ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving Social Cohesion in Educational Environments Based on a Sociometric-Oriented Emotional Intervention Approach
Author: Fotopoulou, Eleni
Date: 2019-00-00
Type: Journal Articles
Subjects: Sociometric Techniques,Intervention,Emotional Response,Elementary School Students,Student Characteristics,Interpersonal Competence,Foreign Countries,Evaluation,Emotional Intelligence,Social Development,Group Dynamics,Personal Autonomy,Peer Relationship

Sociometric-oriented approaches have been applied the last years in numerous cases and domains, targeting at the improvement of social groups' characteristics for achieving personal and team-based objectives. Considering the existing approaches and the published results, in the current study, a set of emotional intervention activities based on a sociometric-oriented approach were designed and implemented with the clear objective to augment social cohesion within members of a social group in primary school students. Petrides' trait emotional model was used to identify the emotional profile of the experimental and control group members, while the set of implemented activities was based on Bisquerra's emotional competencies model. Sociometrics were used to evaluate the initial, intermediate and final level of social cohesion of both groups. Based on the realized statistical analysis and the produced evaluation results, useful insights with regards to the social group indicators that mainly affect the social cohesion levels are extracted and presented. It should be noted that the detailed study was based on the exclusive usage of open-source Information and Communication Technologies (ICT) tools for supporting educational needs.
The MOSAICS Model of Educational Approaches for Teaching the Practice of Software Project Management
Author: Boiangiu, Costin-Anton
Date: 2019-00-00
Type: Journal Articles
Subjects: Models,Teaching Methods,Computer Software,Programming,Program Administration,Information Technology,Teamwork,Cooperative Learning,Computer Science Education,Competition,Creativity,Student Evaluation,Group Structure,Interpersonal Communication,Administrative Organization,Student Attitudes,College Students,Synchronous Communication

Maybe you heard the line &quot;managing programmers is like herding cats&quot;, and if you consider there is some truth behind this, then you should, perhaps, think how it is to teach people to perform this job. As we know from the research literature, there is no such thing as a consensus about the most suitable teaching method of a software project management course targeted to information technology students. Moreover, the majority of publications focus on the theoretical aspects of the course, thus leaving little details about the application of the theory, or how to experience the practical side. The paper at hand proposes an abstract model of educational approaches, suggestively named MOSAICS, which may be used in teaching the practical side of a software project management course.
Ecological Citizenship Education and the Consumption of Animal Subjectivity
Author: Spannring, Reingard
Date: 2019-00-00
Type: Journal Articles
Subjects: Ecology,Environmental Education,World Views,Power Structure,Consumer Economics,Animals,Humanism,Biodiversity,Commercialization,Food,Ethics

The unfolding of the ecological disaster has led authors to reconsider the position of the human subject and his/her relationship with the earth. One entry point is the concept of ecological citizenship, which emphasizes responsibility, community, and care. However, the discourse of ecological citizenship often reduces the human subject to a critical consumer-citizen and citizenship education to the production of such a subject. The position outlined in this paper provides a more fundamental critique of consumption as a way of being in and relating to the world. In particular, it foregrounds objectification, commodification, and its impacts on human and nonhuman subjectivity and the possibility of care within a multi-species community. The paper brings animal-sensitive work in environmental education research and political theory into dialogue with a more general critique of culture and pedagogy in consumer society. From this perspective, ecological citizenship education seeks to liberate human and nonhuman beings from predetermined behavioral results and functions, and opens the time and space for the subjectification of human and nonhuman citizens within the complex dynamics of a multi-species community. With this proposition, the paper contributes to an ecocentric understanding of ecological citizenship education that builds on the continuity of life and subjective experience.
An Analysis of the Visual Representation of Redox Reactions in Secondary Chemistry Textbooks from Different Chinese Communities
Author: Chen, Xiaoge
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Education,Textbook Content,Secondary School Science,Chemistry,Visual Stimuli,Scientific Concepts,Cultural Differences,Illustrations,Photography,Visual Aids,Visualization

This study provides an analysis of selected aspects of the intended curriculum related to redox reactions as represented in secondary chemistry textbooks from the People's Republic of China, with a special view also on Hong Kong, Shanghai, Taiwan, and the Chinese minority in Malaysia. This study reveals how chemistry textbooks deal with visual representations related to redox reactions and whether or not the visualizations provide any indication for the orientation of the intended curriculum, characterized by contexts suggested for chemistry learning. Specific criteria were derived from a literature review of the discussion on different levels of chemical representations and from a total of 346 visual representations related to redox reactions identified and analyzed from the textbooks. Based on the frequencies and levels of visual representations in the textbooks, this study showed that representations in textbooks from the People's Republic of China mostly focus on the macro and macro-symbolic levels and indicate some aspects of everyday life as well as orientations towards industry and technology. The findings show that the textbook from Taiwan uses multiple macroscopic, submicroscopic, and symbolic representations to illustrate the redox reactions. The textbook from Hong Kong has a strong orientation along the content structure of chemistry, with mostly macro level representations. The textbook from the Chinese minority in Malaysia follows a strong structure-of-discipline orientation with limited visual support.
Exploring Secondary Students&apos; Alternative Conceptions about Engineering Design Technology
Author: Asghar, Anila
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Misconceptions,Engineering,Design,Fundamental Concepts,STEM Education,Scientific Concepts,Intuition,Student Evaluation,Physics,Motion

This paper presents the assessment items that were developed by science and technology teachers in Québec to explore their students' alternative ideas about engineering design technology and technological systems. These assessment items were administered to Secondary Cycle One students in Francophone and Anglophone schools in Québec to elicit their ideas about the foundational technology concepts included in the science and technology curriculum. Students' responses are presented to share their alternative and scientific explanations. In addition, various approaches to facilitate a deeper understanding of scientific models and mechanistic reasoning in students are also discussed.
Regional Collaboration for Sustainability via Place-Based Ecology Education: A Mixed-Methods Case Study of the Upper Valley Teaching Place Collaborative
Author: Duffin, Michael
Date: 2019-00-00
Type: Journal Articles
Subjects: Place Based Education,Ecology,Sustainability,Regional Cooperation,Environmental Education,Faculty Development,Elementary Secondary Education,Program Effectiveness,Educational Change,Teachers,Inservice Teacher Education

Place-based Ecology Education (PBEE) has emerged as a compelling approach to achieving the sustainability goals of Environmental Education (EE), including helping children understand, care about, and take action to protect the environment. Collaboration for teacher training can amplify and expand the reach and effectiveness of PBEE within a given geographic region. This case study of a collaborative of five PBEE professional development organizations provided a noteworthy example of collective evaluation. The primary data source was quantitative and qualitative analysis of 156 survey responses from K-12 classroom teachers, administered from 2016 to 2018 in the Upper Valley region of New Hampshire and Vermont. On average, teachers reported medium-sized (Cohen's d 0.4 to 0.6), statistically significant changes over the prior year for all six PBEE core practices measured. Teacher responses to open-ended survey items suggested that PBEE often involves coordination between and contribution from multiple players with different roles but similar goals. Cross tabulation with quantitative results suggested that collaboration within schools was a central factor associated with high levels of PBEE practice.
Community of Inquiry on Facebook in a Formal Learning Setting in Higher Education
Author: Nazir, Masood
Date: 2019-00-00
Type: Journal Articles
Subjects: Communities of Practice,Social Media,Higher Education,College Students,Electronic Learning,STEM Education,Online Courses,Computer Mediated Communication,Student Attitudes,Foreign Countries,Outcomes of Education,Group Dynamics,Facilitators (Individuals),Grades (Scholastic)

This study demonstrates an application of Facebook for higher education in science (STEM), and it clarifies its impact on students' learning in a formal online learning setting. A combined qualitative and quantitative approach was used. Messages posted on Facebook were classified by qualitative transcript analysis. The perception and experience of students with Facebook were recorded by means of pre- and post-tests, using a treatment/control group approach. The results show that an integral Community of Inquiry (CoI) was formed on Facebook within the regular online course, encompassing all relevant CoI interactions leading to a powerful educational experience. Additionally, a type of CoI interaction &quot;student-community&quot; is observed, which was not reported before. The results show that the use of Facebook had positive effects on students' learning, only when the activities on Facebook were constructively integrated in a course design, and a moderator was present. More research is needed to include larger group sizes and other course designs.
Students&apos; Perceptions on Reciprocal Peer Tutorial Assessment in an Undergraduate Course in Process Metallurgy
Author: Matinde, Elias
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Undergraduate Students,Undergraduate Study,Peer Teaching,Tutoring,Foreign Countries,Peer Evaluation,Cooperative Learning,Tutorial Programs

Tutorials play a key role in the teaching and learning of engineering sciences. However, the efficacy of tutorials as platforms for providing personal and academic support is continuously being challenged by factors such as declining faculty-to-student ratios and students' under-preparedness. This study adopted reciprocal peer tutorial assessment as an instructional strategy in a capstone course in Process Metallurgy. The findings from highlighted the delicate balance between the obvious benefits and the unintended consequences of adopting reciprocal peer assessments during tutorials. The obvious benefits of RPTA included opportunities for synergistic peer learning, healthy competition among students, self-directed learning, among others. However, the benefits of RPTA were negated by factors such as low level of trust among peers, anxiety over year marks, time constraints, and discomfort due to perceived incompetency when compared to their peers. Finally, the findings from the present study provided opportunities for iterative design and continuous improvement.
An Entrepreneurship Venture for Training K-12 Teachers to Use Engineering as a Context for Learning
Author: Kukreti, Anant R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Teaching Methods,Elementary School Teachers,Secondary School Teachers,School Districts,Partnerships in Education,Engineering Education,Design,Scores,Mathematics Instruction,Mathematics Achievement,Science Instruction,Science Achievement,Program Descriptions,Program Evaluation,Educational Innovation,Faculty Development,Online Courses,Marketing,Teaching Skills,Coaching (Performance)

In this paper, the authors present their experiences from participating in a National Science Foundation (NSF) I-Corps L training program established for business startups, using Blank's Lean LaunchPad, Osterwalder's Business Model Canvas, and associated tools. They used the entrepreneurial skills acquired through this training to scale-up their emerging innovation, the Cincinnati Engineering Enhanced Math and Science Program (CEEMS), which had been developed, implemented, and evaluated with successful results over a period of seven years in a targeted 14 school-district partnership in Greater Cincinnati. The overriding goal was to improve student learning and success rates in K-12 math and science courses by helping to accelerate the process of bringing effective educational innovation, CEEMS, to scale. In CEEMS, teachers were trained in using challenge-based learning (CBL) and the engineering design process (EDP), teaching pedagogies to transform their classrooms into student-centered, hands-on learning environments, while also assisting students to improve their evaluation scores related to science, math, and engineering instruction. CEEMS teachers acquired the necessary skills through coursework, professional development (PD) workshops, and longitudinal professional guidance provided by assigned coaches over a period of two years to become proficient in developing CBL-EDP curriculum, teaching it, and assessing student learning and reflecting after teaching. The authors have documented how they used customer market research conducted during the I-Corps L training to define their minimum viable product (MVP) to duplicate the successful CEEMS methodology through a condensed (=16 week) self-paced, completely online training program with virtual coaching support. The authors also describe the process they used to move forward very quickly from an MVP to a more complete product offering, its branding, the process of trademarking it, and finally licensing it to an established non-profit organization (NPO) for future marketing. Details of the whole experience are presented with the hope that it will serve as a useful guide for other venture creators.
An Investigation of Students&apos; Use of a Computational Science Simulation in an Online High School Physics Class
Author: Rosenberg, Joshua M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Online Courses,High School Students,Secondary School Science,Physics,Computer Simulation,Educational Technology,Technology Uses in Education,Advanced Placement Programs,Teaching Methods,Science Instruction,Student Attitudes,Thermodynamics,Science Laboratories

Science educators have begun to explore how students have opportunities to not only view and manipulate simulations, but also to analyze the complex sources of data they generate. While scholars have documented the characteristics and the effects of using simulations as a source of data in face-to-face, K-12 classrooms, how simulations can be taken up and used in such a way in fully-online classes is less-explored. In this study, we present results from our initial qualitative investigation of students' use of a simulation in such a way across three lessons in an online, Advanced Placement high school physics class. In all, 13 students participated in the use of a computational science simulation that we adapted to output quantitative data across the lesson sequence. Students used the simulation and developed a class data set, which students then used to understand, interpret, and model a thermodynamics-related concept and phenomenon. We explored the progression of students' conceptual understanding across the three lessons, students' perceptions of the strengths and weaknesses of the simulation, and how students balanced explaining variability and being able to interpret their model of the class data set. Responses to embedded assessment questions indicated that a few developed more sophisticated conceptual understanding of the particle nature of matter and how it relates to diffusion, while others began the lesson sequence with an already-sophisticated understanding, and a few did not demonstrate changes in their understanding. Students reported that the simulation helped to make a complex idea more accessible and useful and that the data generated by the simulation made it easier to understand what the simulation was representing. When analyzing the class data set, some students focused on fitting the data, not considering the interpretability of the model as much, whereas other students balanced model fit with interpretability and usefulness. In all, findings suggest that the lesson sequence had educational value, but that modifications to the design of the simulation and lesson sequence and to the technologies used could enhance its impact. Implications and recommendations for future research focus on the potential for simulations to be used to engage students in a variety of scientific and engineering practices in online science classes.
Applying Authentic Learning through Cultivation of the Entrepreneurial Mindset in the Engineering Classroom
Author: Bosman, Lisa
Date: 2019-00-00
Type: Journal Articles
Subjects: Authentic Learning,Entrepreneurship,Engineering Education,Discussion (Teaching Technique),Cues,Student Attitudes,Introductory Courses,Undergraduate Students,Blended Learning,Electronic Learning,Attitude Change

Higher education provides plenty of opportunity for theory and in many cases, even the ability to apply theory in a laboratory setting. Yet, there remains limited opportunity for students to learn by doing through participation in authentic learning experiences. The purpose of this paper is to provide one potential solution for integrating authentic learning into the engineering classroom by cultivating the entrepreneurial mindset. As entrepreneurship serves as an integral part of the economy, developing an entrepreneurial mindset through authentic learning experiences is essential for engineers. While online discussion prompts represent a useful way for educators to facilitate student learning, less is known about how to facilitate online discussions in a way that truly cultivates an entrepreneurial mindset for engineering students. In this paper, the key intentions of entrepreneurially-minded learning are reviewed, and a guide for creating online discussions applicable to any engineering course is presented. Example online discussion prompts incorporating the entrepreneurial mindset are then shared from an Introduction to Engineering course. Results from a mixed methods survey instrument suggests positive impacts towards student perceptions of online discussions and development of the entrepreneurial mindset. Recommendations for effectively and efficiently facilitating online discussions for entrepreneurially-minded learning in the engineering classroom are offered.
Metasynthesis of Preservice Professional Preparation and Teacher Education Research Studies
Author: Dunst, Carl J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Educational Research,Teacher Effectiveness,Teacher Characteristics,Teacher Qualifications,Academic Degrees,Teacher Certification,Electronic Learning,Problem Based Learning,Cooperative Learning,Teaching Methods,Methods Courses,Field Instruction,Student Teaching,Clinical Supervision (of Teachers),Teacher Orientation,Mentors,Program Effectiveness,Outcomes of Education

Results from a metasynthesis of the relationships between 14 different types of preservice teacher preparation practices and teaching quality, preschool to university student performance, and university student and beginning teacher belief appraisals are reported. Each type of preservice practice (e.g., course-based student learning) included different kinds of instructional methods (e.g., problem-based learning, inquiry-based learning, and project-based learning). The metasynthesis included 118 meta-analyses and 12 surveys of more than three million study participants. Findings clearly indicated that active university student and beginning teacher involvement in mastering the use of instructional practices and both knowledge and skill acquisition by far stood out as the most important preservice teacher preparation practices. These included extended student teaching experiences, simulated instructional practices and microteaching, faculty coaching and mentoring, clinical supervision, different types of cooperative learning practices, and course-based active student learning methods. The pattern of results helped identify high leverage and high impact teacher preparation practices. Implications for future research and improving teacher preparation are described.
Incremental Transformations: Education for Resiliency in Post-War Sri Lanka
Author: Levi, Thursica Kovinthan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Bias,Sex Fairness,Social Justice,Minority Group Students,Ethnicity,Females,High School Students,Role of Education,Student Attitudes,War,Resilience (Psychology),Conflict,Social Attitudes

There is growing evidence to support the relationship between levels of gender inequality in a society and its potential for conflict. Positive attitudes to gender equality in and through education strengthen social cohesion; consequently, there is a need for gender-transformative education for peacebuilding. Drawing on the 4Rs (representation, redistribution, recognition, and reconciliation) framework in conjunction with the idea of incremental transformation with a focus on resilience, this study examines how eleven ethnic minority high school girls from Sri Lanka understand the transformative role of education in their lives as it relates to peace and gender equality. Education was a source of hope for the participants of this study and thus contributed to their resilience. However, rather than fostering and capitalizing on this resilience to build social cohesion and peace, education and the school systems are silencing them. This silencing is evident in the acceptance and normalization of militarization in their communities, daily experiences of gender-based violence (GBV), and the message, through the formal and informal curriculum, that gender equality has been achieved in Sri Lanka.