1,720,961 research outputs found
Düşünen Sınıf Materyallerinin (DSM) PISA Okuma Becerileri Üzerinde Etkisi
No full textÜst düzey düşünme öğretimi tüm öğrenciler ve dersler için önemlidir. Düşünme becerileriningelişimini desteklemek için dili anlama sorunlarından biri, yazılı metinlerin anlaşılmamasıüzerinedir. Bu çalışmanın iki ana amacı vardır. Bunlardan ilki DSM materyallerinin geliştirme veuygulama özelliklerini sunmak. İkincisi ise bu materyallerinin PISA metin türlerini anlamaya etkisiniaraştırmaktır. Karma yöntem ile yürütülen çalışmada yarı deneysel araştırma deseni ve görüşmetekniğinden yararlanılmıştır. Çalışma grubu, 25 sekizinci sınıf öğrencisinden oluşmaktadır. Sonuçolarak DSM’nin sürekli ve süreksiz PISA metin türlerini anlamaya anlamlı etkisi olduğu bulunmuştur.Bu katkılar, cevaba dayanak sunma, paragraf sorularını okuma ve anlama, ana fikri anlama, sosyaldestek, birbirini dinleme, Türkçe, Matematik ve Fen ve Teknolojileri ders başarısına olumlu katkılarıtespit etme olarak sıralanabilir.Teaching of higher-order thinking skills is important in all subjects and for all students. One of the main problems of understanding language to support thinking skills is related to not comprehending written texts. This study had two main purposes. First of them was to explain how to develop and apply MTC. Second one was to investigate the effect of these materials on the comprehension of PISA text types. In the study conducted with Convergent Parallel Design, quasiexperimental research design and interview techniques were used. The study group consisted of 25 eight grade students. As a conclusion, it was found that MTC contributed to understanding continuous and discontinuous PISA text types. These contributions can be listed as evidenceproviding, reading and comprehension of paragraph questions, getting the gist, social support, peer listening, positive contributions to the success of Turkish, Math and Science lessons, attractive materials and encouraging to read
Inclusive education through the critical action research (CAR) approach
No full textThis study investigates how Critical Action Research (CAR) was applied in a project involving international cooperation to promote inclusive practices in schools. The ‘We Are All The Same’ Erasmus Project, which involved five schools in four countries and included teacher and student participation in planning and implementation, was evaluated as an example of how CAR enhanced inclusive thinking and practices. The effects of the CAR-based project on the inclusive thinking of the teachers and students were examined in particular. Thematic analysis of the data collected during the two-year project indicated that CAR promoted cooperation and participation for inclusive education in schools, learning about and tolerance for different cultures, and enhanced participating teachers’ reflections on their professional development. A significant emphasis of this study was on its international dimension, by which CAR supported learning about and having tolerance for different cultures in inclusive schools. International participant-oriented studies have been rare in the literature, and this study is expected to provide a model for carrying out projects involving cooperation among international participants to exchange ideas about and promote inclusive education
Action learning in teacher education for teaching twenty-first-century thinking skills
No full textThis account of practice follows an action learning project that considered the contribution of the ‘L = P + Q + R’ formula to the teaching of thinking skills to 31 pre-service teachers in Turkey, including the risks in the process of AL. The participants were observed as exhibiting developments in learning (L) thinking skills through questioning (Q) and reflection (R). This study led me to an understanding of the potential risks related to the time allocated by the Action Learning Facilitator to the participants as well as to the small number of groups
Development of critical thinking in mathematics classes via authentic learning: an action research
No full textThe aim of this study was to examine how fifth grade students’ critical thinking and problem-solving skills can be developed using practices based on Newman and Weglage’s (1993. Five standarts for authentic instruction. Educational Leadership, 50(7), 8–12) authentic learning standards (high-order thinking, depth of knowledge, relation with the world beyond the classroom, constant conversion and social support for student achievement). The main aim of the study was to offer different perspectives on mathematics education by focusing on development of critical thinking skills needed to understand mathematics. The study was carried out in six cycles via an action research model. The data consisted of unconstructed observations (camera recordings), students’ scores on CTR (Critical Thinking Rubric), and their journals and written documents. The research results showed that practices based on authentic learning standards improved such critical thinking skills as comprehending, comparing, proving, suggesting new solutions, and reflecting on problem solving processes of the students who were included in the target study group
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
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