ethanporcaro/eric-fulltext-meta huggingface dataset:
The Expected Oral Proficiency Level for Japan&apos;s Secondary School English Teachers: Analysis of the Eiken Pre-1st Grade Interview Exam
Author: Tatsukawa, Keiso
Date: 2018-00-00
Type: Journal Articles
Subjects: Oral Language,Language Proficiency,Second Language Learning,Language Tests,Secondary School Teachers,English (Second Language),Second Language Instruction,Pictorial Stimuli,Vocabulary Skills,Foreign Countries,Interviews

This paper aims to clarify the expected oral proficiency level for secondary school English teachers in Japan. The Japanese Ministry of Education, Culture, Sports, Science and Technology (hereafter MEXT) encourages public secondary school English teachers to reach a threshold level of the Pre-1st Grade of Eiken (an English proficiency test). However, the number of teachers attaining those levels has yet to reach MEXT's target. An analysis of the Pre-1st interview tests can give an indication of what MEXT expects Japanese English teachers to be able to do in oral communication. In this paper, a brief history of Eiken is reported, and the proficiency level of the Pre-1st Grade and the test contents are summarized. Then, features of the picture cards and questions used for the second-stage interviews from 2007 through 2015 are analyzed: (1) a series of four pictures for story narration (in total 54 cards), and (2) four questions to be asked afterwards (in total 216 question items). Some unique linguistic features are found as well as popular test topics. Also, interview questions have several featured sentence patterns and many basic-level words, as well as topic-related vocabulary items. This research will be of some help for understanding the threshold level of speaking abilities for secondary school English teachers in Japan.
Reading Difficulty and Language Features in an Arabic Physics Text
Author: Albadi, Nouf Mohammed
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Difficulties,High School Students,Secondary School Science,Science Instruction,Textbooks,Semitic Languages,Cloze Procedure,Language Styles,Physics,Reading Comprehension,Females,Nouns,Jargon,Form Classes (Languages),Grammar,Prior Learning

Reading research in K-12 English-speaking contexts reveals that inferential and expository texts cause substantial difficulty for students but less such research exists regarding other languages. It was the purpose of this quantitative cloze-based study to expose any relationship between student difficulty and particular features of the Arabic used in a mandatory Saudi Year 10 Physics textbook. Findings reveal that: (a) These 360 female students appear to be having significant difficulty understanding their textbook. (b) Nouns seem to cause the greatest difficulty, followed by technical- and semi-technical words; adjectives and grammatical particles. (c) Prior knowledge did not appear to reduce reading difficulties. This textbook may present difficulties for such students that go beyond the obvious issues of technicality in Physics text. This is significant because it suggests that the broader language difficulties that seem to characterise science text in English may also be emerging in specialist Arabic.
Black Girls as Learners and Doers of Science: A Single-Group Summary of Elementary Science Achievement
Author: Young, Jemimah L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Elementary School Students,African American Students,Females,Elementary School Science,Science Achievement,STEM Education,National Competency Tests,Knowledge Level,Biological Sciences,Physical Sciences,Competence,Cultural Capital,Parent Participation,Achievement Gap,Grade 4,Scores

Black girls represent a unique subpopulation of science learners. Black girls are unique because they consistently outperform Black boys in science. Despite this trend, Black girls often face dual marginalization in STEM classrooms and professions. Racial and gender marginalization can inhibit the success of Black girls in science if researchers, teachers and parents do not address the most salient factors. This exploratory analysis investigates how the specialized science content knowledge of Black girls is differentiated on the National Assessment of Educational Progress (NAEP) and how the dispositions, opportunities to learn, and parental involvement mechanisms are characterized by the NAEP assessment data. This within-group, content-specific analysis identifies teaching and learning strengths and weaknesses for Black girls that are difficult to assess using between-group designs. This study offers educators, researchers, and parents a holistic view of the performance profile of Black girls, as learners and doers of science. The results indicate that Black girls possess a basic understanding in life and physical sciences, however earth science remains the greatest challenge. Overall, the data shows that Black girls have a positive academic disposition towards science, yet are not engaged with the content. Recommendations for researchers, teachers, parents and other educational stakeholders to further meet the needs of Black girls in science are provided.
Evaluation of a Wiki for Lesson Reflection in the Project &quot;Kolumbus-Kids&quot; at Bielefeld University
Author: Wegner, Class
Date: 2017-00-00
Type: Journal Articles
Subjects: Collaborative Writing,Web Sites,Video Technology,Student Teachers,Teaching Skills,Affective Behavior,Student Attitudes,Foreign Countries,Metacognition,Teacher Education Programs,Program Descriptions,College Students,Self Evaluation (Individuals),Reflective Teaching

This article deals with a concept helping to reflect on teaching practice in the project &quot;Kolumbus-Kids&quot; at Bielefeld University. Lesson reflection aims at the mediation and training of certain teaching competences of student teachers, and therefore self-reflection is promoted by using the newly developed reflection wiki, its videotaping and reflection tasks. The theoretical approach behind the reflection wiki harks back to the theory of the &quot;Reflective Practitioner&quot; by D. A. Schön (1983). Further, theories of Dewey (1933, 1951), Zwiebel (2001) and Hager (2008) help to emphasise features of self-reflective thinking and means of their promotion. There will also be an overview of current research in the areas of self-reflection and videography, with the latter being an effective way for improving reflection. The study presented in this article evaluates the reflection wiki based on data that were gathered in the context of the users' affective-emotional state and assessments made via a questionnaire. All the findings recommend continuing the use of the reflection wiki in the &quot;Kolumbus-Kids&quot; courses.
Impacts of Virtual Clinical Trials Simulations on Science Knowledge and Attitudes
Author: Bowling, Kristi G.
Date: 2017-00-00
Type: Journal Articles
Subjects: Computer Simulation,Neurosciences,Knowledge Level,High School Students,Anatomy,Physiology,Scientific Concepts,Experimental Groups,Scientific Research,Attitude Change,Science Careers,Vocational Interests,Gender Differences,Ethnicity,Self Concept,Teaching Methods,Injuries,Depression (Psychology),Computer Games,Medical Research

&quot;Virtual Clinical Trials&quot; simulations were designed to highlight neuroscience research and reinforce experimental design through the recreation of published clinical trials. This paper reports the effectiveness of &quot;Virtual Clinical Trials&quot; simulations in improving knowledge of concepts related to the experimental design process and attitudes toward clinical trials, science careers, and scientific possible selves among high school Anatomy and Physiology students. A three-arm experimental design (N=525) was implemented to test the &quot;dose effect&quot; of playing one verses two simulations. Results confirmed that all students increased their knowledge of experimental design concepts and improved their attitudes toward clinical trials, with students completing two simulations having the greatest shifts. All students also had a small, but significant improvement in scientific possible selves, though completion of two simulations did not confer any extra benefits. There were no detectable differences in clinical trial career interest. Additionally, the simulations were beneficial to students regardless of gender or ethnicity for knowledge gain and attitude change. With regard to measures of satisfaction and engagement, females expressed greater satisfaction with the simulations and minorities were more engaged. The results demonstrate that knowledge gain, attitude change, and the promotion of science identity are achievable through exposure to simulations, while shifts in career interest are not as consistently realized.
Connecting Secondary Departments with National Reforms: The Role of the Chair
Author: Melville, Wayne
Date: 2017-00-00
Type: Journal Articles
Subjects: Department Heads,Departments,Instructional Leadership,Educational Change,Leadership Qualities,Barriers,High Schools,Politics of Education,Discourse Analysis,Leadership Role,Power Structure

This article draws together Narrative Positioning Analysis and a Bourdieuian perspective to investigate the relationship between the position of the chair, their disposition towards reforms, and the impact on departmental learning. Our analysis indicates two major conclusions. First, there is a disconnect between chairs' leadership dispositions and the logics of reform practice. Second, chairs are constrained in their capacity to shape leadership dispositions towards reforms in a manner that challenges departmental logics of practice. A key implication of this is that it may be politically easier for a chair to argue for superficial issues rather than substantive reform.
The Effect of STEM Instruction on Attitude, Career Perception and Career Interest in a Problem-Based Learning Environment and Student Opinions
Author: Sari, Ugur
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Instructional Effectiveness,Outcomes of Education,STEM Education,Problem Based Learning,Student Attitudes,Career Awareness,Vocational Interests,Science Careers,Science Interests,Skill Development

Many researchers argue that science, technology, engineering and math (STEM) instruction contribute to the national economy and educators attempt to develop integrated instructional programs. In the current study, the effect of a problem-based STEM activity on students' attitudes, career perceptions and career interests was investigated by using both qualitative and quantitative methods. The participants are 22 students attending a state secondary school in Turkey. Before and after the implementation of the problem-based learning (PBL) activity, the Student Attitudes toward STEM Scale was used to investigate the students' attitudes towards STEM and also the STEM Semantic Survey for Career Interest and STEM Career Interest Scale were applied to investigate their career interests. Following the application, a semi-structured interview form was used to determine students' opinions about problem-based STEM activities. The findings revealed that the students' attitudes towards STEM disciplines, STEM career interests in STEM-related occupations significantly increased. The students' interests particularly in the occupations related to engineering and technology were found to have considerably increased. The students' interview results also support these findings. During their interviews, the students stated that problem-based STEM instruction is effective in their learning and also it helps to develop their skills of the 21st century, makes the class more enjoyable, increases their interest in the profession of engineering and helps them to select their future career. As a result, integration of PBL with STEM positively affects students' attitudes and career perceptions that are in the pursuit of their future career.
Analogies in Physics Teaching: Experiences of Trinidadian Physics Teachers
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,Science Instruction,Teaching Methods,Logical Thinking,Physics,Transfer of Training,Prior Learning,Teacher Attitudes,Outcomes of Education

Analogies have been widely used as tools for teaching difficult science concepts. The purposeful use of appropriate analogies can facilitate analogical thinking and help students develop the necessary transfer skills required for lifelong learning. Analogical thinking facilitates the development of higher order thinking skills among students. In this study the experiences of Trinidadian physics teachers on the importance of analogies as an instructional tool and the extent of its usage in physics teaching and learning were explored. Quantitative and qualitative methodologies were employed in this study. The findings revealed that, in general, Trinidadian physics teachers do in fact use analogies in their pedagogical practice but that the analogies used are mostly simplistic and with illustrative character. Some teachers use analogies deliberately to help students build new knowledge by transferring and applying prior knowledge and skills to new learning situations.
Exploratory Study of the Teaching Practices of Novice Science Teachers Who Participated in Undergraduate Science Education Research
Author: Boesdorfer, Sarah B.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Beginning Teachers,Science Teachers,Undergraduate Students,Formative Evaluation,Preservice Teachers,Preservice Teacher Education,Educational Research,College Science,Science Instruction,Undergraduate Study,Secondary School Teachers,Secondary School Science

Research experiences for teachers have been shown to improve their knowledge and teaching practice. One type of research experience not as well studied is undergraduate science education research. Using qualitative research methodologies, the teaching practices and tools of seven novice teachers who participated in undergraduate science education research along with three novice teachers who did not participate in research were compared. Novice teachers with research experience included some similar practices and tools in their teaching--collecting student data, regularly using formative assessments, and employing questioning as a teaching tool--which novice teachers without the research experience did not. The results of this exploratory study suggest a positive impact of undergraduate science education research on teachers' practices likely because it changes the preservice teachers' learning community; however, more exploration is needed to understand the characteristics of the research experience which might have made it valuable to the preservice teachers' learning.
Elementary Preservice Science Teaching Efficacy and Attitude toward Science: Can a College Science Course Make a Difference?
Author: McCall, Madelon
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Elementary School Teachers,Science Teachers,Science Instruction,Teacher Effectiveness,Self Efficacy,Scientific Attitudes,Methods Courses,Science Process Skills,Mastery Learning,Pedagogical Content Knowledge,Attitude Change

University laboratory science courses are typically designed to prepare science majors or those who are pursuing health related careers. These courses often do not provide the experiences necessary to improve elementary preservice teacher science teaching efficacy or attitudes and beliefs toward science. This research utilized a university science content course that was designed for preservice elementary teachers. The course was designed to specifically teach science content consistent with national and state standards for K-5 science. The course was also designed to encourage elementary preservice teachers to share uncertainties concerning science and science education, while allowing them to experience the mastery of science content through discovery, inquiry, and collaborative laboratory experiences. The purpose of this design and implementation was to promote science content understanding, but also improve science teaching efficacy and attitudes toward science. Data was collected utilizing the Science Teacher Efficacy and Beliefs Instrument for preservice teachers (STEBI-B) and an end of course survey designed to encourage reflection on science teaching and attitudes toward science. The findings from this research suggest that a course specific to the science content needs of elementary preservice teachers' can also improve confidence in teaching science and attitudes toward science as a body of knowledge.
Developing Scientific Citizenship Identity Using Mobile Learning and Authentic Practice
Author: Wallace, Duane E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Scientific Literacy,Science Instruction,Teaching Methods,Electronic Learning,Citizen Participation,Student Participation,Self Concept,Learner Engagement,Science Interests,Vocational Interests,STEM Education,Experimental Groups,Control Groups,Handheld Devices,Outcomes of Education,High School Students,Grade 9

This quasi-experimental study examined how the approach of mobile learning and authentic practice (MobiLAP) may foster scientific citizenship among ninth grade students. It was hypothesized that students that form identities as citizen scientists may have more favorable attitudes to contribute to citizen science, have greater interest in science and technology and may be more interested in pursuing education and careers in science, technology, engineering and math (STEM). The treatment group participated in an authentic citizen science project where they studied climate change, spent time in nature and used mobile devices to observe and report phenological data. The control group had a &quot;business as usual&quot; classroom experience studying climate change. The Scientific Citizenship, STEM Interest and Mobile Learning Survey (SCI-ML) instrument was developed to understand students' citizen science identity formation and was administered to both groups pre and post intervention. The instrument was found to be highly reliable for both the entire scale and each of the four subscales. Findings revealed that the MobiLAP approach had a significant impact on participant attitudes toward citizen science identity and careers in STEM areas, but no significant improvement in attitudes toward mobile learning or learning science and technology.
Twenty-Seven Years of Tracking Undergraduate Science Knowledge and Beliefs
Author: Impey, Chris David
Date: 2017-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,Educational Research,Undergraduate Students,Knowledge Level,Beliefs,Scientific Literacy,Nonmajors,Achievement Gains,Scientific Attitudes,Misconceptions,Gender Differences,Adults,Curriculum Development

The past generation has seen major advances in science and technology, and in the preparation of high school students for college. This study investigates changes in the science knowledge of college students, and in their attitudes and belief systems regarding science and technology. Over 12,600 non-science majors at the University of Arizona were surveyed using the same instrument over a period of 27 years. The knowledge-based component of the survey overlaps with questions used by the National Science Foundation over the same interval to measure science literacy in the adult U.S. population. The instrument measuring beliefs and attitudes is original to this study. The central result of this work is that student knowledge shows almost no change, in the aggregate or measured by individual items, over this span of time. This is in contrast to a significant gain in science literacy among the U.S. adults. In terms of beliefs, student susceptibility to pseudoscience ideas is relatively high and stable over time. College students have a positive attitude towards science and technology that is constant over time, except for changes on a few issues of societal importance. Responses for several items indicate the appearance of a strong gender effect in the past decade. This long-term study suggests there is still substantial work to be done in giving non-science undergraduates basic scientific knowledge and in training them how to think critically in world increasingly dominated by science and technology.
&quot;This Is More about a Book than about Science!&quot; Preservice Teachers&apos; Perceptions toward Using Literacy Strategies in Inquiry-Based Science Lessons
Author: Nesmith, Suzanne
Date: 2017-00-00
Type: Journal Articles
Subjects: Science Instruction,Preservice Teachers,Student Attitudes,Active Learning,Inquiry,Elementary School Science,Educational Strategies,Preservice Teacher Education,Professional Development Schools,Elementary School Teachers,Literacy

The application of literacy strategies in the context of inquiry-based elementary science instruction betokens an expansion of contemporary thought regarding cross-curricular instruction. Yet, in light of the potential and promise of new developments, the perceptions of preservice teachers, who will soon be expected to make use of such cross-curricular instructional strategies, remain largely unexplored. Through the use of structured interviews and surveys, insight was gleaned regarding why preservice teachers did, or, as in most instances, did not make use of literacy strategies during their elementary science field experience, wherein they were tasked with teaching an inquiry-based science lesson. Results indicate that though the vast majority of participants acknowledged the value of using the strategies, most elected not to employ them, as a result of numerous and varied concerns. Implications allow teacher educators to utilize perspective variances to support preservice teachers' abilities to understand and apply novel instructional approaches.