1,720,958 research outputs found
Learning Together about Culturally Relevant Science Teacher Education: Indigenizing a Science Methods Course
Get PDFThis paper captures our co-learning, two science teacher educators, about indigenizing a science methods course in Canada. A self-study was conducted in the context of a pilot bachelor of education program (IBED) for a group of Indigenous students, to engage ourselves in reflective conversations about transforming the curriculum of a science methods course and making it culturally relevant for pre-service science teachers. The purpose was to determine our tacit and personal knowledge, as it contributes to our understanding of inclusive science education practices. In particular, we focused our conversations on written reflection about the perceived effectiveness of pedagogies used by Saiqa, the first author, who was the course instructor. Karen, the second author and critical friend, carefully examined these reflective narratives and provided comments, which were then considered in the context of other course materials, to initiate an ongoing dialogue about culturally relevant teaching (CRT) as it relates to science teacher education. The findings are framed using an art- based concept, a circle, to present our co-learning journey. This allowed us to connect our personal histories to our role as inclusive science teacher educators in the present, and to consider our future aspirations to indigenize our science methods courses
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
An Inquiry Into Personal Pedagogical Content Knowledge of Science Teachers: Stories of Teaching Electricity
Get PDFThis research studied the experiences of science teachers to expose their personal pedagogical content knowledge (pPCK) of teaching electricity. Three secondary and two elementary teachers participated in this research. A narrative inquiry approach was used to study their experiences of planning and teaching an electricity unit. Oral and written narrative data were collected from multiple sources before, during and after implementing the electricity unit. Data were analyzed using topic-specific PCK (TSPCK) as a conceptual framework and narrative analysis as a technique. Meaningful and coherent stories of teaching electricity were developed to gain access to participants’ pCPCK. These stories revealed many constituent elements of pPCK in the form of events, incidents or stories of teaching electricity, exposing the narrative nature of pPCK. The study further explored the similarities and differences between secondary and elementary teachers’ pPCK of teaching electricity. The study has implications for pre-service science teacher education
Stories of Teaching Force and Motion: A Narrative Inquiry into Pedagogical Content Knowledge of Science Teachers
No full textSince the concept of pedagogical content knowledge (PCK) was introduced in the 1980s, many researchers have tried to elaborate this concept. This project establishes that understanding topic-specific science PCK diverges from understanding the broader PCK construct. It provides a conceptual framework that can be used to represent both general PCK and topic-specific science PCK. The research demonstrates how this framework can serve as a heuristic to consider science teachers’ PCK. The research explored how four experienced secondary school science teachers describe their experiences of conceptualizing and teaching the topics, force and motion. The aim was to access teachers’ thinking about using content knowledge and pedagogical knowledge to teach science content. Two narrative methodologies suggested by Polkinghorne were employed: narrative analysis and analysis of narratives. Science teachers’ descriptions were developed into (a) narrative configurations that portray their PCK—stories of teaching force and motion, and (b) PCK tools—teaching, learning and assessment tools that can be used to engage pre-service science teachers to help them develop their science PCK. Participant teachers’ PCK was organized using ten teacher knowledge components: (i) knowledge of content, (ii) knowledge of student learning, (iii) knowledge of instructional strategies, (iv) knowledge of teaching resources, (v) knowledge of technology, (vi) knowledge of science curriculum, (vii) knowledge of goals, (viii) knowledge of teaching contexts, (ix) knowledge of assessment, and (x) knowledge of student diversity. Each PCK component further contains knowledge elements, which are narrative fragments—events and incidents described by participants about teaching a specific science topic, pointing to the narrative nature of PCK. Each teachers’ PCK represents their professional and practical knowledge of teaching science. Participants’ knowledge can be further considered using a four-level continuum from general to topic-specific science PCK. This shows that content knowledge understanding is integrated with the other teacher knowledge categories
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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