This chapter focuses on how pupil’s scientific understanding can be studied. The principles of a complex dynamic systems approach are highlighted.
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In order to study education and development, researchers can choose among a plethora of methods. The Merriam-Webster dictionary tells us that “method” means: a procedure or process for attaining an object …such as …a systematic procedure, technique, or mode of inquiry employed by or proper to a particular discipline or art “ or “a way, technique, or process of or for doing something”, or “a body of skills or techniques”. Methods proper to the scientific study of education and development cover a very broad range of procedures, ranging from how to formulate and ask questions, how to design studies for answering such questions, how to perform such studies in real-world contexts, how to extract data and how to process them, how to relate processed data to answers on questions, how to communicate such questions and answers, and how to apply them to real world activities aimed at promoting education and development. This body of methods is customarily termed “methodology”, which is a concept that includes the methods themselves but also our understanding of their relationships and their rational and scientific justification. Let us call this body of methods and the justifications “Integrative methodology”. Researchers often tend to see this integrative methodology as a more or less autonomous set of good practice prescriptions. This view is consistent with practices of academic training in which methodology courses are offered separate from courses on disciplinarian contents, e.g. courses on development or educational science. As a consequence of this autonomy oriented view of methodology, scientific questions regarding development and education tend to be framed in terms of the available or habitual methods. For instance, we readily transform or translate concrete questions about the influence of some particular educational intervention in terms of a statistically significant difference between 2 representative samples that systematically differ in only one variable or feature of interest, which, in this case, is the intervention. Almost every word in this translation carries the heavy burden of methodological principles, concepts and presuppositions: “statistically”, “significant”, “difference”, “representative”, “sample”, “systematically”, “variable”, and “intervention”. And all these principles, concepts and presuppositions are taken from this autonomous body of integrative methodology, which forms our indisputable cookbook of good practices, outside of which no good — scientific — practices exist. The answers to questions that are shaped by this independent body of methodology will then contribute to existing theories of development and education. In this sense, it is the (allegedly) independent methodology that informs theory.In this chapter, we will move against this current practice and make the — apparently deeply obvious — claim that it must be theory that informs the questions and the way we shall answer these questions. That is, it must be theory – that is, your body of justified knowledge about a particular phenomenon – that informs, influences and determines methodology, that is, the whole of methods, procedures and instruments that you use to study that phenomenon. . The sort of theory that should inform integrative methodology must be an integrative theory, that is to say a theory consisting of a consistent set of general principles and concepts shaping the domains of inquiry, which in this particular case are the related domains of development and education
In the wake of neo-liberal informed global trends to set performance standards and intensify accountability, the Dutch government aimed for ‘raising standards for basic skills’. While the implementation of literacy standards was hardly noticed, the introduction of numeracy standards caused a major backlash in secondary schools, which ended in a failed introduction of a high stakes test. How can these major differences be explained? Inspired by Foucault’s governmentality concept a theoretical framework is developed to allow for detailed empirical research on steering processes in complex systems in which many actors are involved in educational decision-making. A mixed-methods multiple embedded case-study was conducted comprising nine school boards and fifteen secondary schools. Analyses unveil processes of responsibilisation, normalisation and emerging dividing practices. Literacy standards reinforced responsibilities of Dutch language teachers; for numeracy, school leadership created entirely new roles and responsibilities for teachers. Literacy standards were incorporated in an already used instrument which made implementation both subtle and inevitable. For numeracy, schools distinguished students by risk of not passing the new test affirming the disciplinary nature of schools in the process. While little changed to address teachers main concerns about students’ literacy skills, the failed introduction of the numeracy test usurped most resources.
With increasing penetration rates of driver assistance systems in road vehicles, powerful sensing and processing solutions enable further automation of on-road as well as off-road vehicles. In this maturing environment, SMEs are stepping in and education needs to align with this trend. By the input of student teams, HAN developed a first prototype robot platform to test automated vehicle technology in dynamic road scenarios that include VRUs (Vulnerable Road Users). These robot platforms can make complex manoeuvres while carrying dummies of typical VRUs, such as pedestrians and bicyclists. This is used to test the ability of automated vehicles to detect VRUs in realistic traffic scenarios and exhibit safe behaviour in environments that include VRUs, on public roads as well as in restricted areas. Commercially available VRU-robot platforms are conforming to standards, making them inflexible with respect to VRU-dummy design, and pricewise they are far out of reach for SMEs, education and research. CORDS-VTS aims to create a first, open version of an integrated solution to physically emulate traffic scenarios including VRUs. While analysing desired applications and scenarios, the consortium partners will define prioritized requirements (e.g. robot platform performance, dummy types and behaviour, desired software functionality, etc.). Multiple robots and dummies will be created and practically integrated and demonstrated in a multi-VRU scenario. The aim is to create a flexible, upgradeable solution, published fully in open source: The hardware (robot platform and dummies) will be published as well-documented DIY (do-it-yourself) projects and the accompanying software will be published as open-source projects. With the CORDS-VTS solution, SME companies, researchers and educators can test vehicle automation technology at a reachable price point and with the necessary flexibility, enabling higher innovation rates.
CRISPR/Cas genome engineering unleashed a scientific revolution, but entails socio-ethical dilemmas as genetic changes might affect evolution and objections exist against genetically modified organisms. CRISPR-mediated epigenetic editing offers an alternative to reprogram gene functioning long-term, without changing the genetic sequence. Although preclinical studies indicate effective gene expression modulation, long-term effects are unpredictable. This limited understanding of epigenetics and transcription dynamics hampers straightforward applications and prevents full exploitation of epigenetic editing in biotechnological and health/medical applications.Epi-Guide-Edit will analyse existing and newly-generated screening data to predict long-term responsiveness to epigenetic editing (cancer cells, plant protoplasts). Robust rules to achieve long-term epigenetic reprogramming will be distilled based on i) responsiveness to various epigenetic effector domains targeting selected genes, ii) (epi)genetic/chromatin composition before/after editing, and iii) transcription dynamics. Sustained reprogramming will be examined in complex systems (2/3D fibroblast/immune/cancer co-cultures; tomato plants), providing insights for improving tumor/immune responses, skin care or crop breeding. The iterative optimisations of Epi-Guide-Edit rules to non-genetically reprogram eventually any gene of interest will enable exploitation of gene regulation in diverse biological models addressing major societal challenges.The optimally balanced consortium of (applied) universities, ethical and industrial experts facilitates timely socioeconomic impact. Specifically, the developed knowledge/tools will be shared with a wide-spectrum of students/teachers ensuring training of next-generation professionals. Epi-Guide-Edit will thus result in widely applicable effective epigenetic editing tools, whilst training next-generation scientists, and guiding public acceptance.
Nowadays, there is particular attention towards the recycling of waste materials which is a critical issue for environmental protection and waste management. Polymer materials have numerous applications in daily life products. As a result, plastic pollution has become one of the biggest threats to nature, therefore recycling or replacing them with bio-based materials can significantly help the ecosystems. So far, many studies have investigated the possibility of reusing plastic waste, as a second life, to obtain consumable products. The 3D printing market is one of the great sectors that can utilize a wide range of thermoplastic polymers. This technology provides a unique capability to produce complex shape structures and products that cannot be produced by other manufacturing processes. In particular, Fused Filament Fabrication (FFF) is a common printing technology that consumes thermoplastic filaments including recycled materials. This printing technique has been also very successful in using novel high-performance materials with sustainable aspects. The reSHAPE project aims to develop novel smart filaments, with shape memory properties, from recycled materials. The filaments can be applied for the design and fabrication of smart products with dynamic behavior. In particular, the fabricated parts can shift from a plastic-deformed shape into a recovered original shape when being triggered by an external stimulus, like temperature. For that, we will specifically apply recycled polylactic acid (PLA) and thermoplastic polyurethane (TPU) as the main materials in this study. Because they both have proper shape memory properties and also TPU can potentially enhance the material flexibility which is required in the design and fabrication of functional components. As a result, this study will obtain a proper combination of these materials with good printability and functionality that can be used for a wide range of products from the aerospace and automotive sectors to soft robotics and medical devices.
