Rethinking the ethics of scientific knowledge: A case study of teaching the environment in science classrooms   总被引：1，自引：0，他引：1  

Mijung Kim  Wolff-Michael Roth 《Asia Pacific Education Review》2008,9(4):516-528

In this paper we argue that scientific literacy ought to be rethought in that it involves ethics as its core element. Considering the fact that science education has addressed ethical dilemmas of Science, Technology, Society and Environment (STSE) issues, it is worthwhile to question what the ethics of scientific knowledge mean in terms of their implications in modern society where knowledge generally is separated from action and thereby from the responsibility for knowing. We draw on the concept of integrity of knowing to analyze knowledge about the environment in Korean sixth—grade science classrooms. Examining the notion of immediate coping and ConfucianCheng, we differentiate ‘knowing about ethics’ and ‘knowing ethically’ with respect to STSE issues. We challenge the notion of knowing, suggesting instead that there is not only knowing about but knowingin andfor action. Participatory scientific literacy ought to aim for the latter form of knowing. This understanding of ethics and scientific literacy could help science educators bring forth the responsibility for knowledge in science classrooms by encouraging students to become active and responsible concerning STSE issues.  相似文献   

Adaptive relevance feedback method of extended Boolean model using hierarchical clustering techniques     

Jongpill Choi  Minkoo Kim  Vijay V. Raghavan 《Information processing & management》2006

The relevance feedback process uses information obtained from a user about a set of initially retrieved documents to improve subsequent search formulations and retrieval performance. In extended Boolean models, the relevance feedback implies not only that new query terms must be identified and re-weighted, but also that the terms must be connected with Boolean And/Or operators properly. Salton et al. proposed a relevance feedback method, called DNF (disjunctive normal form) method, for a well established extended Boolean model. However, this method mainly focuses on generating Boolean queries but does not concern about re-weighting query terms. Also, this method has some problems in generating reformulated Boolean queries. In this study, we investigate the problems of the DNF method and propose a relevance feedback method using hierarchical clustering techniques to solve those problems. We also propose a neural network model in which the term weights used in extended Boolean queries can be adjusted by the users’ relevance feedbacks.  相似文献   

Moral Responsibility for Harm Caused by Computer System Failures     

Douglas?BirschEmail author 《Ethics and Information Technology》2004,6(4):233-245

When software is written and then utilized in complex computer systems, problems often occur. Sometimes these problems cause a system to malfunction, and in some instances such malfunctions cause harm. Should any of the persons involved in creating the software be blamed and punished when a computer system failure leads to persons being harmed? In order to decide whether such blame and punishment are appropriate, we need to first consider if the people are “morally responsible”. Should any of the people involved in creating the software be held morally responsible, as individuals, for the harm caused by a computer system failure?This article provides one view of moral responsibility and then discusses some barriers to holding people morally responsible. Next, it provides information about the Therac-25, a computer-controlled medical linear accelerator, and its computer systems failures that led to deaths and injuries. Finally it investigates whether two key people involved in the Therac-25 case could reasonably be considered to have some degree of moral responsibility for the deaths and injuries. The conclusions about whether or not these people were morally responsible necessarily rest upon a certain amount of speculation about what they knew and what they did. These limitations, however, should not cause us to conclude that discussions of moral responsibility are fruitless. In some cases, determinations of moral responsibility may be made and in others the investigation is still worthwhile, as the article demonstrates.  相似文献   

Validating English Language Proficiency Assessment Uses for English Learners: Academic Language Proficiency and Content Assessment Performance     

Mikyung Kim Wolf  Molly Faulkner‐Bond 《Educational Measurement》2016,35(2):6-18

States use standards‐based English language proficiency (ELP) assessments to inform relatively high‐stakes decisions for English learner (EL) students. Results from these assessments are one of the primary criteria used to determine EL students’ level of ELP and readiness for reclassification. The results are also used to evaluate the effectiveness of and funding allocation to district or school programs that serve EL students. In an effort to provide empirical validity evidence for such important uses of ELP assessments, this study focused on examining the constructs of ELP assessments as a fundamental validity issue. Particularly, the study examined the types of language proficiency measured in three sample states’ ELP assessments and the relationship between each type of language proficiency and content assessment performance. The results revealed notable variation in the presence of academic and social language in the three ELP assessments. A series of hierarchical linear modeling (HLM) analyses also revealed varied relationships among social language proficiency, academic language proficiency, and content assessment performance. The findings highlight the importance of examining the constructs of ELP assessments for making appropriate interpretations and decisions based on the assessment scores for EL students. Implications for policy and practice are discussed.  相似文献   

Verbosity normalized pseudo-relevance feedback in information retrieval     

Seung-Hoon Na  Kangil Kim 《Information processing & management》2018,54(2):219-239

Document length normalization is one of the fundamental components in a retrieval model because term frequencies can readily be increased in long documents. The key hypotheses in literature regarding document length normalization are the verbosity and scope hypotheses, which imply that document length normalization should consider the distinguishing effects of verbosity and scope on term frequencies. In this article, we extend these hypotheses in a pseudo-relevance feedback setting by assuming the verbosity hypothesis on the feedback query model, which states that the verbosity of an expanded query should not be high. Furthermore, we postulate the following two effects of document verbosity on a feedback query model that easily and typically holds in modern pseudo-relevance feedback methods: 1) the verbosity-preserving effect: the query verbosity of a feedback query model is determined by feedback document verbosities; 2) the verbosity-sensitive effect: highly verbose documents more significantly and unfairly affect the resulting query model than normal documents do. By considering these effects, we propose verbosity normalized pseudo-relevance feedback, which is straightforwardly obtained by replacing original term frequencies with their verbosity-normalized term frequencies in the pseudo-relevance feedback method. The results of the experiments performed on three standard TREC collections show that the proposed verbosity normalized pseudo-relevance feedback consistently provides statistically significant improvements over conventional methods, under the settings of the relevance model and latent concept expansion.  相似文献   

Amy Sue Bix. Girls Coming to Tech! A History of American Engineering Education for Women. Cambridge: MIT Press, 2013. 360 pp. Cloth $35.00.     

Kim Tolley 《History of education quarterly》2016,56(1):182-185

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Evaluating a Multidimensional Reading Comprehension Program and Reconsidering the Lowly Reputation of Tests of Near‐Transfer          下载免费PDF全文

Douglas Fuchs  Emma Hendricks  Meagan E. Walsh  Lynn S. Fuchs  Jennifer K. Gilbert  Wen Zhang Tracy  Samuel Patton III  Nicole Davis‐Perkins  Wooliya Kim  Amy M. Elleman  Peng Peng 《Learning disabilities research & practice》2018,33(1):11-23

We conducted a 14‐week experimental study of 2 versions of a relatively comprehensive RC intervention that involved 50 classroom teachers, 15 tutors, and 116 children drawn in equal proportions from grades 3 and 5 in 13 schools in a large urban school district. Students were randomly assigned in equal numbers to the two tutoring conditions and a control group. Results indicated that students in the two tutored groups tended to perform comparably on all tests and to outperform controls (more so in grade 5 than grade 3) on near‐transfer but not far‐transfer measures of RC. This differential pattern of program effects for near‐ versus far‐transfer measures raises questions about how tests of near‐transfer and far‐transfer are conventionally understood.  相似文献   

The mini-library movement in rural Korea: A successful experiment with a rural public library alternative     

Choong H. Kim 《International Information and Library Review》2013,45(4):421-440

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Behavioural disorders in Danish schools: a qualitative analysis of background factors     

Niels Egelund  Kim Foss Hansen 《欧洲特需教育杂志》2013,28(3):285-296

A national survey has shown that the incidence of serious behavioural problems in Danish schools stands at 10 per cent. The present qualitative study makes use of a broad-spectrum ecological model in the search for aetiological factors underlying behavioural disturbance. The study covers 34 typical Danish schools matched in pairs on the basis of degree of disturbance in the national survey. The results indicate behavioural problems to be related more to system factors than to purely individual factors.  相似文献   

Sustaining advocacy and action on women��s participation and gender equality in adult education     

Carolyn Medel-A?onuevo  Anna Bernhardt 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,57(1-2):57-68

This article gives an overview of the development of gender equality and women??s participation in adult learning and education in the history of the International Conferences on Adult Education (CONFINTEA). Though the equality of rights was highlighted throughout the various conferences, the first Global Report on Adult Learning and Education (GRALE) observed that a gender gap in the participation in adult learning and education still persisted in 2009. This is especially remarkable with regard to the impact of CONFINTEA V in 1997, because it focused on the issue of women??s participation and gender equality. A review of the CONFINTEA VI programme elements and the national reports prepared by UNESCO Member States in 2008 reveals that gender issues have to some extent moved from the centre of attention to the periphery. This article therefore tries to explore how gender principles are acknowledged in CONFINTEA VI and its follow-up.  相似文献