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Congruence and discrepancy between observation and teachers’ self-report of inquiry-based instruction

Kotuľáková Katarína, Orolínová Mária, Priškinová Natália, Schubertová Romana, Tóthová Renáta

Chemistry-Didactics-Ecology-Metrology

2022

R. 27, NR 1-2

123--134

Opportunities for self-reflection and collaborative reflection support inquiry-based teaching. The presented study focuses on retrospective self-reports of 14 science teachers about teaching inquiry lessons in their regular science classes. Their self-reports were compared with observation reports of researchers. Data from semi-structured interviews were added. The results indicate that teachers overestimated their performance in the class in all observed areas of inquiry instruction. The most misinterpreted and overestimated area by teachers seems to be formulating research questions, analysing data and drawing conclusions, which are the most effective processes in student learning. Based on the results of the study, several implications are suggested in order to focus on the self-reflective skills of teachers.

Query Specific Focused Summarization of Biomedical Journal Articles

Rai Akshara, Sangwan Suyash, Goel Tushar, Verma Ishan, Dey Lipika

Annals of Computer Science and Information Systems

2021

Vol. 25

91--100

During COVID-19, a large repository of relevant literature, termed as``CORD-19'', was released by Allen Instituteof AI. The repository being very large, and growing exponentially, concerned users are struggling to retrieve only required information from the documents. In this paper, we present a framework for generating focused summaries of journal articles. The summary is generated using a novel optimization mechanism to ensure that it definitely contains all essential scientific content. The parameters for summarization are drawn from the variables that are used for reporting scientific studies. We have evaluated our results on the CORD-19 dataset. The approach however is generic.