Collateral Learning Research Articles

Education for sustainable development and normativity: a transactional analysis of moral meaning‐making and companion meanings in classroom communication

The purpose of the present article is to present and illustrate two different ways of analysing the normativity and discursivity of classroom communication during education for sustainable development (ESD). The two types of analysis can provide important knowledge for discussions of ESD in relation to morals and democracy. Both methods are based on pragmatism and the later works of Wittgenstein. The first approach was developed to examine the relationship between cultural and psychological processes in environmental ethical meaning‐making. It draws on the endeavours of sociocultural research and cultural psychology to take the individual into account, or in other words, the intra‐personal dimension of meaning‐making, which is not usually the case in the analysis of ESD. The second method relates to the normativity of ESD. Dewey refers to the apparently implicit socialisation taking place during education as ‘collateral learning’. We refer to the content included in subsidiary forms of learning as companion meaning, which either follows on automatically when teaching knowledge content, or becomes collateral learning when one learns scientific meanings. Such meanings can, for example, be concerned with the nature of knowledge and people's relations to nature.

Understanding the antecedents of collateral learning in new product alliances

Recognizing that strategic alliances represent an important means for developing knowledge in critical arenas such as new product development, the authors advance the notion of collateral learning that assesses knowledge acquisition internal to a firm in the alliance. To examine its antecedents, the authors build on the behavioral theory of the firm and propose strategic importance and performance vulnerability as the motivational components and organizational similarity and alliance experience as the awareness components advocated in the theory. Results from 133 alliance firms suggest that both the motivational and awareness components are important in influencing collateral learning in new product alliances. Specifically, to develop collateral learning, firms should have extensive alliance experience and an acknowledged stake in their alliance partners. The results also support the theorized U-shaped relationship between organizational similarity of the alliance partners and collateral learning. Thus, collateral learning is facilitated when organizations are either similar or dissimilar, while medium levels of organizational similarity facilitate collateral learning to a relatively lower extent. Although performance vulnerability is found to be associated negatively with collateral learning, extensive alliance experience can attenuate this negative effect.

Teaching Professional Writing To American Students in a Study Abroad Program

Studying abroad enhances the intercultural competencies of American students, but that enhancement strategy may be seen as an obstacle to those in business and technical fields who follow a tight curriculum and work to cover expenses. To meet their needs, U.S. professional communication faculty are designing short courses that can be delivered abroad during between-term periods and that foster an understanding of the situations and genres of the field within a context of cultural dislocation. Based on the courses described in this article, the best approach is to settle students in one location rather than touring; keep student numbers low by an entrepreneurial approach to keeping costs low; encourage students to live as the locals do, in apartments rather than hotels; explicitly plan appropriate access to technology; use class time to provide structure and reflection, but allow free time for collateral learning; and make sure the course grows local roots.

Collateral Learning in Science: Students’ responses to a cross‐cultural unit of work

The purpose of this study was to investigate the nature of students’ responses to a cross‐cultural science unit entitled “Maintaining health.” The unit was designed to help students to build bridges between their traditional practices and beliefs and western science concepts. This paper reports students’ responses to a pre‐test and post‐test, and their reflections on their learning. The responses were analysed using the collateral learning model. There was evidence of parallel, dependent, and secured collateral learning. The implications for science teaching and for assessing science learning are discussed.

Resiliency and collateral learning in science in some students of cree ancestry

In the context of schooling, resiliency refers to the ability to thrive aca- demically despite adverse circumstances. In this study the relationship between academic resilience and student's collateral learning is explored in 20 students of Cree ancestry. The individual resilience of each student was examined by identifying protective factors for school leaving within the microsystem of each student's ecological framework. Student responses to questions related to motivation and engagement were ranked. In addition, students' perception of the influence of family and peers on individual attributes toward schooling was ranked. To gain insight into the collateral learning aspects of science learning in Cree students, the participants in this study were asked to reflect on their learning strategies through the use of critical incidents. The relationship between collateral learning and resiliency was also explored. This study found that students possessing a greater number of protective factors were more likely to learn science in a way described by Jegede's collateral learning theory. Responses to critical incidents indicate some Cree students hold at least two sources of knowledge to explain some science concepts and therefore may adopt a collateral learning strategy. The importance these students place on earned or experiential knowledge is evident in the interviews. Some suggestions for classroom instruction are offered in conclusion. C � 2005

Lessons from Assessment: Experiences of a Cross-cultural Unit of Work in Science

This research study was conducted in Trinidad and Tobago to investigate students' responses to a summative assessment of a cross-cultural unit of work. The unit was designed to help students learn Western science by building bridges between their traditional practices and beliefs on selected health-related matters and conventional science concepts. Students' responses to a summative test were analysed qualitatively by a process of coding and categorising. The results indicated, firstly, that students did not necessarily show that they had learned conventional science when personalised tasks were associated with contextualised stimuli. Secondly, students' responses provided evidence of parallel collateral learning. These findings were deliberately explored during a second research cycle. The initial findings were corroborated. In addition, examples of dependent and secured collateral learning emerged. There are implications for assessment policy and for further research to develop a science of science within the Caribbean.

Attitude Changes Reported by College Students Who Tutored Children in Reading

This study had 2 purposes: (a) to examine the validity and reliability of a questionnaire developed to determine if college students who tutored elementary school children reported attitude changes and (b) to determine if there was attitude change along the 4 proposed dimensions of the questionnaire: attitude toward self, children, tutoring, and others. Participants were 133 college students who tutored in an America Reads Challenge program. Factor analysis yielded good reliability supporting the validity of the questionnaire, and significant positive attitude changes were observed on all 4 dimensions. The change in attitude was explained as collateral learning. These findings build on the results of previous investigations and have implications for students in college and university learning assistance centers.

The Education of Eros and Collateral Learning in Teacher Education

The Education of Eros and Collateral Learning in Teacher Education

John Dewey, Eros, Ideals, and Collateral Learning Toward a Desciptive Model of the Exemplary Teacher

John Dewey, Eros, Ideals, and Collateral Learning Toward a Desciptive Model of the Exemplary Teacher

Dynamic R&D Investment Policies

This paper examines dynamic R&D investment policies and the valuation of R&D programs in a contingent claims framework. We incorporate the following characteristics of R&D programs into our model: learning-by-doing, collateral learning between different projects in the program, interaction between project cash flows, periodic reevaluations of the program, different intensities of investment, capital rationing constraints, and competition. We show that a firm may invest in multiple projects even if only one can be implemented after development is complete. Furthermore, the firm may significantly alter its funding policy over time. For example, it may simultaneously develop multiple projects for a period of time, then focus on a lead project, and potentially resume funding of a “backup” project if the lead project fails to deliver on its early promise. We show how a firm can forecast expected R&D spending through time for an optimally executed R&D program. While project volatility plays an important role in determining R&D program value, we find that for high volatility projects the optimal investment policy is not very sensitive to changes in (or misestimation of) volatility. In considering whether to accelerate development of a project, a firm should balance the adverse effects of increased costs and the loss of investment flexibility against the positive effects of rapid uncertainty resolution and accelerated cash flows. In the presence of a budget constraint that prevents the firm from simultaneously accelerating projects and developing projects in parallel, we find that, if one project significantly dominates another early in the development stage, the option to accelerate the lead project is likely to be more valuable than the option to exchange projects. Thus, the backup project would be shelved in order to commit extra resources to development of the lead project. Finally, competition from other firms leads to more parallel investment in the early development stages of projects, less parallel investment in the latter stages of development, and lower overall investment.

Emirates pre-service and in-service teachers' views about the nature of science

This study investigated Emirates pre-service and in-service teachers' views about the nature of science. A questionnaire was developed and administered to 31 female pre-service science teachers, and 224 inservice chemistry teachers. The questionnaire covered five aspects of the nature of science identified by Palmquist and Finley (1997). These are: scientific theories and models; role of a scientist; scientific knowledge; scientific method; and scientific laws. The results indicated that Emirates teachers' views are neither clearly traditional nor clearly constructivist - they held mixed views about the nature of science. The study attributed the existence of the traditional views to historical reasons and the educational system. The presence of constructivist views was attributed to religious factors, where some of students' religious beliefs agree with some constructivist views. The study argued that the traditional view about the nature of science is in conflict with the teachers' religious beliefs. Teaching science in the Arab culture using the traditional view about science creates what Tobin (1996) called 'symbolic violence'. The study concluded that introducing science from the constructivist point of view and using what Jegede (1996) called 'collateral learning' would help to diminish such violence.

Transcending Cultural Borders: implications for science teaching

The current development towards ‘science for all’ in all parts of the globe necessitates that consideration be given to how pupils move between their everyday life‐world and the world of school science, how pupils deal with cognitive conflicts between those two worlds, and what this means for effective teaching of science. This paper reviews a new cognitive explanation‐‐collateral learning theory‐‐for how pupils cope with disparate worldviews mediated by transcending cultural borders between their everyday culture and the culture of science. The assistance that most pupils receive when they attempt to negotiate these cultural borders will influence their success at science. A new pedagogy is proposed in which teachers assume a role of culture broker in the classroom to achieve culturally sensitive curriculum and assessment.

Cross‐cultural science education: A cognitive explanation of a cultural phenomenon

Recent developments in concept learning and in science-for-all curricula have stimulated our interest in two fields of study: how students move between their everyday life-world and the world of school science, and how students deal with cognitive conflicts between those two worlds. In the first field of study, Aikenhead conceptualized the transition between a student's life-world and school science as a cultural border crossing. In the second field, Jegede explained cognitive conflicts arising from cultural differences between students' life-world and school science in terms of collateral learning. This article (a) synthesizes cultural border crossing with its cognitive explanation (collateral learning) and (b) demonstrates by its example the efficacy of reanalyzing interpretive data published in other articles. The synthesis provides new intellectual tools with which to understand science for all in 21st-century science classrooms in developing and industrialized countries. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 269–287, 1999

Cross-cultural science education: A cognitive explanation of a cultural phenomenon

Recent developments in concept learning and in science-for-all curricula have stimulated our interest in two fields of study: how students move between their everyday life-world and the world of school science, and how students deal with cognitive conflicts between those two worlds. In the first field of study, Aikenhead conceptualized the transition between a student's life-world and school science as a cultural border crossing. In the second field, Jegede explained cognitive conflicts arising from cultural differences between students' life-world and school science in terms of collateral learning. This article (a) synthesizes cultural border crossing with its cognitive explanation (collateral learning) and (b) demonstrates by its example the efficacy of reanalyzing interpretive data published in other articles. The synthesis provides new intellectual tools with which to understand science for all in 21st-century science classrooms in developing and industrialized countries. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 269–287, 1999

Collateral Learning and the Eco-Cultural Paradigm in Science and Mathematics Education in Africa

Collateral Learning and the Eco-Cultural Paradigm in Science and Mathematics Education in Africa

Students' Preconceptions about the Epistemology of Science: A Comparison of Some Nigerian and Candian Students

ABSTRACTThis study attempted to determine the preconceptions of the nature of science held by two groups of grade 11 and 12 secondary school students. The first group consists of 460 randomly selected grade 11 students from Enugu township in eastern Nigeria. The second group consists of 2000 grades 11 and 12 Canadian secondary school students. The preconceptions of both groups were assessed using 15 selected items drawn from the Views-On-Science-Technology Society (VOSTS) instrument developed by Aikenhead, Ryan and Fleming (1989). In comparison with their Canadian counterparts, the Nigerian subjects appear to demonstrate a better understanding of the meaning of science though sometimes their views are rather disparate and inconsistent. On the other hand, the Canadian subjects seem to appreciate the place and value of science and technology for society than their Nigerian counterparts. To some extent both groups of subjects show evidence of collateral learning and alternative conceptions of natural phenomena. On the basis of the findings of this study, it is suggested that science educators should take due cognisance of such worldview presuppositions.