ethanporcaro/eric-fulltext-meta huggingface dataset:
Professional Journals as a Source of Information about Teaching Nature of Science: An Examination of Articles Published in the &quot;Journal of College Science Teaching,&quot; 1996-2012
Author: Menon, Deepika
Date: 2013-00-00
Type: Journal Articles
Subjects: Periodicals,Scientific Principles,Science Instruction,Information Sources,Journal Articles,College Instruction,College Science,Teaching Models,Pedagogical Content Knowledge,College Faculty

Recent efforts to reform science education have strongly emphasized the understanding of the nature of science (NOS) as important to achieving broader scientific literacy. Despite the realization that students' understanding of NOS is important, there is a gap between research and practice. In order to teach NOS effectively in pre-college or college classrooms, teachers need appropriate activities, examples, and models of instruction that can contribute towards the development of their pedagogical content knowledge (PCK) for teaching NOS. One widespread and readily-available source teachers may consult to find appropriate models of teaching practice and example activities is professional journals. The present study investigates articles published in the &quot;Journal of College Science Teaching&quot; (&quot;JCST&quot;) in the years 1996-2012 (total n=47). We explored the extent to which these provide appropriate models for teaching NOS at the college level and the degree to which the information included can serve to inform readers' PCK for teaching NOS. The findings reveal that there is not a diverse representation of examples for teaching specific aspects of NOS outlined in the reforms. Furthermore, we found a discrepancy between recommendations for effective teaching of NOS in the research literature and the approaches advocated in the articles. Few of the articles included the kinds of robust information that could inform college instructors' PCK for NOS, particularly in regard to assessment. The study identifies gaps in the literature to be explored in further research.
Impact of Participation in NASA&apos;s Digital Learning Network on Science Attitudes of Rural, Mid-Level Students
Author: Moseley, Christine
Date: 2013-00-00
Type: Journal Articles
Subjects: Electronic Learning,Scientific Attitudes,Student Attitudes,Videoconferencing,Science Instruction,Public Agencies,Distance Education,Rural Schools,Grade 6,Grade 7,Grade 8,Grade 9,Elementary School Students,High School Students,Positive Attitudes,Instructional Effectiveness

The purpose of this research was to determine whether videoconferencing combined with face-to-face instruction, as used in the delivery of the NASA Digital Learning Network &quot;Can A Shoebox Fly? Challenge&quot; module, was a feasible instructional method to increase positive student attitudes towards science. Overall, the data indicated that this was the case. This study utilized a mixed method approach to data collection. A pre-test, post-test one group design was used to collect quantitative data obtained from a science attitudinal survey. Qualitative data were gathered from face-to-face interviews with the subjects as well as informal observations by the researcher during the design process. Social presence theory, a sub-area of communication theory, was used as the theoretical framework for this study. It was determined that the NASA Digital Learning Network modules do create social presence within the distance learning environment.
Effectiveness of Science Method Teaching in Teacher Education: A Longitudinal Case Study
Author: Bhattacharyya, Sumita
Date: 2013-00-00
Type: Journal Articles
Subjects: Science Instruction,Methods Courses,Preservice Teacher Education,Science Teachers,Self Efficacy,Elementary School Teachers,Inquiry,Program Effectiveness,Teacher Effectiveness

The overall purpose of this longitudinal study was to investigate the effectiveness of a science method course in training pre service teachers to teach science. This effectiveness was measured by examining changes in pre-service teachers' science teaching confidence level as reflected in their ability to implement different instructional strategies and determining their students' gain in science knowledge during the student teaching semester. This study tracked pre-service elementary science teachers from the time they took their science method course in the teacher education program, which focused on using inquiry strategies, to the completion of their student teaching. The data (n=41) were collected over four consecutive semesters through quantitative and qualitative measures. The population of this study was pre-service teachers enrolled in a science method course. The effectiveness of science teaching was determined by comparing pre and posttest results of the students taught by the pre-service teachers during their student teaching semester. Their science teaching confidence level was measured quantitatively by comparing pre and post Science Teaching Efficacy Beliefs Instrument (STEBI-B) scores and qualitatively by classroom observation; lesson plans; survey questionnaire and structured open ended interviews during their student teaching semester. The quantitative and qualitative data were triangulated and analyzed by analytic induction and constant comparative method. It is evident from this study that the pre service teachers demonstrated confidence in implementing both traditional and the inquiry method in the classroom instruction.
&quot;Starch Is Very Fatty&quot;: Understanding the Logic in Undergraduate Student Conceptions about Biological Molecules
Author: Bledsoe, Karen E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Science Education,College Science,Undergraduate Students,Scientific Concepts,Knowledge Level,Molecular Structure,Concept Formation

Though student understanding of the nature of matter has been studied extensively, little is known about student knowledge of the biological molecules. This study examined understanding of proteins, carbohydrates, and lipids in 25 undergraduate students in order to document logical structures within student alternative concepts. Student knowledge of the particulate nature of matter (PNM) was collected in a pre-survey. Their knowledge of the biological molecules was collected via pre- and post-surveys, embedded questions, and interviews. No relationship was found between initial PNM knowledge and knowledge of molecules at the start of the course. By the end, however, strong correlations were found between initial PNM knowledge and knowledge of molecules. Students displayed alternative ways of categorizing biomolecules, using overlapping functional categories based on perceived nutritional roles. Their underlying assumptions about molecules fell into six categories: as goes macro, so goes micro; source = substance; molecule/energy equivalence; like acts upon like; functional equivalence; functional limitation. Student alternative conceptions displayed logical structure; their conceptions &quot;worked&quot; in their everyday lives. However, alternative categorizations of biomolecules used by low-PNM students interfered with their ability to understand biological processes that involved these molecules: enzyme activity, photosynthesis, and DNA synthesis. Educational implications of these findings are discussed.
Examining the Impact of a Professional Development Program on Elementary Teachers&apos; Views of Nature of Science and Nature of Scientific Inquiry, and Science Teaching Efficacy Beliefs
Author: Deniz, Hasan
Date: 2013-00-00
Type: Journal Articles
Subjects: Faculty Development,Elementary School Teachers,Science Teachers,Scientific Attitudes,Scientific Literacy,Scientific Principles,Science Process Skills,Inquiry,Science Instruction,Self Efficacy,Beliefs,Attitude Change,Language Arts,Integrated Curriculum,Instructional Design

We examined to what extent elementary teachers' nature of science (NOS) and nature of scientific inquiry (NOSI) views, and science teaching efficacy beliefs change after a five-day professional development program designed to teach NOS and NOSI integrated with language arts. We found that elementary teachers improved their NOS and NOSI views, and one dimension of their science teaching efficacy beliefs at the end of the professional development program. Results of this study suggest that carefully designed professional development programs that provide NOS and NOSI instruction integrated with language arts may help elementary teachers improve their science teaching efficacy beliefs as well as their NOS and NOSI views.
Getting Outside: Three Teachers&apos; Stories of Using the Schoolyard as an Integrated Tool for Elementary Teaching
Author: Feille, Kelly
Date: 2013-00-00
Type: Journal Articles
Subjects: Gardening,Outdoor Education,Teacher Attitudes,Elementary School Teachers,Science Instruction,Barriers,Teaching Methods

There is limited research to suggest the student-based and school-wide impacts of school gardens, and even less research regarding the teaching practices that are necessary to encourage the success of an outdoor classroom. Despite the lack of research, teachers are successfully integrating their outdoor classrooms into their students' learning experiences. The purpose of this study is to better understand the experience of learning to teach in the school-yard and school garden through the use of teacher narratives. The experiences of three teachers are told collectively as a layered narrative that describes first impressions, barriers and hesitations, beginning to teach outside, and teacher change.
The Effects of Using Interactive Student Notebooks and Specific Written Feedback on Seventh Grade Students&apos; Science Process Skills
Author: Mallozzi, Floria
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Journals,Feedback (Response),Middle School Students,Grade 7,Science Process Skills,Metacognition,Learning Strategies,Notetaking,Suburban Schools,Pretests Posttests,Multiple Regression Analysis,Scores,Experimental Groups,Control Groups,Predictor Variables,Science Education

The purpose of this study was to determine whether the consistent use metacognitive strategies imbedded in an Interactive Student Notebook (ISN) would impact science process skills of 7th-grade students. In addition, this study explored whether specific teacher written feedback, provided to students in the ISN, further enhanced the use of ISNs and resulted in greater gains in students' science process skills. A sample of convenience, 7th-grade students (n = 194) in two suburban middle schools in the northeastern United States was utilized for this study. Students participated for 15 weeks in one of three instructional programs: (a) a science instructional program using ISNs embedded with metacognitive strategies and specific written feedback (treatment), (b) a science instructional program using ISNs embedded with metacognitive strategies only (comparison), and (c) a traditional science program using regular classroom instructional practices (control). Students' science process skills were measured using Form A (pretest) and Form B (posttest) of the Diet Cola Test, and data were analyzed using an analysis of variance (ANOVA) and a multiple linear regression. Results revealed a significant main effect for type of instruction. Students in the comparison group (n = 67, M = 10.75, SD = 3.53) scored significantly higher (p = 0.026, d = 0.47, moderate) than students in the control group (n = 66, M = 9.10, SD = 3.50) on mean posttest scores of Science Process Skills. There were no significant differences between the remaining groups. In addition, regression analysis suggested that the type of feedback that students received (Task-specific, Process-specific, or Metacognitive-specific) did not predict students' science process posttest scores. Implications for educators and researchers are suggested.
Using Video Diaries in Studies Concerning Scientific Literacy
Author: Lundström, Mats
Date: 2013-00-00
Type: Journal Articles
Subjects: Video Technology,Diaries,Science Instruction,Scientific Literacy,Data Collection,Discourse Analysis,Research Methodology,Science Education,Educational Research,Technology Uses in Education,Informal Education,Accuracy

In this article the possibilities to use video diaries as data collection tool in studies about scientific literacy are discussed. The starting point is a need for students to develop scientific knowledge which they can use as citizens in different situations. I argue that with this definition the students' scientific literacy (SL) must be investigated outside school in everyday life. It is also argued that studies investigating SL in an out-of-the-school context cannot be performed in the same way as studies in a school context, since situations outside school often are more complex. The use of video diaries is reviewed and then described as a research tool in investigating individuals' scientific literacy. The methodology of investigating scientific literacy outside school is problematised, for instance which type of data that that can be collected. It is also emphasised that this way of data collecting differs from researcher controlled video filming. The control is in the hands of the video-diary maker, even if the instructions from the researcher affect how the participation from the video diarist will be expressed. This perspective will lead to use of theoretical frameworks that are built on views where the social world is seen as constructed and dependent on context. Discourse psychology analysis (Potter and Wetherell 1987) is presented as a suitable framework. This is in line with Sadler (2009) who emphasizes the importance of that students get the ability to learn science in a community where they can be central participants and express their identities.
Metacognitive Mentoring Framework Reduce Student Attrition in Online Education
Author: Portugal, Lisa Marie
Date: 2018-00-00
Type: Journal Articles
Subjects: Mentors,Metacognition,Student Attrition,Academic Persistence,Online Courses,Educational Technology,Technology Uses in Education,Communities of Practice,College Freshmen,Peer Teaching,Coaching (Performance),Skill Development,Teaching Methods

This paper summarizes a veteran instructor's experience during a short, yet intensive mentorship within a Community of Practice (CoP) framework. As a member in a Participatory Action Research mentoring/coaching project, the educator gained new insights and knowledge about how to better serve first-year, entry-level, College 100 learners. Key insights cultivated via a peer coaching and mentoring process helped the educator develop specific instructional best practices better suited to the cognitive, constructivism online learning format designed for first-year learners. The most profound growth experiential learning take-away from the coaching and mentoring process was the understanding of and new skills applied that work best with the student population. Having veteran experience instructing advanced learners for a variety of institutions, the educator learned that instructional techniques cannot be applied uniformly when teaching in a first-year classroom compared to more advanced learners. In addition, the educator provides many of her best practices she uses in all her classrooms at many institutions she teaches for. She shares them with you in this book. Novice and veteran educators and trainers in any instructional environment will find useful teaching tools to benefit learners of all ages.
Reflection: Benefits of Gamification in Online Higher Education
Author: Kaufmann, Daniel A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Benefits,Games,Online Courses,Electronic Learning,Higher Education,College Students,Learner Engagement,Learning Motivation,Doctoral Dissertations,Computer Oriented Programs

This article presents a reflective account of how gamification can help students overcome complex academic challenges, such as those involved in the dissertation process and other elements of higher learning. Gamification has been shown across multiple levels of academic instruction to have a positive impact on task completion by augmenting the experiential elements encountered by students who are engaging in the learning process. When a task becomes mundane, it typically lacks a positive feedback loop, which results in it becoming easier for a person to put off their intended task and forget to return to the activity prior to deadline. Many online learners participate in their degree programs in the midst of highly involved personal schedules, which can lead to lapses in organization and reduced performance as a student. Many applications have promise for improving the levels of fun, engagement, motivation, and task completion in various areas of daily life. Online faculty, can integrate these applications with existing online curricula to help students bridge the gap between passive stagnation in a course and active engagement with the course material to increase their grades earned and course-wide satisfaction.
Comparison of Student Retention Models in Undergraduate Education from the Past Eight Decades
Author: Manyanga, Fidelis
Date: 2017-00-00
Type: Journal Articles
Subjects: Comparative Analysis,School Holding Power,Models,Undergraduate Study,Graduation Rate,Enrollment,Academic Achievement,Student Attrition,Dropouts,Dropout Rate,Academic Persistence

Student retention and completion rates are challenging issues in higher education. In the academic domain, pressure exists for every institution to come up with strategies that support student success from enrollment through graduation without compromising academic or accreditation standards. This paper presents the findings from a review of student retention models dating back to over eight decades to identify the key factors for retention. Specific recommendations for adaptive and sustainable retention agenda are made. Critical implications of this review directly impact institutional policy makers, researchers, faculty, and decision makers and provide a framework for the development and implementation of viable, adaptive retention initiatives and strategic plans.
Innovations in Experiential Learning for Adult Learners
Author: Sisselman-Borgia, Amanda G.
Date: 2017-00-00
Type: Journal Articles
Subjects: Adult Learning,Adult Students,Higher Education,Experiential Learning,Community Programs,College Credits,Internship Programs,Access to Education,Program Effectiveness,Student Attitudes

While there is no single profile of the adult learner in the 21st century, there exists a common desire to obtain a degree in higher education. Adult learners as a group are comprised of a large number of women and individuals from various racial/ethnic groups. In addition, they often possess varied learning styles and maintain multiple roles and responsibilities. Many learners may be interested in gaining entrance to the workforce for the first time, may be seeking a career change, or may be looking to advance one's current career status. Thus, as students learn, it becomes important for them to gain valuable experiential learning opportunities, apply prior knowledge, gain new knowledge, and increase career opportunities upon graduation. One valuable vehicle to achieve these goals is participation in internships. This article will discuss a case study and will describe a pilot program designed to provide adult learners with an experiential learning opportunity in the community for college credit. Issues involved in creating such opportunities for adult learners will be addressed, as will successes and barriers to success. Use of theory related to the scholarship of teaching and adult development, in particular the work of Mezirow, Brookfield, and Boyer, will be used to connect adult education to the need for experiential learning, as distinguished from prior life experience. Recommendations for internship development for adult learners will be discussed.
Case-in-Point Pedagogy: Building Capacity for Experiential Learning and Democracy
Author: Kniffin, Lori E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Capacity Building,Learning Strategies,Experiential Learning,Democracy,Behavior Change,Vignettes,Undergraduate Students,Outcomes of Education,Reflection

Experiential learning in and out of the classroom provides students with opportunities to learn from reflecting critically on concrete experiences. This article introduces Case-in-Point (CIP), an experiential teaching and learning strategy that uses critical reflection-in-action within the context of the classroom environment to modify behaviors in real-time. We broaden the use of CIP beyond its original realm of application, teaching leadership, to instruction in a range of disciplines, and we explore its use to build capacity for experiential learning and democracy.
Maximizing Concept Application with Hands-On Team Projects in a Concentrated Public Relations Course
Author: Lohiser, Amanda
Date: 2017-00-00
Type: Journal Articles
Subjects: Introductory Courses,Public Relations,Communications,Personal Autonomy,Teaching Methods,Undergraduate Students,Active Learning,Experiential Learning,Graduate Study,Teamwork,Student Projects,Foreign Countries,Overseas Employment,College Faculty,Course Descriptions

A unique pedagogical challenge is presented in the form of a concentrated 400-level introductory public relations course that meets for a total of 15 lessons of 2.5 hours each. The instructor details the benefits of active learning in the classroom, as well as how the use of team projects helps bring real-world examples and hands-on experience of public relations research, planning, communication and evaluation into a classroom of upperclassmen and -women who, through this course, are gaining an introduction to a field they may consider for graduate study, internships or future employment. Rationale for the use of such projects are discussed, including benefits of active learning, appealing to the millennial generation, &quot;real-world&quot; application beyond a textbook, enhancing students' autonomy in the classroom, and the importance of working in a team. Each project is outlined in terms of its methodology, aspects of student autonomy, objective and analysis. Conclusions and implications are discussed.
Documenting Residential Environmental Education Program Impact with Concept Maps
Author: Bourke, Nicholas
Date: 2013-00-00
Type: Journal Articles
Subjects: Environmental Education,Science Education,Program Effectiveness,Concept Mapping,Grade 3,Grade 6,Elementary School Students,Field Trips,Teaching Methods,Resident Camp Programs,Experiential Learning

Residential environmental education centers are important providers of science curriculum, offering students learning experiences outside the traditional classroom. One major criticism of these centers and other nonformal science centers is that they often do not include student outcomes in the evaluation of their programs. The purpose of this study was to examine the effectiveness of the use of concept maps as a means of documenting changes in student knowledge in order to include students in the program evaluations of residential environmental education centers. In this mixed-method study, 3rd and 6th grade elementary students created concept maps before and after a field trip to a residential environmental education center. Analyses of the maps revealed a significant increase in the number of unique ideas represented on the posttest maps. Interviews with stakeholders revealed that the maps provided center stakeholders with valuable information regarding program impact. Results of the study suggest that concept maps can be used effectively to document changes in student knowledge and may contribute to improvement in program evaluations of residential environmental education centers.