ethanporcaro/eric-fulltext-meta huggingface dataset:
Effect of Problem-Based Learning on Students' Achievement in Chemistry
Author: Aidoo, Benjamin
Date: 2016-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Academic Achievement,Chemistry,Pretests Posttests,Foreign Countries,Quasiexperimental Design,Control Groups,Experimental Groups,Lecture Method,Critical Thinking,Scientific Concepts,Physical Sciences,Problem Solving

The study investigated the effect of problem-based learning (PBL) on students' achievement in chemistry. Learners' low achievement in Science in South Africa has been a concern to government, stakeholders, school principals and parents over the years as a result of poor teaching techniques, students' attitudes, lack of teaching and learning materials, teachers' pedagogical skills, etc. Several studies, for instance the Monitoring Learner Achievement (MLA) project conducted by UNESCO and UNICEF have shown no improvement in the performance of South African students in Mathematics and Science. Quasi-experimental design was employed for the study. 101 equivalent students were selected for the study using pre-test. The control group was taught with the traditional lecture method whiles the experimental group received instruction with PBL. Independent t-test was used for the analysis. Results showed that there was significant difference (p &lt; 0.05) in chemistry achievement of students between control and the experimental group while there was no significant differences in the before the study. The results show that PBL is an effective way for to teach chemistry so as to improve students' critical thinking and problem solving skills.
Exploring Outcomes Two Years after an International Faculty Abroad Experience
Author: Roberts, T. Grady
Date: 2016-00-00
Type: Journal Articles
Subjects: College Faculty,Interdisciplinary Approach,Teacher Attitudes,Attitude Change,Foreign Countries,Faculty Development,Higher Education,International Educational Exchange,Credibility,Teaching Methods,Behavior Change,Cultural Context,Study Abroad,Outcomes of Education

The National Research Council (2009) emphasized the importance of enhancing the undergraduate experience to better prepare graduates to work in a global economy. The NRC went further to suggest college faculty might need professional development to make appropriate changes. In 2010, as a part of a USDA Higher Education Challenge Grant, eight faculty in agriculture and natural resources from the University of Florida participated in a 14-day faculty abroad experience to Ecuador to explore their discipline in that country. The purpose of this study was to understand the outcomes evident two years after that experience on the faculty participants. Results revealed changes in attitudes, aspirations, knowledge, and behaviors. Changes in attitudes and aspirations included: the importance of international experiences, the benefits of meeting new colleagues, the value in learning from the other participants, the importance of multidisciplinary interactions, credibility, the importance of authentic interactions, and a desire to learn more. Faculty participants in this experience learned about the Ecuadorian context, learned about their discipline, and learned about pedagogy. Behavior changes included: considering the cultural context, focusing more of their work on Latin America, emphasizing study abroad programs, interacting with new people, and teaching others about what they learned in Ecuador.
Examining Student Perceptions of Flipping an Agricultural Teaching Methods Course
Author: Conner, Nathan W.
Date: 2014-00-00
Type: Journal Articles
Subjects: Agricultural Education,Teaching Methods,Methods Courses,Student Attitudes,Educational Technology,Technology Uses in Education,Video Technology,Homework,Barriers,Instructional Effectiveness,Preservice Teacher Education,Qualitative Research,Focus Groups,Knowledge Level,Preservice Teachers,College Students

To meet the needs of the 21st century student, college instructors have been challenged to transform their classrooms from passive to active, &quot;minds-on&quot; learning environments. This qualitative study examined an active learning approach known as a flipped classroom and sought to explore student perceptions of flipping a teaching methods course required in an agricultural teacher education program. Students offered mixed perceptions about this flipped class. The emergent themes included: (a) positive aspects of online lecture, (b) technological issues, (c) positive aspects of classroom learning activities, (d) negative aspects of classroom learning activities, and (e) student beliefs regarding the flipped classroom approach. Based on the findings from this study, a flipped classroom approach seems to have promise as a model for delivering a teaching methods class. As a result, we suggest other instructors of similar courses attempt a flipped classroom approach to test the model in other contexts.
Supervised Agricultural Experience Programs: An Examination of Committed Teachers and Student-Centered Programs
Author: Rubenstein, Eric D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Agricultural Education,Rural Education,Program Development,Program Implementation,Focus Groups,Interviews,Observation,Teacher Role,Learner Engagement,Teaching Methods,Supervision,Student Role,Parent Role,Community Role,School Role,Secondary Education,Program Effectiveness,Student Centered Learning,Experiential Learning

SAE programs were designed as an integral component in SBAE. However, participation has continued to decline. This qualitative study examined exemplary SAE programs in rural SBAE to discover factors that were working in SAE development and implementation. Through focus groups, individual and informal interviews, and observations, two themes that include 11 factors emerged from the data. This study found the agriculture teacher was the most important program partner in the development of an SAE program. Further, student learning must occur to ensure students continue to engage in an SAE program. The researchers recommended agriculture teachers utilize instructional time for the establishment, maintenance, and showcase of student SAE programs.
Effective Practices in STEM Integration: Describing Teacher Perceptions and Instructional Method Use
Author: Smith, Kasee L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Agricultural Education,Career Education,STEM Education,Secondary School Teachers,Teacher Attitudes,Self Esteem,Teaching Methods,Lecture Method,Gender Differences,Online Surveys,Statistical Analysis

Career and Technical Education (CTE), including agricultural education, has been suggested as a platform for delivering Science, Technology, Education, and Mathematics (STEM) content in secondary classrooms (Stone, 2011). The purpose of this descriptive study was to describe agriculture teachers' perceptions and confidence levels for integrating the four STEM disciplines in agricultural education courses, along with perceptions and use of instructional methods for STEM integration. A stratified random sample (n =280) was drawn from agriculture teachers in three states (N =1,049), one state representing each of the American Association for Agricultural Education regions. Overall, teachers perceived each of the four components of STEM integration as important. Teachers had high levels of confidence in integrating science and mathematics, and reported lower confidence levels for technology and engineering. Although teachers reported spending most of their teaching time in lecture (M = 23.46; SD = 15.34) and ranked lecture first in overall confidence, lecture ranked seventh out of ten in effectiveness for student learning. Differences existed between gender and confidence integrating engineering, and perceptions of instructional method effectiveness. Results of this study suggest stakeholder examination of instructional methods which are most effective at integrating STEM concepts, and investigate how to increase teacher confidence with effective instructional methods for STEM concepts.
A Structural and Functional Model for Forming Management Skills in Junior Schoolchildren
Author: Knissarina, Malika M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Questionnaires,Parent Attitudes,Teacher Attitudes,Self Management,Elementary School Students,Personality Traits,Student Characteristics,Cognitive Ability,Course Descriptions,Learning Strategies,Study Skills

The purpose of the study is to analyze theoretically and simulate the formation of management skills in junior schoolchildren. The authors classified junior schoolchildren's management skills, defined psychological and pedagogical principles of their formation. Empirically obtained results of questionnaires for teachers and parents (n=550) determined how well they understood the importance and relevance of forming management skills at primary school. In order to examine the organization of the pedagogical process at schools the pedagogical documents were analyzed. Obtained data were used to develop indices and criteria of formed management skills, as well as a structural and functional scheme of forming management skills in junior schoolchildren. The suggested model of the content of learning-activity management preserves the substantial distinctness of management actions and operations and creates possibilities for comprehending the structure of learning-activity management to apply knowledge thereof consciously when organizing the educational process in elementary schools.
Career and Family Balance of Texas Agricultural Science Teachers by Gender
Author: Hainline, Mark S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Agricultural Education,Teacher Burnout,Teacher Persistence,Family Work Relationship,Gender Differences,Teacher Attitudes,Teacher Responsibility,Online Surveys,Statistical Analysis,Expectation,Teaching Conditions,Marital Status

With the high rates of agricultural teacher burnout and attrition in the United States, the need for teachers to strike a balance between their work and family responsibilities is imperative. The purpose of this research study was to explore the influence of gender on Texas agricultural teachers' perceived job obligations and family responsibilities. Utilizing an online survey instrument, a census of agricultural science teachers in Texas for the 2013-2014 school year was attempted. A total of 567 Texas agricultural educators completed the instrument, for a response rate of 30.8%. The teachers' involvement in household responsibilities accounted for an average of 22.63 hours per week. In addition to the hours teachers spent on their family responsibilities, an average of 58.65 hours per week were expended on the total agricultural education program (classroom instruction, FFA, and SAE). When comparing genders, female agricultural teachers, on average, reported exerting a surplus of 7.5 hours per week on family responsibilities as compared to male teachers. Findings of this study indicated female teachers' spouses worked an average of 8.65 more hours per week outside of the home, in comparison to the spouses of their male counterparts.
The Associating Abilities of Pre-Service Teachers Science Education Program Acquisitions with Engineering According to STEM Education
Author: Sumen, Ozlem Ozcakir
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,STEM Education,Science Education,Science Instruction,Engineering Education,Science Programs,Foreign Countries,Elementary School Teachers,Elementary School Science,Semi Structured Interviews,Teacher Attitudes,Case Studies,Qualitative Research,Research Methodology,Holistic Approach,Content Analysis

The aim of this study is to determine the associating abilities of elementary education pre-service teachers science education program acquisitions with engineering using STEM education. In the study which is a case study, firstly pre-service teachers were trained about the STEM education approach. Then &quot;Elementary School Science Education Program Acquisitions-STEM Activities Form&quot; was applied asking the subjects to prepare activities associating elementary education science lessons acquisitions with engineering. After the application of the form, semi-structured interviews were conducted to ask pre-service teachers' opinions about STEM education, using STEM in elementary education science lessons and the activities they had written in the form. An analysis of the data showed that pre-service teachers could easily associate elementary school science program acquisitions and the field of engineering. A variety of activities were given that could be conducted in the elementary education science lessons. Interviewed teachers gave positive feedback to the approach and stated that it is an educational approach that must be applied to lessons.
The Role of the Pituitary-Adrenocortical Axis System in the Regulation of Secretion of Digestive Glands of Wrestlers during Sports and Postsports Ontogenesis
Author: Panov, Sergei F.
Date: 2016-00-00
Type: Journal Articles
Subjects: Metabolism,Human Body,Athletes,Exercise Physiology,Age Differences,Children,Adolescents,Adults,Foreign Countries

According to many researchers its necessary to research a hormonal profile in order to determine mechanisms of regulation of functions of the digestive conveyor during sports activities. In the paper the results of the carried out research on studying of a role of pituitary-adrenocortical axis system of adaptive reactions in activities of the secretory apparatus of a stomach of the athletes engaged in fight are provided. In our research the method of fractional gastric sounding was applied (as the most acceptable physiological method of a research of secretory activities of a stomach), and a method of the enzyme multiplied immunoassay by means of the industrial sets &quot;CEA-IRE-SORIN&quot; by means of which content of ???? hormones, cortisol and aldosterone in blood serum was studied. Results of the carried out research complement data in the field of sports gastroenterology and sports medicine and specify the possibility of their use by trainers and athletes when planning training and competitive exercises exerciseand processes of recovery.
Mathematics Efficacy and Professional Development Needs of Wyoming Agricultural Education Teachers
Author: Haynes, J. Chris
Date: 2014-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teacher Effectiveness,Agricultural Education,Faculty Development,Self Efficacy,Teacher Attitudes,Mathematical Concepts,Surveys,Questionnaires,Statistical Analysis,Teacher Competencies,Secondary Education,College Readiness,Special Needs Students,Curriculum Development,Case Studies,Likert Scales,Secondary School Teachers,College Entrance Examinations

School-based agricultural education programs provide contextualized learning environments for the teaching of core academic subject matter. This study sought to examine the mathematics efficacy and professional development needs of Wyoming agricultural education teachers related to teaching contextualized mathematics. Wyoming agricultural education teachers were moderately efficacious in personal mathematics teaching efficacy and mathematics teaching outcome expectancy. Professional development needs varied based upon the teachers' self-efficacy scores. With that in mind, integrating mathematics concepts from the ACT college readiness assessment was found in the top five responses of all mathematics efficacy groups reported, while modifying instruction for special needs students was found in the top five responses in 3 out of 4 of the mathematics efficacy groups. Based on the results of this study, professional development related to teaching contextualized mathematics would benefit Wyoming's school-based agricultural education teachers and students.
Distance Learning Approaches in the Mathematical Training of Pedagogical Institutes's Students
Author: Fomina, Tatyana
Date: 2016-00-00
Type: Journal Articles
Subjects: Distance Education,Technology Uses in Education,Foreign Countries,Higher Education,Mathematics Education,Telecommunications,Handheld Devices,Integrated Learning Systems,College Faculty,College Students,Surveys,Teacher Education,Professional Education,Attitude Measures,Educational Technology

Nowadays, the Information technologies are more and more widely used in the mathematical education system. The generalization of experience and its implementation by means of the open source software is of current interest. It is also important to address this problem due to the transfer to the new FSES (Federal State Education Standards) of high education. The use of open source software systems allows organizing an effective information environment to support the educational process at the lowest financial costs, including for the distance learning and training of persons with reduced mobility. Within this article we consider the results of mobile e-learning system development based on a Learning Management System (LMS) Moodle and some aspects of its application in the educational process of the Institute of Natural, Mathematical and Technical Sciences of the Lipetsk State Pedagogical University (LGPU). Based on a survey of lecturers and 50 graduates from the areas of &quot;Teacher Education&quot; and &quot;Professional Education&quot; it was found that the average value of the time that the respondents consider as appropriate to devote to the study of subjects by electronic educational resources is 37.5%. Taking into account the data obtained from the study, we substantiate the expediency of applying electronic educational resources as auxiliary tools of students training. The article focuses on the mathematical discipline due to the need to implement the Concept of mathematical education development.
A Critical Thinking Benchmark for a Department of Agricultural Education and Studies
Author: Perry, Dustin K.
Date: 2014-00-00
Type: Journal Articles
Subjects: Critical Thinking,Agricultural Education,Benchmarking,Higher Education,Undergraduate Students,Tests,Predictor Variables,Regression (Statistics),Scores,Graphs,Inferences,Majors (Students),Educational Objectives,Feedback (Response)

Due to an ever changing world where technology seemingly provides endless answers, today's higher education students must master a new skill set reflecting an emphasis on critical thinking, problem solving, and communications. The purpose of this study was to establish a departmental benchmark for critical thinking abilities of students majoring in agricultural education and studies. Seventy-five senior-level undergraduates completed a Critical Thinking Assessment Test (CAT) during the spring 2013 semester. A one-sample t-test utilizing national norm data and a step-wise regression model analyzing predictors of critical thinking ability were used to address research objectives. The only critical thinking skill area where participants' mean scores were statistically higher than the national norm mean score was in the ability to summarize a pattern of results from a graph without making inappropriate inferences. Further, step-wise regression for total critical thinking score revealed ACT score was the only significant predictor of overall critical thinking ability.
Exploring the Disconnect between Mathematics Ability and Mathematics Efficacy among Preservice Agricultural Education Teachers
Author: Hilby, Alyssa C.
Date: 2014-00-00
Type: Journal Articles
Subjects: STEM Education,Mathematics Skills,Self Efficacy,Preservice Teachers,Agricultural Education,Secondary Education,Misconceptions,Teaching Methods,Pedagogical Content Knowledge,Teacher Education Programs,Context Effect,Qualitative Research,Focus Groups

STEM disciplines will continue to impact school-based agricultural education programs; thus, in order to produce secondary students proficient in science and mathematics, developing preservice agricultural education teachers who are competent in mathematics and teaching mathematics is essential. This study utilized data collected through a focus group of 10 preservice agricultural education teachers at the University of Tennessee in order to explore the disconnect between mathematics ability and mathematics efficacy of preservice agricultural education teachers. Five themes emerged, which help explain the disconnect between mathematics ability and mathematics efficacy: (a) review of mathematics, (b) misconceptions, (c) prior success, (d) use of guest lecturers/students, and (e) the importance of pedagogical knowledge. Based on the results of this study, we recommend the agricultural teacher education program at the University of Tennessee provide instruction on cross-referenced mathematics standards, methods of teaching contextualized mathematics, and the types of knowledge required for teaching contextualized mathematics. These efforts should better prepare preservice teachers for teaching contextualized mathematics and aid them in developing an accurate understanding of the mathematics found in the school-based curricula. Additionally, future research is warranted to determine the most effective means of providing instruction in the aforementioned areas.
An Analysis of Curriculum and Undergraduate Students' Discourses about Environmental Education: A Debate Concerning Teacher Training
Author: Pasin, Elizabeth Bozoti
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Environmental Education,Science Teachers,Biology,Preservice Teachers,Foreign Countries,Social Influences,Cultural Influences,Questionnaires,Student Attitudes,Socioeconomic Influences,Public Policy,Discourse Analysis,College Curriculum,Educational Legislation

Teacher training on environmental education (EE) is a key element of promoting the restoration of ecological systems and insuring inclusive and equitable human development. Science and biology teachers play a significant role in favoring EE at Brazilian schools. This study investigates the presence of EE in the curriculum and aims to interpret the meanings of EE expressed in the discourse of students who are training to be biology teachers at a Brazilian public university, considering recent, related education legislation. The theoretical and methodological framework of French Discourse Analysis was adopted to identify social, political, and cultural influences expressed in the students' discourse. The discourse data comprised responses from voluntary undergraduate students to a semi-structured questionnaire. Most of the study participants claimed to have had contact with EE in their tertiary education and revealed multiple perceptions regarding this theme. The majority of the discourses indicated that EE meanings are restricted to conservation or preservation, and some indicated confusion regarding the purposes of both EE and ecology disciplines. There was little data indicating an association between EE and socioeconomic issues, which would be expected in terms of the more encompassing and interdisciplinary approaches recommended by legislation. The curricular matrix of this undergraduate course showed a predominance of hours devoted to courses that discuss the environment from the biological perspective in contrast to a small number of courses that discuss and promote EE from other perspectives. In addition, undergraduate students claimed that they had little contact with recent EE legislation. This scenario, reinforced by the naturalistic foundation discourse of EE in Brazil, probably affects the constitution of the discursive memories of these students, their discourses, and their future pedagogical practice. Recommendations are made in order to foster the development of citizenship at schools and to prevent the silencing of issues such as the conflicts and risks associated with environmental problems.