title: A culture for science in early childhood education: Where cultures meet cultures

authors: Backshall, Barbara Janet

subjects: "early childhood " sociocultural

abstract: In recent years there has been an increase in literature advocating for and describing early childhood science education; however, little attention has been given to the complex interplay of cultural communities of practice that influence science learning and teaching in a play-based curriculum. This study examined where and how science learning could be privileged when many cultural practices were being enacted at the same time. 

This study investigated how science learning and teaching was enacted within a play-based curriculum in three kindergartens in Aotearoa/New Zealand. The investigation also explored the influences of professional learning for teachers on their definition of the culture of science and explored aspects of how children learn science. The field work took place over a period of seven months. Data was collected through weekly sessional observations, interviews with teachers, children and parents, as well as the documentation teachers made of children’s learning. The professional learning sessions with the teachers were conducted halfway through the data collection so that the second half of the data collection could take into account the influences from the professional learning sessions. Three conceptual reference points from sociocultural theory framed the data analysis.  The reference points were multiple cultural communities of practice, semiotics within and across communities of practice and teacher influence on children learning science.

The thesis argues, and provides evidence for, four science-education-related communities of practice that interact to create opportunities for teaching and learning science with young children. The four communities are the everyday, early childhood education (in this case in Aotearoa/New Zealand), science, and science education. The interaction of the four communities has been defined as a “quadruple move”, indicating that all four communities are involved when science learning takes place.  The concept of hybridity was used to illustrate that some practices were used in a similar way by all four communities and this was seen to support children learning science. The research highlighted that children were using a combination of semiotic artefacts within their science learning. This was analysed through the concept of intertextuality. Intertextuality also identified that each child might interpret the same artefact differently. The implication is that teacher awareness of the quadruple move and the interplay of semiotic artefacts in and across the four communities will enrich children’s science learning in a play-based curriculum setting.

Teacher influence on children learning science was identified through the teachers' affordance of science learning in their kindergarten’s physical and social environment and teacher affordance to children learning science content knowledge and practices. Also of influence was teachers’ attunement to children’s interest in the physical environment that had the potential to connect to a science community. Examples from the study illustrated that involving children in exploring the physical environment using scientific practices was a way to sustain and enrich their learning. The findings identified teachers’ interactions were enriched by a broader understanding of science knowledge and practice when they recognised the connections to their kindergarten contexts and their children’s interests. 

The implication is that teachers’ awareness of the quadruple move and the interplay of semiotic artefacts in and across the four cultural communities will enrich children’s science learning in a play-based curriculum setting.

text: A culture for science in early childhood education: Where cultures meet cultures In recent years there has been an increase in literature advocating for and describing early childhood science education; however, little attention has been given to the complex interplay of cultural communities of practice that influence science learning and teaching in a play-based curriculum. This study examined where and how science learning could be privileged when many cultural practices were being enacted at the same time. 

This study investigated how science learning and teaching was enacted within a play-based curriculum in three kindergartens in Aotearoa/New Zealand. The investigation also explored the influences of professional learning for teachers on their definition of the culture of science and explored aspects of how children learn science. The field work took place over a period of seven months. Data was collected through weekly sessional observations, interviews with teachers, children and parents, as well as the documentation teachers made of children’s learning. The professional learning sessions with the teachers were conducted halfway through the data collection so that the second half of the data collection could take into account the influences from the professional learning sessions. Three conceptual reference points from sociocultural theory framed the data analysis.  The reference points were multiple cultural communities of practice, semiotics within and across communities of practice and teacher influence on children learning science.

The thesis argues, and provides evidence for, four science-education-related communities of practice that interact to create opportunities for teaching and learning science with young children. The four communities are the everyday, early childhood education (in this case in Aotearoa/New Zealand), science, and science education. The interaction of the four communities has been defined as a “quadruple move”, indicating that all four communities are involved when science learning takes place.  The concept of hybridity was used to illustrate that some practices were used in a similar way by all four communities and this was seen to support children learning science. The research highlighted that children were using a combination of semiotic artefacts within their science learning. This was analysed through the concept of intertextuality. Intertextuality also identified that each child might interpret the same artefact differently. The implication is that teacher awareness of the quadruple move and the interplay of semiotic artefacts in and across the four communities will enrich children’s science learning in a play-based curriculum setting.

Teacher influence on children learning science was identified through the teachers' affordance of science learning in their kindergarten’s physical and social environment and teacher affordance to children learning science content knowledge and practices. Also of influence was teachers’ attunement to children’s interest in the physical environment that had the potential to connect to a science community. Examples from the study illustrated that involving children in exploring the physical environment using scientific practices was a way to sustain and enrich their learning. The findings identified teachers’ interactions were enriched by a broader understanding of science knowledge and practice when they recognised the connections to their kindergarten contexts and their children’s interests. 

The implication is that teachers’ awareness of the quadruple move and the interplay of semiotic artefacts in and across the four cultural communities will enrich children’s science learning in a play-based curriculum setting.

year: 2016

title: Morphodynamics of Ebb-Tidal Deltas

authors: Harrison, Shawn Robert

subjects: Ebb-tidal delta

abstract: The purpose of this study was to learn more about the significant drivers of ebb-tidal delta morphology using observational methods and fundamental physical relationships between forcing conditions and morphological response. Two techniques were adapted in a novel way to study the dynamics of geomorphic features at an ebb-tidal delta. A 5-year long record of video imagery was used to observe a natural mixed-energy ebb-tidal delta in the field. A semi-analytical ebb-jet model, which was coupled to an exploratory morphological model, was developed and used to explore the interactions between tidal currents, waves, and morphology, and to test the sensitivity of morphological development and response to changes in forcing conditions.

A detailed video-based observational record was used to identify and track geomorphic features over 5 years at an ebb-tidal delta on the energetic west coast of New Zealand at Raglan by using depth-limited wave-breaking patterns as a proxy for the position of shallow sandbars. Oblique 20-minute averaged time-exposure images were geo-rectified to provide detailed spatial measurements of ebb-tidal delta features such as the terminal lobe, mouth bar, channel margin linear bars (or levees), and swash bars over the 5-year duration. Movements of these features were quantified and related to wave and tidal forcing, including seasonal and interannual trends in wave climate. In general, the low-energy restorative summer waves led to a more cuspate terminal lobe, while in the high-energy erosive winter waves straightened the terminal lobe and moved it further seaward than the long-term average. Movements throughout the delta were intermittent between less active periods, with the fastest swash bar migrations occurring during the transition between seasons, namely winter to spring and summer to autumn.

A semi-analytical model for ebbing tidal jet flow was developed based on the balance of momentum between inertia, bed friction, turbulent mixing, and wave effects. Previous analytical jet models (Özsoy and Ünlüata, 1982; Joshi, 1982) were extended to include the effects of directly opposing breaking waves. The model was calibrated and compared with scaled laboratory measurements (Ismail and Wiegel, 1983) and numerical simulations (Nardin et al., 2013) of river jets flowing over flat bathymetry with non-breaking waves, and with detailed field measurements of jet flow and wave dissipation at New River Inlet, North Carolina (e.g. Wargula et al., 2014). The jet model demonstrated the influence of opposing breaking waves on ebb-jet currents and jet width, along with the emergence of a point of flow convergence. The contribution of wave effects to the momentum balance were shown to impact the rapid slowing of jet flow, overall extent of an ebb-jet, and increase the jet width agreeing with previous studies (Nardin and Fagherazzi 2012; Nardin et al., 2013; Olabarrietta et al., 2014). Using a channelization parameter to emulate the ability of channel levees to constrain jet spreading, the model was calibrated over nine and validated over sixty-one ebb-events, respectively, to flow and wave measurements at New River Inlet. The model predicted the jet conditions well, receiving an overall excellent skill score. However, the model over-predicted the dissipative effects to jet flow of depth-limited wave breaking over the shallow ebb-shoal. The calibrated friction coefficient was roughly an order of magnitude higher than measured in the field, suggesting that the friction term was absorbing underrepresented processes. Pressure gradient was a neglected process identified as potentially significant, but was effectively included in the jet spreading term.

The jet model was coupled to sediment transport formulae to form an exploratory type morphological model for exploring the sensitivities of ebb-tidal shoal and channel morphology to changes in forcing conditions and sediment characteristics. Equilibrium ebb-shoal morphology was formed over many model iterations and shown to be morphologically dependent on forcing conditions. Wave-dominant conditions developed ebb-shoals in closer proximity to the tidal inlet, with wider channels at their seaward end, than jet-dominant conditions. Increases in jet velocity increased the rate of development of the delta more than did increases in wave height. Sediment characteristics had very little influence on the equilibrium morphology, but did influence the rate of development. Short-term morphological responses of established morphology were sensitive to the initial channel width, with wide channels being most susceptible to the effects of waves and jet interaction. A double-barred ebb-shoal was shown to develop under mixed-energy conditions, with a shoreward bar being influenced by jet-flow and the seaward bar being influenced by wave breaking.

The observational data and modelling tools are used to explore ebb-tidal delta morphodynamics. Themes include the dependence on environmental conditions, transitions from equilibrium, and the competing influence of jet currents and opposing waves on ebb-shoal and channel morphology. The work asserts that ebb-tidal delta morphology forms as a result of dynamic balance between the dominant forces responsible for sediment transport, namely the ebbing tidal jet currents and opposing waves.

text: Morphodynamics of Ebb-Tidal Deltas The purpose of this study was to learn more about the significant drivers of ebb-tidal delta morphology using observational methods and fundamental physical relationships between forcing conditions and morphological response. Two techniques were adapted in a novel way to study the dynamics of geomorphic features at an ebb-tidal delta. A 5-year long record of video imagery was used to observe a natural mixed-energy ebb-tidal delta in the field. A semi-analytical ebb-jet model, which was coupled to an exploratory morphological model, was developed and used to explore the interactions between tidal currents, waves, and morphology, and to test the sensitivity of morphological development and response to changes in forcing conditions.

A detailed video-based observational record was used to identify and track geomorphic features over 5 years at an ebb-tidal delta on the energetic west coast of New Zealand at Raglan by using depth-limited wave-breaking patterns as a proxy for the position of shallow sandbars. Oblique 20-minute averaged time-exposure images were geo-rectified to provide detailed spatial measurements of ebb-tidal delta features such as the terminal lobe, mouth bar, channel margin linear bars (or levees), and swash bars over the 5-year duration. Movements of these features were quantified and related to wave and tidal forcing, including seasonal and interannual trends in wave climate. In general, the low-energy restorative summer waves led to a more cuspate terminal lobe, while in the high-energy erosive winter waves straightened the terminal lobe and moved it further seaward than the long-term average. Movements throughout the delta were intermittent between less active periods, with the fastest swash bar migrations occurring during the transition between seasons, namely winter to spring and summer to autumn.

A semi-analytical model for ebbing tidal jet flow was developed based on the balance of momentum between inertia, bed friction, turbulent mixing, and wave effects. Previous analytical jet models (Özsoy and Ünlüata, 1982; Joshi, 1982) were extended to include the effects of directly opposing breaking waves. The model was calibrated and compared with scaled laboratory measurements (Ismail and Wiegel, 1983) and numerical simulations (Nardin et al., 2013) of river jets flowing over flat bathymetry with non-breaking waves, and with detailed field measurements of jet flow and wave dissipation at New River Inlet, North Carolina (e.g. Wargula et al., 2014). The jet model demonstrated the influence of opposing breaking waves on ebb-jet currents and jet width, along with the emergence of a point of flow convergence. The contribution of wave effects to the momentum balance were shown to impact the rapid slowing of jet flow, overall extent of an ebb-jet, and increase the jet width agreeing with previous studies (Nardin and Fagherazzi 2012; Nardin et al., 2013; Olabarrietta et al., 2014). Using a channelization parameter to emulate the ability of channel levees to constrain jet spreading, the model was calibrated over nine and validated over sixty-one ebb-events, respectively, to flow and wave measurements at New River Inlet. The model predicted the jet conditions well, receiving an overall excellent skill score. However, the model over-predicted the dissipative effects to jet flow of depth-limited wave breaking over the shallow ebb-shoal. The calibrated friction coefficient was roughly an order of magnitude higher than measured in the field, suggesting that the friction term was absorbing underrepresented processes. Pressure gradient was a neglected process identified as potentially significant, but was effectively included in the jet spreading term.

The jet model was coupled to sediment transport formulae to form an exploratory type morphological model for exploring the sensitivities of ebb-tidal shoal and channel morphology to changes in forcing conditions and sediment characteristics. Equilibrium ebb-shoal morphology was formed over many model iterations and shown to be morphologically dependent on forcing conditions. Wave-dominant conditions developed ebb-shoals in closer proximity to the tidal inlet, with wider channels at their seaward end, than jet-dominant conditions. Increases in jet velocity increased the rate of development of the delta more than did increases in wave height. Sediment characteristics had very little influence on the equilibrium morphology, but did influence the rate of development. Short-term morphological responses of established morphology were sensitive to the initial channel width, with wide channels being most susceptible to the effects of waves and jet interaction. A double-barred ebb-shoal was shown to develop under mixed-energy conditions, with a shoreward bar being influenced by jet-flow and the seaward bar being influenced by wave breaking.

The observational data and modelling tools are used to explore ebb-tidal delta morphodynamics. Themes include the dependence on environmental conditions, transitions from equilibrium, and the competing influence of jet currents and opposing waves on ebb-shoal and channel morphology. The work asserts that ebb-tidal delta morphology forms as a result of dynamic balance between the dominant forces responsible for sediment transport, namely the ebbing tidal jet currents and opposing waves.

year: 2015

title: Character-less programming II: the spreadsheet

authors: Barbour, Robert H.

subjects: computer science

abstract: The spreadsheet is a commonly used, yet under-researched, application tool. Hendry and Green (1994) report fewer than ten entries about spreadsheets in the HCI community literature between 1984 and 1991. The 1993 Human Computer Interaction Proceedings of a Conference on Applications and Case Studies does not list the word 'spreadsheet' in the index whereas databases and wordprocessor are both referenced. The current situation in 1996 is not significantly different. For Polytechnic and University communities, many of whom are involved in teaching about application software, this situation means that the widespread teaching of the tool is simply not being reported in the research literature. The unanswered but researchable question raised in the Hendry and Green (1994) indicate the breadth of the field. Following a summary of these questions, the even more neglected issue of providing culturally appropriate spreadsheet software is raised. A set of constructs for thinking about multicultural software is presented. A model of a procedure for generating an elementary spreadsheet is provided, exemplified and demonstrated for the Maori Language in New Zealand.

text: Character-less programming II: the spreadsheet The spreadsheet is a commonly used, yet under-researched, application tool. Hendry and Green (1994) report fewer than ten entries about spreadsheets in the HCI community literature between 1984 and 1991. The 1993 Human Computer Interaction Proceedings of a Conference on Applications and Case Studies does not list the word 'spreadsheet' in the index whereas databases and wordprocessor are both referenced. The current situation in 1996 is not significantly different. For Polytechnic and University communities, many of whom are involved in teaching about application software, this situation means that the widespread teaching of the tool is simply not being reported in the research literature. The unanswered but researchable question raised in the Hendry and Green (1994) indicate the breadth of the field. Following a summary of these questions, the even more neglected issue of providing culturally appropriate spreadsheet software is raised. A set of constructs for thinking about multicultural software is presented. A model of a procedure for generating an elementary spreadsheet is provided, exemplified and demonstrated for the Maori Language in New Zealand.

year: 1995-11