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Teaching programming in primary school - analysis of textbooks and workbooks in computer science
No full textPredmet Informatika relativno je novi predmet u osnovnim školama u odnosu na druge predmete, a 2006. godine počinje njegovo podučavanje u osnovnim školama u Republici Hrvatskoj (MZOS, 2006). Ustrojstvo i podučavanje predmeta Informatika mijenja se kroz godine, kako u Republici Hrvatskoj, tako i u drugim državama i razlikuje se po pojedinoj državi. U redovnome radu unutar škola koriste se udžbenici i radne bilježnice koje nastaju u različitim izdavačkim kućama. Svi udžbenici i radne bilježnice moraju biti napisani prema određenim kriterijima i sadržavati određeni sadržaj, a glavni je kriterij na koji moraju paziti izdavačke kuće usklađenost s dokumentom Kurikulum nastavnog predmeta Informatika za osnovne škole i gimnazije (MZOS, 2018). Svaki nakladnik pristupa na drukčiji način stvaranju udžbenika i sadržaju u udžbeniku te se različitim pristupima dolazi do različitih udžbenika i radnih bilježnica. U ovome se radu pregledava i analizira dio udžbenika i radnih bilježnica iz predmeta Informatika za niže razrede osnovne škole u vezi s domenom Računalno razmišljanje i programiranje. Analizira ih se prema unaprijed postavljenim kriterijima koji se odnose na izgled, sadržaj, točnost, dodatke, zadatke i usklađenost s kurikulumom nastavnog predmeta Informatika. Potrebno je koristiti raznolike udžbenike, radne bilježnice i dodatni sadržaj kako bi se u potpunosti ostvarili ishodi iz kurikuluma, a korištenje raznolikog sadržaja omogućava kvalitetniju nastavu i bolje usvajanje sadržaja kod učenika.Teaching programming in primary school - analysis of textbooks and workbooks in computer science Computer Science is a relatively new subject in elementary schools compared to other subjects and in 2006, the teaching of Computer Science began in elementary schools in Croatia (MZOS, 2006). Over the years, the structure and teaching of the subject have undergone changes in the Republic of Croatia and also it changes and differs from country to country. In regular school work, textbooks and workbooks created by publishing houses, are used. All textbooks and workbooks must be written according to specific criteria and include certain content and the main criterion is compliance with the document Curriculum for the teaching subject of Computer Science in elementary schools and high schools (MZOS, 2018). Each publisher approaches creating textbooks and content in the textbook differently, resulting in different textbooks and workbooks. This paper reviews and analyzes a part of textbooks and workbooks for Computer Science in lower grades of elementary school which content is related to the domain of computational thinking and programming. They are evaluated based on predetermined criteria, including appearance, content, accuracy, additional materials, exercises and alignment with the Curriculum for the teaching subject of Computer Science (MZOS, 2018). It is necessary to use diverse textbooks, workbooks and additional content in order to fully achieve the outcomes defined in the curriculum and the use of diverse content enables better quality teaching and improved acquisition of knowledge for students
Teaching programming in primary school - analysis of textbooks and workbooks in computer science
No full textPredmet Informatika relativno je novi predmet u osnovnim školama u odnosu na druge predmete, a 2006. godine počinje njegovo podučavanje u osnovnim školama u Republici Hrvatskoj (MZOS, 2006). Ustrojstvo i podučavanje predmeta Informatika mijenja se kroz godine, kako u Republici Hrvatskoj, tako i u drugim državama i razlikuje se po pojedinoj državi. U redovnome radu unutar škola koriste se udžbenici i radne bilježnice koje nastaju u različitim izdavačkim kućama. Svi udžbenici i radne bilježnice moraju biti napisani prema određenim kriterijima i sadržavati određeni sadržaj, a glavni je kriterij na koji moraju paziti izdavačke kuće usklađenost s dokumentom Kurikulum nastavnog predmeta Informatika za osnovne škole i gimnazije (MZOS, 2018). Svaki nakladnik pristupa na drukčiji način stvaranju udžbenika i sadržaju u udžbeniku te se različitim pristupima dolazi do različitih udžbenika i radnih bilježnica. U ovome se radu pregledava i analizira dio udžbenika i radnih bilježnica iz predmeta Informatika za niže razrede osnovne škole u vezi s domenom Računalno razmišljanje i programiranje. Analizira ih se prema unaprijed postavljenim kriterijima koji se odnose na izgled, sadržaj, točnost, dodatke, zadatke i usklađenost s kurikulumom nastavnog predmeta Informatika. Potrebno je koristiti raznolike udžbenike, radne bilježnice i dodatni sadržaj kako bi se u potpunosti ostvarili ishodi iz kurikuluma, a korištenje raznolikog sadržaja omogućava kvalitetniju nastavu i bolje usvajanje sadržaja kod učenika.Teaching programming in primary school - analysis of textbooks and workbooks in computer science Computer Science is a relatively new subject in elementary schools compared to other subjects and in 2006, the teaching of Computer Science began in elementary schools in Croatia (MZOS, 2006). Over the years, the structure and teaching of the subject have undergone changes in the Republic of Croatia and also it changes and differs from country to country. In regular school work, textbooks and workbooks created by publishing houses, are used. All textbooks and workbooks must be written according to specific criteria and include certain content and the main criterion is compliance with the document Curriculum for the teaching subject of Computer Science in elementary schools and high schools (MZOS, 2018). Each publisher approaches creating textbooks and content in the textbook differently, resulting in different textbooks and workbooks. This paper reviews and analyzes a part of textbooks and workbooks for Computer Science in lower grades of elementary school which content is related to the domain of computational thinking and programming. They are evaluated based on predetermined criteria, including appearance, content, accuracy, additional materials, exercises and alignment with the Curriculum for the teaching subject of Computer Science (MZOS, 2018). It is necessary to use diverse textbooks, workbooks and additional content in order to fully achieve the outcomes defined in the curriculum and the use of diverse content enables better quality teaching and improved acquisition of knowledge for students
Teaching programming in primary school - analysis of textbooks and workbooks in computer science
No full textPredmet Informatika relativno je novi predmet u osnovnim školama u odnosu na druge predmete, a 2006. godine počinje njegovo podučavanje u osnovnim školama u Republici Hrvatskoj (MZOS, 2006). Ustrojstvo i podučavanje predmeta Informatika mijenja se kroz godine, kako u Republici Hrvatskoj, tako i u drugim državama i razlikuje se po pojedinoj državi. U redovnome radu unutar škola koriste se udžbenici i radne bilježnice koje nastaju u različitim izdavačkim kućama. Svi udžbenici i radne bilježnice moraju biti napisani prema određenim kriterijima i sadržavati određeni sadržaj, a glavni je kriterij na koji moraju paziti izdavačke kuće usklađenost s dokumentom Kurikulum nastavnog predmeta Informatika za osnovne škole i gimnazije (MZOS, 2018). Svaki nakladnik pristupa na drukčiji način stvaranju udžbenika i sadržaju u udžbeniku te se različitim pristupima dolazi do različitih udžbenika i radnih bilježnica. U ovome se radu pregledava i analizira dio udžbenika i radnih bilježnica iz predmeta Informatika za niže razrede osnovne škole u vezi s domenom Računalno razmišljanje i programiranje. Analizira ih se prema unaprijed postavljenim kriterijima koji se odnose na izgled, sadržaj, točnost, dodatke, zadatke i usklađenost s kurikulumom nastavnog predmeta Informatika. Potrebno je koristiti raznolike udžbenike, radne bilježnice i dodatni sadržaj kako bi se u potpunosti ostvarili ishodi iz kurikuluma, a korištenje raznolikog sadržaja omogućava kvalitetniju nastavu i bolje usvajanje sadržaja kod učenika.Teaching programming in primary school - analysis of textbooks and workbooks in computer science Computer Science is a relatively new subject in elementary schools compared to other subjects and in 2006, the teaching of Computer Science began in elementary schools in Croatia (MZOS, 2006). Over the years, the structure and teaching of the subject have undergone changes in the Republic of Croatia and also it changes and differs from country to country. In regular school work, textbooks and workbooks created by publishing houses, are used. All textbooks and workbooks must be written according to specific criteria and include certain content and the main criterion is compliance with the document Curriculum for the teaching subject of Computer Science in elementary schools and high schools (MZOS, 2018). Each publisher approaches creating textbooks and content in the textbook differently, resulting in different textbooks and workbooks. This paper reviews and analyzes a part of textbooks and workbooks for Computer Science in lower grades of elementary school which content is related to the domain of computational thinking and programming. They are evaluated based on predetermined criteria, including appearance, content, accuracy, additional materials, exercises and alignment with the Curriculum for the teaching subject of Computer Science (MZOS, 2018). It is necessary to use diverse textbooks, workbooks and additional content in order to fully achieve the outcomes defined in the curriculum and the use of diverse content enables better quality teaching and improved acquisition of knowledge for students
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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