A prevalence formula for automatic relevance feedback in Boolean systems     

Martin Dillon  John Ulmschneider  James Desper 《Information processing & management》1983,19(1):27-36

The implementation of relevance feedback explored here demonstrates the feasibility of query reformulation for boolean retrievals. Improvements to a term prevalence formula used in earlier research are presented along with experimental results that confirm the crucial role of term weights in relevance feedback. In particular, the weighting formula presented here differs significantly from those used by researchers in associative retrieval environments by giving equal weight to a patron's judgements of nonrelevance. The use of negative feedback—by NOTing terms in the negative prevalence range—failed to improve precision, a result that is also considered significant.  相似文献   

Creating an Institutional Repository: Elements for Success!     

Corrie Marsh  Dillon Wackerman  Jennifer A.W. Stubbs 《期刊图书馆员》2017,72(1-4):3-6

ABSTRACT

The institutional repository (IR) can be a dynamic, online collection of research, writing, and projects conducted by a university’s faculty and students. IRs are also important tools that allow a library to create a connection with faculty and students. This report will identify the services and content essential to a successful institutional repository, discuss how to build a team of talented experts to build and market the repository, address the creation of a business plan and strategies for marketing and building social media presence, and conclude with thoughts on how to develop, process, and publish journals locally and sustainably.  相似文献   

Literacy learning in secondary school science classrooms: A cross-case analysis of three qualitative studies     

Deborah R. Dillon  David G. O'Brien  Elizabeth B. Moje  Roger A. Stewart 《科学教学研究杂志》1994,31(4):345-362

The purpose of this cross-case analysis is to illustrate how and why literacy was incorporated into science teaching and learning in three secondary classrooms. Research questions guiding the analysis include: (a) How were literacy events shaped by the teachers' philosophies about teaching science content and teaching students? and (b) How was literacy (reading, writing, and oral language) structured by the teachers and manifested in science lessons? The methodology of ethnography and the theoretical framework of symbolic interactionism were employed in the three studies on which the cross-case analysis was based. The researchers assumed the role of participant observers, collecting data over the period of 1 year in each of the three classrooms. Data, in the form of fieldnotes, interviews, and artifacts, were collected. In each study, data were analyzed using the constant comparative method (Glaser & Strauss, 1967) to determine patterns in the teachers' beliefs about learning and how these influenced their choice of literacy activities. The cross-case analysis was conducted to determine patterns across the three teachers and their classrooms. The findings from this analysis are used to compare how the teachers' philosophies of teaching science and their beliefs about how students learn influenced their use of literacy practices during lessons. Specifically, each teacher's use of literacy activities varied based on his or her beliefs about teaching science concepts. Furthermore, reading, writing, and oral language were important vehicles to learning science concepts within daily classroom activities in the three classrooms.  相似文献   

Pre-service teachers’ experiences of scaffolded learning in science through a computer supported collaborative inquiry     

Jari Kukkonen  Patrick Dillon  Sirpa Kärkkäinen  Anu Hartikainen-Ahia  Tuula Keinonen 《Education and Information Technologies》2016,21(2):349-371

Scaffolding helps the novice to accomplish a task goal or solve a problem that otherwise would be beyond unassisted efforts. Scaffolding firstly aims to support the learner in accomplishing the task and secondly in learning from the task and improving future performance. This study has examined pre-service teachers’ experiences of technologyenhanced/computer-supported collaborative inquiry learning when studying the anatomy of fish. The study investigated pre-service teachers’ experiences of scaffolded use of a Wiki in structuring a dissection inquiry activity combined with scaffolded use of digital imaging to support problematizing during the sense making process. Quantitative data on the benefits experienced by the pre-service teachers in using the Wiki and in digital imaging were collected through responses to questions posted through an online questionnaire. Structure equation modeling was used to investigate the relationship between scaffolding with the Wiki and the experienced benefits of using technology. The use of structural scaffolding with the Wiki was not seen to be directly related to the experienced benefits. In encouraging knowledge acquisition and supporting deeper thinking on the topic, digital imaging had the strongest positive relationship to the experienced benefits of the technology, but there was no direct relationship with the use of the Wiki. However, scaffolding by structuring the activity with the Wiki had meditational, indirect, effects through visualizations and peer support to intentional and active participation and thus the scaffolds were working during the inquiry synergistically. For teacher education this means that pre-service teachers may recognize the benefits of using technology only through a significant experience and thus under value the role of the technology itself.  相似文献   

Influence of footwear designed to boost energy return on running economy in comparison to a conventional running shoe     

J. Sinclair  R. Mcgrath  O. Brook  P. J. Taylor  S. Dillon 《Journal of sports sciences》2016,34(11):1094-1098

Running economy is a reflection of the amount of inspired oxygen required to maintain a given velocity and is considered a determining factor for running performance. Athletic footwear has been advocated as a mechanism by which running economy can be enhanced. New commercially available footwear has been developed in order to increase energy return, although their efficacy has not been investigated. This study aimed to examine the effects of energy return footwear on running economy in relation to conventional running shoes. Twelve male runners completed 6-min steady-state runs in conventional and energy return footwear. Overall, oxygen consumption (VO₂), heart rate, respiratory exchange ratio, shoe comfort and rating of perceived exertion were assessed. Moreover, participants subjectively indicated which shoe condition they preferred for running. Differences in shoe comfort and physiological parameters were examined using Wilcoxon signed-rank tests, whilst shoe preferences were tested using a chi-square analysis. The results showed that VO₂ and respiratory exchange ratio were significantly lower, and shoe comfort was significantly greater, in the energy return footwear. Given the relationship between running economy and running performance, these observations indicate that the energy return footwear may be associated with enhanced running performance in comparison to conventional shoes.  相似文献   

The role of empathy for learning in complex Science|Environment|Health contexts     

Albert Zeyer  Justin Dillon 《International Journal of Science Education》2019,41(3):297-315

Recent research on motivation to learn science shows that science teaching usually supports students’ systemising, but not their empathising cognition. In this paper we argue that empathy, with due caution, should be emphasised in science learning more seriously and consistently, particularly in a Science|Environment|Health pedagogy that aims at fostering the mutual benefit between the three interlinked educational fields. After briefly recapitulating research results about the empathising-systemising (E-S) theory and motivation to learn science, the paper describes the science of empathy and then reflects on the opportunities and challenges of introducing empathy into science teaching. Many studies of effective science learning can be found that involve empathising, though this usually is not made explicit. Thus, bringing empathy into play sheds another light on successful science learning and helps in unfolding its full potential. Moreover, considerations about the role of values in science education entail the insight that, when it comes to complex socio-scientific issues, including empathy is not only useful, but actually vital. The concept of reflective equilibrium, taken from applied ethics, provides a framework for the consideration of both systematic and empathic aspects in science teaching. This undervalued approach promises to involve all students and is therefore a genuine science for all approach.  相似文献   

Design as Narrative: Objects,Stories and Negotiated Meaning     

Patrick Dillon  Tony Howe 《The International Journal of Art & Design Education》2003,22(3):289-296

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Pupils' understanding of combustion     

Dr. Teresa Prieto  Dr. Rod Watson  Justin Dillon 《Research in Science Education》1992,22(1):331-340

A questionnaire survey of 300, 14 and 15 year-old pupils in England and Spain was carried out to investigate pupils' general ideas about the process of buring and their ideas about specific types of combustion, using open-ended and structured response questions. Pupils' responses were analysed and categories were defined from a classification scheme previously reported by Andersson (1990). A possible model for progression of pupils' ideas about combustion is discussed. Specialization: science teacher education. Specializations: Problem-solving, pupils' alternative concepts, initial teacher education. Specializations: Environmental education, science teacher development (international).  相似文献   

Net generation at social software: Challenging assumptions,clarifying relationships and raising implications for learning   总被引：1，自引：0，他引：1  

Teemu Valtonen  Patrick Dillon  Stina Hacklin  Pertti Väisänen 《International Journal of Educational Research》2010,49(6):210-219

This paper takes as its starting point assumptions about use of information and communication technology (ICT) by people born after 1983, the so called net generation. The focus of the paper is on social networking. A questionnaire survey was carried out with 1070 students from schools in Eastern Finland. Data are presented on students’ ICT-skills generally; their access to the Internet; their use of social software; and time spent on the Internet compared to watching television. Results show that whereas there are some general characteristics of ICT use that can be applied to net generation students, when it comes to social networking there are differences in the way they use software. A critique is offered of generalisations about the net generation and some implications for learning arising from the findings are discussed.  相似文献   

HIGH ASPIRATIONS BUT LOW PROGRESSION: THE SCIENCE ASPIRATIONS�CCAREERS PARADOX AMONGST MINORITY ETHNIC STUDENTS     

Jennifer DeWitt  Louise Archer  Jonathan Osborne  Justin Dillon  Beatrice Willis  Billy Wong 《International Journal of Science and Mathematics Education》2011,9(2):243-271

Students’ interest in studying science and their aspirations to pursue science-related careers is a topic of global concern. In this paper, a set of data gathered for the initial phase of the 5-year study of Science Aspirations and Careers: Age 10–14 (the ASPIRES project) is presented. In the initial phase of this project, a questionnaire exploring students’ aspirations was developed, validated and trialled with nearly 300 primary school students. Principal component analyses and Cronbach’s alpha revealed that the questionnaire was comprised of a number of unidimensional components and that reliability was acceptable. Further multivariate analyses indicated that students’ aspirations in science were most strongly predicted by parental attitudes to science, attitudes towards school science, self-concept in science, images of scientists and engagement in science-related activities outside of school. Moreover, ‘Asian’ students appeared to exhibit a highly positive set of attitudes towards science and aspirations in science, particularly when compared with White students. Reasons for this observed difference are also explored.  相似文献