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Moving Toward More Authentic Proof Practices in Geometry  [PDF]
Michelle Cirillo,Patricio G. Herbst
Mathematics Educator , 2011,
Abstract: Various stakeholders in mathematics education have called for increasing the role of reasoning and proving in the school mathematics curriculum. There is some evidence that these recommendations have been taken seriously by mathematics educators and textbook developers. However, if we are truly to realize this goal, we must pose problems to students that allow them to play a greater role in proving. We offer nine such problems and discuss how using multiple proof representations moves us toward more authentic proof practices in geometry.
Collaborative action research: Building authentic literate practices into a foreign language program
Austin,Theresa; Blum,Mark;
Colombian Applied Linguistics Journal , 2009,
Abstract: two university professors collaborate to carry out an action research project on literacy in a world language program. this article reports on their negotiations to define literacy, how they adapt the use of texts to the cultural backgrounds and interests of their learners and integrate native speakers in a community that builds various understanding of texts through discussion. our collaborative process provides one example of how action research can systematically inform teaching and learning to build authentic literacy practices in a second or foreign language program.
Best Practices for Scientific Computing  [PDF]
Greg Wilson,D. A. Aruliah,C. Titus Brown,Neil P. Chue Hong,Matt Davis,Richard T. Guy,Steven H. D. Haddock,Katy Huff,Ian M. Mitchell,Mark Plumbley,Ben Waugh,Ethan P. White,Paul Wilson
Computer Science , 2012,
Abstract: Scientists spend an increasing amount of time building and using software. However, most scientists are never taught how to do this efficiently. As a result, many are unaware of tools and practices that would allow them to write more reliable and maintainable code with less effort. We describe a set of best practices for scientific software development that have solid foundations in research and experience, and that improve scientists' productivity and the reliability of their software.
Games as a Platform for Student Participation in Authentic Scientific Research  [PDF]
Rikke Magnussen,Sidse Damgaard Hansen,Tilo Planke,Jacob Friis Sherson
Physics , 2015,
Abstract: This paper presents results from the design and testing of an educational version of Quantum Moves, a Scientific Discovery Game that allows players to help solve authentic scientific challenges in the effort to develop a quantum computer. The primary aim of developing a game-based platform for student-research collaboration is to investigate if and how this type of game concept can strengthen authentic experimental practice and the creation of new knowledge in science education. Researchers and game developers tested the game in three separate high school classes. The tests were documented using video observations of students playing the game, qualitative interviews, and qualitative and quantitative questionnaires. The focus of the tests has been to study players motivation and their experience of learning through participation in authentic scientific inquiry. In questionnaires conducted in the two first test classes students found that the aspects of doing real scientific research and solving physics problems were the more interesting aspects of playing the game. However, designing a game that facilitates professional research collaboration while simultaneously introducing quantum physics to high school students proved to be a challenge. A collaborative learning design was implemented in Class 3, where students were given expert roles such as experimental and theoretical physicists. This significantly improved the students feeling of learning physics compared to Class 1 and 2. Overall the results presented in this paper indicate that the possibility of participating in authentic scientific experiments, which this class of games opens, is highly motivating for students. The findings also show that the learning design in the class setting must be considered in order to improve the students' experience of learning and that various design challenges remain to be addressed further.
Teaching lab the Compass way: Engaging students in authentic research practices and guided self-reflection  [PDF]
Punit R. Gandhi,Jesse A. Livezey,Anna M. Zaniewski,Daniel L. Reinholz,Dimitri R. Dounas-Frazer
Physics , 2014,
Abstract: Aligning science instruction with authentic scientific practices is a national priority in education. In particular, undergraduate laboratory courses have been criticized as employing recipe-style activities with little emphasis on inquiry and design. This paper offers an alternative laboratory-style course, offered via the Compass Project at UC Berkeley. Using a model-based approach, undergraduate physics students engaged in authentic research practices by iteratively refining their experimental and theoretical designs. The course also promoted lifelong learning skills, such as persistence and organization, through a cycle of student self-reflection and personalized instructor feedback. This cycle is a strategy for providing students with sociocultural support, which is particularly important for students from underrepresented groups in the sciences. We document growth in students' understanding of scientific measurement and, drawing on student reflections, we suggest areas for future research focused on improving students' lifelong learning skills.
AUTHENTIC ASSESSMENT: AN INSTRUCTIONAL TOOL TO ENHANCE STUDENTS LEARNING
SherAzim,Mohammad Khan
Academic Research International , 2012,
Abstract: This paper underscores the process of using authentic assessment as a learning tool in a school the context of Pakistan. Data was collected through classroom observations, conducting interviews, analyzing relevant documents and maintaining person reflective diary. Findings indicate desirable changes in the perception as well as practices of teachers and students. Replacement of traditional paper-pencil test with authentic assessment resulted in activeparticipation of teachers and students in teaching and learning process. Study finding also reveal considerable improvement in high order skills of the students. They were actively engaged inplanning, collecting information and disseminating it to the community. Use of rubric for assessment was found to be very effective in determining a pathway for both the teachers and thestudents to look for and get to the desirable results.
Investigating Taiwanese 9th-graders’ scientific literacy via authentic assessment  [cached]
Shu-Nu CHANG
Asia-Pacific Forum on Science Learning and Teaching , 2008,
Abstract: The purpose of this study is to introduce Taiwanese last curriculum standards and the development of authentic assessment to investigate 9th-graders’ scientific literacy in Taiwan. From this study, it was revealed that authentic assessment provided another possibility to evaluate students’ scientific cognition better than the traditional achievement tests. Besides, the hands-on activity developed by this study offered an opportunity to make students enjoy the examination more and showed a higher consistency with lower-achievement students’ performance on the national entrance exam. The discussion and implementation are presented.
The major transformations of scientific views on public ad-ministration: a sociological analysis  [PDF]
Makarov S.
Vestnik Immanuel Kant Baltic Federal University , 2013,
Abstract: This article examines transformation of the social administrative resources through different historical periods. The author suggests criteria for analyzing evolution of scientific views on public administration: sociological time and the volume of the social ties. On the basis of these criteria, the author identifies the stages of cardinal changes in public administration. The optimum administrative model is suggested for each of these stages. The article emphasizes the dependence of the changes in the resource base of the public administration on the actual social mandate.
Redesigning a junior-level electronics course to support engagement in scientific practices  [PDF]
H. J. Lewandowski,Noah Finkelstein
Physics , 2015,
Abstract: Building on successful work on studying and transforming our senior-level Advanced Lab course, we have transformed our junior-level Electronics course to engage students in a variety of authentic scientific practices, including constructing, testing, and refining models of canonical measurement tools and analog circuits. We describe our approach to the transformation, provide a framework for incorporating authentic scientific practices, and present initial outcomes from the project. As part of the broader assessment of these course transformations, we examine one course learning outcome: development of the ability to model measurement systems. We demonstrate that in the transformed course students demonstrate greater likelihood of identifying discrepancies between the measurement and the model and significantly greater tendencies to refine their models to reconcile with the measurement.
Towards More Authentic Learning in Hypermedia
Anne-Maritta Tervakari,Kirsi Silius
International Journal of Emerging Technologies in Learning (iJET) , 2011, DOI: 10.3991/ijet.v6is2.1655
Abstract: A major challenge in teaching hypermedia is to illustrate how varying dimensions of using context are related to user's quality experience of online services. The Urban Computing Lab (UCL) tool was developed for students to collect rich information for further analysis about quality experiences of online services in authentic situations. Meaningful learning from the real world problems in authentic contexts enhances learning of abstract and theoretical issues.
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