TABLE OF CONTENTS
for
A Model of Integrated
Scientific Method and
its Application for the Analysis of Instruction
a dissertation
submitted by Craig Rusbult
on March 14, 1997, for a
Ph.D. in Curriculum & Instruction
at the University of Wisconsin-Madison
(below, links take you to topics within the full-text files)
[ also - a partial Table of Contents, color-coded for Integrative Analysis ]
Introduction
Objective 1
Objective 2
Significance of the Research
CHAPTER 2: A Model of "Integrated Scientific Method"
2.00: Goals for a Model of ISM
2.01: Empirical Factors in Theory Evaluation
2.02: Conceptual Factors in Theory Evaluation
2.03: Cultural-Personal Factors in Theory Evaluation
2.04: Theory Evaluation
2.05: Theory Invention
2.06: Experimental Design
2.07: Problem Solving, Thought Styles,
and Thinking
A. Problem-Solving
Projects
B. Thought
Styles
C. Mental
Operations
AN EVALUATION OF ISM AS A DESCRIPTIVE FRAMEWORK
2.08: Can ISM Describe a Wide Range of
Views and Practices?
A. One Framework,
Many Elaborations
B. Can ISM
describe a wide range of views?
C. External
Consistency and Retroductive Inference?
D. Cultural-Personal
Influence?
E. Hypothetico-Deductive
Reasoning?
F. Analysis
and Holism
G. Can ISM
describe a wide range of science?
H. Is ISM
biased?
I. Can ISM
cope with differences in terminology?
2.09: Is ISM a model for 'scientific method'?
(Part 1)
A. A Penchant
for Patterns?
B. Skeptics
about Methods
C. Does ISM
try to describe a 'method' in science?
D. Is ISM
a Model?
2.1: Empirical Factors in Theory Evaluation
2.11: System and Model, Predictions and
Observations
A. Theories
B. Experimental
System
C. Theory-Based
Model of Experimental System
D. Model-Based
Predictions
E. Experimental
Observations
2.12: Hypothetico-Deductive Logic
A. Degree
of Agreement
B. Degree
of Predictive Contrast
C. Two Evaluation
Criteria, and Multiple Sources of Data
2.2: Conceptual Factors in Theory Evaluation
2.21: Simplicity and Internal Consistency
A. Simplification
B. Systematicity
C. Simplicity
D. Internal
Consistency
2.22: Conflicting Criteria
A. Simplification
versus Completeness and Empirical Adequacy
B. Ad Hocness
versus Inventive Revision
2.23: Constraints on Theory-Components
2.24: Description and Explanation
A. Is there
an explanation for gravity?
B. Empiricism
C. Theories
(descriptive and explanatory) in ISM
2.25: Cognitive Utility
A. Theory
Structure and Cognitive Structure
B. Personal
Thinking Styles and Communal Thought Styles
2.26: Research Utility
A. Acceptance
and Pursuit
B. Evaluation
Criteria for Immature Theories
C. Ideas
for Experimental Design
D. How a
'False Model' can be Useful
E. Useful
Functions of Simplification
2.27: External Consistency
A. Overlapping
Domains and Shared Components
B. A Shared
Domain, with Competitive Theories
C. A Shared
Component (with inconsistency) in Different Domains
D. A Shared
Component (with consistency) in Different Domains
E. Component
or Conclusion?
F. Conceptual
or Empirical?
2.28: External Connections
A. Levels
of Organization
B. Theories
with Wide Scope
C. External
Relationships viewed as Internal Relationships
D. Is a 'grand
unified theory' a worthwhile goal?
E. Progressing
from Description to Explanation
F. Unification
as Consilience with Simplicity
G. A Narrowing
of Domains
2.3: Cultural-Personal Factors
2.31: Five Types of Influences
A. Psychological
Motives and Practical Concerns
B. Metaphysical
Worldviews and Ideological Principles
C. Opinions
of Authorities
2.32: The Social-Institutional Context of Cultural-Personal Factors
2.33: Mutual Interactions between Science and Culture
2.34: Personal Consistency
2.41: Intrinsic Status and Relative Status
2.42: Responses to Theory Evaluation
2.43: Truth Status and Utility Status
2.44: The Limits of Logic, and Rationally
Justified Confidence
A. Limitations
of Hypothetico-Deductive Logic
B. Limitations
of Observations
C. Limitations
on Inductive Logic
D. Potential
Problems and Actual Problems
2.45: Conflicts and Controversies
A. Empirical
Factors and Conceptual Factors
B. Relativism
C. Realism
and Instrumentalism
2.5: Theory Selection and Invention
2.51: Selection and Invention
2.52: Retroductive Logic and Empirically
Inspired Invention
A. Timing
B. Purpose
C. Logical
Limitations
D. Invention
of a Domain-Theory or System-Theory
E. Multiple
Empirical Constraints and Retroductive Induction
2.53: Conceptually Inspired Invention
A. Analysis-and-Revision
B. Internal
Consistency
C. External
Relationships
2.61: Goal-Directed Experimental Design
A. Knowledge
about Theories and Experimental Systems
B. Gathering
Data in Early Stages of Development
C. Strategies
and Principles for Experimental Design
D. Knowledge
of Experimental Techniques
E. Anomaly
Resolution
F. Predictive
Contrast and Crucial Experiments
G. Heuristic
Experiments and Demonstration Experiments
H. Experiments
in Problem-Solving Projects
2.62: Taking Advantage of Opportunities
2.63: Thought Experiments
A. Thought
Experiments and Physical Experiments
B. Four Types
of Thought-Experiments
2.7: Problem Solving, Thought Styles, and Thinking
2.71: Problem Solving in Science
A. Problems
B. Problem-Solving
Actions
C. Problem-Solving
Projects
D. Action
Evaluation
E. Private
Evaluation and Public Evaluation
F. Preparation
G. Levels
of Problem Solving
H. A 3Ps
Model of Science
I. A Basic
Theme with Variations
J. Interactions
between Stages and Activities
K. Interactions
between Levels of Problem Solving
2.72: Thought Styles
A: Definitions
B. Effects
on Experiments and Theories, Goals and Procedural Styles
C. Two Metaphors:
a Puzzle and a Filter
D. Problem
Posing
E. Conflicts
in Problem Posing
F. Preparation,
Probing, and Persuasion
G: Variety
H: Conformity
I: Change
2.73: Motivation and Memory, Creativity
and Critical Thinking
A. Motivation
B. Memory
C. Creativity
and Critical Thinking
AN EVALUATION OF ISM AS A DESCRIPTIVE FRAMEWORK
2.8: Other Views of Scientific Method
2.81: Alternative Elaborations and Borrowed Ideas
2.9: Is ISM a model for 'scientific method'? (Part 2)
2.91: Description, Prediction, Explanation,
Prescription
A. Description
B. Prediction
C. Explanation
D. Prescription
2.92: Is ISM a model for a method?
CHAPTER 3: An Integrative Analysis of a Problem-Solving Classroom
3.11: Selection of a Course for Analysis
3.12: A Classroom Context for Problem Solving
A. Effect-to-Cause
Problems
B. The Classroom
3.2: Methods for the Analysis
3.21: Activities and Experiences in a Functional Analysis
3.22: An Overview of the Analysis
3.23: Major Instructional Activities
3.24: Creating a Classroom Atmosphere
A. Students
as Scientists
B. Stories
about Science
C. Metacognitive
Reflection
D. Social-Intellectual
Interactions
3.25: Genetics Problems in the Classroom
A. Genetics
Construction Kit (GCK)
B. A Structured
Representation of Mendel's Model
C. GCK Problems
that require Model Revising
3.26: Science Experiences
3.27: Three Stages of Analysis
3.28: Sources of Information for the Analysis
A. Methods
for the Central Activity
B. Methods for
Other Activities
3.3: The First Phase of Analysis - Student Experiences in Each Activity
3.31: Activity Group #1 - Black Box Model
Revising
A: Developing
(building and revising) Models
B: A Student
Conference
C: Revising
Models
3.32: Activity-Group #2 - Genetics Phenomena
A: The Cookie
Analogy
B: Human
Variations and Human Pedigrees
3.33: Activity Group #3 - Initial Models
A: Developing
a Mendelian Model
B: Developing
a Model of Meiosis
C: GCK Problems
without Model Revising
3.34: Activity Group #4 - Genetics Model
Revising
A: GCK Problems
that require Model Revising
B: Student
Conferences
3.35: Activity Group #5 - Manuscript Preparation
A: Manuscript
Writing and Manuscript Revising
3.4: The Second Phase of Analysis -- The Structure of Instruction
3.41: An Introduction to the Second Phase of Analysis
3.42. Preparation by Learning Procedures
3.43: Preparation by Learning Concepts
A. Providing
Conceptual Knowledge for Model Revising
B. Simplifying
the Process of Analysis-and-Revision
C. Limiting
What Students Know About Genetics
3.44: Posing Problems
A. Posing
is done by the Teacher
B. Posing
is done by Students
C. Do Students
Pose Problems?
3.45: Adjusting the Level of Difficulty
A. Why Adjustments
are Important
B. When to
adjust? Before or During Problem Solving
C. The Teacher
as a Source of Procedural Knowledge
D. The Teacher
as a Source of Conceptual Knowledge
E. The Teacher
as an Adjuster of Problem Difficulty
F. The Teacher
as a Source of Emotional Support
3.46: Helping Students Learn from Their
Experience
A. The Teacher
as a Facilitator of Learning
B. Learning
by Metacognitive Reflection
C. Learning
from Other Students
3.47: Stories about Science and Scientists
A. Stories
about Science: Strategies for Problem Solving
B. Stories
about Science: Having Fun as a Scientist
3.48: Functional Relationships in the Instruction
A. Functional
Relationships Within Activities
B. Functional
Relationships Between Activities
3.5: Suggestions for Improving the Course
3.51: Suggestions by Others
3.52: My Suggestions for Improvement
A. Supplementing
Incomplete or Inauthentic Science Experiences
B. Using
ISM in Discussions of Problem-Solving Strategies
C. Using
Prediction Overviews
3.6: Evaluating the ISM-Based Analysis
3.61: Understanding the Structure of Instruction
3.62: Testing and Improving the Analytical
Utility of ISM
A. Testing
ISM as a Tool for Instructional Analysis?
B. An Improved
Understanding of ISM-Based Analysis?
C. An Improvement
in ISM as a Tool for Analysis?
D. Using
ISM as part of an Eclectic Analytical Framework?
CHAPTER 4:
Potential Educational Applications
for a Model of "Integrated Scientific Method"
4.1: Using ISM for Instructional Design
4.11: Aesop's Activities
4.12: Analysis and Design
4.2: Using ISM in the Classroom
4.21: Learning from Experience
4.22: Coping with Complexity
4.23: Should Scientific Method be EKS-Rated? (EKS = X)
4.3: Using ISM for Teacher Education
4.4: General Thinking Skills and a "Wide Spiral" Curriculum
4.41: A Model for an "Integrated Design Method"
4.42: A Wide Spiral Curriculum
4.43: In Praise of Variety in Education
4.5: An Overview of "ISM in Education"
References (are available in another page)
APPENDIX
A1: A Brief History of ISM-Diagrams
A2: Controversies about Scientific Method
A21: Logical Skepticism
A: Hypothetico-Deductive
Logic
B: Theory-Influenced
Observations
C. Extreme
Solutions for Pseudo-Problems
A22: Empiricism
A23: Realism and Instrumentalism
A: The Flexibility
of Critical Realism
B: Pros and
Cons of Instrumentalism
C: Is there
Scientific Progress?
D: Do Scientists
Create Reality?
A24: Relativism
A. Motives
for Relativism
B. Criticisms
of Radical Relativism
A25: Tools for Analysis: Idealization and
Range Diagrams
A. Analysis
by Idealization
B. Analysis
using Range Diagrams
B1: Prediction Overviews, and Potential Problem-Solving Actions
B10: A New Type of Representation: Prediction
Overviews
A. A System
of Symbols
B. A Prediction
Overview for a Model of Dominance
C. Utility
- Scientific, Instructional, and Analytical
B11: A Model for Round 1 -- Codominance
A. Anomaly
Recognition
B. A General
Problem-Solving Strategy
C. Anomaly
Resolution
D. Model
Revising
B12: A Model for Round 2 -- Multiple Alleles
A. Anomaly
Recognition
B. Anomaly
Resolution
C. Model
Revising
D. Other
Sub-Patterns for the Pattern of Multiple Alleles
B13: A Model for Round 3 -- X-linkage
A. Anomaly
Recognition
B. Anomaly
Resolution
C. Model
Revising
B14: A Model for Round 4 -- Autosomal linkage
B15: A Prediction Overview for "3 Alleles per Individual"
B16: A Comparison of Three Symbol-Systems
B2: Actual Problem-Solving Actions
B20: Four Sources of Empirical Data for the Analysis
B21: An Overview of the Analysis
B22: An ISM-based Analysis of Problem-Solving
Actions
A. An Overview
of the Problem-Solving Process
B. Anomaly
Recognition
C. Serendipity,
Surprise, Alertness, Statistics
D. Connecting
Anomaly Recognition with Anomaly Resolution
E. Anomaly
Resolution by a process of Invention-and-Evaluation
F. Memory
for Models
G. Conceptual
Constraints on Thinking
H. Three
Alleles Per Individual?
I. Protected
Components
J. Conceptual
Information from the Teacher
K. An Example
of Conceptual Assistance
L. Combining
Ideas in New Combinations
M. Key Factors
in Successful Model Revising
N. Using
Time: Observation and Interpretation
O. Theory
Evaluation: Balancing Empirical and Conceptual Factors
P. Denial
of Anomaly
Q. Evaluation
based on Thought Styles and Complexity
R. Combining
Perseverance and Flexibility
S. Observables
and Unobservables, Logic and Patience
T. Retroductive
Inference of Models and System-Theories
U. Descriptive
Theories and Explanatory Theories
V. Testing
Models: Experimenting and Evaluating
W. Goal-Oriented
Experimental Design
X. Trial-and-Error
with Fluent Speed
Y. A Story
of Goal -Oriented Wandering
Z. Competition
and Cooperation
This page, assembled by Craig Rusbult, is
http://www.asa3.org/ASA/education/think/toc.htm