1,720,960 research outputs found
Empirical Accuracy and Consistency in College Students' Knowledge of Classical Astronomy
No full text254 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2005.This study focuses on how college students explain basic astronomical phenomena and the nature of those explanations, moving beyond existing research of astronomy misconceptions and shedding new light on the nature of knowledge representation and the stability of knowledge. Fifty college students answered a questionnaire that asked for explanations of six classical astronomical phenomena (the solar system, day/night cycle, seasons, lunar phases, and solar and lunar eclipses) and were re-tested in an interview. The participants gave confidence ratings for their explanations, and tried to apply their explanations to several hypothetical scenarios. The participants also completed a general spatial ability test and a spatial ability test specifically designed for the classical astronomy domain. Explanations that were more scientifically accurate were the most consistent over time, were given higher confidence ratings, were better applied to the hypothetical scenarios, and were the most internally consistent with explanations for other phenomena. These explanations showed characteristics most like the theorized form of knowledge representation of a mental "theory." In contrast, other non-scientific explanations were more likely to change over time, had lower confidence ratings, and were often internally inconsistent with other knowledge or were so primitive that they provided no conceptual connections to explanations for other related phenomena. Only one non-scientific explanation showed traits similar to more scientifically-accurate knowledge, a common explanation of the lunar phases based on Earth occluding light from the Sun. The nature of knowledge representation of novices, kinds of inconsistencies in knowledge, and the hypothetical relationship between the presence of inconsistencies and stages of learning are discussed.U of I OnlyRestricted to the U of I community idenfinitely during batch ingest of legacy ETD
Empirical Accuracy and Consistency in College Students' Knowledge of Classical Astronomy
No full text"This study focuses on how college students explain basic astronomical phenomena and the nature of those explanations, moving beyond existing research of astronomy misconceptions and shedding new light on the nature of knowledge representation and the stability of knowledge. Fifty college students answered a questionnaire that asked for explanations of six classical astronomical phenomena (the solar system, day/night cycle, seasons, lunar phases, and solar and lunar eclipses) and were re-tested in an interview. The participants gave confidence ratings for their explanations, and tried to apply their explanations to several hypothetical scenarios. The participants also completed a general spatial ability test and a spatial ability test specifically designed for the classical astronomy domain. Explanations that were more scientifically accurate were the most consistent over time, were given higher confidence ratings, were better applied to the hypothetical scenarios, and were the most internally consistent with explanations for other phenomena. These explanations showed characteristics most like the theorized form of knowledge representation of a mental ""theory."" In contrast, other non-scientific explanations were more likely to change over time, had lower confidence ratings, and were often internally inconsistent with other knowledge or were so primitive that they provided no conceptual connections to explanations for other related phenomena. Only one non-scientific explanation showed traits similar to more scientifically-accurate knowledge, a common explanation of the lunar phases based on Earth occluding light from the Sun. The nature of knowledge representation of novices, kinds of inconsistencies in knowledge, and the hypothetical relationship between the presence of inconsistencies and stages of learning are discussed."Made available in DSpace on 2015-09-25T19:54:23Z (GMT). No. of bitstreams: 2
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Previous issue date: 2005Embargo set by: Seth Robbins for item 81172
Lift date: Forever
Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDsRestricted to the U of I community idenfinitely during batch ingest of legacy ETDsU of I Only254 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2005
Empirical Accuracy and Consistency in College Students' Knowledge of Classical Astronomy
No full textThis study focuses on how college students explain basic astronomical phenomena and the nature of those explanations, moving beyond existing research of astronomy misconceptions and shedding new light on the nature of knowledge representation and the stability of knowledge. Fifty college students answered a questionnaire that asked for explanations of six classical astronomical phenomena (the solar system, day/night cycle, seasons, lunar phases, and solar and lunar eclipses) and were re-tested in an interview. The participants gave confidence ratings for their explanations, and tried to apply their explanations to several hypothetical scenarios. The participants also completed a general spatial ability test and a spatial ability test specifically designed for the classical astronomy domain. Explanations that were more scientifically accurate were the most consistent over time, were given higher confidence ratings, were better applied to the hypothetical scenarios, and were the most internally consistent with explanations for other phenomena. These explanations showed characteristics most like the theorized form of knowledge representation of a mental “theory.” In contrast, other non-scientific explanations were more likely to change over time, had lower confidence ratings, and were often internally inconsistent with other knowledge or were so primitive that they provided no conceptual connections to explanations for other related phenomena. Only one non-scientific explanation showed traits similar to more scientifically-accurate knowledge, a common explanation of the lunar phases based on Earth occluding light from the Sun. The nature of knowledge representation of novices, kinds of inconsistencies in knowledge, and the hypothetical relationship between the presence of inconsistencies and stages of learning are discussed
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
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