Closure-based constraints in formal concept analysis

We present a method of imposing constraints in extracting formal concepts (equivalently, closed itemsets or fixpoints of Galois connections) from a binary relation. The constraints are represented by closure operators and their purpose is to mimic background knowledge a user may have of the data. The idea is to consider and extract only these itemsets that are compatible with the background knowledge. As a result, the method extracts less clusters, those that are interesting from the user point of view, in a shorter time. The method makes it also possible to extract minimal bases of attribute dependencies in the input data that are compatible with the background knowledge. We provide examples of several particular types of constraints including those that appeared in the literature in the past and present algorithms to compute the constrained formal concepts and attribute implications.     

Using the Knowledge Quartet to quantify mathematical knowledge in teaching: the development of a protocol for Initial Teacher Education

This study examined trainee teachers' mathematical knowledge in teaching (MKiT) over their final year in a US Initial Teacher Education (ITE) programme. This paper reports on an exploratory methodological approach taken to use the Knowledge Quartet to quantify MKiT through the development of a new protocol to code trainees' teaching of mathematics lessons. This approach extends Rowland's et al. work on the Knowledge Quartet (KQ). Justification for using the KQ to quantify MKiT, and the potential benefits such an attempt might provide those involved with ITE, are discussed. It is suggested that quantified MKiT data based on the Knowledge Quartet can be used to consider MKiT development in novice teachers in order to inform ITE programmes and form new theoretical loops between theory and practice in teacher education.     

Modeling Skill Dependence in Probabilistic Competence Structures

In knowledge space theory (KST) a competence structure is a set theoretical representation of the dependencies among a given set of skills. A probabilistic model for skill dependence is proposed which respects a precise correspondence requirement between set theoretical and probabilistic representations of skill dependence. An empirical application on integer subtraction problems at the primary school shows that the proposed model fits the data pretty well. Moreover, in a comparison with an unrestricted skill based version of the basic local independence model (BLIM), the proposed model fits better than this last, indicating that the restrictions implied by the correspondence requirement are not too strong.     

Minimum Discrepancy Estimation in Probabilistic Knowledge Structures

Practical applications of the theory of knowledge structures often rely on a probabilistic version, known as the basic local independence model. The paper outlines various procedures for estimating its parameters, including maximum likelihood (ML) via the expectation-maximization (EM) algorithm, the computationally efficient minimum discrepancy (MD) estimation as well as MDML, a hybrid method combining the two approaches.     

The role of problem representation and feature knowledge in algebraic equation-solving

Domain experts have two major advantages over novices with regard to problem solving: experts more accurately encode deep problem features (feature encoding) and demonstrate better conceptual understanding of critical problem features (feature knowledge). In the current study, we explore the relative contributions of encoding and knowledge of problem features (e.g., negative signs, the equals sign, variables) when beginning algebra students solve simple algebraic equations. Thirty-two students completed problems designed to measure feature encoding, feature knowledge and equation solving. Results indicate that though both feature encoding and feature knowledge were correlated with equation-solving success, only feature knowledge independently predicted success. These results have implications for the design of instruction in algebra, and suggest that helping students to develop feature knowledge within a meaningful conceptual context may improve both encoding and problem-solving performance.     

“对比实验+现象驱动的知识挖掘”在高分子材料合成创新实验教学中的尝试与运用

高分子材料合成实验是高分子专业的核心实验课程之一,如何建立实验课程与理论课程的有效衔接,加深学生对所学知识点的深入理解和活学活用,是本课程的主要目标。为此,笔者和教学团队提出：在同一个实验中改变某个实验变量,在教学班中引入对比实验,通过这些改变引起的不同实验现象和由此产生的材料性能的迥然差异,引导学生从现象出发,联系理论课堂知识进行深入分析。这种尝试有效改变了以往实验教学中所有教学班千篇一律的操作和几乎完全相同的实验现象与结果,有效激发了学生的主动性,提高了其分析问题、解决问题的能力。2年的实验教学反馈表明,“对比实验的引入”和“现象驱动的知识挖掘”帮助学生有效巩固了理论课堂的知识点,做到了活学活用。     

以物质的量为核心的化学计量系统构建及其产生式教学策略

从认知心理学知识学习角度分析以物质的量为核心的化学计量系统,从教学策略角度,可以将其划分为知识系统和操作系统2大部分,其知识系统主要属于陈述性知识,而操作系统则主要属于程序性知识。按照陈述性知识的认知特点设计体现物质的量相关知识系统网络结构功能的探究教学;按程序性知识的认知规律设计产生式自展过程等较高层次的思维运作。从而形成了以物质的量为核心的化学计量系统知识建构的探究教学方法与实际问题解决的小步子产生式策略。其意义在于以结构化系统替代零散知识,用逻辑性思维替代常识比喻,以智能化产生替代机械运算,为以物质的量为核心的化学计量系统教学探索更加有效的策略与方法。     

以问题为导向的点-面式教学法在药剂学教学中的应用——以“手性”知识的教学为例

在药剂学课程教学中,为讲解传授“手性”相关的知识和概念,设计了一种新的教学法,并进行了实践应用。通过对该教学方法的总结和提炼,将以上教学法命名为“以问题为导向的点-面式教学法”。该教学法是以“反应停”具体事例为问题引导,提出和确定问题后,引出知识点,从药学相关领域知识面展开教学活动后,进行知识点总结,最后达成最终的教学目标。该教学法对教学实践工作有一定的参考价值。     

Synergistic effects on iodine release in potassium iodide solution by combination of ultrasound and visible light irradiations

Iodine release in potassium iodide solution has been investigated under the irradiations of ultrasound and visible light respectively and simultaneously. We have observed that the amount of iodine liberated under the combined irradiation of ultrasound and visible light is larger than the sum of that under the respective irradiations of ultrasound and visible light, indicating a synergistic effect of ultrasound and visible light irradiations. Based on the investigation of the reaction kinetics of iodine liberated, we have ascribed the synergistic effect to the perfect stirring of the photochemical reactor induced by the applying simultaneous ultrasound. The ideal stirring can result in the homogenization of the primary light effect in the whole reaction medium, which induces the acceleration of the photochemical reaction. On behavior of our knowledge, there are few reports on the investigations of utilizing the combination of ultrasonic energy and light energy to accelerate the reaction yield and rate as well as the kinetics of the reaction.     

大一学生实验室安全教育实效研究*

为考查线上线下混合安全教育模式实施后的实际效果,对天津理工大学化工、环安、机械、材料学院2020级大一学生进行实验室安全知识测试。结果表明:接受线上线下混合安全教育的大一学生安全知识的掌握情况较好;不足之处在于学生普遍对应急处置知识掌握较差。因此,在后续安全教育过程中,仍需进一步优化安全教育内容与模式,全面推进全员、全程安全教育。