1,720,963 research outputs found
Fit für den Lehrplan 21 – Wie Klassenlehrpersonen auf den Informatikunterricht vorbereitet werden (können)
No full textInformatik ist in der Schweizer Primarschule angekommen! Studierende werden an Pädagogischen Hochschulen darauf vorbereitet, Informatik zu unterrichten und in die Fächer zu integrieren. Keine leichte Aufgabe, denn häufig haben sie selbst keinen Informatikunterricht erlebt, was bedeutet, dass die Vorerfahrungen in dem Bereich sehr heterogen sind. Eine etablierte Fachdidaktik für das neue Modul Medien und Informatik gibt es darüber hinaus noch nicht. Um diese Herausforderungen zu meistern, werden Räume für individuelles Lernen und Vertiefen geschaffen. Anhand von kompetenzorientierten Aufgabensets lernen die Studierenden selbstgesteuert, aber begleitet und dialogisch, das, was sie an fachlichem und fachdidaktischem Handwerkszeug für den Medien-und-Informatik-Unterricht brauchen. Durch die individualisierbaren Aufgabensets, welche sich auf das Konzept des Dialogischen Lernens abstützen, wird das selbstbestimmte, freie Lernen im Präsenzunterricht an der Hochschule unterstützt. Kooperatives und selbstreflexives Lernen an schulpraxisorientierten Aufgaben ermöglicht es den Studierenden zum einen, fachwissenschaftliche Konzepte aufzubauen und zum anderen, fachdidaktische Erfahrungen für das Lehren im Fach Medien und Informatik zu nutzen (didaktischer Doppeldecker)
Imagine Yourself as a Media and Computer Science Teacher
Full text linkIn order to investigate pre-service primary teachers’ mental images and beliefs about Media and Computer Science teaching, the Draw-A-Science-Teacher-Test Checklist (DASTT-C) was adapted for the field of Media and Computer Science. For this explorative study, 78 student teachers were asked to imagine themselves as Media and Computer Science teacher before and after a methods seminar. Using a qualitative research approach and building upon the ideas of the Draw-A-Science-Teacher-Test Checklist, the drawings before and after the course were coded. A coding scheme was developed, resulting in the Draw-A-Media-And-Computer-Science-Teacher Repository (DMECS-R). Subsequently, the results of the coding were analysed and evaluated with a mixed-method approach. Quantitative comparison of the number of recategorizations of the drawings after the methods course, comparison of ‘average’ images, visualization with multidimensional scaling and qualitative observations of minimum and maximum individual changes have led the authors to three conclusions: (1) After the method course it is less likely that student teachers draw individual work of students. (2) After the course, student teachers were less likely to draw children working on closely guided assignments. Post-course, more student teachers draw pupils working on own projects and tasks. (3) After the method course, it is less likely that student teachers draw themselves in a conventional, classically furnished classroom with only chalkboard and neatly arranged tables and chairs. Taking a dialogic and constructivist approach of learning into account, this research shows that the methods course expanded the student teachers’ repertoire of teaching methods for Media and Computer Science lessons. For following studies in computer science education, the results should be verified by accompanying interviews and subsequently find their way into pedagogical training
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
Variations on the Author
Full text link“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
Full text linkWe 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
Full text linkWe 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
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