ethanporcaro/eric-fulltext-meta huggingface dataset:
Seeing Mathematics through a New Lens: Using Photos in the Mathematics Classroom
Author: Bragg, Leicha A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Mathematics,Word Problems (Mathematics),Problem Solving,Teaching Methods,Problem Based Learning,Photography,Discovery Learning,Questioning Techniques

In this article, the authors present an approach to developing open-ended problems through capturing contextualised mathematics in photographs. They draw upon their research with the Problem Posing Research Project, a collaborative venture between an Australian and a Canadian university to broaden pre-service teachers pedagogical practices in the development of problem posing (see Bragg &amp; Nicol, 2008; Nicol &amp; Bragg, 2009). Based on their research findings and their personal engagement with open-ended problem photos, the authors argue that while the process of developing open-ended problem photos is not without its challenges, it can ultimately enhance an educator's ability to connect with mathematics in ways that open possibilities for seeing mathematics differently. They contend that through creating open-ended problem photos, teachers and students will see mathematics through a new lens. (Contains 4 figures.)
Web-Based Mathematics: Some "Dos" and "Don'ts"
Author: Loong, Esther Yook-Kin
Date: 2011-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Internet,Technology Uses in Education,Case Studies,Teacher Effectiveness,Learner Engagement,Concept Mapping,Knowledge Representation,Grade 8,Expertise,Technical Support

This case study describes an "out of field" teacher's use of the Internet to teach a range of mathematical topics in a modified Year 8 mathematics class. It highlights the importance of three factors for implementing a discernible web-based teaching strategy: appropriate choice of web objects, effective "virtual" pedagogy, and technical support and expertise. Based on these findings, a framework is suggested for constructing an effective teaching strategy to support the use of virtual resources in the actual mathematics classroom. (Contains 4 figures.)
The Sample Space: One of Many Ways to Partition the Set of All Possible Outcomes
Author: Chernoff, Egan J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Secondary School Mathematics,Mathematics Education,Probability,Thinking Skills,Problem Solving,Mathematics Instruction,Mathematical Concepts,Statistical Analysis,Classroom Communication,Experiments

In this article, the authors discuss how acknowledging and embracing that the sample space is one of many ways to partition the set of all possible outcomes impacts the teaching and learning of sample space and probability. After recounting an exchange surrounding two viable answers to a probability question, the authors detail how developments arising from mathematics education research investigating the partitioning of all possible outcomes can be integrated into the mathematics classroom. As a result, they present a unique perspective to normatively incorrect responses.
A Fool and His Money Are Soon Parted
Author: Manuel, Kate
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Education,Money Management,Knowledge Level,Consumer Education,Decision Making,Curriculum Development,Relevance (Education),Elementary Secondary Education

There is persistent evidence of poor levels of financial literacy in a number of sectors of the Australian community. Young people, in particular, tend to fare badly in studies of financial literacy levels. A recent study commissioned by the Commonwealth Bank Foundation found that 16-25 year-olds constitute 42% of the bottom quartile, and only 4% of the top quartile in  terms of their financial literacy (Commonwealth Bank Foundation, 2010). Yet it is this age group whose financial literacy skills can potentially be influenced through school education. It is not surprising that schooling is seen as an essential contributor to financial literacy levels, and that, given this evidence, more needs to be done. The advent of the &quot;Australian Curriculum&quot; creates an opportunity to meet the important challenge of lifting young people's financial literacy levels and mathematics can play a key role. The &quot;Australian Curriculum: Mathematics&quot; provides a platform to contribute significantly to the improvement of consumer and financial literacy levels among young people through the teaching and learning of mathematics. It will do this in two ways. Firstly, and most critically, it will ensure that key aspects of financial mathematics are taught. Secondly, by using financial contexts, it will enable effective learning of other mathematics in the curriculum. Mathematics embedded in the richness of financial contexts also helps build students' ability to &quot;think and do&quot; mathematically and strengthen their abilities in the broader General Capabilities. (Contains 1 table and 4 footnotes.)
Excellent Educators
Author: Fingal, Diana
Date: 2011-00-00
Type: Journal Articles
Subjects: Recognition (Achievement),Teachers,Awards,Technology Uses in Education,Professional Recognition,Professional Associations,Technology Integration,Educational Technology

International Society for Technology in Education's award winners exemplify what it means to be innovative, engaging, and connected. It is not difficult to find excellent educators among ISTE's membership. After all, people who join ISTE tend to be some of the most innovative teachers in the world. What is difficult is selecting the best from the vast pool of teachers, technology coordinators, administrators, library media specialists, and teachers in training. Each year dozens of judges are charged with that task--poring through scads of award applications and selecting those who rise above the rest. In this article, the author introduces the best of ISTE and shares what makes them great, because learning from each other is the ISTE way.
Three R's for Digital Coaching and Assessment
Author: Halter, Andrew
Date: 2011-00-00
Type: Journal Articles
Subjects: High Schools,Technology Integration,Educational Technology,Teaching Methods,Evaluation,Technology Uses in Education,Accountability,Scoring Rubrics

Hampton High School, located 10 miles north of Pittsburgh, Pennsylvania, serves 1,100 students in grades 9-12. The school district has a strong academic tradition, and more than 90% of graduates continue their education. For four consecutive years, Hampton has been ranked among the top 6% of the nation's high schools by &quot;Newsweek&quot; magazine and was awarded a &quot;silver&quot; ranking by &quot;US News &amp; World Report&quot; for three consecutive years, marking it among the top 3% of U.S. high schools. In this article, the author discusses how Hampton High School and the district has made tremendous strides in technology integration. While the school continues to strive to improve instructional practice, a full-time instructional coach and a building-wide focus on assessment are helping the district move forward with embedded professional support and a common vision. (Contains 8 online resources.)
It's in the Bag: Digital Backpacks for Project-Based Learning
Author: Basham, James D.
Date: 2011-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Technology Integration,Problem Based Learning,Active Learning,Instructional Materials,Educational Technology,Teaching Methods,Technology Uses in Education

When it comes to technology, many schools know what they want. They want targeted and scalable solutions that enhance learning and meet the NETS.S. And the teachers in those schools want simple, strategic instructional frameworks for developing their students' basic and digital age skills while meeting diverse learning needs. But as many technology integration specialists know, satisfying all those wants in every lesson is no easy task. The authors partnered with the National Underground Railroad Freedom Center and Apple to develop a toolkit that is simple, scalable, effective, and even portable. They call it the digital backpack. A digital backpack is just what it sounds like: an actual knapsack that contains an array of digital and hardware tools, resources, and instructional materials handpicked to engage learners in project- or problem-based learning (PBL) experiences. The authors discuss how they have designed digital backpacks for specific projects and challenges as well as for projects in particular curriculum areas. (Contains 5 online resources.)
HIV/AIDS among American Indians/Alaska Natives Living in Montana: A Descriptive Study
Author: Sondag, K. Ann
Date: 2011-00-00
Type: Journal Articles
Subjects: Acquired Immunodeficiency Syndrome (AIDS),American Indians,Alaska Natives,Testing,Epidemiology,Barriers,Diagnostic Tests,Risk,Health Behavior,Fear,Whites,Incentives,Contraception,Comparative Analysis

This study examined the epidemiology of HIV among AI/ANs in Montana. Barriers to HIV testing and motivations to test also were explored. Analysis of data revealed that there were no significant changes in regard to HIV/AIDS case rates, demographic characteristics, or risk behaviors of AI/ANs infected with HIV/AIDS since reporting began in 1985. Barriers to testing included low perception of risk and fear of people finding out about the test. Despite major barriers to testing identified in this study, AI/ANs appeared to be testing at a higher rate than Whites. (Contains 4 tables and 1 figure.)
Does Pedometer Goal Setting Improve Physical Activity among Native Elders? Results from a Randomized Pilot Study
Author: Sawchuk, Craig N.
Date: 2011-00-00
Type: Journal Articles
Subjects: Physical Activities,Goal Orientation,Measurement Equipment,Physical Activity Level,American Indians,Alaska Natives,Older Adults,Well Being,Quality of Life

We examined if step-count goal setting resulted in increases in physical activity and walking compared to only monitoring step counts with pedometers among American Indian/Alaska Native elders. Outcomes included step counts, self-reported physical activity and well-being, and performance on the 6-minute walk test. Although no significant between-group differences were found, within-group analyses indicated that elders significantly improved on the majority of step count, physical activity, health-related quality of life, and 6-minute walk outcomes. (Contains 3 tables.)
Do American Indian Mascots = American Indian People? Examining Implicit Bias towards American Indian People and American Indian Mascots
Author: Chaney, John
Date: 2011-00-00
Type: Journal Articles
Subjects: American Indians,Racial Attitudes,Ethnic Stereotypes,Racial Bias,Whites,Undergraduate Students

Empirical examinations of American Indian (AI) mascots have only recently entered into the discourse of mainstream psychology. The present studies examined implicit attitudes of non-AI people towards AI mascots and the extent to which they are related to attitudes towards AI people. Significant concordance was observed between negative bias toward AI mascots and AI people. Negative AI mascot bias also predicted stereotype-consistent expectations of an AI person. The implications of these findings are discussed. (Contains 1 figure.)
An Open-Ended Investigative Microbial Ecology Laboratory for Introductory Biology
Author: Jones-Held, Susan
Date: 2010-12-00
Type: Journal Articles
Subjects: Research Design,Laboratories,Ecology,Biology,Introductory Courses,Investigations,Learner Engagement,Data Analysis,Science Education,Evaluation Methods,Higher Education,College Students,College Science,Science Instruction,Science Teachers

In this article we describe a multi-week investigative laboratory in microbial ecology/diversity and nitrogen cycling that we have used in our introductory biology course. This module encourages active student involvement in experimental design, using the scientific literature and quantitative analysis of large data sets. Students analyze soil microbial community diversity using EcoPlates (sole source carbon utilization patterns). Also, functional analysis of these communities includes assays for nitrate, nitrite and ammonium to determine experimental effects on the nitrogen cycle. Students are continually assessed by various strategies throughout the module. (Contains 4 tables and 2 figures.)
An Investigative Alternative to Single-Species Dissection in the Introductory Biology Laboratory
Author: Carlin, Joel L.
Date: 2010-12-00
Type: Journal Articles
Subjects: Scientific Methodology,Laboratory Procedures,Biology,Anatomy,Introductory Courses,College Science,College Students,Critical Thinking,Literacy,Animals,Comparative Analysis,Testing,Science Instruction

Dissections of single species (e.g., fetal pig) are a common student learning activity in introductory biology courses. Such dissections demonstrate location of anatomical parts and provide dissection practice but provide less opportunity for student critical thinking, numeracy and demonstration of the scientific method. A comparative anatomy lab was implemented over two years at a small, rural, private, liberal arts college. Students dissected their choice of five vertebrate species, mastered the location, function and gross evolution of the digestive and cardiovascular systems, and analyzed intestinal length and heart mass among sets of species. Instructors and students reported significantly more collaboration and reflective learning than in other exercises. The comparative approach highlights several evolutionary trends and created testable data at an equivalent cost to previous fetal pig dissections. (Contains 2 tables and 1 figure.)
The Biology Major Capstone Experience: Measurements of Accountability
Author: Davis, Thomas A.
Date: 2011-05-00
Type: Journal Articles
Subjects: Biology,College Science,College Seniors,Majors (Students),Curriculum,Degree Requirements,Accountability

Loras College senior biology and biology research majors are required to take a comprehensive exam, give an oral presentation, write this talk into their thesis and participate in an exit interview with a non-biology faculty member before they graduate. Details of these capstone experiences will be discussed further. Other capstone experiences that might be included were discussed such as a hands-on lab skill assessment test, a 1-2 year research experience, and making an e-portfolio to include a resume and class artifacts. Suggestions for other items to consider in a senior capstone experience are included.
Incorporating a Literature-Based Learning Approach into a Lab Course to Increase Student Understanding
Author: Parent, Beth A.
Date: 2010-12-00
Type: Journal Articles
Subjects: Research Design,Learning Laboratories,Teaching Methods,Science Education,Case Studies,Surveys,Pretests Posttests,Reading,Educational Strategies,Literature,Laboratories,Undergraduate Students,College Science

Scientific literature was used to give a research oriented context to our immunology lab course. Immunology lab, a senior level course (60 students/year) was formerly taught in a traditional mode, with exercises aimed at learning lab protocols. To engage students in understanding we connected the protocols to their use as reported in research articles, employing an interrupted case study method called Literature Based Learning (LBL). Our goals were to give a research context to learning basic protocols, engage students in reading scientific literature, and increase students' understanding of how standard techniques are employed to address a research question. An end of semester experimental design project using mock research scenarios culminated the research oriented learning. Pre-course surveys revealed that nearly 25% of students had never been asked in the course setting to read a primary research article. Post-course surveys revealed that 94% of students thought that after the course they knew more about research and over half of the students agreed that the literature-based assignments had raised their confidence in their ability to understand scientific articles. We found that the LBL approach was an effective mechanism to engage our students in research oriented learning. While easy to implement, it had a dramatic outcome. (Contains 2 tables and 1 figure.)
Creating Cost-Effective DNA Size Standards for Use in Teaching and Research Laboratories
Author: Shultz, Jeff
Date: 2011-05-00
Type: Journal Articles
Subjects: Genetics,Science Laboratories,Molecular Biology,Cost Effectiveness,Science Instruction,Teaching Methods,Standards,Scientific Research

I have devised a method with which a molecular size standard can be readily manufactured using Lambda DNA and PCR. This method allows the production of specific sized DNA fragments and is easily performed in a standard molecular biology laboratory. The material required to create these markers can also be used to provide a highly robust and reliable introduction of students to the PCR technique. Protocols for demonstrating the effect of the effect of amplification cycles and DNA and Primer concentration are provided. (Contains 1 table and 1 figure.)
Use of the Frog Heart Preparation to Teach Students about the Spontaneous Mechanical Activity of the Vena Cava
Author: Hill, Brent J. F.
Date: 2011-05-00
Type: Journal Articles
Subjects: Metabolism,Physiology,Scoring,Human Body,Teaching Methods,Science Instruction,Undergraduate Students,Zoology,Science Laboratories,Biochemistry,Evolution

Most undergraduate physiology texts describe veins simply as reservoirs for blood and conduits for return of blood to the heart. This article describes a laboratory exercise that can be performed by students to demonstrate that veins are much more than reservoirs and conduits for blood flow: they possess a dynamic rhythmic contraction. In this exercise, we recorded the simultaneous beating of the frog postcaval vein (PCV; in mammals this is the inferior vena cava) and atrium by connecting them to separate force displacement transducers. "in vivo," the PCV and atrium both contract approximately 35 beats/min; however, the contractions are not synchronous with each other. We developed a simple scoring method (comparative temporal analysis) to illustrate that the atrium contractions do not drive the contractions of the PCV. Instead the atrium and PCV contract independently of each other. To support our hypothesis that the atrium and PCV contractions were independent we removed the PCV from the frog and suspended it in an organ bath. The PCV rhythmically contracted as "in vivo." The autonomic neurotransmitter, norepinephrine, did not affect the force of contraction and heart rate. In contrast, acetylcholine abolished the contractile activity. This investigation has encouraged discussions about the source and physiological significance of the rhythmic PCV contractions. This article provides some hypotheses about its significance, as well as possible evolutionary origins of the veins' mechanical activity. Overall, the implementation of this exercise into the classic frog heart preparation will deepen the students' understanding about the venous side of the cardiovascular system and give them insight into the integrative nature of physiology. (Contains 5 figures.)
Bridges or Barriers: Analysis of Logodiversity in College Biology Textbooks
Author: Burton, Rebecca S.
Date: 2011-05-00
Type: Journal Articles
Subjects: Textbooks,College Science,Biology,Textbook Content,Textbook Evaluation,Readability Formulas,Jargon,Glossaries

When selecting a textbook, college instructors must weigh a variety of factors. One is whether the text is written at a level that is accessible to one's students. An important factor in this is how many technical words are used. I developed an index to calculate logodiversity, a term I coined that reflects the number of technical words and the usage frequency of those words. The college-level animal behavior textbooks I examined varied greatly in their logodiversity. A fairly reliable substitute for the more time-consuming calculation of logodiversity is the ratio of pages in the glossary to the number of pages in the text as a whole. (Contains 1 table and 4 figures.)
Exploring Evolutionary Patterns in Genetic Sequence: A Computer Exercise
Author: Shumate, Alice M.
Date: 2010-12-00
Type: Journal Articles
Subjects: Evolution,Computer Software,Genetics,Laboratories,Computers,Biology,Misconceptions,Undergraduate Students,Educational Technology,Internet,Electronic Learning,Introductory Courses,Computer Assisted Instruction,Science Education

The increase in publications presenting molecular evolutionary analyses and the availability of comparative sequence data through resources such as NCBI's GenBank underscore the necessity of providing undergraduates with hands-on sequence analysis skills in an evolutionary context. This need is particularly acute given that students have been shown to bring misconceptions about evolution to the classroom, and these misconceptions can hinder their learning about genetic sequences, mutation, and evolutionary processes. However, undergraduate institutions sometimes lack sophisticated analytical software in student computer laboratories. Here we present a computer laboratory exercise utilizing freely available analysis software, and which is designed to analyze sequences that can be obtained from GenBank or other online sources. The exercise is flexible in its complexity, allowing instructors to modify the lab to suit the needs and skills of their classes, and was significantly helpful to introductory biology students in understanding the basics of sequence variation and analysis. (Contains 1 table.)
Independent Gene Discovery and Testing
Author: Palsule, Vrushalee
Date: 2010-12-00
Type: Journal Articles
Subjects: Genetics,Testing,Molecular Biology,Science Instruction,Teaching Methods,Diseases

A clear understanding of basic gene structure is critical when teaching molecular genetics, the central dogma and the biological sciences. We sought to create a gene-based teaching project to improve students' understanding of gene structure and to integrate this into a research project that can be implemented by instructors at the secondary level or higher. We modified a previous project performed within a genetics course in which students designed and tested polymerase chain reaction (PCR) primers based on expressed gene products from specific biochemical pathways. Students used these skills to investigate a gene that they hypothesized would be related to the multiple sclerosis phenotype in humans. They were each required to identify the gene structure (exons and introns) of their selected gene and to design primers around these elements. A total of seven genes hypothesized to interact with the Multiple Sclerosis (MS) phenotype were used to design 154 primers (77 forward and 77 reverse). Based on the structure of each gene, these primers were combined as 83 unique pairs and tested by seven students. A total of 25 pairs were visibly polymorphic and 58 pairs were monomorphic. All materials, including primer design protocols, modifiable gene graphics files, screening preparation documents and assessment information are presented to allow replication of this project. (Contains 1 table and 3 figures.)