The Milky Way galaxy we call home is 13.5 billion years old. Old enough, wouldn’t you think for life as complex as ourselves to evolve in this environment that we consider so perfect for us and us alone. The earth planet is 4.543 billion years old. WE WERE MADE PERFECT FOR IT THROUGH EVOLUTION. We evolved here in this environment so we are unique to this environment. They are inhospitable because our form of life did not evolve there. Super hot, super cold, with various environments that we would consider inhospitable. The environment is whatever it is anywhere and everywhere in the universe. ![]() Another way to obfuscate that there is life everywhere in the universe because life evolves to survive in its environment, not the environment evolving to accommodate the existence of life. GT comes from, appropriately enough, a fairy tale because GT is a fairy tale. The world wasn’t made perfect for us, WE were made perfect for the world! We evolved based on the environment, not the other way around. Life can only exist here.” Of course, this becomes ridiculous with a little thought. The conditions of this place were made perfect for my life. This brought to my mind a picture of a microbe waking up in the morning and thinking to itself, “Wow! I must be special. The scientists were just scratching their heads over how the conditions of this world could be so perfect for life. Recently at a physics meetup I attended, the Goldilocks Theory (GT) came up in a video being shown. The best example of a Goldilocks planet is the Earth itself.” – However, planets within a habitable zone that are unlikely to host life (e.g., gas giants) may also be called Goldilocks planets. Likewise, a planet following this Goldilocks Principle is one that is neither too close nor too far from a star to rule out liquid water on its surface and thus life (as humans understand it) on the planet. The name comes from the children’s fairy tale of Goldilocks and the Three Bears, in which a little girl chooses from sets of three items, ignoring the ones that are too extreme (large or small, hot or cold, etc.), and settling on the one in the middle, which is “just right”. “A Goldilocks planet is a planet that falls within a star’s habitable zone, and the name is often specifically used for planets close to the size of Earth. A suggestion is made that it may be politically exigent to begin relating measures of teacher cognition to valued student outcomes.The Goldilocks Theory (GT) application to astronomy states: ![]() Questions regarding the ecological validity of measurement tools and tasks are raised. ![]() In the final section, ambiguities and paradoxes inherent in this literature are discussed, particularly the continued use of rhetoric associated with process-product research. This paper describes and critiques five different approaches to the evaluation of teacher cognition: (a) direct and noninferential ways of assessing teacher belief, (b) methods that rely on contextual analyses of teachers' descriptive language, (c) taxonomies for assessing self-reflection and metacognition, (d) multimethod evaluations of pedagogical content knowledge and beliefs, and (e) concept mapping. Teacher cognition is defined as pre- or inservice teachers' self-reflections beliefs and knowledge about teaching, students, and content and awareness of problem-solving strategies endemic to classroom teaching. This review was designed to compare alternative approaches to the evaluation of teacher cognition and to consider ways in which the literature of this subfield may be discouraging its application. In accordance with what Raths and Katz (1985) call the Goldilocks Principle, the notion of teacher cognition may simply be "too big" (too general and vague) for mundane application. Although research on teacher cognition is no longer in its infancy, it has largely failed to affect the ways in which programs and teachers are evaluated.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |