Providing Undergraduates with Opportunities to Explicitly Reflect on How News Articles Promote the Public (Mis)understanding of Science

Science & Education - A well-informed populace is vitally important for the proper functioning of democracy. Media news articles constitute an essential means by which the public comes into...     

Introducing Undergraduates to the Nature of Science Through the Co-construction of Evolutionary Trees Evidence from a University Biology Course

Research in Science Education - Contrary to the situation at primary, middle, and secondary school levels, university science courses provide students with very few opportunities to reflect upon...     

Using structural contexts to compress semistructured text collections

We describe a compression model for semistructured documents, called Structural Contexts Model (SCM), which takes advantage of the context information usually implicit in the structure of the text. The idea is to use a separate model to compress the text that lies inside each different structure type (e.g., different XML tag). The intuition behind SCM is that the distribution of all the texts that belong to a given structure type should be similar, and different from that of other structure types.     

User-model based personalized summarization

The potential of summary personalization is high, because a summary that would be useless to decide the relevance of a document if summarized in a generic manner, may be useful if the right sentences are selected that match the user interest. In this paper we defend the use of a personalized summarization facility to maximize the density of relevance of selections sent by a personalized information system to a given user. The personalization is applied to the digital newspaper domain and it used a user-model that stores long and short term interests using four reference systems: sections, categories, keywords and feedback terms. On the other side, it is crucial to measure how much information is lost during the summarization process, and how this information loss may affect the ability of the user to judge the relevance of a given document. The results obtained in two personalization systems show that personalized summaries perform better than generic and generic-personalized summaries in terms of identifying documents that satisfy user preferences. We also considered a user-centred direct evaluation that showed a high level of user satisfaction with the summaries.     

Effects of running experience on coordination and its variability in runners

The purpose of this study was to examine the differences in coordination variability in running gait between trained runners and non-runners using continuous relative phase (CRP) analysis. Lower extremity kinematic data were collected for 22 participants during the stance phase. The participants were assigned to either a runner or non-runner group based on running volume training. Segment coordination and coordination variability were calculated for selected hip–knee and knee–ankle couplings. Independent t-tests and magnitude-based inferences were used to compare the 2 groups. There were limited differences in the CRP and its variability among runners and non-runner groups. The runners group achieved moderately lower coordination compared with non-runners group in the phase angle for hip abduction/adduction and knee flexion/extension. The runners tended to show moderately lower coordination variability in the phase angle for knee flexion/extension and subtalar inversion/eversion in comparison to non-runners group. These results suggested that levels of experience as estimated from weekly training volume had little influence on coordination and its variability.     

Application of the principal component waveform analysis to identify improvements in vertical jump performance

The purpose of this study was to determine the effects of training on the force-, velocity-, and displacement-time curves using principal component analysis (PCA) to examine the pre to post intervention changes. Thirty-four trained women basketball players were randomly divided into training and control groups. The training intervention consisted of full squats combined with repeated jumps. The effects of the intervention were analysed before and after the training period of 6 weeks by comparing the principal component scores. The magnitude of differences within-/between-group were calculated and expressed as standardised differences. After the intervention period, clear changes in principal components were observed in the training group compared to the control group. These were related to the execution of a vertical jump with a faster and deeper countermovement that was stopped with greater force. This resulted in greater force from the start of the upward movement phase which was maintained for a longer time. This increase in force throughout a greater range of motion increased the take-off velocity and consequently jumping height.     

The Intersectionality of Culturally Responsive Teaching and Performance Poetry: Validating Secondary Latino Youth and Their Community

In this article the authors draw from culturally responsive teaching and multicultural education to describe performance poetry as an effective strategy for validating secondary aged Latino youths’ lived experiences. Supported by teacher modeling and the incorporation of community poets, students created and shared their own powerful poems that provided authentic opportunities to engage in critical analysis of the poems and issues of equality, social justice, and equity. Performance poetry is successfully used as a tool for validation, honoring and learning from our community, and transformation. Students in this border community were validated in terms of the identities as members of multiple worlds, learned about their own neighborhood from community poets, and were transformed in their identities as community activists through performance poetry. However, in this era of standardized teaching and high-stakes testing, teaching through performance poetry is often not supported in schools.     

Can Interactive Web-based CAD Tools Improve the Learning of Engineering Drawing? A Case Study

Many current Web-based learning environments facilitate the theoretical teaching of a subject but this may not be sufficient for those disciplines that require a significant use of graphic mechanisms to resolve problems. This research study looks at the use of an environment that can help students learn engineering drawing with Web-based CAD tools, including a self-correction component. A comparative study of 121 students was carried out. The students were divided into two experimental groups using Web-based interactive CAD tools and into two control groups using traditional learning tools. A statistical analysis of all the samples was carried out in order to study student behavior during the research and the effectiveness of these self-study tools in the learning process. The results showed that a greater number of students in the experimental groups passed the test and improved their test scores. Therefore, the use Web-based graphic interactive tools to learn engineering drawing can be considered a significant improvement in the teaching of this kind of academic discipline.     

User-centred versus system-centred evaluation of a personalization system

Some of the most popular measures to evaluate information filtering systems are usually independent of the users because they are based in relevance judgments obtained from experts. On the other hand, the user-centred evaluation allows showing the different impressions that the users have perceived about the system running. This work is focused on discussing the problem of user-centred versus system-centred evaluation of a Web content personalization system where the personalization is based on a user model that stores long term (section, categories and keywords) and short term interests (adapted from user provided feedback). The user-centred evaluation is based on questionnaires filled in by the users before and after using the system and the system-centred evaluation is based on the comparison between ranking of documents, obtained from the application of a multi-tier selection process, and binary relevance judgments collected previously from real users. The user-centred and system-centred evaluations performed with 106 users during 14 working days have provided valuable data concerning the behaviour of the users with respect to issues such as document relevance or the relative importance attributed to different ways of personalization. The results obtained shows general satisfaction on both the personalization processes (selection, adaptation and presentation) and the system as a whole.