ethanporcaro/eric-fulltext-meta huggingface dataset:
The Geohistorical Time Arrow: From Steno&apos;s Stratigraphic Principles to Boltzmann&apos;s Past Hypothesis
Author: Kravitz, Gadi
Date: 2014-11-00
Type: Journal Articles
Subjects: Geology,Science Instruction,Earth Science,Thermodynamics,Science History

Geologists have always embraced the time arrow in order to reconstruct the past geology of Earth, thus turning geology into a historical science. The covert assumption regarding the direction of time from past to present appears in Nicolas Steno's principles of stratigraphy. The intuitive-metaphysical nature of Steno's assumption was based on a biblical narrative; therefore, he never attempted to justify it in any way. In this article, I intend to show that contrary to Steno's principles, the theoretical status of modern geohistory is much better from a scientific point of view. The uniformity principle enables modern geohistory to establish the time arrow on the basis of the second law of thermodynamics, i.e., on a physical law, on the one hand, and on a historical law, on the other. In other words, we can say that modern actualism is based on the uniformity principle. This principle is essentially based on the principle of causality, which in turn obtains its justification from the second law of thermodynamics. I will argue that despite this advantage, the shadow that metaphysics has cast on geohistory has not disappeared completely, since the thermodynamic time arrow is based on a metaphysical assumption--Boltzmann's past hypothesis. All professors engaged in geological education should know these philosophical-theoretical arguments and include them in the curriculum of studies dealing with the basic assumptions of geoscience in general and the uniformity principle and deep time in particular.
Constructing Narratives in Later Life: Autoethnography beyond the Academy
Author: Golding, Barry
Date: 2017-11-00
Type: Journal Articles
Subjects: Ethnography,Personal Narratives,Foreign Countries,Older Adults,Adult Education,Lifelong Learning,Empowerment,Story Telling,Knowledge Level,Metacognition

Learning through life experiences as distinct from learning through the academy and courses have become increasingly important themes in later life adult education research and practice. Whilst the dominant discourse for most younger people is still about education and training for students in standardised and accredited courses, there is increasing concern to find ways of giving voice to empower people otherwise excluded, disempowered or missing from mainstream education, learning, research and the community. This paper specifically explores and actively mirrors ways of using techniques developed through academic autoethnography to empower older people to share and make sense of the lives they have lived by exploring some of the unexamined assumptions that govern everyday life, behaviour and decision making including in the many, often very informal contexts well beyond educational institutions, the academy and paid work. In essence, like autoethnography, our paper seeks to identify, interrogate and celebrate ways of revealing and displaying multiple layers of consciousness connecting the personal to the cultural for sharing and celebrating diversity in later life.
ePortfolios in English Language Learning: Perceptions of Arabic-Speaking Higher Education Students
Author: Dougherty, Ellen
Date: 2017-11-00
Type: Journal Articles
Subjects: Semitic Languages,English (Second Language),Second Language Instruction,Electronic Publishing,Portfolios (Background Materials),College Students,Student Attitudes,Educational Technology,Technology Uses in Education,Teaching Methods,Questionnaires,Foreign Countries,Knowledge Level,Pretests Posttests,Intervention

Since the beginning of the century, research studies in the field have mainly focused either on how ePortfolios foster student self-efficacy or on instructor or student perceptions of the value of electronic portfolios (Wakimoto &amp; Lewis, 2014); however, most of these studies have been carried out in North America and Australia. A few studies have embraced a more international perspective, including studies conducted in European, Asian and Middle Eastern countries (e.g., Kabilan &amp; Khan, 2012; Richardson, Watkins, &amp; Field, 2012), but, research on the use of ePortfolios with Arabic-speaking students in the Middle East is still limited, specifically in the area of English language education. Despite this limitation, the implementation of ePortfolios across fields of study has been increasingly encouraged in tertiary institutions in some Middle Eastern countries recently (Turner, 2014). As teachers in a reputable, higher education institution in the Middle East, the authors observed limited use of ePortfolios, and portfolios in general, and, perhaps more significantly, a general lack of knowledge on the value of these digital tools in student learning. With this in mind, the authors, as teachers and researchers deemed it necessary and worthwhile to develop a study in their Middle Eastern, higher education institution to (a) understand the perceptions of the students regarding the value of ePortfolios in English language education and (b) gather suggestions from students on how to maximize the use of these digital tools in higher education. The results of the study seem to indicate that the Arabic-speaking students saw ePortoflios as valuable digital tools in their English language classes; therefore, one of the goals of this paper is to familiarize teachers of Arabic-speaking students with the potentials of electronic portfolios.
Learning for Older Adults in Portugal: Universities of the Third Age in a State of Change
Author: Costa Veloso, Esmeraldina
Date: 2017-11-00
Type: Journal Articles
Subjects: Older Adults,Foreign Countries,Universities,Adult Education,Models,Educational Gerontology,Lifelong Learning,Older Workers,Aging (Individuals)

U3As have their origin in 1973 in Toulouse, France, with Professor Pierre Vellas. This French influence was also felt in Portugal and the first Portuguese U3A opened its doors also in the 1970's. However, from inception the Portuguese reality was very different from the French model, especially in regards to its promoters. However, both in France and Portugal, these original models have since undergone significant changes. Within this context, this study seeks to analyse this shift in the organisation of U3A, attempting to understand, amongst other factors, who are the social players behind the change, their goals, and how they are organised. To achieve these research goals, several data collection techniques were used such as document/text analysis of information on the different educational opportunities on offer to older adults, especially U3A, as well as conducting interviews with some leaders of U3A. Theoretically, the work of several authors who have analysed U3A such as Aline Chamain and Marvin Formosa are considered as well as authors who have researched third age policies, in particular Anne-Marie Guillemard. In conclusion, the present work shows U3As in Portugal present themselves in a different context in terms of their promoters--as either tertiary institutions or as private associations.
The Ghost Forests of Cascadia: How Valuing Geological Inquiry Puts Practice into Place
Author: Ault, Charles R., Jr.
Date: 2014-05-00
Type: Journal Articles
Subjects: Seismology,Forestry,Science Instruction,Physical Geography,Geographic Regions,Scientific Concepts,Earth Science,Inquiry,Geology

Interpreting the hazards and appreciating the privileges of living in a particular place draw upon insights from multiple disciplines. Seemingly self-evident, this perspective stands as a counterpoint to the depiction of scientific practice as unified and independent of discipline in standards for the education of all Americans. Inquiry adapts in distinctive ways to different kinds of problems. By deciphering the distribution and timing of the demise of cedar trees--ghost forests--U.S. Geological Survey geologist Brian Atwater uncovered the threat of great subduction zone earthquakes in Cascadia. In research that interprets place, diverse inquiries cohere and bind local citizens to an appreciation of their landscape. Practices characteristic of geological inquiry, organized to interpret place, emphasize temporally and geographically restricted solutions, not universal knowledge. The importance of such practices casts doubt on the merits of scientific unity promoted by standards-driven reform.
EFL Vocabulary Acquisition through Word Cards: Student Perceptions and Strategies
Author: Wilkinson, Darrell
Date: 2017-11-00
Type: Journal Articles
Subjects: Vocabulary Development,Second Language Instruction,Visual Aids,Instructional Materials,Student Attitudes,Teaching Methods,Learning Strategies,English (Second Language),Foreign Countries,Semi Structured Interviews,College Freshmen,Questionnaires,Recall (Psychology),Qualitative Research

Vocabulary knowledge plays an important role in second language proficiency, and learners need to acquire thousands of words in order to become proficient in the target language. As numerous studies have shown that incidental vocabulary acquisition is not sufficient on its own, it is clear that learners must devote considerable time and effort to deliberate vocabulary study. Vocabulary cards are a commonly used technique for deliberate vocabulary study; however, there is currently a lack of qualitative research on learners' perceptions of word cards, or the extent to which individual learner preferences or study habits affect the efficacy of word cards. Therefore, this study investigates students' general perceptions of word cards, and examines individual learner habits and practices when studying from their cards. Results suggest that students view word cards positively and are aware of many of the benefits attributed to word cards. However, data also highlights the fact that some learner strategies may negate some of the benefits of word cards as set out in the literature.
The Reality and Difficulties of Employing ICT in Teaching from the Perspective of Math Teachers of Middle Stage in Riyadh
Author: Alghamdi, Mona S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Teachers,Educational Technology,Technology Uses in Education,Barriers,Teacher Attitudes,Questionnaires,Statistical Analysis,Technology Integration,Foreign Countries,Teaching Experience,Females,Women Faculty,Hypothesis Testing,Specialization

The present study aims to identify the reality and difficulties of employing Information Communication Technology (ICT) in teaching from the perspective of female Mathematics teachers of middle stage in Riyadh, Saudi Arabia. The study sample consisted of (165) female Math teachers of middle stage in Riyadh. The tool utilized is a questionnaire; and in order to answer the study questions and verify the validity of its hypotheses, the author used frequencies, arithmetic means, standard deviations, ANOVA, and the Tukey Test. The results showed that the degrees of the availability of most of the domains of using devices and applications in teaching of Math were (often and sometimes). The results also showed that the availability of most of indicators of ICT employment in the teaching of Math for the middle stage was (often), the degree of the difficulties that limit the employment of ICT in the teaching of Math from the perspective of Math teachers was high and medium. The results also showed that there were no statistically significant differences (a = 00.05) between the means of responses of the participants due to both scientific qualification and specialization. The results also showed statistically significant differences (a = 00.05) between participants' responses due to years of experience. In addition, there were no statistically significant differences (a = 00.05) between the means of responses of the participants on each domain of the questionnaire due to years of experience.
Design and Assessment of a Skills-Based Geoscience Curriculum
Author: Renshaw, Carl E.
Date: 2014-11-00
Type: Journal Articles
Subjects: Earth Science,College Science,Curriculum Design,Curriculum Evaluation,Competency Based Education,Undergraduate Study,Alignment (Education),Statistical Analysis

There is increasing interest in science curricula that engage students in scientific practices to deepen their understanding of the core ideas of the field. There are, however, few examples of their designs or assessments available for use as guides for understanding the strengths and weaknesses of particular designs. We offer a summary of our experience in designing and assessing a skills-based geoscience curriculum contextualized within a recently proposed, generalized framework for curricular designs and assessment. Our novel approach to curriculum assessment, with its emphasis on ensuring that the skills highlighted in different courses align with the objectives of the curriculum, is meant to complement more-direct assessments of student mastery of various skills. Assessment results reveal good alignment of course and curricular objectives, in some cases, whereas other parts of the curriculum require refinement. The most challenging of which is the failure of the introductory-level courses to emphasize the process of science. That result is consistent with recent work demonstrating that current approaches to teaching the nature of science are often ineffective. Thus, some of the most challenging problems with more traditional curricula, such as how to help students develop a more-advanced understanding of the nature of science, are not necessarily solved by focusing curricula on the integration of skills with content.
Assessment of 6- to 20-Grade Educators&apos; Climate Knowledge and Perceptions: Results from the Climate Stewardship Survey
Author: McNeal, Karen S.
Date: 2014-11-00
Type: Journal Articles
Subjects: Climate,Surveys,Secondary School Teachers,College Faculty,Knowledge Level,Teacher Attitudes,Misconceptions,Ecology,Political Affiliation,Statistical Analysis,Religion,Geographic Regions,Influences,Christianity,Protestants,Test Construction,Teacher Surveys

The southeastern United States (SEUS) faces numerous potential impacts from a changing climate; however, the population has been characterized with a predominance of naysayers and few climate policies have been implemented by state governments in the region. As such, public education is an important avenue for achieving a climate literate citizenry in the region. Yet little is known about the needs of and influences on this community. We developed the Climate Stewardship Survey (CSS) to assess grades 6-20 educators' knowledge and perceptions of climate change in the SEUS (South Carolina, North Carolina, Georgia, Texas, Mississippi, Alabama, Louisiana, Tennessee, Florida, and Arkansas). The population sampled was an informed volunteer sample of convenience. Our findings demonstrated little misinformation among this informed group was evident and strong knowledge and perceptions of the issue were prevalent. However, some uncertainties about the impacts and causes of climate change persisted. Also, in regard to political orientation, Democratic Party and Republican Party educators had statistically significant (p &lt; 0.05) differences in their knowledge and perceptions, and this difference was even stronger once Protestants were subdivided by political preferences. These differences indicate that the issue is polarized in the SEUS among educators and that the coupling of political and religious orientation can strongly influence this group's climate change knowledge and perceptions. As such, this population in the SEUS may be potentially more susceptible than others to cultural cognition influences, especially since relatively few SEUS state education standards address geoscience or climate change content, particularly at levels beyond middle school, with fewer than half of the states surveyed participating in the Next Generation Science Standards development process. Although this sample was limited in its distribution among states and respondent ethnicity, the findings presented are informative about potential SEUS educators' perceptions and knowledge about climate change. As such, our findings can be used to help inform future trainers in regard to what content areas might be the principal professional development opportunities and provide future researchers potential avenues for further investigation.
Visualising the Development of a Teacher-in-Training into a Beginning Expert
Author: Geerts, Walter M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,Reflective Teaching,Video Technology,Case Method (Teaching Technique),Learning Processes,Cognitive Development,Expertise,Case Studies,Semi Structured Interviews

Teachers use situated knowledge to deal with the complex and diffuse educational contexts they operate in. To be able to take deliberated action, based on the situated knowledge, reflection is necessary during the teacher training. Video cases with common, real world situations are suitable for reflection because of their holistic and diffuse character. Reflection concerns learning experiences with increasing complexity: single-loop (reflecting on a current action), double-loop (reflecting to gain new insights) and triple-loop (reflecting in order to adjust individual identity) learning. The knowledge gained from loop learning is of a situated nature. The current article operationalizes situated knowledge as educational purposes and design patterns; educational purposes determine which course of action (design pattern), is the best option. Using this distinction, we investigate whether the reflection done by fourth-year teachers in training corresponds to what can be expected of a starting expert, namely, reflection on all three levels. The results indicate that three out of four teachers in training can be characterized as starting experts, based on their responses to a video case. They experience learning on all three loop levels, and these experiences contribute to a variety of educational purposes and design patterns. It is the teacher trainers' challenge to have their students reflects using video cases, so they can use loop-learning to build their situated knowledge. This knowledge will allow them to adequately respond to the complex and diffuse situations in their educational practice.
Learning to Live with Chronic Illness in Later Life: Empowering Myself
Author: Withnall, Alexandra
Date: 2017-11-00
Type: Journal Articles
Subjects: Older Adults,Chronic Illness,Empowerment,Diabetes,Feminism,Foreign Countries,Daily Living Skills,Health Services,Ethnography,Aging (Individuals),Qualitative Research

Type 2 Diabetes is both an incurable illness and a hidden disability that has reached epidemic proportions on a global scale. It has obviously spawned a huge clinical literature, but no scholarly accounts of learning to live with the illness on a daily basis from a feminist perspective. As an older woman, I have made use of a somewhat controversial autoethnographical approach to explore how far I consider myself empowered to live with, and manage this condition for the rest of my life. Self-management is an idea that is central to both the United Kingdom (UK) National Health Service (NHS) philosophy of supporting patient choice and within a feminist perspective on health care. Learning to identify, access and use the necessary resources to manage my condition suggests that there are regional differences within the UK as to how much practical care diabetes patients are offered or can access. The paternalistic nature of the health care team/patient relationship appears to militate against the concept of patient empowerment.
Academic Writing in Korea: Its Dynamic Landscape and Implications for Intercultural Rhetoric
Author: Kim, Eun-Young Julia
Date: 2017-11-00
Type: Journal Articles
Subjects: Academic Discourse,Authors,Second Language Learning,English (Second Language),Individual Characteristics,Intercultural Communication,English,Contrastive Linguistics,Writing Skills,Foreign Countries

Previous studies on intercultural rhetoric have frequently drawn from examples from Asian writers, especially those of Chinese and Japanese origin, but relatively little information has surfaced in scholarly literature regarding L2 writers from Korea. To fill this gap, this article provides an overview of how academic writing is conceived and practiced in Korea. By examining current practices and conceptualizations concerning academic writing, the study highlights strong similarities between Korean and Anglophone academic writing. In doing so, it seeks to demonstrate the importance of considering complex institutional, political, as well as individual factors that influence second language writers in their home culture in advancing the ongoing disciplinary dialogue on intercultural rhetoric.
Increasing Teachers&apos; Confidence and Pedagogical Content Knowledge through a Workshop and Follow-Up Program on Climate Change
Author: Teed, Rebecca
Date: 2014-11-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Middle School Teachers,Secondary School Teachers,High Schools,Earth Science,Weather,Climate,Self Esteem,Faculty Development,Teacher Workshops,Summer Programs,Pretests Posttests,Hands on Science,Cooperative Learning,Inquiry,Active Learning,Program Effectiveness

An Earth science professional-development program for in-service middle- and high-school teachers increased participants' content knowledge about weather, climate, and climate change in addition to increasing their confidence in their assessment and teaching skills. The curriculum and funding gave them time, funding, and the help of content and pedagogic experts to build and test new lesson plans on these topics. During the summer workshop, the teachers participated in field trips, hands-on laboratory experiences, and cooperative inquiry projects. They studied weather and mechanisms that determine climate during the first week. The second week focused on geologic time and changes in the Earth system that drive climate changes on long timescales. The major topic for the third week was anthropogenic climate change. During the workshop, the teachers designed lesson plans for multiday units on workshop topics. The teachers took a content pretest at the start of the summer workshop and a post-test at the end. Their average score increased from 38.1% to 75.6%. The follow-up program included three meetings and two classroom visits by a veteran teacher during the subsequent school year. The participants taught their lesson plans and administered pre- and post-tests that they had designed to their own students. Their class scores showed normalized gains ranging from 16% to 88%. Surveys taken at the beginning of the summer workshop and the end of the follow-up program indicated an average increase in their confidence of their ability to teach science and in their willingness to employ hands-on, cooperative, and inquiry learning techniques in their classrooms.