ethanporcaro/eric-fulltext-meta huggingface dataset:
Characterizing Design Cognition of High School Students: Initial Analyses Comparing Those with and without Pre-Engineering Experiences
Author: Wells, John
Date: 2016-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,High School Students,Engineering Education,Undergraduate Students,Protocol Analysis,Experimental Groups,Control Groups,Comparative Analysis,Design,Experience,Student Characteristics,Coding,Video Technology,Statistical Analysis

Reported in this article are initial results from of a longitudinal study to characterize the design cognition and cognitive design styles of high school students with and without pre-engineering course experience over a 2-year period, and to compare them with undergraduate engineering students. The research followed a verbal protocol analysis based on the function-behavior-structure (FBS) ontology, which employs a task-independent approach that is distinct from a task-based or an ad hoc approach. This approach to protocol analysis is applicable across any process-based view of designing and generates results based on a common comparative measure independent of the design task. In this article, Year 1 results are presented comparing only students in their junior year of high school who had formal pre-engineering course experience (experiment group) with those who did not have formal pre-engineering course experience (control group). Specifically, data collected from design sessions were analyzed for comparison of design issues and processes between experiment and control groups, respectively. Results from analysis of Year 1 data did not reveal any significant differences between the experiment and control groups in engineering design cognition. Based on these results, one would conclude that students with pre-engineering course experience do not demonstrate a stronger focus on the process of producing design solutions than do students without such experience. Although analysis of demographic data from high school participants indicates some degree of common prior pre-engineering experiences, it did not provide a sufficient explanation for why no significant differences in engineering design thinking were found between these groups. The researchers anticipate that Year 2 data will indicate that as the pre-engineering students continue engaging in formal engineering design experiences during their final year of high school, some degree of difference in design cognition will be demonstrated.
Emotional Competence and Emotion Socialization in Preschoolers: The Viewpoint of Preschool Teachers
Author: Kiliç, Sükran
Date: 2015-08-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Attitudes,Emotional Development,Socialization,Semi Structured Interviews,Teacher Role,Preschool Children,Classroom Environment,Emotional Response,Foreign Countries,Qualitative Research,Phenomenology

The aim of this research is to thoroughly investigate preschool teachers' opinions about emotional competence and emotion socialization. The study group was comprised of 20 preschool teachers working in preschools in the city-center of Aksaray. A semi-structured interview form prepared by the researcher was used as the data collection tool. Data was analyzed using descriptive analysis methods. As a result, teachers explained emotion socialization as a teacher helping children feel comfortable expressing themselves within the framework of sharing and cooperation of the children's own emotional competencies. Teachers often expressed supporting and developing the classroom environment for emotional competence as a secure environment that is warm and comfortable for self-expression. As for the emotion socialization methods used in the classroom environment, teachers mainly expressed supporting children, encouraging children, and talking. Teachers explained that they mostly express their emotions verbally. Within the scope of the teachers' emotional competence, they mostly said being a model and being an empathetic teacher. Teachers expressed that as far as being a role model in emotional competence and emotion socialization, their role is more important than parents'. They stated that they feel adequate with their work skills but they mostly need the help of parents and other professionals, as well as educational support.
Positioning Technology and Engineering Education as a Key Force in STEM Education
Author: Strimel, Greg
Date: 2016-00-00
Type: Journal Articles
Subjects: STEM Education,Technology Integration,Engineering Education,Technology Education,Educational History,Educational Needs,Foundations of Education,Interdisciplinary Approach,Educational Change,Educational Development,Traditionalism,Science Education,Educational Practices

As the presence of engineering content and practices increases in science education, the distinction between the two fields of science and technology education becomes even more vague than previously theorized. Furthermore, the addition of engineering to the title of the profession raises the question of the true aim of technology education. As a result, the technology and engineering education community must effectively communicate its role in an evolving STEM education landscape. During this time of change, it is important that we understand how the technology education profession has transitioned in the past while we figure out how to balance traditions and contemporary needs. The authors present three pathways that appear most salient in moving forward: (1) adhering to the fundamental goals of technology education, (2) collaborating with science education to potentially become a core discipline, or (3) revitalizing the field through a shift to engineering education. A final recommendation is made to energize the field by centering on becoming a true provider of K-12 engineering education.
Efficacy of the Technological/Engineering Design Approach: Imposed Cognitive Demands within Design-Based Biotechnology Instruction
Author: Wells, John G.
Date: 2016-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Biotechnology,Thinking Skills,Engineering,STEM Education,Technology,Graduate Study,Design,Pretests Posttests,Difficulty Level,Correlation,Knowledge Level,Skill Development,Secondary School Science,Elementary Secondary Education

Though not empirically established as an efficacious pedagogy for promoting higher order thinking skills, technological/engineering design-based learning in K-12 STEM education is increasingly embraced as a core instructional method for integrative STEM learning that promotes the development of student critical thinking skills (Honey, Pearson, &amp; Schweingruber, 2014; Kolodner, 2002; NGSS Lead States, 2013). To demonstrate the efficacy of these practices for promoting student use of higher order thinking skills (schematic and strategic knowledge), a group of mixed-discipline (STEM) students enrolled in a 16-week Biotechnology by Design™ graduate course were immersed in a series of biotechnology design challenges developed to intentionally teach select content and practices of technology and engineering design concurrent with those of science and mathematics. A pre-experimental, one-group pretest-posttest design was used to assess student responses to the continuum of cognitive demands imposed by the biotechnology design challenges. Overall findings indicate strong connections between student gains in biotechnology content knowledge and practices and supports the conclusion that technological/engineering design-based learning strategies improve a student's capacity for responding to all four levels of imposed cognitive demand (declarative, procedural, schematic, strategic), lead to deeper learning of both content and practices, and promote student development of schematic and strategic (higher order) thinking skills.
Development and Implementation of an Instructional Design for Effective Teaching of Ecosystem, Biodiversity, and Environmental Issues
Author: Yucel, Elif Ozata
Date: 2015-08-00
Type: Journal Articles
Subjects: Biodiversity,Environmental Education,Holistic Approach,Quasiexperimental Design,Grade 7,Instructional Design,Control Groups,Experimental Groups,Teaching Methods,Instructional Effectiveness,Needs Assessment,Guides,Attitude Measures,Instructional Materials,Scores,Achievement Tests,Pretests Posttests,Student Attitudes,Teacher Attitudes,Positive Attitudes,Outcomes of Education,Foreign Countries,Likert Scales

This study aims to develop an instructional design whereby ecosystem, biodiversity, and environmental issues are addressed with a holistic approach that provides more efficient teaching as well as to test the effectiveness of this design. A literature review was carried out and need-assessment was firstly made using the Readiness Test. This review and analysis indicated that an instructional design was needed to achieve a better education on ecosystem, biodiversity, and environmental issues. In this regard, two guides in which various methods, techniques, and materials are used were developed for students and teachers on the basis of context-based learning to ensure holistic learning of the ecosystem, biodiversity, and environmental issues. This instructional design was then administered to 165 seventh grade students who formed four experimental groups (N = 82) and four control groups (N = 83) through the non-equivalent control group design, a quasi-experimental design. The achievement test (AT) and environmental attitudes scale (EAS) were administered to the experimental and control group students. Finally, the opinions of the teachers on the teaching process, teaching tools, and materials were obtained by means of the Material Evaluation Form, while the opinions of students on this topic were obtained by means of the Lesson Evaluation Form. The findings obtained from the AT and ETA showed that there were significant differences between the post-test AT and ETA scores in favor of the experimental groups (p &lt; 0.05). The teachers and students had positive opinions about the instructional design that was developed and implemented by the researcher on the basis of context-based learning. It was concluded that the developed instructional design is more effective in increasing student levels of environmental knowledge and having them develop positive environmental attitudes in comparison to the currently implemented curriculum.
Problem Decomposition and Recomposition in Engineering Design: A Comparison of Design Behavior between Professional Engineers, Engineering Seniors, and Engineering Freshmen
Author: Song, Ting
Date: 2016-00-00
Type: Journal Articles
Subjects: Engineering,Design,Engineering Education,Cooperation,Video Technology,Audio Equipment,Coding,Expertise,College Freshmen,College Seniors,Comparative Analysis,Cognitive Processes,Problem Solving,Protocol Analysis,Focus Groups,Professional Personnel,Qualitative Research,Interviews,Statistical Analysis

The authors investigated the differences in using problem decomposition and problem recomposition between dyads of engineering experts, engineering seniors, and engineering freshmen. Participants worked in dyads to complete an engineering design challenge within 1 hour. The entire design process was video and audio recorded. After the design session, members participated in a group interview. Video and audio data were transcribed, segmented, and coded to make comparisons. Results show differences between engineering experts, seniors, and freshman in design thinking. Students tend to use depth-first decomposition, and experts tend to use breadth-first decomposition in engineering design. The results also show that students spend less cognitive effort on the problem-definition stage than engineering experts.
Identifying Indicators Related to Constructs for Engineering Design Outcome
Author: Wilhelmsen, Cheryl A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Design,Engineering,Case Studies,Content Analysis,Curriculum,High School Students,Problem Based Learning,Engineering Education,STEM Education,Student Projects,Information Technology

This study ranked constructs articulated by Childress and Rhodes (2008) and identified the key indicators for each construct as a starting point to explore what should be included on an instrument to measure the engineering design process and outcomes of students in high schools that use the PLTW and EbDTM curricula in Idaho. A case-study design was used. Data were collected in two stages. In the first stage, a content analysis was conducted for PLTW and EbDTM curricula to identify the indicators that are associated with the six constructs articulated by Childress and Rhodes (2008). In the second stage, the constructs and key indicators or concepts were placed on a survey and sent to experts for them to rate their importance for assessment and their difficulty to assess. Main findings included engineering and human values and the application of engineering design being ranked as first and second, respectively, for inclusion on an instrument to measure the engineering design process and outcomes. In addition, a total of 141 indicators were identified for all constructs. The indicators identified provide a useful list of measures that can be used by technology and engineering teachers. Selected indicators can be used by math, science, technology, and engineering education teachers as they coordinate in the teaching of STEM concepts and collaborate in the designing of project-based activities that they engage students in solving.
Examining the Educational Benefits of and Attitudes toward Closed Captioning among Undergraduate Students
Author: Dallas, Bryan K.
Date: 2016-04-00
Type: Journal Articles
Subjects: Undergraduate Students,Assistive Technology,Visual Aids,Educational Technology,Video Technology,Educational Benefits,Student Attitudes,Instructional Design,Evidence Based Practice,Hypothesis Testing,Scores,Likert Scales,Regression (Statistics),Layout (Publications)

Closed-captioning technology has been available for decades and is often used by individuals with disabilities to access video-based information. Videos are routinely used by educators in higher education settings throughout the United States. It is unknown, however, if closed captions are educationally beneficial for all students. The purpose of this study was to examine the educational benefits of closed captioning among college students without disabilities and their associated attitudes toward the technology. The use of closed captions adheres to the principles of Universal Design that encourage stakeholders to build environments and products that are accessible to all individuals. However, more evidence-based research is needed on the utility of this technology in college classrooms. Two separate video-based studies were conducted at one university, and groups were randomly assigned to &quot;caption&quot; or &quot;no-caption&quot; conditions. It was hypothesized that exposure to closed captions would increase students' recall and understanding of video-based information and improve attitudes toward the technology. Results suggested that participants who were exposed to closed captions scored significantly higher on the subsequent assessment. Participants who already used closed captions in their daily lives had significantly more positive attitudes toward the technology. Recommendations for college-level educators and further study are provided.
Redesigning for Student Success: Cultivating Communities of Practice in a Higher Education Classroom
Author: Gauthier, Launa
Date: 2016-04-00
Type: Journal Articles
Subjects: Communities of Practice,Academic Achievement,Higher Education,Teaching Methods,Theory Practice Relationship,Transformative Learning,Undergraduate Students,Models,Foreign Countries,Academic Probation,College Students,Socialization,Age Groups,Generational Differences,Influence of Technology,School Holding Power

In this paper, I discuss the process of redesigning and teaching a mandatory, academic skill building course for students on academic probation at Mount Saint Vincent University (MSVU) in Atlantic Canada. The rationale for redesigning the course was to offer an alternative curricular framework, including instructional approaches, to course instructors who taught a modular-based curriculum. The original course was designed to focus on improving students' individual self-efficacy and motivation for academic success; however, the social and relational nature of learning was not articulated as an underpinning theory in the curriculum. In the new curriculum, I draw on both Etienne Wenger's (1998) notion of communities of practice as sites for learning and Howe and Strauss' (2000; 2007) work on generational analysis as theoretical frameworks. Furthermore, I incorporate Wenger, McDermott, and Snyder's (2002) design principles for cultivating communities of practice as a framework for translating theory into practice. The initial information that I collected from students, instructors, and a thorough review of the original curriculum led to the main inquiry question: How can a curriculum, centred on building community in the classroom, help students to cultivate meaningful learning experiences that take learning beyond a &quot;fake it 'til you make it&quot; mentality? This question guided the curricular design process and also my experiences teaching the course at MSVU during the Fall semester of 2012.
Encouraging Civic Knowledge and Engagement: Exploring Current Events through a Psychological Lens
Author: Van Camp, Debbie
Date: 2016-04-00
Type: Journal Articles
Subjects: Civics,Citizenship Education,Current Events,Learner Engagement,Critical Thinking,Psychology,Pretests Posttests,Quasiexperimental Design,Knowledge Level,Achievement Gains,Cultural Awareness,Thinking Skills,Perspective Taking,Undergraduate Students,Females,Attitude Measures,Questionnaires,Rating Scales,Statistical Analysis

Engagement with political, social, and civil issues is a fundamental component of an educated population, but civic knowledge and engagement are decreasing among adolescents and young adults. A Psychology in Current Events class sought to increase this engagement and key skills such as critical thinking. A one-group pretest-posttest quasi-experimental design was used to assess changes in key measures after taking the class. The findings indicate that the students significantly increased their civic engagement, civic knowledge, multicultural sensitivity, applied thinking skills, as well as skills such as their ability to consider alternative viewpoints, appreciate diversity, monitor current events, and think critically.
Discrepancies between Student Perception and Achievement of Learning Outcomes in a Flipped Classroom
Author: Van Sickle, Jenna
Date: 2016-04-00
Type: Journal Articles
Subjects: Student Centered Learning,Student Attitudes,Teaching Methods,College Mathematics,Course Evaluation,Educational Environment,Student Interests,Likert Scales,Control Groups,Experimental Groups,Academic Achievement,Teacher Student Relationship,Learner Engagement,Classroom Environment,Learning Experience,Correlation,Instructional Effectiveness

In a college algebra course that used flipped/inverted pedagogy, students achieved learning outcomes at a significantly higher rate, as evidenced by results on the final exam. At the same time, student perception on a number of measures decreased significantly, including how interested students were in the course and whether the instructor effectively facilitated learning. This article will draw on a variety of research to suggest reasons for these discrepancies and possible solutions to help improve student perception in learner-centered instruction.
A Theoretically Grounded Framework for Integrating the Scholarship of Teaching and Learning
Author: Walls, Jill K.
Date: 2016-04-00
Type: Journal Articles
Subjects: Models,Scholarship,Teaching Methods,Instruction,Learning,Higher Education,Holistic Approach,Individual Development,College Students

SoTL scholars have written about the importance and utility of teaching from a guiding theoretical framework. In this paper, ecological theory and specifically Bronfenbrenner's bioecological model, is examined as a potential framework for synthesizing SoTL research findings to inform teaching and learning scholarship at the college level. A general overview of the bioecological model of human development and its application to the SoTL literature are provided. The benefit of adopting an ecologically-based framework to better understand and exploit the interdisciplinary nature of SoTL is discussed.
Best Practices Article: Hitting the Target with Transition to Teaching in Mississippi's Poorest School Districts: High Retention Rates through Program Support, Resources, and Strategic Recruitment
Author: Boggan, Matthew K.
Date: 2016-00-00
Type: Journal Articles
Subjects: Best Practices,Teacher Shortage,Rural Schools,School Districts,Low Income Groups,Poverty Areas,Alternative Teacher Certification,Teacher Persistence,Teacher Recruitment,Professional Development,Teacher Placement,Disadvantaged Schools,Program Effectiveness

In order to assist in alleviating the teaching shortage in poor, rural school districts, also known as Local Education Agencies (LEA's), faculty in the College of Education at Mississippi State University sought funding that would provide financial support for a new alternate route teaching program. This program, known as Learning and Educating through Alternative Programs (LEAP), would address preparation and retention issues in teacher preparation. This article will tell the story of how this transition to teaching program used effective support, resources, and strategic recruiting in order to yield high retention rates in partner school district, often at nearly 90 percent during the first three years of teaching.
Using Simulation to Support Novice Teachers' Classroom Management Skills: Comparing Traditional and Alternative Certification Groups
Author: Pankowski, Jennifer
Date: 2016-00-00
Type: Journal Articles
Subjects: Simulated Environment,Simulation,Beginning Teachers,Novices,Teacher Education,Classroom Techniques,Comparative Analysis,Learning Motivation,Compliance (Psychology),Teacher Certification,Alternative Teacher Certification,Graduate Students,Definitions,Schemata (Cognition),Self Control,Experiential Learning,Professional Education,Content Validity,Reliability,Coding,Statistical Analysis,Teacher Attitudes

Drawing from research on situated cognition and the development of expertise and simulations in professional education, we designed two simulation tasks that provided novice teachers with repeated opportunities to deliberately practice managing a classroom under no-fault conditions. The simulations immersed novices in two perennial classroom management challenges: motivating students to learn and dealing with non-compliance. To understand how the simulations fit the developmental needs of teachers on different preparation paths, we piloted them with graduate students enrolled in traditional and alternative certification programs at the same university. Both group's initial definitions of classroom management emphasized teacher control of student behavior; later schema emphasized control and care. References to classroom management as teacher self-regulation appeared more often within the alternative certification group. Both groups selected controlling strategies for addressing the non-compliance simulation.