ethanporcaro/eric-fulltext-meta huggingface dataset:
Content-Based and Cognitive-Linguistic Analysis of Cell Membrane Biology: Educational Reconstruction of Scientific Conceptions
Author: Johann, Leonie
Date: 2020-00-00
Type: Journal Articles
Subjects: Cytology,Science Education,Scientific Concepts,Molecular Biology,Scientific Research,Fundamental Concepts,Figurative Language,Scientists

By means of their pivotal role in the outbreak of a variety of diseases, such as, recently, COVID-19, the molecular aspects of cell membrane function have gained considerable attention from researchers in recent decades. The resulting information explosion and the growing interdisciplinary character of cell biology seems, however, to not be represented in science classrooms. Hence, there appears to be a gap between what is scientifically known and what is actually taught in classrooms. Framed by the model of educational reconstruction (MER), the aim of our study is therefore to identify scientific core ideas of cell membrane biology from an educational point of view. This is achieved by conducting qualitative content analysis of relevant cell biology literature. By using Conceptual Metaphor as a theory of understanding, we additionally illuminate the experiential grounding of scientific conceptions. Our results propose that cell membrane biology can be structured into three core ideas, comprising &quot;compartmentalisation,&quot; &quot;physical and chemical properties,&quot; and &quot;multicellular coordination&quot; interrelated by evolution as a key aspect. Our results show that scientists conceive these ideas metaphorically. Embodied part-whole relations seem, for example, to lay the grounds for their understanding of biological function. The outcomes of the study may inform future cell membrane teaching.
Iranian EFL Teachers&apos; and Learners&apos; Perceptions of the Principles of Critical Thinking: A Constructivist Grounded Theory Study
Author: Sadeghi, Fatemeh
Date: 2020-07-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Second Language Learning,English (Second Language),English Teachers,Teacher Attitudes,Student Attitudes,Critical Thinking,Teaching Methods,Skill Development,Problem Solving,Discussion (Teaching Technique),Student Research,Creative Writing,Group Discussion,Reading,Instructional Materials

The purpose of this qualitative study was to investigate the perception of EFL teachers and learners on the fundamental principles and constructs of critical thinking, the main characteristics of a critical thinker, and strategies for reinforcing critical thinking ability. Semi-structured interviews with eight EFL teachers and ten learners, who were theoretically sampled from three different contexts of public, private, and seminary schools in Sabzevar and Qom, Iran, were conducted using the constructivist grounded theory methodology (Charmaz, 2008). Using the MAXQDA software version 12, the data were analyzed based on the three levels of the open, axial, and selective coding of grounded theory. A model of critical thinking was proposed with ELT teachers' and learners' awareness as the core category and the characteristics of a critical thinker and strategies for reinforcing critical thinking ability as sub-categories. The results of the study revealed several pedagogical implications for EFL teachers to help their learners develop critical thinking skills, for EFL learners to think more deeply, solve problems better, communicate and collaborate more effectively, and for curriculum developers and syllabus designers to put certain critical thinking activities in textbooks and support in-service classes for teachers.
Where to from Here? Women Remain Absent from Senior Academic Positions at Aotearoa New Zealand&apos;s Universities
Author: Walker, Leilani
Date: 2020-00-00
Type: Journal Articles
Subjects: Women Faculty,Gender Differences,College Faculty,Part Time Faculty,Foreign Countries,Minority Groups,Women Administrators,Disproportionate Representation,Universities,Trend Analysis,Faculty Promotion,Equal Opportunities (Jobs),Age Groups

In light of policies and programs designed to address the domination of academic positions by male, frequently white individuals, we review the participation of women, one of multiple minority identities within the academy, in Aotearoa New Zealand's academic workforce using employment data from eight universities from 2002-2017. While the number of women employed continues to improve, the rate has slowed in recent years and senior roles remain heavily dominated by men. Women were more likely to be employed at lower levels of seniority, to advance to seniority more slowly than male colleagues, and were more likely to be employed part-time. We call for active strategies to address the cultural and structural bias in universities that favour the hiring and promotion of men to improve workforce diversity at all levels of seniority.
High School and College Choice Factors Associated with High-Achieving Low-Income Students&apos; College Degree Completion
Author: Ruiz Alvarado, Adriana
Date: 2020-00-00
Type: Journal Articles
Subjects: School Choice,Career Choice,High Achievement,Low Income Students,Educational Attainment,Student Behavior,Individual Differences,Attendance Patterns,College Attendance,College Students,Cultural Influences,Family Influence

Gaps in college degree completion between low-, middle-, and high-income college students are typically attributed to differences in academic preparation and ability. However, high-achieving, low-income students are still less likely to graduate from college than their high-achieving, high-income counterparts. This study explores completion rates at the end of the Great Recession, using a community cultural wealth framework to examine additional pre-college factors and college attendance behaviors that contribute to the degree completion of high-achieving, low-income students. Longitudinal data using the Freshmen Survey and National Student Clearinghouse were collected from 2004 to 2010, comparing 9300 high-achieving students entering 455 colleges from low-, middle-, and high-income backgrounds. Hierarchical linear modeling (HGLM) was used to identify student and institutional factors that predict college completion during this era. Findings indicate that navigational capital and college attendance patterns (attending a summer session, selective college, and/or private institution) are key factors for high-achieving, low-income student completion. Cultural wealth anti-deficit measures could not explain the low-income Latinx lower likelihood of college completion nor gender differences across income groups. Implications of the results address concerns regarding the COVID-19 pandemic recession in terms of what institutions can do to support students.
&quot;My Personal Teaching Principle Is &apos;Safe, Fun, and Clear&apos;&quot;: Reflections of a TESOL Teacher
Author: Farrell, Thomas S. C.
Date: 2020-07-00
Type: Journal Articles
Subjects: English Teachers,Teacher Attitudes,Second Language Instruction,English (Second Language),Reflective Teaching,Holistic Approach,Theory Practice Relationship,Teaching Methods,Student Needs,Learner Engagement,Educational Philosophy,Educational Principles

Reflection and reflective practice have now become common terms used in teacher education and development programs worldwide. Reflective practice generally means that teachers subject their own beliefs and practices of teaching and learning English to speakers of other languages to a critical examination. The increase in popularity of reflective practice in the field of TESOL has also brought about an array of different definitions and approaches most of which however originate from the general education literature. Thus, Farrell (2015; 2019b) developed a holistic framework for TESOL teachers to reflect, that includes reflections on five different stages, the TESOL teachers' philosophy, principles, theory, practice, and beyond practice. This paper outlines a case study of the reflections of a TESOL teacher through the lens of this framework for reflecting on practice. Overall, the results revealed that many of Lisa's reflections in all five stages of the framework appear to be connected through two common themes: Teaching to students' needs and goals and student engagement and rapport building.
Fluency: Deep Roots in Reading Instruction
Author: Rupley, William H.
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Fluency,Reading Instruction,Oral Reading,Reading Comprehension,Academic Achievement,Teaching Methods,Elementary Secondary Education,Decoding (Reading),Suprasegmentals,Reading Skills

Over the past two decades, reading fluency has been increasingly recognized as an important instructional variable for success in reading. Yet, this has not always been the case. This article presents a historical review of the nature and role of fluency instruction in the United States. The roots of oral reading fluency began in an age when texts and other forms of entertainment and information were limited. Historically, in America, oral reading was the predominant means for conveying ideas and passing the time at home with the family. In the 1800s, American education's primary method of instruction emphasized the need for being able to read aloud with expression and fluency, in order to hold the listeners' attention and convey information. As texts and other forms of information became more available, oral reading became deemphasized, and silent reading was viewed as a better approach to developing readers' comprehension at the cost of fluency development. With continued research and national reports that indicate the significant contributions of oral reading fluency to reading comprehension and academic proficiency, it is clear that the roots of oral reading run deep, and that fluent reading development is important to learners' academic achievement and reading comprehension.
Effectiveness of Reading Short Stories to Develop Intercultural Communicative Competence among Thai Students at an International School
Author: Feeney, Thomas
Date: 2020-07-00
Type: Journal Articles
Subjects: Literary Genres,Intercultural Communication,Instructional Effectiveness,Teaching Methods,Foreign Countries,Grade 7,Middle School Students,Student Attitudes,International Schools,Pretests Posttests

This research investigated the effectiveness of reading short stories to develop three particular dimensions of Byram's (1997) intercultural communicative competence (ICC): interpreting and identifying; comparing and relating; and attitude and openness. The study utilized a twelve-session design, and analyzed the cultural themes of three short stories written by and about native English speakers (NES). Data was collected through a mixed-method approach and included pre- and posttests, and semi-structured interviews. The participants were ten secondary-one (grade 7) students at an international school in Bangkok, Thailand. Results indicated that reading and discussing short stories helped develop ICC in all three of the dimensions studied. By far, the largest increases recorded occurred in the students' interpreting and identifying abilities, while relatively small increases were seen in both the comparing and relating dimension and the attitude and openness dimension. Despite the small increases, some students reported that reading short stories broadened their means for comparing and relating; and their preexisting openness to NES cultures helps explain their low development of the attitude dimension. Consequently, this paper puts forward that EFL teachers in Thailand should utilize short stories mindfully, i.e., to focus specifically on those aspects of ICC deemed most crucial to their students.
The Effect of Problem Based Learning Model on Student Mathematics Learning Outcomes Viewed from Critical Thinking Skills
Author: Mulyanto, Heri
Date: 2018-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Mathematics Achievement,Outcomes of Education,Critical Thinking,Elementary School Students,Grade 5,Foreign Countries,Experimental Groups,Control Groups,Learning Strategies

This study aims to determine the effect of applying problem based learning model on students' mathematics learning outcomes viewed from critical thinking skills of fifth grade students of the private primary school in the Surakarta region. This research is an experimental research using sample of 309 students consisting of experimental class of 153 students and control class of 156 students. Method of data analysis using Two-Way Anova. Results of this study indicate (1) There are significant differences in mathematics learning outcomes between students who following Problem Based Learning model with conventional model. (2) There is a significant difference in mathematics learning outcomes between students who have high and low critical thinking skills. (3) There is no interaction effect between learning model and critical thinking skills on mathematics learning outcomes.
Escape the Planet: Empowering Student Designers to Create a Science-Based Escape Room with Augmented Reality
Author: Vicari, Chris
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Empowerment,Design,Science Instruction,Computer Simulation,Games,Astronomy,Curriculum Development,Science Activities,Cooperative Learning,Technology Uses in Education,Course Descriptions,Museums

The American Museum of Natural History (AMNH) in New York City implemented a science-based curriculum pairing augmented reality (AR) with a student-designed escape room experience to support astronomy learning. AR has the potential to simplify complex systems into digestible concepts. Designing an escape room experience provided students with an exciting opportunity to apply their understanding of astronomy concepts. This paper (1) presents a background of the curriculum, our development process, and describes the student-design framework, (2) describes the design of the escape room and the activities to facilitate science learning, (3) discusses how we utilized augmented reality in the course (4) presents design issues and revelations, and (5) proposes future changes.
Influence of a Socially-Mediated Contextual Professional Development Program on Prospective Science Teachers&apos; Understandings of Nature of Science, and Integrating It into Their Instructional Planning
Author: Duruk, Ümit
Date: 2020-00-00
Type: Journal Articles
Subjects: Faculty Development,Scientific Principles,Science Teachers,Lesson Plans,Teaching Methods,Instructional Design,Case Studies,Pedagogical Content Knowledge,Preservice Teachers,Foreign Countries,Student Attitudes,Program Descriptions,Course Content

This study, which was conducted in 2016-2017 academic year, scrutinized the impact of a purposefully designed professional development program titled 'NOS-PD' on the understandings of the Nature of Science (NOS) via instructional practices. Specifically, the purpose of this qualitative multiple-case study was to delineate the impact of a NOS program with a socially-mediated contextual support on the prospective science teachers' understandings of NOS and integrating it into their instructional planning. In the study process, 13 prospective science teachers took part in an intensive 9-week program conducted at 3 stages (5 weeks + 3 weeks + 1 week) based on a 6-week explicit-reflective NOS instruction plus three weeks of participants' developing lesson plans with the help of socially-mediated contextual support. Data sources included an open-ended NOS questionnaire and lesson plans. Results indicated that as a result of the NOS instruction, the vast majority of the participants improved their understandings of NOS in an appropriate way. The analysis of the lesson plans revealed three characteristics of participants' instructional planning for teaching NOS after the NOS-PD program, a) NOS was not sufficiently interpreted except for three NOS components, b) some improvements in terms of the instructional and evaluation strategies were observed, but the knowledge of objectives did not show substantial change, and c) few participants exhibited a robust reported PCK by performing NOS integration at a high level.
For a Healthy (and) Higher Education: Evidences from Learning Outcomes in Health Sciences
Author: Leite, Ângela
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,Health Sciences,Foreign Countries,Thinking Skills,Research Skills,Ethics,Knowledge Level,21st Century Skills,Accreditation (Institutions),Educational Quality,Allied Health Occupations Education,Medical Education,Educational Objectives,Critical Thinking,Professionalism,Outcome Based Education,Competency Based Education,Sustainable Development

Increased recognition of outcomes, or competency-based education, has evolved across higher education on health sciences. However, there is significant diversity in the current study of Portuguese programmes. Considering learning outcomes (LO) as indicators of knowledge, skills, abilities, attitudes and the understanding that the student will gain as a result of an educational experience, this study aims to explore which LO are emphasised on the study programmes of health sciences in Portugal. Through a qualitative methodology, carried out through MAXQDA software, all LO of all Portuguese health sciences study programmes submitted to quality accreditation to the Portuguese Agency for Assessment and Accreditation of Higher Education (A3ES) since 2009 until 2016 were analysed. Although specific knowledge was the most referenced LO, transversal skills were also emphasized, such as critical and reflexive analysis/critical thinking, research, ability to organize and plan and professional ethics. Significant differences were found between LO selection when the analysis was made by comparing the diverse study programmes. This required assortment of knowledge and skills seems to reflect not only the specificities of each health science programme but also the challenging demands on professionals in the 21st century, along with the necessary changes imposed by society, fostering intercultural understanding, tolerance, mutual respect and an ethic of global citizenship and shared responsibility, crucial enablers of educational development for all in the scope of the 2030 Agenda for Sustainable Development.
Green Economy Game: A Modular Approach for Sustainable Development Education
Author: Junior, Wilian Gatti
Date: 2020-00-00
Type: Journal Articles
Subjects: Systems Approach,Sustainable Development,Conservation (Environment),Ecology,Design,Educational Games,Economic Factors

In this paper, we discuss our approach to designing a board game, the Green Economy, that promotes systems thinking. We anchored our game design process on design-by-analogy and rapid prototyping concepts by taking a modular approach to overcome the trade-off between realism and simplicity. The unique feature of the Green Economy enables players to change the rules of the game during the gameplay, which gives them a partial design opportunity. The theme, sustainable development, was chosen to challenge the players' systems thinking in sustainable development. Systems thinking enables us to understand and face the complex challenges in global and networked social structures. Our design experience demonstrates the benefit of designing dynamic game elements that involve both strategic gameplay and game (re)design through systems thinking.
Decision-Making Process of International Undergraduate Students: An Exploratory Narrative Inquiry into Reflections of Chinese Students in Canada
Author: Wu, Hantian
Date: 2020-06-00
Type: Journal Articles
Subjects: Decision Making,Foreign Students,Undergraduate Students,Reflection,Asians,Foreign Countries,Study Abroad,College Choice,Educational Policy,Family Influence,Socioeconomic Influences,Access to Information,Research Universities,Educational Quality

Purpose: This research is an exploratory narrative inquiry into reflections of three Chinese international undergraduate students in a Canadian university, University S, which reveals participants' entire decision-making processes as potential international undergraduate students. Design/Approach/Methods: A two-dimensional analytical framework has been constructed. One dimension is based on three phases of the entire decision-making process: the phases of deciding whether or not to study abroad, selecting destination countries, and choosing target institutions. The second dimension is based on three kinds of hypothetically proposed environmental factors within each phase: policy factors, (family and regional) socioeconomic factors, and information factors. First-hand data were collected through semi-structured interviews conducted based on the analytical framework. Findings: This article suggests that both policymakers in the source country (i.e., China) and university administrators in the destination country (i.e., Canada) should further support potential international undergraduate students during each phase of their decision-making processes, particularly through optimizing information supply channels. Originality/Value: This article has the potential to construct a new theoretical framework as a supplement for analyzing the entire decision-making process of potential international students. As a pilot study, it provides a template for further investigations.
Teacher Interventions for Advancing Students&apos; Mathematical Understanding
Author: Yao, Xiangquan
Date: 2020-00-00
Type: Journal Articles
Subjects: Intervention,Mathematics Instruction,Mathematics Achievement,Middle School Mathematics,Mathematics Teachers,Educational Theories,Mathematics Activities,Geometry,Knowledge Level,Geometric Concepts

The relationship between teacher interventions and students' mathematical thinking has been the subject of inquiry for quite some time. Using the Pirie-Kieren theory for dynamic growth in mathematical understanding, this study documents teacher interventions that support students' growth toward developing a general understanding of a mathematical idea in a designed learning environment. By studying the interactions of seven middle school students and the teacher-researcher working on a two-week unit on geometric transformations within a dynamic geometry environment, this study identified nine major categories of teacher interventions that support and extend students' investigations of mathematical ideas around geometric transformations. The typology of teacher interventions reported in this study provides a cognition-based framework for teacher moves that extend and advance students' mathematical understanding.