ethanporcaro/eric-fulltext-meta huggingface dataset:
The Level of Understanding of the Photoelectric Phenomenon in Prospective Teachers and the Effects of &quot;Writing with Learning&quot; on Their Success Rates
Author: Yildiz, Ali
Date: 2011-00-00
Type: Journal Articles
Subjects: Experimental Groups,Control Groups,Research Design,Physics,Lecture Method,Preservice Teachers,Pretests Posttests,High School Students,Science Teachers,Science Education,Science Instruction,Science Curriculum

This study examines prospective teachers' levels of understanding the photoelectric effect, and the impact of writing activities for learning purposes on the success of prospective teachers. These prospective teachers study in the science teaching program of the faculty of education and take the course Introduction to Modern Physics. In this study, a semi-experimental design with a &quot;pretest&quot;-&quot;posttest&quot; control group was used. The research data were obtained via a questionnaire comprising qualitative questions prepared by the researchers. In all the groups, the lesson was taught by utilizing the verbal-written lecture method. In addition, each student in the experimental group wrote a letter to a senior high school student to explain the photoelectric effect in an understandable way. On the other hand, students in the control group solved the problems relating to the topic in the course book. A total of 111 third year students studying in the academic year 2007-2008 participated in the study. 54 of these students were female and 57 of them were male. The research findings indicated that prospective teachers have low levels of understanding the photoelectric effect, and qualitative and quantitative comparisons of posttest results of the experimental group and control group, and success percentages in the written examination were in favor of the experimental group. In addition, the opinions of students about writing activities for learning purposes were determined by means of additional questions to the posttest. 91.7% of the students mentioned that they understood the photoelectric effect about which they wrote the letter. These students also stated that this activity helped in their learning of this topic.
Quantitative Analysis of Pre-Service Elementary Mathematics Teachers' Opinions about Doing Mathematical Proof
Author: Aydogdu Iskenderoglu, Tuba
Date: 2011-00-00
Type: Journal Articles
Subjects: Mathematics Education,Opinions,Questionnaires,Mathematical Logic,Mathematics Teachers,Validity,Elementary School Teachers,Teacher Attitudes,Preservice Teachers,Likert Scales,Mathematics Instruction,Elementary School Mathematics,Self Evaluation (Individuals),Mathematics,Beliefs,Foreign Countries,Statistical Analysis

Meaning and importance of proof in mathematics and education increases gradually. Therefore levels of doing proof, proof-related opinions and perceptions of the teachers and pre-service teachers who will train the students in future are of importance. Accordingly, this study aims to determine the proof-related opinions of pre-service elementary mathematics teachers who still study at different grade levels. In line with this purpose, a questionnaire developed under the title &quot;Questionnaire for Constructing Mathematical Proof&quot; was used to determine the pre-service teachers' opinions about proof. The questionnaire comprises 27 items based on 5 point Likert-type. In the study, developmental research method was conducted and the questionnaire was applied to 187 pre-service elementary mathematics teachers from different grade levels. As a result of the study, it was revealed that pre-service teachers have positive views about proof. Also, the study revealed that confidence of pre-service teachers in proving is lower than mental process, self-assessment and belief, and attitude factors.
Effects of Concept Cartoons on Mathematics Self-Efficacy of 7th Grade Students
Author: Sengul, Sare
Date: 2011-00-00
Type: Journal Articles
Subjects: Control Groups,Student Attitudes,Self Efficacy,Opinions,Cartoons,Grade 7,Scientific Concepts,Mathematical Concepts,Knowledge Level,Pretests Posttests,Quasiexperimental Design,Experimental Groups,Foreign Countries,Equations (Mathematics),Algebra,Teaching Methods,Instructional Effectiveness,Likert Scales,Self Concept Measures,Predictor Variables,Instructional Innovation

The purpose of this research is to determine the effect of concept cartoons on the students' perception of their levels of self-efficacy towards mathematics. The research has been designed as the pre-test post-test with quasi experimental control group. The research participants are composed of 94 7th grade students attending an elementary school on the European side of Istanbul during the 2008-2009 Academic Year. &quot;Algebraic expressions and Equations&quot; were taught during four weeks by using sixteen concept cartoons which were developed in this study. Homogenous groups, each consisting of four students sharing the same opinions, were utilized in order to enable them to discuss the concepts more comprehensively and to question their own thinking patterns by creating a social learning environment. The data of the research was collected by &quot;Mathematical Self Efficacy Levels Perception Scale&quot; and through the written opinions of the students about implementation process. While the quantitative data was analyzed by performing the t-test for dependent and independent samples, the qualitative data was descriptively analyzed. The results of the research have shown that concept cartoons have a significant effect on the students' perception of their level of mathematical self-efficacy. Besides, it was found out that students liked concept cartoons very much, their interest to the lesson was increased and they believed they could do mathematics lesson. In the light of the findings of this study, the researchers have developed suggestions for those who will conduct further researches on concept cartoons.
High School Students' Perceptions of School Science and Science Careers: A Critical Look at a Critical Issue
Author: Quinn, Frances
Date: 2011-12-00
Type: Journal Articles
Subjects: Science Careers,Student Attitudes,Job Security,Gender Differences,High School Students,Disproportionate Representation,Career Choice,Foreign Countries,Science Education,Likert Scales,Compensation (Remuneration),Self Concept,Predictor Variables,Academic Ability,Employment Potential

Disproportionate representation of males and females in science courses and careers continues to be of concern. This article explores gender differences in Australian high school students' perceptions of school science and their intentions to study university science courses. Nearly 3800 15-year-old students responded to a range of 5-point Likert items relating to intentions to study science at university, perceptions of career-related instrumental issues such as remuneration and job security, self-rated science ability and enjoyment of school science. Australian boys and girls reported enjoying science to a similar extent, however boys reported enjoying it more in relation to other subjects than did girls, and rated their ability in science compared to others in their class more highly than did girls. There was no significant difference between the mean responses of girls and boys to the item &quot;It is likely I will choose a science-related university course when I leave school&quot; and the strongest predictors of responses to this item were items relating to students' liking for school science and awareness from school science of new and exciting jobs, followed by their perceived self-ability. These results are discussed in relation to socio-scientific values that interact with identity and career choices, employment prospects in science, and implications for science education. (Contains 2 tables.)
Narratives of Identity in Everyday Spaces: An Examination of African American Students' Science Career Trajectories
Author: Haun-Frank, Julie
Date: 2011-12-00
Type: Journal Articles
Subjects: Science Careers,African American Students,Career Choice,Identification (Psychology),Social Influences,High School Students,Cultural Influences,Career Academies,Personal Narratives,Student Experience,Disproportionate Representation,Focus Groups,Interviews,Altruism,Student Attitudes,Role Models

For over two decades the under-representation of African Americans in school science and the workplace has been a central concern for educators, policy makers, and researchers. Existing literature provides many accounts of the barriers to science career attainment. This study examined the science career trajectories of fourteen African American high school students who were persistent in pursuing science. Using identity and social space as theoretical tools, I examined the multiple sociocultural factors that shape students' science career trajectories. Results indicate that everyday spaces were critical in shaping their career aspirations and who they wanted to become. Mapping students' learning pathways was critical to understand how different spaces--school, church, neighborhood--framed their narratives and ultimately their decisions to pursue a science career. (Contains 1 table and 1 figure.)
English Secondary School Students' Perceptions of School Science and Science and Engineering
Author: Bevins, Stuart
Date: 2011-12-00
Type: Journal Articles
Subjects: Careers,Student Attitudes,Compulsory Education,Focus Groups,Engineering,Foreign Countries,Secondary School Students,STEM Education,Science Education,Engineering Education

Debates about school science, students' engagement with, and participation in Science Technology Engineering and Mathematics (STEM), and the supply of suitably qualified people for STEM related fields have been ongoing in England since the early 20th Century. Recent key policy documents and STEM related organisations have highlighted a skills gap in these fields that, if not addressed, could have significant implications towards the country's economic development and prosperity. A large body of literature exists which contributes to the understanding of why it is that young people opt out of post-compulsory STEM education and STEM related careers. However, even with a large knowledge base and a wide range of initiatives and projects that have been carefully designed with the underpinning aim of attracting more young people to STEM related careers (10 year Science and Innovation Framework-HMT, 2004) there still appears to be a problem. This paper presents data gathered from two studies undertaken by the authors in 2004 and 2010. Key findings from two surveys of school students' perceptions of school science and science and engineering in general, and from follow-up focus group interviews are reported. Data sets from both 2004 and 2010 reveal a large amount of congruence in the students' perceptions. While the majority of participating students state that they enjoy school science they also state that they would not consider study of STEM related subjects beyond compulsory education or a STEM related career. The paper situates key findings within existing literature and argues that there is some way to go before we can begin to piece together the large range of factors which influence student's decisions to opt out of STEM study and careers and to develop a clear and effective strategy for tackling the problem. (Contains 4 tables.)
Factors That Influence Student Pursuit of Science Careers; the Role of Gender, Ethnicity, Family and Friends
Author: Rodrigues, Susan
Date: 2011-12-00
Type: Journal Articles
Subjects: Science Careers,Ethnicity,Career Choice,Foreign Countries,Student Attitudes,Family (Sociological Unit),Friendship,Intention,Parent Aspiration,Parent Child Relationship,Parent Role,Peer Influence,Gender Differences,Questionnaires,Likert Scales,Secondary School Students

This study adds to a body of research reporting on pupils' choices and outcomes in relation to science. The article reports on 536 Scottish pupils' perceptions regarding reported intention to choose careers in science, with further analysis in terms of family, friends, gender and ethnicity. The pupils, aged 14-15, from 5 schools in one Scottish education authority, thought that science is important and scientific careers are good. Pupils had evenly balanced views and attitudes towards science, but just over one third (38.7%) of all respondents indicated that they were considering a career in science. The major factor influencing pupils' career choices in Scotland seemed to be their perception of whether their parents want them to pursue a career in science.
Turkish Students' Career Choices in Engineering: Experiences from Turkey
Author: Cavas, Bulent
Date: 2011-12-00
Type: Journal Articles
Subjects: Females,Career Choice,High School Students,Veterinary Medicine,Engineering,Foreign Countries,Gender Differences,Science Careers,Mathematics,Environmental Education,Biology,Medicine,Measures (Individuals),Food,Student Attitudes,Talent,Periodicals,Occupational Aspiration,Internet,Books,Films,Creativity

The shortfall of young people, particularly women, in the field of Science, Mathematics and Engineering (SME) has been shown in many national studies. Schreiner and Sjoberg (2007) indicated that boys outnumber girls in physics and engineering studies, while the gender balance is shifted towards the girls in studies including medicine, veterinary medicine, environmental science and biology. This paper sets out to explore the issues, which are relevant to understanding these gender differences and the factors affecting students' career choices. The instrument called &quot;Vilje-con-valg&quot; was used to obtain data from 1635 first year students from eight different departments--mechanical, civil, computer, electrical-electronics, industrial, chemical, environmental and food engineering at 21 universities in Turkey. The results of this study showed that (i) most of the students decided on career options during their last grade level in high school or after graduation from high school, (ii) students were influenced by the jobs that they were interested in; their talents and abilities that they wanted to use and job prospects after graduation, (iii) internet, popular scientific magazines, books and movies were important factors in choosing their careers and (iv) the creativity and independence in the jobs are important considerations that influence career decisions. (Contains 7 tables and 1 figure.)
Using Cooperative Education and Work-Integrated Education to Provide Career Clarification
Author: Zegwaard, Karsten E.
Date: 2011-12-00
Type: Journal Articles
Subjects: Cooperative Education,Undergraduate Students,College Science,Science Education,Experiential Learning,Science Careers,Career Awareness,Acculturation,Communities of Practice

When students commence university studies they typically choose subjects that are of interest to them, and hold only vague notions of intended career paths. However, some universities offer work-integrated learning degrees (WIL), programs that require students to undertake relevant practical work experience by way of work placements, internships or sandwich degrees. The underlying notion of these degrees is that learning occurs, as Lave and Wenger (1991) argue, by way of legitimate peripheral participation, where the student as the "newcomer" works alongside a practising expert (the "old timer"). As the student becomes more engaged with workplace practices, he or she begins to learn workplace norms by way of mediated action and situated learning. These workplace norms include things such as the use of workplace-specific language, and particular methodological techniques unique to that workplace (Eames & Cates, 2011). Past research has shown that work placements can greatly enhance career clarification for students (Dressler & Keeling, 2011), and that students gradually become enculturated into a community of practice. Recent research in our group suggests that WIL programs also allow the development greater awareness of career paths. This research indicates, for example, that for some students work placements provide clarity about skills and qualifications needed to become a research scientist--subsequently providing motivation to complete graduate studies. Several OECD reports highlight the need for more PhD level scientists and engineers, and we argue here that WIL programs provide a career clarification that is more convincing than any amount of career counselling.
Underneath It All: Gender Role Identification and Women Chemists' Career Choices
Author: Grunert, Megan L.
Date: 2011-12-00
Type: Journal Articles
Subjects: Careers,Personality Traits,Women Faculty,Females,Sex Role,Identification (Psychology),Chemistry,Gender Differences,Science Education,Career Choice,Homosexuality,Family Work Relationship,Graduate Study

This paper describes results from a study on the career choices of women earning doctorates in chemistry in the United States. Presented here are findings related to the participants' identification with traditional female gender roles and expectations for behavior in the male-dominated field of chemistry. Underlying a career decision-making model are the traditional gender roles women participants struggled with as they evaluated different careers in chemistry. Many of the participants envisioned being the primary caretakers for their future families and wanted careers that would accommodate this lifestyle. Findings of note include the freedom from traditional female gender roles exhibited by the lesbian participant, the views towards future familial responsibilities exhibited by both the participants in a relationship and those who were single, and the conflict between feminine personality traits and observed mannerisms of women faculty members. The challenge for research-focused chemistry departments in the United States lies in making departmental culture more supportive of families, more accommodating of the need for work-life balance, and more accepting of traditionally feminine mannerisms and behaviors. (Contains 1 table.)
The Revised 2010 Ethical Standards for School Counselors
Author: Huey, Wayne C.
Date: 2011-11-00
Type: Journal Articles
Subjects: School Counselors,Ethics,Standards,Professional Associations,Counselor Client Relationship,Advocacy,Social Change,Futures (of Society),Counselor Role,Guidelines,School Counseling,Confidentiality,Career Development,Social Justice,Parent Rights,Elementary School Students,Secondary School Students

The American School Counselor Association (ASCA) recently revised its ethical code for professional school counselors, the "Ethical Standards for School Counselors," in 2010. Professional school counselors have a unique challenge in counseling minors in that they provide services in an educational setting. Consequently, school counselors not only have a primary allegiance and ethical responsibilities to student clients, but also have an ethical responsibility to advocate for students with significant others such as parents/guardians, the school, and community. Additionally, school counselors have responsibilities to self, colleagues, and the profession to act in an ethical manner. Changing societal and professional issues require future ethical code revisions to meet the needs of contemporary counselors. This article describes the more than forty new standards and other significant changes on a section-by-section basis.
Status of Clinical Supervision among School Counselors in Southeast Georgia
Author: Black, Anna Lila
Date: 2011-11-00
Type: Journal Articles
Subjects: School Counseling,School Counselors,Counseling Techniques,Counselor Attitudes,Counseling Psychology,Clinical Teaching (Health Professions),Counselor Training,Questionnaires,Mail Surveys,Supervisory Methods,Training Methods,Occupational Surveys,Program Attitudes

Previous studies have investigated the role of clinical supervision in school counseling practice. This research explored the status and meaning of clinical supervision to school counselors employed in two southeastern Georgia counties. Results indicate that participants value clinical supervision even though their employers did not necessarily support their efforts to access supervision.
A Short-Term Study Abroad Program for School Counseling Students
Author: Cunningham, Teddi
Date: 2011-11-00
Type: Journal Articles
Subjects: Cultural Awareness,Study Abroad,School Counseling,Counseling Psychology,Counselor Training,Multicultural Education,Skill Development,Interpersonal Competence,Knowledge Level,Educational Objectives,Program Descriptions,Educational Experience

Well planned, short-term study abroad programs can benefit school counseling students through exposure to new and different cultural experiences. Students gain knowledge and skills that will help them serve the diverse cultural groups found in public school settings. The objective of the short-term study abroad program described in this article was to assist students in gaining additional cultural experiences that lead to expanded cultural awareness, knowledge, and skills. (Contains 1 table.)
The Varied Roles of School Counselors in Rural Settings
Author: Hann-Morrison, Dee
Date: 2011-11-00
Type: Journal Articles
Subjects: Rural Schools,Rural Areas,School Counselors,Counselor Role,Institutional Characteristics,Counselor Attitudes,Responsibility,Best Practices,School Counseling,Counseling Services,Counseling Techniques,Performance Factors

In an effort to demonstrate the uniqueness of the school counselor's role in rural, as opposed to urban, communities, this contribution will speak to the societal norms that render rural communities cultural entities, in and of themselves. The discussion will start with a brief elucidation of the prescribed roles of the school counselor, before offering a broadened perspective of school counselors who practice in rural communities. This contribution will also consider characteristics of rural schools that may be either liabilities or assets in facilitating children's social and psychological growth.
Urban African American High School Female Adolescents' Perceptions, Attitudes, and Experiences with Professional School Counselors: A Pilot Study
Author: Owens, Delila
Date: 2011-11-00
Type: Journal Articles
Subjects: Urban Schools,Student Attitudes,School Counselors,School Counseling,African American Students,Student Experience,Females,Adolescent Attitudes,Interviews,Professional Services,Cultural Influences,Socialization,High School Students,Counselor Role,Change Agents,Help Seeking,Counselor Client Relationship,Academic Support Services,Racial Bias

The authors interviewed African American female students in an urban school district about their perceptions, attitudes, and experiences with their professional school counselors. Data analysis indicated seven primary themes perceived by the participants, some of which included their understanding and purpose of professional school counselors and their perceptions of students who received the most support. Implications for school counselors are discussed.
Creative Approaches to School Counseling: Using the Visual Expressive Arts as an Intervention
Author: Chibbaro, Julia S.
Date: 2011-11-00
Type: Journal Articles
Subjects: Visual Arts,Art Education,School Counseling,School Counselors,Intervention,Art,Art Expression,Children,African Americans,Females,Wellness,Well Being,Religious Factors

This paper examines the use of creative arts in school counseling. There is a specific focus on the use of visual arts, particularly such methods as drawing and painting. Existing literature, which supports the use of art in school counseling, provides the paper's rationale. In addition, the paper explores different art techniques that school counselors can utilize.