Expert Systems for Cataloging:

In a series of articles to appear soon in this publication, the general concept of work as it applies to all materials will be discussed. In a well-designed catalog, two items treated as the same work will display together and be represented as manifestations (editions) or copies of the same work to the user interested in a particular work. In this article, the concepts of work and related work as they apply to moving image works will be discussed, and recommendations made for their application to moving image works.     

Students' Learning of a Generalized Theory of Sound Transmission from a Teaching–Learning Sequence about Sound,Hearing and Health

Learning abstract concepts such as sound often involves an ontological shift because to conceptualize sound transmission as a process of motion demands abandoning sound transmission as a transfer of matter. Thus, for students to be able to grasp and use a generalized model of sound transmission poses great challenges for them. This study involved 199 students aged 10–14. Their views about sound transmission were investigated before and after teaching by comparing their written answers about sound transfer in different media. The teaching was built on a research-based teaching–learning sequence (TLS), which was developed within a framework of design research. The analysis involved interpreting students' underlying theories of sound transmission, including the different conceptual categories that were found in their answers. The results indicated a shift in students' understandings from the use of a theory of matter before the intervention to embracing a theory of process afterwards. The described pattern was found in all groups of students irrespective of age. Thus, teaching about sound and sound transmission is fruitful already at the ages of 10–11. However, the older the students, the more advanced is their understanding of the process of motion. In conclusion, the use of a TLS about sound, hearing and auditory health promotes students' conceptualization of sound transmission as a process in all grades. The results also imply some crucial points in teaching and learning about the scientific content of sound.     

Gestures and conceptual integration in mathematical talk

Spontaneous gesture produced in conjunction with speech is considered as both a source of data about mathematical thinking, and as an integral modality in communication and cognition. The analysis draws on a corpus of more than 200 gestures collected during 3 h of interviews with prospective elementary school teachers on the topic of fractions. The analysis examines how gestures express meaning, utilizing the framework of cognitive linguistics to argue that gestures are both composed of, and provide inputs to, conceptual blends for mathematical ideas, and a standard typology drawn from gesture studies is extended to address the function of gestures within mathematics more appropriately. Electronic supplementary material  The online version of the original article (doi:) contains supplementary material, which is available to authorized users.     

The role of contextual,conceptual and procedural knowledge in activating mathematical competencies (PISA)

This paper analyses the difficulties which Spanish student teachers have in solving the PISA 2003 released items. It studies the role played by the type and organisation of mathematical knowledge in the activation of competencies identified by PISA with particular attention to the function of contextual knowledge. The results of the research lead us to conclude that the assessment of the participant’s mathematical competencies must include an assessment of the extent to which they have school mathematical knowledge (contextual, conceptual and procedural) that can be productively applied to problem situations. In this way, the school knowledge variable becomes a variable associated with the PISA competence variable. This paper is based on a research project funded by a grant awarded in 2003 by the General Directorate for Research of the Spanish Ministry of Education and Science (BSO-2003-7133).     

Conceptualizing the impact of corruption in national institutions and national stakeholder service systems on e-government maturity

Research linking corruption and e-government maturity has mainly focused on the impact of e-government on corruption, and a vast majority of studies among them indicate that e-government can effectively lower the level of corruption in a country. As opposed to this well-developed stream of research, we explore and contribute to another potential but under-developed stream of research: the impact of corruption on e-government maturity. Drawing on the institutional perspective to construe corruption, we argue that corruption in three basic national institutions (political, legal, and media) and two national stakeholder service systems (business and citizen systems) in a country can hinder its e-government maturity. Specifically, we propose a holistic framework that conceptualizes the negative influence of corruption in national institutions and national stakeholder service systems on e-government maturity by drawing on five key theoretical perspectives—agency theory, control theory, theory of X-inefficiency, rent-seeking theory, and trust in institutions—grounded in corruption and information systems project management literature. The proposed conceptual framework is expected to (1) guide future empirical research on “corruption–e-government” phenomenon by providing rich theoretical explanations; and (2) offer a comprehensive strategy for practitioners and policymakers dealing with e-government projects and initiatives.     

中美档案法律法规中核心概念对应关系研究（上）

针对中国档案界（包括学界和业界）近年来就档案学专业的英文概念record(s)应如何与中文概念相对应的讨论以及在讨论中所凸显的问题,本研究选择了中美两国政府颁布的相关法律法规为数据源并对所选数据进行了逐字逐句式内容分析。分析过程导引出两类成果,一类以直接的形式呈现了中文概念“文件”、“档案”、“公文”与英文概念record(s)、archives、document(s) 之间相关或无关的关系;而另一类则以间接的方式揭示出中美两国法律法规中皆缺乏完整的、兼具逻辑性和系统性的概念体系。作为第一部分,本文汇报该研究的研究背景、研究方法、研究数据选择以及研究所揭示的中国部分核心概念关系。     

信息聚合概念的构成与聚合模式研究

信息聚合正成为信息组织与检索领域的研究热点。在对现有信息聚合相关概念进行阐释的基础上,本研究提出以情景、关系和对象作为信息聚合概念的主要构成,并依此对当前国内外信息聚合的典型应用和研究前沿进行梳理,依据聚合的情景、关系和信息粒度大小,将现有研究和实践中相关聚合模式归纳为情景聚合、语义聚合、引用聚合、社会网络聚合和粒度聚合五种主要模式和十二种表现形式;在此基础上提出多模式综合的深度聚合发展趋势:情景是决定关系和粒度等其他聚合要素的依据,情景的细化和深入研究势必带来多模式的综合应用,概念和实体、引用和社会网络等关系正被综合运用,而对不同粒度信息对象的聚合则是情景和关系聚合的落脚点。图1。参考文献96。     

Teacher candidates’ epistemological beliefs, dispositions, and views on teaching as persuasion

Alexander and her colleagues proposed teaching as persuasion as a guiding metaphor for conceptual change pedagogy (Alexander, Fives, Buehl, & Mulhern, 2002). However, there is reason to suspect that the term persuasion can have negative connotations for some individuals ( Dole & Sinatra, 1999; Murphy, 2001). Therefore, we examined 182 primarily preservice teachers’ views of teaching as persuasion, and related those views to their openness/resistance to new ideas as measured by selected epistemological belief scales and dispositional measures. Consistent with our hypotheses, our results indicated that teacher candidates who believed that knowledge evolves, that beliefs can be revised, and that learning is a process of constructing knowledge were more open to persuasive teaching. Our findings provide support for Murphy’s (2001) view of persuasion and suggest further that the teaching as persuasion metaphor would be more successful embedded in an instructional context designed to broaden teachers’ epistemological worldviews.     

新手教师理论性知识与实践性知识之间的教学情景间隙

新手教师面对课堂教学问题时往往束手无策,对教学情景无所适从。针对此问题,文章将陈述性知识、概念性知识、程序性知识和策略性知识归纳为理论性知识与实践性知识两大类。通过比较教师五个阶段专业发展的知识特征,揭示四种知识之间存在的“情景间隙”。因此,结合情境开辟有效的学习途径成为整合理论知识与实践知识的重要举措。基于Nonaka和Tadeuchi提出的企业知识管理创造的“SECI”模型,文章提出了新手教师知识转化的“IAIR”模式,即互动、运用、融合和反思,为新手教师的专业发展提供参考。     

创感时代教学设计的德性维度——教学设计者的主体性追寻

德性是教学设计者一个必须得以历练,却被严重忽视的维度[0]。文章通过描述创感时代主体性教学设计观的兴起及其基本假设,表明构建教学设计德性维度的迫切性,并详细阐明了教学设计创造德性观的丰富意蕴。在此基础上,介绍和阐述了国外教学设计的德性维度框架,以深入理解教学设计德性维度作为主体性教学设计实践确认和实现的途径,同时也凸显教学设计的德性维度对于现代教学设计学科发展和个体发展的独特价值。