The Development of a Model for Enhancing Research Competencies in the Classroom of Student Teachers
Notice bibliographique
Résumé
The objectives of the study were to 1) analyze the components and indicators for enhancing classroom research competencies of student teachers, 2) study the needs of developing classroom research competencies of the student teachers, 3) to create a model for enhancing research competencies in the classroom, 4) apply the form of a model for enhancing research competencies in the classroom of student teachers and 5) evaluate the model for enhancing research competencies in the classroom. The sample group consisted of student teachers, mentors, and experts. The instruments used in the research were: 1) a questionnaire on current conditions and desirable conditions for developing research competencies in the classroom, 2) a questionnaire on the components and indicators of research competencies in the classroom of the student teachers, 3) an assessment form for appropriateness and possibility of the model, 4) research knowledge test, 5) assessment form for research practice, 6) research mind test and 7) assessment form for opinions towards the use of the model. Statistics used in data analysis were percentage, mean, standard deviation, and data analysis by Priority Needs Index Modified (PNImodified) and Exploratory Factor Analysis (EFA). The results of the study were as follows: 1) Components and indicators of research competencies in the classroom of student teachers were classified into 3 components and 71 indicators as follows: Component 1: Cognitive, there were 24 indicators, the eigenvalue was 4.69; Component 2: Research practice, there were 30 indicators, the eigenvalue was 45.13; Component 3: research mind, there were 17 indicators, the eigenvalue was 1.91. 2) The results of the assessment of the needs of research competencies in the classroom of the student teachers by Priority Needs Index Modified (PNImodified) revealed that the most needed competencies were cognitive (0.179), followed by research practice skills (0.178) and research mind (0.127), respectively. 3) The model for enhancing research competencies in the classroom of student teachers was conducted with the research practice of student teachers. There were 5 steps to develop according to the established method: self-awareness, motivation, intimation, learning, and evaluation. 4) The results of the experimental model of enhancing research competencies in the classroom of the student teachers revealed that they had a good understanding at 76.30%, and the overall classroom research practice was at a high level (X̅ = 3.99, S.D. = .589), and the overall research mind was at a high level (X̅ = 4.15, S.D. = .863). 5) The evaluation results of the model for enhancing research competencies in the classroom of the student teachers, overall were at a high level (X̅ = 4.28, S.D. = .663).
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,005 | 0,013 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,002 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,004 | 0,004 |
| Science ouverte | 0,002 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».