Reductive thinking in computer science   总被引：1，自引：1，他引：0  

Michal Armoni  Judith Gal-Ezer  Orit Hazzan 《Computer Science Education》2013,23(4):281-301

This paper discusses the role of reduction in computer science and describes a study on undergraduate students' perception of the concept of reduction. Specifically, based on an analysis of students' answers to questions addressing different computer science topics, we present several findings regarding the ways in which undergraduate students conceive of and apply reduction. These findings can be interpreted within the framework of the tension that exists between the following two factors: The need to think in terms of high levels of abstraction, on one hand, and the fact that reduction introduces a new approach to be used in problem-solving situations, on the other. In addition the paper suggests several teaching applications.  相似文献   

High school computer science education paves the way for higher education: the Israeli case     

Michal Armoni 《Computer Science Education》2013,23(2-3):101-122

The gap between enrollments in higher education computing programs and the high-tech industry’s demands is widely reported, and is especially prominent for women. Increasing the availability of computer science education in high school is one of the strategies suggested in order to address this gap. We look at the connection between exposure to computer science in high school and pursuing computing in higher education. We also examine the gender gap, in the context of high school computer science education. We show that in Israel, students who took the high-level computer science matriculation exam were more likely to pursue computing in higher education. Regarding the issue of gender, we will show that, in general, in Israel the difference between males and females who take computer science in high school is relatively small, and a larger, though still not very large difference exists only for the highest exam level. In addition, exposing females to high-level computer science in high school has more relative impact on pursuing higher education in computing.  相似文献   

Exploring young children’s self-efficacy beliefs related to mathematical and nonmathematical tasks performed in kindergarten: abused and neglected children and their peers     

Dina Tirosh  Pessia Tsamir  Esther Levenson  Michal Tabach  Ruthi Barkai 《Educational Studies in Mathematics》2013,83(2):309-322

This article reports on young children’s self-efficacy beliefs and their corresponding performance of mathematical and nonmathematical tasks typically encountered in kindergarten. Participants included 132 kindergarten children aged 5–6 years old. Among the participants, 69 children were identified by the social welfare department as being abused and/or neglected. Individual interviews were conducted where children were asked to assess their self-efficacy regarding sorting tasks, mathematics tasks, and reciting the alphabet. Children were then requested to perform each of the tasks. Results revealed that no significant differences were found between the abused and neglected children and their peers regarding their self-efficacy beliefs and performances for any of the tasks. For some of the tasks, children were able to correctly assess their performance, while for other tasks, children overestimated their performance. Possible reasons for these outcomes are discussed.  相似文献   

Problem solving strategies and mathematical resources: A longitudinal view on problem solving in a function based approach to algebra     

Michal Yerushalmy 《Educational Studies in Mathematics》2000,43(2):125-147

This study is an attempt to analyze students' construction of function based problem solving methods in introductory algebra. It claims that for functions to be a main concept for learning school algebra, a complex process that has to be developed during a long period of learning must take place. The article describes a longitudinal observation of a pair of students that studied algebra for 3 years using a function approach, including intensive use of graphing technology. Such a long observation is difficult to carry out and even more difficult to report. We watched for three years classrooms using the ‘Visual-Math’ sequence, and sampled students that exhibited various levels of mathematics achievement. The analysis method presented here is a non-standard case study of a pair of lower achievers students and their work is often juxtaposed to the work of other pairs participating in the study. The students' attempts to solve a linear break-even problem is analyzed along three interviews which present the development of the use of mathematical resources and the patterns of problem solving at different learning phases. Beyond describing solving attempts, the article offers terms for describing and explaining what and how do learners appreciate and make out of solving introductory school algebra problems over a three years course. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Phonological Awareness,Peer Nominations,and Social Competence Among Preschool Children At Risk for Developing Learning Disabilities     

Tova Most  Michal Al-Yagon  Hana Tur-Kaspa  Malka Margalit 《International Journal of Disability, Development & Education》2000,47(1):89-105

This study examined the relations between phonological awareness skills and social-emotional competence among preschool children who were considered at risk for developing learning disabilities. Phonological awareness skills, loneliness, sense of coherence, and peer acceptance of 98 children with an age range from 5.0 to 6.4 years (39 with a high risk for developing learning disabilities and 59 nondisabled peers) were assessed. The children at risk differed significantly from the nondisabled children on all measures. Their scores on the phonological awareness measures were lower, they viewed themselves as more lonely, felt less confident about their world, and they were less accepted by their peers. Subgrouping, using the sense of coherence and the combined phonological measure as criteria, revealed that the largest number of children at risk were in the group with lowest levels of coherence and phonological awareness skills. The smallest proportion of high risk children was found in the group characterised by its high sense of coherence and high level of phonological awareness. Thus, children at risk for developing learning disabilities revealed two groups of deficits: phonological awareness difficulties and social-emotional difficulties. The results emphasised the need to examine interrelations between peer acceptance and both cognitive-phonological awareness and emotional domains.  相似文献   

A Portable Tool for the Evaluation of Microclimate Conditions within Museum Enclosures,Transit Frames,and Transport Cases     

Marianne Odlyha  Jonathon M. Slater  Terje Grøntoft  Slawomir Jakiela  Michal Obarzanowski  David Thickett 《文物保护研究》2018,63(5):407-410

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The gifted child with attention deficit disorder: An identification and intervention challenge     

Janice A. Leroux  Marla Levitt‐Perlman 《Roeper Review》2013,35(3):171-176

Studies of children with attention deficit hyperactivity disorder (ADHD) often emphasize the problems, diagnosis and treatment, but rarely consider the characteristics which are remarkably similar to those of creativity. This study reviews the literature on ADHD traits, their similarity to gifted and creative behaviors, and the implications for educational interventions. A case study of a boy identified with ADHD provides the focus for our discussions. The conclusions point to the need for more varied instructional interventions, emotional and social support, and collaboration between educators and parents.  相似文献   

Quality Control for Scoring Tests Administered in Continuous Mode: An NCME Instructional Module          下载免费PDF全文

Michal Baumer 《Educational Measurement》2017,36(1):58-68

Quality control (QC) in testing is paramount. QC procedures for tests can be divided into two types. The first type, one that has been well researched, is QC for tests administered to large population groups on few administration dates using a small set of test forms (e.g., large‐scale assessment). The second type is QC for tests, usually computerized, that are administered to small population groups on many administration dates using a wide array of test forms (CMT—continuous mode tests). Since the world of testing is headed in this direction, developing QC for CMT is crucial. In the current ITEMS module we discuss errors that might occur at the different stages of the CMT process, as well as the recommended QC procedure to reduce the incidence of each error. Illustration from a recent study is provided, and a computerized system that applies these procedures is presented. Instructions on how to develop one's own QC procedure are also included.  相似文献   

On complexity reduction of concept lattices: three counterexamples     

Michal Krupka 《Information Retrieval》2012,15(2):151-156

We discuss the paper by Cheung and Vogel, Inf Retr 8(2), pp 285–299 (2005). We introduce some counterexamples showing that the theoretical results, the paper is based upon, are incorrect.  相似文献   

Whole‐word shape effect in dyslexia     

Michal Lavidor 《Journal of Research in Reading》2011,34(4):443-454

The research question here was whether whole‐word shape cues might facilitate reading in dyslexia following reports of how normal‐reading children benefit from using this cue when learning to read. We predicted that adults with dyslexia would tend to rely more on orthographic rather than other cues when reading, and therefore would be more affected by word shape manipulations. This prediction was tested in a lexical decision task on words with a flat or a non‐flat outline (i.e. without or with letters with ascending/descending features). We found that readers with dyslexia were significantly faster when reading non‐flat compared with flat words, while typical readers did not benefit from whole‐word shape cues. The interaction of participants' group and word shape was not modulated by word frequency; that is word outline shape facilitated reading for both rare and frequent words. Our results suggest that enhanced sensitivity to orthographic cues is developed in some cases of dyslexia when normal, phonology‐based word recognition processing is not exploited.  相似文献