A major component of the values people place on science and their attitude toward it is their openness to new ideas or overall open-mindedness. An individual’s values and attitudes become integrally connected to their prior knowledge and conceptions regarding science and science content. Sometimes the nature of a natural phenomenon and the scientific explanation for the phenomenon is controversial. A controversial scientific concept is one that evokes emotion and forces individuals to assess the values associated with this content and make assessments of their attitudes toward it. This is especially true during learning. The purpose of this study was to provide evidence on how prior knowledge and existing conceptions are related to open-mindedness when learning science content that is regarded as controversial. The participants for this study consisted of 7 elementary science teachers and 8 secondary science teachers. Data collected for the study included the determination of how individuals assessed and used their prior/existing conceptions when learning controversial science content based on individual interviews, an individual’s level of open-mindedness as measured by the Actively Open-minded Thinking scale (AOT) and determined through the interviews, and the assessment of the change in an individual’s level of knowledge regarding geologic time as measured by the Geoscience Concept Inventory (GCI). The investigation consisted of multiple case studies analyzed within cases and across cases. The teachers’ use of their prior conceptions was determined through the coding of interviews based on the four appropriation modes of Integration, Differentiation, Exchange, and Bridging. Results from the interview data showed that 53% of the teachers differentiated their existing conceptions from new geologic time conceptions, while 47% integrated new conceptions with their prior conceptions. In addition, 40% of the teachers exhibited a bimodal appropriation of their existing conceptions. Bridging and exchange were the secondary appropriation modes observed among bimodal appropriators. No relationships were found between the teachers’ thinking disposition (open-mindedness) and their level of geologic time knowledge, nor where there any relationships found between the teachers’ prior conception appropriation and their geologic time knowledge or their appropriation and thinking disposition.

This study first examines the effectiveness of stealing thunder in increasing the target’s liking for the discloser. The study further inspects liking relative to the amount of information known about the discloser prior to their initial interaction. Additionally, the target’s perception of the negativity of the information revealed is observed. 120 subjects participated in an experiment during which they were either exposed to the negative information via the confederate or the experimenter or were not exposed at all. Results, although interesting, were largely inconsistent with the hypotheses. This could have been due to several factors namely, poor experimental execution and unreliability of measurement. However, stealing thunder, with further testing, has several implications for the current state of the stealing thunder literature and future research.

Cylinder pressure modeling and heat release analysis are today important and standard tools for engineers and researchers, when developing and tuning new engines. Being able to accurately model and extract information from the cylinder pressure is important for the interpretation and validity of the result. The first part of the thesis treats single-zone cylinder pressure modeling, where the specific heat ratio model constitutes a key part. This model component is therefore investigated more thoroughly. For the purpose of reference, the specific heat ratio is calculated for burned and unburned gases, assuming that the unburned mixture is frozen and that the burned mixture is at chemical equilibrium. Use of the reference model in heat release analysis is too time consuming and therefore a set of simpler models, both existing and newly developed, are compared to the reference model. A two-zone mean temperature model and the Vibe function are used to parameterize the mass fraction burned. The mass fraction burned is used to interpolate the specific heats for the unburned and burned mixture, and to form the specific heat ratio, which renders a cylinder pressure modeling error in the same order as the measurement noise, and fifteen times smaller than the model originally suggested in Gatowski et al. (1984). The computational time is increased with 40 % compared to the original setting, but reduced by a factor 70 compared to precomputed tables from the full equilibrium program. The specific heats for the unburned mixture are captured within 0.2 % by linear functions, and the specific heats for the burned mixture are captured within 1 % by higher-order polynomials for the major operating range of a spark ignited (SI) engine. In the second part, four methods for compression ratio estimation based on cylinder pressure traces are developed and evaluated for both simulated and experimental cycles. Three methods rely upon a model of polytropic compression for the cylinder pressure. It is shown that they give a good estimate of the compression ratio at low compression ratios, although the estimates are biased. A method based on a variable projection algorithm with a logarithmic norm of the cylinder pressure yields the smallest confidence intervals and shortest computational time for these three methods. This method is recommended when computational time is an important issue. The polytropic pressure model lacks information about heat transfer and therefore the estimation bias increases with the compression ratio. The fourth method includes heat transfer, crevice effects, and a commonly used heat release model for firing cycles. This method estimates the compression ratio more accurately in terms of bias and variance. The method is more computationally demanding and thus recommended when estimation accuracy is the most important property. In order to estimate the compression ratio as accurately as possible, motored cycles with as high initial pressure as possible should be used. The objective in part 3 is to develop an estimation tool for heat release analysis that is accurate, systematic and efficient. Two methods that incorporate prior knowledge of the parameter nominal value and uncertainty in a systematic manner are presented and evaluated. Method 1 is based on using a singular value decomposition of the estimated hessian, to reduce the number of estimated parameters one-by-one. Then the suggested number of parameters to use is found as the one minimizing the Akaike final prediction error. Method 2 uses a regularization technique to include the prior knowledge in the criterion function. Method 2 gives more accurate estimates than method 1. For method 2, prior knowledge with individually set parameter uncertainties yields more accurate and robust estimates. Once a choice of parameter uncertainty has been done, no user interaction is needed. Method 2 is then formulated for three different versions, which differ in how they determine how strong the regularization should be. The quickest version is based on ad-hoc tuning and should be used when computational time is important. Another version is more accurate and flexible to changing operating conditions, but is more computationally demanding.

This study is based on an interest in trying to understand what is needed to ensure that students actually learn in a learning object, in this study equations. Algebra is an area of mathematics in several studies proved to be a stumbling block for many students. Using letters in mathematis is difficult for most students according to research reports and it is also consistent with my own experince as a teacher. The purpose of this study was to seek answers to what in the lesson content and also during the interview that allowed the students to learn more about the learning object. Based on students' prior knowledge and the difficulties students might have with the learning object and the offer of learning, I try to get an answer to what might have contribut the students to developed knowledge of the learning object. This qualitative study is based on a variation theory perspective. The two students who participated in the study attended the same class in high school. By using the theory of variation patterns, it made it possible for me to describe how students learn new things about the learning object, equations. To gain insight into how the students solved the data and developed new knowledge, I had the lesson content and their statements in the interviews to help me understand the difficulties in solving the equtionatask and what in the lessons that have contributed to new knowledge. The results show that pupils' understanding and difficulties in learning objects are relevant to how they can perceive, discern and assimilate new knowledge. One student was able to experience learning from their prior knowledge and assimilate what he had to develop in the variety in the offer of learning. The offered learning did not give the second student the same opportunity. The results indicates that the knowledge of students' prior knowledge, the difficulties the learning object can create and students' own narrative, I argue on the basis of the study'sresults, it is important knowledge for every teacher to be aware of befor the presentation of the lesson if it will give every student opportunities to learn.

Develops the cultural and creative industry is the main policy of the Taiwan government in recent years. Entrepreneurial as cultural creative industry in different stages, what an opportunity, resources and entrepreneurial team to influence an entrepreneurial activity, this is a main topic discussing in this research. This research topic¡¦s is focus on an opportunities, resources and entrepreneurial team. To perform a new business that should existence the natures both of dynamic and complexity. Furthermore, to had sort out three issues within internal factors, this expect to awareness what the differences between with opportunity, resources and entrepreneurial team through this research as well as tries to understand the entrepreneurial team how to respond it when opportunity and resources change in the different entrepreneurial processes. And other, this research had been analyzed an entrepreneurial team how to influence by these factors. The results obtain from research that social culture, industrial environment and technological progress still influencing in the first stage of entrepreneurial processes obviously. Under the social culture's vicissitude, people's life accomplishment had been promoted; the most of people are pursue to balancing between the life and culture. Thus, this makes the industrial environment have to the change, in other, the traditional creators should out of box as well, and establish a model of culture creativity. Entrepreneurial processes within gestation stage, it had emphasis the entrepreneurial team's composition and characteristic. Prior knowledge and shared values have influence obviously in this stage. It can be explain that entrepreneurial team's composition has complementary or similar in the prior knowledge. Let the members of entrepreneurial team no matter can complement one another in the communication or the specialty. Because they can be share their values with other into the team members, to conduct and policy-making standard. It should reduce the nonessential conflict. Finally, entrepreneurial processes within infancy stage that can explanation as the competitive advantages of entrepreneur from intangible assets. Intangible assets are from philosophy, annotation technique and style of creator. In this way, creator's intangible asset is not the tangible asset or the organizational capability can substitute.

This qualitative multiple case study explored the identity development of three preservice teachers of literacy. The study focused on the prior knowledge of the preservice teachers of literacy and how their knowledge related to their identity development while in field experiences. The primary question that guided this study was: What is the nature of the construction of identity during field experiences for preservice teachers of literacy? Sub questions explored identity in field experiences and the role of prior pedagogical content knowledge to identity development. Findings indicated that an evolving habitus central to their identity as literacy teachers could be deduced that guided the preservice teachers as they interacted in the figured worlds of their field experiences related to literacy teaching. Also, prior knowledge as a component of identity served to help the preservice teachers author themselves in regard to their interactions with their cooperating teachers, students, and with the classroom and school environment. Findings further indicated that the preservice teachers of literacy relied on their prior knowledge to notice, critique, and anticipate. Noticing, critiquing, and anticipating led to further development of their identity as teachers of literacy in a circular manner. A recommendation for practice includes the use of the NCA/WR Identity Guide to help preservice teachers of literacy become aware of their identity during field experiences. Further, providing an opportunity for reflection when standardized tests are administered could lead to metacognition, which is helpful for the identity development of preservice teachers. Recommendations for future research include examining different populations of preservice teachers and further exploring standardized testing related to identity. This study showed that preservice teachers of literacy navigate a path of diverse experiences as they learn to author themselves in the figured worlds of the field experiences. These experiences serve to shape them as future teachers and continued exploration of the specifics of their identity development will assist in creating strong teachers who are equipped to face the challenges of providing quality literacy instruction.

Problems with students’ performance in Mathematics at tertiary level are common in South Africa − as it is worldwide. Pass rates at the university of technology where the researcher is a lecturer, are only about 50%. At many universities it has become common practice to refer students who do not have a reasonable chance to succeed at university level, for additional support to try to rectify this situation. However, the question is which students need such support? Because the Grade 12 marks are often not perceived as dependable, it has become common practice at universities to re-test students by way of an entrance exam or the "National Benchmark Test"- project. The question arises whether such re-testing is necessary, since it costs time and money and practical issues make it difficult to complete timeously. Many factors have an influence on performance in Mathematics. School-level factors include articulation of the curriculum at different levels, insufficiently qualified teachers, not enough teaching time and language problems. However, these factors also affect performance in most other subjects, but it is Mathematics and other subjects based on Mathematics that are generally more problematic. Therefore this study focused on the unique properties of the subject Mathematics. The determining role of prior knowledge, the step-by-step development of mathematical thinking, and conative factors such as motivation and perseverance were explored. Based on the belief that these factors would already have been reflected sufficiently in the Grade 12 marks, the correlation between the marks for Mathematics in Grade 12 and the Mathematics marks at tertiary level was investigated to assess whether it was strong enough for the marks in Grade 12 Mathematics to be used as a reliable predictor of success or failure at university level. It was found that the correlation between the marks for Mathematics Grade 12 and Mathematics I especially, was strong (r = 0,61). The Mathematics marks for Grade 12 and those for Mathematics II produced a correlation coefficient of rs = 0,52. It also became apparent that failure in particular could be predicted fairly accurately on the basis of the Grade 12 marks for Mathematics. No student with a Grade 12 Mathematics mark below 60% succeeded in completing Mathematics I and II in the prescribed two semesters, and only about 11% successfully completed it after one repetition. The conclusion was that the reliability of the prediction based on the marks for Grade 12 Mathematics was sufficient to refer students with a mark of less than 60% to receive some form of additional support. / MEd, Learning and Teaching, North-West University, Vaal Triangle Campus, 2011

This study investigated the 9th grade students&#039 / achievement regarding diffusion and osmosis in relation to reasoning ability, prior knowledge and gender. A total of 397 ninth grade students participated in the study. The Test of logical thinking (TOLT) and the Diffusion and Osmosis Diagnostic Test (DODT) were administered to determine students&#039 / reasoning ability and achievement in diffusion and osmosis, respectively. DODT results showed that the range of correct answers for the first tier was 41 % to 91%. When both tiers were combined, the correct responses were reduced to a range of 21% to 61%. This result reveals that students have enough content knowledge but they don&rsquo / t know the underlying reason of their choice in diffusion and osmosis concepts. Pearson Product Moment correlations showed a statistically significant positive correlation between achievement and students&#039 / prior knowledge &amp / reasoning ability. MRC Analysis was conducted to determine the contribution of prior knowledge, reasoning ability and gender to the achievement. Prior knowledge and reasoning ability, but not gender, made a statistically significant contribution to the variation on achievement. Prior knowledge and reasoning ability together predicted 37 % of the variation on achievement. Stepwise multiple regression analysis was computed to determine the variables were best predicting students&rsquo / achievement. While prior knowledge explains 33 % of the variation in achievement, reasoning ability explains only 4 % of the variation in achievement. Results indicate that prior knowledge is a better predictor than reasoning ability in students&rsquo / achievement.

As melhorias alcançadas na Educação através do uso das tecnologias de informação e comunicação são inegáveis. Entretanto, os avanços em direção a um ensino personalizado e direcionado às preferências, ao nivelamento (saneamento das dificuldades e pré-requisitos de conteúdo) e aos interesses dos estudantes são pequenos. Desta forma, através da identificação dos conhecimentos prévios dos alunos, bem como dos conteúdos (conceituais) buscou-se aprimorar o processo de ensino para que cada aluno alcance, a seu modo (de forma personalizada) o aprendizado e possa avançar na disciplina/ano em questão. Como é humanamente impossível um professor conhecer as características e dificuldades de conteúdo de todos os seus alunos, é interessante que o ambiente virtual que apoia o professor possa auxiliar para um atendimento mais personalizado, permitindo que o aluno interaja no seu próprio ritmo de estudo, acesse os conteúdos necessários ou aprofunde-se em algum conteúdo que ele já domine. Esta tese propõe um método de uso das ferramentas disponíveis de ambientes virtuais, principalmente do MOODLE, para alcançar a personalização do ensino e conduzir o aluno em sua própria trajetória individual rumo ao aprendizado significativo, sanando dificuldades de conteúdo. Seguindo o objetivo de melhorar a qualidade do ensino sem necessidade de grade investimento de desenvolvimento de ambiente nem aporte financeiro. Para validar o método foi realizado um projeto piloto mais dois experimentos, todos no Colégio Militar de Porto Alegre que totalizaram a participação de 256 alunos. Os resultados demonstraram a viabilidade do método, medido através da melhora nas notas (análise quantitativa) e da análise qualitativa dos dados e dos questionários (respondidos pelos alunos e professores). Destaca-se como vantagem educacional o desenvolvimento do método que pode ser aplicado a qualquer disciplina ou modelo de ensino e como vantagem computacional o uso do MOODLE para personalizar o ensino. / The use of information and communication technologies made undeniable advances in education. However, advances towards personalized learning and directed to the preferences, the leveling (improvement of difficulties and prerequisites) and to the interests of students are small yet. Thus, it is intended, by identifying the students' prior knowledge and content (conceptual) to improve the process so that each student reach, at their mode (personalized) the learning and make progress in discipline/year in question. We know that is humanly impossible for a teacher to know the characteristics and difficulties of content of all his students. So, the virtual environment that supports the teacher should have the flexibility to customize interactions with each student, which allows the student to interact at his/her own study pace, access the necessary content or deepen in some content that he/she has mastered. This thesis proposes a method for using the available virtual environments tools, especially the MOODLE, to achieve the personalization of teaching and to lead the student in his own individual trajectory toward meaningful learning, healing content difficulties. Following the objective of improving the quality of education without the need for large investment in environmental development or financial contribution. To validate the method was carried out a pilot project plus two experiments, all occurred at Military College of Porto Alegre, with a total of 256 students. The results showed the viability of the method, measured by the improvement in grades (quantitative analysis) and the qualitative analysis of data and questionnaires (answered by students and teachers). It is highlighted as an educational advantage, the development of the method that can be applied to any discipline or teaching model and as computational advantage, the use of MOODLE to customize teaching.

abstract: Collaborative learning is a common teaching strategy in classrooms across age groups and content areas. It is important to measure and understand the cognitive process involved during collaboration to improve teaching methods involving interactive activities. This research attempted to answer the question: why do students learn more in collaborative settings? Using three measurement tools, 142 participants from seven different biology courses at a community college and at a university were tested before and after collaborating about the biological process of natural selection. Three factors were analyzed to measure their effect on learning at the individual level and the group level. The three factors were: difference in prior knowledge, sex and religious beliefs. Gender and religious beliefs both had a significant effect on post-test scores. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2012