Investigating the Links Between Students’ Learning Engagement and Modeling Competence in Computer-Supported Modeling-Based Activities

Journal of Science Education and Technology - The purpose of this study was to understand how students engage in computer-supported modeling-based activities (CSMBAs), and the relationship between...     

Transformation and digital literacy: Systematic literature mapping

Education and Information Technologies - The advancements of technology have allowed digital transformation to reach all productive sectors, including the education sector and its members. This...     

Dynamisches Aspekt-Mining: Methoden und Fallstudien

Aspekt-orientierte Programmierung kann die Komplexit“at von Softwaresystemen reduzieren und damit deren Wartbarkeit und Erweiterbarkeit verbessern. Dies wird durch die Kapselung von kompo“-nenten-“uber“-greifenden Elementen der Implementierung (sogenannten systemweiten Belangen oder „‘crosscutting concerns”) in spezielle Module oder Aspekte erreicht. Aspekt-Mining versucht diese Elemente in existierenden Softwaresystemen zu identifizieren und so die Anpassung an ein aspekt-orientiertes Design zu unterst“utzen. Die vorliegende Arbeit beschreibt Methoden und Ergebnisse mehrerer Fallstudien, in denen das dynamische Analyse-Verfahren von [?, ?] untersucht wurde; sie umfa“st ausserdem auch die Beschreibung der Algorithmen. Das Verfahren basiert auf der Analyse von Programmtraces, die in verschiedenen Programml“aufen erzeugt und dann in Ausf“uhrungsrelationen abstrahiert werden. Diese so erhaltene Datenbasis wird auf wiederkehrende Muster untersucht. Die genaue Bedeutung von „‘wiederkehrenden Mustern” wird dabei durch eine Reihe von Bedingungen an die Struktur der Ausf“uhrungsrelationen festgelegt. Dieses Verfahren wurde in dem vollautomatischen Analysewerkzeug DynAMiT implementiert und auf Softwaresystemen von mehr als 80 kLoC evaluiert. DynAMiT fand dabei sowohl systemweite Belange, die schon im System enthalten waren, als auch solche, die durch die Anwendung von AspectJ systematisch hinzugef“ugt wurden.     

Teaching as a Healing Craft: Decolonizing the Classroom and Creating Spaces of Hopeful Resistance through Chicano-Indigenous Pedagogical Praxis

This paper builds upon the edict for self-determination in El Plan de Santa Bárbara: a Chicano plan for higher education (1969), which calls for “strategic use of education,” by placing value on needs of the community (La Causa, p. 9). For me, this passage translates into valuing needs of community-college students entering my classes and life. I believe it is my obligation, as an educator, to problematize ways in which knowledge has been defined, framed, presented, and researched by dominant ideologies informing institutions of learning at all levels. In essence, this work is a meditation allowing readers to witness how I am weaving together various strands of myself including the personal, emotional, professional, intellectual, and spiritual. It captures how my participant-observation of MAS-Tucson educators, while describing their use of barrio pedagogy and critically compassionate intellectualism, has been enhanced by my re-reading of Elena Avila’s (2000) Woman who Glows in the Dark: A Curandera Reveals Traditional Aztec Secrets of Physical and Spiritual Health. This paper represents an ongoing epistemological exercise about my own teaching and scholarship, resulting in an emergence of my own modality as an apprenticing practitioner of Chicano-Indigenous pedagogy.     

Teaching Globalization Issues to Education Students: What's the Point?

We argue that teaching the dynamics of globalization to education students is an important aspect of teaching for social justice and for the development of critical awareness, thinking, and sensitivity. We begin this position paper by briefly characterizing globalization and exploring a range of approaches to teaching this topic. We then describe some of the challenges and risks of teaching globalization issues. We reflect on the responses of our students, looking at such issues as guilt, paralysis, disconnection, fear, pity, and anger. We end by describing how teaching about globalization can support our broader goals as critical educators, which include helping students to disrupt commonsense understandings, to unlearn dominant ideologies, to think systemically, and to create new habits of learning.     

Is season of birth related to developmental dyslexia?

Different moderators/mediators of risk are involved in developmental dyslexia (DD), but data are inconsistent. We explored the prevalence of season of birth and its association with gender and age of school entry in an Italian sample of dyslexic children compared to an Italian normal control group. The clinical sample included 498 children (345 boys, mean age 10.3 ± 2.1 years) with DD, the control sample 1,276 children (658 boys, mean age 10.8 ± 2.2 years) from four elementary schools from the same urban area, and with the same socio-economic status level. A prevalence of birth in autumn was found among children with DD compared to controls (34% versus 24%, p < 0.0001). Children with DD were more frequently males (p < 0.0001) and had a lower mean age of school entry (p < 0.0001). Regarding the distribution of ages, 11.4% of children with DD, but none of the subjects in the control group, started school before 5.7 years. Therefore, greater risk of DD was related to age of school entry (OR = 2.72), gender (OR = 2.16), and season of birth (OR = 1.21). Significant interactions between boys with DD born in autumn, and correct school of entry (OR = 2.56) were joint predictors of higher risk of DD. The association between birth in autumn and DD may be explained by the earlier age of school entry, which may be a critical element in the youngest children with DD or at risk to DD. Whether Italian school policy is oriented to anticipate the school entry, a closer detection of early learning disorders and associated risk factors (familial load, specific language disorders, and attention deficit hyperactivity disorder) should be warranted.     

Effectiveness of experiential learning in improving cognitive Planning and its impact on problem solving and mathematics performance / Eficacia del aprendizaje experiencial para mejorar la Planificación cognitiva y su repercusión en la resolución de problemas y el rendimiento matemático

This study is based on PASS theory, which suggests that the cognitive process of Planning is responsible for developing metacognitive strategies. The aim is to verify the effect of stimulating the cognitive process of PASS Planning on secondary school students using two different methodologies, with experiential learning (inductive) being applied in one group and deductive learning in the other. The study also aims to verify if improvements are observed in student grades in maths and problem solving. A quantitative study with a quasi-experimental design was carried out with two experimental groups of 59 and 57 students and a control group of 57. The results confirm significant improvements in both experimental groups in relation to their capacity to plan after the stimulations sessions, regardless of the methodology used. Nevertheless, improved grades in maths and problem solving were only found in the group who were administered the experiential learning (inductive) method. The conclusion drawn is that these kinds of methodologies need to be promoted for the stimulation of Planning to have the desired effect on mathematics performance.     

Early action and gesture "vocabulary" and its relation with word comprehension and production

Data from 492 Italian infants (8-18 months) were collected with the parental questionnaire MacArthur Bates Communicative Development Inventories to describe early actions and gestures (A-G) "vocabulary" and its relation with spoken vocabulary in both comprehension and production. A-G were more strongly correlated with word comprehension than word production. A clear developmental pattern for the different types of A-G was found. These findings are similar to those of different Western languages, indicating a common biological and cultural basis. The analysis of individual A-G and their relations with early words with a related meaning showed interesting similarities between the production of A-G with and without object manipulation and the comprehension and production of corresponding words. Results indicate that the transition from A-G to spoken language is mediated by word comprehension.     

Context and quantitative dimension of social conventional transgressions: Is it more serious at home or at school?

The aim of this experiment was to know whether the same transgressions were judged of different seriousness depending on their context of occurrence, and whether subjects’ judgements varied according to age. Sixty subjects participated in the experiment, 20 4-year-olds, 20 8-year-olds, and 20 adults. Four cases of transgression of social conventional rules were examined. Each transgression occurred in four contexts. Subjects compared the contexts of each transgression in pairs in all combinations. For each age group, data were analyzed by means of Kruskal’s scaling in order to rank the contexts of each transgression, and by means of correspondence analysis to relate transgressions and contexts with each other. Results show that children of both ages are quite consistent in their ranking of contexts. They differ from adults who, instead, consider transgressions to be more context-specific. Results are discussed for their theoretical value and in relation to the concept of context.