ethanporcaro/eric-fulltext-meta huggingface dataset:
Integrating Scientific Argumentation to Improve Undergraduate Writing and Learning in a Global Environmental Change Course
Author: Koffman, Bess G.
Date: 2017-08-00
Type: Journal Articles
Subjects: Undergraduate Students,Persuasive Discourse,Science Instruction,Technical Writing,Earth Science,Critical Thinking,Writing Instruction,Writing Assignments,Writing Across the Curriculum,Undergraduate Study,Scientific Literacy,Climate,Introductory Courses

We present a strategy for using scientific argumentation in an early undergraduate laboratory course to teach disciplinary writing practices and to promote critical thinking, knowledge transformation, and understanding of the scientific method. The approach combines targeted writing instruction; data analysis and interpretation; formulation of a hypothesis; and construction of an argument. Students submit and receive feedback on two drafts of two different argumentation essays, providing the opportunity for guided practice. Each written argument is intended to draw on several weeks' course material, including short lectures, discussions, readings, and problem sets. Thus our aim with these writing assignments is to help students synthesize content and concepts, deepening their learning. We have found that this inquiry-based approach to writing engages students in course material, and significantly improves both writing and learning. We observed the greatest improvement among students with the lowest initial scores, suggesting that lower-achieving students benefitted disproportionately from this approach. Students have responded positively to the use of writing in the course, many stating on course evaluations that this is the first time they have received instruction in scientific writing. They have also pointed to a greater ''big-picture'' understanding of the course gained through writing. We describe the course and our curriculum, and provide suggestions for implementation as well as rubrics used to evaluate problem sets and student argumentation essays.
A Team Approach to Data-Driven Decision-Making Literacy Instruction in Preschool Classrooms: Child Assessment and Intervention through Classroom Team Self-Reflection
Author: Abbott, Mary
Date: 2017-09-00
Type: Journal Articles
Subjects: Teamwork,Participative Decision Making,Literacy Education,Preschool Education,Student Evaluation,Intervention,Reflection,Response to Intervention,Teaching Methods,Student Needs,Data Collection,Screening Tests,Self Evaluation (Individuals),Coaching (Performance),Observation,Grouping (Instructional Purposes),Goal Orientation,Planning,Program Implementation,Fidelity,Feedback (Response)

Many schools around the country are getting positive responses implementing Response to Intervention (RTI) within a Multi-Tiered System of Support (MTSS) framework (e.g., Abbott, 2011; Ball &amp; Trammell, 2011; Buysee &amp; Peisner-Feinberg, 2009). RTI refers to an instructional model that is based on a student's response to instruction. RTI instruction is often divided into three tiers, namely, Tier 1 (T1) whole class instruction, Tier 2 (T2) small group intervention, and Tier 3 (T3) individualized intervention. RTI emphasizes (1) universal screening to identify children who need additional support; (2) a continuum of best practice interventions that increase in intensity; and (3) ongoing progress monitoring (PM; Abbott et al., 2008). At the classroom level, a team is created and may include the classroom teacher, paraprofessionals, and sometimes special education teachers and administrators. The classroom team works to create an action-oriented plan through data-driven decision making (DDDM), which is a process used to make instructional decisions based on verifiable data. This article describes L3D, which is a preschool literacy program, grounded in DDDM that was developed across two federally-funded research projects (Greenwood, Abbott, Atwater, Beecher, &amp; Petersen, 2012; Sheridan, Carta, Knoche, Abbott, &amp; Clarke, 2011). The first project investigated different components within an MTSS model and created a DDDM tool called the Tune-Up Checklist (TUC; see Appendix A; Abbott, Knoche, Beecher, Peterson, &amp; Payette, 2012). The TUC is a self-reflection tool that guides instructional implementation. The second project expanded the TUC to include fidelity of implementation checklists and created L3D.
A Capstone Course in Ecuador: The Andes/Galapagos Volcanology Field Camp Program
Author: Kelley, Daniel F.
Date: 2017-08-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Geography,Field Experience Programs,Geography Instruction,Geology,College Science,Course Organization,Science Instruction

We developed and implemented the Galapagos Volcanology Field Camp, a 3 week, 3 credit hour course for upper-level university students with a major course of study in geology. The course is offered by the South Dakota School of Mines and Technology, is open to any student, and is usually populated by students from many universities across the U.S. The course offers the essential skills of field geology, such as lithologic description, unit identification and correlation, stratigraphic logging, and geologic mapping, taught exclusively in an environment of volcanic rocks. Beginning in the subduction setting of the Andes, students are introduced to the regional volcanic and tectonic history. The course visits volcanoes that have produced andesitic, dacitic, and rhyolitic products. Students study lava flows, pyroclastic flows, ignimbrites, lahar flows, and debris avalanche deposits. Students are also introduced to the volcanic hazards and monitoring efforts in Ecuador. During the second phase of the course, the group flies to the Galápagos Islands to examine the basaltic features of hotspot volcanism. Students study recent lavas erupted from well-developed shield volcanoes, lava tunnels and collapse features, and the history of uplift, subsidence, and sea-level variation. Through design and implementation of this program, a sequence of exercises has been found that build a robust curriculum while fitting into an itinerary that is logistically feasible. Study of volcanic deposits in this classic setting leads to strong student learning, with 84% of students who have participated scoring higher than 80% on activities designed to assess the stated learning objectives.
Engaging Engineering Students in Geoscience through Case Studies and Active Learning
Author: Holley, Elizabeth A.
Date: 2017-08-00
Type: Journal Articles
Subjects: Learner Engagement,Engineering Education,Case Studies,Earth Science,Active Learning,Undergraduate Students,College Science,Scientific Concepts,Instructional Materials,Student Attitudes,Quasiexperimental Design,Pretests Posttests,Intervention,Student Surveys,Statistical Analysis

This study reports on a case study-based curricular intervention designed to help undergraduate engineering students make connections between geoscience and its applications. Teaching through case studies resulted in a measurable and significant improvement in the confidence that students had in their ability to apply geoscience concepts in an engineering context. Before the intervention, students in the Bachelor of Science program in Mining Engineering at Colorado School of Mines struggled to solve problems using geoscience concepts in upper division courses. This motivated faculty to revise the required geoscience courses to better demonstrate how geoscience can be applied to solve engineering problems. There were three elements to the revision: each topic was introduced in an applied context, students gave case study presentations on geoscience in mining, and active learning techniques were employed during lecture sessions. In this paper, teaching materials are presented for a faculty-led case study, associated active learning exercises, and a student case study assignment. Student attitudes toward geoscience were surveyed using a one group pretest-posttest quasiexperimental design. At the beginning of the course, students who had previous encounters with applied geoscience had more positive attitudes toward geoscience (p = 0.05). Comparison of pretest and posttest responses showed significant improvement (p = 0.05) in three areas: students gained exposure to geoscience concepts, had increased confidence that they could provide concrete examples of applied geoscience, and were more willing to convince a friend or colleague that geoscience was important in mining.
A Case of Fragmented High School Earth and Space Science Education in the Great Plains: Tracing Teacher Certification Policy to Students&apos; Access
Author: Lewis, Elizabeth
Date: 2017-08-00
Type: Journal Articles
Subjects: Secondary School Science,Earth Science,Space Sciences,High Schools,Secondary School Teachers,Science Teachers,Teacher Qualifications,Teacher Certification,Scientific Literacy,Misconceptions,Urban Schools,Suburban Schools,Rural Schools,Science Achievement,High School Students,Science Tests,National Standards,Academic Standards,Interviews,Case Studies,Qualitative Research

Although U.S. high school students' access to Earth and space science (ESS) varies widely from state to state, nationally, ESS content is the most neglected area of science education and scientific literacy. States have been considering whether they will formally adopt, or less formally adapt, the new national science education standards, the Next Generation Science Standards (NGSS), which have been carefully developed and articulated in conjunction with state education leaders. However, there are many challenges with which states, school districts, and teachers must grapple to enact standards-aligned ESS science lessons. This study of one Great Plains state investigated how school districts provide ESS education at the high school level and to what degree is ESS being taught by qualified teachers. We found that 76% of districts added ESS topics to existing physical science and/or biology courses rather than offer a stand-alone ESS course. During the eight-year period investigated, the state awarded 901 science teaching endorsements to either new secondary teachers of which only 3.3% were single-subject ESS endorsements. In Phase I and II of our study we found that only 7% of science teachers teach ESS with an ESS endorsement versus a general science or other science subject area endorsement. When teachers teach ESS out-of-field they lack the confidence and subject matter knowledge to teach effectively using inquiry-based approaches and are less likely to recognize misconceptions and oversimplification of ESS content.
Assessing the Influence of an Educational Presentation on Climate Change Beliefs at an Evangelical Christian College
Author: Webb, Brian S.
Date: 2017-08-00
Type: Journal Articles
Subjects: Church Related Colleges,Christianity,Climate,Student Attitudes,Attitude Change,Undergraduate Students,Student Surveys,Beliefs,Lecture Method,Pretests Posttests,Misconceptions,Instructional Effectiveness,Statistical Analysis

Despite an overwhelming scientific consensus, a significant proportion of the American public continues to reject anthropogenic climate change. This disparity is particularly evident among evangelical Christians, for whom theological conservatism, general scientific skepticism, political affiliations, and sociocultural influences may impede their acceptance of human-caused climate change. Climate advocates have attempted to engage the evangelical community through various educational initiatives; lacking empirical measurement, however, it is difficult to draw conclusions regarding the efficacy of such programs. Here, we present the results of a study that addresses this lack by adapting questions from the Six Americas of Global Warming survey to measure the climate change beliefs of undergraduate students at an evangelical Christian college before and after attending a lecture by a Christian climate scientist. The 88 participants who successfully completed a pre- and posttreatment survey were divided into three groups: the first attended a live lecture, the second attended a recorded lecture, and the third attended a similar version of the same recorded lecture in which the presenter removed material addressing common misconceptions about climate change. The results demonstrate a significant increase in the proclimate beliefs for students in all three groups. There was no significant difference between the impacts of the live and recorded lectures or between the recorded lectures with and without misconceptions. These findings affirm the value of climate education among evangelicals; highlight the potential utility of such presentations, both recorded and live; and point to opportunities for research in the area of faith-based climate communication.
Exploring the Item Order Effect in a Geoscience Concept Inventory
Author: Undersander, Molly A.
Date: 2017-08-00
Type: Journal Articles
Subjects: Earth Science,Test Items,Scientific Concepts,Science Tests,Visual Measures,Verbal Tests,Introductory Courses,Student Surveys,Test Format,Mixed Methods Research,Chemistry,Comparative Analysis,Undergraduate Students,Semi Structured Interviews

Concept inventories have been determined to be useful assessment tools for evaluating students' knowledge, particularly in the sciences. However, these assessment tools must be validated to reflect as accurately as possible students' understanding of concepts. One possible threat to this validation is what previous literature calls the item order effect: that the ordering of items on an assessment may affect how students perform. This study attempts to test the item order effect using different orderings of pictorial and verbal items on a geoscience concept inventory. Two different orderings of the same concept inventory were created and distributed to students in introductory geoscience courses via an online survey software (n = 432). The students' performance on the pictorial and verbal items was statistically analyzed. Seven interviews were also conducted to probe students about their preferred item format and order. The results revealed no predictable item order effect, though suggestive trends are present that warrant further study. Implications for educators and researchers are discussed.
Using Systems Thinking in the Design, Implementation, and Evaluation of Complex Educational Innovations, with Examples from the InTeGrate Project
Author: Kastens, Kim A.
Date: 2017-08-00
Type: Journal Articles
Subjects: Systems Approach,Educational Innovation,Earth Science,Science Education,Program Design,Program Implementation,Program Evaluation,Intervention,Higher Education

Many geoscience education initiatives now involve cross-departmental or multi-institutional programs. However, the geoscientists who lead such programs typically have little experience or training in program design, leadership, or evaluation. In this commentary, we make the case that geoscientists taking on these ambitious leadership roles can draw on a set of understandings and skills that they already have: the tools and habits of mind of systems thinking. Using examples from the InTeGrate program, we suggest ways to envision, shape, and monitor an educational intervention by thinking of oneself as building and improving a complex system with constituent subsystems. Suggestions for the design phase include the following: Decide on an essential suite of subsystems and plan for them to interact in mutually beneficial ways. Consider using a set of semi-autonomous parallel subsystems that will allow for replication with adaptation as experience accrues. Plan for nonlinear causality chains in which one activity has multiple beneficial outputs, and desired outcomes are supported through multiple influencers. At the implementation phase, leverage feedback loops to nudge actors toward desired behaviors and away from problematic choices. Build technical and social mechanisms to regulate flows of information between and within subsystems, so as to deliver timely, actionable information without overloading the actors. In evaluation, use systems mapping to understand where critical dependencies occur and insert evaluative probes at these locations. Seek out early indicators of emergent phenomena and conceptualize long-term outcomes in terms of modifications to the larger system of higher education.
Assessing Behavioral Engagement in Flipped and Non-Flipped Mathematics Classrooms: Teacher Abilities and Other Potential Factors
Author: Hodgson, Theodore R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Video Technology,Homework,Intervals,Comparative Analysis,Grade 9,Grade 11,Grade 12,Secondary School Students,Secondary School Teachers,Mathematics Teachers,Learner Engagement,Algebra,Secondary School Mathematics,Grade 7,Mixed Methods Research,Teaching Methods,Blended Learning

There is a growing evidence that flipped classrooms are associated with increased levels of student engagement, as compared to engagement in &quot;traditional&quot; settings. Much of this research, however, occurs in post-secondary classrooms and is based upon self-reported engagement data. This study seeks to extend existing flipped classroom research by assessing behavioral engagement in flipped and non-flipped settings using observational instruments in three precollege settings. Contrary to widely-reported results, this study found an increase in engagement in only one of the three observed settings. Analyses of the classroom contexts and teachers' actions in the three settings suggests that student engagement is not solely a function of instructional strategy (flipped versus non-flipped), but is also affected by student characteristics and teachers' skill and expectations.
Evaluating the (Mis)Alignment of the Intended to the Assessed Curriculum for the U.S.: Implications for the Common Core State Standards for Mathematics
Author: Shivraj, Pooja
Date: 2017-00-00
Type: Journal Articles
Subjects: Common Core State Standards,Mathematics Instruction,Achievement Tests,Foreign Countries,Secondary School Students,International Assessment,Mathematics,Geometry,Algebra,Alignment (Education),Content Analysis,Statistical Analysis

The Programme of International Student Assessment (PISA) has been administered to 15-year- olds every three years since 2000. Since then, the U.S. has performed below average in mathematics, with no significant changes in performance. The objective of this study was to examine the alignment of the content students in the U.S. are assessed on in the PISA to the intended content standards for U.S. students (Common Core State Standards in Mathematics; CCSS-M). Alignment was analyzed using the Surveys of Enacted Curriculum (SEC) Alignment Model. Implications for implementing the CCSS-M were evaluated, and content topics that the CCSS-M needed to address in order for students in the U.S. to be prepared for the real-world were determined. It was found that while all content domains are addressed by both the intended and assessed curriculum (CCSS-M and the PISA, respectively), the assessed curriculum is not addressed with as much emphasis by the intended curriculum. The key concepts assessed on the PISA are also not addressed by the intended curriculum in the years proximal to taking the PISA. Implications for the CCSSM and students in the U.S. are described based on results from this study.
Evolution of Mathematics Teachers&apos; Pedagogical Knowledge When They Are Teaching through Modeling
Author: Aydogan Yenmez, Arzu
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Mathematics Instruction,Case Studies,Pedagogical Content Knowledge,Foreign Countries,Secondary School Mathematics,Secondary School Teachers,Inservice Teacher Education,Mathematical Models,Teacher Effectiveness,Teaching Methods,Faculty Development,Semi Structured Interviews,Observation

Use of mathematical modeling in mathematics education has been receiving significant attention as a way to develop students' mathematical knowledge and skills. As effective use of modeling in classes depends on the competencies of teachers we need to know more about the nature of teachers' knowledge to use modeling in mathematics education and how this knowledge evolves. The aim of this study is to investigate how teachers' pedagogical knowledge to use modeling in the classroom is formed and modified through professional development activities based on lesson study cycle from modeling perspective. The professional development program reported in this study included five monthly cycles consisted of meeting before the implementation, implementation of the activity and a follow up meeting. The participants were four in-service mathematics teachers. Results showed that the program provided opportunities for teachers to test, revise, and refine their knowledge. More specifically, teachers generated effective strategies for proper implementation of the modeling activities in the classroom.
How Do Freshman Engineering Students Reflect an Online Calculus Course?
Author: Boz, Burcak
Date: 2017-00-00
Type: Journal Articles
Subjects: College Freshmen,Calculus,Engineering Education,Online Courses,College Mathematics,Mathematics Instruction,Foreign Countries,Electronic Learning,Undergraduate Students,Reflection,Qualitative Research,Technology Uses in Education,Questionnaires

Improved access to technology has led to an increase in the number of online courses and degree programs in higher education. Despite continuous progress, little attention is paid to &quot;understanding&quot; students prior to implementation of learning and teaching processes. Being a valuable input for design of online learning environments and student satisfaction, its neglect may result in frustration and resistance by students. This study focused on investigating preferences of on-campus engineering students to contribute designing a fully online calculus course in a Turkish university. A qualitative design was used to achieve in-depth information about students' reflections on online calculus sessions. Findings opened the floor for discussion about must-have characteristics of online learners, orientation of on-campus students to online learning environment, challenging nature of mathematics as a discipline to be taught online, and the necessity of considering human and instructional perspectives in online learning rather than following a mere technological path
Pre-Service Elementary Teachers&apos; Conceptions of Counterexamples
Author: Zeybek, Zulfiye
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Mathematical Logic,Validity,Mathematics Instruction,Thinking Skills,Geometry,Questionnaires,Geometric Concepts,Misconceptions,College Mathematics,Interviews

This study aimed at investigating two main issues related to counterexample construction: the appropriateness of counterexamples and the types of arguments that are often used when refuting a false conjecture. Twelve pre-service elementary teachers who demonstrated a wide range of reasoning skills participated in this study. The data revealed various phenomena among preservice teachers' conceptions of refutations. While all participants who demonstrated deductive reasoning were aware of the fact that one counterexample was sufficient to refute a false statement, the majority of the participants who had not yet developed deductive reasoning failed to recognize that one counterexample would be enough and/or they tend to believe that providing more than one counterexample would support the argument further to refute the statement. Furthermore, the participants from the deductive proof scheme attempted to construct a general refutation or to provide a justification for their constructed counterexamples while the participants from different proof schemes only provided specific counterexamples without further explanation or justification. This study also documented various misconceptions that PSTs held regarding to the underlying concepts in which they were being asked to refute--the concepts of area and perimeter or quadrilaterals--and how their misconceptions affected their constructed counterexamples or decisions as to whether the presented statements were true or false.