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Blok tabanlı ortamlarda programlama öğretimi sürecinde farklı öğretim stratejilerinin çeşitli değişkenler açısından incelenmesi
Get PDFBu çalışmanın amacı 5. sınıf öğrencilerinin yüz yüze eğitim ile ters yüz sınıf modeli olan
teknoloji destekli öğrenme ortamlarında olmak üzere iki farklı öğrenme ve öğretme
stratejisi ile Scratch programlamayı öğrenmelerinin ve programlama öğretiminin,
öğrencilerin bilgi işlemsel düşünme becerilerine etkisini araştırmaktır. Çalışmaya özel bir
okuldan 79 5. sınıf öğrencisi katılmıştır. Hem nicel hem nitel yöntemleri içeren karma
araştırma yöntemlerinden olan “Açıklayıcı Sıralı Karma Yöntem” kullanılmıştır. Yarı
deneysel ön test-son test eşleştirilmiş kontrol gruplu çalışmada, Bilgi İşlemsel Düşünme
Becerilerine Yönelik Öz Yeterlik Algısı Değerlendirme Ölçeği ve Bilge Kunduz
Uluslararası Enformatik ve Bilgi İşlemsel Düşünme Soruları ön test ve son test olarak
uygulanmıştır. Uygulama sonrası 24 öğrenci ile odak grup görüşmesi gerçekleştirilmiştir.
Uygulama süresince her hafta anlatılan kazanımlar ile ilgili haftalık başarı testleri
uygulanmıştır. Ayrıca uygulama sırasında öğrencilerin yazdıkları programlar, Dr. Scratch
ile analiz edilip değerlendirilmiştir. Araştırma sonuçlarına göre yüz yüze eğitim ve ters
yüz sınıf modeli ile eğitimin öğrencilerin Scratch programlama öğrenmelerinde ve bilgi
işlemsel düşünme becerilerinde istatistiksel olarak anlamlı olmayan bir fark oluşturduğu
görülmüştür. Araştırmada kullanılan Bilgi İşlemsel Düşünme Becerilerine Yönelik Öz
Yeterlik Algısı Değerlendirme Ölçeği ön test ve son test puanlarına bakıldığında gruplar
arasında bilgi işlemsel düşünme becerileri öz yeterlik algıları arasında anlamlı bir farklılık
oluşmaz iken gruplar içi ön-test ve son-test puanları arasında anlamlı bir farklılık ortaya
çıkmıştır. Özellikle algoritma geliştirme ve problem çözme yeterlik puanları ön-test ve
son-test puanları arasında farkın anlamlı çıkması, programlama öğretiminin bu
yeterliklerin artmasında önemli bir etken olduğunu söylenebilir. Ayrıca programlama
öğretiminin diğer becerilere ilişkin öz yeterliklerine olumlu etkisi olduğunu söylenebilir.
Haftalık başarı testlerinde bazı haftalarda deney grubunun ortalaması bazı haftalarda
kontrol grubunun ortalaması daha yüksek çıkmıştır. Aynı şekilde Dr. Scratch ile analiz
edilen programların ortalama puanlarına bakıldığında, bazı programlarda deney grubunun
ortalaması bazılarında kontrol grubunun daha yüksek çıkmıştır. Odak grup
görüşmelerinde öğrenci görüşleri incelendiğinde ters yüz sınıftaki öğrencilerin kendi
kendine öğrenmenin daha iyi olduğu, yüz yüze sınıftaki öğrencilerin öğretmen
anlatımının daha iyi olduğu, ters yüz sınıftaki öğrencilerin anlık yardım alamamasından,
yüz yüze sınıftaki öğrencilerin sınıf içi etkenlerin, dersin hızı ve öğretmen anlatımında
konuyu kaçırmaktan dolayı zorluklar yaşadıklarını, her iki grupta keşfederek öğrenmenin daha iyi olabileceği, oyun ve animasyon yapabilecek becerilerin geliştiği düşüncelerini
ifade etmişlerdir.
This study aims to investigate how 5th Grade students learn Scratch programming
through two different learning and teaching strategies which are face-to-face education
and flipped learning based on technology supported environment and the effects of these
programming methods on the computational thinking skills of the students. 79 students
among 5th graders from a private school participated in this study. The Exploratory
Sequential Design which is one of the combined research method including both
quantitative and qualitative methods was used. In the quasi-experimental study, which
pre-test and post-test were compared with a control group, Self-Sufficiency Perception
Evaluation Scale for Computational Thinking Skills and Bilge Kunduz International
Informatics and Computational Thinking Questions were conducted as pre-test and posttest.
Focus group interviews with 24 students were carried out after the implementation.
Weekly achievement tests related to the identified objectives were conducted and the
programs written by the students during the implementation were analysed and evaluated
through Dr. Scratch during the implementation. The study has revealed that face-to-face
education and flipped learning has no statistically effect on learning Scratch programming
and computational thinking skills. When the scores of the pre-test and post-test of Self-
Sufficiency Perception Evaluation Scale for Computational Thinking Skill were analysed,
there was no significant difference between the groups in terms of computational thinking
skills and self-sufficiency perceptions while a significant difference occurs on the scores
of pre-test and post-test within the groups. Because of the significant difference between
the scores of pre-test and post-test and the scores of developing algorithm and problem
solving competence, it can be said that the programming method has an important role on
the increase of this competence. It can also be stated that programming method has a
positive effect on self-sufficiency related to other abilities. Weekly achievement tests
have revealed that the average of the control group was high in some weeks while the
average of the experimental group was high in other weeks. Similarly, the average of the
control group was high in some weeks while the average of the experimental group was
high in other weeks in some programmes according to the average scores of the
programmes analysed by Dr. Scratch. When the students’ views through the focus group
interviews has been analysed, the students in the flipped classroom has expressed that it
is better to learn by yourself although they cannot get immediate help while the students
in the face-to-face classroom has stated that it is better to learn from a teacher although they have some difficulties because of classroom factors, the speed of the lesson and
missing the subject taught by the teacher. However, both groups have expressed that
discovery learning is better and their abilities to create game and animations develop
during the lessons
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
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
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
Author Under Sail The Imagination of Jack London, 1893-1902
No full textIn Author Under Sail, Jay Williams offers the first complete literary biography of Jack London as a professional writer engaged in the labor of writing. It examines the authorial imagination in London's work, the use of imagination in both his fiction and nonfiction, and the ways he defined imagination in the creative process in his business dealings with his publishers, editors, and agents. In this first volume of a two-volume biography, Williams traverses the years 1893 to 1902, from London's "Story of a Typhoon" to The People of the Abyss. The Jack London who emerges in the pages of Author Under Sail is a writer whose partnership with publishers, most notably his productive alliance with George Brett of Macmillan, was one of the most formative in American literary history. London pioneered many author models during the heyday of realism and naturalism, blurring the boundaries of these popular genres by focusing on absorption and theatricality and the representation of the seen and unseen. London created an impassioned, sincere, and extremely personal realism unlike that of other American writers of the time. Author Under Sail is a literary tour de force that reveals the full range of London as writer, creative citizen, and entrepreneur at the same time it sheds light on the maverick side of machine-age literature.Intro -- Title Page -- Copyright Page -- Dedication -- Contents -- Acknowledgments -- Introduction -- 1. Spirit Truth -- 2. From Absorption to Theatricality and Back Again -- 3. "I Will Build a New Present" -- 4. Sons as Authors -- 5. Fathers as Publishers -- 6. The Daughter as Author -- 7. Lovers as Authors -- 8. At Sea with the Family -- 9. Yellow News, Yellow Stories -- 10. The Return Home -- Notes -- Bibliography -- Index -- About Jay WilliamsIn Author Under Sail, Jay Williams offers the first complete literary biography of Jack London as a professional writer engaged in the labor of writing. It examines the authorial imagination in London's work, the use of imagination in both his fiction and nonfiction, and the ways he defined imagination in the creative process in his business dealings with his publishers, editors, and agents. In this first volume of a two-volume biography, Williams traverses the years 1893 to 1902, from London's "Story of a Typhoon" to The People of the Abyss. The Jack London who emerges in the pages of Author Under Sail is a writer whose partnership with publishers, most notably his productive alliance with George Brett of Macmillan, was one of the most formative in American literary history. London pioneered many author models during the heyday of realism and naturalism, blurring the boundaries of these popular genres by focusing on absorption and theatricality and the representation of the seen and unseen. London created an impassioned, sincere, and extremely personal realism unlike that of other American writers of the time. Author Under Sail is a literary tour de force that reveals the full range of London as writer, creative citizen, and entrepreneur at the same time it sheds light on the maverick side of machine-age literature.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, YYYY. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
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