Gestalt Learning Theory Essay Example for Free

Gestalt Learning Theory Essay Doing my research on learning and instruction in complex simulation-based learning environments, I experienced a large difference in how learners reacted to my learning material (Kluge, in press, 2004). Complex technical simulations involve the placement of the learner into a realistic computer simulated situation or technical scenario which puts control back into the learner’s hands. The contextual content of simulations allows the learner to â€Å"learn by doing. † Although my primary purpose was in improving research methods and testing procedures for evaluating learning results of simulation-based learning, the different reaction of our participants were so obvious that we took a closer look. I had two different groups participating in my learning experiments: students from an engineering department at the University, mostly in their 3rd semester, and apprentices from vocational training programs in mechanics and electronics of several companies near the University area in their 3rd year of vocational training. Most of the students worked very intensively and concentrated on solving these complex simulation tasks whereas apprentices became easily frustrated and bored. Although my first research purpose was not in investigating the differences between these groups, colleagues and practitioners showed their interest and encouraged me to look especially at that difference. Practitioners especially hoped to find explanations why apprentices sometimes are less enthusiastic about simulation learning although it is said to be motivating for their perception. Therefore, in this dissertation I address the difference in the effectiveness of using simulation intervention program based on a Gestalt learning theory. Moreover, to find out if the program improves either or both the quality and speed of the learning process of students enrolled in a highly technical training program. This dissertation focuses on using simulation based learning environments in vocational training program. In this chapter, the experimental methodology and instruments are described, results presented and finally discussed. As mentioned above, my primary purpose when I started to investigate learning and simulation based on Gestalt learning theory was focused on improving the research methodology and test material (see Kluge, in press, 2004) for experimenting with simulation-based learning environments. But observing the subjects’ reactions to the learning and testing material the question arose whether there might be a difference in the quality of and speed of the learning process of students involved in my study. Research Design: A 3-factor 2 ? 2 ? 2 factorial control-group-design was performed (factor 1: â€Å"Simulation complexity†: ColorSim 5 vs ColorSim 7; factor 2: â€Å"support method†: GES vs. DI-GES; factor 3: target group, see Table 2). Two hundred and fifteen mostly male students (16% female) in eight groups (separated into four experimental and four control groups) participated in the main study. The control group served as a treatment check for the learning phase and to demonstrate whether subjects acquired any knowledge within the learning-phase. While the experimental groups filled in the knowledge test at the end of the experiment (after the learning and the transfer tasks), the control groups filled in the knowledge test directly after the learning phase. I did not want to give the knowledge test to the experimental group after the learning phase because of its sensitivity to testing-effects. I assumed that learners who did not acquire the relevant knowledge in the learning phase could acquire useful knowledge by taking the knowledge test, which could have led to a better transfer performance which is not due to the learning method but caused by learning from taking the knowledge test. The procedure subjects had to follow included a learning phase in which they explored the structure of the simulation aiming at knowledge acquisition. After the learning phase, subjects first had to fill in the four-item questionnaire on self-efficacy before they performed 18 transfer tasks. The transfer tasks were separated into two blocks (consisting of nine control tasks each) by a 30-minute break. In four experimental groups (EG), 117 students and apprentices performed the learning phase (28 female participants), the 18 control tasks and the knowledge test. As said before, the knowledge test was applied at the end because of its sensitivity to additional learning effects caused by filling in the knowledge test. In four control groups (CG), 98 students and apprentices performed the knowledge test directly after the learning phase, without working on the transfer task (four female participants). The EGs took about 2-2. 5 hours and the CG about 1. 5 hours to finish the experiment. Both groups (EGs and CGs) were asked to take notes during the learning phase. Subjects were randomly assigned to the EGs and CGs, nonetheless ensuring that the same number of students and apprentices were in each group. The Simulation-Based Learning Environment The computer-based simulation ColorSim, which we had developed for our experimental research previously, was used in two different variants. The simulation is based on the work by Funke (1993) and simulates a small chemical plant to produce colors for later subsequent processing and treatment such as dyeing fabrics. The task is to produce a given amount of colors in a predefined number of steps (nine steps). To avoid the uncontrolled influence of prior knowledge, the structure of the plant simulation cannot be derived from prior knowledge of a certain domain, but has to be learned by all subjects. ColorSim contains three endogenous variables (termed green, black, and yellow) and three exogenous variables (termed x, y, and z ). Figure 1 illustrates the ColorSim screen. Subjects control the simulation step by step (in contrast to a real time running continuous control). The predefined goal states of each color have to be reached by step nine. Subjects enter values for x, y, and z within the range of 0-100. There is no time limit for the transfer tasks. During the transfer tasks, the subjects have to reach defined system states for green (e. g. , 500), black (e. g. , 990), and yellow (e. g. , 125) and/or try to keep the variable values as close as possible to the values defined as goal states. Subjects are instructed to reach the defined system states at the end of a multi-step process of nine steps. The task for the subjects was first to explore or learn about the simulated system (to find out the causal links between the system variables), and then to control the endogenous variables by means of the exogenous variables with respect to a set of given goal states. With respect to the empirical evidence of Funke (2001) and Strau? (1995), the theoretical concept for the variation in complexity is based on Woods’ (1986) theoretical arguments that complexity depends on an increasing number of relations between a stable number of (in this case six) variables (three input, three output: for details of the construction rational and empirical evidence see Kluge, 2004, and Kluge, in press, see Table 1). To meet reliability requirements, subjects had to complete several trials in the transfer task. For each of the 18 control tasks a predefined correct solution exists, to which the subjects’ solutions could be compared. In addition, knowledge acquisition and knowledge application phases were separated. The procedure for the development of a valid and reliable knowledge test is described in the next section. Different methods have been developed to provide learners with support to effectively learn from using simulations. De Jong and van Joolingen (1998) categorize these into five groups: 1. Direct access to domain knowledge, which means that learners should know something about the field or subject beforehand, if discovery learning is to be fruitful. 2. Support for hypothesis generation, which means learners are offered elements of hypotheses that they have to assemble themselves. 3. Support for the design of experiments, e. g. , by providing hints like â€Å"It is wise to vary only one variable at a time† 4. Support for making predictions, e. g. , by giving learners a graphic tool in which they can draw a curve that gives predictions at three levels of precision: as numerical data, as a drawn graph, and as an area in which the graph would be located. 5. Support for regulative learning processes: e. g. , by introducing model progression, which means that the model is introduced gradually, and by providing planning support, which means freeing learners from the necessity of making decisions and thus helping them to manage the learning process. In addition, regulative processes can be supported by leading the learner through different stages, like â€Å"Before doing the experiment . . . ,† â€Å"Now do the experiment,† â€Å"After doing the experiment. . . .† Altogether, empirical findings and theoretical assumptions have so far led to the conclusion that experiential learning needs additional support to enhance knowledge acquisition and transfer. Target Population and Participant Selection: In the introductory part, I mentioned that there were two sub groups in the sample which I see as different target groups for using simulation-based learning environments. Subjects were for the most part recruited from the technical departments of a Technical University (Mechanical Engineering, Civil Engineering, Electronics, Information Technology as well as apprentices from the vocational training programs in mechanics

Plastic Pollution and the Effects on Human Health Essay -- Ecology

Where does all the plastic go. Every bit of plastic that has been created is still here. This is because plastic is one-hundred percent non-biodegradable! Even the most degraded plastic down to polymers cannot be digested by bacteria (Laist, 1997). If global issues like starvation and climate change are not enough to stress on, the weight of an issue literally churning in the Pacific Ocean is startling. For decades the majority of the world’s population has not been properly educated on the nature of plastic and the potential harm it can do to our environment and our physical health. Due to factors of man and the natural effects of nature, a major problem has developed that is now harming our food. Marine plastic is a visible sign of human impact on the marine environment. Plastic debris is more than an aesthetic problem. It can potentially cause danger to marine organisms through ingestion and entanglement (Laist, 1997). There’s so much plastic out there that it’s starting to compete as a food source for many different organisms. Plastic eventually breaks down into food size pieces and is mistaken for food by many organisms. They mistake the plastic particles for plankton. The public has a desire for certain types of fish which happen to have an accumulation of different toxins in their body. This happens when those larger fish species eat large amounts of smaller fish and other organisms that feed off the plankton-plastic mixture. Plastics are toxins can de-absorb out from the plastic and into the tissue and organs of the fish that are eating those smaller fish. The toxins move up the food chain becoming dangerously concentrated. Decades ago the number of marin e mammals that died each year due to ingestion and entanglement ap... ..., J., and M. Moran. 2009. Comparative day/night metatranscriptomic analysis of microbial communities in the North Pacific subtropical gyre. Environmental Microbiology. 1-18. http://www.fao.org/focus/e/fisheries/consum.htm Corno, G., Karl, D., Church, M., Letelier, R., Lukas, R., Bidigare, R., and M. Abbott. 2007. Impact of climate forcing on ecosystem processes in the North Pacific Subtropical Gyre. Journal of Geophysical Research. (112) 1-14. United Nations Environment Programme (UNEP) Chemicals Programme: www.chem.unep.ch United States Department of State, Bureau of Oceans and International Environmental and Scientific Affairs: http://www.state.gov/e/oes/ Ritter L; Solomon KR, Forget J, Stemeroff M, O'Leary C.. "Persistent organic pollutants". United Nations Environment Programme. http://www.chem.unep.ch/pops/ritter/en/ritteren.pdf. Retrieved 2012-02-16.

Mid-Term Break and On My First Sonne Comparison Essay

Discuss the ways in which these poets explore the universal themes of grief and loss. (Seamus Heaney’s ‘Mid-Term Break’ and Ben Johnson’s ‘On My First Sonne’. In this essay I will be comparing and contrasting the two poems ‘Mid-Term Break’ by Seamus Heaney and ‘On My First Sonne’ by Ben Johnson. I will be focusing on their elegaic qualities aswell as their universal themes of grief and loss. ‘Mid-Term Break’ is about the aftermath of Seamus Heaney’s 4 year old brother’s tragic death and how his family and friends express their emotions and cope with the sudden loss. Whereas the 17th Century poet, Ben Johnson is writing to express his sorrow for the death of his 7 year old son dealing with his feelings of loss rather than thinking about the reasons for the death or the effects of this on the rest of the family. These are the intended effects they both have which I will be exploring and I shall be outlining reasons for this aswell in the rest of this essay including the interesting poetic devices and structure Ben Johnson and Seamus Heaney use and how they are similar and different from each other. ‘On My First Sonne’ was published on the year 1616 and is therefore more religiously based as at that time life was dominated by religious views. ‘Mid-Term Break’ was published in the 1980s so this will help me analyse the views of the 20th Century in comparison to the 17th Century and this is a main area I will be focusing on after an in-depth analysis of the intended effects of these poets when writing their poems. ‘On My First Sonne’ has a different intended effect overall in comparison to ‘Mid-Term Break’. One of the main reasons for this is that Ben Johnson is writing as a literal attempt to reach out to his son to say his final farewell with lines such as ‘Rest in soft peace, and, ask’d, say here doth lye’ which makes it seem that Johnson is communicating with his son. Seamus Heaney’s poem is more of a narrative describing what happened on the day of his four year old brother’s sudden death. In my opinion it seems as if Seamus Heaney is sharing his experience with other people who may have suffered in the same way and is exploring the emotions of more than just his own. To exemplify this point, on lines 4 and 5 it says ‘I met my father crying – He had always taken funerals in his stride.’ This contrasts between ‘On My First Sonne’ and ‘Mid-Term Break’ on two levels, the first being that Ben Johnson has only included his own feelings in this poem such as on line 2 which says ‘My sinne was too much hope of thee, lov’d boy’ This has the effect that his poem is private between him and his son and is like a one-sided conversation. Whereas ‘Mid-Term Break’ has a different intended audience altogether, I know this because the style of Heaney’s poem is a first-person point of view in the format of a story and there are more emotions and feelings described including his parents and family members’ aswell as friends. By analysing the poetic voice and intent I can confidently make an opinion that ‘Mid-Term Break’ elegizes Heaney’s loss of his brother and ‘On My First Sonne’ is a lamentation for the loss of Johnson’s son. Both poets explore the themes of grief and loss in their poems. An example of the emotions of grief in ‘Mid-Term Break’ can be explained by line 4 which identifies the many elements he has incorporated in a subtle and in this case a distinct manner which says ‘I met my father crying’, this blatantly shows the mourning of a close family member. But this feature does not appear in ‘On My First Sonne’, not only that he has not described anyone’s feelings other than his own but he does not show expressions of grief in such a blunt form as in Heaney’s poem. Johnson has described in line 5, ‘O, could I loose all father, now. For why’, that he has intense grief and is questioning faith for why it happened to him. But the abrupt features account for the theme of loss in each poem aswell which is similarly very open in ‘Mid-Term Break’ leaving nothing to the imagination, it paints a full picture of the scene in line 16, saying ‘Snowdrops and candles soothed the bedside I saw him for the first time in six weeks. Paler now,’ this tells the reader the loss that everyone suffered and a place of mourn was set up for a long time in Heaney’s brother’s old room. Also, the themes of loss do not only reflect on what family members and friends suffered. It suggests the loss of a childhood in two forms, Heaney and his brother. The reason being that obviously a child has passed away, but Heaney had to act very mature and throw away his child-like naivety to be told the horrible truth and to cope with the situation. I know this because it says ‘When I came in, I was embarrassed by old men standing up to shake my hand’ which is on lines 8 and 9, he was uncomfortable with the maturity and attention he had to face and so shows embarrassment when he had to deal with people in a mature manner. On the other hand, ‘On My First Sonne’ does not fully show the reader that Johnson has encountered loss but with such lines as ‘Seven yeeres tho’ wert lent to me, and I thee pay,’ (line 3) it tells the reader that he has had seven years of joy with his son and relates it to ‘borrowed’ time that was paid back to god, subtly including his religious views which dominated the era of the 1600s. The themes of grief and loss are overall shown in a more distinct manner in Heaney’s poem whereas Ben Johnson has mainly kept these descriptions more subtle and suggestive. There is a highly effective word, ‘father’, that in context of line 3 ‘could I loose all father, now’ is a great example to the religious as opposed to secular world of the 17th century as it has two meanings; the first is that father is another name for God, Christianity was the dominant religion and is a very dramatic word even in the 21st Century for religious believers as he is questioning his faith for why God has bestowed a horrible life-changing experience against him. In other words, he is saying ‘could I lose all faith, now’. The other meaning for ‘father’ is that Johnson had lost his son and status as a parent. Alternatively, in Seamus Heaney’s poem he has used next to no religious suggestions and phrases at all. Instead, he has entered a mainly secular approach with sentences that have hidden meanings such as ‘The baby cooed and laughed and rocked the pram’ which represents the care-free, naà ¯Ã‚ ¿Ã‚ ½ve life of a child. Each poem has a completely different structure from one another; the first factor I can clearly see is the layout of the stanzas which in ‘Mid-Term Break’ has a clear 3 line pattern. But underneath this outline shows enjambment from stanzas 3 to 5 which is very effective in linking the stanzas together. This technique is used probably to tell a story of what happened when he went into his home on the first day home from college since his brother had died and is effective at creating a scene as it wasn’t limited to 3 lines in a stanza. ‘On My First Sonne’ is entirely different altogether in the fact that the full poem has only one stanza which is 12 lines long but is similar in a way that it isn’t limited to a number of lines in separate stanzas. A small factor I can also see is the final line in ‘Mid-Term Break’ which has a great effect in compelling the reader to make up their minds on how he was feeling in an eerie final sentence. In terms of the language choice he has used in my opinion he is expressing anger by using the dramatic metaphor ‘A four foot box, a foot for every year’ which means that his brother was only four years old. Ben Johnson has included a dramatic sentence that represents the bad influences and effects the world has on a child and that his son has escaped it in line 7 which says ‘To have soon scap’d worlds and fleshes rage’, this represents that he has escaped evil and temptation (In the Lord’s Prayer). Overall, my opinion on these two poems is that Seamus Heaney’s ‘Mid-Term Break’ and Ben Johnson’s ‘On My First Sonne’ although similar in representing the themes of grief and loss, are two very different poems in factors such as their intended audiences and religious / secular views. The structure of the poems are very different in stanzas and grammar (Because of era when published) and both of the poems do explore the themes in a similar way but for different intended purposes.

Mark Twain’s The Adventures of Huckleberry Finn Essay

Published in 1885, Mark Twain’s American classic, The Adventures of Huckleberry Finn, captured the both the hearts and hatred of its audience. While some view it as a masterpiece that successfully blended the American condition in a captivating and interesting manner, others observe it to be nothing more than racist trash. The latter is a shallow misunderstanding of the novel’s purpose and potential enlightening impact on its readers. From a more appreciative and open-minded perspective, one would easily witness how Mark Twain’s novel has the makings of a transcendence over all American works, and is the most essential read, one that truly embodies the framework of America. It continues to succeed other works because of its innovative†¦show more content†¦According to Huck, â€Å"what you want, above all things, on a raft, is for everybody to be satisfied, and feel right and kind towards the others† (Twain 115). The raft remains a place of safety and freedom for Huck and Jim while on their journey. Alone on their raft, they do not have to answer to anyone, and â€Å"[They] said there warn’t no home like a raft, after all. Other places do seem so cramped up and smothery, but a raft don’t. You feel mighty free and easy and comfortable on a raft† (107). These words precede the chapter that begins with a focus on the glorification of life on the raft in beautiful language that mirrors Huck and Jim’s desire to escape the trouble and violence that characterizes life on shore. This peaceful image of floating freely on the seemingly boundless Mississippi River is interrupted by the Duke and the King, a pair of con men whom Huck and Jim rescue as they are being run out of a river town. As they spend more time on the raft, Huck and Jim become increasingly uncomfortable. The Duke and the King are products of society that invade Huck and Jim’s free-flowing lifestyle on the river and whose frequent scam s and cons force Huck and Jim to spend more time on land, removing them from their safe haven. The damage and uprooting the Duke and the King could do to theShow MoreRelatedEssay on Mark Twains The Adventures of Huckleberry Finn 1742 Words   |  7 PagesMark Twains The Adventures of Huckleberry Finn Mark Twains classic novel, The Adventures of Huckleberry Finn, tells the story of a teenaged misfit who finds himself floating on a raft down the MississippiRead More The Outcast in Mark Twains The Adventures of Huckleberry Finn641 Words   |  3 PagesOutcast in Huckleberry Finn nbsp; One of the themes that has been addressed by writers since the beginning of civilization is the issue of the split between living in society and living by oneself. 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