ethanporcaro/eric-fulltext-meta huggingface dataset:
Helping Students to Recognize and Evaluate an Assumption in Quantitative Reasoning: A Basic Critical-Thinking Activity with Marbles and Electronic Balance
Author: Slisko, Josip
Date: 2013-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Statistical Analysis,Critical Thinking,Thinking Skills,Teaching Methods,Observation,Prediction,Active Learning,Scientific Concepts,Inferences,High School Students,Secondary School Science,Secondary School Teachers

There is a general agreement that critical thinking is an important element of 21st century skills. Although critical thinking is a very complex and controversial conception, many would accept that recognition and evaluation of assumptions is a basic critical-thinking process. When students use simple mathematical model to reason quantitatively about a situation, they usually do not consider which implicit assumptions they have made and, consequently, they do not evaluate if these assumptions are acceptable in the related problem task. In order to show to students the importance of being aware of assumptions making and their consequences in the quality of judgments, a simple &quot;Predict--Observe--Explain&quot; active-learning sequence was designed. In it students are supposed (a) to observe the mass measurement of 10 marbles on an electronic balance and (b) to predict the future balance readings related to 7 and 12 marbles. They would be also asked explicitly (c) to state all assumptions they had made in order to predict the readings and (d) to propose a method to verify assumptions&apos; acceptability. After they have observed actual readings, they would be asked to explain the differences and verify their explanations. Informal pilot tries of this learning sequence was carried out by a few high-school physics teachers during their regular classroom sessions and they considered that it gave good results with students.
The Prediction of the Work of Friction Force on the Arbitrary Path
Author: Matehkolaee, Mehdi Jafari
Date: 2013-00-00
Type: Journal Articles
Subjects: Scientific Principles,Prediction,Physics,Equations (Mathematics),Motion,Computation

In this paper we have calculated the work of friction force on the arbitrary path. In our method didn&apos;t use from energy conservative conceptions any way. The distinction of this procedure is that at least do decrease measurement on the path once. Thus we can forecast the amount of work of friction force without information about speed of mover.
&quot;On the Other Side of the Barrier Is Thinking&quot;
Author: Brown, Simon
Date: 2009-00-00
Type: Journal Articles
Subjects: Science Education,Cognitive Development,Critical Thinking,Comprehension,Science Process Skills,Logical Thinking,Secondary School Students,Secondary School Science,College Students,College Science

Science requires imagination nourished by knowledge, experience and sustained critical thinking. Science teaching has the same requirements, but metacognition is even more important to a teacher than it is to a practitoner of science. Critical thinking is essential to both science and science teaching: in either domain, imagination relies on sustained critical thinking based on relevant knowledge. Knowledge can be acquired by the prepared mind, but the capacity to think must be nurtured and exercised. The raw material of critical thinking is comprehension of fundamental processes rather than knowledge of facts. In parallel with the rapid growth of scientific knowledge, there has been a tendency to focus on content rather than developing the skills needed to do science. In essence, what has been neglected is critical thinking.
The Concurrent Development of Spelling Skills in Two Languages
Author: Joy, Rhonda
Date: 2011-03-00
Type: Journal Articles
Subjects: Foreign Countries,Immersion Programs,Spelling,Spelling Instruction,English,French,Second Language Instruction,Error Patterns,Error Analysis (Language),Elementary School Students,Grade 1,Bilingual Education,Second Language Learning,Measures (Individuals),Comparative Analysis

The study reported on in this paper investigated the concurrent development of spelling in children learning two languages. The study compared over time and between languages the types of spelling errors made in English as a first language and French as a second. Fortyseven grade one English-speaking children completed an English and French spelling task in October and May of the school year. The study relied on a repeated measures design using 2- tailed paired sample t-tests at the beginning and end of the school year. Results revealed students made more basic spelling errors at the beginning of the year and more complex spelling errors at the end of the year in both French and English. Despite the lack of direct instruction in English, students' English spelling skills developed over the course of the year suggesting that transfer of skills was occurring between languages.
Collaborative Teaching of an Integrated Methods Course
Author: Zhou, George
Date: 2011-03-00
Type: Journal Articles
Subjects: Methods Courses,Integrated Curriculum,Team Teaching,Cooperative Learning,Qualitative Research,Teaching Methods,Teaching Models,Teaching Experience,Student Experience,Student Teacher Attitudes,Teacher Educators,Teacher Attitudes,Participant Satisfaction,Meetings,Student Journals,Content Analysis,Transcripts (Written Records),Educational Practices

With an increasing diversity in American schools, teachers need to be able to collaborate in teaching. University courses are widely considered as a stage to demonstrate or model the ways of collaboration. To respond to this call, three authors team taught an integrated methods course at an urban public university in the city of New York. Following a qualitative research design, this study explored both instructors? and pre-service teachers? experiences with this course. Study findings indicate that collaborative teaching of an integrated methods course is feasible and beneficial to both instructors and pre-service teachers. For instructors, this collaborative teaching was a reciprocal learning process where they were engaged in thinking about teaching in a broader and innovative way. For pre-service teachers, this collaborative course not only helped them understand how three different subjects could be related to each other, but also provided opportunities for them to actually see how collaboration could take place in teaching. Their understanding of collaborative teaching was enhanced after the course.
Research on How Secondary School Pupils Do Geometrical Constructions
Author: Marchis, Iuliana
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Mathematics,Secondary School Students,Secondary School Curriculum,Problem Solving,Geometry,Geometric Concepts,Mathematics Instruction

Communicating on the mathematical language, problem solving, and reasoning are competencies tested on international test. The aim of this research is to study how secondary school pupils do geometrical constructions, how they give mathematical argumentation and use geometrical notions in their explanations.
School Attendance as a Civic Duty v. Home Education as a Human Right
Author: Reimer, Franz
Date: 2010-10-00
Type: Journal Articles
Subjects: Foreign Countries,Home Schooling,Constitutional Law,Compulsory Education,Civil Rights,Civil Rights Legislation,Court Litigation

The article presents the legal situation of home education in Germany as a multi-level problem touching upon German constitutional law, State (Länder) constitutional law as well as administrative law, and the liberties of the European Convention of Human Rights. Whereas the parents' right to care for their children is explicitly granted by German Basic Law, the state's mandate to educate is seen by the courts as a conflicting principle that usually prevails and justifies compulsory schooling. Exceptions are rarely accepted. The article argues that this mainstream interpretation of the law is unconvincing and not in line with legal reasoning in German constitutional law in general.
Physics Learning Achievement Study: Projectile, Using Mathematica Program of Faculty of Science and Technology Phetchabun Rajabhat University Students
Author: Hutem, Artit
Date: 2013-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Science Achievement,Motion,Scientific Principles,College Science,College Students,Science Experiments,Comparative Analysis,Teaching Methods,Foreign Countries,Equations (Mathematics),Experimental Groups,Control Groups,Mathematics

The propose of this study is to study Physics Learning Achievement, projectile motion, using the Mathematica program of Faculty of Science and Technology Phetchabun Rajabhat University students, comparing with Faculty of Science and Technology Phetchabun Rajabhat University students who study the projectile motion experiment set. The samples are Faculty of Science and Technology Phetchabun Rajabhat University Technology students, studying in the first semester of academic year 2011, consisting of 50 samples who study by using the Mathematica program and 50 controlled samples, studying by using the projectile motion experiment set. The instrument used for collecting data is the 30 items achievement test of the projectile motion. Analyze to compare the achievement between the samples and the controlled samples by t-test (Lord, F.M. 1967; Airasian, P.W. and Madaus, G.F., 1972) independent sample. The result finds that the achievement of Faculty of Science and Technology Phetchabun Rajabhat University students who study projectile motion, using Mathematica is higher than the achievement of Faculty of Science and Technology Phetchabun Rajabhat University students who study projectile motion, using projectile motion experiment set at 0.01 level
Misconceptions of Mexican Teachers in the Solution of Simple Pendulum
Author: Garcia Trujillo, Luis Antonio
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mexicans,Science Teachers,Misconceptions,Secondary School Science,College Science,Physics,Scientific Concepts,Laboratory Equipment,Science Process Skills,Problem Solving,Equations (Mathematics),Case Studies

Solving the position of a simple pendulum at any time is apparently one of the most simple and basic problems to solve in high school and college physics courses. However, because of this apparent simplicity, teachers and physics texts often assume that the solution is immediate without pausing to reflect on the problem formulation or verifying that the solution obtained is indeed correct. This process causes conceptual errors to be carried out with them--students and even worse teachers. This paper presents some of the misconceptions found in teachers solving simple pendulum problems, moreover it presents proposals made in the texts, which generate the creation of such misconceptions in both teachers and students, and finally, it presents the proposal of a solution to correct this problem.
Conceptualization, Development and Validation of an Instrument for Investigating Elements of Undergraduate Physics Laboratory Learning Environments: The UPLLES (Undergraduate Physics Laboratory Learning Environment Survey)
Author: Thomas, Gregory P
Date: 2013-00-00
Type: Journal Articles
Subjects: College Science,Undergraduate Study,Physics,Science Instruction,Science Laboratories,Test Construction,Test Validity,Factor Analysis,Foreign Countries,Educational Environment,Science Process Skills,Surveys,Inquiry,Communities of Practice,Teacher Role,Instructional Materials

First-year undergraduate physics laboratories are important physics learning environments. However, there is a lack of empirically informed literature regarding how students perceive their overall laboratory learning experiences. Recipe formats persist as the dominant form of instructional design in these sites, and these formats do not adequately support the development of students' inquiry processes. There may be valid reasons for the lack of research into students' views of their undergraduate physics laboratory learning environments, but work should be done to address these issues so that such research can occur. This paper describes the development and validation of a 23-item instrument, the UPLLES (Undergraduate Physics Laboratory Learning Environment Survey) that was undertaken as part of a multi-year project aimed to develop guided-inquiry oriented Physics laboratories for first-year students at the University of Alberta. The UPLLES was developed and validated through factor analysis using 476 student responses. The five sub-scales of the UPLLES are, Inquiry Orientation, Integration, Material Environment, Student Community, and Instructor Support. The value of the UPLLES within a battery of measures for evaluating reform efforts in undergraduate physics laboratories is discussed.
A Vibrating String Experiment
Author: Tsutsumanova, Gichka
Date: 2013-00-00
Type: Journal Articles
Subjects: Science Experiments,Scientific Concepts,Physics,Demonstrations (Educational),Secondary School Science,College Science,Foreign Countries

A simple experiment demonstrating the excitation of a standing wave in a metal string is presented here. Several tasks using the set-up are considered, which help the students to better understand the standing waves, the interaction between electric current and magnetic field and the resonance phenomena. This can serve also as a good lecture demonstration for high school and undergraduate students.
Homeschooling and Religious Fundamentalism
Author: Kunzman, Robert
Date: 2010-10-00
Type: Journal Articles
Subjects: Home Schooling,Christianity,Political Attitudes,Beliefs,Spiritual Development,Resistance (Psychology),Parent Influence,Family Influence,Hidden Curriculum,Sustainability,Citizenship Education,Institutional Autonomy,Expertise,Outcomes of Education,Educational Philosophy,Educational Practices,Religious Education

This article considers the relationship between homeschooling and religious fundamentalism by focusing on their intersection in the philosophies and practices of conservative Christian homeschoolers in the United States. Homeschooling provides an ideal educational setting to support several core fundamentalist principles: resistance to contemporary culture; suspicion of institutional authority and professional expertise; parental control and centrality of the family; and interweaving of faith and academics. It is important to recognize, however, that fundamentalism exists on a continuum; conservative religious homeschoolers resist liberal democratic values to varying degrees, and efforts to foster dialogue and accommodation with religious homeschoolers can ultimately help strengthen the broader civic fabric.
Home Education in the Post-Communist Countries: Case Study of the Czech Republic
Author: Kostelecká, Yvona
Date: 2010-10-00
Type: Journal Articles
Subjects: Foreign Countries,Home Schooling,Educational History,Federal Legislation,Enrollment,Supervision,Educational Assessment,Social Systems,Educational Legislation,Elementary Secondary Education

The paper analyzes the emergence of home education in European post-communist countries after 1989. The case of the Czech Republic representing the development and characteristic features of home education in the whole region is studied in detail. Additional information about homeschooling in other post-communist countries are provided wherever they are available in order to provide a more comprehensive picture of the issue. The driving forces and history of home education after 1989 are described. Current homeschooling legislation is analyzed with special attention paid to the processes of the legal enrolment of individuals into home education, supervision and assessment of educational results. The article concludes that despite the existence of country-specific characteristics, many features of home education in post-communist countries are similar. These generally include the rather strict regulation of home education and the high importance of schools as both gate-keeping and supervising institutions.
Parents&apos; Motives for Home Education: The Influence of Methodological Design and Social Context
Author: Spiegler, Thomas
Date: 2010-10-00
Type: Journal Articles
Subjects: Home Schooling,Motivation,Parent Attitudes,Social Environment,Educational Research,Meta Analysis,Research Methodology,Research Design,Educational Theories,Evaluation Methods,Social Change,Research Reports,Social Influences

Parents&apos; motives for home education are one of the most researched topics within home education research. The focus of this article is on the question of the degree to which the results regarding these motives are influenced and shaped by the applied methods and the social context. The empirical basis is a meta-analysis of twelve research examples from the last two decades. It is concluded that the diversity within the results can partly be traced back to fundamental differences in the methodological design, to the absence of detailed theoretical modelling and remarkable differences of the survey instruments and that the role of the social environment and the process of the construction of motives in a certain social context deserve more attention.
Experiencing Technology Integration in Education: Children's Perceptions
Author: Baytak, Ahmet
Date: 2011-03-00
Type: Journal Articles
Subjects: Technology Integration,Phenomenology,Technology Uses in Education,Interviews,Observation,Learning Experience,Influence of Technology,Personal Autonomy,Misconceptions,Elementary School Students,Middle School Students,Family Environment,Technology Education,Student Attitudes,Use Studies

The purpose of this phenomenological study was to explore the experiences of six children using technologies in their education. Data were collected via in-depth interviews, classroom observations, and home observations. The results showed that students have common perceptions toward their experience with technology integration. Furthermore, the following four themes emerged; the value of technology, authority over learning, misuses and misconceptions, and the border of integration.
Implementing a Science-Based Interdisciplinary Curriculum in the Second Grade: A Community of Practice in Action
Author: Park Rogers, Meredith
Date: 2011-03-00
Type: Journal Articles
Subjects: Elementary School Teachers,Grade 2,Teacher Collaboration,Communities of Practice,Science Instruction,Interdisciplinary Approach,Observation,Interviews,Vignettes,Faculty Development,Case Studies,Principals,Teacher Background,Staff Meetings,Content Analysis

The purpose of this study was to explore the role that a collaborative teaching approach, referred to as a community of practice (CoP), had on a team of four second grade teachers' implementation of a science-based interdisciplinary curriculum. Data was collected in the form of extensive observation notes gathered over 10-weeks of twice weekly team meetings and two 45 minute interviews with each participant. From the field notes developed two vignettes for the purpose of illustrating the members CoP in action. Combining my analysis of the vignettes and the interviews resulted in three emergent themes: 1) benefits, 2) contributions, and 3) their commitment to professional development. From this study I learned that establishing a CoP was viewed as a necessary component of the team's implementation of their science-based interdisciplinary curriculum. Implications for encouraging preservice and inservice elementary teachers to develop CoPs to support science teaching, specifically interdisciplinary teaching, are discussed.
Home Education: Constructions of Choice
Author: Morton, Ruth
Date: 2010-10-00
Type: Journal Articles
Subjects: Home Schooling,School Choice,Qualitative Research,Interviews,Parents,Parent Attitudes,Foreign Countries

Families who choose to home educate generally do so due to dissatisfaction with school-based education. Common perceptions of home educators oscillate between images of the &quot;tree-hugging hippy&quot; and the &quot;religious fanatic&quot;. Whilst attempting to go beyond such stereotypical dichotomies, this paper will examine three very different groupings of home educators and their varying constructions of childhood and the social world, demonstrating the spectrum between home education as an expression of human rights and of fundamentalism. The first grouping construct home education as a &quot;natural&quot; choice, often presented in political opposition to existing social structures. For the second grouping home education is predominantly a &quot;social&quot; choice relating to the conscious transmission of various forms of capital. Finally there are &quot;last resort&quot; home educators for whom home education is not perceived as a choice. Based on qualitative research, this paper will argue that, even where home education is constructed as natural, the social aspects and impacts of home education choices cannot be ignored.
Home Education: The Social Motivation
Author: Beck, Christian W.
Date: 2010-10-00
Type: Journal Articles
Subjects: Foreign Countries,Home Schooling,School Schedules,Parent Attitudes,Motivation,Social Problems,Socialization,Surveys

Data from a Norwegian survey show correlation between a student's socially related problems at school and the parent's social motivation for home education. I argue that more time spent at school by a student could result in more socially related problems at school, which can explain an increase in social motivation for home education.
Language-Specific and Language-General Factors in Text Reading in Arabic: Evidence from the Missing Letter Effect
Author: Saady, Amany
Date: 2015-00-00
Type: Journal Articles
Subjects: Semitic Languages,Morphemes,Pronunciation,Models,Alphabets,Role,Phonology,Morphology (Languages),Generalization,Written Language,College Students,Foreign Countries,Spelling,Native Speakers,Syntax,Printed Materials

The goal of the present study was to extend the models explaining the missing-letter effect (MLE) to an additional language and orthography, and to test the role of phonology in silent reading in Arabic. We also examined orthographic effects such as letter position and letter shape, morphological effects such as pseudo-prefixes, and phonological effects such as pronounceability. The results showed that readers miss letters more often in function words and prefixes than in content words, more in second position than in first position, more often when the letters are silent than pronounced, and less often when the letter shape is more symmetric and stable. The results show that these aspects of the missing letter effect can be generalized over writing systems that are not alphabetic, suggesting that the models proposed to explain the MLE in all the orthographies tested may reflect a universal aspect of reading.