The Role of Historical-Philosophical Controversies in Teaching Sciences: The Debate Between Biot and Ampère     

Marco Braga  Andreia Guerra  José Claudio Reis 《Science & Education》2012,21(6):921-934

This paper evaluates the viability of using controversies in teaching. An educational project has been elaborated in which some historical-philosophical clashes were introduced into the classical syllabus of physics. The historical-philosophical controversy dealt with here, took place between the French physicists Biot and Ampère in the 19th century and referred to distinct interpretations of the Oersted experiment. This controversy was inserted into the syllabus of the 12th grade of a Brazilian secondary school.  相似文献   

Models of power and the deletion of participation in a classroom literacy event     

Gloria E. Jacobs 《Journal of Research in Reading》2012,35(4):353-371

This article uses the analytic lens of power relations and models of power to examine how the participation of two students in an urban US eighth‐grade English language arts class was symbolically and literally deleted. The researcher asks why do some students fail despite being placed in a technologically rich educational environment that ostensibly draws on best practices? Drawing on data collected during an academic year, the author uses a telling case of a dyad engaged in on‐line research and the creation of a PowerPoint presentation to illustrate how the students try to participate and complete the assignment but experience failure. The author raises questions about the context of the students' lives as well as the nature of the classroom instruction and assessment structure. It is argued that further research into the nature of participation is needed to address the lack of student success in urban schools.  相似文献   

Graph-based term weighting for information retrieval     

Roi Blanco  Christina Lioma 《Information Retrieval》2012,15(1):54-92

A standard approach to Information Retrieval (IR) is to model text as a bag of words. Alternatively, text can be modelled as a graph, whose vertices represent words, and whose edges represent relations between the words, defined on the basis of any meaningful statistical or linguistic relation. Given such a text graph, graph theoretic computations can be applied to measure various properties of the graph, and hence of the text. This work explores the usefulness of such graph-based text representations for IR. Specifically, we propose a principled graph-theoretic approach of (1) computing term weights and (2) integrating discourse aspects into retrieval. Given a text graph, whose vertices denote terms linked by co-occurrence and grammatical modification, we use graph ranking computations (e.g. PageRank Page et al. in The pagerank citation ranking: Bringing order to the Web. Technical report, Stanford Digital Library Technologies Project, 1998) to derive weights for each vertex, i.e. term weights, which we use to rank documents against queries. We reason that our graph-based term weights do not necessarily need to be normalised by document length (unlike existing term weights) because they are already scaled by their graph-ranking computation. This is a departure from existing IR ranking functions, and we experimentally show that it performs comparably to a tuned ranking baseline, such as BM25 (Robertson et al. in NIST Special Publication 500-236: TREC-4, 1995). In addition, we integrate into ranking graph properties, such as the average path length, or clustering coefficient, which represent different aspects of the topology of the graph, and by extension of the document represented as a graph. Integrating such properties into ranking allows us to consider issues such as discourse coherence, flow and density during retrieval. We experimentally show that this type of ranking performs comparably to BM25, and can even outperform it, across different TREC (Voorhees and Harman in TREC: Experiment and evaluation in information retrieval, MIT Press, 2005) datasets and evaluation measures.  相似文献   

The Name of the Rose: A Path to Discuss the Birth of Modern Science     

Andreia Guerra  Marco Braga 《Science & Education》2014,23(3):643-654

Various science education researchers believe that science tuition should include some discussion about how science has developed over time. Therefore, deliberations about the nature of science should be integrated in the science curriculum. Many researchers argue that teaching the history of science is a good way to place the nature of science in science classes. This paper contributes to this debate and argues the importance of having young students study the birth of modern science. Such study could allow students to understand that some of the issues about the nature of science arose in the seventeenth century with the birth of modern science. To achieve this purpose, it is important to discuss the different factors that immersed the birth of modern science. To accomplish this goal, the novel The Name of the Rose by Umberto Eco may be used. Beyond introducing issues surrounding the nature of science, this strategy could help overcome the separation between the arts and humanities in education.  相似文献   

Communications For Developing Nations     

Charlotte Dietrich  Syed A. Rahim  Gloria D. Feliciano  Robert C. Hornik  Godwin Chu  Daniel Lerner 《Communication Booknotes Quarterly》2013,44(6):65-66

Charlotte Dietrich, Der Rundfunk in Afrika An fang der Siebziger Jahre: Strukturen and Daten (Broadcasting in Africa in the Early Seventies: Structures and Data) (Department of Mass Communication, University of Salzburg, Sigmund Haffner Gasse 18, A-5020 Salzburg, Austria---$5.00, paper, plus cost of shipping)

Communication Policy and Planning for Development: A Selected Annotated Bibliography by Syed A. Rahim (285 pp., October 1976, price not given, paper)

An Overview of Communication Research in Asia: Status, Problems and Needs by Gloria D. Feliciano (20 pp., June 1973, on request, paper)

Mass Media Use and the “Revolution of Rising Frustrations:” A Reconsideration of the Theory by Robert C. Hornik (27 pp., July 1974, on request, paper)

Communication and Development in China (Communication Monograph No. 1), by Godwin Chu, et al. (116 pp., September 1976, price not given, paper)

Communication in the Pacific, edited by Daniel Lerner and Jim Richstad (96 pp., June 1976, price not given paper)

The Use of Radio in Adult Literacy Education, by Richard C. Burke (116 pp., £1.50 or about $2.40, paper)

Programmed Instruction for Literacy Workers, by Sivasailam Thiagarajan (136 pp., £1.95 or about $3.12, paper)

Mass Communication in Malaysia, compiled by Lim Huck Tee and V.V. Sarachandran (91 pp., 1975, 12 Singapore dollars outside Asia)

Mass Communication in India, compiled at the Indian Institute of Mass Communication (216 pp., 1976, 18 Singapore dollars outside Asia)  相似文献   

Students' Pre- and Post-Teaching Analogical Reasoning When They Draw their Analogies     

Nilmara Braga Mozzer 《International Journal of Science Education》2013,35(3):429-458

Analogies are parts of human thought. From them, we can acquire new knowledge or change that which already exists in our cognitive structure. In this sense, understanding the analogical reasoning process becomes an essential condition to understand how we learn. Despite the importance of such an understanding, there is no general agreement in cognitive science literature about this issue. In this study, we investigated students' analogical reasoning as a creative process where an environment was set up to foster the students' generating and explaining their own analogies. Data were gathered from pre- and post-teaching interviews, in which the 13–14-year-old students were asked to make comparisons that could explain how atoms are bound. Such data supported the discussion about how students reasoned analogically. Our results made it evident that the task aims and the students' salient knowledge exerted a great influence on the drawing of analogies.  相似文献   

Authentic Assessment for Student Learning: An ontological conceptualisation     

Thuy T. Vu  Gloria Dall’Alba 《Educational Philosophy and Theory》2013,45(7):778-791

Authentic assessment has been proposed as having potential to enhance student learning for a changing world. Conventionally, assessment is seen to be authentic when the tasks are real-to-life or have real-life value. Drawing on Martin Heidegger’s work, we challenge this conceptualisation as narrow and limited. We argue that authenticity need not be an attribute of tasks but, rather, is a quality of educational processes that engage students in becoming more fully human. Adopting the mode of authenticity involves calling things into question, challenging public assumptions and striving to take a stand in the situations encountered. In addition to assessing student achievement, then, authentic assessment can enhance integration of what students know and how they act with who they are becoming.  相似文献   

中国石斛属一新种     

金效华  张玉武  肖丽萍 《中国科学院研究生院学报》2001,39(3):269-271

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A Framework for Learning to Teach Science in Initial Primary Teacher Education     

Mellado  Vicente  Blanco  Lorenzo J.  Ruiz  Constantino 《Journal of Science Teacher Education》1998,9(3):195-219

Journal of Science Teacher Education -  相似文献   

Childhood bullying and teasing: What school personnel,other professionals,and parents can do     

Gloria E. Miller 《Psychology in the schools》1998,35(2):190-192a

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