Learning Strategies of Instrumental Analysis: Literature Research and Participation in Scientific Research

Daxue Huaxue ◽  
2021 ◽  
Vol 0 (0) ◽  
pp. 2108102-0
Author(s):  
Xiaoyan He ◽  
Nan Sun ◽  
Hui Jia ◽  
Xiaoquan Lu
Keyword(s):  
Learning Strategies ◽  
Scientific Research ◽  
Instrumental Analysis ◽  
Literature Research

Semantically linking events for massive scientific literature research

2017 ◽  
Vol 35 (4) ◽  
pp. 724-744 ◽  
Author(s):  
Junsheng Zhang ◽  
Yunchuan Sun ◽  
Changqing Yao
Keyword(s):  
Scientific Literature ◽  
Scientific Research ◽  
Technical Information ◽  
Information Analysis ◽  
Technical Literature ◽  
Content Type ◽  
Literature Research ◽  
Scientific And Technical Information ◽  
Semantic Link ◽  
Semantic Link Network

Purpose This paper aims to semantically linking scientific research events implied by scientific and technical literature to support information analysis and information service applications. Literature research is an important method to acquire scientific and technical information which is important for research, development and innovation of science and technology. It is difficult but urgently required to acquire accurate, timely, rapid, short and comprehensive information from the large-scale and fast-growing literature, especially in the big data era. Existing literature-based information retrieval systems focus on basic data organization, and they are far from meeting the needs of information analytics. It becomes urgent to organize and analyze scientific research events related to scientific and technical literature for forecasting development trend of science and technology. Design/methodology/approach Scientific literature such as a paper or a patent is represented as a scientific research event, which contains elements including when, where, who, what, how and why. Metadata of literature is used to formulate scientific research events that are implied in introduction and related work sections of literature. Named entities and research objects such as methods, materials and algorithms can be extracted from texts of literature by using text analysis. The authors semantically link scientific research events, entities and objects, and then, they construct the event space for supporting scientific and technical information analysis. Findings This paper represents scientific literature as events, which are coarse-grained units comparing with entities and relations in current information organizations. Events and semantic relations among them together formulate a semantic link network, which could support event-centric information browsing, search and recommendation. Research limitations/implications The proposed model is a theoretical model, and it needs to verify the efficiency in further experimental application research. The evaluation and applications of semantic link network of scientific research events are further research issues. Originality/value This paper regards scientific literature as scientific research events and proposes an approach to semantically link events into a network with multiple-typed entities and relations. According to the needs of scientific and technical information analysis, scientific research events are organized into event cubes which are distributed in a three-dimensioned space for easy-to-understand and information visualization.

scholarly journals The Importance of Creativity in Foreign Language Acquisition

2020 ◽  
Vol 25 (3) ◽  
pp. 217-222
Author(s):  
Lucia-Larissa Morar ◽  
Simona Boștină-Bratu ◽  
Alina Negoescu
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Learning Styles ◽  
Learning Strategies ◽  
Scientific Research ◽  
Learning Behaviour ◽  
The Past ◽  
Foreign Language Acquisition

AbstractDuring the past decades scientific research caused major changes in the perception of students’ learning styles. Empirical findings show that learning styles are neither innate nor unchangeable. On the contrary, students themselves adapt their learning behaviour to the task at hand and aim at trying out different learning styles using their creativity. Therefore, teachers have to plan and propose activities that invite their students to recur to a number of learning strategies. The aim of this paper is to emphasize the importance of the students’ creativity in foreign language acquisition.

scholarly journals An initiative to develop a public engagement ecosystem in Ghana: a case of WACCBIP’s High Schools’ Engagement Programme

2021 ◽  
Vol 4 ◽  
pp. 30
Author(s):  
Stefan Danquah ◽  
Simon Donkoh ◽  
Kyerewaa Akuamoah Boateng ◽  
Sika Menka ◽  
Solomon Katachie ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Infectious Diseases ◽  
Learning Strategies ◽  
Public Engagement ◽  
Cell Biology ◽  
Undergraduate Research ◽  
Scientific Research ◽  
School Students

Background: The High Schools Engagement Programme (HSEP), is a West African Centre for Cell Biology of Infectious Pathogens (WACCBIP) public engagement initiative that targets students in under-resourced high schools in Ghana. Annual programmes are directed towards providing information on prospective careers in Science and discussing the causes of and preventive measures against endemic infectious diseases. Using peer-learning strategies, post-undergraduate research trainees (graduate interns) encourage collective action against the diseases and work to inspire high school students to consider scientific research as a career, either directly or in support roles. The objective of this study was to explore the outcomes of the HSEP, specifically revealing how it met its initial objectives, and other relevant unintended outcomes. Methods: An evaluation design, which relied on a survey and interviews of 138 high school students, 9 graduate interns, and 3 teachers who participated in the 2019 edition of the HSEP, was employed. Results: The HSEP presented a likelihood of improving the academic performance of high school students and provided motivation for them to pursue careers in scientific research. The programme also equipped the students with requisite knowledge to contribute to the prevention of infectious diseases prevalent in their communities. As trainee scientists, graduate interns also developed awareness on the need for public engagement, the challenges of STEM education in Ghana and the need to make efforts to address these challenges, and also developed key leadership and soft skills. Conclusions: Overall, the HSEP could potentially be a model for developing a public engagement ecosystem in Ghana. It is recommended that the programme is scaled up to include master’s degree and PhD researchers as facilitators to further widen the favorable impacts.

scholarly journals Effectiveness of a Prerequisite Histological Course for Eight-year Programme Students in China: A Randomized Controlled Study

2021 ◽  
Author(s):  
Yan Ruan ◽  
Junlei Zhang ◽  
Qiyan Cai ◽  
Jiali Wang ◽  
Gaoke Liu ◽  
...  
Keyword(s):  
Blended Learning ◽  
Learning Strategies ◽  
Medical Knowledge ◽  
Scientific Research ◽  
Learning Performance ◽  
Controlled Study ◽  
Positive Effects ◽  
Initial Stage ◽  
Significant Difference ◽  
Prerequisite Course

Abstract Background: Due to their lack of basic medical knowledge and learning strategies different from that of high school, it is more difficult for students of 8-year medical programme to adapt to study in the initial stage of basic medicine. This study was to determine whether a prerequisite course can provide an opportunity to adjust learning strategies and improve basic medicine learning performance in order to adapt to study in medical college earlier for achieving the goals of 8-year programme. Methods: A prerequisite course of histology was conducted by a two-round modified Delphi study. 74 students of 8-year medical programmeme were subjected randomized to two groups: the prerequisite course group (PC group) and non-prerequisite course group (NPC group). The PC group take part in the prerequisite course by student-centred blended learning approach. The NPC group, taught by the same teachers, underwent requisite histology teaching activities directly with no prerequisite course. Examination of the prerequisite course and requisite histology course were carried out. Effect of the prerequisite course was evaluated by an empirical method using a questionnaire-based approach. Results: No significant difference was found in baseline admission characteristics between the two groups (P>0.05). Students' scores of the PC group were significantly higher than those of students of NPC group in both prerequisite course and requisite histology examinations (P < 0.05). The results of questionnaires showed that the PC students reported positive effects of the blended learning (P<0.05). Students were satisfied with the prerequisite course, which was beneficial for the adaptation in learning strategies, the uptake in medical knowledge and cultivation of scientific research ability (P<0.01). Furthermore, our prerequisite course is conducive to the study of subsequent courses, especially for pathology.Conclusion: Our prerequisite course for students of the long-term medical education model could effectively adapt their learning strategies, enhance their knowledge of basic medicine, and improve their scientific research capacity. These findings suggest that the prerequisite course is useful and should be incorporated into the initial stage of basic medicine in future medicine curriculum reform for Chinese students.

scholarly journals The Efficacy of Problem-Based Learning in an Instrumental Analyse Laboratory

2016 ◽  
Vol 6 (4) ◽  
pp. 100
Author(s):  
Hatice Güngör Seyhan
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Prospective Teachers ◽  
Problem Based Learning ◽  
Instrumental Analysis ◽  
Control Group ◽  
Problem Solving Skills ◽  
Laboratory Course ◽  
Analysis Laboratory ◽  
Self Regulatory Learning

In the context of the study, an instrumental analysis laboratory course offering Problem-Based Learning (PBL) was designed as an alternative to traditional laboratory practices. The study was conducted with a total of 36 volunteer, prospective chemistry teachers consisting of fourth year undergraduates and graduates. While PBL activities were conducted with 19 of the prospective teachers, instrumental analysis laboratory activities were conducted with 17 of them using the traditional approach. The first aim of this study was to determine the levels of perception of problem-solving ability and self-regulatory learning strategies of prospective teachers after and before all the applications. The second aim was to compare the effects of PBL instrumental analyze laboratory course and traditional instrumental analyze laboratory course on the perceptions of problem-solving ability and self-regulatory strategies of prospective teachers. A pre-test-post-test control group design was used. In this study, data were obtained using the “Problem Solving Inventory (PSI)” and “Self-Regulatory Strategy Scale (SRSS)”. The pretest-posttest results of the SRRS test showed that the prospective teachers in the experimental group used self-regulatory learning strategies more often when compared to the ones in the control group. According to the results obtained within the scope of the study, it can be said that the effect of PBL on the perception levels of problem solving skills and self-regulatory learning skills of prospective teachers is more effective than the traditional laboratory teaching application.

Statistical analysis of classification

1966 ◽  
Vol 24 ◽  
pp. 188-189
Author(s):  
T. J. Deeming
Keyword(s):  
Multivariate Analysis ◽  
Statistical Analysis ◽  
Classification Scheme ◽  
Analytical Procedure ◽  
Narrow Band ◽  
Scientific Research ◽  
Maximum Amount ◽  
Amount Of Information

If we make a set of measurements, such as narrow-band or multicolour photo-electric measurements, which are designed to improve a scheme of classification, and in particular if they are designed to extend the number of dimensions of classification, i.e. the number of classification parameters, then some important problems of analytical procedure arise. First, it is important not to reproduce the errors of the classification scheme which we are trying to improve. Second, when trying to extend the number of dimensions of classification we have little or nothing with which to test the validity of the new parameters.Problems similar to these have occurred in other areas of scientific research (notably psychology and education) and the branch of Statistics called Multivariate Analysis has been developed to deal with them. The techniques of this subject are largely unknown to astronomers, but, if carefully applied, they should at the very least ensure that the astronomer gets the maximum amount of information out of his data and does not waste his time looking for information which is not there. More optimistically, these techniques are potentially capable of indicating the number of classification parameters necessary and giving specific formulas for computing them, as well as pinpointing those particular measurements which are most crucial for determining the classification parameters.

The Role of Test Anticipation in the Link Between Performance-Approach Goals and Academic Achievement

2016 ◽  
Vol 75 (3) ◽  
pp. 123-132 ◽  
Author(s):  
Marie Crouzevialle ◽  
Fabrizio Butera
Keyword(s):  
Learning Strategies ◽  
Test Performance ◽  
Longitudinal Design ◽  
Study Strategies ◽  
High Achievers ◽  
Course Content ◽  
And Mathematics ◽  
Set Up ◽  
Approach Goals ◽  
Goal Endorsement

Abstract. Performance-approach goals (i.e., the desire to outperform others) have been found to be positive predictors of test performance, but research has also revealed that they predict surface learning strategies. The present research investigates whether the high academic performance of students who strongly adopt performance-approach goals stems from test anticipation and preparation, which most educational settings render possible since examinations are often scheduled in advance. We set up a longitudinal design for an experiment conducted in high-school classrooms within the context of two science, technology, engineering, and mathematics (STEM) disciplines, namely, physics and chemistry. First, we measured performance-approach goals. Then we asked students to take a test that had either been announced a week in advance (enabling strategic preparation) or not. The expected interaction between performance-approach goal endorsement and test anticipation was moderated by the students’ initial level: The interaction appeared only among low achievers for whom the pursuit of performance-approach goals predicted greater performance – but only when the test had been scheduled. Conversely, high achievers appeared to have adopted a regular and steady process of course content learning whatever their normative goal endorsement. This suggests that normative strivings differentially influence the study strategies of low and high achievers.

Social-Scientific Research Competency

2019 ◽  
Vol 35 (5) ◽  
pp. 737-750 ◽  
Author(s):  
Christopher Gess ◽  
Christoph Geiger ◽  
Matthias Ziegler
Keyword(s):  
Higher Education ◽  
Test Scores ◽  
Research Performance ◽  
Scientific Research ◽  
Research Education ◽  
Crystallized Intelligence ◽  
Research Competency ◽  
Social Scientific Research ◽  
Social Scientific ◽  
Education Courses

Abstract. Although the development of research competency is an important goal of higher education in social sciences, instruments to measure this outcome often depend on the students’ self-ratings. To provide empirical evidence for the utility of a newly developed instrument for the objective measurement of social-scientific research competency, two validation studies across two independent samples were conducted. Study 1 ( n = 675) provided evidence for unidimensionality, expected differences in test scores between differently advanced groups of students as well as incremental validities over and above self-perceived research self-efficacy. In Study 2 ( n = 82) it was demonstrated that the competency measured indeed is social-scientific and relations to facets of fluid and crystallized intelligence were analyzed. Overall, the results indicate that the test scores reflected a trainable, social-scientific, knowledge-related construct relevant to research performance. These are promising results for the application of the instrument in the evaluation of research education courses in higher education.

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