ethanporcaro/eric-fulltext-meta huggingface dataset:
Finnish Science Teacher Educators&apos; Opinions about the Implementation Process Related to Entrepreneurship Education
Author: Deveci, Isa
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,Entrepreneurship,Science Instruction,Teacher Education,Teacher Attitudes,Program Implementation,Opinions,Teaching Methods,Teacher Educators

The aim of this study was to examine the opinions of Finnish Science Teacher Educators (FSTEs) about the implementation process related to entrepreneurship education. The study used a phenomenological research design as one of the qualitative research approaches used to analyse the issue. Participants were purposely selected and included five FSTEs who work at a teacher training school in Finland. The study also used semi-structured interviews to determine participants' views regarding the subject matter. Findings show that FSTEs mostly benefit from the process of collaboration/teamwork in classroom activities. In addition, FSTEs refer to in classroom activities include discussion groups and talks given by entrepreneurs. FSTEs use written tests/exams as measurement and evaluation techniques in their courses. It was seen that the best-emphasised entrepreneurial characteristics to nurture in students are risk taking, brainstorming, good planning, curiosity, self-confidence and creativity. For entrepreneurship education, FSTEs consider as suitable science subjects those that contain information about electrochemical cells or batteries, human biology, the natural environment, statistics and percentages, electricity production, recycling and metals.
Exploring the Factors Related to Acceptance of Evolutionary Theory among Turkish Preservice Biology Teachers and the Relationship between Acceptance and Teaching Preference
Author: Deniz, Hasan
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Science Teachers,Biology,Preferences,Student Attitudes,Evolution,Parent Background,Educational Attainment,Correlation,Religion,Theories,Creationism,Science Instruction,Self Efficacy,Epistemology

We explored the factors related to acceptance of evolutionary theory among preservice Turkish biology teachers using multiple regression analysis and the relationship between acceptance of evolutionary theory and preference for teaching evolution using nonparametric Kruskal-Wallis test. We found that factors such as understanding of evolutionary theory, thinking dispositions, and parents' educational level were positively correlated with acceptance of evolutionary theory and the religiosity was negatively correlated with acceptance of evolutionary theory. Religiosity was the single most important factor that explained the variance in acceptance of evolutionary theory. Preservice teachers who preferred to teach evolutionary theory had significantly higher acceptance scores than preservice teachers who preferred to teach creationism.
Middle School Pre-Service Teachers&apos; Sense of Self-Efficacy in Relation to Authentic Learning Experiences
Author: Dever, Robin
Date: 2016-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Preservice Teachers,Self Efficacy,Learning Experience,Student Attitudes,Middle School Students,Partnerships in Education,College School Cooperation,School Districts,Parks,Grade 4,Science Instruction,Scientific Methodology,Field Experience Programs,Preservice Teacher Education,Teacher Education Programs

The focus of this research was to test the impact of an authentic science experience on preservice teachers' self-efficacy and their beliefs about their perceived outcomes with middle level students. Data show that there was a statistically significant decrease in the levels of self-efficacy towards teaching science and no significant change in their beliefs about having positive outcomes. Three institutions (a university, a local park district and a school district) formed a partnership with the mission of enhancing science learning for middle school students. The pre-service teachers examined artifacts discovered during an archeological dig of a chair factory and created inter-disciplinary units based on the artifacts during science methods courses. Pre-service teachers then taught these units to 4th graders, when they visited the park.
Elementary Education Majors&apos; Views on Evolution: A Comparison of Undergraduate Majors Understanding of Natural Selection and Acceptance of Evolution
Author: Hermann, Ronald S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Elementary Education,Evolution,Comparative Analysis,Undergraduate Students,Item Response Theory,Science Instruction,Scientific Concepts,Elementary School Science,Student Attitudes,Elementary School Teachers,Education Majors,Preservice Teachers

Elementary teachers play a crucial role in breaking the cycle of continued evolution controversy. They have the capacity to introduce concepts at the same time students may first encounter antievolution messages. This study compares elementary education majors' religiosity, acceptance and understanding of evolution to other majors. Results indicate that elementary education majors maintain a high level of religiosity and a significantly lower acceptance as compared to other majors not tasked with teaching evolution in America's public schools. Elementary education majors maintained levels of understanding of evolution that were not significantly higher than those not planning on teaching elementary students. Rasch analysis indicates that some elementary education majors do maintain high levels of acceptance and understanding of evolution and this particular subset of elementary teachers may be a promising way to increase evolution understanding among K-5 students.
Effects of Senior School Students&apos; Use of Demo Kit on Their Achievement in Biology in Omu-Aran, Nigeria
Author: Adeoye, Ademakinwa Gabriel
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Instruction,Biology,Secondary School Science,Science Achievement,Secondary School Students,Pretests Posttests,Control Groups,Achievement Tests,Experimental Groups

This study investigated the effects of senior secondary school students' use of demo kits on their achievement in biology in Omu-Aran, Nigeria. The study utilized a quasi-experimental design and followed the non-randomized, non-equivalent pre-test and post-test control group of 2x2x3 factorial matrix. Data was obtained from four intact classes in four purposively selected secondary schools in Omu-Aran, Kwara State, Nigeria. The research instruments - Biology Achievement Test (BAT) and demo kits were subjected to item analysis and validated by three science education experts from a university. The reliability of the BAT was determined using test re-test method while Cronbach alpha was used to analyze the resulting data. Descriptive statistics, standard deviation and mean gain scores were used to answer the three research questions while Analysis of Covariance (ANCOVA) was used to test the corresponding null hypotheses. Findings from the study revealed that there was a significant difference in the achievement of students who learned biology using demo kit and those who learned it without using demo kit since F(1, 170)= 112.48, p = 0.000; there was, however, no significant difference in the achievement of male and female students because F(1, 94)= 2.134, p = 0.147; significant difference was observed in the achievement of students in the various score levels in favour of the high scorers. Based on the findings, it was recommended, among others, that biology teachers consider exposing their students to the use of demo kits to enhance meaningful learning and retention of information by the students.
Assessment of Young Children&apos;s Letter-Sound Knowledge: Initial Validity Evidence for Letter-Sound Short Forms
Author: Piasta, Shayne B.
Date: 2018-09-00
Type: Journal Articles
Subjects: Phoneme Grapheme Correspondence,Preschool Children,Progress Monitoring,Test Validity,Verbal Tests,Emergent Literacy,Predictive Validity,School Readiness,Kindergarten

The Letter-Sound Short Forms (LSSFs) were designed to meet criteria for effective progress monitoring tools by exhibiting strong psychometrics, offering multiple equivalent forms, and being brief and easy to administer and score. The present study expands available psychometric information for the LSSFs by providing an initial examination of their validity in assessing young children's emerging letter-sound knowledge. In a sample of 998 preschool-aged children, the LSSFs were sensitive to change over time, showed strong concurrent validity with established letter-sound knowledge and related emergent literacy measures, and demonstrated predictive validity with emergent literacy measures. The LSSFs also predicted kindergarten readiness scores available for a subsample of children. These findings have implications for using the LSSFs to monitor children's alphabet knowledge acquisition and to support differentiated early alphabet instruction.
Initial Validation of the Social Emotional Distress Survey--Secondary to Support Complete Mental Health Screening
Author: Dowdy, Erin
Date: 2018-09-00
Type: Journal Articles
Subjects: Test Validity,Screening Tests,Mental Health,Well Being,Psychological Patterns,Measurement Techniques,High School Students,Anxiety,Depression (Psychology),Life Satisfaction,Factor Structure,Goodness of Fit,Symptoms (Individual Disorders),Student Surveys

Contemporary mental health assessment conceptualizations focus on both well-being and distress. This study presents initial validation information for the &quot;Social Emotional Distress Survey--Secondary&quot; (SEDS-S), which was designed for school-based complete mental health screening that employs brief self-report measures of well-being and distress. The SEDS-S structure was investigated using two independent samples of U.S. high school students (N = 3,780). Findings from exploratory and confirmatory factor analyses suggested a one-factor model of distress with good model fit. Path analyses revealed significant positive relations of the SEDS-S distress factor with symptoms of anxiety and depression, and a significant negative relation with life satisfaction and strengths scores. Future research directions and use in school-based screening applications are discussed. [For the corresponding grantee submission, see ED585101.]
The Integration of Science-Technology-Society/Science-Technology-Society- Environment and Socio-Scientific-Issues for Effective Science Education and Science Teaching
Author: Chowdhury, Mohammad Anisuzzaman
Date: 2016-00-00
Type: Journal Articles
Subjects: Science and Society,Science Education,Social Values,Ethics,Influence of Technology,Technological Advancement,Social Problems,Science Curriculum,Teaching Methods

This article explores Science-Technology-Society (STS), Science-Technology-Society-Environment (STSE) and Socio-Scientific-Issues (SSI) in science education, and critically examines their contributions to science education and science teaching, and how they are underpinning values and ethics in society. The article presents rationales for the integration of STS/STSE and SSI education under a unified platform which can deliver an enriched, powerful, and organised pedagogy, and can be well accepted for the advancement of science education and science teaching. The benefits, projected outcomes and implicated issues surround the integration of STS/STSE and SSI are discussed. The STS/STSE and SSI integrated approach may effectively contribute to the development of scientific and technological literacies, and provide an impetus for the re-emergence of values in science education; foster values and ethics in students' minds, and benefit the societies.
Attempting to Make Place-Based Pedagogy on Environmental Sustainability Integral to Teaching and Learning in Middle School: An Instrumental Case Study
Author: Buck, Gayle Anne
Date: 2016-00-00
Type: Journal Articles
Subjects: Place Based Education,Environmental Education,Student Motivation,Sustainability,Teaching Methods,Water Quality,Local Issues,Middle School Teachers,Case Studies

Local environmental topics can serve to motivate and empower students to change their behavior and take action for sustainable practices. In order to better support middle level teachers as they incorporate such topics into their professional practice, we sought to enhance our own understanding of their classroom-based experiences. In light of this, we conducted this study on a middle level teacher as she attempted to integrate place-based pedagogy on environmental sustainability into her science curriculum. The guiding questions of the study were: a) What student experiences emerged as a result of the teacher's implementation of the curriculum?, and b) What beliefs, understandings and practices emerged for the teacher as a result of the experiences? Data sources included interviews, observations and written documents. The findings revealed that the teacher's efforts to connect the instruction to a local issue of water quality led to student engagement and an eagerness on the part of the students to share what they did with others. Unfortunately, several aspects of the teacher's efforts did not successfully lead to greater student understanding of content and multiple viewpoints on local issues. The results extend current understandings of how to support middle level teachers in the development, enactment, and refinement of place-based pedagogy on environmental sustainability.
Undergraduate Teaching Assistant Impact on Student Academic Achievement
Author: Philipp, Stephanie B.
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Teaching Assistants,Academic Achievement,Introductory Courses,Chemistry,Science Education,Engineering Education,Majors (Students),Grade Point Average,Scores,Academic Persistence,STEM Education

This study evaluated the impact that trained and supported undergraduate teaching assistants (UTAs) may have had on the academic achievement of students in the first semester of an introductory chemistry course for science and engineering majors. Framed by the concepts of Lave and Wenger's Community of Practice and Wheeler, Martin and Suls' Proxy Model of Social Comparison , the study used an untreated control group with dependent post-test only design. Covariates related to student academic achievement and contextual variables were also collected and used to build models for the final exam core outcome variable. Hierarchical linear models indicated that having a UTA gave students with above-average college GPA a statistically significant boost on final exam score. More importantly, having a UTA was associated with persistence into the next course in the two-semester introductory chemistry sequence, regardless of academic achievement.
Deep Conceptual Learning in Science and Mathematics: Perspectives of Teachers and Administrators
Author: Rillero, Peter
Date: 2016-00-00
Type: Journal Articles
Subjects: Science Instruction,Mathematics Instruction,Teaching Methods,Critical Thinking,Learner Engagement,Teacher Attitudes,Administrator Attitudes,Common Core State Standards,Faculty Development,Middle School Teachers,Secondary School Teachers

Research suggests deep conceptual learning (DCL) is distinctly different than surface learning. Deep conceptual learners tend to think, discuss, and question more, seeking to understand rather than only memorize. A commonality of the Common Core standards in mathematics and the Next Generation Science Standards is greater focus on depth by rejecting superficial survey curricula. These new approaches will require teacher professional development. The Interconnected Model of Teacher Professional Growth describes domains influencing teacher enactment of new initiatives. Information about teachers and administrators' Personal Domains and Domains of Practice were gathered and analyzed through an adaptive questionnaire on mathematics and science education at the middle school and high school levels. Questionnaire items included the extent to which DCL methods are put into practice, the perceived importance of DCL, the status of DCL in schools, and which instructional methods embody DCL. Survey results (N= 425) indicate respondents believe that DCL is very important for preparing students for careers and college. Both administrators and teachers generally believe that DCL is very important for mastering the new standards and there was strong agreement that (a) the learning environment influences student DCL behaviors and (b) DCLs are more likely to become lifelong learners.
Bringing Space Science down to Earth for Preservice Elementary Teachers
Author: Ivey, Toni A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Space Sciences,Earth Science,Preservice Teachers,Elementary School Teachers,STEM Education,Career Awareness,Middle School Students,Science Teachers,Science Instruction,Illustrations,Portraiture,Freehand Drawing,College School Cooperation

This article reports on a collaborative enterprise between Oklahoma State University's (OSU) NASA Education Projects and OSU's College of Education preservice elementary teachers (PSTs) to engage approximately 400 middle school students for a 20-minute live downlink with Commander Kevin Ford from the International Space Station (ISS). NASA supports this opportunity through a competitive proposal process (National Aeronautics and Space Administration, 2014). The project's theme, &quot;Pioneers in Space: STEM Careers on the Space Frontier,&quot; engaged both PSTs and middle school students in discussing the benefits of space research, while drawing on themes relevant to students' regional history. PSTs prepared Pioneers in Space instructional units and led classroom activities linking 6th grade state science standards. The desired outcome was to promote a greater understanding of how space exploration benefits society and contributes to STEM innovations. This paper reports on how curriculum design and leadership experiences in space education and outreach impacted the PST participants.
Preparing Scientifically Literate Citizens: Pre-Service Teacher Candidates&apos; Use of Normative and Logical Thinking for Critically Examining News-Media
Author: Toth, Eva Erdosne
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,News Reporting,Logical Thinking,Scientific Literacy,Interdisciplinary Approach,Thinking Skills,Information Sources,Science Education,STEM Education,Elementary School Teachers,Evidence Based Practice,Media Literacy,Teacher Education Programs

Scientifically literate citizens are able to evaluate news reports on everyday problems with a critical stance to information, which means using both value and norm-based as well as evidence and logic based thinking. Developing a critical stance towards information in the news media, requires familiarity with a complex set of interdisciplinary skills, currently examined by standards in separate content domains. Therefore, our current schooling is limited in preparing future citizens for the combination of multiple skills and both value-based and logic-focused thinking processes. Using an exploratory, descriptive design, this study documented 14 pre-service elementary teacher candidates' critical examination of news media reports as they developed arguments about the use products from Science, Technology Engineering and Mathematics (STEM) discoveries in response to dire human need. The results indicated candidates' difficulties in combining logic focused thinking and the use of factual, &quot;hard&quot; evidence with personal perspectives based on personal values and norms. As a result their integration of evidence to develop well-supported arguments for civic action was limited. The findings suggest the need for additional studies on the evidence-interpretation processes of pre-service teacher candidates. By better understanding the argument and reasoning processes of teacher candidates, we can improve the preparation of our citizens for evidence-based civic action based on news-media reports.
Food Appraisal: Discussing Healthy Diet and Eating in Elementary Science
Author: Oliveira, Alandeom
Date: 2015-00-00
Type: Journal Articles
Subjects: Food,Elementary School Science,Primary Education,Elementary School Students,Kindergarten,Grade 1,Eating Habits,Dietetics,Science Instruction,Cultural Influences,Grade 4,Nutrition,Discussion (Teaching Technique),Socialization,Grade 5

Food constitutes an important pedagogical component of elementary science, yet research on how to approach this topic is scarce. The present study attends to this issue by exploring &quot;food appraisal&quot; (dialogic sense-making wherein elementary teachers and students orally evaluate particular types of foods and eating habits) during science read-alouds. Our discourse analysis revealed varied forms of food appraisal across different elementary grade levels. In two primary classrooms (grades K-1), discussions entailed qualitative forms of food appraisal, namely affective appreciation (evaluation of food in terms of gustatory pleasure) and cultural appreciation (evaluation of food in terms of American traditions such as making jack-o'-lanterns). In contrast, food discussion at a fourth-grade classroom involved nutritional appreciation (quantitative evaluation of food on nutritional grounds and calorimetric needs). Our findings underscore the many pedagogical benefits and potential challenges of engaging students in talk about food in the science classroom. Classroom discussion about food provides elementary teachers with a unique opportunity to engage children in science but can also disempower students and reinforce problematic cultural ideologies. Awareness of such potential complications can help elementary teachers more effectively promote student health and empowerment through science.
Developing an Educational Tool to Model Food Chains
Author: Biffi, Daniella
Date: 2016-00-00
Type: Journal Articles
Subjects: Science Education,Science Process Skills,Scientific Concepts,Educational Change,Models,Food,Marine Biology,Elementary School Science,Educational Games,Grade 4,Grade 5,Teaching Methods,Secondary School Science,Biology,High Schools,Student Attitudes,College Faculty,Graduate Students,Science Teachers,Secondary School Teachers

The &quot;Framework for K-12 Science Education&quot; (NRC, 2012) and &quot;Next Generation Science Standards&quot; (NGSS Lead States, 2013) stress that in addition to disciplinary core ideas (content), students need to engage in the practices of science and develop an understanding of the crosscutting concepts such as cause and effect, systems, and scientific modeling. In response to these reform suggestions we developed an educational tool to be used to help teach students about models and the marine food chain. Our research was the validation of the tool as a legitimate instructional device. The research reported here outlines the process and provides science teacher and science teachers educators with an alternative for teaching this topic.