1,720,974 research outputs found
From teaching physics to teaching children : the role of Craft Pedagogy
Full text linkEThOS - Electronic Theses Online ServiceGBUnited Kingdo
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
Climate change, collaboration and pre-service teachers' emergent professional identity
No full textThe study group included 74 graduate, pre-service science teachers who were following the Professional Graduate Diploma of Education Secondary (PGDES) in all science subjects, biology with science, chemistry with science and physics with science. The strong tradition of integrated science in Scotland is reflected (Inspectorate of Schools (Scotland) 1994) in the structure of PGDES programmes (The Scottish Office Education and Industry Department 1998). Scottish School science departments are organised in a variety of ways and a strong collaborative element is often present in providing a common programme of study in science during the early years of secondary schooling. Collaborative coursework on climate change was selected due to its contemporary interest; consultation on the detail of a 'Curriculum for Excellence' (The Curriculum Review Group 2004) and the absence of reported depth of experience in this content area in Scottish school science. Issues associated with climate change conform to all ten qualities of socio-scientific issues (Ratcliffe M. and Grace M. 2003. ) p. 2-3. The purpose was to simulate the collaborative working environment (Watters J.J. and Ginns I.S. 2000); to establish a 'community of practice' as suggested by the (Lave J. and Wenger E. 1991)model of situated learning; involved aspects of problem based learning (Savin-Baden M. and Howell C.M. 2004) as well as authentic assessment (Wiggins G.P. 1993); and to initiate the formation of identities as science teachers rather than 'subject specialists'. The task was based on a constructivist framework. We sought to explore aspects relating to attitudes and knowledge in the context of climate change, to collaboration and the use of ICT. Students were allocated to mixed subject groups and expected to produce reading materials for 12-14 year olds and an associated teachers' guide on a given aspect of climate change over a seven week period. The product and collaborative aspects of the task were assessed using a combination of tutor and peer assessment, including two group debriefing sessions. Students' knowledge and confidence about global warming and information relating to their experiences of collaboration were assessed using a simple pre- and post-task questionnaire developed for this task. We found that the students experienced a number of benefits and frustrations of group work task. Overall, they found the process beneficial and collectively produced a high quality resource which is available as a basis for their own teaching. The resource could be adapted for use by other teachers. The students have become more knowledgeable about aspects of climate change. They may also have considered the challenges in teaching complicated socio-scientific issues in relation to their own professional attitudes and values. A generally positive attitudinal movement took place during the period and some variation was observed between students from different subject areas
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
Teachers’ views of learning physics: Review of Mulhall, P. & Gunstone, R
No full textThis item reviews: Mulhall, P. & Gunstone, R. (2012) ‘Views about learning physics held by physics teachers with differing approaches to teaching physics’, Journal of Science Teacher Education, 23, (5), 429–449 (doi: 10.1007/s10972-012-9291-2
The role of practical work in the developing practice of beginning physics teachers
No full textThe role and rationale of practical work in teaching school science are receiving renewed scrutiny (Abrahams and Saglam, 2010). This paper is a case study which reports part of a larger longitudinal study which used semi-structured interviews to explore the approaches of beginning teachers of physics to teaching electricity during Initial Teacher Education (ITE) and beyond. The interview transcripts were analysed using thematic analysis. One of the emergent themes was the use of practical work in secondary school science. All of the beginning teachers had embedded the use of practical work in their teaching. This paper discusses their reasons for doing so and compares their responses with the rationales suggested by Hodson (1993), Lunetta, Hofstein, Clough, Abell, & Leerman (2007) and Abrahams (2011). The implications for ITE and continuing professional development (CPD) are discussed
- …
