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The present study focused on investigating the effectiveness of instruction via newly developed teaching materials based on
cooperative learning when compared to a traditional approach, on ninth grade students’ understanding of metallic bonding.
Fifty-seven ninth grade science students from two science classes in the same high school participated in this study. The
same teacher taught metallic bonding with cooperative learning to an experimental group (N = 28) and with a traditional teacher centred approach to a control group (N = 29). Students’ conceptual understanding of metallic bonding was measured using the Metallic Bonding Concept Test. The results
from the Student’s t test indicated that the mean score of the students in the experimental group was significantly higher in the experimental
group (78.60, SD = 8.62), than in the control group (54.33, SD = 9.11) after treatment. In the light of the results from the
concept test and individual interviews, the misconceptions related to metallic bonding were found less in the experimental
group than traditional. Five of these misconceptions were firstly identified in this study. The individual interviews which
were done with students from experimental group immediately after the instruction showed that students had positive perceptions
about their cooperative work experiences. 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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Privacy-preserving collaborative filtering is an emerging web-adaptation tool to cope with information overload problem without jeopardizing individuals’ privacy. However, collaborative filtering with privacy schemes commonly suffer from scalability and sparseness as the content in the domain proliferates. Moreover, applying privacy measures causes a distortion in collected data, which in turn defects accuracy of such systems. In this work, we propose a novel privacy-preserving collaborative filtering scheme based on bisecting k-means clustering in which we apply two preprocessing methods. The first preprocessing scheme deals with scalability problem by constructing a binary decision tree through a bisecting k-means clustering approach while the second produces clones of users by inserting pseudo-self-predictions into original user profiles to boost accuracy of scalability-enhanced structure. Sparse nature of collections are handled by transforming ratings into item features-based profiles. After analyzing our scheme with respect to privacy and supplementary costs, we perform experiments on benchmark data sets to evaluate it in terms of accuracy and online performance. Our empirical outcomes verify that combined effects of the proposed preprocessing schemes relieve scalability and augment accuracy significantly. 相似文献
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Elif Tekin-Iftar Gazi Acar Onur Kurt 《International Journal of Disability, Development & Education》2003,50(2):149-167
The present study examined whether the use of a simultaneous prompting procedure would result in an increase in the percentage of correct responses when expressively identifying first aid materials. A multiple probe design across behaviours and replicated across students was used. Three training sets with a total of nine first aid materials were presented to three students. Also, instructive feedback stimuli were presented during consequent events to increase the efficiency of instruction. The instructive feedback con tained the functions of the instructional materials. Maintenance effects were assessed 1, 2, and 4 weeks after training. The results showed that all students learned expressive identification of first aid materials and maintained them after training. Furthermore, all students acquired and maintained some of the instructive feedback stimuli presented to them during instruction. 相似文献
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Shy children are less likely to interact with peers and teachers, ask questions, and participate in classroom activities. Children low in attention and inhibitory control also perform worse academically. Although research indicates children’s relationships with teachers may be protective for children at risk for academic difficulties, less is known about the role of dependent teacher-child relationships and the consequences for learning. This study examines the interplay of inhibitory control, attention, shyness, and dependency as predictors of preschoolers’ expressive- and receptive-language skills. The sample is 104 children in 22 classrooms. Research Findings: Multilevel models revealed four findings. First, both parent and teacher ratings of children’s attention were positively associated with language skills. Second, the association between teacher ratings of shyness and children’s language skills was contingent on the level of teacher-child dependency. Third, teacher-child dependency was positively linked to more expressive-language skills in the teacher-report model. Fourth, dependency and inhibitory control worked synergistically in the parent-report model to predict expressive language. Results suggest that dependency may have protective aspects for some children in early childhood but could also be negative for other children. Practice and Policy: Teachers can organize their relationship style depending on child’stemperament to provide nurturing environment for children’s language skills. 相似文献
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The main purpose of this study is to analyze whether a digital divide exists among European Union (EU) members, new members, and candidate countries. Beyond this, the second goal is to find out if a digital divide has a significant association with the process of becoming an EU member. First, member, new member, and candidate countries are classified into three groups, and MANOVA (Multivariate Analysis of Variance) is applied to determine differences among these groups in terms of Information Society levels. Then, Information Society variables are analyzed using Discriminant Analysis. According to the results of the research, there is a significant level of digital divide in the EU and a certain information society level currently is not associated with EU membership. The EU must address the digital divide among member countries if they are to become a close-knit community, and to continue to be one of the most competitive economic powers in the world. Finaly, the EU might consider using information society level as an objective criteria along with other objective and subjective criteria currently being used as EU membership criteria. 相似文献
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Research Findings: The present study investigated the social and cognitive precursors of vocabulary knowledge in 239 Turkish preschoolers both concurrently (Time 1 [T1] Mage = 53.29 months, SD = 10.19) and subsequently 1 year later (Time 2 [T2] Mage = 65.40 months, SD = 10.55). We examined the role of parenting behaviors by focusing on emotional and stimulation aspects of parenting (maternal warmth and inductive reasoning) and children’s inhibitory control skills in vocabulary comprehension. The results showed that T1 maternal warmth was linked with neither concurrent nor subsequent vocabulary knowledge, whereas T1 maternal inductive reasoning predicted vocabulary knowledge 1 year later. On the other hand, T1 inhibitory control predicted vocabulary knowledge at both time points, even when the child’s age and SES were controlled. T1 vocabulary knowledge mediated the links from T1 inhibitory control and SES to T2 vocabulary knowledge. The findings highlighted that parenting, children’s regulation skills, and broader contextual variables (SES) are all involved in the development of children’s vocabulary knowledge. Practice or Policy: The findings provided a nuanced understanding of the relation between aspects of parenting and vocabulary knowledge by showing that not maternal warmth but inductive reasoning is crucial for enhancing word comprehension of preschoolers. 相似文献
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Statistical sensitivity measures for gain and phase functions of high Q active networks are studied. Explicit formulas for the sensitivity measures of second-order active RC networks are presented. The formulas obtained are shown to be simple and can be readily calculated for various high Q active RC filters. General formulation of the sensitivity measure for multiple-loop feedback active networks, which use high Q biquadratic active RC networks, is also given. 相似文献