ethanporcaro/eric-fulltext-meta huggingface dataset:
Project Lead the Way Students More Prepared for Higher Education
Author: Van Overschelde, James P.
Date: 2013-00-00
Type: Journal Articles
Subjects: Engineering,Engineering Education,High School Students,Middle School Students,Enrollment Trends,Student Diversity,Active Learning,Student Projects,Longitudinal Studies,Cohort Analysis,Comparative Analysis,Grade 8,Demography,Student Participation,Predictor Variables,Grade 11,Compensation (Remuneration),College Attendance,Colleges,Education Work Relationship,Statistical Analysis,Grade 12

Project Lead the Way (PLTW) is a hands-on, project-based engineering curriculum for high school and middle school students, which has quadrupled annual enrollment in Texas in five years to over 23,000 students. The diversity of students participating has also increased dramatically. Using six years of longitudinally-linked student data, the academic outcomes of cohorts of PLTW students were compared to matched cohorts of non-PLTW students. Matching was based on Grade 8 state math assessment scores and demographic and program participation variables. Findings show that PLTW students scored significantly higher on the state's Grade 11 mathematics assessment, a higher percentage met the college-ready criterion, a higher percentage enrolled in Texas higher education institutions, and the non-college-bound PLTW students earned higher wages.
Examining Gender Inequality in a High School Engineering Course
Author: Riegle-Crumb, Catherine
Date: 2013-00-00
Type: Journal Articles
Subjects: Sex Fairness,Gender Differences,Engineering Education,High School Students,Qualitative Research,Surveys,Student Attitudes,Disproportionate Representation,Career Choice,Student Recruitment,Females,Course Descriptions,STEM Education

This paper examines gender inequality within the context of an upper-level high school engineering course recently offered in Texas. Data was collected from six high schools that serve students from a variety of backgrounds. Among the almost two hundred students who enrolled in this challenge-based engineering course, females constituted a clear minority, comprising only a total of 14% of students. Quantitative analyses of surveys administered at the beginning of the school year (Fall 2011) revealed statistically significant gender gaps in personal attitudes towards engineering and perceptions of engineering climate. Specifically, we found that compared to males, females reported lower interest in and intrinsic value for engineering, and expressed less confidence in their engineering skills. Additionally, female students felt that the classroom was less inclusive and viewed engineering occupations as less progressive. Gender disparities on all of these measures did not significantly decrease by the end of the school year (Spring 2012). Findings suggest that efforts to increase the representation of women in the engineering pipeline via increasing exposure in secondary education must contend not only with obstacles to recruiting high school girls into engineering courses, but must also work to remedy gender differences in engineering attitudes within the classroom.
High School Pre-Engineering Programs: Do They Contribute to College Retention?
Author: Cole, Belinda
Date: 2013-00-00
Type: Journal Articles
Subjects: High School Students,Engineering Education,Architecture,Technology Education,State Universities,School Holding Power,Academic Persistence,College Students,Comparative Analysis,Enrollment Trends,College Preparation,Career Education,Technical Education,STEM Education,Graduation

The study examines the retention of students in the College of Engineering, Architecture and Technology at Oklahoma State University that enter college with a defined course sequence in a pre-engineering program from a regional career technology center as compared with the retention rates of university engineering students for the same time period. In addition to descriptive data, results from one-sample ?[superscript 2] tests that compared the homogeneity of proportions in enrollment across semesters completed between the groups are presented. The results of this foundational study suggest similar rates of persistence in the College of Engineering, Architecture and Technology among Oklahoma regional technology center pre-engineering program students entering college and those entering with more traditional high school academic preparation.
Exciting Young Students in Grades K-8 about STEM through an Afterschool Robotics Challenge
Author: Karp, Tanja
Date: 2013-00-00
Type: Journal Articles
Subjects: Robotics,Elementary School Students,STEM Education,Middle School Students,Engineering Education,Mentors,Program Implementation,Competition,Scientific Concepts,Volunteers,Undergraduate Students,Educational Benefits,Student Attitudes,Student Interests,After School Programs,Qualitative Research,Statistical Analysis,Interviews,Participant Observation,Surveys,Pretests Posttests

In this paper, we describe the successful implementation of an afterschool LEGO robotics program for elementary and middle school students that is annually offered by the Whitacre College of Engineering at Texas Tech University. Three events are held on campus: the kickoff, a trial run, and the competition, spread over a period of eight weeks. In between the events, participants design their LEGO robots at the school, mostly during afterschool clubs. Through our program, we broaden the participation in hands-on robotics tasks which apply STEM concepts to groups that otherwise might not have the opportunity. Success factors of our implementation are the flexibility of the implementation at the local level, the inclusion of engineering students as mentors and volunteers, and the low cost for organizers and participants. We provide evidence that we have reached a diverse student population in grades K-8 and positively changed their attitudes toward STEM, then we report the benefits that teachers see in regular participation in the event. Finally, we describe the benefit of involving engineering undergraduate students as mentors and volunteers.
Problem Solving and Creativity and Design: What Influence Do They Have on Girls' Interest in STEM Subject Areas?
Author: Cooper, Robyn
Date: 2013-00-00
Type: Journal Articles
Subjects: Problem Solving,Creativity,STEM Education,Females,Student Interests,After School Programs,Career Choice,Correlation,Experiential Learning,Regression (Statistics),Middle School Students,High School Students,Predictor Variables,Computer Science,Engineering,Extracurricular Activities,Self Efficacy

For girls there is a distinct loss in interest, lack of confidence, and decline in positive attitudes toward STEM subject areas that begins early on in their academic experience and increases with age. According to the National Academy of Engineering, students need to begin associating the possibilities in STEM fields with the need for creativity and real world problem solving skills. Recent research has focused on the necessity of emphasizing the use of creativity and design in attracting girls to STEM academic and career fields. Many extra and after school activities (e.g., State Science Fair, math club, environmental club), provide girls with experiential learning that incorporates problem solving and/or creativity and design skills as well as providing investigative opportunities into academic areas that may not be part of the regular school day. Through hierarchical regression analyses, this study examined the extent to which middle and high school girls' (n = 915) age, and interest and confidence in a) problem solving and b) creativity and design predicted their interest in four STEM subject areas. A follow up analysis identified the extracurricular activities in which girls with higher interests in problem solving and creativity and design were involved. Results revealed that interest in problem solving was a positive predictor for interest in all four STEM subject areas; whereas, interest in creativity and design was a positive predictor for interest in computers and engineering, but a negative predictor for interest in science.
Communication for Inquiry and Access: Teaching Techniques from Discourse Research
Author: Staats, Susan
Date: 2006-00-00
Type: Journal Articles
Subjects: Inquiry,Access to Education,Teaching Methods,Teaching Models,Active Learning,Classroom Techniques,Communication Strategies,Educational Research,Educational Responsibility,Questioning Techniques,Role Perception,Discourse Communities,Educational Practices,Educational Strategies,Discussion (Teaching Technique)

Adopting inquiry-based science and mathematics pedagogies changes traditional classroom communication patterns. Linguistic research in science and mathematics classrooms has identified communication techniques that help teachers manage classroom discussions to increase student interaction and a sense of student responsibility for learning. These communicative techniques strengthen access for underrepresented populations in science and mathematics while enhancing learning for majority population students.
Results of a 16-Year Study of Cheating in Introductory Science Classes
Author: Moore, Randy
Date: 2006-00-00
Type: Journal Articles
Subjects: Cheating,Introductory Courses,Science Education,Plagiarism,Incidence,Grades (Scholastic),Science Laboratories,Reports,Correlation,Research Universities,College Students

In a 16-year study involving more than 4,800 students, fewer than 2% of students were caught cheating in introductory science classes. The most common type of cheating was plagiarism in lab reports (50% of incidents), followed by altering exams (41%) and submitting falsified lab data (9%). Cheating occurred among students earning all grades in the course. When the penalties for cheating were ignored, the overall course letter-grade distributions for cheaters and non-cheaters were similar. The results indicate that cheating in introductory science classes is not as prevalent as has often been reported, and that cheating has no clear benefit in terms of percentage grades.
The Future of Student Grouping Systems in Science 14-16
Author: Rowcliffe, Stephen
Date: 2006-00-00
Type: Journal Articles
Subjects: Ability Grouping,High Schools,Science Education,Educational Practices,Educational Policy,Educational Change,Curriculum Development,Classroom Environment,Grouping (Instructional Purposes),Student Interests,Foreign Countries

Ability grouping is a contentious issue in high school science education, and one that divides teachers, parents, and policymakers alike. However, it may be that current grouping systems are founded on ideas that are failing to provide for the best interests of students at any ability level. This article aims to review current practice and its effects on student and teacher outcomes, and suggest a new direction for student grouping polices based on the ideal of &quot;science for all&quot; through curriculum reform and choice-based modular course systems. The article is based largely on the British education system.
Co-Teaching as an Approach to Enhance Science Learning and Teaching in Primary Schools
Author: Murphy, Colette
Date: 2006-00-00
Type: Journal Articles
Subjects: Team Teaching,Science Instruction,Elementary School Students,Elementary School Teachers,Student Teachers,Mentors,Supervision,Self Efficacy,Science Teachers,Teacher Educators,Tutors,Teacher Student Relationship,College Faculty,Workshops,Surveys,Teacher Role,Student Role,Gender Differences,Diaries,Student Attitudes,Foreign Countries

In this article, we explore some of the experiences of student teachers, classroom teachers, science teacher educators, and children in co-teaching contexts in primary schools. The model of co-teaching adopted enabled student teachers (science specialist), classroom teachers, and university tutors to share expertise and work as equals, without mentoring, supervision, or assessment, to affect exciting learning opportunities for the children and for each other. Co-teachers planned, taught, and evaluated lessons together, and were encouraged to experiment with different learning and teaching approaches. The opportunities for all concerned were many. Students experienced an increase in their confidence to teach, and highly valued the more equal relationships they developed with the teachers and university tutors. The tutors also appreciated the improved relationships with students, the increased dialoguing with both students and classroom teachers about science, and the opportunity to reflect more on their own practice. Classroom teachers appreciated the opportunity to reflect in diaries that they kept, and greatly valued their own increased confidence in teaching investigative science. A survey of children carried out 6 months after the student placements evidenced their improved attitudes to school science, and fewer gender differences, compared with non-project children. Co-teaching constraints included the individual concerns of some students and teachers about their respective roles. The opportunities offered by co-teaching arose from processes such as the sharing of expertise, individuals working together with the same objective of enhancing children's science learning, the participation of science teacher educators, and the science workshops that took place in the university. (This paper is a summary, and update, of Murphy, Beggs, Carlisle, &amp; Greenwood, 2004).
Levels of Enquiry
Author: Eastwell, Peter
Date: 2006-00-00
Type: Journal Articles
Subjects: Inquiry,Learning Experience,Learning Activities,Classification,Outcome Measures,Educational Practices,Science Education

Enquiry learning can produce impressive cognitive and affective outcomes. However, there are different types/levels of enquiry. This hierarchy can be used to assess the degree of enquiry of an activity, to suggest how the enquiry level of an activity might be adjusted, to design enquiry activities, and to better sequence enquiry activities during a course of study.
Connecting Inquiry and the Nature of Science
Author: Peters, Erin
Date: 2006-00-00
Type: Journal Articles
Subjects: Inquiry,Scientific Principles,Science Education,Teaching Methods,Investigations,Science Process Skills,Science Activities,Scientific Concepts,Educational Practices

Inquiry has been one of the most prominent reforms in science education. One of the goals of teaching through inquiry methods is to enable students to have experiences that are authentic to scientists' experiences. Too often, inquiry science is taught as either the &quot;scientific method&quot; or as &quot;hands-on,&quot; disconnected activities (Bybee, 2004), which is only a sliver of the continuum of experiences inquiry science offers. Quality inquiry investigations can be implemented by using the aspects of the nature of science, the inherent understanding that scientists use to generate knowledge, as a guide. Often, process skills and the nature of science are confused due to their close relationship. Process skills are necessary for inquiry science, but do not provide the underlying concepts that guide the development of scientific knowledge. The aspects of the nature of science provide the rationale for the importance of process skills and how these skills are used to develop new scientific knowledge. The research literature converges on seven aspects of the nature of science that defines science as a discipline: 1. Scientific knowledge is durable, yet tentative; 2. empirical evidence is used to support ideas in science; 3. social and historical factors play a role in the construction of scientific knowledge; 4. laws and theories play a central role in developing scientific knowledge, yet they have different functions; 5. accurate record keeping, peer review, and replication of experiments help to validate scientific ideas; 6. science is a creative endeavor; and 7. science and technology are not the same, but they impact each other (Lederman &amp; Lederman, 2005; McComas, 2005). Each aspect of the nature of science is discussed in detail, with examples demonstrating how to explicitly incorporate the nature of science into classroom inquiry investigations. Teachers can help students learn to independently monitor their own learning and think scientifically by using the nature of science as a guide for inquiry investigations.
A Writing Template for Probing Students' Geological Sense of Place
Author: Clary, Renee M.
Date: 2006-00-00
Type: Journal Articles
Subjects: Science Instruction,Geology,Earth Science,Essays,Elementary Education,Preservice Teachers,Education Majors,Student Attitudes,Student Surveys,Prior Learning,Nonmajors,Knowledge Level,Student Evaluation,Scientific Concepts

Because many incoming geoscience students did not acknowledge their previous personal encounters with the earth's geological processes or products, we developed the Geological Sense of Place (GSP) template as a convenient way to assess students' earth science backgrounds through short answer, mini-essay, and induced associative responses. The GSP was administered in introductory earth science courses for elementary education majors (n = 42, n = 56), and in a non-major introductory physical geology course (n = 148) at a large research university in Louisiana (US). Student opinions about the GSP were gathered as part of anonymous electronic surveys at the end of the semester (earth science courses, n = 45, n = 56; physical geology course, n = 134). Students reported that the GSP integrated their past life experiences with geology, and initiated geological thinking. Our research indicates that the GSP provides teachers with a standard method to ascertain students' personal geological knowledge and experiences before instruction begins, and to incorporate these experiences into the classroom. Teachers can determine the impact of instruction on knowledge integration by comparing initial GSP student responses with responses in the post-instruction section of the GSP.
Enhancing Undergraduate Critical Reading Skills in Neuroscience Using Instructor-Developed Study Guides
Author: Moraru, Andreea
Date: 2009-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Critical Reading,Reading Skills,Neurosciences,Teacher Developed Materials,Study Guides,Journal Articles,Content Analysis,Student Attitudes,Science Instruction,Foreign Countries,Questionnaires

This study proposes an innovative instructional method for enhancing critical reading skills. Students enrolled in an undergraduate neuroscience course offered at the University of Toronto Scarborough reported that they often experience difficulty in analyzing and interpreting empirical and review journal articles. Our research focuses on student attitudes and perceptions of learning following exposure to instructor-developed study aids based on course readings from various scientific journals. The results of this study can be translated across disciplines to courses that use journal articles as part of the reading requirements, and can further impact course development to better facilitate student learning.
Reassessing Possible Naturalized Ideology Regarding Science, Education, and Religion
Author: Campbell, Todd
Date: 2006-00-00
Type: Journal Articles
Subjects: Ideology,Science Education,Religion,History,Religious Factors,Scientific Principles,Science and Society,Interdisciplinary Approach,State Church Separation

This manuscript asks questions about what may be the naturalized, or taken for granted, ideologies in science education regarding religion. There have been times in history when religion has taken a dogmatic role in limiting the practices of science (e.g., the Roman Catholic Church and Galileo). This manuscript reflects on the dogmatic rule of religion and argues that now science may be in danger of imposing dogmatic ideals through reaching beyond the capacities of an empirical way of knowing. A Science, Technology, and Society (STS) approach to science teaching is considered as a possible mechanism for honoring both science and religion as valid yet different ways of knowing and better addressing students' integration of science learned in school into their everyday lives.
Increasing the Impact of Canadian Research on Teaching and Learning in Post-Secondary Education
Author: Woodhouse, Ros
Date: 2009-00-00
Type: Journal Articles
Subjects: Postsecondary Education,Research and Development,Educational Research,Instructional Improvement,Inquiry,Educational Development,Research Needs,Educational Practices,Educational Strategies,Educational History,Research Proposals,Educational Improvement,Foreign Countries

This paper builds on an inquiry process initiated during a session at the 2008 Society for Teaching and Learning in Higher Education conference. The goal was to promote scholarly research on teaching, learning, and educational development in Canadian post-secondary institutions by identifying and prioritizing research issues, and emerging collaborative strategies for inquiry into these issues. We reflect on the initial outcomes of the session and on strategies to increase the impact of research on teaching and learning in our institutions.
Learning from History: A Lesson on the Model of the Earth
Author: Liu, Shu-Chiu
Date: 2006-00-00
Type: Journal Articles
Subjects: Cartography,Science Education History,Models,Intellectual History,Classroom Techniques,Educational Practices,Astronomy,Teaching Methods,Educational Strategies,Scientific Concepts,Scientific Principles

It is suggested that historical material concerning the model of the earth be utilised in the science classroom to construct narrative explanations. The article includes the various ancient models of the earth, the discovery of the spherical earth model, and the arguments and experiments coupled with it. Its instructional gain may lie in the consequently created situations in which students are led to reflect on their own concepts/models of the subject and to appreciate the diversity in thinking about it.
Rethinking Unsupervised Summative Assessment
Author: Eastwell, Peter
Date: 2006-00-00
Type: Journal Articles
Subjects: Summative Evaluation,Science Education,Educational Practices,Learning Activities,Testing Programs,Test Bias,Testing Problems,Robustness (Statistics),Foreign Countries

Unsupervised summative assessment has become a feature of the educational landscape in various educational jurisdictions around the world, including the state of Queensland in Australia. However, I suggest it is an invalid and unnecessary practice that can impact negatively on the affect of students, call for a reconsideration of its use, and point to an improved way forward.