ethanporcaro/eric-fulltext-meta huggingface dataset:
A Scale to Assess Science Activity Videos (SASAV): The Study of Validity and Reliability
Author: Kara, Yilmaz
Date: 2018-01-00
Type: Journal Articles
Subjects: Science Activities,Video Technology,Instructional Material Evaluation,Science Instruction,Preservice Teachers,Elementary Secondary Education,Test Validity,Test Reliability,Item Analysis,Educational Technology,Likert Scales,Statistical Analysis

The purpose of the study was to develop an assessment scale for science activity videos that can be used to determine qualified science activity videos that can fulfill the objectives of activity based science education, help teachers to evaluate any science activity videos and decide whether to include into science learning process. The subjects for the study comprised a group of 47 science teacher candidates who were at their junior year in state university. In scope of a must course, each science teacher candidates were assigned an objective from K12 science curricula. Then, they were expected to seek for a science activity that can be conducted and recorded in form of 3-5 minutes long science activity video. The teacher candidates were asked to evaluate science activity videos developed by themselves for their classes, schools, and individual use through a scale to assess science activity videos. Science teacher candidates were given three weeks to complete the evaluation form, after which time they were returned to the researchers for assessment. The data from the scale were analyzed through descriptive and item analysis in terms of frequency, reliability and factor routines. The body of the scale covers 20 evaluation criteria in four major categories as technical features, narrator features, activity process, and security issues. The developed evaluation scale for science activity videos will provide a useful logical framework to help educators and/or trainers to identify adequate science activities in point of quality for their instructional purposes.
Investigating Female Pre-Service Preschool Teachers&apos; Attitudes towards Sport
Author: Dalaman, Osman
Date: 2017-12-23
Type: Journal Articles
Subjects: Females,Foreign Countries,Universities,Nonparametric Statistics,Emotional Development,Physical Development,Preschool Teachers,Student Attitudes,Preservice Teachers,Physical Education,Cognitive Development,Family Relationship,Undergraduate Students,Comparative Analysis,Statistical Analysis,Physical Activities,Team Sports,Student Surveys

The purpose of this study was to investigate female pre-service preschool teachers' attitudes towards sport in relation to the variables of grade level, the state of having done sport in the past, the reason for not doing sport in the past, the state of doing sport regularly, the level of interest in sport and the existence of a family member doing sport. Participants included 383 pre-service preschool teachers attending Ahmet Kelesoglu Education Faculty of Necmettin Erbakan University in the 2015 to 2016 academic year. In determining participants' attitudes towards sport, &quot;The Scale of Attitudes towards Sport&quot; was used. In the statistical analysis of the collected data, frequency analysis, Kruskal Wallis H test and Mann Whitney U test in SPSS 22.0 program were used. At the end of the study, it was found that female pre-service preschool teachers' levels of psychosocial development, physical development and total attitude levels are high yet their mental development attitude level is medium. When the data were evaluated on the basis of the demographic features, it was found that their attitudes towards sport vary significantly depending on the variables of the state of having done sport in the past and the state of doing sport regularly (p&lt;0.05). However, their attitudes towards sport do not vary significantly depending on the variables of grade level, the reason for not having done sport in the past, the level of interest in sport and the existence of a family member doing sport (p&gt;0.05). As a result, it can be argued that having done sport in the past and doing sport regularly at present positively affect the attitudes towards sport.
Assessing the Impact of Geoscience Laboratories on Student Learning: Who Benefits from Introductory Labs?
Author: Nelson, Karl G.
Date: 2010-01-00
Type: Journal Articles
Subjects: Earth Science,Academic Achievement,Introductory Courses,Statistical Analysis,Science Laboratories,Laboratory Experiments,Undergraduate Students,Science Instruction,Nontraditional Students,Multiple Regression Analysis

Laboratories serve as an integral part of geoscience education at most colleges and universities. While anecdotal evidence supports the beneficial impact of laboratories on science class learning, little quantitative research backs this statement. This study compared classroom data from students who completed a geoscience laboratory in conjunction with an introductory-level lecture-based course to those who completed the lecture course only. Laboratory-enrolled students performed better in the lecture class, resulting in an increase of 5.5% in their final class score. Even after controlling for GPA, laboratory enrollment accounted for a statistically significant proportion of the variance. Nontraditional students (age 25 and over) primarily benefited from the laboratory. Nontraditional students enrolled in lab performed 21.1% higher overall than their lecture course only nontraditional counterparts, and 4.9% higher overall than traditional students who enrolled in both the laboratory and lecture courses. Geoscience laboratories play a significant role in student learning and appear particularly important for nontraditional students.
Predicting Effective Course Conduction Strategy Using Datamining Techniques
Author: Parkavi, A.
Date: 2017-12-23
Type: Journal Articles
Subjects: Data Analysis,Educational Research,Goodness of Fit,Decision Making,Mathematical Models,Prediction,Outcomes of Education,Regression (Statistics),Teaching Methods,Instructional Effectiveness,Academic Achievement,Accuracy,Educational Improvement,Comparative Analysis,Computer Software,Programming Languages

Data analysis techniques can be used to analyze the pattern of data in different fields. Based on the analysis' results, it is recommended that suggestions be provided to decision making authorities. The data mining techniques can be used in educational domain to improve the outcome of the educational sectors. The authors carried out this research study by devising a mathematical model and tool to determine effective course conduction strategy, for teaching the students regression analysis and goodness of fit test. This helps the faculty to take necessary remedial actions to improve performance in courses by selecting effective course conduction based on the students' performance. The accuracy of prediction in this research is more as it is measured by using Rsquare value which is near to one.
A Values Framework for Students to Develop Thoughtful Attitudes about Citizenship and Stewardship
Author: Lutz, Tim
Date: 2010-01-00
Type: Journal Articles
Subjects: Models,Student Attitudes,Citizenship,Earth Science,Introductory Courses,Science Instruction,Physical Geography,Values,College Students

Geoscience teaching has primarily been oriented toward the value of science to explain natural systems. However, many kinds of values guide people's responses to environmental problems, which originate when human expectations fail to match the behavior of natural systems. Examples from the literature show that practical environmental decision-making recognizes, and is formed on the basis of, diverse values. We propose a &quot;values of nature&quot; framework based on Stephen Kellert's (1996) values of life to provide a set of concepts and a terminology that engages students to recognize the values they bring to environmental issues. We show from our experiences in two different introductory courses that students using the values framework can develop thoughtful attitudes about the environment and can appreciate the views of those with different values.
Increasing Diversity in the Geosciences: Recruitment Programs and Student Self-Efficacy
Author: Baber, Lorenzo D.
Date: 2010-01-00
Type: Journal Articles
Subjects: Earth Science,Science Instruction,Self Efficacy,Models,Minority Group Students,Mixed Methods Research,Pretests Posttests,Summer Programs,Student Recruitment,Student Experience,Student Attitudes,High School Students,Undergraduate Students,African American Students,Hispanic American Students,American Indian Students,Mineralogy,Questionnaires

Using a conceptual framework constructed around self-efficacy, this study explores specific recruitment programs that may contribute to the development of self-efficacy for students of color in the geosciences. This mixed methods study of geoscience education includes quantitative analysis of the Summer Experience in Earth and Mineral Science Program and qualitative analysis of the Summer Research Opportunity Program. Findings identify programmatic components that fostered self-efficacy, thus contributing to students? continued interest in careers in geoscience. This study has potential implications for higher education institutions interested in cultivating programs that attract, support, and retain students of color through various stages of the geoscience education pipeline.
Strategies and Rubrics for Teaching Chaos and Complex Systems Theories as Elaborating, Self-Organizing, and Fractionating Evolutionary Systems
Author: Fichter, Lynn S.
Date: 2010-03-00
Type: Journal Articles
Subjects: Teaching Methods,Mixed Methods Research,Outcomes of Education,Scoring Rubrics,Evolution,Models,Earth Science,Mathematics,Middle School Students,Scientific Concepts,Mathematical Concepts,Physics,Systems Approach

To say Earth systems are complex, is not the same as saying they are a complex system. A complex system, in the technical sense, is a group of -agents (individual interacting units, like birds in a flock, sand grains in a ripple, or individual units of friction along a fault zone), existing far from equilibrium, interacting through positive and negative feedbacks, forming interdependent, dynamic, evolutionary networks, that possess universality properties common to all complex systems (bifurcations, sensitive dependence, fractal organization, and avalanche behaviour that follows power-law distributions.) Chaos/complex systems theory behaviors are explicit, with their own assumptions, approaches, cognitive tools, and models that must be taught as deliberately and systematically as the equilibrium principles normally taught to students. We present a learning progression of concept building from chaos theory, through a variety of complex systems, and ending with how such systems result in increases in complexity, diversity, order, and/or interconnectedness with time--that is, evolve. Quantitative and qualitative course-end assessment data indicate that students who have gone through the rubrics are receptive to the ideas, and willing to continue to learn about, apply, and be influenced by them. The reliability/validity is strongly supported by open, written student comments.
Didactic Friction--Challenges and Reflections on Interlinking PBL and Discipline-Specific Tuition Practices
Author: Bejder, Anne Kirkegaard
Date: 2017-00-00
Type: Journal Articles
Subjects: Supervision,Architectural Education,Design,Foreign Countries,Teaching Methods,College Students,Urban Planning,College Faculty,Teacher Student Relationship,Teaching Styles,Educational Principles,Problem Based Learning,Supervisors,Teacher Role,Learning Processes,Teacher Education Programs

This is a discussion paper based on didactic reflections of three junior academics at the Architecture and Urban Design (A&amp;UD) programme at Aalborg University. The discussion unfolds &quot;didactic friction&quot;, where principles of PBL come into contact with architectural didactics, causing challenging teaching situations. This discussion of didactic friction is moored in narratives representing typical student tuition, unfolding two situations where PBL and architectural didactics converge and cause friction: &quot;the problem&quot; and &quot;supervision&quot;. This friction necessitates teachers and supervisors to critically reflect upon their teaching and supervision styles, and upon how key principles of PBL like &quot;the problem&quot; is put into play in their discipline-specific tuition of students. The paper argues that teachers and supervisors have a heightened obligation and responsibility to monitor, assess, reflect and adjust the integration of the different teaching approaches in their tuition practices at A&amp;UD.
Expanding Evolutionary Theory beyond Darwinism with Elaborating, Self-Organizing, and Fractionating Complex Evolutionary Systems
Author: Fichter, Lynn S.
Date: 2010-03-00
Type: Journal Articles
Subjects: Earth Science,Evolution,Science Instruction,Biology,Energy,Models,Introductory Courses,Secondary School Curriculum,College Curriculum

Earth systems increase in complexity, diversity, and interconnectedness with time, driven by tectonic/solar energy that keeps the systems far from equilibrium. The evolution of Earth systems is facilitated by three evolutionary mechanisms: &quot;elaboration,&quot; &quot;fractionation,&quot; and &quot;self-organization,&quot; that share universality features not found in more familiar equilibrium systems. These features include: (1) evolution to sensitive dependent critical states, (2) avalanches of changes following power law distributions with fractal organization, and (3) dynamic behaviour as strange attractors that often exhibit bistable behaviour. We propose a new approach to teaching Earth systems theory, where theoretical underpinnings of evolutionary mechanisms are introduced, followed by explorations of how the mechanisms interact to integrate the lithosphere, atmosphere, hydrosphere, and biosphere into a unitary evolutionary system. We incorporate conceptual and computer-based interactive models (included here as educational resources) within our lesson plans that illustrate a hierarchy of principles and experimental outcomes for evolutionary mechanisms. Application of this educational framework requires explicating complex systems mechanisms and their interactions, exploring their applicability to Earth systems, and imbedding them in high school as well as college introductory and upper level Earth Science classrooms to put all Earth systems on a comprehensive, integrated, universal evolutionary theoretical foundation.
Commentary: Analogical Thinking in Geoscience Education
Author: Jee, Benjamin D.
Date: 2010-01-00
Type: Journal Articles
Subjects: Geology,Earth Science,Science Education,Teaching Methods,Logical Thinking,Science Instruction,Cognitive Processes,Instructional Effectiveness,Inferences,Models

Geoscience instructors and textbooks rely on analogy for teaching students a wide range of content, from the most basic concepts to highly complicated systems. The goal of this paper is to connect educational and cognitive science research on analogical thinking with issues of geoscience instruction. Analogies convey that the same basic relationships hold in two different examples. In cognitive science, &quot;analogical comparison&quot; is understood as the process by which a person processes an analogy. We use a cognitive framework for analogy to discuss what makes an effective analogy, the various forms of analogical comparison used in instruction, and the ways that analogical thinking can be supported. Challenges and limitations in using analogy are also discussed, along with suggestions about how these limitations can be addressed to better guide instruction. We end with recommendations about the use of analogy for instruction, and for future research on analogy as it relates to geoscience learning.
Application of PBL in the Course Fluid and Electrical Drive Systems, Case Study: Manufacturing an Automated Punch Machine
Author: Sedaghat, Ahmad
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Engineering Education,Mechanics (Physics),Problem Based Learning,Case Studies,Manufacturing,Automation,Equipment,Design,Teamwork

The PBL unit of fluid and electrical drive systems is taught in final semester of undergraduates in mechanical engineering department of the Australian College of Kuwait (ACK). The recent project on an automated punching machine is discovered more appealing to both students and instructors in triggering new ideas and satisfaction end results. In this case study, the way this PBL unit is coordinated and facilitated is explained. Two examples of student works are presented. The aim is to expose the students to real world engineering problems but in a satisfying manner. Similar to real life problems for engineers, restrictions are applied for the students on costs, availability of ACK facilities, and application of automation tools. Students are directly engaged by using technical standards on punching heads and dies, standard tensile testing of plates, and so on. Arduino microprocessor programming, an open-source hardware and software electronic platform, and electro-pneumatic devices are adopted for developing the automated punching machine. The goal of the PBL course is to acquaint students learning based on the concepts of team working, engineering design, professional manufacturing, and sequential testing of the end product. It is found that students achieved their best and developed new skills in this PBL unit as reflected in their portfolios.
Technology, Accuracy and Scientific Thought in Field Camp: An Ethnographic Study
Author: Feig, Anthony D.
Date: 2010-09-00
Type: Journal Articles
Subjects: Ethnography,Accuracy,Scientific Literacy,Undergraduate Students,Field Experience Programs,Technology Uses in Education,Technological Literacy,Spatial Ability,Phenomenology,Student Experience,Educational Practices,Influence of Technology,Hermeneutics,Structured Interviews,Interviews

An ethnographic study was conducted on an undergraduate field course to observe and document lived experiences of students. This paper evaluates one of several emergent themes: that of technology dependence, and how it informs students' understanding of scientific reality. In the field, students tried to arm themselves with as high a degree of precision as possible. They assumed that technology was equated with precision, and in turn, precision with scientific reality; i.e., accuracy. Students rejected the notion that in some situations, low levels of precision may be &quot;good enough&quot; to be accurate. This theme of technology dependence suggests five broad implications. First, students are rarely taught, and rarely understand, the difference between precision and accuracy. Second, students should be taught to appraise a situation to apply an appropriate level of precision, rather than to assume that more is better. Third, students should be taught to value the process of doing things &quot;by hand,&quot; such as locating oneself on a topographic map. Fourth, students should have ample opportunity to explore the complexities of physical and scientific reality. Finally, field camp is a late opportunity for shaping the professional growth of future geoscientists, and thus deserves a prominent place in geoscience curricula.
Six Syllabi from the Early Years of American Geological Education, 1817-1838
Author: Stearns, Richard G.
Date: 2010-01-00
Type: Journal Articles
Subjects: Geology,Course Descriptions,Change Agents,Profiles,Educational Development,Comparative Analysis,Educational Practices,Science Education History,College Programs

Between 1817 and 1838 professors at the University of Pennsylvania, South Carolina College, Yale College, and Columbia College published six syllabi for earth science courses. All stressed geology. These syllabi give unique insight into classrooms of almost 200 years ago. The greatest difference between the six syllabi involved historical geology. Some pioneer professors viewed observation as the only basis for interpreting geological history. Others viewed Biblical revelation as the dominant, or at least an important, guide to deciphering the history of Planet Earth. Eventually differing approaches to historical interpretation led to a well-documented religion-geology confrontation. It culminated in a much-publicized attempt to impeach a college president who taught an observation-based geology course. After 1832, the year of this failed impeachment, known syllabi continued to emphasize observation. By 1834 the once exonerated college president and his entire faculty were fired. By 1840 research in the Alps showed that widely distributed high altitude earth-surface sediments of mixed clastic character, generally called the Drift, are of glacial origin. This observation-based view was gradually accepted by much of the scientific community. Before 1840 some earth science teachers saw all occurrences of the Drift as clear proof that the Flood of Noah covered the entire planet, including the highest mountains. The Drift and the Noachian Flood were major themes in some science classrooms. Today, the Drift is less controversial. Evolution is the new battleground but the conflict is the same. It is an impasse between the interpretation of Biblical revelation and the interpretation of observation.
Teaching Consumer Law Based on PBL Principles within a Workshop Frame
Author: Sørensen, Marie Jull
Date: 2017-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Educational Principles,Legal Education (Professions),Behavioral Objectives,Workshops,Group Testing,Teaching Methods,Instructional Effectiveness,Instructional Innovation,Educational Change,Educational Practices,Foreign Countries

Changing learning objectives was the beginning of rethinking the pedagogical frame of my courses within a traditional law study program. The objectives were changed in order to aim for students becoming better at reflecting on the curriculum. I chose to work within a workshop frame incorporating some of the Aalborg PBL principles. The two courses conducted within this frame are Danish Consumer Law (in Danish) and EU Consumer Law (in English). They are both electives at master level (8th semester) at the Law School at Aalborg University. This case description gives an insight into the structure of the workshops and gives examples of what tasks the students are assigned to work on in the group work in order to achieve the learning objectives.
GPS: Geoscience Partnership Study
Author: Schuster, Dwight
Date: 2010-09-00
Type: Journal Articles
Subjects: Earth Science,Partnerships in Education,Science Teachers,Secondary School Teachers,Grade 11,Grade 12,Secondary School Science,Research Universities,Grade 7,Middle School Students,High School Students,Mentors,Pretests Posttests,Questionnaires,Scientists,Climate,Interviews,Focus Groups

To promote and expand geoscience literacy in the United States, meaningful partnerships between research scientists and educators must be developed and sustained. For two years, science and education faculty from an urban research university and secondary science teachers from a large urban school district have prepared 11th and 12th grade students to mentor 7th grade students on the topic of climate science. This partnership was based on the premise that high school students, when trained and supported by teachers and scientists, have the capacity to extend middle school students? efforts to engage in and understand the geosciences. This paper a) describes mentors? and mentees? understandings of climate science as a function of their participation in the second year of this program, b) identifies the characteristics of effective mentoring relationships, and c) explores the scalable and sustainable aspects of this partnership.