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Paul Brna Alan Bundy Tony Dodd Marc Eisenstadt Chee Kit Looi Helen Pain Dave Robertson Barbara Smith Maarten van Someren 《Instructional Science》1991,20(2-3):111-133
In this paper we introduce the concept of a Prolog programming technique. This concept is then distinguished both from that of an algorithm and that of a programming cliché. We give examples and show how a knowledge of them can be useful in both programming environments and in teaching programming skills. The extraction of the various techniques is outlined. Finally, we discuss the problem of representing techniques where we conclude that the most promising approach is the development of a suitable meta-language. 相似文献
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Chee-Kit Looi 《Instructional Science》1991,20(2-3):215-263
This paper describes an approach to the debugging of student Prolog programs in a Prolog Intelligent Tutoring System (PITS) that detects errors in them and proposes the corrections necessary to fix them. It proposes the use of multiple sources of expertise to analyse Prolog programs for tutoring purposes, and the collaboration of these sources for understanding student programs, detection of bugs and suggesting fixes to buggy student programs. It also demonstrates the use of a heuristic bestfirst search of the program decomposition space to parse a Prolog program into a hierarchical structure of predicate definitions, clauses, subgoals, arguments and terms. This article illustrates the merits of an algorithm-based approach supplemented by multiple sources of expertise for program debugging by showing that APROPOS2 is an effective, realistic and useful tool for program debugging. It then highlights the difficulties inherent in debugging Prolog programs and discusses the limitations of our algorithm-based approach. 相似文献
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When inquiry-based learning is designed for a collaborative context, the interactions that arise in the learning environment can become fairly complex. While the learning effectiveness of such learning environments has been reported in the literature, there have been fewer studies on the students’ learning processes. To address this, the article presents a study of science learning in a computer-supported learning environment called Collaborative Science Inquiry (CSI), which integrates guided inquiry principles for activity design, employs modelling and visualisation tools for promoting conceptual understanding and incorporates key computer-supported collaborative learning (CSCL) elements for enabling students’ collaboration. With the aim of understanding the process of students’ conceptual changes supported by the CSI learning environment as used in a secondary school, data on students’ test achievements, responses to learning tasks and peer discussions in collaboration were collected, analysed and discussed. The results of the qualitative and quantitative data analysis indicated that guided inquiry coupled with CSCL elements facilitated by the CSI system can engage students in inquiry activities and promote their conceptual understanding in a progressive way. 相似文献
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Communication scholars have conflicting views on the relationship between exposure to science news and knowledge, and its subsequent influence on attitudes. Such mixed sentiments could arise from the vague definition of knowledge. Therefore, this paper explicates science knowledge into factual knowledge and subjective knowledge. It also compares the mediating roles of both types of knowledge between news attention and public support for science and technology (S&T). A survey of 967 Singaporeans showed that news attention was positively related to both factual and subjective knowledge. The findings revealed a stronger relationship between subjective knowledge and news attention than factual knowledge and news attention. Additionally, factual knowledge was positively related to public support for S&T, but subjective knowledge was negatively related to public support for S&T. The contrasting directions of these associations demonstrate that factual and subjective knowledge are two distinct dimensions of knowledge. Practically, the findings can inform policymakers and communication practitioners about effective public education and engagement initiatives. This study also provided guidelines for newsmakers in news reporting about S&T. 相似文献
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The paper traces a research process in the design and development of a science learning environment called WiMVT (web-based inquirer with modeling and visualization technology). The WiMVT system is designed to help secondary school students build a sophisticated understanding of scientific conceptions, and the science inquiry process, as well as develop critical learning skills through model-based collaborative inquiry approach. It is intended to support collaborative inquiry, real-time social interaction, progressive modeling, and to provide multiple sources of scaffolding for students. We first discuss the theoretical underpinnings for synthesizing the WiMVT design framework, introduce the components and features of the system, and describe the proposed work flow of WiMVT instruction. We also elucidate our research approach that supports the development of the system. Finally, the findings of a pilot study are briefly presented to demonstrate of the potential for learning efficacy of the WiMVT implementation in science learning. Implications are drawn on how to improve the existing system, refine teaching strategies and provide feedback to researchers, designers and teachers. This pilot study informs designers like us on how to narrow the gap between the learning environment’s intended design and its actual usage in the classroom. 相似文献
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Emey Suhana Mohd Azamai Suhaniza Sulaiman Shafina Hanim Mohd Habib Mee Lee Looi Srijit Das Nor Aini Abdul Hamid Wan Zurinah Wan Ngah Yasmin Anum Mohd Yusof 《Journal of Zhejiang University. Science. B》2009,10(1):14-21
Chlorella vulgaris (CV) has been reported to have antioxidant and anticancer properties. We evaluated the effect of CV on apoptotic regulator
protein expression in liver cancer-induced rats. Male Wistar rats (200∼250 g) were divided into eight groups: control group
(normal diet), CDE group (choline deficient diet supplemented with ethionine in drinking water to induce hepatocarcinogenesis),
CV groups with three different doses of CV (50, 150, and 300 mg/kg body weight), and CDE groups treated with different doses
of CV (50, 150, and 300 mg/kg body weight). Rats were sacrificed at various weeks and liver tissues were embedded in paraffin
blocks for immunohistochemistry studies. CV, at increasing doses, decreased the expression of anti-apoptotic protein, Bcl-2,
but increased the expression of pro-apoptotic protein, caspase 8, in CDE rats, which was correlated with decreased hepatoctyes
proliferation and increased apoptosis as determined by bromodeoxy-uridine (BrdU) labeling and terminal deoxynucleotidyl transferase
mediated dUTP nick-end labeling (TUNEL) assay, respectively. Our study shows that CV has definite chemopreventive effect by
inducing apoptosis via decreasing the expression of Bcl-2 and increasing the expression of caspase 8 in hepatocarcinogenesis-induced
rats.
Project supported by Department of Biochemistry, Faculty of Medicine, UKM Medical Center, Universiti Kebangsaan Malaysia,
and the Malaysian Ministry of Science and Technological Innovation (MOSTI) 相似文献
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Yanjie Song Lung-Hsiang Wong Chee-Kit Looi 《Educational technology research and development : ETR & D》2012,60(4):679-701
In this paper, we present a mobile technology-assisted seamless learning process design where students were facilitated to develop their personalized and diversified understanding in a primary school??s science topic of the life cycles of various living things. A goal-based approach to experiential learning model was adopted as the pedagogical design to support the student??s personalized learning process. We chose to report the student??s inquiry into the life cycles of the spinach plant and the butterfly to pinpoint the how the student??s personalized learning was fostered in the experiential learning. The learning process consisted of (a) in-class enculturation and question posing; (b) out-of-class field trip observation; (c) on site reflection after observation; (c) data collection and conceptualization of life cycles in the field trip; (d) the hands-on experimentation of growing the spinach plant and rearing a butterfly after the trip at home; (e) creation of animations and composition based on the hands-on experience individually either at home or in class to re-conceptualize the life cycles of the spinach plant and the butterfly, and (f) sharing and evaluation of their work in class. Each student was assigned a smartphone on a 1:1, 24?×?7 basis, which was used by individuals to mediate their seamless learning experience across multiple contexts. Through our analysis of the learning content, processes and products, we illuminate how the goal-based approach applied to mobile-assisted experiential learning facilitates students?? personalized learning and helps them to fulfill their agency in such learning experiences. 相似文献
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Voon Xin Pei Wong Lung-Hsiang Chen Wenli Looi Chee-Kit 《Asia Pacific Education Review》2019,20(4):641-656
Asia Pacific Education Review - “Heuristic approach” is a teachers’ professional development (TPD) method supported by principled practical knowledge (PPK) which focuses on... 相似文献