ethanporcaro/eric-fulltext-meta huggingface dataset:
Social Media and Social Networking Applications for Teaching and Learning
Author: Yeo, Michelle Mei Ling
Date: 2014-00-00
Type: Journal Articles
Subjects: Social Media,Social Networks,Teaching Methods,College Students,Video Technology,Case Studies,Business Communication,Foreign Countries,Interviews,Qualitative Research,Student Attitudes,Preferences,Informal Education,College Faculty,Teacher Attitudes,Classroom Communication,Literacy,Learning Processes

This paper aims to better understand the experiences of the youth and the educators with the tapping of social media like YouTube videos and the social networking application of Facebook for teaching and learning. This paper is interested in appropriating the benefits of leveraging of social media and networking applications like YouTube and Facebook for learning and pedagogical purposes. To find out the viability of the uses of YouTube videos and Facebook postings as informative and communicative tools, this paper employs a case study of a qualitative method of informal interviews with tertiary students who are studying Business Communication modules from two polytechnics and interviews with lecturers who are teaching Communication modules in two other polytechnics and a University, in Singapore. The results of the data indicated students' preference with using YouTube videos and Facebook to make friends, to network with friends and to be able to learn additional knowledge at their own time and at their preferred place. They like to learn informally via the YouTube videos and Facebook postings with the information and knowledge that extend beyond the boundaries of the textbook and the classroom. But, the problems with the leveraging of YouTube and Facebook for learning include the distractions that would &quot;take away the learning time&quot; from the myriad of games and the various social invitation available on YouTube videos and Facebook. The data also indicated that the youth; the students and the lecturers are positive about using Facebook as a &quot;social&quot; platform to build a good relationship with one another, outside of school. According to the data, the connectivity and the communication via Facebook allow for the students' and lecturer's ease of being friends with one another and with the ease of sharing information and knowledge beyond the boundaries of the classroom and the textbook. Hence, the Facebook connectivity and communication between the students and the lecturers enable a good relationship and in building better rapport between the students and lecturers. However, both the students and lecturers strongly indicated the necessity of face-to-face lessons for communication and for facilitation of academic and formal learning. In conclusion, the ability to read and write and classroom interactions, teaching and having face-to-face communication are in fact still very vital and important but it is no longer sufficient. Old literacy and old technologies are augmented but not totally replaced. There can be a mix of blending the old and new literacy with the social media and social networking applications in the 21st century for teaching and learning.
A Collaborative Endeavour between Mathematics and Science Educators: Focus on the Use of Percent in Chemistry
Author: Ramful, Ajay
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Collaboration,Mathematics Teachers,Science Teachers,Chemistry,College Freshmen,College Science,Mathematical Concepts,Scientific Concepts,Science Instruction,Foreign Countries,Content Analysis,Science Tests,Questionnaires

This paper is the outcome of a collaborative endeavour between mathematics and science educators where the insight from each field mutually informed one another. Specifically, building on the knowledge base from mathematics education research, this study analyses the ways in which percent is interpreted by first year university students in general chemistry. The content analysis of the chemistry problems reveals six categories of situations where percent is distinctly used. Within each category, we unfold the mathematical structure of the chemistry problems to feature the inherent complexity in setting the functional relationship among quantities. Our analysis also highlights how percent is used as an intensive quantity involving an implicit referent that conceals its interpretation. The strategies used by the students included the unitary analysis method, the equation method and the proportion method. Furthermore, percent was commonly interpreted as a fraction, ratio and operator. Although inadequate conceptual knowledge of chemistry explained some of the errors observed in the percent problems, the procedural meaning attached to percent in terms of its operator interpretation tend to be equally influential. Importantly, our study highlights how the knowledge base from mathematics and chemistry education can productively be used to further our understanding of the mathematical knowledge for learning chemistry.
A Scoping Study Investigating Student Perceptions towards Inquiry Based Learning in the Laboratory
Author: King, Nicola
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Attitudes,Active Learning,Inquiry,Science Laboratories,Physiology,Undergraduate Students,Science Experiments,Questionnaires,Student Surveys,Science Equipment,Animals,Foreign Countries,Statistical Analysis,Comparative Analysis

There has been an increasing movement towards the introduction of inquiry based learning in undergraduate physiology laboratories. Students can however find this challenging when there is a sudden transition from traditional didactic practicals to full inquiry based activities. One reason for this could be the students' perceptions about the introduction of inquiry based learning. The aim of this preliminary scoping investigation was to judge students' attitudes towards inquiry based learning following a practical containing an element of inquiry. Students were supplied with approximately 2.5cm gastrointestinal ileal loops from guinea-pigs which they connected via a force transducer to recording equipment. Students were also provided with 4 agonists and 4 antagonists for which they had to determine which antagonist paired with which agonist and which order to add the drugs. After the practical students completed a questionnaire and survey. Twenty nine percent of students strongly agreed and 54% agreed that detailed instructions should be given about how to carry out each practical. In answer to the statement I'd value the opportunity to design and carry out my own experiments, 12% strongly agreed, whilst 27% agreed and 48% were neutral. The commonest anxieties expressed by the students were that they would not understand the practical and not getting the right results. These findings suggest that considerable thought needs to be given as to how to best introduce physiology students to inquiry based practicals and that these student cohorts may benefit from some more scoping activities. Some ideas for these scoping activities are presented.
Secondary Students' Attitudes to Animal Research: Examining the Potential of a Resource to Communicate the Scientist's Perspective
Author: France, Bev
Date: 2015-00-00
Type: Journal Articles
Subjects: Secondary School Students,Scientists,Student Attitudes,Research,Animals,Questionnaires,Attitude Change,Pretests Posttests,Program Effectiveness,Emotional Response,Access to Information,Foreign Countries,Intervention,Films,Animal Behavior,Likert Scales,Context Effect,Decision Making

A DVD resource that provided a scientist's perspective on the use of animals in research and teaching was evaluated with a questionnaire that asked students' views pre and post their access to the resource. Thirty-nine secondary students (Y10-Y13) took part in three different teaching programmes that provided information about animal research and allowed them to explore the issues. Students' opinions about the use of animals for research and teaching were measured by matched pre and post questionnaires and open responses they made to justify their positions. The findings showed that students' views on animal research are strongly held and they express their views with emotion. The resource helped students to realise the complexity of the issue and provided them with knowledge to write more nuanced justifications. This resource was focussed on providing students with cognitive input and this evaluation indicated that equal attention should be provided to the affect component of attitude formation.
The Impact of Guided Student-Generated Questioning on Chemistry Achievement and Self-Efficacy of Elementary Preservice Teachers
Author: Moseley, Christine
Date: 2016-00-00
Type: Journal Articles
Subjects: Metacognition,Teaching Methods,Chemistry,Self Efficacy,Preservice Teachers,Elementary School Teachers,Science Instruction,Scientific Concepts,Questioning Techniques,Likert Scales,Factor Analysis,Hispanic American Students,Pretests Posttests,Science Achievement,Statistical Analysis

This study investigated the use of Guided Student-Generated Questioning (GSGQ) as a metacognitive instructional strategy to increase chemistry achievement and self-efficacy of elementary preservice teachers. The Chemistry Self-Efficacy Scale (CSES), modified from the Biology Self-Efficacy Scale (BSES),was used to determine elementary preservice teachers' self-reported confidence in understanding chemistry. Findings indicated that GSGQ was significantly related to an increase in achievement for the topics of water and solubility but not for the topics of chemical reactions or matter. In addition, the use of GSGQ was found not to be significantly related to chemistry self-efficacy.
Promising Teacher Practices: Students' Views about Their Science Learning
Author: Moeed, Azra
Date: 2016-00-00
Type: Journal Articles
Subjects: Science Instruction,Science Achievement,Student Attitudes,Best Practices,Middle School Students,Middle School Teachers,Questionnaires,Interviews,Teaching Methods,Educational Strategies,Learning Strategies,Instructional Effectiveness,Teacher Attitudes,Foreign Countries,Case Studies,Observation

Internationally, conceptual and procedural understanding, understanding the Nature of Science, and scientific literacy are considered worthy goals of school science education in modern times. The empirical study presented here reports on promising teacher practices that in the students' views afford learning opportunities and support their science learning. The research is an illuminating case study of learning science in a large urban coeducational high school in New Zealand. The participants were one science teacher and his class of 28 students (age 13/14 years). Data were collected through classroom observations (63 lessons), a questionnaire, and interviews with all students in groups of 4/5. Illuminating examples of the six most promising practices and student views about how these practices helped them to learn science are presented. Practical work was common in the study class and was analysed for its effectiveness. The research was underpinned by a constructivist theory of learning.
Definitions Are Important: The Case of Linear Algebra
Author: Berman, Abraham
Date: 2016-00-00
Type: Journal Articles
Subjects: Definitions,Relevance (Education),Algebra,Science Experiments,Mathematical Concepts,Teaching Methods,Educational Strategies,Concept Teaching,Engineering Education,Student Attitudes,Questionnaires,College Mathematics,Foreign Countries

In this paper we describe an experiment in a linear algebra course. The aim of the experiment was to promote the students' understanding of the studied concepts focusing on their definitions. It seems to be a given that students should understand concepts' definitions before working substantially with them. Unfortunately, in many cases they do not. Influenced by their high school experience they concentrate in learning patterns for problem solving without deep understanding of the relevant concepts. In order to educate the students to appreciate the importance of understanding definitions, we changed the homework problems and the didactical contract with the students. We discuss the positive outcomes of these changes from theoretical and educational points of view. We chose to try our approach in a linear algebra course since it is probably the most abstract course for first semester students. We hope that our approach can be useful in teaching other undergraduate courses.
Student Misconceptions about Plant Transport--A Sri Lankan Example
Author: Vitharana, P. R. K. A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Misconceptions,Foreign Countries,Science Instruction,Science Education,Scientific Concepts,Diagnostic Tests,Grade 10,Food Standards,Food,Agriculture,Concept Mapping,Multiple Choice Tests,Questionnaires,Interviews,Test Items,Science Teachers,Secondary School Students,Secondary School Science

Students bring with them their own misconceptions to the science classes and it becomes a barrier in developing new concepts. Therefore, identifying misconceptions is an essential component in teaching science. The objective of this study was to identify 10th grade students' misconceptions on plant transport with the use of two-tier diagnostic test. The development procedure of the two-tier diagnostic test had three steps; (i) defining the content boundaries of the test (ii) collecting information on student misconceptions and (iii) instrument development. Student alternative conceptions were collected after interviewing 25 students and multiple choice questions with free responses being administered to the students. With the use of the date obtained, sixteen (08) two-tier multiple test items were constructed. The first tier examined the content knowledge and the second tier the reasons for the content. The conceptual knowledge examined in the test items were water absorption, mineral salt absorption, transportation of water, transpiration, organic food transportation. The diagnostic test was administered to 180, 10th grade students. It was revealed that students possessed 18 misconceptions. The highest number of misconceptions was recorded in the areas of organic food transportation and the transpiration. The most common misconception was found in the area of organic food transportation.
Improving Transfer of Learning through Designed Context-Based Instructional Materials
Author: Bahtaji, Michael Allan A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Instructional Materials,Physics,Science Education,Science Instruction,Experimental Groups,Control Groups,Mechanics (Physics),Scientific Literacy,Comparative Analysis,Scores,Correlation,Regression (Statistics),Foreign Countries,Transfer of Training,Achievement Tests

This study investigates the outcome of designed source-text materials in context-based physics learning using validated test questions in mechanics. Two groups of students received context-based instruction (experimental group) and one group received content-based instruction (control group). These three groups of students are only different with the (designed and un-designed) source-text materials. The mean-frequency of scores was compared. Furthermore, students were given achievement test and transfer-test. The scores from these two tests were correlated. In general, the results showed that additive source-text materials in context-based instruction significantly improve the performance of the student in mechanics.
Grade 11 Students' Interconnected Use of Conceptual Knowledge, Procedural Skills, and Strategic Competence in Algebra: A Mixed Method Study of Error Analysis
Author: Egodawatte, Gunawardena
Date: 2015-00-00
Type: Journal Articles
Subjects: Mixed Methods Research,Foreign Countries,Mathematics Instruction,College Bound Students,Grade 11,Mathematical Concepts,Algebra,Problem Solving,Mathematics Tests,Urban Schools,Interviews,Mathematical Logic,Mathematics Skills,Metacognition,Arithmetic

The purpose of this mixed-method study was to investigate grade 11 university/college stream mathematics students' difficulties in applying conceptual knowledge, procedural skills, strategic competence, and algebraic thinking in solving routine (instructional) algebraic problems. A standardized algebra test was administered to thirty randomly selected grade 11 students in an urban school in Ontario, Canada. Ten students were later interviewed. In this paper, we discuss the solutions and interviews of five students. The results showed that the majority of university/college stream mathematics students were in the transition stage from arithmetic to algebra. Another prominent feature of these students' problem solving process was their overuse of procedures without being able to critically evaluate whether these procedures would work or not. They also demonstrated lack of &quot;relational,&quot; &quot;application,&quot; and &quot;structural&quot; abilities when solving instructional problems. We emphasize that, in order to be successful, all components of problem solving (procedural work, local focus, strategic skills, and algebraic reasoning) should work together in a coherent manner, as the main learning challenge in problem solving remains keeping cohesion between its multiple interconnected components. Therefore, it is necessary that to show them the arithmetic-algebraic connection in problem solving and to facilitate them to systematically check their answers in the context of a general strategy.
Arterial Tonometry in the Classroom
Author: Werner, Timothy
Date: 2015-00-00
Type: Journal Articles
Subjects: Metabolism,Physiology,Human Body,Physical Health,Pathology,Anatomy

The study of hemodynamic physiology utilizing traditional methods presents many challenges and limitations to educators. The goal of the educator is to provide the student with an adequate understanding of the basic hemodynamic anatomy and physiology governing blood flow, cardiac cycle and associated Korotkoff sounds, and the pathophysiology of vessel-related diseases. Several teachable moments reinforcing hemodynamic concepts are often overlooked when using traditional methods. The incorporation of arterial tonometry seeks to improve these shortcomings by offering a broader perspective of vascular physiology and introducing unique pathologies of the vasculature such as arterial stiffness and endothelial disorders.
A Field Study Examining Success Factors of University-School-Collaboration
Author: Wegner, Claas
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,College School Cooperation,Educational Change,Correlation,Professional Development,Questionnaires,Student Attitudes,Qualitative Research,Human Resources,Institutional Cooperation,Preservice Teachers,Teacher Participation,Educational Finance,Program Evaluation,Statistical Analysis

With decreasing numbers of students pursuing a career in science (OECD, 2008), the call for educational reforms building a basis for an interest in science is great. Cooperation between schools and universities are an important aspect of these reforms, as they aim at sparking an interest in science (Robert Bosch Foundation, 2005). The Ministry of Education of North-Rhine Westphalia has also made these collaborations a mandatory part of the professional development of young students in Germany. In order to determine the connection between the success factors diversity of the human resources, financing, public relations work, as well as evaluation and the actual success of such projects, a questionnaire with 26 items, including open questions, was developed for a quantitative approach to the topic. The survey was mailed to 119 institutions, schools and universities, in Germany to find out about active cooperation. Out of the 119 institutions asked to take part in the survey, only eight were willing to do so. Therefore, the results are of an exploratory nature and can only indicate certain tendencies. The results reveal that the involvement of teachers and teacher trainees seems to be important for pedagogical exchange. Financing was mainly realized through external funding and not through the state. There was also a call for improvement in terms of money available for the projects. Public relations activities as well as regular evaluation led to higher public recognition. Consistent evaluation is also seen as a crucial factor for the development and improvement of collaborative projects.
How Does Grit Impact College Students' Academic Achievement in Science?
Author: Bazelais, Paul
Date: 2016-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Persistence,Individual Characteristics,Physics,Foreign Countries,College Freshmen,STEM Education,Gender Differences,High School Students,Grade Point Average,Tests,Scores,Predictor Variables,Academic Achievement,Likert Scales,Multiple Regression Analysis

Research has suggested that achievement is not solely based on the cognitive abilities of the learner, but rather on the combination of cognitive ability and personality traits. This paper explores how grit affects student academic performance and success in first-year college physics students in the context of a Quebec Collège d'enseignement général et professionnel (CEGEP). Two hierarchical linear regressions were performed using scores on a 12-item 5- point Likert scale survey measure of Grit on student cumulative GPA and on final exam mark for a gateway physics course, controlling for gender and high school GPA. Prior academic performance was found to be a significant predictor of college performance, as well as success in the gateway physics course. Grit was not found to be a significant predictor of student academic achievement or course success.
What's Natural about Nature? Deceptive Concepts in Socio-Scientific Decision-Making
Author: Lindahl, Mats Gunnar
Date: 2015-00-00
Type: Journal Articles
Subjects: Decision Making,Nature Nurture Controversy,High School Students,Foreign Countries,Science Education,Heredity,Biology,Constructivism (Learning),Secondary School Students,Interviews,Genetics,Questionnaires,Embryology,Scientific and Technical Information,Ethics,Thinking Skills,Qualitative Research,Semi Structured Interviews

The conflicts between nature and nurture are brought to the fore and challenges socio-scientific decision-making in science education. The multitude of meanings of these concepts and their roles in societal discourses can impede students' development of understanding for different perspectives, e.g. on gene technology. This study problematizes students' use of &quot;nature&quot; and &quot;naturalness&quot; to further the development of the experience of science education in relation to the nature-nurture debate. We build on the social constructivism view that present conceptions of nature and naturalness emanate from historical and modern social constructions of nature. Claims presented by upper secondary school students in interviews actualizing the control of human actions pertaining to treatments for hereditary diseases by making use of concepts of &quot;nature&quot; and &quot;naturalness were analysed. The students suggested control of human activity on different levels of biological organisation, either from within the Romantic view or the Enlightenment view on nature. The Romantic view provided students with moral grounds for consistently preserve what is considered as nature and means to bolster their reasoning by referring to the balance in nature, the purity of nature, and the laws of nature. The Enlightenment view provided students with means to support gene technology by embedding &quot;nurture&quot; into the concept &quot;nature&quot; by using knowledge while implying that nurture is a natural way to overcome such imperfections of nature. We propose that these conflicting views should be addressed in biological education to promote students' understanding of contemporary discourses dependent on the different concepts of nature and nurture.