really did fail for the first time
Spoke the fiddler, poor old fiddler
The fiddler on the green
The fiddler on the green
It would be nice:
Take my hand
Just hold my hand
I'll take you there
Your pain will go away
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Chevrolet Dealers Austin, TX
Showing Chevrolet dealers within 50 mi of Austin, TX Edit search
Authorized Chevrolet Dealers
1. AutoNation Chevrolet West Austin 9.8 miles
11400 Research Blvd
Austin, TX 78759
"Called me and e-mailed me to try to meet my particular desire in a new/used truck."
2. Henna Chevrolet 6.5 miles
Austin, TX 78753
"Sales people tried to meet all the needs I had concerning a new vehicle."
3. Chevrolet Buick of Marble Falls 38.6 miles
2301 Highway 281 North
Marble Falls, TX 78654
"Dealer was quick to follow-up."
4. Valmark Chevrolet 45.8 miles
725 S Ih 35
New Braunfels, TX 78130
5. Rush Chevrolet 22 miles
1395 W Hwy 290
Elgin, TX 78621
"Good sales people and took an interest in my needs. Tried to find the truck I wanted."
6. Covert Chevrolet, Buick, GMC 25.9 miles
702 State Highway 71 W
Bastrop, TX 78602
7. Covert Country Chevrolet 23.5 miles
1200 B Hw 79 E
Hutto, TX 78634
"I ALWAYS ask for responses via email because I don't want to spend a lot of time on the phone talking business over a vehicle I haven't seen and so that I can document responses and information to keep everything straight. This dealer couldn't call me fast enough. Ignored my request for email response. Failing to follow a simple request from a form is a good indicator of the experience I should expect were I to have dealt with this Dealership."
8. Capitol Chevrolet 5.2 miles
Austin, TX 78745
"Complete disrespect. I had an appointment scheduled to see a car and they sold it before I got there. One hour after I booked the appointment. I understand that happens but just call me and let me know. "
9. Luling Chevrolet Buick GMC 41.1 miles
1088 E Pierce St
Luling, TX 78648
"I've never been to the dealership, I have look over and over on their website."
10. Chuck Nash Chevrolet Buick GMC 24.5 miles
3209 Ih 35 N
San Marcos, TX 78666
"The photos online looked great! I drove 30 minutes to complete disappointment. They photoshopped every photo. The car was so bad even the car salesman apologized and agreed they hadn't cleaned the car yet."
11. Seguin Chevrolet, Inc. 48.3 miles
Seguin, TX 78155
"Awesome people"
Dealers With Used Chevrolet Inventory
1. Austin eAutos 14.6 miles
16809 Calply Dr
Round Rock, TX 78664
2. Austin's Preowned 1.8 miles
1637 East Riverside Dr
Austin, TX 78741
"The dealer respond momentarily."
3. Austin Elite Motors 14.5 miles
4709 Hudson Bend Rd
Austin, TX 78734
"Doug was amazing. He was incredibly responsive and made the purchase process so easy. Amazing selection of excellent vehicles. Would definitely recommend him to anyone looking for a used car."
4. Covert Cadillac 10.5 miles
11750 Research Blvd
Austin, TX 78759
"They replied the next day. The gentleman was very helpful. While we sid not buy from them (the car was not quite what we were looking for), I would consider them for my next used car."
5. Lone Star Auto Depot 18.5 miles
2100 Greenhill Dr
Round Rock, TX 78664
"If this is what it's like to buy from wholesalers I am sold! No pressure, no haggle. Very good prices in line with market value and under. The cars are all in excellent condition. They only take in quality vehicles for resale. They were upfront and honest and will definitely do business with them next time I'm in the market for a vehicle. "
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Sacred Geometry (Wooden Books) Hardcover – April 1, 2001
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About the Author
Miranda Lundy is a designer and artist. She lives and works in Cornwall, England.
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Top Customer Reviews
Most of the claims you read about the golden ratio in art and architecture are not valid. The best source of info is the paper "Misconceptions about the golden ratio" by George Markowsky from the College Mathematics Journal v. 23 (1992), 2-19.
If you are interested in the pyramids, please read "The shape of the great pyramid" by Roger Herz-Fischler. Just do it! You will thank me for it!
She claims that there are 14 "demi-regular tilings" of the plane. She defines demiregular to be a tiling (edge-to-edge of regular polygons) with two or three different types of vertices. According to "Tilingss and Patterns" by Grunbaum and Shephard, there are 20 2-uniform tilings and 61 3-uniform tilings.
If you are bothered by statements like "It is nearly impossible to draw a precise heptagon using ruler and compasses alone", then this book is not for you.
Her pictures of the 17 wallpaper groups is wrong. She gives two examples of p1, but misses out on p4g.
Having said this, I must say again that she has a lot of beautiful material in the book. I just think that it is important to be mathematically and historically correct.
I also really like the way the book is put together, lush textured paper (recycled I note) and quality illustrations. The way the subject is built up stage by stage until we reach the more complex set pieces at the back is very good. It helps you understand the basics of good design, and the use of geometry in this process.
I think the new-age overtones work very well too. She manages to convey some of the real mystery and magic of the field while never losing sight of the practical purpose of it all.
Highly recommended.
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Most Recent Customer Reviews
There is so much good stuff in this gorgeous little book. Great resource and gift!Published 27 days ago by Giulia Alva
If I had read this book first in this series I would have no qualms with giving it the five star rating. I'm not a mathematician, just wondering what's sacred about math. Read morePublished 1 month ago by silversides
Sacred Geometry and The golden Section were bought for my nephew graduating University. He loved the "wooden books" and I do too. Read morePublished 1 month ago by Anne M
Amazing book- very fascinating, lots of concepts and ideas are well portrayed. The only reason it's is four stars is I think the book material and covering could be a bit more... Read morePublished 1 month ago by Amazon Customer
helps explain the origins behind geometry. makes math much more interesting, at least for me. i hated math before reading this book.Published 2 months ago by jesus biscuit
This book is vague and makes no sense. I would not recommend it to anyone. Do yourself a favor and look for a different book on the subject!Published 5 months ago by michael bell
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A Beginner's Guide to Constructing the Universe: Mathematical Archetypes of Nature, Art, and Science PaperbackMichael S. Schneider$16.14


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Official Website
Erroll Garner was one of the Great American Jazz Pianists of the 20th Century. Ready Take One is the first completely new Garner studio album in nearly 25 years.
Recorded during a prolific five year period from 1967 to 1971. All 14 tracks have never been released until now.
Wild Music is a never-before-heard up-tempo Garner original featured on the upcoming release Ready Take One.
Read review in today's New York Times by Nate Chinen.
Pre-order your copy of Ready Take One now.