Conceptual network of teachers' talk : Automatic analysis and quantitative measures
Caballero, D., Pikkarainen, T., Araya, R., Viiri, J., & Espinoza, C. (2020). Conceptual network of teachers' talk : Automatic analysis and quantitative measures. FMSERA Journal, 3(1), 18-31. https://journal.fi/fmsera/article/view/79630
Julkaistu sarjassa
FMSERA JournalPäivämäärä
2020Tekijänoikeudet
© 2020 the Author(s)
Educational field can take advantage of the improvements of Automatic Speech Recognition (ASR), since we can apply ASR algorithms in non-ideal conditions such as real classrooms. In the context of QuIP project, we used ASR systems to translate audio from teachers’ talk into text to study conceptual networks based on what the teacher says during his/her lecture, particularly the key concepts mentioned and their temporal co-occurrence. In the present study, quantitative metrics are provided, such as centrality measures and PageRank, which can be used to analyse the conceptual networks in a broaden way. With a case-study design, two teachers’ talk are described quantitatively and qualitatively using the metrics, suggesting that PageRank could be a good metric to find differences in teachers’ talk. Finally, we discuss about the potential of this kind of analysis.
Julkaisija
The Finnish Matehematics and Science Education Research AssociationISSN Hae Julkaisufoorumista
2490-158X
Alkuperäislähde
https://journal.fi/fmsera/article/view/79630Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/35364871
Metadata
Näytä kaikki kuvailutiedotKokoelmat
Lisenssi
Samankaltainen aineisto
Näytetään aineistoja, joilla on samankaltainen nimeke tai asiasanat.
-
ASR in Classroom Today : Automatic Visualization of Conceptual Network in Science Classrooms
Caballero, Daniela; Araya, Roberto; Kronholm, Hanna; Viiri, Jouni; Mansikkaniemi, André; Lehesvuori, Sami; Virtanen, Tuomas; Kurimo, Mikko (Springer International Publishing, 2017)Automatic Speech Recognition (ASR) field has improved substantially in the last years. We are in a point never saw before, where we can apply such algorithms in non-ideal conditions such as real classrooms. In these scenarios ... -
Associations between observed patterns of classroom interactions and teacher wellbeing in lower secondary school
Virtanen, Tuomo; Vaaland, Grete Sørensen; Ertesvåg, Sigrun K. (Elsevier, 2019)Classroom observations and teacher self-reports were used to examine the relationships between patterns of teacherestudent interactions and the wellbeing of Norwegian lower secondary school teachers. Latent profile ... -
How do teachers exercise relational agency for supporting migrant students within social networks in schools from Scotland, Finland, and Sweden?
Pantić, Nataša; Sarazin, Marc; Coppe, Thibault; Oral, Didem; Manninen, Eveliina; Silvennoinen, Kaisa; Lund, Anna; Hökkä, Päivi; Vähäsantanen, Katja; Li, Shupin (Elsevier, 2024)This study examines how teachers exercise relational agency - working flexibly with other actors in their social networks to support migrant students. Teachers and other staff members from 7 schools in Scotland, Finland ... -
Talking Like a Teacher : A Study of Pre-Service Teachers’ Voice and Speech Characteristics in Learning and Teaching Situations
Järvinen, Kati; Kähkönen, Anna-Leena; Nieminen, Pasi; Mäntylä, Terhi (MDPI AG, 2024)Voice and speech are educational tools and a medium of pedagogy for teachers. Teachers tend to modify their voice and speech to support learning. This study aimed to investigate whether pre-service teachers modify their ... -
The teacher as a source of educational support : exploring teacher-child interactions and teachers' pedagogical practices in Finnish preschool classrooms
Salminen, Jenni (University of Jyväskylä, 2014)
Ellei toisin mainittu, julkisesti saatavilla olevia JYX-metatietoja (poislukien tiivistelmät) saa vapaasti uudelleenkäyttää CC0-lisenssillä.