Capturing interdisciplinary dialogic argumentation among science teachers: an analysis of epistemic practices in a dialogue
David Perl-Nussbaum (Weizmann Institute of Science)
Why managing AI risk presents new challenges
Aliquet morbi justo auctor cursus auctor aliquam. Neque elit blandit et quis tortor vel ut lectus morbi. Amet mus nunc rhoncus sit sagittis pellentesque eleifend lobortis commodo vestibulum hendrerit proin varius lorem ultrices quam velit sed consequat duis. Lectus condimentum maecenas adipiscing massa neque erat porttitor in adipiscing aliquam auctor aliquam eu phasellus egestas lectus hendrerit sit malesuada tincidunt quisque volutpat aliquet vitae lorem odio feugiat lectus sem purus.
- Lorem ipsum dolor sit amet consectetur lobortis pellentesque sit ullamcorpe.
- Mauris aliquet faucibus iaculis vitae ullamco consectetur praesent luctus.
- Posuere enim mi pharetra neque proin condimentum maecenas adipiscing.
- Posuere enim mi pharetra neque proin nibh dolor amet vitae feugiat.
The difficult of using AI to improve risk management
Viverra mi ut nulla eu mattis in purus. Habitant donec mauris id consectetur. Tempus consequat ornare dui tortor feugiat cursus. Pellentesque massa molestie phasellus enim lobortis pellentesque sit ullamcorper purus. Elementum ante nunc quam pulvinar. Volutpat nibh dolor amet vitae feugiat varius augue justo elit. Vitae amet curabitur in sagittis arcu montes tortor. In enim pulvinar pharetra sagittis fermentum. Ultricies non eu faucibus praesent tristique dolor tellus bibendum. Cursus bibendum nunc enim.
How to bring AI into managing risk
Mattis quisque amet pharetra nisl congue nulla orci. Nibh commodo maecenas adipiscing adipiscing. Blandit ut odio urna arcu quam eleifend donec neque. Augue nisl arcu malesuada interdum risus lectus sed. Pulvinar aliquam morbi arcu commodo. Accumsan elementum elit vitae pellentesque sit. Nibh elementum morbi feugiat amet aliquet. Ultrices duis lobortis mauris nibh pellentesque mattis est maecenas. Tellus pellentesque vivamus massa purus arcu sagittis. Viverra consectetur praesent luctus faucibus phasellus integer fermentum mattis donec.
Pros and cons of using AI to manage risks
Commodo velit viverra neque aliquet tincidunt feugiat. Amet proin cras pharetra mauris leo. In vitae mattis sit fermentum. Maecenas nullam egestas lorem tincidunt eleifend est felis tincidunt. Etiam dictum consectetur blandit tortor vitae. Eget integer tortor in mattis velit ante purus ante.
- Vestibulum faucibus semper vitae imperdiet at eget sed diam ullamcorper vulputate.
- Quam mi proin libero morbi viverra ultrices odio sem felis mattis etiam faucibus morbi.
- Tincidunt ac eu aliquet turpis amet morbi at hendrerit donec pharetra tellus vel nec.
- Sollicitudin egestas sit bibendum malesuada pulvinar sit aliquet turpis lacus ultricies.
“Lacus donec arcu amet diam vestibulum nunc nulla malesuada velit curabitur mauris tempus nunc curabitur dignig pharetra metus consequat.”
Benefits and opportunities for risk managers applying AI
Commodo velit viverra neque aliquet tincidunt feugiat. Amet proin cras pharetra mauris leo. In vitae mattis sit fermentum. Maecenas nullam egestas lorem tincidunt eleifend est felis tincidunt. Etiam dictum consectetur blandit tortor vitae. Eget integer tortor in mattis velit ante purus ante.
Der Vortrag von Herrn Perl-Nussbaum findet am 22.05.2024 ab 15:00 statt. Mr. Perl-Nussbaum will give his talk on May 22 2024, starting at 15:00.
Abstract
Research in the fields of learning sciences and science education has recognized dialogic argumentation as a key approach to enhance student learning. Productive features of such dialogues include openness and critical examination of alternative perspectives as well as collaborative knowledge construction. Such deliberation is difficult to achieve within the compartmentalized structure of traditional science teaching, though. The promotion of distinct epistemic practices in each school-discipline hinders the exploration of different perspectives on a scientific problem. We suggest interdisciplinarity as a means to foster deliberativity in the discourse of science teachers and students and describe design guidelines for professional development activities aimed at engaging physics teachers from different disciplinary backgrounds (in-field and out-of- field teachers) in interdisciplinary dialogic argumentation. We introduce a quantitative coding tool to examine both the dialogic and epistemic aspects of teacher discourse and use illustrative case studies to show how deliberation manifests in the integration of different disciplinary epistemic practices. This study carries implications for the professional development of science teachers, specifically advocating for reframing out-of-field teachers' disciplinary practices as a productive resource rather than an obstacle.
Informationen und Zugangsdaten
Start: 15:00 Uhr
Dauer: ca. 1 Stunde
Zoom-Link: https://hu-berlin.zoom-x.de/j/67906274833
Meeting-ID: 679 0627 4833
