1,720,969 research outputs found
Influence Of Teaching Methods On Teaching Practice Performance Of Bachelor Of Education Science Students At The University Of Nairobi, Kenya
No full textThis study sought to investigate the influence of teaching methods on the
teaching practice performance of Bachelor of Education Science students at
the University of Nairobi, Kenya. The hypotheses were i) Discussion Method
has no significant effect on the teaching practice performance ii)
Demonstration Method has no significant effect on the teaching practice
performance iii) Laboratory Experiment Method has no significant effect on
the teaching practice performance and iv) Lecture Method has no significant
effect on the teaching practice performance. The sample comprising 107 B.Ed
Science students, their respective Head of Subjects, and three faculty provided
the data. Data were gathered using questionnaires, expert interviews schedules,
and the performance scores awarded on the lesson development component of
the UoN teaching practice assessment form. The data were analyzed
descriptively and inferentially. The findings did not support the hypotheses,
but revealed a significantly strong positive correlation between the teaching
methods and TP performance. Specifically, part correlation coefficient of each
of the teaching methods exclusively explained the variance in TP
performance. Precisely, application of Demonstration Method had the highest
predictive strength to the performance scores, followed by the Laboratory
Experiment and Discussion Methods, while application of the Lecture Method
had the lowest predictive strength to the performance scores. Additionally, a
significant interaction was found for application of the teaching methods
suggesting that any of the selected teaching methods may boost the
performance scores separately. The study concluded that the teaching methods
component of the university-based Subject Methods Course as learnt and later
applied by the B.Ed Science students on teaching practice, is not as efficient
as it should be. Markedly, it is limited in experiential learning opportunities
hence, does not adequately develop the pedagogical understanding of
particular instructional practices that constitute Teaching Methods. The study
recommended (i) Systemic initiatives within a partnership framework between
the university and the teaching practice schools to address sustainability
challenges of inadequate technical support including inadequate technology
infrastructure, and embed ICT integration in the B.Ed Science Degree
program. (ii) Faculty to design a portfolio of learning experiences on
application of teaching methods that relate to individual and context-specific
learner needs, and use the data to enhance the theoretical and experiential
learning of the B.Ed Science students. (iii) Reorient the teaching methods
component of the Subject Methods Course to emphasize adoption of learneroriented
instructional practices that are embedded in constructivism, and
linked to the secondary school classroom instructional practices. (iv) Enhance
development of personal frames of reference among the B.Ed science students
by lengthening the duration of both the university-based and school-based
experiential learning and encouraging faculty and HoS to model of the
“difficult” instructional practices that constitute the teaching methods by.
Key words: Constructivism, teaching methods, teaching practice,
Performan
Challenges of Implementation of e learning in Mathematics, Science and Technology Education (MSTE) in African schools: A Critical Review
No full textThis paper discusses the general ICT challenges in education and poses questions, the attempt of whose answers establish the manner in which e-learning technology could be appropriate for understanding and communicating the structures of mathematics and science. Challenges in understanding mathematics and science arise out of the interaction between these two intertwined yet disparate disciplines. While mathematical proof is established deductively and hence conclusive and not amenable to confutation in a logically possible world, scientific truth is established inductively on probable yet utilitarian grounds in the actual world. While challenges in implementation of the understanding of mathematics and science through technology arise from social and infrastructural issues related to ICT in African environment, the difficulty posed by challenges of communicating the principles of understanding the structure of mathematics and science are not yet insurmountable. An attempt to bring into coherence the mathematical and scientific understanding through e-learning instructional paradigm in quasi-philosophic terms is the main subject of this paper
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
Towards Formulating Principles for Online Education: The Implications of Access to the World Wide Web
No full textPCF4 // E-learning emphasizes the development of students� self-study capabilities and habits. Based on constructivist theories, it is believed that a community of students can form learning teams able to share experiences online to achieve appropriate educational objectives. The scenario poses a challenge to curricula based teaching requirements, designed around instructional strategies, aimed at allowing students to learn certain things rather than others. This traditional approach is based on the assumption that not all learning experiences that students encounter are educative. // The World Wide Web (WWW) from which online education draws it content is a �network� of all conceivable knowledge and ideas that encourage informal, non-formal and formal education practices. The merger of the three forms of education is a new phenomenon occasioned by the inevitable integration of ICT in education. // Since education is about acquisition of knowledge, skills and dispositions that are valued by society, its content is inherently selective. This study proposes that for e-learning to convert to online education, educators need to identify and harmonize principles that define online educational experiences. // Paper ID 9
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
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
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
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