ethanporcaro/eric-fulltext-meta huggingface dataset:
Managing Cognitive Dissonance: Experience from an Environmental Education Teachers' Training Course in the Czech Republic
Author: Cincera, Jan
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Environmental Education,Inservice Teacher Education,Qualitative Research,Grounded Theory,Focus Groups,Interviews,Questionnaires,Psychological Patterns,Defense Mechanisms,Conflict,Teachers

This paper presents a qualitative evaluation of seven in-service environmental education teacher training courses conducted in the Czech Republic in 2009-2011. The evaluation applied a grounded theory approach. 14 focus groups, 13 interviews and two post-programme questionnaires were used. The evaluation describes a process of managing cognitive dissonance between the participants' concepts of effective teaching and environmental education and concepts presented by the courses. The paper discusses the strategies applied by the course managers for facilitating a conflict and defensive mechanisms used by the participants. The paper also discusses the implication of this experience for future courses.
Mathematical Identity for a Sustainable Future: An Interpretative Phenomenological Analysis
Author: Pipere, Anita
Date: 2014-00-00
Type: Journal Articles
Subjects: Semi Structured Interviews,Mathematics Teachers,Identification (Psychology),Professional Identity,Qualitative Research,Phenomenology,Correlation,Experience,Motivation,Interaction,Student Attitudes,Humanistic Education,Teaching Methods,Self Actualization,Mathematics Achievement,Foreign Countries,Interviews,Context Effect

Individual in-depth, semi-structured interviews with three mathematics teachers were conducted to investigate the dynamics of their life-long relationships with mathematics, synthesised as mathematical identity from different identity positions in the context of dialogical self. The qualitative data were scrutinised employing interpretive phenomenological analysis that displayed mostly positive instrumental relationships with mathematics and explicit connections between the teachers' life experiences and their distinct identity voices that surfaced in interviews. Similarly, teachers appeared to be experts in different professional spheres: pedagogy, subject or didactics. The teachers' accounts contain various models of relationships between the other-motive and the self-motive as reflected in their pedagogical approaches. Emergent patterns resulting from the interaction of the teachers' mathematical identity and their perception of students' mathematical philia/phobia included the humanistic approach with an instrumental interpretation of mathematics and its teaching methods, self-actualisation in achieving success in mathematics through hard work and the issue of attribution of failure in mathematics either to external or internal factors. Moreover, these dialogical models and interactive patterns show alignment with one of the core competences for educators in education for sustainable development, that is, achieving transformation in what it means to be an educator, in teaching and learning, as well as in the entire education system. Practical implementation of findings and limitations of the study are outlined along with venues for future research.
Education for Sustainable Development in Early Childhood Education in Finland
Author: Reunamo, Jyrki
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Sustainable Development,Preschool Teachers,Environmental Education,Models,Factor Analysis,Ethics,Social Influences,Knowledge Level,Surveys,Likert Scales,Statistical Analysis,Educational Environment,Interpersonal Relationship,Student Participation,Skill Development

In the Finnish early childhood education and care (ECEC) curriculum, there is no specific content for education for sustainable development (ESD). Thus, it is not possible to get direct guidelines on how to conduct ESD in ECEC from the curriculum. We seek to look at the preferences of Finnish early childhood educators through the model of extended environmental education. Behind this model is Palmer's tree model and an emphasis on empirical, social and ethical components of ECEC. The research method employed a survey. Altogether 924 teams in Southern Finland evaluated their learning environments. By using a factor and reliability analysis, we extracted three factors relevant to the extended Palmer's model. The teachers primarily emphasised the understanding (learning) aspects of ECEC. The second most important aspect comprised the social aspects of education. The third most important aspect included the ethical and participant aspects of ECEC. Potential implications and indications to the practice of ESD are discussed.
Primary School Teachers' Views on a Holistic Approach to Facilitating the Acquisition of Musical Cultural Values
Author: Badjanova, Jelena
Date: 2013-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Holistic Approach,Music,Cultural Influences,Values,Elementary Education,Sustainable Development,Foreign Countries,Interdisciplinary Approach,Humanistic Education,Focus Groups,Interviews

Recent tendencies in education highlight the need to align the system of general education in Latvia with the tenets of sustainability. In keeping with this broad target orientation, this paper re-examines international and Latvian experiences and perspectives on the application of a holistic approach to the content of primary education. This review of good practice is set against the backdrop of different theories and approaches concerned with the essence and principles of holism. More specifically, the paper addresses the issue of ensuring successful acquisition of musical cultural values in primary school via a holistic approach. In this regard, the latter is construed as movement towards the new that facilitates positive attitudes towards musical cultural values among learners and is both physically and spiritually nurturing. The paper proposes a theoretically and empirically grounded model for the usage of a holistic approach with a view to enabling acquisition of musical cultural values in primary school. The gradual development of the model is traced in the course of theoretical and empirical inquiry, the latter involving a survey and an interview with five experts.
Opportunities and Challenges for Integrating Sustainability Education into K-12 Schools: Case Study Phoenix, AZ
Author: Redman, Erin
Date: 2013-00-00
Type: Journal Articles
Subjects: Sustainability,Elementary Secondary Education,Case Studies,Curriculum Development,Integrated Curriculum,Teacher Attitudes,Summer Programs,Science Instruction,Data Collection,Barriers,Teaching Methods,Standardized Tests,Experiential Learning,Problem Based Learning,Teacher Education,Academic Standards,Teaching Load,Teacher Surveys,Interviews,Participant Observation

Teacher education for sustainability is a central part of integrating sustainability into classrooms and schools. However, educating for sustainability is not limited to increased content knowledge; rather it encompasses different forms of knowledge that embrace the normative, dynamic and action-oriented nature of sustainability. Curriculum for a summer sustainability programme had previously been developed based on an interdisciplinary approach which incorporates research and practice from the fields of education pedagogy, sustainability and behaviour change. This article synthesises the insights provided by K-12 teachers who participated in this programme and another teacher who utilised the curriculum during a sustainability unit in her 8th form science class in Phoenix, AZ. Data was collected through surveys and interviews over the course of a year. The key findings indicate that one of the major barriers to moving away from traditional, didactic approaches to education is the importance placed on standardised tests. As long as external forces and incentive structures reinforce methods of lecture and assess, teachers will struggle transitioning to more experiential, real-world methods that enhance a multiplicity of knowledge. One important suggestion made by the teachers was for increased support by universities through pre-service and in-service programmes focused on educating for sustainability.
Adaptation of Conceptions of Learning Science Questionnaire into Turkish and Science Teacher Candidates' Conceptions of Learning Science
Author: Bahçivan, Eralp
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Questionnaires,Translation,Science Teachers,Preservice Teachers,Factor Analysis,Test Validity,Test Reliability,Science Education,Knowledge Level,Student Attitudes,Memorization,Learning Processes,Science Tests

The purposes of this study were to (1) adapt an instrument &quot;The Conceptions of Learning Science (COLS) questionnaire&quot; into Turkish, and (2) to determine Turkish science teacher candidates' COLS. Adapting the instrument four steps were followed. Firstly, COLS questionnaire was translated into Turkish. Secondly, COLS questionnaire was administered to science teacher candidates (n = 382) from different universities in different regions of Turkey. After that, the exploratory factor analysis (EFA) was performed with 160 participants. Finally, the confirmatory factor analysis (CFA) was performed with remaining 219 participants. At the end of the validation processes six factors were retained. It was concluded that the adapted version of COLS questionnaire could produce valid and reliable scores on Turkish science teacher candidates.
&quot;Reading an Object&quot;: Developing Effective Scientific Inquiry Using Student Questions
Author: Hynes-Berry, Mary
Date: 2014-00-00
Type: Journal Articles
Subjects: Ownership,Standards,Lifelong Learning,Inquiry,Science Instruction,Concept Formation,Scientific Concepts,Critical Thinking,Problem Solving,Teaching Methods

We explore the power of allowing students to construct their own conceptual understanding as they &quot;read an object&quot; in a series of guided inquiry steps, developing their own questions about the object. Their ownership of questions increases the learner's engagement and results in more efficacious learning and meets the standards of quality intellectual work and meaningful lifelong learning, as opposed to school-based &quot;mastery learning&quot; for the test.
Enhancing Laos Students' Understanding of Nature of Science in Physics Learning about Atom for Peace
Author: Sengdala, Phoxay
Date: 2014-00-00
Type: Journal Articles
Subjects: Grade 12,Foreign Countries,Secondary School Science,Scientific Concepts,Concept Formation,Scientific Principles,Physics,Science and Society,Peace,Worksheets,Participant Observation,Student Journals,Interviews,Qualitative Research,High School Students

This paper aimed to study of Grade 12 students' understanding of nature of science in learning about atom for peace through science technology and society (STS) approach. Participants were 51 Grade 12 who study in Thongphong high school Vientiane Capital City Lao PDR, 1st semester of 2012 academic year. This research regarded interpretive paradigm. The intervention of STS physics provided 4 weeks of teaching about atom for peace through Yuenyong (2006) science technology and society (STS) approach. Students' understanding of nature of science was interpreted through students' worksheets, participant observation, students' journal writing and informal interview. The findings revealed that students could reflect their ideas related to three aspects of nature of science. This included Socio-cultural embeddedness, empirical basis, and subjectivity. The study has implications for NOS teaching in Lao PDR.
Effectiveness of Computer Animation and Geometrical Instructional Model on Mathematics Achievement and Retention among Junior Secondary School Students
Author: Gambari, A. I.
Date: 2014-00-00
Type: Journal Articles
Subjects: Animation,Geometry,Computer Uses in Education,Educational Technology,Mathematics Achievement,Secondary School Students,Academic Persistence,Pretests Posttests,Achievement Tests,Foreign Countries,Reliability,Scores,Statistical Analysis,Instructional Effectiveness,Gender Differences,Mathematics Instruction,Hypothesis Testing,Conventional Instruction,Teaching Methods

This study investigated the effectiveness of computer animation and geometry instructional model on mathematics achievement and retention on Junior Secondary School Students in Minna, Nigeria. It also examined the influence of gender on students' achievement and retention. The research was a pre-test post-test experimental and control group design. 40 junior secondary school students were drawn from two secondary schools within Minna metropolis. Stratified random sampling technique was used to select 40 students (20 males and 20 females). The Geometry Achievement Test (GAT) was used for data collection. The reliability coefficient of 0.87 was obtained using Kuder-Richardson (KR-20). GAT was administered to students as pre-test and post-test. The students' pretest and post-test scores were analyzed using t-test statistics. The results indicated that the students taught geometry using computer animation performed significantly better in post-test and retention test than their counterparts taught geometry using instructional model and conventional method respectively. However, there was no significant difference reported in the post-test performance scores of male and female students taught geometry using computer animation and instructional model respectively. These findings indicated that geometry concept in mathematics could be taught and learnt meaningfully through the use of computer animation.
Graduate Teaching Assistants; Critical Colleagues or Casual Components in the Undergraduate Laboratory Learning? An Exploration of the Role of the Postgraduate Teacher in the Sciences
Author: Ryan, Barry J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Assistants,College Faculty,Higher Education,Undergraduate Students,Research Skills,Undergraduate Study,Teacher Education,Science Education,Teacher Effectiveness,Feedback (Response),Teaching Methods,Science Laboratories

Laboratory training is key to many science subjects and those that teach the practical laboratory skills maintain a pivotal role in undergraduate science training. Graduate Teaching Assistants (GTAs) are regularly used in higher education institutes to teach these practical lab skills. The GTA can be involved in both laboratory teaching and assessing all levels of undergraduates. This varied and challenging role requires support from the institute and if appropriately provided the learning experience can be rewarding not only for the undergraduate, but also for the GTA. In this review, the critical role of the laboratory GTA will be examined, their support requirement highlighted and the multi-dimensional benefits of GTA facilitated research-orientated laboratory learning outlined.
Fallacious Argumentation in Student Reasoning: Are There Benefits?
Author: Mueller, Mary
Date: 2014-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Fractions,Grade 4,Elementary School Students,Grade 6,Middle Class,Urban Schools,Suburban Schools,After School Programs,Informal Education,Mathematical Logic,Misconceptions,Mathematical Concepts,Cooperative Learning,Problem Solving,Mathematics Instruction

This article reports on an analysis of episodes of invalid or controversial arguments that occurred while two different groups of students worked on similar fraction tasks and examine the role that these types of arguments played in the development of students' reasoning. One group consisted of suburban, middle-class, fourth graders who worked on these tasks during the regular school day. The other group was comprised of sixth-graders from an urban community working on similar tasks as part of an informal learning after-school project. The findings of this study indicate that allowing students to share and discuss incorrect arguments promoted rich mathematical discourse and argumentation. The invalid arguments triggered the use of varied reasoning by other students and cleared up previous [mis]understandings.
Development of the Structured Problem Posing Skills and Using Metaphoric Perceptions
Author: Arikan, Elif Esra
Date: 2014-00-00
Type: Journal Articles
Subjects: Grade 3,Elementary School Students,Figurative Language,Public Schools,Content Analysis,Problem Solving,Comparative Analysis,Pretests Posttests,Foreign Countries,Mixed Methods Research,Mathematics Instruction,Elementary School Mathematics,Teaching Methods,Structured Interviews

The purpose of this study was to introduce problem posing activity to third grade students who have never met before. This study was also explored students' metaphorical images on problem posing process. Participants were from Public school in Marmara Region in Turkey. Data was analyzed both qualitatively (content analysis for difficulty and limitedness of pose problems and metaphorical imagination) and quantitatively (non-parametric Wilcoxon Sign Test). Since experimental and control group were not used in the study, this study was nonexperimental study. The participants were mingled with problems for warming up to generate a problem by themselves. After that they were offered three semi-structured problematics situations. Students were asked create a systematic structure to given problematic situations. Comparisons were made by means of pre-test and post-test. The results of this study revealed that the students were successful in structured type considerably. Further, students' insight on problem posing was identified by metaphors.
Introducing the Anatomy of Disciplinary Discernment: An Example from Astronomy
Author: Eriksson, Urban
Date: 2014-00-00
Type: Journal Articles
Subjects: Astronomy,Physics,Science Education,Video Technology,Simulation,Hermeneutics,Grounded Theory,College Faculty,College Students,Teaching Methods,Research Projects,Online Surveys,Qualitative Research,Foreign Countries

Education is increasingly being framed by a competence mindset; the value of knowledge lies much more in competence performativity and innovation than in simply knowing. Reaching such competency in areas such as astronomy and physics has long been known to be challenging. The movement from everyday conceptions of the world around us to a disciplinary interpretation is fraught with pitfalls and problems. Thus, what underpins the characteristics of the disciplinary trajectory to competence becomes an important educational consideration. In this article we report on a study involving what students and lecturers discern from the same disciplinary semiotic resource. We use this to propose an Anatomy of Disciplinary Discernment (ADD), a hierarchy of what is focused on and how it is interpreted in an appropriate, disciplinary manner, as an overarching fundamental aspect of disciplinary learning. Students and lecturers in astronomy and physics were asked to describe what they could discern from a video simulation of travel through our Galaxy and beyond. In all, 137 people from nine countries participated. The descriptions were analysed using a hermeneutic interpretive study approach. The analysis resulted in the formulation of five qualitatively different categories of discernment; the ADD, reflecting a view of participants' competence levels. The ADD reveals four increasing levels of disciplinary discernment: Identification, Explanation, Appreciation, and Evaluation. This facilitates the identification of a clear relationship between educational level and the level of disciplinary discernment. The analytical outcomes of the study suggest how teachers of science, after using the ADD to assess the students disciplinary knowledge, may attain new insights into how to create more effective learning environments by explicitly crafting their teaching to support the crossing of boundaries in the ADD model.
Minimal Interventions in the Teaching of Mathematics
Author: Foster, Colin
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Methods,Teacher Role,Intervention,Counseling,Teacher Student Relationship,Personal Autonomy,Student Needs,Mathematics Teachers,Foreign Countries

This paper addresses ways in which mathematics pedagogy can benefit from insights gleaned from counselling. Person-centred counselling stresses the value of genuineness, warm empathetic listening and minimal intervention to support people in solving their own problems and developing increased autonomy. Such an approach contrasts starkly with the much more directive and leading interventions often made by mathematics teachers in the classroom. In this position paper I argue that minimal teacher interventions are a powerful way to support students in their learning of mathematics. Drawing on the interplay between a mathematics teacher's responsibility to teach mathematics and their duty to support students pastorally, I argue that such an approach builds on skills that teachers already possess and has considerable potential to enhance students' healthy mathematical development.
Variables Predicting Prospective Biology Teachers' Acceptance Perceptions Regarding Gene Technology
Author: Yilmaz, Mirac
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,Adoption (Ideas),Science Teachers,Biology,Genetics,Biotechnology,Science Education,Knowledge Level,Science Interests,Questionnaires,Likert Scales,Regression (Statistics),Predictor Variables,Risk,Foreign Countries

The different opinions on products and applications of gene technology (GT) draw attention to the training and education activities related to GT. The purpose of this study is to review some variables predicting the acceptance perception regarding GT, and to investigate their changes at levels. The prospective teachers' subjective knowledge and interest levels in relation to the use of GT and their risk and acceptance perceptions have been questioned through a Likert type questionnaire. Latent class and binary logistic regression analyses were used. This study was carried out with 135 prospective biology teachers. According to our study, it is possible to state that there are variables, at 5% level of significance, predicting acceptance of interest and risk variables in terms of GT. As perception towards GT being risky decreases and interest towards GT increases, the acceptance perception regarding GT increases.
A Workshop for High School Students on Naive Set Theory
Author: Wegner, Sven-Ake
Date: 2014-00-00
Type: Journal Articles
Subjects: Workshops,Mathematical Concepts,Theories,Secondary School Mathematics,High School Students,Mathematics Activities,Mathematics Instruction,Foreign Countries,Elementary School Students,Gifted

In this article we present the prototype of a workshop on naive set theory designed for high school students in or around the seventh year of primary education. Our concept is based on two events which the author organized in 2006 and 2010 for students of elementary school and high school, respectively. The article also includes a practice report on the two workshop.
Modeling the Stress Complexities of Teaching and Learning of School Physics in Nigeria
Author: Emetere, Moses E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Instruction,Physics,Student Surveys,Student Attitudes,Correlation,Stress Variables,Feedback (Response),Psychological Patterns,Social Influences,Barriers,Secondary School Students,Developing Nations

This study was designed to investigate the validity of the stress complexity model (SCM) to teaching and learning of school physics in Abuja municipal area council of Abuja, North. About two hundred students were randomly selected by a simple random sampling technique from some schools within the Abuja municipal area council. A survey research design was used which centered on the students perception only. The data collected were analyzed using Pearson product moment correlation, standard deviation and behavioral complexity model. The findings of the study revealed that psychosocial stress emanating from the classrooms in developing country yields higher negative feedbacks than positive feedbacks.