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Student co-generated analogies and their influence on the development of science understanding
Get PDFUniversity of Technology, Sydney. Faculty of Arts and Social Sciences.Science educators often use analogies to help students develop understanding, but successful learning where students develop their own analogies has rarely been reported (Harrison, 2006). This research sought to investigate how the co-generation of analogies influenced students' learning of science. It stemmed from the author's scholarly interest in helping students understand the more difficult science concepts through analogical activities. The use of analogies as tools for learning encourages students to build on what they already know and understand. This research was underpinned by a constructivist epistemology.
A pilot study was conducted and this led to the development of four research questions:
a. How do students develop analogies?
b. How does the co-generation of analogies influence student engagement with science?
c. Do students develop deep understanding through the co-generation of analogies?
b. How does a teacher support students in the co-generation of analogies?
The literature that underpins the theoretical framework for this study is drawn from two main areas. The first relates to learning science through the construction of meaning (Freyberg & Osborne, 1985) and the second relates to the nature of analogy (Gentner, 1983) and its use in learning science (Harrison & Treagust, 2006).
A teaching experiment methodology (Brown, 1992; Confrey & Lachance, 2000) suited this study of learning through analogy in school science because it provides a sound framework for a teacher exploring and scrutinising a teaching approach with his own students during the course of regular timetabled lessons. A large amount and variety of data were collected during 24 episodes of the teaching experiment. The teaching experiment involved the application of a teaching intervention with senior high school, chemistry and/or physics students (16–18 years of age). The intervention required students to develop analogies with the purpose of showing and enhancing their understanding of science concepts. Throughout each application of intervention students were supported by each other and by the teacher.
The analogy based activities included role play, model building and writing. The discussions that occurred throughout these activities were integral to the analogy refining process. Hence, the resulting analogies were co-generated.
The following conjecture was qualitatively investigated using participatory enquiry.
When students develop their own analogies (supported by their teacher) in the process of learning science, they will be able to demonstrate deep understanding about the concepts being studied.
This conjecture was founded in the literature; supported by personal experience and a pilot study; and tested through several teaching episodes.
A large amount and variety of data were collected during the teaching experiment. These data have been used in providing “rich” (detailed) (Denzin & Lincoln, 2008, p. 16) and “thick” (based on multiple perspectives) (Lincoln & Guba, 1985, p. 316) descriptions of 13 episodes in which students developed their own analogies while learning science. Similar episodes have been grouped together and presented in five vignettes.
Findings from the vignettes have been used to formulate conclusions. Data from the episodes reveal that in general, students who participated in the intervention enjoyed becoming actively engaged in analogical learning.
In all applications of the intervention the majority of students were able, with support, to develop and use their own analogies to foster and display appropriate deep understandings about complex science concepts. By developing, using and sharing analogies, students made their conceptions and misconceptions 'visible'. In the supportive classroom environment, the identification of and discussion about students' alternative conceptions and misconceptions assisted students to develop appropriate scientific understandings. In general the understandings developed were persistent over long periods of time.
The data suggests that co-generating analogies enhances student engagement and leads to deep understanding of challenging science concepts. It is thus concluded that the co-
generation of analogies for science phenomena contributes positively to students' learning in science
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
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