in the high school B. Leitner Work place: St. Emeric Catholic High - - PowerPoint PPT Presentation

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in the high school B. Leitner Work place: St. Emeric Catholic High - - PowerPoint PPT Presentation

Mar 04, 2023 299 likes •734 views

Experiences in teaching game theory in the high school B. Leitner Work place: St. Emeric Catholic High School, Primary School, College , Kindergarten and Elementary School of Arts in Nyregyhza The place of the research: NYEKLG

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  • B. Leitner

Work place: St. Emeric Catholic High School, Primary

School, College , Kindergarten and Elementary School of Arts in Nyíregyháza

2015.08.18.TPI

Experiences in teaching game theory in the high school

The place of the research: NYEKLG

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Preludes

To understand the social structures I used the methodology of game theory. The group of targets are high school students; in split classes. The models were tested in real or staged conditions.

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Research

OUTLINE OF PRESENTATION

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Experiments Experiences Future plans

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Research

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Research

Goal : Mapping relationships Examined areas:

  • the place of the concept
  • place among the sciences
  • mathematical

relationships

  • game theory in physics

Basic supposition: the students do not, or incorrectly know the game theory.

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Research

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Sampling The number of respondents (92 persons)

Composition (primary school age: 35 persons; secondary school age: 57persons) method (marking

  • f links between

elements)

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Research the place of the concept

game game theor theory gaming comedy rounders role play toy

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The respondents were indicated the contact with each of the concepts

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Research

sciences

game game theor theory physics biology mathematics economics sociology politics game game theor theory

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Research

place among the sciences

The respondents do not know about the link between biology and game theory

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Research

mathematical relationships

game game theor theory graph ph theor theory geometr geometry fun functions ctions alge algebr bra set set theor theory pr proba

  • babilit

bility theo heory

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Respondents found a link between the game theory and some branches of the mathematics

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game game theor theory ener energetics getics atomic tomic st struct uctur ure ther thermodynamics modynamics ele elect ctros

  • statics

ics ma magnetis gnetism nuc nuclear lear phys physics ics kinema kinematics tics dynamics dynamics hy hydr drosta

  • statics

tics

Research

Game theory in physics

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Based on the responses the relationship between physics and game theory is weak

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Conclusion:

The concept of science is uncertain in the conceptual system of young people; The lack of biological relation warns us on basic ignorance The game theory and the physics are requires a better understanding

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Experiments

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Living Situation

Number of participants: 57 persons Method: Questions, closed-end responses, short response time

Target of inspection: How unselfish are young people? Experiments

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Basic sic situati tuation

  • n:

You are about to party, on which a part of the consumption is included of the ticket . Besides, you can bring offerings for the

  • ccasion , which you give when you enter,

when you showing off your tickets,

and they share it among the guests.

Experiments

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Experiments

First/a

What do you give when you enter?

nothing a high quality cheap

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Basic asic si situat tuation ion: /Similar to the first/

You are about to party, on which a part of the consumption is included of the ticket . Besides, you can bring offerings for the

  • ccasion , which you give when you enter,

and they bring it to the table at which you sit , and during the evening they serve the table company with this.

Experiments

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Experiments

First/b

What do you give when you enter?

nothing a high quality cheap

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Experiments

One third of young people are unselfish,

Conclusion: and about a fifth is doing parasitic behavior

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Experiments Living Situation

Number of participants: 74 persons Method: Questions, closed-end responses, short response time

Target of inspection: How responsible are young people?

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Basic sic situati tuation

  • n:

: Test writing is coming on which you are not prepared . Entering the room, a classmate gives you a cheat sheet, which contains his name on it. He asks you to search him at the end of the lesson , and give him it back, because he will need it yet .

If the teacher catches you out cheating , takes it away, and you can continue the work. Experiments

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Experiments first/a

Are you going to use the cheat sheet?

yes no 2015.08.18.TPI

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Basic sic situati tuation

  • n:

: /Similar to the first/ Test writing is coming on which you are not prepared . Entering the room, a classmate gives you a cheat sheet, which contains his name on it. He asks you to search him at the end of the lesson , and give him it back, because he will need it yet .

If the teacher catches you out cheating , takes it away, and sends you to the director Experiments

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Experiments

second/b

Ar Are e you

  • u go

goin ing g to to us use e th the e che heat at she heet? et?

yes no 2015.08.18.TPI

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Basic asic si situat tuation ion: : /Similar to the first/ Test writing is coming on which you are not prepared . Entering the room, a classmate gives you a cheat sheet, which contains his name on it. He asks you to search him at the end of the lesson , and give him it back, because he will need it yet .

If the teacher catches you out cheating, takes it away, and sends you and the maker of the cheat sheet to the director Experiments

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Experiments

third/c

Are e you

  • u go

going ng to

  • us

use e the he che heat at she heet? et?

yes no 2015.08.18.TPI

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Experiments

Conclusion:

Without punishment the behavior is irresponsible The growth of the weight of consequence increases the sense of responsibility The co-responsibility is important

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Experiments

Students have mastered the basic concepts of game theory: Decision chart Player Game Dilemma decisions Possible strategies

Applied to the possible modes of representation:

graph matrix

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Experiments

Living Situation

Number of participants: 74 persons

Method: real life situations to test, and to analyze Applying: graphs, matrices, charts

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1 játékos

  • 1. player
  • 2. player

puts remove puts: 2 2 0 3 remove 3 0 1 1

Sugar Salon game Experiments

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 Players  Possible strategies  Decision chart

work by the students

  • f the NYEKLG
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Rep epetit tition ion

 Players : Respondent and

Questioner

 Dilemma of decisions: asks, doesnt

answer;answers…

 Decision chart

Respondent Questioner answer does not comply do not ask 0 1 0 0 asks 1 1 0 0

Experiments

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work by the students

  • f the NYEKLG
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One fable: „One day the fox invited the stork to be a guest”

matrix and graph form Experiments

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elmegy elutasít barátságos megértő furfangos bosszút forral

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Conclusion:

Experiments

The analysis of situations in life are quite good Students apply the matrix form with pleasure

Analysis of the fable is time-consuming, but it is instructive and enjoyable

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Experiences

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Experiences

Nu Numbe mber r of

  • f res

espondents: pondents: 47 47 per ersons sons

Method: interviews; Closed-ended questionnaire, report

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Purpose:

To determine the level of acquired knowledge

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Experiences 2013

Acquired knowledge

I learned it now; I knew a long time ago

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  • ne year later

Experiences 2014

Acquired knowledge

I knew a long time ago

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ICT-supported processing

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Conclusion:

Experiences

The topic contained known parts in a small part The data processing do not show a significant difference in topic processing The students learned a significant part of the processed topic

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Future plans

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Future plans

Game theory and the science of physics approximation

The foundations of game theory

  • utside the classroom, with

students interested in process; To incorporate the basic network concepts;

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My consultant: György Szabó I am grateful for My son: Áron Leitner My students Thanks giving My husband

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[1]http://antikregiseg.hu/mesetar/ 2014. március 31. [2] Tóth I. János: Játékelmélet és társadalom [JATEPress, Szeged, 1997]. [3] Filep László: Játékelmélet, [Tankönyvkiadó Vállalat, Budapest, 1985]. [4] Tóth Zoltán: A tudásszerkezet és a tudás szerveződésének vizsgálata a tudástér-elmélet alapján [Magyar Pedagógia, 2005] [5] K. Sigmund: The Calculus of Selfishness [Princeton University Press, Princeton, MA, 2010]. [6]Neuman János: A számítógép és az agy [Gondolat kiadó, Budapest,1960] [7] Radnóti Katalin – Nahalka István: A fizikatanítás pedagógiája [Nemzeti Tankönyvkiadó, Budapest, 2002]

Resources:

2015.08.18.TPI