ethanporcaro/eric-fulltext-meta huggingface dataset:
Visual Expertise as Embodied Practice
Author: Ivarsson, Jonas
Date: 2017-00-00
Type: Journal Articles
Subjects: Radiology,Allied Health Personnel,Expertise,Visual Perception,Specialization,Anatomy,Vocabulary,Nonverbal Communication,Methods,Accountability,Video Technology,Observation,Foreign Countries

This study looks at the practice of thoracic radiology and follows a group of radiologists and radiophysicists in their efforts to find, discuss, and formulate issues or troubles ensuing the implementation of a new radiographic imaging technology. Based in the theoretical tradition of ethnomethodology it examines the local endogenous practices pertaining to the radiologists' expertise in the interpretation of visual representations and tries to explicate the ways in which they draw upon various resources in order to accomplish their professional tasks. As the study is addressing the topic of visual expertise it also aims to do so in terms that acknowledge that all expertise is rooted in embodied practices. The analysis follows a case of what is called the enacted production of radiological reasoning. One of the central features of the described work is the manner in which it is carried out by way of the living present body of an expert. The experienced radiologist interweaves anatomical and technological terminology with visual representations and gestures in such a way that none of these components can be said to be superfluous to the argumentation. As a consequence, we should appreciate gestures and embodied actions as important means through which expertise become organised. These are parts of a repertoire of methods through which the experts learn their profession. In addition, gestures can also become enrolled in the re-negotiation of expertise in the face of new challenges.
Influence of Cognitive Styles on Technical Drawing Students&apos; Achievements in Senior Secondary School in Federal Capital Territory, Abuja
Author: Owodunni, A. Samuel
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cognitive Processes,Secondary School Students,Academic Achievement,Cognitive Style,Technical Writing,Comparative Analysis,Achievement Tests,Hypothesis Testing,Statistical Analysis

There are different cognitive strategies for processing information which in turn influence students' academic achievement. This paper reports an investigation of cognitive styles and achievement scores of secondary school students. In the study, the standardised Group Embedded Figures Test was used to determine the influence of student's cognitive styles on Technical Drawing students' achievement in Senior Secondary Schools in Federal Capital Territory (FCT), Abuja. A research question and null hypothesis tested at 0.05 level of significance guided the study. The design of the study was a causal comparative or (ex post-facto) design. The sample for the study consisted of 87 Senior Secondary School Two (SSSII) Technical Drawing students drawn from the three sampled schools in three Area Councils of FCT. The students were categorized into three groups based on Group embedded figure test (GEFT). The instrument used for data collection was Technical Drawing Achievement test (TDAT). The instrument was face and content validated by three Technical Drawing Lecturers and two experts in Measurement and Evaluation. The reliability coefficient of Basic Electricity Achievement Test (BEAT) was established using Kuder-Richardson formula 20 (K-R20) and this yielded an index of 0.69. Data were analyzed with mean, standard deviation and analysis of variance (ANOVA). Results of the study revealed that cognitive style significantly influenced students' achievements in Technical Drawing. Recommendations made among others were that students' cognitive styles be adopted for effective teaching of Technical Drawing in Secondary Schools.
Examining Teaching Practices in Design and Craft Education in Iceland
Author: Thorsteinsson, Gisli
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Design Crafts,Design,Handicrafts,Elementary School Teachers,Questionnaires,Teaching Methods,National Curriculum,Curriculum Implementation,Fidelity,Student Needs,Individualized Instruction,Online Surveys,Teacher Attitudes,Educational Practices

This article reports a survey which aimed to examine the present situation in Design and Craft Education (D&amp;C) in Iceland in terms of teachers' general standing and their teaching inside the Icelandic elementary schools. A questionnaire was sent to 170 D&amp;C teachers in Icelandic elementary schools. The questionnaire was completed by 101 teachers, and the response rate was 59.4%. The main research questions were: (1) What are the most common methods for teaching D&amp;C? (2) How do D&amp;C teachers utilise the Icelandic National Curriculum? (3) How &quot;could the teaching better meet students' individual needs?&quot; Data were collected using an online questionnaire that was distributed to D&amp;C teachers in all elementary schools in Iceland. Findings showed that D&amp;C teachers base their teaching mainly on traditional teaching methods such as direct instruction, verbal explanation, practical demonstration and discussion with students during their work. The teachers were quite satisfied with their methods of teaching and were not willing to make dramatic changes. Nevertheless, they were interested in improving outdoor education, field trips and the use of information and communication technology (ICT) in their classrooms. Most of the teachers used the national curriculum for planning their teaching, but generally only at the start of the school year. The majority of the teachers based their teaching on student's individual needs in agreement with the present national curricula. The research indicates the importance of improving the teachers' practices in order to strengthen the subject's status inside the Icelandic school system. This could be done via in-service teachers' courses and seminars with teachers discussing the outcomes of the research.
Searching Creativity: (N)On Place Design Workshop
Author: Önal, Gökçe Ketizmen
Date: 2017-00-00
Type: Journal Articles
Subjects: Creativity,Design,Interaction,Spatial Ability,Cognitive Processes,Workshops,Case Studies,Informal Education,Foreign Countries,Architecture,Creative Thinking,College Students,Architectural Education,Models,Educational Technology,Technology Uses in Education,Paper (Material),Concept Formation,Coding,Student Attitudes

This study is mainly about developing an approach for fostering creativity in design education through analyzing the interactions among creative dimensions resembling spatial and organizational pattern of folding as a technique and also by the help of cognitive action of designers: workshop participants. In order to make an assessment, a case study is structured, intended to refine and integrate the creativity with the characteristics and principles of design. Herein, two methods; retrospective protocol, and spatial-structural organizational analysis methods, are generated by the help of an informal education medium; &quot;(N)On Place-2&quot; architectural design workshop, which was conducted at &quot;Eskisehir Osmangazi University Design Festival 2013&quot; with the theme &quot;Folding in Architecture&quot;.
Visualizing the Critique: Integrating Quantitative Reasoning with the Design Process
Author: Weinstein, Kathryn
Date: 2017-00-00
Type: Journal Articles
Subjects: Statistical Analysis,Graphic Arts,Design,Case Studies,Visualization,Data Collection,Data Analysis,Undergraduate Students,Student Surveys,Skill Development,Feedback (Response),Information Science,College Students,Student Projects

In the age of &quot;Big Data,&quot; information is often quantitative in nature. The ability to analyze information through the sifting of data has been identified as a core competency for success in navigating daily life and participation in the contemporary workforce. This skill, known as Quantitative Reasoning (QR), is characterized by the ability to integrate arithmetic, statistics, visualizations and models for the analysis and interpretation of information. For students of graphic design, QR competencies are essential for the design of effective visual displays of information. This case study provides design educators with an assignment that introduces data analytics and visualization strategies to the design critique. The study describes how, in two sections of an undergraduate Information Design course, the traditional delivery of feedback through verbal dialogue was replaced with an anonymous survey. Responses were collated, stripped of identifiers, and distributed to the class with directions to create data visualizations of the critique. Students employed various mapping strategies in their visualizations and successful projects demonstrate acquisition of skills related to the analysis and interpretation of data. Additionally, the assignment clarifies the criteria of success of design assignments and delivers focused feedback on student work.
Traditional Tales and Imaginary Contexts in Primary Design and Technology: A Case Study
Author: McLain, Matt
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Folk Culture,Fairy Tales,Semi Structured Interviews,Documentation,Imagination,Teaching Methods,Elementary School Students,Design,Technology,Fiction,Creativity,Grade 1,Elementary School Teachers,Creative Teaching

Working with contexts is a key component to design and technology activity and education. The most recent iteration of the national curriculum programme of study for design and technology, in England, sets out that children between the ages of 5 and 7 &quot;should work in a range of relevant contexts&quot; (DfE, 2013, p.193); suggested contexts including &quot;home and school, gardens and playgrounds, the local community, industry and the wider environment&quot;. Whilst these are real world and familiar contexts, fictional contexts also provide opportunities for developing &quot;creative spaces&quot; in which to speculate and discuss. This intrinsic case study explores the work of two primary teachers' development of a design and technology activity, where traditional tales provide the context. Children explore design problems and opportunities through the eyes of the &quot;Billy Goats Gruff&quot;, as they seek assistance to cross the river. Data were gathered through semi-structured interviews and document analysis of children's design work. The case study reveals how multidisciplinary and imaginative approaches to teaching and learning in the primary classroom stimulate and nurture design thinking, dialogue and critique.
Instructor-Led Approach to Integrating an Augmented Reality Sandbox into a Large-Enrollment Introductory Geoscience Course for Nonmajors Produces No Gains
Author: Giorgis, Scott
Date: 2017-08-00
Type: Journal Articles
Subjects: Introductory Courses,Earth Science,Nonmajors,Topography,Geology,Control Groups,Experimental Groups,College Science,Spatial Ability,Visualization,Visual Aids,Science Instruction,Statistical Significance,Undergraduate Students,Laboratory Experiments,Quasiexperimental Design,Statistical Analysis

The augmented reality (AR) sandbox bridges the gap between two-dimensional (2D) and three-dimensional (3D) visualization by projecting a digital topographic map onto a sandbox landscape. As the landscape is altered, the map dynamically adjusts, providing an opportunity to discover how to read topographic maps. We tested the hypothesis that the AR sandbox is a more effective tool for teaching topographic maps than the traditional, paper-based approach alone. Students enrolled in an introductory geology course were randomly divided into two groups. The control group (N = 82) completed the paper-based topographic maps laboratory course. The experimental group (N = 94) completed the same laboratory course but also used the AR sandbox. Students spent 15-20 min working on an instructor-guided exercise to explore concepts such as contours, landforms, profiles, and gradients. The following week, all students took a topographic maps assessment. As in previous studies, these data suggest that male students, those with prior map-reading experience, and those students with higher 3D visualization skills tended to score better on the assessment. Unfortunately, we identified no significant gains in the experimental group over the control group, even when the results were subdivided by gender, prior map experience, and/or spatial visualization skill. These results suggest a short instructor-guided approach is not the most effective way to use the AR sandbox. Future research should focus on determining the amount of time needed to make the AR sandbox effective and/or the efficacy of using the AR sandbox multiple times during the semester for shorter periods of time.
Evaluation of Current Condition of Physical Education Curriculum of Iranian High Schools and the Prescribed Strategies to Improve Its Overall Situation Based on Expertise Ideas and Viewpoints
Author: Nazari, Hossein
Date: 2017-00-00
Type: Journal Articles
Subjects: Physical Education,Physical Education Teachers,Attention,Curriculum Evaluation,Qualitative Research,Foreign Countries,Secondary School Curriculum,High Schools,Secondary School Teachers,Expertise,Teacher Attitudes,Teacher Effectiveness,Phenomenology,Hermeneutics,Interviews

The ultimate goal of such inquiry and meticulous investigation is to evaluate the current condition of physical education curriculum of Iranian high schools and the strategies that can be employed in a path of improving its overall situation based on expertise ideas and their total viewpoint is such given pivotal affair. This investigation has been conducted in accordance with pathological phenomenology and sampling with regard of practical and feasible drawn-target and qualitative approach and method. The cited interviews were designated for 15 connoisseurs in the firmament of physical education. The figurative and the content narration of the study has evaluated in compliance with expertise viewpoints and ideas. The total findings and discovered entities as off-springs of expertise ideas in the fields of &quot;fulfilling student's expectances and their needs and desires&quot;, &quot;attention toward the reals of science, capacity and sight-perspectives&quot;, has been extracted and summarized. The conclusion and overall gains of given investigation manifested that the criteria of high school curriculum were not expedient and appropriate in the fields of target, content, the employed pathological principle of instruction and the given evaluation in-use and it never satisfied the visualized expectance of expertise.
Prospective Teachers&apos; Knowledge on Middle School Students&apos; Possible Descriptions of Integers
Author: Kubar, Aysenur
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Middle School Students,Numbers,Teaching Methods,Mathematics Instruction,Mathematics Teachers,Teacher Characteristics,Misconceptions,Middle School Teachers,Foreign Countries,Qualitative Research,Preservice Teacher Education,Teacher Education Programs,Case Studies,Pedagogical Content Knowledge

This study aims to reveal prospective middle school mathematics teachers' knowledge regarding the possible misconceptions and/or errors of middle school students in describing integers. In addition to this, it aims to reveal the possible reasons underlying these from the perspective of prospective teachers. Data was qualitatively collected from 38 Turkish prospective teachers by an open-ended questionnaire. The results show that although prospective teachers are familiar with possible misconceptions and/or errors of middle school students in describing integers, each prospective teacher does not have a rich repertoire regarding students? thinking process even though it seems that there is a rich repertoire in total. They did not give sufficient details about the content and pedagogical aspects of the misconceptions and/or errors. They proposed quite general ideas about the misconceptions and/or errors and the reasons for them.
Which Technologies Do Pre-Service Teachers Prefer to Use While Presenting Their Teaching Skills and for What Purposes Do They Use These Technologies?
Author: Oren, Fatma Sasmaz
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Teaching Skills,Preservice Teachers,Case Studies,Microteaching,Documentation,Observation,Semi Structured Interviews,Science Teachers,Technology Integration,Student Attitudes,Foreign Countries

This research aims to determine the technologies that pre-service science teachers prefer to use in micro teaching presentations performed for improving their teaching skills and to determine the purposes of using these technologies. For this purpose, the case study model was used in the research. The research was made with some 48 pre-service science teachers. In the research, data was collected from the presentation files the pre-service science teachers had prepared with respect to the microteaching applications, from the instructor's observation notes on their presentations, from the view form and from the semi-structured interviews. According to the findings obtained from the research, the pre-service science teachers used computers, projection apparatuses, overhead projectors, videos, animations, simulations and microscopes the most in the microteaching applications. The pre-service science teacher's expressed that they used technology primarily for reasons such as enhancing the comprehensibility of the subject, concretizing abstract subjects, ensuring visuality and saving time. Considering these results, some recommendations were made regarding the use of technology in science courses.
Flipped Higher Education Classroom: An Application in Environmental Education Course in Primary Education
Author: Yilmaz, Özkan
Date: 2017-00-00
Type: Journal Articles
Subjects: Environmental Education,Undergraduate Students,Mixed Methods Research,Technology Uses in Education,Educational Technology,Focus Groups,Student Attitudes,Foreign Countries,Video Technology,Homework,Blended Learning,Educational Environment,Preservice Teachers,Elementary Education,Student Surveys

Usage of technology in educational settings is becoming a standard for 21st century's learners. Flipped classroom presents an entirely new learning environment based on technology for students, thus requiring different research for establishing effective learning and teaching. This paper aimed to explore usability of flipped classroom in higher education from the perspective of students' experience. The study participants are undergraduate students who are enrolled department of primary education in faculty of education. This study used a mixed-method to answer research questions. Students were post tested on usage of flipped classroom model in the frame of instructional materials attitude. And, focus group interview used to get students' perceptions. One of the more significant findings to emerge from this study is that students' attitude toward the flipped classroom were positive. The second major finding was that flipped classroom model is effective on: (1) Instruction and learning environment, (2) Individual changes.
Influence of Geographic Affiliation on Student Performance in Online Geology and Meteorology Courses
Author: Sumrall, Jeanne L.
Date: 2017-08-00
Type: Journal Articles
Subjects: Academic Achievement,Online Courses,Geology,Meteorology,Electronic Learning,Comparative Analysis,Masters Programs,Longitudinal Studies,Geographic Location,Earth Science,Statistical Analysis

The online learning environment can add substantial advantages to learning such as continuous access to material and the ability to foster learning through additional visual supplemental materials, but it can also add further challenges that may not be as evident when teaching traditional, face-to-face courses. An individual's place affiliation may impact learning outcomes in geographically-dependent science content-specific science courses such as geoscience courses. This study focused on challenges associated with teaching and assessing geographically-dependent content in online master's level geology and meteorology courses. Students in these courses were asked to identify their home regions prior to the start of the master's program. When assessments for both courses were analyzed using a repeated-measures test, meteorology courses revealed significant differences between students' home regions for multiple assessments.
Teaching Complex Concepts in the Geosciences by Integrating Analytical Reasoning with GIS
Author: Houser, Chris
Date: 2017-08-00
Type: Journal Articles
Subjects: Earth Science,Teaching Methods,Undergraduate Students,College Science,Science Instruction,Active Learning,Thinking Skills,Logical Thinking,Geographic Information Systems,Student Surveys

Conceptual models have long served as a means for physical geographers to organize their understanding of feedback mechanisms and complex systems. Analytical reasoning provides undergraduate students with an opportunity to develop conceptual models based upon their understanding of surface processes and environmental conditions. This study describes the use of analytical reasoning by junior and senior undergraduate students to predict the expansion and contraction of the South Texas Sandsheet as an example of this instructional technique. Students perceived that the analytical reasoning approach was significantly better for understanding desert expansion and contraction compared with the traditional lecture. A preliminary assessment of an analytical reasoning approach to desertification is presented as an example of how this approach can be incorporated into undergraduate geoscience courses.
Students&apos; Conceptions of Glaciers and Ice Ages: Applying the Model of Educational Reconstruction to Improve Learning
Author: Felzmann, Dirk
Date: 2017-08-00
Type: Journal Articles
Subjects: Climate,Geology,Earth Science,Science Instruction,Water,Student Attitudes,Foreign Countries,Grade 8,Secondary School Students,Secondary School Science,Science History,Qualitative Research,Interviews,Content Analysis,Misconceptions

Glaciers and ice ages are important topics in teaching geomorphology, earth history, and climate change. As with many geoscience topics, glacier formation, glacier movement, glacial morphology, and ice ages consist of a wide variety of processes and phenomena. Accordingly, it must be decided which of those processes and phenomena should be part of the curriculum. Although little is known about students' conceptions of glaciers and ice ages, this study aimed to unite the scientific and the student perspectives to formulate recommendations regarding what should be taught about this topic to young, teenage students (approximately 14 y old). The student perspective was analyzed through teaching experiments in which the students were asked about their conceptions and later received instruction in the topic. The scientific perspective was analyzed with textbooks. The comparison of these perspectives showed that students overemphasized the importance of processes with liquid water for glacier formation, glacier movement, and glacial morphology. Further, they preferred to construe one-time processes with a focus on the whole when they had to explain glacial processes. For example, they explained glacier formation by a sudden freezing of huge masses of liquid water. Implications for teaching, for example, about how glacier formation can be described as a continuous process on the microscopic level in the absence of fluid water, are outlined