Pedagogy X Secondary Text 5

A science teacher thought about how to climb a fence. He counted the steps involved in climbing the fence. He walked along a horizontal line to the fence. Then he climbed the fence moving vertically. Then he walked along a horizontal line on the fence. So, the number of steps involved in climbing the fence was three. In this way, he counted the steps involved in climbing the fence.
Also, a Catalan teacher thought about the world of meaning. He found the correct meaning for a word. He did this by first finding the different meanings for the word. Then, he tested the word’s context, for example, the word “Strawberry” in “The Strawberry Computer company filed profits of 8 million dollars” matched “Strawberry” in the meaning “Strawberry Computer” rather than “strawberry” in the meaning “I ate the strawberry” because its first letter is capitalised, which means it has a different width. In this way, he found the correct meaning of a word by matching the context of the word with the word’s meaning.
Another learned person, a scientist wrote a laboratory experiment report. He first wrote down the hypothesis of the experiment, which is what he predicted the result of the experiment to be. He predicted the order that tiles were given would influence the word they made. He also thought that the experiment should be made rigorous by introducing uncertainty into the order the tiles were given. For example, he played “frequency hangman”, in which a player’s knowledge of language was tested by letting him guess the letters of a word one by one using the frequency of use of letters and combination of letters. He also said that players who would know the frequency of use of letters and combination of letters better would know about widths of objects more clearly. The player who In this way, he wrote down the hypothesis of the experiment that some players would know the frequency of use of letters and combination of letters better.
Also, a teacher gave directions to her students. She asked them to move parts of each of their bodies as directed. Her instructions required the students to move their limbs at a certain speed over the distance, during the time given. This relationship is: speed (metres / second) = distance (metres) / time (seconds). For example, a boy lifted his arm horizontally by his side at the speed: 1.5 (metres) / 3 (seconds) = 0.5 (metres / second). This showed how her instructions to her students to move parts of their bodies resulted in a boy calculating the speed with which to lift his arm.
Also, a natural philosopher thought about how to organise his office. He moved the items around the three-dimensional setting on the screen, to copy the positions of in his real office. He used a search engine to find text in his documents using a method that would find similar text, like a certain distance away as marked by a tape measure. He stored the items that were needed for similar reasons in the same “room” on the computer. He wrote down the topics he wrote least on, and wrote more on those. In this way, he organised his office by moving the items around the three-dimensional setting on the screen.