1,720,959 research outputs found
Data mining application in an introductory engineering physics lab: a diagnostic activity
Get PDFThis study explores the application of data mining techniques in Physics laboratories for Engineering, aiming to enhance the educational process and students' understanding of physical phenomena. The primary objective is to analyze how the use of Orange Data Mining software can facilitate the analysis of large volumes of experimental data, enabling students to identify patterns and extract relevant insights for their investigations. The adopted methodology involved conducting Physics experiments in non-conservative systems, where students collected data on friction across different materials and utilized techniques such as linear regression and clustering (K-means) to analyze the results. Following the application of these techniques, a pre- and post-class knowledge assessment was conducted using a Likert-type questionnaire. The results indicated a significant improvement in participants' understanding of concepts related to force, energy, and data analysis. Additionally, the experience with Orange provided students with greater familiarity with data science tools, better preparing them for the challenges of the engineering job market. This study highlights the importance of integrating data mining techniques into engineering education, offering an innovative approach to learning complex physical concepts
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
Changing an engineering curriculum through a co-construction process: A case study
Get PDFThe objective of this work is to present a co-construction process of an Engineering curriculum, which used different active learning approaches to motivate students by addressing realistic problems faced by engineers, right from the beginning of the program. Idealized by the rectory of the institution, in a top-down decision, the new curriculum established certain guidelines for these new approaches. In a bottom-up contribution to the curriculum, teachers had to devise, implement and conduct activities. At an early stage, these activities were classified into three types: Projects, Engineering Practices, and Workshops. To analyze the implementation of this new curriculum, a qualitative approach was used during and data were collected through interviews, focus groups, and questionnaires. The results indicate that teachers who devised the activities played an important role in determining several aspects aimed at formalizing the new curriculum in a co-construction process, increasing the accuracy of the ideas presented in the idealization phase. Despite the benefits of these experiences, the results suggest that the potential of the new curriculum was not entirely fulfilled at this initial phase, particularly regarding the development of soft skills. Therefore, adjustments are needed to take full advantage of the changes.The authors thank all teachers and students whokindly participated in this research.This work was partially supported by projects COMPETE-POCI-01-0145-FEDER-007043 and FCT-UID-CEC-00319-2013, from Portuga
Leveraging immersive environments in physics labs and flipped classrooms for engineering courses
Get PDFThis paper aims to explore the use of immersive (panoramic) video with hotspots (links to videos and texts for further explanation) as a pre-class activity for an investigative physics laboratory on the topic of oblique launches, in conjunction with the flipped classroom methodology. The goal is to study the effectiveness of immersive (panoramic) videos with hotspots as pre-class materials within the flipped classroom approach. This paper presents the implementation of this technology in a classic physics experiment on oblique launches, conducted with approximately 400 first-year engineering students at Instituto Mauá de Tecnologia. These students were divided into laboratory classes, working in teams of three to four, and were required to answer two perception quizzes (pre- and post-class). The post-class quiz included additional problems beyond those in the pre-class quiz. After 15 days, the groups were required to submit a scientific paper on the experiment. It was found that immersive video technology serves as a complement to traditional materials, though some aspects need improvement. Moreover, it was concluded that students recognized their improvement in laboratory tasks, such as physics modeling, constructing graphs and tables, and interpreting graphs. Regarding problem-solving in the post-class quiz, it was observed that problems involving two types of motion required additional practice
Making a project-based learning curriculum: the curriculum and the ideal formal curriculum
No full textO objetivo deste trabalho é apresentar os resultados da análise das concepções de dois protagonistas de uma reforma curricular que está sendo implementada numa escola de engenharia. A principal característica do novo currículo é o uso de projetos e oficinas como atividades complementares a serem realizadas pelos estudantes. As atividades complementares acontecerão em paralelo ao trabalho realizado nas disciplinas sem que haja uma relação de interdisciplinaridade. O novo currículo está sendo implantado desde fevereiro de 2015. Segundo Pacheco (2005) há dois momentos, dentre outros, no processo de mudança curricular, o currículo “ideal”, determinado por dimensões epistemológica, política, econômica, ideológica, técnica, estética, e histórica e, que recebe influência direta daquele que idealiza e cria o novo currículo e, o currículo “formal” que se traduz na prática implementada na escola. São essas duas etapas estudadas nesta pesquisa. Para isso serão considerados como fontes de dados dois protagonistas, um mais ligado à concepção do currículo e outro da sua implementação, a partir dos quais se busca compreender as motivações, crenças e percepções que, por sua vez, determinam a reforma curricular. Entrevistas semiestruturadas foram utilizadas como técnica de pesquisa, com o propósito de se entender a gênese da proposta e as mudanças entre essas duas etapas. Os dados revelam que mudanças aconteceram desde a idealização até a formalização do currículo, motivadas por demandas do processo de implementação, revela ainda diferenças na visão de currículo e a motivação para romper com padrões na formação de engenheiros no Brasil.The aim of this paper is to present the results, from point of view of the two
protagonists, of a curricular reform, which is being implemented in an engineering school, .
The main feature of this new curriculum is the use of projects and workshops as
complementary activities to be performed by students. These complementary activities will
take place beside the work done in the disciplines of the course without an interdisciplinary
relationship. The new curriculum is being implemented since February 2015. According to
Pacheco (2005) there are two steps, among others, set in the curricular change process, the
curriculum "ideal", given by epistemological dimensions, political, economic, ideological,
technical, aesthetic, and historical and receiving direct influence of one who idealizes the new
curriculum and, the 'formal' curriculum which translates in practice implemented in the
school. These are the two steps studied in this research. For it shall be deemed as data
sources, two main protagonists of the curricular change, one of them that brought the first
ideas about the curriculum and other one, who has been responsible of its implementation.
From these participants, it’s trying to understand the motivations, beliefs and perceptions
that, in turn, determine the curricular reform. Semi-structured interviews were used as
research technique in order to understand the genesis of the proposal and the changes
between these two steps. The data shows that changes have taken place from ideation to the
formalization of the curriculum, motivated by demands of the implementation process. It also
shows differences on curricular point of view and the motivation to break with patterns in the
training of engineers in Brazil
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