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APRENDIZAGEM SITUADA E EDUCAÇÃO EM BIOLOGIA: EFEITOS DA ESTRATÉGIA DE CONTROVÉRSIA CONSTRUTIVA E DA AUTOEFICÁCIA GENÉTICA NA ATITUDE DE ALUNOS DO ENSINO MÉDIO EM RELAÇÃO A CONCEITOS DE GENÉTICA
Get PDFGenetics Concepts (GCs) as received a great deal of attention in recent times due to its importance in human being development and society wellbeing at large. However, recent advancements in genetics, have sparked significant public controversy, in areas like reproductive cloning, ordering genetically modified infants, genetic therapy, modification of animals and crops species, organs farming, and sex determination. Also, available reports have shown that students exhibited negative attitude to GCs, while previous interventions failed to incorporate socioscietific issues into the teaching of GCs. In this regard, it is important to raise genetics literate citizens who will be equipped with the fundamental information, positive attitude and skills needed in genetics using Constructive Controversy Strategy (CCS). The study was anchored to situated learning theory, while the pretest-posttest control group quasi-experimental design using 2x3 factorial matrix was adopted. An intact class of secondary school two science students from six public school was randomly assigned to CCS (121) and conventional strategy (119). Five instruments were used. Data were analysed using analysis of covariance at 0.05 level of significance. There was a significant main effects of treatment on student’ attitude (F(1;215)=4.42; partial η2=0.02) to GCs. The participants exposed to CCS had better attitude to GCs (60.85) than those taught with CS (55.15). Genetics self-efficacy had significant main effect on students’ attitude to GCs (F(2;214)= 3.12; partial η2=0.03), in favour of participants with low genetics self-efficacy. Treatment and self-efficacy had significant interaction effect on students’ attitude to GCs (F(2; 213) = 3.04; partial η2 = 0.05). Constructive controversy strategy enhanced secondary school students’ genetics concepts in Oyo State, Nigeria. Biology teachers should adopt this strategy in teaching genetics concepts and related socioscientic issues in genetics concepts.Los conceptos de genética (CG) han recibido mucha atención en los últimos tiempos debido a su importancia en el desarrollo del ser humano y el bienestar de la sociedad en general. Sin embargo, los avances recientes en genética han provocado una importante controversia pública en áreas como la clonación reproductiva, el pedido de bebés modificados genéticamente, la terapia genética, la modificación de especies animales y agrícolas, el cultivo de órganos y la determinación del sexo. Además, los informes disponibles han demostrado que los estudiantes exhibieron una actitud negativa hacia las GC, mientras que intervenciones anteriores no lograron incorporar cuestiones sociosociales en la enseñanza de las GC. En este sentido, es importante formar ciudadanos alfabetizados en genética que estén equipados con la información fundamental, la actitud positiva y las habilidades necesarias en genética utilizando la Estrategia de Controversia Constructiva (CCS). El estudio se ancló en la teoría del aprendizaje situado, mientras que se adoptó el diseño cuasiexperimental del grupo de control pretest-postest utilizando una matriz factorial 2x3. Una clase intacta de secundaria, dos estudiantes de ciencias de seis escuelas públicas, fueron asignados aleatoriamente a CCS (121) y estrategia convencional (119). Se utilizaron cinco instrumentos. Los datos se analizaron mediante análisis de covarianza con un nivel de significancia de 0,05. Hubo efectos principales significativos del tratamiento en la actitud de los estudiantes (F(1;215)=4,42; η2 parcial=0,02) hacia GC. Los participantes expuestos a CCS tuvieron mejor actitud hacia GC (60,85) que los enseñados con CS (55,15). La autoeficacia genética tuvo un efecto principal significativo en la actitud de los estudiantes hacia GC (F(2;214)= 3,12; η2 parcial=0,03), a favor de los participantes con baja autoeficacia genética. El tratamiento y la autoeficacia tuvieron un efecto de interacción significativo en la actitud de los estudiantes hacia los GC (F(2; 213) = 3,04; η2 parcial = 0,05). La estrategia de controversia constructiva mejoró los conceptos genéticos de los estudiantes de secundaria en el estado de Oyo, Nigeria. Los profesores de biología deberían adoptar esta estrategia al enseñar conceptos de genética y cuestiones sociocientíficas relacionadas con los conceptos de genética.Os Conceitos de Genética (GCs) têm recebido muita atenção nos últimos tempos devido à sua importância no desenvolvimento do ser humano e no bem-estar da sociedade em geral. No entanto, os recentes avanços na genética provocaram uma controvérsia pública significativa, em áreas como a clonagem reprodutiva, a encomenda de bebés geneticamente modificados, a terapia genética, a modificação de espécies de animais e culturas, a criação de órgãos e a determinação do sexo. Além disso, os relatórios disponíveis mostraram que os alunos exibiram uma atitude negativa em relação às GCs, enquanto as intervenções anteriores não conseguiram incorporar questões sociocientíficas no ensino das GCs. A este respeito, é importante formar cidadãos alfabetizados em genética que estejam equipados com a informação fundamental, atitude positiva e competências necessárias em genética, utilizando a Estratégia de Controvérsia Construtiva (CCS). O estudo foi ancorado na teoria da aprendizagem situada, adotando-se o desenho quase experimental pré-teste-pós-teste de grupo controle, utilizando matriz fatorial 2x3. Uma turma intacta do ensino secundário, dois estudantes de ciências de seis escolas públicas, foi aleatoriamente designada para CCS (121) e estratégia convencional (119). Foram utilizados cinco instrumentos. Os dados foram analisados por meio de análise de covariância com nível de significância de 0,05. Houveram efeitos principais significativos do tratamento na atitude dos alunos (F(1;215)=4,42; η2 parcial=0,02) em relação ao GCs. Os participantes expostos à CCS tiveram melhor atitude em relação ao GCs (60,85) do que aqueles ensinados com a CS (55,15). A autoeficácia genética teve efeito principal significativo na atitude dos alunos em relação ao GCs (F(2;214) = 3,12; η2 parcial = 0,03), em favor dos participantes com baixa autoeficácia genética. O tratamento e a autoeficácia tiveram efeito de interação significativo na atitude dos alunos em relação aos GCs (F(2; 213) = 3,04; η2 parcial = 0,05). A estratégia de controvérsia construtiva melhorou os conceitos de genética dos alunos do ensino secundário no estado de Oyo, na Nigéria. Os professores de biologia devem adotar esta estratégia no ensino de conceitos de genética e questões sociocientíficas relacionadas em conceitos de genética.Os Conceitos de Genética (GCs) têm recebido muita atenção nos últimos tempos devido à sua importância no desenvolvimento do ser humano e no bem-estar da sociedade em geral. No entanto, os recentes avanços na genética provocaram uma controvérsia pública significativa, em áreas como a clonagem reprodutiva, a encomenda de bebés geneticamente modificados, a terapia genética, a modificação de espécies de animais e culturas, a criação de órgãos e a determinação do sexo. Além disso, os relatórios disponíveis mostraram que os alunos exibiram uma atitude negativa em relação às GC, enquanto as intervenções anteriores não conseguiram incorporar questões sociocientíficas no ensino das GC. A este respeito, é importante formar cidadãos alfabetizados em genética que estejam equipados com a informação fundamental, atitude positiva e competências necessárias em genética, utilizando a Estratégia de Controvérsia Construtiva (CCS). O estudo foi ancorado na teoria da aprendizagem situada, adotando-se o desenho quase-experimental pré-teste-pós-teste de grupo controle, utilizando matriz fatorial 2x3. Uma turma intacta do ensino secundário, dois estudantes de ciências de seis escolas públicas, foi aleatoriamente designada para CCS (121) e estratégia convencional (119). Foram utilizados cinco instrumentos. Os dados foram analisados por meio de análise de covariância com nível de significância de 0,05. Houve efeitos principais significativos do tratamento na atitude dos alunos (F(1;215)=4,42; η2 parcial=0,02) em relação ao GC. Os participantes expostos à CCS tiveram melhor atitude em relação à GC (60,85) do que aqueles ensinados com a CS (55,15). A autoeficácia genética teve efeito principal significativo na atitude dos alunos em relação ao GC (F(2;214) = 3,12; η2 parcial = 0,03), em favor dos participantes com baixa autoeficácia genética. O tratamento e a autoeficácia tiveram efeito de interação significativo na atitude dos alunos em relação aos GCs (F(2; 213) = 3,04; η2 parcial = 0,05). A estratégia de controvérsia construtiva melhorou os conceitos de genética dos alunos do ensino secundário no estado de Oyo, na Nigéria. Os professores de biologia devem adotar esta estratégia no ensino de conceitos de genética e questões sociocientíficas relacionadas em conceitos de genética
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
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
Author Under Sail The Imagination of Jack London, 1893-1902
No full textIn Author Under Sail, Jay Williams offers the first complete literary biography of Jack London as a professional writer engaged in the labor of writing. It examines the authorial imagination in London's work, the use of imagination in both his fiction and nonfiction, and the ways he defined imagination in the creative process in his business dealings with his publishers, editors, and agents. In this first volume of a two-volume biography, Williams traverses the years 1893 to 1902, from London's "Story of a Typhoon" to The People of the Abyss. The Jack London who emerges in the pages of Author Under Sail is a writer whose partnership with publishers, most notably his productive alliance with George Brett of Macmillan, was one of the most formative in American literary history. London pioneered many author models during the heyday of realism and naturalism, blurring the boundaries of these popular genres by focusing on absorption and theatricality and the representation of the seen and unseen. London created an impassioned, sincere, and extremely personal realism unlike that of other American writers of the time. Author Under Sail is a literary tour de force that reveals the full range of London as writer, creative citizen, and entrepreneur at the same time it sheds light on the maverick side of machine-age literature.Intro -- Title Page -- Copyright Page -- Dedication -- Contents -- Acknowledgments -- Introduction -- 1. Spirit Truth -- 2. From Absorption to Theatricality and Back Again -- 3. "I Will Build a New Present" -- 4. Sons as Authors -- 5. Fathers as Publishers -- 6. The Daughter as Author -- 7. Lovers as Authors -- 8. At Sea with the Family -- 9. Yellow News, Yellow Stories -- 10. The Return Home -- Notes -- Bibliography -- Index -- About Jay WilliamsIn Author Under Sail, Jay Williams offers the first complete literary biography of Jack London as a professional writer engaged in the labor of writing. It examines the authorial imagination in London's work, the use of imagination in both his fiction and nonfiction, and the ways he defined imagination in the creative process in his business dealings with his publishers, editors, and agents. In this first volume of a two-volume biography, Williams traverses the years 1893 to 1902, from London's "Story of a Typhoon" to The People of the Abyss. The Jack London who emerges in the pages of Author Under Sail is a writer whose partnership with publishers, most notably his productive alliance with George Brett of Macmillan, was one of the most formative in American literary history. London pioneered many author models during the heyday of realism and naturalism, blurring the boundaries of these popular genres by focusing on absorption and theatricality and the representation of the seen and unseen. London created an impassioned, sincere, and extremely personal realism unlike that of other American writers of the time. Author Under Sail is a literary tour de force that reveals the full range of London as writer, creative citizen, and entrepreneur at the same time it sheds light on the maverick side of machine-age literature.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, YYYY. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
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