ethanporcaro/eric-fulltext-meta huggingface dataset:
Cyber Value and Interest Development: Assessment of a STEM Career Intervention for High School Students
Author: Turner, Galen E.
Date: 2014-00-00
Type: Journal Articles
Subjects: STEM Education,High School Students,Vocational Interests,Intervention,Information Science,Pretests Posttests,Gender Differences,Summer Programs,Program Effectiveness,Self Efficacy,Student Interests,Program Descriptions,Interest Inventories,Student Attitudes,Technology,Ethics,Public Policy,Personality Traits,Robotics,Competition

The authors empirically examine the effectiveness of an intervention program designed to facilitate interest in cyber science among high school students (N = 60). Pretest-posttest and mediation designs were used to model self-report data that were collected at pre-camp, during a cyber-related task at mid-camp, and at post-camp. An analysis of covariance (ANCOVA) revealed a significant two-way interaction whereby perceived value of cyber science increased from pretest to posttest for girls but decreased for boys. Situational interest was also found to mediate the relationship between Investigative vocational interest type and cyber science self efficacy. Implications for future cyber science intervention programs as well as areas of additional research are discussed.
Developing Self-Regulation and Self-Efficacy: A Cognitive Mechanism behind the Success of Biology Boot Camps
Author: Wheeler, Erin R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Biology,Science Instruction,Metacognition,Learning Strategies,Academic Achievement,Questionnaires,Introductory Courses,Pretests Posttests,Program Evaluation,Majors (Students),Learning Motivation,Role,College Freshmen,Academic Persistence,Grades (Scholastic),Self Efficacy,Program Descriptions,Orientation

The Louisiana State University Biology Intensive Orientation for Students (BIOS) Program has been found to be an effective retention initiative for freshman Biological Science majors (S. M. Wischusen, Wischusen, &amp; Pomarico, 2010; S. M. Wischusen, Wischusen, W. E., 2007). Students who attended the five-day camp out-perform their non-participant peers in introductory biology courses and have higher retention, progression and graduation rates. This study uses a cognitive view to explore the underlying factors, self-regulation and self-efficacy, namely that contribute to the program's capacity to help students obtain sustainable academic success. The pre/post-test measurements of the Motivated Strategies for Learning Questionnaire, as well as qualitative measures, were employed to evaluate the program as a format for developing self-regulation and self-efficacy. BIOS was also shown to calibrate students' self-efficacy and self-regulation for optimal performance in Biology 1201, the introductory course for science majors. Camp participants exhibited higher self-efficacy, self-regulation, and final Biology 1201 grades than their non-BIOS peers. These results offer insight into the mechanism behind the success of science boot camps and the role of motivation and metacognition in STEM retention initiatives.
Factors Underlying the Adoption and Adaption of a University Physics Reform over Three Generations of Implementation
Author: Foote, Kathleen Teressa
Date: 2014-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Teaching Methods,Educational Change,Active Learning,Cultural Influences,Foreign Countries,Case Studies,Educational Innovation,College Faculty,Teacher Attitudes,College Students,Agenda Setting,Learning Motivation,Program Descriptions,Program Implementation

SCALE-UP (Student-Centered Active Learning Environment with Upside-Down Pedagogies) (Beichner et al., 2007) is a reformed pedagogy and classroom design originally developed for large enrollment university physics courses at North Carolina State University. It is currently being used at over 250 institutions worldwide and has since expanded into other content areas. This exploratory case study examines how classroom, departmental, institutional and cultural factors have caused the reform to evolve over three generations of implementation from its development site to a well-known American implementation and a site in Singapore. A mixed methods study using interviews and class observations reveal the implementation process follows an iterative version of Rogers' (2003)--Innovation in Organizations? model, as institutions re-invent and refine the reform to adapt to their institution. The findings suggest some changes ensure the survival of the reform, for example, adjusting instruction to fit available resources or student learning styles. However, many modifications shift pedagogy toward traditional instruction, potentially decreasing the reform's intended benefits. Awareness of this tendency could help researchers, curriculum and professional development developers and future implementers better support sustainable and effective use of research-based pedagogies.
Pre Service Science Teachers&apos; Conceptions on the Scientific Theory-Law Relationship: A Phenomenographic Study
Author: Jain, Jasmine
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Scientific Literacy,Scientific Principles,Theory Practice Relationship,Misconceptions,Textbooks

This study was grounded on the ultimate goal of science education in Malaysia, which is to produce individuals who are scientifically literate. The study specifically aimed to probe how research participants conceptualize the relationship between scientific theory and law. Guided by the phenomenographic structure of awareness as the methodological framework, this study involved interviewing 10 first-year pre service science teachers. Differing from the literature reviewed, the findings revealed that there were unique ways in which the scientific theory-law relationship is conceptualized by the interviewees in the study, namely &quot;Scientific laws are superior to theory&quot; and &quot;Scientific theories are different from law.&quot; The findings inferred the interviewees' understanding of nature of science as absolute and objective. To summarize, it is pertinent to further probe and rectify incorrect, alternative understanding about science knowledge among pre-service science teachers to ensure only scientific conceptions will be disseminated to their future students.
Cultural and Epistemological Profile of Filipino Learners
Author: Morales, Marie Paz Escano
Date: 2014-00-00
Type: Journal Articles
Subjects: Profiles,Physics,Science Education,Foreign Countries,Teaching Methods,Ethnic Groups,Student Characteristics,Thinking Skills,Cultural Traits,Comparative Analysis,Correlation,Power Structure,Individualism,Masculinity,Sex Role,Epistemology,Beliefs,Values,Cultural Differences,Tagalog,Indonesian Languages,Malayo Polynesian Languages,Native Language

Several researches identified that many students find physics the most difficult science subject. The quest to find ways to make learning physics more meaningful and interesting has lasted for decades. Even with all the new strategies and pedagogies being used, many students still find the subject formidable. This study critically explored the learning characteristics of Filipino physics students which will serve as baseline data for curriculum design. Value Survey Module 2008 (VSM 08) and Epistemological Beliefs Assessment for Physical Sciences (EBAPS) were used to determine the cultural dimension indices and the epistemological beliefs of 385 participants grouped according to ethnicity. Percentage contributions of the three identified ethnic groups (Tagalog, Bicol and Pangasinan) were determined by taking the population ratio of each ethnic group with the total population of the three ethnic groups. Hofstede's cultural interpretation and education perspective interpretation of cultural values and beliefs were used to deduce the significance of the cultural dimension indices of the sample ethnic groups. EBAPS axes interpretation was also deduced per ethnic group to establish the distinct epistemology of all three ethnic groups. In comparing the ethnic groups per cultural dimension index and per EBAPS axes the study noted the similarities and differences of the learning characteristics of the different learners in cultural perspective. Each ethnic group showed unique and distinct cultural dimensions and epistemology. The Pangasinan learners were culturally tagged as student-centered, while Bicol and Tagalog learners as teacher centered. All ethnic groups, however, believed that science is composed of bit and pieces of concepts and knowledge. Pangasinan and Bicol learners emerged to move towards higher order thinking skills lessons when compared with the Tagalogs' epistemology. Correlation of the cultural dimension indices with the epistemological beliefs axes established the learning characteristics unique to each ethnic group of learner.
Teachers&apos; Implementation of Project-Based Learning: Lessons from the Research Goes to School Program
Author: Cook, Nicole D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Faculty Development,Secondary School Teachers,Science Teachers,STEM Education,High Schools,Curriculum Implementation,Science Curriculum,Teacher Workshops,Educational Practices,Outcomes of Education,Pedagogical Content Knowledge,Teacher Collaboration,Best Practices,Barriers

Research Goes to School (RGS) is a professional development program that focuses on high school teachers of science, technology, engineering, and mathematics (STEM) subjects. This collective case study examines RGS participants and their use of project-based learning (PBL) as they implemented curricular units that they developed at the RGS summer workshop. Based on the analysis of the data from the observations, the RGS participants exhibited partial fidelity of implementation to the features of PBL. Analysis of the data from the interviews indicated that participants were aware of features of PBL that they were not able to fully implement. Participants also identified several supports, particularly from the RGS program such as being able to order materials to implement their units, as well as supports that were specific to their teaching contexts. The findings suggested that the professional development program had some positive if limited influence on teachers' instructional practices. This study highlights the need for professional development to enhance teachers' content knowledge as well as their knowledge of pedagogy and to promote collaboration between teachers and professional development providers, particularly once teachers are in their classroom contexts.
Communicating Evolution: An Exploration of Students&apos; Skills in an Essential Practice of Science
Author: Cook, Kristin L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Science Instruction,Communication Skills,Evolution,High School Students,Secondary School Science,Scientific Principles,Rural Schools,Beliefs,Student Attitudes,Persuasive Discourse

The Next Generation Science Standards emphasize the importance of developing students' abilities to effectively communicate science, including topics that are highly scrutinized in the American public sphere such as evolution. However, student attainment of &quot;controversial communicative competence&quot; (the ability to competently communicate about controversial science topics) has received little attention from educational researchers. The present paper addresses this issue by examining student communication of evolution (their choices when creating a public website) at the end of an instructional unit. Our exploratory analysis indicated students' efforts to communicate evolution are characterized by varied levels of openness to dialogue (dialogic expansion and contraction). Further, our findings suggest a parallel between dialogically imbalanced communicative approaches (i.e., excessive use of dialogic contraction or expansion) and reduced levels of conceptual and NOS competence. Implications for science education are discussed; including the need for explicitly guiding students in critically analyzing varied forms of science communication.
Effects of Mastery Learning Instructional Strategy on Senior School Students&apos; Achievement in the Mole Concept
Author: Lamidi, Bashirat T.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mastery Learning,Learning Strategies,High School Seniors,Science Achievement,Scientific Concepts,Chemistry,Teaching Methods,Science Instruction,Experimental Groups,Control Groups,Science Tests,Scores,Outcomes of Education

Nigerian students have not been performing up to expectation in public chemistry examinations. One of the causes identified as being responsible for this is the teachers' use of inappropriate instructional strategies. This study was conducted to determine the effects of mastery learning instructional strategy on secondary school students' achievement in mole concept, a topic that has been empirically identified as contributing to the poor performance of candidates in School Certificate Chemistry. The study used a quasi-experimental design and followed the non-randomized, non-equivalent pre-test and post-test group design. Data were obtained from two intact classes in two purposively selected secondary schools in Ilorin South Local Government Area of Kwara State, Nigeria. The experimental group was taught the mole concept using mastery learning instructional strategy while the control group was taught using the conventional teaching method. The data obtained were analyzed using t-test and Analysis of Covariance (ANCOVA) with the pre-test and post-test scores as covariates. It was found that students taught using the mastery learning instructional strategy performed better (mean score 15.50) than their counterparts in the control group (mean score 7.04). Furthermore, gender had no significant effect on the achievement of the students taught using the mastery learning instructional strategy. Results also showed a statistically significant covariance between scoring level and group. Based on the findings of this study, it is recommended that teachers should consider using mastery learning instructional strategy for chemistry instruction to improve the performance of their students in chemistry examinations.
Scientific Explanations: A Comparative Case Study of Teacher Practice and Student Performance
Author: Hoffenberg, Rebecca
Date: 2015-00-00
Type: Journal Articles
Subjects: Case Studies,Science Instruction,Teaching Methods,Best Practices,Units of Study,High School Students,Standards,Portfolios (Background Materials),Secondary School Teachers,Scientific Research,Difficulty Level,Pedagogical Content Knowledge

&quot;A Framework for K-12 Science Education,&quot; the foundation for the Next Generation Science Standards (NGSS), identifies scientific explanation as one of the eight practices &quot;essential for learning science&quot; (National Research Council, 2012, p. 41). In order to design professional development so teachers can implement these new standards, we need to assess students' current skill levels in explanation construction, characterize current teacher practice surrounding it, and identify best practices for supporting students in explanation construction. This case study investigated teacher practice in two high school science inquiry units in the Portland metro area and the scientific explanations the students produced in their work samples. Teacher Instructional Portfolios (TIPs) were analyzed qualitatively based on best practices in teaching science inquiry and a qualitative coding scheme. Written scientific explanations were analyzed with an explanation rubric and qualitative codes. Relationships between instructional practices and explanation quality were examined, and five factors that support students in producing scientific explanations that align with the NGSS were identified: (1) strong content knowledge regarding the theory underlying the science inquiry investigation, (2) balanced pedagogical techniques, (3) previous experience conducting science inquiry, (4) an open-ended investigation topic, and (5) clear expectations for explanation construction aligned with relevant standards.
Assessing the Need and Receptivity for an Integrated Healthy Sexual and Dating Relationships Intervention for Community College Students
Author: Markham, Christine M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Sexual Identity,Sexuality,Intervention,Dating (Social),Web Based Instruction,Community Colleges,Two Year College Students,Pregnancy,Violence,Correlation,Victims,Usability,Outcomes of Education,Health Promotion

The authors present findings from formative research to assess the need and receptivity for a Web-based, integrated healthy sexual and dating relationships intervention among community college students in South Central Texas. Texas ranks third highest among U.S. states in its overall teen birth rate; 69% of those births are among females 18 to 19 years of age. Texas also ranks No. 1 among U.S. states in its repeat teen pregnancy rate, reflecting the need for effective pregnancy and dating violence prevention among young adults. The goals of this study were the following: (1) examine patterns of sexual behaviors, dating violence, and related psychosocial factors among students attending community colleges in South Central Texas; (2) examine differences in patterns of specific types of dating violence perpetration and victimization by gender, race/ethnicity, and sexual identity; (3) examine associations between psychosocial factors and dating violence perpetration and victimization; and (4) assess the usability and short-term psychosocial outcomes of activities from a Web-based healthy sexual and dating relationships intervention. Collectively, these findings will inform the development of an integrated Web-based healthy sexual and dating relationship intervention that is acceptable and engaging, and potentially scalable for use in community college settings.
The Nature of Undergraduate Students&apos; Conceptions of Inquiry
Author: Getahun, Dawit Asrat
Date: 2014-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Inquiry,Incidence,Foreign Countries,Learning Processes,Teaching Methods,Research

The purpose of this study was to investigate undergraduate students' conceptions of inquiry. Data were obtained from 212 undergraduates using an open ended questionnaire which required them to define inquiry and explain its importance. Analysis of the participants' definitions using open coding and constant comparison yielded 13 categories of inquiry conceptions. Closer examination of the derived categories indicated that they could be grouped into three superordinate categories of inquiry as: &quot;a learning process,&quot; &quot;an instructional process,&quot; and &quot;a research/scientific process.&quot; Observation of the prevalence of categories revealed &quot;inquiry as a learning process&quot; as the most prevalent and &quot;inquiry as a research/scientific process&quot; as the least prevalent superordinate categories. Particularly, the presence of &quot;inquiry as a means of gaining information/knowledge&quot; as the most prevalent conception implies that more work is needed to help students develop conceptions that can stimulate productive engagement in inquiry.
Evaluating Strategies for Inclusion of Environmental Literacy in the Elementary School Classroom
Author: Stevenson, Kathryn T.
Date: 2014-00-00
Type: Journal Articles
Subjects: Elementary School Students,Environmental Education,Literacy,Teacher Attitudes,Elementary School Teachers,Barriers,Standards,Ecology,Teaching Methods,Pedagogical Content Knowledge,Educational Resources,Lesson Plans,Childrens Literature

Although elementary school may be a prime stage for building environmental literacy, elementary school teachers face significant barriers to including it in their instruction. Several studies have identified teachers' limited ecological science content knowledge and heavy emphasis on state standards and testing as common constraints to environmental literacy instruction. However, few of these studies have measured actual (versus perceived) ecological knowledge or focused on how teachers are successful in including environmental literacy instruction despite constraints of standards and testing. The present exploratory study surveyed 627 randomly selected elementary school teachers in North Carolina to begin addressing this gap. We found ecological knowledge levels were high (89.9% average score). Lack of instructional time was the most oft-listed barrier to environmental literacy instruction (76.7%), followed by lack of resources (53.4%), whereas lack of content knowledge was rarely mentioned (21.6%). Respondents identified access to environmental literacy-related lesson plans, activities that integrate children's literature, and access to and training in published environmental education curricula as the resources needed to be more successful in inclusion of environmental literacy concepts in the elementary school classroom.
Be Legendary--Using Intervention Mapping and Participatory Strategies to Develop a Multi- Component Teen Pregnancy Prevention Intervention for Older Teen Males of Color
Author: Johnson, Kimberly
Date: 2017-00-00
Type: Journal Articles
Subjects: Intervention,Pregnancy,Adolescents,Males,At Risk Students,Decision Making,Prevention,Mentors,Partnerships in Education,African American Students,Learner Engagement,Sexuality

Background: Due to the lack of interventions on sexual and reproductive health for older teen males of color engagement with the target population is critical for intervention development. Be Legendary (BL) was developed using intervention mapping, design thinking strategies and participatory methods alongside African-American male high school students. BL is a culturally responsive, school-based teen pregnancy prevention intervention for older teen males that combines sex education with youth development to improve sexual and reproductive health outcomes and build socio-emotional and leadership skills areas. Methods: To develop BL, we engaged 13 male high school students ages 16-19 in weekly workshop sessions over a six month period. Students participated in design thinking strategies to refine BL program goals, activities and recruitment/retention strategies. We also worked with an advisory group of school-based and community-based stakeholders who provide services to African-American male teens. Results: Through the use of participatory research methods and design thinking strategies we (1) developed and refined intervention activities, (2) developed intervention scope and sequence, (3) refined behavioral outcomes, and (4) gained further insight on intervention messaging, facilitator approach, and intervention delivery. Conclusion/Implications: Working alongside males to develop BL helped to broaden our scope and transform BL into a comprehensive, multi-component intervention reflective of the target population's desires, needs and motivations.