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1.
Edgardo Ferretti Leticia Cagnina Viviana Paiz Sebastián Delle Donne Rodrigo Zacagnini Marcelo Errecalde 《Information processing & management》2018,54(6):1169-1181
In this work, we present the first quality flaw prediction study for articles containing the two most frequent verifiability flaws in Spanish Wikipedia: articles which do not cite any references or sources at all (denominated Unreferenced) and articles that need additional citations for verification (so-called Refimprove). Based on the underlying characteristics of each flaw, different state-of-the-art approaches were evaluated. For articles not citing any references, a well-established rule-based approach was evaluated and interesting findings show that some of them suffer from Refimprove flaw instead. Likewise, for articles that need additional citations for verification, the well-known PU learning and one-class classification approaches were evaluated. Besides, new methods were compared and a new feature was also proposed to model this latter flaw. The results showed that new methods such as under-bagged decision trees with sum or majority voting rules, biased-SVM, and centroid-based balanced SVM, perform best in comparison with the ones previously published. 相似文献
2.
Fifth-grade students with learning disabilities (LD) and their typically achieving (TA) peers participated in an 8-week investigation about 19th-century U.S. westward migration. During their investigations, the students analyzed primary and secondary sources to understand the experiences of these emigrants and Native peoples. The analysis of source material was preceded by teacher-led discussions about the possibility of bias in evidence that affects the trustworthiness of historical documentation. Quantitative analyses showed that these investigations were associated with gains in students' knowledge about the period of westward expansion and a better understanding of historical content and historical inquiry; however, these gains were not always comparable for students with LD and their TA peers. Furthermore, misconceptions about this historical period and the processes of historical investigation were evident in students' responses before and after instruction. We discuss how design features of the instruction and its implementation may have contributed to the development and persistence of these misconceptions. 相似文献
3.
Are children's rule-assessment classifications invariant across instances of problem types? 总被引：2，自引：0，他引：2
Wilkening and Anderson recently criticized Siegler's rule-assessment methodology as being insufficiently diagnostic of some rules that may be used to solve tasks like the balance scale. An implication of this criticism is that the rule-assessment method may yield classifications that vary with the problems used to assess knowledge. We tested this implication by varying the size of the product difference within problem types for both the balance-scale and the inclined-plane tasks. Many children's classifications differed from problem set to problem set. Children tended to achieve more developmentally sophisticated classifications with larger product differences, and variability in classifications was attributable to greater accuracy on all problem types with larger product differences. The variability in accuracy on the simple problem types is predicted by neither Siegler's nor Wilkening and Anderson's analyses. Possible explanations for these findings were discussed. 相似文献
4.
Reading and Writing - Despite the early emergence of oral argumentation, written argumentation is slow to develop, insensitive to alternative perspectives, and generally of poor quality. These... 相似文献
5.
Literary scholars use specific critical lenses called topoi (Fahnestock & Secor, 1991) to read literature and write their interpretations of these texts. Literary topoi are used in the discourse of modern college literature classrooms (Wilder, 2002) and are associated with higher grades in students’ literature classes (
[Wilder, 2002]
and
[Wilder, 2005]
). However, research shows that high school students are generally unable to justify their literary interpretations (Marshall, 2000). In this study, six high school students were taught a strategy to recognize and use topoi to form an interpretation of literature, and then write an argument to support that interpretation. Three of the students were taught to recognize repeated examples of single patterns of symbolism and imagery that support a theme, i.e., the ubiquity topos. The other three were taught to recognize opposing patterns of symbolism and imagery that support a theme, i.e., the paradox topos. All participants were then taught to form arguments based on the topoi, to utilize direct quotations to back their arguments, and to write “tie-in sentences” that link the quotations to the writers’ arguments. Instruction about these topoi resulted in higher quality argumentative essays that provided more textual evidence to support their literary interpretations. 相似文献
6.
In this study, we examined the nature of whole-class discussion and teachers' instruction during discussion about historical topics in one inclusive, middle-grade classroom. We videotaped and analyzed 4 lessons to determine the nature of discussion sequences, rates of participation, and instructional challenges encountered by the teacher and students. We triangulated our analysis of observational data with teacher interviews. The results showed high rates of student participation, with no differences between students with and without disabilities. The teacher initiated and controlled the discussion, and nearly all student responses were from teacher to student rather than from student to student. The teacher encountered three challenges in developing students' understanding, and we identify specific practices she used to address these challenges. Based on students' response to measures administered by project staff and on their scores on statewide tests, this teacher's practices seemed to be highly effective. 相似文献
7.
Ferretti Federica Giberti Chiara 《International Journal of Science and Mathematics Education》2021,19(8):1717-1735
International Journal of Science and Mathematics Education - National and international large-scale assessments of mathematics show that, in most nations, males achieve better results than females... 相似文献
8.
Bagossi Sara Ferretti Federica Arzarello Ferdinando 《Educational Studies in Mathematics》2022,109(3):469-489
Educational Studies in Mathematics - When it comes to choosing tasks, values can have a significant impact. This study explores teachers’ values as they choose one task from among three that... 相似文献
9.
Charles A. MacArthur Ralph P. Ferretti Cynthia M. Okolo 《Learning disabilities research & practice》2002,17(3):160-172
Sixth‐grade students with and without mild disabilities participated in an eight‐week project‐based investigation about immigration to the United States in the late 19th and early 20th centuries. Students' investigations were designed to promote their understanding of the perspectives of immigrants and Americans who opposed immigration, as well as the “ways of life” that gave impetus to immigration and often resulted in conflict between these groups. At the conclusion of these investigations, students were assigned the role of the immigrants or opponents of immigration and were asked to debate the desirability of immigration to the United States during this historical period. The primary focus of this article is on the opportunities afforded by, and the limitations of, these classroom debates. The debates promoted high levels of engagement and equal participation by students with and without disabilities as well as by boys and girls. Analyses of content and structure showed that students' discourse was influenced by the knowledge they gained during their investigations, but the use of this knowledge was shaped by the competitive rhetorical goal of defending a particular viewpoint. Later rounds of the debates were more balanced and drew more on the breadth of available knowledge than did earlier rounds. Overall, the debates were more typical of everyday arguments than academic arguments. The implications of our findings for the design of instructional opportunities in the social studies in inclusive classrooms are discussed. 相似文献
10.
The effects of self-regulated strategy development revising instruction for college students that targeted the use of argumentation schemes and critical questions were assessed in three conditions. In the first condition, students were taught to revise their essays by asking and answering critical questions about the argument from consequences and argument from example schemes while writing about controversial topics. In the second condition, students were taught to revise their essays by using argumentation schemes to justify their standpoint, but did not learn the critical questions. In the third condition, students received no instruction about either the argumentation schemes or the critical questions. Compared to students in the contrasting conditions, those who were taught to ask and answer critical questions wrote essays that were of higher quality, and included more counterarguments, alternative standpoints, and rebuttals. These findings indicate that strategy instruction that includes critical standards for argumentation increases college students’ sensitivity to alternative perspectives. 相似文献