Providing metrics and automatic enhancement for hierarchical taxonomies     

Ghassan Beydoun  Francisco García-Sánchez  Cristin M. Vincent-Torres  Antonio A. Lopez-Lorca  Rodrigo Martínez-Béjar 《Information processing & management》2013

Taxonomies enable organising information in a human–machine understandable form, but constructing them for reuse and maintainability remains difficult. The paper presents a formal underpinning to provide quality metrics for a taxonomy under development. It proposes a methodology for semi-automatic building of maintainable taxonomies and outlines key features of the knowledge engineering context where the metrics and methodology are most suitable. The strength of the approach presented is that it is applied during the actual construction of the taxonomy. Users provide terms to describe different domain elements, as well as their attributes, and methodology uses metrics to assess the quality of this input. Changes according to given quality constraints are then proposed during the actual development of the taxonomy.  相似文献   

Becoming a teacher: the thoughts of undergraduates training to work in Primary Education and ideas for their university education     

Francisco Esteban Bara  Teodor Mellén Vinagre 《Educational studies》2019,45(5):633-645

ABSTRACT

What makes a good teacher and what motivates a person to want to teach are timeless questions that concern us all. This study focuses on those who are currently training to become teachers, more specifically undergraduates studying a degree in Primary Education in the universities of Catalonia. It adopts a quantitative methodology based on a self-administered questionnaire conducted with a representative sample. Participants’ open-ended responses are recorded and codified. Three main categories are constructed: personal, authentic teacher; the teacher as story teller; and, the teacher as motivator of learning. Results highlight important differences between these categories, extolling above all the authentic, personal teacher, who leaves a mark thanks to their character and way of being. This, together with other findings, raises various considerations for the university training of future teachers.  相似文献   

Teaching emotion understanding     

Francisco Pons  Paul L. Harris  Pierre-André Doudin 《European Journal of Psychology of Education - EJPE》2002,17(3):293-304

The main goal of this research was to assess whether it is possible to help children develop their general understanding of emotions. Thirty-six nine-year-old children divided in two groups were examined using a pre-test/train/post-test design. The emotion understanding of the two groups was measured in the pre- and post-test phases using the Test of Emotion Comprehension (TEC). The experimental group received a teaching program about emotions during the training phase: School Matters In Lifeskills Education (SMILE). The control group received no special teaching about emotion during this phase. Results showed that the level of emotion understanding in the experimental group improved significantly between the pre- and post-test whereas no such change occurred in the control group. The theoretical and practical implications of the findings are discussed.  相似文献   

The Sources of Error in Spanish Writing (Research Note)     

Fernando Justicia  Sylvia Defior  Santiago Pelegrina  Francisco J. Martos 《Journal of Research in Reading》1999,22(2):198-202

The main aim of this study was to determine the pattern of errors in Spanish spelling. Specifically, we were interested in discovering if all Spanish words have similar levels of spelling difficulty or whether there are types of words that cause a high percentage of spelling errors. 972 children aged between 8 to 10 years were requested to write a short spontaneous story. Our objective was to analyse and to propose a classification system for the errors made by children in the initial stages of the acquisition of spelling skills. The results indicate (a) that the diverse forms of only 20 Spanish words produce 36 per cent of the spelling errors in Spanish, and (b) that substitution is the most frequent type of error (68 per cent of total errors), which occurs as a consequence of an inadequate knowledge of the rules of phoneme-grapheme correspondence. These findings have relevance for the teaching of writing in Spanish.  相似文献   

Which firms want PhDs? An analysis of the determinants of the demand     

Jose Garcia-Quevedo  Francisco Mas-Verdú  Jose Polo-Otero 《Higher Education》2012,63(5):607-620

PhD graduates hold the highest education degree, are trained to conduct research and can be considered a key element in the creation, commercialization and diffusion of innovations. The impact of PhDs on innovation and economic development takes place through several channels such as the accumulation of scientific capital stock, the enhancement of technology transfers and the promotion of cooperation relationships in innovation processes. Although the placement of PhDs in industry provides a very important mechanism for transmitting knowledge from universities to firms, information about the characteristics of the firms that employ PhDs is very scarce. The goal of this paper is to improve understanding of the determinants of the demand for PhDs in the private sector. Three main potential determinants of the demand for PhDs are considered: cooperation between firms and universities, R&D activities of firms and several characteristics of firms, size, sector, productivity and age. The results from the econometric analysis show that cooperation between firms and universities encourages firms to recruit PhDs and point to the existence of accumulative effects in the hiring of PhD graduates.  相似文献   

The incorporation of ICT in higher education. The contribution of ROC curves in the graphic visualization of differences in the analysis of the variables     

Ana García‐Valcárcel Muñoz‐Repiso  Francisco Javier Tejedor Tejedor 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(6):901-919

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Multi-objective optimization design of bridge piers with hybrid heuristic algorithms     

Francisco J. Martinez-Martin  Fernando Gonzalez-Vidosa  Antonio Hospitaler  Víctor Yepes 《浙江大学学报(A卷英文版)》2012,13(6):420-432

This paper describes one approach to the design of reinforced concrete (RC) bridge piers, using a three-hybrid multi-objective simulated annealing (SA) algorithm with a neighborhood move based on the mutation operator from the genetic algorithms (GAs), namely MOSAMO1, MOSAMO2 and MOSAMO3. The procedure is applied to three objective functions: the economic cost, the reinforcing steel congestion and the embedded CO₂ emissions. Additional results for a random walk and a descent local search multi-objective algorithm are presented. The evaluation of solutions follows the Spanish Code for structural concrete. The methodology was applied to a typical bridge pier of 23.97 m in height. This example involved 110 design variables. Results indicate that algorithm MOSAMO2 outperforms other algorithms regarding the definition of Pareto fronts. Further, the proposed procedure will help structural engineers to enhance their bridge pier designs.  相似文献   

Obturated vs. Obturator: What obturates what?     

Jorge M. Barcia B.Sc.  Ph.D.  Francisco J. Romero M.D.  Ph.D. 《Anatomical sciences education》2013,6(5):359-360

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Science Learning: A path analysis of its links with reading comprehension,question-asking in class and science achievement     

Francisco Cano  Ángela García  A.B.G. Berbén  Fernando Justicia 《International Journal of Science Education》2013,35(10):1710-1732

The purpose of this research was to build and test a conceptual model of the complex interrelationships between students' learning in science (learning approaches and self-regulation), their reading comprehension, question-asking in class and science achievement. These variables were measured by means of a test and a series of questionnaires administered to 604 ninth-grade students, and the data collected were analysed using a correlational, cross-sectional design. Results of a path analysis indicated that (a) students’ self-regulated and intentional knowledge-constructing activity (self-regulated strategy use, deep approach and knowledge-building) were what chiefly accounted for their question-asking in class; (b) question-asking (high and low levels) was related directly to reading comprehension and indirectly, through its contribution to the this, to academic achievement; (c) reading comprehension was directly and negatively associated with surface approach and indirectly and positively related to deep approach and knowledge-building; and (d) some of these variables, particularly reading comprehension, accounted for academic achievement in science. This model explained nearly 30% of the variance in academic achievement and provided a substantial and distinctive insight into the web of interrelationships among these variables. Implications for future research and science teaching and learning are discussed (e.g. the importance of supporting students' efforts to learn science in a meaningful, active and self-regulated way and of improving their reading comprehension).  相似文献   

Teaching and learning about human nutrition: a constructivist approach     

Enrique Banet  Francisco Núñez 《International Journal of Science Education》2013,35(10):1169-1194

The results of a constructivism‐based teaching programme on human nutrition for students in the second year of secondary education (13‐ and 14‐year‐olds) are analysed in light of the ideas held by the students before and after implementation of the programme. The results show how most of the students who participated in this programme reorganized their ideas concerning the nutritional process and achieved a fuller understanding of how nutrition comprises a series of related and integrated processes. Other students, who followed a more conventional method based on the teacher explanation and textbooks, tended to have erroneous or incomplete ideas concerning the nutritional process.  相似文献