ethanporcaro/eric-fulltext-meta huggingface dataset:
A Study of the Information Search Behaviour of the Millennial Generation
Author: Taylor, Arthur
Date: 2012-03-00
Type: Journal Articles
Subjects: Age Groups,Generational Differences,Influence of Technology,Validity,Research Projects,Search Strategies,Longitudinal Studies,Undergraduate Students,Statistical Analysis,Statistical Significance,Internet,Information Literacy,Student Attitudes

Introduction: Members of the millennial generation (born after 1982) have come of age in a society infused with technology and information. It is unclear how they determine the validity of information gathered, or whether or not validity is even a concern. Previous information search models based on mediated searches with different age groups may not adequately describe the search behaviours of this generation. Method: The longitudinal study discussed here examined the information behaviour of undergraduate college students who were members of the millennial generation. Data were collected from the students using surveys throughout an information search process as part of an assigned research project. Analysis: Quantitative analysis was carried out on the data, which related to 80 individual subjects and evaluation of 758 documents. Results: Statistically significant findings suggest that millennial generation Web searchers proceed erratically through an information search process, make only a limited attempt to evaluate the quality or validity of information gathered, and may perform some level of &quot;backfilling&quot; or adding sources to a research project before final submission of the work. Conclusions: These findings indicate that the search behaviour of millennial generation searchers may be problematic. Existing search models are appropriate; it is the execution of the model by the searcher within the context of the search environment that is at issue. (Contains 10 tables and 4 figures.)
Teaching the Fundamentals of Biological Research with Primary Literature: Learning from the Discovery of the Gastric Proton Pump
Author: Zhu, Lixin
Date: 2011-12-00
Type: Journal Articles
Subjects: Classroom Techniques,Lecture Method,College Students,College Science,Scientific Research,Science Education,Scientific Concepts,Science Equipment,Biology,Universities

For the purpose of teaching collegians the fundamentals of biological research, literature explaining the discovery of the gastric proton pump was presented in a 50-min lecture. The presentation included detailed information pertaining to the discovery process. This study was chosen because it demonstrates the importance of having a broad range of knowledge, performing technique with precision, and thinking creatively, in the context of an interesting story about an enzyme which is important in our daily lives. Kasbekar and Durbin were the first team that tried to purify a gastric proton pump for characterization. They isolated the wrong ATPase because of inaccurate technique. Forte et al. improved the technique and isolated the gastric proton pumps. More importantly, for the first time Forte et al. demonstrated that the proton pump is a potassium ion dependent ATPase, or H[superscript +],K[superscript +]-ATPase. The primary literature used here served as a valuable tool to demystify both the process of formulating a testable hypothesis and the pathway for a scientific discovery. (Contains 2 figures and 1 table.)
A Vodcasted, Cross-Disciplinary, Behavioral Neuroscience Laboratory Exercise Investigating the Effects of Methamphetamine on Aggression
Author: Shanks, Ryan A.
Date: 2011-12-00
Type: Journal Articles
Subjects: Video Technology,Hands on Science,Laboratories,Internet,Experiments,Science Activities,Interdisciplinary Approach,Science Experiments,Behavioral Science Research,Aggression,Drug Use

This article describes a laboratory experience utilizing videos to engage students in hypothesis-driven experimentation in behavioral neuroscience. It provides students with an opportunity to investigate the effects of chronic methamphetamine exposure on aggression in adult mice using a resident-intruder paradigm. Instructors and students only need Internet access to run this lab, which makes it accessible to most institutions, regardless of their facilities or resources necessary to conduct behavioral neuropsychopharmacology experiments. The laboratory experience described here provides instruction and hands-on experience with: 1) developing hypotheses and methodology to test these hypotheses; 2) operationalizing constructs and developing behavioral coding criteria; 3) collecting, analyzing, interpreting, and graphically displaying primary, behavioral data; and 4) working with complex, interdisciplinary ideas. Students who engaged in this laboratory experience demonstrated self-reported learning gains in course-specific outcomes, general and conceptual science learning, and the use of animal models in scientific experimentation. (Contains 2 figures and 2 tables.)
Organizing a Campus Activity: An Alternative Learning Approach
Author: Bee, Mary Tracy
Date: 2011-12-00
Type: Journal Articles
Subjects: Learner Engagement,College Students,Teaching Styles,Student Organizations,State Agencies,Teaching Methods,Ecology,Chemistry,Ethics,Interdisciplinary Approach,Universities,Biological Sciences,Science Education

Alternative teaching styles provide a unique and rewarding approach to reinforcing student knowledge and developing social skills. An approach that we implemented required students from the ecology class to organize and present information at the university-wide Earth Day celebration and exposition. In addition to the informational and research posters presented by the ecology class, the exposition included displays by local environmental groups, local and state agencies, student organizations on campus, research groups from the chemistry department, and an ethics class. We found that the level of student engagement far exceeded our expectations and that the students felt they had made a significant impact on the community. We highly recommend this approach to other faculty. (Contains 1 table.)
Classroom Modified Split-Root Technique and Its Application in a Plant Habitat Selection Experiment at the College Level
Author: Elliott, Shannon S.
Date: 2011-12-00
Type: Journal Articles
Subjects: Competition,Laboratories,Science Process Skills,Botany,Undergraduate Students,Higher Education,Science Education,College Science,Science Instruction,Universities

The split-root technique produces a plant with two equal root masses. Traditionally, the two root masses of the single plant are cultivated in adjacent pots with or without roots from competitors for the purpose of elucidating habitat preferences. We have tailored this technology for the classroom, adjusting protocols to match resources and time periods characteristic of undergraduate teaching laboratories. Our classroom modified split-root technique is presented here through detailed instructions as part of an eight-week college laboratory experience. Adapted from the literature on root competition, this exercise also enables students to determine how Sugar Ann English pea plants allocate their root masses when experiencing competition, and more specifically, the applicable habitat selection model. This novel laboratory experience offers hands-on activities for students to learn more about the structure and development of roots, root competition, the crucial role of roots in plant survival, and plant cultivation. (Contains 4 figures and 1 table.)
Higher Education Faculty versus High School Teacher: Does Pedagogical Preparation Make a Difference?
Author: Jensen, Jamie L.
Date: 2011-12-00
Type: Journal Articles
Subjects: Secondary School Teachers,Teaching Methods,Biology,Science Education,Biological Sciences,Comparative Analysis,College Faculty,Higher Education

Higher education faculty are not held to the same standard of pedagogical preparation as primary and secondary teachers. This perspectives essay points out the difference in pedagogical preparations between higher education faculty and high school teachers. The essay highlights research indicating the importance of pedagogical training, offers suggestions on how to improve higher education teaching practices, and lists valuable teaching and assessment resources. Lastly, the essay encourages higher education faculty to seek pedagogical training and expend the necessary effort to become more effective instructors. (Contains 3 tables.)
Field Research Studying Whales in an Undergraduate Animal Behavior Laboratory
Author: MacLaren, R. David
Date: 2012-05-00
Type: Journal Articles
Subjects: Animals,Field Studies,Achievement Tests,Animal Behavior,Laboratories,Ecology,Science Instruction,Undergraduate Students,Data Collection,Scientific Research,College Science,Science Education,Biological Sciences,Identification

This work describes a new field research laboratory in an undergraduate animal behavior course involving the study of whale behavior, ecology and conservation in partnership with a non-profit research organization--the Blue Ocean Society for Marine Conservation (BOS). The project involves two weeks of training and five weekend trips on whale watch vessels to the Jeffreys Ledge region of the Gulf of Maine to collect behavioral data, and to track and individually identify humpback and fin whales as well as document the presence and behavior of other marine mammals and seabirds. Students learn to use an ethogram of whale behaviors as well as methodology related to individual identification in the field. Students work with BOS scientists, using the BOS field research protocol described herein. In conjunction with the project, students keep a journal, pass data collection and ethogram proficiency tests, and complete data sheets associated with each trip. The project has been very successful, providing students with exposure to multiple scientific skills, and emphasizing competencies over content. We hope it may serve to inspire the development of similar partnerships and/or quantitative field studies in other more practical species. (Contains 3 figures and 3 tables.)
Experimental Analysis of Cell Function Using Cytoplasmic Streaming
Author: Janssens, Peter
Date: 2012-05-00
Type: Journal Articles
Subjects: Biology,Science Education,Laboratories,Data Analysis,Universities,College Freshmen,College Science,Scientific Research,Biological Sciences,Statistical Analysis,Laboratory Experiments,Science Equipment

This laboratory exercise investigates the phenomenon of cytoplasmic streaming in the fresh water alga "Nitella". Students use the fungal toxin cytochalasin D, an inhibitor of actin polymerization, to investigate the mechanism of streaming. Students use simple statistical methods to analyze their data. Typical student data are provided. (Contains 3 figures.)
In Darwin's Footsteps: An On and Off-Campus Approach to Teaching Evolutionary Theory and Animal Behavior
Author: Gillie, Lynn
Date: 2012-05-00
Type: Journal Articles
Subjects: Majors (Students),Evolution,Animals,Animal Behavior,Ecology,Foreign Countries,Teaching Methods,Biology,Science Education,Undergraduate Students,Science Instruction

The study of evolutionary theory and fieldwork in animal behavior is enriched when students leave the classroom so they may test their abilities to think and act like scientists. This article describes a course on evolutionary theory and animal behavior that blended on campus learning with field experience in the United States and in Ecuador and the Galapagos Islands. The on-campus portion of the course covered Darwin's life and travels, evolutionary theory, natural history of the Galapagos Islands, and field ecology techniques. The travel component was a two-week excursion where the students studied the ecology of the islands directly. Unlike other courses described in the literature, this one was offered to science and non-science majors alike, demonstrating the benefits of offering these kinds of learning experiences to a wide variety of undergraduates. Logistics with regard to planning for the course are discussed in detail, as are important elements to consider when taking students to South America. Considering the many benefits to students and faculty alike, this is an innovative and highly stimulating way to teach science. (Contains 4 tables.)
Using Stable Isotopes of Carbon and Nitrogen to Evaluate Trophic Interactions in Aquatic Environments
Author: Christensen, David R.
Date: 2012-05-00
Type: Journal Articles
Subjects: Animals,Honors Curriculum,Ecology,Biology,Foreign Countries,Thinking Skills,Biological Sciences,Science Education,Higher Education,Laboratories,Interdisciplinary Approach,College Science,Undergraduate Students

This paper describes a series of laboratory exercises for upper level biology courses, independent research and/or honors programs. Students sampled fish from a local water body with the assistance of a local fish and wildlife agency. Tissue samples from collected fish were utilized to obtain estimates of the stable isotopes delta[superscript 13]C and delta[superscript 15]N. An open-source mass balance model was utilized to estimate fish diets from isotope values. Isotopes were also used to measure trophic position (TP) and evaluate dietary niche overlap between native and introduced species. It was found that delta[superscript 15]N concentrations increased with each trophic level starting with benthic algae (lowest) to omnivores, then primary carnivores and ultimately piscivores (highest). Estimates of delta[superscript 13]C suggested all collected taxa utilized littoral habitats for feeding purposes. Native chain pickerel (&quot;Esox niger&quot;) had the highest delta[superscript 15]N and TP estimates at 14.4 and 4.11, respectively. Nonnative largemouth bass (&quot;Micropterus salmoides&quot;) delta[superscript 15]N and TP estimates were 13.56 and 3.86, respectively. Model estimates suggested that chain pickerel and largemouth bass diets were partitioned: pickerel consumed only fish and bass consumed principally invertebrates with some intermittent fish contributions. This lab helped integrate multiple disciplines, provide practical experience, and encourage critical-thinking skills while educating students about trophic ecology. (Contains 4 figures and 1 table.)
Is the Second Time the Charm? Investigating Trends in Online Re-Enrollment, Retention and Success
Author: Hachey, Alyse C.
Date: 2012-01-00
Type: Journal Articles
Subjects: Electronic Learning,Investigations,Online Courses,Program Effectiveness,Teaching Methods,Trend Analysis,Academic Persistence,Educational Experience,Performance Factors,Intermode Differences,Institutional Research,Enrollment Influences,Enrollment Trends,Delivery Systems,Dropout Rate,Predictor Variables

Online education is becoming an increasingly important component of higher education. The Sloan Foundation 2010 Survey of Online Learning reports that more than 30% of all students take at least one online course during their college career. Because of this, attention is now turning to the quality of student outcomes that this instructional method provides. However, there is a huge gap in empirical investigations devoted to the link between technology and performance indicators such as grade performance, re-enrollment and course completion (Nora &amp; Plazas Snyder, 2008). This study found that prior online course experience is strongly correlated with future online course success. In fact, knowing a student's prior online course success explains 13.2% of the variation in retention and 24.8% of the variation in online success in our sample, a large effect size. Students who have not successfully completed any previous online courses have very low success and retention rates, and students who have successfully completed all prior online courses have fairly high success and retention rates. Therefore, this study suggests that additional support services need to be provided to previously unsuccessful online learners, while students who succeed online should be encouraged to enroll in additional online courses in order to increase retention and success rates in online learning. (Contains 3 figures, 13 tables, and 1 footnote.)
Can You Hear Me Now? Assessing Students' Classroom Communication Preferences via a Telephone Conference Activity
Author: Heilmann, Sharon G.
Date: 2012-01-00
Type: Journal Articles
Subjects: Feedback (Response),Cues,Speech Communication,Classroom Communication,Teaching Methods,Preferences,Teleconferencing,Synchronous Communication,Learning Activities,Delivery Systems,Business Education,Intermode Differences,Instructional Effectiveness,Teamwork,Time Factors (Learning),Participant Satisfaction,Student Attitudes,Student Surveys

Telephone conference presentation delivery was compared to face-to-face classroom delivery in an undergraduate business course setting to assess whether concern over presenting in front of the class and/or gender impacted presentation mode preference. After completing a classroom exercise, students (n = 102) were surveyed and asked to compare delivery methods from two courses, one requiring a telephone conference and the other requiring a face-to-face classroom presentation, in terms of perceived effectiveness, feedback, teamwork, instructor cues, preparation time, and overall comfort. Independent sample t-test results indicated respondents who worried about presenting in front of the class believed the telephone conference format required more attention to verbal presentation quality, and they also worried more about presenting in the telephone conference format than respondents who did not worry about presenting in front of the class. In terms of gender, female respondents indicated more attention to visual aid was required during the teleconference format, believed the teleconference presentation format allowed for the same opportunity for feedback from the instructor as the formal presentation, were more likely to indicate they were concerned about speaking in front of the classroom during formal presentations, and were also more concerned about speaking during the teleconference than male respondents. Overall, results indicated the teleconference activity was perceived to be a practical alternative to the traditional face-to-face delivery method; however, females' perceptions of discomfort across both delivery formats warrant further study. (Contains 3 tables.)
The Influence of Neurobiology on Lifelong Ecological Literacy and Ecological Consciousness
Author: Puk, Tom
Date: 2012-01-00
Type: Journal Articles
Subjects: Ecology,Brain,Cognitive Development,Science Education,Teaching Methods,Neurology,Biology,Teacher Educators,Scientific Concepts,Research,Conservation (Environment),Child Development,Adults,Elementary Secondary Education,Adult Education

Since WW2, degradation of our global natural systems has been on the increase. Much of this degradation has been communicated to the general public via mainstream media and yet human behaviours do not seem to have changed significantly as a result. It is argued in this paper that the manner in which our brains and minds work, in particular in regard to the "neuroplasticity" of the brain's pathways, may contribute to this lack of changed behaviour. Current research on neuroplasticity and more generally neuroconstructivism is examined. It is then postulated that we can take advantage of what might appear to be a limitation of neurobiology by a/ helping the developing mind create meta-values such as "having a positive regard towards natural systems" that would then be defended by the adult brain and b/ applying the concept of embodiment during instruction. This paper will provide a growth sequence for lifelong ecological consciousness that incorporates the manifestations of neurobiology as well as current research involving nature-embedded, embodied experience. This growth sequence will provide educators at all levels (i.e. lifelong) with an enriched framework that will assist the learner at various stages of life in becoming a more ecologically discerning global citizen. The implication for educators is that we need to understand how each stage of life (i.e. early childhood to adult) is interdependent on preceding stages and interconnected with all stages as opposed to focussing only on individual stages of cognitive development. (Contains 1 figure.)
Using fMRI to Study Conceptual Change: Why and How?
Author: Masson, Steve
Date: 2012-01-00
Type: Journal Articles
Subjects: Educational Research,Neurology,Brain,Science Education,Scientific Research,Identification,Visual Stimuli,Epistemology,Literature Reviews,Scientific Concepts,Diagnostic Tests,Technology,Research Methodology,Task Analysis,Cognitive Processes,Undergraduate Students,Physics

Although the use of brain imaging techniques, such as functional magnetic resonance imaging (fMRI) is increasingly common in educational research, only a few studies regarding science learning have so far taken advantage of this technology. This paper aims to facilitate the design and implementation of brain imaging studies relating to science learning by presenting the epistemological and methodological framework of an ongoing fMRI study trying to identify brain mechanisms related to conceptual change in electrical concepts. To achieve this goal, we propose a review of literature, in the first part of this paper, to explain why we choose to study conceptual change using fMRI. In the second part, we present the methodology of an ongoing study to show how brain imaging can be applied in science education research. (Contains 1 figure.)
Educational Neuroscience: Neuroethical Considerations
Author: Lalancette, Helene
Date: 2012-01-00
Type: Journal Articles
Subjects: Research Design,Neurology,Educational Practices,Ethics,Brain,Investigations,Cognitive Processes,Executive Function,Science Education,Drug Therapy,Learning,Teachers,Models,Elementary Secondary Education,Higher Education,Preschool Education

Research design and methods in educational neuroscience involve using neuroscientific tools such as brain image technologies to investigate cognitive functions and inform educational practices. The ethical challenges raised by research in social neuroscience have become the focus of neuroethics, a sub-discipline of bioethics. More specifically here, we give an overview of neuroethical issues arising from brain imaging studies and neuropharmacology in education, from neuromyths to potential stigmatization of learners, and discuss the relevance of establishing the field of educational neuroethics. We argue that by integrating ethical positions to research design and methods in educational neuroscience, it would become possible to contextualize results and the diffusion of results, which in turn insure better credibility among the wide variety of stakeholders to new knowledge emerging from   educational neuroscience.