1,720,970 research outputs found
Best practices for field days : Assessment tool and observation protocol
Full text linkThis archival publication may not reflect current scientific knowledge or recommendations. Current information available from the University of Minnesota Extension: https://www.extension.umn.edu.This material is based upon work sponsored by the National Science Foundation under the REESE Grant No. DRL-#0635559.Carlson, Stephan; Heimlich, Joe; Storksdieck, Martin; Meyer, Nathan. (2009). Best practices for field days : Assessment tool and observation protocol. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/172070
Best Practices for Field Days: Validating an Informal Science Education Field Day Observation Tool
Full text linkThis archival publication may not reflect current scientific knowledge or recommendations. Current information available from the University of Minnesota Extension: https://www.extension.umn.edu.A study was conducted at the Metro Children’sWater Festival (CWF) in St Paul, Minnesota in the
fall of 2008 where 44 schools and more than 1,200 fifth grade students participated in the one
day event. The purpose of the study was to assess the validity of an observation tool for
informal science education around Field Day programs. Content validity (Modified Delphi) and
coder reliability of the observation tool was established the previous years (NSF, #0635559).
Items from the observation tool were mapped to students’ evaluation questions to determine
the degree to which observed characteristics of the field day are aligned with student
perception. It is conceivable that they don’t align. Students’ assessment of their experience is
based on factors that have little to do with what educators care about. Significant correlations
support the validity; lack there of, on the other hand, does not indicate that the tool isn’t valid.Carlson, Stephan; Storksdieck, Martin; Heimlich, Joe. (2009). Best Practices for Field Days: Validating an Informal Science Education Field Day Observation Tool. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/172460
Best Practices for Field Days: Environmental Field Days Assessment Tool: Reliability Study
Full text linkThis archival publication may not reflect current scientific knowledge or recommendations. Current information available from the University of Minnesota Extension: https://www.extension.umn.edu.The Environmental Field Day Observation Tool (the Tool) was tested for reliability under two
conditions: (1) As original Tool during the Sauk RiverWater Festival, a traditional Environmental
Field Day in Minnesota; and (2) a modified version of the Tool, with fewer items, at the Marine
ExplorationWeekend, a .special event for family visitors at the Pacific Science Center in Seattle,
WA. The Sauk RiverWater Festival represents a traditional Field Day insofar as groups of students
(representing a class of about 20 students with at least one teacher and normally one or more
chaperones) move together from station to station. These groups can be observed together
over the course of the Field Day. The SaukWater Festival was held in the summer of 2008.Storksdieck, Martin; Heimlich, Joe; Figueriredo, Claudia; Carlson, Stephan. (2008). Best Practices for Field Days: Environmental Field Days Assessment Tool: Reliability Study. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/172459
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
Behavioral Science and Education for Sustainable Development: Towards Metacognitive Competency
Full text linkBehavioral science is increasingly considered foundational for addressing various sustainable development challenges. Behavioral change and action competence have also become important goals in Education for Sustainable Development (ESD), complementing and interacting with other educational goals such as the development of sustainability-relevant knowledge, skills, values, and attitudes. We argue that these interconnected learning goals of ESD can be advanced by integrating interdisciplinary behavioral science concepts, methods, and insights into the design of curricula, learning environments, and processes for participatory whole-school approaches. Specifically, we highlight the role of metacognitive competency in self-directed individual and collective behavior change and we present our educational design concept for teaching human behavior as an interdisciplinary theme in ESD
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
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