Orientadores: Ricardo da Silva Torres, Anderson de Rezende Rocha / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Computação / Made available in DSpace on 2018-08-25T19:48:27Z (GMT). No. of bitstreams: 1 Werneck_RafaeldeOliveira_M.pdf: 2395829 bytes, checksum: 8f190aeb6dbafb841d0c03f7d7099041 (MD5) Previous issue date: 2014 / Resumo: Devido ao grande crescimento do uso de tecnologias para a aquisição de dados, temos que lidar com grandes e complexos conjuntos de dados a fim de extrair conhecimento que possa auxiliar o processo de tomada de decisão em diversos domínios de aplicação. Uma solução típica para abordar esta questão se baseia na utilização de métodos de aprendizado de máquina, que são métodos computacionais que extraem conhecimento útil a partir de experiências para melhorar o desempenho de aplicações-alvo. Existem diversas bibliotecas e arcabouços na literatura que oferecem apoio à execução de experimentos de aprendizado de máquina, no entanto, alguns não são flexíveis o suficiente para poderem ser estendidos com novos métodos, além de não oferecerem mecanismos que permitam o reuso de soluções de sucesso concebidos em experimentos anteriores na ferramenta. Neste trabalho, propomos um arcabouço para automatizar experimentos de aprendizado de máquina, oferecendo um ambiente padronizado baseado em workflow, tornando mais fácil a tarefa de avaliar diferentes descritores de características, classificadores e abordagens de fusão em uma ampla gama de tarefas. Também propomos o uso de medidas de similaridade e métodos de learning-to-rank em um cenário de recomendação, para que usuários possam ter acesso a soluções alternativas envolvendo experimentos de aprendizado de máquina. Nós realizamos experimentos com quatro medidas de similaridade (Jaccard, Sorensen, Jaro-Winkler e baseada em TF-IDF) e um método de learning-to-rank (LRAR) na tarefa de recomendar workflows modelados como uma sequência de atividades. Os resultados dos experimentos mostram que a medida Jaro-Winkler obteve o melhor desempenho, com resultados comparáveis aos observados para o método LRAR. Em ambos os casos, as recomendações realizadas são promissoras, e podem ajudar usuários reais em diferentes tarefas de aprendizado de máquina / Abstract: Due to the large growth of the use of technologies for data acquisition, we have to handle large and complex data sets in order to extract knowledge that can support the decision-making process in several domains. A typical solution for addressing this issue relies on the use of machine learning methods, which are computational methods that extract useful knowledge from experience to improve performance of target applications. There are several libraries and frameworks in the literature that support the execution of machine learning experiments. However, some of them are not flexible enough for being extended with novel methods and they do not support reusing of successful solutions devised in previous experiments made in the framework. In this work, we propose a framework for automating machine learning experiments that provides a workflow-based standardized environment and makes it easy to evaluate different feature descriptors, classifiers, and fusion approaches in a wide range of tasks. We also propose the use of similarity measures and learning-to-rank methods in a recommendation scenario, in which users may have access to alternative machine learning experiments. We performed experiments with four similarity measures (Jaccard, Sorensen, Jaro-Winkler, and a TF-IDF-based measure) and one learning-to-rank method (LRAR) in the task of recommending workflows modeled as a sequence of activities. Experimental results show that Jaro-Winkler yields the highest effectiveness performance with comparable results to those observed for LRAR. In both cases, the recommendations performed are very promising and might help real-world users in different daily machine learning tasks / Mestrado / Ciência da Computação / Mestre em Ciência da Computação

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RESEARCH REPORT SUBMITTED TO THE FACULTY OF SCIENCE, UNIVERSITY OF THE WITWATERSRAND, JOHANNESBURG, IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF SCIENCE. / The purpose of this study to determine which of the methods of teaching experimental work, namely; demonstrations filmed-experiments or illustrating experiments using the chalkboard, is the most effective method of teaching pupils at the secondary school level. Forty-two Standard Eight Physical Science pupils from a township secondary school, registered under the Department of Education and Training and situated on the East Rand served as the subjects for this study. Pupils were divided in to three equivalent groups, each with similar marks in science and each group was exposed to three different teaching methods for three different topics. The pupils wrote a test for each topic after the exposure to one of the methods. The research data were statistically analysed, using non parametric statistics ( viz., the t-test). The analysis of the data indicates that none of the methods was consistently superior to the others. / Andrew Chakane 2020

This preliminary research study aimed to investigate, with the aid of the Science Laboratory Environment Inventory (SLEI), the actual and the preferred laboratory environments as perceived by 264 first, second and third year college Science and Biology students in Cape Town, South Africa. This investigation sought to answer the following main questions: * Are the English and the Afrikaans versions of the SLEI valid and reliable for use as perceptive instruments in a South African context? * What are the relationships between variables such as class membership, the year level of study, the type or level of the science subject studied, the particular lecturer concerned, home language and gender and the students' perceptions of their science laboratory classroom environments? * Do appreciable differences occur between the actual and the preferred environments as perceived by the students? * Are the findings of the present investigation consistent with the results of parallel investigations undertaken overseas? The data was collected by means of standard answer sheets, and analysed by comparison of the mean scores, standard deviations, discriminant validities and the alpha reliabilities of the various scales of SLEI. Bibliography: p. 130-141.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-07-03T13:31:18Z No. of bitstreams: 1 Dante Marino Malavazzi.pdf: 826042 bytes, checksum: 62a1466111a4dd53db4d06e0b65db113 (MD5) / Made available in DSpace on 2018-07-03T13:31:18Z (GMT). No. of bitstreams: 1 Dante Marino Malavazzi.pdf: 826042 bytes, checksum: 62a1466111a4dd53db4d06e0b65db113 (MD5) Previous issue date: 2018-04-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / A literature review showed divergences regarding the goals and methods of B. F. Skinner’s science. In particular, interpretation was sometimes framed as a goal, and other times referred to as a method. In any case, it is an activity to which Skinner devotes much of his work, although less explored by behavior analysts. Considering the relevance of the theme and the gaps in the field, this research had the general purpose of presenting Skinner’s vision of interpretation, both as goal and method. At the same time, it had as specific purposes (a) to define interpretation, according to Skinner; (b) to point out when and how the author defends its accomplishment; (c) to relate interpretation with other goals and methods proposed by Skinner; (d) to indicate the contributions and limits of interpretation, according to the author. In this regard, I examined 50 texts of Skinner related to the subject, published between 1931 and 1990. First, I read the selected texts, in chronological order and in full, highlighting the excerpts related to the research problem. Then, I reread only the excerpts and made a file for each text, in which I synthesized Skinner's position on the research problem. Lastly, I read the files in chronological order and grouped the data by decades, assigning a subtitle to each period. As much as for goal as it is for method, I argue that interpretation offers theoretical, methodological and technological contributions to Skinner’s science, although it presents limits as an inferential and speculative nature, as well as the plausible and sometimes temporary format. In my view, it is a goal equivalent to the others and a method comparable to the experimental analysis / Uma revisão da literatura mostrou divergências quanto aos objetivos e aos métodos da ciência de B. F. Skinner. Em particular, a interpretação ora foi apontada como objetivo, ora foi indicada como método. De qualquer forma, trata-se de uma atividade a que Skinner dedicou boa parte de sua obra, embora seja menos explorada pelos analistas do comportamento. Considerando a relevância do tema e as lacunas na área, esta pesquisa teve por finalidade geral apresentar a visão de Skinner sobre a interpretação, tanto como objetivo quanto como método. Ao mesmo tempo, teve como propósitos específicos (a) definir a interpretação, conforme Skinner; (b) apontar quando e como o autor defende a sua realização; (c) relacionar a interpretação aos outros objetivos e métodos propostos por Skinner; (d) indicar as contribuições e os limites da interpretação, segundo o autor. Para isso, examinei 50 textos de Skinner ligados ao assunto, publicados entre 1931 e 1990. Primeiro, li os textos selecionados, em ordem cronológica e na íntegra, destacando os trechos relacionados ao problema de pesquisa. Depois, reli apenas os trechos destacados e elaborei um fichamento para cada texto, no qual sintetizei a posição de Skinner sobre o problema de pesquisa. Por fim, li os fichamentos em ordem cronológica e agrupei os dados por décadas, atribuindo um subtítulo a cada período. Seja como objetivo ou como método, defendo que a interpretação oferece contribuições teóricas, metodológicas e tecnológicas à ciência de Skinner, ainda que ela apresente limites como a natureza inferencial e especulativa, bem como o caráter plausível e às vezes temporário. A meu ver, trata-se de um objetivo equivalente aos demais e de um método equiparável à análise experimental

The main aim of this study is to determine what factors limit Natural Science, Grade 7 teachers from engaging learners in practical work or performing experiments. This study is conducted in the Ogongo circuit of the Omusati Region. A qualitative case study approach was adopted for the study. The sample includes two (2) Grade 7 Natural Science teachers and six (6) Grade 7 Natural Science learners. Semi-structured interviews and observations were used to collect data. Data from interviews and observations were analyzed using thematic analysis. All interview and observation transcriptions were categorized into codes, categories, and themes. Themes and subthemes were grouped into tables and linked to literature to strengthen the findings of this study. The main themes were lack of pedagogical know-how, time, laboratory materials, and training to update and practice appropriate teaching strategies/approaches. The results of the study recommend training to prepare teachers on the use of appropriate teaching to improve the teaching and learning of Natural Science. The study recommends that Natural Science teachers should share knowledge and facts concerning Natural Science to understand teaching and learning concepts better. The learners are afforded enough opportunities to judge, analyze, and draw conclusions from the supplied content based on their level of understanding of tasks. The study exposed factors limiting teachers practice and informs stakeholders on ways to improve Grade 7 science teaching and learning to overcome the challenges of the field. / Science and Technology Education / M. Ed. (Natural Science Education)

The purpose of this project was to develop a handbook of inquiry activities that can be used in high school Earth sciences.

Abstracts in English, Xhosa and Zulu / The rationale behind this study was, to explore how unqualified natural science teachers in grade seven conduct practical work. Furthermore, the study explored an understanding of some of the experiences, beliefs and views of unqualified NS teachers. This was a qualitative study. Data was collected through classroom observations and semi-structured interviews. The three cases were interviewed and observed separately. This study was guided by main research question: How do unqualified grade seven natural science teachers facilitate practical work in the senior phase? Which was further unpacked into three sub-questions: How do unqualified NS teachers define practical work? What are the views, aims and objectives of unqualified NS teachers about practical work? How do unqualified NS teacher conduct practical work? The study revealed that in all three cases, practical work was conducted consecutively as poorly, outstandingly, and excellently. Moreover, an intensive professional pedagogical development is recommended for natural science teachers. / Isizathu emva kwesi sifundo sasiyihlolisise indlela abafundisi bezesayensi bezendalo abangafanelekanga ngayo kwiibakala ezisixhenxe ezenza umsebenzi osebenzayo. Ngaphezulu, uphando luhlolisise ukuqonda kwamanye amava, iinkolelo kunye neembono zabafundisi be-NS abangafanelekanga. Oku kwakufundwe ukufaneleka. Idatha yaqokelelwa kumagumbi okufundela kunye noonononongo olulungelelanisiweyo. Amatyala amathathu axoxwa ngumbutho kwaye athathwa ngokwahlukileyo. Olu pho nonongo lukhokelwa ngumbuzo ophambili wokuphanda: Ootitshala abangabalulekanga bakala be-sayensi bendalo abasixhenxe banceda njani umsebenzi osebenzayo kwisigaba esiphakamileyo? Yiyiphi enye eyayixhaswa kwimibandela engaphantsi kwemibuzo emithathu: Ootitshala abangenasigxina be-NS bachaza njani umsebenzi osebenzayo? Ziziphi iimbono, iinjongo kunye neenjongo zabafundisi be-NS abangafanelekanga malunga nomsebenzi osebenzayo? Umfundisi ongenagunyaziwe we-NS uqhuba njani umsebenzi osebenzayo? Uphononongo lubonakalise ukuba kuzo zonke iimeko ezintathu, umsebenzi osebenzayo wenziwa ngokulandelelanayo, ngokugqithiseleyo, nangokugqwesileyo. Ngaphezu koko, uphuhliso olunzulu lwezobugcisa lunconywa kubafundisi bezesayensi zendalo. / Isizathu esilandelayo kulolu cwaningo kwakuwukuhlolisisa ukuthi othisha bezesayensi engokwemvelo abangafaneleki yini ebangeni lesi-7 ukuqhuba umsebenzi osebenzayo. Ngaphezu kwalokho, lolu cwaningo luhlolisise ukuqonda okunye okuhlangenwe nakho, izinkolelo nokubukwa kwabafundisi be-NS abangafaneleki. Lokhu kwakuyi-study qualitative. Idatha yaqoqwa ngokusebenzisa ukuhlolwa kwamakilasi kanye nezingxoxo ezihleliwe. Amacala amathathu axoxwa futhi ahlonishwa ngokwehlukana. Lesi sifundo sasiqondiswa umbuzo oyinhloko wocwaningo: Abafundisi abangayifaneleki bangabafundi abayisikhombisa besayensi yemvelo benza kanjani umsebenzi osebenzayo esigabeni esiphakeme? Yikuphi okwakungeniswa phakathi kwemibuzo emithathu engaphansi: Abafundisi abangaqiniseki NS bachaza kanjani umsebenzi osebenzayo? Yiziphi imibono, izinhloso kanye nezinhloso ze-NS abangaqeqeshiwe mayelana nomsebenzi osebenzayo? Ngabe uthisha we-NS ongagunyaziwe uqhuba kanjani umsebenzi osebenzayo? Ucwaningo luveze ukuthi kuzo zonke izimo ezintathu, umsebenzi osebenzayo wenziwa ngokulandelana, ngokungafani, nangokugqamile. Ngaphezu kwalokho, ukuthuthukiswa okujulile kwezobuchwepheshe kunconywa othisha bezesayensi yemvelo. / Science and Technology Education / M. Ed. (Natural Sciences)