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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
91

Concept mapping as an assessment tool accessing learning in a choral ensemble /

Carr, Deborah Louise, January 1996 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 87-96). Also available on the Internet.
92

An analysis of concept mapping as an instructional technique for teaching advanced technology concepts to at-risk junior high school students /

Gilchrist, Kelvin, January 1992 (has links)
Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1992. / Vita. Abstract. Includes bibliographical references (leaves 74-78). Also available via the Internet.
93

Concept learning in culturally disadvantaged children as a function of pretraining

Prehm, Herbert J. January 1964 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1964. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 83-86).
94

Cultural bias in the attainment of concepts of the biological cell by elementary school children

Billeh, Victor Yacoub Issa, January 1969 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
95

A comparison between the Frayer model of concept attainment and the textbook approach to concept attainment

Peters, Charles W., January 1973 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1973. / Transcript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.
96

Emprego de um software baseado em mineração de texto e apresentação gráfica multirrepresentacional como apoio à aprendizagem de conceitos científicos

Costa, Ana Paula Metz January 2014 (has links)
Esta dissertação apresenta quatro estudos independentes, do tipo quasi-experimental com aplicação de pré-teste e pós-testes e grupo de controle não equivalente. O objetivo dos quatro estudos é investigar como uma ferramenta baseada em mineração de texto e apresentação gráfica multirrepresentacional (SOBEK) pode contribuir com o processo de construção de conceitos científicos. Textos do tipo refutacional oriundos de pesquisas internacionais já publicadas foram utilizados nos estudos, assim como os testes de desempenho correspondentes a cada texto. Os conceitos abordados são energia, evolução Darwiniana e a natureza particulada da matéria. Realizados em uma escola municipal da região metropolitana de Porto Alegre, os estudos contaram com a participação de 73 alunos distribuídos em duas turmas de 8º ano e duas turmas de 9º ano. As análises estatísticas dos escores registrados pelos alunos nos testes identificaram uma melhora significativa no desempenho dos alunos de 9º ano que utilizaram a ferramenta SOBEK como apoio para o estudo do texto. Para os alunos de 8º ano, não houve diferenças estatisticamente significativas entre os alunos que usaram a ferramenta e os que responderam questionários sobre o texto. Estudos de maior profundidade são necessários para identificar a ocorrência e extensão de possíveis mudanças conceituais promovidas pela abordagem proposta. / This work presents four independent studies, in a quasi-experimental design with application of pre-test and post-tests with non-equivalent control groups. The set of four studies aim to investigate how a tool based on text mining and multirrepresentacional graphical presentation (SOBEK) can contribute to the process of constructing scientific concepts. Refutational texts from international published researches were used in the studies, as well as the corresponding performance´s tests about each text. The concepts covered are energy, Darwinian evolution and the particulate nature of matter. Performed in a municipal school in the Porto Alegre´s metropolitan region, in Southern Brazil, the studies included 73 students divided into two classes of 7th grade and two classes of 8th grade. Statistical analysis of the scores performed by students in the tests show a significant improvement in student´s performance in 8th grade that used the SOBEK tool as support for the study of the text. For students in grade 7th, there were no statistically significant differences in the performances of students who used the SOBEK tool and those who answered questionnaires about the text. More detailed studies are needed to identify the occurrence and the extent of possible conceptual changes supported by the proposed approach.
97

Emprego de um software baseado em mineração de texto e apresentação gráfica multirrepresentacional como apoio à aprendizagem de conceitos científicos

Costa, Ana Paula Metz January 2014 (has links)
Esta dissertação apresenta quatro estudos independentes, do tipo quasi-experimental com aplicação de pré-teste e pós-testes e grupo de controle não equivalente. O objetivo dos quatro estudos é investigar como uma ferramenta baseada em mineração de texto e apresentação gráfica multirrepresentacional (SOBEK) pode contribuir com o processo de construção de conceitos científicos. Textos do tipo refutacional oriundos de pesquisas internacionais já publicadas foram utilizados nos estudos, assim como os testes de desempenho correspondentes a cada texto. Os conceitos abordados são energia, evolução Darwiniana e a natureza particulada da matéria. Realizados em uma escola municipal da região metropolitana de Porto Alegre, os estudos contaram com a participação de 73 alunos distribuídos em duas turmas de 8º ano e duas turmas de 9º ano. As análises estatísticas dos escores registrados pelos alunos nos testes identificaram uma melhora significativa no desempenho dos alunos de 9º ano que utilizaram a ferramenta SOBEK como apoio para o estudo do texto. Para os alunos de 8º ano, não houve diferenças estatisticamente significativas entre os alunos que usaram a ferramenta e os que responderam questionários sobre o texto. Estudos de maior profundidade são necessários para identificar a ocorrência e extensão de possíveis mudanças conceituais promovidas pela abordagem proposta. / This work presents four independent studies, in a quasi-experimental design with application of pre-test and post-tests with non-equivalent control groups. The set of four studies aim to investigate how a tool based on text mining and multirrepresentacional graphical presentation (SOBEK) can contribute to the process of constructing scientific concepts. Refutational texts from international published researches were used in the studies, as well as the corresponding performance´s tests about each text. The concepts covered are energy, Darwinian evolution and the particulate nature of matter. Performed in a municipal school in the Porto Alegre´s metropolitan region, in Southern Brazil, the studies included 73 students divided into two classes of 7th grade and two classes of 8th grade. Statistical analysis of the scores performed by students in the tests show a significant improvement in student´s performance in 8th grade that used the SOBEK tool as support for the study of the text. For students in grade 7th, there were no statistically significant differences in the performances of students who used the SOBEK tool and those who answered questionnaires about the text. More detailed studies are needed to identify the occurrence and the extent of possible conceptual changes supported by the proposed approach.
98

Emprego de um software baseado em mineração de texto e apresentação gráfica multirrepresentacional como apoio à aprendizagem de conceitos científicos

Costa, Ana Paula Metz January 2014 (has links)
Esta dissertação apresenta quatro estudos independentes, do tipo quasi-experimental com aplicação de pré-teste e pós-testes e grupo de controle não equivalente. O objetivo dos quatro estudos é investigar como uma ferramenta baseada em mineração de texto e apresentação gráfica multirrepresentacional (SOBEK) pode contribuir com o processo de construção de conceitos científicos. Textos do tipo refutacional oriundos de pesquisas internacionais já publicadas foram utilizados nos estudos, assim como os testes de desempenho correspondentes a cada texto. Os conceitos abordados são energia, evolução Darwiniana e a natureza particulada da matéria. Realizados em uma escola municipal da região metropolitana de Porto Alegre, os estudos contaram com a participação de 73 alunos distribuídos em duas turmas de 8º ano e duas turmas de 9º ano. As análises estatísticas dos escores registrados pelos alunos nos testes identificaram uma melhora significativa no desempenho dos alunos de 9º ano que utilizaram a ferramenta SOBEK como apoio para o estudo do texto. Para os alunos de 8º ano, não houve diferenças estatisticamente significativas entre os alunos que usaram a ferramenta e os que responderam questionários sobre o texto. Estudos de maior profundidade são necessários para identificar a ocorrência e extensão de possíveis mudanças conceituais promovidas pela abordagem proposta. / This work presents four independent studies, in a quasi-experimental design with application of pre-test and post-tests with non-equivalent control groups. The set of four studies aim to investigate how a tool based on text mining and multirrepresentacional graphical presentation (SOBEK) can contribute to the process of constructing scientific concepts. Refutational texts from international published researches were used in the studies, as well as the corresponding performance´s tests about each text. The concepts covered are energy, Darwinian evolution and the particulate nature of matter. Performed in a municipal school in the Porto Alegre´s metropolitan region, in Southern Brazil, the studies included 73 students divided into two classes of 7th grade and two classes of 8th grade. Statistical analysis of the scores performed by students in the tests show a significant improvement in student´s performance in 8th grade that used the SOBEK tool as support for the study of the text. For students in grade 7th, there were no statistically significant differences in the performances of students who used the SOBEK tool and those who answered questionnaires about the text. More detailed studies are needed to identify the occurrence and the extent of possible conceptual changes supported by the proposed approach.
99

Rule Utilization and Rule Shift: A Developmental Study

Rakowitz, Lambert William 08 1900 (has links)
Current rule-utilization research indicated that subjects successively tested multiple conceptual rules, available from natural preexperimental experience, to solve a sorting task. Prior results suggested that older subjects were more efficient in utilizing rules and shifting to unused rules, possibly due to the availability of more conceptual rules at higher age levels. The experimental groups consisted of third, fourth, sixth, ninth graders, and college students. Each of the five groups contained 16 subjects. The rule-utilization procedure was applied to each group. The procedure contained a multitrial, card sorting task. The feedback given at the end of each trial was limited to the correctness of the entire card sort and did not provide information on the correctness of the sorting for any individual card. All subjects in each group were run until they used both bidimensional rules (the conjunctive and the inclusive-disjunctive rule), or until a limit of 30 trials was reached.
100

The effect of attribute emphasis on photographic illustrations for concept attainment by learners having varying degrees of field dependence

Croft, Richard S. 26 October 2005 (has links)
The purpose of this study was to determine whether modifying photographic illustrations used for concept-learning by emphasizing defining attributes improves learning by individuals exhibiting various degrees of field-dependence. Concept-learning in this instance refers to identifying objects based on visual characteristics. The specific questions addressed were: 1) Does emphasis of attributes improve concept attainment in general? and 2) Does attribute emphasis provide a differential advantage to field-dependent students, who generally do not perform as well on visual tasks? The relative levels of field-dependence of 115 participants, recruited from the university and surrounding community, were assessed using the Group Embedded Figures Test (GEFT). Three levels of field-dependence were identified: an "indeterminate" level centered on the mean GEFT score for the group; field-dependent, those scoring more than 1/2 standard deviation below the mean; and field-independent, those scoring more than 1/2 standard deviation above the mean. Participants partook of one of two computer-based lessons on the identification of four maple tree species based on the appearance of leaves. One lesson (the control condition) was illustrated with plain photographs, the other with photographs which had been modified using digital image editing to emphasize the critical attributes of each leaf. Following the lesson, each participant took a computer-based, 15-item multiple choice test on identification, and then a second 20-item test requiring identification of mounted leaf specimens. Bartlett’s test for homogeneity of variance revealed that the values in the six cells were not equal. Therefore, the test scores were analyzed using two-way t-tests for samples with unequal variances. All analyses were performed at the 0.05 significance level. Results of the analyses suggest that attribute emphasis does improve learning by individuals in general, particularly when considering transfer. However, no evidence of specific benefit for field dependent learners was revealed by the results. The author concludes with suggestions for further investigation of the benefits derived by various types of attribute emphasis and also the extent to which attribute-emphasis techniques may improve learning for tasks other than concept attainment. / Ph. D.

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