Analyzing Food Science Research for Publishing Characteristics as a Model for Understanding the Needs of Researchers     

Lutishoor Salisbury  Jeremy J. Smith  Abayomi Omotola Omolewu 《资料收集管理》2020,45(4):335-353

Abstract

This paper provides a methodology to study the characteristics of the research output from a university department. The faculty publications and their cited references over a 10-year period were used as the basis for this study to identify their publishing patterns and the types of material they are publishing; a core set of journals and other resources they are publishing in and citing over this period; the characteristics of the journals in which they publish and cite; the degree of openness of their publications and their citation advantage; and the age of resources that are referenced.  相似文献   

Bayesian reasoning in avalanche terrain: a theoretical investigation     

Philip A. Ebert 《Journal of Adventure Education & Outdoor Learning》2019,19(1):84-95

In this article, I explore a Bayesian approach to avalanche decision-making. I motivate this perspective by highlighting a version of the base-rate fallacy and show that a similar pattern applies to decision-making in avalanche-terrain. I then draw out three theoretical lessons from adopting a Bayesian approach and discuss these lessons critically. Lastly, I highlight a number of challenges for avalanche educators when incorporating the Bayesian perspective in their curriculum.  相似文献   

基于游戏化学习的科技馆展示艺术设计探讨     

胡毓轩 《科教导刊》2020,(1):117-118

随着游戏化学习这种新型学习方式的出现与广泛应用,科技馆为了紧随时代的发展脚步开始积极引入各种科普游戏。本文从当前开发的具备学习和教育功能游戏展示角度出发,探究这类游戏对场馆和硬件设施的要求,落实科技馆展示艺术设计工作,从而为关注这一话题的人们提供参考。  相似文献   

Methods for assessing higher education research team collaboration: comparing research outputs and participant perceptions across four collaborative research teams     

Nick Kelly  Joanne Doyle  Marisa Parker 《高等教育研究与发展》2020,39(2):215-229

ABSTRACT

This article suggests that situations in which multiple research teams are convened under similar conditions present an opportunity to discover factors that lead to productive collaboration. It argues that social network analysis of research team outputs becomes more valuable when paired with data about research participant perceptions; and that any variables used as indicators of collaboration need to be calibrated using datasets from multiple studies with cross-team comparisons. The article provides an example of the kind of methodology needed to achieve this, describing a study with data from four research teams based at an Australian university campus, reporting their research performance over four years under conditions in which many variables were controlled and with results augmented by a survey of participant perceptions. Findings from the study indicate that there were exceptions to hypothesized associations between participant perceptions of collaboration and specific social network analysis measures over co-authorship data. The article suggests that, given the methodological challenges of studying research teams in the field, multiple datasets combining findings such as those in the present study are a path towards the development of indicators of productive higher education research collaboration.  相似文献   

Actions for sociopolitical consciousness in a high school science class: A case study of ninth grade class with predominantly indigenous students     

Bhaskar Upadhyay  Erin Atwood  Baliram Tharu 《科学教学研究杂志》2020,57(7):1119-1147

This case study explores how a group of Grade 9 students engaged in sociopolitical discourses and actions in a science class in a mostly indigenous student school in Nepal. The study used sociopolitical consciousness (SPC) as a framework to document and understand indigenous students’ SPC-oriented science interactions and subsequent social change actions. We used ethnographic methods of data collection over 6 months. The study focused on the actions of 4 girls and 2 boys belonging to the indigenous Tharu group. Data were analyzed using iterative qualitative methods. The study findings show that students are capable of engaging in critical thinking, critical reflecting, and taking actions for social change. Additionally, students are competent to link their experiences with social, structural, and political discrimination to the relevant science content they learn. The study presents four thematic findings related to SPC and science teaching and learning: Fostering social justice awareness in science class, fostering structural understanding of inequities in sickle cell disease, fostering sociopolitical actions for sickle cell disease, and the teacher's activist pedagogy for SPC in science learning. Implications of the study are that culturally relevant pedagogy helps indigenous students to become sociopolitically more aware of the links between science and social change. Adding aspects of critical pedagogies in science teaching could encourage students to become more sociopolitically reflective about science learning.  相似文献   

Towards truly inclusive science education: a case study of successful curriculum innovation in a special school     

Jane Essex 《Support for Learning》2020,35(4):542-558

The paper provides a first person account of participant evaluation research of curriculum innovation in a school serving students with profound learning difficulties. It describes how the aspirations of the school leadership team to introduce science, combined with advisory support, overcame the initial anxiety of teaching staff about teaching an unfamiliar subject. The staff position was transformed and they gave a very positive evaluation of their experiences of teaching science, due to the impact of the subject on their students. The introduction of a distinct and inclusive model of science into the curriculum was ultimately found to have significant benefits for both students and staff.  相似文献   

面向智慧知识服务的科技文献大数据体系建设     

吴振新  钱力  谢靖  常志军  许丽媛  赵艳 《图书情报工作》2021,64(24):63-72

[目的/意义] 探索构建文献情报大数据知识资源体系，支撑面向多领域的智慧知识服务。[方法/过程] 基于AI应用需求，借鉴业界经验，梳理现有资源体系的问题，从多层次多维度扩展资源体系；构建可靠数据处理流程和计算平台，支持高效数据采集和处理；研发智能化数据治理工具，实现知识资源的有效治理，确保提供高质量数据资源。[结果/结论] 已初步形成覆盖多类型、多学科的科技文献大数据知识资源体系，构建完成高度自动化的数据采集治理流程，实施多重数据质量控制，积累数亿高质量数据，且为多个知识服务提供数据支撑。  相似文献   

Priming urban learners' attitudes toward the relevancy of science: A mixed-methods study testing the importance of context     

Phillip A. Boda  Bryan Brown 《科学教学研究杂志》2020,57(4):567-596

The development of three-dimensional learning among all K-12 student demographics remains a prominent goal for the field of science education. However, substantial research in science teacher education for urban populations showcases hurdles to overcome in order to achieve this goal, particularly for elementary teachers. Research shows that urban elementary teachers are often ill-prepared to develop a type of science pedagogy responsive to students' learning needs. The fidelity of such pedagogies that these teachers adhere to when trying to implement such a requested content–relationality between these populations and how their local contexts can be used as sites to learn science in relevant ways are often not fully realized, as well. Given that science achievement gaps exhibit racial disparities starting in primary grades and attitudes toward science have been shown to affect academic achievement and motivation, we argue that one way to ameliorate, in at least an incremental way, this disparity is to design novel learning experiences to prime students to see the relevancy of science in their local contexts before such three-dimensional designed learning is set to occur. In this research, we leveraged the immersive nature of Virtual Reality 360 videos and present a design-based research iteration testing how this novel technologically enhanced learning experience may have influenced close to 400 urban elementary students' attitudes toward science around those attitudes labeled as “behavioral beliefs” by the field. Using a concurrent, convergent mixed-methods design with a two-way multivariate analysis of covariance quantitative data set triangulated with students' qualitative self-reports that were transformed into quantitative preponderances in graphic form, the data support that our design iteration emphasizing the importance of context as a design focus can prime students who struggle to see science as relevant to change their attitudes. Implications are discussed around relationality, novel technological affordances, and the use of local contexts as learning resources.  相似文献   

Developing higher-order reading skills in mainstream primary schools: A metacognitive and self-regulatory approach     

Taryn Moir  James Boyle  Lisa M. Woolfson 《British Educational Research Journal》2020,46(2):399-420

The ability to read relies upon not just decoding, but also comprehending text. Being a good comprehender requires strategic reading and implies the use of comprehension strategies. Research indicates that readers who are taught several reading comprehension strategies have better reading skills than those only taught a single strategy. One multiple strategy reading comprehension intervention was evaluated using a mixed-model quasi-experimental design. Intervention and control conditions groups were assessed at pre- and post-test points with standardised reading comprehension abilities, measured as the primary outcome measure. Implementation science principles were observed and evaluated. The schools all served areas of low socio-economic status. 74 pupils (aged 9–10) in five classes in four primary-level mainstream schools in a Scottish local authority were recruited as participants. Training was provided to participating schools by the first author and the programme was delivered in four sessions of 45 minutes per week for 8 weeks. An ANCOVA revealed a statistically significant effect of condition. Statistically significant scores were also evident in the secondary outcome measures of decoding of target word skills, children’s self-reports of their reading strategy use and recreational reading frequency. Implementation tools indicated that the intervention was acceptable and feasible to implement. Implications of introducing this multiple strategy reading comprehension programme and of the evaluation of implementation are discussed.  相似文献   

Mapping continuity and change in the intellectual structure of the knowledge base on problem-based learning, 1974–2019: A systematic review     

Philip Hallinger 《British Educational Research Journal》2020,46(6):1423-1444

Problem-based learning (PBL) emerged during the 1970s in response to demands for active learning methods capable of developing transferable knowledge and skills in the training of doctors. Over succeeding decades, PBL was gradually adopted in other fields of education. This systematic review aimed to identify key streams of theory and empirical research that have emerged over time in PBL research and practice. The review sourced 12,036 Scopus-indexed documents published between 1974 and 2019. Science mapping was used to reveal the ‘intellectual structure’ or key research themes that have evolved in this literature over the past 45 years. The science mapping tool used in this review was author co-citation analysis conducted in VOSviewer software. Author co-citation analysis identified three schools of thought that together describe the intellectual structure of the PBL knowledge base: Design of PBL Curriculum and Instruction; PBL Effectiveness; Theory and Practice in Active Learning. In addition to portraying the intellectual structure of the literature as a whole, the review also conducted longitudinal analyses aimed at highlighting structural changes in this field over time. These analyses found that although the size and impact of schools of thought associated with Design of PBL Curriculum and Instruction and PBL Effectiveness increased over time, they remained stable in terms of theoretical foci. However, the Active Learning school evolved from a small school of authors associated with Cognitive Learning Theories prior to 2000 into the largest school of thought during the most recent decades. These findings both reaffirm the theoretical underpinnings of the PBL knowledge base and highlight its increasing integration with other forms of active learning.  相似文献