Neural Networks and Rules-based Systems used to Find Rational and Scientific Correlations between being Here and Now with Afterlife Conditions
Neural Networks and Rules-based Systems used to Find Rational and
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The Communication in Science Inquiry Project (CISIP) investigated the impact of writing intensive, inquiry based professional development on high school teachers’ science content knowledge of Energy in Systems. In particular, we investigated whether different forms of assessment provided different information about the depth of teacher knowledge. We developed a two-tier Energy Test, linked to both national and state science standards, which was administered both before and after science teacher particip-ation in 23 hours of professional development on energy in biological and societal systems. Our study found that we were successful in relaying content knowledge to the teachers. When we analyzed misconceptions in distracter choices and written responses on the same test, however, we found we were successful in some areas, but not in others. The application of knowledge gained about energy in systems through writing scientific explanations was the least successful of all.
Dale R. Baker. 2013. \u201cThe Impact of Writing Intensive Professional Development on High School Teachersa Science Content Knowledge of Energy in Systems\u201d. Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 13 (GJHSS Volume 13 Issue G3): .
Crossref Journal DOI 10.17406/GJHSS
Print ISSN 0975-587X
e-ISSN 2249-460X
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Total Score: 133
Country: United States
Subject: Global Journal of Human-Social Science - G: Linguistics & Education
Authors: Nievita Bueno Watts, Dale R. Baker, Steven Semken (PhD/Dr. count: 0)
View Count (all-time): 144
Total Views (Real + Logic): 5087
Total Downloads (simulated): 2623
Publish Date: 2013 04, Sat
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The Communication in Science Inquiry Project (CISIP) investigated the impact of writing intensive, inquiry based professional development on high school teachers’ science content knowledge of Energy in Systems. In particular, we investigated whether different forms of assessment provided different information about the depth of teacher knowledge. We developed a two-tier Energy Test, linked to both national and state science standards, which was administered both before and after science teacher particip-ation in 23 hours of professional development on energy in biological and societal systems. Our study found that we were successful in relaying content knowledge to the teachers. When we analyzed misconceptions in distracter choices and written responses on the same test, however, we found we were successful in some areas, but not in others. The application of knowledge gained about energy in systems through writing scientific explanations was the least successful of all.
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