1,720,974 research outputs found
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
Perceptions and attitudes of pupils towards technology : in search of a rigorous theoretical framework
Full text linkAbstract: The perceptions and attitudes of pupils towards technology have been researched for just over three decades. Recently, following an extensive review of the available literature, Ankiewicz (2016) provided an overview of the current state of research, in a chapter in the Springer Handbook of Technology Education. However, due to length restrictions the chapter had to be concise and thus focused primarily on the mainstream instruments and their derivatives. More detailed descriptions of the perceptions and attitudes of students as well as discussions of unconventional and non-related instruments therefore had to be omitted. Consequently, the purpose of this article is to extend the chapter concerned by providing a more extensive and nuanced review of the total substantive body of knowledge that has been generated in just over three decades. The following research question underpinned the literature review: How may the existing research and subsequent findings be systematised into a more rigorous theoretical framework that may assist scholars in navigating their way through the current research on the perceptions and attitudes of students towards technology? In addition to the previous findings made and conclusions drawn in the chapter, it was found that such a theoretical framework should be informed by the following guiding insights: viewpoints concerning the construct of attitudes towards technology, as well as measuring such attitudes; the mainstream instruments in The Pupils’ Attitudes Towards Technology (PATT) studies and their derivatives, as well as problematic aspects associated with these; unconventional, PATT-related instruments; new, non-related instruments for ascertaining students’ attitudes and concepts; the general research findings on students’ attitudes; means that may positively develop students’ attitudes; and unidimensional versus multidimensional studies studying the effect of all characteristics or determinants of all aspects of learners’ attitudes. Such a rigorous theoretical framework may serve as a valuable resource for future researchers embarking on this area of research, as it provides a synopsis that may assist in enhancing an understanding of research that has been done and work that needs to be done in order to contribute to developing new knowledge in the field of design, technology, and engineering education. It also indicates gaps in this research area, notably in researching the behavioural component of attitudes
Variations on the Author
Full text link“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
Full text linkWe 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
Full text linkWe 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
Design as the basis for integrated STEM education: A philosophical framework
No full textSTEM—science, technology, engineering, and mathematics—has become important as an educational construct and phenomenon in recent years. However, it is only just recently that STEM education has begun to be examined from a philosophical point of view. There is therefore a need for further investigation of its philosophical basis, particularly in relation to integrated STEM education (iSTEM). Recent conceptual and empirical studies emphasize the crucial role of design in achieving successful STEM integration, and design thinking has also lately gained traction in such integration. The aim of this study is to investigate an integrated philosophy of STEM education, based on the methodological backbone of design. The research methodology consisted of a critical review of the literature regarding the philosophy of STEM (education), science, technology, engineering, mathematics, and STEM education research, related to the current issues of integrating the various STEM subjects. We thus base the philosophical framework on philosophy and studies from/on the STEM subjects in education. It is concluded that from a methodological point of view, design holds promising affordances for unifying the STEM subjects through “pure STEM problems”. Design as part of, for instance, particular engineering design projects may consequently require the “design” of applicable scientific experiments as well as mathematics expressions and formulae specifically when engaging in technological modeling
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
Developing the Professional Knowledge of Technology Student Teachers via a Parallel Approach: A Longitudinal Study
Full text linkIn a small scale, four-year longitudinal, quasi-experimental research project, technology student teachers could study the school subject in parallel, together with the development of discipline knowledge (or their major) within the broader development of their pedagogical content knowledge (PCK). We investigated the performance of students – who had studied the school subject at school and those who studied it in a postschool-university context – in their (1) major, (2) specialised methodology/ pedagogy and (3) their experiences and competencies during their final year work-integrated learning period in schools. We interpreted the findings within the broader theoretical framework of Shulman’s PCK by relating the first aspect to content knowledge, and the second aspect to pedagogical knowledge. We found that the parallel approach to PCK development in technology teacher education seems to be viable to increase the number of prospective technology student teachers, with the requirement that it happens within a social constructivist, co-operative learning environment with ample opportunities for cognitive and practical apprenticeship in a community of practice. However, by building on Shulman’s PCK and Gardner’s cognitive theory, Banks has developed the internationally acknowledged model of teacher professional knowledge (TPK). It entails the active interaction between subject knowledge, school knowledge, pedagogical knowledge and experience which underpins the personal subject construct of the teacher. The purpose of this conceptual paper is to reinterpret the previous findings through the lens of Banks’ TPK model by following a qualitative meta-synthesis as research methodology. In conclusion, implications for curriculum design of initial professional education of technology teachers are drawn
- …
