Linguistic Analysis of Science Teachers' Narratives Using AntConc Software

2020 ◽  
pp. 211-230
Author(s):  
Yulia Muchnik-Rozanov ◽  
Dina Tsybulsky
Keyword(s):  
Computational Linguistic ◽  
Science Teachers ◽  
Large Data ◽  
Digital Age ◽  
Linguistic Analysis ◽  
Emotion Words ◽  
Linguistic Markers ◽  
Semantic Fields ◽  
Language Behavior ◽  
Study Participants

This chapter presents the linguistic analysis of science teachers' narratives regarding their worldviews in the digital age and their views of technology. The analysis was performed using Laurence Anthony's software AntConc, which is suitable for analyzing large data corpora. The language behavior of the following groups of teachers was analyzed by exploring three distinctive linguistic markers: personal pronouns to study participants' foci of attention; emotion words, to measure the extent of their emotional immersion in the discourse; and semantic fields of specific word collocations. The results, based on the variations in the language behavior, indicated differences between the three groups of teachers' worldviews. In addition, the examination of the degree of descriptive elaboration, expressed through the use of sense, motion, and exclusion words, revealed similar levels of truthfulness in all three groups. The linguistic analysis, enhanced by various computational linguistic technologies available through the AntConc software, made it possible to identify implicitly conveyed thoughts and feelings, thereby affording a better understanding of complex education-related processes and phenomena.

scholarly journals Worldviews of science teachers in educational-technological context as a key factor in digitalization of teaching practices

F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 71
Author(s):  
Dina Tsybulsky ◽  
Yulia Muchnik-Rozanov
Keyword(s):  
Science Teachers ◽  
Teaching Practices ◽  
Methodological Approach ◽  
Linguistic Analysis ◽  
Semantic Fields ◽  
Language Behavior ◽  
Technological Context ◽  
Key Factor ◽  
Comprehensive Picture ◽  
Depth Interviews

Background: This research deals with science teachers' worldviews in the educational-technological context. Obtaining a deeper insight into teachers' discourse regarding school digitalization and understanding teachers' worldviews in the educational-technological context may be viewed as crucially important since the latter tends to play a central role in the process of digitalization of teaching practices. Methods: This study addresses the following questions: (1) Was there a difference between the teachers regarding their foci of attention expressed via personal pronouns? (2) Was there a difference between the teachers in terms of the quality and degree of their emotional immersion in the discussed topic expressed through the use of emotion words? (3) What are the semantic fields of the word clusters that include the lexemes technology and digital, and do they implicitly convey differences in teachers' understanding of school digitalization? The data were extracted by means of in-depth interviews with 38 Israeli science teachers. The linguistic analysis was employed to examine teachers' language behavior. Results: The results point out the differences in teachers' worldviews, manifested through language behavior. In particular, the differences between the three groups of teachers (outside observers, circumspect participants, and conscientious participants) were found regarding their foci of attention, the level of emotional immersion, and their implicitly conveyed understanding of the digitalization of teaching practices. Conclusions: The teachers' worldviews are the key element for understanding what it means to be or not to be a teacher in a digital society. In addition, our study demonstrates that linguistic analysis in educational research is a promising methodological approach that can render an in-depth and comprehensive picture of the explored phenomenon.

scholarly journals Worldviews of science teachers in educational-technological context as a key factor in digitalization of teaching practices

F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 71
Author(s):  
Dina Tsybulsky ◽  
Yulia Muchnik-Rozanov
Keyword(s):  
Science Teachers ◽  
Teaching Practices ◽  
Methodological Approach ◽  
Linguistic Analysis ◽  
Semantic Fields ◽  
Language Behavior ◽  
Technological Context ◽  
Key Factor ◽  
Comprehensive Picture ◽  
Depth Interviews

Background: This research deals with science teachers' worldviews in the educational-technological context. Obtaining a deeper insight into teachers' discourse regarding school digitalization and understanding teachers' worldviews in the educational-technological context may be viewed as crucially important since the latter tends to play a central role in the process of digitalization of teaching practices. Methods: This study addresses the following questions: (1) Was there a difference between the teachers regarding their foci of attention expressed via personal pronouns? (2) Was there a difference between the teachers in terms of the quality and degree of their emotional immersion in the discussed topic expressed through the use of emotion words? (3) What are the semantic fields of the word clusters that include the lexemes technology and digital, and do they implicitly convey differences in teachers' understanding of school digitalization? The data were extracted by means of in-depth interviews with 38 Israeli science teachers. The linguistic analysis was employed to examine teachers' language behavior. Results: The results point out the differences in teachers' worldviews, manifested through language behavior. In particular, the differences between the three groups of teachers (outside observers, circumspect participants, and conscientious participants) were found regarding their foci of attention, the level of emotional immersion, and their implicitly conveyed understanding of the digitalization of teaching practices. Conclusions: The teachers' worldviews are the key element for understanding what it means to be or not to be a teacher in a digital society. In addition, our study demonstrates that linguistic analysis in educational research is a promising methodological approach that can render an in-depth and comprehensive picture of the explored phenomenon.

scholarly journals Worldviews of science teachers in educational-technological context as a key factor in digitalization of teaching practices

F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 71
Author(s):  
Dina Tsybulsky ◽  
Yulia Muchnik-Rozanov
Keyword(s):  
Science Teachers ◽  
Teaching Practices ◽  
Methodological Approach ◽  
Linguistic Analysis ◽  
Semantic Fields ◽  
Language Behavior ◽  
Technological Context ◽  
Key Factor ◽  
Comprehensive Picture ◽  
Depth Interviews

Background: This research deals with science teachers' worldviews in the educational-technological context. Obtaining a deeper insight into teachers' discourse regarding school digitalization and understanding teachers' worldviews in the educational-technological context may be viewed as crucially important since the latter tends to play a central role in the process of digitalization of teaching practices. Methods: This study addresses the following questions: (1) Was there a difference between the teachers regarding their foci of attention expressed via personal pronouns? (2) Was there a difference between the teachers in terms of the quality and degree of their emotional immersion in the discussed topic expressed through the use of emotion words? (3) What are the semantic fields of the word clusters that include the lexemes technology and digital, and do they implicitly convey differences in teachers' understanding of school digitalization? The data were extracted by means of in-depth interviews with 38 Israeli science teachers. The linguistic analysis was employed to examine teachers' language behavior. Results: The results point out the differences in teachers' worldviews, manifested through language behavior. In particular, the differences between the three groups of teachers (outside observers, circumspect participants, and conscientious participants) were found regarding their foci of attention, the level of emotional immersion, and their implicitly conveyed understanding of the digitalization of teaching practices. Conclusions: The teachers' worldviews are the key element for understanding what it means to be or not to be a teacher in a digital society. In addition, our study demonstrates that linguistic analysis in educational research is a promising methodological approach that can render an in-depth and comprehensive picture of the explored phenomenon.

Suicide Risk Automated Detection Using Computational Linguistic Markers From Patients’ Communication With Therapists

2020 ◽  
Vol 87 (9) ◽  
pp. S444
Author(s):  
Matteo Malgaroli ◽  
Thomas Derrick Hull ◽  
Niels Bantilan ◽  
Bonnie Ray ◽  
Naomi Simon
Keyword(s):  
Computational Linguistic ◽  
Suicide Risk ◽  
Automated Detection ◽  
Linguistic Markers

scholarly journals Computational linguistic analysis applied to a semantic fluency task to measure derailment and tangentiality in schizophrenia

2018 ◽  
Vol 263 ◽  
pp. 74-79 ◽  
Author(s):  
Luca Pauselli ◽  
Brooke Halpern ◽  
Sean D. Cleary ◽  
Benson Ku ◽  
Michael A. Covington ◽  
...  
Keyword(s):  
Computational Linguistic ◽  
Linguistic Analysis ◽  
Semantic Fluency ◽  
Fluency Task

scholarly journals Exploring digital-age literacy among prospective science teachers in West Kalimantan, Indonesia

2019 ◽  
Vol 1321 ◽  
pp. 032087
Author(s):  
Afandi ◽  
Sajidan ◽  
Muhammad Akhyar ◽  
Nunuk Suryani ◽  
Rachmi Afriani
Keyword(s):  
Science Teachers ◽  
Digital Age ◽  
West Kalimantan ◽  
Prospective Science Teachers

scholarly journals Comparison of "Learning," "Teaching," and "Teacher" Metaphors of Pre-Service and In-Service Science Teachers

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Evrim Ural ◽  
◽  
Muhammed Pekbalcı ◽  
Keyword(s):  
Science Teaching ◽  
Research Design ◽  
Science Teachers ◽  
Service Science ◽  
The Other ◽  
Professional Lives ◽  
Government Schools ◽  
Other Hand ◽  
Study Participants ◽  
Academic Year

The study aims to examine science teachers' and pre-service science teachers' metaphors about learning, teaching, and teacher concepts and compare their metaphors. The study is designed according to phenomenology research design. The study participants consisted of 62 in-service science teachers working in government schools and 45 pre-service science teachers attending a government university’s science teaching department. The data was collected during the 2017-2018 academic year. The participants were requested to fill in the blanks of three statements: "Learning is like…..; because …….", "Teaching is like…..; because…….", "Teacher is like….; because……". The results displayed that teachers and pre-service teachers generally have different meaning categories. While teachers expressed the concept of “teacher,” they took their own experiences and professional lives into consideration since they are actively working as teachers. On the other hand, pre-service teachers expressed their own teachers and their behaviors while defining the concept of “teacher.” Similarly, when we take a look at the results related to the concept of “student,” while teachers started off with the children they taught, pre-service teachers talked about their own experiences since they are students.

scholarly journals Exploring the Psychological Effects of COVID-19 Home Confinement in China: A Psycho-Linguistic Analysis on Weibo Data Pool

2021 ◽  
Vol 12 ◽  
Author(s):  
Peijing Wu ◽  
Nan Zhao ◽  
Sijia Li ◽  
Zeyu Liu ◽  
Yilin Wang ◽  
...  
Keyword(s):  
Positive Emotion ◽  
Essential Role ◽  
Linguistic Analysis ◽  
Psychological Effects ◽  
Repeated Measure ◽  
Linguistic Features ◽  
Emotion Words ◽  
Rapid Spread ◽  
Measure Analysis ◽  
Repeated Measure Analysis

BackgroundsWith the rapid spread of COVID-19, strict home confinement has been implemented in most parts of Chinese regions. Millions of people were not allowed to leave their homes except for special reasons. Home confinement plays an essential role in curbing pandemic and promoting preventive behaviors, but it may affect individuals’ mental health as well.ObjectsThe objective of this study was to explore the psychological impacts of home confinement.Materials and MethodsWe collected more than 150,360 Weibo messages from 5,370 Chinese active users, and then extracted psycho-linguistic features from these messages. Psycho-linguistic analysis was carried out using the 2 (confinement vs. non-confinement) × 2 (before vs. after confinement) repeated measure analysis of variance (RM ANOVA).ResultsThe results showed that the frequency of positive emotion words was remarkably decreased during home confinement [F(1,5368) = 7.926, p = 0.005, η2 = 0.001]. In high-endemic subgroup, home confinement also reduced the frequency of exclusion words [F(1,3445) = 4.518, p = 0.034, η2 = 0.001] and inhibition words [F(1,3445) = 10.154, p = 0.001, η2 = 0.003].ConclusionHome confinement caused a decline in the use of positive emotion words. This indicates that home confinement can increase the frequency of negative emotions. The changes of exclusion words and inhibition words in high-endemic areas may be related to the high epidemic threat and the urgent need for social distancing in these areas.

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