Thèses sur le sujet « Probabilities Study and teaching »
Pour voir les autres types de publications sur ce sujet consultez le lien suivant : Probabilities Study and teaching.
Créez une référence correcte selon les styles APA, MLA, Chicago, Harvard et plusieurs autres
Consultez les 50 meilleures thèses pour votre recherche sur le sujet « Probabilities Study and teaching ».
À côté de chaque source dans la liste de références il y a un bouton « Ajouter à la bibliographie ». Cliquez sur ce bouton, et nous générerons automatiquement la référence bibliographique pour la source choisie selon votre style de citation préféré : APA, MLA, Harvard, Vancouver, Chicago, etc.
Vous pouvez aussi télécharger le texte intégral de la publication scolaire au format pdf et consulter son résumé en ligne lorsque ces informations sont inclues dans les métadonnées.
Parcourez les thèses sur diverses disciplines et organisez correctement votre bibliographie.
1
Callahan, Philip. « Learning and development of probability concepts : Effects of computer-assisted instruction and diagnosis ». Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184873.
Résumé :
This study considered spontaneous versus feedback induced changes in probability strategies using grouped trials of two-choice problems. Third and sixth grade Anglo and Apache children were the focus of computer assisted instruction and diagnostics designed to maximize performance and measure understanding of probability concepts. Feedback, using indeterminate problems directed at specific strategies, in combination with a large problem set permitted examination of response latency and hypothesis alternation. Explicit training, in the form of computer based tutorials administered feedback as: (a) correctness and frequency information, (b) mathematical solutions, or (c) in a graphical format, targeted by weaknesses in the prevailing strategy. The tutorials encouraged an optimal proportional strategy and sought to affect the memorial accessibility or availability of information through the vividness of presentation. As the subject's response selection was based on the query to select for the best chance of winning, each bucket of the two-choice bucket problems was coded as containing target or winner (W) balls and distractor or loser (L) balls. Third and sixth grade subjects came to the task with position oriented strategies focusing on the winner or target elements. The strategies' sophistication was related to age with older children displaying less confusion and using proportional reasoning to a greater extent than the third grade children. Following the tutorial, the subjects displayed a marked decrease in winners strategies deferring instead to strategies focusing on both the winners and losers; however, there was a general tendency to return to the simpler strategies over the course of the posttest. These simpler strategies provided the fastest response latencies within this study. Posttest results indicated that both third and sixth grade subjects had made comparable gains in the use of strategies addressing both winners and losers. Based on the results of a long-term written test, sixth grade subjects appeared better able to retain or apply the knowledge that both winners and losers must be considered when addressing the two-choice bucket problems. Yet, for younger children, knowledge of these sophisticated strategies did not necessarily support generalization to other mathematical skills such as fraction understanding.
2
Mastropaulo, Neto Vicente 1969. « Combinatória e probabilidade com aplicações no ensino de geometria ». [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/306097.
Résumé :
Orientador: Antônio Carlos do PatrocinioDissertação (mestrado profissional) - Universidade Estadual de Campinas, Instituto de Matemática Estatística e Computação Científica
Made available in DSpace on 2018-08-25T09:32:43Z (GMT). No. of bitstreams: 1 MastropauloNeto_Vicente_M.pdf: 1971257 bytes, checksum: 1c78e3e9085d370b2a40221cbcfe39a5 (MD5) Previous issue date: 2014
Resumo: Este trabalho aborda o tema Combinatória e Probabilidade com aplicações no ensino de Geometria e tem como objetivo principal servir de apoio aos professores de Matemática da escola básica, fornecendo sugestões para a elaboração de problemas que reúnem conteúdos distintos do currículo, tomando Combinatória e Probabilidade como temas centrais. Os problemas aqui apresentados são voltados ao 3º ano do Ensino Médio e devem ser aplicados, preferencialmente, no quarto bimestre, no intuito de promover uma revisão geral, com ênfase em problemas de Geometria. Apresentamos inicialmente uma contextualização histórica da teoria das probabilidades, além da origem da probabilidade geométrica através do clássico problema da agulha de Buffon. Prosseguimos com uma fundamentação teórica e algumas aplicações dos temas centrais, Combinatória e Probabilidade, e concluímos com uma sequência didática aplicada em sala de aula com doze problemas que relacionam os princípios elementares de Combinatória e Probabilidade aos conceitos básicos de Geometria Plana, Geometria Espacial e Geometria Analítica
Abstract: This paper approaches the topic of Combinatorics and Probability with applications to the teaching of Geometry and has as its main objective to serve as support to Elementary School mathematics teachers, providing them with suggestions to elaborate problems which gather different contents of the curriculum, taking Combinatorics and Probability as their main topics. The problems presented here are thought for the 3rd grade of high school and must be preferably applied during the fourth bimester, aiming to promote a general review, with emphasis on Geometry problems. We initially present a historical contextualization of the probability theory besides the origin of geometric probability through Buffon's needle classic problem. Next we continue with a theoretical fundamentation and some applications of the central topics, Combinatorics and Probability, and then we conclude with a didactic sequence used in classroom with twelve problems which associate the main principles of Combinatorics and Probability with the basic concepts of Plane Geometry, Spatial Geometry and Analytical Geometry
Mestrado
Matemática em Rede Nacional - PROFMAT
Mestre em Matemática em Rede Nacional - PROFMAT
3
Dolor, Jason Mark Asis. « Investigating Statistics Teachers' Knowledge of Probability in the Context of Hypothesis Testing ». PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/4030.
Résumé :
In the last three decades, there has been a significant growth in the number of undergraduate students taking introductory statistics. As a result, there is a need by universities and community colleges to find well-qualified instructors and graduate teaching assistants to teach the growing number of statistics courses. Unfortunately, research has shown that even teachers of introductory statistics struggle with concepts they are employed to teach. The data presented in this research sheds light on the statistical knowledge of graduate teaching assistants (GTAs) and community college instructors (CCIs) in the realm of probability by analyzing their work on surveys and task-based interviews on the p-value. This research could be useful for informing professional development programs to better support present and future teachers of statistics.
4
Silva, Danilo Saes Corrêa da. « Letramento estocástico : uma possível articulação entre os letramentos estatístico e probabilístico ». Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21283.
Résumé :
Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-07-27T13:30:57Z
No. of bitstreams: 1
Danilo Saes Corrêa da Silva.pdf: 1860021 bytes, checksum: d63b0b3a3c442de33a36d490a793b1e4 (MD5)Made available in DSpace on 2018-07-27T13:30:57Z (GMT). No. of bitstreams: 1 Danilo Saes Corrêa da Silva.pdf: 1860021 bytes, checksum: d63b0b3a3c442de33a36d490a793b1e4 (MD5) Previous issue date: 2018-04-19
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The growing dissemination of news, driven by social networks, makes society need to be increasingly critical. And it is within this context that Statistical Education can play an important role in the formation of this society, since it is possible for this Education to facilitate the formation of a more critical society, since the Statistical and Probabilistic Literacy help in this framing. Our general objective is to analyze which elements of Statistical Letting and Probabilistic Literacy are worked with students of the sixth year of elementary school and study the possible articulation among them through activities that involve critical posture for data analysis. During our studies we indicate how points in agrément can promote a new Literacy, the Stochastic Letters. In order to analyze how these two Literacies interact and articulate with the students, we performed an activity, based on assumptions of Didactic Engineering, which consisted in the launching addicted dice and construction of graphs to verify the relative frequency associated with each of the faces, so as to aid in the learning of Frequency Probability. To verify the critical posture of the students were inserted in the activity some addicted dice, resulting in non-equiprobable launches. The results of the activity pointed to some points in common in the Statistical and Probabilistic Literacy, such as the importance of working on Statistics and Probability concomitantly, and the relevance of working with dice, which are elements of the students' familiarity, which are the context of the students, we also indicate some difficulties encountered, such as the absence of verification of non-equipotentiality
A crescente divulgação de notícias, impulsionada pelas redes sociais, faz com que a sociedade necessite ser cada vez mais crítica. E é dentro desse contexto que A Educação Estatística pode ter papel importante na formação dessa sociedade, visto que há a possibilidade dessa Educação facilitar na formação de uma sociedade mais crítica, já que os Letramentos Estatístico e Probabilístico auxiliam nessa construção. Nosso objetivo geral é analisar quais elementos do Letramento Estatístico e do Letramento Probabilístico são trabalhados com alunos do sexto ano do ensino fundamental e estudar a possível articulação entre eles por meio de atividades que envolvam postura crítica para análise de dados. Durante nossos estudos indicamos de que forma pontos consonantes podem promover um novo Letramento, o Letramento Estocástico. Para analisar a forma como esses dois Letramentos interagem e se articulam com os alunos, realizamos uma atividade, baseada em pressupostos da Engenharia Didática, que consistiu no lançamento de dados cúbicos e construção de gráficos para a verificação da frequência relativa associada à cada uma das faces, para assim auxiliar na aprendizagem da Probabilidade Frequentista. Para a verificação da postura crítica dos alunos foram inseridos na atividade alguns dados viciados, resultando em lançamentos não equiprováveis. Os resultados da atividade apontaram para alguns pontos em comum nos Letramentos Estatístico e Probabilístico, como a importância de se trabalhar a Estatística e a Probabilidade de forma concomitante, e a relevância de se trabalhar com dados, que são elementos do convívio dos alunos, aprimorando levantamentos que são do contexto dos estudantes, indicamos também algumas dificuldades encontradas, como a ausência da verificação da não-equiprobabilidade
5
Rodrigues, Marcelo Rivelino. « Estudo sobre as concepções de professores do ensino básico em relação à aleatoriedade e probabilidade ». Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21289.
Résumé :
Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-07-30T12:25:10Z
No. of bitstreams: 1
Marcelo Rivelino Rodrigues.pdf: 4565631 bytes, checksum: 768cc5f53630e3bfa212a133d70cbecf (MD5)Made available in DSpace on 2018-07-30T12:25:10Z (GMT). No. of bitstreams: 1 Marcelo Rivelino Rodrigues.pdf: 4565631 bytes, checksum: 768cc5f53630e3bfa212a133d70cbecf (MD5) Previous issue date: 2018-04-16
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
Probabilistic knowledge is relevant to life in society, since well-founded decision-making can help provide a competitive edge both in the labor market and daily life. The present study investigated the conceptions of probability and randomness held by basic education teachers when faced with questions that address these topics. Data were collected from 41 sixth- do ninth-grade Brazilian teachers who responded to “Probabilistic Concepts Questionnaire”, applied to reveal the conceptions of probability held by the group. The multidimensional data were interpreted by subjecting the teachers’ responses to implicative and cohesive analysis, using Hierarchical, Implicative, and Cohesive Classification (CHIC) software, which yielded cohesion and implication graphs of the relationships operating among the variables investigated. The categorizations delineated by Azcárate and Cardeñoso for conceptions of probability, as well as the definition of probabilistic literacy formulated by Gal, provided the theoretical framework for the study. Two official educational guidelines—the Brazilian Curricular Guidelines (locally referred to as PCN) and the Brazilian Common Curricular Basis (BNCC)—were compared to detect similarities and pinpoint changes made to these documents with regard to the teaching of probability in basic education. In addition, Chevallard’s Anthropological Theory of the Didactic was employed to identify the types of tasks, techniques, and theories present in a mathematics textbook series approved by the National Textbook Program (PNLD). The analysis evidenced the probabilistic conceptions held by the participants, in the dimensions of randomness and probability. Four groups were identified in each dimension. Dimension randomness: deterministic; causality; multiplicity; uncertainty. Probability dimension: indefinite; causality; deterministic; uncertainty; subjectivity. The analysis evidenced the probabilistic conceptions held by the participants, in the dimensions of randomness and probability. In the randomness dimension, six groups of conceptions were identified: determinism; causality; multiplicity; uncertainty; standard; undefined. The probability dimension comprised five groups: causality; determinism; uncertainty; contingency; personalist. The investigation shed light on the conceptions of probability held by the participants, allowing probabilistic literacy levels to be categorized
Os conhecimentos probabilísticos mostram-se relevantes na vida em sociedade, pois cada vez mais as tomadas de decisão criteriosas apresentam-se como um dos diferenciais no mercado de trabalho, bem como em nosso dia a dia. Por esta razão, esta pesquisa teve como objetivo analisar as concepções de probabilidade e aleatoriedade de professores que atuam no ensino básico, quando estes se defrontam com questões que envolvem tais temas. Para a coleta de dados, aplicou-se o instrumento de pesquisa “Questionário de Concepções Probabilísticas”, a 41 professores do ensino fundamental II (6º ao 9º ano), visando identificar as concepções probabilísticas apresentadas por este grupo. Como metodologia, optou-se pela análise de dados multidimensionais, aplicando-se análise implicativa e coesitiva às respostas dos professores, utilizando software de Classificação Hierárquica, Implicativa e Coesitiva (CHIC), que gerou grafos de coesão e de implicação das relações entre as variáveis observadas. Para fundamentar o estudo, apoiamo-nos nas categorizações de concepções probabilísticas de Azcárate e de Cardeñoso e na definição de letramento probabilístico proposta por Gal. No desenvolvimento da pesquisa, foram analisados documentos oficiais como os Parâmetros Curriculares Nacionais (PCN) e Base Nacional Comum Curricular (BNCC) para observação de semelhanças, e possíveis evoluções na passagem do 1º para o 2º documento, no que tange às orientações para a abordagem do tema probabilidade no ensino básico. Também se analisou uma coleção de livros didáticos aprovada pelo Programa Nacional do Livro Didático (PNLD), com o objetivo de identificar, à luz da Teoria Antropológica do Didático, os tipos de tarefas, técnicas, tecnologias e teorias presentes nas atividades propostas na coleção. As análises permitiram identificar as concepções probabilísticas que emergiram dos participantes, nas dimensões aleatoriedade e probabilidade. Na dimensão aleatoriedade seis grupos foram identificados: determinista; causalidade; multiplicidade; incerteza; padrão; indefinidos. A dimensão probabilidade compreendeu cinco grupos: causalidade; determinista; incerteza; contingência; personalista. Destaca-se, ainda, que as análises possibilitaram categorizar os níveis de letramento probabilístico
6
Truran, J. M. « The teaching and learning of probability, with special reference to South Australian schools from 1959-1994 ». Title page, contents and abstract only, 2001. http://web4.library.adelaide.edu.au/theses/09PH/09pht872.pdf.
7
Crestani, Fabio A. « A study of the kinematics of probabilities in information retrieval ». Thesis, University of Glasgow, 1998. http://theses.gla.ac.uk/38980/.
Résumé :
In Information Retrieval (IR), probabilistic modelling is related to the use of a model that ranks documents in decreasing order of their estimated probability of relevance to a user's information need expressed by a query. In an IR system based on a probabilistic model, the user is guided to examine first the documents that are the most likely to be relevant to his need. If the system performed well, these documents should be at the top of the retrieved list. In mathematical terms the problem consists of estimating the probability P(R | q,d), that is the probability of relevance given a query q and a document d. This estimate should be performed for every document in the collection, and documents should then be ranked according to this measure. For this evaluation the system should make use of all the information available in the indexing term space. This thesis contains a study of the kinematics of probabilities in probabilistic IR. The aim is to get a better insight of the behaviour of the probabilistic models of IR currently in use and to propose new and more effective models by exploiting different kinematics of probabilities. The study is performed both from a theoretical and an experimental point of view. Theoretically, the thesis explores the use of the probability of a conditional, namely P(d → q), to estimate the conditional probability P(R | q,d). This is achieved by interpreting the term space in the context of the "possible worlds semantics". Previous approaches in this direction had as their basic assumption the consideration that "a document is a possible world". In this thesis a different approach is adopted, based on the assumption that "a term is a possible world". This approach enables the exploitation of term-term semantic relationships in the term space, estimated using an information theoretic measure. This form of information is rarely used in IR at retrieval time. Two new models of IR are proposed, based on two different way of estimating P(d → q) using a logical technique called Imaging. The first model is called Retrieval by Logical Imaging; the second is called Retrieval by General Logical Imaging, being a generalisation of the first model. The probability kinematics of these two models is compared with that of two other proposed models: the Retrieval by Joint Probability model and the Retrieval by Conditional Probability model. These last two models mimic the probability kinematics of the Vector Space model and of the Probabilistic Retrieval model. Experimentally, the retrieval effectiveness of the above four models is analysed and compared using five test collections of different sizes and characteristics. The results of this experimentation depend heavily on the choice of term weight and term similarity measures adopted. The most important conclusion of this thesis is that theoretically a probability transfer that takes into account the semantic similarity between the probability-donor and the probability-recipient is more effective than a probability transfer that does not take that into account. In the context of IR this is equivalent to saying that models that exploit the semantic similarity between terms in the term space at retrieval time are more effective that models that do not do that. Unfortunately, while the experimental investigation carried out using small test collections provide evidence supporting this conclusion, experiments performed using larger test collections do not provide as much supporting evidence (although they do not provide contrasting evidence either). The peculiar characteristics of the term space of different collections play an important role in shaping the effects that different probability kinematics have on the effectiveness of the retrieval process. The above result suggests the necessity and the usefulness of further investigations into more complex and optimised models of probabilistic IR, where probability kinematics follows non-classical approaches. The models proposed in this thesis are just two such approaches; other ones can be developed using recent results achieved in other fields, such as non-classical logics and belief revision theory.
8
Vernersson, Anton. « On Probabilities and Value : A study of decision-making under risk ». Thesis, Umeå universitet, Nationalekonomi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-108008.
9
Alcorn, Rhona Jayne. « Pronouns, prepositions and probabilities : a multivariate study of Old English word order ». Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5496.
Résumé :
It is widely accepted that Old English personal pronouns often turn up in ‘special’ positions, i.e. positions in which functionally equivalent nominals rarely, if ever, appear. Leading theories of Old English syntax (e.g. van Kemenade 1987, Pintzuk 1991, 1996, Hulk & van Kemenade 1997, Kroch & Taylor 1997) account for the syntax of specially placed pronouns in different ways, but all treat special placement as a freely available option. Focusing on pronominal objects of prepositions in particular, this thesis shows, firstly, that current theories fail to account for the variety of special positions in which these pronouns appear and argues that at least three special positions must be recognised. The central concern of this thesis, however, is whether special placement is the freely available option that leading theories assume. Drawing on evidence from a number of descriptive studies of the syntax of pronominal objects of prepositions (e.g. Wende 1915, Taylor 2008, Alcorn 2009), statistical evidence is presented to show that, in a number of contexts, the probability of special placement is either too high or else too low to be plausibly ascribed to free variation. The thesis explores the linguistic basis of each of the statistically significant parameters identified, finding answers in some cases and intriguing puzzles in others.
10
Hicks, Tyler Aaron. « What You Know Counts : Why We Should Elicit Prior Probabilities from Experts to Improve Quantitative Analysis with Qualitative Knowledge in Special Education Science ». Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5493.
Résumé :
Qualitative knowledge is about types of things, and their excellences. There are many ways we humans produce qualitative knowledge about the world, and much of it is derived from non-quantitative sources (e.g., narratives, clinical experiences, intuitions). The purpose of my dissertation was to investigate the possibility of using Bayesian inferences to improve quantitative analysis in special education research with qualitative knowledge.
It is impossible, however, to fully disentangle philosophy of inquiry, methodology, and methods. My evaluation of Bayesian estimators, thus, addresses each of these areas. Chapter Two offers a philosophical argument to substantiate the thesis that Bayesian inference is usually more applicable in education science than classical inference. I then moved on, in Chapter Three, to consider methodology. I used simulation procedures to show that even a minimum amount of qualitative information can suffice to improve Bayesian t-tests' frequency properties. Finally, in Chapter Four, I offered a practical demonstration of how Bayesian methods could be utilized in special education research to solve technical problems.
In Chapter Five, I show how these three chapters, taken together, evidence that Bayesian analysis can promote a romantic science of special education - i.e., a non-positivistic science that invites teleological explanation. These explanations are often produced by researchers in the qualitative tradition, and Bayesian priors are formal mechanism for strengthening quantitative analysis with such qualitative bits of information. Researchers are also free to use their favorite qualitative methods to elicit such priors from experts.
11
Allen-Masacek, Marjorie Kirsten. « Teaching ARTifacts : Teaching art with a cultural lens ». CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1925.
12
Bristow, Stephen James. « A case study of reflective teaching ». Thesis, University of Exeter, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.276372.
13
House, Nancy Ellen. « Teaching art history to adult students : A teaching model and pilot study / ». The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487943341526939.
14
Eriksson, Helena. « Teaching listening comprehension in upper secondary schools : An interview study about teaching strategies ». Thesis, Högskolan Dalarna, Engelska, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-36515.
Résumé :
The aim of this thesis is to examine what strategies teachers use when they teach listeningcomprehension in order to develop student’s listening skills, and especially if and how they usescaffolding in their teaching. To examine this, seven upper secondary school teachers inSweden were interviewed about their listening comprehension teaching. The qualitative datawere analyzed using a cross case analysis with a combination of framework and IPA analysis.The data was labeled and divided into two themes: general strategies and scaffolding. In thethemes the data was further sorted and categorized into language immersion, raising selfconfidence,division into smaller groups, notetaking, pre-information and connection to theme,collaborative discourses, teacher peer and modeling and finally increasing level of difficulty.All seven teachers discussed several different strategies they use. They often combine strategiesto create the best learning environment for the students. Six out of these seven teachers gaveexamples of scaffolding strategies they use, such as modeling, working with themes and preinformationto support their students. However, as mentioned previously, they were oftencombined with other strategies such as collaborative discourse and smaller groups.
15
au, jane syd@bigpond net, et Susan Jane Maw. « Teaching Hatha Yoga : An Auto-Ethnographic Study ». Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20081022.110605.
Résumé :
This dissertation is grounded in my praxis as a Hatha yoga teacher in the community. I
noticed that particular students were drawn to specific styles of Hatha yoga, whilst
avoiding others. I took the styles of Hatha yoga into consideration, but further
exploration also gave rise to whether methods of instruction were a fundamental
component of the class demography. This in turn led to an examination of my own
teaching pedagogy to explore how my philosophical approach to teaching, was in fact,
carried over into to my praxis and if this was a factor in student retention in my classes.
Studying my own pedagogy as a Hatha yoga teacher meant reviewing my philosophies,
both from a theoretical perspective and later from a practical level, to see if my practice
followed my philosophy. This could only be realised through a full investigation of my
teaching methods, which was achieved by video taping one of my Hatha yoga classes. I
believe that understanding originates from personal knowledge; therefore, the research
must begin by examining my own pedagogy. In order to answer these questions I have
investigated the historical foundations of yoga and the meaning of yoga in the modern
Western world. During this process I became aware of the misrepresentations of Hatha
yoga and the misconceptions that have derived from this. In order to answer my
research question, whether my teaching pedagogy directly influenced the cohort of
students who attended my yoga class, I have had to be cognisant of my own pedagogy.
In order to achieve this I employed heuristic enquiry and more specifically the methods
outline by Clark Moustakas (1990). Heuristic epistemology is achieved by creating
phases in which the researcher uses her own experience to investigate and create
meaning in which to discover a phenomenon. This method of enquiry offers the
researcher non-linear steps with which to structure the process of a personal reflection.
Explication of the pedagogy resulted from numerous viewings of the video recording. I
reviewed my teaching methods to ascertain if what I said and thought I was doing was
what I actually taught.
16
Maw, Susan Jane. « Teaching Hatha yoga : an auto-ethnographic study / ». Maw, Susan Jane (2008) Teaching Hatha yoga : an auto-ethnographic study. Masters by Research thesis, Murdoch University, 2008. http://researchrepository.murdoch.edu.au/186/.
Résumé :
This dissertation is grounded in my praxis as a Hatha yoga teacher in the community. I noticed that particular students were drawn to specific styles of Hatha yoga, whilst avoiding others. I took the styles of Hatha yoga into consideration, but further exploration also gave rise to whether methods of instruction were a fundamental component of the class demography. This in turn led to an examination of my own teaching pedagogy to explore how my philosophical approach to teaching, was in fact, carried over into to my praxis and if this was a factor in student retention in my classes. Studying my own pedagogy as a Hatha yoga teacher meant reviewing my philosophies, both from a theoretical perspective and later from a practical level, to see if my practice followed my philosophy. This could only be realised through a full investigation of my teaching methods, which was achieved by video taping one of my Hatha yoga classes. I believe that understanding originates from personal knowledge; therefore, the research must begin by examining my own pedagogy. In order to answer these questions I have investigated the historical foundations of yoga and the meaning of yoga in the modern Western world. During this process I became aware of the misrepresentations of Hatha yoga and the misconceptions that have derived from this. In order to answer my research question, whether my teaching pedagogy directly influenced the cohort of students who attended my yoga class, I have had to be cognisant of my own pedagogy. In order to achieve this I employed heuristic enquiry and more specifically the methods outline by Clark Moustakas (1990). Heuristic epistemology is achieved by creating phases in which the researcher uses her own experience to investigate and create meaning in which to discover a phenomenon. This method of enquiry offers the researcher non-linear steps with which to structure the process of a personal reflection. Explication of the pedagogy resulted from numerous viewings of the video recording. I reviewed my teaching methods to ascertain if what I said and thought I was doing was what I actually taught.
17
Howard, Karen L. « The teaching vice-principal, a qualitative study ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60229.pdf.
18
Wattanakasiwich, Pornrat. « Model of student understanding of probability in modern physics ». Thesis, 2005. http://hdl.handle.net/1957/28663.
Résumé :
This study aimed to investigate students' models of probability in a modern
physics context. The study was divided into three phases. The first phase explored
student pre-knowledge about probability before modem physics instruction. The
second phase investigated student understanding of concepts related to probability
such as wave-particle behavior, the uncertainty principle, and localization. The
third phase probed how students used the wave function to interpret probability in
potential energy problems. The participants were students taking modem physics
at Oregon State University. In the first phase, we developed a diagnostic test to
probe mathematical probability misconceptions and probability in a classical
physics content. For the mathematical probability misconceptions part, we found
that students often used a randomly distributed expectancy resource to predict an
outcome of a random event. For classical probability, we found that students often
employed an object's speed to predict the probability of locating it in a certain
region, which we call a classical probability reasoning resource. In the second and
the third phases, we interviewed students in order to get more in-depth data. We
also report the findings from Fall 03 preliminary interviews which indicated the
need for a more detail theoretical framework to analyze student reasoning.
Therefore, we employed the framework proposed by Redish (2003) to analyze the
interview data into two perspectives - reasoning resources and epistemic
resources. We found that most students used a classical probability resource to
interpret the probability from the wave function. Additionally, we identified two
associated patterns that students used to describe the traveling wave function in the
potential step and barrier. Finally, we discuss some teaching implications and
future research that the findings suggested.Graduation date: 2005
19
Bamberger, Mary E. « Methods college students use to solve probability problems and the factors that support or impede their success ». Thesis, 2002. http://hdl.handle.net/1957/30231.
Résumé :
The purpose of this descriptive case study analysis was to provide portraits of the
methods college students used to solve probability problems and the factors that
supported or impeded their success prior to and after two-week instruction on probability.
Fourteen-question Pre- and Post-Instructional Task-Based Questionnaires provided
verbal data of nine participants enrolled in a college finite mathematics course while
solving problems containing simple, compound, independent, and dependent probabilistic
events.
Overall, the general method modeled by the more successful students consisted of
the student reading the entire problem, including the question; breaking down the
problem into sections, analyzing each section separately; using the context of the
question to reason a solution; and checking the final answer. However, this ideal method
was not always successful. While some less successful students tried to use this approach
when solving their problems, their inability to work with percents and fractions, to
organize and analyze data within their own representation (Venn diagram, tree diagram,
table, or formula), and to relate the process of solving word problems to the context of the
problem hindered their success solving the problem. In addition, the more successful
student exhibited the discipline to attend the class, to try their homework problems
throughout the section on probability, and to seek outside help when they did not
understand a problem.
However, students did try alternate unsuccessful methods when attempting to
solve probability problems. While one student provided answers to the problems based
on his personal experience with the situation, other students sought key words within the
problem to prompt them to use a correct representation or formula, without evidence of
the student trying to interpret the problem. While most students recognized dependent
events, they encountered difficulty stating the probability of a dependent event due to
their weakness in basic counting principles to find the size of the sample space. For those
students who had not encountered probability problems before the first questionnaire,
some students were able to make connections between probability and percent. Finally,
other inexperienced students encountered difficulty interpreting the terminology
associated with the problems, solving the problem based on their own interpretations.Graduation date: 2003
20
Xing, Chenmu. « Effects of Diagrams on Strategy Choice in Probability Problem Solving ». Thesis, 2016. https://doi.org/10.7916/D85M65R0.
Résumé :
The role of diagrammatic representations and visual reasoning in mathematics problem solving has been extensively studied. Prior research on visual reasoning and problem solving has provided evidence that the format of a diagram can modulate solvers’ interpretations of the structure and concept of the represented problem information, and influence their problem solving outcomes. In this dissertation, two studies investigated how different types of diagrams influence solvers’ choice of solution strategy and their success rate in solving probability word problems. Participants’ solution strategies suggested that problem solvers tended to construct solutions that reflect the structure of a provided diagram, resulting in different representations of the mathematical structure of the problem. For the present set of problems, a binary tree or a binary table tends to steer solvers to use a sequential-sampling strategy, which defines simple or conditional probabilities for each selection stage and calculates the intersection of these probabilities as the final probability value, using the multiplication rule of probability. This strategy choice is structurally matched with the diagrammatic structure of a binary tree or a binary table, which represents unequally-likely outcomes at the event level. In contrast, an N-by-N (outcome) table steers solvers to use of an outcome-search strategy, which involves searching for the total number of target outcomes and all the possible outcomes at the equally-likely outcome level, and calculates the part-over-the-whole value as the final probability, using the classical definition of probability. This strategy is strongly cued by the N-by-N (outcome) table, because the table structure represents all equally-likely outcomes for a probability problem, and organizes the information so that the target outcomes can be seen as a subset embedded in the whole outcome space. When an N-ary (outcome) tree was provided, choices were split between the two solutions, because the N-ary tree structure not only cues searching for equally-likely outcomes but also organizes the problem information in a sequential-sampling, stage-by-stage way. Furthermore, different diagrams seem to be associated with different patterns of characteristic errors. For example, solving a combinations problem with an N-by-N table tended to elicit erroneous solutions involving miscounting those self-repeated combinations represented by the table’s diagonal cells as valid outcomes. Typical errors associated with the use of a binary tree involved incorrect value definitions of the conditional probability of the outcome of a selection. And the N-ary tree may lead to less successful coordination of all the target outcomes for the studied problems, because the target outcomes were dispersed in the outcome space depicted by the tree, thus not salient.
The findings support arguments (e.g., Tversky, Morrison, & Betrancourt, 2002) that in order to promote problem solving success, a diagrammatic representation must be carefully selected or designed so that its structure and content can be well-matched to the problem structure and content. And for computational efficiency, information should be spatially organized so that it can be processed readily and accurately. In addition to the implications for effective diagram design for problem solving activities, the findings also offer important insights for probability education. It is suggested that a variety of diagram types be utilized in the educational activities for novice learners of probability, because they tend to highlight different probability concepts and structures even for the same probability topic.
21
Broekmann, Irene Anne. « Culture, cognition and uncertainty : metacognition in the learning and teaching of probability theory ». Thesis, 2016. http://hdl.handle.net/10539/20977.
Résumé :
A Research Report submitted to the Faculty of Education, University
of the Witwatersrand, Johannesburg, in fulfilment of the
requirements for the degree of Master of Education by course-work
and research report.
Johannesburg, 1992This research report investigates the psychological dimensions in the learning and teaching of probability theory. It begins by outlining some problems arising from the author's own experience in the learning and teaching of probability theory, and develops a theoretical position using the Theory of Activity. This theory places education within the broad social context and recognises the centrality of affective aspects of cognition. [Abbreviated abstract. Open document to view full version]
22
Sibanda, Mlungisi. « Exploring a teacher's selection and use of examples in Grade 11 probability multilingual classroom ». Thesis, 2016. http://hdl.handle.net/10539/19344.
Résumé :
A research report submitted to the WITS SCHOOL OF EDUCATION, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of
Master of Science (Science Education).
Johannesburg 2015Using qualitative methods, this study reports on the selection and use examples in Probability by a teacher in a multilingual mathematics classroom where learners learn in a language which is not their first or home language. The study involved one teacher together with his Grade 11 multilingual class in a township school in Ekurhuleni South Johannesburg. Data was collected through audio-visual recording of four lessons. In addition two one-on-one semi-structured interviews were conducted with the teacher. Data was analysed using Rowland‘s (2008) categories of exemplification alongside Staples' (2007) conceptual model of collaborative inquiry mathematics practices. In the study it emerged that it is important for teachers to select examples by considering the context, ability of the example to be generalised, consistency in the use of symbols, syllabus requirements and accessibility. It also emerged that the selection of examples together with the accompanying mathematical practices has the potential to support or impede the learning of mathematics. In particular the findings revealed that the practice of ‗guiding the learners with the map‘ declines the cognitive level of examples and hence impedes learning. Code- switching and re-voicing were most frequently used practices seen in the findings with the use of code-switching encouraging full participation of the learners. The study recommends that methodology courses offered at tertiary institutions to pre-service teachers should include the selection, how to select or design and use examples in multilingual classrooms e.g. what constitutes a good example and how to maintain the cognitive level of an example. The study also recommends that more research needs to be done on effective mathematical practices that may be used to implement worked-out examples in multilingual classrooms.
23
Swenson, Karen A. « Middle school mathematics teachers' subject matter knowledge and pedagogical content knowledge of probability : its relationship to probability instruction ». Thesis, 1997. http://hdl.handle.net/1957/33752.
Résumé :
As a result of the calls for reform in mathematics education and the ever-changing nature of mathematics, today's teachers face the challenge of teaching unfamiliar content in ways that are equally unfamiliar. In view of this challenge, the purpose of this study was to investigate middle school teachers' subject matter and pedagogical content knowledge of probability and its relationship to the teaching of probability. The study also explored the nature of the instructional tasks and classroom discourse during probability instruction.
Case study methodology was used to examine the knowledge and practice of 4 middle school teachers. A pre-observation interview assessed the teachers' subject matter knowledge of probability. The teachers were then observed as they taught probability. Post-observation interviews further explored teacher knowledge and its relationship to teaching practice. Data sources included interview transcripts, observational field notes, video and audiotapes of classroom instruction, and written instructional documents. Individual case studies were written describing the teachers' background and probability instruction. Cross-case analyses compared and contrasted the cases in response to the research questions.
The results of this study indicate the teachers generally (a) lacked an explicit and connected knowledge of probability content, (b) held traditional views about mathematics and the learning and teaching of mathematics, (c) lacked an understanding of the "big ideas" to be emphasized in probability instruction, (d) lacked knowledge of students' possible conceptions and misconceptions, (e) lacked the knowledge and skills needed to orchestrate discourse in ways that promoted students' higher level learning, and (f) lacked an integrated understanding of the nature of the reform.
One teacher captured the essence of the reform effort in her probability instruction;
the other 3 teachers generally fell short of the goal despite their efforts to implement
aspects of the reform. Although students were actively involved in exploring probability
content through the use of games, simulations, and other hands-on instructional tasks, the
cognitive level of the tasks and discourse was limited by the nature of instruction.
The findings of this study have implications for mathematics education reform,
preservice teacher preparation, staff development, and curriculum development.Graduation date: 1998
24
Jin, Tiantian. « Effect on Superficial Variability of Examples on Learning Applied Probability ». Thesis, 2018. https://doi.org/10.7916/D8SN1NDB.
Résumé :
Learning through examples is a central and widely used instructional device for teaching mathematically-based subjects such as statistical probability. However, the applications of the superficial variability of examples remain controversial. This dissertation investigates how the superficial variability of multiple examples influences students' learning and transfer of probability problem-solving. Moreover, the author discovers whether content difficulty affects the influence of examples' superficial variability. Three conditions were developed and compared: consistent-surface condition (CS), varied-surface-within-rule condition (VSWR), and varied-surface-between-rule condition (VSBR). For the purpose of exploration and methodology improvement for the dissertation study, two pilot studies were conducted. However, conflicting results were shown in those two studies. In the first pilot study, students in CS condition performed the worst. In the second pilot study, students in VSBR condition performed the worst. These conflicting results encouraged the author, even more, to conduct the dissertation study with a larger sample size and improved methodology. In this dissertation study, the author found that students' performance on the posttests in VSBR was significantly worse than in the other two conditions, which was consistent with the second pilot study, and that their performance in CS and VSWR condition was not different. Contrary to expectation, the strength of the pattern of the effect of the superficial variability of examples did not vary between the easy and difficult types of problems. Moreover, the pattern was the same when the difficulty variable was not included. These results suggested that examples' superficial consistency between different problem types promotes more effective learning than superficial variation between different problem types. The consistency can be one single cover story used multiple times for each type of problem or the same battery of varied cover stories used repeatedly for different types of problem. Moreover, the pattern of the influence of superficial variability of examples is robust among types of the problem at varying difficulty levels.
25
Truran, John Maxwell. « The Teaching and Learning of Probability, with Special Reference to South Australian Schools from 1959-1994 ». 2001. http://hdl.handle.net/2440/37837.
Résumé :
The teaching of probability in schools provides a good opportunity for examining how a new topic is integrated into a school curriculum. Furthermore, because probabilistic thinking is quite different from the deterministic thinking traditionally found in mathematics classrooms, such an examination is particularly able to highlight significant forces operating within educational practice. After six chapters which describe relevant aspects of the philosophical, cultural, and intellectual environment within which probability has been taught, a 'Broad-Spectrum Ecological Model' is developed to examine the forces which operate on a school system. The Model sees school systems and their various participants as operating according to general ecological principles, where and interprets actions as responses to situations in ways which minimise energy expenditure and maximise chances of survival. The Model posits three principal forces-Physical, Social and Intellectual-as providing an adequate structure. The value of the Model as an interpretative framework is then assessed by examining three separate aspects of the teaching of probability. The first is a general survey of the history of the teaching of the topic from 1959 to 1994, paying particular attention to South Australia, but making some comparisons with other countries and other states of Australia. The second examines in detail attempts which have been made throughout the world to assess the understanding of probabilistic ideas. The third addresses the influence on classroom practice of research into the teaching and learning of probabilistic ideas. In all three situations the Model is shown to be a helpful way of interpreting the data, but to need some refinements. This involves the uniting of the Social and Physical forces, the division of the Intellectual force into Mathematics and Mathematics Education forces, and the addition of Pedagogical and Charismatic forces. A diagrammatic form of the Model is constructed which provides a way of indicating the relative strengths of these forces. The initial form is used throughout the thesis for interpreting the events described. The revised form is then defined and assessed, particularly against alternative explanations of the events described, and also used for drawing some comparisons with medical education. The Model appears to be effective in highlighting uneven forces and in predicting outcomes which are likely to arise from such asymmetries, and this potential predictive power is assessed for one small case study. All Models have limitations, but this one seems to explain far more than the other models used for mathematics curriculum development in Australia which have tended to see our practice as an imitation of that in other countries.Thesis (Ph.D.)--Graduate School of Education and Department of Pure Mathematics, 2001.
26
Truran, J. M. (John M. ). « The teaching and learning of probability, with special reference to South Australian schools from 1959-1994 ». 2001. http://web4.library.adelaide.edu.au/theses/09PH/09pht872.pdf.
27
Hu, Hsiu-Ping, et 胡秀萍. « A study of Methods of Calaulating Ruin Probabilities ». Thesis, 2001. http://ndltd.ncl.edu.tw/handle/63686678602538067763.
28
Ramsey, Scott Douglas. « The extinction probabilities of nuclear assemblies : a sensitivity study / ». 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3363067.
Résumé :
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009.Source: Dissertation Abstracts International, Volume: 70-06, Section: B, page: 3759. Adviser: Roy A. Axford. Includes bibliographical references (leaves 309-311) Available on microfilm from Pro Quest Information and Learning.
29
Awuah, Francis Kwadwo. « Grade 12 learner's problem-solving skills in probability ». Thesis, 2018. http://hdl.handle.net/10500/25585.
Résumé :
This study investigated the problem-solving skills of Grade 12 learners in probability. A total of 490 Grade 12 learners from seven schools, categorised under four quintiles (socioeconomic factors) were purposefully selected for the study. The mixed method research methodology was employed in the study. Bloom’s taxonomy and the aspects of probability enshrined in the Mathematics Curriculum and Assessment Policy Statement (CAPS) document of 2011 were used as a framework of analysis. A cognitive test developed by the researcher was used as an instrument to collect data from learners. The instrument used for data collection passed the test of validity and reliability. Quantitative data collected was analysed using descriptive and inferential statistics and qualitative data collected from learners was analysed by performing a content analysis of learners’ scripts. The study found that the learners in this study were more proficient in the use of Venn diagrams as an aid in solving probability problems than in using tree diagrams and contingency tables as aids in solving these problems. Results of the study also showed that with the exception of Bloom's taxonomy synthesis level, learners in Quintile 4 (fee-paying schools) had statistically significant (P-value < 0.05) higher achievement scores than learners in Quintiles 1 to 3, (i.e. non-fee-paying schools) at the levels of knowledge, comprehension, application, analysis and evaluation of Bloom’s taxonomy.
Contrary to expectations, it was revealed that the achievement of the learners in probability in this study decreased from Quintile 1 to Quintile 3 in all but the synthesis level of Bloom's taxonomy. Based on these findings, the study argued that the quintile ranking of schools in South Africa may be a useful but not a perfect means of categorisation to help improve learner achievement. Furthermore, learners in the study demonstrated three main error types, namely computational error, procedural error and structural error. Based on the findings of the study it was recommended that regular content-specific professional development be given to all teachers, especially on newly introduced topics, to enhance effective teaching and learning.Mathematics Education
Ph. D. (Mathematics, Science and Technology Education)
30
Shay, Kathleen B. « Tracing middle school students' understanding of probability a longitudinal study ». 2008. http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.17569.
31
Chou, Yen-Hsi, et 周彥希. « A Study on the Ruin Probabilities for the Cramér-Lundberg Model ». Thesis, 2017. http://ndltd.ncl.edu.tw/handle/j4vjn6.
Résumé :
碩士國立中央大學
數學系
105
The main objects of our study is to consider the risk processes in insurance and to discuss their ruin probability. When it comes to the short term risk model, we show some examples and briefly discuss how the theorems from probability theory can be used to perform analysis. For the long term risk model, we discuss the Cramér-Lundberg Model, in which we are interested in the ruin probability and the distribution of the loss when a ruin occurs. Two methods are given to calculate the ruin probability. Also, we introduce the idea of aggregate loss for the study of risk process, which can be used to do the analysis from another point of view. In the first two sections, we briefly discuss the utility function and give a review of the basic probability theory.
32
Li, Zhaoyu. « Complexity of probabilistic inference in belief nets--an experimental study ». Thesis, 1990. http://hdl.handle.net/1957/37963.
Résumé :
There are three families of exact methods used for probabilistic inference in
belief nets. It is necessary to compare them and analyze the advantages and
the disadvantages of each algorithm, and know the time cost of making
inferences in a given belief network. This paper discusses the factors that
influence the computation time of each algorithm, presents the predictive model
of the time complexity for each algorithm and shows the statistical results of
testing the algorithms with randomly generated belief networks.Graduation date: 1991
33
Massah, Mozhdeh. « Convergence of Large Deviations Probabilities for Processes with Memory - Models and Data Study ». 2018. https://tud.qucosa.de/id/qucosa%3A33763.
Résumé :
A commonly used tool in data analysis is to compute a sample mean. Assuming a
uni-modal distribution, its mean provides valuable information about which value
is typically found in an observation. Also, it is one of the simplest and therefore
very robust statistics to compute and suffers much less from sampling effects of
tails of the distribution than estimates of higher moments.
In the context of a time series, the sample mean is a time average. Due to correla-
tions among successive data points, the information stored in a time series might
be much less than the information stored in a sample of independently drawn data
points of equal size, since correlation always implies redundancy. Hence, the issue
of how close the sample estimate of a time average is to the true mean value of the
process depends on correlations in data. In this thesis, we will study the proba-
bility that a single time average deviates by more than some threshold value from
the true process mean. This will be called the Large Deviation Probability (LDP),
and it will be a function of the time interval over which the average is taken: The
longer the time interval, the smaller will this probability be. However, it is the
precise functional form of this decay which will be in the focus of this thesis. The
LDP is proven to decay exponentially for identically independently distributed
data. On the other hand we will see in this thesis that this result does not apply
to long-range correlated data. The LDP is found to decay slower than exponential
for such data. It will be shown that for intermittent series this exponential decay
breaks down severely and the LDP is a power law. These findings are outlined in
the methodological explanations in chapter 3, after an overview of the theoretical
background in chapter 2.
In chapter 4, the theoretical and numerical results for the studied models in chapter
3 are compared to two types of empirical data sets which are both known to be long-
range correlated in the literature. The earth surface temperature of two stations
of two climatic zones are modelled and the error bars for the finite time averages
are estimated. Knowing that the data is long-range correlated by estimating the
scaling exponent of the so called fluctuation function, the LDP estimation leads
to noticeably enlarged error bars of time averages, based on the results in chapter
3.
The same analysis is applied on heart inter-beat data in chapter 5. The contra-
diction to the classical large deviation principle is even more severe in this case,
induced by the long-range correlations and additional inherent non-stationarity.
It will be shown that the inter-beat intervals can be well modeled by bounded
fractional Brownian motion. The theoretical and numerical LDP, both for the
model and the data, surprisingly indicates no clear decay of LDP for the time
scales under study.
34
Po-HsienChung et 鐘柏顯. « A Study on the Effects of Dry-Wet Transition Probabilities on Hydrological Characteristics under Climate Change ». Thesis, 2013. http://ndltd.ncl.edu.tw/handle/38358448303731764703.
Résumé :
碩士國立成功大學
水利及海洋工程學系碩博士班
101
This study first find the dry-wet transition probabilities (DWTPs) in our study area have increasing/decreasing trends with time based on the statistical tests during baseline period. That may imply it is necessary to consider the future DWTPs into the weather generator (WGs) when applying WGs for projecting future rainfalls. Therefore, this study try to develop a WG with the ability of considering DWTPs under climate change conditions (called“the modified WG”hereafter). Modified WG is further used to assess the effects of dry-wet transition probabilities on hydrological characteristics under climate change. Three methods, including random forests, discriminate analysis and support vector machine are applied to develop dry/wet-day classification models. The best one among the three classification models is chosen to derive the future DWTPs. Besides, the mean monthly rainfall is required to be the input of WG for rainfall projection. Therefore, the rainfall regression models were built by the methods of random forests, linear regression and support vector regression. The best regression result is to be the input of WG for rainfall projection. To investigating the effects of DWTPs on hydrological characteristics under climate change, the differences of future rainfall projection and inflow were compared between the modified and conventional WGs. The analysis results show that the random forests has the best performances in classification and daily rainfall regression. Based on the analysis of DWTPs and monthly mean rainfall, the difference of rainfall between the dry and wet seasons during the future period could be more significant than during the baseline period. Future rainfall projection with low rainfall intensity has no difference between the modified and conventional WGs, but the difference of extreme rainfall between two WGs is significant and dependent on model of GCM. The future reservoir inflow between dry and wet seasons could be more significant than those of baseline period. The modified WG show a larger difference between the dry and wet seasons than conventional WG.
35
Ju, Liang-Yuan, et 朱良元. « A Study of Exact Noninferiority Tests Based on Ratio of Marginal Probabilities for Matched-pair Data ». Thesis, 2010. http://ndltd.ncl.edu.tw/handle/93878766784448400805.
Résumé :
碩士國立中央大學
統計研究所
98
To that for the non-inferiority of superiority of a new treatment relative to the standard based on binary matched pairs data, the lower or upper bond for the difference between the two probabilities of success is usually constructed. In this article, we consider that for the non-inferiority of a new treatment relative to the standard the approximate upper bond for the ratio between the two probabilities of success and modify these approximate upper confidence bounds for the ratio of the two probabilities according to the Buehler method. Therefore, we obtain these exact upper confidence bounds for the ratio that can be applied to testing for the non-inferiority and superiority. Moreover, the modified confidence bounds are all better than the original ones for holding their confidence levels. Finally, we demonstrate the application of the propose confidence bounds based on a numerical data set.
36
Nasejje, Justine. « Application of survival analysis methods to study under-five child mortality in Uganda ». Thesis, 2013. http://hdl.handle.net/10413/10211.
Résumé :
Infant and child mortality rates are one of the health indicators in a given community or country. It is the fourth millennium development goal that by 2015, all the united nations member countries are expected to have reduced their infant and child mortality rates by two-thirds. Uganda is one of those countries in sub-Saharan Africa with high infant and child mortality rates and therefore has the need to find out the factors strongly
associated to these high rates in order to provide alternative or maintain the existing interventions. The Uganda Demographic Health Survey (UDHS) funded by USAID, UNFPA, UNICEF, Irish Aid and the United kingdom government provides a data set which is rich in information. This information has attracted many researchers and some of it can be used to help Uganda monitor her infant and child mortality rates to achieve the fourth millennium goal. Survival analysis techniques and frailty modelling
is a well developed statistical tool in analysing time to event data. These methods were adopted in this thesis to examine factors affecting under-five child mortality in Uganda using the UDHS data for 2011 using R and STATA software. Results obtained by fitting the Cox-proportional hazard model and frailty models and drawing inference using both the Frequentists and Bayesian approach showed that, Demographic factors
(sex of the household head, sex of the child and number of births in the past one year) are strongly associated with high under-five child mortality rates. Heterogeneity or unobserved covariates were found to be signifcant at household but insignifcant at community level.Thesis (M.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.
37
LIN, TSAI CHIA, et 蔡佳霖. « The study of Fairy tale teaching and Affective teaching ». Thesis, 2007. http://ndltd.ncl.edu.tw/handle/asefrz.
Résumé :
碩士國立臺東大學
兒童文學研究所
95
Abstract This study aimed to use the fascinating contexts, novel imaginations, diverse themes, and harmonious atmospheres of fairy tales to attract students to read fairy tales and cultivate their interest in reading. Through the design of reading instructions, it was expected that students could experience the truthfulness, goodness, and beauty of fairly tales through reading discussions and further integrate the affective issues in life to cultivate their abilities of understanding, discussing, and solving problems. This study conducted the teaching activity of fairy tale reading on the basis of the concept and spirit of action research. The fifth grade students taught by the researcher were selected as research subjects. Eight fairy tales included in the Fairy Tale Collection published by Youth Cultural, including Hold Hands Blacky, Quest for the Giant of the Heart, The Quarrel over Clothes, Straw man Kaka, The Beautiful Duck, The Little Red, Little Muggins, and The Happy Pig were selected as reading materials. The reading discussion model was adopted. Affective issues were incorporated, and four subjects, including Discover Yourself, Everyone Has His Place, Challenge the Difficult, and To Help is the Best Enjoyment, were designed. According to group discussion, questions, learning, and response of students, as well as the instructor’s observation and reflection, the instructional method was adjusted at all times to derive the most effective instructional and guiding method. In the research process, it was discovered that the rich storyline and vivid descriptions of fairy tales, if proper instructed, can indeed improve children’s interest in reading. Besides, the portrayal of local fairy tales is also close to children’s life experiences, so they are materials suitable for affective education. Based on the problems encountered in the teaching process and the research findings, this study also provided suggestions and references for follow-up educators and researchers, hoping that follow-up educators and researchers could make a more in-depth investigation in issues related to “fairy tale teaching” and “reading and affection”.
38
Lee, Yi-Ju, et 李宜儒. « A study of job performance, teaching self-efficacy, teaching enthusiasm and teaching willing ». Thesis, 2006. http://ndltd.ncl.edu.tw/handle/80373696449052033589.
39
Kuo, Chia-Hsien, et 郭佳憲. « The Dynamic Analysis of Implied Default Probabilities and Recovery Ratios : A Case Study of Lehman Brothers Bankruptcy ». Thesis, 2009. http://ndltd.ncl.edu.tw/handle/67043590756203831148.
Résumé :
碩士國立高雄第一科技大學
金融理財研究所
97
In this paper, dynamic analysis approach is applied to study the variation of implied default probabilities and recovery ratios in risk neutral way when Lehman Brothers declare bankruptcy from the period of 2007-2008 as the breakpoint. Based on the reduce-form model of modified by Andritzky (2005) , this approach divides bonds of Lehman Brothers into four groups classified by different priority claims and assumes that the recovery ratios are exogenous and endogenous respectively for study restrictions in order to compare the difference of implied default probabilities and recovery ratios under different conditions. The empirical results show that transitions of parameters in model matching the credit events aroused by Lehman Brothers allow the period analysis into four levels. The bonds with lower priority claims change the default probabilities larger in early times; the long-term cumulative default probabilities have effects of parameters in model with significance than the short-term. Under the assumption of endogenous recovery ratios, the default probabilities fluctuates obviously than exogeneity and the theoretical value of the model is closer to market value. The expected recovery ratios are above 80% in the initial period to an average of 10% after default.
40
Ko, Hsiao-Han, et 柯曉涵. « The study of ovarian carcinoma gene regulatory mechanism based on the shortest path algorithm and conditional probabilities ». Thesis, 2010. http://ndltd.ncl.edu.tw/handle/60421200159831912039.
Résumé :
碩士國立中興大學
基因體暨生物資訊學研究所
98
In the current cancer research field, microarray is one of the most commonly used tools. It has the advantage of containing a large amount of data, which helped us in recording gene expressions in cancer and comparing the difference between normal cells and cancer cells. However, contemporary cancer research does not have a positive definition in how to analyze the microarray data. In this essay, we utilize the microarray data from the carcinoma cancer as primary sample. And we apply statistical methods and mathematical calculations to establish a diseases analyzing model. At first, we use principal component analysis to process the pre-selected data. Then we use ANOVA to select the genes with significant expression differences to be our target genes. Finally we use supervised learning method to evaluate the accuracy of classification. If the accuracy of target genes is higher than the threshold we set, we apply Dijkstra algorithm and Bayesian theorem to construct the gene regulatory network for these genes. It can provide the researchers with a better understanding in the functionality and regulated directions of these genes. This analytical model helps to reduce the number of incorrect attempts and cut down the time which has to be spent in experiments. This model can analyze complicated cancer expression data, and it can also be useful in researches for other diseases. In prospect, this analytical method can be used in medicine development, for discovering more efficient treatments.
41
I, CHANG KUANG, et 張廣義. « A study of teaching-relevant capitals , teaching belief、classroom management strategies and teaching performances ». Thesis, 2006. http://ndltd.ncl.edu.tw/handle/09169346969852965671.
Résumé :
博士國立屏東教育大學
教育行政研究所
94
A study of teaching-relevant capitals , teaching belief、 classroom management strategies and teaching performances. Abstract The main purpose of this study was to analyze the current situations about elementary school teachers’ teaching-relevant capitals , teaching belief、classroom management strategies and teaching performances . In addition , a path correlation model about teaching performances based upon some relevant theories and research findings was constructed in this study . To try to explore the causes of teaching performance was another purpose of this study. The main research method was questionnaire survey , and empirical data was collected by 〝Teaching Performances Scale〞.1390 subjects from four different administrative regions were sampled by two-stage random sampling , and 1173 valid questionnaires were collected. The data obtained in this study were statistically analyzed by item-analysis , factor analysis , reliability analysis , t-test , one-way ANOVA , Pearson product-moment correlation and stepwise multiple-regression. In addition , LISREL8.51 and AMOS 5.0 were used to test the fit of the path correlation model in this study. The analysis of the data revealed the following main findings: (1) The mean of teaching-relevant capitals , teaching belief、classroom management strategies and teaching performances was considerably high. (2) The teacher with different background variables have significantly difference in teaching-relevant capitals , teaching belief、classroom management strategies and teaching performances. (3) There are significant correlations between these main variablies. (4) The teaching performances of elementary school teachers can be predicted by the main factors of teaching-relevant capitals , teaching belief、classroom management strategies. (5) The path correlation model about teaching performance was fit . According to the major findings , the main research suggestions as follows: (1) School organization should create a trustworthy campus circumstance and encourage teachers design curriculum based upon teaching needs and learners’ life experiences. (2) Teachers should consider and respect the individual differences between students .In addition , team teaching , positive classroom management strategies and multiple evaluation are efficient strategies for promoting teaching performances. (3) Further research should use Delphi technique to develop questionnaire or try to take outlier study to analyze some characteristic teachers. In addition, further research should consider some important variables such as communicative strategies, adjustment strategies and teaching efficacy. Keyword：Teaching-relevant capitals （social capital, cultural capital and human capital）, Teaching belief , Classroom management strategies, Teaching performances , Structural equation modeling(SEM).
42
林伯杰. « A study of augmented reality on language teaching – A case study of elementary English teaching ». Thesis, 2009. http://ndltd.ncl.edu.tw/handle/84688056232480556651.
Résumé :
碩士國立彰化師範大學
數位內容科技與管理研究所
97
As English becoming a global language, English learning is becoming more and more important to people. The reform of Nine-Year Curriculum recommends that third-grade instruction design should include English learning. The ministry of education also suggests integrating IT (Information Technology) into instruction to provide students with various and effective learning approaches. This study attempts to examine the effect of English learning progress of young English learners by using the CAI (Computer Assisted Instruction) system. This study investigates the feasibility of AR CAI system on English vocabulary learning by developing an AR system and designing an English course for the system. The subjects were composed of 85 third grade students from an elementary school in central Taiwan. The subjects were divided into AR supported instruction, traditional instruction and control group. The instruction lasted for three weeks. The English test results of the students using AR CAI system were significantly better than those using traditional English teaching method. Also, students of highest and lowest English proficiency group showed significant progress in test results. Furthermore, the learning effectiveness of children using AR showed no gender difference. Based on the results, constructive suggestions were proposed for schools, teachers and future researchers.
43
Wu, Syuan-Yi, et 吳軒億. « A Study of the University Teaching Excellence Program and Teaching Quality ». Thesis, 2010. http://ndltd.ncl.edu.tw/handle/65028954480675732108.
Résumé :
碩士國立臺灣師範大學
教育政策與行政研究所
98
The purposes of this study were to explore the relationship and current situation between the university teaching excellence program and teaching quality, and to analyze the difficult positions and coping strategies of implementing the university teaching excellence program. Based on the findings and conclusions of this study, suggestions were given to policy makers, universities and future studies for reference. In order to achieve the purposes of this study, the methods adopted for this study included a documentary analysis and an interview with 13 study participants included policy makers, unit charges, and scholars who related to the university teaching excellence program. The nature of this study was a qualitative approach. According to the findings of this study, conclusions were synthesized as follows: 1.The implementation of the university teaching excellence program and context and current situation of promoting teaching quality were necessary relationship. Supports of policies and environments were key conditions. 2.The notion of planning the university teaching excellence program were improved the basic teaching mechanisms in the beginning, and developed the teaching characteristics and sustainable management at the end. 3.The indexes of the university teaching excellence program were fit the basic connotations of teaching quality, but lacked of teaching outputs, characteristics and qualitative indexes. 4.Shaping supports of external environments, high-grade leaders’ visions and commitments, and members’ ability and consensuses were key influential factors of implementing the university teaching excellence program. 5.The implementation of the university teaching excellence program were benefited the restructuring of organizational structure and changing of organizational culture. 6.The main difference between public and private universities’ performance was the distinction of organizational climate and culture. 7.The universities received subsidies or not didn’t reflect the degree of teaching quality necessarily. 8.The basic teaching mechanisms and institutions had been greatly improved at the present time. But the opinions about comprehensive promoting teaching quality were different. 9.There were six difficult positions of implementing the university teaching excellence program, including unit members lacked of stability and specialization and so on. 10.In response to above difficult positions, there were six coping strategies of implementing the university teaching excellence program, including decreased the unstable feeling of unit members and offered on-the-job training and so on. Based on the findings and conclusions of the study, suggestions were made for policy makers, universities, and future studies concerned.
44
Yen, Yi-Sian, et 顏儀嫻. « A Study on Ballet Teachers' Teaching Beliefs and Effective Teaching Behaviors ». Thesis, 2011. http://ndltd.ncl.edu.tw/handle/90757172063105814585.
Résumé :
碩士中國文化大學
舞蹈學系
98
Abstract The main objective of this research is to perform current status and correlation study between the teaching belief and effective teaching behavior of the ballet teacher of the dancing school in Taipei district. In this research, “survey method” is adopted, and the ballet teachers in the dancing schools in Taipei District are used as research targets, meanwhile, “purposive sampling” and “snowball sampling” methods are adopted. The formal samples under test were one hundred thirty-five subjects, the actually acquired effective samples are 130, and effective return rate of 96.3% is obtained. The research tools include: “personal background information survey table”, “teaching belief scale”, “effective teaching behavior scale”, and “interview outlines”. Data analysis methods include: frequency distribution, percentage, mean, standard deviation, independent sample T test, one-way ANOVA, Scheffé method, Pearson Product-Moment Correlation Coefficient, and Multiple Regression Analysis. The conclusions of this research are as followed: I. The current status of “teaching belief” and “effective teaching behavior” of ballet teacher of dancing school in Taipei district. 1. The entire “teaching belief” of ballet teacher tends to be in aggressive and positive situation; among them, the “teaching belief” of “teacher and student relationship” perspective is the most aggressive and positive one. 2. The “effective teaching behavior” tends to be in prime condition; among them, “effective teaching behavior” of “class operation” repeated has the best performance. II. The differences among “personal background factor”, “teaching belief” and “effective teaching behavior”. 1. “Teaching belief” has significant difference due to difference in “age” and “marital status”. Among them, the entire “teaching belief” of teachers in the age range of “31~40 years old” is more aggressive and positive as compared to that of teachers in the age range of “below 30 years old”; the entire “teaching belief” of “married” teacher is more aggressive and positive than that of the “unmarried” one. 2. Among them, teachers of the age range “31~40 years old” and “41~50 years old” show superior entire“ effective teaching behavior” to that of teachers of age “below 30 years old”; “married” teachers show superior“ effective teaching behavior” to that of “unmarried” teachers. III. There is significant and high positive correlation between “teaching belief” and “effective teaching behavior”, that is, when the “teaching belief” of ballet teacher becomes more aggressive and positive, the “effective teaching behavior” becomes better. IV. The ballet teachers in dancing school in Taipei district, in “age”, “teaching years of experience” and “entire teaching belief”, can effectively predict the “entire effective teaching behavior”. Among them, three factors can predict 57% variance of “entire effective teaching behavior” of the ballet teacher. According to the research results and conclusions of this research, in ballet teacher aspect, we suggest that “ballet teacher” should emphasize on the training of basic dancing skill and should incubate students’ strict learning attitude through mutual assistance and teaching experience sharing. In teaching related department aspect, we suggest that “education related departments” should increase the advanced study channel for ballet teachers, open pre-job training in ballet curriculum, provide more related sources such as ballet teaching books and videos and sponsor ballet dancing exhibition so that students can have good learning performance. Key words: Taipei district, ballet teacher, teaching belief, effective teaching behavior
45
Huang, Hsuan-Jung, et 黃楦容. « A Case Study of Teacher’s Teaching Style for the Aesthetic Teaching ». Thesis, 2012. http://ndltd.ncl.edu.tw/handle/20927636072786171548.
Résumé :
碩士國立臺北教育大學
課程與教學研究所
100
This study aimed to explore teacher’s teaching style for the aesthetic teaching, and to analyze the aesthetic experience of students. In order to understand deeply for the teacher’s teaching style and the aesthetic experience of students from the learning process, this study adopt case study. Data are collected through observing, interviews and document analysis. Furthermore, triangulation is used to check the data. The results can be summarized as following: I.The ways and connotations of aesthetic experience that teachers and students create with the different teachers’ teaching styles. i.The teacher who is more “student center-life experience oriented” is teaching with student-centered. The teacher guide students to interact with the environment in specific situations, and to feel and reflect from the operation and experience. Besides, the teacher guide the students to find problems and solve them, so that they can enjoy the self-sufficiency feeling after they accomplished the activities. ii.The teacher who is more “teacher center-life experience oriented” often lead students to discuss, and transform the teaching materials to fit for students' cognitive development and life experience. Besides, The teacher guide students to discover and to understand the subject knowledge and cognitive structure deeply through thinking, discussing, arguing and clarifying, so that the students can feel the beauty of the admirable. II.The common elements of aesthetic experience that teachers and students create with the different teachers’ teaching styles. To create a relaxed, warm, harmonious, and free dialogue learning atmosphere positively. And to teach through the flexible teaching objectives, the diversity of teaching methods, and wonderful teachers and students conversations. To guide students learning through asking questions and discussing to challenge students’ ideas. Then make students enjoy the self-sufficiency feeling through the practical problem-solving process. According to the conclusions, the following suggestions might be provided: I.For teachers: Teachers should understand the subject knowledge and pedagogical content knowledge deeply to transform the subject materials to link with students’ life experience. Create a relaxed and comfortable atmosphere in the classroom so that students can interact and talk with teacher freely. Then teachers should combine personal professional specialty and interest to shape the individual teaching style. II.For future researches: Try to compare and analyze the different cases of the same grade and the same subject, to get to the bottom of the relationship between the teacher’s teaching style and the aesthetic experience of students in the classroom.
46
wen, Feng Hsiu, et 馮雯. « The Study of Elementary School Teachers''''Teaching Beliefs and Teaching Efficiencyes ». Thesis, 2002. http://ndltd.ncl.edu.tw/handle/25867401804766784604.
Résumé :
碩士國立屏東師範學院
國民教育研究所
90
The Study of Elementary School Teachers''Teaching Beliefs and Teaching Efficiencyes Abstract The purpose of this study is fivefold: to have a better understanding of the teaching beliefs and efficiency of the teachers in Kaohsiung’s elementary schools; to explore what teachers’ backgrounds will pull out from their teaching beliefs; to study how teaching belief and teaching efficiency are related; and to see if teaching belief could predict efficiency. 630 Kaohsiung city teachers were surveyed by answering a questionnaire edited and given by the author, in which a profile of the relationship between belief and efficiency could be determined as the average and standard deviation have been counted. The data of the relationship are collected using t-test, one-way variance analysis, followed by Scheff’s multiple comparison if the test result reaches a high level, and then Person’s product-moment correlation method is applied to see whether belief and efficiency are apparently related to each other, the last step is to use Stepwise multi-regression analysis method to parse whether teaching belief of all kinds can foresee integrated as well as stratum-based teaching efficiency. Conclusion 1. Though the teachers’ teaching beliefs are improving steadily, their willingness and beliefs towards community participation needs improvement. 2. Their teaching efficiency is half way from perfect. The study also shows that there is still room for improvement in the following two areas: teacher’s “ self-efficiency” and “adjustment to environment.” 3. Teaching years, additional jobs other than teaching, and school size are influential in their teaching beliefs. Senior teachers, school deans, and middle-size school teachers are among those with the most progress-inclined teaching beliefs. 4. Teaching years, additional jobs other than teaching , and school size are influential factors to teaching efficiency. Senior teachers, middle-size school teachers teach most effectively than others who are not senior and in the middle-size school. 5. The teacher whose teaching belief is prone to progress teaches more efficiently than the one whose teaching belief is conventional. 6. There is an apparent elationship between teaching bewief and teaching efficiency; the former affects the latter. 7. Teaching belief can interpret and predict teaching efficiency. Implications and Suggestions 1.The administration of education should: （1） elaborate on letting teachers form common sense on educational reforms and adjust their beliefs that we are going to have a better education coming up. （2） control school size, because a middle-size school helps its teachers participate in community activities. 2.The institute which offers educational programs to would-be teachers should: （1） have a strong a grip on the content of educational reforms, and materialize would-be teachers’ training programs. （2） engaging both teaching and internship,enforting the progression-inclined beliefs to upgrade efficiency. 3.The school administration should: （1） offer up-to-date information of education, and integrally plan and offer teachers teaching resources. （2） change teachers’ intellectual models, and build up learning-style institutes and teaching teams. （3） have a sound administrative operation, assist teachings, and remove factors that deter them from teaching more effectively. （4） reshape teachers’ new images, hold seminars and encourages them to go advanced studies. 4.The teacher should: （1） understand his or her hidden teaching beliefs through the feedbacks from the students’ parents. （2） frequently reflect him- or herself, and then correct the beliefs through the reflections. （3） walk out of the myth of the classroom kingdom, reinforce the cooperative connection with parents, and interact with the community. （4） fulfill progress-inclined beliefs, and strengthen professional knowledge and skills, so as to increase teaching efficiency. （5） encourage colleagues learn from one another, so that senior teachers could pass on their experiences.
47
PENG, WAN-TING, et 彭琬婷. « Action Study of Mandarin Remedial Teaching by The Reciprocal Teaching Method ». Thesis, 2016. http://ndltd.ncl.edu.tw/handle/12731010976821569641.
Résumé :
碩士中華大學
科技管理學系
104
The purpose of this study is to investigate the Mandarin remedial teaching by using reciprocal teaching method against 5th grade students to see if it could help low-achieving students on Mandarin improve their reading ability and also have better performance on other subjects. In this study, six students who need remedial teaching were selected as study subjects. The study lasted fifteen weeks, two lessons after school on every Thursday, totally thirty lessons. The researcher used Qualitative Research Method to analyze teaching journal, observations, student interview, and teaching reflection in order to investigate the performance of Mandarin remedial teaching using reciprocal teaching method against 5th grade students. The main results were summarized as follows： 1.Low-achieving students on Mandarin had significant improvement after reciprocal teaching. 2.Reciprocal teaching can improve the reading ability of low-achieving students on Mandarin. 3. Reciprocal teaching can also help them have better performance on other subjects. 4.Low-achieving students started to like reading after their reading ability were improved. 5.In the four strategies of reading: “Predicting” “Questioning” “Clarifying Doubt” and “ Summary”, most of the students think “Predicting” and “Questioning” are easier to be applied in reading while “Summary” is more difficult. “Clarifying Doubt” is applied most often.
48
鄭景云. « A Study on The Elementary Teachers’ Teaching Attitudes,Teaching Beliefs ,And Teaching Behaviors Toward Number Sense ». Thesis, 2008. http://ndltd.ncl.edu.tw/handle/50613538650941888891.
Résumé :
碩士臺北市立教育大學
數學資訊教育學系碩士班
96
The goal of this study was to investigate understanding of the elementary school teachers’ teaching attitudes, teaching beliefs, and teaching behaviors toward number sense. Questionnaires, interviews and classroom observation were adopted as the major research instruments in this research. The questionnaire instrument of this study was related to elementary school teachers’ teaching attitudes towards the number sense. The conclusions are as follows: 1. The attitudes toward number sense of the elementary school teachers possessed positive tendency. 2. The elementary school teachers’ teaching beliefs had the difference on account of teaching attitudes. 3. The elementary school teachers’ teaching attitudes towards the number sense accords with teaching behaviors. 4. The elementary school teachers’ teaching beliefs towards the number sense accords with teaching behaviors. Based on the findings, this study makes suggestions for teacher, school, teacher education, and the future study.
49
Tsai, Feng-chih, et 蔡鳳芝. « A Study of Preservice Teachers'' on Teaching Beliefs and Teaching Reflective Behavior During Teaching Practicum Courses ». Thesis, 2005. http://ndltd.ncl.edu.tw/handle/48478833776833430151.
Résumé :
碩士國立中山大學
教育研究所
93
The major purpose of this study is to explore the preservice teachers’ teaching beliefs, its influential factors and teacher belief changes after teaching practicum courses and teaching reflection. There are two main purposes of this study: (1)To explore preservice teachers’ teaching beliefs and its influential factors. (2)To explore preservice teachers’ teaching reflection during teaching practicum courses. For achieving the above purposes of the study, it took one semester to collect data and interviews for exploring teaching beliefs, classroom observation, microteaching, field experiences and teaching reflection and analyzing preservice teachers’ teaching beliefs, influential factors and teaching reflection in concept mapping, assignments and interviews. The final provides some suggestions for teaching professional growth and the improvement of teacher education. The results indicated that preservice teacher’s teaching beliefs are through single to diversification and progress substitute for traditions in the varied age. After a series of teaching practicum courses, teaching beliefs cannot practice teaching behavior. There are three main factors: (1)The classroom observation: according to mentor’s pedagogy, it is back to traditional teaching. (2)The external factor: under the pressure of obtaining high degrees, on the basis of the premise that the grade of the student was improved results in a learning instruction style which teachers are active but the students are passive. (3)The internal factor: unfamiliar teaching experience and lack of professional knowledge result in differences between teaching beliefs and teaching behaviors. Reflective behavior of the preservice teacher has three stages: (1)The optimistic teaching beliefs for field experiences: to understand curriculum planning is difficult. (2)Unexpected problems in field experiences: even though preservice teachers understand the problem in confused classroom, they can not improve their teaching behaviors immediately. (3)Face to reality situation of teaching on field experiences: preservice teachers are conscious of curriculum planning imperfect , lack of explanation ability , to “guess” students’ prior knowledge, lack of the ability of classroom management and professional knowledge for teaching.
50
Huang, Hsiao-Chun, et 黃筱珺. « A Case Study on the Teaching Belief,Teaching Behavior and Teaching Reflection of Wushu Sports Coach ». Thesis, 2018. http://ndltd.ncl.edu.tw/handle/95wk3j.