1,720,955 research outputs found
Apprentissage de la programmation informatique : analyses et ressources pour accompagner la transition collège-lycée
No full textThe aim of this thesis is first to analyse the teaching and learning of programming at the transition between lower and upper secondary school (from grade 9 to grade 10) in France in order to enlighten the discontinuities that students may encounter when they learn to program, and then to design teaching materials that can support them through these various changes. We began with an epistemological analysis of computer programming, followed by an in-depth study of curricula based on the anthropological theory of didactics, and a detailed investigation of the differences between the Scratch and Python programming languages. We then conduct a survey with 480 teachers to find out about their teaching practices. Based on these preliminary analyses, we designed the Pyrates online application as a serious game for learning the Python language. Its environment was tailored to facilitate the transition from blocks to text, and its eight levels involve the fundamental concepts of programming through playful situations conceived according to the Theory of didactical situations. We then evaluated this application in the field with 240 tenth-grade students. By studying the generated activity traces, we were able to validate the overall design. Finally, we created an automatic feedback system based on AI models to improve students’ autonomy. These models make predictions relying on student activity, and were trained on data labelled by teachers during a second field experiment involving 215 students.L’objectif de cette thèse est d’abord d’analyser la transition collège-lycée afin de mettre au jour les discontinuités que peuvent rencontrer les élèves lorsqu’ils apprennent à programmer, puis de concevoir une ressource d’enseignement à même de les accompagner dans ces différents changements. Pour ce faire, nous commençons par réaliser une analyse épistémologique portant sur la programmation informatique, puis effectuons une étude approfondie des curriculums s’appuyant sur la Théorie anthropologique du didactique, et examinons en détails les différences entre les langages Scratch et Python. Nous menons ensuite une enquête auprès de 480 enseignants visant à connaitre leurs pratiques d’enseignement. En nous basant sur ces analyses préalables, nous concevons l’application en ligne Pyrates sous la forme d’un jeu sérieux d’apprentissage du langage Python. Son environnement est aménagé afin de faciliter la transition blocs-texte, et ses huit niveaux mettent en jeu les concepts fondamentaux de la programmation à travers des situations ludiques conçues selon la Théorie des situations didactiques. Nous évaluons ensuite cette application dans les classes auprès de 240 élèves de seconde. L’étude des traces d’activités générées nous permet de valider globalement cette conception. Enfin, nous créons un système de rétroactions automatiques sélectionnées par des modèles d’IA afin d’améliorer l’autonomie des élèves. Ces modèles, qui font des prédictions en fonction de l’activité des élèves, sont entrainés à partir de données étiquetées par des enseignants lors d’une seconde expérimentation dans les classes de seconde impliquant 215 élèves
Apprentissage de la programmation informatique : analyses et ressources pour accompagner la transition collège-lycée
No full textThe aim of this thesis is first to analyse the teaching and learning of programming at the transition between lower and upper secondary school (from grade 9 to grade 10) in France in order to enlighten the discontinuities that students may encounter when they learn to program, and then to design teaching materials that can support them through these various changes. We began with an epistemological analysis of computer programming, followed by an in-depth study of curricula based on the anthropological theory of didactics, and a detailed investigation of the differences between the Scratch and Python programming languages. We then conduct a survey with 480 teachers to find out about their teaching practices. Based on these preliminary analyses, we designed the Pyrates online application as a serious game for learning the Python language. Its environment was tailored to facilitate the transition from blocks to text, and its eight levels involve the fundamental concepts of programming through playful situations conceived according to the Theory of didactical situations. We then evaluated this application in the field with 240 tenth-grade students. By studying the generated activity traces, we were able to validate the overall design. Finally, we created an automatic feedback system based on AI models to improve students’ autonomy. These models make predictions relying on student activity, and were trained on data labelled by teachers during a second field experiment involving 215 students.L’objectif de cette thèse est d’abord d’analyser la transition collège-lycée afin de mettre au jour les discontinuités que peuvent rencontrer les élèves lorsqu’ils apprennent à programmer, puis de concevoir une ressource d’enseignement à même de les accompagner dans ces différents changements. Pour ce faire, nous commençons par réaliser une analyse épistémologique portant sur la programmation informatique, puis effectuons une étude approfondie des curriculums s’appuyant sur la Théorie anthropologique du didactique, et examinons en détails les différences entre les langages Scratch et Python. Nous menons ensuite une enquête auprès de 480 enseignants visant à connaitre leurs pratiques d’enseignement. En nous basant sur ces analyses préalables, nous concevons l’application en ligne Pyrates sous la forme d’un jeu sérieux d’apprentissage du langage Python. Son environnement est aménagé afin de faciliter la transition blocs-texte, et ses huit niveaux mettent en jeu les concepts fondamentaux de la programmation à travers des situations ludiques conçues selon la Théorie des situations didactiques. Nous évaluons ensuite cette application dans les classes auprès de 240 élèves de seconde. L’étude des traces d’activités générées nous permet de valider globalement cette conception. Enfin, nous créons un système de rétroactions automatiques sélectionnées par des modèles d’IA afin d’améliorer l’autonomie des élèves. Ces modèles, qui font des prédictions en fonction de l’activité des élèves, sont entrainés à partir de données étiquetées par des enseignants lors d’une seconde expérimentation dans les classes de seconde impliquant 215 élèves
Computer programming education : analyses and resources to support the transition from middle school to high school
No full textL’objectif de cette thèse est d’abord d’analyser la transition collège-lycée afin de mettre au jour les discontinuités que peuvent rencontrer les élèves lorsqu’ils apprennent à programmer, puis de concevoir une ressource d’enseignement à même de les accompagner dans ces différents changements. Pour ce faire, nous commençons par réaliser une analyse épistémologique portant sur la programmation informatique, puis effectuons une étude approfondie des curriculums s’appuyant sur la Théorie anthropologique du didactique, et examinons en détails les différences entre les langages Scratch et Python. Nous menons ensuite une enquête auprès de 480 enseignants visant à connaitre leurs pratiques d’enseignement. En nous basant sur ces analyses préalables, nous concevons l’application en ligne Pyrates sous la forme d’un jeu sérieux d’apprentissage du langage Python. Son environnement est aménagé afin de faciliter la transition blocs-texte, et ses huit niveaux mettent en jeu les concepts fondamentaux de la programmation à travers des situations ludiques conçues selon la Théorie des situations didactiques. Nous évaluons ensuite cette application dans les classes auprès de 240 élèves de seconde. L’étude des traces d’activités générées nous permet de valider globalement cette conception. Enfin, nous créons un système de rétroactions automatiques sélectionnées par des modèles d’IA afin d’améliorer l’autonomie des élèves. Ces modèles, qui font des prédictions en fonction de l’activité des élèves, sont entrainés à partir de données étiquetées par des enseignants lors d’une seconde expérimentation dans les classes de seconde impliquant 215 élèves.The aim of this thesis is first to analyse the teaching and learning of programming at the transition between lower and upper secondary school (from grade 9 to grade 10) in France in order to enlighten the discontinuities that students may encounter when they learn to program, and then to design teaching materials that can support them through these various changes. We began with an epistemological analysis of computer programming, followed by an in-depth study of curricula based on the anthropological theory of didactics, and a detailed investigation of the differences between the Scratch and Python programming languages. We then conduct a survey with 480 teachers to find out about their teaching practices. Based on these preliminary analyses, we designed the Pyrates online application as a serious game for learning the Python language. Its environment was tailored to facilitate the transition from blocks to text, and its eight levels involve the fundamental concepts of programming through playful situations conceived according to the Theory of didactical situations. We then evaluated this application in the field with 240 tenth-grade students. By studying the generated activity traces, we were able to validate the overall design. Finally, we created an automatic feedback system based on AI models to improve students’ autonomy. These models make predictions relying on student activity, and were trained on data labelled by teachers during a second field experiment involving 215 students
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
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
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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