ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Big Data and Mathematical Modeling: A Discussion in a Mathematical Education Scenario
Author: Dalla Vecchia, Rodrigo
Date: 2015-00-00
Type: Journal Articles
Subjects: Mathematics Education,Mathematical Models,Data Analysis,Mathematics Activities,Data,Foreign Countries,Media Literacy,Mathematical Applications,Problem Solving

This study discusses aspects of the association between Mathematical Modeling (MM) and Big Data in the scope of mathematical education. We present an example of an activity to discuss two ontological factors that involve MM. The first is linked to the modeling stages. The second involves the idea of pedagogical objectives. The main findings indicate that Big Data may contribute new ways of working with MM in the classroom, helping develop pedagogical objectives associated with the ability to deal with and interpret digital media.
Big Data with Small Cases: A Method for Discovering Students Centered Contexts for Physics Courses
Author: Bülbül, M. S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Data,Physics,Science Instruction,College Science,Secondary School Science,Foreign Countries,Word Frequency,Internet,Visual Aids,College Students,High School Students,Methods,Science Teachers,Data Analysis,Turkish,Grade 10,Preservice Teachers

This article proposes a methodology that could assist teachers in understanding their students' primary needs or interests to decide on the kind of examples or contexts to be used in the classroom. The methodology was tested on 100 volunteers from university (N = 50) and high school (N = 50) in Ankara, Turkey. The participants were asked to write down the first word they thought of when they were presented with a single letter from the Turkish alphabet, which contains 29 letters. Then all the collected words (29 x 100 = 2900) were analyzed with the online word cloud creator, Wordle. According to results, the most cited words from the high-school classes were similar to each other, while the data from university participants showed more diversity. The most chosen word by the participants may give some clues in relation to the context that the teacher can utilize in planning a course. This study shows how to use a big-data-visualization-tool-based methodology to analyze the data gleaned from the participants' life-long experiences.
Big Data: Philosophy, Emergence, Crowdledge, and Science Education
Author: dos Santos, Renato P.
Date: 2015-00-00
Type: Journal Articles
Subjects: Data,Philosophy,Constructivism (Learning),Science Education,Data Analysis

Big Data already passed out of hype, is now a field that deserves serious academic investigation, and natural scientists should also become familiar with Analytics. On the other hand, there is little empirical evidence that any science taught in school is helping people to lead happier, more prosperous, or more politically well-informed lives. In this work, we seek support in the Philosophy and Constructionism literatures to discuss the realm of the concepts of Big Data and its philosophy, the notions of &quot;emergence&quot; and &quot;crowdledge&quot;, and how we see &quot;learning-with-Big-Data&quot; as a promising new way to learn Science.
The Effect of Representations on Difficulty Perception and Learning of the Physical Concept of Pressure
Author: Corradi, David M. J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Scientific Concepts,Science Instruction,Physics,Questionnaires,Attitude Measures,Concept Formation,Hypothesis Testing,Instructional Design,Cognitive Processes,Difficulty Level,High School Students,Foreign Countries,Secondary School Science,Statistical Analysis,Multivariate Analysis

Previous research indicates that when learners divide their attention over different sources of information (representations), learners perceive the information as more difficult and have a harder time increasing their understanding. This can be overcome by integrating representations. In this research, using 85 participants, we hypothesized that integrated representations of physics would be perceived as less difficult. Repeated measures MANOVA showed a significant interaction effect between results on the learning tasks and the perceived difficulty questionnaire. Results are discussed in the context of the performance evaluation effect that can occur in more ecologically valid settings.
Investigating the Differences between Girls and Boys Regarding the Factors of Frustration, Boredom and Insecurity They Experience during Science Lessons
Author: Wegner, Claas
Date: 2014-00-00
Type: Journal Articles
Subjects: Females,Males,STEM Education,Foreign Countries,Security (Psychology),Science Curriculum,Disproportionate Representation,Sciences,Science Interests,Gender Differences,Science Projects,Coeducation,Comparative Analysis,Questionnaires,Preadolescents,Psychological Patterns,Student Attitudes,Gifted

Science, technology, engineering and mathematics (STEM) are subjects comprising knowledge whose schooling is essential for every country striving after long-term economic success. Despite the already existing shortage of skilled labour within the mathematic-technical-scientific professional field, men still dominate the respective subjects and jobs. The loss of female talent as a consequence of insufficient support is inexcusable from both an economic and social point of view. This is why affirmative action should be taken during schooling years in order to prevent girls from turning their backs on STEM subjects. Bielefeld University's coeducational science project &quot;Kolumbus-Kids&quot; is a programme to support gifted students in general, and especially girls. This article presents both the project and a recent study investigating how girls show differences from boys when it comes to experiencing frustration, boredom and insecurity during science lessons. These emotions highly influence a person's activation, interest and motivation and are the point of intersection for cognitive processes which makes it important to deal with them sensitively. On the basis of theoretical background information on gender related differences, the project is designed to support gifted children and girls when it comes to STEM subjects. As found in this article, the underrepresentation of women in STEM-related university classes is a problem that has to be solved not only because of the skilled labour shortage. The study shows that specifically designed tutoring projects like &quot;Kolumbus-Kids&quot; contribute highly to this solution. They are able to ignite and keep the interest in STEM-related subjects alive and they also lower frustration, boredom and insecurity in the same regard. One of the most important prerequisites for success is to know the girls' interests and what the possible problems are in order to better support them.
An Ability Approach to Within-Class Curriculum Differentiation Using Student Response Systems and Web 2.0 Technologies: Analysing Teachers' Responsiveness
Author: Bower, Matt
Date: 2012-00-00
Type: Journal Articles
Subjects: Audience Response Systems,Web 2.0 Technologies,Technology Uses in Education,Workshops,Technology Integration,Handheld Devices,Foreign Countries,Teacher Attitudes,Individualized Instruction,Statistical Analysis,Teachers,Faculty Development,Surveys,Likert Scales

This paper examines teacher responsiveness to an ability approach of within-class curriculum differentiation using technology. Teachers were guided through a series of four workshops designed to enhance their capacity to differentiate the curriculum using Web 2.0 technologies and Student Response Systems. Anderson &amp; Krathwohl's (2001) Taxonomy of Learning, Teaching and Assessing was used as a framework for the within-class ability differentiation. As a result of the project there was a discernible focusing of teachers' conceptualisations of differentiation and its value. There were also improvements in teachers' self-reported ability to differentiate the curriculum, ability to integrate technology into the classroom, and enjoyment of using technology. Considerable variance in teachers' capacity to differentiate according to student ability using technology was observed, indicating that a differentiated approach to supporting teachers' development in this area may be required.
School on Cloud: Towards a Paradigm Shift
Author: Koutsopoulos, Kostis C.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Uses in Education,Educational Technology,Principals,Internet,Computer Software,Information Management,Information Storage,Teacher Role,Administrator Role,Educational Environment,Access to Information,Shared Resources and Services,Delivery Systems,Networks

This paper presents the basic concept of the EU Network School on Cloud: Namely, that present conditions require a new teaching and learning paradigm based on the integrated dimension of education, when considering the use of cloud computing. In other words, it is suggested that there is a need for an integrated approach which is simultaneously pedagogic (i.e. new role of teachers), technical/technological (i.e. use of the internet), administrative (i.e. new role of school administrators), social (i.e. a different disposition of parents towards school), political (i.e. a different approach of government to school) and cultural (i.e. new role of students), being in dialectic harmony and respecting all aspects of teaching and learning, an integral part of which are pupils, teachers and school administrators. As a result, the principal tasks in the area at the interface between education and cloud technology, which are presented in this paper, are to determine and describe the nature of the basic education stakeholders: i-Students, i-Teachers and i-Administrators.
Wikipedia Uses in Learning Design: A Literature Review
Author: Fessakis, Georgios
Date: 2012-00-00
Type: Journal Articles
Subjects: Encyclopedias,Collaborative Writing,Electronic Publishing,Literature Reviews,Instructional Design,Outcomes of Education,Learning Activities,Educational Research,Student Educational Objectives,Information Literacy,Technological Literacy,Skill Development,Research Skills,Research Methodology,Science Process Skills,Communication Skills,Writing Skills,Information Dissemination,Second Language Learning,Reading Assignments,Critical Thinking,Cooperative Learning,Intellectual Disciplines,Information Seeking,Editing,Classification,Writing (Composition),Revision (Written Composition)

This paper is a literature review report concerning educational uses of Wikipedia in the first 10 years of its existence. The aim of the work is the tracing and the presentation of published and validated educational applications of Wikipedia in a manner that could inform learning design by teachers or researchers. For the review, 24 scientific publications, retrieved from research databases and concerning educational applications of Wikipedia were analyzed. The review reveals a variety of learning uses of Wikipedia in several contexts, knowledge fields, education level and students' ages. In addition, the study shows a variety of expected learning outcomes and a pleiad of student tasks in the learning activities. Both, the learning outcomes and the students' tasks are organized in general types with the aim of constituting patterns for new learning designs. The findings are commented and possible future directions of research are described.
Korthagen's ALACT Model: Application and Modification in the Science Project &quot;Kolumbus-Kids&quot;
Author: Wegner, Claas
Date: 2014-00-00
Type: Journal Articles
Subjects: Science Projects,Reflective Teaching,Preservice Teacher Education,Check Lists,Student Teachers,Foreign Countries,Teacher Competencies,Models

In order to improve one's teaching in the long run, reflection on the lessons makes up an integral part in the process of developing a sufficient reflection competence. The problem, however, is how this reflection competence can be established in student teachers already and if that concept is compatible with current systems of teacher education at all. One technique of reflection stems from Fred Korthagen's research, suggesting that colleagues should help evaluate each other's lessons. After having held the lesson, the teacher is asked to look back at it, realising important aspects from a distanced point of view and drawing conclusions for further teaching. It should also be thought about alternatives. While theoretical input on reflection is given in the first part of the article, the second half focuses on the adaption of Korthagen's approach for the tutoring project &quot;Kolumbus-Kids&quot;. The project very successfully implements the ALACT model (action--looking back--awareness of essential aspects--creating alternative methods of action--trial) in teacher education at university and a checklist provided at the end provides an overview of the extensive set of questions to be used in the reflection process.
Developing a Pedagogical Framework for the Design and the Implementation of e-Portfolios in Educational Practice
Author: Jimoyiannis, Athanassios
Date: 2012-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Electronic Publishing,Student Motivation,Independent Study,Reflection,Secondary Education,Higher Education,Faculty Development,Case Studies,Program Implementation,Program Design,Learner Engagement,Affordances,Models,Web 2.0 Technologies,Foreign Countries

A theoretical framework for designing, implementing and researching students' engagement, learning, and personal development in e-portfolios is described in this article. After providing an overview of the research on e-portfolios in education, the paper analyses the theoretical foundations of e-portfolio learning. Following it proposes a conceptual and organizational framework for teachers and instructors a) to conceptualize principles of student motivation, self-directed learning and reflection, and b) to implement effective e-portfolio learning initiatives at secondary and higher education, and teacher professional development. Finally, the article presents representative case studies and good practice examples regarding the implementation of e-portfolio initiatives using different tools in various educational contexts and programs.
Users' Attitudes towards Web 2.0 Communication Tools in Collaborative Settings: A Case Study with Early Childhood Education Students
Author: Bratitsis, Tharrenos
Date: 2012-00-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Cooperative Learning,Case Studies,Early Childhood Education,Foreign Countries,Computer Mediated Communication,Learning Activities,Comparative Analysis,Student Attitudes,Electronic Publishing,Web Sites,Editing,Computer Uses in Education,Undergraduate Students,Questionnaires

This paper examines the utilization of Computer Mediated Communication tools within collaborative learning activities. By examining the participants' attitudes and behavior, issues related to performance improvement are being discussed. Through a comparative study using a Blog, a Wiki and a Discussion Forum, students' perception of collaboration aspects and the tools' effect are examined. Furthermore, common misconceptions are discussed, along with the difficulties the students face and the ways they invent in order to overcome them. The paper concludes in raising issues to be considered when designing similar collaborative activities, involving novice computer users with mediocre developed information literacy.
Enhancing Teaching and Learning of Home Economics in Secondary Schools with Wikis: An Action Research Study
Author: Lai, Yiu-Chi
Date: 2012-00-00
Type: Journal Articles
Subjects: Secondary Schools,Home Economics,Action Research,Web Sites,Home Economics Teachers,Editing,Collaborative Writing,Web 2.0 Technologies,Teacher Effectiveness,Learning Activities,Peer Evaluation,Foreign Countries,Electronic Learning,Secondary School Students,Teacher Student Relationship,Outcomes of Education

This article discusses an action research study using a wiki as a course platform for teaching and learning Home Economics in secondary schools. A secondary Home Economics teacher observed that dessert recipes were too wordy and that students generally felt bored and were not eager to read them in full. To improve his teaching effectiveness, the teacher attempts to investigate the use of a free wiki service (Google Sites) in order to supplement traditional classroom teaching and practice with online learning resources and activities. An action research approach is adopted in the study and the teacher tries to improve his teaching strategies to enhance interactions between the participants and improve students' learning outcomes. Furthermore, the teacher also attempts to integrate assessment activities with wiki-based learning activities to support students' learning in his class.
Efficacy of a Meiosis Learning Module Developed for the Virtual Cell Animation Collection
Author: Goff, Eric E.
Date: 2017-03-00
Type: Journal Articles
Subjects: Animation,Cytology,Science Instruction,Instructional Effectiveness,Learning Modules,Introductory Courses,College Science,Biology,Active Learning,Regression (Statistics),Pretests Posttests,Science Achievement,Multimedia Instruction,Preferences,Student Attitudes,Scientific Concepts,Statistical Analysis

Recent reports calling for change in undergraduate biology education have resulted in the redesign of many introductory biology courses. Reports on one common change to course structure, the active-learning environment, have placed an emphasis on student preparation, noting that the positive outcomes of active learning in the classroom depend greatly on how well the student prepares before class. As a possible preparatory resource, we test the efficacy of a learning module developed for the Virtual Cell Animation Collection. This module presents the concepts of meiosis in an interactive, dynamic environment that has previously been shown to facilitate learning in introductory biology students. Participants (n = 534) were enrolled in an introductory biology course and were presented the concepts of meiosis in one of two treatments: the interactive-learning module or a traditional lecture session. Analysis of student achievement shows that students who viewed the learning module as their only means of conceptual presentation scored significantly higher (d = 0.40, p &lt; 0.001) than students who only attended a traditional lecture on the topic. Our results show the animation-based learning module effectively conveyed meiosis conceptual understanding, which suggests that it may facilitate student learning outside the classroom. Moreover, these results have implications for instructors seeking to expand their arsenal of tools for &quot;flipping&quot; undergraduate biology courses.
Tracking the Stages of Learning: Concept Maps as Representations of Liminal Space
Author: Cuthell, John
Date: 2012-00-00
Type: Journal Articles
Subjects: Concept Mapping,Cooperative Learning,Web 2.0 Technologies,Affordances,Case Studies,Faculty Development,Teachers,Learning Processes,Foreign Countries

The concept of liminal space has recently been applied to ways of learning: the learning journey through this space encounters difficulties and misunderstandings, that are resolved as knowledge is mastered. Since 1992 the MirandaNet Fellowship, a growing international community of educators, has investigated the ways in which this relates to the collaborative learning in the liminal space of the Internet. These professionals have explored social networking, microblogging, digital mind mapping, distributed video and other innovative technologies to determine how they can be deployed through grassroots collaboration to build the theory and practice of new professional knowledge. The use of collaborative digital mind maps affords tools for the analysis of the stages and development of collaborative learning. From these shared liminal spaces beyond the screen provocative questions emerge about the relationship between learning, collaboration and innovation.
Interweaving Meaning Generation in Science with Learning to Learn Together Processes Using Web 2.0 Tools
Author: Smyrnaiou, Zacharoula
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Web 2.0 Technologies,Computer Mediated Communication,Physics,Scientific Concepts,Foreign Countries,Cooperative Learning,Science Instruction,Teaching Methods,Computer Games,Persuasive Discourse,Observation,Group Activities,Grade 7

The literature of the science education does not offer much data concerning meaning generation (MG) and learning to learn together (L2L2) processes. The objective of this paper is the study of how a group of students working with an on-line Platform, interact, collaborate and express themselves to generate meanings with regard to moving in 3d Newtonian spaces. The students create models of motions using 3d Juggler, a web- based half-baked microworld and communicate their ideas via the Platform's shared workspaces. The study was implemented with a small number of Greek students (four) of the 8th grade. The results of this study demonstrate that there is a relation between L2L2 processes and the creation of meanings in collectives as they use different web tools. After completing the scientific task (MG), the students of a Subgroup move to the Argumentation/Discussion tool to share with the other Subgroup the values of the parameters for which they attained their goal (L2L2 and MG processes). Distributed leadership and peer assessment are two of those L2L2 key aspects which dominate and influence students' MG processes.
Technology Integration in K-12 Science Classrooms: An Analysis of Barriers and Implications
Author: Hechter, Richard P.
Date: 2013-00-00
Type: Journal Articles
Subjects: Technology Integration,Elementary Secondary Education,Barriers,Science Education,Online Surveys,Technological Literacy,Pedagogical Content Knowledge,Statistical Analysis,Teaching Experience,Instructional Program Divisions,Cohort Analysis,Access to Computers,Time Factors (Learning),Time on Task,Technical Support,Technology Education,Organizational Effectiveness,Institutional Characteristics,Foreign Countries,Science Teachers,Likert Scales

This paper examines the barriers to technology integration for Manitoban K-12 inservice science educators (n = 430) based on a 10-item online survey; results are analyzed according to teaching stream using the Technology, Pedagogy, and Content Knowledge (TPACK) framework. Quantitative descriptive statistics indicated that the leading barriers experienced by all teachers are inadequate: access; time; resources; training; budget; and support. Upon further examination, Middle Years and Senior Years teachers are considerably more likely to report that access and time hinder technology integration than their Early Years counterparts. Nearly 80% of all teachers remarked that technology was available to them, but about one quarter of respondents expressed frustration about the barriers that hinder effective technology integration in their classrooms. Implications of this study inform school division teacher support programs and planning, inservice professional development opportunities, and preservice teacher education.