1,721,033 research outputs found
The implementation of school-community-projects and the effects on students’ sustainability consciousness
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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
Integrated STEM professional development in interdisciplinary teacher design teams : teacher self-efficacy profiles using cluster analysis
No full textEmergent models in a reinvention activity for learning the slope of a curve
Full text linkIntroducing the slope of a curve as the limit of the slope of secant lines is a well-known challenge in mathematics education. As an alternative, three other approaches can be recognized, based on linear approximation, based on multiplicities, or based on transition points. In this study we investigated which of these approaches fits students most by analyzing students' inventions during a lesson scenario revolving around a design problem. The problem is set in a context that is meaningful to students and invites them to invent methods to construct a tangent line to a curve: an implementation of the guided reinvention principle from Realistic Mathematics Education (RME). The teaching scenario is based on the phased lesson structure of the Theory of Didactical Situations (TDS). The scenario was tested with 44 groups of three students in six grade 9 or 10 classrooms. We classified the strategies used by students and, using the emergent models principle from RME, investigated to which of the four approaches the student strategies connect best. The results show that the groups produced a variety of strategies in each classroom and these strategies contributed to a meaningful institutionalization of the notion of slope of a curve
Inquiry-based learning in lower-secondary mathematics education in China (Beijing) and the Netherlands
No full textMathematics is considered to be a human activity and students should actively participate in the learning process. These features are fostered in inquiry-based learning (IBL). IBL is interpreted as a teaching approach that challenges students to solve problem situations before formal explanations and solution procedures are provided. The understanding and practices of IBL might be impacted by teaching cultures, which are considered to be remarkably different in East Asia and the West and have led to stereotypes. This study tried to move beyond these stereotypes and explored the current situations of IBL in lower-secondary mathematics education. China, specifically Beijing, and the Netherlands were taken as examples of the two teaching cultures. Perspectives of students, teachers, textbooks and classroom practices were explored. Chapter 2 focuses on students’ experience of IBL-related activities in mathematics lessons and their preference. 858 Beijing students from 30 classes and 441 Dutch students from 19 classes participated in the survey. Results show that generally the Beijing sample reported experiencing IBL activities in most mathematics lessons and the Dutch sample in some lessons. Students in both samples preferred the same amount of IBL activities as they experienced. Students’ reports show similar patterns. Chapter 3 focuses on beliefs and practices related to IBL described by mathematics teachers. 30 Beijing and 19 Dutch teachers participated in the semi-structured interviews. Results show that the two groups of teachers mentioned many shared IBL beliefs and practices. Compared to the Beijing teachers, although the Dutch teachers did not indicate a more frequent use of IBL as expected, they seemed to describe a lower level of teacher support. Chapter 4 focuses on to what extent opportunities for IBL are provided in mathematics textbooks through analyzing 404 Beijing and 244 Dutch algebra and geometry tasks. Results show many shared IBL features between the Beijing and Dutch textbooks. The textbooks allow students to make some choices to organize mathematically and explore solution procedures, but not to question, hypothesize, collaborate, communicate or reflect. Higher levels of IBL are rarely achieved. Chapter 5 focuses on to what extent IBL practices are involved in Chinese mathematics lessons. This chapter is based on 24 lessons of five Beijing teachers, including 19 usual lessons and 5 required IBL lessons. Compared with the usual lessons, the teachers distributed more time to introduce new content in the IBL lessons, while they kept whole-class activity as the dominating form, and they did not adjust much with respect to IBL practices. More opportunities for students to pose questions to tackle and hypothesize should be provided. Generally, although students reported some experiences of IBL in their lessons, mathematics teachers may not have a complete understanding of IBL and the full IBL cycle, thus they often do not include all phases of the IBL cycle in their teaching. This is possibly also related to the lack of abundant opportunities for IBL present in textbooks. Many shared features related to IBL between our Beijing sample and Dutch sample were identified, which challenges the stereotypes about teaching cultures
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