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91.
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
92.
Umesh Sharma Filipe Jitoko Setareki S. Macanawai 《International Journal of Disability, Development & Education》2018,65(6):614-630
In recent years, countries of the Pacific have been moving strongly towards enhancing inclusive educational practices within a previously segregated education system. Through the Pacific Education Development Framework (PEDF) approved by 14 Pacific Island Education Ministers in 2009, the implementation of regional policies of inclusive education is a priority. To ensure that progress is measurable, these countries have been working collaboratively with several Australian institutions to develop a set of contextually appropriate indicators for measuring disability-inclusive education. This article describes the process adopted in developing these indicators and initial findings regarding the key outcomes. The research is guided by three key principles of collaboration, a need for systemic change and ‘nothing about us without us’. The process adopts a three-stage approach which is outlined and key issues and implications discussed. 相似文献
93.
94.
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
95.
96.
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
97.
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
98.
Umesh Sharma Ann Cheryl Armstrong Laisiasa Merumeru Janine Simi Hannah Yared 《International Journal of Inclusive Education》2019,23(1):65-78
ABSTRACTCountries of the Pacific region are currently undergoing significant reforms. While disability inclusive education has been identified as a regional priority by all member nations, implementing inclusive education in the countries of the region can be quite challenging as many barriers continue to hamper the progress of the countries. Unless the barriers are identified and systematically addressed, it is unlikely that the countries will be able to implement a robust and holistic inclusive education strategy. In this paper, we present possible ways in which the countries of the Pacific could make significant progress in implementing a sustainable inclusive education strategy. We used a collaborative approach of co-examining potential barriers that are likely to impede the growth of countries in implementing a comprehensive inclusive education plan of action. We then identified possible strategies that are likely to result in an improved and perhaps more culturally responsive implementation of inclusive education in the Pacific. The most significant barriers identified by the members included: inadequate teacher preparation, stigma and negative attitudes towards people with disabilities, and limited engagement with the local leaders and key stakeholders. Possible strategies for addressing the barriers are outlined and discussed with possible implications for local, regional, and international researchers and policy makers. 相似文献
99.
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
100.
Avinash Kumar Singh 《Prospects》1995,25(4):735-747