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Clapham, Maria M. "The Construct Validity of Divergent Scores in the Structure-Of-Intellect Learning Abilities Test." Educational and Psychological Measurement 56, no. 2 (April 1996): 287–92. http://dx.doi.org/10.1177/0013164496056002009.
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Meeker, Mary. "Brain Research: the Necessity for Separating Sites, Actions and Functions." Gifted Education International 5, no. 3 (September 1988): 148–54. http://dx.doi.org/10.1177/026142948800500305.
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Some brain research concentrates solely on the study of sites and actions of brain functions but the writer argues that it is essential for research to investigate the functions also. Educators can offer measures of brain function such as the Structure of Intellect (S O I) and psychologists need information about the characteristics of brain functions if accurate diagnosis is to be made of learning abilities and disabilities. The writer stresses the importance of defining giftedness in far broader terms than the traditional psychometric measures of intelligence. She outlines the comprehensive range of brain functions incorporated by Guilford's theory of the Structure of Intellect and suggests that its most important use will be the partnership with brain research which itself needs a theory based test of brain functions.
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Umam, Syaiful. "STUDI FENOMENOLOGIS MODEL PEMBELAJARAN BAHASA ARAB DI MA'HAD STAIN KUDUS." TSAQOFIYA Jurusan Pendidikan Bahasa Arab IAIN Ponorogo 2, no. 1 (January 13, 2021): 37–55. http://dx.doi.org/10.21154/tsaqofiya.v2i1.41.
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This study aims to analyze the Arabic learning model in the ma'had of STAIN Kudus which includes 4 aspects that are learning syntax, social systems, reaction principles and support systems as well as instructional impacts. This type of research is a phenomenological qualitative method using observational methods of interviews and documentation. The data validity test used data triangulation techniques. The results of the analysis show that: 1) the learning syntax is differentiated according to the learning mode, namely the scientific inquiry learning model, the memory learning model, and the inductive learning model. 2) the social system used in learning Arabic in the ma'had of STAIN Kudus students is a cooperative learning system, 3) the principle of reaction includes lecturers as facilitators, developers of inquiry abilities and cognitive abilities of students, 4) support systems and instructional impacts in ma ' There are raw data, support power, intellect and an instructor who is skilled at conducting inquiries
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Tolchinsky, Liliana. "Evolving Structure of Descriptive Texts and Learners’ Abilities." Journal of Literacy Research 51, no. 3 (July 18, 2019): 293–314. http://dx.doi.org/10.1177/1086296x19858354.
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Learning to compose texts adequate for different purposes is crucial for becoming literate. We examined developmental changes in the rhetorical structure of written texts produced by Spanish children throughout the early years of elementary school in the light of descriptive writing purposes. Children had also performed tasks to test transcription, reading, cognitive skills, oral vocabulary, and discourse structure. Cross-sectional and longitudinal results show that the structure of the texts evolves from describing qualities to building a descriptive schema in which the described entity is introduced, qualities are justified, and a generalization is drawn from previously provided details. The ability to produce a self-sustained discourse, the ability to handle meaning relation among words, and a good working memory explained differences at a base level, whereas a higher command of spelling explained developmental changes in the structure of the text.
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Fadli, Fadli. "MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN KEMANDIRIAN BELAJAR MAHASISWA MELALUI PEMBELAJARAN GENERATIF." Perspektif Ilmu Pendidikan 22, no. XIII (October 29, 2010): 151–58. http://dx.doi.org/10.21009/pip.222.6.
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The research aims at analyzing the quality of students’ critical thinking and self-learning abilities by applying generative learning method in the subject of Algebra Structure at Mathematics Education Study Program of STKIP PGRI Lubuk Linggau. The variable of the research was the result of generative learning approach to improve critical thinking and self-learning abilities in the subject of Algebra Structure at Mathematics Education Study Program of STKIP PGRI Lubuk Linggau. The research objects were 23 students of the fifth semester class in Mathematic Education Study Program of STKIP PGRI Lubuk Linggau the year of 2009/2010. Research method applied was quasi experiment, with experiment class treated with generative learning method and without control class. The research result showed that in general, the critical thinking and self-learning abilities of Algebra Structure Subject had the mean of 75.90 (with minimum score of 70) meaning, the critical thinking and self-learning abilities of the students were generally in high level. Whereas the analysis result of variants test was t-count =3.954 and t-table (dk =22, á =1%) = 2,508. It showed that the critical thinking and self-learning abilities of the students with generative learning approach in the subject of Algebra Structure at Mathematics Education Study Program of STKIP PGRI Lubuk Linggau was above the score of 70.
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Ardila, A., M. Rosselli, and J. R. Bateman. "Factorial Structure of Cognitive Activity Using a Neuropsychological Test Battery." Behavioural Neurology 7, no. 2 (1994): 49–58. http://dx.doi.org/10.1155/1994/131347.
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A general neuropsychological test battery was assembled and individually given to a 98-subject sample, aged 11–12 years old. The battery included some basic and common tests routinely used in the evaluation of language, memory, spatial abilities, concept formation, and praxic abilities. Twenty-five different scores were calculated. A factor analysis with varimax rotation disclosed nine different factors, accounting for about 70% of the variance. Factor I was measured by a Sequential Verbal Memory test and Verbal Fluency subtests (“verbal factor”). Factor II was measured by the Wechsler Memory Scale Visual Memory subtests (immediate and delayed reproduction), and the Rey-Osterrieth Complex Figure (copy and immediate reproduction) (“non-verbal memory and constructional factor”). Factor III was measured by the WMS Logical Memory subtests (immediate and delayed; “verbal memory factor”). Factor IV was associated with fine movements (tapping subtests, right and left hand; “fine movements factor”). Factor V was specially measured by the Information subtest of the WMS and the Boston Naming Test (“verbal knowledge”). Factor VI represented a “praxic ability factor” (ideomotor praxis tests). Delayed Associative Learning subtest measured Factor VII; and Digits measured Factor VIII. Factor IX was a “mental control factor” (Mental Control subtest of the Wechsler Memory Scale). The implications of these results to theories relating to the structure of cognitive activity are discussed.
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Kharchenko, S. V. "The Influence of Social Intellect on the Features of the Behavior of Cadets Studying at Institutions With Specific Learning Conditions in Frustration and Stress Situations." Law and Safety 72, no. 1 (March 26, 2019): 111–16. http://dx.doi.org/10.32631/pb.2019.1.15.
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Professional communication of a police officer often occurs in complicated conditions, frustration and stress. The influence of the factor of “social intelligence” on the features of communication in ordinary conditions of future specialists in the professions “man – man” is actively studied in psychological science. The objective of this study was to summarize empirical data on the interrelationships between social intelligence abilities and behavior patterns in the frustration and stress situation of cadets of higher educational institutions with specific learning conditions.
The following psycho-diagnostic methods were used in this work: J. Guilford’s social intelligence method, S. Rosenzweig’s test, and S. Hofball’s SACS personal questionnaire. Statistical processing of the results was carried out by using the Spearman’s rank correlation criterion. The research was conducted on the basis of Kharkiv National University of Internal Affairs. 40 freshmen cadets were surveyed.
It has been clarified that the level of development of social intelligence in general positively influences the behavior of surveyed cadets in a frustration and stress situation. It has been demonstrated that cadets with a higher level of social intelligence are not inclined to react to accuse other people and circumstances (extra-punitive reaction) in a frustration situation. The most marked is the reaction of concentrating on an obstacle and the expectation that someone else should resolve the frustration situation. But some abilities in the surveyed group of cadets that are part of the social intelligence were differently related to the character of the reaction in a frustration situation. In our opinion, this indicates that the domination of certain ability within the structure of social intelligence to some extent determines behavior in a frustration situation.
It has been determined that cadets with a higher level of social intelligence tend to use in the stress situation such a strategy to overcome it as “impulsive actions” and to avoid a manipulative strategy of “indirect actions” and anti-social strategy of “anti-social action”.
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Gerich, Mara, Simone Bruder, Silke Hertel, Monika Trittel, and Bernhard Schmitz. "What Skills and Abilities Are Essential for Counseling on Learning Difficulties and Learning Strategies?" Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 47, no. 2 (April 2015): 62–71. http://dx.doi.org/10.1026/0049-8637/a000127.
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Counseling parents in supporting their children’s learning processes is increasingly emphasized in research on parental involvement and teacher professionalization as a central task of teachers. However, to date there have been few approaches of developing theoretical or psychometric models that describe the internal structure of teachers’ counseling competence in terms of specific skills and abilities as well as of explaining inter-individual differences. The purpose of the current study was to establish a model of teachers’ counseling competence in parent–teacher talks concerning students’ learning difficulties and learning strategies. In all, 357 teachers participated in the study, which was conducted by means of a scenario test. Structural equation modeling revealed the appropriateness of a second-order, four-dimensional model. Results provide numerous implications for teacher education and future research on teacher professionalization.
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Mustika, Helma, and Devi Mei Riska. "UPAYA PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA MELALUI PENERAPAN MODEL PEMBELAJARAN KEPALA BERNOMOR STRUKTUR." MES: Journal of Mathematics Education and Science 4, no. 2 (June 26, 2019): 145–51. http://dx.doi.org/10.30743/mes.v4i2.1290.
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Abstract. This study aims to improve students' mathematical problem-solving abilities by applying the learning model with head numbered structure. This type of research is the Class Action Research (CAR). Data collection techniques used were tests and observations. The instruments used were the problem-solving ability test, observation sheet and data analysis techniques using the problem-solving indicator values. Based on the results of the problem-solving ability test that on indicator 1 that fulfills the completeness of learning in the first cycle 63%, and the second cycle 78%. Indicator 2 in cycle I 59%, and cycle 2 70%. Indicator 3 in cycle I as 52% and cycle II is 67%. Indicator 4 in cycle I 48%, and cycle II 63%. So it can be concluded that the students' mathematical problem-solving abilities increase through the application of the learning model with head numbered structure. Key words: Head Number Structure, Problem Solving
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Shvetsova, Maya Nickolaevna, Lyudmila Aleksandrovna Dolinskaya, Anastasiia Vladimirovna Lukinova, Marina Sergeevna Sotnikova, and Anna Sergeevna Solntseva. "Design of The Learning Environment Considering the Gender Characteristics of Students." SHS Web of Conferences 79 (2020): 03013. http://dx.doi.org/10.1051/shsconf/20207903013.
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In this study, the motivation and cognitive characteristics of students in the implementation of a gender-based approach to teaching and their consideration in the educational process of boys and girls are presented. The purpose of the study is to verify empirically the effectiveness of the design of the learning environment considering the gender characteristics of students by analyzing the cognitive characteristics of children studying in different types of classes. In the study, the following methods were used: “Amthauer Intelligence Structure Test” adapted by L. A. Yasyukova , “Test for assessing the formation of reading skills”, “Test for assessing the independence of thinking”, test “Determining the level of school motivation and emotional attitude to learning (Spilberg-Andreeva)”, as well as observation, comparison and assessment. It is shown that children studying in same-sex classes show a higher motivation for learning; their cognitive abilities manifest themselves differently than in mixed classes.
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Mazilov, Vladimir A., and Yurii N. Slepko. "Development of Students’ Social Abilities at Pedagogical Universities." Integration of Education 24, no. 3 (September 30, 2020): 412–32. http://dx.doi.org/10.15507/1991-9468.100.024.202003.412-432.
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Introduction. An important place in the process of professional pedagogical education is occupied by the development of social abilities of students – future teachers. The relevance of the article is determined by the significant influence of the subject’s social abilities on the effectiveness of pedagogical activity. The purpose of the article is to establish the dynamics and content specifics of the development of social abilities of students under the influence of the process of learning at universities a nd the motivation of educational activity. Materials and Methods. Testing students of the Pedagogical University, enrolled in the academic track “Primary Education”. The total sample size is 104 people, including 1st year students – 24 people, 2nd courses – 21 people, 3rd courses – 31 people, 4th courses – 28 people. The following methods were used as diagnostic methods: methods for studying the properties of attention – “Red-black table”, “Confused lines”; for the study of social abilities, the “Test of Social Intelligence” was used by J. Guildford, M. Sullivan; to study the motivation of educational activity – a methods for studying the motivation of learning at a university by T. I. Ilyina, a methods for diagnosing educational motivation of students by A. A. Rean, V. A. Yakunin. The results of the empirical study were processed using the methods of primary descriptive statistics, the non-parametric comparison criterion Mann-Whitney U test, the rank correlation coefficient r-Spearman’s, and regression analysis; in order to analyze the characteristics of the psychological structure of social abilities, structural analysis methods were used. Results. The results obtained in the study expanded the understanding of the psychological factors in the development of social abilities of students – future teachers in the process of professional teacher education. As a result of the study, the main trends in the development of the individual’s abilities in the process of learning were identified, their role in the development of social abilities of students, the specificity of the relationship between the motivation of educational activity and social intelligence was established, the role of pedagogical practice in the development of social abilities of students was shown. The process of development of social abilities during training at a university can be divided into two stages. During the first stage (1–3 year), there is a restructuring of the psychological system of social abilities formed at the stage of school education, accompanied by an increase in the contradiction between the student’s perceptions and expectations of the content of training at the university and the existing level of development of social abilities. Under the influence of the inclusion of a student in the 4th year of study in active pedagogical practice (the second stage), the motivational sphere of educational activity is harmonized, leading to a qualitative increase in social intelligence and the development of the psychological structure of social abilities. Discussion and Conclusion. The results presented in the article will be useful to teachers of secondary and higher pedagogical educational institutions, employees of psychological services in order to increase the effectiveness of the formation of pedagogical abilities of students, accompanying the processes of adaptation of students to study at the university, overcoming the destructive trends of educational and professional development.
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Leal, Manuel, and Brian J. Powell. "Behavioural flexibility and problem-solving in a tropical lizard." Biology Letters 8, no. 1 (July 13, 2011): 28–30. http://dx.doi.org/10.1098/rsbl.2011.0480.
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The role of behavioural flexibility in responding to new or changing environmental challenges is a central theme in cognitive ecology. Studies of behavioural flexibility have focused mostly on mammals and birds because theory predicts that behavioural flexibility is favoured in species or clades that exploit a diversity of habitats or food sources and/or have complex social structure, attributes not associated with ectothermic vertebrates. Here, we present the results of a series of experiments designed to test cognitive abilities across multiple cognitive modules in a tropical arboreal lizard: Anolis evermanni . This lizard shows behavioural flexibility across multiple cognitive tasks, including solving a novel motor task using multiple strategies and reversal learning, as well as rapid associative learning. This flexibility was unexpected because lizards are commonly believed to have limited cognitive abilities and highly stereotyped behaviour. Our findings indicate that the cognitive abilities of A. evermanni are comparable with those of some endothermic species that are recognized to be highly flexible, and strongly suggest a re-thinking of our understanding of the cognitive abilities of ectothermic tetrapods and of the factors favouring the evolution of behavioural flexibility.
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Emden, M., K. Weber, and E. Sumfleth. "Evaluating a learning progression on ‘Transformation of Matter’ on the lower secondary level." Chemistry Education Research and Practice 19, no. 4 (2018): 1096–116. http://dx.doi.org/10.1039/c8rp00137e.
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One of the most central tenets of chemistry education is developing an understanding of the processes that involve the Transformation of Matter. Current German curricula postulate content-related abilities (Kompetenzen) that are expected to be achieved by secondary students when graduating from the lower secondary level at grade 10. These abilities can further be differentiated as relating to either structural aspects of matter or to aspects of chemical reaction. Little is known of howKompetenzenin these two fields develop over time on the lower secondary level. This study aims at elucidating this development by suggesting a hypothetical learning progression for the lower secondary level. This learning progression is visualised as a Strand Map and is investigated using methods from three statistical approaches: Rasch-analyses, Classical Test Theory, and Bayesian Networks. Concurrent data from all three strands of analyses inform the evaluation of the learning progression and support the notion that an understanding of the Transformation of Matter relies on interrelatedKompetenzento conceptualize Structure of Matter and Chemical Reaction. Moreover, Bayesian networks underline that there is more than one progression when learning about chemistry on the lower secondary level.
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Doloksaribu, Florida Emmy, and Triwiyono Triwiyono. "The Reconstruction Model of Science Learning based PhET-Problem Solving." International Journal on Studies in Education 3, no. 1 (September 27, 2020): 37–47. http://dx.doi.org/10.46328/ijonse.30.
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This study investigates the effects of science learning model reconstruction based on student needs, in order to generate more operational standards and teaching materials. The conceptual understanding through virtual laboratory appears minimal, based on the analysis addressing the demands of junior high school students in several locations in Papua. Hence, there is a necessity to reform the learning structure through the utilization of physics education technology (PhET). Furthermore, the model was reconstructed by the Model Education of Reconstruction with fundamental principles, including an analysis of the education needs based on PhET-Problem solving, to compose context describing energy materials and its changes. Expert validation on the accuracy of illustrations, drawings, tasks, exercises, and questions, indicates the model is eligible. The participants are 60 students control and experiment group for junior high school public 11 Jayapura. The results showed the science learning model has demonstrated increased virtual experiment abilities and conceptual understanding trought pretest and postest based N-Gain. Analysis of data based normality test and independent test (T-test), meanwhile, there is a significant differences between experimental and control group. Outcome of students' responses for a separate learning model reflected positive.
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Samuji, Samuji, and Joko Siswanto. "Profil Ketrampilan Berpikir Kreatif Konsep Nanotechnologi Menggunakan Model Problem Base Learning pada Siswa SMA." Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran 14, no. 2 (December 25, 2020): 133–40. http://dx.doi.org/10.26877/mpp.v14i2.5565.
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This study aims to describe the profile of creative thinking ability of class X students of SMA 3 Pemalang on atomic structure material and periodic tables of chemistry subjects in the 2019/2020 academic year. The research subjects were 36 students of class X SMA 3 Pemalang. The research method used is the quantitative descriptive method. Retrieval of data using essay test questions which were then announced about indicators of students' creative thinking abilities. The creative thinking ability of SMA 3 Pemalang students is 12.44 (38.89%) of the maximum score of 32. If viewed from the ability of students based on indicators of Fluency 1.5 (37.50%), Flexibility 1.71 (42.71%), Originality 1.47 (36.81%), Elaboration 1.54 (38.54%).
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Parwati, Ni Nyoman, and I. Gusti Putu Suharta. "Effectiveness of the Implementation of Cognitive Conflict Strategy Assisted by e-Service Learning to Reduce Students' Mathematical Misconceptions." International Journal of Emerging Technologies in Learning (iJET) 15, no. 11 (June 12, 2020): 102. http://dx.doi.org/10.3991/ijet.v15i11.11802.
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Students' mathematical misconceptions are types of errors that are carried out consistently in different contexts as a result of errors in the cognitive structure of students. The purpose of this study is to describe the types of errors made by students in solving mathematical problems and determine the effectiveness of the application of assisted by e-Service Learning, in reducing misconceptions and improving students' mathematical problem-solving abilities. The population of this study was seventh-grade junior high school students in Buleleng Regency. The sample of this study consisted of 109 students spread across three school areas, determined by the area cluster random sampling technique. Research data were collected using tests, observation sheets, and interview guidelines. Data analysis was performed descriptively qualitatively and using the t-test. The results of this study were the number of students who experienced substantial errors of 29.4% consisting of 22.2% misunderstanding the concept and 7.2% misconceptions; and technical errors 41.7% consisting of 13.6% arithmetic errors, 14.5% procedural errors, and 13.6% symbol errors. The application of Cognitive Conflict Strategies assisted by e-Service Learning can reduce students 'misconceptions by 85% and is effective in improving students' mathematical problem-solving abilities.
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Spierings, Michelle J., and Carel ten Cate. "Budgerigars and zebra finches differ in how they generalize in an artificial grammar learning experiment." Proceedings of the National Academy of Sciences 113, no. 27 (June 20, 2016): E3977—E3984. http://dx.doi.org/10.1073/pnas.1600483113.
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The ability to abstract a regularity that underlies strings of sounds is a core mechanism of the language faculty but might not be specific to language learning or even to humans. It is unclear whether and to what extent nonhuman animals possess the ability to abstract regularities defining the relation among arbitrary auditory items in a string and to generalize this abstraction to strings of acoustically novel items. In this study we tested these abilities in a songbird (zebra finch) and a parrot species (budgerigar). Subjects were trained in a go/no-go design to discriminate between two sets of sound strings arranged in an XYX or an XXY structure. After this discrimination was acquired, each subject was tested with test strings that were structurally identical to the training strings but consisted of either new combinations of known elements or of novel elements belonging to other element categories. Both species learned to discriminate between the two stimulus sets. However, their responses to the test strings were strikingly different. Zebra finches categorized test stimuli with previously heard elements by the ordinal position that these elements occupied in the training strings, independent of string structure. In contrast, the budgerigars categorized both novel combinations of familiar elements as well as strings consisting of novel element types by their underlying structure. They thus abstracted the relation among items in the XYX and XXY structures, an ability similar to that shown by human infants and indicating a level of abstraction comparable to analogical reasoning.
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Shyr, Wen-Jye, I.-Min Chen, Jing-Chuan Lee, and Te-Jen Su. "Applying Interactive Teaching Experience and Technology Action Puzzles in Disaster Prevention Education." Sustainability 13, no. 9 (April 24, 2021): 4788. http://dx.doi.org/10.3390/su13094788.
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This study incorporated technology action puzzle and obstacle challenge activities in the course design. Using the 921 Earthquake in Taiwan as the theme, this study integrated the content of various subjects and course modules and applied information technology to present the humanistic care elements. The subjects of this study were Grade 9 students of a public middle school in central Taiwan. After the interactive operation introduction and theme film viewing, the students were divided into groups to participate in the technology action puzzle and obstacle challenge activities. Students’ learning performance using smart technological tools and overall course feedback were evaluated from the aspects of building structure safety knowledge, disaster prevention and mitigation, integrated interdisciplinary thinking, and problem-solving abilities through the course planning and quasi-experimental design. The results show that (1) in terms of the learning achievement scale, the pre-test and post-test of paired samples reached statistical significance; (2) in terms of the learning response scale, the mean of the Likert five-point scale reached above 4.0; (3) the results of mediating regression analysis show that, compared with the traditional classroom teaching mode, the interactive teaching experience and technology action puzzle have a mediating effect on learning performance and overall course feedback.
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Khokhlova, L. A., and L. E. Deryagina. "LATERALIZATION OF THE BIOELECTRIC BRAIN ACTIVITY AS A PREDICTOR OF MOTIVATIONAL AND COGNITIVE PROCESSES." I.P. Pavlov Russian Medical Biological Herald 25, no. 2 (September 30, 2017): 184–92. http://dx.doi.org/10.23888/pavlovj20172184-192.
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The conducted research was devoted to the study of influence of the laterality pattern of the bioelectric brain activity on the formation of foreign language acquisition abilities based on the actualization of motivational and cognitive processes. Medical students (n=620) studying at the Foreign Language Department took part in the research. Investigation of the bioelectric brain activity was carried out by EEG with the use of a 16-channel Neiron Spectr 3 (Russia) electroencephalograph. Aspiration level (motives) was revealed by V.K. Gerbachevskij Inventory (1969). Elers test was used to determine achievement and avoid-ance motivation. The level of state and trait anxiety was assessed by C. Spielberger-Ju. Hanin Inventory. Correlation between the motive choice and peculiarities of the bioelectric brain activity was determined. Being a success marker of foreign language acquisition abilities, the academic achievement is likely to be a reflection of the learning efficiency dependence on the laterality pattern of the bioelectric brain activity, motivational behavior. As a rule, students with achievement motivation predominance (well advanced students) relied on their own ab-ilities, aimed at self-actualization and tried to solve problems requiring effort. The predo-minance of motive of avoidance in the motivational structure of the personality in poorly ad-vanced students of the right profile had a negative influence on the course of cognitive processes, manifested in low efficiency of formation of foreign-verbal abilities.
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Kop, Peter M. G. M., Fred J. J. M. Janssen, Paul H. M. Drijvers, and Jan H. van Driel. "The relation between graphing formulas by hand and students’ symbol sense." Educational Studies in Mathematics 105, no. 2 (September 24, 2020): 137–61. http://dx.doi.org/10.1007/s10649-020-09970-3.
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Abstract Students in secondary school often struggle with symbol sense, that is, the general ability to deal with symbols and to recognize the structure of algebraic formulas. Fostering symbol sense is an educational challenge. In graphing formulas by hand, defined as graphing using recognition and reasoning without technology, many aspects of symbol sense come to play. In a previous study, we showed how graphing formulas by hand could be learned. The aim of the study we present here is to explore the relationship between students’ graphing abilities and their symbol sense abilities while solving non-routine algebra tasks. A symbol sense test was administered to a group of 114 grade 12 students. The test consisted of eight graphing tasks and twelve non-routine algebra tasks, which could be solved by graphing and reasoning. Six students were asked to think aloud during the test. The findings show a strong positive correlation between the scores on the graphing tasks and the scores on the algebra tasks and the symbol sense used while solving these tasks. The thinking-aloud protocols suggest that the students who scored high on the graphing tasks used similar aspects of symbol sense in both the graphing and algebra tasks, that is, using combinations of recognizing function families and key features, and qualitative reasoning. As an implication for teaching practice, learning to graph formulas by hand might be an approach to promote students’ symbol sense.
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Spallek, H. "Adaptive Hypermedia: A New Paradigm for Educational Software." Advances in Dental Research 17, no. 1 (December 2003): 38–42. http://dx.doi.org/10.1177/154407370301700110.
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Traditional online dental education courses follow the broadcast paradigm which centers on the teacher, not the student. This one-size-fits-all approach resembles a mass-production idea which cannot take individual learner characteristics into account. Most online course designs do not address the issue that users with different goals and knowledge may be interested in different pieces of information about a topic. Adaptive hypermedia (AH) is an emerging field in education research which investigates how computer systems can overcome this problem. AH can be applied to any course content. This learner-centered approach first considers the learning goal(s), then evaluates the user’s abilities and determines the individual learning style, to structure and tailor the curriculum most efficiently. The presented AH environment exploits various concepts of AH. The system collects data to create a model of the individual user, which is continuously refined based on test results throughout the course. The system then adapts the learning material dynamically, using active and passive curriculum sequencing and adaptive presentation.
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Jeong, Jin Su, David González-Gómez, M. Carmen Conde-Núñez, and Alejandrina Gallego-Picó. "EXAMINATION OF STUDENTS’ ENGAGEMENT WITH R-SPQ-2F OF LEARNING APPROACH IN FLIPPED SUSTAINABLE SCIENCE COURSE." Journal of Baltic Science Education 18, no. 6 (December 12, 2019): 880–91. http://dx.doi.org/10.33225/jbse/19.18.880.
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The students’ engagement was deemed significant to research due to the changing study structures from course-based to student-centered and competence-based in sustainable science higher education. Still, its change and coping strategies is considered as somewhat unfamiliar learning environment. Research examined students’ engagement to the learning approach of a flipped-classroom model for sustainable science course with the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F). It assesses research proposals, which students are utilizing to learning, and engagement and individual abilities as well. The research was conducted with the students enrolled in the “Atmospheric Pollution” course of the Environmental Science undergraduate program (n=64). The results obtained through the R-SPQ-2F showed the students’ number reaching higher “deep approach” in their learning increased at the course end, while it can be observed that the students’ number marking “surface approach” below the mean value was slightly lower (pre- and post-test comparison). It can be concluded that students are employing more engagement in their works and enhancing their personal skills as well with the teaching methodology. Results obviously specified that the study structure change was a phase into correct emphasis to improve students’ engagement in the flipped sustainable science education. Keywords: engagement, science learning, R-SPQ-2F, flipped-classroom, sustainable education, study approach.
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Wolfsgruber, Steffen, Luca Kleineidam, Jannis Guski, Alexandra Polcher, Ingo Frommann, Sandra Roeske, Eike Jakob Spruth, et al. "Minor neuropsychological deficits in patients with subjective cognitive decline." Neurology 95, no. 9 (July 7, 2020): e1134-e1143. http://dx.doi.org/10.1212/wnl.0000000000010142.
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ObjectiveTo determine the nature and extent of minor neuropsychological deficits in patients with subjective cognitive decline (SCD) and their association with CSF biomarkers of Alzheimer disease (AD).MethodWe analyzed data from n = 449 cognitively normal participants (n = 209 healthy controls, n = 240 patients with SCD) from an interim data release of the German Center for Neurodegenerative Diseases Longitudinal Cognitive Impairment and Dementia Study (DELCODE). An extensive neuropsychological test battery was applied at baseline for which we established a latent, 5 cognitive domain factor structure comprising learning and memory, executive functions, language abilities, working memory, and visuospatial functions. We compared groups in terms of global and domain-specific performance and correlated performance with different CSF markers of AD pathology.ResultsWe observed worse performance (Cohen d = ≈0.25–0.5, adjusted for age, sex differences with analysis of covariance) in global performance, memory, executive functions, and language abilities for the SCD group compared to healthy controls. In addition, worse performance in these domains was moderately (r = ≈0.3) associated with lower CSF β-amyloid42/40 and CSF β-amyloid42/phosphorylated tau181 in the whole sample and specifically in the SCD subgroup.ConclusionsWithin the spectrum of clinically unimpaired (i.e., before mild cognitive impairment) cognitive performance, SCD is associated with minor deficits in memory, executive function, and language abilities. The association of these subtle cognitive deficits with AD CSF biomarkers speaks to their validity and potential use for the early detection of underlying preclinical AD.
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Burton, Lauren. "Discovering Linear Equations in Explicit Tables." Mathematics Teaching in the Middle School 22, no. 7 (March 2017): 398–405. http://dx.doi.org/10.5951/mathteacmiddscho.22.7.0398.
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When teaching algebra concepts to middle school students, I often hear questions that echo my own past confusion as a young student learning to write linear equations using data tables that show only input and output values. Students, expected to synthesize the relationship between these values in symbolic representation, grow frustrated when they do not recognize that implicit relationship quickly. “All students, regardless of prior knowledge and experiences, can explore pattern tasks” (Smith 2007). The structure of a four-column explicit table allows students of all abilities (from low achieving to honor students) to understand the relationship between the values found in linear equation tables. After implementing four-column tables, I found that students required less instructional interference from me, they developed self-efficacy, understood and retained the material, and attained higher year-end test scores.
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MORGAN, GARY, NEIL SMITH, IANTHI TSIMPLI, and BENCIE WOLL. "Language against the odds: the learning of British Sign Language by a polyglot savant." Journal of Linguistics 38, no. 1 (March 2002): 1–41. http://dx.doi.org/10.1017/s0022226701001220.
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In this paper we report on our attempt to teach the polyglot savant Christopher (‘C’ hereinafter) British Sign Language (BSL). BSL presents C with a novel challenge in the use of hand-eye coordination, while at the same time offering him the linguistic ingredients he is obsessed with. Despite his deficits in key areas of intellectual ability, communication skills and visuo-spatial cognition, C has developed a working knowledge of BSL through processes of circumvention, adaptation and invention. As a form of control, we taught BSL to a comparator group of talented second-language learners. We do not discuss this comparison in depth here (see Morgan et al. in preparation) but refer to some of the test scores as a guide to how normal a sign learner C is.Results from formal tests of C's linguistic knowledge, and observational study of his developing communicative ability in BSL, are analysed and described. These results illuminate the structure and use of BSL, highlighting the important role of visuo-spatial cognition in its acquisition and manipulation.Our findings support the assumption that the organisation of knowledge of language is largely modality independent, whereas the exploitation of specific grammatical devices is language and modality dependent. C has attained a certain level of linguistic competence in BSL, and his performance in the language is largely in conformity with his previously established mixed profile of abilities and disabilities.
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Ivashchenko, Olha, and Daria Sirichenko. "Structure of Motor Fitness of 7-Year-Old Girls." Journal of Learning Theory and Methodology 1, no. 1 (June 30, 2020): 20–25. http://dx.doi.org/10.17309/jltm.2020.1.03.
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The purpose of the study was to determine the structure of motor fitness of 7-year-old girls. Materials and methods. The study participants were 27 7-year-old girls. The children and their parents were informed about all the features of the study and gave their consent to participate in the experiment. The research methods used in the study include analysis of scientific and methodological literature, pedagogical observations, testing of motor fitness, probabilistic approach to assessing the learning process, methods of mathematical statistics. The study recorded the primary schoolchildren’s level of proficiency in gymnastic exercises. The coefficient was determined by the formula: p = (m/n)×100, where p is the level of proficiency, m is the number of successfully performed exercises, n is the total number of attempts to perform the exercise. In the experiment, the study controlled the level of proficiency in the following exercises: forward roll; backward roll; shoulderstand with bent legs. Results. The level of fitness of the 7-year-old girls is homogeneous by the development of “agility” and “movement coordination”, inhomogeneous – by the development of flexibility, arm strength, and vestibular stability, level of proficiency in gymnastic exercises. The analysis of the coefficients of variation points to heterochrony in the development of the 7-year-old girls’ motor abilities. Based on the data analysis, it can be argued that the development of vestibular stability ensures the formation of motor skills in girls. Based on factor analysis, it was found that the most informative indicators of motor fitness of the 7-year-old girls are the level of proficiency in acrobatic exercises, the results of test No. 7 “Mixed hang rope pull-ups, times” (r = 0.872) and test No. 10 “Maintenance of stable posture – standing on one leg with closed eyes, s” (r = 0.870). Conclusions. Based on factor analysis, it was found that the level of proficiency in exercises determines the variation of testing results by 29.772%, and the development of motor skills is a priority in the educational process at primary school. The development of vestibular stability ensures the formation of motor skills, and the level of general physical fitness is the reserve in training girls aged 7, which will make it possible to increase the effectiveness of the educational process.
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Vlasenko, Kateryna, Olena Chumak, Iryna Lovianova, Daria Kovalenko, and Nataliia Volkova. "Methodical requirements for training materials of on-line courses on the platform “Higher school mathematics teacher”." E3S Web of Conferences 166 (2020): 10011. http://dx.doi.org/10.1051/e3sconf/202016610011.
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The article looks into the issue of developing methodical requirements for the structure and content of online courses. The study is dedicated to the analysis of peculiarities of developing the content of online systems and developing methodical recommendations to educational materials for online courses of training higher school mathematics teachers. The research considers the experts’ experience in preparing, structuring and developing the content for online courses and answers to volunteers who have agreed to test the educational materials of the course. The answers given by the participants have allowed estimating the quality of the developed course and detecting its insignificant drawbacks. The article discusses general requirements to the structure and content of the online course, means for the implementation of a testing subsystem, peculiarities of developing educational video content and educational materials in PDF format, issues of implementing forum and survey subsystems, as well as means of estimating learning outcomes. We have grounds to conclude that the quality of the course is determined by the range of factors, among which we point out the course organization based on weekly planning, implementation of a testing subsystem under conditions of extended functionality, creation of abilities to organize feedback.
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Kulkarni, Abhaya V., Ruth Donnelly, and Iffat Shams. "Comparison of Hydrocephalus Outcome Questionnaire scores to neuropsychological test performance in school-aged children." Journal of Neurosurgery: Pediatrics 8, no. 4 (October 2011): 396–401. http://dx.doi.org/10.3171/2011.7.peds1179.
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Object The Hydrocephalus Outcome Questionnaire (HOQ) is an established means of measuring quality of life, but the cognitive component of this questionnaire has never been formally compared with gold-standard neuropsychological test scores. The authors hypothesized that the HOQ Cognitive Health score would demonstrate a relatively strong correlation with neuropsychological test scores, whereas much weaker correlations would be seen for HOQ Physical and Social-Emotional Health scores. Methods A cross-sectional study of children with long-standing hydrocephalus presenting to The Hospital for Sick Children's Neurosurgery Clinic was performed between July 2006 and September 2008. Participating children and families completed the HOQ and a battery of 21 standard neuropsychological tests and questionnaires. Pearson correlation analysis was then performed. Results A total of 83 patients (81% participation) was accrued; the mean age was 11.5 ± 3.4 years (mean ± SD) at the time of assessment. The mean age at hydrocephalus treatment was 1.3 ± 2.6 years. The mean overall HOQ score was 0.69 ± 0.21. The HOQ Cognitive score had a moderate or strong correlation with 19 (90%) of 21 neuropsychological test scores, much more so than the HOQ Social-Emotional score (5 moderate or strong correlations, 24%) and the HOQ Physical score (1 moderate correlation, 5%). For 19 neuropsychological tests (90%), the HOQ Cognitive score had a stronger correlation than the other scores. The HOQ Cognitive score had particularly strong correlations with the Verbal IQ, List Learning, Behavior Problems, and Metacognitive Abilities components. Conclusions Data from a wide-ranging representative sample of children with long-standing hydrocephalus provide added evidence of the validity of the HOQ Cognitive score and the overall domain structure of the HOQ itself.
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Wang, Jifeng, Min He, Wenjun Guo, Yanhong Zhang, Xin Sui, Jianan Lin, Xiaoran Liu, et al. "Microbiome-Metabolomics Reveals Endogenous Alterations of Energy Metabolism by the Dushen Tang to Attenuate D-Galactose-Induced Memory Impairment in Rats." BioMed Research International 2021 (May 27, 2021): 1–17. http://dx.doi.org/10.1155/2021/6649085.
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Aging affects the brain function in elderly individuals, and Dushen Tang (DST) is widely used for the treatment of senile diseases. In this study, the protective effect of DST against memory impairment was evaluated through the Morris water maze (MWM) test and transmission electron microscopy (TEM). A joint analysis was also performed using LC-MS metabolomics and the microbiome. The MWM test showed that DST could significantly improve the spatial memory and learning abilities of rats with memory impairment, and the TEM analysis showed that DST could reduce neuronal damage in the hippocampus of rats with memory impairment. Ten potential biomarkers involving pyruvate metabolism, the synthesis and degradation of ketone bodies, and other metabolic pathways were identified by the metabolomic analysis, and it was found that 3-hydroxybutyric acid and lactic acid were involved in the activation of cAMP signaling pathways. The 16S rDNA sequencing results showed that DST could regulate the structure of the gut microbiota in rats with memory impairment, and these effects were manifested as changes in energy metabolism. These findings suggest that DST exerts a good therapeutic effect on rats with memory impairment and that this effect might be mainly achieved by improving energy metabolism. These findings might lead to the potential development of DST as a drug for the treatment of rats with memory impairment.
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MUTLUCAN, Mustafa Anıl. "EVALUATION OF MANAGEMENT PROCESSES AND COORDINATION COMPETENCES OF FACULTY MANAGERS." EUROASIA JOURNAL OF SOCIAL SCIENCES & HUMANITIES 8, no. 21 (July 25, 2021): 45–50. http://dx.doi.org/10.38064/eurssh.230.
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This study was conducted to find out answers to sub-questions of the aim to ineasure a coordination abilities and management processes of faculty administrators at private Near East University. To this aim, a questionnaire was distributed to 120 teachers in total who were randomly selected within nine existing faculties at Near East University in 2010-1012 · academic years. The questionnaire was. a 5-point Likert scale type consisting of 59 items and having eight measurement types was prepared to identify teachers' gender, age, marital status, education status, based on criteria of seniority, management course and participation course seminars. The questionnaire was administered to 120 teachers in nine faculties. However, 13 questionnaires did not return. Perceptions of 107 teachers were included in the research in total. Obtained data was coded into data tables and analyzed by using SPSS 17 program, T- test, ANOV A, and LSD test was applied for Multiple Comparison Statistical Analysis Results. Findings were discussed by presenting them in tables. According to the analysis of the thesis, important differences were found the perceptions of teachers related to management processes of management profession and acceptance of the level of this profession in terms of gender, type of school, age, carrier seniority, area of position, and perceptions of academicians related to school type, age, carrier seniority and area of position in terms of physical structure oft.he school arid organizational environment of teaching and learning.
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Andrea Ludovico, Luca, and Giuseppina Rita Mangione. "An active e-book to foster self-regulation in music education." Interactive Technology and Smart Education 11, no. 4 (November 11, 2014): 254–69. http://dx.doi.org/10.1108/itse-09-2014-0028.
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Purpose – The purpose of this work is to analyze the concept of self-regulated learning and applying it to a web-based interface for music teaching. Design/methodology/approach – This work starts from a systematic review about music education and self-regulation during learning processes. Then, the paper identifies those meta-cognitive strategies that music students should adopt during their instrumental practice. The goal is applying such concepts to rethink the structure of a didactic e-book for instrumental music education. Thanks to the adoption of the Institute of Electrical and Electronics Engineers (IEEE) 1599 standard, the paper outlines a model of active e-book able to improve learners’ performances through proper cognitive and multi-modal scaffolds. In the last section, the design principles for an implementation will be proposed. Findings – This work applies theoretical research on self-regulated learning to the design and implementation of a working prototype. Research limitations/implications – A limitation is the lack of experimentation data, required to test the efficacy and effectiveness of the proposed e-book model and its impact on self-regulated music abilities. A validation strategy – e.g. based on scenarios – will be proposed in our future works, thanks to the support of music learning centres and focus groups composed by young Italian students. Originality/value – This work has been invited as an extension of the paper presented by the authors at EL2014 International Conference held in Lisbon. The previous work has been awarded as the best paper of the conference. In this extension, the authors provide further details about the proposed framework, highlighting in particular the implementation of scaffolds in the interface.
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Sh. Shakirova, Dilyara, Radif R. Zamaletdinov, Аyrat F. Yusupov, and Alsu Kh. Ashrapova. "The Impact of the Cefr in Testing Tatar as a Foreign Language (A2 Level)." Journal of Social Sciences Research, SPI 1 (November 13, 2018): 36–39. http://dx.doi.org/10.32861/jssr.spi1.36.39.
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This article was devoted to the study of linguistic and methodological features of organization and conducting Tatar language certification: the description of general requirements for mastering basic levels and the structure of testing and assessment materials of Tatar language. The relevance of this topic was explained by the need to generalize pedagogical experience in order to improve the quality of teaching Tatar language and to determine forms and methods of work for the further development of linguistic abilities of students. The article considered Tatar language certification and testing of the level A2 as an effective mechanism for preserving and developing Tatar language on the territory of Russia and abroad; raising the prestige of the national language in the cultural world community; creating conditions for satisfying the language needs of the Tatars; constantly updating learning-teaching base, and taking the rapidly changing language situation into account, on the basis of a common European language standard. Within the framework of this article, it was concluded that Tatar language test could assess skills, which were significant for the future life of students including cognitive skills. The procedures, underlying all stages of the assessment cycle, were also developed in detail. They were practical, and taken together, they could form an integral and logical system of control and assessment.
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Nikolaeva, A. Yu, Yu A. Burdukova, O. S. Alekseeva, I. E. Rzhanova, and V. S. Britova. "Gender Aspect of Fluid Intelligence Diagnostics." Клиническая и специальная психология 9, no. 4 (2020): 99–114. http://dx.doi.org/10.17759/cpse.2020090405.
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The study of fluid intelligence has a long history. The term “fluid intelligence” was proposed by R. Cattell in the 40s of the last century. According Cattell, fluid intelligence, along with crystallized intelligence, were fundamental factors in the structure of intelligence. With the further development of psychological science and the improvement of data analysis methods, other schemes of cognitive abilities were proposed, however, almost all of them included fluid intelligence as one of the main factor. In many studies the connection of fluid intelligence, working memory and the prefrontal cortex was demonstrated, the influence of fluid intelligence on the success of learning was proved. However, the question about gender differences in fluid intelligence is still open. In the presented study, two tests were selected for the diagnosis of fluid intelligence – Wechsler Intelligence Scale for Children – 5th edition – WISC–V and the Kaufman Assessment Battery for Children – 2nd edition KABC–II. Both of these tests contain fluid intelligence scales. In the WISC–V, the Fluid Reasoning Index includes two subtests: Matrix Reasoning, Figure Weights; in the KABC–II, the Gf Scale also consists of two subtests: Story Completion and Pattern Reasoning. The sample include 48 children. The average age was 9,5 years, 52% were boys. All children passed both intelligence tests completely. Comparison of the test results did not reveal gender differences in the fluid intelligence index. However, the correlation structure of the results of both tests was different in the group of boys compared with the group of girls (in the group of boys, significantly more relationships were found out than in the group of girls), which confirms the hypothesis that the structure of fluid intelligence is dependent on gender.
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Firmasari, Siska, and Dadang Juandi. "BERPIKIR MATEMATIS RIGOR: KONTRIBUSI PADA PENGEMBANGAN PENGETAHUAN METAKOGNITIF-SELF ASSESSMENT MAHASISWA." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 10, no. 2 (July 8, 2021): 1222. http://dx.doi.org/10.24127/ajpm.v10i2.3430.
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This study aims to analyze students' rigorous mathematical thinking from three levels of cognitive function structures associated with their contribution to self-assessment metacognitive knowledge in Real Number System lectures. This research is qualitative research with a type of case study. The research subjects were three students of the Mathematics Education Study Program who contracted the Real Number. System course selecting research subjects based on test results identifies students into three rigorous mathematical thinking cognitive function structure levels. This study's results indicate that rigorous mathematical thinking contributes to students' self-assessment metacognitive knowledge. The quality of review of students who have a rigorous mathematical thinking level can lead to thoroughness, intellectual perseverance, critical investigation, and truth-seeking in solving problems appropriately, structurally, and systematically into a direct experience in the learning process is described as metacognitive. Students at the level of abstract relational thinking can assess their own abilities very well, learn independently, and choose with certainty how to solve problems by placing the right method. Qualitative thinking level students focus more on symbols or symbols and represent their knowledge through visualization. He prefers that the type of evaluation problem solving is not in the form of long, detailed sentences but instead immediately transforms the sentences into clear mathematical symbols
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Gidei, Mariana. "Training and development of communication skills to future specialists in physical education and sports." Annals of "Dunarea de Jos" University of Galati Fascicle XV Physical Education and Sport Management 2 (November 26, 2019): 19–24. http://dx.doi.org/10.35219/efms.2019.2.05.
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Communicative skills are the mobilization of a set of resources that are practically manifested by those involved in the interaction and are applied to communicate successfully. Regarding the training of communication skills, we mention the three levels of their acceptance: the taxonomy and the fields assumed by the key European skills; the inner structure of skills as goals: knowledge, abilities, attitudes; university curriculum (including general and specific skills).The purpose of the experiment was to develop communication skills by introducing practical studies into the content of learning (seminars and individual work of students), increasing the value of each student's academic performance, as well as improving the student's relationship within the university collective and developing the competency model in communication needed by the specialist in the field. The research hypothesis: the introduction of practical studies in the seminars and the individual work of the students, through the use of a modern, interactive teaching vision, determines the development of students' communication skills, positive interpersonal relation and improvement of performances and academic success in the subject "Management of Communication in Physical Education and Sports". The practical-applicative research took place at SUPES, with students from the Sports Faculty in the academic year 2016-2017. The sample of subjects was made up of 28 students, the third year of studies. Methodology of research: pedagogical experiment, systematic observation method, test method, observation method, method of portfolio analysis / materials of students (sheets, posters, papers, case studies, reports, research projects created by them). The result of the research is training and development of students' communication skills in the course " Management of Communication in Physical Education and Sports", by substantiating the application methodology in the learning process, respectively the result of the knowledge, practical skills, including the attitudes trained by communication , which will lead to an increased level of their training.
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Rakickienė, L., and S. Girdzijauskienė. "HIPERKINEZINIŲ SUTRIKIMŲ TURINČIŲ VAIKŲ INTELEKTO STRUKTŪRA." Psichologija 44 (January 1, 2011): 57–74. http://dx.doi.org/10.15388/psichol.2011.44.2548.
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Straipsnyje aprašomas tyrimas, kuriuo siekta įvertinti Lietuvos pradinio mokyklinio amžiaus vaikų, turinčių hiperkinezinių sutrikimų, intelekto struktūros ypatumus. Tyrime dalyvavo 29 septynerių–dešimties metų vaikai, kuriems diagnozuotas hiperkinezinis sutrikimas. Tyrimo dalyviai atliko lietuviškąją Wechslerio intelekto testo vaikams – trečio leidimo versiją (WISC-III). Patvirtinančioji bei tiriančioji faktorių analizė parodė, kad hiperkinezinių sutrikimų turinčių vaikų intelekto struktūra, nustatyta WISC-III testu, nesiskiria nuo reprezentacinėje vaikų imtyje nustatytos intelekto struktūros. Klinikinės vaikų imties rezultatų vidurkių profilis buvo palygintas su WISC-III Lietuvos standartizacinės imties rezultatais. Nustatyta, kad hiperkinezinių sutrikimų turinčių vaikų WISC-III atlikimui būdinga žemas Atsparumo trukdžiams balas bei AKIS profilis (žemi Aritmetikos, Kodavimo, Informacijos ir Skaičių eilės subtestų balai), atspindintys dėmesio koncentracijos, atminties, nuoseklaus girdimosios informacijos apdorojimo ir žinių kaupimo sunkumus. Santykinai geri Panašumų, Paveikslėlių išdėstymo, Kubelių kompozicijos rezultatai leidžia teigti, kad operavimas sąvokomis, analizės ir sintezės gebėjimai, takusis intelektas yra hiperkinezinių sutrikimų turinčių vaikų galios. Kadangi didelei daliai klinikinės imties vaikų be hiperkinezinio sutrikimo buvo diagnozuotas gretutinis specifinis mokymosi gebėjimų raidos sutrikimas, palyginome vaikų, turinčių vien hiperkinezinį sutrikimą, ir vaikų, turinčių abi minėtas diagnozes, gebėjimų profilius. Pasirodė, kad nors hiperkinezinį sutrikimą bei gretutinį specifinį mokymosi gebėjimų raidos sutrikimą turinčių vaikų intelektiniai gebėjimai menkesni, gretutinis mokymosi gebėjimų raidos sutrikimas beveik neturi įtakos hiperkinezinių sutrikimų turinčių vaikų intelektinių gebėjimų profiliui.Pagrindiniai žodžiai: hiperkineziniai sutrikimai, intelekto struktūra, WISC-III, gretutinis mokymosi gebėjimų raidos sutrikimas. Intelligence Structure in Children with Hyperkinetic DisordersRakickienė L., Girdzijauskienė S. SummaryThe Wechsler Intelligence Scale for Children – Third edition (WISC-III) has been widely used to assess the intellectual abilities of children with hyperkinetic disorders by both researchers and practitioners. The characteristic features of the WISC-III profile of this clinical group have been described by several authors (Anastopoulos et al., 1994; Assessmany et al., 2001; Snow and Sapp, 2000; Mayes and Calhoun, 2006; Ek et al., 2007). However, the issue of the WISC-III construct validity in this particular clinical group was scarcely addressed. It remains possible that in hyperkinetic children with poor attention this long and attention-demanding test measures other constructs than in general population. The objective of this study was to examine the structure of intelligence in primary school children diagnosed with hyperkinetic disorders. 29 children (23 boys and 6 girls) aged seven to ten years, participated in the study. All the children were diagnosed with a hyperkinetic disorder, and ten of them had a comorbid diagnosis of specific learning disabilities. The participants of the study completed the Lithuanian version of the Wechsler Intelligence Scale for Children – Third edition (WISC-III) (2002). The Confirmatory factor analysis confirmed the construct validity of WISC-III when used in hyperkinetic children: one factor model (general intelligence) fits the data satisfactorily, while two factor (Verbal IQ, Performance IQ) and four factor (Verbal Comprehension, Perceptual Organisation, Freedom from Distractibility, Processing Speed) models fit the data very well. However, the exploratory factor analysis revealed a different factor structure without the Processing Speed factor, more similar to WISC-R. It also showed that Object Arrangement is a problematic subtest when used with hyperkinetic children as it does not fit with any of the three factors. We suggest that its performance could be determined by emotional variables rather than by cognitive ones. The WISC-III profile of hyperkinetic children as a group was characterized by the low Freedom from Distractibility score and ACID profile (low Arithmetic, Coding, Information and Digit span scores). The mean scores of these subtests and factors were significantly lower than the standardization sample mean, which is 10 for subtest scores and 100 for factor scores: M = 8.4, t = –3.215, p < 0.01 for Information; M = 8.5, t = –5.998, p < 0.01 for Coding; M = 8.4, t = –3.194, p < 0.01 for Arithmetic; M = 6.9, t = –5.998, p < 0.01 for Digit Span; M = 86.17, t = –5.393, p < 0.01 for Freedom from Distractibility. These peculiarities of hyperkinetic children’s WISC-III performance are explained by difficulties in attention, short-term memory, sequential auditory processing and factual knowledge. Satisfactory results of Similarities, Picture Completion and Block Design suggest relative strengths of using concepts, ability to analyse and synthesize information, and fluid intelligence. It has been proposed that comorbid specific learning disabilities may affect the cognitive performance of hyperkinetic children. For this reason, the effect of a comorbid learning disability was also assessed. The results showed that, although the intellectual abilities of hyperkinetic children with a comorbid learning disability are lower, the comorbid learning disability does not change the hyperkinetic children’s intelligence profile.Keywords: hyperkinetic disorders, intelligence structure, WISC-III, specific learning disabilities.
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Ravazzani, Edilceia Domingues do Amaral, Graciele De Matia, Izabel Meister Coelho, and Roberto Zonato Esteves. "Avaliação do desenvolvimento das competências gerais em graduandos de cursos de nutrição." International Journal of Health Education 2, no. 1 (August 7, 2018): 42. http://dx.doi.org/10.17267/2594-7907ijhe.v2i1.1863.
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The National Curricular Guidelines direct education to changes in the teaching-learning process, seek the appreciation of training when they establish in their structure, general and specific competences and emphasize the importance of a systematic and permanent follow-up evaluation aimed at improving graduation. The present research had the objective of evaluating the development of the general competences of undergraduate students of nutrition. An analytical study with a quantitative approach and cross-sectional method using a questionnaire, elaborated and validated by Matia and Coelho (2015) composed of 44 questions, which was applied to students and teachers, from four educational institutions, through the Google forms Software. For the descriptive analysis of the data, we used measures of central tendency and measures of variability and the tests Mann Whitney, Tukey and Test-t, with level of significance of p <0.05, realized through Free software R version 3.1.1. A total of 210 answers were obtained, of which 110 were students of both sexes and 100 of teachers. The mean age of students was 24.66 ± 7.41 years. The sample consisted of a predominance of female participants (87.3%). In the view of the teachers, the evaluated students seem to be developing more competences and abilities of Management in health and Education in health and in the vision of the students there was small emphasis only in Education in health. It is concluded that the students of the courses of nutrition involved in the research, are not developing the general skills necessary for the training, pointed out in the guidelines, in its entirety.
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Marzona, Yessy, and Muhammad Ikhsan. "An Analysis of Students’ Reading Comprehension in Narrative Text at Second Grade At SMAN 1 Talamau." Jurnal Ilmiah Pendidikan Scholastic 3, no. 1 (April 29, 2019): 35–41. http://dx.doi.org/10.36057/jips.v3i1.349.
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This research was conducted based on the problems found during the teaching and learning process in class IX IPS 1 of SMAN 1 Talamau, specifically about students' understanding of narrative text. The problem found is that students cannot determine the main ideas and topics in narrative text, understand the meaning of words, understand implied information, and understand the general structure and features of language in narrative texts.This research is included in quantitative descriptive research. The population in this study were students of class IX SMAN 1 Talamau, amounting to 159 people, divided into 4 classes. While this sample is class X8 of SMAN 8 Padang. The instrument used was an objective test. Data from students' objective tests are analyzed based on indicators and then interpreted and become research findings.Based on the results of the study showed that students of class IX IPS 1 SMAN 1 Talamau: 1. The ability to write students in determining the main ideas and topics in the narrative text showed at the intermediate level of 14 people out of 23 students (60,875%). 2. The ability to understand the meaning of words in the narrative text shows at the intermediate level that is 15 people out of 23 students (65.22%). 3. The ability to understand the information implicit in the narrative text shows that at the intermediate level, there are 14 out of 23 students (60.87%). 4. The ability to understand the general structure and language features of narrative texts shows that at the intermediate level, there are 16 students out of 23 students (69.57).From the results of the above research, it can be concluded that students still experience many difficulties in understanding a text, especially in narrative texts in accordance with applicable rules. Furthermore, based on the results of this study teachers are expected to be able to provide better teaching techniques and students can do more exercises to improve students' reading comprehension abilities.
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Lamanauskas, Vincentas, and Dalia Augienė. "SCIENTIFIC RESEARCH ACTIVITY IN COMPREHENSIVE SCHOOL OF LITHUANIA: TEACHERS’ POSITION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 7, no. 2 (September 5, 2010): 16–28. http://dx.doi.org/10.48127/gu-nse/10.7.16a.
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The formation of scientific research activity (SRA) abilities in comprehensive school is undoubtedly, a very important sphere that has not received a proper attention yet. Current teaching and learning process has changed, in fact, from the point of view of paradigm – subjects taught are becoming a means of the realization of learners’ needs and interests. Scientific research activity is not an entertainment but responsible, thorough work requiring a lot of self-independence. During such an activity pupils’ analytical thinking gets stronger, information searching and using abilities are formed, they learn how to analyze gathered material, prepare reports, make research presentations and so on. The research was carried out between January and April, 2010. The method of the research was survey in written form (questionnaire). On the whole, 380 questionnaires were acknowledged acceptable. The article deals with Natural science and Mathematics teachers’ opinion about the situation of scientific research activity in comprehensive school. A factor analysis was performed in order to find out the structure of 41 items. The main aim of the factor analysis is to reduce the number of variables. Two methods were applied in order to evaluate whether the data set was appropriate for the factor analysis: Bartlett`s Test of Sphericity and Kaiser-Meyer-Olkin (KMO) test. Kaiser-Meyer-Olkin Measure of Sampling Adequacy test value is 0.844. Bartlett's Test of Sphericity tests the null hypothesis that the correlation matrix is an identity matrix. In this case approx. Chi-Square value is 3921.835 and p<0.000. These results clearly show that data can be used for factor analysis. The eight factors were extracted based on the Eigen Value Statistics (with the real value more than one). Also the significance (popularity) indexes (SI) and standards deviations (SD) for each factor were calculated. 1. Interest in scientific research activity (SI=0.67; SD=0.17). 2. Ignoring the scientific research activities (SI=0.59; SD=0.21). 3. Adverse (unfavourable) conditions of carrying out of scientific research activity (SI=0.43; SD=0.23). 4. Fragmentary of scientific research activity (SI=0.65; SD=0.20). 5. Adverse (unfavourable) material conditions of scientific research activity (SI=0.65; SD=0.20). 6. Lack qualification (competence) of teachers (SI=0.70; SD=0.25). 7. Employment (busyness) of learners and teachers (SI=0.68; SD=0.21). 8. Influence of the educational environment on scientific research activity (SI=0.76; SD=0.19). However, we need to emphasize, that significance indexes are relatively not high, though higher than 0.50. All these factors accounts for 47.00% of variance. There are 9 statements under the first factor, 6 statements under the 2nd factor, 5 statements under the 3rd factor, 4 statements under the 4th factor, 6 statements under the 5th factor, 3 statements under the 6th factor, 4 statements under the 7th factor and 3 statements under the 8th factor. The first factor forms 7.56% of total variance, the second factor constitutes 7.17% of total variance, the third factor forms 6.00% of total variance, the fourth factor forms 5.92% of total variance, the fifth factor constitutes 5.81% of total variance, the sixth factor forms 5.28% of total variance, the seventh forms 5.05% of total variance and the last one (eighth factor) constitutes 4.17% of total variance. It was found that in the teaching of scientific research activities the cooperation methods are used. It was found that in general the most favourable to SRA are biology and chemistry teachers, and the less favourable - teachers of geography. It was also found that highly significant factor in the development of scientific research activity is the educational environment. Key words: career, comprehensive school, factor analysis, scientific research activity, science education.
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Akmal, Saiful, and Asrul Hadi. "APPLYING TEAM TEACHING TO IMPROVE STUDENTS’ ABILITY IN UNDERSTANDING ENGLISH NARRATIVE TEXTS." Englisia Journal 2, no. 2 (May 1, 2015): 119. http://dx.doi.org/10.22373/ej.v2i2.532.
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The title of this study is applying team teaching to improve students’ ability in understanding English narrative texts. The purposes of this study are to identify the advantages and to find out the strategies of applying team teaching to improve students’ ability in understanding English narrative texts. The population of this study is the first year students of SMAN 4 Banda Aceh, and the sample are an experimental class (X IA 2) and a control class (X IA 6). The total numbers of the samples are 66 students. This research was conducted on April, 2010. In collecting data, several techniques were used namely; observation, test, questionnaire and interview. According to data analysis, team teaching gave more advantages to improve students’ ability in understanding English narrative texts. Some advantages of team teaching to the first year students of SMAN 4 Banda Aceh; (1) Team teaching directed the students to focus on material, the method was not tedious and learning motivation had been increased by using it, so that their ability in understanding English narrative text had been increased. (2) The students who studied by using team teaching obtained higher score than the students who studied without using team teaching. It means the students who studied by using team teaching could improve their abilities in understanding English narrative text. (3) The students should focus on the study because the teachers observed what they do in the class comprehensively. The student also could receive knowledge not only from the main teacher, but also from the co-teacher and they could ask both teachers if they found some problems. Some advantages of team teaching to the teachers of SMAN 4 Banda Aceh are; team teaching could be effective while teaching and learning process was underway because the teachers could remind each other and they also could plan good materials. In applying team teaching to improve students’ ability in understanding English narrative texts, the teachers used many strategies. One of the general strategies to apply team teaching in SMAN 4 Banda Aceh was by excercising the so called semi team teaching. The special strategies that conducted by teachers were; (1) Presenting an interesting and understandable topic in every meeting for students. (2) Making group discussion, reading the legend and translating it, giving regularly the test and games. (3) Asking the students to comprehend the generic structure of the text before coming to the class.
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Qureshi, Hira. "Collaborative architectural design studio environment." Archnet-IJAR: International Journal of Architectural Research 14, no. 2 (September 20, 2019): 303–24. http://dx.doi.org/10.1108/arch-12-2018-0049.
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Purpose The purpose of this paper is to test a studio pedagogy that originates from an experiment of a collaborative design studio held between two departments of Architecture, as a useful way for students to learn mutually. Meanwhile, it aims to capture the effectiveness, efficiency and impacts of this collaboration. Design/methodology/approach This paper presents a qualitative research study to observe the role of collaborative design studio in the pedagogical structure of architectural education. It combines the conventional studio with live projects as a unique pedagogy within the studio of Architectural Design-I (AD-I). Primary data collected using open-ended questionnaires from students and focal studio tutors at both architecture departments generated results. Findings Built on the analyses of the questionnaires, this paper answers the research questions based on the collaborative studio pedagogy for the course of AD-I and reports on lessons learnt from this collaborative experience. It proves that students can successfully work collaboratively and build confidence in their own abilities to solve a challenge and achieve a common goal through practical experience as well. Research limitations/implications This research used a qualitative approach to evaluate the perspectives of 81 students and 6 tutors within a specific pedagogical approach. Given the small sample size and delimitation of the one-course approach, findings from this study are not generalizable to a broader population. Furthermore, a longer duration is needed to address collaborative learning challenges. Nevertheless, it provides valuable data for future studies and also offers pedagogical options for other schools to consider implementing and studying. Originality/value The collaborative pedagogical approach experimented in this study was the first initiative of its kind in Karachi, between a younger institution, AED-SSUET and a more established one which was DAP-NED. A four-week collaborative design studio exercise of AD-I engaging third-semester students of AED-SSUET[1] and DAP-NED[2] was a hybrid approach that combined conventional design studio with live project to promote a novel and effective collaborative learning method. In the process, students were encouraged to interact competitively with peers, facilitated by rigorous engagement of focal design tutors from both Architecture departments. It also influenced the active participation of experts from the industry and Architecture community and was exclusively designed to eliminate the pairing up of a single tutor with one student each. The students at AED-SSUET were also able to build a 1:1 scale project with an allocated budget and time-frame constraints.
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Chen, Yen-Pin, Yi-Ying Chen, Jr-Jiun Lin, Chien-Hua Huang, and Feipei Lai. "Modified Bidirectional Encoder Representations From Transformers Extractive Summarization Model for Hospital Information Systems Based on Character-Level Tokens (AlphaBERT): Development and Performance Evaluation." JMIR Medical Informatics 8, no. 4 (April 29, 2020): e17787. http://dx.doi.org/10.2196/17787.
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Background Doctors must care for many patients simultaneously, and it is time-consuming to find and examine all patients’ medical histories. Discharge diagnoses provide hospital staff with sufficient information to enable handling multiple patients; however, the excessive amount of words in the diagnostic sentences poses problems. Deep learning may be an effective solution to overcome this problem, but the use of such a heavy model may also add another obstacle to systems with limited computing resources. Objective We aimed to build a diagnoses-extractive summarization model for hospital information systems and provide a service that can be operated even with limited computing resources. Methods We used a Bidirectional Encoder Representations from Transformers (BERT)-based structure with a two-stage training method based on 258,050 discharge diagnoses obtained from the National Taiwan University Hospital Integrated Medical Database, and the highlighted extractive summaries written by experienced doctors were labeled. The model size was reduced using a character-level token, the number of parameters was decreased from 108,523,714 to 963,496, and the model was pretrained using random mask characters in the discharge diagnoses and International Statistical Classification of Diseases and Related Health Problems sets. We then fine-tuned the model using summary labels and cleaned up the prediction results by averaging all probabilities for entire words to prevent character level–induced fragment words. Model performance was evaluated against existing models BERT, BioBERT, and Long Short-Term Memory (LSTM) using the Recall-Oriented Understudy for Gisting Evaluation (ROUGE) L score, and a questionnaire website was built to collect feedback from more doctors for each summary proposal. Results The area under the receiver operating characteristic curve values of the summary proposals were 0.928, 0.941, 0.899, and 0.947 for BERT, BioBERT, LSTM, and the proposed model (AlphaBERT), respectively. The ROUGE-L scores were 0.697, 0.711, 0.648, and 0.693 for BERT, BioBERT, LSTM, and AlphaBERT, respectively. The mean (SD) critique scores from doctors were 2.232 (0.832), 2.134 (0.877), 2.207 (0.844), 1.927 (0.910), and 2.126 (0.874) for reference-by-doctor labels, BERT, BioBERT, LSTM, and AlphaBERT, respectively. Based on the paired t test, there was a statistically significant difference in LSTM compared to the reference (P<.001), BERT (P=.001), BioBERT (P<.001), and AlphaBERT (P=.002), but not in the other models. Conclusions Use of character-level tokens in a BERT model can greatly decrease the model size without significantly reducing performance for diagnoses summarization. A well-developed deep-learning model will enhance doctors’ abilities to manage patients and promote medical studies by providing the capability to use extensive unstructured free-text notes.
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Shovkovy, Vyacheslav. "DEVELOPING PEDAGOGICAL COMPETENCE IN PROSPECTIVE TEACHERS OF CLASSICAL LANGUAGES THROUGH PROJECT METHODOLOGY." АRS LINGUODIDACTICAE, no. 2 (2018): 29–38. http://dx.doi.org/10.17721/2663-0303.2018.2.04.
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Background. The professional activity of a teacher requires a wide range of skills and personal qualities including flexibility, creativity, getting adjusted to learning conditions, the ability to select an appropriate teaching methodology and assessment technique as well as compile syllabuses, educational materials, textbooks, etc. All these skills and qualities are components of pedagogical competence which is the key to professional training of prospective teachers of classical languages. Developing the above-mentioned competence requires specific training so that it fully reflects real conditions of teaching activity. Therefore, to develop pedagogical competence, the author suggests making use of project methodology with the focus on simulating real professional activities of a teacher. Purpose. The article aims at defining the concept of pedagogical competence of a classical languages teacher. It describes the competence structure, considers the project methodology in terms of its implementation in teacher training as well as develops criteria to assess the acquisition level of the competence under discussion. Results. Based on the analysis of a number of researches, pedagogical competence of a classical languages teacher is defined as a system of knowledge and skills, abilities and readiness of a prospective teacher to design and organize the process of teaching classical languages. Additionally, the competence involves assessment skills, the ability to design educational materials and motivate students to learn classical languages, be flexible and creative while addressing a variety of standard and non-standard situations in the classroom. With these concepts in mind, the author insists on project methodology underlying the process of building pedagogical competence. In particular, 7 short-term creative projects were developed to be carried out in pairs or groups. They include: Designing a syllabus (competence-based approach); Building lexical competence in classical languages; Developing grammatical competence in classical languages; Shaping linguistic and sociocultural competence in classical languages; Building competence in reading; Designing a final test; Planning a class in classical languages. The level of competence acquisition is assessed relying on the following criteria: the quality of the selected teaching materials, compliance of the materials with the curriculum requirements, arrangement of exercises and tasks, the quality of exercises, and the correlation of the language material with professional needs of the students. Discussion. In further research, we think it necessary to experimentally verify the effectiveness of the developed projects for building pedagogical competence of prospective teachers as well as to model the teaching process based on experimental data.
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Ferland, Yaïves, and Margot Kaszap. "Geoliteracy, cartology, and a mobile serious game." Abstracts of the ICA 1 (July 15, 2019): 1–2. http://dx.doi.org/10.5194/ica-abs-1-75-2019.
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<p><strong>Abstract.</strong> Some actual research teams in Education Science go toward the development of educative serious games on mobile devices for letting elementary school pupils (i.e. primary school students) playing outdoor to learn geographic facts, concepts, and patterns. The challenge is about improving their geographic literacy and fluency, or ‘geoliteracy’, and their map-reading competencies, called ‘cartology’, before their adolescence as critical development ‘threshold’.</p><p> The aspects one has to work on consider the ways to learn, use, and comprehend maps as geospatial representations, both concrete display of a terrain on the paper sheet or on a digital screen and, on another hand, cognitive configuration in the mind that structures, interprets, and recalls on demand geospatial information on location or orientation at geographical scales. The fundamental interest of cartographic abilities to make and read a map is that it creates information value, structures memory about places and events, and enhances mobility.</p><p> In fact, there is a societal concern that a majority of adult population is not geographically literate neither efficient in reading and using maps in real-life context, even for just path finding. The main concern to address early at school is still “why” and “how to repair that situation”? If their geospatial cognitive development was weak at school, then that impedes them to comprehend geospatial concepts, structures, and information, later as adults. If a student does not succeed to pass over a kind of learning threshold, even the few abilities feebly acquired may vanish without significant usage neither interest in them. Later, it will be very hard to restart learning of that same matter without the necessary mental frames to organize geographical concepts and relations into an actionable knowledge.</p><p> Facing this geoliteracy challenge, the geographical map appears as the best, powerful, and necessary support or instrument of geospatial knowledge representation. One may define geoliteracy as a set of stabilized and adaptive cognitive abilities and functional competencies to handle, by self, geographical realities and cartographical representations. According to Edelson (2012), the three components of achieved geoliteracy are to develop consciousness of geographical <i>interactions</i> (understanding of human and natural systems in space), <i>interconnections</i> (geographic reasoning), and <i>implications</i> (systematic decision-making).</p><p> Thus in detail, a geoliterate adult should develop abilities in geospatial thinking and possess a complete (but rarely exhaustive) set of skills that are necessarily useful in normal autonomous life to:</p> <ul><li>read, use, and even detect errors on maps and other carto-geographic representations (at any format, support,and scale or zoom level);</li><li>locate places and situations occurring here and there, find new ways in space (at any scales); </li><li>understand and interpret geospatial concepts, signs, and structures on a critical, reasoned, and wise fashion,while discarding misconceptions; </li><li>determine, delimit, plan, and select best places to install activities; </li><li>recall modes and patterns of geospatial (not only geometrical neither topological) representation, even withoutmaps at hand (not just from mental images, capital cities, touristic metaphors, or evocative pictures to comeout from memory, which is necessary, of course, but not sufficient); </li><li>enhance own geographic culture, multiscale perspective, and useful geospatial awareness; </li><li>elaborate an opinion or explanation regarding daily geospatial situations or circumstances.</li></ul><p> What a troubling concern is the multiple evidences that the majority of adult population is not literate neither efficient in just reading and using maps, i.e. cannot perform most of the precedent list of geospatial abilities and competencies.</p><p> A research team joined with elementary schoolteachers, within a small community of practice, in order to identify pedagogic needs and test some game components as exercises in class context; then emerged the project <i>Géolittératie</i> (2015-2017). The pedagogic goal in designing an educative serious game on mobile device is to apply conceptual and applied methods for both learning and teaching geospatial competencies accordingly to the official school curriculum. That requires theoretical and methodological considerations about educative <i>serious game</i> (Kaufman & Sauvé, 2010), cartographical <i>semiology</i> (Bertin, 1967, 1983), the four <i>cognitive development</i> stages for geospatial representation by children (Piaget, 1967), and the <i>experiential learning cycle</i> model (Kolb, 1978, 1984). This kind of cycle supports Piaget’s learning phases, from topologic perception to spatial conceptualisation, as well as the three main cartographic processes of map-making, reflexive visualization, and map-reading, which sustain any geographical reasoning.</p><p> A methodological framework of a mobile serious game was designed didactically with maps and other components following an increasing complexity, step by step of play. The teacher has to prepare a sequence of tasks to perform in a progressive game according to the different learning styles, for exposing practically the pupils to the <i>cartographical process</i> of making a plan, then a <i>map</i> to use thereafter. Students should like going outdoor on the terrain to gather data in order to answer a question on a <i>theme</i> of investigation related to a curriculum matter. They will consider a designed <i>scenario</i> of typical steps (or “rounds”), within a geospatial environment, that tells a progressive plot and the rules of the game. Thus, they will choice and follow different types of geometrical and geospatial <i>trajectories</i>, that lead the story toward the goal of the game, while taking field-notes on their way as answering questions of the scenario. Then, they draw their collected data on a plan or map and explain in conclusion what happened to the story (and what they learn) due to the spatial organisation of the site or area.</p><p> Progress in complexity levels of <i>scenario</i> may start with choosing between right or left to reach the next point of interest, to trying to plan both the shortest and the more pleasant paths to visit the spots where to settle a youth club in the neighbourhood. Types of <i>trajectories</i> going from place to place, in increasing complexity as the rounds of game advance, are based on geometrical primitives: point, succession of points, line, side of line, polyline, polygon, network, open surface, limited surface.</p><p> The pedagogic result encompasses both concrete display of a terrain (on paper or on a screen) and learned cognitive configurations in the mind. Only such mental or cognitive representations allow structuring, interpreting, and recalling on demand from memory geospatial information on location, distance, or orientation, within a situation that occurs at geographical scales. Therefore, for these pupils, the fundamental question in geography shall no more be “where” but “how and why is this situation there?”</p><p> At that point, only the first half of the experiential learning cycle is accomplished and the cognitive development process be achieved just at the phase associated to a threshold of operational comprehension. Now, the students know how to describe a spatial situation and to make a map, good but not enough. The challenge remains to learn from this quite technical knowledge how to deeply read a map, any map, and to get dense information from it; it is a reflexive, analytical, abstract new phase called visualization.</p><p> That phase engages a second process along the second half of the experiential learning cycle, which mirror or complement the cartographic one: a <i>cartological process</i>. A definition for cartology could say “to make the map talking”, even for telling a new story. Since player students now know the characteristics of a map, its cartographic “alphabet” composed of dimensions, scale, extent, and semiological symbols, the way is open to ask question by self to the map. They can read on it information that even the map-maker did not know neither put on it, project the map over the place represented and make a wise decision for planning or travelling. One can organize the steps of the cartologic process into another mobile game with scenarios and trajectories for gaining a better understanding of the power of maps for the cognitive structuration of geographical space and learn more efficiently about a specified theme that, for instance, composes historical thought and geographical reasoning about that place. A good theme to begin with is about the meaning of the toponymy in the neighbourhood.</p><p> A prototype mixes these mobile serious game components (map, theme, scenario, and trajectory) into a scheme of about fifteen successive rounds of play, then engaging the abilities relative to the three main cartographic processes, along a complete <i>experiential cycle</i>. Part of this method for developing geoliteracy by combination of both cartography and cartology within a serious game was tested recently with undergraduate students in didactic course. Practical experiments must continue strengthen the theoretical and methodological frame and ease the schoolteacher’s work in the best usage of maps to structure the geographical comprehension of home place and the World.</p>
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Gross, Ariel. "Testing the Validity of a Meta-reading Model." Journal of Cognitive Education and Psychology 2, no. 2 (January 2002): 177–78. http://dx.doi.org/10.1891/194589502787383371.
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Based on an integration of Brown and Flavell’s theories on meta-cognition, a meta-reading model was tested on its validity components. The model is organized with three factors (meta-knowledge, planning, and monitoring) and four sub factors (the text, the goal for reading, the strategy, and the characteristics of the reader). 354 10th grade students (15.6 yr. old) from ten religious high schools performed unseen tasks on three subjects: Talmud, History, and Math. After each task they were given the following: 1) A meta-reading questionnaire (based on the model) on the corresponding unseen subject. 2) An academic achievement test on the corresponding subject, 3) Raven’s Advanced Progressive Matrices, 4) Verbal thinking test (Glantz’s “Mem”).Factor analysis showed that meta-reading components were organized according to the school subject and not according to the components of the model. Further analysis showed that this result fit Talmud and History but in Math the factors were organized according to the components of the meta-reading model. Results of canonical analysis confirmed the similarity between Talmud and History and the differentiation between them and Math. The general correlation between Talmud and History was due to a high contribution of the monitoring factor in both subjects. On the other hand, the general correlation found between Talmud and Math was created by the dominant monitoring factor in Math and the dominant planning factor in Talmud. The general correlation which was created between History and Math was created by the meta-knowledge factor in History while in Math the planning factor was found to be the highest contributor to the correlation with History. Regression analysis also indicated a great similarity between Talmud and History as opposed to Math. In Talmud and History the planning factor is the best factor to predict the grades in meta-reading; however, the monitoring factor was found to be the best predictor of the meta-reading grades in Math. Both in Talmud and History on the sub-factor level, the planning factor was found to be the best predictor and the text factor the second best. In Math the planning factor was found to be the best predictor and after that the learning factor. The text factor was not found to be predicting. The results of the research show that construct validity (general-domain or specific domain) is not an all or none phenomenon but a continuum. Therefore, rather than pose only two options, it should be asked: to what extent is there construct validity in meta-reading? In History the dispersion of information, new concepts, and the need to remember large amounts of information cause learners to devote their energy to the content itself, thus making the metacognitive factors secondary. As opposed to this, in Math, where the textual factors are less important, the information is more concentrated, and it seems that the distractions are fewer. There are more opportunities for learners to organize their learning on the basis of meta-cognitive factors, to use meta-knowledge, and to plan and monitor. Further studies in meta-reading that will choose other subjects to test, will be able to add information on the question: “To what extent do the structure of disciplinary knowledge and the presentation of the subjects influence the meta-cognitive activity?”The low and non-significant correlation between meta-reading and intelligence tests indicates that there is discriminant validity; namely, meta-reading and intellectual abilities are separate variables measuring two different things. Achievement and meta-reading showed high significant correlations. Planning was the best predictor of achievement in Talmud and History and meta-knowledge was found to be the best predictor for Math. From the sub factors the planning factor was found to be the best predictor of achievements in all subjects. Meta-reading was found to be a better predicting factor of academic achievement than the Raven and Mem intelligence tests. The fact that the scores on the meta-reading tests were quite low (30%- 50%) decreases the efficiency of the tests and damages its sensitivity and its distribution. Therefore there is a need to increase the level of meta-reading by efficient teaching and then to replicate this research. In any case learners should study meta-reading (as well as meta-writing) within a meta-cognitive model and not wait for researchers to validate models.
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Чернецька, Н. В. "Colour names in the structure of phraseological units in Spanish and Ukrainian." Studia Philologica, no. 10 (2018): 29–33. http://dx.doi.org/10.28925/2311-2425.2018.10.4.
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Phraseological units which include colour names in Spanish language are investigated. The author analyses how color terms may influence on the total meaning of a phraseological unit. The article deals with the national cultural component “colour” in the phraseological units in Spanish language. The subject of the research determines the application of the comparative method. In this connection we use the linguistic facts of some national variants in Spanish language as well as in Ukrainian language. The results of the article confirm the forming of the national symbolism of colour in Spanish under the influence of the extralinguistic factors, transforming the colour into the national cultural component. The research materials and results can be applied in the sphere of such contiguous disciplines as intercultural communication, linguistics, translation theory and practice, studying Spanish by Ukrainian-speaking students, as well as in writing test books and other teaching material on lexicology. Research of colour names in Spanish language with its comparison with Ukrainian colour names shows that phraseological units with colour names are characterized with some similarity. Phraseological knowledge facilitates the reading of political essays as well as works of literature. The process of thinking in the educational progress cannot be overrated. In this learning the images are the material for solving the tasks. These images are phraseological units with colour names. They are the means of figurative images of ambient reality and simultaneously they enrich the intellect and spiritual inner awarenesses of an individual.
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Zamkov, Andrey. "News Media Robot: Theoretical Aspects of Intellectual System for Content Generation." Theoretical and Practical Issues of Journalism 8, no. 2 (May 24, 2019): 260–73. http://dx.doi.org/10.17150/2308-6203.2019.8(2).260-273.
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The article discusses a new phenomenon of digital media sphere, i.e. news media robots, which are capable of creating content on a technological platform of intellectual systems. Interdisciplinary approaches to understanding this phenomenon, which attract theoretical concepts and cases from artificial intelligence, knowledge engineering and natural language technologies are considered. It is stated, that in the core of intellectual systems lie computational models of natural human intelligence and knowledge. The phenomenon of imitation as a characteristic of social and technical systems general ability to self-study relying on a sample is viewed as a key mechanism media robots adaptation to social environment. The case study of generating news content within the context of frames theory is provided as an illustration of universal formalism for representation of knowledge and social actions. The structure of general human intelligence, provided by Cattell — Horn theory, is considered as a possible reference model for comparison of a robotic intellectual system with natural human intelligence. The similarity between a general intelligence structure and an “intellectual” structure of a media robot is noted. The article defines the technology of modelling a natural language as the most prospective means of broadening the verbal intellect of a media robot. It is stated in conclusion, that one can observe trends for convergence in the methodology of knowledge engineering and analytical journalism. In a long-term perspective serious progress in creating new generation of media robots requires reproduction of such human abilities, as learning and “sense” of social responsibility. For this reason joint efforts in interdisciplinary studies in digital media, artificial intelligence and cognitive sciences are required.
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Madkour, Magda. "A Linguistic Integrative Model for Enhancing College Students’ English Reading Competence." International Journal of English Linguistics 6, no. 4 (July 14, 2016): 60. http://dx.doi.org/10.5539/ijel.v6n4p60.
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<p>This quantitative correlational research focused on investigating the relationship between linguistic technology-based integrative teaching approaches and college students’ reading competence. The study occurred in five phases. The first phase involved observing four reading classes to collect data on teachers’ teaching methodologies. The second phase was based on identifying the problems that affect students’ English reading performance. The researcher selected a random sample of 100 female freshmen students from the College of Languages and Translation at Al-Imam Mohamed Ibn Saud Islamic University (IMAMU Univ.), Riyadh, Saudi Arabia. The participants responded to a Likert questionnaire regarding their reading problems and strategies. In the third phase, the participants took a reading comprehension exam to determine their exact reading levels. The preliminary data showed the presence of a high degree at the scale of difficulties that students faced in reading comprehension. Students had problems in loud and silent reading, reading speed, and critical and inferential reading, which reflected students’ weak reading skills. The study also pointed to the ineffective traditional teaching strategies as the main cause of this problem. Traditional teaching strategies which depend on general lectures and explaining the mechanical structure of the reading passages did not help students use their cognitive abilities to improve their reading comprehension. The fourth phase of the present study required selecting an experimental group of 35students from the same sample to be taught using the linguistic integrative model for five weeks. At the end of the fifth week, a reading comprehension exam was given to the group to determine the impact of the new teaching methodology on students’ reading competence. The comprehension test was adopted from ACCUPLACER, an integrated computer-assessment designed to evaluate students’ reading skills. The test is designed by Board College in USA, which is a specialized agency in college students’ exams, and it offers diagnostics and intervention support to help students prepare for academic course work. The reading exam covers six skills, including: understanding the text’s purpose and tone; identifying the central ideas; recognizing supporting details; understanding sentences and vocabulary relationships; distinguishing illustration, comparison and contrast, and cause and effect relationships; and understanding inferential meanings. The data analysis showed a significant difference in favor of students who used the linguistic integrative model, indicating the positive impact of technology-based teaching approaches on students’ proficiency in reading. Based on the results of this study, the researcher made the following recommendations: integrate educational technology into teaching the reading courses at the college; provide professional programs for teachers to train them to use the linguistic integrative approaches; and provide linguistic laboratories that are equipped with modern technologies, including reading software, to intensify students’ reading practices. The significance of this study is that it is a contribution in the field of teaching English as a foreign language in general, and reading in particular since it provides a new model that integrates the technology of hypertexts, e-learning, and data mining analysis into a number of linguistic theories including schema theory, the information processing theory, and Krashen’s (1981; 1995) language theory. Providing teachers with training pertinent to the integration of technology into teaching is an important step towards implementing cognitive and metacognitive teaching methods, which will reinforce the efforts of the College of Languages and Translation towards achieving international accreditation.</p>
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KHODAKOVSKA, Olena, and Svitlana USTYCHENKO. "THE DEVELOPMENT OF MATHEMATICAL CULTURE OF STUDENTS AS A COMPONENT OF PROFESSIONAL COMPETENCE." Cherkasy University Bulletin: Pedagogical Sciences, no. 2 (2020): 131–36. http://dx.doi.org/10.31651/2524-2660-2020-2-131-136.
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Introduction. In recent years, teachers of most technical and natural sciences faculties find the level of freshmen starting a course of higher mathematics insuf-ficient to comprehend the basics of logical constructions. It is difficult for students to clearly realize that, for example, they should learn to prove a statement as a theorem or give a counter-example; in mathematics there are such terms as necessary and sufficient conditions, cause and effect; the system of equations and their totality are dif-ferent things; the properties of mathematical objects are subject of study; solving inequalities or equations requires understanding but not mechanical memorization. All these semantic subtleties make up the concept of mathematical culture based on clear logic reasoning and conclusion. Logical thinking is required in most activities, from business to programming. The relevance of the research is caused by the neces-sity to create a new educational environment free from such negative facts that some students have a low level of mathematical knowledge, skills and abilities; they are enable to independently acquire new mathematical knowledge and skills; their experience in mathematical, communicative and cognitive activity, necessary for a successful future career, is insufficient. International and Ukrainian scientists in the field of pedagogy and psychology diversely studied the problems of intellectual development and mathematical culture of students. (Jean Piaget , Jerome Seymour BrunerLev Vygotsky, Yuriy Hilbukh, Leonid Zankov, Vasilii Davydov, Daniil Elkonin, G.S. Kostiuk, Z.I. Kalmykova, N.O. Menchynska, S. L.Rubinstein, V.F. Palamarchuk, N.F.Talysina etc).The purpose of the articleis to generalize the pedagog-ical essence of mathematical culture, determine the place and role of mathematical education in the formation of students' mathematical culture, study pedagogical pre-requisites and specific technologies of its formation while teaching mathematics and determine conditions for crea-tion of the culture of mathematical language. The methods of analysis, comparison, explication, ab-straction are used in the study. Results. The development of mathematical culture of students involves a number of stages: formation of the student as a subject of educational mathematical activity; awareness of the mathematical education value; creating a holistic view of mathematical activity of the student; understanding mathematical learning materials; reflection of the general structure of mathematical activity in the educational activity; mathematical language acquisition, ability to correctly express and explain operations, ability to use mathematical signs and symbols; gaining under-standing of mathematical modeling as a mathematical method of reality cognition; mastering the system of mathematical concepts, general methods of operations; intellectual and spiritual development of students, includ-ing the development of mathematical thinking, meeting the requirements of modern information society, the develop-ment of children's motivation, creativity, research skills. The culture of mathematical language can only devel-op if the student has a sufficiently strong scientific base that allows him not to concentrate on thinking about the scientific accuracy of a story but to focus on how to speak. Originality. The Internet provides lots of opportunities to develop mathematical culture and present information of different nature: 1) mathematical information for com-pulsory learning i.e. comprehensible knowledge, filled with personal meaning should become a student's acqui-sition; 2) mathematical information for expanding ideas about the subject i.e. elements of logic, combinatorics, probability theory; 3) background information plays an important role in acquiring information, realizing its value, and creating the interest and need to study mathematics.Conclusions. The level of mathematical culture of stu-dents significantly increases under condition of taking nto account the leading ideas of modern international and Ukrainian psychological and pedagogical science about intellectual development of the personality; theoreti-cal substantiation of the content of students' mathemati-cal culture; working out a science-based approach to the technology of development of mathematical qualities of the personality when studying mathematics. In order to improve the culture of mathematical lan-guage, it is necessary to increase the classroom time for the development of oral language skills; allocate 10-15 minutes for oral questioning at every lesson; organize home test papers with an oral performance report in the form of an interview; conduct credit tests orally. Such forms of work contribute to the development of students' mathematical language
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Luetić, M., N. Bezić, and M. Pavela-Vrančić. "VISUALIZATION APPROACH TO STRUCTURE-FUNCTION RELATIONSHIP IN BIOLOGICAL MACROMOLECULES." Revista de Ensino de Bioquímica 13 (August 24, 2015): 29. http://dx.doi.org/10.16923/reb.v13i2.597.
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Introduction: Most of recent research in the field of education strongly recommends the use of visualization in the daily teacher’s practice, especially when it comes to teaching science. Objectives: We investigated the impact of different kinds of visualization on student’s accomplishments, and the relationship between 2D and 3D visualization on the learning outcomes in biochemistry teaching, as well as gender-related differences in 2D vs 3D perception abilities. Materials and Methods: The research study was conducted on a sample of 149 senior secondary school students, devided into three groups: control group (usual teaching approach), and two experimental groups taught using different kinds of visualization: E1 (2D and 3D static visualization tools), and E2 (3D dynamic visualization tools, in addition). Discussion and results: We measured the students’ learning outcomes in biochemistry, as well as the level of satisfaction with different teaching methods. The data were interpreted by performing statistical measures and analyses. In order to validate our hypothesis, we used one-tail and two-tail ANOVA analyses (along with the t-test).Conclusions: There was no statistical significance regarding 2D vs 3D visualization tools in biochemistry teaching. Although there existed some gender-related differences in students’ achievements (in favor of females), it was not established that they were related to the type of visualization (2D or 3D) tools applied. However students from the E2 group (additional computer animations) were more interested and involved in this kind of teaching. Although the results do not show a statistical significance in favor of 3D visualization, we must conclude that in teaching biochemistry it is certainly a more efficient approach than traditional teacher-oriented lessons. By using this kind of visualization tools in everyday teaching practice, chemistry teachers are given the opportunity to enlighten students with somewhat complex and abstract biochemical concepts.