WorldCat Identities

Brem, Sarah K.

Overview
Works: 8 works in 9 publications in 1 language and 295 library holdings
Roles: Author, Creator, Editor
Classifications: QH362, 576.8
Publication Timeline
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Most widely held works by Sarah K Brem
Using critical thinking to conduct effective searches of online resources by Sarah K Brem( Book )

1 edition published in 2000 in English and held by 105 WorldCat member libraries worldwide

Using Critical Thinking to Conduct Effective Searches of Online Resources. Eric Digest by Sarah K Brem( Book )

1 edition published in 2000 in English and held by 1 WorldCat member library worldwide

This digest complements guidelines addressing the mechanics of online searching by considering how treating information searches as exercises in critical thinking can improve our use of online resources. It addresses the use and application of metacognition, hypothesis testing, and augmentation. Improving metacognition means improving the ability to monitor what we know and how we know it. Some ways to accomplish this include putting the project aside for a brief time, talking it out, and developing content knowledge. When these strategies have been exhausted, it is useful to find someone who may know more about it. Searching the literature should be an exercise in hypothesis testing, an exercise that can be improved by actively pursuing alternatives and taking an evaluative position. Once one adopts an evaluativist position, augmentation strategies help carry out the evaluation. Considering the structure and reliability of a source and remembering that even reputable sources are fallible are important. Using systematic analysis for a comprehensive, though time-consuming evaluation, is important. Heuristics are useful when it is necessary to make quick decisions, when there is not enough information for systematic analysis, or to complement systematic approaches. (Contains 11 references.) (Sld)
Evolution challenges : integrating research and practice in teaching and learning about evolution( Book )

2 editions published in 2012 in English and held by 1 WorldCat member library worldwide

A recent poll revealed that one in four Americans believe in both creationism and evolution, while another 41% believe that creationism is true and evolution is false. A minority (only 13%) believe only in evolution. Given the widespread resistance to the idea that humans and other animals have evolved and given the attention to the ongoing debate of what should be taught in public schools, issues related to the teaching and learning of evolution are quite timely. Evolution Challenges: Integrating Research and Practice in Teaching and Learning about Evolution goes beyond the science versus religion dispute to ask why evolution is so often rejected as a legitimate scientific fact, focusing on a wide range of cognitive, socio-cultural, and motivational factors that make concepts such as evolution difficult to grasp. The volume brings together researchers with diverse backgrounds in cognitive development and education to examine children's and adults' thinking, learning, and motivation, and how aspects of representational and symbolic knowledge influence learning about evolution. The book is organized around three main challenges inherent in teaching and learning evolutionary concepts: folk theories and conceptual biases, motivational and epistemological biases, and educational aspects in both formal and informal settings. Commentaries across the three main themes tie the book together thematically, and contributors provide ideas for future research and methods for improving the manner in which evolutionary concepts are conveyed in the classroom and in informal learning experiences. Evolution Challenges is a unique text that extends far beyond the traditional evolution debate and is an invaluable resource to researchers in cognitive development, science education and the philosophy of science, science teachers, and exhibit and curriculum developers
Some Ethical Considerations and Resources for Analyzing Online Discussions. Eric Digest by Sarah K Brem( Book )

1 edition published in 2002 in English and held by 1 WorldCat member library worldwide

This Digest introduces ethical considerations related to acquiring and analyzing online data and provides resources to support sound practice. Because online conversation is relatively new and unfamiliar, and takes place at a distance, participants may not realize or may not remember that their conversations could be made public. A researcher affiliated with a university or similar institution will have an institutional review board to help with ethical issues. Those who are not associated with an organization with the equivalent of an institutional review board should follow ethical principles as laid out in several resources that are readily available. The least problematic conversations are those that take place entirely in the public domain in situations in which people know that they are publishing to a public area with unrestricted viewing. If a domain has established any degree of privacy, communications should be considered privileged. If a researcher sets up a site to collect data, he or she is ethically bound to let potential participants know that their contributions will be data in a research project. Researchers engaged in online conversations should begin with established techniques and then adapt these to the online environment. (Sld)
Using Models of Science to Critically Evaluate Scientific Arguments: ALook at Students, Science Education, and the Popular Media by Sarah K Brem( Book )

1 edition published in 2000 in English and held by 1 WorldCat member library worldwide

This paper examines how conceptions regarding the legitimate purposes and day-to-day course of science influence students' evaluations of science in the popular media. The students involved in this project attend a secondary all-girls school. Their concept of science focused on practical, life-enhancing goals pursued through the complex, time-consuming process of modeling nature. Students used this conception to critically evaluate popular accounts of science. Science and scientists congruent with this image were more admired and trusted than activities and individuals that were not. Their critical ability is thus limited by the limitations of their model of science. Teaching the process and dynamics of scientific activity may help students critically evaluate science. A Web-based curriculum was used to provide students with notetaking capabilities and concept mapping functions. (Contains 12 references.) (Author/YDS)
Helping Students Ask Effective Questions About Scientific Claims: Navigating the "Sound Bite"Environment by Sarah K Brem( Book )

1 edition published in 2000 in English and held by 1 WorldCat member library worldwide

This paper presents a study of 64 undergraduate students on the use and evaluation of scientific information. To assess scientific claims as they encounter them in everyday life, students need to gather information. Previous research suggests that a frequent first step is to generate an unsubstantiated casual explanation. This process could improve the search for new information or introduce strategies that lead to bias and distortion. The effect of explaining claims on the information-gathering process is examined in the context of investigating ecological problems. Explaining is manipulated as is the presence of alternative hypotheses, a common treatment for the undesirable effects of explanation. Results indicate that explaining a claim shifts the search away from covariational data that establishes the existence of a relationship and toward the gathering of noncovariational information about underlying mechanisms. This shift is partially prevented by the presence of alternatives. It is suggested that this shift is undesirable. Educational implications are discussed. (Contains 19 references.) (Author/YDS)
Some ethical considerations and resources for analyzing online discussions by Sarah K Brem( )

1 edition published in 2002 in English and held by 0 WorldCat member libraries worldwide

Analogical Reasoning and Conceptual Change: A Case Study of Johannes Kepler( )

1 edition published in 1997 in English and held by 0 WorldCat member libraries worldwide

The work of Johannes Kepler offers clear examples of conceptual change. In this article, using Kepler's work as a case study, we argue that analogical reasoning facilitates change of knowledge in four ways: (a) highlighting, (b) projection, (c) representation, and (d) restructuring. We present these four mechanisms within the context of structure-mapping theory and its computational implementation, the structure-mapping engine. We exemplify these mechanisms using the extended analogies Kepler used in developing a causal theory of planetary motion
 
Audience Level
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Audience Level
1
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Audience level: 0.55 (from 0.48 for Some ethic ... to 0.99 for Analogical ...)

Alternative Names
Brem, Sarah

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