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71.
Nondeterminism is a fundamental concept in computer science that appears in various contexts such as automata theory, algorithms
and concurrent computation. We present a taxonomy of the different ways that nondeterminism can be defined and used; the categories
of the taxonomy are domain, nature, implementation, consistency, execution and semantics. An historical survey shows how the
concept was developed from its inception by Rabin & Scott, Floyd and Dijkstra, as well as the interplay between nondeterminism
and concurrency. Computer science textbooks and pedagogical software are surveyed to determine how they present the concept;
the results show that the treatment of nondeterminism is generally fragmentary and unsystematic. We conclude that the teaching
of nondeterminism must be integrated through the computer science curriculum so that students learn to see nondeterminism
both in terms of abstract mathematical entities and in terms of machines whose execution is unpredictable.
Michal Armoni is a postdoctoral fellow at the Department of Science Teaching of the Weizmann Institute of Science. She received her PhD in science teaching from the Tel Aviv University, and her BA and MSc in computer science from the Technion. Her research interests are in the teaching and learning processes in computer science, in particular of fundamental concepts such as reduction and nondeterminism. She is currently on leave from the computer science department of the Open University of Israel. She has extensive experience in developing learning materials in computer science and in teaching the subjects at all levels from high school through graduate students. Mordechai Ben-Ari is an associate professor in the Department of Science Teaching of the Weizmann Institute of Science. He holds a PhD in mathematics and computer science from the Tel Aviv University. In 2004, he received the ACM/SIGCSE Award for Outstanding Contributions to Computer Science Education. He is the author of numerous computer science textbooks and of Just a Theory: Exploring the Nature of Science (Prometheus 2005). His research interests include the use of visualization in teaching computer science, the pedagogy of concurrent and distributed computation, the application of theories of education to computer science education and the nature of science. 相似文献
Michal Armoni (Corresponding author)Email: |
Mordechai Ben-AriEmail: |
Michal Armoni is a postdoctoral fellow at the Department of Science Teaching of the Weizmann Institute of Science. She received her PhD in science teaching from the Tel Aviv University, and her BA and MSc in computer science from the Technion. Her research interests are in the teaching and learning processes in computer science, in particular of fundamental concepts such as reduction and nondeterminism. She is currently on leave from the computer science department of the Open University of Israel. She has extensive experience in developing learning materials in computer science and in teaching the subjects at all levels from high school through graduate students. Mordechai Ben-Ari is an associate professor in the Department of Science Teaching of the Weizmann Institute of Science. He holds a PhD in mathematics and computer science from the Tel Aviv University. In 2004, he received the ACM/SIGCSE Award for Outstanding Contributions to Computer Science Education. He is the author of numerous computer science textbooks and of Just a Theory: Exploring the Nature of Science (Prometheus 2005). His research interests include the use of visualization in teaching computer science, the pedagogy of concurrent and distributed computation, the application of theories of education to computer science education and the nature of science. 相似文献
72.
The paper presents the findings of a mixed-methods study investigating the perceptions of business students in the Czech Republic towards entrepreneurship education, and examining the factors influencing their level of intention to be entrepreneurs. The results indicate that family background significantly influences the student’s entrepreneurial intention, and that participation in entrepreneurship-oriented courses positively influences the student’s level of self-efficacy. The study revealed further that business education had some effect on the student’s ability to gain the necessary knowledge for entrepreneurship. Another key finding was that entrepreneurship education specifically for business students has to equip students with entrepreneurial skills, attributes and behaviours. The results also suggest that entrepreneurship education is a contextually determined concept which requires modification of content and methods to meet the specific needs of particular target groups. The study has important implications for higher education institutions in terms of designing and managing effective entrepreneurship education. 相似文献
73.
Al-Yagon M 《Journal of learning disabilities》2003,36(4):318-335
This study examined the contribution of a multidimensional model of risk factors in explaining adaptive functioning among 5- to 6.5-year-old kindergartners with mild developmental delays who were considered at risk for developing learning disorders. Risk factors included (a) child characteristics, (b) maternal and familial ecological variables, and (c) the child's attachment style as perceived by the mother. The sample included 145 Israeli mother-child dyads: 70 mothers and their children at risk for developing learning disorders (51 boys, 19 girls) and 75 mothers and their typically developing children (46 boys, 29 girls) from the same general education kindergartens. Data were collected from children's self-reports, mothers' narratives, and teachers' ratings. Path analysis examined the multidimensional risk model for the two groups. The study indicated a high fit between the theoretical model and the empirical findings and showed a different pattern of relations between the model's components for the two populations studied. 相似文献
74.
Some previous studies of visual word recognition have reported an interaction between visual field and word length (measured by number of letters), such that recognition is affected more by word length for words presented in the left than for words presented in the right visual field. However, when manipulating serial position of letters in words to measure length effects, there are also reports of symmetrical word length effects in the two visual fields. Here we report two experiments, presenting four‐ and seven‐letter words, suggesting that the serial position and length effects in the hemispheres are separable and task dependent. For tasks that rely more heavily on letter‐level processing such as letter search (Experiment 1), performance in both hemifields showed similar effects of serial position; however, when comparing four‐ and seven‐letter words, an effect of word length was evident only in the left visual field, in line with the well‐established interaction between word length and hemifield. An interaction between word length and hemifield was confirmed for the same stimuli when they were employed in a lexical decision task, which forced whole‐word processing (Experiment 2). We conclude that the effects of serial position and number of letters in the two visual fields are separable, and are selectively affected by task type. 相似文献
75.
We investigated the pedagogical content knowledge (PCK) of nine experienced chemistry teachers. The teachers took part in
a teacher training course on students’ difficulties and the use of models in teaching acid–base chemistry, electrochemistry,
and redox reactions. Two years after the course, the teachers were interviewed about their PCK of (1) students’ difficulties
in understanding acid–base chemistry and (2) models of acids and bases in their teaching practice. In the interviews, the
teachers were asked to comment on authentic student responses collected in a previous study that included student interviews
about their understanding of acids and bases. Further, the teachers drew story-lines representing their level of satisfaction
with their acid–base teaching. The results show that, although all teachers recognised some of the students’ difficulties
as confusion between models, only a few chose to emphasise the different models of acids and bases. Most of the teachers thought
it was sufficient to distinguish clearly between the phenomenological level and the particle level. The ways the teachers
reflected on their teaching, in order to improve it, also differed. Some teachers reflected more on students’ difficulties;
others were more concerned about their own performance. Implications for chemistry (teacher) education are discussed.
Submitted to Research in Science Education 相似文献
76.
How simple is reading in Arabic? A cross‐sectional investigation of reading comprehension from first to sixth grade 下载免费PDF全文
- The ‘simple view of reading’ model explains reading comprehension as the product of decoding and listening comprehension.
- This model explains between 70% and 83% of the variance in reading comprehension in English, in which the contribution of decoding and listening comprehension varies as a function of the level of the readers.
- Orthographic transparency and other unique characteristics of the languages studied might influence reading comprehension in these languages
- Arabic is a diglossic language that is characterised by relatively unique orthographic and morphological features for which the validity of the simple view of reading (SVR) has not been tested.
- The basic components of the SVR (decoding and listening comprehension) have explained between 56% and 38% of the variance in reading comprehension in children from the first to the sixth grade.
- Decoding, as one of the basic components of the SVR, failed to contribute to reading comprehension when orthography and morphology were considered.
- This large‐scale cross‐sectional study is the first of its type to assess reading comprehension in Arabic.
- The study justifies the necessity to assess the suitability of the SVR in languages with very specific linguistic characteristics such as Arabic.
- The results emphasise the necessity of considering the complex orthography and the rich morphology of Arabic for improving teaching, assessment and intervention.
77.
Michal Lehnert David Fiedor Jindřich Frajer Jan Hercik 《Environmental Education Research》2020,26(6):864-889
AbstractThe future life-styles and pro-environmental behaviour of today’s younger students will be a cardinal factor in mitigating the severity of projected climate change. In this study, Czech students at upper-primary and secondary-school levels responded to a set of covertly paired statements designed to assess their beliefs concerning the usefulness of actions that might ameliorate global warming and the degree to which they are willing to act. Relations between their beliefs and willingness to act were assessed by means of an index of Potential Effectiveness of Education (PEE). The results show that Czech students are generally sceptical about the usefulness of the actions suggested and are among the less willing, in a wider international context, to participate in actual processes that might ameliorate global warming. However, Czech secondary-school students, particularly females, are significantly more willing to act than upper-primary students. Although relatively high PEE values were observed, Czech students tend to underestimate the role of personal consumption and male students in particular are not willing to take actions that involve no immediate personal benefit. Our results thus emphasize the importance of adjusting school curricula by promoting insight into the topic of global warming, and extending that understanding into practical measures. 相似文献
78.
79.
80.
In teaching inquiry to high school students, educators differ on which method of teaching inquiry is more effective: Guided or open inquiry? This paper examines the influence of these two different inquiry learning approaches on the attitudes of Israeli high school biology students toward their inquiry project. The results showed significant differences between the two groups: Open inquiry students were more satisfied and felt they gained benefits from implementing the project to a greater extent than guided inquiry students. On the other hand, regarding documentation throughout the project, guided inquiry students believed that they conducted more documentation, as compared to their open inquiry peers. No significant differences were found regarding ??the investment of time??, but significant differences were found in the time invested and difficulties which arose concerning the different stages of the inquiry process: Open inquiry students believed they spent more time in the first stages of the project, while guided inquiry students believed they spent more time in writing the final paper. In addition, other differences were found: Open inquiry students felt more involved in their project, and felt a greater sense of cooperation with others, in comparison to guided inquiry students. These findings may help teachers who hesitate to teach open inquiry to implement this method of inquiry; or at least provide their students with the opportunity to be more involved in inquiry projects, and ultimately provide their students with more autonomy, high-order thinking, and a deeper understanding in performing science. 相似文献