Proceedings of the ATEE Winter Conference ‘Science and mathematics education in the 21st century’
Notice bibliographique
Résumé
[Excerpt] Introduction: The University of Minho, Braga, Portugal, hosted the 2019 Winter Conference of the \nAssociation for Teacher Education in Europe (ATEE), which took place from 15th to 17th \nApril. \nThe ATEE Winter conference is one of the three ATEE conferences which are organised \nevery year, the others being the Spring conference and the Annual conference. The Winter \nconference is usually organized by one (or more) of the several ATEE Research and \nDevelopment Communities (RDCs). This Conference was organized by the RDC on Science \nand Mathematics Education, which is one of the longest-standing and most active RDCs. \nThe Conference focused on Science and Mathematics Education in the 21st Century. It is \nfully accepted that, nowadays, Science and Mathematics Education is an area of interest to \npolicy-makers worldwide. The area is relevant not only for the ongoing scientific and \ntechnological development of modern, globalized and digital societies, but also for citizenship \neducation and the sustainability of the Planet. Moreover, it contributes to the full development \nof the individual learner. Science and Mathematics teachers, teacher educators and researchers \ncan therefore help to make a difference beyond the classroom. \nHowever, Science and Mathematics Education is under pressure. It has been unable to \ndevelop good levels of literacy and numeracy, to lead enough youngsters to engage in science \nand technology careers, and to overcome many people’s dislike and even fear of the subjects. \nThus, the Conference aimed at promoting forward-looking approaches that combine \nengagement and enjoyment with effectiveness in developing knowledge and skills, and hence \nfostering ways of overcoming the challenges that the area has been facing. The Conference \nwas a forum to enhance deep and multicultural discussions on issues like: innovative \napproaches to teaching science and mathematics; technologically enhanced science and \nmathematics education; science and mathematics education and the STEM agenda; science and \nmathematics education in multicultural and inclusive schools; science and mathematics teacher \neducation in a changing world; and 21st century assessment in science and mathematics \neducation. \nTwo Keynotes addressed and elaborated on the conference theme. A Panel offered an \nopportunity for getting some insight into ways forward with regard to the challenges that \nscience and mathematics education face in the present century. Two Plenary presentations \nhighlighted European and Portuguese policies for Science and Mathematics Education. \nOver seventy papers and posters were presented at the Conference. The abstracts of the \npaper and poster proposals were blind refereed by at least two members of the Conference \nAcademic Committee and many of them were reviewed and improved by their author(s) before \nbeing accepted. Altogether, they offered a rich and multifaceted picture of the Conference \ntheme. \nTwenty-one full papers (fourteen related to paper presentations, and seven to poster \npresentations) were submitted and fifteen (ten related to paper presentations and five to poster \npresentations) were accepted for inclusion in the Proceedings. It should be noted that, even \nthough full papers were submitted to a double peer review process, the content and ideas \nconveyed by them as well as the language used are the authors’ own responsibility. \nThe organisers of the Proceedings would like to express their gratitude to the Conference \nAcademic and Organising committees and to all the people, institutions and organisations that, \nin various ways, sponsored the Conference. However, special thanks are due to ATEE and to \nthe RDC on Science and Mathematics Education for trusting the conference organizers, and to \nthe University of Minho for hosting and supporting the Conference. [...]
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,002 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
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 tête enseignante, 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 ».