ethanporcaro/eric-fulltext-meta huggingface dataset:
When Metaphors Come to Life--At the Interface of External Representations, Molecular Phenomena, and Student Learning
Author: Degerman, Mari Stadig
Date: 2012-10-00
Type: Journal Articles
Subjects: Student Attitudes,Biological Sciences,Animation,Molecular Structure,Science Instruction,Interaction,Peer Relationship,Scientific Concepts,Figurative Language,College Science,Educational Technology,Prior Learning

Grasping the dynamics of molecular phenomenon appears to be rather challenging for students in the context of life science. To pursue the origin of such difficulties this paper investigates students' (n = 43) meaning making, in interaction with peers and an animation, of the dynamic process of ATP-synthase. To support this inquiry we introduce the CharM-framework (Characteristics of Metaphors), which accounts for students' experiences of metaphors while interacting with external representations (ERs) when trying to make meaning of molecular phenomena. Student-expressed metaphors are outlined and related to the animator's intentions while designing the animation. The analysis shows that some of the used metaphors possess in-built problematic characteristics that could act as potential problems for learning. For example, the metaphors machine and watermill possess problematic characteristics that are a possible reason for students' difficulties with understanding the ATP-synthesis as a reversible and non-deterministic process. Furthermore, we also conclude that students' use of metaphors is highly influenced by the ER, which is designed according to the animator's internal representation of the scientific phenomenon and his intentions. The challenge associated with designing educational representations that sufficiently represent molecular processes is somewhat similar to the challenge student face while linking the characteristics of metaphors to the molecular processes. The CharM-framework can assist in the design process by allowing designers to reflect on how ERs could be interpreted or misinterpreted and also guide teachers' choice of educational representations. (Contains 1 figure, 3 tables, and 4 endnotes.)
Two Approaches for Analyzing Students' Competence of &quot;Evaluation&quot; in Group Discussions about Climate Change
Author: Feierabend, Timo
Date: 2012-10-00
Type: Journal Articles
Subjects: Climate,Competence,Innovation,Teaching Methods,Persuasive Discourse,Group Discussion,Science Instruction,Environmental Education,Biology,Chemistry,Physics,Politics,Pretests Posttests,Foreign Countries,Communication Skills

Up until now, very few models conceptualizing students' competence in evaluation, argumentation and discourse in the context of science education have been proposed. Most suggestions for analyzing this particular competence in students are normative and the empirical support for them remains weak. The problem becomes even more severe when such evaluations include ethical and societal perspectives as part of the analytical parameters. In support of this topic, this paper presents two approaches for handling students' evaluation capabilities in the context of multidimensional discussion situations. One approach focuses on the quality of learners' arguments concerning levels of justification; the second reflects upon the quality of pupils' complexity of argumentation. Both approaches were created using group discussion data collected for evaluation purposes. The data stems from a curriculum innovation project focusing on the teaching of climate change in four teaching domains: Biology, Chemistry, Physics and Politics. Participants from 20 different learning groups conducted semi-structured, pre- and post-group discussions on the issue of climate change. Analysis of a total of 76 group discussions showed positive potential in both evaluation grids on the topic. (Contains 7 tables.)
Inquiry Based Teaching in Turkey: A Content Analysis of Research Reports
Author: Kizilaslan, Aydin
Date: 2012-10-00
Type: Journal Articles
Subjects: Foreign Countries,Content Analysis,Critical Thinking,Thinking Skills,Classification,Teaching Methods,Inquiry,Active Learning,Research Methodology,Research Reports,Alternative Assessment,Science Education,Technology Education,Elementary Education,Undergraduate Students,Scientific Methodology,Meta Analysis

Inquiry-based learning [IBL] enhances students' critical thinking abilities and help students to act as a scientist through using scientific method while learning. Specifically, inquiry as a teaching approach has been defined in many ways, the most important one is referred to nature of constructing knowledge while the individuals possess a question about natural worlds and explore the answers for the questions. The aim of this content analysis study was to analyze research related to inquiry based teaching through published research reports in the form of full papers and theses by Turkish researchers. For this purpose national and international journals and data bases were searched and totally 40 studies including 23 papers and 17 theses published in the last ten years were analyzed in terms of methodological approaches used and the subjects studied. Each paper and thesis selected for analysis is subjected to a content analysis by using &quot;Paper Classification Form [PCF]&quot; developed by the researchers. The results indicated that studies focused on teaching are most frequent with 77.5%. Regarding the research methods, quantitative approaches were the most common with 72.5% and 62.5% quasi-experimental research method used widely. Commonly used data collection tools were achievement, aptitude, attitude, perception and personality tests together with alternative assessment tests. Most widely studied samples were selected from the primary level in national papers while undergraduates were most commonly studied groups in the international studies. The findings of this study indicated that inquiry based teaching is a new research area in Turkey and mostly practiced in science and technology education at primary level. This study may help researchers in other areas realize the practicability of inquiry in teaching and apply it to their disciplines. (Contains 8 tables and 1 figure.)
Loss of Biodiversity and Climate Change as Presented in Biology Curricula for Ethiopian Schools: Implications for Action-Oriented Environmental Education
Author: Dalelo, Aklilu
Date: 2012-10-00
Type: Journal Articles
Subjects: Climate,Environmental Education,Content Analysis,Biodiversity,Curriculum Guides,Biology,Decision Making,Interdisciplinary Approach,Cooperation,Secondary Education

Schools, as institutions for general education, are believed to have a responsibility to equip their students with the knowledge and commitment to take personally meaningful decisions and action to address the challenges posed by both lifestyle and societal conditions. Achieving this goal requires, among other things, adequate integration of the &quot;challenges&quot; into the school curricula. This paper reports results of a study that assessed whether (and the extent to which) loss of biological diversity and climate change have been incorporated into Biology curriculum guides for Ethiopian secondary and preparatory schools. To this end, content analysis has been used as a principal technique. The findings revealed that the revised curriculum guides have integrated a number of issues that could enhance understanding about the significance of biodiversity and consequences of its loss. Issues related to biodiversity have been addressed, in one form or the other, in all grades except grade eleven. When it comes to climate change, the revised curriculum guides offer little opportunity to integrate the issue. The paper thus argues that, where such issues are not &quot;manifestly&quot; integrated into the curriculum guides, one cannot expect concrete action planned and executed against loss of biodiversity and climate change. The paper calls for redressing some of the observed limitations through interdisciplinary collaboration and/or revision of existing content. (Contains 3 figures and 8 tables.)
What Trends Do Turkish Biology Education Studies Indicate?
Author: Topsakal, Unsal Umdu
Date: 2012-10-00
Type: Journal Articles
Subjects: Biology,Research Methodology,Online Systems,Graduate Study,Theses,Foreign Countries,Educational Trends,Science Education,Trend Analysis,Archives,Databases,Parent Attitudes,Surveys,Graduate Students,Parent Child Relationship

The aim of this study is to determine what trends Turkish biology education studies indicate. To achieve this aim, the researchers examined online databases of the Higher Education Council and open access archives of graduate theses in web sites of Turkish universities. Finally, totally 138 graduate theses were elicited to analyze in regard to following matrix: year, research interest, research methodology and sample. The results show that descriptive study for research interest and survey for research methodology are highly dominant in the graduate theses under investigation. Also, even though learning involves an interaction amongst student, teacher, parent and administrator, there is no study on investigating what the students' parents think about their learning responsibility. It is suggested that further studies should be undertaken to emerge Turkish biology education trend. (Contains 1 figure and 3 tables.)
Teacher Perceptions of the Indiana Workplace Specialist I Licensure Training Program during the 2011-2012 Academic Year
Author: Lazaros, Edward J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Teacher Attitudes,Vocational Education Teachers,Mentors,Teacher Persistence,Teacher Education,Gender Differences,Age Differences,Computer Literacy,Electronic Learning,Expertise

Alternative teacher licensure, also known as alternative teacher certification, is a growing national trend in education, and it has long been common in the field of career and technical education. Alternatively licensed teachers often enter teaching with a wealth of subject area knowledge due to their previous work experience. Mentorship programs are one of the best ways to help alternatively certified teachers to successfully navigate their first year in the classroom. This study investigated the teacher perceptions of the Indiana Workplace Specialist I (WSI) licensure training program during the 2011-2012 academic year. (Contains 10 tables.)
Gender Difference of Confidence in Using Technology for Learning
Author: Yau, Hon Keung
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Programming Languages,Programming,Gender Differences,Positive Attitudes,Males,Females,Educational Technology,Computer Uses in Education,College Students,Computer Literacy,Self Esteem,Questionnaires

Past studies have found male students to have more confidence in using technology for learning than do female students. Males tend to have more positive attitudes about the use of technology for learning than do females. According to the Women's Foundation (2006), few studies examined gender relevant research in Hong Kong. It also appears that no studies have examined these gender differences in the perception of confidence in using technology for learning specifically in Hong Kong. The aim of this study was to examine gender difference regarding confidence toward using technology (e.g., AutoCAD, SPSS, Compiere, Arena, and programming language, such as C, Java, Visual Basic, etc.) for learning in higher educational institutions in Hong Kong. The study employed a survey methodology collecting 211 questionnaires from one specific university in Hong Kong. The findings confirmed that male students have more confidence in using technology for learning than do female students because gender imbalances in computing are socially constructed and not related to a learner's innate ability. It is recommended that the universities should set up training courses for female students so these students can build confidence in using technology for learning. (Contains 3 tables.)
Success Stories: Communicating the School Health Message
Author: Shipley, Meagan
Date: 2012-00-00
Type: Journal Articles
Subjects: Health Programs,Stakeholders,Physical Education,Content Analysis,Audiences,Nutrition,School Health Services,Financial Support,Community Involvement,Community Support,School Districts,Program Implementation

Background: Thirteen school district teams from Michigan and Indiana participated in the Michiana Coordinated School Health Leadership Institute with the intent of Coordinated School Health Program (CSHP) implementation. The study purpose was to analyze the utilization of success stories for documenting CSHP achievements. Methods: Throughout the three-year Institute, teams were introduced to the process of sharing success stories with school and community stakeholders and provided a common format for crafting stories. To conceptualize stories, data were analyzed via content analysis. Results: Success stories primarily focused on four CSHP components: physical education and activity, food and nutrition services, family and community involvement, and staff wellness. &quot;Success&quot; was typically defined through four avenues: receipt of grants and financial support, high participation rates, requests for follow-up events, and community support. Discussion: Stories are an effective strategy for communicating school health messages and successes. They provide advantages for both authors and audience members. For authors, composing a story may be a less intimidating process that does not require an extensive skill set. For audience members, the structure provides a memorable story line. This study helps substantiate the use of success stories as a practical tool for articulating and disseminating the importance of CSHP. (Contains 2 tables.)
Assessment of Anemia Knowledge, Attitudes and Behaviors among Pregnant Women in Sierra Leone
Author: M'Cormack, Fredanna A. D.
Date: 2012-00-00
Type: Journal Articles
Subjects: Pregnancy,Females,Health Promotion,Health Services,Program Effectiveness,Health Behavior,Diseases,Foreign Countries,Marketing,Incidence,Comparative Analysis,Scores,Prenatal Care,Family Financial Resources,Prevention,Models,Therapy

Introduction: Iron deficiency anemia prevalence of pregnant Sierra Leone women currently is reported to be 59.7%. Anemia is considered to be a direct cause of 3-7% of maternal deaths and an indirect cause of 20-40% of maternal deaths. This study explores knowledge, attitudes, and behaviors of urban pregnant Sierra Leone women regarding anemia. Method: Hemoglobin levels were obtained from 171 pregnant women. Knowledge, attitudes, and behaviors of anemic pregnant women were compared to those without anemia. This mixed-method study was framed around the Modified Ecological Model for Health Behavior and Health Promotion. Results: Participants scored low (M = 64% correct) on a 10-item anemia knowledge questionnaire. Forty percent of participants provided erroneous information regarding improving iron status. Participants were likely to believe that anemia caused difficulty in pregnancy. Factors affecting anemia status include pica (chi[superscript 2] = 4.18; p = 0.041). Discussion: Findings from the study indicate that early prenatal intervention and financial security had a positive impact on anemia status, whereas pica, and misinformation about anemia prevention and treatment had a negative impact on participant anemia status. To address misinformation about anemia, the health services sector needs to incorporate health promotion strategies and social marketing principles that are based on socio-ecological theoretical models reflective of diverse populations. (Contains 1 figure and 3 tables.)
The Wheels of Stress Go 'Round and 'Round
Author: Brey, Rebecca A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Stress Management,Coping,Stress Variables,Teaching Methods,Vignettes,Writing (Composition),Negative Attitudes,Health Education,Course Content

"The Wheels of Stress Go Round and Round" teaching idea uses three activity wheels to reinforce stress-related content and concepts. After presenting a definition of stress, the instructor assists students in identifying stressors, and aids in formulating a list of negative, reactive behaviors and a list of positive coping mechanisms. Using information generated on the stress wheels, students will create stress scenarios and describe both frequently used negative reactions and positive learned coping strategies. Evaluation includes completion of written stress scenarios to determine if both positive coping mechanisms and typical negative behavior reactions are indicated in the students' work. (Contains 1 table.)
Exploring Trends in Intrauterine Device (IUD) Usage among Women in the United States: A Literature Review
Author: Nobiling, Brandye
Date: 2012-00-00
Type: Information Analyses
Subjects: Females,Student Attitudes,Marketing,Contraception,Evidence,Trend Analysis,Correlation,Age,Health Services,Knowledge Level,Barriers,Health Education,Affective Behavior,Role,Training,Safety,Negative Attitudes,Consciousness Raising

Intrauterine devices (IUDs) have not been popular contraceptives in the US for the past 40 years. Recent evidence, however, has shown a slight rebirth in use, from a rate of approximately 2% in 2002 to over 5% in 2008 (Guttmacher Institute, 2010). Empirical evidence is favorable of IUD use in most women, but the still-low usage rate suggests practice has not caught up with theory. A literature review was conducted to explore and synthesize current trends of IUD use in the US. Factors associated with likelihood of use are country of origin, age, provider attitudes and training, and setting in which an IUD is sought. Lack of knowledge of potential users is also considered a barrier to the perpetuation of IUD use. Health educators can increase IUD knowledge and awareness among providers and potential users through programs that target cognitive and affective domains of learning. In addition, health educators can play a role in IUD insertion training programs. Health educators can use social marketing principles to create public awareness of the safety and efficacy of IUDs, bridging the gap that still exists between the promotion of IUDs in the scientific literature and the continued negative perception among the general population.
An Evaluation of a Medical School Smoking Policy: A Student Research Project
Author: Decker, Jesse
Date: 2012-00-00
Type: Journal Articles
Subjects: Health Education,Smoking,Student Attitudes,Student Projects,Patients,Undergraduate Students,Program Evaluation,Medical Schools,Student Research,School Policy,Employees,Health Promotion,Policy Analysis,Case Studies,Surveys,Interviews,Observation,Compliance (Psychology)

A medical school at a Southeastern university implemented a tobacco free policy to promote a healthy environment for its employees, patients, and visitors. Eighteen months post policy implementation, undergraduate students in the Department of Health Education and Promotion evaluated the satisfaction, awareness, and perceived compliance/enforcement of this policy. To evaluate the policy, students collected 292 responses from a cross-sectional survey, conducted interviews with those implementing the policy, and conducted observations on campus. Results suggest improved awareness, satisfaction, and enforcement of a policy are related to effectiveness and that the student project helped students understand the importance and value of program evaluation. (Contains 2 tables.)
Out-of-School Experience Categories Influencing Interest in Science of Upper Primary Students by Gender and Locale: Exploration on an Indian Sample
Author: Gafoor, K. Abdul
Date: 2012-09-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Science Education,Science Interests,Experience,Influences,Gender Differences,Rural Urban Differences,Biology,Chemistry,Physics,Science Activities,Science Experiments,Observation,Multiple Regression Analysis,Likert Scales

In view of student shift away from science at advanced levels, and gender and locale based divergence in interest in studying physics, chemistry and biology, this study explores experience categories that significantly contribute to interest in science on a sample of upper primary school students from Kerala, India. A series of multiple regression analyses, on data from a Likert type scale of Out-of-school Science Experiences and Scale of Interest in Science towards frequency of experience and degree of interest respectively, revealed moderate influence of out-of-school experiences on interest in science. While biology related experiences and chemistry experiments influence interest in science more among girls, physics activity and biology experimentation influenced boys' interest more. Simple experimental acts are more influential on interest in science for girls than boys. Urban students' enhanced interest in science over their rural counterparts is attributable to the former's more indirect, vicarious experiences, including observation. (Contains 3 tables.)
Design Principles for Creating Locally-Rooted National Science and Mathematics Curricula in Timor-Leste
Author: Gabrielson, Curtis A.
Date: 2012-09-00
Type: Journal Articles
Subjects: Foreign Countries,National Curriculum,Secondary School Science,Secondary School Mathematics,Junior High School Students,High School Students,Learning Activities,Curriculum Development,Curriculum Design,Experiential Learning,Place Based Education,Sustainability,Educational Principles,Educational Development,Faculty Development

This paper articulates and illustrates design principles that guided the development of a set of hands-on teaching activities for the national science and mathematics curricula at junior-high and high-school level education in Timor-Leste, a small, low-income nation in Southeast Asia. A partnership between a university, an international science educator (the first author), local teachers and students engaged in a series of collaboratively created activities to make a set of learning resources to support student learning, teacher development, and subsequent curriculum development. The design principles included: seeking locally-rooted topics, supporting experiential learning, and ensuring sustainable use and delivery of instructional materials. These design principles guide the enactment of instructional practices to support culturally relevant learning situated in problems of everyday life. Using three examples of design activities that emerged from Timor-Leste's culture and environment, we demonstrate the high utility that these design principles have in sustaining further education and development in Timor-Leste, as well as creating and supporting inquiry-driven learning environments more generally. (Contains 1 table, 4 figures, and 3 footnotes.)