How do you learn best?

I like this question, since it is a starting point for designing the presentation later on.
At this point it is sufficient to realize that there are more ways of learning, and thus much ways of presenting and teaching required.

• talking about it, listening (sound)
• doing it (movement)
• reading (words)
• watching pictures and schemes
• alone or in collaboration
• active or passive
• ......

Again: their is a lot of literature on learning styles, but I did not make notes, then, or I lost them,,,, (which is worse?)

Scientific methods

((Now I have to plead guilty..... I dig the question and my starting set with answers from my notes from last year, but: no reference what so ever on the source. I MUST have read the list somewhere, nice task to find it again))

What is a / the scientific method, what do you use, what do you accept as scientific?

• deductive (if,,,then,,,), testing, rejecting, and replacing hypotheses
• experimental
• use of analogies, metaphors (brain as clockwork, computer, metaphor is time-dependent)
• taxonomical (organizing facts)
• statistical
• historical, evolutionary, development
• ....

not much comment

Some thoughts about science

In the same discussion we talked a little about the nature of science.
Science is about asking questions, finding some answers, but being confronted then by many more questions.
Technology is considered to be more linear in nature: use the answers from science to move on.
Not too many words spend here.

Qualities and skills of a scientist

We have been discussing the essential skills, qualities of a scientist.
Things mentioned were:

• passion for their topic
• passion to push beyond current borders
• curious to find out more
• independent
• experimental (rises questions about theory as science...)
• rationalist
• realistic
• but also patient because it might take time
• smart seems to be an implicite quality
• creativity (in finding problems or in solving problems?)

Questions and thoughts about science and scientists

Students enrolled in the Nanotechnology program are advanced students from all over the world. The group is diverse all be it small usually. I like to see them as prospective scientists, becoming one by living, learning and working with experienced scientists.

Most of us -including me- grow up within a culture, an educational concept, comprising implicite assumptions on the nature of science itself, its position in society, the role of a scientist and so on. One of the objectives of this course is to make us aware of those implicite assumptions.

To me science is about asking questions, and that is just what I intend to do, this class, asking questions about science and scientists. I don't have "the" answers, since I am convinced that most of the answers are dependent on the culture you work in, you live in, the domain you're active in.

But then, also my questions -and assumptions- are colored by a culture, being raised in the Netherlands, working there. We like our students to think for themselves, to be critical (in a constructive way), to be independent.

On the other hand, my questions are also inspired by the division in higher education here in the Netherlands between academic (university) and higher vocational education, which is not the same as a division between natural science and applied science. I think most people in the Netherlands especially those working/teaching/researching on a University of Technology FEEL a difference, but cannot explain it.

From that background came my question about the differences between science, technology, technique, the differences (in role) between a scientist, technologist and a technician.
This question did not result in a very fruitfull discussion: I was hit by my own implicitness, could not make it clear.

More or less official paper on my expectations about the course

The course is aimed at acquiring academic skills, notably:
• being able to define a research topic to be treated in a literature study
• being able to identify an information demand and to find relevant scientific information
• being able to develop the topic into a written study and an oral presentation
• being able to reflect on personal activities
• being able to work with deadlines

Furthermore, students should be able to think independently about questions such as:
• what is science?
• what is fraud, what is data manipulation?
• what is proof, what is truth?
• what is plagiarism?

Exercises (deliverables)
• developing own search strategy
• writing a literature study
• presenting and defending this study orally
• participation in discussions during the course

Expected level of achievement
• the course focusses on a presentation, as if given in a session on nanotechnology during a large international conference
• the paper should be understandable for an experienced scientist, being not an expert on the topic
• paper and presentation should be well structured according to scientific standards

Formats, during the course various formats for orally presenting scientific information will be used:
• round table discussion
• lecture
• handson workshop
• presentation in conference
• personal discussions


The topics for the papers and presentation will be supplied by the tutors.
Tutors monitor the scientific level of the paper and presentation.

First day

Today has been the first day of the course.
We have been discussing practicallities.
And had a first taste on my way of asking questions instead of providing answers.

I gave a short resume of my career.
Here is a short description of my present duties and activities.

After a life as a scientist with emphasis on various aspects of chemistry, I work now in the University Library. I am responsible for the collection for STM (science, technology and medicine): develop it in collaboration with faculty, make items findable. I partcipate in the development of the digital library, and work on new services in the physical lib. Furthermore, I help students and staff with searching scientific information, individually and in classes.

I like to extend those classes in information skills into more general scientific skills. The course Paper&Presentation is an example of this development.

This blog will be an experiment for me and for the students to see whether blogging can have a function in an educational setting.