1,721,111 research outputs found
Interaction between teachers and teaching materials : creating a context-based learning environment in a chemistry classroom
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Interaction between teachers and teaching materials : creating a context-based learning environment in a chemistry classroom
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Supporting teachers to transform their classes into a context-based learning environment: inquiry as a context
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Teaching and Learning in Context-Based Science Classes: A Dialectical Sociocultural Approach
No full textInternationally, many secondary school students are disengaged in science, finding the content of the curriculum unrelated to their everyday lives. Despite a rapidly changing world, outdated pedagogical approaches still presist in science classrooms where the focus is on the rote learning of conceptual knowledge predominantly. Context-based approaches offer a new way to engage students in science through more meaningful experiences by situating the learning of science in real-world scenarios. This chapter uses a dialectical sociocultural lens to view the teaching and learning in two cases: a year 11 chemistry class and a middle years classroom. The chapter emphasises the importance for teachers to expand their agency and create structures that afford students opportunities for immersion in the real-world field where canonial science can merge with the context
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
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