检索结果-内蒙古大学图书馆

Harnessing the power of promising technologies to transform science education: prospects and challenges to promote adaptive epistemic beliefs in science learning

引用

INTERNATIONAL JOURNAL OF SCIENCE EDUCATION 2022年第2期44卷 346-353页

作者： Wu, Jiun-Yu Tsai, Chin-Chung Natl Yang Ming Chiao Tung Univ Inst Educ Hsinchu Taiwan Natl Taiwan Normal Univ Program Learning Sci Taipei Taiwan Natl Taiwan Normal Univ Inst Res Excellence Learning Sci Taipei Taiwan

Forming learners' science concepts and conceptual change entails adaptive epistemic beliefs to support a high degree of interactivity within a coherent knowledge structure. Adaptive epistemic beliefs are characterized by beliefs that knowledge is uncertain and should be justified through experimentation or multiple sources dependent upon the task contexts. Thus, assessing and evaluating learners' adaptive epistemic beliefs is a complex process that requires laborious analysis of learner artifacts based on reliable and valid coding schemes. This article aims to describe new ways of assessing and applying technologies that can measure and foster adaptive epistemic beliefs. We propose new strategies for a theoretically-based human-and-machine symbiotic learning Analytics (LA) framework. The application of this LA framework may facilitate the development of real-time detecting and representation of the individual and collective epistemic belief networks as well as diagnosing and providing appropriate scaffolds to promote adaptive epistemic beliefs via the design of personalised pedagogical feedback with experts' input. The heuristic application of technology infrastructure may propel a movement for more tangible and personalised learning in science education. The current gaps of using AI-based emerging technologies in science learning and implications for science education are discussed to advance science education in new directions.

关键词： learning technology epistemology learning analytics machine learning network analysis

来源：评论

学校读者我要写书评

暂无评论

Challenges, Changes, and Choices Immigrant Academics of Color in American Academia

引用

ADULT learning 2022年第3期33卷 114-122页

作者： Delgado, Rosite K. G. Sun, Qi Univ Tennessee Off Equ & Inclus Chattanooga TN USA Univ Tennessee Adult Learning PhD Program Knoxville TN 37996 USA

Immigration is a hotly debated and deeply polarizing topic in American society. The past few decades have seen an influx of immigrants from Asia, Africa, and the Americas who contend with having a double-minority status. This qualitative study advances an understanding of the lived experiences and acculturation process of immigrant academics of color within American academia. Findings indicate struggles of cultural disequilibrium, marginalization, and the challenges of gaining or regaining cultural, professional, and social capital. Their experiences and perspectives have explicit implications for adult learning.

关键词： immigrant academics of color acculturation adult learning double-minority status international faculty

来源：评论

学校读者我要写书评

暂无评论

Using deep learning models to predict student performance in introductory computer programming courses

Using deep learning models to predict student performance in...

引用

22nd IEEE International Conference on Advanced learning Technologies (ICALT)

作者： Chiang, Yueh-hui Vanessa Lin, Ying-Ru Chen, Nian-Shing Natl Chengchi Univ Dept Comp Sci Artificial Intelligence & E Learning Ctr Taipei Taiwan Natl Chengchi Univ Dept Comp Sci Taipei Taiwan Natl Taiwan Normal Univ Inst Res Excellence Learning Sci Taipei Taiwan Natl Taiwan Normal Univ Program Learning Sci Taipei Taiwan

ISBN: (数字)9781665495196

ISBN: (纸本)9781665495196

This study used deep learning techniques with Moodle log data to predict student performance in introductory computer programming courses. Particularly, this study would like to use prediction results to identify potential low -performing students who may need assistance from teachers. The results suggested that deep learning models are promising to predict student performance and identify low-performing students in the researched context. What the prediction results provided by the models can inform teachers in learning settings was also further discussed in this paper.

关键词： Educational data mining deep learning student performance prediction time-series data Moodle

来源：评论

学校读者我要写书评

暂无评论

Applications in integrated intelligent infrastructures

引用

JOURNAL OF AMBIENT INTELLIGENCE AND SMART ENVIRONMENTS 2023年第3期15卷 209-210页

作者： Gomez, Carles Bannan, Brenda Fleury, Anthony Univ Politecn Cataluna Network Engn Dept Barcelona Spain George Mason Univ Coll Educ & Human Dev Learning Technol Design Res Program Fairfax VA USA IMT Nord Europe Ctr Digital Syst Douai France

来源：评论

学校读者我要写书评

暂无评论

Intersecting Capitals: Economically and Racially Minoritized Black and Latino/a Students Navigating Independent High Schools and Selective Postsecondary Institutions

引用

ANTHROPOLOGY & EDUCATION QUARTERLY 2023年第4期54卷 372-391页

作者： Weis, Lois Cipollone, Kristin Dominguez, Rachel SUNY Buffalo Grad Sch Educ Buffalo NY USA SUNY Buffalo Teacher Residency Program Profess Learning & Consortium Buffalo NY USA Buffalo Publ Sch Buffalo NY 14202 USA

We explore how Black and Latino/a students from economically marginalized communities drew upon dominant capitals accrued by virtue of attendance at elite secondary schools in conjunction with non-dominant family and community capitals to chart their postsecondary lives through college and beyond. In so doing, we point to affordances offered by the authors' longitudinal qualitative research investigation, as we work to understand individual and collective class and race positioning practices and outcomes post high school.

关键词：

来源：评论

学校读者我要写书评

暂无评论

Genetics providers ' perspectives on the use of digital tools in clinical practice

引用

GENETICS IN MEDICINE 2024年第6期26卷 101122页

作者： Lee, Whiwon Hirjikaka, Daena Grewal, Sonya Shaw, Angela Luca, Stephanie Clausen, Marc Bombard, Yvonne Hayeems, Robin Z. Hosp Sick Children Program Child Hlth Evaluat Sci Toronto ON Canada Univ Toronto Inst Hlth Policy Management & Evaluat Toronto ON Canada Unity Hlth Toronto St Michaels Hosp Li Ka Shing Knowledge Inst Genom Hlth Serv Res Program Toronto ON Canada Peter Gilgan Ctr Res & Learning 686 Bay St 11-9710 Toronto ON M5G 0A4 Canada

Purpose: Digital tools are increasingly incorporated into genetics practice to address challenges with the current model of care. Yet, genetics providers ' perspectives on digital tool use are not well characterized. Methods: Genetics providers across Canada were recruited. Semistructured interviews were conducted to ascertain their perspectives on digital tool use and the clinical practice factors that might inform digital tool integration. A qualitative interpretive description approach was used for analysis. Results: Thirty-three genetics providers across 5 provinces were interviewed. Participants had favorable attitudes toward digital tool use. They were open to using digital tools in the pretest phase of the genetic testing pathway and for some posttest tasks or in a hybrid model of care. Participants expressed that digital tools could enhance ef fi ciency and allow providers to spend more time practicing at the top of scope. Providers also described the need for careful consideration of the potential impact of digitalization on the clinician -patient dynamic, access to and equity of care, and unintended digital burden on providers. Conclusion: Genetics providers considered digital tools to represent a viable solution for improving access, ef fi ciency, and quality of care in genetics practice. Successful use of digital tools in practice will require careful consideration of their potential unintended impacts. (c) 2024 American College of Medical Genetics and Genomics. Published by Elsevier Inc. All rights reserved.

关键词： Digital health Digital tools Genetic counseling Genetic services Provider perspective

来源：评论

学校读者我要写书评

暂无评论

Comparing Explanations of Molecular Machine learning Models Generated with Different Methods for the Calculation of Shapley Values

引用

MOLECULAR INFORMATICS 2025年第3期44卷 e202500067页

作者： Lamens, Alec Bajorath, Juergen Rhein Friedrich Wilhelms Univ Dept Life Sci Informat & Data Sci LIMES Program Unit Chem Biol & Med Chem B IT Friedrich Hirzebruch Allee 5-6 D-53115 Bonn Germany Rhein Friedrich Wilhelms Univ Bonn Lamarr Inst Machine Learning & Artificial Intellig Friedrich Hirzebruch Allee 5-6 D-53115 Bonn Germany

Feature attribution methods from explainable artificial intelligence (XAI) provide explanations of machine learning models by quantifying feature importance for predictions of test instances. While features determining individual predictions have frequently been identified in machine learning applications, the consistency of feature importance-based explanations of machine learning models using different attribution methods has not been thoroughly investigated. We have systematically compared model explanations in molecular machine learning. Therefore, a test system of highly accurate compound activity predictions for different targets using different machine learning methods was generated. For these predictions, explanations were computed using methodological variants of the Shapley value formalism, a popular feature attribution approach in machine learning adapted from game theory. Predictions of each model were assessed using a model-agnostic and model-specific Shapley value-based method. The resulting feature importance distributions were characterized and compared by a global statistical analysis using diverse measures. Unexpectedly, methodological variants for Shapley value calculations yielded distinct feature importance distributions for highly accurate predictions. There was only little agreement between alternative model explanations. Our findings suggest that feature importance-based explanations of machine learning predictions should include an assessment of consistency using alternative methods.

关键词： approximation methods compound activity prediction feature attribution machine learning model explanation Shapley values

来源：评论

学校读者我要写书评

暂无评论

The Perceived Complexity of learning Tasks Influences Students’ Collaborative Interactions in Immersive Virtual Reality

引用

Journal of Science Education and Technology 2024年第4期33卷 542-555页

作者： Matovu, Henry Won, Mihye Hernandez-Alvarado, Ricardo Bruno Ungu, Dewi Ayu Kencana Treagust, David F. Tsai, Chin-Chung Mocerino, Mauro Tasker, Roy School of Education Curtin University Perth WA Australia Faculty of Education Monash University Clayton VIC Australia Program of Learning Sciences National Taiwan Normal University Taipei Taiwan Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan School of Molecular and Life Sciences Curtin University Perth WA Australia School of Science Western Sydney University Penrith NSW Australia

This study investigated how different learning tasks influence students’ collaborative interactions in immersive Virtual Reality (iVR). A set of chemistry learning activities was designed with iVR, and 35 pairs of undergraduate students went through the activities. Videos of students’ interactions were analysed to identify patterns in students’ physical, conceptual, and social interactions. When students were manipulating conceptually familiar virtual objects (several water molecules), they perceived the tasks as a simple extension of prior knowledge and did not attempt to explore the 3D visualisation much. They did not move around to take different perspectives, and conceptual discussions were brief. Their prior power relations (leader–follower) carried over in iVR environments. In contrast, when conceptually unfamiliar chemical structures (protein enzyme) were displayed, students perceived the tasks as complex, demanding a new mode of learning. They spontaneously moved around to explore and appreciate the 3D visualisation of iVR. Walking to different positions to observe the virtual objects from multiple angles, students engaged in more collaborative, exploratory conceptual discussions. As the perceived complexity of learning tasks or virtual objects triggers different collaborative interactions amongst students, careful considerations need to be placed on the design of iVR tasks to encourage productive collaborative learning. © The Author(s) 2024.

关键词： Chemistry education Collaborative learning Human–computer interaction Immersive virtual reality

来源：评论

学校读者我要写书评

暂无评论

Thai students' STEM identities after compulsory education by gender, educational programme, and career aspiration

引用

RESEARCH IN POST-COMPULSORY EDUCATION 2024年第3期29卷 472-501页

作者： Ladachart, Luecha Kaekai, Thidarat Khammeetha, Panadda Hipthong, Nuengluethai Ladachart, Ladapa Univ Phayao Sch Educ Dept Curriculum & Instruct Phayao Thailand Univ Phayao Sch Educ Program Bachelors Degree Educ Phayao Thailand Chiang Mai Univ Fac Educ Dept Curriculum Teaching & Learning Chiang Mai Thailand

The extent to which students identify with science, technology, engineering, and mathematics (i.e. STEM identity) is crucial in influencing them to pursue STEM-related careers after compulsory education. Given the predictive power of this construct, this study explores Thai students' STEM identities by focussing on three components (i.e. interest, performance, and recognition) in light of their gender, educational programme, and career aspiration. One hundred and thirty-one students in Grades 10-11 from two secondary schools participated in the study. A Likert-type questionnaire was employed to gather data, which were subsequently transformed into interval scores using Rasch analysis. Inferential statistics were used to analyse the data. This study reveals that male and female students do not significantly differ in terms of their interest in and recognition of STEM. However, gender differences manifest regarding performance in STEM. Those studying in STEM-focussed programmes are likely to show stronger STEM identities than those in non-STEM programmes. Despite this tendency within the STEM-focussed programmes, the students' recognition of STEM varies by school. Those with career aspirations towards STEM are likely to exhibit stronger STEM identities than those who aspire to non-STEM careers. Based on the data, this study suggests a hypothesis regarding learning progression for students' STEM identities.

关键词： Career aspiration gender difference secondary education STEM identity Thailand

来源：评论

学校读者我要写书评

暂无评论

Anatomy of Potency Predictions Focusing on Structural Analogues with Increasing Potency Differences Including Activity Cliffs

引用

JOURNAL OF CHEMICAL INFORMATION AND MODELING 2023年第22期63卷 7032-7044页

作者： Janela, Tiago Bajorath, Jurgen Rhein Friedrich Wilhelms Univ Dept Life Sci Informat & Data Sci LIMES Program Unit Chem Biol & Med Chem B IT D-53115 Bonn Germany Rheinische Friedrich Wilhelms Univ Bonn Lamarr Inst Machine Learning & Artificial Intellig D-535115 Bonn Germany

Potency predictions are popular in compound design and optimization but are complicated by intrinsic limitations. Moreover, even for nonlinear methods, activity cliffs (ACs, formed by structural analogues with large potency differences) represent challenging test cases for compound potency predictions. We have devised a new test system for potency predictions, including AC compounds, that is based on partitioned matched molecular pairs (MMP) and makes it possible to monitor prediction accuracy at the level of analogue pairs with increasing potency differences. The results of systematic predictions using different machine learning and control methods on MMP-based data sets revealed increasing prediction errors when potency differences between corresponding training and test compounds increased, including large prediction errors for AC compounds. At the global level, these prediction errors were not apparent due to the statistical dominance of analogue pairs with small potency differences. Test compounds from such pairs were accurately predicted and determined the observed global prediction accuracy. Shapley value analysis, an explainable artificial intelligence approach, was applied to identify structural features determining potency predictions using different methods. The analysis revealed that numerical predictions of different regression models were determined by features that were shared by MMP partner compounds or absent in these compounds, with opposing effects. These findings provided another rationale for accurate predictions of similar potency values for structural analogues and failures in predicting the potency of AC compounds.

关键词： Chemical calculations Computer simulations Peptides and proteins Structure activity relationship Testing and assessment

来源：评论

学校读者我要写书评

暂无评论

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案：

请选择收藏分类：

通借通还

建议与咨询 留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案： 新增检索档案 确定 取消

请选择收藏分类： 新增自定义分类 确定 取消

通借通还

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

请选择保存的检索档案：

请选择收藏分类：