K-8 Preservice Teachers’ Inductive Reasoning in the Problem-Solving Contexts

This paper reports the results from an exploratory study of K-8 pre-service teachers’ inductive reasoning. The analysis of 130 written solutions to seven tasks and 77 reflective journals completed by 20 pre-service teachers lead to descriptions of inductive reasoning processes, i.e. specializing, conjecturing, generalizing, and justifying, in the problem-solving contexts. The uncovered characterizations of the four inductive reasoning processes were further used to describe pathways of successful generalizations. The results highlight the importance of specializing and justifying in constructing powerful generalizations. Implications for teacher education are discussed

Coherent Multi-Sentence Video Description with Variable Level of Detail

Humans can easily describe what they see in a coherent way and at varying level of detail. However, existing approaches for automatic video description are mainly focused on single sentence generation and produce descriptions at a fixed level of detail. In this paper, we address both of these limitations: for a variable level of detail we produce coherent multi-sentence descriptions of complex videos. We follow a two-step approach where we first learn to predict a semantic representation (SR) from video and then generate natural language descriptions from the SR. To produce consistent multi-sentence descriptions, we model across-sentence consistency at the level of the SR by enforcing a consistent topic. We also contribute both to the visual recognition of objects proposing a hand-centric approach as well as to the robust generation of sentences using a word lattice. Human judges rate our multi-sentence descriptions as more readable, correct, and relevant than related work. To understand the difference between more detailed and shorter descriptions, we collect and analyze a video description corpus of three levels of detail.Comment: 10 page