1,721,063 research outputs found
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
Context-Based Science Curriculum Projects
No full textSince the early 1970s, several science courses have been developed which could be labelled “context-based.” In some areas of the world, these courses are named Science-Technology-Society (STS). The aims of such courses are usually to make science more relevant to students by linking science to contexts in personal life, local and global situations, and/or practices in science and technology. The course developers expect that this approach is motivating for students due to its focus on familiarity and relevance. Furthermore it might help students to be able to apply scientific knowledge and skills in real-life situations, such as is expected in the OECD Frameworks for Scientific Literacy of the Programme for International Student Assessment (PISA). In practice a large variety of approaches have been developed, from a short series of lessons to full curricula, with aims which range from simply motivating students to preparing them for decision making or social action. In some cases materials are monodisciplinary, linking specific science concepts to contexts; in other cases units deal with complex socio-scientific issues (SSI) from areas such as health, climate, and environment. Some projects have remained local, while others have extended to whole countries or have even been adapted across the world. Most context-based science teaching materials are aimed at students in the age group 12–18. Some efforts have also been made to develop teaching materials for primary and undergraduate education. Independent research on the effects of the context-based approaches has been limited. Direct comparison of regular and context-based approaches is difficult as aims are partly overlapping and partly different. Available review findings indicate that context-based approaches tend to result in improvement of attitudes to science and to higher quality reasoning and reflective judgments; the understanding of scientific ideas developed seems comparable to that of conventional approaches
Developmental Research
No full textDevelopmental research is a particular way of addressing the basic questions of why and how to teach what to whom. It involves a cyclical process of small-scale in-depth development and evaluation, at a content-specific level, of exemplary teaching-learning sequences. It aims to produce an empirically supported justification of the inner workings of such a sequence, which is claimed to be an important contribution to the expertise of teachers, curriculum developers, and educational researchers
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
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