ethanporcaro/eric-fulltext-meta huggingface dataset:
Combining Different Conceptual Change Methods within Four-Step Constructivist Teaching Model: A Sample Teaching of Series and Parallel Circuits
Author: Ipek, Hava
Date: 2008-07-00
Type: Journal Articles
Subjects: Constructivism (Learning),Teaching Models,Misconceptions,Energy,Evaluation Methods,Educational Research,Electronics

Based on students' alternative conceptions of the topics "electric circuits", "electric charge flows within an electric circuit", "how the brightness of bulbs and the resistance changes in series and parallel circuits", the current study aims to present a combination of different conceptual change methods within a four-step constructivist teaching model. Therefore, the author assumes that such a design may give a chance to eliminate students' alternative conceptions fully. Also, some suggestions are made for further research. (Contains 1 table and 6 figures.)
Effect of an Argumentation-Based Course on Teachers' Disposition towards a Science-Indigenous Knowledge Curriculum
Author: Ogunniyi, Meshach B.
Date: 2008-10-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Persuasive Discourse,Student Attitudes,Scientific Principles,Science Teachers,Science Curriculum,Foreign Countries,Questionnaires,Interviews,Teacher Education,Feedback (Response)

With the increased global awareness of the negative impact of scientific, technological and industrial activities on the environment and copious examples of sustainable practices existing in many an indigenous community, the new South African science curriculum statement has called on science teachers to integrate school science with the Indigenous Knowledge Systems (IKS). In response to this call, this study used an Argumentation-Based course (A-B course) to enhance teachers' understanding of the Nature of Science (NOS) and IKS and their ability to integrate science and IKS in their classrooms. Nine teachers participated in the course over a six-month period. Using questionnaires and interviews, the teachers' conceptions of, and awareness about the NOS and IKS were assessed before and after the course. Altogether, five of the teachers were interviewed and three of them completed a delayed questionnaire nearly two years after the course. After participating in the course, the teachers were: 1) more willing to accept IKS as a potentially legitimate aspect of a science curriculum; 2) more able to distinguish between science and IKS; and 3) more aware of the appropriate context to use the scientific or IKS worldview than was the case before the course. Although the teachers were enthusiastic about the value of the course as part of their training at the tertiary level, they were less optimistic about its success at the primary or secondary school level. (Contains 1 table.)
Gaining Representations of Children's and Adults' Constructions of Sustainability Issues
Author: Barraza, Laura
Date: 2008-10-00
Type: Journal Articles
Subjects: Childrens Art,Foreign Countries,Sustainable Development,Adults,Children,Data Collection,Environmental Education,Freehand Drawing,Photography,Cognitive Development,Primary Education

In this decade of Education for Sustainable Development, it is timely to consider the methodological issues associated with researching this topic not only with adults but also with the young children who, as members of the next generation, will experience the success or otherwise of current environmental sustainability efforts. We argue that it is important when making methodological choices to recognize that both the sustainability issues themselves and the way individuals learn about these issues, are socially and culturally constructed. In this article we are interested in ways of gaining representations of individuals' mental constructions of environmental sustainability issues. We recount experiences from two projects, one which used the approach of analyzing children's drawings to gain representations of how children in Mexico understand environmental issues and the other which employed adult participant-directed photography as the principal data collection method conducted mainly in the north of South Africa. (Contains 6 plates.)
Constructivist Approaches to Learning in Science and Their Implications for Science Pedagogy: A Literature Review
Author: Cakir, Mustafa
Date: 2008-10-00
Type: Information Analyses
Subjects: Constructivism (Learning),Cognitive Structures,Learning Processes,Science Teachers,Misconceptions,Science Instruction,Cognitive Processes,Teaching Methods,Cognitive Development,Teacher Role,Epistemology

This paper draws attention to the literature in the areas of learning, specifically, constructivism, conceptual change and cognitive development. It emphasizes the contribution of such research to our understanding of the learning process. This literature provides guidelines for teachers, at all levels, in their attempt to have their students achieve learning with understanding. Research about the constructive nature of students' learning processes, about students' mental models, and students' misconceptions have important implications for teachers who wish to model scientific reasoning in an effective fashion for their students. This paper aims to communicate this research to teachers, textbook authors, and college professors who are involved in the preparation of science teachers. This paper is divided into two major parts. The first part concentrates on a critical review of the three most influential learning theories and constructivist view of learning and discusses the foundation upon which  the constructivist theory of learning has been rooted. It seeks an answer to the question "What are some guiding principles of constructivist thinking that we must keep in mind when we consider our role as science teachers?" The second part of this paper moves toward describing the nature of students' alternative conceptions, the ways of changing cognitive structure, and cognitive aspects of learning and teaching science. (Contains 1 table.)
Curriculum and Instructional Validity of the Scientific Literacy Themes Covered in Zambian High School Biology Curriculum
Author: Chabalengula, Vivien M.
Date: 2008-10-00
Type: Journal Articles
Subjects: Textbooks,Validity,Biology,Scientific Literacy,Course Descriptions,Foreign Countries,High Schools,Science Instruction,Grade 12,Guidelines,Science Tests

The purpose of this study was to establish the nature and extent of scientific literacy (SL) themes coverage in Zambian national high school biology curriculum. The three data sources are biology textbooks, biology syllabi, and grade twelve national biology examination papers for a five-year period (2000-2004). These data sources were analyzed using the framework and procedure developed by Chiappetta, Fillman, and Sethna. The framework has four themes of SL namely: Science as a body of knowledge; Science as a way of investigating; science as a way of knowing; and Interaction between science, technology and society. The results show that the biology textbooks and syllabi content objectives emphasized basic knowledge of science while the biology examination papers, and the syllabi aims and assessment objectives emphasized science as a way of knowing. The interaction between science, technology and society theme was the least represented in the biology course. The results also suggest lack of curriculum and instructional validity in biology examinations with respect to the four themes of SL. The inadequate coverage of interaction of science, technology and society theme in the curriculum materials may be a barrier to a better preparation of scientifically literate citizens. Some recommendations have been made. (Contains 4 tables.)
The Duke of Edinburgh's Award: A &quot;Simply Brilliant&quot; Program
Author: Lico, Abner
Date: 2008-00-00
Type: Journal Articles
Subjects: Adventure Education,Recognition (Achievement),Physical Fitness,Foreign Countries,Independent Study,Individual Development,Community Services,Outdoor Education,Awards

While speaking to Gold Award Achievers in Toronto in 2002, Tony Comper, past President and Chief Executive Officer of the BMO Financial Group, referred to the Duke of Edinburgh's (DofE) Award as a program &quot;so brilliantly simple, it's simply brilliant.&quot; This ironic statement has echoed in the Ontario division of the DofE Award ever since. This article takes a closer look at the DofE Award and discusses why it is called a simply brilliant program. Certainly the aim the DofE Award is simple: Engage young people to take part in four activities for a prescribed period of time. However, upon closer examination, the DofE Award becomes more complex. Delving below the surface, one discovers that inherent in the award is a whole educative, self-awareness, challenge program. Moreover, the flexibility of the Award results in a personalized approach that caters to the needs of every individual and is thus custom-made for each participant. The structure of the program comprises four challenge components: physical fitness, skill development, community service and outdoor adventure. Each component fosters self-directed learning and personal development.
Technology Works in the Outdoors
Author: Zita, Adam
Date: 2008-00-00
Type: Journal Articles
Subjects: Navigation,Experiential Learning,Technology Integration,Youth Clubs,Organizations (Groups),Technology,Outdoor Education,Physical Activities,Foreign Countries,Satellites (Aerospace),Electronic Equipment,Synchronous Communication,Geographic Location,Technological Advancement,Geographic Information Systems,Maps

Technology is all around us and no matter how hard educators promote the value of outdoor and experiential education (OEE) to adults and children alike, they are pulled away by a different reality--one might say, a virtual reality. Even when one is engaged in the outdoors either through a night hike or a stream study, technology is lingering there, in the backs of their minds. By today's cultural standards, what is the definition of technology? Is it things that go beep, buzz, and blip? Is a compass a form of technology? There are benefits of integrating technology, such as a Global Positioning System (GPS), into OEE. By using handheld GPS units, educators can connect a generation of learners to nature through a medium they already understand and embrace. This article illustrates how the author developed a GPS program by tying the curriculum to this technology with school-based learning. The program is called &quot;Adventures in Conservation&quot; and its objectives include: learning to read and program a GPS handheld unit; demonstrating knowledge of a GPS by following an orienteering course; and investigating and discussing various issues in conservation. The benefits of this activity are quite obvious: It gets people outside, and time spent outdoors strongly correlates with increased physical activity and fitness in children (Foster and Linney, 2007). Education for curriculum and community is a key value in OEE as learning is more meaningful and effective when students can draw connections between their studies and the world around them.
Summary and Critique of the &quot;Bondar Report&quot;
Author: Richardson, Michael J.
Date: 2008-00-00
Type: Journal Articles
Subjects: Environmental Education,Foreign Countries,Teaching Methods,Elementary Secondary Education,Educational Change,Educational Practices

In March 2007 the Ontario Ministry of Education formed a Working Group on Environmental Education to analyze the need to teach and learn about the environment. It also charged the Working Group with researching past approaches to teaching and learning about environmental education in elementary and secondary schools. Chaired by Roberta Bondar, the Working Group was comprised of experts and practitioners in the field of environmental education. This article presents a summary and critique of the &quot;Bondar Report.&quot; The overview of the report emphasizes that environmental education is unevenly implemented throughout Canada. The Working Group claims Ontario is behind other provinces and other parts of the world as well. Although there are programs and initiatives offered by school boards, there is little focus on environmental education and a lack of systems thinking within the curriculum. This report is a wake-up call as to what is obviously lacking in Ontario schools, students, teachers and curricula. The author states that although the Working Group's recommendations offer insight as to the basic steps needed to increase ecological consciousness in their children, these recommendations are not enough. The author stresses that this report would have been more compelling in 1998 when the issues first arose.
Baking in the Backwoods
Author: Turner, Steve
Date: 2008-00-00
Type: Journal Articles
Subjects: Cooking Instruction,Food Processing Occupations,Outdoor Education,Recreational Activities

Baking in the woods can be a lot of fun and can help to make a good trip an amazing one. It does take some time, planning, and preparation, and chosen recipes should be tested in the oven at home before trying them out with friends on a 10-day trip. Outdoor baking requires a different set of rules and equipment than those one uses at home and a lot more planning.   This article offers tips to help one enjoy not only the food but the process of preparing it outdoors. ["Baking in the Backwoods" was written with Dawn Morrison.]
Reality Television: Altering Participants' Expectations of Adventure Programs
Author: Lindner, Kevin
Date: 2008-00-00
Type: Journal Articles
Subjects: Adventure Education,Learning Experience,Television,Teamwork,Outdoor Education,Group Dynamics

In this article, the author shares his views on how reality television shows have altered participants' expectations of adventure programs and explores how such changes affect what leaders do with groups who sign on for an adventure education program. For some individuals, the chance to participate in an adventure program focused on group building is exciting. On the other hand, some individuals may be reluctant to come to the adventure program as they have watched these different activities on reality television shows and have developed a sense of nervousness or anxiety before even reaching the program site or seeing the actual activities planned for their adventure-based learning experience. The author found that different reality shows have different goals in mind for the participants, and that using these shows in designing adventure programs is an intriguing way to develop group behaviours. Ultimately, reality television has demonstrated many ways in which people can grow as individuals and groups in unique situations.
Four Season Programming for Ecological Stewardship
Author: Krelove, Katie
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Recreational Activities,Parks,Recreational Facilities,Forestry,Outdoor Education,Environmental Education

As a nature interpreter who has had the pleasure to teach, learn from, and explore with many people of all ages, it is clear to this author that these young people represent among the best hope for the future of a valuable natural place in the heart of the City of Toronto that is constantly threatened--High Park. The park is multi-use: one can visit the historical home of the original landowners, fish or picnic by a 14-hectare pond, use sports facilities, walk dogs, or saunter along trails once used by the Iroquois people. The ecological integrity of the park is constantly threatened by a myriad of urban pressures. This article discusses how four-seasonal programming at Nature Centre allows children and families enrolled in this programming to see and learn from the fruits of their work over time and to realize the benefits of such programming. The enrollees are beginning to see a sense of accomplishment and connection to High Park, and the programming staff hope to instill in them a sense that their efforts make a difference to the long term well-being of the park, and to the city in general.
Addressing Barriers to Ecological Literacy
Author: Monaghan, Kim
Date: 2008-00-00
Type: Journal Articles
Subjects: Environmental Education,Ecology,Literacy,Barriers,Sustainable Development,Foreign Countries,Outdoor Education

Capra defines ecological literacy as &quot;understanding the basic principles of ecology and being able to embody them in daily life.&quot; Roth describes ecological literacy as &quot;the capacity to perceive and interpret the relative health of environmental systems and to take appropriate action to maintain, restore, or improve the health of those systems.&quot; It is clear from these definitions that ecological literacy is more than just a measure of one's ecological knowledge; it is also a measure of one's ability and willingness to use that knowledge to live a more sustainable lifestyle. Accordingly, advocates of place-based learning suggest ecological literacy is best developed through meaningful participation and action-oriented learning in one's local communities with their inherent ecological, social, political and economic realities. Despite the growing support for sustainability education, and increased knowledge of gateways to effective environmental action, fostering ecological literacy through education has proven more difficult than anticipated. This article discusses the Western societal values, which the authors labeled as &quot;myth,&quot; and the barriers to ecological literacy.
OB/OOCH Upstream 2007: Reflections on an Upstream Journey
Author: Edmonstone, Laura
Date: 2008-00-00
Type: Journal Articles
Subjects: Cancer,Foreign Countries,Physical Environment,Diseases,Recreational Activities,Volunteers

In this article, the author shares her experience of spending time at Camp Oochigeas as an Outward Bound (OB) instructor. The author was there as part of a team, working in a program that partnered three strong organizations with a wealth of knowledge and experience in working with kids. Camp Oochigeas operates a volunteer-based program for kids with and affected by childhood cancer, and partners with the Hospital for Sick Children(SickKids) to provide an enriching experience onsite at SickKids, at Oochigeas, and around Toronto. As an instructor for Outward Bound Canada, her role at Ooch was to facilitate a wilderness experience for senior campers called &quot;Upstream.&quot; The goal of Upstream was to build confidence, independence, and outdoor and leadership skills, and to challenge participants to metaphorically widen their circle by stepping outside of their comfort  zones. While there are many specific details that she could share about the Upstream program, what she's really excited about sharing is the pleasure she found in working together as part of a team of professionals from broad backgrounds, and some reflections on their experience of Ooch culture.
The Design and Application of the Digital Backpack
Author: Basham, James D.
Date: 2010-00-00
Type: Journal Articles
Subjects: Access to Education,Museums,Slavery,Freedom,Partnerships in Education,Student Projects,Active Learning,Barriers,Student Diversity,Educational Technology,Computer Assisted Instruction,Electronic Learning,Instructional Design,Video Technology,Multimedia Materials,Handheld Devices,Computer Software,School Business Relationship,Case Studies,Educational Principles,Program Descriptions,Program Implementation

In this study, we introduce the digital backpack as a means for creating a rich learning experience for students of multiple ages. Development, design, and refinement of the digital backpack are grounded in the theoretical framework of Universal Design for Learning using a Design-Based Research (DBR) model. This article presents the design and initial testing of the digital backpack. We discuss the refinement of the digital backpack in a case format that involved three DBR cycles focused on increasingly complex outcomes of design and learning. Finally, the article offers the lessons learned to encourage further exploration of this technology.
Development and Validation of the Student Tool for Technology Literacy (ST[superscript 2]L)
Author: Hohlfeld, Tina N.
Date: 2010-00-00
Type: Journal Articles
Subjects: Test Validity,Ability Grouping,Grade 8,Test Construction,Test Items,Reliability,Student Evaluation,Educational Assessment,Middle School Students,Computer Assisted Testing,Internet,Technological Literacy,Difficulty Level

This article provides an overview of the development and validation of the Student Tool for Technology Literacy (ST[superscript 2]L). Developing valid and reliable objective performance measures for monitoring technology literacy is important to all organizations charged with equipping students with the technology skills needed to successfully participate in and contribute to a digital and global society. The purpose of the ST[superscript 2]L is to measure student technology literacy for low-stakes purposes of reporting aggregated school results, curricular planning, and students' self-assessment of technology skills. This article reports the development procedures and results of the pilot test conducted with eighth grade students (N = 1,561) to validate the functioning of this online, interactive tool. Analyses focused on item difficulty and discrimination by ability groups, completion time analysis, internal consistency reliability, and construct validity. ST[superscript 2]L was found to be a sound assessment tool for the intended purpose of low-stakes assessment of technology literacy. (Contains 3 figures and 10 tables.)
Impact of Robotics and Geospatial Technology Interventions on Youth STEM Learning and Attitudes
Author: Nugent, Gwen
Date: 2010-00-00
Type: Journal Articles
Subjects: Control Groups,Intervention,Robotics,Middle School Students,Scientific Attitudes,Student Attitudes,Summer Programs,Comparative Analysis,Time Factors (Learning),Student Motivation,Computer Attitudes,Science Education,Handheld Devices,Program Descriptions,Program Implementation,Instructional Effectiveness,Educational Technology,Geographic Information Systems

This study examined the impact of robotics and geospatial technologies interventions on middle school youth's learning of and attitudes toward science, technology, engineering, and mathematics (STEM). Two interventions were tested. The first was a 40-hour intensive robotics/GPS/GIS summer camp; the second was a 3-hour event modeled on the camp experiences and intended to provide an introduction to these technologies. Results showed that the longer intervention led to significantly greater learning than a control group not receiving the instruction, whereas the short-term intervention primarily impacted youth attitude and motivation. Although the short-term intervention did not have the learning advantages of a more intensive robotics camp, it can serve a key role in getting youth excited about technology and encouraging them to seek out additional opportunities to explore topics in greater detail, which can result in improved learning. (Contains 3 figures and 4 tables.)