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31.
Rihana Shiri Williams Omer Ari Carmen Nicole Santamaria 《Journal of Research in Reading》2011,34(2):215-231
Recent investigations challenge the construct validity of sustained silent reading tests. Performance of two groups of post‐secondary students (e.g. struggling and non‐struggling) on a sustained silent reading test and two types of cloze test (i.e. maze and open‐ended) was compared in order to identify the test format that contributes greater variance in reading comprehension. One hundred participants were recruited from students enrolled in a preparatory course for a high‐stakes statewide reading examination. Our results suggest that all three measures have good concurrent validity. There was no evidence that open‐ended cloze performance was more related to verbal ability than any other reading measure. Maze performance did the best job at discriminating between our struggling and non‐struggling readers. Implications for reading comprehension assessment in post secondary‐aged adults are discussed. 相似文献
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Omer Acar Lutfullah Turkmen Anita Roychoudhury 《International Journal of Science Education》2013,35(9):1191-1206
Students' poor argumentation in the context of socio‐scientific issues has become a concern in science education. Identified problems associated with student argumentation in socio‐scientific issues are misevaluation of evidence, naïve nature of science conceptualizations, and inappropriate use of value‐based reasoning. In this theoretical paper, the authors propose that incorporation of decision‐making research findings to argumentation research may help students overcome these problematic areas. For this aim, decision‐making research findings about value‐focused decision‐making framework and common heuristics have been discussed. Specifically, the authors propose that explicit teaching of argumentation research should provide students a decision‐making framework in which students can consider their values about a socio‐scientific issue and assess different alternatives as well as incorporate teaching about common heuristics. The authors believe that this incorporation is necessary for a quality student argumentation in socio‐scientific issues. 相似文献
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This study investigated the effect of the Science Writing Heuristic (SWH) approach on grade 9 students’ understanding of chemical change and mixture concepts. Four intact classes taught by two chemistry teachers from a Turkish public high school were selected for the study; one class was assigned as the treatment group, and the other class was assigned as the comparison group. Students in the treatment group were instructed by the SWH approach, while those in the comparison group were instructed with traditionally designed chemistry instruction. Tests measuring students’ conceptual understanding in the units of chemical change and mixture were administered as pre- and posttest for both groups. At the end of the instruction, semistructured interviews were conducted with 13 students from the treatment group and eight students from the comparison group. ANCOVA results revealed that the SWH approach was superior to the traditional approach on students’ understanding of chemical change and mixture concepts. Interview results indicated that students in the treatment group demonstrated better scientific understanding of chemical change and mixture concepts compared to those in the comparison group. 相似文献
34.
Omer F. Ozdemir 《Instructional Science》2013,41(1):81-103
The purpose of this study is to understand the nature of pre-instructional knowledge transferred by students into problem situations and the change process on students’ knowledge system during classroom discussions. This study was framed by two interrelated theoretical frameworks on knowledge structures, phenomenological primitives and coordination classes. The data were collected through problem solving sessions on turning effect of forces (torques or moment) from ten participants who were seeking a degree to become physics teachers. The analysis of data showed that, in this particular context, students’ pre-instructional ideas can be characterized according to phenomenological primitives. The theoretical constructs of the coordination classes generated meaningful results to understand students’ particular difficulties in transferring the moment concept across different contexts and the change process on students’ knowledge system. The major stimulator of the change process emerged as the students’ becoming aware of the epistemological nature of their knowledge structures and searching the causal mechanisms behind physical phenomena. 相似文献
35.
This study was designed to develop an assessment tool to measure high school students’ personal epistemology (PE) in the physics domain by using validation processes. Based on theoretical foundations of PE, the PPEQ was conceptualised on six hypothetical dimensions: structure of knowledge [SK], justification of knowledge and knowing [JK], changeability of knowledge [CK], equations in physics [EQ], quick learning [QL], and source of knowledge [source]. In total, 42-items were developed deductively for these dimensions, and a panel of experts assessed the content validity of the instrument. Subsequently, factor analyses were performed to obtain construct-related evidence. First, exploratory factor analysis (EFA) was performed on the data collected from 362 ninth graders. EFA yielded a six-factor solution which excluded the EQ and divided SK into two dimensions: coherent SK and hierarchical SK. Second, confirmatory factor analysis (CFA) was conducted with the remaining 27-items on data collected from a new sample of 350 ninth graders. The CFA results confirmed that the PPEQ assesses six factors emerged from EFA. Internal consistency of the PPEQ was also found to be very high with Cronbach’s α reliability coefficient of .92, and the coefficients of dimensions ranged from .71 to .83. 相似文献
36.
This investigation was undertaken to determine if there were general and specific trends within school psychology between the years 1960 and 1975 as reflected by both the content presented and the chaning amount of emphasis given to specific topics within school psychology texttooh. Content analysis was chosen as the method of analysis. Seventeen school psychology textbooks separated into three consecutive time periods of five years each, were used in the research. The data indicated that trends in publication emphasis were present. While the types of content presented remained relatively constant, the overall trend was toward decreasing publication of text type materials. Assessment had remained consistently the highest emphasized category of content, whereas clinical issues and personality have shown clear trends toward decreasing emphasis. Both special education and therapy issues maintained high and stable levels of emphasis. Neither consulting activities nor community activities demonstrated trends toward increasing emphasis. Ethics and legal issues were discussed in less than half the textbooks examined. Group assessment, curriculum development, sex education, teaching psychology, and group therapy received very little content emphasis. Behavior modification future trens, and remediation activities demonstrated clear trends toward increased emphasis, whereas areas of administration and organization, research issues, and working with special populations demonstrated clear trends toward decreasing emphasis. 相似文献
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Access to information via handheld devices supports decision making away from one’s computer. However, limitations include small screens and constrained wireless bandwidth. We present a summarization method that transforms online content for delivery to small devices. Unlike previous algorithms, ours assumes nothing about document formatting, and induces a hierarchical structure based on the relative importance of sentences within the document. As compared to delivering full documents, the method reduces the bytes transferred by half. An experiment also demonstrates that when given hierarchical summaries, users are no less accurate in answering questions about the documents. 相似文献
39.
Sendag Serkan Toker Sacip Uredi Lutfi Islim Omer Faruk 《Education and Information Technologies》2022,27(3):3321-3340
Education and Information Technologies - Today, the COVID-19 pandemic has paved the way for a more democratic climate in K-12 schools. Administrators and teachers have had to seek out new ways... 相似文献
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In this paper, we study higher-order boundary value problems for higher-order nonlinear differential equations having convolution terms. We extend and prove some theorems for nonlinear differential equations by using the differential transform method. 相似文献