Meta-Theoretical Contributions to the Constitution of a Model-Based Didactics of Science     

Yefrin Ariza  Pablo Lorenzano  Agustín Adúriz-Bravo 《Science & Education》2016,25(7-8):747-773

There is nowadays consensus in the community of didactics of science (i.e. science education understood as an academic discipline) regarding the need to include the philosophy of science in didactical research, science teacher education, curriculum design, and the practice of science education in all educational levels. Some authors have identified an ever-increasing use of the concept of ‘theoretical model’, stemming from the so-called semantic view of scientific theories. However, it can be recognised that, in didactics of science, there are over-simplified transpositions of the idea of model (and of other meta-theoretical ideas). In this sense, contemporary philosophy of science is often blurred or distorted in the science education literature. In this paper, we address the discussion around some meta-theoretical concepts that are introduced into didactics of science due to their perceived educational value. We argue for the existence of a ‘semantic family’, and we characterise four different versions of semantic views existing within the family. In particular, we seek to contribute to establishing a model-based didactics of science mainly supported in this semantic family.  相似文献   

Introducing structure management in automatic reference resolution: An XML-based approach     

M. Mercedes Martínez-Gonzlez  Pablo de la Fuente 《Information processing & management》2007,43(6):1808

References to parts of structured documents use their structure to locate the piece of document which is the reference target. On the other hand, XML has become an increasingly important language for structured documents. One of its most important related languages is XPath, the language that permits fragments of XML documents to be selected. In this article we present a methodology, and an application case, to automatically extract and solve references to fragments of structured documents. This approach combines structure manipulation and information extraction, to enhance reference extraction tools by improving the precision of the references extracted. We take advantage of XML markup to locate the position within the structure in which the references are found. The use of XPath, one of the most important XML related languages, for reference resolution is original: the resolution tool automatically builds XPath expressions. This proposal is inspired (and implemented) from our work with legislative documents.  相似文献   

analysis of r & d failure     

Pablo T. Spiller  Morris Teubal 《Research Policy》1977,6(3):254-275

The basic issue of this paper is to investigate whether the relationship between market determinateness and performance found in the Israeli biomedical electronics industry reflects a particular pattern of comparative advantage or whether inadequate program execution was responsible for a part or all of the failures. For this purpose we build a tentative framework for analysing failure. This framework is based on a distinction between what we term causes of failure (inappropriate behavior or uncertainty) and their manifestation at the time of program suspension. Inappropriate behavior (and uncertainty) appears at three levels: overall firm level, choice of program, and program execution. Firm variables (size, market involvement, and management orientation) play a role both in determining inappropriate firm behavior and in explaining it. The results point to the predominance of inappropriate program selection (i.e. lack of comparative advantage) in explaining failure, despite the prevalence of faulty program execution. Inappropriate program selection is the result of insufficient exploratory search coupled with a management orientation which underestimates the importance of marketing aspects in the innovation of process. It also leads to inappropriate execution of innovation programs.  相似文献   

Why and how mathematicians read proofs: further evidence from a survey study     

Juan Pablo Mejia-Ramos  Keith Weber 《Educational Studies in Mathematics》2014,85(2):161-173

In a recent paper (Weber & Mejia-Ramos, Educational Studies in Mathematics, 76, 329–344, 2011), we reported findings from two small-scale interview studies on the reasons why and the ways in which mathematicians read proofs. Based on these findings, we designed an Internet-based survey that we distributed to practicing mathematicians working in top mathematics departments in the USA. Surveyed mathematicians (N?=?118) agreed to a great extent with the interviewed mathematicians in the exploratory studies. First, the mathematicians reported that they commonly read published proofs to gain different types of insight, not to check the correctness of the proofs. Second, they stated that when reading these proofs, they commonly: (a) appeal to the reputation of the author and the journal, (b) study how certain steps in the proof apply to specific examples, and (c) focus on the overarching ideas and methods in the proofs. In this paper, we also report findings from another section of the survey that focused on how participants reviewed proofs submitted for publication. The comparison of participant responses to questions in these two sections of the survey suggests that reading a published proof of a colleague and refereeing a proof for publication are substantially different activities for mathematicians.  相似文献   

Enhancing Students’ Learning Process Through Self-Generated Tests     

Marcos Sanchez-Elez  Inmaculada Pardines  Pablo Garcia  Guadalupe Miñana  Sara Roman  Margarita Sanchez  Jose Luis Risco 《Journal of Science Education and Technology》2014,23(1):15-25

The use of new technologies in higher education has surprisingly emphasized students’ tendency to adopt a passive behavior in class. Participation and interaction of students are essential to improve academic results. This paper describes an educational experiment aimed at the promotion of students’ autonomous learning by requiring them to generate test type questions related to the contents of the course. The main idea is to make the student feel part of the evaluation process by including students’ questions in the evaluation exams. A set of applications running on our university online learning environment has been developed in order to provide both students and teachers with the necessary tools for a good interaction between them. Questions uploaded by students are visible to every enrolled student as well as to each involved teacher. In this way, we enhance critical analysis skills, by solving and finding possible mistakes in the questions sent by their fellows. The experiment was applied over 769 students from 12 different courses. Results show that the students who have actively participated in the experiment have obtained better academic performance.  相似文献   

Multimedia integration for language e-learning： Content, context and the e-dossier     

Pedro Pablo Sanchez-Villalon Manuel Ortega Asuncion Sanchez-Villalon 《美中教育评论》2010,7(8):1-10

In the education world, it is widely accepted that language learning is one of the pioneering disciplines in the application and use of the information and communication technologies, initially preceded by the widespread use of audiovisual resources which, finally integrated in the digital space, bring about the use of multimedia. Additionally, language learning has greatly contributed to standardizing lesson plans. They set the basis for learning design, one of the last advances in the pedagogical organization of education through the use of computers in learning managing systems. Most recently, language learning has also played an innovative role in the implementation of portfolios to education. These three perspectives address different issues for e-learning： the access to content through technology; the design of the learning initially with the help of tutors and then applying institutional frameworks for their own personal learning processes; and the edition of the resulting e-learning experience as evidence with the e-dossier, a part of the e-portfolio. Currently, the web is evolving towards its original function as the read/write web where the user, apart from accessing information, can create their own information and communicate more interactively, using technology-enhanced learning environments to integrate text and multimedia for real audiences both in the classroom and outside. Thus, taking language learning guided by the Common European Framework of Reference for Languages, the authors present here a complete e-learning system which integrates textual as well as multimedia facilities to acquire learning content, edit learning design and report learning experiences.  相似文献   

Using formative assessment to promote argumentation in a university bilingual science course     

Pablo Antonio Archila  Jorge Molina  Anne-Marie Truscott de Mejía 《International Journal of Science Education》2018,40(13):1669-1695

Formative assessment, bilingualism, and argumentation when combined can enrich bilingual scientific literacy. However, argumentation receives little attention in the practice of bilingual science education. This article describes the effect of a formative assessment-based pedagogical strategy in promoting university students’ argumentation. It examines the written and oral arguments produced by 54 undergraduates (28 females and 26 males, 16–21 years old) in Colombia during a university bilingual (Spanish-English) science course. The data used in this analysis was derived from students’ written responses, and audio and video recordings. The first goal of this study was to determine how this teaching strategy could help students increase the use of English as a means of communication in argumentation in science. The second goal was to establish the potential of the strategy to engage students in argumentative classroom interactions as an essential part of formative assessment. The findings show that the strategy provided participants with opportunities to write their argumentation in Spanish, in English and in a hybrid version using code-switching. Educational implications for higher education are discussed.  相似文献   

Association between physical activity and cardiovascular risk factors: Dose and sex matter     

Alejandro Santos-Lozano  Alberto Torres Barrn  Pablo Fernndez-Navarro  Pedro L. Valenzuela  Adrin Castillo-Garcia  Luis M. Ruilope  David Ríos Insua  Jos M. Ordovas  Victoria Ley  Alejandro Lucia 《运动与健康科学(英文)》2021,10(5):604-606

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Factors Influencing Scientific Achievements of Medical Students in the Anatomy Research Group: An Analysis From the Autonomous University of Nuevo León in Mexico     

Milton Alberto Muñoz-Leija  Francisco J. Barrera  Pablo Patricio Zárate-Garza  Alejandro Quiroga-Garza  Javier Humberto Martínez-Garza  David de la Fuente-Villarreal  Santos Guzmán-López  Rodrigo Enrique Elizondo-Omaña 《Anatomical sciences education》2022,15(2):369-375

Scientific research and student involvement are critical to the formation of physicians, yet the number of medical researchers has decreased over time. To implement corrective strategies, the variables associated with positive research attitudes and productivity among medical students must be identified. The aim of this study was to evaluate the variables associated with students interested or involved in research. A validated questionnaire was applied to the student members of an established anatomy research group in a Mexican medical school with a six-year medical program. Data were collected and analyzed. A total of 85.5% (n = 77/90) students answered the survey with most respondents being second-year medical students. The majority of respondents indicated that the important component of conducting research was a contribution to the new knowledge (45.5%) and to the scientific community (42.9%). More than half of respondents mentioned a professor or a peer as the initial motivation to become involved in research. Lack of time was the main limitation (59.7%) to research involvement. Perceived benefits were knowledge and team work skills. Of those involved, most (85.7%) wished to continue participating in research as a complement to their clinical work. Professors and student colleagues were found to play an important motivational and recruitment role for medical research. These efforts in turn have developed into long-lasting mentor-mentee relationships. Students also anticipated that early involvement in research will positively influence the likelihood of future physicians' contribution and collaboration in research.  相似文献