ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Effort, Consistency, and Online Performance
Author: Patron, Hilde
Date: 2011-07-00
Type: Journal Articles
Subjects: Grade Point Average,Microeconomics,Online Courses,Student Motivation,Pretests Posttests,Statistical Significance,Predictor Variables,Regression (Statistics),Higher Education,Electronic Learning,Web Based Instruction

This paper examines how student effort, consistency, motivation, and marginal learning, influence student grades in an online course. We use data from eleven Microeconomics courses taught online for a total of 212 students. Our findings show that consistency, or less time variation, is a statistically significant explanatory variable, whereas effort, or total minutes spent online, is not. Other independent variables include GPA and the difference between a pre-test and a post-test. The GPA is used as a measure of motivation, and the difference between a post-test and pre-test as marginal learning. As expected, the level of motivation is found statistically significant at a 99% confidence level, and marginal learning is also significant at a 95% level. (Contains 3 tables.)
Factors Influencing Virtual Patron Satisfaction with Online Library Resources and Services
Author: Tyler, Katherine
Date: 2011-07-00
Type: Journal Articles
Subjects: Electronic Libraries,Academic Libraries,Statistical Analysis,Library Services,Student Characteristics,College Students,Student Attitudes,Correlation,Educational Attainment,Age,Gender Differences,Computer Literacy

College students are accessing virtual libraries whether they are on campus or learning from a distance. Academic institutions serving virtual patrons must remain focused on meeting the needs of those library users by continually examining their preferences, their searching behavior, and the information they seek. The purpose of this research was to determine if virtual patrons are satisfied with the resources and services being provided by a university's online library. Following a web-based survey, demographic characteristics of students were analyzed to determine if any influenced students' satisfaction. Using analysis of variance, correlation, and descriptive statistics, several demographic factors were found to influence student satisfaction with the library's online resources: age, gender, achieved educational level, student status, and computer experience. One factor, computer experience, was found to influence student satisfaction with the library's online services. Overall, students reported satisfaction with the university's online library resources and services. Comments submitted to open-ended questions regarding areas for improvement to the online library provide library administrators with avenues for development to increase awareness of library services, focus improvement in navigation, and enhance student satisfaction. (Contains 10 tables and 2 figures.)
Improving Technological Competency in Nursing Students: The Passport Project
Author: Edwards, Julie
Date: 2011-07-00
Type: Journal Articles
Subjects: Nursing Students,Nursing Education,Skill Development,Competence,Information Literacy,Academic Standards,College Freshmen,Academic Support Services,Academic Persistence,Barriers,Community Colleges,Program Effectiveness,Student Surveys,Educational Technology,Instructional Design,Technology Integration,Web Based Instruction,Pretests Posttests,Student Attitudes,College Students,Computer Literacy,Program Descriptions

Integration of informatics competency into a nursing curriculum is important to ensure success throughout the education and career of contemporary nursing students. As enrollment in nursing programs increases, the diverse population of students from many different cultural and socioeconomic backgrounds presents a challenge for faculty in addressing unique learning needs. Competency in informatics will allow the beginning nursing student to navigate the on-line teaching software used by colleges. With rigorous expectations in nursing programs, students may feel overwhelmed with assignments, organization, and time management. Frustration may build when students struggle with basic informatics competency, often leaving them unable to navigate instructional websites or work with necessary on-line learning content. The purpose of this project, Passport Project for Nursing Success, was to assess the skills, knowledge, and informatics comfort level of students, while providing computer training and teaching for beginning nursing students in an undergraduate nursing program in Central Illinois. The community college encompassed students from a ten county area, with 20 percent of the student population enrolled in the Applied Science curriculum. Initial implementation occurred prior to the students' first nursing course and emphasized basic skills necessary to navigate on-line learning software, library search engines, and electronic communication. The greatest barrier to successful implementation was faculty resistance and academic support during completion of the initial implementation of the Passport Project. Post- project surveys indicated overwhelming student support for the education received and improved retention rates of first semester nursing students. (Contains 2 tables.)
A Self-Study of Technological Transition: Instructional Impacts of Shifting a Distance Course Delivery System
Author: Turner, Susan A.
Date: 2011-07-00
Type: Journal Articles
Subjects: Delivery Systems,Graduate Study,Program Implementation,Observation,Student Surveys,Interviews,College Faculty,Distance Education,Educational Technology,Instructional Design,Computer Software,Technology Integration,Web Based Instruction

This self-study examines the process of technological transition: the instructional shift from the use of one distance course delivery technology, to a different technology delivery system. Specifically, it examines the impact of the shift on course design, and on the instructor's transitional learning process that occurred while moving a graduate course from distance face-to-face delivery format, to an on-line collaborative learning format using Wimba[R] software. The change process is documented through the use of self-study methodology (Samaras & Freese, 2006), and an exploratory framework for technological transitions of this type, is proposed. The framework focuses on four critical areas of transitional knowledge: Student Knowledge, Technical Knowledge, Experiential Knowledge and Reflective Knowledge. (Contains 1 footnote and 5 figures.)
Elementary Students' Self-Efficacy Beliefs in Science: Role of Grade Level, Gender, and Socio-Economic Status
Author: Karaarslan, Guliz
Date: 2011-03-00
Type: Journal Articles
Subjects: Socioeconomic Status,Elementary School Students,Science Education,Self Efficacy,Gender Differences,Measures (Individuals),Books,Family Environment,Newspapers,Family Income,Role,Instructional Program Divisions,Foreign Countries,Technological Literacy,Science Achievement,Student Attitudes

This study examined grade level and gender difference with respect to elementary students' science and technology self-efficacy. Additionally, relationship between socio-economic status (SES) and self-efficacy was examined. A total of 145 elementary students participated in the study. Self efficacy towards Science and Technology Scale was used to collect the data. While results showed that there was no significant difference across grade level and gender, positive relationships were found between number of books in home, frequency of buying a daily newspaper, and income as indicators of SES and self-efficacy. (Contains 1 figure and 2 tables.)
How Can We Motivate High School Students to Study Science?
Author: Mamlok-Naaman, Rachel
Date: 2011-03-00
Type: Journal Articles
Subjects: Student Attitudes,Science Interests,Foreign Countries,Grade 10,Teaching Methods,High School Students,Study Habits,Student Motivation,Science Education,Questionnaires,Junior High School Students,Scientific Concepts

The main goals of this study were to find why some students in the 10th grade do not choose to major in any of the science disciplines, and how to arouse their interest in science. The assumption was that the way students perceive and evaluate their acquaintance with any kind of knowledge was very important in their learning process. If students were not interested in science, they would tend not to make an effort to learn and understand the meaning of concepts that were being taught to them. It was shown that the most effective factor contributing to students' decision to study science was their interest in the subject. We developed questionnaires, and disseminated it among 10th grade students, all between 15 and 16 years old, from three high schools located in the central part of Israel, among middle to upper socioeconomic homes. Based on the findings we concluded: (1) Despite the fact that 10th grade students studied science for three years in junior high school, many of them were unfamiliar with basic concepts that appeared in the science syllabus, and (2) the degree of interest shown by students in a given subject was greater when they were familiar with the subject and thus wished to hear and know more about it. Therefore, students' exposure to various scientific subjects can be expected to induce them to show more interest, arouse their curiosity and enhance their desire to know more. Following these results, we attempted to use a historical approach to science teaching, with the belief that it would improve the attitudes and interest of non-science-oriented students (those who did not choose to major in any of the scientific disciplines) towards science and science studies. (Contains 3 tables.)
A Comparative Study of the Impact of Students' Feelings regarding the Use of Nuclear Energy
Author: Maharaj-Sharma, Rawatee
Date: 2011-03-00
Type: Journal Articles
Subjects: Physics,Nuclear Energy,Energy,Comparative Analysis,Student Attitudes,Science Education,Foreign Countries,Surveys,College Students,High School Students

This article presents the results of a comparative study of two groups of learners--group 1 (25 non-science students) and group 2 (25 A-level physics students). It explores the extent to which their feelings and emotions in conjunction with their knowledge about nuclear energy impacts and influences their views and feelings about the use of nuclear energy as an alternative source of energy. The findings reveal that after exposure to learning about topics in nuclear energy the non-science students were more accepting and open in respect of the use of nuclear energy than the science students. In fact, over 80% of the non-science students indicated that they would support nuclear energy as a viable alternative energy source while only about 45% of the physics students said that they would. (Contains 2 figures and 1 table.)
Factors Affecting the Motivation of Turkish Primary Students for Science Learning
Author: Cavas, Pinar
Date: 2011-03-00
Type: Journal Articles
Subjects: Self Efficacy,Learning Strategies,Student Motivation,Active Learning,Foreign Countries,Elementary School Students,Learning Motivation,Questionnaires,Measures (Individuals),Student Attitudes,Goal Orientation,Academic Achievement,Scores,Science Achievement

In this study, Turkish primary students' (sixth to eighth grade) motivation toward science learning was investigated and factors affecting this determined. The sample for the study consisted of 376 students from 5 different primary schools in Izmir. The data were collected through a Students' Motivation toward Science Learning (SMTSL) questionnaire which was developed by Tuan, Chin &amp; Shieh (2005) and adapted for use in Turkey by Yulma &amp; Cavas (2007). It was found that it was a valid and reliable tool for the Turkish students, having 6 sub-scales which were self-efficacy, science learning value, active learning strategies, performance goal, achievement goal, and learning environment stimulation. Also collected was data on students' science attitudes and achievement scores. Results showed that Turkish primary students' science motivation differed significantly in terms of their gender and grade level. Student's motivational level was found to have a considerable impact on their science attitudes and achievement in science. (Contains 7 tables.)
Critical Thinking: Conceptual Clarification and Its Importance in Science Education
Author: Vieira, Rui Marques
Date: 2011-03-00
Type: Journal Articles
Subjects: Critical Thinking,Scientific Literacy,Science Instruction,Citizenship,Guidelines,Teaching Methods

In different countries efforts have been made to integrate critical thinking into science curricula, recognizing that it is necessary to live in a plural society with citizenship competence. However, this objective has not been appropriately implemented in classrooms. One of the obstacles is the fact that teachers do not have a clear idea about critical thinking because the meaning ascribed to critical thinking in different contexts is rarely explicit. This paper attempts to clarify this concept, evincing its relationship with other concepts such as scientific literacy and to present and discuss a framework for promoting students' critical thinking in science classrooms. (Contains 1 figure.)
Pupils' Environmental Awareness and Knowledge: A Springboard for Action in Primary Schools in Kenya's Rift Valley
Author: Mutisya, Sammy M.
Date: 2011-03-00
Type: Journal Articles
Subjects: Environmental Education,Foreign Countries,Teachers,Students,Knowledge Level,Conservation (Environment),Elementary School Students,Questionnaires,Rural Areas,Teaching Methods,Inservice Teacher Education,Educational Policy,Measures (Individuals),Cooperation

This study was carried out with 276 standard eight pupils in eleven primary schools in the rural town of Narok in Kenya's Rift Valley. It evaluated their awareness of key environmental issues in their local area and their knowledge about the causes, effects and solutions pertaining to these environmental issues. A descriptive research design was used and data was collected using the Pupils' Environmental Education Questionnaire (PEEQ). The study found that most pupils were aware of the key environmental issues in their local area and they also understood the causes of some of these environmental issues. The study further found that pupils had ideas about solutions to some of the environmental issues. This data was used as a springboard for exploring ways by which environmental education (EE) in primary schools might capitalise on pupil knowledge, and hence progress towards environmental action taking; and how this might occur through primary school pupils being nurtured into the role of informed decision-makers and action-takers. The study also recommends that EE should be taught both theoretically in class and practically in the environment, providing solutions to local environmental issues. Further, it suggests that primary school teachers' in-service training should include interactive teaching pedagogies to enhancing active teaching and learning of EE. It recommends that Ministry of Education should develop and implement an EE policy which empowers schools (teachers and pupils) and surrounding communities to collaborate in taking action to conserve their immediate environments. (Contains 15 tables.)
Building Scientific Literacy through Summer Science Camps: A Strategy for Design, Implementation and Assessment
Author: Foster, Jamie S.
Date: 2011-06-00
Type: Journal Articles
Subjects: Rural Areas,Science Teachers,Scientific Literacy,Educational Opportunities,Science Education,Summer Science Programs,Day Camp Programs,Scientific Attitudes,Student Attitudes,Student Evaluation,Self Evaluation (Individuals),Outreach Programs,Adolescents,Preadolescents,Environmental Education,Foreign Countries

To enhance scientific literacy in the general public efforts are needed that both inspire and engage the learner. Often such efforts are provided through school programs or science learning centers, however, in many rural communities such resources are unavailable. Alternate strategies are needed to provide individuals with quality educational opportunities. One such option is the development of short-term science camps. Science camps can provide both researchers and teachers with the opportunity to disseminate important scientific findings and concepts to a broad audience. Here, we present a brief guide for those educators interested in developing a short-term science camps as a means to promote scientific education and literacy. The aim of this guide is to discuss the potential benefits and caveats associated with running a science camp in rural areas and provide educators with a template assessment for evaluating students' knowledge and perceptions of science. We also discuss the results of a pilot camp offered to seven students in the rural international community of the Exuma Cays, Bahamas. We used using pre- and post-knowledge assessments as well as student self-evaluations to evaluate the effectiveness of the camp. Our findings suggest that these short-term outreach activities can have a positive impact on the scientific literacy and long-term career goals of the participants. (Contains 2 figures, 4 tables, and 1 footnote.)
To What Extent Do Pupils Perceive Science to Be Inconsistent with Religious Faith? An Exploratory Survey of 13-14 Year-Old English Pupils
Author: Taber, Keith S.
Date: 2011-06-00
Type: Journal Articles
Subjects: Foreign Countries,Scientists,Scientific Principles,Religion,Relationship,Secondary School Students,National Curriculum,Student Attitudes,Cultural Context,Mass Media Effects,News Reporting,Creationism

Scientists hold a wide range of beliefs on matters of religion, although popular media coverage in the UK commonly suggests that atheism is a core commitment for scientists. Considering the relationship between religion and science is a recommended topic in the English National Curriculum for lower secondary pupils (11-14 year-olds), and it is expected that different perspectives will be considered. However it is well established that many pupils may have difficulty accessing sophisticated ideas about the nature of science, and previous research suggests some may identify science with scientism. To explore pupil impressions of the relationship between science and religion, 13-14 year old pupils were surveyed in one class from each of four English secondary schools, by asking them to rate a set of statements about the relationship between science and religion, and scientific and religious perspectives on the origins of the world, and of life on earth, on the value of prayer and on the status of miracles. The survey revealed diverse views on these issues, reflecting the wider society. However it was found that a considerable proportion of the pupils in the sample considered religious beliefs and scientific perspectives to be opposed. The basis and potential consequences of such views are considered, and the need for more attention to this area of student thinking is highlighted. (Contains 10 figures and 1 table.)
Emphasizing Local Features for Effective Environmental Education: Environmental Attitudes of Elementary School Students Living in Ancient Halicarnassus (Turkey)
Author: Bas, Meltem
Date: 2011-06-00
Type: Journal Articles
Subjects: Elementary School Students,Environmental Education,Foreign Countries,Natural Resources,Student Attitudes,Sustainability,Questionnaires,Knowledge Level,Student Surveys,Science Education

Ancient Halicarnassus, the site of the Mausoleum of Halicarnassus, has become famous since the 1980s as one of the major tourism centers of Turkey. Although the contribution of Ancient Halicarnassus to Turkey's economy increases as the number of tourists visiting the area increases, the area's historical, cultural and environmental values have been depleted. Ancient Halicarnassus still hosts the Mausoleum, but it does not get enough care it deserves as far as sustainable use of natural resource is concerned. Developing environmental education (EE) may enhance environmental attitudes among local people and is one potential way in which to help preserve Ancient Halicarnassus. Moreover, as suggested by Prof. Dubos in the United Nations Conference on the Human and Environment, developing positive environmental attitudes should begin at home. Therefore, this study attempted to define environmental attitudes among primary school children living in the ancient town, in line with the local features of the area, and to direct the attention of EE researchers and decision makers to the importance of local features in developing effective EE and a sustainable future. Environmental attitudes among primary school students in Ancient Halicarnassus were analyzed by means of grouping percent frequencies of each item of Environmental Attitude Questionnaire (EAQ) into 3 categories, &quot;items agreed on&quot;, &quot;items disagreed&quot; and &quot;items difficult to decide&quot;. It was found that it was easy for the participants to agree with general terms related to the environment. However, the participants found difficulty agreeing on items that require some background knowledge of environmental issues and those items related to the human-environment-development relationship. It was inferred, as a conclusion, that the reason the participants experience difficulty agreeing on such items is a lack of knowledge on environmental issues, which results in difficulty making a choice between environment and economy. (Contains 4 tables.)
Assessing Student's Level of Scientific Literacy Using Interdisciplinary Scenarios
Author: Soobard, Regina
Date: 2011-06-00
Type: Journal Articles
Subjects: Opinions,International Studies,Scientific Literacy,Grade 11,Social Environment,Grade 10,Interdisciplinary Approach,Student Attitudes,Problem Solving,Thinking Skills,Decision Making,Data Analysis,Feedback (Response)

The goal of this study was to develop an instrument for assessing grade 10 and 11 student's levels of scientific literacy in the areas of problem solving and decision making. In concentrating on determining the scientific literacy of gymnasium level students, it was taken as a first; previous international studies like PISA have focused on ninth grade students. The study used four interdisciplinary situations in a personal, social and global context, taken from everyday life, and answers were expected at higher levels of scientific thinking. In addition, student's opinions were sought about their interest related to the kind of instruments used, with the intention of considering their opinions if later modifying the instrument. The sample (N = 62) was composed of 10 and 11 grade students in two schools. Results indicated that it is possible to develop an instrument for dividing students' responses between levels of scientific literacy, although most students responded at the functional level with very few at the multidimensional level and this despite the fact that the questions were developed to assess higher levels of scientific literacy. In the students' opinion, the more interesting situations were those in a personal and social context. Students justified this by answering that their capability to solve problems and make decisions by utilizing science knowledge and skills was best in such situations. In reality, they still operated at a functional level as indicated by their responses. (Contains 6 tables.)