ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Techniques for Integrating Mobile Technology into Field-Based Environmental Education
Author: Anderson, Carrie L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Environmental Education,Field Instruction,Handheld Devices,Telecommunications,Conventional Instruction,Instructional Effectiveness,Residential Programs,Computer Uses in Education,Outdoor Education,Elementary School Students,Grade 4,Grade 5,Grade 6

Environmental education authors have argued for cultivating a relationship with nature and the outdoors, and have urged parents to &quot;unplug&quot; their children from technology. In this perspective, technology is seen as curtailing ties to the environment and its use needs to be limited. In this paper, we consider the idea that while technology may contribute to children's disconnect from the natural world around them, it could also support being outdoors. Thus, we explore techniques for incorporating mobile technology into a field-based environmental science curriculum and compare two approaches to field-based environmental education: a traditional approach and a traditional-plus technological intervention approach. A mixed methods design was used to evaluate learning outcomes and record observations. Based on comparisons of pre- and post-test scores and common themes detected through reflexive journaling, results show that the traditional-plus approach to environmental education facilitated an increase in student knowledge and comprehension during a weeklong residential science program. Appropriate implementation of technology can enable outdoor educators to enhance existing practice, but there is still a need for further research on the topic.
Preservice Primary Teachers&apos; Written Arguments in a Socioscientific Argumentation Task
Author: McDonald, Christine V.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Essays,Persuasive Discourse,Science and Society,Writing Evaluation,Prior Learning,Pedagogical Content Knowledge,Climate

This study assessed the quality of preservice primary teachers' written arguments in a socioscientific argumentation task. Five Australian preservice primary teachers took part in a science content course incorporating explicit argumentation instruction, and numerous opportunities to engage in argumentation. The quality of their written arguments were analysed using a framework adapted from Zohar and Nemet (2002). Results indicated that all five participants engaged in quality argumentation in the socioscientific task, with the majority of participants producing high quality arguments. Other findings indicated that participants' prior experiences may influence the content knowledge they draw upon to support their arguments.
Native IYG: Improving Psychosocial Protective Factors for HIV/STI and Teen Pregnancy Prevention among Youth in American Indian/ Alaska Native Communities
Author: Shegog, Ross
Date: 2017-00-00
Type: Journal Articles
Subjects: Prevention,Pregnancy,Sexually Transmitted Diseases,Self Efficacy,Parent Child Relationship,Sexuality,Cultural Awareness,American Indian Students,Comparative Analysis,Middle School Students,Tribally Controlled Education,Student Attitudes,Knowledge Level,Curriculum,Program Descriptions,Program Effectiveness,Alaska Natives,Educational Cooperation,Health Behavior,Sex Education,Online Courses

Background: Few HIV/STI and pregnancy prevention programs for youth in American Indian and Alaska Native (AI/AN) communities have been rigorously evaluated despite sexual health disparities in this population. This study reports the evaluation of a culturally adapted Internet-based HIV/STI and pregnancy prevention program for AI/AN youth, Native It's Your Game (Native IYG). Methods: A randomized study was conducted with 523 youth (12 to 14 years old), recruited from 25 tribal sites in Alaska, Arizona, and the Pacific Northwest. Participants were surveyed at baseline and upon completion of treatment or comparison interventions. Multivariable linear regression models were used to assess impact on short term psychosocial determinants of sexual initiation. Results: A sample of 402 intervention (n=290) and comparison (n=112) youth completed the post-intervention survey (76.9% retention) from 1 to 462 days post-baseline (mean = 114, SD = ±96.67). Participants were 55.5% female, mean age of 13.0 (± 0.97) years with 86.1% self-reporting as AI/AN. Reasons not to have sex, STI knowledge, condom knowledge, condom availability self-efficacy, and condom use self-efficacy were significantly impacted (all P = 0.01). Limitations included variability in intervention exposure and time between data collection time points. Conclusions: Native IYG demonstrated efficacy to impact short-term psychosocial determinants of sexual behavior in a sample of predominantly AI/AN middle school youth.
Pre-Service Elementary Teachers&apos; Attitudes towards Components of Physical Science: Do They Differ from Other Post-Secondary Students?
Author: Brown, Todd
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Student Attitudes,Comparative Analysis,Peer Relationship,STEM Education,Gender Differences,Scientific Attitudes,Elementary School Students,Physics,Science Instruction,Teaching Methods,Attitude Measures

An early childhood education teacher's beliefs and attitudes about science will influence how he/she teaches science and will also have an impact on his/her own self-efficacy as well as on his/her students' attitudes toward science (Christidou, 2011; Lunn, 2002; Ramey-Gassert, Shrover, &amp; Staver, 1996). It is, therefore, important to ascertain the attitudes and beliefs of preservice teachers towards specific areas of study since their attitudes and beliefs can be carried over into their future classrooms (Van Aalderen-Smeets, Walma Van Der Molen, &amp; Asma, 2011). The current study examines attitudes towards elements of physical science that are held by preservice elementary education students, using the Colorado Learning Attitudes about Science Survey (CLASS), and compares these to the attitudes of their peers in other fields of study. The results show that while the preservice elementary education students have significantly less favorable attitudes than students in science, technology, engineering and mathematics (STEM) fields, their attitudes are very similar to students in non-STEM fields. Although a large gender gap exists in all groups of students, because males have more favorable attitudes than females, the gender gap in the preservice elementary education students is slightly smaller than that seen in the non-STEM students. This reduction in the gender gap for the preservice elementary education students was seen because the females had slightly more favorable attitudes than their non-STEM counterparts while the males had somewhat less favorable attitudes than their non-STEM male counterparts. Additionally, it was found that female preservice elementary education students carried more favorable attitudes about the connection of physics to the real-world than did their non-STEM female counterparts, suggesting that real-world connections should be a strong component of physical science courses offered to preservice elementary education students. In addition participation in science field-based experiences throughout the teacher preparation program may serve to foster positive attitudes towards science and science teaching.
What Kinds of Questions Do Future Elementary Teachers Ask in a University Science Course? Results from an Online Question-Ranking Tool
Author: d'Alessio, Matthew A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Preservice Teachers,Science Instruction,Student Attitudes,Introductory Courses,Preservice Teacher Education,Computer Software,Science Tests,Scores,Preferences,Knowledge Level,Course Content,Metacognition,Prior Learning,Teaching Methods,Technology Uses in Education,Questioning Techniques

Asking questions is one of the key external indicators of curiosity and a cornerstone of scientific inquiry. To understand the types of questions students ask in an introductory college science class for preservice elementary teachers, students used an online question-ranking tool (Google Moderator) as part of the daily routine. This study compiled 2,494 student questions from 128 students in four sections of the same course taught by the same instructor. After grouping questions into nine categories based on cognitive level, two independent regimes of questioning emerged--knowledge-rich and exploration-rich. When students had more specific knowledge about a topic, they asked a greater percentage of questions that demonstrate knowledge, fewer testable scientific questions, and fewer questions about course logistics. This knowledge-rich regime is more active in students with high quiz scores. Lower scoring students tended to be more active in an exploration-rich regime. They asked more scientifically testable questions that reflect a desire to explore cause-and-effect relationships. During an online question-ranking process, students decided which questions they would like to discuss in class by voting for their preferred questions. They submitted 13,301 student votes on the questions in this study. Despite differences in question-asking, students at all performance levels voted for similar questions in this voting process. Voting patterns revealed that students slightly preferred higher order questions that demonstrate knowledge. Questions that are both scientifically testable and demonstrate knowledge received, on average, the highest number of votes per question (about 30% higher than logistical questions about course expectations).
Integration of Environmental Education in Science Curricula in Secondary Schools in Benin, West Africa: Teachers&apos; Perceptions and Challenges
Author: Kelani, Raphael R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Environmental Education,Secondary School Students,Science Instruction,Teaching Methods,Self Efficacy,Foreign Countries,Science Teachers,Teacher Attitudes,Barriers,Secondary School Teachers,Teacher Education,Faculty Development

The first purpose of this descriptive study was to provide information regarding implementation of the compulsory science curricula in secondary school settings in the Republic of Benin in West Africa in which were infused elements of environmental education (EE). The second was to investigate science teachers' attitudes towards teaching environmental topics, as well as specifics regarding self-efficacy, teaching practices, and perceived barriers in teaching EE. A Likert-style survey was administered to a total of 537 secondary school science teachers composed of two subpopulations. Ten teachers (5 SPCT and 5 BES teachers) were interviewed. A mixed methods research design was utilized to provide a fuller understanding of participants' responses. The findings of this study showed that: (1) all teachers indicated strong support for the importance of EE for secondary science students; (2) BES teachers reported significantly greater &quot;Personal Efficacy&quot; than did their SPCT colleagues; no significant difference between BES and SPCT on the Teaching efficacy scale; (3) teachers indicated use of a diverse set of instructional strategies; (4) teachers had a mean response in the moderate range to perceived barriers; and (5) the BES teachers had a statistically significant lower mean for perceived barriers than did the SPCT teachers. Science teachers' empowerment to teach EE issues in their class and the requirement for these topics in teacher education and professional development programs are the major implications derived from the study. Finally, suggestions for further research related to these topics are offered.
The Importance of STEM Education in the Elementary Grades: Learning from Pre-Service and Novice Teachers&apos; Perspectives
Author: Madden, Lauren
Date: 2016-00-00
Type: Journal Articles
Subjects: STEM Education,Preservice Teachers,Beginning Teachers,Teacher Attitudes,Elementary School Teachers,Educational Attitudes,Beliefs

We seek to understand how pre-service and novice teachers view the importance of STEM education in the elementary grades. A sample of prospective and early career elementary teachers was surveyed using an anonymous online questionnaire. The questionnaire asked for demographic information and this prompt: &quot;Is STEM education important at the elementary level? Why or why not?&quot; A constant comparative approach was used to analyze responses to provide insights about respondents' beliefs. We found that all participants responded that yes, STEM education was important at the elementary years, but that several themes emerged when considering reasons given, and that the types of responses given varied in terms of subject and complexity when comparing responses by respondents' second major. These findings paint an initial picture of what future elementary STEM instruction might look like, insofar as teachers' beliefs can influence instructional choices. Additionally, these findings may have implications for teacher educators and for pre- and in-service teacher education.
Science Professional Development with Teachers: Nurturing the Scientist Within
Author: Koomen, Michele Hollingsworth
Date: 2014-00-00
Type: Journal Articles
Subjects: Science Teachers,Teaching Methods,Faculty Development,Science Instruction,Summer Programs,Science Process Skills,Teacher Attitudes,Mentors,Scientists,Professional Identity,Learner Engagement,Schemata (Cognition),Inquiry,State Standards,Elementary School Teachers,Secondary School Teachers,College School Cooperation

We used a mixed-methods study to understand the nature of classroom instruction and the enactments of inquiry with nine teachers after an extensive professional development (PD). The &quot;Summer Ecology Institute for Teachers&quot; focused on science as a process and included mentoring by scientists and science educators. We validated our findings using a triangulation approach with multiple data sources: pre-post attitude surveys, classroom observations using the CETP-COP protocol with observation notes at 5 minute intervals, semi-structured interviews, and review of student science notebooks. Our first three findings address the nature of classroom instruction:1) in their classroom practice the nature of the instruction was as mentors for K-12 students as they engaged in scientific inquiry, 2) the teachers' instructional practices were drawn from their own emerging identities as scientists who practice scientific inquiry in their interactions with their K-12 students (TIS) and 3) the classroom practice of the teachers promoted high levels of cognition and student engagement. A fourth finding addresses the enactment of inquiry in teachers' classrooms: Finding 4) while teachers integrated inquiry into many aspects of their classroom instructional practices, there was unevenness in the components of the inquiry enactments. Implications for PD are included.
Regression Levels of Selected Affective Factors on Science Achievement: A Structural Equation Model with TIMSS 2011 Data
Author: Akilli, Mustafa
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Grade 8,Scientific Literacy,Regression (Statistics),Science Achievement,Structural Equation Models,Achievement Tests,Elementary Secondary Education,Mathematics Achievement,International Assessment,Mathematics Tests,Science Tests,Factor Analysis,Scientific Attitudes,Predictor Variables

The aim of this study is to demonstrate the science success regression levels of chosen emotional features of 8th grade students using Structural Equation Model. The study was conducted by the analysis of students' questionnaires and science success in TIMSS 2011 data using SEM. Initially, the factors that are thought to have an effect on science success were detected out of TIMSS questionnaire and KMO and Bartlett's tests were done to test appropriateness of these items to factor analysis. Explanatory Factor analysis was done for the sub-dimensions that were seen to be suitable for factor analysis and then, confirmative factor analysis was done using LISREL and the appropriateness of dimensions to the model was tested. Seeing that the concordance indexes of dimensions were suitable to the model, structural model was rested. At the end of the SEM test, it was found that the attitudes and values of 8th grade students predicted their science success in a positive way, and their self-confidence predicted their success in a negative way.
Genetics Problem Solving in High School Testing in Kenya: Effects of Metacognitive Prompting during Testing
Author: Aurah, Catherine Muhonja
Date: 2014-00-00
Type: Journal Articles
Subjects: Genetics,Problem Solving,Metacognition,Gender Differences,Pretests Posttests,Science Tests,Biology,Foreign Countries,Institutional Characteristics,High School Students,Science Teachers,Teacher Education Programs,Science Instruction

This study investigated the effectiveness of using metacognitive prompts during testing for improving results in a Genetics Problem Solving Test (GPST). The study, a pre-test post-test, control group quasi-experimental design involving 2x2x2 analysis of covariance (ANCOVA) also investigated the moderating effects of gender and school type. A total of 2,138 high school students purposively selected from seventeen high schools in Western province, Kenya, participated in the study using three validated instruments; Biology Ability Test (BAT), Genetics Problem Solving Test (GPST), and Metacognitive Prompting Questionnaire (MPQ). Findings showed that metacognitive prompting (MP) had a significant effect on students' genetics problem solving ability, F(1, 2137) = 10.909, p &lt; 0.001. The findings also revealed gender differences, with girls outperforming boys on the genetics problem solving test. Furthermore, a significant interaction between metacognitive prompting and school type showed that students in provincial schools benefited from MPs more than students from district schools. This study established a foundation for instructional methods for biology teachers and recommendations are made for implementing metacognitive prompting in a problem-based learning environment in high schools and science teacher education programs in Kenya.
Exploring the Potential of Using Explicit Reflective Instruction through Contextualized and Decontextualized Approaches to Teach First-Grade African American Girls the Practices of Science
Author: Buck, Gayle A.
Date: 2014-00-00
Type: Journal Articles
Subjects: African American Students,Females,Grade 1,Elementary School Students,Elementary School Science,Science Instruction,Direct Instruction,Reflection,Instructional Effectiveness,Observation,Inferences,Evidence,Units of Study

Contemporary science education policy documents call for curriculum and pedagogy that lead to students' active engagement, over multiple years of school, in scientific practices. This participatory action research study answered the question, &quot;How can we successfully put twenty-three first-grade African American girls attending a gender school in an impoverished school district on the path to learning the practices of scientists&quot;. The Young Children's Views of Science (YCVOS) (Lederman, 2009) was used to interview these first-graders pre-, mid- and post-instruction during an instructional unit designed in response to many of the pedagogical strategies research has demonstrated to be effective in other contexts; explicit reflective instruction utilizing contextualized and decontextualized activities. Classroom observations, copies of student work and planning documents were also collected and analyzed. The cumulative findings indicated that the decontextualized aspects of our science initiative had positive impacts on the girls' understandings of observation and inference while the contextualized aspects of instruction supported an increase in their understandings of empirical evidence. The contextualized aspect of instruction appeared to hinder our efforts in regards to observation and inference. The results extend current understandings of the potential of using these approaches to teach first-grade African American girls the practices of science by supporting some of the aspects of these approaches and raising questions in regard to others.
Teachers Need to Be Smarter than a 5th Grader: What Elementary Pre-Service Teachers Know about Density
Author: Harrell, Pamela Esprivalo
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary Education,Scientific Concepts,Knowledge Level,Prior Learning,Misconceptions,Intervention,Science Instruction,Preservice Teacher Education,Concept Mapping,Pretests Posttests

This article details a study that investigated 55 elementary pre-service teachers' content knowledge about density. Using a mixed-methods approach, pre/post face-to-face interviews and pre/post concepts maps (Cmaps) were used as data to document changes in teacher knowledge which occurred over a 15-week science methods course. Thematic analysis was used to capture patterns within the interview data and a paired-sample t-test was conducted to compare pre/post Cmap scores. Results before instruction indicate a weak framework of prior knowledge about density which was a mosaic of alternative conceptions and a few learned concepts. Many participants focused on a single aspect of density and were unable to engage in relational causality which involves the consideration of two variables simultaneously. After instruction, robust alternative conceptions continued to be observed (e.g., density is buoyancy and density is the same as heaviness, mass, or weight) and learned concepts were concrete and rote. The most common learned concept was the density algorithm (~40%) followed by the learned concept that density is an intensive property of matter (22%) and demonstrated understandings of proportional reasoning (7%). Results of the paired sample t-test demonstrate a statistically significant difference between the total proposition accuracy scores for pre/post Cmaps (t = -3.178, p &lt; 0.002) with the instructional intervention larger for post-Cmap scores (M = 1.02; SD = 1.063) than for pre-Cmap scores (M = 0.55; SD = 0.812). The effect size was medium.
Next Generation Science Standards and edTPA: Evidence of Science and Engineering Practices
Author: Brownstein, Erica M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Academic Standards,Science Education,Preservice Teacher Education,Science Teachers,Preservice Teachers,Performance Based Assessment,Student Teacher Evaluation,High Stakes Tests,Portfolio Assessment,Qualitative Research,Educational Planning,Evaluation Methods,Secondary School Science,Teaching Skills,Science Instruction,Alignment (Education),Coding,Reliability,Educational Practices,Evidence Based Practice,Engineering Education

Science teacher educators in the United States are currently preparing future science teachers to effectively implement the &quot;Next Generation Science Standards&quot; (NGSS) and, in thirteen states, to successfully pass a content-specific high stakes teacher performance assessment, the edTPA. Science education and teacher performance assessment experts have developed a crosswalk designed to highlight specific tasks within the secondary science edTPA; in these tasks, pre-service science teachers are prompted to plan, teach and assess their students as they engage in learning science explicitly aligned with the NGSS. The researchers in this study used qualitative methods to analyze archived actual pre-service science teacher edTPA portfolio artifacts to test the efficacy of this crosswalk. Evidence of student engagement in the NGSS scientific practices was found, confirming some components, and modifications of the NGSS and edTPA Crosswalk are suggested based on the results.