Punyashloke Mishra

Theories as a form of mental representation and their role in the recall of text information

Abstract This paper presents the results of two experiments investigating the role of instructed theories in the recall of text information. Participants in the experimental group read an explanatory scientific theory followed by a passage containing data either relevant or irrelevant to the corresponding theory. Control participants read non-explanatory theory passages and the same data passages. Both groups were asked to recall just the data passages. The experimental group showed improved recall for theory-relevant items and reduced recall for irrelevant items compared to the control group. This pattern of results suggests that the memory facilitation is due to theory-based attention processes leading to the construction of knowledge structures that combined elements from both the theory and the data passages. The results support approaches to instruction in science education that focus on the understanding of scientific theories versus those that emphasize the accumulation of facts. This research also offers insight into the importance of student motivation in understanding scientific theories.

The Role of Abstraction in Scientific Illustration: Implications for Pedagogy

AbstractAbstraction is an important technique used in the creation and interpretation of scieneific illustrations. However, educational research has not fully explored the manner in which scientific illustrations are developed and used. This paper develops a framework for the study of scientific illustrations from three perspectives: ( a ) research into students’ misconceptions; ( b ) psychology of art; and ( c ) sociology of scientific knowledge. Examples from a variety of domains are used to develop an argument for the theory-laden nature of illustrations.

From Concept to Software: Developing a Framework for Understanding the Process of Software Design

AbstractTo understand technological innovation (be it the design of a mouse trap or a piece of computer software), it is crucial to understand the process of design. Design is not simply a one-to-one mapping of scientific knowledge or theoretical frameworks onto a problem. Design is a complex and multifaceted process requiring the understanding and implementation of a range of skills and knowledge domains. The design of software in particular entails a lot more than just representing in a computer program the original concepts or learning theory that motivated it. This article offers a framework for understanding the complex processes of design by examining the design process of two computer programs: FLiPS and Tiger. FLiPS is a multimedia program for learning complex concepts in chemistry, while Tiger is an automated manuscript submission and review system. We examine the process of design by identifying and highlighting some significant common themes that underlie the design processes of these two diffe...