A set of forward and backward digit, letter, and color-form span and IQ scores were obtained from 144 10th-grade students. Subsequently, each student learned a bi- or triconditional rule with zero, three, or six memory aids. Forward-letter, forward-digit, backward-letter-digit, and color-form span memory factors emerged from the factor analysis of the span scores. Only the color-form (coding) span memory factor and IQ substantially predicted rule-learning proficiency. The predictive power was traced to the similar combinatory coding process shared by both (a) rule-learning and (b) color-form span tests and also to certain information-free operations shared by both (a) and intelligence tests. The observed facilitative effect of memory aids was interpreted as resulting from their availability as a dependable base for rehearsing coded information while inducing a conceptual rule. The external memory aids appeared to be more effectively utilized by students with long rather than short color-form spans. 相似文献
This study showcases the Science for Citizenship Model (SCM) as a new instructional methodology for presenting, to secondary students, science-related technology content related to the use of science in society not taught in the science curriculum, and a new approach for assessing the intercorrelations among three independent variables (benefits, risks, and trust) to predict the dependent variable of triggered interest in learning science. Utilizing a 50-minute instructional presentation on nanotechnology for citizenship, data were collected from 301 Taiwanese high school students. Structural equation modeling (SEM) and paired-samples t-tests were used to analyze the fitness of data to SCM and the extent to which a 50-minute class presentation of nanotechnology for citizenship affected students’ awareness of benefits, risks, trust, and triggered interest in learning science. Results of SCM on pre-tests and post-tests revealed acceptable model fit to data and demonstrated that the strongest predictor of students’ triggered interest in nanotechnology was their trust in science. Paired-samples t-test results on students’ understanding of nanotechnology and their self-evaluated awareness of the benefits and risks of nanotechology, trust in scientists, and interest in learning science revealed low significant differences between pre-test and post-test. These results provide evidence that a short 50-minute presentation on an emerging science not normally addressed within traditional science curriculum had a significant yet limited impact on students’ learning of nanotechnology in the classroom. Finally, we suggest why the results of this study may be important to science education instruction and research for understanding how the integration into classroom science education of short presentations of cutting-edge science and emerging technologies in support of the science for citizenship enterprise might be accomplished through future investigations. 相似文献
The Every Student Succeeds Act supports personalized learning (PL) to close achievement gaps of diverse K-12 learners in the United States. Implementing PL into a classroom entails a paradigm change of the educational system. However, it is demanding to transform traditional practice into a personalized one under the pressure of the annual standardized testing while it is unclear which PL approaches are more likely to result in better academic outcomes than others. Using national survey data of ELA teachers in identified learner-centered schools, this study compared high and low-performing learner-centered schools (determined by their standardized test results) in terms of their use of five PL features (personalized learning plan, competency-based student progress, criterion-referenced assessment, project- or problem-based learning, and multi-year mentoring) and their use of technology for the four functions of planning, learning, assessment, and recordkeeping. Generally, teachers in high-performing schools implemented PL more thoroughly and utilized technology for more functions than those in low-performing schools. Teachers in high-performing schools more frequently considered career goals when creating personal learning plans, shared the project outcomes with the community, and assessed non-academic outcomes. They stayed longer with the same students and developed close relationships with more students. Also, they more frequently used technology for sharing resources and reported having a more powerful technology system than those in low-performing schools. This study informs educators, administrators, and researchers of which PL approaches and technology uses are more likely to result in better academic outcomes measured by standardized assessments.
Educational technology research and development - The purpose of this study was to explore the teaching–learning process of informatics education in South Korea, where an informatics... 相似文献
Educational technology research and development - Educators use various strategies to increase listening comprehension for nonnative English speakers in the classroom and multimedia environments.... 相似文献
The intended curriculum is arguably one of the most important components within any national educational system although those in primary science have not been subject to extensive research scrutiny. Based on reformed primary science curricula from Hong Kong, mainland China, and Taiwan, we compared them on two key features: (1) levels of knowledge and cognitive processes from their learning outcomes, and (2) coherency of topics that influence the ease, meaningfulness, and quality of learning in the subject. In the former, we coded their intellectual demands (i.e., what learners must know and do) using revised Bloom’s taxonomy while for the latter, we investigated the coverage, focus, sequence, and emphasis of topics across grades. We found that curricula from Hong Kong and mainland China generally focused on the first two levels of knowledge domains and cognitive processes while Taiwanese learning outcomes were predominantly coded as Apply. Different aspects of coherency in the intended curriculum revealed which topics were covered, their focus, and sequencing across grade divisions as well as their emphasis of topics. Our empirical research therefore adds to the small number of comparative studies in primary science curricula. It can also practically assist policy- and curriculum-making in these regions as they seek to understand and develop quality curricula in primary science.
This study aims to elucidate the antiproliferative mechanism of hydroxychavicol(HC).Its effects on cell cycle,apoptosis,and the expression of c-Jun N-terminal kinase(JNK)and P38 mitogen-activated protein kinase(MAPK)in HT-29 colon cancer cells were investigated.HC was isolated from Piper betle leaf(PBL)and verified by high-performance liquid chromatography(HPLC),nuclear magnetic resonance(NMR),and gas chromatography-mass spectrometry(GC-MS).The cytotoxic effects of the standard drug 5-fluorouracil(5-FU),PBL water extract,and HC on HT-29 cells were measured after 24,48,and 72 h of treatment.Cell cycle and apoptosis modulation by 5-FU and HC treatments were investigated up to 30 h.Changes in phosphorylated JNK(pJNK)and P38(pP38)MAPK expression were observed up to 18 h.The half maximal inhibitory concentration(IC50)values of HC(30μg/mL)and PBL water extract(380μg/mL)were achieved at 24 h,whereas the IC50of 5-FU(50μmol/L)was obtained at 72 h.Cell cycle arrest at the G0/G1 phase in HC-treated cells was observed from12 h onwards.Higher apoptotic cell death in HC-treated cells compared to 5-FU-treated cells(P<0.05)was observed.High expression of pJNK and pP38 MAPK was observed at 12 h in HC-treated cells,but not in 5-FU-treated HT-29 cells(P<0.05).It is concluded that HC induces cell cycle arrest and apoptosis of HT-29 cells,with these actions possibly mediated by JNK and P38 MAPK. 相似文献
Most previous works of feature selection emphasized only the reduction of high dimensionality of the feature space. But in cases where many features are highly redundant with each other, we must utilize other means, for example, more complex dependence models such as Bayesian network classifiers. In this paper, we introduce a new information gain and divergence-based feature selection method for statistical machine learning-based text categorization without relying on more complex dependence models. Our feature selection method strives to reduce redundancy between features while maintaining information gain in selecting appropriate features for text categorization. Empirical results are given on a number of dataset, showing that our feature selection method is more effective than Koller and Sahami’s method [Koller, D., & Sahami, M. (1996). Toward optimal feature selection. In Proceedings of ICML-96, 13th international conference on machine learning], which is one of greedy feature selection methods, and conventional information gain which is commonly used in feature selection for text categorization. Moreover, our feature selection method sometimes produces more improvements of conventional machine learning algorithms over support vector machines which are known to give the best classification accuracy. 相似文献
To obtain high performances, previous works on FAQ retrieval used high-level knowledge bases or handcrafted rules. However, it is a time and effort consuming job to construct these knowledge bases and rules whenever application domains are changed. To overcome this problem, we propose a high-performance FAQ retrieval system only using users’ query logs as knowledge sources. During indexing time, the proposed system efficiently clusters users’ query logs using classification techniques based on latent semantic analysis. During retrieval time, the proposed system smoothes FAQs using the query log clusters. In the experiment, the proposed system outperformed the conventional information retrieval systems in FAQ retrieval. Based on various experiments, we found that the proposed system could alleviate critical lexical disagreement problems in short document retrieval. In addition, we believe that the proposed system is more practical and reliable than the previous FAQ retrieval systems because it uses only data-driven methods without high-level knowledge sources. 相似文献
This paper explores the incorporation of prior knowledge into support vector machines as a means of compensating for a shortage of training data in text categorization. The prior knowledge about transformation invariance is generated by a virtual document method. The method applies a simple transformation to documents, i.e., making virtual documents by combining relevant document pairs for a topic in the training set. The virtual document thus created not only is expected to preserve the topic, but even improve the topical representation by exploiting relevant terms that are not given high importance in individual real documents. Artificially generated documents result in the change in the distribution of training data without the randomization. Experiments with support vector machines based on linear, polynomial and radial-basis function kernels showed the effectiveness on Reuters-21578 set for the topics with a small number of relevant documents. The proposed method achieved 131%, 34%, 12% improvements in micro-averaged F1 for 25, 46, and 58 topics with less than 10, 30, and 50 relevant documents in learning, respectively. The result analysis indicates that incorporating virtual documents contributes to a steady improvement on the performance. 相似文献
