ethanporcaro/eric-fulltext-meta huggingface dataset:
The Importance of Learning Strategies and How the Project &quot;Kolumbus-Kids&quot; Promotes Them Successfully
Author: Wegner, Claas
Date: 2013-00-00
Type: Journal Articles
Subjects: Learning Strategies,Instructional Materials,Program Descriptions,Gifted,Biology,College School Cooperation,Foreign Countries,Science Instruction,Teaching Methods,Cooperative Learning,Learning Motivation,Science Experiments,Elementary School Students,Metacognition

In education systems learners are expected to possess an increased degree of autonomy and show initiative in learning processes, inspecting learning materials and understanding contents. An efficient growth of knowledge inside and outside of school is only possible if students have skills which initiate, guide and control the search for information and later on its processing and storage. In learning and teaching research these techniques are called learning strategies. They are necessary for students to use in order to foster their application of results in education. Since 2006, the Bielefeld University project &quot;Kolumbus-Kids&quot; has been promoting scientifically gifted learners by inviting selected students of regional schools to participate in interesting sessions dealing with biological problems and phenomena at university. The sessions are designed and held by university students. So far, this project is a unique concept in Germany in terms of Biology Didactics aiming at an adequate support of students gifted in natural sciences. During the sessions, we noticed that many students are not able to use learning strategies successfully as they had not learned them in school. The paper at hand intends to provide the reader with a brief overview of the project and the six different types of learning strategies defined by Mandl and Friedrich (cf. Mandl &amp; Friedrich 2006). It shows how our project supports the students' learning strategies and also presents some inspiration for applications in day-to-day science teaching. Fostering and improving your students' learning strategies is important for them in order to learn successfully.
Teaching of Geometry in Bulgaria
Author: Bankov, Kiril
Date: 2013-00-00
Type: Journal Articles
Subjects: Geometry,Mathematics Instruction,Foreign Countries,Mathematics Curriculum,Teacher Education Programs,Mathematical Logic,Validity,Elementary Secondary Education,Geometric Concepts,Statistical Analysis

Geometry plays an important role in the school mathematics curriculum all around the world. Teaching of geometry varies a lot (Hoyls, Foxman, &amp; Kuchemann, 2001). Many countries revise the objectives, the content, and the approaches to the geometry in school. Studies of the processes show that there are not common trends of these changes (Mammana &amp; Villani, 1998). This paper describes the recent state of geometry teaching in Bulgaria. The main ideas and principles in the development of school geometry are presented. The preparation of future mathematics teachers to teach the subject is also considered.
Disciplinary Discourse, Representation, and Appresentation in the Teaching and Learning of Science
Author: Linder, Cedric
Date: 2013-00-00
Type: Journal Articles
Subjects: Science Education,Science Instruction,Physics,Intellectual Disciplines,Discourse Analysis,Science Teachers,Teaching Methods

This article builds on a semiotic perspective of science learning that is framed in terms of achieving competency in a disciplinary discourse of a science such as physics. The aim of the article is to use this perspective, and the proposal that learning in a science discipline should be seen in terms of achieving fluency in a critical constellation of modes of representation, to explore how the affordance attributes of these representations work together to generate a collective disciplinary affordance. The idea of a collective disciplinary affordance is then used to argue for the importance of appresentation in science education. Recommendations are made for incorporating the discussion into teacher craft-knowledge.
Scientific Skateboarding and Mathematical Music: Edutainment That Actively Engages Middle School Students
Author: Robertson, William
Date: 2013-00-00
Type: Journal Articles
Subjects: Teaching Methods,Middle School Students,Video Technology,Popular Culture,STEM Education,Student Motivation,Music,Singing,Recreational Activities,Relevance (Education),Student Interests,Science Instruction,Mathematics Instruction

Edutainment has recently been a major growing area of education, showing great promise to motivate students with relevant activities. The authors are among innovators who have developed cutting-edge fusions of popular culture and STEM concepts to engage and to motivate middle school students, using vehicles such as music/song and skateboarding. The importance of using relevant and practical methods of instruction and curriculum delivery that build on student interests and increase enjoyment in the learning process are critical at the middle school level, especially in the STEM fields. The use of edutainment in this manner is meant to inspire broader interest in mathematics and science for middle school students and to develop a culture of education that makes learning more accessible to all students. This paper surveys and illustrates the use of such immersive modalities to involve middle school students actively with concepts and suggests further directions for the use of demonstrations and videos in educational settings.
An Example of Using History of Mathematics in Classes
Author: Goktepe, Sevda
Date: 2013-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,History Instruction,Interdisciplinary Approach,Case Studies,Grade 8,Private Schools,Worksheets,Computation,Problem Solving,Calculators,Student Attitudes,Interviews,Foreign Countries

In recent years, the topic of integrating history to mathematics lessons in teaching-learning processes has been frequently discussed among researchers. The main aim of this study is to present an example activity which enriched with history of mathematics and to take the views of students about teaching course in this way. In addition, to create awareness about the developmental stages of mathematics up to now is an implicit purpose. This research is a multiple case study. It was studied with twenty one students who continued eighth grade class in a private primary school. Worksheets containing two algorithms about calculating the square roots of numbers which were used in history were given to each student. In addition, after students reached the solution, they compared their results with results which they obtained from the calculator. Thus, they also saw that the calculator's operating system was similar to algorithms they used. Students' opinions about the integration of the history of mathematics to lessons were collected through an interview form. At the end of the activity, students stated that the chosen activities from the history of mathematics had attracted their interests. Also, they found an opportunity to compare different methods.
Attracting Primary School Children to Mathematics: The Case of a City Mathematical Marathon
Author: Applebaum, Mark
Date: 2013-00-00
Type: Journal Articles
Subjects: Competition,Student Participation,Questionnaires,Student Attitudes,Scientific Attitudes,Participant Satisfaction,Science Activities,Attitude Change,Case Studies,Elementary School Students,Foreign Countries,Likert Scales,Elementary School Mathematics,Mathematics Achievement

In this paper we report on the first year of an online competition in which 480 students took part. After a brief presentation of the organizational structure of the marathon and general data about students' participation, we discuss findings from questionnaires about participants' attitudes towards mathematics, technology, and their perception of the experience. We focus on the two following questions: (1) How can more students be attracted to mathematics by means of competitions?; and (2) How do students perceive their participations in such events? In addition, we analyse several examples of challenging tasks solved by participants and their contributions to the online Discussion Forum. Our data does provide us with better insight into how this experience extends mathematics learning beyond the classroom by means of informal opportunities, such as competitions.
Primary School Teachers' Interviews Regarding Pedagogical Content Knowledge (PCK) and General Pedagogical Knowledge (GPK)
Author: Sothayapetch, Pavinee
Date: 2013-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Elementary School Teachers,Foreign Countries,Semi Structured Interviews,Science Instruction,Science Education,Science Teachers,Elementary School Science,Content Analysis,Scientific Concepts,Teaching Methods,Classroom Techniques,Grade 6,Equipment

Pedagogical Content Knowledge (PCK) and General Pedagogical Knowledge (GPK) are fundamental types of knowledge for a teacher that he or she must use in order to plan, teach in the classroom, and assess students' learning outcomes. This paper investigates experienced primary school teachers' PCK and GPK while teaching science in Finland and in Thailand. Teachers' interview data were analysed by using deductive and inductive content analysis. The analysis units were analysed according to the categories and sub-categories of PCK and GPK. In addition, the frequencies of all PCK and GPK sub-categories were counted and presented by country. The analysis revealed that the Finnish teachers had flexibility in their teaching: they did not have specific techniques with which to handle students; the techniques used depend on the situations occurring at the moment. There were no strict rules for student discipline in the class. They emphasised the teaching of concepts through textbook and computer materials. In Thailand, the teachers emphasised the teaching and learning of procedural knowledge and consequently used experimentation, along with authentic materials in the lab. There were student discipline problems in the classroom; therefore, rules were set up to cope with those problems.
Conceptualizations of Representation Forms and Knowledge Organization of High School Teachers in Finland: &quot;Magnetostatics&quot;
Author: Majidi, Sharareh
Date: 2013-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Foreign Countries,Magnets,Scientific Concepts,Physics,Science Teachers,Pedagogical Content Knowledge,Concept Mapping,Questionnaires,Observation,Achievement Tests,Elementary Secondary Education,International Assessment,Mathematics Achievement,Science Achievement,Science Tests,Mathematics Tests,Science Education,Secondary School Science,Case Studies

One of the main components of teachers' pedagogical content knowledge refers to their use of representation forms. In a similar vein, organizing concepts logically and meaningfully is an essential element of teachers' subject matter knowledge. Since subject matter and pedagogical content knowledge of teachers are tightly connected as categories forming their knowledge base, it is reasonable to expect that representation forms and organization of knowledge are related. In order to find out how far these two facets depend on each other, two Finnish upper secondary physics teachers' answers to an electronic questionnaire were analysed as case studies. Questions varied from teachers' organization of knowledge to their representation forms regarding the topics of &quot;magnetic flux density&quot; and &quot;Ampère's law.&quot; A concept map constructed by one teacher, led us to an improved description of teachers' knowledge organization. In addition, observed and analysed lessons given by the second teacher shed light on representation forms. Organization of knowledge of the studied topics was investigated by means of recognizing the core concepts, and then interrelations between the other concepts. So, the study could advise physics teacher to more systematically plan and organize their teaching of the studied topics. Other findings illuminate useful representation forms that physics teachers apply during their teaching such as suiting experiments, explanations, and models. Thus, our conceptualization emphasize for teachers to reflect on effective ways to organize their knowledge and, consequently, to select adequate representation forms.
The Interrelationship of Science Experiences, Beliefs, Attitudes, and Self-Efficacy: A Case Study of a Pre-Service Teacher with Positive Science Attitude and High Science Teaching Self-Efficacy
Author: Kazempour, Mahsa
Date: 2013-00-00
Type: Journal Articles
Subjects: Scientific Attitudes,Self Efficacy,Science Instruction,Preservice Teachers,Science Teachers,Teacher Attitudes,Positive Attitudes,Case Studies,Science Education,Teacher Education,Teacher Education Programs,Elementary School Science,Elementary School Teachers,Beliefs,Teaching Methods,Preservice Teacher Education,Educational Change,Methods Courses,Scientific Methodology,Elementary Education,Grounded Theory,Qualitative Research

This qualitative case study aimed to focus on the experiences and subsequent science and science teaching beliefs, attitudes, and self-efficacy of an elementary pre-service teacher, Heather, with extremely positive attitude and high self-efficacy. For this particular population of pre-service teachers, possessing a high science teaching self-efficacy alone is not sufficient to assume reform-based beliefs and teaching practices. This study was unique in that it concurrently explored the relationship between attitude, beliefs, and self-efficacy before and after the course. Initially, Heather's attitude and self-efficacy with respect to science and science teaching were closely interrelated and a product of her own intrinsic interest in science and her unique K-12 experiences. Her beliefs appeared to have been shaped by both her actual science experiences and what she had witnessed in the classrooms. Heather's course experiences shaped her post beliefs about science and science teaching, which consequently altered her attitude and confidence.
Student Opinions about the Seven-Step Procedure in Problem-Based Hospitality Management Education
Author: Zwaal, Wichard
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Attitudes,Problem Based Learning,Hospitality Occupations,Management Development,Individual Characteristics,Recall (Psychology),Teaching Methods,Student Surveys,Regression (Statistics),College Students,Role,Foreign Countries,Likert Scales

This study investigates how hospitality management students appreciate the role and application of the seven-step procedure in problem-based learning. A survey was developed containing sections about personal characteristics, recall of the seven steps, overall report marks, and 30 statements about the seven-step procedure. The survey was administered to a sample of 101 first-, second-, and third-year hotel school students. Results show a low recall but positive opinion about the seven-step procedure. Particularly step 4 (conceptualizing), step 6 (self-study between tutorials), and step 7 (synthesizing new information) need attention. Some suggestions are put forward for strengthening the process of problem-based hospitality education.
Coaching Tutors to Observe and Regulate Leadership in PBL Student Teams or You Can Lead a Horse to Water but You Can't Make It Drink…
Author: O'Shea, Noreen
Date: 2013-00-00
Type: Journal Articles
Subjects: Coaching (Performance),Tutors,Problem Based Learning,Cooperative Learning,Teamwork,Interdisciplinary Approach,Group Dynamics,Interaction,College Freshmen,Engineering Education,Foreign Countries,Cohort Analysis,Qualitative Research,Content Analysis,Feedback (Response),Sociometric Techniques,Leadership Styles,Teacher Role,Facilitators (Individuals),Interpersonal Relationship,Social Cognition,Conflict,Power Structure,Leadership Role,Questionnaires,Interviews

The purpose of this paper is to investigate how PBL student teams develop specific leadership configurations when implementing interdisciplinary projects and whether or not tutors help in dealing with the group interactions that are subsequently generated. The data set was drawn from 2 cohorts of first-year students engaged in PBL activities in an engineering school in Belgium in 2011 and 2012. Following qualitative content analysis of tutor and student feedback and the use of sociometric testing, findings for 2011 showed that students developed 4 specific leadership configurations, each of them being positively correlated to specific perceived work outcomes. Findings for 2012 were based on using the sociogram as a pedagogical tool to enable tutors to describe and regulate group dynamics. We found that tutors positively perceive their role in facilitating production outcomes but are more uncomfortable when it comes to regulating the interpersonal problems that arise in student self-managed teams.
The Challenges of Assessing Media Literacy Education
Author: Schilder, Evelien
Date: 2016-00-00
Type: Journal Articles
Subjects: Media Literacy,Knowledge Base for Teaching,Mixed Methods Research,Literacy,Educational Assessment,Semi Structured Interviews,Foreign Countries,Evaluation Methods,Surveys

In the media literacy literature, the challenges associated with assessment have, to a great extent, been ignored. The purpose of this mixed methods study was therefore to explore the views of media literacy scholars and professionals on assessment challenges through qualitative interviews (n = 10) with the intent of using this information to develop a quantitative survey to validate and extend the qualitative findings with a larger sample of media literacy professionals and scholars from around the world (n = 133). The findings offer an overview of the assessment challenges encountered by these participants.
Outcomes-Based Authentic Learning, Portfolio Assessment, and a Systems Approach to &quot;Complex Problem-Solving&quot;: Related Pillars for Enhancing the Innovative Role of PBL in Future Higher Education
Author: Richards, Cameron
Date: 2015-00-00
Type: Journal Articles
Subjects: Outcome Based Education,Problem Based Learning,Portfolio Assessment,Systems Approach,Problem Solving,Active Learning,Masters Programs,Interdisciplinary Approach,Higher Education,Electronic Publishing,Sustainability,Futures (of Society)

The challenge of better reconciling individual and collective aspects of innovative problem-solving can be productively addressed to enhance the role of PBL as a key focus of the creative process in future higher education. This should involve &quot;active learning&quot; approaches supported by related processes of teaching, assessment and curriculum. As Biggs &amp; Tan (2011) have suggested, an integrated or systemic approach is needed for the most effective practice of outcomes-based education also especially relevant for addressing relatively simple as well as more complex problems. Such a model will be discussed in relation to the practical example of a Masters subject conceived with interdisciplinary implications, applications, and transferability: &quot;sustainable policy studies in science, technology and innovation&quot;. Different modes of PBL might be encouraged in terms of the authentic kinds of &quot;complex problem-solving&quot; issues and challenges which increasingly confront an interdependent and changing world. PBL can be further optimized when projects or cases also involve contexts and examples of research and inquiry. However, perhaps the most crucial pillar is a model of portfolio assessment for linking and encouraging as well as distinguishing individual contributions to collaborative projects and activities.
The Think-Aloud Approach: A Promising Tool for Online Reading Comprehension
Author: Carioli, Stefania
Date: 2016-00-00
Type: Journal Articles
Subjects: Reading,Reading Instruction,Reading Comprehension,Foreign Countries,Protocol Analysis,Reading Strategies,Reading Skills,Elementary School Teachers,Secondary School Teachers,Metacognition,Cognitive Processes,Teaching Methods,Electronic Learning,Literacy,Literacy Education,Comparative Analysis

Despite its unquestionable interest from a theoretical and practical point of view, so far there has been little research on online reading and there is a lack of attention paid to this topic in most European educational institutions. In particular, primary and secondary school teachers are not adequately trained on how and when to intervene to support students' proficiency in the online reading comprehension. After presenting a rationale demonstrating why students may struggle with online reading comprehension and the importance to adopt a self-regulated reading, this study proposes a Teacher's Guide that could support late primary and secondary school teachers in planning online reading lessons with the Think-Aloud (TA) metacognitive technique.
Confessions of a Media Literacy Scholar-Practitioner: Job Market Advantages, Research Agenda Challenges, and Theory-Driven Production
Author: Boulton, Christopher
Date: 2016-00-00
Type: Journal Articles
Subjects: Media Literacy,Critical Theory,Case Studies,Higher Education,Experiential Learning,Liberal Arts,Teaching Methods,Video Technology,Literacy,Literacy Education

This essay explores how higher education's instrumentalist move away from the liberal arts tradition of learning by thinking and towards more vocational &quot;experiential&quot; approaches has implications for media literacy educators' career options, scholarly identities, and teaching strategies. Specifically, I consider my own negotiation of increasing administrative and student demands for &quot;hands-on&quot; production courses by confessing both my advantages on the job market and my post-hire challenges in articulating a clear research agenda. I then conclude with a case study of how I repurposed my scholar-practitioner identity and used critical theory to drive production by bringing film students into a cultural studies classroom.
Problem Based Learning in Continuing Education--Challenges and Opportunities
Author: Stegeager, Nikolaj
Date: 2013-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Continuing Education,Foreign Countries,Program Effectiveness,Education Work Relationship,Transfer of Training,Universities,Models,Masters Programs,Graduate Students,Educational Objectives,Prior Learning,Workplace Learning,Program Implementation

This article presents the PBL model applied at Aalborg University in order to discuss research findings with regard to the educational effectiveness of the PBL model in securing an efficient transfer of learning from university driven continuing education to the context of the workplace. In recent years Aalborg University has seen a progressive PBL development with regard to our many new continuing educational programs. The empirical data applied in the article is collected from two qualitative Ph.D. studies. Drawing on research findings from these studies, we discuss why the PBL model, in spite of the intentions of closing the gap between education and working life, seems to have some important challenges. The discussion concludes by suggesting some pedagogical guidelines for the design of future PBL organized academic activities within continuing education.