ethanporcaro/eric-fulltext-meta huggingface dataset:
Education for Sustainable Development: Liberation or Indoctrination? An Assessment of Faculty Members' Attitudes and Classroom Practices
Author: Qablan, Ahmad Mohammad
Date: 2009-10-00
Type: Journal Articles
Subjects: Foreign Countries,Conservation (Environment),Environmental Education,Sustainable Development,College Faculty,Teaching Methods,Knowledge Base for Teaching,Knowledge Level,Teacher Attitudes,Classroom Techniques,Universities,Beliefs,Ideology,Information Dissemination,Socialization,Data Collection,Teacher Influence

The purpose of this study was to investigate the attitudes and classroom practices of environmental science faculty members in Jordanian universities. Mix data collection methodology was employed to collect data in this study. In addition to the developed survey, several participants' interviews and classroom observations were conducted with selected participants. The results of this study indicated that environmental science faculty exhibited a moderate level of attitudes toward ESD. Although they demonstrated a strong preference for pedagogical approaches that were contrary to the basic tenets of indoctrination, they used teaching practices that hinged on indoctrination. The study suggested following several safeguards practices against indoctrination when adopting a committed approach to ESD. Another suggestion was for universities to offer special training courses and workshops for faculty members to enhance their pedagogical knowledge. In addition, the study suggested that universities encourage building learning communities between faculty members to advance their awareness, attitudes, and pedagogical knowledge that relate to ESD. (Contains 2 tables.)
Integrating Basic Analytical Methods and Computer-Interface Technology into an Environmental Science Water Quality Lab Improves Student Attitude
Author: Carvalho-Knighton, Kathleen M.
Date: 2009-10-00
Type: Journal Articles
Subjects: Water Quality,Student Attitudes,Computer Interfaces,Test Construction,Computer Uses in Education,Educational Technology,Environmental Education,Science Laboratories,Teaching Methods,Science Process Skills,Knowledge Level,Attitude Measures,Chemistry,College Science

The aim of this study was to investigate if integrating basic analytical methods and computer interface technology would result in a positive change in student attitude. Students' self-concept of science knowledge and skills (Capability), opinion towards science (Affect), and perceptions of the value of science (Value) were determined with attitudinal surveys administered in a pre/post test design. Three separate lab modification groups were compared based upon level of integration over three academic semesters. The main findings were student attitude toward science improved with more integration. (Contains 3 tables.)
Conceptual Problems in Biology-Related Topics in Primary Science and Technology Textbooks in Turkey
Author: Dikmenli, Musa
Date: 2009-10-00
Type: Journal Articles
Subjects: Textbooks,Biology,Concept Formation,Foreign Countries,Elementary School Science,Scientific Concepts,Textbook Evaluation,Textbook Content,Misconceptions,Science Instruction

Determination of conceptual problems which may cause alternative conceptions in science and technology textbooks is significant to increase in success of pupils and teachers. It is a vital issue to arrange books in a way removing or decreasing these faults in order to improve a better education via textbooks. This study aims to determine conceptual problems which may cause alternative conceptions in biology topics in science and technology textbooks of primary schools. In this study, the units of each textbook were analyzed page by page according to document examination method and conceptual problems were determined. The founded conceptual problems have been classified such as; misidentifications, overgeneralizations, oversimplifications, obsolete concepts and terms, under generalizations. The finding of research results have been shown that various conceptual problems which may cause alternative conceptions in pupils' textbooks about biology topics. The obtained results of research were compared with related literature and in the light of findings some recommendations were developed for future planning and development activities pupils' textbooks.
Paleoecology: An Untapped Resource for Teaching Environmental Change
Author: Raper, Diana J.
Date: 2009-10-00
Type: Journal Articles
Subjects: Scientific Research,Paleontology,Educational Change,Climate,Public Policy,Secondary School Curriculum,Science Curriculum,Science Instruction,Scientific Concepts,Environmental Education,Teaching Methods,Models,Ecology,Maps,Resource Materials,Reference Materials,Geography,High School Students

Global warming and climate change have become hot topics that incite debate, inspire scientific research, and influence international policy. However, the scientific research that provides the past climate and environmental information upon which contemporary environmental change is measured, receives little attention in high school curriculum. Paleoecology, the study of ancient ecosystems, provides a unifying theme for teaching multiple high school science curriculum concepts involving global environmental change. As a teaching tool, paleoecology establishes a framework linking concepts such as geologic time, climate change, adaptation, survival, extinction, human impact and ecological interactions that are often taught separately. This article provides a brief overview of how the science of paleoecology can be introduced to students and incorporated into the curriculum through simple activities. The activities outlined here include using elevation maps or Gazetteers to investigate potential sites where marine fossils may be found far from the ocean, using multiple biological proxies to measure climate change, and creating models to demonstrate the impact of sea level rise on coastal ecosystems. These activities provide numerous opportunities for the students to discuss the scientific research associated with climate change, the economic impacts of changing climate, and how science may influence policy regarding climate change mitigation. (Contains 1 figure and 1 table.)
Exploring Science Teachers' Attitudes and Knowledge about Environmental Education in Three International Teaching Communities
Author: Campbell, Todd
Date: 2010-01-00
Type: Journal Articles
Subjects: Environmental Education,Religion,Science Teachers,Teacher Attitudes,Teaching Methods,Religious Factors,Secondary School Science,Foreign Countries,Questionnaires,Teacher Surveys,Decision Making,Cultural Differences,Cultural Influences,Cultural Pluralism,Educational Resources,Measurement Techniques,Comparative Analysis,Global Education,Climate,Ecology

This study examined the similarities and differences among 171 Grade 7-12 science teachers from three different countries (54 U.S, 63 Bolivian, and 54 Turkish) with respect to their attitudes toward environmental education (EE) and instructional practices. The instrument employed explored how teachers' knowledge, instructional practices, decision-making process, and cultural features influenced their EE attitudes and praxis. The instrument, which was translated into Spanish and Turkish and then back into English, contained a personal data form that included demographic questions and a three-part questionnaire. Based on the analysis completed, significant differences were found between these three countries with respect to 1) teacher's knowledge about global environmental issues, 2) teachers rationales for including environmental education in their science classroom instruction, and 3) while there were no significant differences in the importance of religion in the teachers lives, there were significant differences in the extent to which teachers reported religion influencing instructional decisions. In addition, there were differences regarding the resources that teachers reported drawing on as they included EE in their classrooms. There were no significant differences found when comparing the three countries with respect to extent to which each country reported including technological and/or environmental problems in science classroom instruction. Finally, generally there was agreement regarding teachers' goals and objectives in science classrooms with respect to EE and the most important global environmental problems/threats. (Contains 8 tables and 3 figures.)
Values, Beliefs and Norms that Foster Chilean and German Pupils' Commitment to Protect Biodiversity
Author: Menzel, Susanne
Date: 2010-01-00
Type: Journal Articles
Subjects: Biodiversity,Norms,Sustainable Development,Instructional Effectiveness,Social Attitudes,Conservation (Environment),Student Attitudes,Adolescents,Cross Cultural Studies,Cultural Differences,Responsibility,Environmental Education,Predictor Variables,Citizenship Responsibility,Activism,Altruism,Achievement,Stimulation,Power Structure

Fostering young people's commitment to protect biodiversity is an important goal of Education for Sustainable Development (ESD) in both, industrial countries and designated biodiversity hotspots. However, little empirical evidence exists to describe factors that influence such commitments. Based on the Value-Belief-Norm (VBN) theory, 15 to 19-year-old Chilean (n=216) and German (n=217) pupils' commitment to protect biodiversity was investigated. Comparisons revealed that Chilean adolescents showed higher personal norms and commitments to protect biodiversity. Regression analysis showed that within the German sample, the &quot;Schwartz&quot;-value universalism was an important predictor for three different kinds of behavioural commitment. In both samples, &quot;ascription of responsibility&quot;, &quot;perceived ability to reduce threat&quot; and, above all, &quot;personal norms&quot; were positive predictors. The paper concludes with a discussion of the results in the light of existing evidence and suggests implications for biodiversity education. (Contains 1 figure and 4 tables.)
Differences between Boys and Girls in Extracurricular Learning Settings
Author: Batz, Katrin
Date: 2010-01-00
Type: Journal Articles
Subjects: Motivation,Gender Differences,Field Trips,Class Activities,Quasiexperimental Design,Recreational Facilities,Grade 5,Foreign Countries,Pretests Posttests,Learning Processes,Models,Context Effect,Educational Environment,Outcomes of Education,Environmental Education,Science Education

Only few psychological differences between the sexes can be proven empirically. Presented here is a study about learning in the extracurricular environment of a zoological garden during a school excursion with particular regard to the differences between boys and girls. In the main focus are, hereby, motivational and cognitive levels of the aforementioned learning situation. A pre/post-test design was conducted with 223 fifth graders of the highest stratification level (Gymnasium). Girls showed a higher degree of intrinsic motivation and also had statistically significant more knowledge gain in the subscale of open-ended knowledge-items. The results are discussed within the framework of the Contextual Model of Learning. (Contains 2 figures and 2 tables.)
Developing an Interest in Science: Background Experiences of Preservice Elementary Teachers
Author: Bulunuz, Mizrap
Date: 2010-01-00
Type: Journal Articles
Subjects: Field Trips,Preservice Teachers,Elementary School Science,Methods Courses,Science Activities,Science Interests,Science Education,Teacher Attitudes,Teacher Background,Student Surveys,Measurement Techniques

Research on playfulness, science, and creativity suggests that there is a connection between having positive background experiences with science and the development of interest in science. However, there is little empirical research on where, how, and when teachers' interests in science develop. The purpose of this research was to explore connections between preservice elementary teachers' background science experiences and interest in science. Subjects were 53 preservice teachers in two sections of a science methods course. The data were collected by administering a self-report Science Background Experiences Survey. Students with low and high initial interest in science were significantly different on remembering about their elementary school science and involvement in non-school science activities including science related field trips, play and exploration. (Contains 6 tables.)
The Effects of Diaries on Self-Regulation Strategies of Preservice Science Teachers
Author: Arsal, Zeki
Date: 2010-01-00
Type: Journal Articles
Subjects: Experimental Groups,Control Groups,Time Management,Learning Strategies,Metacognition,Diaries,Science Teachers,Teaching Methods,Preservice Teachers,Comparative Analysis,Self Control,Cognitive Processes,Student Motivation,Questionnaires,Foreign Countries,Academic Achievement,Test Anxiety,Self Efficacy,Drills (Practice),Critical Thinking,Peer Teaching,Help Seeking

This study examined the effect of diaries on self-regulation strategies of the pre-service science teachers. The participants of the study were 60 pre-service science teachers, 30 of which were in the experimental and the remaining 30 were in the control group. The Pintrich's self-regulation model was taken as a basis in the study. The Pintrich's model of self-regulation includes 3 general categories of strategies: (a) cognitive learning strategies, (b) metacognitive or self-regulatory strategies to control cognition, and (c) resource management strategies. In the study, the pre-service science teachers in the experimental group reported the self-regulation strategies they used for daily learning activities by writing the diary-report form for fourteen weeks. The data of the study were collected by the motivated strategies for learning questionnaire. At the end of the study, the intrinsic motivation, task value, metacognition, time management strategy usage status of the experimental group which reported their self-regulation strategies were significantly different from those of the control group. (Contains 2 tables.)
How Are the Perceptions of High School Students and Teachers on NOS as a Knowledge Type Presented in Schools in Terms of &quot;Importance&quot; and &quot;Interest&quot;?
Author: Sahin, Canan Tunc
Date: 2010-01-00
Type: Journal Articles
Subjects: Student Attitudes,Grade 9,Misconceptions,Teaching Methods,Scientific Attitudes,Teacher Attitudes,Science Interests,Scientific Principles,Scientific Concepts,Scientific Literacy,Questionnaires,Foreign Countries

The common resources of the misunderstandings on nature on science (NOS) are textbooks, teachers and media. However, students with their affective characteristics such as value given to any task related to NOS might also be a resource for misunderstandings. With this idea in mind, the perceptions of teachers and their students in Anatolian Teacher High School on the importance of and interest in NOS knowledge as a school subject were studied. In this study, quantitative research approach supported by qualitative data, descriptive research method and survey technique as data collection way were used. The study was conducted with 85 ninth grade students and 25 teachers. As a result of the study, it was found that the teachers and the students had many misconceptions about the aspects of NOS. In addition, it was also found that the knowledge of NOS was perceived differently by the teachers and the students in terms of &quot;importance&quot; and &quot;interest&quot;. Teachers have more positive perception about NOS knowledge among the other types of knowledge in terms of &quot;importance&quot; than the students. The students' perception on knowledge of NOS is corresponding to &quot;of little importance&quot;. The knowledge on NOS was ranked in &quot;moderate interest&quot; category by the students as similar to the knowledge types of social sciences. The teachers also put the knowledge of NOS in &quot;moderate&quot; category for &quot;interest&quot; aspect. The implications and results will be discussed in the article. (Contains 12 tables.)
A New Vision for Chemistry Education Students: Environmental Education
Author: Teksoz, Gaye
Date: 2010-04-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Chemistry,Knowledge Base for Teaching,Preservice Teachers,Teacher Attitudes,Environmental Education

The present study aimed to determine level of pre-service chemistry teachers' environmental literacy and their perceptions on environmental education. This study was realized during the fall semester of 2006-2007 academic year with the participation of 60 students enrolled in five-year chemistry teacher education program. The data collected by administration of Environmental Literacy Test and Environmental Education Perception Survey were analyzed by descriptive statistics and content analysis. The pre-service chemistry teachers strongly emphasized promotion of feelings of concern for the environment, development of awareness and sensitivity to the total environment, and gaining social values to protect the natural resources through teaching on environmental issues. The results also revealed that these participants had favorable attitudes toward the environment and feelings of personal responsibility to create a better environment. However, pre-service chemistry teachers did not have a sound understanding of environmental issues. Although the participants were lack of necessary subject matter knowledge, they were willing to integrate environmental issues into their teaching practice. Thus, chemistry education students are potential candidates as environmental educators and their education programs may be strengthened in this respect. (Contains 10 tables and 2 figures.)
Cognitive and Emotional Evaluation of Two Educational Outdoor Programs Dealing with Non-Native Bird Species
Author: Braun, Michael
Date: 2010-04-00
Type: Journal Articles
Subjects: Foreign Countries,Biodiversity,Outdoor Education,Field Trips,Ornithology,Animals,Pretests Posttests,Geographic Location,Genetics,Grade 5,Grade 7,Grade 8,Student Attitudes

&quot;Non-native organisms are a major threat to biodiversity&quot;. This statement is often made by biologists, but general conclusions cannot be drawn easily because of contradictory evidence. To introduce pupils aged 11-14 years to this topic, we employed an educational program dealing with non-native animals in Central Europe. The pupils took part in a lesson giving general information about the topic, followed by a species identification quiz. Attitude, emotions and state of knowledge of each pupil were surveyed throughout the program using standardized questionnaires (pre-/post- and follow up tests). One week after the first lesson, a field trip followed, focusing on one out of two non-native bird species in the city of Heidelberg, Baden-Wurttemberg, Germany. The first species was the Ring-necked Parakeet (&quot;Psittacula krameri&quot;) from the Indian subcontinent, and the second species was the East Asian Swan goose (&quot;Anser cygnoides&quot;). Life history information was delivered through a teacher and own observations during the excursions and after four weeks, the newly gained knowledge was tested in a third lesson. The &quot;goose group&quot; scored higher in goose-related questions, whereas the &quot;parakeet-group&quot; scored higher in their topic. The most impressive aspect of the whole program was, that the pupils rated the field trip per se as highest, and secondly, learning about unfamiliar species. Interestingly, the general attitude towards non-native species did not change as a result of this educational intervention. (Contains 3 tables.)
Enhanced Learning of Biotechnology Students by an Inquiry-Based Cellulase Laboratory
Author: Ketpichainarong, Watcharee
Date: 2010-04-00
Type: Journal Articles
Subjects: Concept Mapping,Undergraduate Students,Test Results,Science Laboratories,Biotechnology,Science Education,Teaching Methods,Inquiry,College Science,Student Evaluation,Student Attitudes,Scientific Concepts,Concept Formation,Questionnaires,Reflection,Interviews,Knowledge Level,Critical Thinking,Scientific Principles,Science Process Skills,Foreign Countries,Constructivism (Learning)

This study explored the effectiveness of an inquiry-based cellulase laboratory unit in promoting inquiry in undergraduate students in biotechnology. The following tools were used to assess the students' achievements and attitude: conceptual understanding test, concept mapping, students' documents, CLES questionnaire, students' self reflection, and interviews. Judging from their conceptual understanding test results and concept mapping, students gained significantly more content knowledge on enzyme-substrate interaction and its application. In addition, students' reports on their projects revealed that they have developed their critical thinking, scientific process skills and abilities to apply knowledge on enzyme cellulase to industrial application. The students reacted positively to this teaching strategy as demonstrated by results from questionnaire responses, students' self reflection and interviews. The success of this inquiry-based laboratory unit might be due to both the context which was of interest to students, and the instruction method which ranged from a guided to a more open inquiry. Most importantly, the teacher in this study had mastery of both content and pedagogical techniques. This inquiry-based cellulase laboratory unit provided significant benefits for teaching and learning science for biotechnology students. It promoted acquisition of content knowledge and skills such as asking good questions, predicting, problem solving, drawing conclusion, and communication. This inquiry-based laboratory unit may serve as a guideline or framework for implementing a dynamic instruction with a range of inquiry level for the undergraduates. (Contains 2 figures and 4 tables.)
A Comparison of V-Frog[C] to Physical Frog Dissection
Author: Lalley, James P.
Date: 2010-04-00
Type: Journal Articles
Subjects: Computer Simulation,Computer Assisted Instruction,Laboratory Procedures,Pretests Posttests,Scores,Anatomy,Computer Software,Secondary School Students,Suburban Schools,Instructional Effectiveness,Retention (Psychology),Comparative Analysis,Attitude Measures,Predictor Variables,Ethics,Animals,Zoology

The purpose of the present study was to examine and compare the effectiveness of virtual frog dissection using V-Frog[C] and physical frog dissection on learning, retention, and affect. Subjects were secondary students enrolled in year-long life science classes in a suburban high school (N=102). Virtual dissections were done with V-Frog[C], a virtual reality software application that allows users to work with a virtual specimen that can be cut and explored in ways that are therefore unique for each individual user. The study employed a pretest, posttest, delayed posttest design using the pretest as a covariate in the analysis of the posttest and delayed posttest. Scores on a posttest administered immediately following treatment indicated that the virtual group learned more than the physical group (p [less than or equal to] 0.001). Delayed posttest scores indicated there were no effects for treatment found. In the area of affect, survey results were fairly even between the two groups. Students did not show superior retention using V-Frog[C]. However, it should be noted that with no additional instructional cost, students could repeat the virtual dissection to improve retention. The results of the study indicated that the V-Frog[C] provides a viable alternative to physical dissection that produces effective learning outcomes and may be appealing to teachers and students for a number of practical and/or ethical reasons. (Contains 4 tables.)