The emergence of Zhang Heng's seismoscope has a profound historical background. This paper intends to explore the formation and material basis of Zhang Heng's scientific thought. It appears that the simple int...The emergence of Zhang Heng's seismoscope has a profound historical background. This paper intends to explore the formation and material basis of Zhang Heng's scientific thought. It appears that the simple intention of "observing visions and distinguishing good fortune or misfortune"was his motivation to develop the seismoscope. Tracing its historical background,the authors proposed in this paper that the development of this seismoscope started around 128 A. D., and based on perceptual knowledge, two ideas about earthquakes came into being,i. e.,earthquake location could be judged according to the instrument shaking direction, and the earthquake and earth split were essentially different. In the instrument manufacture,Zhang Heng advocated a principle of "making utensils to imitate cosmos". By this principle,the following three problems were readily solved: the seismoscope imitated the response of the suspension system to earthquakes( i. e. natural seismoscope). Technically,the trigger mechanism of the latch was used for reference,and it recorded the physical evidence of earthquake occurrence by an ingenious way of a ball dropping from a dragon's mouth. The solution of these three key problems lead to the emergence of the seismoscope in 132 A. D. and the successful detection of an earthquake in 134 A. D. His invention deepened humanity's knowledge of natural laws, and promoted the development of science and technology in that time and later.展开更多
Experience includes explicit and tacit knowledge. Explicit knowledge is from a person＇s ＂espoused theory＂ which is what a person believes and claims to follow. Tacit knowledge is from a person＇s ＂theory-in-use＂ ...Experience includes explicit and tacit knowledge. Explicit knowledge is from a person＇s ＂espoused theory＂ which is what a person believes and claims to follow. Tacit knowledge is from a person＇s ＂theory-in-use＂ which lies behind a person＇s action or behavior. The knowledge of teaching demonstrated in the classroom can be referred to as tacit knowledge or theory-in-use which is often the theory behind the practice of experienced teachers. Freema Elbaz （1983） points out that the ＂experience＂ is referred to as ＂practical knowledge＂, which ＂provides the basis for a conceptualization which sees the teacher as possessing valuable resources＂ （6） and allows teachers to explicitly indicate and tacitly demonstrate their experience in teaching. The purpose of the study is to investigate how experienced college instructors apply their good teaching qualities to teaching social studies. The participants are three experienced college instructors teaching social studies. A concept map and a final reflection are used to elicit experienced instructors＇ personal epistemology in teaching social studies and their perception of technology use in the classroom. Each participant was asked to generate nine good teaching qualities and draw their concept map based on the nine qualities. Their concept maps reflected their theory-in-use and showed the relationship among their teaching qualities by displaying them together in a graphic form and how each teaching quality is connected to another. Participants＇ technology use was also explored to get their perception of the role of technology and their actual use of it in teaching. Then they were asked to validate their concept map data and reflect on their classroom teaching and use of technology. The findings show the three instructors taught under different schema and decided what their means and ends should be and how technology can help facilitate teaching and learning. However, most of them seemed to treat the content （e.g., democracy education） as their ends and thus used pedagogy （e.g., technology） as the means to reach the ends. Their technology use also reflected their perception of technology in teaching and revealed their limited understanding of technology integration, which leads to potential problems.展开更多
基金sponsored by the National Natural Science Foundation of China(40644019)the Special Found of Scientific Research Program for "The Optimization and Design for Reconstruction Models of Seismoscope",China Earthquake Administration
文摘The emergence of Zhang Heng's seismoscope has a profound historical background. This paper intends to explore the formation and material basis of Zhang Heng's scientific thought. It appears that the simple intention of "observing visions and distinguishing good fortune or misfortune"was his motivation to develop the seismoscope. Tracing its historical background,the authors proposed in this paper that the development of this seismoscope started around 128 A. D., and based on perceptual knowledge, two ideas about earthquakes came into being,i. e.,earthquake location could be judged according to the instrument shaking direction, and the earthquake and earth split were essentially different. In the instrument manufacture,Zhang Heng advocated a principle of "making utensils to imitate cosmos". By this principle,the following three problems were readily solved: the seismoscope imitated the response of the suspension system to earthquakes( i. e. natural seismoscope). Technically,the trigger mechanism of the latch was used for reference,and it recorded the physical evidence of earthquake occurrence by an ingenious way of a ball dropping from a dragon's mouth. The solution of these three key problems lead to the emergence of the seismoscope in 132 A. D. and the successful detection of an earthquake in 134 A. D. His invention deepened humanity's knowledge of natural laws, and promoted the development of science and technology in that time and later.
文摘Experience includes explicit and tacit knowledge. Explicit knowledge is from a person＇s ＂espoused theory＂ which is what a person believes and claims to follow. Tacit knowledge is from a person＇s ＂theory-in-use＂ which lies behind a person＇s action or behavior. The knowledge of teaching demonstrated in the classroom can be referred to as tacit knowledge or theory-in-use which is often the theory behind the practice of experienced teachers. Freema Elbaz （1983） points out that the ＂experience＂ is referred to as ＂practical knowledge＂, which ＂provides the basis for a conceptualization which sees the teacher as possessing valuable resources＂ （6） and allows teachers to explicitly indicate and tacitly demonstrate their experience in teaching. The purpose of the study is to investigate how experienced college instructors apply their good teaching qualities to teaching social studies. The participants are three experienced college instructors teaching social studies. A concept map and a final reflection are used to elicit experienced instructors＇ personal epistemology in teaching social studies and their perception of technology use in the classroom. Each participant was asked to generate nine good teaching qualities and draw their concept map based on the nine qualities. Their concept maps reflected their theory-in-use and showed the relationship among their teaching qualities by displaying them together in a graphic form and how each teaching quality is connected to another. Participants＇ technology use was also explored to get their perception of the role of technology and their actual use of it in teaching. Then they were asked to validate their concept map data and reflect on their classroom teaching and use of technology. The findings show the three instructors taught under different schema and decided what their means and ends should be and how technology can help facilitate teaching and learning. However, most of them seemed to treat the content （e.g., democracy education） as their ends and thus used pedagogy （e.g., technology） as the means to reach the ends. Their technology use also reflected their perception of technology in teaching and revealed their limited understanding of technology integration, which leads to potential problems.
