ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding Mental Models of Dilution in Thai Students
Author: Jansoon, Ninna
Date: 2009-04-00
Type: Journal Articles
Subjects: Chemistry,Foreign Countries,Science Instruction,Scientific Concepts,Interviews,Concept Formation,Cognitive Processes,Undergraduate Students,College Science,Science Laboratories,Learning Activities

The purpose of this study was to investigate Thai students' understanding of dilution and related concepts. The literature suggests that a complete understanding of chemistry concepts such as dilution entails understanding of and the ability to integrate mental models across three levels of representation: the macroscopic, sub-microscopic and symbolic. In this work students' understanding was probed using the interview about events (IAE) approach employing open-ended questions, and also by analysis of student descriptions, and drawings. The research findings suggest that all students were able to answer open-ended questions related to dilution and related concepts. Less able students presented representations at the symbolic level and subsequently described events at the submicroscopic and macroscopic levels. However, these latter representations typically were unrelated to the representations presented at the symbolic level. In contrast, more able students were able to present consistent representations of dilution at each level of representation. (Contains 9 figures.)
Correlations of Students' Grades, Expectations, Epistemological Beliefs and Demographics in a Problem-Based Introductory Physics Course
Author: Sahin, Mehmet
Date: 2009-04-00
Type: Journal Articles
Subjects: Grades (Scholastic),Problem Based Learning,Physics,Regression (Statistics),Foreign Countries,Teaching Methods,Epistemology,Correlation,Introductory Courses,Predictor Variables,College Freshmen,Engineering Education,Surveys,Student Attitudes

The purpose of this study was to determine the predictors of student grades in introductory physics courses utilizing problem-based learning (PBL) approach and traditional lecturing. The study employed correlational/predictive methods to investigate and describe/explain relationships of students' physics grades with their expectations, attitudes, epistemological beliefs about physics and physics learning, and demographic variables. The subjects involved in this study were 264 freshmen engineering students (PBL, n = 100; traditional, n = 164) at Dokuz Eylul University (DEU) in Izmir, Turkey. All students were surveyed at the beginning and at the end of the spring 2007 semester using the Maryland Physics Expectations Survey (MPEX) to determine their expectations, attitudes, and epistemological beliefs about physics and physics learning. Students' physics learning was measured via their end of semester physics grades. Correlational analyses indicated significant relationships between variables of the study. Forward stepwise linear regression analyses revealed the effort cluster and selected background variables (e.g., gender) as significant predictors of physics grades. Results suggest that further study is needed to investigate predictors and correlates of students' physics learning using qualitative measures to support and more clearly interpret the numerical findings. (Contains 5 tables.)
Teacher Candidates' Perception Level of Environmental Pollutant and Their Risk Factors
Author: Oztas, Fulya
Date: 2009-04-00
Type: Journal Articles
Subjects: Environmental Education,Risk,Ecology,Foreign Countries,Teacher Attitudes,Citizenship Responsibility,Knowledge Level,Questionnaires,Preservice Teacher Education,Student Attitudes,Pollution,Climate

It is generally accepted that the environmental education deals with a wide range of environmental experiences, methods and processes. Teaching the subject of the environment should not be considered as an easy task. It should not only cover pure ecology education; but also include the citizenship responsibilities and the problems that are sourced from other interdisciplinary factors. Therefore teachers should have the responsibility to facilitate environmental issues. Hitherto no researcher has undertaken a comprehensive study that focuses on environmental education in teacher training programs. This study aims to detect basic environmental knowledge of Turkish teacher candidate at the onset of their studies. This study has been conducted during in the fall of 2007 with a heterogeneous group of 248 teacher candidates from Education Faculty in Turkey, 82 students chosen from randomly from biology, science and 84 students from classroom teacher departments. To detect respondents' basic knowledge about environmental pollutants we administrated the questionnaire during the 1st month of their last academic year. The results found in this research have shown that teacher candidates possess less pro environmental knowledge. An interpretation of these results is that the teacher candidates do not fully comprehend the underlying ecological and environmental concepts related to environmental issues. Therefore, the design of pre service programs should take into account the characteristic of the student population which are the outcome of their social, cultural, and physical environments, and include all the necessary components for adequately preparing future educators to effectively address the environmental education of their future students. This may reflect into pupils' attitudes during teaching process in primary and secondary schools. (Contains 5 tables and 3 figures.)
On Scientific Literacy and Curriculum Reform
Author: Dillon, Justin
Date: 2009-07-00
Type: Journal Articles
Subjects: Curriculum Development,Educational Change,Foreign Countries,Scientific Literacy,Standards,Comparative Analysis,Academic Achievement,Science Education

Since the first use of &quot;scientific literacy&quot; in the late 1950s, numerous science educators and policy makers have reconceptualised the term to such an extent that it has been described as being &quot;ill-defined and diffuse&quot;. Despite this lack of clarity, the term is the focus of curriculum standards in many countries and is at the heart of international comparisons of student attainment including the Organisation for Economic Cooperation and Development's (OECD) Programme for International Student Assessment (PISA) study. Uncritical use of the term masks the existence of deep-seated philosophical clashes that hinder reform of science education in many countries throughout the world.
Promoting Scientific Literacy Using a Sociocritical and Problem-Oriented Approach to Chemistry Teaching: Concept, Examples, Experiences
Author: Marks, Ralf
Date: 2009-07-00
Type: Journal Articles
Subjects: Lesson Plans,Action Research,Chemistry,Scientific Literacy,Teaching Methods,Science Instruction,Problem Based Learning,Problem Solving,Scientific Concepts,Science Education,Science Process Skills,Foreign Countries,Secondary School Science

This paper revisits the discussion about the objectives of scientific literacy-oriented chemistry teaching, its connection to the German concept of &quot;Allgemeinbildung&quot;, and the debate of &quot;science through education&quot; vs. &quot;education through science&quot;. About 10 years ago the sociocritical and problem-oriented approach to chemistry teaching was suggested using these starting points. In this paper its central assumptions and criteria for structuring lesson plans are presented as they have been refined along a series of lesson plans developed by participatory action research in recent years. The summarized teaching approach intends to more thoroughly promote reflection on scientific questions in the framework of their socioeconomical and ecological consequences. This is done by inserting authentic and controversial debates on socioscientific issues into chemistry teaching, which provoke and allow for open discussions and individual decision making processes. After discussing the framework, we present one example which deals with musk fragrances used in cosmetic products, and we give an overview of different respective issues. From experience gained in applying the different examples, the potential of this teaching approach is then reflected upon as a source for promoting the process-oriented skills of evaluation and communication as essential parts of a well-developed scientific literacy. (Contains 1 table, 1 figure and 1 note.)
Perspectives of German and US Students as They Make Meaning of Science in Their Everyday Lives
Author: Preczewski, Paul J.
Date: 2009-07-00
Type: Journal Articles
Subjects: Interviews,Scientific Literacy,Science Education,Student Attitudes,Science and Society,Concept Formation,Phenomenology,Comparative Education,Aptitude Treatment Interaction,Physical Environment,Learner Engagement

Scientific literacy is a major educational and political goal worldwide, yet the development and enhancement of scientific literacy is not well understood. In order to better understand scientific literacy at the level of everyday science meaning making and a person's ability to address scientific questions and issues, this study reports on findings from semi-structured interviews of seven German and five American secondary students. This paper reports on these students' conceptions of their science interactions in everyday life. By conducting the same interviews in the native languages of students representing two countries known for their emphasis on improving secondary science education's scientific literacy enhancement, this research aims to learn from a cultural and contextual spectrum of science experiences. Our findings include two distinct themes independent of the educational setting. In addition, the research finds the recurrent and prevalent theme of German students' practicing science in nature not mentioned by American students.
The Communication in Science Inquiry Project (CISIP): A Project to Enhance Scientific Literacy through the Creation of Science Classroom Discourse Communities
Author: Baker, Dale R.
Date: 2009-07-00
Type: Journal Articles
Subjects: Educational Strategies,Discourse Communities,Student Attitudes,Scientific Principles,Scientific Literacy,Professional Development,Instructional Improvement,Organizational Communication,Technical Writing,Program Implementation,Science Course Improvement Projects,Teacher Attitudes,Measures (Individuals),Classroom Techniques

This study reports on the context and impact of the Communication in Science Inquiry Project (CISIP) professional development to promote teachers' and students' scientific literacy through the creation of science classroom discourse communities. The theoretical underpinnings of the professional development model are presented and key professional development activities are described. Data are provided on teachers' fidelity of implementation of the CISIP instructional strategies, their understanding of the nature of science communication, and their ability to write scientific investigation reports. Student data includes an analysis of scientific arguments and the perception of their classroom as a science classroom discourse community. Two instruments to measure fidelity of implementation are introduced; the Discourse in Inquiry Science Classrooms for classroom observations of teachers and My Science Classroom Survey to measure students' perceptions of their teachers' use of the CISIP instructional strategies in their classroom. (Contains 1 table.)
The Meaning of Scientific Literacy
Author: Holbrook, Jack
Date: 2009-07-00
Type: Journal Articles
Subjects: Scientific Principles,Scientific Literacy,Citizenship Responsibility,Trend Analysis,Definitions,Relevance (Education),Concept Formation,Fundamental Concepts,Literacy,Sciences

This paper sets out to provide an overview of scientific literacy specifically related to whether emphasis is placed on the "science" or the "literacy" aspect, accepting that literacy, wherever used, is wider than simply reading and writing. It does this from a general rather than a country perspective. The emphasis in giving meaning to scientific literacy is placed on the literacy component in recognition of the trend towards relating scientific literacy to skills and values appropriate for a responsible citizen. Rejected is a consideration that scientific literacy is related to an emphasis on the acquisition of content and this is especially considered, noting the social bias and cultural embedding of science. The emphasis on enhancing scientific literacy is placed on an appreciation of the nature of science, the development of personal attributes and the acquisition of socioscientific skills and values. Furthermore, in teaching towards this view of scientific literacy, a key component is seen as relevance and a model of relevance for science teaching is put forward based on relevance being seen from two perspectives. Relevance from both perspectives is very much geared to the view that scientific literacy is best taught by seeing science education as "education through science" as opposed to "science through education." (Contains 1 table and 2 figures.)
Scientific Literacy and Purposes for Teaching Science: A Case Study of Lebanese Private School Teachers
Author: Dani, Danielle
Date: 2009-07-00
Type: Journal Articles
Subjects: Private Schools,Educational Change,Foreign Countries,Scientific Literacy,Science Instruction,Teacher Role,Science Teachers,Science Curriculum,Science and Society,Teacher Attitudes,Secondary School Science,Interviews,Observation,Textbooks,Science Tests,Social Environment,Context Effect

In the United States and around the world, calls for educational reform stress the need for a scientifically literate population, prepared for the twenty-first century workforce. These calls have translated into new curricula, which in isolation, are not enough? Teachers play an essential role in the development of scientifically literate citizens. Their purposes for teaching science act as filters for acceptable learning and teaching activities. This paper examines the congruence of eight private school teachers' purposes for teaching science, and aspects of scientific literacy in the Middle Eastern country of Lebanon. Findings are discussed in light of contextual factors that inform the operationalization of scientific literacy in practice. (Contains 1 table.)
Beyond Science Literacy: Science and the Public
Author: Liu, Xiufeng
Date: 2009-07-00
Type: Journal Articles
Subjects: Economic Development,Science Activities,Global Approach,Educational Change,Scientific Literacy,Science Education,Science and Society,Technological Advancement,Informal Education,Teacher Education,Graduate Study,Sciences,Science Instruction

The late 20th century and beginning of 21st century have witnessed unprecedented rapid economic development due to advances in technology and globalization. In response to this development, a renewed call for science literacy has become louder in the USA and many other countries. Common to all science education reforms around the world is emphasis on achieving science literacy by all children before high school graduation. This paper first reviews definitions of science literacy in the literature; it then examines the status of science literacy in the USA and other countries. Following the above, this paper then presents a new notion of science literacy as life-long participation in science - science and the public. This new notion expands science literacy to recognize it as both extrinsic and intrinsic, and as a state and a life-long process, which expands science literacy from school science to ongoing participation in science activities in society by citizens of all ages. This paper finally discusses two necessary approaches to achieving the expanded science literacy that include bridging formal and informal science education, and training science and the public educators through graduate programs on science and the public. (Contains 1 figure.)
Towards an Integrated Learning Strategies Approach to Promoting Scientific Literacy in the South African Context
Author: Webb, Paul
Date: 2009-07-00
Type: Journal Articles
Subjects: Middle Schools,Discussion,Writing Strategies,Learning Strategies,Scientific Literacy,Foreign Countries,Integrated Curriculum,Elementary School Science,Secondary School Science,Discussion (Teaching Technique),Science Instruction,Persuasive Discourse,Problem Solving,Teaching Methods,Writing Skills,Inquiry,Public Speaking,Second Language Learning

The focus of this paper is on selected recent South African research studies that have explored efforts to promote the discussion, writing, and arguing aspects of scientific literacy in primary and middle schools, particularly amongst second-language learners. These studies reveal improvements in the participants' abilities to both use the &quot;science notebooks&quot; approach and argue their findings, as well as statistically significant improvement in their problem solving skills. The positive findings of these studies, and the call for attention to be paid to the fundamental sense of scientific literacy by a number of international researchers, resulted in the development of an integrated learning strategies approach. This approach not only specifically includes classroom discussion, argumentation and writing strategies to learn science, but also provides teachers with ideas and techniques to stimulate their learners to develop their own investigable questions, plan and execute a successful investigation in the classroom, and present their findings to an authentic audience. Findings on the effect of the strategy on learners' general literacy skills, both in their home language and the language of learning and teaching in their schools, are reported. (Contains 2 tables and 5 figures.)
Scientific Literacy and Thailand Science Education
Author: Yuenyong, Chokchai
Date: 2009-07-00
Type: Journal Articles
Subjects: Scientific Principles,Science and Society,Educational Change,Foreign Countries,Scientific Literacy,Science Education,Science Curriculum,Knowledge Level,Science Achievement,Science Process Skills,Scientific Concepts,Environmental Influences,Thinking Skills,Decision Making,Philosophy,Buddhism

Education and political leaders worldwide are increasingly placing emphasis on developing scientific literacy. This also is the case in Thailand with science education influenced by educational reform in 1999, in which the goals of science education are shaped by the notion of scientific literacy. Thai science education emphasizes the scientific knowledge, the nature of science, and the relationship between science technology and society. Although the school science curriculum features scientific literacy, Thai science education research, articles, national tests, and teaching and learning emphasize scientific achievement with little concern about science as a way of knowing. However, some attempts at developing scientific literacy have been made recently. Some school science curricula and teaching and learning has tried to organize science learning emphasizing the relationship between science, technology and society based on the Thai context. Such cases seek to develop students' scientific literacy through local wisdom; specifically, King Bhumibol Adulyadej's philosophy of sufficiency economy, moral infusion, and the Buddhism way of life. This paper considers interpretations of the term scientific literacy in Thailand, and examines the implications of this for science education. (Contains 2 figures and 1 table.)
Planning Educational Activities and Teaching Strategies on Constructing a Conservation Educational Module
Author: Dimopoulos, Dimitrios I.
Date: 2009-10-00
Type: Journal Articles
Subjects: Teaching Models,Teaching Methods,Instructional Materials,Learning Activities,School Activities,Program Development,Environmental Education,Conservation (Environment),Learning Modules,Case Studies,Instructional Design,Educational Strategies,Program Descriptions

This paper describes the design of an educational module which aims to raise awareness and change the attitudes of elementary school students about focal endangered species in protected areas. The proposed design builds on, and extends the General Teaching Model. The educational module which was developed through this approach was pilot-tested in two Greek elementary school classes, involving 29 students who provided their opinion through a questionnaire. The results verify that the educational module had a significant effect on the cognitive level and the attitudes of the students. Therefore, it is argued that the proposed design approach can form the basis for the development of educational activities and strategies which can raise awareness and change the attitudes of elementary school students about the conservation of endangered species. It can also be used in non-formal educational settings, such as National Marine Parks. (Contains 3 tables and 1 figure.)
Writing Right: Enhancing Student Engagement and Performance in an Ecology Course
Author: McLaren, Ingrid A. M.
Date: 2009-10-00
Type: Journal Articles
Subjects: Writing Across the Curriculum,Student Attitudes,Ecology,Learner Engagement,Academic Achievement,Student Improvement,Interdisciplinary Approach,Laboratory Experiments,Instructional Effectiveness,Communication Skills,Technical Writing,Experimental Groups,Control Groups,Comparative Testing

This paper outlines the results of a collaborative effort between members of staff in the Departments of Life Sciences and Language, Linguistics and Philosophy, which involved the implementation of Writing Across the Curriculum strategies in an Ecology course. The lecturer for this course had expressed concerns regarding the poor quality of the laboratory reports presented and weak essays submitted by students. In order to enhance students' understanding of the content to be included in the report, and to improve expression of thought in writing, we agreed to "treat" a sample of students selected from two laboratory groups by giving each group the other's lab report to read and to subsequently carry out the experiments described. Additionally a select group of students engaged in the planning, writing and revising of responses to past exam essay questions. Results showed that final exam grades for the "treated" group and the writing group were significantly higher than their "non treated" and "non writing" counterparts. Feedback from students was generally positive. Implications and limitations are discussed. (Contains 5 tables and 1 figure.)
The Effect of Sociocognitive Conflict on Students' Dialogic Argumentation about Floating and Sinking
Author: Skoumios, Michael
Date: 2009-10-00
Type: Journal Articles
Subjects: Persuasive Discourse,Conflict,Scientific Concepts,Teaching Methods,Science Instruction,Cognitive Processes,Concept Formation,Scientific Principles,Discussion (Teaching Technique),Social Influences,Secondary School Science,Middle School Students,Brainstorming,Prediction,Science Experiments

Sociocognitive conflict has been used as a teaching strategy which may contribute to change students' conceptions about science concepts. The present paper aims at investigating the structure of the dialogic argumentation developed by students, when they are involved in science teaching sequence that have been designed to change their conceptions through sociocognitive conflict strategy. For this purpose, teaching sequence targeted at the elaboration of students' conceptions about floating and sinking--based on sociocognitive conflict processes--were prepared and implemented among 14 years old students. Next, the dialogues which the students had during the teaching sequence were analysed with the help of the framework for assessing the structure of the dialogic argumentation of Clark and Sampson (2008). The results of data analysis demonstrate that the sociocognitive conflict strategy promotes the structure of students' dialogic argumentation about floating and sinking. (Contains 5 tables.)