A parser for on-line search system evaluation

This paper describes a computer program which converts the text of user input and system responses from an on-line search system into fixed format records which describe the interaction. It also outlines the syntax of the query language and the format of the output record produced by the parser. The study discusses problems in constructing the parser, the logic of the parser and its performance characterestics, as well as recommendations for improving the process of logging on-line searches.     

Computational Thinking from a Disciplinary Perspective: Integrating Computational Thinking in K-12 Science,Technology, Engineering,and Mathematics Education

This article provides an introduction for the special issue of the Journal of Science Education and Technology focused on computational thinking (CT) from a disciplinary perspective. The special issue connects earlier research on what K-12 students can learn and be able to do using CT with the CT skills and habits of mind needed to productively participate in professional CT-integrated STEM fields. In this context, the phrase “disciplinary perspective” simultaneously holds two meanings: it refers to and aims to make connections between established K-12 STEM subject areas (science, technology, engineering, and mathematics) and newer CT-integrated disciplines such as computational sciences. The special issue presents a framework for CT integration and includes articles that illuminate what CT looks like from a disciplinary perspective, the challenges inherent in integrating CT into K-12 STEM education, and new ways of measuring CT aligned more closely with disciplinary practices. The aim of this special issue is to offer research-based and practitioner-grounded insights into recent work in CT integration and provoke new ways of thinking about CT integration from researchers, practitioners, and research-practitioner partnerships.

     

Satisfaction and success in online learning as a function of the needs for affiliation,autonomy, and mastery

Two studies were conducted to examine the relationship between motivational variables and satisfaction and success in online learning. College students enrolled in face-to-face psychology classes and who had taken at least one online course were surveyed. In Study 1, two hypotheses were tested: (1) that high need-for-affiliation students would be less, and (2) that high need-for-autonomy students would be more likely to want to take another online course. Hypothesis 1 was supported (f(4, 53)?=?2.56, p?相似文献   

Vexing questions that sustain sensemaking

Current science education reforms highlight the importance of students making sense of scientific ideas. While research has studied how to support sensemaking in classrooms, we still know very little about what drives students to pursue and persist in it on their own. In this article, we use a set of parallel case studies of undergraduate students discussing introductory physics to show how certain student-generated, vexing questions both initiate and sustain students' sensemaking processes. We examine affective and linguistic markers in student discourse in paired-clinical interviews to demonstrate both of these functions of vexing questions and detail their role in the explanations students construct. We conclude by discussing the implications of this analysis both for supporting sensemaking in classrooms and for studying it in research.     

Making sense of carbon footprints: how carbon literacy and quantitative literacy affects information gathering and decision-making

Abstract

Popular media often reports on the carbon footprint of certain activities, items or people. We were curious to explore how people make sense of these news pieces, and specifically, whether and how carbon literacy (CL) and quantitative literacy (QL) influences their reasoning. We interviewed and surveyed students of various backgrounds using simulated news pieces of three carbon footprints: that of Facebook, that of the US dairy industry, and that of the US chocolate industry. We found that being highly carbon or quantitatively literate influenced participants’ reaction – but only while they were gathering information about the prompts. The effect of literacies disappeared when they were asked to decide whether the carbon footprint was worrisome or which they would tackle first as a policy-maker. We describe and categorize the strategies students used to make sense of carbon footprints, and link the frequency of using particular strategies to their carbon and quantitative literacy. Implications for future research and environmental education are discussed.     

Making a class act: as seen in one Year 8 English lesson

This article reports on active teaching and learning approaches taken by one English teacher and a secondary PGCE student‐teacher to bring about changes to the work culture in a Year 8 mixed‐ability class. It is written by the PGCE tutor, student‐teacher, class teacher and external examiner, following an observation of one lesson, in a series of lessons, given by the student‐teacher. This lesson is analysed through its motivating content, approach to critical reading, inherent creativity and active approaches to learning. It indicates how a challenging class has been changed by approaches that provide alternatives to currently advocated objectives‐driven and direct instructional approaches.     

WOMEN EDUCATORS: LEADERSHIP IN THE 1990s

Institutions of higher learning have been places where men have ruled supreme, but in the past 20 years women have come into the sphere of academia with strong academic backgrounds and an energetic desire to establish a place for themselves equal to their male counterparts in the profession. Women administrators, teachers, lecturers, research scholars, and counselors are moving into career positions and are sharing with distinction the responsibilities and duties of education. To maintain this academic impetus, women educators in junior colleges, in community colleges, and in universities must continue to strive for the highest goals. In a world of change and of much discord, educators will be called on to contribute knowledge and solutions that will lead to a more peaceful universe. Women educators must have a role in world affairs as well as in the educational institutions of the world.     

Inferring teacher epistemological framing from local patterns in teacher noticing

In this work we use research from science education on teacher framing and work from mathematics education on teacher noticing to develop new approaches to modeling teacher cognition. The framing literature proposes a dynamic cognitive model of teaching in which teacher epistemological framing, or moment‐to‐moment understanding of what is going on with respect to knowledge and learning in the classroom, drives much of teacher practice. The teacher noticing literature documents patterns and trends in teachers' attention during instruction. We suggest first that noticing patterns, particularly local noticing patterns, can be leveraged to make inferences about teacher framing that maintain sensitivity to its dynamics but are also more reliable than existing analytic approaches. Second, we suggest that understanding noticing as driven by framing requires researchers to anticipate, allow for, and capitalize on the fact that teachers are capable of multiple, internally consistent variations in noticing at any given time. To illustrate these claims we present an analysis of one high school biology teacher who implemented a new digital recording technology in her classroom. Using the data from that implementation we identify two distinct local patterns in the teacher's noticing and from those patterns infer two different epistemological frames, one that she adopts during lab work and another during class discussions. We also discuss implications of these multiple framings for the study and training of teacher noticing more broadly. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:284–314, 2013     

Speech in teacher training at Texas

THE PISCATOR EXPERIMENT: THE POLITICAL THEATRE. By Maria Ley‐Piscator. New York: James H. Heineman, 1967; pp. ix+336. $8.50.