cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.28485249
title: Influence of a design-based approach in integrated STEM lessons combining biology and engineering on the intrinsic motivation of secondary school pupils

description: Promoting STEM education is considered essential for a developed society and is the basis for attracting the STEM-competent workforce of tomorrow. An essential requirement of modern STEM education is to address the genders equally, which is only true to a limited extent, at least regarding the motivation and interests of girls compared to boys. Counteracting this gender gap, two problem- and design-based learning arrangements have been developed (building a feeding machine or a keep-cold box) in which prototypes are designed based on a biological context. Designing as a technical/engineering process serves as a way to implement solutions. The pupils (age: 10–14) are confronted with a problem that can be solved by developing a product. Two studies were conducted investigating the impact of this approach on pupils’ intrinsic motivation. The results indicate that design-based approaches have a motivational effect. Group comparisons show no significant differences between genders or across grade levels. Study 2 also reveals that pupils are significantly more motivated in design-based lessons than in standard Science lessons. Girls show higher effect sizes in terms of motivation gains than boys. We conclude that a design approach can be a way to enhance motivation in STEM lessons, particularly benefitting girls.
DOI: 10.6084/m9.figshare.28485249.v1
title: Influence of a design-based approach in integrated STEM lessons combining biology and engineering on the intrinsic motivation of secondary school pupils

description: Promoting STEM education is considered essential for a developed society and is the basis for attracting the STEM-competent workforce of tomorrow. An essential requirement of modern STEM education is to address the genders equally, which is only true to a limited extent, at least regarding the motivation and interests of girls compared to boys. Counteracting this gender gap, two problem- and design-based learning arrangements have been developed (building a feeding machine or a keep-cold box) in which prototypes are designed based on a biological context. Designing as a technical/engineering process serves as a way to implement solutions. The pupils (age: 10–14) are confronted with a problem that can be solved by developing a product. Two studies were conducted investigating the impact of this approach on pupils’ intrinsic motivation. The results indicate that design-based approaches have a motivational effect. Group comparisons show no significant differences between genders or across grade levels. Study 2 also reveals that pupils are significantly more motivated in design-based lessons than in standard Science lessons. Girls show higher effect sizes in terms of motivation gains than boys. We conclude that a design approach can be a way to enhance motivation in STEM lessons, particularly benefitting girls.
DOI: 10.6084/m9.figshare.30017201
title: Overcoming educational neuromyths: exploring the impact of metaphorical framing on confirmation bias and beliefs

description: The prevalence of neuromyths, such as ‘learning styles’, persists among teachers and preservice teachers despite substantial evidence refuting their efficacy. Such myths may result in the implementation of ineffective or even detrimental pedagogical practices for students. A total of 148 preservice teachers were randomly assigned to one of three groups: two metaphorical frames (critical thinking as a compass or as a shield) or a control group with a literal message. The participants conducted online research and evaluated the credibility of sources. The objective was to assess the efficacy of metaphorical framing in reducing adherence to neuromyths and to investigate its relationship to confirmation bias and belief change. The results indicated a robust initial belief in the neuromyth of learning styles, with a significant post-intervention decrease, particularly in the shield and control conditions. A negative correlation between confirmation bias and belief change suggests that reducing confirmation bias may facilitate the abandonment of neuromyths. This study found that encouraging preservice teachers to use their critical thinking skills when searching and evaluating information online is an inexpensive and relatively effective way to reduce adherence to the learning styles neuromyth.
DOI: 10.6084/m9.figshare.30017201.v1
title: Overcoming educational neuromyths: exploring the impact of metaphorical framing on confirmation bias and beliefs

description: The prevalence of neuromyths, such as ‘learning styles’, persists among teachers and preservice teachers despite substantial evidence refuting their efficacy. Such myths may result in the implementation of ineffective or even detrimental pedagogical practices for students. A total of 148 preservice teachers were randomly assigned to one of three groups: two metaphorical frames (critical thinking as a compass or as a shield) or a control group with a literal message. The participants conducted online research and evaluated the credibility of sources. The objective was to assess the efficacy of metaphorical framing in reducing adherence to neuromyths and to investigate its relationship to confirmation bias and belief change. The results indicated a robust initial belief in the neuromyth of learning styles, with a significant post-intervention decrease, particularly in the shield and control conditions. A negative correlation between confirmation bias and belief change suggests that reducing confirmation bias may facilitate the abandonment of neuromyths. This study found that encouraging preservice teachers to use their critical thinking skills when searching and evaluating information online is an inexpensive and relatively effective way to reduce adherence to the learning styles neuromyth.
DOI: 10.6084/m9.figshare.30480523
title: Teaching sustainable development in business education: a three-component model

description: This article presents a three-component model for teaching sustainable development in business education. It responds to a recognized curricular gap in how sustainable development is taught, particularly in U.S. undergraduate business programs. The model was implemented in introductory business courses at a U.S. university. The visual teaching framework, the ANSI University Outreach Program, and the ISO 26000:2010 guidance standard work together to deliver a cohesive learning experience focused on environmental, social, and governance (ESG) core subjects and sustainable development. Multi-semester formative assessment data from student course evaluations were reviewed to gauge effectiveness. The model led to improvements in student engagement, understanding, and application of sustainability concepts. This model contributes to sustainability-focused education and can be used by other instructors to meet learning goals related to ESG. In this way, the work has potentially vital implications in terms of ensuring that sustainable development receives more focus in the future, which can only benefit society and the environment while also ensuring that companies act in socially and environmentally responsible ways. In 2019, the espoused purpose of business diametrically shifted in the U.S. with the public announcement that corporate businesses agree they must now consider elements beyond simply maximizing profits for shareholders; they committed to supporting communities and protecting the environment. This study describes a three-component model that offers a unique methodology for teaching the concept of sustainable development to business students, addressing the core subjects of environmental, social, and governance issues in businesses. The model was initiated in 2020 in business ethics and social responsibility courses and in 2022 it was implemented in introductory business courses at a U.S. university. The model led to improvements in student engagement, understanding, and application of sustainability concepts. Considering that sustainable development is receiving increased attention this study found the three-component model provides vital benefits for society and the environment by ensuring business students know how to help companies act in socially and environmentally responsible ways.
DOI: 10.6084/m9.figshare.30480523.v1
title: Teaching sustainable development in business education: a three-component model

description: This article presents a three-component model for teaching sustainable development in business education. It responds to a recognized curricular gap in how sustainable development is taught, particularly in U.S. undergraduate business programs. The model was implemented in introductory business courses at a U.S. university. The visual teaching framework, the ANSI University Outreach Program, and the ISO 26000:2010 guidance standard work together to deliver a cohesive learning experience focused on environmental, social, and governance (ESG) core subjects and sustainable development. Multi-semester formative assessment data from student course evaluations were reviewed to gauge effectiveness. The model led to improvements in student engagement, understanding, and application of sustainability concepts. This model contributes to sustainability-focused education and can be used by other instructors to meet learning goals related to ESG. In this way, the work has potentially vital implications in terms of ensuring that sustainable development receives more focus in the future, which can only benefit society and the environment while also ensuring that companies act in socially and environmentally responsible ways. In 2019, the espoused purpose of business diametrically shifted in the U.S. with the public announcement that corporate businesses agree they must now consider elements beyond simply maximizing profits for shareholders; they committed to supporting communities and protecting the environment. This study describes a three-component model that offers a unique methodology for teaching the concept of sustainable development to business students, addressing the core subjects of environmental, social, and governance issues in businesses. The model was initiated in 2020 in business ethics and social responsibility courses and in 2022 it was implemented in introductory business courses at a U.S. university. The model led to improvements in student engagement, understanding, and application of sustainability concepts. Considering that sustainable development is receiving increased attention this study found the three-component model provides vital benefits for society and the environment by ensuring business students know how to help companies act in socially and environmentally responsible ways.
DOI: 10.6084/m9.figshare.30676390
title: Practical innovation ability index system of postgraduate in tourism management, China

description: The rapid development of global tourism urgently needs practical and innovative talents, and the cultivation of postgraduate students majoring in tourism management (PSTMs) is especially critical. This study employed the three core concepts of field, capital, and habitus from Bourdieu’s Social Practice Theory as its theoretical framework. It preliminarily constructed a practical innovation ability index system for PSTMs, and used analytic hierarchy process and fuzzy comprehensive evaluation to research and analyze 231 postgraduates from universities offering master’s degree in tourism management in Hunan Province, China. The results indicated that the overall practical innovation ability of PSTMs was 84.27, which falls under ‘relatively satisfactory’. For our three main criteria, the scores for practice field, practice capital, and practice habitus were 82.88 (lowest), 84.62, and 84.69 (highest), respectively. Among the 18 indicators, indicators such as on-campus tutors’ guidance and the quality of the teaching of cases had significant positive effects on PSTMs’ practical innovation ability. Our results also highlighted problem areas, such as insufficient guidance by off-campus tutors and inadequate on-campus and off-campus practice bases. Based on the findings, we also proposed multi-stakeholder collaborative optimization recommendations to further enhance the cultivation of PSTMs’ practical innovation ability.
DOI: 10.6084/m9.figshare.30676390.v1
title: Practical innovation ability index system of postgraduate in tourism management, China

description: The rapid development of global tourism urgently needs practical and innovative talents, and the cultivation of postgraduate students majoring in tourism management (PSTMs) is especially critical. This study employed the three core concepts of field, capital, and habitus from Bourdieu’s Social Practice Theory as its theoretical framework. It preliminarily constructed a practical innovation ability index system for PSTMs, and used analytic hierarchy process and fuzzy comprehensive evaluation to research and analyze 231 postgraduates from universities offering master’s degree in tourism management in Hunan Province, China. The results indicated that the overall practical innovation ability of PSTMs was 84.27, which falls under ‘relatively satisfactory’. For our three main criteria, the scores for practice field, practice capital, and practice habitus were 82.88 (lowest), 84.62, and 84.69 (highest), respectively. Among the 18 indicators, indicators such as on-campus tutors’ guidance and the quality of the teaching of cases had significant positive effects on PSTMs’ practical innovation ability. Our results also highlighted problem areas, such as insufficient guidance by off-campus tutors and inadequate on-campus and off-campus practice bases. Based on the findings, we also proposed multi-stakeholder collaborative optimization recommendations to further enhance the cultivation of PSTMs’ practical innovation ability.
DOI: 10.15468/dl.an5fzx
title: Occurrence Download

description: A dataset containing 1833 species occurrences available in GBIF matching the query:
{
 "and" : [
 "HasCoordinate is true",
 "HasGeospatialIssue is false",
 "TaxonKey is Eragrostis spectabilis",
 "Year 1998-2026"
 ]
}

 The dataset includes 1833 records from 91 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0003881-260120142942310/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.15468/dl.z58heu
title: Occurrence Download

description: A dataset containing 2 species occurrences available in GBIF matching the query:
{"type":"and","predicates":[{"type":"within","geometry":"POLYGON ((88.90530699999999 24.181673, 88.828332 24.176096, 88.753272 24.159504, 88.68199300000001 24.132309, 88.616263 24.095188, 88.55771 24.049062, 88.507779 23.995076, 88.46769500000001 23.934568, 88.438436 23.869036, 88.42071 23.800099, 88.414934 23.72946, 88.421232 23.658857, 88.439429 23.590029, 88.469061 23.524666, 88.50938499999999 23.464371, 88.559399 23.410621, 88.617869 23.364731, 88.683359 23.327823, 88.754265 23.300797, 88.82885400000001 23.284314, 88.90530699999999 23.278774, 88.98175999999999 23.284314, 89.056349 23.300797, 89.12725500000001 23.327823, 89.192745 23.364731, 89.251215 23.410621, 89.30122900000001 23.464371, 89.341553 23.524666, 89.371185 23.590029, 89.389382 23.658857, 89.39568 23.72946, 89.389904 23.800099, 89.37217800000001 23.869036, 89.34291899999999 23.934568, 89.302835 23.995076, 89.252904 24.049062, 89.194351 24.095188, 89.128621 24.132309, 89.05734200000001 24.159504, 88.982282 24.176096, 88.90530699999999 24.181673))"},{"type":"equals","key":"CLASS_KEY","value":"212","matchCase":false},{"type":"greaterThanOrEquals","key":"YEAR","value":"2015","matchCase":false},{"type":"not","predicate":{"type":"in","key":"BASIS_OF_RECORD","values":["MATERIAL_CITATION","MATERIAL_SAMPLE","PRESERVED_SPECIMEN"],"matchCase":false}},{"type":"lessThanOrEquals","key":"COORDINATE_UNCERTAINTY_IN_METERS","value":"10000","matchCase":false},{"type":"equals","key":"LICENSE","value":"CC BY 4.0","matchCase":false}]}

 The dataset includes 2 records from 1 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0003882-260120142942310/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.15468/dl.y94ja5
title: Occurrence Download

description: A dataset containing 0 species occurrences available in GBIF matching the query:
{"type":"and","predicates":[{"type":"within","geometry":"POLYGON ((98.855 3.848167, 98.78458000000001 3.842597, 98.715896 3.826026, 98.650642 3.798861, 98.59042700000001 3.761773, 98.53673499999999 3.715676, 98.490887 3.661707, 98.45401200000001 3.601195, 98.42701700000001 3.535631, 98.41056500000001 3.466631, 98.405058 3.395895, 98.410629 3.325163, 98.42713999999999 3.256178, 98.45418100000001 3.190637, 98.491086 3.130154, 98.53694400000001 3.076216, 98.590626 3.030151, 98.650812 2.993092, 98.716019 2.96595, 98.784644 2.949394, 98.855 2.943829, 98.92535599999999 2.949394, 98.99398100000001 2.96595, 99.05918800000001 2.993092, 99.11937399999999 3.030151, 99.173056 3.076216, 99.218914 3.130154, 99.255819 3.190637, 99.28286 3.256178, 99.29937099999999 3.325163, 99.304942 3.395895, 99.299435 3.466631, 99.282983 3.535631, 99.255988 3.601195, 99.21911299999999 3.661707, 99.173265 3.715676, 99.119573 3.761773, 99.059358 3.798861, 98.99410399999999 3.826026, 98.92542 3.842597, 98.855 3.848167))"},{"type":"equals","key":"CLASS_KEY","value":"212","matchCase":false},{"type":"greaterThanOrEquals","key":"YEAR","value":"2015","matchCase":false},{"type":"not","predicate":{"type":"in","key":"BASIS_OF_RECORD","values":["MATERIAL_CITATION","MATERIAL_SAMPLE","PRESERVED_SPECIMEN"],"matchCase":false}},{"type":"lessThanOrEquals","key":"COORDINATE_UNCERTAINTY_IN_METERS","value":"10000","matchCase":false},{"type":"equals","key":"LICENSE","value":"CC BY 4.0","matchCase":false}]}

 The dataset includes 0 records from 0 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0003883-260120142942310/datasets/export for details.
DOI: 10.3535/1tz-4ae-b6s
title: †Micraster L. Agassiz, 1835

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/nrj-fm8-hhw
title: †Hemipneustes striatoradiatus (Leske, 1778)

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/qgw-1t6-txs
title: Ostrea edulis Linnaeus, 1758

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/1c9-h8l-av5
title: Chordata

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/7qt-1k4-q8w
title: Plantae

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/39p-eaz-ztj
title: †Catopygus L. Agassiz, 1835

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/ya2-k7j-8sf
title: Chordata

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/5fr-58x-xxw
title: Actinopterygii

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/hp0-l2f-ft8
title: Chordata

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/2td-rq5-m2n
title: Mammalia Linnaeus, 1758

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/t1m-cbv-09a
title: †Hemiaster Desor in Agassiz & Desor, 1847

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/13p-gez-nnj
title: Elephantidae Gray, 1821

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/7a5-4mj-gcz
title: Mammalia Linnaeus, 1758

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.15468/dl.6kyb9w
title: Occurrence Download

description: A dataset containing 6976 records in GBIF matching the query:
SELECT
 '67' AS fish_cell,
 GBIF_MGRSCode(1000, decimalLatitude, decimalLongitude, 0) AS cell, -- NO randomization
 COUNT(DISTINCT speciesKey) AS species_richness
 FROM occurrence
 WHERE hasCoordinate = TRUE
 AND speciesKey IS NOT NULL
 AND NOT ARRAY_CONTAINS(issue, 'ZERO_COORDINATE')
 AND NOT ARRAY_CONTAINS(issue, 'COORDINATE_OUT_OF_RANGE')
 AND NOT ARRAY_CONTAINS(issue, 'COORDINATE_INVALID')
 AND NOT ARRAY_CONTAINS(issue, 'COUNTRY_COORDINATE_MISMATCH')
 AND decimalLatitude &gt;= -24.552553756517728
 AND decimalLatitude &lt;= -20.3845909579754
 AND decimalLongitude &gt;= 140.19216577541022
 AND decimalLongitude &lt;= 148.1212864664451
 AND "year" &gt;= 2015
 AND "year" &lt;= 2026
 AND (coordinateUncertaintyInMeters &lt;= 100 OR coordinateUncertaintyInMeters IS NULL)
 GROUP BY fish_cell, cell

 The dataset's 6976 records were derived from 64 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0003871-260120142942310/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.3535/fdb-7aw-x4x
title: Rangifer tarandus (Linnaeus, 1758)

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/waz-cze-4ry
title: Proboscidea Illiger, 1811

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/0t8-lcq-n2g
title: Canis lupus familiaris Linnaeus, 1758

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/k12-y9y-hmd
title: Juglans L.

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/m35-bzz-0zf
title: Plantae

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/590-wrw-ph0
title: Sus Linnaeus, 1758

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/9ak-r7g-dw3
title: Chordata

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/fp8-9g6-wj3
title: Mammalia Linnaeus, 1758

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/k14-0a2-nb1
title: Ursus Linnaeus, 1758

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/91t-tk1-85t
title: Juglans L.

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/dmq-vwz-b3k
title: Ursus Linnaeus, 1758

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/la8-s8c-hpe
title: Mammalia Linnaeus, 1758

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/83b-1z2-b5t
title: Echinoidea Schumacher, 1817

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/w2d-ta8-fq0
title: Hydrochoerus hydrochaeris (Linnaeus, 1766)

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/c97-0zl-n02
title: Rodentia Bowdich, 1821

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/hml-t2w-3f1
title: Psychocidaridae Ikeda, 1936

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/ym9-wtq-sxl
title: Bryozoa

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/3c1-9ct-zs9
title: Ursus Linnaeus, 1758

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.