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51.
52.
Fang-Ying Yang Kaushal Kumar Bhagat Chia-Hui Cheng 《International Journal of Science Education》2019,41(10):1347-1365
The purpose of this study was to compare the associations of epistemic beliefs in science, performance of scientific reasoning in university students from Taiwan and India, and the relations with their science learning experiences. A total of 126 university students including 67 from Taiwan and 59 from India who had science and mathematics backgrounds were involved in the study. Students’ epistemic beliefs in science were assessed by the SEV questionnaire, while their reasoning performance and learning experiences were prompted by open-ended questions and survey items. Content analysis was performed to analyze their scientific reasoning, and correlation analysis, t tests and ANOVA were applied to reveal the associations between variables. The results showed that students from both countries differed in epistemic beliefs in the dimensions of certainty, development and justification. While few students from either country performed successfully in identifying genuine evidence and giving full rebuttals, Taiwanese participants seemed to demonstrate slightly better scientific reasoning. It was found that the Indian students were more balanced in receiving structured and engaged learning experiences. Varying associations for the students from the different countries were found between epistemic beliefs and scientific reasoning performance, and between epistemic beliefs and science learning experiences. 相似文献
53.
54.
Amartya Kumar Dutta 《Resonance》2004,9(1):61-63
Inadvertently, an earlier draft of this article got printed in the November 2003 issue and, since the new draft clarified
some of the points, the section ‘Brahmagupta’s lemma and modern algebra’ of the final draft and a few small remarks are being
reprinted for the reader’s convenience. The error is regretted. 相似文献
55.
Amartya Kumar Dutta 《Resonance》2006,11(3):51-68
Āryabhata (born 476 CE) is regarded as a pioneer of mathematical astronomy in ancient India. In this three-part article, I
shall discuss one important contribution of Āryabhata in astronomy involving the least technical background —the principle
of axial rotation (Part 1) and computations on the sidereal day (Part 2). Portions of 4 verses, pertaining to Earth’s rotation,
from his famous treatise Āryabhatīya will be quoted. In Part 3, I shall give a brief historical account on the concept of
axial rotation of Earth. 相似文献
56.
Amartya Kumar Dutta 《Resonance》2002,7(4):4-19
In this series of articles, we intend to have a glimpse of some of the landmarks in ancient Indian mathematics with special
emphasis on number theory. This issue features a brief overview of some of the high peaks of mathematics in ancient India.
In the next part we shall describe Aryabhata’s general solution in integers of the equationax -by =c. In subsequent instalments we shall discuss in some detail two of the major contributions by Indians in number theory. The
climax of the Indian achievements in algebra and number theory was their development of the ingeniouschakravala method for solving, in integers, the equation x2 -Dy2 = 1, erroneously known as the Pell equation. We shall later describe the partial solution of Brahmagupta and then the complete
solution due to Jayadeva and Bhaskaracharya. 相似文献
57.
Seven computer applications to science assessment are reviewed. Conventional test administration includes record keeping, grading, and managing test banks. Multiple-choice testing involves forced selection of an answer from a menu, whereas constructed-response testing involves options for students to present their answers within a set standard deviation. Adaptive testing attempts to individualize the test to minimize the number of items and time needed to assess a student's knowledge. Figurai response testing assesses science proficiency in pictorial or graphic mode and requires the student to construct a mental image rather than selecting a response from a multiple choice menu. Simulations have been found useful for performance assessment on a large-scale basis in part because they make it possible to independently specify different aspects of a real experiment. An emerging approach to performance assessment is solution pathway analysis, which permits the analysis of the steps a student takes in solving a problem. Virtually all computer-based testing systems improve the quality and efficiency of record keeping and data analysis. 相似文献
58.
Avinash Kumar Singh 《Prospects》1995,25(4):735-747
59.
What is the nature of the force or mechanism that moves massive continents thousands of miles across? What causes violent earthquakes to displace huge landmasses abruptly? How could great mountain ranges like Himalayas and Alps rise to such incredible heights? What makes earth's interior so restless? Answers to some of these questions may lie in understanding the Earth's interior itself. 相似文献
60.
An interesting and relevant case involving two distinct systematic evaluations, traditional as well as somewhat nontraditional, of a science teacher education project with a heavy technology emphasis is discussed. Comparisons of the two separate evaluations of the same project revealed the complexity of evaluating technology projects and the multifaceted ways in which the evaluation endeavor could be approached, and provided an unusual situation and seldom seen opportunity for thinking about such evaluations. Additionally, what some other authors have said about the evaluations of efforts that take advantage of technology in the training of science teachers will also be explored. Evaluators must become active players in guiding the infusion of technology in preservice science programs. If evaluators, don't function to identify what works and what doesn't and what induces the best supportive environment, then who will? 相似文献