Vocabulary learning

It looks like I am beginning to gather data on this issue, and to help my international students.  Here is a great resource

When I taught science (1966, 1968-1972, 1973) it was my evaluation that I needed to help these students in two ways: (1) teach them the vocabulary of science – so at the end of my time at Kiama High School, I was starting to plaster the science lab walls with visuals: text/terms/vocabulary, and pictures of what these terms related to; (2) give them enough opportunity with the science gear to begin to build manual facility with the technical gear.

I am not sure what would be my number 2, now, but I fail to see what might dislodge my number one.

Whetten and Cameron have this to say about vocabulary: (p.64, 4th ed)

Individuals who have a high tolerance of ambiguity also tend to be cognitively complex. They tedn to pay attention to more information, interpret more cues, and possess more sense-making categories [vocabulary] than less complex individuals do.

Schon has this to say: The Reflective Turn: Case Studies in and on educational practice.  (p. 349), speaking of appropriate rigor inthe study of practice

With respect to the first condition, the ontology, or fundamental categories, of an underlying story determines the kinds of observations that must be made in order to disconfirm an explanation derived from that story.

 

Persuasion

Interesting article on the art of persuading by John Dickson.  This has connections for me, concerning my incapacity to persuade, which was particularly apparent during 1968-1972.

It also has links to recent contributions to ‘popular misconceptions’ .. an aspect of Mezirow’s ‘Distorted Assumptions and Toulmin’s Fallacies .. and my collection and analytical tool of Faulty thinking.

Other recent contributors to my growing file are Ross Gittins’ commentary on David Myers and Dave Snowden

UoW Research Colloquium, April 2009

Before I forget, I want to register that I need to come back and reconsider:

Activity Theory and contradictions; Vygotsky, scaffolding and Zones of Proximal Difference

Bernstein’s framing and classifications

theoretical framework, and frameworks, and practice knowledge difference/issue

evidence based research

‘satisfaction’ in some ‘effectiveness models’

Flyberg and ‘extreme case’ studies

critical case sampling and the logic of the Patton quote, especially .if it doesn’t happen there, it won’t happen anywhere’

possibilites for following up in FoE; in WCA