1,720,957 research outputs found
Analysis, design and development of a software prototype for the statistical study of paths of responses to questionnaires supported by concept maps.
No full textEn este documento se muestra en detalle el proceso realizado en la implementación de un prototipo de software para la obtención y procesamiento de respuestas a cuestionarios apoyados en mapas conceptuales, proceso en el cual se ha construido una metodología ágil personalizada basada en iteraciones, compuestas por el ciclo Analizar – Desarrollar – Aceptar. Durante el proceso se corrigieron algunas falencias y se obtuvo como resultado un aplicativo funcional en un tiempo inferior al estimado inicialmente, mostrando que los modelos ágiles funcionan de forma apropiada en los procesos de construcción de software. La herramienta sirve de apoyo a una investigación en el campo de la educación, mediante la recolección y sistematización de datos, los cuales se describieron en resúmenes estadísticos útiles para el análisis de trayectorias interactivas de aprendizaje.This document shows in detail the process carried out in the implementation of a software prototype for obtaining and processing responses to questionnaires supported by conceptual maps, a process in which a customized agile methodology based on iterations, composed by the cycle Analyze - Develop - Accept. During the process, some shortcomings were corrected and a functional application was obtained as a result in less time than the initially estimated, showing that the agile models work properly in the software construction processes. The tool supports a research in the field of education, through the collection and systematization of data, which were described in useful statistical summaries for the analysis of interactive learning trajectories
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
Autovalidación: alternativa de evaluación asincrónica en el aprendizaje virtual
No full textObjective: The purpose of this article is to show how the student develops a self-validation process to decide whether or not an answer select to a probability question is appropriate. Methodology: This research is an exploratory type through a virtual self-regulated learning environment with engineering students from two Colombian public universities. The tests were multiple-choice and single-response tests. These had tricky vs transparent questions about the probability of independent events. With a metacognitive tool, concept map, or text query, each student could give a retrospective confidence judgment about the answer that he had selected. Finding: There was a higher frequency for those who gave up their "inappropriate" answers if the questions were tricky and the support was concept maps. Likewise, there was another higher frequency for those who insisted on their "inappropriate" answers if the questions were transparent, and the support was the text query. Conclusion: An asynchronous self-validation process has different effects depending on the autonomous control over a metacognitive tool as a form of self-regulation of learning.Objetivo: Este artículo tiene el propósito de mostrar cómo el estudiante desarrolla un proceso de autovalidación para decidir si una respuesta seleccionada a una pregunta de probabilidad es apropiada o no. Metodología: Se realiza una investigación de tipo exploratoria a través de un ambiente virtual de aprendizaje autorregulado con estudiantes de ingeniería de dos universidades públicas colombianas. Las pruebas fueron de opción múltiple con respuesta única. Estas tenían preguntas Capciosas vs Transparentes, sobre la probabilidad de eventos independientes. Con una herramienta metacognitiva, un Mapa conceptual o una consulta de Texto, cada estudiante podía dar un juicio de confianza retrospectiva sobre la respuesta que había seleccionado. Hallazgo: Hubo una mayor frecuencia para aquellos que desistieron de sus respuestas “inapropiadas” si las preguntas eran Capciosas y estaban apoyados en mapas conceptuales. Asimismo, hubo otra mayor frecuencia para quienes insistieron en sus respuestas “inapropiadas” si las preguntas eran Transparentes y el soporte era la consulta de Texto. Conclusión: Un proceso de autovalidación asincrónico tiene diferentes efectos según el control autónomo sobre una herramienta metacognitiva como forma de autorregulación del aprendizaje
Autovalidación por medios virtuales de aprendizaje
Get PDFThis report contains the results of a doctoral research on self-validation processes whose objective is to characterize the incidences of two didactic strategies with which engineering students carry out for self-learning on basic probability issues. With a mixed methodology, two exploratory phases were planned to analyze the interactions of the students on the reflective understanding of their own responses to problems that, unknowingly, were linked to fallacies of probability. Through a virtual environment, twenty types of tests were applied to 631 students from two Colombian public universities to analyze their trajectories in terms of the quality of the selected response and how to use the metacognitive concept query tool for recognition and judgment of that answer. The analysis of the results led to these two conclusions: 1) there were more rejections of inappropriate answers if the questions were tricky and supported by conceptual maps, and 2) there was a higher frequency of mistakes in self-validation processes for persisting in inappropriate responses. to transparent questions if they were based on consulting the text. In summary, the strategy of the trick question provoking doubt about a given answer, and the metacognitive tool of the conceptual map to encourage self-correction, were key in these self-validation processes.Este informe contiene resultados de una investigación doctoral sobre procesos de autovalidación cuyo objetivo es caracterizar incidencias de dos estrategias didácticas con las que los estudiantes de ingeniería realizan el autoaprendizaje de temas básicos de probabilidad. Con una metodología mixta se planearon dos fases exploratorias para analizar las interacciones de los estudiantes sobre la comprensión reflexiva de sus propias respuestas a problemas que, sin saberlo, estaban ligados a falacias de probabilidad. A través de un entorno virtual se aplicaron veinte tipos de pruebas a 631 estudiantes de dos universidades públicas colombianas para analizar sus trayectorias en cuanto a la calidad de la respuesta seleccionada y la forma de utilizar la herramienta metacognitiva de consulta de conceptos para el reconocimiento y juicio de esa respuesta. El análisis de los resultados llevaron a estas dos conclusiones: 1) hubo más rechazos a las respuestas inapropiadas si las preguntas eran capciosas y se apoyaban en mapas conceptuales, y 2) hubo mayor frecuencia de desaciertos en los procesos de autovalidación por persistir en respuestas inapropiadas a preguntas transparentes si se apoyaban en la consulta del texto. En síntesis, la estrategia de la pregunta capciosa provocadora de la duda sobre una respuesta dada, y la herramienta metacognitiva del mapa conceptual para incentivar la autocorrección, fueron claves en estos procesos de autovalidación
Greek paideia and terms of probability
No full textEste artículo contiene tres aspectos del marco teórico de una investigación doctoral en curso acerca de un tema de la didáctica de las matemáticas relacionado con la enseñanza y el aprendizaje de los conceptos básicos de la Teoría de la Probabilidad a nivel universitario. Su propósito es el de fundamentar la tesis de que estos conceptos no fueron definidos formalmente desde alguna teoría específica sino que son producto de un intrincado devenir en la cultura occidental a partir de nociones primordiales que aparecen en los mitos de la Antigua Grecia. El primer aspecto trata la noción de incertidumbre, con la cual los pensadores griegos describían la impredecible voluntad de los dioses y diosas, como las Parcas o Moiras, que personificaron en la diosa Tyche (para los romanos Fortuna), como lo comenta el escritor e historiador alemán Werner Jaeger en su libro de la Paideia Griega. Un segundo aspecto trata el concepto del azar, pero desde dos enfoques distintos: el primer enfoque es el azar visto desde el conocimiento innato; Platón lo denotaba con el término ‘tyche’ ya desmitologizado, como nos lo indica el mismo Jaeger. El segundo enfoque del azar fue desarrollado por Aristóteles desde una perspectiva que podría llamarse “fenomenológica”, con la que intentó articular la incertidumbre con un discurso que parte de la hipótesis llamada ‘causalidad’, término distinto de ‘casualidad’ y del segundo término de la expresión ‘generación espontánea’, atribuyendo la ‘incertidumbre’ a la ignorancia del futuro para respetar el flujo causal. El tercer aspecto de este artículo se refiere a ciertas acepciones y etimologías de vocablos que finalmente se convirtieron en términos técnicos de la moderna Teoría de la Probabilidad, para confirmar la tesis arriba enunciada.This paper addresses three aspects of the conceptual framework for a doctoral dissertation research in process in the field of Mathematics Education, in particular, in the subfield of teaching and learning basic concepts of Probability Theory at the College level. It intends to contrast, sustain and elucidate the central statement that the meanings of some of these basic terms used in Probability Theory were not formally defined by any specific theory but relate to primordial ideas developed in Western culture from Ancient Greek myths. The first aspect deals with the notion of uncertainty, with that Greek thinkers described several archaic gods and goddesses of Destiny, like Parcas and Moiras, often personified in the goddess Tyche—Fortuna for the Romans—, as regarded in Werner Jaeger’s “Paideia”. The second aspect treats the idea of hazard from two different approaches: the first approach deals with hazard, denoted by Plato with the already demythologized term ‘tyche’ from the viewpoint of innate knowledge, as Jaeger points out. The second approach deals with hazard from a perspective that could be called “phenomenological”, from which Aristotle attempted to articulate uncertainty with a discourse based on the hypothesis of causality. The term ‘causal’ was opposed both to ‘casual’ and to ‘spontaneous’ (as used in the expression “spontaneous generation”), attributing uncertainty to ignorance of the future, thus respecting causal flow. The third aspect treated in the paper refers to some definitions and etymologies of some other modern words that have become technical terms in current Probability Theory, confirming the above-mentioned main proposition of this paper
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