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Helge Gresch Marcus Hasselhorn Susanne Bögeholz 《International Journal of Science Education》2013,35(15):2587-2607
Dealing with socio-scientific issues in science classes enables students to participate productively in controversial discussions concerning ethical topics, such as sustainable development. In this respect, well-structured decision-making processes are essential for elaborate reasoning. To foster decision-making competence, a computer-based programme was developed that trains secondary school students (grades 11–13) in decision-making strategies. The main research question is: does training students to use these strategies foster decision-making competence? In addition, the influence of meta-decision aids was examined. Students conducted a task analysis to select an appropriate strategy prior to the decision-making process. Hence, the second research question is: does combining decision-making training with a task analysis enhance decision-making competence at a higher rate? To answer these questions, 386 students were tested in a pre-post-follow-up control-group design that included two training groups (decision-making strategies/decision-making strategies combined with a task analysis) and a control group (decision-making with additional ecological information instead of strategic training). An open-ended questionnaire was used to assess decision-making competence in situations related to sustainable development. The decision-making training led to a significant improvement in the post-test and the follow-up, which was administered three months after the training. Long-term effects on the quality of the students' decisions were evident for both training groups. Gains in competence when reflecting upon the decision-making processes of others were found, to a lesser extent, in the training group that received the additional meta-decision training. In conclusion, training in decision-making strategies is a promising approach to deal with socio-scientific issues related to sustainable development. 相似文献
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Merete Aasheim Charlotte Reedtz Bjørn Helge Handegård Monica Martinussen Willy-Tore Mørch 《Scandinavian Journal of Educational Research》2013,57(6):899-912
ABSTRACTThis study examined whether the Incredible Years (IY) Teacher Classroom Management (TCM) program implemented as a school-wide preventive intervention at 1st to 3rd grade in a regular school setting reduces the development of problem behavior and improves social competence. Using a quasi-experimental pre-post design, the IYTCM was implemented in 21 schools and compared with 22 matched schools that did not receive the program. A total of 241 1st to 3rd grade teachers and 1518 students aged 6 to 8 years took part in the trial. Mixed-model analyses found small positive effects on changes in students’ social competence (dw?=?0.19), while effects on change in students problem behavior were less than small (dw?相似文献
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Bente Kirkhaug May Britt Drugli Willy-Tore Mørch Bjørn Helge Handegård 《Scandinavian Journal of Educational Research》2013,57(2):139-153
In the present study, the applicability of The Sutter–Eyberg Student Behavior Inventory—Revised (SESBI-R) was explored within a Norwegian sample of 983 children aged 3–8 years. By using an exploratory factor analysis the same 2-factor solution as the original SESBI-R was supported by Principal Component Analysis. Good internal consistency (alpha?>?.96) was found for both the SESBI-R Intensity and Problem scales. Teachers in Norway report relatively low levels of behavior problems among children in day-care units and school-aged boys receive higher Intensity and Problem scores than girls. The results show that the SESBI-R is a reliable assessment tool that can be used in the Norwegian population for efficient screening of behavior of conduct-disordered children. 相似文献
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Michael Robinson Kevin Jones Helge Janicke Leandros Maglaras 《Government Information Quarterly》2019,36(2):276-293
Cyberphysical societies are becoming reliant upon the cyber domain for everyday life. With cyber warfare increasingly becoming part of future conflicts, new and novel solutions are needed to assist governments in securing their national infrastructure. Cyber peacekeeping is one such solution: an emerging and multi-disciplinary field of research, touching upon technical, political, governmental and societal domains of thought. In this article we build upon previous works by developing the cyber peacekeeping activity of observation, monitoring and reporting. We take a practical approach: describing a scenario in which two cyberphysical societies experience the negative effects of cyber warfare and require cyber expertise to restore services their citizens depend upon. We explore how a cyber peacekeeping operation could start up and discuss the challenges it will face. The article makes a number of proposals, including the use of a virtual collaborative environment to bring multiple benefits. We conclude by summarising our findings, and describing where further work lies. 相似文献
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Does An Early Intervention Influence Behavioral Development Until Age 9 in Children Born Prematurely? 
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下载免费PDF全文 Inger Pauline Landsem Bjørn Helge Handegård Stein Erik Ulvund Jorunn Tunby Per Ivar Kaaresen John A. Rønning 《Child development》2015,86(4):1063-1079
This study examined whether the Mother–Infant Transaction Program prevents behavioral problems among preterm children (birth weight < 2000 g) until age 9. The program was administered to 72 preterms, while 74 preterms and 75 full‐terms formed control groups (N = 221). Behavior was reported by parents (Child Behavior Checklist) and teachers (Teachers Report Form) and by all on selected Strengths and Difficulties Questionnaire (SDQ) questions. Long‐term behavioral development appeared to be qualitatively unaffected by the intervention. At ages 7 and 9, fewer attention problems and better adaptation to school were reported from parents and teachers of the intervention group compared to preterm controls. At age 9, teachers reported fewer difficulties in the intervention group and better academic performance. In these areas they were reported as being at the statistically same level as term controls. 相似文献
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Basant Agarwal Heri Ramampiaro Helge Langseth Massimiliano Ruocco 《Information processing & management》2018,54(6):922-937
This paper is concerned with paraphrase detection, i.e., identifying sentences that are semantically identical. The ability to detect similar sentences written in natural language is crucial for several applications, such as text mining, text summarization, plagiarism detection, authorship authentication and question answering. Recognizing this importance, we study in particular how to address the challenges with detecting paraphrases in user generated short texts, such as Twitter, which often contain language irregularity and noise, and do not necessarily contain as much semantic information as longer clean texts. We propose a novel deep neural network-based approach that relies on coarse-grained sentence modelling using a convolutional neural network (CNN) and a recurrent neural network (RNN) model, combined with a specific fine-grained word-level similarity matching model. More specifically, we develop a new architecture, called DeepParaphrase, which enables to create an informative semantic representation of each sentence by (1) using CNN to extract the local region information in form of important n-grams from the sentence, and (2) applying RNN to capture the long-term dependency information. In addition, we perform a comparative study on state-of-the-art approaches within paraphrase detection. An important insight from this study is that existing paraphrase approaches perform well when applied on clean texts, but they do not necessarily deliver good performance against noisy texts, and vice versa. In contrast, our evaluation has shown that the proposed DeepParaphrase-based approach achieves good results in both types of texts, thus making it more robust and generic than the existing approaches. 相似文献
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The present study investigated how undergraduates judged the trustworthiness of different information sources that they read about climate change. Results showed that participants (N = 128) judged information from textbook and official documents to be more trustworthy than information from newspapers and a commercial agent. Moreover, participants put most emphasis on content and least emphasis on date of publication when judging document trustworthiness. When judging the trustworthiness of the textbook, they emphasized criteria differently than when evaluating other types of documents. Results also indicated that readers low in topic knowledge were more likely to trust less trustworthy sources and failed to differentiate between relevant and irrelevant criteria when judging the trustworthiness of sources. 相似文献
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Øistein Anmarkrud Matthew T. McCrudden Ivar Bråten Helge I. Strømsø 《Instructional Science》2013,41(5):873-894
We explored readers’ judgments of text relevance and strategy use while they read about a controversial scientific issue in multiple conflicting documents using a think-aloud methodology and had them write a short essay after reading. Participants were university-level students. There were three main findings. First, readers discriminated between more- and less-relevant information while they read. Second, the frequency with which they used strategies differed while they read more- and less-relevant information. Specifically, while they read more-relevant information, students were more likely to build connections between that information and information in other texts. Third, their judgments of more-relevant segments as relevant and their evaluation of less-relevant information while they read were related to the quality of students’ essays after they read. We discuss how the findings may contribute to the literature on task-oriented reading of multiple documents. 相似文献