ethanporcaro/eric-fulltext-meta huggingface dataset:
Entrepreneurial Thinking in Interdisciplinary Student Teams
Author: Neumeyer, Xaver
Date: 2016-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Gender Differences,Role,Inquiry,Cooperative Learning,Entrepreneurship,Student Attitudes,Peer Evaluation,Statistical Analysis,Graduate Students,Mixed Methods Research,Scores,Course Descriptions,Teamwork,Specialists,Sustainability,Energy,Student Evaluation,Interviews,Business,Models,Futures (of Society),Information Technology

Our work investigates students' perception of collaborative expertise and the role of inquiry-based learning in the context of team-based entrepreneurship education. Specifically, we examine students' perception of communication, division of work, shared goals, team conflicts and leadership in their respective teams. In addition, we look at the role that experts play in constructing students' understanding and learning when engaging in entrepreneurial ventures. To that purpose we extracted the types of sources that teams used to validate their hypotheses about revenue streams, customer relationships, or value propositions. We are using a mixed-method approach to data collection through peer-reviews, business model canvases, and status reports. This paper reports results from a study implemented in a graduate-level entrepreneurship course with a focus on sustainability and energy. Results of the peer-reviews indicate that composite scores increased between the midpoint and the end of the course. Although, female students received higher evaluations than male students, these differences were not statistically significant. The status reports and business model canvases revealed that teams utilize a range of first-hand and public sources such as expert interviews, publications and self-generated calculations to construct their business models. Finally, we found that teams engaged with experts from a variety of fields and job functions, ranging from fellow students to managers.
A Discussion on an Expression Written about Dimensional Analysis in a Physics Textbook
Author: Yildiz, Ali
Date: 2015-00-00
Type: Journal Articles
Subjects: Science Instruction,Physics,Textbooks,Textbook Content,College Science,Textbook Evaluation,Content Analysis,Qualitative Research,Documentation,Scientific Concepts,Misconceptions

The purpose of this study is to discuss a wrong statement written about dimensional analysis in a physics text book prepared for the students who are studying in science, engineering and teaching undergraduate programs at universities and who have to take compulsory physics courses, to analyse the use of the text book including the wrong expression and its effects, and to define it again. Document analysis is used as the main method of data collection instrument in qualitative studies. The data of this qualitative study were gathered by examining the documents such as book or scientific paper published on the subject with a descriptive analysis method. The attention drawing statement in the physics textbook commonly used around the word is, &quot;All quantities can be converted into length, time and mass units in the end. No matter how complex any physical quantity is, it is stated as algebraic combination of these three basic quantities.&quot; The most important findings of this study are as follows: the wrong description about dimensional analysis will not only be a book error, it will lead to misconceptions, and it will hinder learning dimensional analysis correctly and students' studying physics course.
Using a Force Concept Inventory Test with Visually Impaired and Blind Students
Author: Bulbul, Mustafa Sahin
Date: 2015-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Visual Impairments,Blindness,Scientific Concepts,Concept Formation,Motion,Visual Perception,Misconceptions,Case Studies,High School Students,Observation,Interviews,Foreign Countries

This paper reports on a study to determine whether blind students' conceptualizations of force and motion differ from sighted students. This is particularly concerned with the question of whether the students' visual experiences have any relation to their conceptualizations or misconceptualization about force and motion. The research was designed as a case study and the data was collected from 6 blind high school students based on conceptual physics problems related to force and motion. The analysis of the data revealed that although the blind students' conceptions about force and motion are not radically different from those of sighted students, however, there were several conceptual problems that seem to be particular to the blind students because of their lack of visual experiences. The results revealed that visual experiences do not seem to have a significant role on the conceptualizations about force and motion.
&quot;We Make It Controversial&quot;: Elementary Preservice Teachers' Beliefs about Race
Author: Buchanan, Lisa Brown
Date: 2015-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Preservice Teachers,Preservice Teacher Education,Controversial Issues (Course Content),Race,Young Children,Student Attitudes,Experience,Beliefs,Discussion,Context Effect,Comparative Analysis,Computer Mediated Communication,Coding

The impetus for this study began during an elementary teacher education course meeting, where preservice teachers discussed whether or not it was appropriate to discuss controversial topics--including race--with young children. Preservice teachers disclosed their &quot;uncomfortableness&quot; with race at large, and emphasized that discussions about race in the elementary classroom were inappropriate. Their responses compelled the author to thoughtfully consider how the topic of race, students' experiences with race, and students' ideas about the presence and function of race in school could be more deliberately woven into courses in elementary teacher education. This study positioned three experiences with race into course meetings in an attempt to continually engage preservice teachers in identifying and articulating their beliefs about race, their childhood and schooling experiences with race, and their beliefs about discussing race. Three research questions guided the design and development of this descriptive case study: (1) What are elementary preservice teachers' experiences with race?; (2) What are elementary preservice teachers' beliefs about race?; and (3) What are elementary preservice teachers' beliefs about discussing race? Study findings illustrate that preservice teachers' ideas about race being controversial impacted their beliefs about discussing race with elementary students and with peers in teacher education. When race was positioned within the elementary classroom, students appeared to believe that it was potentially more controversial than in the context of discussions with their peers and family members. Similarly, their level of comfort in discussing race in the teacher education setting was gauged by their relationships with peers. This collective reservation about discussing race paired with preservice teachers' beliefs about discussing race with others and their prior experiences with race illustrates opportunities for teacher educators to create experiences within and across courses that help preservice teachers identify and articulate their beliefs while also challenging their beliefs about race.
Teaching Physics at Preschool Level for Mexican Students in Order to Achieve the National Scientific Standards
Author: Ramírez Díaz, Mario H.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Physics,Science Instruction,Preschool Education,Scientific Concepts,Energy,Science Process Skills,Inquiry,Science Experiments,Teaching Methods

In its program of studies for preschool level, the Secretary of Public Education of Mexico promoted development of four standards of science: Scientific knowledge, applications of scientific knowledge and technology, skills associated to science, and attitudes associated to science. However, to develop this skills and reach out the standards there are some problems; one of them is lack of specific syllabus that allow to the teachers since a concept develop the skills needed to reach out the four standards in science. In this paper we shows the results of use physics concepts (specifically electricity) to build skills aimed to reach the standards of science in children of preschool level. We implemented an inquiry cycle that include generation questions, abstract conceptualization, demonstrative experiments, handling of experimental kits and a link of the experience with the real world, all around of concept of electric charge. We find finalizing the cycle that the kids achieved acquisition of a basic science vocabulary, developing of a greater capacity to interpret and represent natural phenomena and link of scientific knowledge with their environment, skills request to reach out standards of science in preschool students in Mexico.
Teaching Tweeting: Recommendations for Teaching Social Media Work in LIS and MSIS Programs
Author: Simons, Rachel N.
Date: 2016-00-00
Type: Journal Articles
Subjects: Surveys,Professional Personnel,Social Media,Technology Integration,Marketing,Advertising,Information Dissemination,Technological Literacy,Standards,Computer Mediated Communication,Library Science,Library Education,Librarians,Handheld Devices,Telecommunications,Masters Programs,Information Science Education

A combination of public relations, marketing, advertising, and information and communication technologies, social media work is an increasingly important part of information professionals' jobs. This paper reports on a survey-based study of 49 information professionals who routinely use social media in their work. Respondents provided information about their most-used social media tools and platforms, described their specific social media tasks, and shared how they learned to use social media. They also gave advice on the possible integration of social media into an MLIS or MSIS curriculum. While considering technical skills and the knowledge of specific platforms to be important, respondents also recommend that professionals be able to multi-task, work and update their knowledge independently, and adopt new technologies. Above all, respondents emphasized the high standards for social media communication and encouraged strong written communications skills, thus suggesting that MLIS and MSIS coursework should actively develop such skills.
Students' Metacognitive Awareness and Physics Learning Efficiency and Correlation between Them
Author: Bogdanovic, Ivana
Date: 2015-00-00
Type: Journal Articles
Subjects: Metacognition,Foreign Countries,Physics,Correlation,Academic Achievement,Efficiency,Questionnaires,Learning Processes,Gender Differences,Statistical Analysis,Science Tests,Knowledge Level,Secondary School Students,Case Studies

This paper presents a research directed to examine the relation between students' metacognitive awareness and physics learning efficiency. Questionnaire of metacognitive awareness and physics knowledge test were applied on the sample of 746 subjects of both sexes, first graders of Grammar Schools in Novi Sad, Republic of Serbia. Obtained results were treated statistically. Results analysis shows that 15 years old girls have higher level of metacognitive awareness than 15 years old boys. It is shown that achievement in physics is not dependent on gender. The results indicate significant moderate correlation between metacognitive skills and student achievement in physics (r = 0.48473, p &lt; 0.001). Important insights about metacognitive awareness and efficiency in physics learning have been generated. Our study has highlighted the benefits of developing metacognitive awareness to achieve better results in physics teaching-learning process.
Obstacles to Reasoning about Inertia in Different Contexts
Author: Yerdelen-Damar, Sevda
Date: 2015-00-00
Type: Journal Articles
Subjects: Scientific Concepts,Physics,Science Instruction,Epistemology,Problem Solving,Student Experience,Metacognition,Logical Thinking,Concept Formation,Teaching Methods,High School Students,Grade 10,Secondary School Mathematics,Interviews,Foreign Countries,Knowledge Level

The present study investigated the underlying reasons for difficulties faced by students when they applied the concept of inertia across varying contexts. The participants of the study included five high school students. Data obtained from interviews were interpreted from the perspectives of the coordination class and epistemological framing theories. Analysis indicated that students demonstrated different reasoning patterns across the varying situations. Students' performances were influenced by their epistemological framings about problem solving and previous experiences related to learning physics. Students also revealed a lack of metacognitive awareness about their reasoning in related situations. The results also demonstrated that learning inertia is not a simple task as assumed. The study provides methodological and instructional implications for assessing and teaching inertia.
Planning LIS Doctoral Education around a Focused Theme: A Report on the B2A Program
Author: Bennett-Kapusniak, Renee
Date: 2016-00-00
Type: Journal Articles
Subjects: Library Education,Library Services,Doctoral Programs,Higher Education,Library Science,Information Science,Access to Information,Mentors,Barriers,Doctoral Degrees

This report discusses the Overcoming Barriers to Information Access (B2A) program. This is a doctoral cohort program at the University of Wisconsin-Milwaukee funded by the Institute for Museum and Library Services. The program has focused on educating the next generation of doctoral graduates in library and information science with an emphasis on the theme of overcoming barriers to information access. Fellows were provided resources to support their educational activities, research and instructional experiences. In this paper the principal investigator for the program and the B2A Fellows reflect on the challenges and the rewards of their experiences in the program. Key findings that emerged include the importance of building community throughout the program and exposure to diverse perspectives. This initiative shows that although funding packages provide important resources to students, they do not buy extra time. The reflections in this paper provide insights into the doctoral student experience that can benefit other library and information science doctoral programs.
Convergence in Library and Museum Studies Education: Playing around with Curriculum?
Author: Martens, Marianne
Date: 2016-00-00
Type: Journal Articles
Subjects: Museums,Library Education,Library Science,Holistic Approach,Transformative Learning,Libraries,Archives,Library Services,Library Role,Users (Information),Learning Activities

In the case of libraries, archives, and museums (LAMs), the concept of convergence has become commonplace in recent time. Convergence addresses both physical spaces and the services provided. What is currently known as convergence within these institutions, should perhaps more accurately be described as reconvergence, as &quot;in the late 1800s and early 1900s, libraries and museums shared space, resources, and personnel&quot; (Given and McTavish, 2010). Research--especially about children's play--necessitates a fresh look at convergence in services provided by libraries and museums. This, in turn, asks for a reconsideration of training of museum and library professionals. This short communication considers the changing nature of training professionals in both libraries and museums within this emerging reconvergence of the LAMs. The authors use the concept of play as a central point of focus--a conceptual converging point where both museums and libraries intersect--to help explore the possibilities for both training professionals and informing their future practice.
Why Do I Stay? A Case Study of a Secondary English Teacher in an Urban High School
Author: He, Ye
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Persistence,Secondary School Teachers,High Schools,Urban Schools,Reflective Teaching,Teaching Experience,Teacher Role,Teacher Responsibility,Teacher Morale,Teacher Student Relationship,Teacher Education,Case Studies,Longitudinal Studies

Recruiting and retaining quality teachers in urban schools remains a significant challenge (Freedman &amp; Appleman, 2008, 2009; Lee, Eckrich, Lackey, &amp; Showalter, 2010). With a quarter of the teaching force leaving their classrooms after one year and almost half leaving within five years, teachers in high poverty, urban schools are even more likely to quit (Ingersoll, 2003, 2004). In addition, Donaldson (2009) found that White and male teachers were more likely to leave teaching compared to their female counterparts. While it is important to study why teachers leave the profession (Cochran-Smith, 2004; Kersaint, Lewis, Potter, &amp; Meisels, 2007), we believe that studies on factors that motivate teachers to stay would also provide insights to administrators and teacher educators as they consider preparing, recruiting, and retaining teachers in urban school settings. In the present study, we (two teacher educators) collaborated with one White, male secondary English teacher, Charles (a pseudonym), in exploring his journey from the teacher education program through his fifth year of teaching in an urban high school. Through his critical reflections on his journey over the last seven years, Charles not only shared his challenges and successes, but also offered insights regarding teacher education and teacher retention in urban settings.
Pre-Service Science Teachers' Pedagogical Content Knowledge in the Physics, Chemistry, and Biology Topics
Author: Bektas, Oktay
Date: 2015-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Pedagogical Content Knowledge,Physics,Chemistry,Biology,Science Instruction,Science Teachers,Qualitative Research,Knowledge Base for Teaching,Misconceptions,Teaching Methods,Questionnaires,Scientific Concepts,Phenomenology,Foreign Countries

This study investigated pre-service science teachers' pedagogical content knowledge in the physics, chemistry, and biology topics. These topics were the light and sound, the physical and chemical changes, and reproduction, growth, and evolution. Qualitative research design was utilized. Data were collected from 33 pre-service science teachers (PSTs) by using open-ended questions. Data analysis was performed using descriptive analysis. The results indicated that some PCTs have sufficient information in terms of knowledge of learners in the above-mentioned topics. Ten PSTs mentioned that students have some misconceptions (e.g. light is a matter) in the light and sound. In the same way 17 PSTs stated that secondary school students have misconceptions (e.g. melting of was is a chemical change) in the chemistry topic. Also, seven participant wrote that students have misconceptions regarding biology topic (e.g. growth and evolution is the same). Moreover, some PSTs did not have sufficient information regarding instructional strategies and knowledge of assessment in these topics. Many of them stated that they use traditional instruction to overcome misconceptions on these topics. Likewise, many of them mentioned that they use open ended questions to determine these misconceptions. Implications for science teacher education are also presented.
Cognitive Structures of Elementary School Students: What Is Science?
Author: Armagan, Fulya Öner
Date: 2015-00-00
Type: Journal Articles
Subjects: Cognitive Structures,Elementary School Students,Scientific Concepts,Constructivism (Learning),Association Measures,Grade 6,Grade 7,Word Lists,Pretests Posttests,Concept Formation,Elementary School Science,Foreign Countries

The aim of this study is to examine the change in the cognitive structures of elementary school students in respect to the concept of science through word association test in a constructivist approach based project. The study was conducted with 50 students attending to 6th and 7th grades. Students were applied a 90-minute activity in scope of the training on science, scientist and scientific knowledge under the project that lasted for 5 days. A word association test that included the concepts of science, scientific knowledge, scientific method, scientist, research, project, experiment and laboratory was applied at the beginning (pre-test) and at the end (post-test) of the project. A frequency table, which consists of concepts of word association test and response words, were prepared in data analysis. According to the obtained frequency table, concept networks that revealed the cognitive structures of students were drawn. Upon reviewing the frequency table of the pre-test and post-test of students, and the concept networks, it was observed that the cognitive structures in the relevant concepts of students changed positively. Accordingly, it was concluded that word association tests prove an effective method for revealing the cognitive structures of students. Study findings were discussed in comparison with the studies in the literature, and recommendations were given.
Negotiating Discourses of Learning to Teach: Stories of the Journey from Student to Teacher
Author: Sydnor, Jackie
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Persistence,Labor Turnover,Elementary School Teachers,Student Teachers,Student Teaching,Longitudinal Studies,Teacher Education,Beginning Teachers,Adjustment (to Environment),Literacy Education,Student Needs,Interviews,Recall (Psychology),Video Technology,Qualitative Research,Coding,Teacher Attitudes

Beginning teachers leave the profession at alarming rates. On average, nearly 50 percent of teachers leave the profession all together within their first five years (Smith &amp; Ingersoll, 2004). With current policy discussions around alternative routes to teacher certification, there has also been debate about the impact of traditional pre-service teacher education. Additionally, there are frequent statements by beginning teachers about teacher education being inadequate, idealistic, and out of touch with reality. This article explores what it is like to become an elementary teacher in today's educational climate in which standardization and accountability increasingly influence what happens in classrooms across the country. Specifically, this article, in which a student teacher's story is analyzed and restoried, reveals the tensions involved in this transitional time of becoming a teacher. Part of a larger, longitudinal study designed to follow nine participants from teacher education through student teaching and into their first-year classrooms, this article focuses on one of those teachers, Erica (pseudonym), as she makes the transition from student to teacher. It illuminates the varying discourses student teachers must navigate as they determine what good literacy teaching and learning means to them. The study findings contribute to the understanding of challenges faced in university teacher education programs and K-12 schools, as well as some possibilities for how student teachers might be better supported, particularly those operating in reductive classrooms and forced to implement standardized curriculum.