The Experts below are selected from a list of 246 Experts worldwide ranked by ideXlab platform
Hilarie Nickerson - One of the best experts on this subject based on the ideXlab platform.
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using discernment activities to promote skill retention from programming and software tutorials
International Computing Education Research Workshop, 2017Co-Authors: Hilarie NickersonAbstract:Short self-guided tutorials for individuals who wish to create computational artifacts often emphasize activity completion, providing an immediate sense of accomplishment but failing to promote sustainable gains in learning. However, to be successful in subsequent endeavors, it is essential that these learners develop robust skills. By incorporating principles from Bransford & Schwarz's Preparation for Future Learning framework, interactive tutorials should be able to promote the acquisition of durable and adaptive abilities.
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ICER - Using Discernment Activities to Promote Skill Retention from Programming and Software Tutorials
Proceedings of the 2017 ACM Conference on International Computing Education Research, 2017Co-Authors: Hilarie NickersonAbstract:Short self-guided tutorials for individuals who wish to create computational artifacts often emphasize activity completion, providing an immediate sense of accomplishment but failing to promote sustainable gains in learning. However, to be successful in subsequent endeavors, it is essential that these learners develop robust skills. By incorporating principles from Bransford & Schwarz's Preparation for Future Learning framework, interactive tutorials should be able to promote the acquisition of durable and adaptive abilities.
Gary D. Phye - One of the best experts on this subject based on the ideXlab platform.
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Strategic transfer: A tool for academic problem solving
Educational Psychology Review, 1992Co-Authors: Gary D. PhyeAbstract:Within the context of classroom learning, strategic transfer can be viewed as a tool for academic problem solving. Strategic transfer is defined as the spontaneous access and retrieval (remembering) of previously learned formal procedures for the successful solution of a problem. The transfer-appropriate processing encoding model (Morris, Bransford, and Franks, 1977), and the transfer-appropriate procedures retrieval model (Roediger, Weldon, and Challis, 1989) are reviewed. An integration of the two models is proposed through the development of a training-for-transfer paradigm (Phye, 1990). By integrating encoding and retrieval processing in a single transfer paradigm the issue of accessing prior knowledge (Bransford, 1990) that is also referred to as the inert knowledge problem (Whitehead, 1929) can directly be addressed.
Muhamad Syazali - One of the best experts on this subject based on the ideXlab platform.
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analisis proses berpikir siswa dalam memecahkan masalah matematika berdasarkan langkah langkah Bransford dan stein ditinjau dari adversity quotient
Al-Jabar : Jurnal Pendidikan Matematika, 2016Co-Authors: Avissa Purnama Yanti, Muhamad SyazaliAbstract:T his study aims to describe the thinking process of students of MAN I Bandar Lampung based on Adversity Quotient (AQ) type climbers, campers and quitters in solving mathematical problems based on Bransford and Stein theories on equations and quadratic functions. This research is a qualitative descriptive research. Research subjects were determined through purposive sampling, and this research was conducted in class X MIA 4 MAN I Bandar Lampung with subject of 6 students divided into 3 groups. The first group consisted of 2 students of type climbers, the second group consisted of 2 students of campers, and the third group consisted of 2 students of type quitters. To determine the type of Adversity Quotient (AQ) of the subject to be selected, the ARP test is used. The data collection technique in this study uses the test method, unstructured interview method conducted on selected subjects and documentation method. Data analysis techniques through data reduction, data presentation, and conclusions. Written test result data is analyzed based on indicators that meet conceptual, semiconceptual, and computational thinking processes. The technique of data validity is done by using triangulation technique comparing data of test result and interview result to subject of climbers, campers and quitters. Based on the data analysis results obtained that the subject with the type Adversity Quotient (AQ) each has a different thinking process. Subjects with type climbers tend to have a conceptual thinking process in solving mathematical problems based on Bransford and Stein theories. Subjects with type campers tend to have a semiconceptual thinking process in solving mathematical problems based on Bransford and Stein theories, and subjects with type quitters in solving problems based on Bransford and Stein theories tend to have a computational thinking process.
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analisis proses berpikir siswa dalam memecahkan masalah matematika berdasarkan langkah langkah Bransford dan stein ditinjau dari adversity quotientsiswa kelas x man 1 bandar lampung tahun 2015 2016
Al-Jabar : Jurnal Pendidikan Matematika, 2016Co-Authors: Avissa Purnama Yanti, Muhamad SyazaliAbstract:Proses berpikir setiap siswa berbeda-beda dalam memecahkan masalah matematika. Respon mereka pun berbeda-beda ada yang menyerah, berusaha dan ada yang pantang menyerah. Salah satu faktor yang mempengaruhinya adalah Adversity Quotient (AQ), yaitu kemampuan seseorang dalam merespon suatu tantangan dalam kehidupannya untuk mencapai keberhasilan. Oleh karena itu, penelitian ini bertujuan untuk mendiskripsikan proses berpikir siswa MAN I Bandar Lampung berdasarkan Adversity Quotient (AQ) bertipe climbers , campers dan quitters dalam memecahkan masalah matematika berdasarkan teori Bransford dan Stein pada materi persamaan dan fungsi kuadrat. Penelitian ini merupakan penelitian deskriptif kualitatif. Subjek penelitian ditentukan melalui purposive sampling, dan penelitian inidilakukan di kelas X MIA 4 MAN I Bandar Lampung dengan subjek berjumlah 6 siswa yang dibagi menjadi 3 kelompok. Kelompok pertama terdiri dari 2 siswa bertipe climbers, kelompok kedua terdiri dari 2 siswa bertipe campers, dan kelompok ketiga terdiri dari 2 siswa bertipe quitters. Untuk menentukan tipe Adversity Quotient (AQ) dari subjek yang akan dipilih, digunakan tes ARP .Teknik pengumpulan data pada penelitian ini menggunakan metode tes, metode wawancara tak terstruktur yang dilakukan kepada subjek yang telah terpilih dan metode dokumentasi. Teknik analisis data melalui reduksi data, penyajian data, dan penarikan kesimpulan. Data hasil tes tertulis dianalisis berdasarkan indikator-indikator yang memenuhi proses berpikir konseptual, semikonseptual, dan komputasional. Teknik keabsahan data dilakukan dengan menggunakan triangulasi teknik yang membandingkan data hasil tes tertulis dan hasil wawancara terhadap subjek climbers, campers dan quitters . Berdasarkan hasil analisis data diperoleh bahwa subjek dengan tipe Adversity Quotient ( AQ )masing-masing memiliki proses berpikir yang berbeda. Subjek dengan tipe climbers cenderung mempunyai proses berpikir konseptual dalam menyelesaikan masalah matematika berdasarkan teori Bransford dan Stein. Subjek dengan tipe campers cenderung mempunyai proses berpikir semikonseptual dalam menyelesaikan masalah matematika berdasarkan teori Bransford dan Stein, dan subjek dengan tipe quitters dalam menyelesaikan masalah berdasarkan teori Bransford dan Stein cenderung memiliki proses berpikir komputasional.
Silveira, Ismar Frango - One of the best experts on this subject based on the ideXlab platform.
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Tecnologias da informação e comunicação como suporte à aprendizagem ativa de língua portuguesa no ensino superior
Universidade de São Paulo. Faculdade de Filosofia Letras e Ciências Humanas, 2015Co-Authors: Marquesi, Sueli Cristina, Silveira, Ismar FrangoAbstract:O presente artigo tem por objetivo principal discutir o ensino de Língua Portuguesa, em uma abordagem que relaciona princípios teóricos das Metodologias Ativas de Aprendizagem e da Análise Textual dos Discursos, tendo como suporte as Tecnologias da Informação e da Comunicação. Tomando por base, principalmente, estudos desenvolvidos por Bransford et al. (2000), Greus (2008) e por Adam (2011), será discutida uma unidade de conteúdo da disciplina Língua Portuguesa, em que sequências expositivas e descritivas constroem-se de forma a proporcionar a aprendizagem ativa em ambiente virtual de aprendizagem. Para tanto, trar-se-á para a discussão uma unidade temática destinada a estudantes de primeiro ano de Graduação de uma universidade da cidade de São Paulo, componente de uma disciplina trabalhada a distância.This paper aims to discuss the teaching of Portuguese Language, following an approach that combines theoretical principles of Active Learning Methodologies with Textual Discourse Analysis, having as support the Information and Communication Technologies. Based on studies carried mainly by Bransford et al. (2000), Greus (2008) and Adam (2011), a learning unit of Portuguese Language course will be discussed, in which expositive and descriptive sequences are built in order to provide active learning in a virtual learning environment. To reach this goal, a thematic learning unit – part of a distance learning course – will be brought to discussion, targeting undergraduate freshmen of a University located at São Paulo, Brazil
José Bonet - One of the best experts on this subject based on the ideXlab platform.
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Every Separable Complex Fréchet Space with a Continuous Norm is Isomorphic to a Space of Holomorphic Functions
Canadian Mathematical Bulletin, 2020Co-Authors: José BonetAbstract:Extending a result of Mashreghi and Ransford, we prove that every complex separable infinite dimensional Frechet space with a continuous norm is isomorphic to a space continuously included in a space of holomorphic functions on the unit disc or the complex plane, which contains the polynomials as a dense subspace. As a consequence examples of nuclear Frechet spaces of holomorphic functions without the bounded approximation exist.