The Role of Basic Research in Innovation

This short article discusses the role of basic research in innovation. Policymakers and researchers tend to agree that basic research is important for society, also for innovation and economic growth. There is, however, considerable debate about why it is important and the implications of this importance.

One major problem is the frequent lack of definitions and precise formulations of the questions to be discussed. “Basic research” has many different meanings and definitions, and alternative terms like “strategic”, “fundamental”, “curiosity-driven”, “researcher-controlled” and “autonomous” only contribute to making the issue more confusing. The research and development (R&D) statistics use an intentional definition
where basic research refers to activities that have “no practical application in mind”. Scientists themselves often use other flexible definitions, e.g. based on the degree of theoretical content or ambition in a project
(Calvert 2006; Gulbrandsen & Langfeldt 2004). Sometimes basic research is regarded as the same as university research, but this is not necessarily correct. Statistical data show that in many countries, e.g. Norway, only about half of the R&D activities in the university sector are classified as “basic research”. Some firms also carry out basic research, although this is most often too risky for private companies even though they may benefit from it in the future (Rosenberg 1990). Finally, it has been argued that influential researchers have often strived for fundamental understanding, yet worked primarily with projects of an applied nature (Stokes 1997).

Children are sponges

Technology has evolved since the last generation. Children are encouraged to do internet research on their own using credible sources because they get a better understanding and detailed information on any given topic. When they understand the search tools and engines they will be able to gain knowledge on anything they want or need. Children today are fast evolving and are smarter than children of the same age in the last generation. I believe the internet is the cause of this. 

Kids learn more with the Internet, so we become smarter.

While people tend to use technology as a crutch, it does not mean that they are any less smart. If one were to space out in class, he could rely on the Internet for a crash course on algebra. Otherwise, that same kid would've failed his test and not learned the material. If anything, the vast amount of information stored online can help people learn more. The Webs easy access helps us share ideas and concepts that would otherwise be unknown. As the Internet may reduce the amount of thinking we need to do, it doesn't take away our ability to think. The instant answers that Google spits out may make us lazy and impatient, but extra knowledge can only make us smarter - not any dumber.

What Does Research Say About the Benefits of Reading Aloud to Children?

The researchers have summarized some of the research literature on read alouds as well as information they have gleaned from their own observations. According to the research read aloud suggests it is a valuable tool in providing children with the experience of making sense of ideas beyond the here and now. This thinking helps the child become successful in not only listening to a story but also engaging in a conversation about the story.There is an emphasis from the research that book talks aid the child in becoming literate.

The research also indicates the most effective features of talking about books focus on major story ideas, allowing discussion to be reflective in nature. Beck and McKeown observed kindergarten and first grade teachers reading to their classrooms. They noticed that rarely were children involved in discussing the major story ideas. It was also noted that when young children respond to a story they typically use prior knowledge to support their answers rather than ideas from the text. Research has shown background knowledge to be an important aspect of understanding text however; it should be used to integrate with the text in order to assist in comprehension. Children were also observed using pictures to direct their thinking. The research on using pictures indicates students can be misled by some of the pictures as they do not always match the text and as previously mentioned students need to use language to express ideas beyond the here and now. The research review and classroom observations by Beck and McKeown motivated their development of text talk. The goal of text talk is to use read aloud in a way that will promote the children’s’ ability to construct meaning from decontextualized language, improve comprehension and further language development.