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21.
Students’ concerns about mathematics can significantly affect their ability to learn the subject. In particular, their anxieties
and attitudes can greatly affect how they perceive their own mathematical competence, and in return, this may make them reluctant
to pursue mathematical studies. Many researchers believe in the role of active learning environments in reshaping students’
perception of and emotions about mathematics. This paper reports the results of an investigation on the effect of one such
environment. As a result of being exposed to an active learning environment, a group of 21 cohort students showed opinion
changes from a pre- to post-survey statements significantly on emotion and noticeably on confidence and perception statements.
There was, however, no statistically significant change observed on the opinions of a group of 41 traditional students. 相似文献
22.
Online display advertising is a multi-billion dollar industry where advertisers promote their products to users by having publishers display their advertisements on popular Web pages. An important problem in online advertising is how to forecast the number of user visits for a Web page during a particular period of time. Prior research addressed the problem by using traditional time-series forecasting techniques on historical data of user visits; (e.g., via a single regression model built for forecasting based on historical data for all Web pages) and did not fully explore the fact that different types of Web pages and different time stamps have different patterns of user visits. In this paper, we propose a series of probabilistic latent class models to automatically learn the underlying user visit patterns among multiple Web pages and multiple time stamps. The last (and the most effective) proposed model identifies latent groups/classes of (i) Web pages and (ii) time stamps with similar user visit patterns, and learns a specialized forecast model for each latent Web page and time stamp class. Compared with a single regression model as well as several other baselines, the proposed latent class model approach has the capability of differentiating the importance of different types of information across different classes of Web pages and time stamps, and therefore has much better modeling flexibility. An extensive set of experiments along with detailed analysis carried out on real-world data from Yahoo! demonstrates the advantage of the proposed latent class models in forecasting online user visits in online display advertising. 相似文献
23.
Background: There has been an increasing emphasis on empowering pre-service and in-service science teachers to attend student reasoning and use formative assessments to guide student learning in recent years. Purpose: The purpose of this study was to explore pre-service science teachers’ pedagogical capacity for formative assessment. Sample: This study took place in Turkey. The participants include 53 pre-service science teachers in their final year of schooling. All but two of the participants are female. Design and methods: We used a mixed-methods methodology in pursing this inquiry. Participants analyzed 28 responses to seven two-tiered questions given by four students of different ability levels. We explored their ability to identify the strengths and weaknesses in students’ answers. We paid particular attention to the things that the pre-service science teachers noticed in students’ explanations, the types of inferences they made about students’ conceptual understanding, and the affordances of pedagogical decisions they made. Results: The results show that the majority of participants made an evaluative judgment (i.e. the answer is correct or incorrect) in their analyses of students’ answers. Similarly, the majority of the participants recognized the type of mistake that the students made. However, they failed to successfully elaborate on fallacies, limitations, or strengths in student reasoning. We also asked the participants to make pedagogical decisions related to what needs to be done next in order to help the students to achieve academic objectives. Results show that 8% of the recommended instructional strategies were of no affordance, 64% of low-affordance, and 28% were of high affordance in terms of helping students achieve the academic objectives. Conclusion: If our goal is to improve pre-service science teachers’ noticing skills, and the affordance of feedback that they provide, engaging them in activities that asks them to attend to students’ ideas and reasoning may be useful. 相似文献
24.
Dogan Ozgur Kivilcan 《International Journal of Science and Mathematics Education》2021,19(8):1563-1585
International Journal of Science and Mathematics Education - Given the importance of cultivating scientific literate societies, the integration of scientific inquiry into school curriculum is key... 相似文献
25.
Humeyra Ozturk Emre Fatma Hande Karpuzoglu Cihan Coskun Ebru Demirel Sezer Ozlem Goruroglu Ozturk Fatma Ucar Hikmet Can Cubukcu Fatma Demet Arslan Levent Deniz Mehmet Senes Mustafa Serteser Cevat Yazici Dogan Yucel Abdurrahman Coskun 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2021,31(1)
IntroductionTo interpret test results correctly, understanding of the variations that affect test results is essential. The aim of this study is: 1) to evaluate the clinicians’ knowledge and opinion concerning biological variation (BV), and 2) to investigate if clinicians use BV in the interpretation of test results.Materials and methodsThis study uses a questionnaire comprising open-ended and close-ended questions. Questions were selected from the real-life numerical examples of interpretation of test results, the knowledge about main sources of variations in laboratories and the opinion of clinicians on BV. A total of 399 clinicians were interviewed, and the answers were evaluated using a scoring system ranked from A (clinician has the highest level of knowledge and the ability of using BV data) to D (clinician has no knowledge about variations in laboratory). The results were presented as number (N) and percentage (%).ResultsAltogether, 60.4% of clinicians have knowledge of pre-analytical and analytical variations; but only 3.5% of them have knowledge related to BV. The number of clinicians using BV data or reference change value (RCV) to interpret measurements results was zero, while 79.4% of clinicians accepted that the difference between two measurements results located within the reference interval may be significant.ConclusionsClinicians do not use BV data or tools derived from BV such as RCV to interpret test results. It is recommended that BV should be included in the medical school curriculum, and clinicians should be encouraged to use BV data for safe and valid interpretation of test results. 相似文献
26.
Ayfer Colak Burak Toprak Nese Dogan Fusun Ustuner 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2013,23(3):321-325
Introduction:
Studies about vitamin D [25(OH)D] stability in plasma are limited and preanalytical variables such as tube type may affect results. We aimed to evaluate effect of storage conditions, sample type and some preanalytical variables on vitamin D concentration.Materials and methods:
Blood samples from 15 healthy subjects were centrifuged at different temperatures and stored under different conditions. Serum and plasma 25(OH)D difference, effect of centrifugation temperature and common storage conditions were investigated.Results:
There was no difference between serum and plasma vitamin D concentration. Centrifugation temperature had no impact on vitamin D concentration. 25(OH)D is stable under common storage conditions: 4 hours at room temperature, 24 hours at 2–8 °C, 7 days at −20 °C, 3 months at −80 °C.Conclusion:
Vitamin D does not require any special storage conditions and refrigeration. Both serum and plasma can be used for measurement. 相似文献27.
G. Leblebicioglu D. Metin E. Capkinoglu P. S. Cetin E. Eroglu Dogan R. Schwartz 《Science & Education》2017,26(7-9):889-917
Although nature of science (NOS) and nature of scientific inquiry (NOSI) are related to each other, they are differentiated as NOS is being more related to the product of scientific inquiry (SI) which is scientific knowledge whereas NOSI is more related to the process of SI (Schwartz et al. 2008). Lederman et al. (Journal of Research in Science Teaching, 51, 65–8, 2014) determined eight NOSI aspects for K-16 context. In this study, a science camp was conducted to teach scientific inquiry (SI) and NOSI to 24 6th and 7th graders (16 girls and 8 boys). The core of the program was guided inquiry in nature. The children working in small groups under guidance of science advisors conducted four guided-inquiries in the nature in morning sessions on nearby plants, animals, water, and soil. NOSI aspects were made explicit during and at the end of each inquiry session. Views about scientific inquiry (VASI) (Lederman et al. Journal of Research in Science Teaching, 51, 65–8, 2014) questionnaire was applied as pre- and post-test. The results of the study showed that children developed in all eight NOSI aspects, but higher developments were observed in “scientific investigations all begin with a question” and “there is no single scientific method,” and “explanations are developed from data and what is already known” aspects. It was concluded that the science camp program was effective in teaching NOSI. 相似文献
28.
Nadire Cavus Dogan Ibrahim 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(1):78-91
There is an increase use of wireless technologies in education all over the world. In fact, wireless technologies such as laptop computers, palmtop computers and mobile phones are revolutionising education and transforming the traditional classroom-based learning and teaching into anytime and anywhere education. This paper investigates the use of wireless technologies in education with particular reference to the potential of learning new technical English language words using Short Message Service (SMS) text messaging. The system, developed by the authors, called mobile learning tool (MOLT), has been tested with 45 1st-year undergraduate students. The knowledge of students before and after the experiment has been measured. Our results show that students enjoyed and learned new words with the help of their mobile phones. We believe that using the MOLT system as an educational tool will contribute to the success of students. 相似文献
29.
Multilingual information retrieval is generally understood to mean the retrieval of relevant information in multiple target
languages in response to a user query in a single source language. In a multilingual federated search environment, different
information sources contain documents in different languages. A general search strategy in multilingual federated search environments
is to translate the user query to each language of the information sources and run a monolingual search in each information
source. It is then necessary to obtain a single ranked document list by merging the individual ranked lists from the information
sources that are in different languages. This is known as the results merging problem for multilingual information retrieval.
Previous research has shown that the simple approach of normalizing source-specific document scores is not effective. On the
other side, a more effective merging method was proposed to download and translate all retrieved documents into the source
language and generate the final ranked list by running a monolingual search in the search client. The latter method is more
effective but is associated with a large amount of online communication and computation costs. This paper proposes an effective
and efficient approach for the results merging task of multilingual ranked lists. Particularly, it downloads only a small
number of documents from the individual ranked lists of each user query to calculate comparable document scores by utilizing
both the query-based translation method and the document-based translation method. Then, query-specific and source-specific
transformation models can be trained for individual ranked lists by using the information of these downloaded documents. These
transformation models are used to estimate comparable document scores for all retrieved documents and thus the documents can
be sorted into a final ranked list. This merging approach is efficient as only a subset of the retrieved documents are downloaded
and translated online. Furthermore, an extensive set of experiments on the Cross-Language Evaluation Forum (CLEF) () data has demonstrated the effectiveness of the query-specific and source-specific results merging algorithm against other
alternatives. The new research in this paper proposes different variants of the query-specific and source-specific results
merging algorithm with different transformation models. This paper also provides thorough experimental results as well as
detailed analysis. All of the work substantially extends the preliminary research in (Si and Callan, in: Peters (ed.) Results
of the cross-language evaluation forum-CLEF 2005, 2005).
相似文献
| Hao YuanEmail: |
30.
Pinar Seda Cetin Nihal Dogan Ali Yigit Kutluca 《Journal of Science Teacher Education》2014,25(3):309-331
Research exploring the possible link between quality of argumentation and content knowledge is not straightforward. Some studies suggest a positive relationship (e.g. Dawson & Schibeci in J Biol Educ 38(1):7–12, 2003) while others do not (e.g. Zohar & Nemet in J Res Sci Teach 39:35–62, 2002). This study examined the possible relationship between pre-service science teachers’ (PSTs) lines of argument regarding genetic cloning issues and their knowledge of the related content. In the research, pre-service teachers were divided into groups according to the results of a conceptual understanding test on genetic cloning, and were categorized as high, middle and low achievers. After introducing three socio-scientific scenarios (relating to genetic cloning) with the intention of prompting lines of argumentation, the PSTs then participated in semi-structured interviews with the research team. It was revealed that there is not a significant relationship between the quality of socio-scientific argumentation among PSTs and their knowledge of content in the domain of cloning. Explanations for these results are discussed in light of the related literature and with reference to the interviews. 相似文献