排序方式： 共有19条查询结果，搜索用时 15 毫秒
11.
The present study aims to identify the relationship between individuals' multiple intelligence areas and their learning styles with mathematical clarity using the concept of rough sets which is used in areas such as artificial intelligence, data reduction, discovery of dependencies, prediction of data significance, and generating decision (control) algorithms based on data sets. Therefore, first multiple intelligence areas and learning styles of 243 mathematics prospective teachers studying at a state university were identified using the “Multiple Intelligence Inventory for Educators” developed by Armstrong and the “Learning Styles Scale” developed by Kolb. Second, the data was appropriated for rough set analysis and we identified potential learning styles that a student can have based on the learning style s/he already has. Certainty degrees of the learning style sets were αR(D) ≅ 0.717, αR(C) ≅ 0.618, αR(AS) ≅ 0.699, αR(AC) ≅ 0.461, and these sets were found to be rough sets. Finally, decision rules were identified for multiple intelligences and learning styles. 相似文献
12.
Stephen B. Witzig Sharyn K. Freyermuth Marcelle A. Siegel Kemal Izci J. Chris Pires 《Research in Science Education》2013,43(4):1361-1375
We are involved in a project to incorporate innovative assessments within a reform-based large-lecture biochemistry course for nonmajors. We not only assessed misconceptions but purposefully changed instruction throughout the semester to confront student ideas. Our research questions targeted student conceptions of deoxyribonucleic acid (DNA) along with understanding in what ways classroom discussions/activities influence student conceptions. Data sources included pre-/post-assessments, semi-structured interviews, and student work on exams/assessments. We found that students held misconceptions about the chemical nature of DNA, with 63 % of students claiming that DNA is alive prior to instruction. The chemical nature of DNA is an important fundamental concept in science fields. We confronted this misconception throughout the semester collecting data from several instructional interventions. Case studies of individual students revealed how various instructional strategies/assessments allowed students to construct and demonstrate the scientifically accepted understanding of the chemical nature of DNA. However, the post-assessment exposed that 40 % of students still held misconceptions about DNA, indicating the persistent nature of this misconception. Implications for teaching and learning are discussed. 相似文献
13.
14.
15.
建设项目管理模式与中国建筑业的改革 总被引：9，自引：0，他引：9
本文探讨了中国建筑业的发展、改革及所遇到的问题。为了解决这些问题,深化中国建筑业的改革,需要变革建设项目的组织模式和建筑市场的项目采购方式。建设项目组织模式是成功进行项目管理的基石,也是业主和建设项目成功的关键因素。因为它确定了项目管理的总体框架、基本路径和项目的风险结构及项目各方的责任与义务。本文介绍了国际上流行的项目组织模式及其演变和发展;不同项目组织模式的特征及其相互联系;分析了项目采购方式在深化我国建筑市场改革和加速建筑业与国际接轨的作用和意义;提出了深化中国建筑业改革应采取的对策,以缓解加入WTO对我国建筑业的压力。 相似文献
16.
Kemal Izci Lloyd H. Barrow Erica Thornhill 《Journal of Science Education and Technology》2013,22(4):402-417
The purpose of this study was (a) to evaluate ten online periodic table sources for their accuracy and (b) to compare the types of information and links provided to users. Limited studies have been reported on online periodic table (Diener and Moore 2011; Slocum and Moore in J Chem Educ 86(10):1167, 2009). Chemistry students’ understanding of periodic table is vital for their success in chemistry, and the online periodic table has the potential to advance learners’ understanding of chemical elements and fundamental chemistry concepts (Brito et al. in J Res Sci Teach 42(1):84–111, 2005). The ten sites were compared for accuracy of data with the Handbook of Chemistry and Physics (HCP, Haynes in CRC handbook of chemistry and physics: a ready-reference book of chemical and physical data. CRC Press, Boca Raton 2012). The 10 sites are the most visited periodic table Web sites available. Four different elements, carbon, gold, argon, and plutonium, were selected for comparison, and 11 different attributes for each element were identified for evaluating accuracy. A wide variation of accuracy was found among the 10 periodic table sources. Chemicool was the most accurate information provider with 66.67 % accuracy when compared to the HCP. The 22 types of information including meaning of name and use in industry and society provided by these sites were, also, compared. WebElements, “Chemicool”, “Periodic Table Live”, and “the Photographic Periodic Table of the Elements” were the most information providers, providing 86.36 % of information among the 10 Web sites. “WebElements” provides the most links among the 10 Web sites. It was concluded that if an individual teacher or student desires only raw physical data from element, the Internet might not be the best choice. 相似文献
17.
Kemal Aydın 《Cultural Trends》2009,18(4):295-311
Using three sets of survey data, this article explores the variations and social bases of leisure and cultural consumption patterns during the last decade in Turkey. In particular, this article explores the social basis of reading habits of daily newspapers, magazines and journals, going out to movies and the theatre, as well as spending patterns on these and various other cultural activities. Questions addressed in this study are: how are culture and leisure consumptions stratified in contemporary Turkish society, and what types of changes can be detected between 1994 and 2004? In summary, the data indicate that leisure and cultural consumption tend to be stratified by educational and income level and, to some extent, white-collar occupations. Second, households with female heads tended to engage more in “highbrow” consumption, compared to households with male heads. 相似文献
18.
19.
Stephen B. Witzig Carina M. Rebello Marcelle A. Siegel Sharyn K. Freyermuth Kemal Izci Bruce McClure 《Research in Science Education》2014,44(5):675-698
Identifying students’ conceptual scientific understanding is difficult if the appropriate tools are not available for educators. Concept inventories have become a popular tool to assess student understanding; however, traditionally, they are multiple choice tests. International science education standard documents advocate that assessments should be reform based, contain diverse question types, and should align with instructional approaches. To date, no instrument of this type targeting student conceptions in biotechnology has been developed. We report here the development, testing, and validation of a 35-item Biotechnology Instrument for Knowledge Elicitation (BIKE) that includes a mix of question types. The BIKE was designed to elicit student thinking and a variety of conceptual understandings, as opposed to testing closed-ended responses. The design phase contained nine steps including a literature search for content, student interviews, a pilot test, as well as expert review. Data from 175 students over two semesters, including 16 student interviews and six expert reviewers (professors from six different institutions), were used to validate the instrument. Cronbach’s alpha on the pre/posttest was 0.664 and 0.668, respectively, indicating the BIKE has internal consistency. Cohen’s kappa for inter-rater reliability among the 6,525 total items was 0.684 indicating substantial agreement among scorers. Item analysis demonstrated that the items were challenging, there was discrimination among the individual items, and there was alignment with research-based design principles for construct validity. This study provides a reliable and valid conceptual understanding instrument in the understudied area of biotechnology. 相似文献