ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing Contextual Mathematical Thinking Learning Model to Enhance Higher-Order Thinking Ability for Middle School Students
Author: Samo, Damianus D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematical Logic,Thinking Skills,Middle School Students,Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Problem Based Learning,Teaching Methods,Junior High School Students,Experimental Groups,Control Groups,Models,Learning Activities,Research and Development,Mixed Methods Research

The purpose of this research is to develop contextual mathematical thinking learning model which is valid, practical and effective based on the theoretical reviews and its support to enhance higher-order thinking ability. This study is a research and development (R &amp; D) with three main phases: investigation, development, and implementation. The experiment consisted of 78 Junior High School students who were divided into two groups, namely experimental group and control group. The model development phase results the syntax of contextual mathematical thinking learning model which are as follows: (1) presentation of the contextual problems; (2) asking the critical and analytical questions; (3) individual and group investigation; (4) presentation and discussion; (5) reflection; and (6) higher-order thinking test. The implementation phase concludes the contextual mathematical thinking learning model which can be applied effectively to enhance the students' higher-order thinking ability. This model is able to intensify higher-order thinking ability at high category. The observation of learning activities was seen in the main elements of learning model which are syntax, social system, reaction principle, support system, instructional impact, and accompanist impact. The three main elements were observed by the observer and showed an average in the good category: syntax has an average of 3.5, social system has an average of 3.52, and reaction principle has an average of 3.47. This model is recommended for mathematics learning activities in the classroom to support the improvement of higher-order thinking ability. Contextual problems can be presented to the local cultural context that allows students to learn mathematics in a real context.
Evaluating Geoscience Students&apos; Spatial Thinking Skills in a Multi-Institutional Classroom Study
Author: Ormand, Carol J.
Date: 2014-02-00
Type: Journal Articles
Subjects: Earth Science,Spatial Ability,Thinking Skills,College Science,Undergraduate Students,Introductory Courses,Advanced Courses,Geology,Visualization,Attention,Pretests Posttests,Research Universities,Public Colleges,Correlation,Student Improvement,Science Achievement,Statistical Analysis

Spatial thinking skills are critical to success in many subdisciplines of the geosciences. We tested students' spatial skills in geoscience courses at three institutions (a public research university, a comprehensive university, and a liberal arts college, all in the midwest) over a two-year period. We administered standard psychometric tests of spatial skills to students in introductory geology, mineralogy, sedimentology and stratigraphy, hydrogeology, structural geology, and tectonics courses. In addition, in some courses we administered a related spatial skills test with geoscience content. In both introductory and upper level undergraduate geology courses, students' skills vary enormously as measured by several spatial thinking instruments. Additionally, students' spatial skills generally improve only slightly during one academic term, in both introductory and advanced geoscience classes. More unexpectedly, while there was a tendency for high-performing students to be adept at multiple spatial skills, many individual students showed strong performance on tests of one spatial skill (e.g., rotation) but not on others (e.g., penetrative thinking). This result supports the contention that spatial problem solving requires a suite of spatial skills, and no single test is a good predictor of &quot;spatial thinking.&quot;
The Level of History Teachers&apos; Use Active Learning Methods and Technics
Author: Yildirm, Sefa
Date: 2017-00-00
Type: Journal Articles
Subjects: History Instruction,Teaching Methods,Active Learning,Educational Philosophy,Educational Theories,Student Centered Learning,Discussion,Thinking Skills,Gender Differences,Statistical Analysis,Faculty Development,Teacher Characteristics,Study Abroad,Travel,Foreign Countries

An experience theory is required if the education is to be wisely carried out (John Dewey). Education is a discipline that saves lives if it is qualified, but loss of which could not be made up throughout generations if it is not qualified. The roots of society are based on the education, and educated masses and civilizations could either move into the future or could fall behind in the race of becoming civilized. The classical education notion which stays on the level of theory and is carried out, centering the teacher is being left by the developed countries and replaced with the education notion which centers the student and structures information by benefiting from experiences, thus aims to lead civilization race with citizens knowing the ways to reach the information and aware of their duties and responsibilities. While Kurt Lewin says nothing is as practical as a good theory, he also catches attention to the new education notion centering student that has changed and is changing. In this scope, the aim of this study is analyze how often active learning methods are used by history teachers through several variables. In the light of the data, after analysis results and explanations made in accordance with these results are written, the study is concluded with suggestions.
Infusing Traditional Knowledge and Ways of Knowing into Science Communication Courses at the University of Hawai&apos;i
Author: Lemus, Judith D.
Date: 2014-02-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Indigenous Knowledge,Hawaiians,Cultural Influences,Oceanography,College Students,Science Instruction,Teaching Methods,Cultural Differences,Group Discussion,Interaction,Communication Strategies,World Views,Interpersonal Relationship,Inquiry

We describe a philosophy and process by which cultural awareness and traditional ways of knowing were incorporated into courses on communicating ocean sciences for college and graduate students in Hawai'i. The result is a culturally relevant framework that contextualizes the course for Hawai'i audiences while also enabling students to better understand the host culture. We offer an overview of the similarities and differences between Western and Native Hawaiian worldviews as they relate to science, exploration, and explanation. Our approach focused on two main elements of science communication and pedagogy in Hawai'i: (1) people and relationships, and (2) place and culture. As the foundation for all scientific endeavors--Western or Native Hawaiian--people and relationships were used as a natural and critical starting point for bringing cultural context to science education and communication. Similarly, the significance of place in Native Hawaiian and other traditional knowledge systems and the importance of allowing space for viewing science through a cultural lens were explicitly explored throughout the course. Open class discussion, understanding different cultural approaches to education, and personal interaction with Native Hawaiian scholars and experts were all important elements in students' development of cultural awareness and sensitivity in teaching science, as evidenced by course evaluations. Although our courses focused on ocean sciences, this commentary offers ideas on how traditional ways of knowing might be incorporated into communication or education courses in any science discipline.
Place-Based Geosciences Courses in a Diverse Urban College: Lessons Learned
Author: Boger, Rebecca
Date: 2014-02-00
Type: Journal Articles
Subjects: Place Based Education,College Science,Earth Science,Urban Universities,Introductory Courses,Environmental Education,Curriculum Development,Course Evaluation,Undergraduate Students,Student Surveys,Scientific Research,Student Research,Student Attitudes,Science Instruction

Recognizing the need to attract more students, especially those from underrepresented groups, a team of college faculty and experienced New York City Department of Education (DOE) Earth Science Teachers redesigned the two foundational Earth and Environmental Science courses required for all teacher and science major students in the Department of Earth and Environmental Sciences (EES). These two foundation courses have been taught in a survey style with broad, but shallow, content. The redesign team worked together to place greater emphasis on science process skills, technology, and discovery and chose air quality and beach morphodynamics as integrating topics for skill and content development throughout the courses. Students conducted long-term, place-based research within the city in ways that allowed them to apply the scientific method and develop skills necessary for practicing geoscientists, which included conducting online data searches, performing statistical analyses, graphing, using geographic information systems (GIS) and global positioning system (GPS), and making and giving presentations. Students used research-grade equipment, scanning electron microscopes (SEM), survey instruments, and petrology microscopes to collect and analyze their data. Iterative evaluations were conducted on the courses to provide guidance on ways to improve, and they formed the basis for course revisions in more-advanced courses.
The Effectiveness of Electronic Mind Maps in Developing Academic Achievement and the Attitude towards Learning English among Primary School Students
Author: Aljaser, Afaf M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Cognitive Mapping,Elementary School Students,Control Groups,Experimental Groups,Grade 5,Comparative Analysis,Females,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Educational Technology,Quasiexperimental Design,Statistical Analysis,Effect Size,Scores,Achievement Tests,Student Attitudes,Academic Achievement

The present study aimed to identify the effect of using electronic Mind Maps on the academic achievement of the fifth-grade primary female students in the English language curriculum compared to the traditional teaching method adopted in the teacher's guide. It also aimed to indicate the attitudes of the fifth-grade female students towards the use of electronic Mind Maps in understanding the study unit adopted in this study. The study utilized the quasi-experimental method applied to two groups: experimental and control. The population of the study consisted of the fifth-grade of primary school female students, who studied in Ashbeelya Private School in Riyadh for the academic year 2016/2017, and the participants' ages ranged from 10 to 12 years. The sample of the study is consisted of 30 fifth-grade female students, divided into experimental group (15 students) and control group (15 students). The study resulted that there were statistically significant differences between the mean scores of the experimental group and the control one in the post achievement test scale in favor of the experimental group. The effect size of using Mind Maps was high. There were statistically significant differences between the mean scores of the experimental and control group scores in the post achievement test of the attitude towards learning English in favor of the experimental group.
Teaching Introductory Weather and Climate Using Popular Movies
Author: Yow, Donald M.
Date: 2014-02-00
Type: Journal Articles
Subjects: Weather,Climate,Films,Teaching Methods,College Science,Meteorology,Ecology,Student Attitudes,Program Evaluation,College Students

Addressing the need for an introductory atmospheric science course for nonscience majors, a course was developed that provides a general understanding of atmospheric processes by examining how meteorological events are portrayed in movies. The course also uses films to study the causes of, impacts associated with, and potential adaptations to climate change. Anonymous student course evaluations indicate that students believe incorporating movie clips into lectures helps them learn course material and generates positive student attitudes toward atmospheric science.
Student Media Production to Meet Challenges in Climate Change Science Education
Author: Rooney-Varga, Juliette N.
Date: 2014-11-00
Type: Journal Articles
Subjects: Climate,Science Education,Production Techniques,Public Service,Advertising,Media Literacy,Qualitative Research,Student Surveys,Student Experience,Teaching Methods,College Students,Earth Science,Outcomes of Education

While the need for effective climate change education is growing, this area of geoscience also poses unique educational challenges. These challenges include the politicization of climate change, the psychological and affective responses it elicits, and common misconceptions, which can all create barriers to learning. Here, we present an instructional approach and curriculum materials that combine climate change education with media literacy through student production of public service announcements (PSAs). The purpose of this work was to use student media projects as a means to elicit active, affective, social, and analytic learning of climate change science content, with the goals of increasing engagement and intrinsic motivation and fostering deeper learning about climate change through students' efforts to educate others. These projects also improve video literacy and associated 21st century communication and information technology skills. We incorporated a PSA production project as a culminating assignment in an advanced university course on climate change and developed associated curriculum materials for preproduction (research, planning, script-writing, creating storyboards, etc.), production (filming, creating visual and audio assets), and postproduction (editing, distribution) phases as part of the Climate Education in an Age of Media, or CAM, Project. Student and audience learning outcomes were assessed by a team of external evaluators. Both student producers and viewers showed gains in climate literacy. Qualitative analysis of student experiences revealed high levels of intrinsic motivation and engagement with the project, critical thinking, social learning, an interest in climate change that reached beyond the course, and a sense of empowerment and agency. While our focus was on a university-level course targeted primarily to science majors, our work with other educators has indicated that this approach has the potential to be an effective climate change education tool in a variety of instructional settings, ranging from middle school to informal high school education and graduate school.
&quot;Kahua A&apos;o&quot;--A Learning Foundation: Using Hawaiian Language Newspaper Articles for Earth Science Professional Development
Author: Chinn, Pauline W. U
Date: 2014-04-00
Type: Journal Articles
Subjects: Hawaiians,Earth Science,Science Instruction,Indigenous Populations,Space Sciences,STEM Education,Disproportionate Representation,Interdisciplinary Approach,Teamwork,Culturally Relevant Education,Place Based Education,Faculty Development,Newspapers,Malayo Polynesian Languages,Case Studies,Secondary School Teachers,Teacher Attitudes

&quot;Kahua A'o,&quot; a National Science Foundation Opportunities for Enhancing Diversity in the Geosciences project, seeks to prepare educators to address issues of underrepresentation of Native Hawaiian students in Earth and Space Science (ESS) and science, technology, engineering, and mathematics (STEM) fields. An interdisciplinary team provides culturally grounded, place and standards-based curricula, and professional development (PD), drawing on 4,000-plus weather- and geology-related, Hawaiian-language newspaper articles that convey the importance of ecological knowledge to identity, social status, and sustainability. The project expands Hawaiian resources for science educators and scientists, supports revitalization of an endangered language, and presents original research correlating articles on drought and rains with 19th century El Nino-Southern Oscillation (ENSO) events. Professional development with two cohorts of educators finds interest in studying local phenomena, using technology to map cultural and science phenomena, incorporating place and culture into instruction, and, in some schools, challenges to implementing interdisciplinary instruction
Navigating Climate Science in the Classroom: Teacher Preparation, Perceptions and Practices
Author: Sullivan, Susan M. Buhr
Date: 2014-11-00
Type: Journal Articles
Subjects: Climate,Science Instruction,Middle School Teachers,High Schools,Secondary School Teachers,Secondary School Science,Teacher Surveys,Workshops,Faculty Development,Higher Education,Ecology,Controversial Issues (Course Content),Scientific Principles,Teaching Methods,Teacher Characteristics,Educational Attainment,Teacher Role,Barriers,Knowledge Level,Alignment (Education)

Results from a series of surveys describe dimensions of middle and high school science teachers' preparation for and practices around climate science instruction in the classroom. Descriptions are drawn from 877 respondents to four surveys of US middle and high school science teachers from 2009-2011. Most respondents had engaged in self-directed learning or short duration workshops to prepare for climate instruction while a third had received professional development in sustained undergraduate or graduate level courses. Controversy was cited as the top climate education concern in 2011, followed by the need for resources, alignment with standards and needs for professional development. Some respondents perceive the existence or human-attribution of recent climate change to be false, some accept and wish to teach the evidence that the climate is changing due primarily to human activities, and some describe a desire to teach ''both sides'' without describing the motivation. The most commonly used strategy to address controversy and misinformation is to promote learning about the nature of science, evidence, and data. Recommendations for supporting teachers in climate science instruction are made based upon the findings of these studies, the evolution literature, and the Next Generation Science Standards.
Printing Space: Using 3D Printing of Digital Terrain Models in Geosciences Education and Research
Author: Horowitz, Seth S.
Date: 2014-02-00
Type: Journal Articles
Subjects: Technology Uses in Education,Computer Peripherals,Printing,Geology,Visualization,Manipulative Materials,Models,Astronomy,Visual Impairments

Data visualization is a core component of every scientific project; however, generation of physical models previously depended on expensive or labor-intensive molding, sculpting, or laser sintering techniques. Physical models have the advantage of providing not only visual but also tactile modes of inspection, thereby allowing easier visual inspection as well as access to the visually challenged. Recent advances in three-dimensional (3D) printing technology have created low-cost systems capable of translating 3D shape and terrain elevation models into physical models. Low-cost, commercially available, 3D printers are capable of using data from topographical maps, radar data, altimetry, and digital terrain models and turning them into accurate, handleable, 3D models out of multiple materials within hours. The resultant models not only provide study materials for lunar and planetary terrains and small space bodies but also allow the generation of libraries of physical objects accessible to the visually impaired. Moreover, these models create new tools for introducing space sciences to the roster of accessible science curricular materials.
Undergraduate Climate Education: Motivations, Strategies, Successes, and Support
Author: Kirk, Karin B.
Date: 2014-11-00
Type: Journal Articles
Subjects: Undergraduate Study,Climate,Environmental Education,College Faculty,Teacher Attitudes,Teacher Surveys,Educational Practices,Teaching Methods,Faculty Development,Workshops,Relevance (Education),Scientific Concepts,Interdisciplinary Approach,Science and Society,Problem Solving,Controversial Issues (Course Content),Misconceptions

Climate literacy is an essential component of a strategy to comprehend and confront the grand challenge of global climate change. However, scientific complexity, societal implications, and political associations make climate change a difficult but important topic to teach. In this paper we report on the results of a survey of undergraduate faculty members on their teaching practices with respect to climate science and the outcomes of a series of undergraduate faculty workshops focused on climate change topics and intended to support faculty members in teaching these topics. Survey results show that undergraduate faculty members place a high priority on teaching climate science because of its relevance to the students with respect to their community, lives, and potential careers. In addition, the survey indicates that climate concepts are taught in a spectrum of undergraduate classes, ranging from geoscience classes to those in the social sciences that address societal impacts and solutions to the problems created by climate change. Results from the survey and workshops indicate there are multiple successful strategies for teaching climate topics, including focusing on solutions, using local contexts, teaching with scientific data, embracing that controversy is an integral part of teaching about climate change, and employing effective communication strategies that can help address controversy and misconceptions. We suggest that undergraduate faculty members need ongoing support in their efforts to effectively teach climate change topics. The Climate Literacy and Energy Awareness Network and On the Cutting Edge projects strive to provide that support through workshops and Web portals that provide access to a variety of educational materials.
Psychological Attributes of Unwillingness to Communicate and Task-Based Instruction
Author: Fukuta, Junya
Date: 2017-11-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Psychological Patterns,Personality Traits,College Students,Task Analysis,Longitudinal Studies,Questionnaires,Student Attitudes,Speech Communication,Teaching Methods,Statistical Analysis,Student Behavior,Qualitative Research

This study explored the longitudinal changes of Japanese EFL learners' psychological attributes of unwillingness to speak English in a task-based classroom. Thirty-three university students participated in this study. They engaged in a communicative task once a week for two semesters. They completed a questionnaire examining the psychological attributes of their task performance. The results suggest that overall task-based communicative lessons were effective in reducing unwillingness-related psychological attributes. The following qualitative analysis revealed that the learners became aware of the gap between their perceived and actual L2 skills, which reduced some learners' confidence. Additionally, the results indicated that personality, such as introversion, low-cooperativeness, or lack of sociability affected the extent to which unwillingness-related attributes were impacted. The paper concludes with a discussion of the positive effects of task-based lessons on Japanese EFL learners' unwillingness to speak English, and the possible latent variables which weaken the effectiveness of these lessons.