ethanporcaro/eric-fulltext-meta huggingface dataset:
A Reverse Engineering Role-Play to Teach Systems Engineering Methods
Author: Bertoni, Alessandro
Date: 2019-00-00
Type: Journal Articles
Subjects: Role Playing,Engineering Education,Instructional Effectiveness,Graduate Students,Foreign Countries,Learning Activities,Systems Approach,Design,Student Attitudes

Students engaged in systems engineering education typically lack experience and understanding of the multidisciplinary complexity of systems engineering projects. Consequently, students struggle to understand the value, rationale, and usefulness of established systems engineering methods, often perceiving them as banal or trivial. The paper presents a learning activity based on a three-stage reverse engineering role-play developed to increase students' awareness of the importance of correctly using systems engineering methods. The activity was developed and integrated in the Systems Engineering course given at Blekinge Institute of Technology. Its effectiveness was analyzed through semistructured self-reflection reports along with two editions of the course. The results showed the development of students' understanding of how to use systems engineering methods. In particular, the students realized the need to deliver detailed and easy-to-read models to the decision makers. This result was in line with the achievement of some of the intended learning outcomes of the course.
An Interpretive Structural Modeling of Teamwork Training in Higher Education
Author: Fathi, Masood
Date: 2019-00-00
Type: Journal Articles
Subjects: Teamwork,Employer Attitudes,Instructional Effectiveness,Curriculum Design,Expertise,Trainers,College Faculty,Cooperative Learning,Educational Strategies,Group Dynamics,Educational Planning,Costs,Time on Task,Difficulty Level,Program Development,Teacher Competencies,Skill Development

In the past decade, the importance of teamwork training in higher education and employers' enthusiasm for recruiting team players have been widely discussed in the literature. Yet, the process through which effective teamwork training is developed in a higher education setting has not yet been properly discussed. The present study aims to map the precedence relationships among the key determinants of teamwork training effectiveness and explain the process through which an effective teamwork training program can be developed. The study first conducted an extensive review of the literature to highlight the key determinants of effective teamwork training. Next, the study benefitted from an interpretive structural modeling technique and captured the opinions of a group of teamwork training experts to further map the interrelationships among the potential determinants that were identified. By listing the key determinants of effective teamwork training, mapping their interrelationships, and identifying their driving and dependence power, the present study is expected to help practitioners and academicians through providing a detailed understanding of the process through which an effective teamwork training program can be developed in a higher education context.
Connecting Local to Global: A Case Study of Public Engagement
Author: Hambidge, Sarah
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,International Cooperation,Citizen Participation,Outreach Programs,Global Approach,Knowledge Economy,Social Change,School Community Relationship,College Students,College Faculty,Educational Research,Professional Development,Communities of Practice,Access to Education,Skill Development,Partnerships in Education,Institutional Mission,Value Judgment,Cultural Awareness,Local Issues

Public engagement is recognised as having an increasingly important role in the changing landscape of higher education in the United Kingdom (UK), and is promoted as a 'pathway to impact' by many higher education funding bodies. However, there is limited evidence to support the outreach and impact gained by higher education institutes that undertake international public engagement activities. Similarly, little is known about higher education staff and student's experiences of participating in such public engagement activities. This study focusses on a Global Festival of Learning (GFoL) in delivering public engagement on an international stage through an integrated approach involving the fusion of education, research, and professional practice, and the perceived impact on staff and students. This paper proposes an adaptive model for public engagement founded on five strategic public engagement areas that can be transferred to other higher education institutes with an interest in developing their international outreach and impact.
Training Future Engineers to Be Ghostbusters: Hunting for the Spectral Environmental Radioactivity
Author: Albéri, Matteo
Date: 2019-00-00
Type: Journal Articles
Subjects: Engineering Education,Radiation,Learning Activities,Interdisciplinary Approach,Computer Uses in Education,Nuclear Physics,Geographic Information Systems,Spectroscopy,Instructional Effectiveness,Hands on Science,High School Students,Science Experiments,Maps,Foreign Countries,Science Instruction,Secondary School Science

Although environmental radioactivity is all around us, the collective public imagination often associates a negative feeling to this natural phenomenon. To increase the familiarity with this phenomenon we have designed, implemented, and tested an interdisciplinary educational activity for pre-collegiate students in which nuclear engineering and computer science are ancillary to the comprehension of basic physics concepts. Teaching and training experiences are performed by using a 4&quot; × 4&quot; NaI(Tl) detector for in-situ and laboratory ?-ray spectroscopy measurements. Students are asked to directly assemble the experimental setup and to manage the data-taking with a dedicated Android app, which exploits a client-server system that is based on the Bluetooth communication protocol. The acquired ?-ray spectra and the experimental results are analyzed using a multiple-platform software environment and they are finally shared on an open access Web-GIS service. These all-round activities combining theoretical background, hands-on setup operations, data analysis, and critical synthesis of the results were demonstrated to be effective in increasing students' awareness in quantitatively investigating environmental radioactivity. Supporting information to the basic physics concepts provided in this article can be found at http://www.fe.infn.it/radioactivity/educational.
Matching Instruction with Modality-Specific Learning Style: Effects on Immediate Recall and Working Memory Performance
Author: Aslaksen, Karoline
Date: 2019-00-00
Type: Journal Articles
Subjects: Cognitive Style,Recall (Psychology),Short Term Memory,Individualized Instruction,College Students,Instructional Effectiveness,Correlation

A well-known hypothesis in education and amongst the general public is that matching instructional method with an individual's modality-specific learning style improves learning and cognitive performance. Several critical reviews in the past decade, however, have shown that the hypothesis has not been properly evaluated with appropriate methodology. Furthermore, the association between learning style and other cognitive abilities such as working memory has not been examined. Thus, the aim of the current study was to examine the association between modality-specific learning style, immediate recall, and working memory performance. University students with visual or auditory learning styles were randomly assigned to one of two instructional methods and then given a multiple-choice recall test. In addition, the participants completed working memory tasks with visual or auditory presentation. The results failed to support the matching hypothesis or any association between modality-specific learning style and working memory.
Computational Programming as a Tool in the Teaching of Electromagnetism in Engineering Courses: Improving the Notion of Field
Author: Nogueira, J. Robert
Date: 2019-00-00
Type: Journal Articles
Subjects: Computation,Programming,Teaching Methods,Scientific Concepts,Magnets,Engineering Education,Visualization,Instructional Effectiveness

In this study we have attempted, firstly, to describe programming protocols developed for the teaching of an Electromagnetism course in the university degrees of Electrical Engineering and Energy Engineering, and secondly, to evaluate students' satisfaction with the simulation practices through MATLAB® programming. The main objective of the protocols is to allow students to model and visualize the electric field and magnetic field (both static) and understand the approximation that is made when considering certain distributions of electric charges and electric currents. To evaluate the usefulness of this computational methodology, eighteen students from the two engineering degrees answered a questionnaire with seven questions related to the Electromagnetism course and to the benefits of using computer programming. Their answers are measured by a Likert scale. From the analysis of the results, we can conclude, in a general way, that the use of this methodology has positive effects in the learning of Electromagnetism in these two degrees.
A Psychometric Re-Examination of the Science Teaching Efficacy and Beliefs Instrument (STEBI) in a Canadian Context
Author: Moslemi, Neda
Date: 2019-00-00
Type: Journal Articles
Subjects: Psychometrics,Science Instruction,Self Efficacy,Beliefs,Foreign Countries,Measurement,Secondary School Science,Science Teachers,Secondary School Teachers

A teacher's self-efficacy has been found to be one of the most important factors contributing to a successful teaching-learning outcome for both the teacher and the students. Numerous studies have shown that there is a relationship between students' self-efficacy, students' academic achievement, teacher burnout and a teacher's sense of self-efficacy. In this study, the psychometric properties of the Science Teaching Efficacy and Beliefs Instrument (STEBI) by Riggs and Enochs (1990) were re-examined in a Canadian context utilizing data of 1630 teachers from the Pan-Canadian Assessment Program (PCAP) in 2013. Exploratory factor analysis (EFA) and its associated methods were used to investigate the factorial structure of the STEBI, and Cronbach's alpha was calculated as a measure of reliability. The results showed adequacy of a two-factor solution and similar overall patterns of factor loadings across orthogonal and oblique rotations. In terms of reliability analysis, both factors had reliability coefficients lower than the original scale. The implications of these findings and the future directions for research are discussed.
Curriculum Design in Construction Engineering Departments for Colleges in Taiwan
Author: Hsu, Wei-Ling
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Curriculum Design,Engineering Education,Construction Industry,STEM Education,Higher Education,Course Descriptions,Program Administration,Leadership,Ethics

Science, technology, engineering, and mathematics (STEM) education has become a new trend in international education curriculum reform. This study analyzed the teaching of seven subjects and performance indicators by collecting data from literature of diversified fields, proficiency training courses, and syllabi of construction management curricula provided by Taiwanese higher education institutions. Research incorporated both qualitative and quantitative methods. Qualitative approaches comprised a literature review and in-depth interview with experts; the quantitative approach was the fuzzy Delphi method, which was used to identify the syllabus constructs of major subjects and rate their performance indicators of secondary subjects. Interpretive structural modelling helped construct a systemic structure and relationships among different types of subjects to analyze curriculum frameworks and systematize teaching models. This study can be referenced to design syllabi for systemic courses in departments of construction engineering and management to educate future construction engineers at higher education institutions.
Investigating Engineering Student Learning Style Trends by Using Multivariate Statistical Analysis
Author: Abdelhadi, Abdelhakim
Date: 2019-00-00
Type: Journal Articles
Subjects: Cognitive Style,Engineering Education,Teaching Styles,Student Interests,Classification,Preferences,Grouping (Instructional Purposes),Teaching Methods,Measures (Individuals),Personality Measures,Undergraduate Students,Multivariate Analysis,Computer Software,Scores

This study aims to use group technology to classify students at the classroom level into clusters according to their learning style preferences. Group technology is used, due to the realization that many problems are similar, and that by grouping similar problems, single solutions can be found for a set of problems. The Felder and Silverman style, and the index learning style (ILS) are used to find student learning style preferences; students are grouped into clusters based on the similarities of their preferences, by using multivariate statistical analysis. Based on the developed groups, instructors can use the proper teaching style to teach their students. The formation of clusters based on the statistical analyses of two sets of data collected from students of two classes at the same level, belonging to same engineering department indicates that each class has different learning style preferences. This is an eye-opener to educators, in that different teaching styles can be used for their students, based on the students' learning styles, even though the students seem to have a common interest.
Strong Religion in a Secular Society: The Case of Orthodox Reformed Schools in the Netherlands
Author: Exalto, John
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parochial Schools,Religion,Private Schools,Religious Education,Citizenship Education,Democracy,Christianity,School Choice,Moral Values

In the Netherlands, state and religious schools are equally financed by the government. Parents are free to choose a school that optimally fits their moral values as well as their idea of a good education. As a result, there is a huge variety of schools, which include those orthodox Reformed schools that form part of the so-called Bible Belt culture. We elaborate on the complex relation between this religious culture and liberal, secular society by focusing on education. Occasionally, there is severe criticism of schools based on a strong religious identity (so-called strong religious schools), especially when it comes to their allegedly inadequate contribution to citizenship education. In order to add a historical perspective and a reflection on the arguments to the debate, our central research question is: 'How can the founding and existence of orthodox Reformed schools in the Dutch liberal and secular society be explained and justified?' Starting with a historical explanation of why the orthodox Reformed founded their own schools in the 1920s, we elaborate on philosophical arguments that can justify the existence of orthodox Reformed schools in a liberal, secular society.
Secondary Science Preservice Teachers&apos; Perceptions of Engineering: A Learner Analysis
Author: Kilty, Trina J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Secondary Education,Preservice Teachers,Student Attitudes,Secondary School Science,Engineering Education,Beliefs,Instructional Design,STEM Education,Problem Solving

The purpose of this study was to describe how US secondary science preservice teachers, or those preparing to teach middle and high school science, at one university, perceive engineering and teaching engineering within an epistemological framework of required domain components pre- and post-instruction (intervention) as well as over three cohort years. Their perceptions reveal relevant prior beliefs helpful for designing instruction to address an external need to prepare secondary science teachers to teach disciplinary content ideas, cross-cutting concepts, and science and engineering practices to meet the Next Generation Science Standards. Questionnaires administered pre- and post-instruction (intervention), as well as over three years, asked participants to decide whether various scenarios qualified as engineering and then to provide reasoning. Intervention instruction included whole-class discussions of engineering design practices. The responses to the questionnaire were analyzed for thematic content. The results indicate that the secondary science preservice teachers (n = 43) have a novice understanding of engineering and teaching engineering. They gain an emerging understanding during the secondary science methods courses, consistent in all three years with expanding perspectives from narrow discipline views. As their perceptions are refined, however, there are risks of oversimplification, which may lead to forming misconceptions. The recommendations for designing instruction such as secondary science methods courses and early career professional development include creating opportunities for preservice and early career teachers to explore and challenge their perceptions of engineering design practices integrated within science and engineering practices.
Ants Go Marching--Integrating Computer Science into Teacher Professional Development with Netlogo
Author: Borowczak, Mike
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Science Education,Faculty Development,Technological Literacy,Elementary Secondary Education,Self Efficacy,Pedagogical Content Knowledge,Teaching Methods,Technology Integration,Engineering Education

There is a clear call for pre-collegiate students in the United States to become literate in computer science (CS) concepts and practices through integrated, authentic experiences and instruction. Yet, a majority of in-service and pre-service pre-collegiate teachers (instructing children aged five to 18) lack the fundamental skills and self-efficacy to adequately and effectively integrate CS into existing curricula. In this study, 30 pre-collegiate teachers who represent a wide band of experience, grade-levels, and prior CS familiarity participated in a 16-day professional development (PD) course to enhance their content knowledge and self-efficacy in integrating CS into existing lessons and curricula. Using both qualitative and quantitative methodology, a social constructivist approach guided the researchers in the development of the PD, as well as the data collection and analysis on teacher content knowledge and perceptions through a mixed-methods study. Ultimately, participants were introduced to CS concepts and practices through NetLogo, which is a popular multi-agent simulator. The results show that although the pre-collegiate teachers adopted CS instruction, the CS implementation within their curricula was limited to the activities and scope of the PD with few adaptations and minimal systemic change in implementation behaviors.
Economics (Only) Now: The Temporal Limitations of Economics as Part of a Critical Social Studies Pedagogy
Author: Shanks, Neil
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Studies,Economics Education,Preservice Teachers,Critical Theory,Teacher Education Programs,Student Attitudes,Urban Teaching,Knowledge Level,Citizenship Education,Educational Objectives,Social Justice

This study speaks to the limited literature on economics pedagogy as part of a broader, critical, social studies pedagogy. Specifically, it seeks to understand the way that preservice teachers in an urban teaching program conceptualize the function of economics within social studies. Utilizing case study methods and a theoretical framework that intersects critical pedagogical tenets of social analysis with the idea of a counter-hegemonic stance, the study offers insight into the role of economics as part of a broadly critical social studies teacher education program. The results indicate that preservice teachers' purpose for teaching social studies and the function of economics were aligned in the mission to critically analyze society. However, preservice teachers' purposes for social studies extended beyond the function of economics into the past, and informed active citizenship for future action. These results show that economics can be a significant part of a social studies education practice that seeks to analyze society, understand the past, and take action for a better future. Unfortunately, limited familiarity and content knowledge inhibit a broader application of the function of economics. Social studies teacher education must purposefully integrate economics content into the exploration of the past and a discussion of future action for justice in order to combat prevailing content knowledge issues in preservice teachers and to help them reconcile their purpose for teaching social studies through economics.
Mobile Learning--Trends and Practices
Author: Uther, Maria
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Telecommunications,Handheld Devices,Evaluation Methods

Mobile learning has become one of the more influential aspects in the field of educational technology given the ubiquity of modern mobile devices and proliferation of educational applications or 'apps' for mobile devices. Within this special issue, there are a range of studies and reviews which cover a breadth of current topics in the field, namely user motivations for using mobile learning, issues in evaluation and domain-specific considerations (e.g., use within language learning or audio-based applications). Together these studies represent the synthesis of a range of methods, approaches and applications that highlight benefits and areas of future growth of mobile technologies.
Pre-Service Teachers&apos; Perception of Financial Literacy Curriculum: National Standards, Universal Design, and Cultural Responsiveness
Author: Johnston-Rodriguez, Sarah
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Money Management,Knowledge Level,Access to Education,Curriculum Evaluation,Preservice Teacher Education,Students with Disabilities,Culturally Relevant Education,National Standards,Special Education,Special Education Teachers

For youth with disabilities, the economic challenges of adulthood pose substantial risks. While the need for financial skills to navigate the economic climate is critical, access to financial education presents many challenges. High school is the optimal time for students with disabilities to access financial education; however, contact is limited. One factor in this limited access may be linked to special educators' lack of knowledge of financial literacy curricula as such resources are typically not part of their teacher preparation. Using a rubric developed by Henning and Johnston-Rodriguez, preservice teachers evaluated five examples of relevant financial literacy curricula: &quot;Financial Fitness for Life,&quot; &quot;Practical Money Skills,&quot; &quot;Finance in the Classroom,&quot; &quot;Money Talks 4 Teens,&quot; and &quot;Money Smart for Young Adults.&quot; Preservice teachers found one curriculum to be most comprehensive in teaching standards-based financial literacy concepts relevant to students with special needs as well as principles of universal design and cultural responsiveness. Each of the other curricula was found to have merit in some respects, suggesting an eclectic approach of mixing some of the curricula depending on teacher and student goals.