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It has been argued that the Internet and social media increase the number of available viewpoints, perspectives, ideas and opinions available, leading to a very diverse pool of information. However, critics have argued that algorithms used by search engines, social networking platforms and other large online intermediaries actually decrease information diversity by forming so-called “filter bubbles”. This may form a serious threat to our democracies. In response to this threat others have developed algorithms and digital tools to combat filter bubbles. This paper first provides examples of different software designs that try to break filter bubbles. Secondly, we show how norms required by two democracy models dominate the tools that are developed to fight the filter bubbles, while norms of other models are completely missing in the tools. The paper in conclusion argues that democracy itself is a contested concept and points to a variety of norms. Designers of diversity enhancing tools must thus be exposed to diverse conceptions of democracy. 相似文献
2.
Cennet Engin Demir 《Educational Research and Evaluation》2013,19(2):89-107
This study analyzes the perceptions of Turkish and American middle school students of school and schooling by examining the metaphors they produce. A total of 18 American and 24 Turkish students were interviewed as part of this study. The results show differences in the participants' perceptions of schooling by culture. Turkish participants perceived the school environment as family-like, care-giving, psychologically nurturing, educationally exemplary, and physically appealing. School was also seen as a fundamental prerequisite in the preparation for life and the possibility of employment, promising upward social mobility as an adult. Overall, while some American participants perceived school as a wild, crowded, chaotic, boring, painful, regulated environment in which students must learn to survive, others see it as a place of joy, caring, involvement, and learning. The study also indicates that metaphors are useful tools in understanding how students as real actors of school make sense of schooling and their experiences in school. 相似文献
3.
Nimet Bülbin Sucuoğlu Hatice Bakkaloğlu Selma Akalin Şeyda Demir Fadime İşcen-Karasu 《Journal of Early Childhood Teacher Education》2013,34(4):324-341
The aim of this study was to evaluate the effects of a teacher training program on teacher outcomes. The teachers’ knowledge and attitudes regarding inclusion, classroom management strategies, and their relationships with children both with and without disabilities were evaluated using self-report instruments. In addition, their classroom behaviors were evaluated by independent observers. The teacher education program included a variety of topics related to inclusion and effective strategies for inclusive classrooms. The data were collected prior to the education, after the completion of the program, and 6 months afterwards. The results indicated that the teacher program seemed to have moderate-to-large effects on all teacher outcomes, but the changes in their classroom behaviors were minimal. 相似文献
4.
Bingolbali Erhan Demir Gokhan Monaghan John D. 《International Journal of Science and Mathematics Education》2021,19(6):1187-1208
International Journal of Science and Mathematics Education - This paper examines a didactic phenomenon, a perception that the elements of sets have a common property, e.g. that {1, 2, 3} and {a, b,... 相似文献
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In Experiment I, rats received one food rewarded trial per day in a runway. One group received all its trials under hunger (Group H); the second group received a random half of its trials under hunger and the other half of its trials under hunger plus thirst (Group H-HT). Group H-HT ultimately ran slower on HT trials than on H trials. In Experiment II, the effects of shifting from H to HT and vice versa were examined in a five-phase design. In general, rats run under H ran faster than rats run under HT, and shifts from H to HT produced rapid decreases in speed, while shifts from HT to H produced extremely slow increases in speed. The results of both experiments were interpreted as indicating that the reward value of food is greater under H than under HT and that the manipulation H vs. HT may be viewed as theoretically similar to manipulation of reward magnitude. 相似文献
7.
Yelda Bekta? Ayhan Demir Randall Bowden 《International journal for the advancement of counseling》2009,31(2):130-143
The number of Turkish citizens entering the U.S. for their studies is growing more rapidly than almost any other group. The
purpose of the current study was to investigate how acculturation factors affect psychological adaptation of Turkish students
in the U.S. One hundred and twenty-four Turkish students participated in the study. Regression analyses revealed that social
support and self-esteem were predictors of psychological adjustment. Implications suggest that Turkish students, as with other
international students as previous research has suggested, should have a strong network of both co-national students and other
social connections. 相似文献
8.
Meral Aksu Cennet Engin Demir Aysegul Daloglu Soner Yildirim Ercan Kiraz 《International Journal of Educational Development》2010,30(1):91-101
This exploratory study examines the background characteristics, socio-cultural values and pedagogical beliefs that entering student teachers bring with them into the faculties of education and explores their possible implications for teacher education in the Turkish context. The study comprised 18,226 first-year student teachers from 51 faculties of education who participated in the study by responding to a three-section questionnaire developed by the research team. Their responses indicate that students entering education faculties typically come from families of lower-middle socio-economic status living in urban areas, tend to possess more traditional than secular-rational values and have not yet formed clear pedagogical beliefs. 相似文献
9.
Mehmet Demir 《Educational technology research and development : ETR & D》2018,66(6):1457-1477
This study investigates the development of an instrument to explore the views of student teachers in Turkey towards using Facebook as a tool for teaching and learning. A five-point Likert-type scale was developed for a sample of 687 student teachers from various fields in Adiyaman, Mustafa Kemal, and Inonu Universities. The sample included 445 participants in the first application and 242 participants in the second. A literature review, students’ comments, and relevant Facebook research results were considered in order to establish the items for the scale. A comparative analysis of previous studies and instruments yielded an original 33-item pool, and experts’ judgments were consulted to confirm the content validity of the scale. Exploratory and confirmatory factor analyses were conducted to determine the factor structure of the scale, revealing 17 items that could be grouped under three general factors. A Cronbach’s coefficient (α) was employed to determine the internal consistency coefficients for the whole scale and its subscales. Results indicate that this learning scale (FLTS) is a valid and reliable instrument to investigate the use of Facebook as a learning tool. 相似文献
10.
Andrea R. Milner Toni A. Sondergeld Abdulkadir Demir Carla C. Johnson Charlene M. Czerniak 《Journal of Science Teacher Education》2012,23(2):111-132
The impact of No Child Left Behind (NCLB) mandated state science assessment on elementary teachers’ beliefs about teaching
science and their classroom practice is relatively unknown. For many years, the teaching of science has been minimized in
elementary schools in favor of more emphasis on reading and mathematics. This study examines the dynamics of bringing science
to the forefront of assessment in elementary schools and the resulting teacher belief and instructional shifts that take place
in response to NCLB. Results indicated that teachers’ beliefs about teaching science remained unchanged despite policy changes
mandated in NCLB. Teacher beliefs related to their perceptions of what their administrators and peer groups’ think they should
be doing influenced their practice the most. Most teachers reported positive feelings and attitudes about science and reported
that their students had positive feelings and attitudes about science; however, teachers reported teaching science less as
a result of NCLB. Implications for elementary science education reform and policy are discussed. 相似文献