Relevant bibliographies by topics / Inference teaching

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Inference teaching'

Author: Grafiati
Published: 2 July 2021
Last updated: 10 February 2022

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Journal articles on the topic "Inference teaching"

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Murza, Kimberly A., Chad Nye, Jamie B. Schwartz, Barbara J. Ehren, and Debbie L. Hahs-Vaughn. "A Randomized Controlled Trial of an Inference Generation Strategy Intervention for Adults With High-Functioning Autism Spectrum Disorder." American Journal of Speech-Language Pathology 23, no. 3 (August 2014): 461–73. http://dx.doi.org/10.1044/2014_ajslp-13-0012.

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PurposeThe present intervention study investigated the efficacy of the ACT & Check Strategy intervention to improve inference generation when reading, metacognitive ability, general reading comprehension, and social inference ability in adults with high-functioning autism spectrum disorder (HF-ASD).MethodTwenty-five adults with HF-ASD were randomly assigned to either a treatment or a control group. Treatment sessions were conducted in 1-hr sessions, twice a week, for a total of 6 weeks. Treatment focused on explicit instruction of components of inference generation, categories of inferences, and increasingly independent strategy use.ResultsThe treatment group demonstrated significantly superior performance on 1 of 2 measures of inference generation in reading and 1 measure of metacognitive ability compared with the control group. Significant differences between groups were not found on measures of reading comprehension or social inference ability.ConclusionThese findings suggest that the ACT & Check Strategy was effective in improving participants' ability to generate inferences in reading and certain metacognitive abilities, but the skills do not appear to generalize to other social communication contexts, such as social inference generation. This research provides a measure of support for explicitly teaching inference generation to address a reading inference deficit in adults with HF-ASD.
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Eflin, Juli. "Teaching 'Inference to the Best Explanation'." Teaching Philosophy 17, no. 2 (1994): 151–60. http://dx.doi.org/10.5840/teachphil199417213.

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Tarlow, Kevin R. "Teaching principles of inference with ANOVA." Teaching Statistics 38, no. 1 (July 24, 2015): 16–21. http://dx.doi.org/10.1111/test.12085.

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Prodromou, Theodosia. "Model-based Informal Inference." International Journal of Statistics and Probability 6, no. 5 (August 28, 2017): 140. http://dx.doi.org/10.5539/ijsp.v6n5p140.

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Following recent scholarly interest in teaching informal linear regression models, this study looks at teachers’ reasoning about informal lines of best fit and their role in pedagogy. The case results presented in this journal paper provide insights into the reasoning used when developing a simple informal linear model to best fit the available data. This study also suggests potential in specific aspects of bidirectional modelling to help foster the development of robust knowledge of the logic of inference for those investigating and coordinating relations between models developed during modelling exercises and informal inferences based on these models. These insights can inform refinement of instructional practices using simple linear models to support students’ learning of statistical inference, both formal and informal.
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Hall, Colby, and Marcia A. Barnes. "Inference Instruction to Support Reading Comprehension for Elementary Students With Learning Disabilities." Intervention in School and Clinic 52, no. 5 (December 5, 2016): 279–86. http://dx.doi.org/10.1177/1053451216676799.

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Making inferences during reading is a critical standards-based skill and is important for reading comprehension. This article supports the improvement of reading comprehension for students with learning disabilities (LD) in upper elementary grades by reviewing what is currently known about inference instruction for students with LD and providing detailed suggestions and a five-step process for teaching students to make text-connecting and knowledge-based inferences while reading. By bolstering this key reading comprehension skill in the upper elementary grades, teachers can better prepare students for the increased reading comprehension demands of middle school.
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Eflin, Juli T., and Mary E. Kite. "Teaching Scientific Reasoning through Attribution Theory." Teaching of Psychology 23, no. 2 (April 1996): 87–91. http://dx.doi.org/10.1207/s15328023top2302_3.

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A teaching activity improves students' scientific reasoning by focusing attention on the causal, explanatory nature of psychological theories, The instructor's initial lecture emphasizes the argument form called Inference to the Best Explanation (IBE). Students construct IBE arguments by sorting a series of premises and conclusions based on correspondent inference theory (Jones & Davis, 1965), Discussion of argument strength follows, using the concepts presented in the lecture. Fifty-two introductory social psychology students evaluated the activity favorably, and results of a nonequivalent control group experiment showed that participation improved their reasoning ability. Suggestions for modifying the activity for other psychology courses are provided.
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Jarell, Stephen. "Teaching and Learning Statistical Inference by Experimentation (SIBEX." Social Science Microcomputer Review 4, no. 4 (December 1986): 500–502. http://dx.doi.org/10.1177/089443938600400407.

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Jameson, Daphne A. "Implication versus Inference." Business Communication Quarterly 67, no. 4 (December 2004): 387–411. http://dx.doi.org/10.1177/1080569904270989.

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The narrative concepts of the implied author and implied reader elucidate how business texts represent writers and readers. It is important, though, to distinguish carefully between writers’ implications and readers’ inferences. Instructors should contrast implied versus inferred writers and readers, provide multiple ways to comprehend these concepts, and illustrate them with examples (e.g., those provided in this article from Citigroup, Andersen, and Martha Stewart Living Omnimedia). The meaning-as-event analytical method, from reader-response narrative theory, reveals specific language features through which business texts manifest readers and writers. To help writers plan and readers analyze such texts, instructors may use the teaching suggestions, sample assignments, prewriting heuristics, and evaluation criteria provided in this article.
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Moskowitz, Gordon B., and Irmak Olcaysoy Okten. "Teaching & Learning Guide for: Spontaneous Goal Inference (SGI)." Social and Personality Psychology Compass 10, no. 3 (March 2016): 164–68. http://dx.doi.org/10.1111/spc3.12235.

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DOERR, HELEN M., ROBERT DELMAS, and KATIE MAKAR. "A MODELING APPROACH TO THE DEVELOPMENT OF STUDENTS’ INFORMAL INFERENTIAL REASONING." STATISTICS EDUCATION RESEARCH JOURNAL 16, no. 2 (November 30, 2017): 86–115. http://dx.doi.org/10.52041/serj.v16i2.186.

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Teaching from an informal statistical inference perspective can address the challenge of teaching statistics in a coherent way. We argue that activities that promote model-based reasoning address two additional challenges: providing a coherent sequence of topics and promoting the application of knowledge to novel situations. We take a models and modeling perspective as a framework for designing and implementing an instructional sequence of model development tasks focused on developing primary students’ generalized models for drawing informal inferences when comparing two sets of data. This study was conducted with 26 Year 5 students (ages 10-11). Our study provides empirical evidence for how a modeling perspective can bring together lines of research that hold potential for the teaching and learning of inferential reasoning. First published November 2017 at Statistics Education Research Journal Archives
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Dissertations / Theses on the topic "Inference teaching"

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Nicholson, Maureen Elizabeth. "Inferential comprehension by language-learning disabled children." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30170.

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This study evaluated the comprehension of inference statements by language-learning disabled (LLD) children and children with normal language development (NL) under two conditions: uncontextualized and contextualized. The contextualized condition was designed to encourage retrieval of information from the subject's general knowledge — a procedure proposed to encourage elaborative inference-making. Two text passages were analyzed according to a model developed by Trabasso and presented by Trabasso, van den Broek & Suh (1989), which yielded a set of bridging causal connections across clause units. Sets of three true and three false causal inference statements were developed to represent bridging inferences for each story. In addition, three true and three premise statements were obtained directly from each story, yielding a total of twelve statements for each text. Subjects were ten language-learning disabled students (7 boys, 3 girls) and ten children with normal language development (5 boys, 5 girls) aged 9 to 11 years old. Mean age for children in both groups was 10 years, 4 months. Children were selected for the LLD group on the basis of the following criteria: (1) enrollment in a learning assistance or learning resource program for learning-disabled students, preferably for remediation of Language Arts; (2) history of speech-language intervention in preschool or early primary grades; (3) normal nonverbal cognitive skills; (4) lexical and syntactic comprehension within normal abilities (as determined by standardized language tests for the LLD group); (5) native English speaker and (6) normal hearing ability. Every subject received both stories and conditions. Story presentation and condition were counterbalanced across 8 of the 10 subjects in each group; condition only was counterbalanced across the remaining two subjects in each group. Inference and premise statements were randomized; each random set was randomly presented to each subject. Items were scored correct or incorrect. Subjects were also asked to answer open-ended wh-questions. Responses were compared and analyzed using a nonparametric statistical method appropriate for small sample sizes. Results indicated significant differences between the LLD and the NL groups on the number of correct responses to inference and premise items. Both groups scored significantly worse on inference than premise items. Analysis did not indicate that the LLD group scored significantly worse on inference items than the NL group did. Results also suggested that a contextualization effect operated for both groups, which affected the retention of premise items but acted to improve scores on inference items. This effect was seen most notably for the LLD group.
Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
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Yin, Zhaochun, and 尹照春. "The lexical inferencing of Chinese learners of English as a foreign language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47752920.

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The primary purpose of this study is to explore the lexical inferencing of Chinese learners of English as foreign language in terms of the intent, the clue use, the procedure, the processing type, the adaptability, and the success of lexical inferencing as well as the subsequent lexical knowledge acquisition. All together 781 Chinese EFL learners at four stages of English learning (senior secondary year-2, tertiary beginning, tertiary middle, and tertiary final) participated in this study. 726 respondents answered a questionnaire of lexical strategies to unknown words in reading and clue use in lexical inferencing. 55 participants thought aloud the process of inferring the meaning of 12 target words while reading an article, and reported their knowledge of target words in a surprise test one week after the think-aloud activity. Data collected from the questionnaire were analyzed quantitatively to rank various lexical strategies and types of clue use. The think-aloud protocols of lexical inferencing were analyzed qualitatively to identify the type and amount of clue use, the event sequence of lexical inferencing, the processing type & adaptability, and the outcome of lexical inferencing. Their subsequent knowledge of target words was coded and analyzed. All these items of lexical inferencing also were processed quantitatively to explore the overall view of Chinese EFL learners‘ lexical inferencing, and the similarities & differences of learners at different stages. The findings reveal that Chinese EFL learners frequently used a number of lexical strategies, and lexical inferencing was the most frequently used. They used various types of clues, especially sentence meaning, morphology, and discourse meaning in their lexical inferencing. Some features of clue use, such as abundant imagined morphological clue and L1 grammar clue, revealed the impact of the Chinese language. There were also some variations in the clue use of learners at different stages. The results of this study show that major lexical inferencing procedure was ‘Guess > Accept’ at senior secondary stage and ‘Guess > Evaluate > Accept’ at three tertiary stages. There was an obvious upward shift of processing type from the ‘pure top processing’ of senior secondary to more advanced processing of tertiary stages. The overall adaptability of Chinese EFL learners‘ lexical inferencing was not high. There was an increasing tendency of high adaptability from the stage of senior secondary to tertiary final. The findings show that one fourth of lexical inferencing outcomes were ?Correct‘, while one third were ?Partially Correct‘. There was an increase tendency of ‘Correct‘ or ?Partially correct’ inferences and vocabulary knowledge acquisition from senior secondary stage to tertiary final stage. Measurable vocabulary knowledge was acquired in lexical inferencing. Further explorations reveal that Chinese EFL learners‘ procedural & declarative knowledge might potentially explain the performances of their lexical inferencing. This study culminates with some pedagogical implications for vocabulary learning and reading, and some suggestions for further research on lexical inferencing.
published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Oliveira, Jaqueline Mancilha Bode de. "O papel das inferências em avaliações do SARESP de Língua Portuguesa." Universidade de Taubaté, 2012. http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=598.

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Adotamos como premissa que um dos objetivos da educação é formar cidadãos com competência de leitura eficiente, autônomos, e capazes de agir na sociedade em que se inserem. Para isso, é necessário que os professores de língua materna examinem os fatores envolvidos no desenvolvimento da competência leitora, a fim de propor uma prática pedagógica que efetivamente possibilite a formação de um leitor com esse perfil, haja vista que a leitura realizada sem compreensão é um dos maiores problemas da educação brasileira de acordo com os resultados do Brasil em provas de leitura. Dentre essas avaliações elegemos, como objeto de análise, o SARESP, devido a sua abrangência e efeitos que tem causado nas políticas pedagógicas das escolas paulistas. Nesta pesquisa optamos por analisar o processo inferencial, fundamental em qualquer atividade de leitura, buscando verificar em que medida o processo inferencial é previsto nas matrizes do SARESP e que tipos de inferências são convocados para a resolução de questões de Língua Portuguesa, que elegem o processo inferencial como foco. Para nortear nosso estudo, escolhemos como domínio teórico a Linguística Textual, especificamente os aspectos sociocognitivos do processamento textual e as formas de processamento da informação voltadas para a produção de inferências. Para isso, analisamos 12 questões da prova do SARESP aplicada em 2010, selecionadas a partir da habilidade a elas relacionada, a habilidade de inferir. A análise mostra que a prova apresenta problemas de conceito e elaboração, sendo, portanto, passível de questionamento e discussão. Esses problemas interferem na transparência dos resultados apresentados pela avaliação e consequentemente incidem sobre a real situação do ensino de leitura em nossas escolas.
We think the assumption that the objective of education is to train people with efficient reading competence, being autonomous, and able to act in society to which they belong. Therefore, it is necessary that the mother-tongue teachers examine the factors involved in the development of reading competence, in order to propose a pedagogical practice that effectively allows the formation of a reader with this profile, because reading without comprehension is one of the biggest problems of the Brazilian education according to the results of Brazil in reading tests. Among these evaluations we chose as the object of analysis, SARESP because its range and effects it has caused in the educational policies of schools in the whole São Paulo State. In this research we chose to analyze the inferential process, fundamental to any activity of reading, trying to verify the extent to which the inferential process is provided in the matrices of SARESP andwhat kinds of inferences are requested to solve Portuguese questions, which made the inferential process as the focus. To guide our study, we chose as the theoretical domain Textual linguistics, specifically the socio-cognitive textual process and forms of information procedures oriented to the production of inferences. So, we analyzed 12 questions of the Tests of SARESP realized in 2010, selected from the skill related to them: the ability to infer. The analysis shows that the test presents problems of concept and development, and because of that is exposed to many questions and discussions. These problems interfere in the transparency of the results presented for the evaluation and therefore have influence on the real situation of reading instruction in our schools.
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Nilsson, Beng-Elof, and Emma Petersson. "Läsförståelse i grundsärskolan : en studie utifrån pedagogers perspektiv." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-22138.

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The study describes educators´ perceptions of reading comprehension for students with intellectual disabilities and neuropsychiatric disabilities in compulsory special school grades 7–9 for students who read the subject Swedish. The study also sheds light on the strategies educators´ use to make texts comprehensible and provide support in reading comprehension. Based on the educators´ descriptions, the opportunities and challenges the educators face are highlighted.    The study is based on eight qualitative semi-structured interviews with educators active in upper secondary school. All informants teach the subject Swedish. The theoretical framework for the study consists of the socio-cultural perspective and a cognitive science perspective. The result is analyzed on the basis of concepts taken from the two theoretical starting points.   Based on the educators' descriptions, it appears that reading comprehension teaching takes place as a group activity, couple activity but also as an individual work. The educators attach great importance to getting the students involved in conversations to guide the students through the text. In teaching, the educators work to create a background knowledge of the text and to explain words and concepts. The strategies described are based on the educators modeling and thinking aloud about how the student can find answers in a text and make inferences. A large part of the teaching is based on finding texts and working methods that motivate and make the text comprehensible. In their work, the educators use creative methods with theatrical working methods and a personal commitment to get students' attention and create motivation. An important basis is to get to know the student, starting from a survey of the student's level and then find adapted material. The results also show that a large part of the student group has difficulty with decoding and language / listening comprehension, which are important factors for reading comprehension.   The study shows that reading comprehension is not only a cognitive ability, but motivation and how one sees oneself as a reader is of crucial importance.   The study's special pedagogical relevance shows that educators need to be active in text conversations and strategies to engage students in reading comprehension teaching.
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Almeida, Vanessa Chaves de. "A interpretação de texto na escola: o sentido pode ser outro." Universidade do Estado do Rio de Janeiro, 2011. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=3297.

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A presente pesquisa objetiva auxiliar o professor no trabalho da interpretação, articulando a academia e a escola. Buscou-se entender melhor o que é interpretação e o que pode ser ensinado ao aluno para que a pratique com mais proficiência. Partiu-se da hipótese de que não há uma metodologia precisa para o ensino de interpretação. Para testá-la, aplicou-se uma atividade de interpretação baseada na crônica Povo, de Luis Fernando Verissimo, retirada de um livro didático, às turmas de 8o ano do Ensino Fundamental e 2o ano do Ensino Médio de 4 colégios públicos do Rio de Janeiro (Cap UERJ, Cap UFRJ, CMRJ e CP II) Analisou-se como os alunos respondiam às questões propostas. Pretende-se mostrar, conforme a teoria de Orlandi (2002: 64), que interpretar não é atribuir sentidos, mas explicar como o texto produz sentidos, inclusive, sentidos que podem ser sempre outros, divergentes do esperado pelo livro didático ou pelo gabarito do professor. Imaginava-se que os resultados fossem semelhantes; toda via, o EF obteve 40% de acertos, enquanto o EM obteve 60,7%. Apesar dos resultados diferentes, foi possível realizar a atividade em duas séries tão distintas, porque a seleção do texto é de interesse de ambas. Identificaram-se a inferência, a polissemia, a metáfora e o contexto como elementos que auxiliam a interpretação, pois se fizeram presente na análise dos dados, mostrando que é possível praticá-los. Logo, apesar de não haver uma metodologia precisa e seriada para o desenvolvimento da interpretação, não significa que não haja o que se possa trabalhar. Defende-se que esses elementos podem ser aplicados em todas as séries e o que irá se diferenciar é o grau de complexidades dos textos, que mudam a cada série. É necessário trabalhar a interpretação em sala de aula com respaldo teórico, operacionalizá-la, apontando estratégias, oferecendo subsídios aos alunos. O presente trabalho busca lançar luz sobre um campo profícuo justamente por tratar de um tema complexo com várias divergências de pensamento e nomenclaturas e, ao mesmo tempo, tão relevante, porque, além de fazer parte da vida estudantil, ultrapassa os muros da escola
This research intends to help teachers in the work of interpretation, articulating academic thinking and school practice. It aims at understanding the meaning of interpretation, in addition to identifying which strategies can be taught to students in order to make them proficient in the interpretative task. The initial hypothesis is that there is no precise methodology for teaching interpretation. In order to test this hypothesis, an interpretation activity, based on the text Povo, by Luis Fernando Verissimo, taken from a school book, was applied to two groups of students in 4 public schools from Rio de Janeiro (Cap UERJ, Cap UFRJ, CMRJ e CP II). The first group included students from the eighth grade of Elementary School. The second group, on the other hand, was compounded of students from the second grade of High School. It was analyzed how students had answered to the proposed questions. The present research intends to demonstrate, according to the theoretical assumptions from Orlandi (2002: 64), that to interpret is not to make sense, but instead to explain how the text produce meanings, including meanings that can be always different from the expected by the textbook or the teacher's feedback. It was considered that results would be similar; however, Elementary School students achieved 40% of correct answers, while High School students reached the rate of 60,7%. Despite different results, it was possible to apply the activity to the two grades, because the text selection was relevant for both. The research identifies inference, polysemy, metaphor and context as tools for building interpretation, for they appear in data analysis, showing it is possible to put them in practice. Therefore, despite the lack of a precise and level-based methodology for the development of interpretation, there are strategies that can be taught in order to improve students ability to interpret. These strategies can be applied to all grades, varying the complexity of the texts chosen for each grade. It is necessary to build interpretation in the school context considering theoretical background, showing and operating strategies, offering subsidies to students. In this way, the present work puts in the spotlight a field which is complex, built through disagreements on thought and on categories. At the same time, it brings a useful contribution to improve the knowledge in a subject very relevant to school practice and to the life as whole
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Quijano, Oswaldo Jorge. "A Descriptive Analysis of the Critical Thinking Model in Texas Elementary Education." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc794926/.

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Contributions from elementary education to the practice and reality of critical thinking are rare, largely because attempts in basic education to elucidate a concept of critical thinking have a hard time breaking through the elusiveness and indeterminacy that characterize the history and reality of the concept. This situation is due to, and a consequence of, the difficulty of delimiting critical thinking from related fields, such as metacognition, higher-order-thinking, problem solving, informal logic, reasoning skills, and decision making, to name a few. Texas school authorities designed and put into practice a battery of tools to evaluate critical thinking through the assessment programs TAKS and STAAR, without taking a position regarding the indeterminacy problems of the content of critical thinking. The purpose of this study was to reconstruct the pieces of the critical thinking model imparted to Texas elementary school children since 1999 and continues today. The findings indicate that the critical thinking model implemented in Texas elementary schools is a particular version of a skills-only approach of critical thinking that follows the classical logical paradigm, consisting of two sets of complementary skills. This model acquaints students with the components and structure of five types of arguments while it fails to substantiate the logic of argument support that demonstrates how reasons support claims and the strength of support. The application of an adequacy conditions rubric showed the strengths of the model at the argumentation analysis level, yet it showed clear signs of incompleteness and inconsistencies at the argument structure level that distort its purpose and function.
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Isaksson, Eva-Lena. "Att läsa texter tillsammans är bra : En studie om läsförståelseundervisning i särskolan med hjälp av strukturerade textsamtal." Thesis, Umeå universitet, Institutionen för språkstudier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-68712.

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International reading comprehension studies, like PIRLS and PISA, state that the reading comprehension of Swedish students has decreased significantly since 2000. As a consequence, the National Agency of Education has made reading comprehension teaching a prioritised field in terms of further education for teachers. There has also been a change in Lgr 11, the national curriculum for compulsory school, where it is stated that teaching in reading strategies shall be a part of the central content throughout compulsory school. When the pupils reach upper secondary school level, reading comprehension education is no longer a part of the curriculum. Today, students at upper secondary school for individuals with learning disabilities currently share the same curriculum as the ordinary upper secondary school. As from July 1st 2013, the new upper secondary school for individuals with learning disabilities will start, and the new curricula for each subject for these school forms will be in use (National Agency of Education). The Swedish Schools Inspectorate and several reports indicate that there are deficiencies concerning too low challenges on individual level in the teaching of Swedish at upper secondary level for students with learning disabilities. The teaching is predominantly on individual level, causing lack of interaction between students. One main school objective is to prepare these students for an active participation in society. It is vital that students receive instructions when reading, in order to increase their reading comprehension. The basis of the study is a research based teaching program for reading comprehension teaching, called Reciprocal teaching (Palinscar and Brown 1984). The program has been modified and modernised with the aid of interactive media and the computer program Power Point. The aim of the study is to examine whether the reading comprehension and the motivation for reading are affected by the teaching program Reciprocal teaching. Method: Three 17-year-old students at upper secondary school for individuals with learning disabilities have participated in the study for four weeks. During the study, the students' participation and commitment were observed. The reading comprehension was tested before and after taking part of the program. Result: According to tests, the ability to decode a text has increased for all the students, which is an important factor for understanding a text. The commitment and motivation have increased and the students state that reading and talking about texts together was good. Interactive media with graphical support combined with structured questions from the teacher contributed to the students' increased commitment.
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Adjaoute, Akli. "Rylm : générateur de systèmes experts pour les problèmes d'aide aux diagnosticsYkra : système d'enseignement." Paris 6, 1988. http://www.theses.fr/1988PA066005.

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Fogaca, Monica. "Papel da inferência na relação entre modelos mentais e modelos científicos sobre célula." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-16072007-143217/.

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Esta pesquisa fundamentou-se nos pressupostos teóricos da epistemologia genética de Piaget e teve por objetivo principal investigar as relações entre a compreensão do modelo científico sobre célula por alunos de ensino médio e a transformação de seus modelos e operações mentais. Trata-se de uma pesquisa experimental de cunho qualitativo, na qual a metodologia de coleta de dados inspirou-se no método clínico e na metodologia de resolução de situações-problema. Esta foi aplicada por intermédio de um jogo construído especificamente para os propósitos desta pesquisa e denominado \"dominó do ciclo celular\". O experimento foi conduzido em oficinas de jogos oferecidas a alunos de primeiro e terceiro anos de ensino médio. Os dados coletados foram transformados em narrativas que possibilitaram inferir as estruturas do pensamento dos alunos que se ajustavam aos dados empíricos. Os resultados obtidos sugerem que a compreensão do modelo científico sobre célula, e talvez de outros conceitos referentes a objetos que não possuem atributos observáveis diretamente, depende diretamente da produção de inferências pelos procedimentos de indução, abdução e dialética. Estes procedimentos permitem aos alunos agir cognitivamente sobre objetos que não poderiam atuar diretamente. Constatou-se também que os modelos mentais dos alunos sobre célula se transformam em função do nível de operações mentais empregadas, e assim os modelos mentais podem ser bons indicadores para a avaliação da aprendizagem do modelo científico e do desenvolvimento das operações mentais. Os resultados indicam também a importância da integração entre a ação e a linguagem na compreensão de conceitos dessa natureza. A linguagem esteve presente tanto no diálogo, essencial para acessar as operações mentais, como na criação das metáforas que constituem os modelos mentais e científicos. Esta pesquisa propõe que a integração e evolução das operações mentais por meio das inferências, associadas à linguagem metafórica, possibilitem a construção da noção de um tipo de objeto permanente pertinente ao estádio das operações formais: a noção do objeto \"invisível\".
This research evaluated the relationship between the comprehension of cell\'s scientific models by secondary level school students and the changes on their mental models and skills. It was based on Piaget\'s theoretical frameworks, Genetic Epistemology, and it deals with an experimental qualitative study. Data was obtained by a procedure based on clinic method and on the principles of problem solving. A game, specifically constructed for the purposes of this investigation and named \"Domino of cellular cycle\" was used to conduct the experiment. First and third class students of secondary level school played this game and the dialogues, occurred at each match, were recorded and transcripted in the style of narratives. Afterwards, the narrative allowed us to infer the students thought structures suitable to the empirical data. The results of the research draw to the conclusions that the comprehension of cell\'s scientific models, and maybe of other concepts relative to objects that do not present observable characters depend on the use of inferences. These were created by procedures of induction, abduction and dialectic, therefore these allow the contact with this type of object because the students could not act directly upon them. We also verify that students\' mental models change accordingly to their level\'s skills. In this way, mental models can be good indicators to evaluate the concept learned and the skills developed. The results also draw to the important role of inference to connect action and language in the process of this type of concept comprehension. Language, in this way, was essential to access mental skills and to create the metaphors, and also constitute mental and scientific models. We propose that the use of inferences associated to the creation of metaphors allow the construction of a type of knowledge related to the formal operatory stage, a type of \"permanent object notion\": the \"invisible\" object notion.
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Rodrigues, Chang Kuo. "O teorema central do limite: um estudo ecológico do saber e do didático." Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/11426.

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This paper refers to the building of mathematical and/or statistical ideas and concepts around Central Limit Theorem for Mathematics graduates.The investigation focuses the importance of the theorem in Statistics Inference and its comprehension by the professionals to be, who will act in Basic Education. Therefore, we chose to research some books related to the teaching and learning process of the theorem and emphasised its importance on the Mathematics teacher daily practice. The theoretical approach is about Mathematics Teaching theories, particularly the Theory of Didactic Transposition ( CHEVALLARD, 1985), with an echological approach under the knowlwdge and teaching point of view ( ARTAUD, 1998). We chose methodological procedures directed to the didactic design (ARTIGUE, 2009), with qualitative nature, and whose assumptions are linked to Teaching Engineering (ARTIGUE, 1988). The subjects of this investigation are the graduates who had some knowledge about Basic Statistics and, from a previous analysis about the kind of knowledge they had about the theme, we presented some activities in a problem-situation context connected to the Mathematics teachers daily practice. The analysis of these results allowed us to relate the existing problems between the subject and the students from Basic Education, which involved statistics literacy. After these activities, there was a dialogue, with discussions about the theme, allowing us to analyse how the ideas and concepts around the Central Limit Theorem were built, being its comprehension the main aim for the graduates. Besides that, we analysed some textbooks for higher education, based on the Anthropological Theory of Didactic (CHEVALLARD, 1996, 1999), which also showed us the essential knowledge for the theorem to live , because the approach is under the knowledge and teaching echological point of view. On the other hand, we detected what kind of limitations, or restrictions, exist in the books analysed, interfering in the elaboration of the activities by the teacher. Thus, our investigation reaffirms the importance of teaching and learning Statistics in the various applications for the Mathematics teachers to be formation in a world controlled by the technological advances, which interfere directly on the understanding of the information we receive every moment
O presente trabalho refere-se à construção das ideias e dos conceitos matemáticos e/ou estatísticos em torno do Teorema Central do Limite para os Licenciandos de Matemática. O cerne da investigação limita-se à importância do teorema na Inferência Estatística e à sua compreensão pelos futuros profissionais que atuarão na Educação Básica. Nesse sentido, optamos por revisar algumas bibliografias que têm relação com o processo de ensino e de aprendizagem do teorema e enfatizamos sua importância na pratica do dia a dia do professor de Matemática. O quadro teórico incide sobre as teorias da Didática da Matemática, particularmente, a Teoria da Transposição Didática (CHEVALLARD, 1985), munido de uma abordagem ecológica sob o ponto de vista do saber e do didático (ARTAUD, 1998). Optamos por procedimentos metodológicos voltados para o design didático (ARTIGUE, 2009), de cunho qualitativo e, cujos pressupostos estão aliados à Engenharia Didática (ARTIGUE, 1988). Os sujeitos dessa investigação são os licenciandos que já predispunham de conhecimentos sobre a Estatística Básica e, a partir de uma análise prévia sobre que tipos de conhecimento eles já detinham sobre o tema, apresentamos algumas atividades no contexto de uma situação-problema pertinente ao cotidiano dos professores de Matemática. A análise desses resultados nos propiciou interrelacionar as problemáticas existentes na disciplina de Matemática com alunos da Educação Básica, envolvendo assim, a literacia estatística. Após a realização dessas atividades, ocorreu também um diálogo, com discussões acerca do tema, o que nos permitiu analisar como foram construídos as ideias e os conceitos no entorno do Teorema Central do Limite, de modo que sua compreensão fosse o principal alvo para os licenciandos. Além disso, analisamos alguns livrostexto do ensino superior, à luz da Teoria Antropológica do Didático (CHEVALLARD, 1996, 1999), o que também nos indicou que saberes são indispensáveis de modo que o teorema viva , já que a abordagem é sob o ponto de vista ecológico do saber e do didático. Por outro lado, detectamos que tipos de limitações, ou restrições, existem nas obras consultadas, interferindo assim, a elaboração das atividades por parte do professor. Portanto, a nossa investigação reitera a importância do ensino e da aprendizagem da Estatística nas diversas aplicações na formação dos futuros professores de Matemática num mundo ditado pelos avanços tecnológicos, que interferem diretamente na leitura de informações que recebemos a todo instante
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Books on the topic "Inference teaching"

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Spector, Cecile Cyril. Between the lines: Enhancing inferencing skills. Eau Claire, WI: Thinking Publications, 2006.

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Theorie und Training deduktiven Urteilens. Frankfurt am Main: P. Lang, 1989.

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Thomas, Dewing R., and Perini Matthew J. 1973-, eds. Inference: Teaching students to develop hypotheses, evaluate evidence, and draw logical conclusions : a strategic teacher PLC guide. Alexandria, VA: ASCD, 2012.

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David, Nash. Getting the picture: Inference and narrative skills for young people with communication difficulties. London: Jessica Kingsley Publishers, 2011.

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Wesche, Marjorie Bingham. Lexical inferencing in a first and second language: Cross-linguistic dimensions. Buffalo, N.Y: Multilingual Matters, 2009.

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DeGaetano, Jean Gilliam. E couter, comprendre et agir: Activite s pour de velopper les habilete s d'e coute, d'attention et de compre hension verbale. Montre al: Chenelie re/McGraw-Hill, 2003.

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Haastrup, Kirsten. Lexical inferencing procedures, or, Talking about words: Receptive procedures in foreign language learning with special reference to English. Tübingen: G. Narr, 1991.

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Freedle, Roy O. The prediction of TOEFL reading comprehension item difficulty for expository prose passages for three item types--main idea, inference, and supporting idea items. Princeton, N.J: Educational Testing Service, 1993.

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LoGiudice, Carolyn. Spotlight on listening comprehension: Making inferences. East Moline, IL: LinguiSystems, 2006.

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1961-, Green Donald P., ed. Field experiments: Design, analysis, and interpretation. New York: W. W. Norton, 2012.

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Book chapters on the topic "Inference teaching"

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Cheng, Peter C.-H., and Nigel G. Pitt. "Teaching Science Teachers Electricity Using AVOW Diagrams." In Diagrammatic Representation and Inference, 350–52. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-46037-3_36.

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Green, T. R. G., Andrew G. Harrop, and Vania Dimitrova. "Teaching Children Brackets by Manipulating Trees: Is Easier Harder?" In Diagrammatic Representation and Inference, 407–14. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-25931-2_52.

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Champagne, Marc. "Teaching Argument Diagrams to a Student Who Is Blind." In Diagrammatic Representation and Inference, 783–86. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91376-6_81.

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Harradine, Anthony, Carmen Batanero, and Allan Rossman. "Students and Teachers’ Knowledge of Sampling and Inference." In Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education, 235–46. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1131-0_24.

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Lee, Hollylynne S. "Probability Concepts Needed for Teaching a Repeated Sampling Approach to Inference." In Teaching and Learning Stochastics, 89–101. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72871-1_6.

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Reaburn, Robyn. "Students’ Understanding of Statistical Inference: Implications for Teaching." In Structuring the Thesis, 121–27. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0511-5_12.

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Noll, Jennifer, Mulugeta Gebresenbet, and Erin Demorest Glover. "A Modeling and Simulation Approach to Informal Inference: Successes and Challenges." In The Teaching and Learning of Statistics, 139–50. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-23470-0_19.

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Ayabe, Hiroaki, Emmanuel Manalo, Mari Fukuda, and Norihiro Sadato. "What Diagrams Are Considered Useful for Solving Mathematical Word Problems in Japan?" In Diagrammatic Representation and Inference, 79–83. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86062-2_8.

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AbstractPrevious studies have shown that diagram use is effective in mathematical word problem solving. However, they have also revealed that students manifest many problems in using diagrams for such purposes. A possible reason is an inadequacy in students’ understanding of variations in types of problems and the corresponding kinds of diagrams appropriate to use. In the present study, a preliminary investigation was undertaken of how such correspondences between problem types and kinds of diagrams are represented in textbooks. One government-approved textbook series for elementary school level in Japan was examined for the types of mathematical word problems, and the kinds of diagrams presented with those problems. The analyses revealed significant differences in association between kinds of diagrams and types of problems. More concrete diagrams were included with problems involving change, combination, variation, and visualization of quantities; while number lines were more often used with comparison and variation problems. Tables and graphs corresponded to problems requiring organization of quantities; and more concrete diagrams and graphs to problems involving quantity visualization. These findings are considered in relation to the crucial role of textbooks and other teaching materials in facilitating strategy knowledge acquisition in students.
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Navarro, Janet J., and Tamara Lantz. "Image to Inference in Informational Text: Reasoning With Evidence in 5th Grade Social Studies." In Authentic Teaching and Learning for PreK–Fifth Grade, 104–15. New York, NY : Routledge, [2018]: Routledge, 2018. http://dx.doi.org/10.4324/9781351211505-7.

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Saldanha, Luis, and Mathieu Thibault. "Promoting Students’ Reasoning About Statistical Inference Through Engagement with a Problem-Based Instructional Activity Involving the Use of TinkerPlots Software." In Teaching and Learning Secondary School Mathematics, 353–65. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92390-1_33.

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Conference papers on the topic "Inference teaching"

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Sharma, Vedna, and Sourabh Jain. "Teaching Staff Performance Analysis by Fuzzy Mamdani Inference System." In 2020 3rd International Conference on Intelligent Sustainable Systems (ICISS). IEEE, 2020. http://dx.doi.org/10.1109/iciss49785.2020.9315916.

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Hernandez del Salto, Victor, Victor M. Hernandez Toro, T. Susana Arias, and Christian Hernandez Toro. "A model of identification and adaptation of learning styles based on cognitive inference." In 2017 IEEE 6th International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2017. http://dx.doi.org/10.1109/tale.2017.8252330.

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Kramer, Klaus-Dietrich, Annedore Söchting, and Thomas Stolze. "Fuzzy Control Teaching Models." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3422.

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Many degree courses at technical universities include the subject of control systems engineering. As an addition to conventional approaches Fuzzy Control can be used to easily find control solutions for systems, even if they include nonlinearities. To support further educational training, models which represent a technical system to be controlled are required. These models have to represent the system in a transparent and easy cognizable manner. Furthermore, a programming tool is required that supports an easy Fuzzy Control development process, including the option to verify the results and tune the system behavior. In order to support the development process a graphical user interface is needed to display the fuzzy terms under real time conditions, especially with a debug system and trace functionality. The experiences with such a programming tool, the Fuzzy Control Design Tool (FHFCE Tool), and four fuzzy teaching models will be presented in this paper. The methodical and didactical objective in the utilization of these teaching models is to develop solution strategies using Computational Intelligence (CI) applications for Fuzzy Controllers in order to analyze different algorithms of inference or defuzzyfication and to verify and tune those systems efficiently.
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Lalla, Michele, Davide Ferrari, and Tommaso Pirotti. "Fuzzy Inference System to Analyze Ordinal Variables - The Case of Evaluating Teaching Activity." In International Conference on Fuzzy Computation Theory and Applications. SCITEPRESS - Science and and Technology Publications, 2014. http://dx.doi.org/10.5220/0005054400250036.

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Falcón Linares, Carolina. "WHAT DOES A STUDENT OF A TEACHING DEGREE LEARN APART FROM SUBJECTS?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end135.

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Awareness of emotional experiences, vicarious learning and values, in relation to teaching profession, had emerged as a core of interest in previous research. This case study aims to activate awareness of future teachers in several ways. It is about developing critical reasoning about learning from a complexity perspective: (a) training the ability to contextualize learning with their personal beliefs and values, (b) improving strategies to transfer it, and (c) accompanying construction of professional judgment. The intervention is carried out during two academic years with students of Teaching Degrees in Saragossa (Spain). Learning goals and evaluation are maintained, but teacher-student and peer communication styles are modified. The key to the new methodology is to strengthen the personal and professional narrative in coherence with the subjects. It is a priority that students feel synergies between what they learn, their vicarious knowledge, their emotional memory and the vocation for teaching. After each semester, discussion groups have been held, obtaining 14 hours of video recording, with the oral narrative data of 215 students divided into groups of 5. Three emerging categories have been obtained (professional vision, professional development and appreciation of teaching action), and nine subcategories have been defined on a second phase of the analysis. During university education, there are memorable teachers who motivate action and career leadership, others who go unnoticed, and some who perform a negative influence. The reason is, first, in the unconscious inference of their pedagogical models; and second, in the feelings that have emerged during the time shared with them.
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Miswaty, Titik Ceriyani. "L1 Grammatical Inferences on English of Students in Four Senior High Schools in Mataram." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008221104910496.

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Scoular, Claire. "Identifying and monitoring progress in collaboration skills." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_15.

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The nature of skills such as collaboration is complex, particularly given that there are internal processes at play. Inferences need to be made to interpret explicit behaviours observed from intentionally designed assessment tasks. This paper centres on the approach to develop hypotheses of skill development into validated learning progressions using assessment data. Understanding a skill from a growth perspective is essential for the effective teaching and development of the skill. The application of Item Response Theory (IRT) allows the interpretation of assessment data as levels of proficiency that we can use to map or monitor progress in collaborative skills.
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Alston-Knox, Clair Louise, Christopher Mark Strickland, Theo Gazos, and Kerrie Lee Mengersen. "Teaching and Learning in Statistics: Harnessing the power of modern statistical software to improve students statistical reasoning and thinking." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9239.

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The reproducibility crisis in science has launched global discussion about the need to restructure the way statistics is taught across a wide range of disciplines. While this need has been recognized and discussed in the academic community for many years, the impetus for educational reform of statistics was boosted by Ioannidis (2005), which resulted in a great deal of attention on issues regarding the inappropriate use of statistical reasoning. The availability of data across business and research has increased dramatically in recent years. This access to data has resulted in almost every member of society needing a skill set that allows them to think critically about the inferences that can validly be drawn to improve decisions based on data. One way of improving statistical literacy and thinking is through the identification and use of appropriate statistical software that will allow students, and other practitioners with basic training, access to modern statistical modeling techniques on a platform that allows them to focus on outcomes. A key component of using AutoStat for teaching statistical thinking is in alleviating the need for coding, which allows the instructors to focus on key concepts, questions and outcomes.
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Reports on the topic "Inference teaching"

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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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