ethanporcaro/eric-fulltext-meta huggingface dataset:
Measuring Student Engagement, Knowledge, and Perceptions of Climate Change in an Introductory Environmental Geology Course
Author: McNeal, Karen S.
Date: 2014-11-00
Type: Journal Articles
Subjects: Introductory Courses,Geology,Environmental Education,Learner Engagement,Knowledge Level,Student Attitudes,Climate,Undergraduate Students,Teaching Methods,Pretests Posttests

This research examines a semester-long introductory environmental geology course, which emphasized climate science using an Earth systems approach and employed a multipronged teaching strategy comprising lecture, movie viewing, class dialogues, and journaling. Evidence of student engagement during various pedagogical approaches (e.g., movie viewing, lecture, and class dialogues) was measured using skin sensors on a subset of student participants in order to gauge student engagement. Results indicated that students are more engaged during movie viewing and dialogue than during lecture, with measurable increases when climate solutions and local impacts were covered. Qualitative data including journal entries and transcripts from student dialogues were analyzed to determine patterns about student climate change perspectives and discourse for which students' self-reflections supported quantitative measures. Measurement of student pre- and post-climate change knowledge, confidence, and perceptions revealed that the combined pedagogical approach supported student learning gains about climate science.
Special Issues on Learning Strategies: Parallels and Contrasts between Australian and Chinese Tertiary Education
Author: Yao, Yuzuo
Date: 2017-00-00
Type: Journal Articles
Subjects: Higher Education,Learning Strategies,Faculty Workload,College Faculty,Foreign Countries,Feedback (Response),Interpersonal Competence,Thinking Skills,Active Learning,Cross Cultural Studies,Teaching Methods,Learner Engagement,College Students,Working Hours,Statistical Analysis

Learning strategies are crucial to student learning in higher education. In this paper, there are comparisons of student engagement, feedback mechanism and workload arrangements at some typical universities in Australia and China, which are followed by practical suggestions for active learning. First, an inclusive class would allow learners from different backgrounds to become more engaged in classroom activities. Second, universities should improve feedback mechanisms, making them more timely and helpful to enable students to adapt their learning strategies and allowing teachers to adjust teaching methods to target students effectively. Third, this paper proposes a framework of principles under which the flexible workload of academics should be ensured so that students can learn social skills from administrative staff and have more free time to develop unique thinking and planning capacities.
Bridging Policy and Practice: A Study of EFL Teacher Talk in China
Author: Teo, Peter
Date: 2017-11-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,Second Language Instruction,National Curriculum,Classroom Communication,Discussion (Teaching Technique),Code Switching (Language),High Schools,Secondary School Teachers,Conventional Instruction,Word Recognition,Pattern Drills (Language),Educational Policy,Theory Practice Relationship,Questioning Techniques,Discourse Analysis,Qualitative Research

This study focuses on teacher talk in the context of English as a Foreign Language (EFL) teaching in China. Framed against China's current focus on &quot;thinking, imagination and innovation&quot; as stated in the National English Curriculum Standards (NECS), this paper reports the findings of a qualitative study aimed at understanding how the discursive practices of EFL teachers contribute to the learning outcomes and overall goals of the NECS. The study adopts the theoretical lens of Bakhtin's concept of dialogism, which views dialogue as the principal means for meaning making and learning. It focuses on how teachers encourage dialogic interactions in the classroom through their questions and code-switching practices. The data comprises 30 hours of audio-recordings of lessons taught by eight EFL teachers at the high school level in two Chinese cities. The analysis of this data suggests that EFL teaching is still very much entrenched in the traditional practice based on word recognition and pattern drills and, despite official policy pronouncements, maintains a predominantly monologic thrust. The implications of these findings are discussed in relation to how teacher talk can mediate EFL learning and, more broadly, bridge the gap between policy and classroom practice.
Barriers to Professionalism in the Native-Speaking English Teacher Scheme in Hong Kong
Author: Moorhouse, Benjamin Luke
Date: 2017-11-00
Type: Journal Articles
Subjects: Foreign Countries,Barriers,Professionalism,Native Speakers,English Teachers,Professional Identity,Questionnaires,Focus Groups,Teacher Attitudes,Beliefs,Second Language Instruction,English (Second Language),Self Concept,Statistical Analysis,Interviews

This article reports on a small-scale exploratory study that examined how native-speaking English teachers (NETs) working in the Primary Native-speaking English Teacher (PNET) Scheme construct their professional identity(ies) and explored the barriers to their professionalism that exist within their role and context. Data were collected using questionnaires and a group interview with qualified NETs. The findings of the study show that NETs' identities are complex with NETs having to negotiate their professional identities to fit into &quot;their&quot; role and local context. Although other stakeholders endorse this modification, it does not come without cost. NETs sacrifice their authentic selves while facing barriers to their own personal beliefs of good teaching and professionalism. The author suggests that if these barriers are not addressed, NETs may feel marginalised and be unable to be their professional selves. A number of suggestions are made for NETs, teachers, school administrators and policy-makers on how to better support NETs' professionalism.
Ma te ora ka mohio/&quot;Through Life There Is Learning&quot;
Author: Findsen, Brian
Date: 2017-11-00
Type: Journal Articles
Subjects: Lifelong Learning,Indigenous Knowledge,Teaching Methods,Foreign Countries,Indigenous Populations,Scientific Research,Older Adults

In our final paper we reflectively stand back and ask, &quot;What do we know and what have we learnt about lifelong learning in later life from the international Getting of Wisdom Exchange program and process, including the research papers in this volume?&quot; In critically addressing this question we draw not only on new insights from the papers in this themed volume and the wider literature of lifelong and later life learning, but also on insights from Indigenous knowledge(s). We sense an ideal opportunity to reflect on our insights into Indigenous learning and eldership in Australia and New Zealand to go beyond what research is actually included in this volume. In part, what we do is ask what voices, pedagogies and research tends not to be included here, that is also missing in most mainstream Western research, that typically seeks universal &quot;truths&quot; about learning through peer reviewed scientific perspectives and methods. We certainly do not regard learning shaped and re-shaped by governments through neoliberal and conservative discourses as the only or last word. We have chosen the ancient te reo Maori words, Ma te ora ka mohio/&quot;Through life there is learning&quot; as the title for our paper to emphasise that lifelong learning is an ancient and wise construct that regards life and learning as inseparable and mutually reinforcing.
Problem-Based Learning Approaches in Meteorology
Author: Charlton-Perez, Andrew James
Date: 2013-02-00
Type: Journal Articles
Subjects: Meteorology,Problem Based Learning,Teaching Methods,Learning Activities,Instructional Innovation,Instructional Effectiveness,Learning Modules,Curriculum Implementation,Feedback (Response),Peer Evaluation,Questionnaires,Student Satisfaction,College Students,Foreign Countries,Interviews,Evaluation Methods

Problem-Based Learning, despite recent controversies about its effectiveness, is used extensively as a teaching method throughout higher education. In meteorology, there has been little attempt to incorporate Problem-Based Learning techniques into the curriculum. Motivated by a desire to enhance the reflective engagement of students within a current field course module, this project describes the implementation of two test Problem-Based Learning activities and testing and improvement using several different and complementary means of evaluation. By the end of a 2-year program of design, implementation, testing, and reflection and re-evaluation, two robust, engaging activities have been developed that provide an enhanced and diverse learning environment in the field course. The results suggest that Problem-Based Learning techniques would be a useful addition to the meteorology curriculum and suggestions for courses and activities that may benefit from this approach are included in the conclusions.
Thirty Years of Meteorological Education at a Historically Black University
Author: White, Loren D.
Date: 2013-02-00
Type: Journal Articles
Subjects: Black Colleges,Educational History,Meteorology,Minority Group Students,Partnerships in Education,Student Research,Internship Programs,Labor Force Development,Outreach Programs,Mentors,Graduate Study,Undergraduate Study,African Americans

Since 1975, the Jackson State University Meteorology Program (JSUMP) has played a unique role in the preparation of minorities for careers in the atmospheric sciences. Through external partnerships, incorporation of undergraduate research, summer internships, and involvement in activities of the professional societies, the JSUMP has graduated around 55 atmospheric scientists from underrepresented minorities between 1978 and 2008. In recent years, about half of the graduates have continued on to graduate school. These contributions are important to the National Oceanic and Atmospheric Administration's (NOAA) goal to develop a more diverse workforce, in particular for the National Weather Service. The JSUMP has also become active in outreach activities to K-12 schools and the general public through workshops, camps, and Web sites.
Creating Pathways toward Geoscience Education for Native American Youth: The Importance of Cultural Relevance and Self-Concept
Author: Unsworth, Sara
Date: 2012-11-00
Type: Journal Articles
Subjects: American Indians,Disproportionate Representation,Earth Science,Culturally Relevant Education,Adolescents,Field Experience Programs,Pretests Posttests,Student Surveys,Tribes,Natural Resources,Student Attitudes,At Risk Students,Equal Education,High School Students,College Bound Students,Outreach Programs,Scientists,Geology,Self Concept,Cultural Influences,Correlation

Native American nations in the United States have a unique legal status that is rooted in a complex relationship between the United States federal government, individual state and local governments and tribal authorities. Although geosciences are often at the center of these relationships, especially as they pertain to the development of natural resources, tribal economics, and environmental stewardship, Native Americans remain severely underrepresented in advanced geoscience education. We evaluated the effectiveness of a culturally grounded, field-based geoscience education program for Native American adolescents using pre- and post-program surveys. The results showed that at the end of the program, youth were more likely to agree that their tribe uses science to manage natural resources, their tribe has always used science, and earth and rocks make them who they are. These responses were related to an increased likelihood to agree that what can be learned in school is important to their tribe, that they will go to university, and that they could be scientists as adults. These findings highlight the importance of two factors in helping to create pathways toward the geosciences for Native youth: 1) perceived relevance of science to tribes, and 2) self-concepts (e.g., concepts of self as earth, rocks, and scientist).
The Use of Geospatial Technologies Instruction within a Student/Teacher/Scientist Partnership: Increasing Students&apos; Geospatial Skills and Atmospheric Concept Knowledge
Author: Hedley, Mikell Lynne
Date: 2013-02-00
Type: Journal Articles
Subjects: Spatial Ability,High School Students,At Risk Students,Summer Programs,Geographic Information Systems,Educational Technology,Technology Uses in Education,Science Instruction,Secondary School Science,Inquiry,Teaching Methods,Data Collection,Pretests Posttests,Skill Development,Knowledge Level,Gender Differences,Socioeconomic Status,Scientists,Partnerships in Education,Quasiexperimental Design,Climate,Ecology,Student Research,Statistical Analysis

Many 21st century careers rely on geospatial skills; yet, curricula and professional development lag behind in incorporating these skills. As a result, many teachers have limited experience or preparation for teaching geospatial skills. One strategy for overcoming such problems is the creation of a student/teacher/scientist (STS) partnership within schools. This study investigated the extent to which the use of geospatial technologies (GST) within a STS partnership improved the geospatial skills and atmospheric science concept knowledge of high school and junior high school students who were primarily from high-needs schools. During the course of a 5 d summer institute, scientists who use GST in their research taught teachers how to use the geospatial technologies of remote sensing, geographic information systems, and global positioning systems. This phase was followed by instruction in standards-based activities, taught by a master teacher, which participating teachers could use to integrate GST in their curriculum. During the school year following the summer institute, teachers taught their students the use of the geospatial skills. Students then applied these skills to collect field data, which were shared with scientists. Instruction culminated in the preparation of individual inquiry-based student projects that were presented to scientists, fellow students, and community members at a mini-conference. The research methodology involved testing students before any instruction in GST and then retesting them twice: (1) once during the elaboration phase of instruction, subsequent to formal instruction and field data collection, and (2) again during the evaluation phase of instruction, after student engagement with their individual projects. Substantial gains were found from the pretest to the evaluation phase test in both geospatial skills and atmospheric concept knowledge. No interaction effects of gender and socioeconomic status were found.
Using Inquiry and Tenets of Multicultural Education to Engage Latino English-Language Learning Students in Learning about Geology and the Nature of Science
Author: Meyer, Xenia S.
Date: 2012-00-00
Type: Journal Articles
Subjects: Geology,Scientific Principles,Minority Group Students,Urban Schools,Bilingual Education,Middle School Students,Middle School Teachers,Teaching Methods,English Language Learners,Hispanic American Students,Learner Engagement,Inquiry,Scientists,Science Activities,Program Effectiveness,Direct Instruction,Case Studies,Participant Observation,Grade 5,At Risk Students,Low Income Groups,Immigrants,Paleontology,Pretests Posttests,Video Technology,Curriculum Development

Traditional school science instruction has been largely unsuccessful in reaching diverse student groups and students from, in particular, underrepresented backgrounds. This paper presents a case study of an urban, dual-language middle school classroom in which the teacher used an alternative instructional approach, involving her students in an authentic geological investigation with fossils. In this instructional setting, the teacher successfully engaged her English-language learning students from Latino backgrounds in science learning through inquiry, instructionally congruent science teaching strategies, and explicit instruction in nature of science. Students participating in the geological investigation interacted with practicing scientists. This instructional approach modeled the activities of science and better connected diverse students to the scientific community of practice. The practices used in this classroom provide a compelling example of how science instruction can be carried out in a way that makes science accessible despite linguistic differences and engages students in the activities of science, who otherwise might not be.
Geoscience Awareness in Nigeria--A Preliminary Study
Author: Okunlola, Olugbenga A.
Date: 2012-08-00
Type: Journal Articles
Subjects: Foreign Countries,Earth Science,Geology,Mineralogy,Knowledge Level,Fuels,Agricultural Production,Water,Questionnaires,Interviews,Teacher Attitudes,Student Attitudes,Professional Personnel,Geographic Regions,Correlation,Elementary Secondary Education,Postsecondary Education,Mining,Literacy,Employees

Nigeria (total land area of 923,768 km2 ) is underlain by a crystalline Precambrian basement, Jurassic granites, and Cretaceous to Recent sedimentary rocks, and is prone in places to environmental degradation and geohazards. The country hosts approximately 34 different mineral types in about 855 locations with considerable oil and gas reserves. Given this background and with less than 0.004% of the country's population being professional geoscientists, this study sets out to ascertain, across a broad spectrum of the population, the levels of awareness of the geosciences in relation to: mineral endowments including oil and gas, geohazards, agriculture and food production, water supply, and national development. The survey, which utilized questionnaire and oral interview methods, involved a total of 21,252 respondents comprising students, school teachers, informal traders, professionals, and artisanal miners, drawn from the six geopolitical zones of Nigeria (North-west, Northeast, North-central, South-west, South-east, South-south), for comparative purposes. The results show generally low but wide variations in the levels of awareness of the relationship of the geosciences to the highlighted issues among the respondents. For example, the highest awareness of any of the issues was 75.12% by teachers in the South-east zone on the relationship of geosciences and geohazards, while the lowest was recorded among the primary school pupils of the North-east zone on the same issue (0.12%). A noticeable trend revealed by the survey is the relationship of the awareness levels and the literacy level among the respondents on one hand and the geopolitical zones on the other. Also, the awareness level also correlates with the relative intensity of geoscientific activity in the various zones. Appropriate strategies needed to enhance the level of awareness are suggested in the study.
The Many Educational Facets of Development Cooperation between a Kosovan Village and Earth Scientists
Author: Greenberg, Jeffrey K.
Date: 2012-08-00
Type: Journal Articles
Subjects: Foreign Countries,Earth Science,Science Instruction,Partnerships in Education,Geology,Community Development,Natural Resources,Water,Nongovernmental Organizations,Sanitation,Soil Science,Undergraduate Students,Undergraduate Study,Sustainable Development

Geology is increasingly involved in the planning and implementation of community development projects throughout the globe. A partnership among the Water For Life organization, Wheaton College in Illinois, and the village of Tushile in Kosovo during the past few years has proven to be successful in potentially sustainable improvements, including water resources, sanitation, and soils use. The initiative also provides a fine example of experiential education. Geology majors serve via highquality research, interaction with the local people, and construction labor to see projects through to completion. Kosovo is the most recent of the forays for Wheaton College Department of Geology and Environmental Science into the realm of international-development service and research. In part to discover a niche for our distinctive institutional mission, we have become committed to undergraduate education in the developing world. The essence of this vision is a two-way experience to benefit our students as well as the communities they serve. The longer-term commitment to collaborate with charitable organizations in working to improve global life and the environment should become a prime objective for geoscience education. Professors, as mentors, and their students with geology majors gain firsthand experience in professional-level technical projects guided by principles for international development.
Modemaker and Modequiz: Tools for Enhancing Student Learning Estimation Skills of Rock-Component Abundance
Author: Hirsch, David M.
Date: 2012-08-00
Type: Journal Articles
Subjects: Academic Achievement,Science Instruction,Geology,Earth Science,Online Surveys,Computation,Laboratory Experiments,Experimental Groups,Control Groups,Undergraduate Students,Introductory Courses,Statistical Analysis

Mode estimation, the visual determination of the proportions of the components of a rock, is a valuable tool in geology, providing one of the most efficient means of describing rock mineralogy and chemistry. However, current methods of teaching mode estimation suffer from the often-mediocre mode-estimation skills of the instructors. Fifty-nine academic and professional geologists was surveyed online to assess their mode estimation skills, and they scored 65.9 ± 7.5 (SD) out of a possible 100. Instructors with poor skills cannot provide the correct answers to mode questions and, thus, cannot create valid assessments of student mode-estimation skills. Two computer programs may help address this problem. ModeMaker is a tool for the instructor to use to create images with up to five phases, each with known modes. Each phase can have a number of additional specified properties, such as shape, size, and orientation. The instructor can, thus, provide valid assessments of student abilities to estimate modes. ModeQuiz is an interactive training application for the student. It creates images of the sort ModeMaker creates but randomizes the properties. The student makes mode estimations on the computer, and the program reveals the correct modes and scores the student's estimates. By repeating this process, the student may improve his or her mode-estimation skill over time. Assessments of ModeQuiz show that as little as 2 h of practice with the program may lead to improvement in student skill at mode estimation.
Popularizing Geological Education among Civil Engineering Students
Author: Chen, Xiang-jun
Date: 2012-08-00
Type: Journal Articles
Subjects: Geology,Civil Engineering,Undergraduate Students,Foreign Countries,Construction Industry,Course Descriptions,Course Content,Teaching Methods,Student Attitudes,Course Evaluation

The sustainable development of an economy and a society cannot be realized without the help of modern geoscience. Engineering geology knowledge is necessary on a civil engineering construction site to ensure the construction work goes smoothly. This paper first discusses the importance of geoscience, especially the study of engineering geology. Then, the current Chinese engineering geology course for civil engineering students is summarized. The engineering geology course at Shijiazhuang Tiedao University is described in detail, including its history, its content, and some teaching tactics for the course. The paper closes with an evaluation of the effects of the teaching tactics.