ethanporcaro/eric-fulltext-meta huggingface dataset:
The Construction of an Environmental Management Model Based on Sustainability Indicators on a Higher Education Institution in Mexico
Author: Nieblas-Ortiz, Efrain C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,Sustainable Development,Environmental Influences,Environmental Education,Educational Indicators,Performance,Sustainability,Environmental Standards

Without depreciating the importance of environmental regulations directed to university environmental managements systems in this country, nowadays, the instruments of international importance like the Sustainable Development Goals or ONU's 2030 Agenda; as well as those of domestic nature, like sustainability indicators proposed by the Mexican Consortium of University Environmental Programs for Sustainable Development (Complexus) to measure the contribution of Higher Education Institutions to sustainability (HES), and those indicated by the Interinstitutional Committees for Higher Education Evaluation (CIEES) and the organisms that make up the Council for the Accreditation of Higher Education (COPAES), pose great challenges to universities as institutions that form human capital who are aware of their relationship with nature. This forces the university to rebuild its sustainability view based on the premise that all activities relative to its substantive functions are related to socio-environmental issues on the region. Due to this, Universidad Autónoma de Baja California (UABC), coherent to its environmental management institutional plan, defined in the Institutional Development Plan, must structure a series of indicators which allow the evaluation of its sustainability policy. The purpose of this research is to develop an environmental management model bound to performance indicators that allow UABC to progressively assume the task of answering the environmental challenges posed by its surroundings, trying to strengthen its curricula, in order for its programs to be more relevant and appropriate with social, economic, cultural, and environmental priorities.
Eliciting Students' Understanding of a Local Socioscientific Issue through the Use of Critical Response Pedagogies
Author: Karahan, Engin
Date: 2017-00-00
Type: Journal Articles
Subjects: Science and Society,Critical Theory,Secondary School Students,Secondary School Science,Focus Groups,Discussion (Teaching Technique),Earth Science,Grade 11,Grade 12,Environmental Education,Ethical Instruction,Controversial Issues (Course Content),Science Instruction,Personality Traits,Responsibility,Memory,Visual Aids,Economics,Ecology,Case Studies,Interviews

This study introduces a critical response pedagogy (CRP), an arts-based critical technique to facilitate meaningful dialogue in focus group settings, to secondary school science education students to engage them in discussion about sediment and chemical load in their local river basin community. Using a holistic single case design, twenty-two 11th and 12th graders (15 male and 7 female) from an environment ethics course participated in focus group interviews. The analysis of the data was made via case-by-case analysis individually performed by each researcher to identify themes, then across the cases using the long table (classic) method. The following themes were identified: (1) aroused curiosity, (2) human impact and responsibility, (3) triggering memories, (4) feeling connected to the Minnesota River, (5) outside of the captured area, (6) use of the image, (7) social impacts, (8) economy, and (9) ecological impacts. The findings indicated that student's characterization and description of the rivers is mixed although they have similar observations and experiences. In addition, using a critical response protocol created a dialogical environment where students were comfortable engaging in a conversation about a local controversial issue. Thus, the conversation shifted toward critical analysis of an issue rather than an under informed debate about perspectives. This study showed that critical response pedagogy is a non-threatening way to gauge students' knowledge and understanding of issues and identify possible misconceptions or knowledge gaps which would be useful in designing instruction.
How to Support Learners in Developing Usable and Lasting Knowledge of STEM
Author: Krajcik, Joseph
Date: 2017-00-00
Type: Journal Articles
Subjects: STEM Education,Design,Science Process Skills,Skill Development,Learning Processes,Scientific Concepts,Engineering,Elementary Secondary Education,Innovation

All students need to experience the joy of discovery and innovation. In this study we discussed how STEM education that focuses on design can provide students with these opportunities. Learning environments that focus on STEM questions and engage students in design have the potential help students learn core ideas related to STEM as well as engage students in the learning process. This study presents examples that can be used by educators and also focuses on how STEM learning environments can connect knowledge of scientific and engineering ideas with focusing on scientific and engineering practices.
Identifying and Verifying Earthquake Engineering Concepts to Create a Knowledge Base in STEM Education: A Modified Delphi Study
Author: Cavlazoglu, Baki
Date: 2017-00-00
Type: Journal Articles
Subjects: Seismology,Engineering Education,STEM Education,Delphi Technique,Higher Education,College Students,Stakeholders,Science Teachers,Science Education,Elementary Secondary Education,Research Design

Stakeholders in STEM education have called for integrating engineering content knowledge into STEM-content classrooms. To answer the call, stakeholders in science education announced a new framework, Next Generation Science Standards, which focuses on the integration of science and engineering in K-12 science education. However, research indicates many science teachers, particularly those traditionally prepared to teach within a specific science content domain, need to broaden their knowledge in engineering content areas for successful integration. In this regard, researchers have suggested that new integrated STEM curricula should contain a list of key concepts for understanding the specific engineering content area. Therefore, there is a need for generating key concepts in critical engineering areas enabling science teachers to implement engineering into science classrooms. Using a modified Delphi research design, we identified and verified key concepts in earthquake engineering necessary for high school learners to acquire a basic understanding of earthquake engineering. As a result, we created a key concepts list and strand map with 35 key earthquake-engineering concepts. High school science teachers as well as other teachers in STEM content areas can use these key concepts to understand and teach earthquake engineering content in their classrooms.
Using Precision in STEM Language: A Qualitative Look
Author: Capraro, Mary M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Oral Language,STEM Education,Language Usage,Middle School Teachers,High Schools,Secondary School Teachers,Faculty Development,Vocabulary,Success,Spatial Ability,Visual Stimuli,Communication Strategies

Teachers need to develop a variety of pedagogical strategies that can encourage precise and accurate communication--an extremely important 21st century skill. Precision with STEM oral language is essential. Emphasizing oral communication with precise language in combination with increased spatial skills with modeling can improve the chances of success in STEM courses and later in making STEM career choices. The participants were 14 middle and high school teachers who participated in a week of professional development (PD). The Aural/Spatial Interactions and Invariant Components of Vocabulary for STEM Content Area Specialists (AS-STEM) was administered to teacher groups to examine how STEM discourses influenced AS-STEM success. This study compared language differences among groups that were more versus less successful at representing unseen 3-D objects by drawing 2-D depictions from oral descriptions from peers. The groups that were more successful, able to produce more accurate depictions, used (a) language type merging that was more coherent and less frequent, (b) language precision that appeared to convey meaning effectively, and (c) validated shared meaning regularly and established these shared meanings efficiently. Thus, teachers who were able to merge language types using precision and jointly took ownership of the tasks were more successful. We trust that this work translates into practice through the awareness teachers had from participation in and discussion of the activities.
Argumentation as a Strategy for Increasing Preservice Teachers' Understanding of Climate Change, a Key Global Socioscientific Issue
Author: Lambert, Julie L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Climate,Persuasive Discourse,Science Education,Environmental Education,Teacher Education,Elementary School Science,Methods Courses,Scientific Attitudes,Science Teachers,Action Research,Research Design,Questionnaires

Findings of this study suggest that scientific argumentation can play an effective role in addressing complex socioscientific issues (i.e. global climate change). This research examined changes in preservice teachers' knowledge and perceptions about climate change in an innovative undergraduate-level elementary science methods course. The preservice teachers' understanding of fundamental concepts (e.g., the difference between weather and climate, causes of recent global warming, etc.) increased significantly. Their perceptions about climate change became more aligned to those of climate scientists. A key assignment was to develop and present an evidence-based scientific argument based on an adaptation of Toulmin's argumentation model (1958). The participants were assigned a typical question and claim of climate skeptics and asked to conduct research on the scientific findings to prepare a counterargument (rebuttal). The preservice teachers indicated that the integration of scientific argumentation was an effective strategy for increasing their understanding and perceptions about climate change as a socioscientfic issue.
A Policy-Relevant Instrumental Case Study of an Inclusive STEM-Focused High School: Manor New Tech High
Author: Lynch, Sharon J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Studies,Inclusion,STEM Education,High School Students,Technical Education,Educational Trends,Academic Achievement,Disproportionate Representation,Educational Policy,Educational Change,Social Capital,Active Learning,Student Projects,Technology Integration,Science Curriculum,Curriculum Development,Educational Innovation,Skill Development,College Readiness,School Culture

This instrumental case study of Manor New Tech High (MNTH) provides insight and understanding of a trend in U.S. education to create new STEM schools and increase the achievement of students underrepresented in STEM. MNTH was an inclusive, STEM-focused high school, in Manor, Texas. The creation of the school was stimulated by a statewide Texas STEM education policy initiative, seed money from private foundations, and local community support. MNTH was chosen for this study because of its diverse student population and reputation as a successful, innovative STEM school. The case provides an in-depth look at the school's design, implementation, and outcome dimensions, in context. Ten candidate critical components framed the study and illuminate opportunity structures for MNTH students as they learned STEM and built social capital. MNTH implemented a project-based learning instructional environment, ubiquitous integration of technology, and a strong STEM curriculum. Teachers collaborated to create innovative curriculum and instruction, led by an energetic, well-connected principal. A robust network of student supports helped to ensure that students attained the skills and confidence in STEM and for college admission. The positive school culture promoted a sense of family, and the STEM focus enabled acquisition of 21st century skills.
Indicators of Informal and Formal Decision-Making about a Socioscientific Issue
Author: Dauer, Jenny M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Decision Making,Science and Society,Cognitive Processes,Science Process Skills,Problem Solving,Intuition,Bias,Abstract Reasoning,Logical Thinking,Postsecondary Education,College Science,Models,College Students,Fuels,Student Surveys,Scientific Attitudes,Pretests Posttests

We propose two contrasting types of student decision-making based on social and cognitive psychology models of separate mental processes for problem solving. Informal decision-making uses intuitive reasoning and is subject to cognitive biases, whereas formal decision-making uses effortful, logical reasoning. We explored indicators of students' formal decision-making in a socioscientific issue-focused general science post-secondary course that used a seven-step decision-making framework based in decision-science models. We found that students' value orientations predicted students' stance towards biofuels at the beginning but not at the end of the course, indicating some students' post-survey opinions were less rooted in affective value-judgments. Themes in student personal reasoning about biofuels were primarily focused on environmental and economic dimensions of the issue and revealed a greater awareness of alternative options and potential consequences of biofuel use at the end of the course. We observed a decrease in students' emotive arguments and an increase in students' justificatory arguments about biofuel use. A formal decision-making framework may be a useful tool in supporting students' formal, reasoned approach to deciding what we should do about complex socioscientific issues.
Reading Open Education in the Age of Mankind: Reproduction of Meaning in the Derridean Sense
Author: Gurses, Gulfem
Date: 2017-01-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Open Education,College Students,Student Attitudes,Educational Technology,Figurative Language,Phenomenology,Qualitative Research,Questionnaires

The rapid change in the communication technologies plays a significant role in the transformation processes of societies. The studies studying the industrial revolution in two phases inform us that the first phase of the revolution involved a revolution in machinery while the second phase saw a revolution in technology. Fast forwarding to the twentieth century, however, one of the areas that has been affected greatly from the said technological revolution is education. The structural changes in education are essential for a new educational process that is consistent with a heterogeneous student population and independent of time and space. In this respect, the new education system in information age has been come to be called open and distance education. In the 21st century, when the information age gave way to the human age, we see learner oriented education system. Putting the learner at the center of the educational process, this particular system puts an end to binary opposition between the subject and object. Having aimed at identifying students' perception of open and distance education system - being the educational technology of the twenty first century-, the present study has been conducted with 69 students that were presently enrolled to the Anadolu University Faculty of Open Education and entitled to the certificate of honor. A metaphor analysis method was employed within the scope of this study. In order to evaluate the students' perception of open education system, this study adopted a &quot;phenomenological method&quot; as its qualitative research method as it seemed to be more suited to its purpose. In order to identify the students' perception of open education system, they were given a semi structured questionnaire form that contained the following statement &quot;Open Education is like ………… Because it is ………………&quot; and asked to convey their thoughts by focusing exclusively on a single metaphor. The answers from the participants were recorded by a camera, transcribed and analyzed through the spreadsheets created on an excel table. The participants of the study came up with 69 valid and 45 different metaphors regarding the concept of open education. Such metaphors were aggregated under 7 different conceptual categories. At the end of the study, it was established that the students enrolled to the Open Education System regarded open education as a means to access to information.
Contextualization of Nature of Science within the Socioscientific Issues Framework: A Review of Research
Author: Karisan, Dilek
Date: 2017-00-00
Type: Journal Articles
Subjects: Scientific Principles,Science and Society,Literature Reviews,Context Effect,Science Education,Science Process Skills,Data Interpretation,Scientific Literacy

The aim of this paper is to examine the importance of contextualization of Nature of Science (NOS) within the Socioscientific Issues (SSI) framework, because of the importance to science education. The emphasis on advancing scientific literacy is contingent upon a robust understanding and appreciation of NOS, as well as the acquisition of socioscientific reasoning, skills, and values. Students' negotiations within SSI are influenced by a variety of factors related to NOS such as scientific knowledge, data interpretations and social interactions including an individuals' own articulation of personal beliefs. Since NOS and SSI have become fundamental constructs in science education, especially for achieving scientific literacy, it is conceptually important to highlight the rationale(s) behind the contextualization of NOS within the SSI framework. This paper reviews research that entails the integration of SSI with NOS, exploring the nuanced relationships between these two areas. We do this in three sections presenting key aspects of: (a) SSI in science education; (b) NOS in science education; and (c) contextualization of NOS in SSI.
Assessment of a Multinational Online Faculty Development Program on Online Teaching: Reflections of Candidate E-Tutors
Author: Adnan, Muge
Date: 2017-01-00
Type: Journal Articles
Subjects: College Faculty,Faculty Development,Electronic Learning,Program Evaluation,International Programs,Case Studies,Questionnaires,Learning Readiness,Foreign Countries

Teaching online requires different skills, roles and competencies for online instructors compared to teaching in traditional learning environments. Universities should offer ongoing support in various forms to help academic staff through their online journey. This paper provides insights into a multinational faculty development program for teaching online, elaborating on results of expectancy and satisfaction surveys. From a local program to a subproject within the Swiss National Science Foundation Project Scopes, e-Tutor aimed at expanding competencies in online lecturing and providing OER material for training colleagues. Designed in the form of a descriptive case study, this research was conducted with 34 attendees of e-Tutor. Data was collected using an e-learning readiness and expectancy questionnaire, and open-ended questions after the program to measure satisfaction. Descriptive statistics were used to analyze the survey data and content analysis for open-ended data. Participants considered e-Tutor a well-planned and targeted program with good theoretical and practical balance. Duration of such courses, opportunities for adaptation to real-life situations, and localization of the content are areas to be explored further. For future studies, it would also be interesting to see whether participants can apply their newly acquired knowledge and skills to create efficient online learning environments.
Building Blocks: Enmeshing Technology and Creativity with Artistic Pedagogical Technologies
Author: Janzen, Katherine J.
Date: 2017-01-00
Type: Journal Articles
Subjects: Art Education,Educational Technology,Creativity,Risk,Postsecondary Education,Interaction,Community,Nursing Students,Foreign Countries,Statistical Analysis,Qualitative Research,Questionnaires

Using the analogy of children's building blocks, the reader is guided through the results of a research study that explored the use of three Artistic Pedagogical Technologies (APTs). &quot;Building blocks&quot; was the major theme that emerged from the data. Sub-themes included developing community, enhancing creativity, and risk taking. The discourse of the paper centers on how selected APTs stimulate interaction, create social presence, and help develop community in the online post-secondary classroom. Additional findings are discussed and implications are presented.
The Role of Self-Efficacy in Predicting Use of Distance Education Tools and Learning Management Systems
Author: Arpaci, Ibrahim
Date: 2017-01-00
Type: Journal Articles
Subjects: Distance Education,Integrated Learning Systems,Self Efficacy,Undergraduate Students,Technology Uses in Education,Structural Equation Models,Adoption (Ideas),Pretests Posttests,Usability,Foreign Countries,Student Surveys

This study aims to investigate the role of self-efficacy in predicting students' use of distance education tools and learning management systems (LMSs). A total of 124 undergraduate students who enrolled in a course on Distance Education and selected using convenience sampling willingly participated in the study. The participants had little prior knowledge about distance education tools and LMSs. Therefore, they received instructions from the researcher over the course of a semester. The study proposed a research model based on the Technology Acceptance Model that has been widely used to predict user acceptance and use. Structural equation modelling was used to test the research model against the data collected through questionnaire surveys. Pretest-posttest results suggested that the students had significant learning by participating in the instruction. The results of the main analysis also suggested that self-efficacy positively affects perceived ease of use, while usefulness and ease of use perceptions positively affect attitudes toward using distance education tools and systems. Implications are provided along with limitations of the study discussed.
Proposal of Postgraduate in Management to Collaborate with the Sustainable Regional Development in the State of Mexico
Author: Galván, Israel Patiño
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Human Capital,Technological Advancement,Public Sector,Private Sector,Information Technology,Higher Education,Sustainable Development

Regional Development of the countries depends of the relation and interaction between enterprises, government, education sector and society, and the strategies to take advantage of the available resources. In that sense, the education sector plays a very important role as a supplier of competitive human capital. This study is the result of a special research made for Technologic of Higher Studies of Ecatepec which is interested in launching a new postgraduate program that can respond to the new regional challenges. Nowadays it doesn't exist an educational program in the State of Mexico that collaborates in generation of specialized human capital to manage the productive and administrative process of the enterprises. This research is supported with the induction deduction, analysis-synthesis methodologies, moreover, the information gathering of different database scholars was reviewed, and it was also compare institutions within similar context and programs to get and analyzing previous research about tendencies of modern management.