ethanporcaro/eric-fulltext-meta huggingface dataset:
Quality Issues and Standards of E-Content
Author: Nachimuthu, K.
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Electronic Publishing,Partnerships in Education,School Business Relationship,Instructional Materials,Educational Technology,Web Based Instruction,Teaching Methods,Educational Quality,Standards

The objectives of the e-content development by the UGC are; (a) Generation of e-content, in all subjects, (b) Development of teachers and experts resources in e-journal creation; (c) Distribution of the e-content to teachers and students from formal and non-formal; educational modes, for supplementing and complementing professional teaching and learning content; (d) Development of partnerships between educational institutions and the IT industry for the continuous development of new content and methodology taking into account contemporary technology. The product of e-content should be technologically friendly, learner friendly, learner-centric, teacher friendly, learner -entric pedagogy, self-evaluation, object based learning / teaching. This paper explains the course material and its content hours of the study with its remunerations. The Course Development team methodology follows eight key steps to ensure the success of any e-content project; i.e., needs assessment, front-end analysis, design, planning, development, quality assurance, implementation, evaluation and customized on-site training. India, BSNL Pune is launching &quot;Multiplayer services&quot; that include e-classes, among other things. Maharashtra Knowledge Corporation Ltd (MKCL) is poised to supply the content for BSNL where the relationship between the two is on a revenue sharing basis. The e-content package development team consists of instructional designer (subject matter experts (SMEs), interface designer, programmer, and audio video editor and project managers. Most e-Learning programs can be taken when needed. E-Learners can go through training sessions from anywhere, usually at anytime. Online e-content sessions are especially easy to keep up-to-date because the updated materials are simply uploaded to a serve Teachers are also review a student's scores and identify any areas that need additional training. Without a set strategy for e-content development, your program may fail. This paper also explains the advantages of e-content.
Association of the Environmental Attitudes &quot;Preservation&quot; and &quot;Utilization&quot; with Pro-Animal Attitudes
Author: Binngießer, Janine
Date: 2015-00-00
Type: Journal Articles
Subjects: Conservation (Environment),Animals,Social Attitudes,Attitude Measures,Preservation,Natural Resources,Eating Habits,Gender Differences,Age Differences,Student Attitudes,Foreign Countries,Adolescents,Student Surveys,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Likert Scales,Correlation,Statistical Analysis

The relevance of environmental attitudes is obvious and attitudes towards farm and companion animals and animal welfare in medical research are an important aspect of education. However, both have rarely been linked with each other, and animal attitudes are only sparsely represented within environmental education assessment instruments. Linking these two aspects was the main aim of the present study. The Animal Attitude Scale (AAS), the Intermediate Attitude Scale (IAS), and environmental attitudes based on the 2-MEV-model were used. The 2-MEV model is made of two distinct aspects: preservation and utilization of nature. This relationship between pro-animal attitudes and preservation and utilization has been assessed while controlling for pet ownership, meat consumption, gender and grade level. These covariates are necessary because they have been identified in previous research. Five hundred and forty-three pupils from two different schools in Leipzig, Germany participated in this study. There was a significant influence of gender and grade but not of pet ownership on environmental attitudes. Girls showed higher positive attitudes, and preservation decreased with an increasing grade. Animal attitudes (both AAS and IAS) correlated with &gt; 0.4 with the two environmental attitudes preservation and utilization. It is therefore concluded that environmental attitudes and animal attitudes are closely related constructs.
Implementing the FISTE Educational Technology for Electronic Design and Technology Education Using BSCW at Loughborough University
Author: Page, Tom
Date: 2007-00-00
Type: Journal Articles
Subjects: Educational Technology,Program Implementation,Technology Education,Hypermedia,Distance Education,Virtual Classrooms,Internet,Computer Managed Instruction,Universities,Foreign Countries,Online Courses,Inservice Teacher Education,Electronics,Learning Modules,Intelligent Tutoring Systems,Case Studies,Delivery Systems,Educational Environment,Observation,Questionnaires

The work outlined here provides a comprehensive report and formative observations of the development and implementation of hypermedia resources for learning and teaching used in conjunction with the BSCW managed learning environment (BSCWMLE). This is based on the experience from the FISTE on-line course. FISTE is an European project that focus on the use of the BSCW managed learning environment (BSCWMLE) for in-service teacher education inside Europe. These resources are used to enhance teaching and learning of an electronics module in product design at final year undergraduate level in Loughborough University. This research has taken place over a two year period when such resources were developed and implemented. Such hypermedia-based learning resources were developed by the authors and include text, graphical, video and sound based media. The BSCW managed learning environment (BSCWMLE) referred to in this paper as is a wide file-server system which is used to facilitate distance learning as well as provide support to many aspects of teaching, learning and assessment at Loughborough University. The work reported here focuses on the use of the BSCW in support face to face learning as this module is not undertaken on a distance learning basis. The author has uploaded all relevant teaching and learning resources onto the BSCW for accessibility by the students on this module. Moreover, internet-based learning resources and assessments, in the form of pre-written computer programs and circuit building projects, were developed by the author, to enable the students to gauge their knowledge and understanding at staged points through the tutorial and laboratory sessions within the module. In addition, this paper presents through case study the way in which this module is delivered and received illustrating how such resources are used by both teacher and learner. As such this proffers an exemplar for effective deployment of such supportive technologies and resources in learning, teaching and assessment of a product design and technology module at undergraduate level.
Identity Development of Youth during Participation at an Informal Science Education Camp
Author: Riedinger, Kelly
Date: 2015-00-00
Type: Journal Articles
Subjects: Case Studies,Identification (Psychology),Science Education,Informal Education,Youth Programs,Video Technology,Observation,Interviews,Journal Writing,Group Dynamics,Power Structure,Social Influences,Environmental Education,Middle School Students,Hands on Science,Resident Camp Programs,Grade 6,Grade 7,Grade 8,Focus Groups,Middle School Teachers,Teacher Attitudes,Student Attitudes

In this exploratory case study, I investigated the ways that youth engaged in negotiating their identity during learning conversations at an informal science education camp. In particular, I was interested in exploring the ways that youth positioned themselves within their learning group and how this influenced their identities as learners of science. The research question that guided the investigation was: What is the role of learning conversations in influencing youths' identities as learners of science during an informal science education camp? In particular, I was interested in elucidating the ways in which youth socially constructed their identities relative to others in their learning group and how the social context shaped this process. Identity in this study was defined as the socially constructed sense of self derived from one's position relative to others in a social group. Data collection included videotaped observations, field notes, interviews and journal entries. Findings from my analysis and interpretation of the data collected suggested that identity developed in the following ways: (a) members of the learning group derived their sense of self and identity from their perceived position relative to others and (b) power dynamics and social roles within the learning group were negotiated and redefined within the specific affordances and norms of the informal science education camp context. These findings lend support to the assertion that identity develops during learning conversations in informal science education settings and adds to the corpus of research in this area.
Multifaceted NOS Instruction: Contextualizing Nature of Science with Documentary Films
Author: Bloom, Mark
Date: 2015-00-00
Type: Journal Articles
Subjects: Institutes (Training Programs),Science Instruction,Scientific Principles,Documentaries,Films,Public School Teachers,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Intervention,Constructivism (Learning),Science Teachers,Qualitative Research,Questionnaires,Interviews,Program Effectiveness,Teaching Methods,Demography,Formative Evaluation

This research focuses on inservice science teachers' conceptions of nature of science (NOS) before and after a two-week intensive summer professional development (PD). The PD combined traditional explicit NOS instruction, numerous interactive interventions that highlighted NOS aspects, along with documentary films that portrayed NOS in context of authentic scientific discovery. Reflective dialogue was used throughout the professional development to encourage constructivist learning. The PD addressed seven commonly held NOS tenets that are deemed significant to K-12 science teachers. Finally, qualitative methodologies were used to analyze the Views of Nature of Science Questionnaire (VNOS-D) and the associated interview data to explore subtleties within each NOS tenet and to gain a richer understanding of how the teachers' NOS understanding differed before and after the PD.
The Effect of Reflective Science Journal Writing on Students' Self-Regulated Learning Strategies
Author: Al-Rawahi, Nawar M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Metacognition,Learning Strategies,Science Instruction,Grade 10,High School Students,Energy,Experimental Groups,Journal Writing,Dialogs (Language),Student Attitudes,Scientific Concepts,Control Groups,Units of Study,Measures (Individuals),Teaching Methods,Instructional Effectiveness,Foreign Countries,Scores,Statistical Analysis,Quasiexperimental Design

The current study investigates the effectiveness of grade-ten students' reflective science journal writing on their self-regulated learning strategies. We used a pre-post control group quasi-experimental design. The sample consisted of 62 tenth-grade students (15 years old) in Oman, comprising 32 students in the experimental group and 30 students in the control group. Both groups studied a science text unit called 'Matter and Energy in Chemical Reactions'. Students in the experimental group were given a model for a journal, which they wrote after they finished their science lessons. They reflected on their dialogues with their teacher and classmates. They also reflected on their scientific observations, their main conclusions, their evaluation of their level of understanding of the scientific concepts presented in the lesson, their achievement of the lesson goals, and their personal feelings regarding what was taught in the lesson. The control group studied the same unit without writing reflective journals. We used a modified self-regulation strategy instrument to measure the effectiveness of treatment. The results showed that participants in the journal-writing group (experimental group) (M = 3.96; SD = 0.37) significantly outperformed participants in the control group (M = 3.62; SD = 0.28) with respect to their self-regulation strategies. The study recommends that reflective journal-writing should be encouraged by science teachers and in science textbooks.
Student's Interest in Science and Technology and Its Relationships with Teaching Methods, Family Context and Self-Efficacy
Author: Hasni, Abdelkrim
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Interests,Science Interests,Technology,Questionnaires,Elementary Secondary Education,Preferences,Teaching Methods,Student Centered Curriculum,Instructional Program Divisions,Gender Differences,Statistical Analysis,Age Differences,Foreign Countries

In order to explore students' interest towards S&amp;T, we developed and validated a questionnaire that simultaneously takes into account 18 components (general interest in school-S&amp;T, utility of school-S&amp;T, teaching methods preferences, perceived importance and preference for school-S&amp;T with respect to other school subjects, etc.). The questionnaire was administered to 1,882 students from grades 5 through 11 (seven grade levels). Findings indicate that: a) students show a high general interest in S&amp;T and a preference for student-centred teaching methods rather than teacher-centred ones; however, few of them perceive the utility of school-S&amp;T for everyday life, want to spend more time doing S&amp;T in school or intend to pursue S&amp;T related studies or careers. Grade level differences appear to be important while gender differences are weak; b) in terms of school subjects, perceived importance and preference order, S&amp;T seem to occupy an intermediate position; the preference order is not, however, similar to the perceived importance order. The latter, and therefore the role of S&amp;T in school, appear to be strongly influenced by its status or its social value given in the curriculum; c) the analysis based on correlations and regressions propose some important predictors of general interest towards S&amp;T. The results highlight, among other things, the importance for school to intervene on certain factors that promote the development of students' interest in S&amp;T. For instance, 1) to affirm the importance of S&amp;T right from the beginning of elementary school, 2) to use teaching methods that allow students to establish links between what they learn in school and their lives, as well as methods centered on students' development of inquiry processes, 3) to promote cultural activities related to S&amp;T, and 4) to promote a positive development of self-concept through quality schooling.
Farm Education and the Value of Learning in an Authentic Learning Environment
Author: Smeds, Pia
Date: 2015-00-00
Type: Journal Articles
Subjects: Agricultural Occupations,Statistical Analysis,Mixed Methods Research,Computer Software,Educational Environment,Interviews,Tests,Content Analysis,Cognitive Style,Learning Processes,Retention (Psychology),Experiential Learning,Outdoor Education,Constructivism (Learning),Intervention,Elementary School Students,Foreign Countries,Validity,Reliability,Pretests Posttests

Farm education is a newly emerging field of research that utilises authentic learning environments, environments that combine a subject of academic study with its real-world surroundings, actors, and activities--in this case, the practical context of a farm. The aim of the study was to investigate the effects of various learning environments (farm, classroom, and synthesis of the two) on learning and how pupils experience it. Mixed-methods research with experiential interventions was used, and data collection used interviews and pre-learning, post-learning, and delayed tests. The analysis, performed with SPSS software, employed ANOVA and ANOVA repeated-measures design and inductive content analysis. Pupils showed significantly better learning results when allowed to study in authentic learning environments on farm. They experienced learning in an authentic learning environment as easier and found that they learnt more there than in the classroom. They concluded that the reason for this was that the subject to be learnt could be studied comprehensively and first-hand in its original surroundings, including processes. Farm education proved to be a versatile learning environment that encourage learning and support learners who differ in their learning preferences. It supports pupils with moderate learning difficulties, as well as talented pupils, thanks to being allowed to study many aspects of the subject for learning, at their own pace. Including authentic learning environments in education increases long-term retention of what has been learnt and improves understanding. Those involved in teacher education, teachers, and schools alike are urged to take this into account when planning and carrying out education.
Reading Engagement in Science: Elementary Students' Read-Aloud Experiences
Author: Oliveira, Alandeom W.
Date: 2015-00-00
Type: Journal Articles
Subjects: Oral Reading,Content Area Reading,Elementary School Students,Elementary School Science,Learner Engagement,Textbooks,Discourse Analysis,Reading Comprehension,Urban Schools,Catholic Schools,Public Schools,Magnet Schools,Grade 1,Grade 2,Video Technology,Surveys,Qualitative Research,Science Instruction

This study examines student reading engagement with children's science books in elementary classrooms. &quot;Reading engagement&quot; in science is conceived in terms of a Transmission-Transaction continuum. When centered on transmission, science reading entails passive reception of a textually encoded scientific message. By contrast, when science reading is transaction-centered, teachers and students actively engage in the negotiation of scientific meanings that transcend the text itself. Examination of reading engagement relied on a discourse-centered method whose analytical goal was to uncover and better understand meaning-making around textual artifacts. More specifically, it took the form of a discourse analysis across three science read-alouds. While meaning-making in one aloud reading was predominantly centered on transmission, the other two read-alouds were characterized by increasing levels of transaction. Further, adoption of transmissive or transactional strategies was consistent with how teachers perceived reading in the context of science instruction. This study underscores the multiplicity of ways that reading can be conceived by science teachers and approached in elementary classroom settings. It is suggested that a more sophisticated understanding of how to systematically engage young students with science texts can help elementary teachers effectively integrate reading with science instruction, meet literacy requirements of current science education policies, and recognize that science reading transcends passive reception of facts.
How Students' Values Are Intertwined with Decisions in a Socio-Scientific Issue
Author: Paraskeva-Hadjichambi, Demetra
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 6,Scaffolding (Teaching Technique),Decision Making,Values Clarification,Science and Society,Computer Uses in Education,Pretests Posttests,Sustainability,Environment,Correlation,Thinking Skills,Environmental Education,Educational Environment,Qualitative Research,Statistical Analysis

The present study incorporated a scaffolding decision making procedure on an authentic environmental socio-scientific issue and investigated how students' decisions are intertwined with their values. Computer-based activities provided necessary information and allowed for the consideration of multiple aspects of the issue, the study of the effects of every possible solution and the formulation and balancing of criteria. The optimization strategy for decision making was adopted. Data collection relied on 51 sixth grade students (11-12 years old). Open-ended written tests were given to students before and after the learning intervention with two tasks: application of the optimization strategy and a meta-reflection question explaining their decision. Children incorporated several criteria in the decision making process, however, what guided their decisions were the criteria which were given the greater weight. These criteria were connected with substantive arguments and were based on decisive values. Three value-driven patterns of decision makers were revealed: strong anthropocentric, weak anthropocentric and ecocentric. The ability of assigning weight in conflicting criteria is a cornerstone for the emersion of how values are interrelated with decisions. Values arise when preferences are in conflict and decisions are made by weighting alternatives in comparison to our preferences. In conclusion, students have to learn to develop solutions that represent a compromise between economic, ecological, and socioeconomic dimensions, which include establishing a value hierarchy. The ability to weight decision criteria and to disclose underlying value considerations may be an elaborate way to work with multifaceted socio-scientific issues.
More than Just Playing Outside: A Self-Study on Finding My Identity as an Environmental Educator in Science Education
Author: Gatzke, Jenna M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Environmental Education,Doctoral Programs,Science Education,Journal Writing,Student Evaluation of Teacher Performance,Self Evaluation (Individuals),Conservation (Environment),Teaching Methods,Science Teachers,Graduate Students,Professional Identity,Coding,Classification,Teacher Competencies

The purpose of this study was to investigate the identity conflicts I was experiencing as an environmental educator entering a doctoral program in science education. My inquiry used self-study methodology with a variety of data sources, including sixteen weeks of personal journal entries, audio-recordings of four critical friend meetings, and three instructor evaluations completed by my students. Findings from this study show a progression of thoughts, emotions, and questions that came out of my comparisons of environmental education and science education, formal, and informal education, as well as three critical instances that led to an understanding of my own professional identity. Overarching connections were found within pedagogical practices. Implications regarding the need for life-long teacher reflection as well as suggestions for ways to build bridges across differing educational fields are discussed.
Factors Mititating against the Establishment, Development, Management and Utilization of Instructional Television (ITV) in Higher Institutions in Nigeria
Author: Sofowora, Olaniyi Alaba
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Educational Television,Program Development,Higher Education,Case Studies,Technology Uses in Education,Educational Policy,Financial Support,Broadcast Industry,Planning,Faculty Development

This paper highlights the problems facing the establishment, development, management and utilization of instructional television (ITV) in higher institutions in Nigeria. The paper also discusses chronicle of activities and achievements made at Obafemi Awolowo University, lle-lfe in the effort at revamping the television system. Obafemi Awolowo University is used for the case study, because it is presently the only institution apart from the Television College, Jos that has facilities consistently over the last decade, been involved in training and teaching television production courses at the post-graduate and under-graduate level. In conclusion, for effective management and utilization of television, it was recommended that there should be political support in terms of policy and rationale and proper funding of education to meet the UNESCO's minimum requirement of 26%. Schools broadcasting and ITV services should be re-established in the country.