Science communication, as a multidisciplinary field, serves to transfer scientific information to individuals to promote interest and awareness in science. This process resembles science education. Rooted in science education and science communication studies, this study examines the 4th and 5th grade students` usage of prominent science information sources (SIS), the features of these sources, and their effective and ineffective uses and processes in communicating science to students. Guided by situated learning and uses and gratifications (U&amp / G) theories, this study is a phenomenological qualitative inquiry. Data were gathered through approximately 64 hours of classroom observations / focus group and individual interviews from four elementary schools (two public, two private schools) in Ankara, T&uuml / rkiye. Focus group interviews were conducted with 47 students, and individual interviews were carried out with 17 teachers and 10 parents. The data were analyzed manually and MAXQDA software respectively. The results revealed that students used various SIS in school-based and beyond contexts to satisfy their cognitive, affective, personal, and social integrative needs. They used SIS for (a) science courses, (b) homework/project assignments, (c) exam/test preparations, and (d) individual science related research. Moreover, the results indicated that comprehensible, enjoyable, entertaining, interesting, credible, brief, updated, and visual aspects of content and content presentation of SIS were among the key drivers affecting students` use of SIS. The results revealed that accessibility of SIS was an important variable in students` use of these sources. Results further shed light on the connection between science education and science communication in terms of promoting science learning.

Cette thèse traite des domaines suivant en Apprentissage Automatique: la théorie des Bandits, l'Apprentissage statistique et l'Apprentissage par renforcement. Son fil rouge est l'étude de plusieurs notions d'adaptation, d'un point de vue non asymptotique : à un environnement ou à un adversaire dans la partie I, à la structure d'un signal dans la partie II, à la structure de récompenses ou à un modèle des états du monde dans la partie III. Tout d'abord nous dérivons une analyse non asymptotique d'un algorithme de bandit à plusieurs bras utilisant la divergence de Kullback-Leibler. Celle-ci permet d'atteindre, dans le cas de distributions à support fini, la borne inférieure de performance asymptotique dépendante des distributions de probabilité connue pour ce problème. Puis, pour un bandit avec un adversaire possiblement adaptatif, nous introduisons des modèles dépendants de l'histoire et traduisant une possible faiblesse de l'adversaire et montrons comment en tirer parti pour concevoir des algorithmes adaptatifs à cette faiblesse. Nous contribuons au problème de la régression en montrant l'utilité des projections aléatoires, à la fois sur le plan théorique et pratique, lorsque l'espace d'hypothèses considéré est de dimension grande, voire infinie. Nous utilisons également des opérateurs d'échantillonnage aléatoires dans le cadre de la reconstruction parcimonieuse lorsque la base est loin d'être orthogonale. Enfin, nous combinons la partie I et II : pour fournir une analyse non-asymptotique d'algorithmes d'apprentissage par renforcement; puis, en amont du cadre des Processus Décisionnel de Markov, pour discuter du problème pratique du choix d'un bon modèle d'états.

Cette thèse aborde le calcul de l'opérateur LASSO (Least Absolute Shrinkage and Selection Operator), ainsi que des problématiques qui lui sont associées, dans le domaine de la régression. Cet opérateur a suscité une attention croissante depuis son introduction par Robert Tibshirani en 1996, par sa capacité à produire ou identi fier des modèles linéaires parcimonieux à partir d'observations bruitées, la parcimonie signi fiant que seules quelques unes parmi de nombreuses variables explicatives apparaissent dans le modèle proposé. Cette sélection est produite par l'ajout à la méthode des moindres-carrés d'une contrainte ou pénalisation sur la somme des valeurs absolues des coe fficients linéaires, également appelée norme l1 du vecteur de coeffi cients. Après un rappel des motivations, principes et problématiques de la régression, des estimateurs linéaires, de la méthode des moindres-carrés, de la sélection de modèle et de la régularisation, les deux formulations équivalentes du LASSO contrainte ou régularisée sont présentées; elles dé finissent toutes deux un problème de calcul non trivial pour associer un estimateur à un ensemble d'observations et un paramètre de sélection. Un bref historique des algorithmes résolvant ce problème est dressé, et les deux approches permettant de gérer la non-di fferentiabilité de la norme l1 sont présentées, ainsi que l'équivalence de ces problèmes avec un programme quadratique. La seconde partie se concentre sur l'aspect pratique des algorithmes de résolution du LASSO. L'un d'eux, proposé par Michael Osborne en 2000, est reformulé. Cette reformulation consiste à donner une défi nition et explication générales de la méthode d'ensemble actif, qui généralise l'algorithme du simplex à la programmation convexe, puis à la spéci fier progressivement pour la programmation LASSO, et à adresser les questions d'optimisation des calculs algébriques. Bien que décrivant essentiellement le même algorithme que celui de Michael Osborne, la présentation qui en est faite ici a l'ambition d'en exposer clairement les mécanismes, et utilise des variables di fférentes. Outre le fait d'aider à mieux comprendre cet algorithme visiblement sous-estimé, l'angle par lequel il est présenté éclaire le fait nouveau que la même méthode s'applique naturellement à la formulation régularisée du LASSO, et non uniquement à la formulation contrainte. La populaire méthode par homotopie (ou LAR-LASSO, ou LARS) est ensuite présentée comme une dérivation de la méthode d'ensemble actif, amenant une formulation alternative et quelque peu simpli fiée de cet algorithme qui fournit les solutions du LASSO pour chaque valeur de son paramètre. Il est montré que, contrairement aux résultats d'une étude récente de Jerome H. Friedman, des implémentations de ces algorithmes suivant ces reformulations sont plus effi caces en terme de temps de calcul qu'une méthode de descente par coordonnées. La troisième partie étudie dans quelles mesures ces trois algorithmes (ensemble actif, homotopie, et descente par coordonnées) peuvent gérer certains cas particuliers, et peuvent être appliqués à des extensions du LASSO ou d'autres problèmes similaires. Les cas particuliers incluent les dégénérescences, comme la présence de variables lineairement dépendantes, ou la sélection/désélection simultanée de variables. Cette dernière problématique, qui était délaissée dans les travaux précédents, est ici expliquée plus largement et une solution simple et efficace y est apportée. Une autre cas particulier est la sélection LASSO à partir d'un nombre très large, voire infi ni de variables, cas pour lequel la méthode d'ensemble actif présente un avantage majeur. Une des extensions du LASSO est sa transposition dans un cadre d'apprentissage en ligne, où il est désirable ou nécessaire de résoudre le problème sur un ensemble d'observations qui évolue dans le temps. A nouveau, la flexibilité limitée de la méthode par homotopie la disquali fie au pro fit des deux autres. Une autre extension est l'utilisation de la pénalisation l1 sur d'autres fonction coûts que la norme l2 du résidu, ou en association avec d'autres pénalisations, et il est rappelé ou établi dans quelles mesures et de quelle façon chaque algorithme peut être transposé à ces problèmes.

This thesis introduces the idea of an interactive web-based visualization tool to support inquiry-based science learning. The problem that occurs when the teachers and students are discussing the collected data is that they are lacking a tool to display such large quantities of data. It is often hard to fully understand such data. This education tool makes use of different visualization approaches in order to support students while getting insights from their collected data. In this thesis I proposed and implemented an interactive web-based visualization tool that was used at a prototype level during the educational activities. The requirements and user needs led the development of this prototype. Requirement elicitations have been done as a part of the research project conducted by CeLeKT.   For the development of this tool, it was necessary for the input of the teachers and students in order to get an understanding of the requirements. The initial inquiry of the teachers and students show the necessity and usefulness of an interactive web-based visualization tool to support learning practices.

Abstract The prupose of theis study is to prove into the teaching model of integrating information technology into Project-based Science Learning designed by the researcher. We will discuss how information technology assists teachers and students to ¡§teach¡¨ and ¡§learn¡¨ through developing curriculum module and teaching activities. Teacher analyze that how students decided team¡¦s research topic, and the problems they met and solution to them by learning journal, observation reports, teacher¡¦s journal, self-checking list and surveys. Then, to criticism the possibility of carrying out Project-based Learning through teachers¡¦ reflection, students¡¦ feeling, and parents¡¦ reaction.The final conclusions are as follows: 1.The Project-based Science Learning model of this research is suitable for 5th and 6th graders. 2.Promoting Project-based Science Learning can develop students¡¦ interests toward science research, open students¡¦ spirits of thinking automatically and solving problems through cooperation, and make students apply their experience in their lives. 3.Third, the practice of Project-based Science curriculum can make students easier to understand the preparations, process, and its final results, to reverse students¡¦ the vary first thoughts about ¡§doing research is difficult¡¨, to stimulate their abilities of creative thinking, and to apply students more concrete postmortem index and strategies while choosing topics. 4.In the curriculum, information technology is mainly applied into three parts, including collecting research topics and information, discussing research process, and sharing and showing research results. Applying class website message board can make up the disadvantage of arranging meeting time, and be the bridge for teachers and students to provide sources of information, transmit messages, discuss problems and solutions, exhibit the result of experiment, and write research papers and so on. It is the most useful information technology application for students. 5.Teachers, students, and parents all agree project-based science learning with highly support.

I investigated linguistic patterns in middle school students' writing to understand their relevant embodied experiences for learning science. Embodied experiences are those limited by the perceptual and motor constraints of the human body. Recent research indicates student understanding of science needs embodied experiences. Recent emphases of science education researchers in the practices of science suggest that students' understanding of systems and their structure, scale, size, representations, and causality are crosscutting concepts that unify all scientific disciplinary areas. To discern the relationship between linguistic patterns and embodied experiences, I relied on Cognitive Linguistics, a field within cognitive sciences that pays attention to language organization and use assuming that language reflects the human cognitive system. Particularly, I investigated the embodied experiences that 268 middle school students learning about water brought to understanding: i) systems and system structure; ii) scale, size and representations; and iii) causality. Using content analysis, I explored students' language in search of patterns regarding linguistic phenomena described within cognitive linguistics: image schemas, conceptual metaphors, event schemas, semantical roles, and force-dynamics. I found several common embodied experiences organizing students' understanding of crosscutting concepts. Perception of boundaries and change in location and perception of spatial organization in the vertical axis are relevant embodied experiences for students' understanding of systems and system structure. Direct object manipulation and perception of size with and without locomotion are relevant for understanding scale, size and representations. Direct applications of force and consequential perception of movement or change in form are relevant for understanding of causality. I discuss implications of these findings for research and science teaching.

This exploratory study provides a qualitative and quantitative report on the integration of a specific online information system into the science curriculum using authentic tasks in a class setting. It investigates how they use an online information database and tools to create meaning. An in-depth analysis was done to understand students&amp / #8217 / perceptions about the usability of a web-based learning tool used in science course, properties of a web-based learning tool, the quality of the content, and the structure of web-based instruction. It also aimed to explore the effects of the Web-based learning in a science course on students&amp / #8217 / achievement and attitudes toward science learning. The subjects of this study were 51 &Ouml / zel Bilim Okullari students in secondary school (6th, 7th and 8th grades) classes. It was conducted throughout the academic year of 2004-2005. The Science Achievement Test and attitude scales for science learning were given as pre-tests at the begging of academic year. They were given as post-tests and the students were interviewed in groups of five at the end of the academic year. The total time of using the web site of the course was kept by Web log-system. The quantitative findings of the study indicated that there were significant differences between the pre-tests and post-tests of the science achievement test and attitude scale. In addition, there were a positive relationship between the site usage time and achievement and attitude of the students towards science learning. The qualitative findings of this study showed that the amount of information supplied in the web site of the course, access to the Internet, doing assignments and taking online exams played important roles in students&amp / #8217 / science learning. However, the students did not prefer to use e-mails and chat rooms to collaborate with their fiends. They preferred to communicate face to face with their friends, and they preferred SMS because of ease of use. The results and the discussion set out in this study have some important implications for teachers and instructional designers. The study contributes to an understanding of online learning and provides a basis for empirical study of learners performing real educational tasks. The insights gained in this small-scale study will help teachers construct better online learning environments with regard to pedagogy and technological innovation.

abstract: As interest in making and STEM learning through making and tinkering continue to rise, understanding the nature, process, and benefits of learning STEM through making have become important topics for research. In addition to understanding the basics of learning through making and tinkering, we need to understand these activities, examine their potential benefits, and find out ways to facilitate such learning experiences for all learners with resources that are readily available. This dissertation is a study of children’s learning while tinkering inspired by the Educational Maker Movement. It is motivated by the projects that children playfully create with broken toys, art and craft resources, and other found objects, and the connections of such activities to learning. Adopting a sociocultural lens this dissertation examines eight to twelve-year-olds’ learning while tinkering in collaboration with friends and family, as well as on their own. Using a case study methodology and studying interactions and transactions between children, materials, tools, and designs this study involves children learning while tinkering over a week-long workshop as well as over the summer in the Southwest. The three hallmarks of this study are, first, an emphasis on sociocultural nature of the development of tinkering projects; second, an emphasis on meaning making while tinkering with materials, tools, and design, and problem-solving; and third, an examination of the continuation of tinkering using newly acquired tools and skills beyond the duration of the workshop. In doing so, this dissertation contributes to the ongoing discussion of children’s playful tinkering, how and why it counts as learning, and STEM learning associated with tinkering. Implications for future learning and the ways in which tinkering connects to children’s everyday fabric of activities are considered. / Dissertation/Thesis / Doctoral Dissertation Learning, Literacies and Technologies 2018

The purpose of this paper was to analyse how the ISLE method and the TV-show theMythbusters correspond to one another, to the Swedish upper secondary physics curriculum andPopper’s philosophy about research methods.The study aims to respond to the following research questions: 1. How do the structures of the Mythbusters and ISLE relate to one another? 2. What are the possibilities and potential benefits and drawbacks of implementingISLE with a Mythbusters approach in physics education? 3. To what extent do the Mythbusters and ISLE approaches present natural sciencepractices that are in line with Popper’s view of the nature of science? The paper shows that the structures of the Mythbusters and ISLE approaches to teaching andproblem solving relate via their focus upon scientific methods. Both give, to some degree, thepeople that interact with them confidence and tools to be able to analyse events they observe.The analysis found some isolated parts of correspondence between the Mythbusters andPopper’s view of nature and science. ISLE, however, is pervaded by Popper’s ideas of scientificmethods, where the main assumption is that you cannot prove anything, you may only try tofalsify it and thereby give the hypothesis a higher corroboration.Even though the creator of ISLE motivates the reasoning of choosing the falsification andcorroboration as main ingredients in a way that differs from Popper’s arguments, its essence ofthe concepts is still there.If an instructor were to include the Mythbusters, with for example using myths that the showtreated as an hypothesis, when implementing ISLE in a physics education course, the coursewould correspond quite well will Karl Popper’s idea of falsification and corroboration. It is alsogiven an implication that the students perform better when the TV-show is used as tool to learnabout scientific methods. The inclusion of Mythbusters as a resource for learning can serve as abridge between popular culture, everyday phenomena and school physics, which can potentiallyhave a positive impact on student motivation.

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