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In this paper, we present a functional variable method for finding periodic wave and solitary wave solutions of complex nonlinear evolution equations in mathematical physics and engineering sciences. The proposed technique is tested on the generalized Zakharov equation and higher-order nonlinear Schrödinger equations. The method is straightforward and concise, and it can also be applied to other nonlinear evolution equations in applied mathematics. 相似文献
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Biber Sezer Kose Biber Mahir Erbay Hatice Nur 《Education and Information Technologies》2022,27(5):6913-6945
Education and Information Technologies - The methods and techniques used by teachers have an important place on the basis of many students’ negative perspectives and failures towards... 相似文献
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A Chebyshev collocation method, an expansion method, has been proposed in order to solve the systems of higher-order linear integro-differential equations. This method transforms the IDE system and the given conditions into the matrix equations via Chebyshev collocation points. By merging these results, a new system which corresponds to a system of linear algebraic equations is obtained. The solution of this system yields the Chebyshev coefficients of the solution function. Some numerical results are also given to illustrate the efficiency of the method. Moreover, this method is valid for the systems of differential and integral equations. 相似文献
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There are few techniques available to numerically solve linear Fredholm integrodifferential-difference equation of high-order. In this paper we show that the Taylor matrix method is a very effective tool in numerically solving such problems. This method transforms the equation and the given conditions into the matrix equations. By merging these results, a new matrix equation which corresponds to a system of linear algebraic equation is obtained. The solution of this system yields the Taylor coefficients of the solution function. Some numerical results are also given to illustrate the efficiency of the method. Moreover, this method is valid for the differential, difference, differential-difference and Fredholm integral equations. In some numerical examples, MAPLE modules are designed for the purpose of testing and using the method. 相似文献
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This research was carried out to investigate the effect of the 5E learning method and 5E method enriched with REACT strategy on student achievement in science education. The research was carried out with 64 first-year students (30 in the experimental groups, 34 in the control groups) in the Department of Primary Education at a state university in the spring semester of 2017–2018 in the context of “Acids, Bases and Salts”. The pre-test/post-test quasi-experimental design with a control group was used in this study. In the experimental group, the 5E method enriched with the REACT strategy was used while the computer-assisted 5E instruction method was used in the control group. The data were collected by means of a “Subject Achievement Test”, consisting of open-ended questions. The dependent t test results of the experimental and control group revealed a significant difference in favour of the post-test in both groups. According to the independent t test results of the groups, the 5E method enriched with REACT strategy was found to be more effective in order to improve student achievement compared to computer-assisted 5E learning method.
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This study aims to assess the institutionalization of a major reform in the faculties of education in Turkey in the 1990s. A survey was administered to faculty members in eight faculties of education in the academic year 2005–2006. Factor analysis, t-tests and ANOVAs, and OLS regressions were used. Findings indicate that the most problematic area of re-structuring was “program change” caused by coercive pressures. The study concludes that institutionalization of the re-structuring has not yet been fully achieved, and an alternative re-structuring process is proposed. All three types of pressures were related and they influence one another. Normative pressures were found to be more powerful in this type of re-structuring process. 相似文献
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Alpaslan Sahin Adem Ekmekci Hersh C. Waxman 《International Journal of Science and Mathematics Education》2018,16(1):69-87
This study explored the structural relationships among secondary school students’ conceptions, self-regulation, and strategies of learning science in mainland China. Three questionnaires, namely conceptions of learning science (COLS), self-regulation of learning science (SROLS), and strategies of learning science (SLS) were developed for investigating 333 Chinese high school learners’ conceptions, metacognitive self-regulation, and strategies in science. The confirmatory factor analysis results verified the validity of the three surveys. Moreover, the path analyses revealed a series of interesting findings. Learners with lower-level COLS, namely “memorizing,” “testing,” and “practicing and calculating,” tended to use surface learning strategies such as “minimizing scope of the study” and “rote learning.” However, learners’ higher-level COLS, namely “increase of knowledge,” “applying,” “understanding,” and “seeing in a new way,” had complicated connections with their SROLS and SLS. On the one hand, learners’ higher-level COLS had negative relations to “minimizing scope of the study” and “rote learning.” On the other hand, their higher-level COLS were powerful predicators for their metacognitive self-regulation and further affected their use of “deep strategy” and “rote learning.” Though Chinese secondary students with higher-level COLS usually have a negative view of “rote learning,” the functioning of their metacognitive self-regulation may change their initial attitudes towards the surface strategy. Learners with higher-level COLS still used “rote learning” as a prior step for achieving deep learning. Therefore, we concluded that the SROLS played an important mediating role between the COLS and SLS and may change learners’ original intention to utilize learning strategies. 相似文献
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The objective of this study was to examine the effects of the flipped classroom method on the academic achievement of medical students in the Good Medical Practice Program, collect data on the students’ opinions of this method, and offer solutions to some of the most commonly cited problems in the literature regarding its use. The research design of the study involves a quasi-experimental pretest-posttest design with a control group, and the qualitative research method for answers to follow-up questions. Participants in the study were 38 first-year students from the Faculty of Medicine of Hacettepe University. An academic achievement test and a semi-structured interview form were used as data collection instruments. Findings of the study show that the students taught using the flipped classroom model have higher levels of achievement compared with the students taught using the traditional method. Interviews conducted with the experimental group showed that these students had positive views regarding the flipped classroom method, and it was concluded that solutions offered to deal with the problems, commonly viewed as the disadvantages of the method, were effective. 相似文献
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