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AnnaMarie Conner Kelly W. Edenfield Brian W. Gleason Filyet Asli Ersoz 《Journal of Mathematics Teacher Education》2011,14(6):483-504
In this article, we report on a study of beliefs about mathematics, teaching, and proof conducted with six prospective secondary
mathematics teachers as they completed a two-semester sequence of a content course and a methods course. The initial beliefs
of the participants were identified using interview and survey data, and potential shifts in beliefs were examined through
further interview and survey data combined with classroom observations and written work. While their beliefs about mathematics
and proof appeared to be relatively stable, their beliefs about teaching shifted from a more teacher-centered view to beliefs
that foreground the activities and understandings of the students. These shifts are analyzed using the construct of belief
structures, and activities and events from the courses that may have facilitated the shifts are identified. The results are
consistent with the literature in some respects, such as the stability of the participants’ beliefs about mathematics. On
the other hand, our results present new information about how prospective secondary mathematics teachers’ beliefs about teaching
may be impacted. 相似文献
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William F. Pinar 《Critical Studies in Education》2014,55(1):8-17
One of Canada’s greatest public intellectuals, George Grant (1918–1988) studied history as an undergraduate, focusing on concepts and themes rather than minutiae. That same intellectual disposition surfaced later at Oxford, where he had gone on a Rhodes scholarship to study law. Returning to Oxford after the war, he left law to study theology, earning extra money by writing historical articles on Canada for Chambers’ Encyclopedia. Even after becoming the most prominent Canadian philosopher of his time, Grant maintained he always thought like an historian. Reactivating the historical thinking of George Grant can encourage ‘becoming historical’. 相似文献
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Gultekin Cakmakci Hatice Sevindik Meryem Pektas Asli Uysal Fatma Kole Gamze Kavak 《Research in Science Education》2012,42(3):469-489
This paper reports on an attempt to investigate Turkish primary school students’ interest in science by using their self-generated
questions. We investigated students’ interest in science by analyzing 1704 self-generated science-related questions. Among
them, 826 questions were submitted to a popular science magazine called Science and Children. Such a self-selected sample
may represent a group of students who have a higher level of motivation to seek sources of information outside their formal
education and have more access to resources than the students of low social classes. To overcome this problem, 739 students
were asked to write a question that they wanted to learn from a scientist and as a result 878 questions were gathered. Those
students were selected from 13 different schools at 9 cities in Turkey. These schools were selected to represent a mixture
of socioeconomic areas and also to cover different students’ profile. Students’ questions were classified into two main categories:
the field of interest and the cognitive level of the question. The results point to the popularity of biology, astrophysics,
nature of scientific inquiry, technology and physics over other science areas, as well as indicating a difference in interest
according to gender, grade level and the setting in which the questions were asked. However, our study suggests that only
considering questions submitted to informal learning environments, such as popular science magazines or Ask-A-Scientist Internet
sites has limitations and deficiencies. Other methodologies of data collection also need to be considered in designing teaching
and school science curriculum to meet students’ needs and interest. The findings from our study tend to challenge existing
thinking from other studies. Our results show that self-generated questions asked in an informal and a formal setting have
different patterns. Some aspects of students’ self-generated questions and their implications for policy, science curriculum
reform and teaching are discussed in this paper. 相似文献
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Kezban Dilek Onal Ye Zhang Ismail Sengor Altingovde Md Mustafizur Rahman Pinar Karagoz Alex Braylan Brandon Dang Heng-Lu Chang Henna Kim Quinten McNamara Aaron Angert Edward Banner Vivek Khetan Tyler McDonnell An Thanh Nguyen Dan Xu Byron C. Wallace Maarten de Rijke Matthew Lease 《Information Retrieval》2018,21(2-3):111-182
A recent “third wave” of neural network (NN) approaches now delivers state-of-the-art performance in many machine learning tasks, spanning speech recognition, computer vision, and natural language processing. Because these modern NNs often comprise multiple interconnected layers, work in this area is often referred to as deep learning. Recent years have witnessed an explosive growth of research into NN-based approaches to information retrieval (IR). A significant body of work has now been created. In this paper, we survey the current landscape of Neural IR research, paying special attention to the use of learned distributed representations of textual units. We highlight the successes of neural IR thus far, catalog obstacles to its wider adoption, and suggest potentially promising directions for future research. 相似文献
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Although parent–teacher interaction is a key factor for children's education, little attention has been paid to this issue in teacher education programs. This study explores and examines the opinions of elementary preservice teachers about parental involvement in elementary children's education. While a total of 223 preservice teachers from a large research university in the southeast of United States participated in the quantitative part, twelve preservice teachers within the same sample who were at the end of their student teaching participated in the qualitative part of the study. Study results suggested that teacher education programmes where parental involvement instruction and activities are integrated into the courses help preservice teachers become better prepared and carry positive opinions toward parental involvement. 相似文献
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This study investigated the relative influence of factors and persons in college major choice and procedural justice perceptions of 449 undergraduate students enrolled in 1 private and 2 public universities in Turkey. Results showed that students found themselves to be the most influential person in their choice of college major, followed by parents/other family members. With regard to the factors, interest in the subject, guaranteed employment, expected earnings in the field, the university entrance exam score, and a prestigious career were ranked, respectively. Striking differences were found among majors. Findings also suggested that, whereas male and female students' choices were influenced by very similar factors and persons, female students declared more procedural justice. 相似文献
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