ethanporcaro/eric-fulltext-meta huggingface dataset:
Building Disciplinary Literacy through Popular Fiction
Author: Cook, Kristin Leigh
Date: 2015-00-00
Type: Journal Articles
Subjects: Scientific Literacy,Popular Culture,Fiction,Content Area Reading,Preservice Teachers,Preservice Teacher Education,Secondary School Teachers,Inquiry,Active Learning,Science Education,Teaching Methods,Science Instruction

Science educators have noted the unique characteristics of science literacy in terms of text structure, vocabulary demands, and reliance on abstract concepts (Cervetti, Pearson, Bravo, &amp; Barber, 2006; Fang &amp; Schleppegrell, 2008; Pytash, 2013). Furthermore, other scholars have defined scientific thinking processes as inextricable from the reading and writing practices used to communicate them (Norris &amp; Phillips, 2003). A collaboration between a literacy educator and a science educator provided the foundation to reimagine a content area reading course for middle and high school pre-service science teachers and incorporate a focus on the disciplinary literacy of science through popular fiction. Without positioning literacy as overly additive, pre-service teacher participants illustrated ways to logistically structure scientific inquiry to include and authentically underscore disciplinary literacy. Findings suggest specific practices for how teacher educators can best support the disciplinary literacy development of pre-service science teachers.
Interpersonal Relationships and the Development of Student Interest in Science
Author: Yang, Li-hsuan
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Interpersonal Relationship,Student Interests,Science Interests,Student Development,Teacher Influence,Parent Influence,Caring,Mentors,Science Teachers

This study explored how interpersonal relationships may affect the development of interest in science from college students' perspectives. Semi-structured interviews with 24 college students were conducted and analyzed. The findings indicated that interpersonal relationships could start and sustain students' interest in science; negative interpersonal relationships could cause students to lose interest in science. Four qualities were often associated with the interest-raising relationships: (1) The influential figure was perceived as having a positive relation with science. (2) The influential figure actively mediated the relation between the student and science. (3) The influential figure conveyed as well as created positive emotions about science when he or she did science with the student. (4) The influential figure and the student had a personal relationship characterized by caring, sharing, and/or launching. Interest-lowering relationships lacked these qualities. Implications for education and future research were discussed.
Predict-Explain-Observe-Explain (PEOE) Approach: Tool in Relating Metacognition to Achievement in Chemistry
Author: Bajar-Sales, Princess Ann
Date: 2015-00-00
Type: Journal Articles
Subjects: Science Instruction,Chemistry,Teaching Methods,Metacognition,Science Achievement,Correlation,Learning Strategies,Cooperation,Interpersonal Communication,Goal Orientation,Foreign Countries,Prediction,Observation,Concept Formation,High School Students,Secondary School Science

The study was conducted to investigate the effectiveness of Predict-Explain-Observe-Explain (PEOE) approach to student's performance in chemistry. This study also determined the correlation of metacognition to student achievement. Specifically, it sought to find out: (1)if there is a significant difference between the pretest and posttest scores of the metacognitive group (MG); (2) if there is a significant difference between the pretest and posttest scores of the comparison group (CG); (3 ) if there is a significant difference between the posttest scores of the MG and CG; (4) if there is a significant relationship between the metacognitive awareness and achievement in chemistry; (5) the domains of metacognitive awareness should be that are evident among MG and CG; and (6) the learning strategies that the students utilized during the accomplishment of the PEOE tasks. This quasi-experimental study used seven (7) developed tasks employing PEOE approach to promote metacognition. Instruments such as Metacognitive Awareness Inventory (MAI) to measure students' metacognitive awareness, and teacher-made summative test in Chemistry were used. Students' journal entries were also culled to validate the data and looked for unique responses that would arise from the comparison (CG) or experimental (MG) group. Results showed that both groups had significantly improved posttest scores, with MG gaining significantly higher posttest scores. For metacognition awareness, while both groups preferred procedural knowledge in the knowledge of cognition domain, they differ in the regulation domain where CG preferred comprehension monitoring while MG favored using debugging strategies. Other learning strategies identified by MG are cooperation, communication and focus on their goal.
The Impact of Collaborative Curriculum Design on Teacher Professional Learning
Author: Drits-Esser, Dina
Date: 2015-00-00
Type: Journal Articles
Subjects: Faculty Development,Science Teachers,Teacher Collaboration,Curriculum Design,Secondary School Teachers,Biology,Pedagogical Content Knowledge,Scientific Literacy,Scientific Attitudes,Active Learning,Reflective Teaching,Institutes (Training Programs),Summer Programs,Teacher Workshops,Educational Strategies,Teaching Methods,Lesson Plans,Student Centered Learning,Technology Uses in Education,Professionalism,Teacher Motivation,Sense of Community,Outcomes of Education

Effective professional development programs for science teachers provide opportunities for active learning and teacher self-reflection on beliefs about science teaching, learning, and practice. One model that fosters active learning and promotes reflection is collaborative curriculum development, in which teachers work together with university facilitators to create curriculum materials. We used a two-case study design to investigate how teacher collaborative curriculum &quot;design&quot; (the first part of development, in which ideas for curriculum are created) impacted participant professional learning during a five-day summer institute. Interview or survey data were collected from 41 secondary biology teacher participants in two summer institutes. Results indicated that teachers experienced shifts in their science knowledge, beliefs about science, beliefs about science teaching and learning, and in their science teaching practice. We concluded that the curriculum design process, which can occur in a relatively short time period, can foster meaningful, task-oriented collaboration. The collaboration process provides the vehicle for active learning, where teachers can reflect on their beliefs while applying new knowledge to the classroom. Recommendations for other professional development programs along with a discussion of the program's unique philosophy are provided.
Effects of &quot;Grade 9 Science Learner&apos;s Material&quot; on Students&apos; Self-Regulation and Achievement in Chemistry
Author: Laureano, Roselle A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Grade 9,High School Students,Science Instruction,Chemistry,Metacognition,Learning Strategies,Science Achievement,Instructional Materials,Pretests Posttests,Student Attitudes,Science Tests,Achievement Tests,Control Groups,Experimental Groups,Foreign Countries

The study was conducted to investigate the effectiveness of Grade 9 Science Learner's Material on self-regulation and achievement of students in Chemistry. Specifically, it sought to find out if: (1) students exposed to Grade 9 Science Learner's Material (Grade 9 LM) have higher self-regulation in chemistry compared to those who were exposed to the Traditional Learning Material (Traditional LM); (2) students expose to Grade 9 LM have higher achievement in chemistry than those who were exposed to Traditional LM; and (3) which domains of self-regulated learning (SRL) were evident among Grade 9 LM and Traditional LM. The study employed pretest-posttest quasi experimental research design. The sample of the study consisted of two (2) intact heterogeneous sections of Grade 9 students in a public school in City of San Fernando, Pampanga who are enrolled during the School Year 2014-2015. Thirty five (35) students are in the Grade 9 LM class while Thirty five (35) students are in the Traditional LM class. Instruments used in the study were: (1) Self-Regulation Questionnaire (SRQ) to assess students' self-regulation and (2) Chemistry Achievement Test (CAT) to measure achievement in Chemistry. The instruments were all content validated by panel of experts and were pilot tested. The following are the findings and conclusions in the study: (1) The mean posttest in the Self-Regulated Learning was significantly higher for students exposed to Grade 9 Science Learner's Material Group than for students exposed to Traditional Material Group; (2) The mean posttest in Chemical Bonding and Mole Concept were significantly higher for student s exposed to Grade 9 Science Learner's Material Group than for students exposed to Traditional Material Group; and (3) There was no significant difference in the mean posttest scores in the Carbon Compounds and Chemistry Achievement Test (CAT) of students from both groups. The Grade 9 Science Learner's Material enhanced students' self-regulatory process. In the SRL, the triggering, formulating and searching domains were evident in the Grade 9 LM while the implementing, evaluating and receiving domains were marked in the Traditional LM.
Development of a Test of Scientific Argumentation
Author: Frey, Bruce B.
Date: 2015-00-00
Type: Journal Articles
Subjects: Test Construction,Science Tests,Persuasive Discourse,Science Process Skills,Secondary School Science,Test Items,Test Reliability,Test Validity,Item Analysis,Critical Thinking,Cognitive Tests,Thinking Skills,Middle School Students,Test Format,Multiple Choice Tests,Scoring,Student Evaluation

&quot;Scientific argumentation,&quot; defined as the ability to develop and analyze scientific claims, support claims with evidence from investigations of the natural world, and explain and evaluate the reasoning that connects the evidence to the claim, is a critical component of current science standards and is consistent with &quot;Common Core State Standards.&quot; Consequently, science teachers, researchers and program evaluators often include the process of scientific argumentation among their objectives for instruction and assessment. This paper describes the development of a valid, reliable and practical classroom measure of scientific argumentation. Based on Toulmin's (2003) theoretical framework of scientific argumentation, the 36-item test creates both a total score and subscores covering the ability to identify claims and &quot;qualifiers&quot; in a claim, the ability to distinguish among a &quot;claim,&quot; &quot;fact,&quot; &quot;opinion,&quot; and &quot;data,&quot; the ability to distinguish among &quot;authority,&quot; &quot;logic&quot; and &quot;theory&quot; as possible reasons one accepts a claim, and the ability to identify &quot;rebuttals&quot; and &quot;counter-arguments.&quot; Evidence for the measures validity and reliability is presented. Scores on the full &quot;Test of Scientific Argumentation&quot; were internally reliable (a = 0.82) and subscore reliability estimates ranged from 0.49 to 0.88. The total score and subscale scores correlated moderately with an existing critical thinking measure.
Mediating Meaning in the Social World of the Science Classroom
Author: Shepardson, Daniel P.
Date: 2015-00-00
Type: Journal Articles
Subjects: Science Instruction,Sociocultural Patterns,Semiotics,Science Equipment,Scientific Concepts,Teacher Student Relationship

This article examines science teaching and learning by drawing on Vygotsky's sociocultural theory of learning and development as well as a social semiotic perspective. The latter perspective includes in semiosis the science equipment, science phenomena, teacher and student actions, talk and writing that are involved in science teaching and learning. In much the same way a Vygotskian perspective views science phenomena and equipment as technical tools that mediate both teacher and student meaning making, as do the symbolic products created by the teacher and the students. We suggest an inclusive view in which all are seen as active mediators in science teaching and learning.
Blind Salamanders beneath and Resident Scientists within Our Science Classrooms: Secondary Student Attitudes in a NSF GK-12 Program
Author: Dame, Kristina K.
Date: 2015-00-00
Type: Journal Articles
Subjects: Scientists,Science Instruction,Secondary School Science,Secondary School Students,Student Attitudes,Science Teachers,Partnerships in Education,College School Cooperation,Scientific Attitudes,Inquiry,Teacher Student Relationship,Student Interests,Science Interests,Middle School Students,Science Programs,Instructional Effectiveness

The purpose of this three-year study was to examine secondary school students' attitudes about science in classrooms with &quot;resident scientists&quot; who had been trained in inquiry science teaching. The study was based upon a National Science Foundation (NSF) program called Project Flowing Waters, a five-year NSF Graduate STEM Fellows in K-12 Education (GK-12) program. The program funded 26 doctoral students, known as NSF GK-12 Fellows, who served as bi-weekly resident scientists in science classrooms in local schools. We analyzed 15 teacher-resident scientist partnerships involving 609 secondary students using a mixed-methods design. We surveyed student attitudes in three categories: (a) science and scientists, (b) student abilities in science, and (c) importance and usefulness of science. We found significant differences in positively changing student attitudes, in the category &quot;science and scientists,&quot; in 3 of the 15 partnerships although with small Cohen's d effect sizes. We found a significant difference in a positive direction in one partnership in the category &quot;attitudes about own science ability,&quot; with a medium Cohen's d effect size. We also surveyed, using open-ended questions, students' perspectives about their resident scientists and what they had learned. Students indicated that resident scientists had affected their learning with 72% of the responses being positive. The five most common responses concerning resident scientists were: &quot;helps me understand science better&quot;, &quot;made it more interesting&quot;, &quot;easier to understand&quot;, &quot;I have learned new things&quot;, &quot;helpful and helps with the labs.&quot; We also found common themes in student comments concerning what they had learned from their resident scientists including endangered species such as blind salamanders.
Using Item Response Theory to Improve Locally-Constructed Multiple Choice Tests: Measuring Knowledge Gains and Curricular Effectiveness
Author: Knell, Janie L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Item Response Theory,Multiple Choice Tests,Test Construction,Psychometrics,Test Items,Science Tests,Physical Sciences,Science Curriculum,Testing Problems,College Students,Education Majors,Difficulty Level,Diagnostic Tests

Current science education reform efforts emphasize teaching K-12 science using hands-on, inquiry activities. For maximum learning and probability of implementation among inservice teachers, these strategies must be modeled in college science courses for preservice teachers. About a decade ago, Morehead State University revised their science content courses to follow an inquiry approach. As part of the courses' assessment, a locally-made, diagnostic pre- and post-test was prepared. The main purpose of this &quot;ex post facto&quot; study was to demonstrate how concepts from Item Response Theory can be used to detect and remove psychometrically faulty items, and how the remaining items can be used by teachers to determine science learning gains in an inquiry-based physical science course that implemented two different curricula, &quot;Physics and Everyday Thinking&quot; and &quot;Interactions in Physical Science&quot;.
Preservice Science Teachers and Cultural Diversity Awareness
Author: Russell, Melody
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Cultural Awareness,Student Characteristics,Ethnicity,Teacher Education Programs,White Students,Middle Class,Cultural Differences,Student Attitudes,Secondary School Teachers,Second Language Learning,English (Second Language),Knowledge Base for Teaching,Cultural Pluralism,Parent Teacher Cooperation,Student Evaluation,Intercultural Communication,Student Diversity,Classroom Techniques

Preservice science teachers hold a number of existing beliefs and expectations for their students from culturally and linguistically diverse (CLD) backgrounds. Many teacher education programs (TEPs) provide diversity coursework, multicultural education courses, and field experiences to better prepare preservice teachers for the CLD classroom. A questionnaire which included the Henry (1991) Cultural Awareness Diversity Inventory (CDAI) was used to examine the preservice science teacher's cultural awareness and sensitivity based on TEP coursework and field experiences. Findings suggested that the majority of participants were from predominantly White, middle class backgrounds and did not perceive their culture as different from their CLD students. However, they did exhibit some awareness of culture, linguistic, and ethnic identification for their students.
Mission to Space: Evaluating One Type of Informal Science Education
Author: Crawford, Lindy
Date: 2015-00-00
Type: Journal Articles
Subjects: Informal Education,Space Sciences,STEM Education,Program Effectiveness,Middle School Students,Student Attitudes,Attitude Change,Positive Attitudes,Comparative Analysis,Simulation

Informal science education (ISE) programs serve as a method for developing, encouraging, and increasing both participation in, and enthusiasm for, STEM learning. One type of ISE program is provided by Challenger Centers through their space education curricula. Unfortunately, published evaluations related to space education programs are rare. The lack of research on informal space education programs has created a gap in our knowledge about the effectiveness of these programs in developing students' understanding of STEM related topics, their interest in STEM careers, and the connections they make to formal science learning outcomes. Even less is known about how subgroups of students respond to ISE space education programs. The purpose of this study was to report on the effectiveness of the space education program at one Challenger Center. Specifically, the attitudes and perceptions of middle school students on STEM related constructs were investigated at three points (pre, during, and post space mission), to determine how their beliefs changed over time. Additionally, we examined subgroups of students to further explore how involvement in the program influenced beliefs about STEM related constructs. Results demonstrate that students (N = 2945) felt very positive about their experience in the program and reported positive changes in attitudes and perceptions two weeks post-mission experience. Males (n = 719) had significantly greater changes in beliefs when compared to females (n = 748), and the program had a greater influence on the beliefs of students who are typically well represented in ISE programs (n = 949) compared to the subgroup of students who are typically underrepresented (n = 519) in ISE programs. Study limitations, future research, and implications are provided.
Exploring the Relation between Intuitive Physics Knowledge and Equations during Problem Solving
Author: Buteler, Laura Maria
Date: 2014-00-00
Type: Journal Articles
Subjects: Correlation,Physics,Problem Solving,Intuition,Equations (Mathematics),Comparative Analysis,Science Instruction,College Students,Phenomenology,Foreign Countries,Student Attitudes

Solving many quantitative problems does not necessarily lead to an improved Physics understanding. However, physicists, who have learned physics largely through quantitative problems solving, often have a refined physical intuition. Assuming that the refinement of physical intuitions occurs, to a great extent, during problem solving, the question that guides this study is: how do equations contribute (or not) to the refinement of students' intuitions? We approach this study within a knowledge-in-pieces perspective and we describe intuitions using diSessa's (1993) phenomenological primitives. We present a study in which two cases, corresponding to two groups of students solving a problem involving buoyancy are compared. We discuss how the use of equations does or does not contribute to the refinement in students' intuitions.
Supporting Elementary Pre-Service Teachers to Teach STEM through Place-Based Teaching and Learning Experiences
Author: Adams, Anne E.
Date: 2014-00-00
Type: Journal Articles
Subjects: STEM Education,Teacher Education Programs,Place Based Education,Elementary School Teachers,Science Teachers,Mathematics Teachers,Preservice Teachers,Teaching Methods,Teaching Experience,Learning Experience,Self Efficacy,Learning Activities,Outdoor Education,American Indian Students,Environmental Education,Program Descriptions,Student Attitudes,American Indian Reservations

Although recent educational reforms emphasize the importance of Science, Technology, Engineering, and Mathematics (STEM), many elementary teachers feel less knowledgeable about STEM content and less comfortable teaching STEM than other subjects. This study examined a teacher education program that utilized place-based pedagogies within an integrated block of science, mathematics and social studies methods courses to support elementary preservice teachers' development as teachers of STEM. Data were collected on elementary preservice teachers' perceptions of their experiences as they participated in, planned, and enacted integrated place-based STEM education lessons. Findings indicate that experiences with STEM learning and teaching through integrated, place-based activities had a positive impact on preservice teachers' understanding of place-based approaches, their perceived ability, and projected intent to design and implement place-based STEM learning activities.
Conceptual and Methodological Issues in the Measurement of Attitudes towards Science
Author: Aydeniz, Mehmet
Date: 2014-00-00
Type: Journal Articles
Subjects: Scientific Attitudes,Science Education,Attitude Measures,Test Validity,Test Reliability,Secondary School Science,Secondary School Students,Student Attitudes,Learning Motivation,Predictor Variables

This study argues for the need to clarify the attitude construct in science education. After positing a conceptual definition for attitudes derived from the social psychology and persuasion literature, this study makes a demarcation between science attitudes and attitudes towards science. Based on this conceptual clarity, the study offers a constructive critique of five commonly used measures of attitudes in science education and offers a theoretically grounded alternative. Data gathered to test the alternative measure's validity and reliability is in the main consistent with strong validity and reliability claims for the new measure. Implications for science education are discussed.