ethanporcaro/eric-fulltext-meta huggingface dataset:
Raising Students' Perception of the Relevance of Science Teaching and Promoting Communication and Evaluation Capabilities Using Authentic and Controversial Socio-Scientific Issues in the Framework of Climate Change
Author: Feierabend, Timo
Date: 2010-09-00
Type: Journal Articles
Subjects: Student Attitudes,Lesson Plans,Action Research,Chemistry,Climate,Teaching Methods,Science Education,Models,Fuels,Physics,Biology,Politics,Foreign Countries,Perception,Interdisciplinary Approach,Grade 10,Grade 11

This paper describes the development of different lesson plans dealing with authentic and controversial socio-scientific issues in the framework of climate change. These lesson plans orient themselves along the socio-critical, problem-oriented approach to science teaching. They deal with the use of bioethanol as an alternative fuel and with the phenomenon of climate change itself. The development of these lesson plans for chemistry classes using Participatory Action Research will also be discussed. Parallel approaches to Physics, Biology and Politics education taken in the project &quot;Climate Change Before the Court&quot; will also be outlined briefly. Experiences from applying these lesson plans in German chemistry teaching are also discussed. (Contains 6 figures and 1 table.)
Examining Science Teacher's Understandings of the NOS Aspects through the Use of Knowledge Test and Open-Ended Questions
Author: Koksal, Mustafa Serdar
Date: 2010-09-00
Type: Journal Articles
Subjects: Elementary School Science,Scientific Principles,Science Teachers,Science Education,Questioning Techniques,Educational Change,Foreign Countries,Science Instruction,Elementary Education,Curriculum Development

The nature of science aspects (NOS) are the most emphasized theme in many curriculum and reform attempts. Teachers as a curriculum implementer in the classroom play important role for policy, arrangements and classroom experiences on NOS understandings of students. Researchers generally assessed the teachers' NOS conceptions using open-ended questions plus interview in limited samples. However, in the literature, there have been some critics on this way of assessment. For that reason, this study aims to assess elementary science teachers' (N = 47) NOS conceptions by using &quot;Open-ended questions&quot; and &quot;Knowledge test&quot;. The results showed existence of some misunderstandings on NOS and the participants' responses to knowledge test and open-ended questions gave similar pattern in terms of ten aspects of NOS, except for three aspects. (Contains 7 tables and 1 figure.)
Measuring Cognition of Students with Disabilities Using Technology-Enabled Assessments: Recommendations for a National Research Agenda
Author: Bechard, Sue
Date: 2010-11-00
Type: Journal Articles
Subjects: Test Validity,Disabilities,Educational Change,Evaluation Methods,Computer Assisted Testing,Research,Conferences (Gatherings),Student Evaluation,Measurement Techniques,Cognitive Ability,Academic Achievement,Educational Technology,Formative Evaluation,Summative Evaluation,Comprehension,Scaffolding (Teaching Technique),Adaptive Testing,Test Construction

This article represents one outcome from the "Invitational Research Symposium on Technology-Enabled and Universally Designed Assessments," which examined technology-enabled assessments (TEA) and universal design (UD) as they relate to students with disabilities (SWD). It was developed to stimulate research into TEAs designed to better understand the pathways to achievement for the full range of the student population through enhanced measurement capabilities offered by TEA. This paper presents important questions in four critical areas that need to be addressed by research efforts to enhance the measurement of cognition for students with disabilities: (a) better measurement of achievement for students with unique cognitive pathways to learning, (b) how interactive-dynamic assessments can assist investigations into learning progressions, (c) improvement of the validity of assessments for students previously in the margins, and (d) the potential consequences of TEA for students with disabilities. The current efforts for educational reform provide a unique window for action, and test designers are encouraged to take advantage of new opportunities to use TEA in ways that were not possible with paper and pencil tests. Symposium participants describe how technology-enabled assessments have the potential to provide more diagnostic information about students from various assessment sources about progress toward learning targets, generate better information to guide instruction and identify areas of focus for professional development, and create assessments that are more inclusive and measure achievement with improved validity for all students, especially students with disabilities. (Contains 2 tables and 1 figure.)
Technology-Enabled and Universally Designed Assessment: Considering Access in Measuring the Achievement of Students with Disabilities--A Foundation for Research
Author: Almond, Patricia
Date: 2010-11-00
Type: Journal Articles
Subjects: Disabilities,Inferences,Computer Assisted Testing,Alternative Assessment,Evaluation Methods,Student Evaluation,Educational Technology,Test Validity,Test Construction,Testing Programs,Student Characteristics,Student Needs,Scaffolding (Teaching Technique)

This paper represents one outcome from the "Invitational Research Symposium on Technology-Enabled and Universally Designed Assessments," which examined technology-enabled assessments (TEA) and universal design (UD) as they relate to students with disabilities (SWD). It was developed to stimulate research into TEAs designed to make tests appropriate for the full range of the student population through enhanced accessibility. Four themes are explored: (a) a construct-centered approach to developing accessible assessments; (b) how technology and UD can provide access to targeted knowledge, skills, and abilities by embedding access and interactive features directly into systems that deliver TEAs; (c) the possibility of incorporating scaffolding directly into innovative assessment items; and (d) the importance of investigating the validity of inferences from TEAs that incorporate accessibility features designed to maximize validity. The article conveys the issues arising through the symposium and offers insights to researchers who conduct studies on the design, development, and validation of technology-enabled and universally designed assessments that include SWD. The paper proposes a focused research agenda and makes it clear that a principled program of research is needed to properly develop and use technology-enabled and universally designed educational assessments that encourage the inclusion of SWD. As research progresses, TEAs need to improve how they assess students' understanding of complex academic content and how they provide equitable access to all students including SWD. (Contains 2 figures and 8 endnotes.)
Educational Reforms that Foster Ecological Intelligence
Author: Bowers, C. A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Intelligence,Personal Autonomy,Educational Change,Ecology,Moral Values,Learning Experience,Aesthetics,Consciousness Raising,Educational Experience,Teacher Role,Teaching Methods

There are powerful forces of resistance that must be acknowledged when introducing educational reforms that foster ecological intelligence. The foremost source of resistance is the paradigm gap that now separates generations. That is, the vast majority of university professors, classroom teachers--and thus the general public that has been educated by them--were socialized to take-for-granted many of the conceptual underpinning that supported the idea that intelligence is the attribute that is the basis of individual autonomy. Given the current "race to the top" approach to educational reform being sponsored by the federal government, and given the late twentieth century mindset that still dominates in most colleges of education and in the social sciences and humanities, it would be easy to think that the scale of resistance is too great to warrant the effort of promoting the exercise of ecological intelligence. Exercising ecological intelligence needs to become part of the students' culturally mediated embodied experiences--which will engage all the physical senses along with memory, and a heightened aesthetic awareness and moral responsibility. In this article, the author offers practical steps to making the exercise of ecological intelligence part of students' taken-for-granted experience. Many teachers expect specific lesson plans on how ecological intelligence can be reinforced in different curriculum units and experiences. Presenting actual curriculum units contradicts the primary characteristics of ecological intelligence--and how to foster it. Rather than reinforcing the tendency to rely upon packaged learning experiences, the stress should be placed upon the teacher's awareness of the issues, misunderstandings being perpetuated in the curriculum, and examples of ecological thinking that can be introduced in different learning settings. The author presents a summary of the main issues and concepts that can be brought into the discussion at almost any level of the educational process and in almost every area of the curriculum. (Contains 1 note.)
A Schooling for Sustainability Framework
Author: Stone, Michael K.
Date: 2010-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Sustainable Development,Systems Approach,Competency Based Education,Curriculum Development,Guidelines,Environmental Education,Educational Change,Educational Principles,Program Descriptions,Nonprofit Organizations

This article reflects lessons learned from work with thousands of educators from all types of K-12 schools. While recognizing that there is no schooling-for-sustainability blueprint that fits all schools, the Center for Ecoliteracy--www.ecoliteracy.org--in Berkeley, California, has articulated a set of precepts that it calls &quot;Smart by Nature.&quot; They are described in more detail in its recent book &quot;Smart by Nature: Schooling for Sustainability,&quot; which profiles schools across the United States that are putting elements of this schooling into practice. The Smart by Nature approach is characterized by: (1) an operational definition of sustainability; (2) an expanded understanding of &quot;curriculum&quot;; (3) a suite of guiding principles; (4) shifts of perception resulting from systems thinking; and (5) desired outcomes described by core competencies. The author discusses these characteristics of the Smart by Nature approach. (Contains 33 notes.)
Teaching about Sustainability
Author: Smith, Gregory
Date: 2010-00-00
Type: Journal Articles
Subjects: Environmental Education,Sustainability,Environmental Influences,Beliefs,Social Change,Social Problems,Ecology,Ecological Factors,Social Justice,Social Systems,Course Descriptions,Controversial Issues (Course Content),Educational Strategies,Influence of Technology

The author has been teaching a graduate course entitled Envisioning a Sustainable Society since 1996 that seeks to explore the possible dimensions of a transformation of people's way of life and their beliefs about humanity's relationship with the planet. Designed for future teachers, educational leaders, and counselors, the course focuses on the implications of contemporary environmental and social crises for people in schools and counseling centers and the role they might play in addressing these issues. The course considers technological changes that support the creation of a more earth-friendly and just society, but focuses primarily on cultural and attitudinal shifts needed to reduce humanity's footprint on the planet and to distribute its limited resources more equitably. This article shares the author's experience in designing this course about sustainability and describes how he taught the course.
Love Hurts: Ecopedagogy between Avatars and Elegies
Author: Kahn, Richard
Date: 2010-00-00
Type: Journal Articles
Subjects: Critical Theory,Intimacy,Learning Theories,Interpersonal Relationship,Environmental Education,Sustainable Development,Role of Education,Educational Philosophy,Educational Principles,Educational Environment,Politics of Education,Films,Biodiversity,Futures (of Society),Science Fiction

The author has argued that the central concern for the Frankfurt School of critical theory remains a foundationally necessary task for ecopedagogy generally: to understand the domination of nature in all of its complexity and totality as part of an ongoing transformative inquiry (inclusive of both theorization and transgressive action) into the possibilities of achieving a fully liberated world. Knowledge of nature is always mantic--it neither declares nor conceals itself absolutely, but rather takes the form of an enigmatic sign that demands one's diagnostic critique. Accordingly, ecopedagogy looks to emergent subcultural valences and avant-garde representations to critically listen for novel generative themes that might be the germinative subjects of multitudinous dialogues on behalf of a new science of life. It seeks to mount a form of posthuman cultural studies in accordance with the normative demands made by a revolutionary zoophilia. In this article, the author talks about the film "Avatar" as a representation of planetary zoophilia. He seeks to use the idea of zoophilia inclusively as a cognitive space in which the multitude of qualities common to the act of love can be affiliated with one another through theoretical reflection. While the author's claim is that zoophilia acts as an educative force, this essay's social focus on the pedagogy of love moves beyond teacher-student or school-focused discussions offered by theorists. The author offers an approach to educational love that shares sympathies with the larger cultural and political treatment given by Burch (2000) and hooks (2009), as well as Freire (1998). (Contains 10 notes.)
Surviving Stereotypes: Indigenous Ecology, Environmental Crisis, and Science Education in California
Author: Capurso, Michael
Date: 2010-00-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Elementary Secondary Education,Social Studies,Ecology,Science Education,Science Curriculum,Scientific Literacy,Stereotypes,American Indians,Standards,Environment

With deeply rooted assumptions established as authoritative in both negative and positive views of California's first nations, it is unsurprising that what students are taught about them today focuses on how the peoples of different regions made use of the naturally-occurring resources available to them. The &quot;History-Social Science Content Standards for California Public Schools, K-12&quot; (1998), which addresses California Indians very narrowly and only in grades one, three, and four, omits nearly everything except hunter-gatherer practices from consideration prior to European contact. The &quot;English-Language Arts Content Standards&quot; (1997) includes no mention of California Indians. One would thus hardly expect the &quot;Science Content Standards&quot; (1998) to depart from this pattern, as indeed it does not; no reference to indigenous knowledge of the natural world appears in the pages of that document. By omitting other paradigms for understanding how human beings gain and use knowledge of the natural world of which people are a part, science education contributes to the process currently underway in which a part is destroying the whole. California offers a good example. In this article the author talks about indigenous ecology, environmental crisis, and science education in California.
Forging New Norms in New Orleans: From Emotional to Ecological Intelligence
Author: Goleman, Daniel
Date: 2010-00-00
Type: Journal Articles
Subjects: Intelligence,Social Systems,Educational Innovation,Educational Change,Behavior Standards,Rewards,Empathy,Trust (Psychology),Leadership,Community Leaders,Student Attitudes,Artists,Consciousness Raising,Clubs,News Media,Educational Environment,Educational Improvement,Natural Disasters,Emotional Intelligence,Student Participation,Teachers,Ecology

At points of instability in a system--whether a school, community, or any other social system--there is the opportunity for breakdown or breakthrough. In that moment of opportunity arises the possibility for significant change through the emergence of new norms or standards of behavior that reflect the evolving values of the larger group. What makes the essential difference between breakdown and breakthrough in a social system is leadership. A breakthrough to new norms and values requires the kind of leadership that creates a climate of trust; makes it safe to experiment; and encourages--even rewards--innovation and experimentation among the many networks of relationships that exist within the system. This is what the Rethinkers: Kids Rethink New Orleans Schools, a new group composed of students with similar experiences and under the wise and supportive guidance of some very committed community organizers, artists, architects, media experts, and educators from New Orleans and around the nation, is inspiring in New Orleans schools. This culture of innovation is resulting in positive changes throughout the system. In fact, the Rethinkers are forging new norms informed not only by respect for student voices in educational reform efforts but also by a growing ecological awareness that extends empathy to all living systems. They are showing how a culture of innovation can be cultivated on the grounds of emotional, social, and ecological intelligence, which, in turn, fosters positive new norms throughout a school system. They meet in school clubs throughout the academic year and, over the past five years, have gathered every summer, concluding each year with a news conference at which they've announced recommendations for how New Orleans schools should rethink bathrooms, food and cafeterias, and a myriad of policies and practices to promote a climate of dignity and respect. (Contains 15 notes.)
Developing Teachers' Capacity for EcoJustice Education and Community-Based Learning
Author: Lowenstein, Ethan
Date: 2010-00-00
Type: Journal Articles
Subjects: Inservice Teacher Education,Workshops,Summer Programs,Educational Change,Educational Environment,Politics of Education,Environmental Education,Program Descriptions,Social Justice,Violence,School Community Relationship,Community Education,Partnerships in Education

In the summer of 2009, a group of teachers, community activists, and university professors came together in a Summer Institute on EcoJustice Education and Community-Based Learning held by the Southeast Michigan Stewardship Coalitions at Eastern Michigan University (EMU). A series of workshops were organized to help participants examine the interwoven foundations and educational implications of social and ecological violence. Together, they shared further insights, questions, and their emotional reactions to the issues explored. In this article, the authors lay out the primary aspects of EcoJustice Education as a model of teacher education and school reform by examining the complexities of teacher professional development as they encounter these ideas, focusing on the work of the Southeast Michigan Stewardship Coalition. (Contains 1 note.)
Environmental Education in Action: How Expeditionary Learning Schools Support Classroom Teachers in Tackling Issues of Sustainability
Author: Riordan, Meg
Date: 2010-00-00
Type: Journal Articles
Subjects: Urban Schools,Environmental Education,Local Issues,Teaching Methods,Ecology,Curriculum Design,Science Teachers,Secondary School Teachers,Inservice Teacher Education,Sustainable Development,Educational Principles,School Community Relationship,Program Descriptions,Experiential Learning,Field Instruction,Case Studies

Environmental education (EE) pedagogy is grounded in a view of teaching as a &quot;creative and dynamic process in which pupils and teachers are engaged together in a search for solutions to environmental problems.&quot; However it is not only the students who need support engaging in this search but the teachers--in creating dynamic, rigorous exploration of environmental issues. Ian Robottom (1987b, 1987c, 1987d) promotes professional development to support teachers' pedagogical approaches to EE, which differ from traditional teaching approaches. These include interdisciplinary planning, active investigation of local issues, and robust participation--with students--in activities around environmental improvement. This research explores environmentally sustainable school practices through a case study of how one school design, Expeditionary Learning (EL), provides teacher professional development. This professional development promotes environmental-based education that aims to support teachers in learning and teaching about ecosystems and the natural world and has as its goal an impact on student experience and work. Embedded within this study, and the focus of this article, are two case studies of teachers in urban schools developing and implementing science expeditions, a primary pedagogical practice in the EL school design. The goal of both expeditions was to engage students in exploring ideas of sustainability within their communities, families, and the larger world. (Contains 1 figure.)
A Critical Analysis of Sustainability Education in Schooling's Bureaucracy: Barriers and Small Openings in Teacher Education
Author: Greenwood, David
Date: 2010-00-00
Type: Journal Articles
Subjects: Environmental Education,Educational Change,Administrative Organization,Accreditation (Institutions),State Standards,Personal Narratives,Sociocultural Patterns,Teacher Education Programs,Social Justice,Sustainable Development,Role of Education,Educational Philosophy,Educational Principles,Critical Theory,Educational Environment,Politics of Education,Barriers,Teacher Educators,Teacher Education Curriculum,Schools of Education,Educational Policy,Organizational Climate

In this article, the author reflects on his last 15 years of experience as an environmental education researcher and teacher education faculty member. Through the personal reflections of narrative inquiry, he observes and interprets the changes he has witnessed and participated in at the state, university, college, and department level, and also on the bureaucratic forces that make more sweeping change unlikely in the short term. Although the changes he discusses have not fundamentally transformed what he considers to be an educational system that reproduces unsustainable cultural patterns, they may offer insight into the process of change and the possibilities for creating counter-spaces within the educational establishment where education for sustainability might take root. (Contains 2 figures.)