ethanporcaro/eric-fulltext-meta huggingface dataset:
Integrating Critical Thinking about Values into an Introductory Geoscience Course
Author: Yacobucci, Margaret M.
Date: 2013-11-00
Type: Journal Articles
Subjects: Earth Science,Introductory Courses,Critical Thinking,Portfolio Assessment,Student Motivation,Geology,General Education,Science Instruction,Values,Higher Education

This paper presents an instructional strategy for engaging students with the critical exploration of values in introductory geoscience courses. It is argued that the consideration of values (i.e., abstract expressions of desirable qualities such as cooperation, security, curiosity, and honesty) is an integral part of scientific practice and therefore appropriate for a science course. Allowing students to critically reflect on their values has also been shown to increase student engagement and course performance. I have integrated critical thinking about values into an introductory history of life course through a variety of student-centered activities, including class discussions, homework essays, course blog postings, and exam questions. Topics discussed include anthropogenic global warming, evolution versus creationism, federal funding for science, commercial sale of dinosaur fossils, and cloning of extinct species. Portfolio-based assessments and student evaluations indicate that the values-based strategy promotes student engagement and develops students' ability to recognize and use values in analyzing arguments about socioscientific issues. Values-based inquiry increases both students' motivation to learn science and their academic performance in a science course. Because many aspects of geoscience research have social and ethical implications, the values approach can be readily incorporated into any geoscience course. Fostering critical thinking on values-related issues empowers our students to become informed, reflective citizens.
Examining the Features of Earth Science Logical Reasoning and Authentic Scientific Inquiry Demonstrated in a High School Earth Science Curriculum: A Case Study
Author: Park, Do-Yong
Date: 2013-11-00
Type: Journal Articles
Subjects: Earth Science,Scientific Research,Inquiry,High Schools,Hermeneutics,Logical Thinking,Scientific Methodology,Secondary School Curriculum,Curriculum Evaluation,Case Studies,Textbooks

The purpose of this study was to investigate the inquiry features demonstrated in the inquiry tasks of a high school Earth Science curriculum. One of the most widely used curricula, Holt Earth Science, was chosen for this case study to examine how Earth Science logical reasoning and authentic scientific inquiry were related to one another and how they were reflected in the curriculum. The framework for data collection and analysis used in this case study included logical reasoning, hermeneutics, historical method, and authentic inquiry. Two raters validated the framework's adoption in this study, looking at the content validity and reliability after the training. Each rater rated the sample curriculum independently and compared results to see if or how they agreed and disagreed. This process included questions, discussions, and clarifications about items of each framework. For inquiry tasks, results showed that induction (37.6%) and abduction (47.7%) were mainly used for logical reasoning; in hermeneutics, the process termed &quot;forestructures of understanding&quot; (82.7%) was mainly used, and &quot;recursive reasoning&quot; (12.0%) and the &quot;historical nature of human understanding&quot; (5.3%) were minimally used; and in the historical method, &quot;adhering to the modern principle of uniformitarianism&quot; (48.8%) and &quot;constructing proper taxonomies&quot; (34.2%) were mainly used. However, the curriculum included little use of what is typically represented, in high school Earth Science, as the features of authentic scientific inquiry. These features are &quot;making multiple observations&quot; and &quot;developing theories about mechanisms.&quot; This study also analyzed the relationships among three types of logical reasoning and the features of authentic scientific inquiry. Based on these findings on logical reasoning and authentic inquiry features, we discuss the implications for inquiry-based Earth Science curriculum development.
Implementation and Assessment of Undergraduate Experiences in SOAP: An Atmospheric Science Research and Education Program
Author: Hopper, Larry J., Jr.
Date: 2013-11-00
Type: Journal Articles
Subjects: Undergraduate Students,Program Implementation,Student Experience,Climate,Course Descriptions,Course Organization,Student Research,Control Groups,Experimental Groups,Task Analysis,Educational Strategies,Meteorology,Student Surveys,Self Efficacy,Interpersonal Competence,Time on Task,Statistical Analysis

The Student Operational Aggie Doppler Radar Project (SOAP) involved 95 undergraduates in a research and education program to better understand the climatology of storms in southeast Texas from 2006-2010. This paper describes the structure, components, and implementation of the 1-credit-hour research course, comparing first-year participants' experiences and career outcomes with students who were engaged in SOAP for multiple years. Groups of five or six students, led by a senior-level undergraduate and mentored by a graduate student and faculty advisor, performed several daily research tasks, including producing precipitation forecasts, archiving observations, and operating and analyzing data from an S-band Doppler radar for precipitation events on their assigned day. Anonymous surveys given to SOAP students at the end of each semester indicated that student confidence in performing most SOAP tasks exhibited statistically significant positive correlations with their interest and experience in doing them. In addition, students participating in SOAP for multiple years were significantly more confident in performing program tasks than single-year participants (with correlations increasing an average of 19%) and were more likely to obtain meteorology or science-related employment upon graduation (94% versus 69%). First-year participants were significantly more likely to indicate that their interactions with undergraduate student leaders or peers were most beneficial, whereas interactions with the faculty advisor or graduate student mentors were equally or more important to returning students. Students were also more likely to consider research careers and matriculate to graduate programs as they participated longer in SOAP, suggesting research and education programs have a strong influence on students' career outcomes in addition to fostering positive self-efficacy.
A Collaborative and Mutually Beneficial Tribal Marine Science Workshop Format for Tribal Natural Resource Professionals, Marine Educators, and Researchers
Author: Matsumoto, George I.
Date: 2014-02-00
Type: Journal Articles
Subjects: Workshops,Tribes,Marine Biology,Natural Resources,Culturally Relevant Education,Indigenous Knowledge,Alaska Natives,Community Education,Program Effectiveness,Student Attitudes,Laboratories,Teaching Methods,Group Discussion,Story Telling

The Tribal Marine Science Workshop has run annually since 2010. The workshop takes place at the Kasitsna Bay Laboratory, owned by the National Oceanic and Atmospheric Administration (NOAA) and operated by NOAA and the University of Alaska, Fairbanks, near Seldovia, Alaska. It is hosted by the Seldovia Village Tribe, sponsored by the Bureau of Indian Affairs, and coordinated by Kai Environmental Consulting Services. The idea for the workshop started with two of the authors. Based on discussions with and requests from local tribal communities, they realized that many tribal natural resource managers have a range of responsibilities and extensive job experience but may not have relevant formal education and training. Lacking these, the managers believed their insight and opinions were undervalued by scientists, policy makers, and government officials. This workshop focuses on Alaska Natives in tribal environmental offices working in the coastal marine environment. It brings together researchers, educators, and tribal leaders who are experts in their respective fields to work with tribal natural resource managers. A primary workshop goal is to have the participants implement what they learn in the workshop in their communities. The Kasitsna Bay Laboratory is the perfect location for this workshop, with its wet lab, dry lab, classrooms, and ability to house everyone on-site. The format for the workshop combines classroom presentations, hands-on activities and field programs led by researchers, educators, and tribal leaders. The workshop closes with a potluck subsistence dinner featuring traditional marine and terrestrial foods from the participants' home regions. The organizers cover all costs of the workshop. The workshop's effectiveness is demonstrated by the desire of participants to return in subsequent years and to bring members of their community to the workshop, as well as by qualitative summary evaluations. Summary evaluations and conversations during the workshop indicate that participants view the integration of traditional knowledge and Western science as one of the strengths of the workshop and the presenters' focus on storytelling as a means of instruction. We hope to continue this workshop and to gather more quantitative evidence concerning its effectiveness, and we encourage others to replicate this workshop format in other areas and with other communities.
Effects of Seating Location and Stereoscopic Display on Learning Outcomes in an Introductory Physical Geography Class
Author: Hirmas, Daniel R.
Date: 2014-02-00
Type: Journal Articles
Subjects: Undergraduate Students,Classroom Environment,Class Organization,Visual Aids,Computer Peripherals,Outcomes of Education,Introductory Courses,Physical Geography,Projection Equipment,Formative Evaluation,Summative Evaluation,Audience Response Systems,Scores,Scientific Concepts,Student Evaluation,Proximity,Spatial Ability

Recently, the use of stereoscopic three-dimensional (3-D) projection displays has increased in geoscience education. One concern in employing 3-D projection systems in large lecture halls, however, is that the 3-D effect is reported to diminish with increased angle and distance from the stereoscopic display. The goal of this work was to study that effect in a classroom ''real-world'' lecture environment where such technology would actually be employed. Introductory physical geography concepts were taught to undergraduate students at the University of Kansas through a GeoWall (passive 3-D projection system) display with either static diagrams or interactive globe imagery (Google Earth). Student learning was gauged using both formative (in-class clicker questions) and summative (exam) assessments. We evaluated the spatial structure of students' formative and summative scores for two concepts: Earth-Sun geometries, taught with static images only, and arid landscapes and aeolian processes, taught with Google Earth only. Three significant results were observed: (1) students' ability to accurately observe the 3-D effect was not restricted to the recommended seating angles when using static images, (2) no spatial patterns of improved learning were observed when using static images only; and (3) a significant difference in learning was observed based on seating angles when using Google Earth. Although this study did not compare learning outcomes against a control group, as would be done in a tightly controlled experimental setting, our findings imply that seating angle should be considered in the design of a new classroom equipped with a stereoscopic display or when choosing an existing classroom to retrofit with this technology, particularly, if interactive, globe imagery, such as Google Earth, is used as a primary teaching tool.
Engaging Underrepresented High School Students in an Urban Environmental and Geoscience Place-Based Curriculum
Author: DeFelice, Amy
Date: 2014-02-00
Type: Journal Articles
Subjects: High School Students,Disproportionate Representation,Urban Schools,Environmental Education,Geology,Place Based Education,Science Interests,Student Participation,Student Surveys,Likert Scales,Pretests Posttests,Statistical Analysis,Student Journals,Outdoor Education,Student Motivation,Statistical Significance,Science Activities

High school students in a large urban area, undergraduate students, and geoscience faculty at a local college used a placebased pedagogical approach to engage in real geoscience problem-based inquiry in a local urban park. The overarching goals of this project were to learn the potential of place-based geoscience research experiences to: influence students' science identities and increase participation of urban youth in science. Student researchers participating in the activity (N = 22) completed Likert-scale pre- and post-surveys, which were analyzed using paired t-tests. Student journal reflections were analyzed. Survey and journal reflection results showed that students' science identities were enhanced and student interest in learning science outdoors increased through participation in the program. The evaluation of the project outcomes add to the body of knowledge describing how outdoor settings and place-based pedagogies can be used to increase urban students' interest in science, and demonstrates how students working with scientists who conduct research in students' communities can be a source of motivation for studying sciences and identity development.
Ecosystem Pen Pals: Using Place-Based Marine Science and Culture to Connect Students
Author: Wiener, Carlie S.
Date: 2014-02-00
Type: Journal Articles
Subjects: Ecology,Place Based Education,Marine Education,Oceanography,Elementary School Students,Grade 4,Grade 5,Likert Scales,Surveys,Letters (Correspondence),Cultural Awareness,Student Attitudes,Attitude Change,Pilot Projects,Writing Skills,Indigenous Knowledge,Student Educational Objectives,Teacher Attitudes,Outcomes of Education

The marine environment provides a unique context for students to explore both natural and cultural connections. This paper reports preliminary findings on Ecosystem Pen Pals, an ocean literacy program for 4th and 5th graders focused on using a pen pal model for integrating traditional ecological knowledge into marine science. Surveys with open-ended response and differential rating scales on student and teacher perceptions are used to share findings from the preliminary pen pal program. Results demonstrate increased respect and appreciation amongst students for their local environment and culture, as well as new interest in the marine environment. Changes in student perceptions are shown as a result of the new connections made amongst Pacific Rim students from different ecosystems and cultural communities, including Hawaii and the Washington coast. This project was developed as a pilot program to support expository writing skills, understanding of traditional learning systems, and ecosystem science. Discussion focuses on presenting a framework that could be a model for dissemination to other sites in the Pacific Rim.
Model My Watershed: Connecting Students&apos; Conceptual Understanding of Watersheds to Real-World Decision Making
Author: Gill, Susan E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Decision Making Skills,Natural Resources,Water,Environmental Education,Conservation (Environment),Statistical Significance,Teaching Models,Teaching Methods,Active Learning,Student Projects,Vignettes,Mixed Methods Research,Achievement Tests,Focus Groups,Semi Structured Interviews,Pretests Posttests,Secondary School Students

The Model My Watershed (MMW) application, and associated curricula, provides students with meaningful opportunities to connect conceptual understanding of watersheds to real-world decision making. The application uses an authentic hydrologic model, TR-55 (developed by the U.S. Natural Resources Conservation Service), and real data applied in selected communities in southeastern Pennsylvania. The study investigates whether MMW is an effective tool for increasing students' understanding of watersheds and the impact of human decisions on local watershed conditions. While statistically significant learning gains were measured, most students failed to reach the highest levels of watershed understanding. Further refinement of the MMW curricula is needed to help students trace water along multiple pathways and to enable them to trace the connections among groundwater, surface water, and atmospheric water vapor.
Engaging Students in the Pacific and beyond Using an Inquiry-Based Lesson in Ocean Acidification
Author: Gorospe, Kelvin D.
Date: 2013-11-00
Type: Journal Articles
Subjects: Science Instruction,Inquiry,Oceanography,Scientific Concepts,Water,High School Students,Secondary School Science,Science Tests,Learning Activities,Concept Formation,Animals,Ecology,Science Laboratories,Science Experiments,Laboratory Experiments

We present a hands-on, inquiry-based activity exploring how CO[subscript 2] input to seawater affects the skeletons of several species of reef-building corals and other marine organisms by testing for changes in pH and calcium ion concentrations. Originally developed to inspire and recruit high school students in the state of Hawai'i into the science, technology, engineering and mathematics (STEM) fields, we assessed the effectiveness of the activity through the responses of 380 high school students to a series of questions about ocean acidification both before and after guiding them through the inquiry-based activity. Our results show that students gain a better understanding of ocean acidification and the relevance of the geosciences to their daily lives after their participation in the activity.
Measuring Digital Competence and ICT Literacy: An Exploratory Study of In-Service English Language Teachers in the Context of Saudi Arabia
Author: Al Khateeb, Ahmed Abdulteeef M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Technological Literacy,Foreign Countries,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Questionnaires,Teacher Attitudes,Guidelines,Pedagogical Content Knowledge,Teacher Characteristics,Statistical Analysis,Factor Analysis

The purpose of this research is to measure in-service English language teachers' digital competence, particularly for the enhancement of teaching English as a second/foreign language in schools in Saudi Arabia. Information and communication technology (ICT) knowledge is currently considered as a vital skill for foreign language teachers in addition to their linguistic competence. Recently, there has been a focus on digital competence, since it can be regarded as a gateway for enriching knowledge, economies, societies and individuals. There is also a massive need for teachers to assess their own digital competence according to non-conventional norms (i.e., having the ability to share content and manage information). In light of this rationale, this paper investigates the following research question: to what extent are English language teachers in Saudi Arabia digitally competent and in what aspects? This study used a standardized questionnaire that was constructed using a validated comprehensive framework. This instrument was designed to assess the professional capability of English language teachers in terms of their willingness and readiness to use ICTs along with their current digital competence used throughout their teaching and educational practices. The research included a diverse range of participants who come from various backgrounds, genders and experiences. The study was concluded with a presentation of useful recommendations and key research questions for future research.
Does Skepticism Predict News Media Literacy: A Study on Turkish Young Adults
Author: Kartal, Osman Yilmaz
Date: 2017-00-00
Type: Journal Articles
Subjects: News Reporting,Media Literacy,Foreign Countries,Prediction,Psychological Patterns,College Students,Correlation,Student Attitudes,Interpersonal Competence,Critical Reading,Questionnaires,Multiple Regression Analysis,Statistical Analysis,Young Adults,Undergraduate Students

The 2010's are when information and informatics age coexist, information overload has been transformed into a mass engineering tool, &quot;imposing bombardment&quot; has become the norm. The most influential tool of this cultural-industrial act is news media. Efforts to educate young adults, who are most active in touch with information, in view of news media are needed. Skepticism has the potential to improve news media literacy of young adults. The present study investigates whether young adults' skepticism levels predict young adults' news media literacy levels. The research problem was analyzed with correlational research model. Two different research populations (Çanakkale Onsekiz Mart University and Atatürk University) were determined for the purpose of the study. The results revealed positive, moderate, significant relationships between skepticism levels and news media literacy of young adults. &quot;Self-determining&quot; and &quot;interpersonal understanding&quot; competences--the components of skepticism--have a positive effect on news media literacy. The &quot;search for knowledge&quot; and &quot;questioning mind&quot; has the potential to positively affect news media literacy.
Determining Factors for Cyberbullying Prevention Programmes
Author: Manzuoli, Cristina Hennig
Date: 2017-00-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,Prevention,Communication Skills,Social Media,Questionnaires,Grade 5,Student Surveys,Foreign Countries,Student Attitudes,Violence,Teacher Student Relationship,Peer Relationship,Verbal Communication,Social Isolation,Behavior Problems,Mixed Methods Research

This study reports on the first stages of a larger project to develop an ICT-supported cyberbullying prevention programme that fosters development of children's communication skills for the safe use of social media. To establish baseline data on the incidence and growth of cyberbullying in Bogotá, Colombia, we applied a Revised School Violence Questionnaire (CUVE-R) to a population of 1355 fifth-grade pre-adolescents. The results show that cyberbullying is at an early stage in the surveyed educational institutions, and we make specific recommendations on developing cyberbullying prevention programmes that foster effective communication and self-regulatory skills supported by multimodal strategies and ICT tools.