643 research outputs found
Humour in fifteenth-century France: a study of visual evidence
Humour in Fifteenth-Century France: A Study of Visual Evidence is an investigation of the development of humour in late medieval France, as expressed in the visual arts. The research identifies and examines comic themes in Valois visual culture through analysis of three case studies. The first is the new iconography for the comedies of Terence, created in the early fifteenth century for the Duke of Berry and the Valois Princes (BnF Lat. 7907A and Arsenal Ms-664 réserve). The second is the manuscript of René d’Anjou’s Livre du Coeur d’Amour Épris (ÖNB Cod. Vind. 2597). The third is the only extant fifteenth-century illuminated manuscript of the Cent Nouvelles Nouvelles (GUL Ms Hunter 252 [U.4.10]).
The special emphasis on the arts of the book allows for a discussion of the illuminations in relation to the text they intend to illustrate. Each of these works offers a distinct contribution to the topic by presenting a rich variety of material and different shades, types and forms of humour expressed pictorially. Their nature as manuscripts involves a personal dimension, which narrows their intended audience to specific and well researched historic personalities, facilitating the reconstruction of their tastes, pleasures and sense of humour. Thus, these works permit insights into how humour was expressed, understood and appreciated, and they allow for a nuanced discussion on the comedic and the nature of visuality in late medieval France.
Each of the investigated manuscripts has been studied previously, yet their visual humour has not been addressed as an independent and intentional artistic creation with the specific function of provoking amusement and laughter. This thesis is the first such investigation of humour in visual culture for this period, addressing the lacuna in scholarship and showing that there is a rich diversity of visual material that merits analysis. It argues that pictorial expressions of humour became an important focus for leading creative artists in France through the course of the fifteenth century, and it contextualises this art historical phenomenon within the intellectual, social and political history that surrounded it. The reconstruction of the circumstances in which works of art were made, displayed and understood highlights the changes in the prospective audiences for these works, and the ways different viewers engaged and appreciated humour expressed visually. As well as providing new insights into the patrons, this thesis discusses the artists’ approach towards their text of reference, their inventions, innovations and creative impulses. In doing so, the investigation highlights a close connection with theatre and performance, and it identifies the printing industry as a contributing factor for the diffusion of comic iconography.
Studying humour is important because it determines social boundaries and functions as a barometer of social, political, sexual and ethical sensibilities. Humour in Fifteenth-Century France: A Study of Visual Evidence addresses a variety of media and permits a closer reading of the role of humour and its functions in Valois France and in Western Europe in the later Middle Ages, expanding our understanding of late medieval concepts of visuality and appreciation of the image
Posthuman Creative Styling can a creative writer’s style of writing be described as procedural?
This thesis is about creative styling — the styling a creative writer might use to make their writing
unique. It addresses the question as to whether such styling can be described as procedural. Creative
styling is part of the technique a creative writer uses when writing. It is how they make the text more
‘lively’ by use of tips and tricks they have either learned or discovered. In essence these are rules, ones
the writer accrues over time by their practice. The thesis argues that the use and invention of these
rules can be set as procedures. and so describe creative styling as procedural.
The thesis follows from questioning why it is that machines or algorithms have, so far, been
incapable of producing creative writing which has value. Machine-written novels do not abound on
the bookshelves and writing styled by computers is, on the whole, dull in comparison to human-crafted
literature. It came about by thinking how it would be possible to reach a point where writing by people
and procedural writing are considered to have equal value. For this reason the thesis is set in a
posthuman context, where the differences between machines and people are erased.
The thesis uses practice to inform an original conceptual space model, based on quality dimensions
and dynamic-inter operation of spaces. This model gives an example of the procedures which a
posthuman creative writer uses when engaged in creative styling. It suggests an original formulation
for the conceptual blending of conceptual spaces, based on the casting of qualities from one space to
another. In support of and informing its arguments are ninety-nine examples of creative writing
practice which show the procedures by which style has been applied, created and assessed. It provides
a route forward for further joint research into both computational and human-coded creative writing
Machine Learning Algorithm for the Scansion of Old Saxon Poetry
Several scholars designed tools to perform the automatic scansion of poetry in many languages, but none of these tools
deal with Old Saxon or Old English. This project aims to be a first attempt to create a tool for these languages. We
implemented a Bidirectional Long Short-Term Memory (BiLSTM) model to perform the automatic scansion of Old Saxon
and Old English poems. Since this model uses supervised learning, we manually annotated the Heliand manuscript, and
we used the resulting corpus as labeled dataset to train the model. The evaluation of the performance of the algorithm
reached a 97% for the accuracy and a 99% of weighted average for precision, recall and F1 Score. In addition, we tested
the model with some verses from the Old Saxon Genesis and some from The Battle of Brunanburh, and we observed that
the model predicted almost all Old Saxon metrical patterns correctly misclassified the majority of the Old English input
verses
A Little More Logical: Reasoning Well About Science, Ethics, Religion, and the Rest of Life
"A Little More Logical" is the perfect guide for anyone looking to improve their critical thinking and logical reasoning skills. With chapters on everything from logic basics to fallacies of weak induction to moral reasoning, this book covers all the essential concepts you need to become a more logical thinker. You'll learn about influential figures in the field of logic, such as Rudolph Carnap, Betrrand Russell, and Ada Lovelace, and how to apply your newfound knowledge to real-world situations. Whether you're looking to engage in debates with others, make better decisions in your personal and professional life, or simply want to improve your overall critical thinking skills, "A Little More Logical" has you covered. So why wait? Start learning and become a little more logical today!
"A Little More Logical" differs from typical logical textbooks in a number of ways. One key difference is its emphasis on engaging and relatable examples and case studies. Rather than simply presenting dry definitions and concepts, the book uses fables, stories, and real-world situations to illustrate key ideas and make them more relatable for readers.
Another unique aspect of "A Little More Logical" is its inclusion of "Minds that Mattered" sections, which highlight the contributions and insights of influential figures in the field of logic and critical thinking. These sections provide readers with a deeper understanding of the history and development of logical principles and offer valuable context for the concepts being discussed.
Additionally, "A Little More Logical" covers a wide range of topics beyond the basics of logic and argument evaluation. Chapters on moral reasoning, probability and inductive logic, scientific reasoning, conspiracy theories, statistical reasoning, and the history of formal logic offer a more comprehensive and well-rounded understanding of logic and critical thinking.
Overall, "A Little More Logical" stands out as a dynamic and engaging resource for anyone looking to improve their logical reasoning abilities. Its relatable examples, historical context, and broad coverage make it a valuable resource for anyone interested in mastering the principles of logic.
This is a free, Creative-Commons-licensed book
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Proceedings of the 33rd Annual Workshop of the Psychology of Programming Interest Group
This is the Proceedings of the 33rd Annual Workshop of the Psychology of Programming Interest Group (PPIG). This was the first PPIG to be held physically since 2019, following the two online-only PPIGs in 2020 and 2021, both during the Covid pandemic. It was also the first PPIG conference to be designed specifically for hybrid attendance. Reflecting the theme, it was hosted by Music Computing Lab at the Open University in Milton Keynes
On Making in the Digital Humanities
On Making in the Digital Humanities fills a gap in our understanding of digital humanities projects and craft by exploring the processes of making as much as the products that arise from it.
The volume draws focus to the interwoven layers of human and technological textures that constitute digital humanities scholarship. To do this, it assembles a group of well-known, experienced and emerging scholars in the digital humanities to reflect on various forms of making (we privilege here the creative and applied side of the digital humanities). The volume honours the work of John Bradley, as it is totemic of a practice of making that is deeply informed by critical perspectives. A special chapter also honours the profound contributions that this volume’s co-editor, Stéfan Sinclair, made to the creative, applied and intellectual praxis of making and the digital humanities. Stéfan Sinclair passed away on 6 August 2020.
The chapters gathered here are individually important, but together provide a very human view on what it is to do the digital humanities, in the past, present and future. This book will accordingly be of interest to researchers, teachers and students of the digital humanities; creative humanities, including maker spaces and culture; information studies; the history of computing and technology; and the history of science and the humanities
An interdisciplinary concept for human-centered explainable artificial intelligence - Investigating the impact of explainable AI on end-users
Since the 1950s, Artificial Intelligence (AI) applications have captivated people. However, this fascination has always been accompanied by disillusionment about the limitations of this technology. Today, machine learning methods such as Deep Neural Networks (DNN) are successfully used in various tasks. However, these methods also have limitations: Their complexity makes their decisions no longer comprehensible to humans - they are black-boxes. The research branch of Explainable AI (XAI) has addressed this problem by investigating how to make AI decisions comprehensible. This desire is not new. In the 1970s, developers of intrinsic explainable AI approaches, so-called white-boxes (e.g., rule-based systems), were dealing with AI explanations. Nowadays, with the increased use of AI systems in all areas of life, the design of comprehensible systems has become increasingly important. Developing such systems is part of Human-Centred AI (HCAI) research, which integrates human needs and abilities in the design of AI interfaces. For this, an understanding is needed of how humans perceive XAI and how AI explanations influence the interaction between humans and AI. One of the open questions concerns the investigation of XAI for end-users, i.e., people who have no expertise in AI but interact with such systems or are impacted by the system's decisions.
This dissertation investigates the impact of different levels of interactive XAI of white- and black-box AI systems on end-users perceptions. Based on an interdisciplinary concept presented in this work, it is examined how the content, type, and interface of explanations of DNN (black box) and rule-based systems (white box) are perceived by end-users. How XAI influences end-users mental models, trust, self-efficacy, cognitive workload, and emotional state regarding the AI system is the centre of the investigation. At the beginning of the dissertation, general concepts regarding AI, explanations, and psychological constructs of mental models, trust, self-efficacy, cognitive load, and emotions are introduced. Subsequently, related work regarding the design and investigation of XAI for users is presented. This serves as a basis for the concept of a Human-Centered Explainable AI (HC-XAI) presented in this dissertation, which combines an XAI design approach with user evaluations. The author pursues an interdisciplinary approach that integrates knowledge from the research areas of (X)AI, Human-Computer Interaction, and Psychology.
Based on this interdisciplinary concept, a five-step approach is derived and applied to illustrative surveys and experiments in the empirical part of this dissertation.
To illustrate the first two steps, a persona approach for HC-XAI is presented, and based on that, a template for designing personas is provided. To illustrate the usage of the template, three surveys are presented that ask end-users about their attitudes and expectations towards AI and XAI. The personas generated from the survey data indicate that end-users often lack knowledge of XAI and that their perception of it depends on demographic and personality-related characteristics.
Steps three to five deal with the design of XAI for concrete applications. For this, different levels of interactive XAI are presented and investigated in experiments with end-users. For this purpose, two rule-based systems (i.e., white-box) and four systems based on DNN (i.e., black-box) are used.
These are applied for three purposes: Cooperation & collaboration, education, and medical decision support. Six user studies were conducted for this purpose, which differed in the interactivity of the XAI system used.
The results show that end-users trust and mental models of AI depend strongly on the context of use and the design of the explanation itself. For example, explanations that a virtual agent mediates are shown to promote trust. The content and type of explanations are also perceived differently by users. The studies also show that end-users in different application contexts of XAI feel the desire for interactive explanations.
The dissertation concludes with a summary of the scientific contribution, points out limitations of the presented work, and gives an outlook on possible future research topics to integrate explanations into everyday AI systems and thus enable the comprehensible handling of AI for all people.Seit den 1950er Jahren haben Anwendungen der Künstlichen Intelligenz (KI) die Menschen in ihren Bann gezogen. Diese Faszination wurde jedoch stets von Ernüchterung über die Grenzen dieser Technologie begleitet. Heute werden Methoden des maschinellen Lernens wie Deep Neural Networks (DNN) erfolgreich für verschiedene Aufgaben eingesetzt. Doch auch diese Methoden haben ihre Grenzen: Durch ihre Komplexität sind ihre Entscheidungen für den Menschen nicht mehr nachvollziehbar - sie sind Black-Boxes. Der Forschungszweig der Erklärbaren KI (engl. XAI) hat sich diesem Problem angenommen und untersucht, wie man KI-Entscheidungen nachvollziehbar machen kann. Dieser Wunsch ist nicht neu. In den 1970er Jahren beschäftigten sich die Entwickler von intrinsisch erklärbaren KI-Ansätzen, so genannten White-Boxes (z. B. regelbasierte Systeme), mit KI-Erklärungen. Heutzutage, mit dem zunehmenden Einsatz von KI-Systemen in allen Lebensbereichen, wird die Gestaltung nachvollziehbarer Systeme immer wichtiger. Die Entwicklung solcher Systeme ist Teil der Menschzentrierten KI (engl. HCAI) Forschung, die menschliche Bedürfnisse und Fähigkeiten in die Gestaltung von KI-Schnittstellen integriert. Dafür ist ein Verständnis darüber erforderlich, wie Menschen XAI wahrnehmen und wie KI-Erklärungen die Interaktion zwischen Mensch und KI beeinflussen. Eine der offenen Fragen betrifft die Untersuchung von XAI für Endnutzer, d.h. Menschen, die keine Expertise in KI haben, aber mit solchen Systemen interagieren oder von deren Entscheidungen betroffen sind.
In dieser Dissertation wird untersucht, wie sich verschiedene Stufen interaktiver XAI von White- und Black-Box-KI-Systemen auf die Wahrnehmung der Endnutzer auswirken. Basierend auf einem interdisziplinären Konzept, das in dieser Arbeit vorgestellt wird, wird untersucht, wie der Inhalt, die Art und die Schnittstelle von Erklärungen von DNN (Black-Box) und regelbasierten Systemen (White-Box) von Endnutzern wahrgenommen werden. Wie XAI die mentalen Modelle, das Vertrauen, die Selbstwirksamkeit, die kognitive Belastung und den emotionalen Zustand der Endnutzer in Bezug auf das KI-System beeinflusst, steht im Mittelpunkt der Untersuchung. Zu Beginn der Arbeit werden allgemeine Konzepte zu KI, Erklärungen und psychologische Konstrukte von mentalen Modellen, Vertrauen, Selbstwirksamkeit, kognitiver Belastung und Emotionen vorgestellt. Anschließend werden verwandte Arbeiten bezüglich dem Design und der Untersuchung von XAI für Nutzer präsentiert. Diese dienen als Grundlage für das in dieser Dissertation vorgestellte Konzept einer Menschzentrierten Erklärbaren KI (engl. HC-XAI), das einen XAI-Designansatz mit Nutzerevaluationen kombiniert. Die Autorin verfolgt einen interdisziplinären Ansatz, der Wissen aus den Forschungsbereichen (X)AI, Mensch-Computer-Interaktion und Psychologie integriert.
Auf der Grundlage dieses interdisziplinären Konzepts wird ein fünfstufiger Ansatz abgeleitet und im empirischen Teil dieser Arbeit auf exemplarische Umfragen und Experimente und angewendet.
Zur Veranschaulichung der ersten beiden Schritte wird ein Persona-Ansatz für HC-XAI vorgestellt und darauf aufbauend eine Vorlage für den Entwurf von Personas bereitgestellt. Um die Verwendung der Vorlage zu veranschaulichen, werden drei Umfragen präsentiert, in denen Endnutzer zu ihren Einstellungen und Erwartungen gegenüber KI und XAI befragt werden. Die aus den Umfragedaten generierten Personas zeigen, dass es den Endnutzern oft an Wissen über XAI mangelt und dass ihre Wahrnehmung dessen von demografischen und persönlichkeitsbezogenen Merkmalen abhängt.
Die Schritte drei bis fünf befassen sich mit der Gestaltung von XAI für konkrete Anwendungen. Hierzu werden verschiedene Stufen interaktiver XAI vorgestellt und in Experimenten mit Endanwendern untersucht. Zu diesem Zweck werden zwei regelbasierte Systeme (White-Box) und vier auf DNN basierende Systeme (Black-Box) verwendet.
Diese werden für drei Zwecke eingesetzt: Kooperation & Kollaboration, Bildung und medizinische Entscheidungsunterstützung. Hierzu wurden sechs Nutzerstudien durchgeführt, die sich in der Interaktivität des verwendeten XAI-Systems unterschieden.
Die Ergebnisse zeigen, dass das Vertrauen und die mentalen Modelle der Endnutzer in KI stark vom Nutzungskontext und der Gestaltung der Erklärung selbst abhängen. Es hat sich beispielsweise gezeigt, dass Erklärungen, die von einem virtuellen Agenten vermittelt werden, das Vertrauen fördern. Auch der Inhalt und die Art der Erklärungen werden von den Nutzern unterschiedlich wahrgenommen. Die Studien zeigen zudem, dass Endnutzer in unterschiedlichen Anwendungskontexten von XAI den Wunsch nach interaktiven Erklärungen verspüren.
Die Dissertation schließt mit einer Zusammenfassung des wissenschaftlichen Beitrags, weist auf Grenzen der vorgestellten Arbeit hin und gibt einen Ausblick auf mögliche zukünftige Forschungsthemen, um Erklärungen in alltägliche KI-Systeme zu integrieren und damit den verständlichen Umgang mit KI für alle Menschen zu ermöglichen
Differentiated instruction around the world. A global inclusive insight
With increasingly diverse student populations in schools, the establishment of inclusive classrooms has become a top international priority. Teachers around the world are urged to differentiate their instruction in order to support all students’ learning needs. Although there is research on the topic, there are still important gaps to explore, especially the underrepresented international research output. This book tackles such limitations and provides a first ever publication concerning global insights into differentiated instruction. A total of 14 countries from 5 continents provide empirical evidence, theoretical and practical approaches to the topic. The book wraps up with a contribution from Prof. Dr. John Hattie, University of Melbourne, who shares eight theses to help the continuing debate and research on differentiated instruction. (DIPF/Orig.
Lernen, Lehren und Forschen in einer digital geprägten Welt. Gesellschaft für Didaktik der Chemie und Physik. Jahrestagung in Aachen 2022
Die Tagung der Gesellschaft für Didaktik der Chemie und Physik (GDCP) fand vom 12. bis zum 15. September 2022 an der RWTH Aachen statt. Der vorliegende Band umfasst die ausgearbeiteten Beiträge der Teilnehmenden zum Thema: "Lernen, Lehren und Forschen in der digital geprägten Welt"
El papel de los proyectos de investigación escolar sobre cuestiones sociocientíficas en la autorregulación del alumnado
La tesis busca definir un modelo teórico que permita analizar el aporte que hace el tratamiento de cuestiones
sociocientíficas (CSC) en la autorregulación del alumnado en una clase de ciencias. La hipótesis es que a través
de proyectos de investigación escolar elegidos por el alumnado se pueden evidenciar niveles de autorregulación
afectiva, cognitiva, metacognitiva y social mediados por hipótesis de progresión con mayores niveles de
evolución intermedios al inicio y más niveles de evolución avanzados luego de la intervención. Se podrá evaluar
entonces cómo influye el aprendizaje situado del alumnado en la movilización de pensamientos, sentimientos,
actitudes y cognición para el aprendizaje de una unidad didáctica llamada la respiración de los seres vivos. Este
planteamiento introduce la idea de complejidad (Vázquez-Bernal et al, 2007; Prieto et al., 2002 y García-Pérez y
Rivero, 1995), es decir, que el conocimiento, el comportamiento y los sentimientos evolucionan desde niveles
más simples hasta niveles más elaborados cuando el alumnado tiene la posibilidad de elegir lo que quiere
aprender (Dierking & Falk, 1992) sin que necesariamente se siga una secuencialidad (Pintrich, 2000). Se da
cuenta, así, que al aumentar las posibilidades de elección temática por parte del alumnado éste incrementará sus
niveles de autorregulación en las diferentes dimensiones, sobre todo en la afectiva. Por lo tanto, las CSC
(Ratcliffe & Grace, 2003) utilizan el aprendizaje situado para contribuir a mayores posibilidades de
autorregulación en el alumnado cuando se desarrollan a través de proyectos de investigación escolar. La
metodología aplicada consiste en utilizar el cuestionario MSLQ (Pintrich et al.,1991) adaptado para alumnado de
secundaria, una entrevista, los diarios del profesor y del alumnado y un sistema de categorías para analizar
cómo se autorregula en las dimensiones afectiva, cognitiva, metacognitiva y social en el contexto de los
proyectos de investigación escolar al abordar las CSC.
La investigación se desarrolla en cuatro partes: el planteamiento del problema, el marco teórico, la definición de
la metodología utilizada y la discusión de resultados. En la primera parte se propone el contexto de la
investigación como punto de partida para la autorregulación y la metacognición y cómo se puede favorecer al
abordar las CSC desde la escuela. En segundo lugar, en el marco teórico se hace un recuento del surgimiento de
las teorías de aprendizaje, autorregulación y metacognición y de qué aportes posteriores pueden brindar cuando
se abordan a través de la investigación escolar como el proyecto curricular Investigando Nuestro Mundo (Cañal,
Pozuelos y Travé, 2005). En la tercera parte se explicita la metodología para determinar la evolución del
alumnado en las diferentes categorías de la autorregulación y metacognición para analizarlas desde un enfoque
mixto: cualitativo y cuantitativo mediante los instrumentos descritos anteriormente a través de la
implementación de una intervención con 7 unidades didácticas. La cuarta parte se centra en presentar y discutir
los resultados a través de apartados que responden a los subproblemas sobre el aporte de las CSC a la
autorregulación del alumnado: la autorregulación en cada dimensión, el desarrollo de estrategias
autorregulatorias, el nivel de desarrollo metacognitivo, la relación existente entre las variables de las diferentes
dimensiones, adicionalmente, se ha determinado a través de la entrevista cómo influye el contexto en el que el alumnado desarrolla los proyectos de investigación escolar en la autorregulación y la metacognición con la triangulación sistemática de las respuestas del alumnado, integradas en los diferentes componentes de la tesis y de un apartado especial para ello.
A continuación se presentan las conclusiones sobre los elementos más representativos que favorecieron la autorregulación metacognitiva y sus implicaciones, destacando los aportes evidenciados de cada dimensión analizada en el tratamiento de las CSC; se prosigue estableciendo la conexión del modelo teórico que involucra la relación entre los procesos de metacognición y autorregulación al tratar CSC con la propuesta de Holbrook & Rannikmae (2010) determinando cómo el alumnado se acerca más a los conceptos científicos a través de nuestra propuesta. El estudio finaliza con dos presupuestos fundamentales, los limitantes que pudieron influir en algunos sesgos respecto a los resultados y los futuros estudios para variables concretas, aplicaciones de hipótesis de la progresión a otros contenidos de ciencias, las potencialidades del programa AQUAD, metaestudios y estudios de inclusión en la autorregulación.The thesis seeks to define a theoretical model that allows analyzing the contribution made by the treatment of socio-scientific questions (CSC) in the self-regulation of students in a science class. The hypothesis is that through school research projects chosen by the students, levels of affective, cognitive, metacognitive and social self-regulation mediated by progression hypotheses can be evidenced with higher levels of intermediate evolution at the beginning and more levels of advanced evolution after graduation. intervention. It will then be possible to evaluate how the situated learning of the students influences the mobilization of thoughts, feelings, attitudes and cognition for the learning of a didactic unit called the respiration of living beings. This approach introduces the idea of complexity (Vázquez-Bernal et al, 2007; Prieto et al., 2002 and García-Pérez and Rivero, 1995), that is, that knowledge, behavior and feelings evolve from simpler levels to more elaborate levels when students have the possibility of choosing what they want to learn (Dierking & Falk, 1992) without necessarily following a sequence (Pintrich, 2000). Thus, he realizes that by increasing the possibilities of thematic choice by the students, this will increase their levels of self-regulation in the different dimensions, especially in the affective one. Therefore, CSCs (Ratcliffe & Grace, 2003) use situated learning to contribute to greater possibilities of self-regulation in students when they are developed through school research projects. The applied methodology consists of using the MSLQ questionnaire (Pintrich et al., 1991) adapted for high school students, an interview, the teacher's and student's diaries, and a category system to analyze how they self-regulate in the affective, cognitive, metacognitive and social in the context of school research projects when addressing CSC.
The research is developed in four parts: the statement of the problem, the theoretical framework, the definition of the methodology used and the discussion of results. In the first part, the context of the research is proposed as a starting point for self-regulation and metacognition and how it can be favored when addressing CSC from school. Secondly, in the theoretical framework, an account is made of the emergence of learning, self-regulation and metacognition theories and what subsequent contributions they can provide when approached through school research such as the curricular project Investigating Our World (Cañal, Pozuelos and Travé, 2005). The third part explains the methodology to determine the evolution of students in the different categories of self-regulation and metacognition to analyze them from a mixed approach: qualitative and quantitative using the instruments described above through the implementation of an intervention with 7 teaching units. The fourth part focuses on presenting and discussing the results through sections that respond to the sub-problems about the contribution of the CSC to the self-regulation of students: self-regulation in each dimension, the development of self-regulatory strategies, the level of metacognitive development, the relationship between the variables of the different dimensions, additionally, it has been determined through the interview how the context in which the students develop the school research projects influences self-regulation and metacognition with the systematic triangulation of the answers of the students, integrated into the different components of the thesis and a special section for it.
Below are the conclusions on the most representative elements that favored metacognitive self-regulation and their implications, highlighting the contributions evidenced by each dimension analyzed in the treatment of CSC; It continues by establishing the connection of the theoretical model that involves the relationship between the processes of metacognition and self-regulation when dealing with CSC with the proposal of Holbrook & Rannikmae (2010), determining how students get closer to scientific concepts through our proposal. The study ends with two fundamental assumptions, the limitations that could influence some biases regarding the results and future studies for specific variables, applications of the progression hypothesis to other science contents, the potential of the AQUAD program, meta-studies and studies of inclusion in self-regulation
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