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The Influence of James C. McCroskey’s Research in South Korea 总被引：1，自引：1，他引：0
In honor and remembrance of Dr. James C. McCroskey, this article looks at McCroskey’s influence in Korean academic fields. We find that McCroskey’s scholarly articles and books were increasingly cited from 2001 to 2016 and that his work has been cited in Korean journals across diverse fields. In addition to the communication and education fields, McCroskey was cited also in the fields of science and medicine in South Korea. The findings document the international and interdisciplinary impact of McCroskey’s scholarship. 相似文献
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Science & Education - The purpose of this study was to investigate the features of modeling-based abductive reasoning as a disciplinary practice of inquiry in the domain of earth science. The... 相似文献
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Donggil Song Eun Young Oh Krista Glazewski 《Educational technology research and development : ETR & D》2017,65(6):1425-1449
This case study reports on the implementation of student-generated questioning using a customized personal response system (PRS) by two groups of students in second language (L2) courses at a university in the United States. This study aimed to understand more about instructor and student experience with student-generated questioning for promoting student interaction in the L2 classroom, and sources for investigation included class observation, instructor interview, student survey, and pre/post-test. The results of this study indicated that the classroom interaction could be fostered through student-generated questioning with the support of PRS in L2 courses. In addition, there was a significant difference in students’ achievement between the pre- and post-test. The results are consistent with the findings of previous studies that student-generated questioning fosters collaborative interactions and increases frequency of student engagement. The results also suggest that the adoption of student-generate questioning with a technology support may result in promoting classroom interactions where the students are able to practice the target language through conversation with an instructor and peers. 相似文献
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Using the analytical tools of broadening, burrowing and storying and restorying, this narrative inquiry examines a middle school teachers’ knowledge of her pedagogical practices through the strand of pearls’ metaphor that she employs to explain her teaching to herself, a beginning teacher whom she mentors and ourselves as researchers. Throughout the discussion, careful attention is paid to the pearl metaphor’s emergent, novel qualities and how the metaphor is held and expressed in the teacher’s unfurling practice. In the final analysis, four significant themes are unpacked: (1) the image of teacher as curriculum maker; (2) the idea of pearls, non-pearls and yellowed pearls; and (3) the concept of metaphors and the nature of metaphorical truth. Finally, a discussion of the veracity of the strand of pearls as way to understand teaching practice concludes the article. 相似文献
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With the advances in natural language processing (NLP) techniques and the need to deliver more fine-grained information or answers than a set of documents, various QA techniques have been developed corresponding to different question and answer types. A comprehensive QA system must be able to incorporate individual QA techniques as they are developed and integrate their functionality to maximize the system’s overall capability in handling increasingly diverse types of questions. To this end, a new QA method was developed to learn strategies for determining module invocation sequences and boosting answer weights for different types of questions. In this article, we examine the roles and effects of the answer verification and weight boosting method, which is the main core of the automatically generated strategy-driven QA framework, in comparison with a strategy-less, straightforward answer-merging approach and a strategy-driven but with manually constructed strategies. 相似文献
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Chris Rasmussen Oh Nam Kwon Karen Allen Karen Marrongelle Mark Burtch 《Asia Pacific Education Review》2006,7(1):85-93
This paper provides an overview of the Inquiry-Oriented Differential Equations (IO-DE) project and reports on the main results
of a study that compared students’ beliefs, skills, and understandings in IO-DE classes to more conventional approaches. The
IO-DE project capitalizes on advances within mathematics and mathematics education, including the instructional design theory
of Realistic Mathematics Education and the social negotiation of meaning. The main results of the comparison study found no
significant difference between project students and comparison students on an assessment of routine skills and a significant
difference in favor of project students on an assessment of conceptual understanding. Given these encouraging results, the
theoretical underpinnings of the innovative approach may be useful more broadly for undergraduate mathematics education reform. 相似文献