Дисертації: "Concept learning Evaluation"

1

Davenport, Glen. "The Reliability of the Force and Motion Conceptual Evaluation." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/DavenportG2008.pdf.

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2

Hunniford, Thomas J. C. "Generating artificial data for the evaluation of concept learning algorithms." Thesis, University of Ulster, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284858.

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3

Thompson, Angela D. Clark. "Re-Imagining the Learning Model| A Concept Analysis of Competency-Based Education." Thesis, Frostburg State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10636447.

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Competency-based education (CBE), a learning model focused on demonstrated proficiency in well-defined competencies rather than on the amount of time students spend in the classroom, influenced niche higher education markets in the United States for decades. However, the lack of a consensus definition limited CBE’s widespread acceptance by the traditional academic community. In the early 21st century, concerns about accessibility and affordability led to renewed interest in and experimentation with CBE models in higher education. Despite this resurgence of interest, defining CBE as a concept remained problematic and underscored the need to clarify the conceptual use and understanding of CBE. Settings for the research included the ERIC online library, resource libraries of three national CBE initiatives, and official policymaker websites. Rodgers’ evolutionary approach to concept analysis, emphasizing the evolution of concepts, shaped the research design of this qualitative study. Documents published in 1973–1983 and 2005–2015, 2 eras of intense postsecondary CBE experimentation, comprised the purposive sample. Using the described method, CBE characteristics were categorized in stakeholder and temporal contexts and common characteristics identified. Although this study confirmed a lack of consensus definition, it also revealed three characteristics fundamental to CBE. At its’ core, CBE is a learning model with (a) explicitly stated competencies; (b) progression determined by demonstrated performance; and (c) an individualized instruction framework well suited to mature learners with life and work experience beyond school. These core characteristics support an adaptable framework providing a foundation for CBE’s enduring presence in the higher education landscape of the United States in the 20th and 21st centuries.

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4

Chittleborough, Glen. "An evaluation of student learning during a tertiary bridging course in chemistry." Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/316.

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A new one-semester tertiary bridging course in chemistry was designed with constructivist concept-learning as a major aim. This aim was monitored by Concept Learning Test Sequences (CLTSs), developed for each of ten fundamental chemical concept-clusters, selected from ten theory-practical work-units of an expressly written book. The concept-clusters were: density, mixture/compound, structure/bonding, base/salt, redox, mole, rate, metal, halogen, hydrocarbon. Each CLTS comprised a pre-instruction item; two-tier multiple-choice item(s); a post-instruction item; each provided data from a class of 21 students of widely different backgrounds. Separate chapters discuss class results and individual results.Concept-learning Improvement Categories that estimated individual improvement in each CLTS were quantified by assigning numerical values. Summation of these numerical values for all ten CLTSs produced individual Concept-learning Improvement Indices (CLIIs). Improvement in concept-learning appears independent of prior academic background. Rankings by CLIIs and by final assessment percentage were strongly correlated. The mean CLII for the class assessed concept-learning improvement (per concept) at Moderate-to-Intermediate.Various probes revealed that factors which influenced learning included: pre-laboratory reports; practical work; learning partnership(s); positive personal qualities; mathematical skills; confidence; visualisation; integration of theoretical and practical studies; bench problem-solving; a relaxed tutorial atmosphere; historical approaches to chemical concepts. Students assessed the course overall as 'good'.

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5

Foster, Linda Jean. "Is concept mapping an effective tool for evaluation of student learning in science?" CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1838.

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Concept mapping is a metacognitive learning strategy which often improves a learner's ability to construct new knowledge. This action research project was intended to determine the level of effectiveness of concept mapping as a student learning intervention. Students in two high school science classes constructed concept maps before and after instruction during a unit of study about volcanoes. The maps were analyzed for increases in complexity and indications of learning. The concept maps were then compared for differences by groups based on volcano unit test scores. Based on the analysis of the matched pairs of concept maps, those maps which contained a higher amount of prior knowledge of the subject matter were associated with maps which showed greatest amount of increase in knowledge after instruction. These results are supported by the many researchers who contend that the most important factor in learning new information and gaining new knowledge is the amount of prior knowledge a learner brings into the learning situation. The results of this action research project will be applied to the development of future science courses by this researcher.

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6

Chittleborough, Glen. "An evaluation of student learning during a tertiary bridging course in chemistry." Curtin University of Technology, Science and Mathematics Education Centre, 1998. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10586.

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A new one-semester tertiary bridging course in chemistry was designed with constructivist concept-learning as a major aim. This aim was monitored by Concept Learning Test Sequences (CLTSs), developed for each of ten fundamental chemical concept-clusters, selected from ten theory-practical work-units of an expressly written book. The concept-clusters were: density, mixture/compound, structure/bonding, base/salt, redox, mole, rate, metal, halogen, hydrocarbon. Each CLTS comprised a pre-instruction item; two-tier multiple-choice item(s); a post-instruction item; each provided data from a class of 21 students of widely different backgrounds. Separate chapters discuss class results and individual results.Concept-learning Improvement Categories that estimated individual improvement in each CLTS were quantified by assigning numerical values. Summation of these numerical values for all ten CLTSs produced individual Concept-learning Improvement Indices (CLIIs). Improvement in concept-learning appears independent of prior academic background. Rankings by CLIIs and by final assessment percentage were strongly correlated. The mean CLII for the class assessed concept-learning improvement (per concept) at Moderate-to-Intermediate.Various probes revealed that factors which influenced learning included: pre-laboratory reports; practical work; learning partnership(s); positive personal qualities; mathematical skills; confidence; visualisation; integration of theoretical and practical studies; bench problem-solving; a relaxed tutorial atmosphere; historical approaches to chemical concepts. Students assessed the course overall as 'good'.

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7

Szijarto, Barbara. "Mediating Social Change: Building Adaptive Learning Systems through Developmental Evaluation." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39159.

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Complex social problems are at the forefront of our awareness. We are witnessing intensifying political, social and environmental challenges and waning confidence in our ability to engineer solutions. We are also seeing a proliferation of large scale, multi-agency interventions that seek change at the level of systems, and through which actors pursue adaptive learning as a means to develop effective solutions. Proponents assert that the prediction and control on which conventional program design and evaluation are based are not available under complex conditions. They propose instead that learning through experience in a program’s own context can create more responsive, impactful and sustainable interventions. These ideas offer a potentially transformative opportunity. However, they need to be complemented with a better understanding of implementation - the ‘ways of doing things’ that bring them to life. This study focused on developmental evaluation as an example of an adaptive learning (AL) approach for the development of innovative social interventions. The study was informed by ‘sensemaking’ theories and research in organizational learning, knowledge mobilization and program evaluation. Through an exploratory lens and a mixed methods design, this study sheds light on the role of specialized intermediaries in an AL process; how the role is performed in practice; and what this implies for adaptive learning in the domain of social interventions. The study documents how an intermediary can help actors navigate recognized challenges of developing interventions under complex and dynamic conditions. The findings have implications for how an AL process is understood and implemented. They provide an empirical contribution to an emerging field of study on the design of AL systems, to support future research and real-world practice as AL approaches become mainstream.

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8

Giordanella, Kathleen B. "Self-concept in individuals with learning disabilities : influence of educational placement /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11974783.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.
Typescript; issued also on microfilm. Sponsor: Linda Hickson. Dissertation Committee: Dennis Mithaug. Includes bibliographical references (leaves 100-107).

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9

Kim, Sara Nan-Soon. "The role of visual concept acquisition, outcome measure, and interface design in the evaluation of a computer-based multimedia tutorial, Urinalyasis Tutor /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7550.

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10

Dyer, Brian Jay. "How Does Student Understanding of a Concept Change Throughout a Unit of Instruction? Support Toward the Theory of Learning Progressions." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1528.

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This study documented the changes in understanding a class of eighth grade high school-level biology students experienced through a biology unit introducing genetics. Learning profiles for 55 students were created using concept maps and interviews as qualitative and quantitative instruments. The study provides additional support to the theory of learning progressions called for by experts in the field. The students' learning profiles were assessed to determine the alignment with a researcher-developed learning profile. The researcher-developed learning profile incorporated the learning progressions published in the Next Generation Science Standards, as well as current research in learning progressions for 5-10th grade students studying genetics. Students were found to obtain understanding of the content in a manner that was nonlinear, even circuitous. This opposes the prevailing interpretation of learning progressions, that knowledge is ascertained in escalating levels of complexity. Learning progressions have implications in teaching sequence, assessment, education research, and policy. Tracking student understanding of other populations of students would augment the body of research and enhance generalizability.

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11

Mostert, Annamarie. "A language programme evaluation : English as language of learning and teaching / A. Mostert." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2032.

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12

Howelle, Jessica Marie Rosenvall. "Part I: Evaluation of Student Assessment of Learning Gains (SALG)in Two Different Biology 100 Classes Part 2: What Biology Concepts are Important in General Education?: Analysis of Seventeen Core Concepts." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2062.

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The purpose of this two-part study is to examine how to improve introductory level non-majors biology courses to improve student attitude and learning gains in the sciences. The first part of this study examines the collective effect of three different pedagogies (service learning, concept mapping and guest lectures) on student attitude and learning gains in a freshman, non-majors biology course. Two classes, one with the three pedagogies, and one without, were compared. Data were collected from two classes in Fall 2008 (one treatment and one control) and two similar classes replicated in Fall 2009. Learning and attitude gains were measured by a pre and post biology assessment and the Student Assessment of Learning Gains (SALG) survey. Our findings indicate that the treatment methods did not improve student learning or attitudes compared to the control group. However, there was a significant increase in variability in the treatment group, indicating that the students exposed to the three pedagogies either had a very positive experience or a negative one, whereas the control group did not have this variability. Thus, the treatment did have a positive effect on some students. Both treatments experienced significant gains from pre to post on the biology assessment and SALG survey. The second part of the study investigated what concepts are considered by students and faculty to be most important to teach in introductory non-majors biology courses. A survey with 17 biology concepts was given to life science professors at BYU and UVU and biology students at BYU. Participants were asked to rank the concepts from most to least important. There were significant differences between professor and student mean rankings for 11 of the 17 biology concepts. This study showed a large discrepancy between what professors want students to learn and what students feel is important. It was particularly noteworthy that students ranked ecology and evolution as least important. This was especially alarming since evolution is considered to be the capstone of all biology and ecology is vital for capturing the "big picture" in biology.

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13

Xavier, João Marcelo dos Santos. "Influência da utilização de um conceito obrigatório quantificado sobre a rede proposicional do mapa conceitual." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/81/81133/tde-25112015-140753/.

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Os mapas conceituais são recursos pedagógicos utilizados como forma de representar graficamente parte do conhecimento, armazenado na memória de longo prazo dos alunos. As proposições são as unidades básicas constituintes dos mapas conceituais e podem apresentar natureza estática ou dinâmica. Os mapas conceituais por sua natureza levam ao estabelecimento de proposições estáticas. Uma representação adequada do conhecimento pressupõe o estabelecimento dos dois tipos de proposições. A presente pesquisa teve como objetivo avaliar a influência da utilização de um conceito obrigatório quantificado, na rede proposicional dos mapas conceituais produzidos pelos alunos em duas condições: (1) conceito obrigatório fixo (utilizado como conceito inicial de leitura do mapa conceitual) e (2) conceito obrigatório móvel (utilizado em uma posição escolhida pelo estudante). Os mapas conceituais elaborados foram avaliados com base nas análises (1) da natureza das proposições; (2) da localização do conceito obrigatório quantificado na condição conceito obrigatório quantificado móvel; (3) da estrutura e da natureza das proposições estabelecidas com a utilização do conceito obrigatório quantificado e (4) da rede proposicional quanto à aderência à pergunta focal. Os resultados obtidos a partir dessas análises demonstraram que: (1) os padrões de mapas conceituais elaborados nas duas condições são semelhantes quanto a natureza das proposições; (2) uma grande parcela dos alunos (n=7; 22,8%) utilizou o conceito obrigatório como inicial na condição conceito obrigatório móvel; (3) O número médio de proposições estabelecidas, utilizando o conceito obrigatório quantificado como conceito inicial, foi maior na condição 1 em comparação com a condição 2 (t=2,47) e o número médio de proposições estabelecidas com a utilização do conceito obrigatório quantificado, como conceito final, foi menor na condição 1 em comparação com a condição 2 (t= -1,72); (4) Não houve diferença estatística entre o número médio de mapas conceituais cujas redes proposicionais aderiram à pergunta focal, na comparação entre as condições 1 e 2 (t=0,46). Com base nos resultados obtidos a partir das análises, a hipótese de trabalho: há diferença na rede proposicional do mapa conceitual, quando se utiliza um conceito quantificado como conceito inicial de leitura do mapa conceitual, em comparação com a utilização de um conceito quantificado em qualquer outra parte do mapa conceitual, foi parcialmente refutada.
Concept maps are pedagogical resources used as a way to represent graphically part of the knowledge stored in long-term memory of the students. The propositions are the basic units constituents of conceptual maps and can display static or dynamic nature. Concept maps by their nature lead to the establishment of static propositions. Adequate representation of knowledge requires the establishment of two types of propositions. This research aimed to evaluate the influence of the use of a compulsory concept quantified in propositional network of concept maps produced by the students in two conditions: (1) fixed compulsory concept (used as initial reading concept of the concept map) and (2) mobile compulsory concept (used in a position chosen by the student). The elaborated concept maps were evaluated on analyzes (1) the nature of propositions; (2) the location of the compulsory concept quantified in the required quantified mobile rating condition; (3) the structure and nature of propositions established using the binding concept quantified and (4) of propositional network for adherence to the focal question. The results obtained from these analyzes demonstrated that: (1) standards of concept maps developed in the two conditions are similar and the nature of propositions; (2) a large proportion of students (n = 7, 22.8%) used the concept as required initial concept in mobile compulsory concept condition; (3) The average number of propositions established using the binding concept quantified as initial concept was higher in condition 1 in comparison with the condition 2 (t = 2.47) and the average number of propositions established using the binding concept quantified as the final concept was lower in condition 1 in comparison with the condition 2 (t = -1.72); (4) There was no statistical difference between the average number of concept maps whose propositional networks joined the focal question, the comparison between the conditions 1 and 2 (t = 0.46). Based on the results obtained from the analyzes, the working hypothesis: no difference in the propositional network concept map, when using a quantized concept as initial concept read the concept map, compared with the use of a concept quantified in any another part of the conceptual map, was partially disproved.

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14

McCabe, Dorothy Louise. "The underachieving gifted student: an evaluation of the relationship of learning style and academic self-concept to academic achievement and a case study of one gifted high school student." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/40074.

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15

Bartley, Jessica E. "Exploring the Neural Mechanisms of Physics Learning." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3889.

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This dissertation presents a series of neuroimaging investigations and achievements that strive to deepen and broaden our understanding of human problem solving and physics learning. Neuroscience conceives of dynamic relationships between behavior, experience, and brain structure and function, but how neural changes enable human learning across classroom instruction remains an open question. At the same time, physics is a challenging area of study in which introductory students regularly struggle to achieve success across university instruction. Research and initiatives in neuroeducation promise a new understanding into the interactions between biology and education, including the neural mechanisms of learning and development. These insights may be particularly useful in understanding how students learn, which is crucial for helping them succeed. Towards this end, we utilize methods in functional magnetic resonance imaging (fMRI), as informed by education theory, research, and practice, to investigate the neural mechanisms of problem solving and learning in students across semester-long University-level introductory physics learning environments. In the first study, we review and synthesize the neuroimaging problem solving literature and perform quantitative coordinate-based meta-analysis on 280 problem solving experiments to characterize the common and dissociable brain networks that underlie human problem solving across different representational contexts. Then, we describe the Understanding the Neural Mechanisms of Physics Learning project, which was designed to study functional brain changes associated with learning and problem solving in undergraduate physics students before and after a semester of introductory physics instruction. We present the development, facilitation, and data acquisition for this longitudinal data collection project. We then perform a sequence of fMRI analyses of these data and characterize the first-time observations of brain networks underlying physics problem solving in students after university physics instruction. We measure sustained and sequential brain activity and functional connectivity during physics problem solving, test brain-behavior relationships between accuracy, difficulty, strategy, and conceptualization of physics ideas, and describe differences in student physics-related brain function linked with dissociations in conceptual approach. The implications of these results to inform effective instructional practices are discussed. Then, we consider how classroom learning impacts the development of student brain function by examining changes in physics problem solving-related brain activity in students before and after they completed a semester-long Modeling Instruction physics course. Our results provide the first neurobiological evidence that physics learning environments drive the functional reorganization of large-scale brain networks in physics students. Through this collection of work, we demonstrate how neuroscience studies of learning can be grounded in educational theory and pedagogy, and provide deep insights into the neural mechanisms by which students learn physics.

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16

Farghally, Mohammed Fawzi Seddik. "Visualizing Algorithm Analysis Topics." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/73539.

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Data Structures and Algorithms (DSA) courses are critical for any computer science curriculum. DSA courses emphasize concepts related to procedural dynamics and Algorithm Analysis (AA). These concepts are hard for students to grasp when conveyed using traditional textbook material relying on text and static images. Algorithm Visualizations (AVs) emerged as a technique for conveying DSA concepts using interactive visual representations. Historically, AVs have dealt with portraying algorithm dynamics, and the AV developer community has decades of successful experience with this. But there exist few visualizations to present algorithm analysis concepts. This content is typically still conveyed using text and static images. We have devised an approach that we term Algorithm Analysis Visualizations (AAVs), capable of conveying AA concepts visually. In AAVs, analysis is presented as a series of slides where each statement of the explanation is connected to visuals that support the sentence. We developed a pool of AAVs targeting the basic concepts of AA. We also developed AAVs for basic sorting algorithms, providing a concrete depiction about how the running time analysis of these algorithms can be calculated. To evaluate AAVs, we conducted a quasi-experiment across two offerings of CS3114 at Virginia Tech. By analyzing OpenDSA student interaction logs, we found that intervention group students spent significantly more time viewing the material as compared to control group students who used traditional textual content. Intervention group students gave positive feedback regarding the usefulness of AAVs to help them understand the AA concepts presented in the course. In addition, intervention group students demonstrated better performance than control group students on the AA part of the final exam. The final exam taken by both the control and intervention groups was based on a pilot version of the Algorithm Analysis Concept Inventory (AACI) that was developed to target fundamental AA concepts and probe students' misconceptions about these concepts. The pilot AACI was developed using a Delphi process involving a group of DSA instructors, and was shown to be a valid and reliable instrument to gauge students' understanding of the basic AA topics.
Ph. D.

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17

Louange, Jemmy E. "An examination of the relationships between teaching and learning styles, and the number sense and problem solving ability of Year 7 students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/306.

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Independent studies of teaching for number sense and problem solving have revealed that teaching for either of them separately poses a great challenge for the teacher. Yet research focusing on the relationship between number sense and problem solving was virtually non-existent, although the relationship between students' number ·sense and problem solving ability was becoming more and more evident through various modes and endeavours. This study sought to explore what sort of relationships exist between students' number sense and their problem solving ability, and the contribution of the teacher's teaching style and the students' learning style towards students' performance in these two respective areas.

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18

Santos, Jose Carlos Almeida Santos. "Efficient learning and evaluation of complex concepts in inductive logic programming." Thesis, Imperial College London, 2010. http://hdl.handle.net/10044/1/6409.

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Inductive Logic Programming (ILP) is a subfield of Machine Learning with foundations in logic programming. In ILP, logic programming, a subset of first-order logic, is used as a uniform representation language for the problem specification and induced theories. ILP has been successfully applied to many real-world problems, especially in the biological domain (e.g. drug design, protein structure prediction), where relational information is of particular importance. The expressiveness of logic programs grants flexibility in specifying the learning task and understandability to the induced theories. However, this flexibility comes at a high computational cost, constraining the applicability of ILP systems. Constructing and evaluating complex concepts remain two of the main issues that prevent ILP systems from tackling many learning problems. These learning problems are interesting both from a research perspective, as they raise the standards for ILP systems, and from an application perspective, where these target concepts naturally occur in many real-world applications. Such complex concepts cannot be constructed or evaluated by parallelizing existing top-down ILP systems or improving the underlying Prolog engine. Novel search strategies and cover algorithms are needed. The main focus of this thesis is on how to efficiently construct and evaluate complex hypotheses in an ILP setting. In order to construct such hypotheses we investigate two approaches. The first, the Top Directed Hypothesis Derivation framework, implemented in the ILP system TopLog, involves the use of a top theory to constrain the hypothesis space. In the second approach we revisit the bottom-up search strategy of Golem, lifting its restriction on determinate clauses which had rendered Golem inapplicable to many key areas. These developments led to the bottom-up ILP system ProGolem. A challenge that arises with a bottom-up approach is the coverage computation of long, non-determinate, clauses. Prolog’s SLD-resolution is no longer adequate. We developed a new, Prolog-based, theta-subsumption engine which is significantly more efficient than SLD-resolution in computing the coverage of such complex clauses. We provide evidence that ProGolem achieves the goal of learning complex concepts by presenting a protein-hexose binding prediction application. The theory ProGolem induced has a statistically significant better predictive accuracy than that of other learners. More importantly, the biological insights ProGolem’s theory provided were judged by domain experts to be relevant and, in some cases, novel.

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19

Koss, Paulette. "Teachers' Perspectives of the Effects of Project-Based Learning on the Academic Performance, Socialization Skills, and Self-Concepts of Incarcerated Juveniles." Thesis, Brandman University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3689516.

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Teachers' Perspectives of the Effects of Project-Based Learning on the Academic Performance, Socialization Skills, and Self-Concepts of Incarcerated Juveniles By Paulette Koss The purpose of this qualitative study was to examine and describe the impact of the Buck Institute of Education's 8 components of project-based curriculum on high school juvenile offenders' academic achievement, socialization, and self-concepts as perceived by juvenile court school (JCS) teachers. A secondary purpose was to describe strategies used to implement the 8 components of project-based curriculum for high school juvenile offenders as perceived by JCS teachers using the project-based learning (PBL) approach. The participants in the study were 9 JCS teachers in 3 states. They answered interview questions about the impact of the 8 components of PBL on their students' academic performance, socialization, and self-concepts, and about effective strategies for implementation. The results were analyzed to identify themes. Overall, the participants noted that PBL improved the academic performance, socialization skills, and self-concepts of their students. Their answers also indicated some obstacles to implementing PBL, especially the lack of Internet access in JCS classrooms. The teachers also noted that their students lacked academic and experiential background knowledge and appropriate peer socialization skills. Building background knowledge and modeling peer interactions were identified as essential strategies in implementing PBL. The results of this study support the conclusion that PBL is effective at improving the academic performance, socialization skills, and self-concepts of incarcerated juveniles. Results indicated that the lack of Internet access limited the benefits of PBL for these students. Building background knowledge and modeling appropriate peer interactions were crucial strategies to the success of PBL. The researcher recommends that more states implement initiatives for implementing PBL in their JCS classrooms and provide teachers with the necessary training and ongoing coaching necessary for implementation. Additionally, states should develop systems that would allow for Internet access in JCS classrooms without compromising the secure facility. Programs should be developed to encourage positive peer interactions in incarceration facilities.

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20

Torres, Carlos Eduardo Atencio. "Uso de informação linguística e análise de conceitos formais no aprendizado de ontologias." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/45/45134/tde-11022013-152711/.

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Na atualidade, o interesse pelo uso de ontologias tem sido incrementado. No entanto, o processo de construção pode ser custoso em termos de tempo. Para uma ontologia ser construída, precisa-se de um especialista com conhecimentos de um editor de ontologias. Com a finalidade de reduzir tal processo de construção pelo especialista, analisamos e propomos um método para realizar aprendizado de ontologias (AO) de forma supervisionada. O presente trabalho consiste em uma abordagem combinada de diferentes técnicas no AO. Primeiro, usamos uma técnica estatística chamada C/NC-values, acompanhada da ferramenta Cogroo, para extrair os termos mais representativos do texto. Esses termos são considerados por sua vez como conceitos. Projetamos também uma gramática de restrições (GR), com base na informação linguística do Português, com o objetivo de reconhecer e estabelecer relações entre conceitos. Para poder enriquecer a informação na ontologia, usamos a análise de conceitos formais (ACF) com o objetivo de identificar possíveis superconceitos entre dois conceitos. Finalmente, extraímos ontologias para os textos de três temas, submetendo-as à avaliação dos especialistas na área. Um web site foi feito para tornar o processo de avaliação mais amigável para os avaliadores e usamos o questionário de marcos de características proposto pelo método OntoMetrics. Os resultados mostram que nosso método provê um ponto de partida aceitável para a construção de ontologias.
Nowadays, the interest in the use of ontologies has increased, nevertheless, the process of ontology construction can be very time consuming. To build an ontology, we need a domain expert with knowledge in an ontology editor. In order to reduce the time needed by the expert, we propose and analyse a supervised ontology learning (OL) method. The present work consists of a combined approach of different techniques in OL. First, we use a statistic technique called C/NC-values, with the help of the Cogroo tool, to extract the most significant terms. These terms are considered as concepts consequently. We also design a constraint grammar (CG) based in linguistic information of Portuguese to recognize relations between concepts. To enrich the ontology information, we use the formal concept analysis (FCA) in order to discover a parent for a set of concepts. In order to evaluate the method, we have extracted ontologies from text on three different domains and tested them with corresponding experts. A web site was built to make the evaluation process friendlier for the experts and we used an evaluation framework proposed in the OntoMetrics method. The results show that our method provides an acceptable starting point for the construction of ontologies.

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Silveira, Ivete Sousa da. "Concepções e práticas avaliativas dos professores do primeiro ano do ensino fundamental de uma escola pública estadual de Belém-Pará." Master's thesis, Universidade de Évora, 2017. http://hdl.handle.net/10174/20778.

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O presente estudo investigativo buscou conhecer as concepções dos professores sobre avaliação das aprendizagens e de identificar as práticas avaliativas vividas em sala por professores e alunos do primeiro ano do Ensino Fundamental de uma escola pública da Secretaria Estadual de Educação do Município de Belém, Pará, Brasil. O entrecruzamento dos dados foi posteriormente feito de modo a refletir sobre o que foi falado nas entrevistas e o vivido realmente em sala de aula pelas 3 professoras participantes desta pesquisa. Entendemos que as concepções dos professores sobre avaliação da aprendizagem é um caminho que se liga às propostas metodológicas da prática pedagógica. Para ser realizado esse estudo optamos por uma pesquisa qualitativa considerada mista de estudo de caso com características etnográficas que utilizou como técnicas a entrevista e a observação não participante em sala de aula. Utilizamos o campo conceitual através dos autores que fazem abordagem para a proposta formativa da avaliação da aprendizagem, os quais compreendem que a avaliação faz parte do processo da aprendizagem dos alunos e que a partir das avaliações se construam intervenções, metodologias diferenciadas e estratégias didáticas para promover o desenvolvimento e a participação dos alunos. Verificamos a coexistência de concepções contraditórias relacionadas às concepções das professoras. Algumas professoras usam as avaliações somente como verificação do aprendizado dos alunos, em simultâneo outras professoras com discursos mais democráticos e inclusivos pautados em uma concepção mais formativa na forma de conceber a avaliação compreendendo o professor como mediador das aprendizagens dos alunos. Constatamos que as professoras colocam como desafios o ato de construir atividades diversificadas e se ressentem das turmas serem tão heterogêneas, o que resulta em dificuldade em desenvolver a prática pedagógica. Por fim, a reflexão a partir da investigação indica a necessidade da Secretaria de Estado de Educação/SEDUC em promover formação continuada para as professoras que auxiliem na compreensão sobre avaliação das aprendizagens dos alunos que entram na escola aos seis anos no Ensino Fundamental tendo em vista a complexidade da sala de aula e os desafios inerentes à docência; ABSTRACT: Conceptions and evaluative practices of elementary school teachers of a state public school in Belém - Pará. This investigative study aimed to know the conceptions of teachers about learning assessment and identify experienced assessment practices in the classroom by teachers and students of the first year of elementary school in a public school of the State Department of Education of the City of Pará State Bethlehem . the crossing of the data was later to reflect on what was said in the interviews and actually lived in the classroom by teachers three participants of this research. We understand that teachers' conceptions of learning assessment is a path that connects the methodological proposals of pedagogical practice. To be carried out this study we chose a qualitative research considered case study mixed with ethnographic characteristics that used techniques like the interview and non participant observation in the classroom. We use the conceptual field by authors who do approach to the formative proposal of assessment of learning, by proposing that the assessment is part of the learning process of students and from evaluations to build intervention, different methodologies and teaching strategies to promote development and participation of students. We verify the coexistence of contradictory conceptions related to the conceptions of the teachers, some teachers use assessments only as verification of student learning at the same time other teachers with more democratic and inclusive discourses guided by a more evolved design in the form of conceiving the evaluation comprising the teacher as mediator of student learning. We found that teachers pose as challenges the act of building diversified activities, and resent the rooms are so heterogeneous, resulting in difficulty in developing the pedagogical practice. Finally, the reflection from the research indicates the need for SEDUC to promote continuing education for teachers to assist in the understanding of learning assessment of students who enter school at six years in elementary school in view of the complexity of the classroom and the challenges of teaching.

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Oliveira, Estêvão Domingos Soares de. "Modelo de diagnóstico de dificuldades de aprendizagem orientado a conceitos." Universidade Federal da Paraíba, 2016. http://tede.biblioteca.ufpb.br:8080/handle/tede/9253.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The use of Virtual Learning Environments (VLE) in education has grown considerably in recent years, much due to the expansion of courses in distance mode. Such learning support spaces require you to think of new educational methods, particularly as regards the assessment of learning. Because of the large number of students in this type of education working in AVA, a large volume of data is generated. So to get yourself a good learning evaluation model, which offers the teacher possibilities for measuring student performance, it is necessary an analysis of such data. Moodle provides the teacher reports, charts and graphs that let you see the data for the actions of the students. Such actions represent from access to resources and materials, to participate in activities such as discussion forums and results of participation in questionnaires, for example. However, these Moodle native views do not take into account the real needs of teachers, especially in regard to effective monitoring of learning. Given the above, it is evident the need to have tools that help in this process. For this, there have to be a model permits, agile and flexible, storage and use of educational data of students to the application of techniques of Learning Analytics - measurement, collection, analysis and reporting of data on students and their contexts, for understanding and learning in order to optimize the environments in which they occur - with focus on diagnosis of learning disability situations in the context of the Distance Education. To evaluate this proposal, the ConcetpVis tool was implemented from the model proposed in this paper. Then, there was a case study in the Elementary Mathematics discipline of the Bachelor's Degree in Computer Education Unit Distance UFPB and finally presented a questionnaire to a group of teachers answered from his impressions.
O uso de Ambientes Virtuais de Aprendizagem (AVA) na educação tem crescido bastante nos últimos anos, muito em virtude da expansão dos cursos na modalidade à distância. Tais espaços de suporte a aprendizagem exigem que se pense em novos métodos educativos, sobretudo no que se refere à avaliação da aprendizagem. Em virtude da grande quantidade de alunos nessa modalidade de educação atuando no AVA, um grande volume de dados é gerado. Assim, para obter-se um bom modelo de avaliação de aprendizagem, que ofereça ao professor possibilidades de medir o desempenho dos alunos, faz-se necessário uma análise desses dados. O Moodle oferece ao professor relatórios, tabelas e gráficos que permitem visualizar os dados referentes às ações dos alunos. Tais ações representam desde o acesso a recursos e materiais didáticos, até a participação em atividades, como fóruns de discussão e resultados de participação em questionários, por exemplo. Contudo, essas visualizações nativas do Moodle não levam em consideração as reais necessidades dos docentes, sobretudo em relação a um acompanhamento efetivo da aprendizagem. Diante do exposto, fica evidente a necessidade de se ter ferramentas que auxiliem neste processo. Para isso, há de ter-se um Modelo que permita, de modo ágil e flexível, o armazenamento e a utilização dos dados educacionais dos alunos para a aplicação de técnicas de Learning Analytics – medição, coleta, análise e comunicação de dados sobre os alunos e seus contextos, para fins de compreensão e aprendizagem com fim de otimizar os ambientes em que ocorrem – com foco no diagnóstico de situações de dificuldade de aprendizagem no contexto da Educação a Distância. Para avaliar esta proposta, a ferramenta ConcetpVis foi implementada a partir do modelo proposto no presente trabalho. Em seguida, realizou-se um estudo de caso na disciplina Matemática Elementar do curso de Licenciatura em Computação da Unidade de Educação a Distância da UFPB e, por fim, apresentou-se um questionário para que um grupo de professores respondesse a partir de suas impressões.

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Alam, Sameer Information Technology &amp Electrical Engineering Australian Defence Force Academy UNSW. "Evolving complexity towards risk : a massive scenario generation approach for evaluating advanced air traffic management concepts." Awarded by:University of New South Wales - Australian Defence Force Academy, 2008. http://handle.unsw.edu.au/1959.4/38966.

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Present day air traffc control is reaching its operational limits and accommodating future traffic growth will be a challenging task for air traffic service providers and airline operators. Free Flight is a proposed transition from a highly-structured and centrally-controlled air traffic system to a self-optimized and highly-distributed system. In Free Flight, pilots will have the flexibility of real-time trajectory planning and dynamic route optimization given airspace constraints (traffic, weather etc.). A variety of advanced air traffc management (ATM) concepts are proposed as enabling technologies for the realization of Free Flight. Since these concepts can be exposed to unforeseen and challenging scenarios in Free Flight, they need to be validated and evaluated in order to implement the most effective systems in the field. Evaluation of advanced ATM concepts is a challenging task due to the limitations in the existing scenario generation methodologies and limited availability of a common platform (air traffic simulator) where diverse ATM concepts can be modeled and evaluated. Their rigorous evaluation on safety metrics, in a variety of complex scenarios, can provide an insight into their performance, which can help improve upon them while developing new ones. In this thesis, I propose a non-propriety, non-commercial air traffic simulation system, with a novel representation of airspace, which can prototype advanced ATM concepts such as conflict detection and resolution, airborne weather avoidance and cockpit display of traffic information. I then propose a novel evolutionary computation methodology to algorithmically generate a massive number of conflict scenarios of increasing complexity in order to evaluate conflict detection algorithms. I illustrate the methodology in detail by quantitative evaluation of three conflict detection algorithms, from the literature, on safety metrics. I then propose the use of data mining techniques for the discovery of interesting relationships, that may exist implicitly, in the algorithm's performance data. The data mining techniques formulate the conflict characteristics, which may lead to algorithm failure, using if-then rules. Using the rule sets for each algorithm, I propose an ensemble of conflict detection algorithms which uses a switch mechanism to direct the subsequent conflict probes to an algorithm which is less vulnerable to failure in a given conflict scenario. The objective is to form a predictive model for algorithm's vulnerability which can then be included in an ensemble that can minimize the overall vulnerability of the system. In summary, the contributions of this thesis are: 1. A non-propriety, non-commercial air traffic simulation system with a novel representation of airspace for efficient modeling of advanced ATM concepts. 2. An Ant-based dynamic weather avoidance algorithm for traffic-constrained enroute airspace. 3. A novel representation of 4D air traffic scenario that allows the use of an evolutionary computation methodology to evolve complex conflict scenarios for the evaluation of conflict detection algorithms. 4. An evaluation framework where scenario generation, scenario evaluation and scenario evolution processes can be carried out in an integrated manner for rigorous evaluation of advanced ATM concepts. 5. A methodology for forming an intelligent ensemble of conflict detection algorithms by data mining the scenario space.

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Lai, Man-kit. "Junior secondary pupils' learning in the biological concepts included in the CDC science (Forms I-III) syllabus 1986 and prerequisite for the CDC human biology (Secondary IV-V) syllabus 1987 of Hong Kong." Hong Kong : University of Hong Kong, 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18036569.

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Süss-Havemann, Christoph [Verfasser]. "Implementation of Basic Life Support training in schools: a randomised controlled trial evaluating self-regulated learning as alternative training concept / Christoph Süss-Havemann." Hamburg : Staats- und Universitätsbibliothek Hamburg Carl von Ossietzky, 2020. http://d-nb.info/1230555145/34.

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Buoro, Edna. "Avalia??o da aprendizagem nos ciclos e na progress?o continuada a partir das concep??es de atores do processo educacional." Pontif?cia Universidade Cat?lica de Campinas, 2013. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/714.

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The evaluation, in education policy, is an important point to being observed and gaining more prominence, especially as a tool for improvement and, if well applied to, represents the possibility of mitigating the evaluative disagreements within the school environment. It seems urgent in-depth analysis on the results of the act of assessing the logic of Cycles and continuous progress, that have as guideline rethink the school times, trying to follow the rhythm of each student. Academic studies have evidenced distortions in the understanding of cycles and continuous progress, as well as notes of pros and cons of each of them, demonstrating the problematic of evaluative practice. Given this reality, we raise the problematic: How has configured the evaluative process in cycles and continuous progress in a Municipal Department of Education of a city in the state of S?o Paulo, Considering three areas: Department of Education, and school room classroom? As from that question, we have other stemming: What documents municipal officers who therefore regulated the implantation of Cycles and continuous progress? What are the evaluation instruments used in schools? Participated in the research students students Cycle I and IV of Elementary Education, teachers Cycle I and IV of Elementary Education; educational coordinators of school units and the Municipal Department of Education; directors of school units; vice principals; educational project directors and supervisors of the Municipal Department of Education. The Data collection occurred by means of questionnaires answered by 241 different audiences that are inserted in the school context. Was observed that the different publics of this search showed the reproach as something necessary, addition to a changing timid in the actions evaluative of the school. The use of tests, often criticized, is identified in the different discourses student, faculty, managers and specialists. We also noticed that the formal evaluation or evaluation instrument permeates all process of teaching, trying quantify the student's knowledge, largely in a timely manner. So in place of Progression Scheme and Continuing Cycles came a the hybrid model with of seriation, Continuous Progress and Cycles, setting what we call the automatic promotion, a thoughtless action that causes damage to education. The school is in a condition of passivity disturbing.
A avalia??o, no corpo das pol?ticas educacionais, ? um ponto importante a ser observado e ganha cada vez mais destaque, principalmente como ferramenta de aprimoramento e, se bem aplicada, representa a possibilidade de atenuar os desencontros avaliativos no ambiente escolar. Parece premente uma an?lise profunda acerca dos resultados do ato de avaliar na l?gica dos Ciclos e da progress?o continuada, que t?m como diretriz repensar os tempos escolares, procurando respeitar o ritmo de cada aluno. Os estudos no meio acad?mico t?m evidenciado distor??es do entendimento de Ciclos e progress?o continuada e apontamentos de pr?s e contras de cada um deles, demonstrando a problem?tica da pr?tica avaliativa. Diante dessa realidade, levantamos a seguinte problem?tica: Como tem se configurado o processo avaliativo nos Ciclos e progress?o continuada, em uma Secretaria Municipal de Educa??o de uma cidade do interior do Estado de S?o Paulo, considerando os tr?s ?mbitos: Secretaria de Educa??o, escola e sala de aula? A partir dessa quest?o, temos outras decorrentes: Quais os documentos municipais oficiais que regulamentaram a implanta??o dos Ciclos e progress?o continuada? Quais s?o os instrumentos de avalia??o utilizados nas escolas? Foram participantes da pesquisa alunos do Ciclo I e IV do Ensino Fundamental; professores Ciclo I e IV do Ensino Fundamental; coordenadores pedag?gicos das unidades escolares e da Secretaria Municipal de Educa??o (SME); diretores das unidades escolares; vice-diretores; diretores de Projeto Pedag?gico da SME; e supervisores da SME. A coleta de dados se deu atrav?s de 241 question?rios respondidos pelos diferentes p?blicos que est?o inseridos no contexto escolar. Observou-se que os diferentes p?blicos desta pesquisa apresentaram como necess?ria a reprova??o escolar, e uma t?mida mudan?a nas a??es avaliativas da escola. A utiliza??o de provas, muitas vezes criticada, ? identificada nos diversos discursos do aluno, professor, gestores e especialistas. Notamos, ainda, que a avalia??o formal ou avalia??o instrumental permeia todo o processo de ensino, procurando quantificar o conhecimento do aluno, em grande medida, de maneira pontual. Ent?o, no lugar do Regime de Progress?o Continuada e Ciclos, surgiu um modelo h?brido de seria??o com Progress?o Continuada e Ciclos, configurando o que denominamos de celeuma da promo??o autom?tica, uma a??o irrefletida que causa danos para a educa??o. A escola fica em uma condi??o de passividade perturbadora.

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Lai, Man-kit, and 黎文傑. "Junior secondary pupils' learning in the biological concepts included in the CDC science (Forms I-III) syllabus 1986 and prerequisite forthe CDC human biology (Secondary IV-V) syllabus 1987 of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31955794.

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Zaina, Luciana Aparecida Martinez. "Acompanhamento do aprendizado do aluno em cursos à distância através da Web: metodologias e ferramenta." Universidade de São Paulo, 2002. http://www.teses.usp.br/teses/disponiveis/3/3141/tde-13012003-095336/.

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O crescimento de cursos a distância oferecidos através da Web tem promovido uma grande reflexão sobre como acompanhar a evolução do aluno através deste curso. Em um curso presencial o docente possui meios mais seguros e concretos de observar e gerenciar o processo de aprendizagem já que os participantes estão em contato físico constante. Além disto, normalmente em um curso a distância, o aluno faz seu horário de estudo o que resulta num esforço ainda maior por parte do docente para acompanhar os alunos, pois terá que analisar momentos diferentes do curso ao mesmo tempo. A escolha de métodos para acompanhar a evolução do estudante em um curso on-line é sempre muito difícil de ser realizada e deve ser adequada as necessidades específicas do contexto estudado. Este trabalho apresenta além de conceitos pedagógicos relacionados a avaliação da aprendizagem presencial ambientes de gerenciamento de cursos a distância através da Web, sendo estes os alicerces das propostas realizadas nesta dissertação. As alternativas apresentadas, dentro de um ambiente interativo e através de testes objetivos, para realização de uma avaliação formativa tem como principal objetivo acompanhar o desenvolvimento do aluno no processo de aprendizagem. Como resultado da aplicação da metodologia para a construção de testes objetivos obteve-se uma ferramenta denominada AvaliaOnline, cuja finalidade é criar e aplicar questões do tipo múltipla-escolha em problemas que possuem valores numéricos e fórmulas ou algoritmos relacionados a sua resolução. A ferramenta permite que os valores numéricos que constituem o enunciado de uma questão sejam modificados toda vez que a mesma é apresentada, através do sorteio aleatório destes valores que serão utilizados para resolução do problema. Ou seja, a resposta correta da questão é gerada no momento da exibição da mesma. Além disto, é possível realizar uma dependência entre as questões que constituem o teste, construíndo uma árvore de questões onde o docente verifica o caminho percorrido pelo aluno durante o teste, dando subsídios para um acompanhamento mais detalhado sobre a resolução do estudante. Finalizando este trabalho, são apresentados exemplos práticos da utilização das ferramentas interativas para acompanhamento do aluno e da criação e aplicação de um teste desenvolvido através da ferramenta AvaliaOnline.
The increase in the number of distance courses in the Web has caused much reflection on how to track the students evolution through this course. In a live course it is possible for the teacher to observe and manage the learning process through safer and more concrete ways, once the participants are in constant physical contact. In addition, in a distance course the student usually determines how many hours he must study as well as when he will be studying. This will demand a bigger effort on the part of the teacher to track students once he may have to analyse different moments of the course at the same time. The choice of methods to track the stucents evolution in an on-line course is always very difficult to be made and it must be suitable to the specific needs of the studied context. This work presents pedagogical concepts related to tradicional learning evaluation as well as distance course managing environments through the Web, having these as the foundations of the proposals made in this dissertation. The alternatives presented, in an interactive environment and through objective tests, in order to have a formative evaluation, have as their main goal to track the development of the student in the learning process. As a result of the application of methodology for the construction of objective tests, a tool named AvaliaOnline was obtained, whose aim is to create and apply multiple-choice type questions to problems that have numerical values and formulas or algorithms related to their resolution. The tool allows the numerical values in the description of a question to be modified every time it is presented, through random sorting out of these values, which will be used for the resolution of the problem, that is, the correct answer of the question is produced at the moment of its exhibition. Besides, it is possible to establish dependence among the test questions, building a tree of questions where the teacher verifies the path followed by the student during the test, providing support for more detailed tracking on the resolution of the student. At the end of this work, practical examples are presented on the use of interactive tools to track the student and on the creation and application of a test developed through the tool AvaliaOnline. The experiments made show the potencial of such alternatives once they are used in a suitable context and under teacher tracking with.

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Simon, Paulo Renato. "A metodologia de ensino-aprendizagem-avaliação através da resolução de problemas, como alternativa pedagógica para a compreensão do conceito de função afim por alunos do ensino médio." Universidade Franciscana, 2014. http://tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/153.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The present paper shows the results of a survey with 32 students from High School a Night class that is concomitant with the Vocational Education at Colégio Evangélico Panambi, from Panambi - RS. For this research that is qualitative were used as data collection the following instruments: questionnaires with the students, with the intention of doing a survey about their previous background related to the concept of function, a diagnosis test consisting of four activities relating to functions, a daily classroom and participant observation in which was reported all class events, as well as documents produced by students in resolutions of problems. This study intended to analyze the contribution of the Methodology of Teaching and Learning Evaluation through the Resolution of Problems for the construction of the concept of afim function by the High School students, for the application and development of the activities were followed the steps suggested by Onuchic and Allevato regarding the methodology of Problem Solving. Thus it is considered relevant to analyze the experiences of teaching specifically in this study, the Methodology of Teaching and Learning Math Evaluation, through the Resolution of Problems, particularly the concept of afim function. After the implementation of the activities and the results analyzed, it was noticed that the students had mainly difficulties regarding the interpretation of the statements of the problems proposed. However the collective work had a definitive role for carrying out the proposed activities and showed an extreme importance, without that, the results would not be the same. Also it was possible to verify during the development of the activities that the students have some difficulty in making written records of activities as well as the procedures used in the resolution of problems proposed.
Tem-se nesta dissertação o resultado de uma pesquisa realizada com 32 alunos de uma turma de 1º ano do Ensino Médio noturno que é concomitante com o ensino profissionalizante no Colégio Evangélico Panambi, de Panambi RS. Para a realização desta pesquisa de caráter qualitativo foram utilizados na coleta de dados os seguintes instrumentos: questionários com os alunos, com o intuito de fazer um levantamento acerca dos conhecimentos prévios relacionados ao conceito de função, um teste diagnóstico composto de quatro atividades referentes a funções, observação participante e diário de aula no qual foram relatados todos os acontecimentos ocorridos em classe, bem como documentos produzidos pelos alunos nas resoluções dos problemas. Nesta pesquisa pretendeu-se analisar a contribuição da Metodologia de Ensino-Aprendizagem-Avaliação através da Resolução de Problemas para a construção do conceito de função afim pelos alunos do ensino médio; para a aplicação e desenvolvimento das atividades foram seguidos os passos sugeridos por Onuchic e Allevato a respeito da metodologia de Resolução de Problemas. Assim considera-se relevante analisar de modo mais fundamentado as experiências de ensino e, nesta pesquisa, específicamente a Metodologia de Ensino-Aprendizagem-Avaliação de Matemática através da Resolução de Problemas, particularmente o conceito de função afim. Após a aplicação das atividades, e os resultados analisados, constatou-se que os alunos tinham dificuldades principalmente quanto à interpretação dos enunciados dos problemas propostos. Porém o trabalho coletivo teve um papel definitivo para a realização das atividades propostas e, demonstrou-se de extrema importância, sem o qual os resultados não seriam os mesmos. Também foi possível verificar durante o desenvolvimento das atividades que os alunos apresentam certa dificuldade em fazer registros escritos das atividades desenvolvidas bem como dos procedimentos utilizados na resolução dos problemas propostos. Com base nos resultados alcançados e nos depoimento dos alunos quanto às atividades, conclui-se que essa metodologia aproxima a matemática ao cotidiano do aluno, o que desperta maior interesse na realização das tarefas e consequentemente mais êxito na resolução das atividades.

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Burkhalter, T. "An evaluation of a youth counselling programme incorporating feuerstain's concept of mediated learning experience." Thesis, 1995. http://hdl.handle.net/10539/21852.

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A research report submitted to the Faculty of Education, University of the Witwatersrand, in partial fulfillment of the requirements for the degree of Master of Education (Educational Psychology) Johannesburg, 1995
The primary aim of the study was to investigate the effect of participation in a Youth counselling programme incorporrating mediated learning experience, on the locus of control and self-concept of the group of children participating. It was hypothesised that the children would display a more internal locus of control and a more positive self-concept all completion of the programme. The secondary aim of the study was to assers the value of including mediated learning experience into the Youth Counsellor's programme. The subjects were drawn from children attending a language enrichment programme at the Division of Specialised Education (university of the Witwatersrand), and were divided into control and experimental groups on the basis of their involvement in a Youth Counselling programme at the same institution. The youth counsellor's were volunteers drawn from stUdents enrolled in the Guidance Methodology course as part of their post-graduate Teacher's Diploma. The data for the primary aim was collected throngh pre- and posttest administration of the Nowicki- Strickland Locus of Control Scale for children, the Coopersmith Self- Esteem Inventories and the Draw-A-Person Test. Data for the secondary aim was collected through a questionnaire administered to the counsellors after completion of the programme, and through a qualitative analysis of their Final Reports. Results of the study indicate inconclusive results with respect to locus of control and self-concept, and suggest further research to validate the crosscultural application of the questionnaire measures utilised. With regard to the inclusion of mediated learning experience, the qualitative results indicate a favourable response to the approach, but also suggest modifications to the structure of the programme to facilitate greater cohenence and tangibility regarding it's goals.
MT2017

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Hsu, Chin-Shen, and 許慶昇. "A Concept Inheritance Method for Learning Diagnosis of a Network-based Testing and Evaluation System." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/72540802670630779049.

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碩士
國立暨南國際大學
資訊管理學系
86
The activity of test and evaluation is a very important part in the domain of Computer-Assisted Instruction (CAI) and distance learning. A well-designed system not only can evaluate the students'' learning performance but also diagnose their learning barriers and blind spots, and hence break through the force of resistance which they suffered during the learning process. Therefore, a well-designed system should achieve two goals: (1) analyze the causes of learning barriers, and (2) establish the assisted learning paths. In order to achieve the above two goals, we proposed the "Concept Inheritance Method" to cope with the problems of diagnosing learning barriers in the learning environment on network. We change the traditional tree hierarchy of curriculum and reconstruct the hierarchy to represent the relationships of the concepts with a "Concept Inheritance Diagram". Through parsing each node and each link in the diagram, we reach the goal of discovering the causes of learning barriers and establishing the assisted learning paths. Our method not only enable the diagnosis of the students'' learning barriers and blind spots deeply which most existing systems fail to provide, but also establish the assisted learning paths to serve as guidelines for teaching. The theory of fuzzy logic and a fuzzy explanation interface are also available, which can provide students a more reasonable and more friendly interface. At the same time, we have implemented a system with our theory and hope to cooperate with schools to verify its practicability.

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32

Xu, Qing-Sheng, and 許慶昇. "A Concept Inheritance Method for Learning Diagnosis of a Network-based Testing and Evaluation System." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/27090647458190900573.

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33

Wang, Shih-Yi, and 王式儀. "The Evaluation of 5E Learning Cycle Model Application of Global Warming Teaching Concept, Attitude, and Intension." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/50866485938367933540.

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Анотація:

碩士
國立臺灣師範大學
科學教育研究所
103
This study aimed to understand the change of students’ global warming concepts, attitudes, and intension of envirovmental behaviors after accepting global warming curriculum by using 5E learning cycle model. The participants were 120 fifth students separated to 5 classes from a elementary school at Taipei city whom were taught by quasi-experimental designs. Various data had been used in this study such as global warming concpet questionnaires, attitude questionnaires, intension of envirovmental behaviors questionnaires, worksheets, and teacher’s observing notes. The resuls showed that the scores of global warming concpets, attitude, and behavior all made progress after paired-t tests. Second, it found that there was positive correlation between addtitude and intention of behavior, and both of them could predict the progress by linear regression function with high effect size (E.S.=0.43) after accepting the global warminig curriculum. To conclude, it had positive effects on establishing global warming concepts, attitudes, and intension of behaviors by using repeated 5E learning cycle model and suggesting the design of global warming curriculum may thorough diverse exploration,explanation, and evaluation to improve students' consciousness of the environment in future study.

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34

Ruo-Mei, Wu, and 吳若媺. "The Effect of Multiple Choice in Cognitive Evaluation on Junior High Students in the Genetic Concept Learning." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/7qxr4j.

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Анотація:

碩士
國立彰化師範大學
生物學系
105
The study is aimed to explore the effects of evaluation on junior high school students and students to generate misconceptions or confusion of concepts. In biology course of Science and Technology, this study choose to about the Genetics. This was conducted with 340 junior high school students of ninth graders in Taiwan. This study researcher self-assessment tool (Self-designed & Misconception). Next, this uses descriptive statistics and chi-square test to analysis the quantitative data. The results show that the multiple choice questions can promote the concept of students to learn, but that has negative impact (misconception or confusion of concepts.) by students. If teachers make immediate feedback after assessment may help students to improve the concepts. In addition, immediate feedback on online assessment can reduce the misconception or confuse different concepts. When not teachers' immediate feedback, the correct concept can be of great students learn but the distracter make the students learn misconception. Therefore, it is recommended that assessors or teachers should exercise caution when preparing multiple choice questions to improve the quality of evaluation and reduce the negative impact of evaluation on students. Finally, suggest that teachers should make immediate feedback after each evaluation, giving students full clarification of the concept to enable students to achieve better learning outcomes.

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35

Armstrong, John Marshall. "Discovering and constituting meanings and identities midst languages and cultures." Thesis, 2000. http://hdl.handle.net/2429/10199.

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How should we understand the lived experiences of students in an English language program at a community college? This study seeks to explore and discuss the experiences of international students as they discover and constitute cultural identities in places between languages and cultures. It suggests a link between the vibrancy of these lived experiences and an English language education program which understands the value of the lived curriculum. The text includes the narratives of three international students and the interpreting of those conversations by the researcher. Also participating in the study are the voices of teachers and the voices of writers of theory, with the researcher working in the middle, experiencing at the same time a discovering and constituting of his own cultural identity. Building on the work of postcolonial scholars of cultural theory and anthropology, the study suggests a different kind of inter-national classroom and community, one which has implications for teachers as inter-national educators. In doing so, the thesis attempts to respond to "calls for attention to international dimensions of curriculum study" (Pinar 1995) and suggests an approach to creating a different kind of theoretical and conceptual frame for language education. It is hoped that the research will open doors to new questions and avenues of study and will help in furthering our understanding of curriculum.

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36

Pi, Wu Shu, and 吳書璧. "The study of the conformity between personal concept and the self-evaluation to the actual application of learning classroom management for teachers in elementary schools." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/78009311241845318769.

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Анотація:

碩士
國立嘉義大學
國民教育研究所
92
Abstract The main purpose of this study was to investigate the perceptions of elementary school teachers to the concept of learning classroom management and their applications to the real classroom management situation. The survey method was employed in this study ,and the questionnaire was constructed by the researcher.The sample was selected from elementary school teachers in Yunlin and Chiayi counties.367 effective questionnaires were obtained and analyzed by using the t-test method and one-way ANOVA. The conclusions were as follows： 1. The perceptions of elementary school teachers to the concept of learning classroom management and their applications to the real situation of classroom management were pretty compatible. 2. The elementary school teachers who worked in big schools , in metropolitan area and had received graduate school education would have positive perceptions to the learning classroom management and have better carried-out action in the real classroom management situation. 3. The home teachers took more effective actions of learning classroom management than other regular course teachers. Finally, suggestions were proposed to the educational administrators, elementary school principals and teachers. Keywords：Learning Classroom、Classroom Management、Learning Classroom Management

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37

Budeli, Enos Mphedziseni. "Misconceptions in ecology among senior secondary pupils in the Northern Province." Thesis, 2012. http://hdl.handle.net/10210/5844.

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Анотація:

M.Ed.
The purpose of this research was to examine misconceptions held by pupils about Ecology and make suggestions on how these misconceptions could be eliminated. Although there has been much published research identifying misconceptions in the understanding of biological concepts by pupils, relatively little has appeared locally to indicate how misconceptions in this field might best be eliminated, changed or minimized. As part of this research, Biology pupils were given a test to complete. The main aim of the test was to identify misconceptions that the pupils held after classroom instruction. The pupils were also given a questionnaire to complete. The questionnaire was designed to assess pupils' attitude towards Biology in general, Ecology and fieldwork in particular. The pupils' knowledge of Ecology following instruction was further assessed by interviews. Teachers were also given questionnaires to complete. The main aim of the teachers' questionnaire was to determine if fieldwork could play any significant role in the teaching of Biology. Furthermore, the teachers' questionnaires also explored some of the problems or limiting factors experienced by teachers when they undertake fieldwork. This study revealed that pupils held misconceptions about energy flow in the ecosystem, basic ecological terms/concepts, nutrient cycling, the food web, etc. The research also suggested that fieldwork helps pupils to understand certain other sections of the Biology syllabus better. It is recommended, amongst others, that experienced Biology teachers, authors of Biology textbooks, lecturers at in-service training centres, and subject advisors should do all they possibly can to assist their colleagues and pupils to avoid misconceptions about Ecology.

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38

Lombard, Barend Johannes Jacobus. "Modellering in die opleiding van onderwysstudente aan die Universiteit Vista." Thesis, 2014. http://hdl.handle.net/10210/12905.

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39

Sarfo, Solomon. "Factors that impede the formation of basic scientific concepts during teacher training in Ghana." Thesis, 2009. http://hdl.handle.net/10500/3172.

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Анотація:

The investigation aimed at identifying the factors that accounted for the teacher trainees’ low understanding of basic scientific concepts and the appropriate strategies needed to rectify these obstacles. In this investigation thirty open ended questions were administered to test three hundred teacher trainees’ understanding of science concepts. Also, observations were conducted during science lessons to monitor the participation of trainees. The teacher trainees’ poor background in science was identified. Inflexible teaching methods such as lecturing and provision of pointers to correct answers by teachers contributed. Teacher trainees lacked the necessary conceptual, logical and linguistic background, and the vocabulary to express themselves in English. Most science lessons did not consider media integration, but were conducted through verbal communication. Teacher trainees employed ineffective study techniques in learning science. Recommendations included reading assignments, laboratory work, media integration and the employment of effective study techniques in the teaching and learning of science.
Teacher Education
Thesis (M. Ed. (Didactics))

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40

Šejnohová, Daniela. "Rozvíjení metakognitivních strategií žáka I. stupně v prostředí pedagogiky Montessori." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-340172.

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In my final thesis I have dealt with the development of metacognitive strategies for primary school pupils in the Montessori environment. The aim of the first part of the thesis was to anchor the entire issue in the broader context of the current educational situation with respect to the requirements of The General educational program. In the second part of the thesis I described both - metacognitive strategies as well as key aspects of Montessori education. This characteristic I based on the analysis of the available literature. The final part of theory deals with the synthesis of both areas. This synthesis showes their harmonious connections and considerable complementarity. In this section I also revealed some problems that educators face in practice, and I tried to outline possible ways to address them - from my own experience of teaching practice. Empiric part of thesis uncovers the ways of introduction metacognitive strategies to education and presents few "examples of good practice.

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41

Bor-Tyng, Wang, and 王柏婷. "Test Evaluation and Structural Analysis of Learning Concepts in English Teaching Application." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/08290200954174944223.

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博士
國立臺中教育大學
教育測驗統計研究所
101
The goal of this paper is to investigate the applications of statistical analysis methods in English language assessment and structural analysis of English learning concepts. By using the statistical analysis methods, such as Grey Relational Analysis (GRA), Grey Student-Problem Chart (GSP chart), Grey Structural Modeling (GSM), Interpretive Structural Modeling (ISM), Ordering Theory/ Item Relational Structure (OT/IRS) and Analytic Hierarchy Process (AHP), the scientific system analysis model could be constructed. Also, with the use of Matlab, the specific clustering data are presented in structural graphs. The empirical results are shown as follows: 1. Providing a new educational decision-making evaluation method Combining AHP with GRA and using small data to do the educational evaluation analysis, the researcher finds it is economy to do the sampling and analyzing. Also, the empirical results certify its reliability and validity. Through the verification, the objective data could be achieved, and they can be applied to educational decision-making fields. 2. Applying knowledge structure analysis methods By applying the GRA and GSM model, the researcher analyzes the knowledge structure, and strength and weakness of students’ English grammar and reading performances. The results can not only be applied to teachers while deciding English test weighting, and providing remedial instructions, but also has the practical value of educational decision-making fields. 3. Systematizing assessment results Through GSP chart, GSM model, and Matlab toolbox, it is possible to identify differences in students' abilities. Also, the results are verified with OT/IRS to provide learning diagnosis and remedial instructions.

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42

Bai, Shih-ming, and 白世銘. "Evaluating Students' Learning Achievement and Constructing Concept Maps Based on Fuzzy Membership Functions and Fuzzy Rules." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/sn8g79.

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Анотація:

碩士
國立臺灣科技大學
資訊工程系
95
In recent years, some methods have been presented for applying the fuzzy set theory in educational grading systems and dealing with the concept maps construction for providing the adaptive learning guidance to students. For dealing with the students' learning achievement evaluation, we must solve the subjective judging problem of teachers and consider the difficulty, importance and complexity of questions. For dealing with the concept maps construction for providing the adaptive learning guidance to students, we have to consider the similarity of the learning achievement between concepts. In this thesis, we propose three methods to evaluate students' learning achievement and to construct concept maps based on fuzzy membership functions. In the first method, we present a new method to automatically construct the grade membership functions of lenient-type grades, strict-type grades and normal-type grades, given by teachers, for students' evaluation. In the second method, we present a new method for dealing with students' learning achievement evaluation using fuzzy membership functions and fuzzy rules. It considers the difficulty, importance and complexity of questions for students' answerscripts evaluation. It provides a useful way to distinguish the ranking order of students with the same score. In the third method, we present a new method to automatically construct concept maps based on fuzzy rules and students' testing records. We apply fuzzy rules and fuzzy reasoning techniques to automatically construct concept maps and evaluate the relevance degrees between concepts.

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43

Chen, Ya-Chih, and 陳雅智. "Evaluation of Learning Community based on concepts of Philosophy for Children---A Study of Teaching Critical thinking by Pixie." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/83z424.

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Анотація:

碩士
華梵大學
哲學系碩士班
103
Abstract In recent years, it's believed with great importance in education that teaching should not just be “to teach”, but also for students “to engage “ and for teachers to learn from one another. Lipman's children philosophy introduced by Prof. Yang Maoxiu from Taiwan over 30 years ago, focuses on inspiring and guiding students to their potential, so that students, through dialogue discussion and reasoning, can explore and investigate with others in different activities. Learning communities are applied extendedly by the issuing of SATO's translated version of the book , which emphasizes it's goal of pursuing “quality” and “equal opportunity”, and to generate a scaffold to reach jump-learning through “collaborative learning”for the 21st century learning. Therefore, the teach of thinking in Children philosophy and Learning community which allows spontaneous and continuous learning and sharing among students have been applied and given lots of attention for the fields of education in Taiwan. This study focus at inquiring the content and process of the teach of thinking in Children philosophy and in Learning communities. During the investigation, grade three students and grade four students been offered with learning community training for one semester, were grouped separately into research groups. During that period, the students were asked to read together “Pixie” as the material of children philosophy, and their discussion processes, dialogues, phrases used were recorded for future analysis of their styles of thinking. Students'learning during these activities was also documented and examined as well. There are five chapters in this thesis. Chapter one is an introduction, elaborates the purpose, the method, and the scope of this study. Chapter 2 states the curriculum for principle quest of teaching philosophy in children philosophy. The third chapter is the theories and system of learning community. Chapter 4 includes the analysis and examining of the real output or works of the grade-3 and grade-4 students from different research groups. Chapter 5 concludes the research and offers suggestion, which we expect to provide a different, philosophical teaching attitude and strategy, for those who are interested and enthusiastic about children philosophy and learning community, to help their students learn to “think for themselves” and to grow by continuous knowledge pursuing.

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44

Mngenela, Portia. "Evaluation of the impact of a DVD content series on the teaching and learning of Grade 11 chemical systems concepts." Thesis, 2013. http://hdl.handle.net/10539/13025.

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A thesis submitted to the Faculty of Science, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Master of Science. Johannesburg, February 2013.
This case study supports the National Department of Education’s (DoE) strategy of integrating information and communication technologies (ICTs) into the curriculum delivery in all South African schools to enhance teaching and learning. It examined the influence of a Mindset’s multimedia digital versatile disk (DVD) instruction of chemical systems core knowledge area, a section in the grade 11 Physical Science curriculum. The main emphasis was directed at examining the influence that the DVD material would have on learners’ understanding of scientific processes and concepts in that particular section. Secondary to this objective, it looked at the attitudes and perceptions of learners and their teacher towards the classroom integration of the DVD material, also taking note of the challenges and benefits attributed to the integration itself. This study was based on the distributive cognition framework which has its roots in the socio-cultural and situated learning theories. The framework suggests that the learning process of the scientific concepts by learners is situated in a social learning environment, where learning is mediated by technological tools and artifacts (Valanides & Angeli, 2008). Under this cognitive theory the learner is positioned at the centre of the learning environment that is formulated by other people (i.e. other learners, the teacher and the community), the learning material (i.e. the content) and learning resources (i.e. physical and technological tools).Learning therefore is regarded as a social process where other people and the learning resources actively interact (Hollan, Hutchkins & Kirsh, 2000). Through the DVD’s visuals and explanations, the artificial mining environment was brought into the classroom enabling learners to be exposed to the scientific processes involved in the mining industry as a social real world activity which learners could associate with. That on its own could enhance the comprehension of content. A quasi experimental design was adopted with two grade 11 Physical Science classes from the same school, one used as an experimental group and the other one as a control group. The study sample consisted of 56 learners, 24 in the control group and 32 in the experimental group. Both classes were taught the same content by the same teacher without using the DVD lessons for a period of three weeks. Thereafter, the experimental group was exposed to the multimedia-supported lessons for three more weeks (i.e. the teacher used the DVD lessons to supplement his traditional teaching methods) while during the same period the control group was taught the same content for the same duration using the traditional teaching methods only. The pre-test and post-test measures were administered on both groups using the same instruments in order to check if the difference in the teaching approach had a positive impact or not. In addition, the data was collected in the form of questionnaires and interviews for attitudes and perceptions about using the DVD material for teaching and learning. The null hypothesis tested was: “the mean result of the experimental group would be the same or lower than that of the control group”. The t-test results showed that there was no statistical difference between the performances of the two groups hence upholding the null hypothesis. Descriptively, the results showed that learners regarded a multimedia-supported learning environment as an exciting one. They mentioned that it posed more benefits than challenges. The teacher also displayed positive attitude and perceptions about using the DVD material for teaching and learning as he indicated that it is a useful teaching tool.

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45

LI, QI-WEN, and 李啟文. "Analysis of enviromental concepts in teaching materials of geography textbook and evaluation of learning outcome of students in senior high school." Thesis, 1992. http://ndltd.ncl.edu.tw/handle/02449709349646496300.

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46

Wu, Pei-Ying, and 吳沛穎. "Evaluating the effectiveness of a serious education game on mental resources and concept learning of blood circulation and blood type genetics in collaborative groups." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/738u2q.

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Анотація:

碩士
國立彰化師範大學
生物學系
105
The purpose on this study was to develop a serious education game (SEG), Are U Reddy, which combines game characteristics with instructional content to facilitate students’ learning of blood circulation and blood type genetics. Moreover, its effectiveness on students’ mental resources and the effect of collaborative learning were examined. There were totally 82 seventh graders who took part in study. Students in the control group learned through playing Are U Reddy individually, yet the experimental manipulation was divided into homogenous and heterogeneous group to investigate the effect of grouping. Data resources included learning outcome assessment, mental resources questionnaire and database recordings. The results indicate that there were significances in student performance on the concept of Gram Staining among the three groups. No significant difference was reached among the three groups in terms of the use of mental resources and collaborative strategies. The results of Pearson’s correlation coefficients indicate that students in the control group had a positive correlation between learning outcomes and the use of mental resources - the real knowledge, while a positive correlation between learning outcomes and the use of mental resources - game dimension was revealed in both the heterogeneous and homogeneous group. The results of sequential analysis show that the homogeneous group revealed a simplest game behavior pattern. It has implied that students in the homogeneous group can sufficiently use the resources provided by the game to complete the task, and this effect was also shown in student performances on the learning outcome assessment. But for students in the heterogeneous group, the more they actively collaborate, the better they learn. Overall, teaching using homogeneous grouping should be integrated with differential utilizing multi-hierarchical learning tasks to learn, and giving students enough time to inquiry by themselves at the beginning of the discussion, so that students of different learning performance are all allowed to achieve desired learning goals. Interpretations and implications are finally discussed. Keywords：serious education game, mental resources, collaborative strategies, blood circulation, blood type genetics

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47

Govender, Marimuthy. "A subject-didactical investigation of conceptualization in history teaching in the secondary school." Thesis, 1992. http://hdl.handle.net/10500/16869.

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This study emerged from a desire to put to an end the crisis mentality surrounding the status of History as a subject in the secondary school. There appears to be consensus amongst didactitions and practitioners of the subject that the present malaise from which History teaching suffers derives from a number of complex sources. The study, however, takes as its point of departure the problem of the content orientated (product) syllabus which over-emphasises the acquisition of factual information and neglects the conceptual understanding (process) of the subject. Experience is providing the futility of teaching only content (information) to the modern adolescent. Therefore in order to resolve the problem the study focuses, inter alia, on concepts, structures and syllabuses. It is concluded that all subjects are based on conceptual structures which, in turn, have a direct bearing on the authentic education of pupils in general and conceptualization in particular. It is suggested, therefore, that historical content (product) can only have formative value if it is harnessed to facilitate conceptualization (process). Towards this end a History syllabus which embraces both the product and process approaches is advocated for implementation. In essence this means that the content of History is organised around concepts, that is, relevant concepts are chosen as themes around which the syllabus content is structured. Such an approach, it is believed, would not only help to develop universally valid generalizations but also facilitate the conceptualization process necessary for obtaining historical insight. A model, with examples, is presented as a suggestion for implementation in the classroom. Altenative proposals are also mentioned. If historical conceptualization is to be effevively realised in the classroom, then it becomes necessary to obtain a perspective on the learning-psychological processes involved in conceptualization. In this regard, specific theoris are highlighted to guide the History teacher in the classroom. Ti is finally hoped that the new approach suggested would assist teachers, at least to some extent, to resolve the problem of conceptualization in History teaching and thereby help to store the subject to its original position of respect in the school curriculum
Curriculum and Instructional Studies
D.Ed. (Didactics)

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48

Bharadwaj, Venkatesh. "Aural Mapping of STEM Concepts Using Literature Mining." 2013. http://hdl.handle.net/1805/3242.

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Анотація:

Indiana University-Purdue University Indianapolis (IUPUI)
Recent technological applications have made the life of people too much dependent on Science, Technology, Engineering, and Mathematics (STEM) and its applications. Understanding basic level science is a must in order to use and contribute to this technological revolution. Science education in middle and high school levels however depends heavily on visual representations such as models, diagrams, figures, animations and presentations etc. This leaves visually impaired students with very few options to learn science and secure a career in STEM related areas. Recent experiments have shown that small aural clues called Audemes are helpful in understanding and memorization of science concepts among visually impaired students. Audemes are non-verbal sound translations of a science concept. In order to facilitate science concepts as Audemes, for visually impaired students, this thesis presents an automatic system for audeme generation from STEM textbooks. This thesis describes the systematic application of multiple Natural Language Processing tools and techniques, such as dependency parser, POS tagger, Information Retrieval algorithm, Semantic mapping of aural words, machine learning etc., to transform the science concept into a combination of atomic-sounds, thus forming an audeme. We present a rule based classification method for all STEM related concepts. This work also presents a novel way of mapping and extracting most related sounds for the words being used in textbook. Additionally, machine learning methods are used in the system to guarantee the customization of output according to a user's perception. The system being presented is robust, scalable, fully automatic and dynamically adaptable for audeme generation.

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49

VRZALOVÁ, Monika. "Role sestry ve screeningu deprese u seniorů." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-260905.

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Анотація:

The diploma thesis deals with problems of depression in older people. Mainly the work is focused on identifying and analyzing the role of nurses in screening for depression in older people in primary care, acute care, long-term care and home care. This thesis was focused on theoretical direction and was used the method of design and demonstration. In this thesis was set one main goals with five research questions. The main goal was to identify and analyze the role of nurses in screening for depression in the elderly. RQ 1: What is the role of the nurse in screening for depression in the elderly? RQ 2: What is the role of the nurse in the primary care in screening for depression in the elderly? RQ 3: What is the role of the nurse in screening for depression in hospitalized patients in acute care? RQ 4: What is the role of the nurse in screening for depression in seniors in long-term and home care? RQ 5: What rating scales and methods are used in screening for depression in the elderly? The thesis introduce the concept of depression. The following are specified the causes of and the important factors that affect depression in the elderly. It also deals the differences in the clinical symptomatology of depression in old age. It explains possibilities and various barriers in the diagnosis of depression. Another chapter introduces complete geriatric examination, diagnostic classification systems, possible screening methods and scales for detection of depression in the elderly population. It also deals methods of pharmacological and non-pharmacological treatment and its possible complications associated with older age. By reason of increased suicide rate caused by depressive disorder the issue of suicidal behavior in the elderly is introduced. The next chapter deals with the nursing process, which is used by nurses in practice. It consists of the evaluation of the patient's health condition, making nursing diagnosis, creating nursing plan and subsequent implementation and evaluation. The nursing process is also needy for providing quality care. The nursing process in the stage of nursing diagnosis, introduces possible nursing diagnosis for a patient suffering from depression, which are based on the latest classification. Finally is described the role of nurses in screening for depression in the elderly in different health facilities and their contribution to the timely evaluation of depression in the elderly. This chapter introduces the role of nurses, nursing screening and collaboration with a physician. The role of nurses in screening for depression in different medical facilities is based on the first phase of the nursing process of assessment. On the basis of objective and subjective information, the nurse will assess the overall health and mental condition of the patient. Primarily, it was investigated what is the role of the nurse in screening for depression. On the basis of content analysis and synthesis it was necessary to used and processed domestic and foreign literature. A number of relevant sources are the results of various studies and Meta-analyzes, mostly from abroad, but also from the Czech Republic. The thesis can serve as a basis for nurses. The result of this thesis is to create e-learning material available for students in the Faculty of Health and Social Sciences of South Bohemia in Ceske Budejovice in the tutorial called Moodle.

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