Experiences in teaching game theory in the high...
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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.
2015.08.18.TPI
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Research
OUTLINE OF
PRESENTATION
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Experiments
Experiences
Future plans
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2015.08.18.TPI
Research
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ResearchGoal : Mapping
relationshipsExamined 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
of links between
elements)
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Research the place of the concept
game 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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Researchsciences
game theory
physics
biologymathematics
economics
sociology
politics
game theory
2015.08.18.TPI
Research place amongthe sciences
The respondents do not know about the link
between biology and game theory
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Research mathematicalrelationships
game theory
graph theory
geometry
functions
algebra
set theory
probability theory2015.08.18.TPI
Respondents found a link between the game
theory and some branches of the mathematics
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game theory
energetics
atomic structure
thermodynamics
electrostatics
magnetism
nuclear physicskinematicsdynamics
hydrostatics
Research Game theoryin 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 warnsus 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 situation:
You are about to party, on which a part of
the consumption is included of the ticket .
Besides, you can bring offerings for the
occasion , which you give when you enter,
when you showing off your tickets,
and they share it among the guests.
Experiments
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ExperimentsFirst/a
What do you give when you enter?
nothing
a high quality
cheap
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Basic situation:/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
occasion , 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.Experiments2015.08.18.TPI
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ExperimentsFirst/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?2015.08.18.TPI
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Basic situation:
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
2015.08.18.TPI
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Experiments
first/aAre you going to use the
cheat sheet?
yes
no
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Basic situation: /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
2015.08.18.TPI
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Experimentssecond/b
Are you going to use the cheat sheet?
yes
no
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Basic situation: /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
2015.08.18.TPI
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Experimentsthird/c
Are you going to use the cheat sheet?
yes
no
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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 important2015.08.18.TPI
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2015.08.18.TPI
Experiments
Students have mastered the basic
concepts of game theory:
Decision chart
PlayerGame
Dilemma decisions
Possible strategies
Applied to the possible
modes of representation:graph
matrix
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ExperimentsLiving 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
2015.08.18.TPI
Players
Possible strategies
Decision chart
work by the
students
of the NYEKLG
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Repetition
Players : Respondent and Questioner
Dilemma of decisions: asks, doesntanswer;answers…
Decision chart
Respondent
Questioner
answer does not
comply
do not ask 0 1 0 0
asks 1 1 0 0
Experiments
2015.08.18.TPI
work by the students
of 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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2015.08.18.TPI
Conclusion: Experiments
The analysis of situations in life arequite 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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2015.08.18.TPI
Experiences
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Experiences
Number of respondents: 47 persons
Method:
interviews;
Closed-ended questionnaire,
report
2015.08.18.TPI
Purpose:
To determine the level of
acquired knowledge
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Experiences
2013Acquiredknowledge
I learned itnow;
I knew a long time ago
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one year later
Experiences
2014Acquiredknowledge
I knew a long time
ago
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ICT-supported processing
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2015.08.18.TPI
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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2015.08.18.TPI
Future plans
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2015.08.18.TPI
Future plans
Game theory and the science of
physics approximation
The foundations of game theory
outside the classroom, with
students interested in process;
To incorporate the basic network
concepts;
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2015.08.18.TPI
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:
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