ethanporcaro/eric-fulltext-meta huggingface dataset:
Mathematics and Outdoor Photography Experience -- Exploration of an Approach to Mathematical Education, Based on the Theory of Dewey&apos;s Aesthetics
Author: Meier, Antje
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inservice Teacher Education,Mathematics Education,Outdoor Education,Photography,Aesthetics,Mathematics Teachers,Mathematics Instruction,Attention,Eye Movements,Visual Learning,Mathematical Concepts

Based on Dewey's theory of art, aesthetics, and experiences and photographer Barnbaums' writing about expanded perception through photography, we conducted a one-day experimental mathematics education unit. Using photography in outdoor conditions had a positive impact on teacher students' perception of the use of photography for teaching mathematics. To study the changes in students' visual attention deeper, we used gaze-tracking to analyse one student's visual attention when walking outdoors after the activity. The gaze data indicated that more visual attention was given to objects he had photographed or discussed during the group activity in comparison to other objects.
Education Movements and William Wordsworth
Author: Mamun, Md. Muntasir
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Educational History,Poets,Poetry,Moral Values,Spiritual Development,Teacher Student Relationship,Role Models,Prosocial Behavior,Social Systems,Global Approach,Knowledge Economy,Social Change

The seventeenth and early eighteenth centuries experienced major educational movements, including orthodox religious formalism and rationalistic formalism of the Enlightenment. Toward the end of the latter century, however, naturalist and individualist views of education began to counter formalism, inspired by poets and philosophers like William Wordsworth and Jean Jacques Rousseau. This article focuses on Wordsworth's poetry to show how his philosophy of moral and spiritual development of the individual helped to establish faith in Nature as a basis of moral guidance of education. Wordsworth believed that education is a process of natural growth of the student, and the teacher, like a gardener, should be a watchful guide on the side, not a sage on the stage. The child, engaged in real life situations and exposed to good role models, comes to understand the need for sharing, kindness, honesty, diligence, loyalty, courage, and other virtues. The article concludes by showing the value of the above philosophy for our time. In the 21st century, the business world of global capitalism threatens to reduce humanity to mere products or commodities and knowledge has become a mere market entity. Under these circumstances, William naturalistic philosophy of education can strengthen education against the capitalist threat.
Characterizing SoTL across Canada
Author: Newton, Genevieve
Date: 2019-08-00
Type: Journal Articles
Subjects: Teaching Methods,Learning Processes,Foreign Countries,Intellectual Disciplines,Teacher Collaboration,Teacher Student Relationship,Scholarship,Financial Support,Classroom Environment,Institutional Characteristics,Grants,Awards,Research

SoTL Canada recently conducted a survey to gain insight into the Scholarship of Teaching and Learning (SoTL) activities of faculty and staff at institutions of higher education across Canada. Questions were guided by several principles, including: (a) identifying who is doing SoTL (such as personal, institutional, geographical and professional characteristics); (b) characterizing how SoTL is being conducted, supported, and disseminated (such as collaborations with peers and students, the number of active projects), and (c) differentiating the levels at which SoTL activities are occurring and funded. While we likely did not fully capture the work being done, our inquiry nonetheless provides important data related to the current nature and scope of SoTL in Canada. We noted that the people doing SoTL show a wide diversity of characteristics including appointments and disciplinary affiliations although a majority of respondents were female, and that collaborations with both colleagues and students were commonplace. SoTL continues to be conducted primarily at the classroom level, and approximately 65% of respondents have received funding, mostly from the institutional level. We also found an increased amount of activity compared to the last Canadian survey conducted in 2012, in particular by staff from Centres for Teaching and Learning. Survey participants reported discussing their SoTL findings with their colleagues more often than with their students. A number of areas of future research are identified.
Non-Formal Science Education: The Relevance of Science Camps
Author: Halonen, Julia
Date: 2018-00-00
Type: Journal Articles
Subjects: Nonformal Education,Science Education,Outcomes of Education,Summer Science Programs,Camps,Elementary School Students,Foreign Countries,Natural Sciences,Gender Differences,Chemistry,Science Interests,Relevance (Education)

Non-formal science education means goal-oriented learning outside of school. The use of out of school learning environments (e.g. science camps) has been found to increase motivation and interest in natural sciences. In this study, the relevance of non-formal science education in science camps has been analyzed from the perspectives of children and families, which has not been studied before. The analysis of relevance has been based on the relevance theory developed by Stuckey, Hofstein, Mamlok-Naaman &amp; Eilks in 2013. The study focuses on the 46 science camps organized by the University of Helsinki LUMA Centre in the years 2015 and 2016, involving more than 900 schoolchildren and some of their parents (N=124). The study examined also the impact of children's gender and children's earlier interest in science on the relevance of chemistry related science camps. Survey and theme interview were both used as research methods. The results of the survey show that non-formal science education in science camps is relevant according to both the children and the families, mainly at the level of individual relevance, with emphasis on present and intrinsic dimensions of relevance. The tasks related to the camp themes, for example in chemistry camps, experimental work in the laboratory, and friends made in the science camps are the most relevant for children. The chemistry science camps are individually most relevant to those children who didn't have much earlier interest in chemistry. Boys are more confident about their own interests at the individual relevance level than girls. At the level of societal relevance, boys are more focused on present-day relevance than girls when girls also consider the future. The levels of societal and vocational relevance were only slightly visible in the answers of the survey. However, based on theme interviews, camps were considered as relevant for all relevance levels of the relevance theory. The results of this research can be utilized in the development of out of school learning environments, especially in the development of science camps and in further research.
Outdoor Chemistry in Teacher Education -- A Case Study about Finding Carbohydrates in Nature
Author: Höper, Jan
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Outdoor Education,Science Education,Chemistry,Student Teachers,Relevance (Education),Science Instruction,Science Teachers,Foreign Countries,Food,Student Teacher Attitudes,Knowledge Base for Teaching

In this case study, we describe an inquiry-based approach to enhancing tuition in chemistry by taking student teachers out of the lab and into nature. We used video observation and interviews to gain insight into student teachers' expectations and experiences of such fieldwork. Through thematic analysis, we found that the participants perceived the approach as individually relevant and worthy of integrating as a teaching method in future practice. Further, we discussed challenges presented by outdoor chemistry and ways to overcome these. Overall, we show that fieldwork in chemistry contributed to a better understanding of chemistry as an integral part of nature.
Teaching Kinematic Graphs in an Undergraduate Course Using an Active Methodology Mediated by Video Analysis
Author: Vaara, Riikka-Liisa
Date: 2019-00-00
Type: Journal Articles
Subjects: Graphs,Undergraduate Students,College Freshmen,Engineering Education,Video Technology,Active Learning,Mechanics (Physics),College Science,Science Instruction,Computer Uses in Education,Misconceptions,Instructional Effectiveness

This work address the preconceptions of first year engineering students about the kinematic graphs and the outcomes of a pedagogical strategy that relies on Predict -- Observe -- Explain learning method mediated by a video analysis software. The whole learning procedure was accompanied by a written material as students' worksheets which enabled a formal record of the students' conceptions throughout the process. The Test of Understanding of Kinematics Graphs was utilized to evaluate the students' preconceptions and learning gains. It was found that first year engineering students had serious difficulties in drawing and interpreting kinematic graphs. Although interpretation of graphs and the understanding of the velocity and acceleration concepts improved, the preconceptions were quite resilient.
The Needs for Successful Chemistry Teaching in Diverse Classes: Teachers&apos; Beliefs and Practices
Author: Kousa, Päivi
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Science Teachers,Science Instruction,Chemistry,Individualized Instruction,Teacher Attitudes,Theory Practice Relationship,Student Diversity,Teaching Methods,Learning Problems,Student Needs,Lesson Plans,Student Centered Learning

The aim of this case-study was to understand how chemistry teachers experience their work in diverse classes where the needs of differentiated teaching practices are constantly growing. The deeper intention was to perceive new information in order to develop supportive methods that could better correspond to teachers' reality. Eight voluntary Finnish secondary school chemistry teachers participated in semi-structured interviews. Four categorial distinctions for successful chemistry teaching were found according to their beliefs: 1) to have more support and resources, 2) to be able to recognize students' problems, 3) to use supportive materials and methods, and 4) to connect theory and practice with inspiring and meaningful activities. This study presents new insights about teachers' beliefs of diversity and what is needed for successful chemistry teaching. Directions for further research and practices are also suggested.
Embargoed Exchanges: A Critical Analysis of Emerging Market Dynamics in U.S. and Cuban Academic Exchange
Author: Woodman, Taylor C.
Date: 2019-08-26
Type: Journal Articles
Subjects: Foreign Countries,International Educational Exchange,Universities,Global Approach,Neoliberalism,Study Abroad

Internationalization continues to remain a central focus within the U.S. university environment. The motives of internationalization are under question as neoliberal policies continue to limit sustained, long-term state funding for universities and undermine the academic mission of universities. Universities are leveraging internationalization practices, like study abroad programming, in response to the pressures of neoliberalism. In this study, qualitative case study methods were used to critically examine study abroad programming between the United States (US) and Cuba before, during, and after the Obama Administration's announcement changing diplomatic relations between the U.S. and Cuba on December 17, 2014. The perspectives of 12 of the main actors in the field, including educational administrators and faculty from U.S. universities, Cuban universities, and study abroad program providers, were captured to provide a more comprehensive view of study abroad implementation in Cuba. The findings illustrate the influences of the neoliberal university environment in which study abroad programming is situated. These findings point to the prioritization of a market-based approach to study abroad programming, which amplifies inequities and power dynamics within north-south study abroad programs.
Parental Engagement in Children&apos;s STEM Education. Part II: Parental Attitudes and Motivation
Author: Marotto, Carlos C. F.
Date: 2018-00-00
Type: Journal Articles
Subjects: Parent Participation,Parent Attitudes,STEM Education,Parent Child Relationship,Outreach Programs,College Admission,Learning Experience,Family Role,Foreign Countries,Case Studies,Learning Activities,Universities,College School Cooperation,Self Efficacy,Knowledge Level,Immigrants,Elementary Secondary Education,Parent Background,Educational Attainment

This mixed-methods case study examines parental motivation for participation in a Canadian university-based STEM outreach event. Parents responded to a post-event questionnaire that was followed by individual interviews. The quantitative part revealed how and why parents engaged with their children's STEM education. Surprisingly, neither university admission requirements nor STEM-related job opportunities were top motivating factors. The qualitative part indicated that some parents found it challenging to connect their children's learning experience in school with the government-mandated curriculum or with their own experiences. Most interviewees were satisfied with their children's STEM education and considered family support crucial in this process. [For &quot;Parental Engagement in Children's STEM Education. Part I: Meta-Analysis of the Literature,&quot; see EJ1227628.]
Introducing a Late Bank in Online Graduate Courses: The Response of Students
Author: Schroeder, Meadow
Date: 2019-08-00
Type: Journal Articles
Subjects: Online Courses,Graduate Students,Time Management,Assignments,Teacher Student Relationship,Positive Attitudes,Student Welfare,Stress Management,Foreign Countries,Educational Psychology

In post-secondary education, students must demonstrate strong time-management skills while they navigate several courses in a semester. When students struggle to meet due dates, they can accrue late penalties, which exacerbates a stressful situation. In response, two graduate programs integrated a late bank system into their online courses. Students could submit one of two assignments up to five days after the due date without penalty. After each assignment was due, a survey was used to measure students' levels of stress, the perception of the late bank, and reasons for using it. This study found the late bank was utilized by students, was positively regarded, and improved student attitudes toward their instructor. Reported levels of stress were similar for students who used the late bank compared to those did not. The results suggest that incorporating a late bank into the course design is an effective method of promoting student well-being.
Primary School Teachers&apos; Perceptions of Out of School Learning within Science Education
Author: Henriksson, Ann-Catherine
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Science Education,Outdoor Education,Childhood Interests,Student Motivation,Cognitive Processes,Foreign Countries,Expertise,Barriers,Educational Objectives,Physical Environment,Biology

This article examines what key aspects primary teachers highlight when they describe their use of out of school learning in the science subjects. The empirical study is made in the form of a semi-structured interview with primary teachers (N=15). Compared to earlier research in the area the results highlight the importance of clear learning aims for the outdoor sequence. The results show that teachers view outdoor education as an opportunity to study nature &quot;for real&quot;, which, according to teachers, increases the interest of the children. As aspects that obstruct outdoor teaching, teachers mainly describe different organizational-economic aspects. In their description of the learning content in the outdoor education, teachers mainly talk about the students' interest (affective motivations) and the concrete activity or act (process-oriented motivations). The scientific subject knowledge is limited in the teachers' descriptions.
Navigating the Lows to Gain New Heights: Constraints to SoTL Engagement
Author: Webb, Andrea S.
Date: 2019-08-00
Type: Journal Articles
Subjects: Foreign Countries,Leadership,College Faculty,Scholarship,Educational Research,Higher Education,Leadership Training,Barriers,Faculty Development

Novice Scholarship of Teaching and Learning (SoTL) leaders making the transition from scholarly teaching to SoTL to SoTL Leadership face many challenges within higher education. Not only does traditional academic culture confine most academics to disciplinary silos, but promotion and tenure requirements encourage faculty members to conduct SoTL work &quot;off the side of their desk,&quot; if at all (Boyer, 1990; Dobbins, 2008; Webb, Wong, &amp; Hubball, 2013). This paper shares some of the findings from a recent study that investigated what constrained educational leaders' understanding of SoTL while enrolled in a SoTL Leadership program at a Canadian research-intensive university. The paper will also explore implications for the support and enrichment of educational leadership.
Research-Based Exhibition Development: Illustrating the Invisible Nanoworld
Author: Laherto, Antti
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Education,Science Teaching Centers,Museums,Exhibits,Informal Education,Molecular Structure,Technology,Visualization

Informal learning environments such as exhibitions in museums and science centres have the potential to promote public engagement in the societally important fields of nanoscience and nanotechnology (NST). This study contributes to research-based development of an NST exhibition by mapping educational, communicational and museographical challenges in illustrating nanoscale science. For the methodological framework, the study employs a previously suggested model based on the Model of Educational Reconstruction. Potential visitors' perspectives were analysed by reviewing research literature on NST learning, and by interviewing science centre visitors. On the basis of the results, the study suggests strategies for illustrating the nanoscale in an exhibition: ways of supporting visitors' scale conceptualisation, presenting images and visualisations deliberately, and using scale models and macroscopic analogies. The study examines how the educational role of science centres may be enhanced by informing exhibition development with visitor-oriented research.
The Possible Learning and Teaching Benefits of Short Mind-Calming Exercises in Undergraduate Courses
Author: Grogan, Paul
Date: 2019-08-00
Type: Journal Articles
Subjects: Metacognition,Undergraduate Students,Student Attitudes,Attention Control,Learner Engagement,Biology,Science Instruction,Classroom Techniques,Learning Processes,Student Evaluation of Teacher Performance,Teacher Attitudes,College Faculty,Teaching Methods,Educational Benefits

The potential benefits of meditation exercises to promote more focused student attention and engagement have only rarely been quantitatively investigated at the college/university level. Here, I report student perceptions on the impacts of regular short mind-calming exercises at the beginning of every class in second, third, and fourth-year biology undergraduate courses, using voluntary anonymous surveys that were completed by at least two-thirds of each class (total enrollments 326, 68, and 15 respectively). In the third year course, 93% of respondents indicated that the exercise was &quot;enjoyable and relaxing&quot;, 73% indicated that it was &quot;a valuable use of lecture time because I feel it enhances deep learning&quot;, 75% found it a useful perspective &quot;to achieving balance/calm in my life&quot;, and 76% rejected the suggestion that although &quot;the exercises are useful, they are not course-related material and therefore are inappropriate within class time&quot;. Responses to several other distinct survey statements were also strongly positive, and furthermore, very similar favourable results as above were obtained in the other two courses. Overall, although it is unclear whether these very short exercises actually enhanced learning, many students perceived that it did. Finally, my teaching performance in university-based student assessments of the third-year course was significantly elevated in the year with mind-calming exercises compared to each of the previous nine iterations in which I had been an instructor. Together, these quantitative results suggest that the regular use of such exercises has multiple direct and indirect benefits that may contribute to more effective undergraduate learning and teaching.
Reflections on Resilience. A Teacher&apos;s Professional Learning Journey
Author: Fokaidou, Marianna
Date: 2019-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Faculty Development,Foreign Countries,Urban Schools,Teacher Researchers,Facilitators (Individuals),Student Experience,Early Adolescents,Migrants,High Achievement,Emotional Response,Student Responsibility,Sense of Community,Disadvantaged Youth,Public Schools,Elementary Schools,Children

The purpose of this study is to describe and reflect on the route a teacher followed to implement an inquiry-based professional learning cycle in her everyday practice and form a conceptual framework for teacher professional learning on resilience. The teacher acted as a researcher and worked with a facilitator to explore the experience of three twelve-year-old migrant students with high learning performance in an urban school in Cyprus. Diverse aspects considered as important determinants for their educational success and resiliency were explored through case study research. The data were analysed and three main categories related to resilience were formed: emotional resistance, development of responsibility and sense of belonging. The main findings of the exploratory study were used as the cornerstone for school-based teacher professional learning focusing on methods, approaches and aspects that could be applied in order to strengthen all students and enhance positive impact on students' achievement.
Departmental Engagement in Doctoral Professional Development: Lessons from Political Science
Author: Berdahl, Loleen
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Department Heads,Faculty Development,Political Science,Doctoral Students,Mentors,Doctoral Programs

There is widespread discussion about the need to develop and enhance the career prospects of PhD graduates, and many Canadian universities are seeking to provide professional development programs and mentorship specifically for doctoral students. This paper considers doctoral career preparation from the department level through an in-depth examination of how Canadian political science departments approach the issue, drawing on a survey of department chairs. We find that departments are supportive of professional development; while departments are not in the position to provide extensive programs and struggle to integrate efforts systematically, they are well-positioned to participate in collaborative approaches and welcome improved communication and coordination. We argue that graduate faculties should consult with departments and engage them in professional development program design, perhaps tailoring to specific disciplines as needed, and that departments should look for opportunities to work with graduate faculties before initiating their own programs.