5,560 research outputs found

    Comparative Multiple Case Study into the Teaching of Problem-Solving Competence in Lebanese Middle Schools

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    This multiple case study investigates how problem-solving competence is integrated into teaching practices in private schools in Lebanon. Its purpose is to compare instructional approaches to problem-solving across three different programs: the American (Common Core State Standards and New Generation Science Standards), French (Socle Commun de Connaissances, de Compétences et de Culture), and Lebanese with a focus on middle school (grades 7, 8, and 9). The project was conducted in nine schools equally distributed among three categories based on the programs they offered: category 1 schools offered the Lebanese program, category 2 the French and Lebanese programs, and category 3 the American and Lebanese programs. Each school was treated as a separate case. Structured observation data were collected using observation logs that focused on lesson objectives and specific cognitive problem-solving processes. The two logs were created based on a document review of the requirements for the three programs. Structured observations were followed by semi-structured interviews that were conducted to explore teachers' beliefs and understandings of problem-solving competence. The comparative analysis of within-category structured observations revealed an instruction ranging from teacher-led practices, particularly in category 1 schools, to more student-centered approaches in categories 2 and 3. The cross-category analysis showed a reliance on cognitive processes primarily promoting exploration, understanding, and demonstrating understanding, with less emphasis on planning and executing, monitoring and reflecting, thus uncovering a weakness in addressing these processes. The findings of the post-observation semi-structured interviews disclosed a range of definitions of problem-solving competence prevalent amongst teachers with clear divergences across the three school categories. This research is unique in that it compares problem-solving teaching approaches across three different programs and explores underlying teachers' beliefs and understandings of problem-solving competence in the Lebanese context. It is hoped that this project will inform curriculum developers about future directions and much-anticipated reforms of the Lebanese program and practitioners about areas that need to be addressed to further improve the teaching of problem-solving competence

    Automatic Question Generation to Support Reading Comprehension of Learners - Content Selection, Neural Question Generation, and Educational Evaluation

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    Simply reading texts passively without actively engaging with their content is suboptimal for text comprehension since learners may miss crucial concepts or misunderstand essential ideas. In contrast, engaging learners actively by asking questions fosters text comprehension. However, educational resources frequently lack questions. Textbooks often contain only a few at the end of a chapter, and informal learning resources such as Wikipedia lack them entirely. Thus, in this thesis, we study to what extent questions about educational science texts can be automatically generated, tackling two research questions. The first question concerns selecting learning-relevant passages to guide the generation process. The second question investigates the generated questions' potential effects and applicability in reading comprehension scenarios. Our first contribution improves the understanding of neural question generation's quality in education. We find that the generators' high linguistic quality transfers to educational texts but that they require guidance by educational content selection. In consequence, we study multiple educational context and answer selection mechanisms. In our second contribution, we propose novel context selection approaches which target question-worthy sentences in texts. In contrast to previous works, our context selectors are guided by educational theory. The proposed methods perform competitive to related work while operating with educationally motivated decision criteria that are easier to understand for educational experts. The third contribution addresses answer selection methods to guide neural question generation with expected answers. Our experiments highlight the need for educational corpora for the task. Models trained on noneducational corpora do not transfer well to the educational domain. Given this discrepancy, we propose a novel corpus construction approach. It automatically derives educational answer selection corpora from textbooks. We verify the approach's usefulness by showing that neural models trained on the constructed corpora learn to detect learning-relevant concepts. In our last contribution, we use the insights from the previous experiments to design, implement, and evaluate an automatic question generator for educational use. We evaluate the proposed generator intrinsically with an expert annotation study and extrinsically with an empirical reading comprehension study. The two evaluation scenarios provide a nuanced view of the generated questions' strengths and weaknesses. Expert annotations attribute an educational value to roughly 60 % of the questions but also reveal various ways in which the questions still fall short of the quality experts desire. Furthermore, the reader-based evaluation indicates that the proposed educational question generator increases learning outcomes compared to a no-question control group. In summary, the results of the thesis improve the understanding of the content selection tasks in educational question generation and provide evidence that it can improve reading comprehension. As such, the proposed approaches are promising tools for authors and learners to promote active reading and thus foster text comprehension

    Efficient instance and hypothesis space revision in Meta-Interpretive Learning

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    Inductive Logic Programming (ILP) is a form of Machine Learning. The goal of ILP is to induce hypotheses, as logic programs, that generalise training examples. ILP is characterised by a high expressivity, generalisation ability and interpretability. Meta-Interpretive Learning (MIL) is a state-of-the-art sub-field of ILP. However, current MIL approaches have limited efficiency: the sample and learning complexity respectively are polynomial and exponential in the number of clauses. My thesis is that improvements over the sample and learning complexity can be achieved in MIL through instance and hypothesis space revision. Specifically, we investigate 1) methods that revise the instance space, 2) methods that revise the hypothesis space and 3) methods that revise both the instance and the hypothesis spaces for achieving more efficient MIL. First, we introduce a method for building training sets with active learning in Bayesian MIL. Instances are selected maximising the entropy. We demonstrate this method can reduce the sample complexity and supports efficient learning of agent strategies. Second, we introduce a new method for revising the MIL hypothesis space with predicate invention. Our method generates predicates bottom-up from the background knowledge related to the training examples. We demonstrate this method is complete and can reduce the learning and sample complexity. Finally, we introduce a new MIL system called MIGO for learning optimal two-player game strategies. MIGO learns from playing: its training sets are built from the sequence of actions it chooses. Moreover, MIGO revises its hypothesis space with Dependent Learning: it first solves simpler tasks and can reuse any learned solution for solving more complex tasks. We demonstrate MIGO significantly outperforms both classical and deep reinforcement learning. The methods presented in this thesis open exciting perspectives for efficiently learning theories with MIL in a wide range of applications including robotics, modelling of agent strategies and game playing.Open Acces

    Building body identities - exploring the world of female bodybuilders

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    This thesis explores how female bodybuilders seek to develop and maintain a viable sense of self despite being stigmatized by the gendered foundations of what Erving Goffman (1983) refers to as the 'interaction order'; the unavoidable presentational context in which identities are forged during the course of social life. Placed in the context of an overview of the historical treatment of women's bodies, and a concern with the development of bodybuilding as a specific form of body modification, the research draws upon a unique two year ethnographic study based in the South of England, complemented by interviews with twenty-six female bodybuilders, all of whom live in the U.K. By mapping these extraordinary women's lives, the research illuminates the pivotal spaces and essential lived experiences that make up the female bodybuilder. Whilst the women appear to be embarking on an 'empowering' radical body project for themselves, the consequences of their activity remains culturally ambivalent. This research exposes the 'Janus-faced' nature of female bodybuilding, exploring the ways in which the women negotiate, accommodate and resist pressures to engage in more orthodox and feminine activities and appearances

    Educating Sub-Saharan Africa:Assessing Mobile Application Use in a Higher Learning Engineering Programme

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    In the institution where I teach, insufficient laboratory equipment for engineering education pushed students to learn via mobile phones or devices. Using mobile technologies to learn and practice is not the issue, but the more important question lies in finding out where and how they use mobile tools for learning. Through the lens of Kearney et al.’s (2012) pedagogical model, using authenticity, personalisation, and collaboration as constructs, this case study adopts a mixed-method approach to investigate the mobile learning activities of students and find out their experiences of what works and what does not work. Four questions are borne out of the over-arching research question, ‘How do students studying at a University in Nigeria perceive mobile learning in electrical and electronic engineering education?’ The first three questions are answered from qualitative, interview data analysed using thematic analysis. The fourth question investigates their collaborations on two mobile social networks using social network and message analysis. The study found how students’ mobile learning relates to the real-world practice of engineering and explained ways of adapting and overcoming the mobile tools’ limitations, and the nature of the collaborations that the students adopted, naturally, when they learn in mobile social networks. It found that mobile engineering learning can be possibly located in an offline mobile zone. It also demonstrates that investigating the effectiveness of mobile learning in the mobile social environment is possible by examining users’ interactions. The study shows how mobile learning personalisation that leads to impactful engineering learning can be achieved. The study shows how to manage most interface and technical challenges associated with mobile engineering learning and provides a new guide for educators on where and how mobile learning can be harnessed. And it revealed how engineering education can be successfully implemented through mobile tools

    Z-Numbers-Based Approach to Hotel Service Quality Assessment

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    In this study, we are analyzing the possibility of using Z-numbers for measuring the service quality and decision-making for quality improvement in the hotel industry. Techniques used for these purposes are based on consumer evalu- ations - expectations and perceptions. As a rule, these evaluations are expressed in crisp numbers (Likert scale) or fuzzy estimates. However, descriptions of the respondent opinions based on crisp or fuzzy numbers formalism not in all cases are relevant. The existing methods do not take into account the degree of con- fidence of respondents in their assessments. A fuzzy approach better describes the uncertainties associated with human perceptions and expectations. Linguis- tic values are more acceptable than crisp numbers. To consider the subjective natures of both service quality estimates and confidence degree in them, the two- component Z-numbers Z = (A, B) were used. Z-numbers express more adequately the opinion of consumers. The proposed and computationally efficient approach (Z-SERVQUAL, Z-IPA) allows to determine the quality of services and iden- tify the factors that required improvement and the areas for further development. The suggested method was applied to evaluate the service quality in small and medium-sized hotels in Turkey and Azerbaijan, illustrated by the example
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