ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysis of the Forms of Argumentation of Teachers in Training in the Context of a Socio-Scientific Issue
Author: Torres, Nidia
Date: 2018-03-00
Type: Journal Articles
Subjects: Persuasive Discourse,Science and Society,Preservice Teachers,Undergraduate Students,Natural Sciences,Environmental Education,Debate,Science Education,Foreign Countries,Food,Discourse Analysis

The aim of this study is to analyze the forms of argumentation regarding a socio-economic question related to the consumption of coffee by a group of 32 students with a Bachelor's Degree in Natural Science and Environmental Education. For this, a rubric was used to analyze three fundamental aspects: content, structure, and position or response in the face of the arguments. The results indicate that the students can produce arguments with content, but difficulties are observed in regard to their developing arguments with structure. Furthermore, the students tend to avoid debate situations, which does not allow for the improvement of their arguments. Despite that, the participants acknowledge the importance of including argumentation in their training, and they are aware of their difficulties. This indicates the need to promote a greater number of studies that would allow the importance of argumentation to be included in the educational processes.
Grid Analysis Display System (GrADS) and Multi Modus Visualization in Earth Science Learning Mastery and Spiritual Aspect to Enhance Concept
Author: Johan, Henny
Date: 2018-03-00
Type: Journal Articles
Subjects: Spiritual Development,Mastery Learning,Multiple Choice Tests,Physics,Science Instruction,Preservice Teachers,Science Teachers,Student Attitudes,Religious Factors,Learning Processes,Earth Science,Foreign Countries,Teacher Education Programs

The aim of this study was to enhance the student's concept mastery and embedded spiritual attitude in the learning of earth science with the help of visualizations and authentic data analysis using GrADS. 23 pre-service physics teachers in Bengkulu, Indonesia participated in this study. This study used mixed methods with embedded experiment design. Multiple choice questions were used to collect the concept mastery data; questionnaires and open ended questions were used to collect data about spirituality attitude. The students' testimonials about the learning program were explored by using open ended questions. The multiple choice questions were analyzed quantitatively while the observation, questionnaire, and open ended questions were analyzed qualitatively. The results show that the students' concept mastery improve from no mastery to mastery with the average N-gain being 0.8 (high). The students got implicit values that had an impact on their spirituality of awareness and belief in the divinity of God. Similar research about embedding the spiritual aspect in the learning of earth science has not been reported widely.
The Effect of a Short-Term Professional Development on K-12 Korean English Teachers&apos; Self-Efficacy to Implement Communicative Language Teaching: A Mixed-Methods Study
Author: Lee, Yong Jik
Date: 2020-00-00
Type: Journal Articles
Subjects: Communicative Competence (Languages),Second Language Learning,Second Language Instruction,Teaching Methods,Korean,Faculty Development,English (Second Language),Language Teachers,Native Language,Kindergarten,Elementary Secondary Education,Teacher Surveys,Teacher Attitudes,Self Efficacy,Language Proficiency,Barriers,Grammar,College Entrance Examinations,Class Size,Instructional Effectiveness,Foreign Countries

Since the early 2000s, much emphasis has been placed on adopting the Communicative Language Teaching (CLT) method in the Korean K-12 context, however, such efforts have been largely unsuccessful. In order to shed light on some of the reasons for such failures, this study examined the impact of short-term professional development (PD) on primary and secondary Korean English teachers' self-efficacy to implement the CLT method. The data consisted of an end-of-the-course survey distributed among teachers (n=131), in-depth individual interviews with teachers (n=10), and researchers' classroom observations. The findings suggested that PD could help teachers feel more confident and prepare them to implement CLT. In addition, PD seemed to enhance teachers' motivation to adapt CLT into their future English classrooms. The findings of this study confirmed previous global research regarding two major difficulties regarding implementing CLT: 1) grammar-based national college entrance exams, and 2) large class sizes of mixed proficiency levels. In conclusion, several suggestions on how to increase the effectiveness of the CLT method successfully through PD in Korea are provided.
A Need for Cultural Experiences for Black Students with Intellectual Disabilities at Historically Black Colleges and Universities
Author: Beckers, Gerlinde G.
Date: 2022-00-00
Type: Journal Articles
Subjects: Black Colleges,Blacks,African American Students,Intellectual Disability,Racial Bias,Social Bias,Attitudes toward Disabilities,Inclusion,Postsecondary Education,Equal Education,Educational Legislation,Federal Legislation,Students with Disabilities,Access to Education,Culturally Relevant Education

This position paper examines the intersectionality of race and disability and the impact on inclusive postsecondary educational (PSE) opportunities at Historically Black Colleges and Universities (HBCUs). Based on a history of segregation and oppression those who are Black and those who have an intellectual disability (ID) share many of the same experiences. HBCUs continue to play a substantial role in the Black communities and higher education by providing educational opportunities, but also a cultural experience. Black students with ID have limited opportunities for an inclusive PSE experience at an HBCU therefore, forego this cultural experience. A closer is look is taken at the lack of inclusive PSE programs for Black students with ID. It is said that society is measured by how it treats those on the margin, living in the shadows. Can society commit to fundamental changes that will make inclusive PSE programs at HBCUs more of a reality for Black students with ID or continue to support attitudes and practices that deny opportunities to those who are already marginalized in today's society?
Culturally Inclusive Teaching and Learning That Engages the Whole Student
Author: Gadsden, Cynthia
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Learner Engagement,Culturally Relevant Education,Inclusion,Student Diversity,Student Needs,Interpersonal Relationship,Cultural Awareness,Learning Processes,Cognitive Style,Holistic Approach

College and university students are diverse learners with nuanced learning needs. Reliance on traditional teaching and learning approaches are often ill-suited for students from groups and communities with a communal or cultural focus. Such groups rely heavily on personal, significant relationships. These students arrive at school with a wealth of knowledge, experiences, and concerns that often go unacknowledged and unmet by faculty. A lack of understanding of students from diverse cultural groups can adversely affect their classroom learning experience. Faculty who include culturally inclusive projects and assignments in their teaching methods are able to address the learning needs of all students. HBCU's have traditionally fused African American culture and academics. Yet, culturally inclusive assignments, culturally responsive pedagogy, and a focus on funds of knowledge can help students bridge the divide between their home and academic lives. This creates an inviting learning environment for all students in any academic setting.
Perceptions of Critical Race Theory as a Tool for Understanding the African American Male Educational Experience
Author: Hatcher, John W., III
Date: 2022-00-00
Type: Journal Articles
Subjects: African Americans,Males,Critical Theory,Race,Educational Attainment,Access to Education,Stakeholders,Attitudes,Education

This study explored the perspective of eight education stakeholders on Critical Race Theory (CRT) and the educational attainment opportunities for African American males in the current system of education in the United States of America. A qualitative research approach was employed using a semi-structured interview protocol. The data gathered from this study revealed that there was a general consensus among participants at an African American Male Empowerment Summit around the favorability and usefulness of Critical Race Theory in understanding the current state of African American males in education.
&quot;Yin&quot; in a Guided Inquiry Biology Classroom -- Exploring Student Challenges and Difficulties
Author: Castro, Jed Aries F.
Date: 2017-12-00
Type: Journal Articles
Subjects: Biology,Inquiry,Active Learning,Science Education,Science Process Skills,Scientific Literacy,Barriers,Student Attitudes,Difficulty Level,Specialists,Task Analysis,Laboratory Experiments,Intelligence Quotient,Writing (Composition),Schemata (Cognition),Grade 8,Prior Learning,Case Studies

Student encountered challenges in performing guided inquiry learning (GIL) activities are a minority literature in science education, but may provide valuable inputs to developing science process skills vital to scientific literacy. This study determined the challenges and difficulties by science-oriented students in performing GIL activities in biology. Cluster sampling determined the participants in the pre-survey (69 grade 8 students) and the actual investigation (30 grade 8 students). A validated survey questionnaire pre-identified the six major difficulties of the students. Validated student and expert questionnaires assessed the level of difficulty in each of the task on the six pre-identified challenges. Results show that science-oriented students and the experts assessed the following with a fair difficulty level: background knowledge; performance of laboratory procedure; managing extended activities; designing an experiment; and writing a laboratory report. The same group assessed the task -- data analysis to be &quot;difficult.&quot; The upper (high average to superior IQ) group and lower (average to above average) groups of science oriented students provided a non-significant difference in their difficulty assessment of all the tasks. However, replicating the study to include low cognition students from non-science oriented schools may provide a wider perspective of these student-encountered difficulties and challenges in GIL.
Voices on the Margins: Libraries, Community Agency, and Black Public Spheres
Author: Johnson, Elizabeth
Date: 2022-00-00
Type: Journal Articles
Subjects: Libraries,Library Role,Race,Racial Discrimination,Racial Bias,Futures (of Society),Blacks,African Americans,Community,Access to Information,Democracy

Scholars of library and information sciences have addressed the critical roles of libraries in energizing the public sphere, or the social spaces in which ideas and opinions are exchanged. But seldom is the discussion of race, racism, and marginalization examined in public libraries. The concept of the public sphere represents a critical foundation for examining the roles libraries play in illuminating voices in the civic culture of a society. Who is the public, and why are their voices important? How can libraries respond to the reconfiguration of contemporary publics? How should libraries engage in the production, organization, and distribution of information access? Drawing from public sphere perspectives, this paper explores not just how libraries can be more responsive to the changing political, economic, social and educational climates of the 21st century, but also how expanded conceptualization of public roles might contribute to democratic revitalization.
What Critical Race Theory Is, What It Isn&apos;t, and Why It Is Important, You Should Know: A Call to Action
Author: Reed, Elaine
Date: 2022-00-00
Type: Journal Articles
Subjects: Critical Theory,Race,Definitions,Misconceptions,Politics of Education,Racial Bias,Equal Education,Discourse Analysis,Rhetoric,Social Justice

Despite emerging from legal scholars in the 1970s, the term Critical Race Theory is currently at the forefront with increased attention focused on its framework and its use to explore and analyze racism in education. While this has led to school districts examining structural racism and making equitable changes, a subsequent backlash has also occurred. Critical Race Theory's use and application have become part of a contentious debate and there is a misunderstanding about what the theory entails and misperceptions to how it is being used. Forty-one states have passed legislation banning the teaching of Critical Race Theory and concepts associated with it while others have created systems to report complaints of the framework's use and penalize educators. The purpose of this call to action is to open lines of communication, create dialogue and break down the truth about Critical Race Theory.
Turkish Early Childhood Education Curriculum from the Perspective of STEM Education: A Document Analysis
Author: Ata Akturk, Aysun
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Preschool Curriculum,STEM Education,Developmentally Appropriate Practices,Instructional Materials,Content Analysis,Educational Policy,Curriculum Guides

The current study aimed to examine Turkish early childhood education curriculum prepared for 36-72 month children relative to science, technology, engineering, and mathematics (STEM) education. To that end, 240 developmental features, 65 objectives, and 230 indicators under developmental fields in the curriculum and 40 sample activities in a teacher activity book were analyzed by adopting content analysis. The data were analyzed in the light of &quot;A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas&quot; developed by the Committee on a Conceptual Framework for New K-12 Science Education Standards within the National Research Council. Analyses revealed that the curriculum and teacher activity book included core ideas and concepts related to STEM education and it had most of the characteristics of STEM education. Finding out the existence of STEM education-related aspects of the early childhood education curriculum inspires conducting further studies that will help early childhood educators', academicians', and policy makers' focus on integrating and implementing STEM education practices not only in Turkey but also in countries adopting similar early childhood education curriculums.
Pre-Service Science Teachers&apos; Views towards the Process of Associating Science Concepts with Everyday Life
Author: Çepni, Salih
Date: 2017-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Education,Student Teacher Attitudes,Scientific Concepts,Relevance (Education),Daily Living Skills

For students to be educated as science-literate individuals; It is expected that they will be able to know the basic knowledge of science, transfer these knowledge to everyday life, and use them to solve issues/problems they encounter. At this point, there are great duties for prospective teachers, who are teachers of the future, to raise science-literate individuals. It is aimed to take the opinions of prospective science teachers about the process of associating science subjects with everyday life in this study. 106 prospective science teachers participated in the research carried out as a case study. Opinion form and semi-structured interview were used as data collection tools while descriptive and content analysis methods were preferred in analysis. According to the theme created from the findings, the prospective teachers defined association with daily life as the use of information in everyday life, the connection of information with everyday life, giving examples from everyday life. As a result, in the study, it was found that, in associating with daily life, prospective teachers focused on transfer of knowledge to everyday life whereas they emphasized less about feeling, seeing or understanding science in events or situations that they encounter in everyday life.
Chemical Literacy of Teaching Candidates Studying the Integrated Food Chemistry Ethnosciences Course
Author: Sumarni, Woro
Date: 2017-09-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Chemistry,Science Education,Food,Teacher Education Programs,Foreign Countries,Scientific Literacy,Knowledge Level,Teacher Competencies

This research aimed to describe the chemical literacy of teaching candidates studying the integrated food chemistry ethnosciences course. The research sample comprised teaching candidates studying chemistry in a teachers' education program in Central Java, Indonesia. In this descriptive research method, data was collected by using a chemical literacy test in narrative form regarding material integrated ethnosciences carbohydrates that have been declared valid by experts with a reliability of 0.81. The results revealed that the content aspects of students' average chemical literacy achievement amounted to 31.8% included in the low category. Similarly, for science literacy achievement scores in the process domain, the indicators identifying scientific questions of 3.20 evaluate and design a scientific investigation of 2.26 and identify the scientific evidence of 2.95 from a maximum score of 5.0. These students' chemical literacy achievement is also in accordance with the results of the analysis of student explanations on selected chemical concepts that are seen mostly in the category of partially correct answers. Therefore, it is necessary to improve the quality of learning that explicitly integrates aspects necessary to improve students' chemical literacy.
Evaluation of Values, Beliefs and Norms of High School Students on the Conservation of Biodiversity
Author: Bilir, Ahmet
Date: 2017-09-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Student Attitudes,Biodiversity,Sex,Educational Attainment,Conservation (Environment),Values,Behavior Standards,Beliefs

This research evaluates the values, beliefs and norms on conserving biodiversity amongst Turkish Cypriot high school students and the results are compared according to gender and class year individually. The data was collected from 506 students via a value-belief-norm questionnaire. According to the results of this questionnaire, it is observed that the Turkish Cypriot high school students pay more attention towards the &quot;self-administration&quot; value, believe that their responsibility towards protecting the local and global biodiversity is more than their perception of talent to manage it and their personal norms regarding the conservation of biodiversity is very similar to each other. Furthermore, it can be concluded that gender and grade does have an effect on the values, beliefs and norms on preserving biodiversity.
Analysis of Middle School Students&apos; Views and Impressions about a Science Center
Author: Zeren Özer, Dilek
Date: 2017-12-00
Type: Journal Articles
Subjects: Grade 5,Grade 6,Grade 7,Grade 8,Middle School Students,Elementary School Students,Science Education,Science Teaching Centers,Informal Education,Student Attitudes,Foreign Countries

This study aims to evaluate middle school students' views about science centers as out-of-school learning environments. The study surveyed 195 5th-, 6th-, 7th-, and 8th-grade students attending Hatice Salih Primary School and Ahmet Cabuk Middle School in Province Bursa. It used a qualitative cross-sectional and longitudinal research design. For the purpose of the research, middle school students were helped to use the experimental setups at Bursa Science and Technology Center in company with instructors. Later, the students were asked to report their views and impressions about the science center through the &quot;Science Center Opinion Survey&quot;. Students' views and impressions were compared based on grade levels. Accordingly, the participating students of all grade levels reported that they would like to come back to the science center, liked activities and experimental setups at the center, and found them fun and educative. However, the study found that a vast majority of the students of all grade levels, similarly, had difficulty in identifying science concepts that the experimental setups are related to.
Improving Secondary School Students&apos; Scientific Literacy Ability through the Design of Better Science Textbooks
Author: Sinaga, Parlindungan
Date: 2017-12-00
Type: Journal Articles
Subjects: Science Instruction,Textbooks,Scientific Literacy,Knowledge Level,Secondary School Students,Secondary School Science,Textbook Content,Readability,Textbook Preparation,Grade 8,Grade 9,Secondary Education,Foreign Countries

This study assessed ways by which science textbooks can be designed and developed to increase scientific literacy in secondary school students. Here in the research and development method was used. The draft of the new science textbooks was incorporated into school instruction using a non-equivalent control group design with pretest and posttest measures. The instruments used comprised a test of textbook quality test, a text's main idea readability test, and a scientific literacy ability test. Data on text's main idea's readability and textbook quality tests were analyzed qualitatively; an increase in scientific literacy was determined by the percentages of average normalized gains, Cohen's d and t-test. The results reveal that the science textbooks developed in from the research have medium to high readability for of their main ideas, appropriate quality to be used as students' handbooks or books accompanying teaching and learning, and can significantly increase scientific literacy.
Instructor&apos;s Use of Student-Generated Annotated Concept Sketches in Formative Assessment in General Science
Author: Copeland Solas, Eddia
Date: 2017-12-00
Type: Journal Articles
Subjects: Formative Evaluation,Scientific Concepts,Concept Formation,Misconceptions,Feedback (Response),Schemata (Cognition),Freehand Drawing,Action Research,Learner Engagement,Teaching Methods,Scoring Rubrics,Knowledge Level,Active Learning,Arabs,English (Second Language),Second Language Learning,Phenomenology,Undergraduate Students,Pollution

Student-generated annotated concept sketches provide an alternative approach for instructors to formatively assess students' understanding of environmental topics, such as photochemical smog and ozone layer depletion. The sketches are external representations of students' cognitive models. Results obtained from a group of 150 female students using an action research methodology, suggest that this method is effective in enhancing students' engagement and communication among peers. This further helps students to reinforce scientific theories and concepts. Furthermore, the data gathered also revealed alternative conceptions, misconceptions, and knowledge gaps in students' understanding and provides an opportunity for easy and immediate feedback. In this study, misconceptions define ideas that are in direct contrast with the accepted scientific conceptions, whereas alternative conceptions describe ideas that are incompatible but unconflicting with the accepted scientific conceptions. Students were actively engaged and showed the ability to express their knowledge in ways other than writing, which is especially useful in English Language Learner (ELL) friendly environments. Students were required to participate in the lecture by paying special attention to the source of pollution, environmental impact, and solutions to issues related to air pollution. The representational annotated concept sketches were completed individually or in groups of two to three students. Feedback was provided orally, and/or using a rubric designed to identify and highlight understanding, misconceptions, and knowledge gaps.