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RISS 인기검색어
- 검색키워드
- 저자 : Teodorescu, Raluca Elena (검색결과 2 건)
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Cognitive development in introductory physics: A research-based approach to curriculum reform
Teodorescu, Raluca Elena The George Washington University 2009 해외공개박사
This project describes the research on a classification of physics problems in the context of introductory physics courses. This classification, called the Taxonomy of Introductory Physics Problems (TIPP), relates physics problems to the cognitive processes required to solve them. TIPP was created for designing and clarifying educational objectives, for developing assessments that can evaluate individual component processes of the problem-solving process, and for guiding curriculum design in introductory physics courses, specifically within the context of a "thinking-skills" curriculum. TIPP relies on the following resources: (1) cognitive research findings adopted by physics education research, (2) expert-novice research discoveries acknowledged by physics education research, (3) an educational psychology taxonomy for educational objectives, and (4) various collections of physics problems created by physics education researchers or developed by textbook authors. TIPP was used in the years 2006--2008 to reform the first semester of the introductory algebra-based physics course (called Phys 11) at The George Washington University. The reform sought to transform our curriculum into a "thinking-skills" curriculum that trades "breadth for depth" by focusing on fewer topics while targeting the students' cognitive development. We employed existing research on the physics problem-solving expert-novice behavior, cognitive science and behavioral science findings, and educational psychology recommendations. Our pedagogy relies on didactic constructs such as the GW-ACCESS problem-solving protocol, learning progressions and concept maps that we have developed and implemented in our introductory physics course. These tools were designed based on TIPP. Their purpose is: (1) to help students build local and global coherent knowledge structures, (2) to develop more context-independent problem-solving abilities, (3) to gain confidence in problem solving, and (4) to establish connections between everyday phenomena and underlying physics concepts. We organize traditional and research-based physics problems such that students experience a gradual increase in complexity related to problem context, problem features and cognitive processes needed to solve the problem. The instructional environment that we designed allows for explicit monitoring, control and measurement of the cognitive processes exercised during the instruction period. It is easily adaptable to any kind of curriculum and can be readily adjusted throughout the semester. To assess the development of students' problem-solving abilities, we created rubrics that measure specific aspects of the thinking involved in physics problem solving. The Colorado Learning Attitudes about Science Survey (CLASS) was administered pre- and post-instruction to determine students' shift in dispositions towards learning physics. The Force Concept Inventory (FCI) was administered pre- and post-instruction to determine students' level of conceptual understanding. The results feature improvements in students' problem-solving abilities and in their attitudes towards learning physics.
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Teodorescu, Viorica Alexandra The University of Texas at Austin 2009 해외박사(DDOD)
The grammar of modification is highly complex and raises numerous questions about the relation between meaning and form. This dissertation provides a study of how modified noun phrases are interpreted and examines the consequences of these results for the syntax of the nominal domain. The discussion centers on two types of modification: superlatives and stacked modification. The data comes primarily from English, but other languages are also discussed. There is initial evidence that the main claims hold across a wide range of languages. The common view on superlatives is that they have two types of interpretations which are the result of a scope ambiguity and that the contrast between them needs to be captured by means of syntactic devices. Contra this standard approach I propose a saliency theory of superlatives which claims that there is no categorial difference between these two interpretations and where the variation in the meaning of superlatives is purely pragmatic in nature. Under this view the meaning of superlatives is a function of the properties of the surrounding discourse and the context-sensitivity of superlatives is subsumed to the more general phenomenon of context-dependency in the interpretation of natural language quantifiers. The saliency theory differs from other analyses that have adopted a discourse approach in that the so-called comparative reading does not depend on the presence or interpretation of focus. Previous approaches to multiple adjectives analyzed their order in terms of the semantics of individual adjectives. I present a new set of data which shows that this is insufficient and propose an explanation that takes into account the meaning of the whole nominal phrase. This result has consequences for how the architecture of grammar should be conceived. In particular, it shows that principles of syntactic well-formedness can sometimes be sensitive to compositional semantic interpretation, as well as pragmatic information. This is in contradiction to many contemporary approaches to grammar where the semantic component has no influence on the syntactic one.
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