ethanporcaro/eric-fulltext-meta huggingface dataset:
What Are Null Hypotheses? The Reasoning Linking Scientific and Statistical Hypothesis Testing
Author: Lawson, Anton E.
Date: 2008-00-00
Type: Journal Articles
Subjects: Hypothesis Testing,Educational Research,Statistical Analysis,Prediction,Research Methodology,Experiments,Data Collection

We should dispense with use of the confusing term &quot;null hypothesis&quot; in educational research reports. To explain why the term should be dropped, the nature of, and relationship between, scientific and statistical hypothesis testing is clarified by explication of (a) the scientific reasoning used by Gregor Mendel in testing specific hypotheses derived from his general inheritance theory and (b) the statistical reasoning used in applying the chi-square statistic to his experimental data. The Mendel example is followed by application of the same pattern of scientific and statistical reasoning to educational examples. A better understanding of the related, but separate, processes of scientific and statistical hypothesis testing, including the role of scientific hypotheses (i.e., proposed explanations) and scientific predictions (i.e., expected test results), not only reveals why null statistical hypotheses and predictions need not be stated, but also reveals how we can improve the clarity of our research reports and improve the quality of the research reported by insuring that alternative scientific hypotheses and theories are in fact tested.
Imaginative Thinking and the Learning of Science
Author: Hadzigeorgiou, Yannis
Date: 2007-00-00
Type: Journal Articles
Subjects: Science Education,Imagination,Science Process Skills,Science Activities,Program Implementation,Science Teachers,Elementary School Science,Secondary School Science,Suburban Schools,Foreign Countries,Action Research

This article discusses the role of imagination in science education. It provides a justification for imaginative thinking in the context of school science, as well as some strategies that can be implemented by science teachers in their classrooms.
Group Work in a Classroom: An Analogy with Organisms in a Community
Author: Šorgo, Andrej
Date: 2007-00-00
Type: Journal Articles
Subjects: Teamwork,Cooperative Learning,Group Dynamics,Grouping (Instructional Purposes),Selection Criteria,Science Activities,Class Activities,Classroom Techniques,Observation,Protocol Analysis,Interaction Process Analysis,Social Cognition,Educational Practices,Behavior Theories

There is a large number of relationships between organisms in communities, and these relationships comprise the following types: predation and parasitism, commensalism, protocooperation and mutualism, neutralism, amensalism, and competition. The possible effects of the relationship between two species are that one or the other can benefit (+), lose (-), or neither benefit nor lose (0). By analogy, I have classified the behavioural relationships between students during group work. Different groups of students require different treatments. As a result, I propose a mixed approach to the formation of groups, careful observation of individuals, and the division of the work into smaller sections. In this way, low achievement of a group as a result of the uncooperative behaviour of some students can be prevented.
The Use of History of Science Texts in Teaching Science: Two Cases of an Innovative, Constructivist Approach
Author: Koliopoulos, Dimitris
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science History,Science Education,Vignettes,Educational Benefits,Science Curriculum,Science Process Skills,Problem Solving,Science Activities,Elementary School Science,Secondary School Science,Grade 6,Grade 9,Scientific Concepts

This study proposes an empirical classification of ways to introduce elements of the history of science into science teaching, as well as describing a special way to do so characterized by the introduction of short extracts from historical texts. The aim is to motivate students to participate in problem-solving activities and to transform their alternative conceptions about various natural phenomena. Finally, the study presents two cases of introducing the history of science into the teaching of science in Greece; the basics of Electromagnetism (primary level) and the Simple Pendulum (lower grade of secondary education).
Travelling the Road beyond the Curriculum through a Science Fair
Author: Avraamidou, Lucy
Date: 2007-00-00
Type: Journal Articles
Subjects: Methods Courses,Elementary School Science,Program Descriptions,Learning Activities,Models,Learning Experience,Curriculum Design,Success,Program Development,Educational Practices,Science Course Improvement Projects

In this paper we describe a model for a science fair, within the context of an elementary science methods course. We first describe the theoretical perspectives from which the idea of science fairs derives and we provide definitions as we sketch the characteristics of commonly used science fairs. We then describe the context and processes of a science fair that was organized by a team of university instructors, prospective elementary teachers, school teachers, parents, and friends. We argue that the main contribution of this paper is that it provides a concrete example of a personally meaningful and science-relevant learning experience that combines formal and informal learning activities. The implications of this work are associated with paving the path towards exploring the question, &quot;How can we travel the road beyond the curriculum?&quot; as it provides the basis for intellectual conversations for the place of science fairs in formal education.
Oscillating Reactions: Two Analogies
Author: Petruševski, Vladimir M.
Date: 2007-00-00
Type: Journal Articles
Subjects: Demonstrations (Educational),Scientific Concepts,Scientific Principles,Concept Teaching,Teaching Methods,Chemistry,Logical Thinking,Secondary School Science,College Science,Educational Practices

Oscillating chemical reactions are truly spectacular phenomena, and demonstrations are always appreciated by the class. However, explaining such reactions to high school or first-year university students is problematic, because it may seem that no acceptable explanation is possible unless the students have profound knowledge of both physical chemistry and mathematics. Two analogies are therefore offered in the belief that they are useful aids for facilitating some basic understanding of oscillating chemical reactions but without any mention of somewhat technical terms like &quot;systems far from equilibrium,&quot; &quot;self-organization,&quot; or &quot;consecutive chemical reactions,&quot; and with no use of calculus (differential equations).
Making Science Lessons Engaging, More Popular, and Equitable through Emotional Literacy
Author: Matthews, Brian
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Education,Emotional Intelligence,Educational Strategies,Gender Differences,Learner Engagement,Emotional Development,Cooperative Learning,Outcomes of Education,Questionnaires,Middle School Students

This article highlights the benefits of introducing aspects of emotional literacy into lessons. Data were collected from 165 Year 7 pupils in two schools over 1 year. Pupils benefit as they can enjoy science more, as well as learn to work together and support each other to learn. The research found that incorporating emotional literacy strategies into lessons on a regular basis increased pupils' interest in continuing with science as a subject, especially in the case of girls. The latter part of the article explains in detail the strategies that were used to develop pupils' emotional literacy and specifies how these can be utilised effectively so that interested teachers can replicate them.
Bernoulli? Perhaps, but What about Viscosity?
Author: Eastwell, Peter
Date: 2007-00-00
Type: Journal Articles
Subjects: Misconceptions,Scientific Concepts,Scientific Principles,Demonstrations (Educational),Kinetics,Motion,Scientific Methodology,Educational Practices,Science Education,Foreign Countries,Primary Education,Elementary Education

Bernoulli's principle is being misunderstood and consequently misused. This paper clarifies the issues involved, hypothesises as to how this unfortunate situation has arisen, provides sound explanations for many everyday phenomena involving moving air, and makes associated recommendations for teaching the effects of moving fluids.
A Novel Approach to Understanding the Process of Scientific Inquiry
Author: Anders, Mark H.
Date: 2007-00-00
Type: Journal Articles
Subjects: Scientific Methodology,Scientific Research,Inquiry,Demonstrations (Educational),Hypothesis Testing,Logical Thinking,Scientific Concepts,Educational Games,Educational Practices,Instructional Innovation,Science Education

Many of the basic concepts involved in the process of scientific inquiry can be represented by analogy to a simple game called Battleships. The same processes used in this child&apos;s game demonstrate what role hypothesis generation and testing play in the search for truth in nature. The analogy can also be extended to demonstrate how scientists can unknowingly be led to faulty conclusions about the structure and patterns of nature.
Genomics Analogy Model for Educators (GAME): VELCRO® Analogy Model to Enable the Learning of DNA Arrays for Visually Impaired and Blind Students
Author: Bello, Julia
Date: 2007-00-00
Type: Journal Articles
Subjects: Logical Thinking,Genetics,Teaching Models,Scientific Concepts,Concept Teaching,Visual Impairments,Blindness,Teaching Methods,Academic Accommodations (Disabilities),Learning Modules,Fundamental Concepts,Educational Practices,Science Education,Demonstrations (Educational)

Although members of the general public have often heard of the terms &quot;genetic engineering&quot; and, more recently, genomics, they typically have little to no knowledge about these topics, and in some cases are confused about basic concepts in these areas. There is currently a need for teaching models to explain concepts behind genomics. Additionally, almost nothing exists for teaching the visually impaired and blind about genomics. The purpose of the Genomics Analogy Model for Educators (GAME) approach is to convey the basic concepts of genomics to students using analogies and inexpensive materials that students encounter in their daily lives. In recent articles, we have introduced the GAME approach with several of its components. In this article, we present the concept that a VELCRO® analogy model could be used to enable learning of the concepts of DNA microarrays for both fully-sighted and potentially visually impaired students. Classroom activities using VELCRO®are proposed as a teaching module to explain how DNA microarrays work. In summary, differentially shaped VELCRO® pieces fixed to a solid base are used to represent the array and the complementary pieces of VELCRO® are used to represent the cDNA. Students can use this approach, for example, to explore expression patterns of &quot;genes&quot; (actually the mRNA from these genes) between experimental groups. We term this teaching approach the VELCRO® Analogy Model (VAM).
Hands-on Science: Does It Matter What Students&apos; Hands Are On?
Author: Triona, Lara M.
Date: 2007-00-00
Type: Journal Articles
Subjects: Hands on Science,Scientific Methodology,Virtual Classrooms,Laboratory Experiments,Computer Simulation,Instructional Innovation,Instructional Design,Discovery Learning,Teaching Methods,Educational Practices,Educational Technology,Science Education,Instructional Material Evaluation,Grade 4,Grade 5,Grade 7,Grade 8

Hands-on science typically uses physical materials to give students first-hand experience in scientific methodologies, but the recent availability of virtual laboratories raises an important question about whether what students&apos; hands are on matters to their learning. The overall findings of two articles that employed simple comparisons of physical and virtual materials suggest that virtual materials could be an effective and efficient alternative to physical materials when teaching with explicit instruction and discovery learning methods. (This paper is a summary of Klahr, Triona, &amp; Williams, 2007 and Triona &amp; Klahr, 2003.)
Students' Ideas about Changes in Mass Associated with Melting
Author: Kabapinar, Filiz
Date: 2007-00-00
Type: Journal Articles
Subjects: Elementary School Students,Elementary School Science,Scientific Concepts,Prediction,Grade 5,Performance Based Assessment,Knowledge Level,Familiarity,Physics,Educational Practices,Scientific Literacy,Foreign Countries,Student Surveys,Interviews

This paper reports a study on elementary students' ideas regarding changes in mass associated with melting. An open-ended probe was designed and distributed to fifth-grade students (n = 230). In addition, 50 students were asked their reasons behind predictions on mass change. The written responses indicate that, despite conventional teaching, students have difficulty understanding conservation of mass. Although students' predictions were similar, individual reasons for those predictions differed. In some cases, students used similar reasons for different predictions. Finally, the results of the study highlight misconceptions that have not been reported previously.
Predicting Success in Nursing Programs
Author: Crouch, Suzanne J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Nursing Education,Success,Predictor Variables,Admission Criteria,Grade Point Average,College Entrance Examinations,Critical Thinking,College Freshmen,Discriminant Analysis,Predictive Validity,Predictive Measurement,Grade Prediction,Selection Criteria,Scores,Statistical Significance,Prerequisites,Student Records,Statistical Analysis,Achievement Rating

The purpose of this study was to assess the merit of the Watson-Glaser Critical Thinking Appraisal as a pre-admission criterion in conjunction with the frequently utilized admission criteria of the college prerequisite grade point average and the National League of Nursing pre-admission test. Data were collected from 192 first-year nursing students. A discriminant analysis was computed to determine the significance of the prediction formula. The predictor variables of prerequisite grade point average, National League for Nursing pre-admission test score, and the Watson-Glaser Critical Thinking Appraisal score were significant in predicting success in a nursing program as measured by the dependent variable nursing grade point average. The prediction formula, as a whole, had a significance level of p &lt; 0.001. The identification and validation of applicant selection criteria that predict success in the nursing programs will continue to be of significant importance because of emphasis on the importance of fostering critical thinking in nursing education (National League for Nursing Accrediting Commission, Inc., 2012).
The Impact of Lecture Capture on Student Performance in Business Courses
Author: Terry, Neil
Date: 2015-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Business Administration Education,Lecture Method,Electronic Learning,Educational Technology,Standardized Tests,Scores,Grade Point Average,Ethnicity,Transfer Students,Age,Majors (Students),Homework,Ability,Statistical Analysis,Cohort Analysis,Statistical Significance

This paper examines the effect of the e-learning technology of lecture capture on the performance of undergraduate business students in business law, economics, finance, and management courses. The sample consists of 890 student observations at a midsized regional institution located in the Southwestern region of the United States. The dependent variable is percentage score on a comprehensive final exam in advanced business courses. The empirical model controls for effort, grade point average, standardized test scores (SAT/ACT), and instruction mode. Demographic variables are gender, ethnic background, age, major, and transfer students. Effort measured via homework score, grade point average, ability measured via standardized test scores, academic major, and access to lecture capture are the five model variables that are positive and statistically significant. Age, classification as a transfer student, and online courses without lecture capture are the three statistically significant variables with a negative coefficient. The demographic variables associated with African-American, Hispanic, and gender are not statistically significant determinants of performance on the final exams. The results indicate that students completing business courses with access to lecture capture score approximately three percent higher on the final exam, holding other factors constant.
Visual Inspirations: The Pedagogical and Cultural Significance of Creative Posters in the Art Classroom
Author: Hasio, Cindy
Date: 2015-00-00
Type: Journal Articles
Subjects: Art Education,Graphic Arts,Creative Activities,Creative Thinking,Critical Thinking,Thinking Skills,Technology Uses in Education,Art Activities,Undergraduate Students,Empowerment,Self Expression,Problem Solving

Creative posters in the classroom can inspire students to become engaged and motivated in learning art. Within the classroom, there are many places to put posters so that students can read them (especially when they get bored in the classroom) - on the cabinets, near the chalkboard, on the teacher's desk and any spare space on the wall. There is cultural significance for using creative posters in the classroom; like advertising--the posters operate on a cultural level to provide symbolic associations between images, media figures, and values related to the student's lifestyle (Alperstein, 2003). Creating creative posters for a lesson, discussion, or example as part of this lesson helps students develop their critical thinking skills.
Professional/Career Orientation, Awareness, and Their Relationship to Locus of Control
Author: Algadheeb, Nourah A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Career Planning,Professional Development,Goal Orientation,Locus of Control,Attitude Measures,Gender Differences,Community Colleges,College Students,Specialization,Career Awareness,Hypothesis Testing,Statistical Significance,Rating Scales,Scores,Foreign Countries,Females

This study aimed at exploring the differences in professional/career orientation and awareness while considering a number of variables including locus of control, academic specialization and school backwardness. Several measures were used to achieve the study's goals. The first two, a professional/career orientation measure and a professional/career awareness measure, were designed by the researcher, whereas the third measure was Rotter's locus of control scale. Prior to the study, the stability and validity of these tools were verified on 166 female student participants chosen from Princess Nourah Bint Abdulrahman University (PNU). The results indicated the presence of differences with respect to the electronic orientation of female students according to Rotter's external locus of control measure. The study also confirmed that there were differences in the professional awareness variable in favor of female students who exhibited an external locus of control, whereas no differences were noted in the professional awareness of female students with different professional orientations. The findings also showed differences in scientific and electronic orientations among students with different specializations, in favor of the female students enrolled in the Department of Computer Science and Information Technology, whereas no differences were noted in professional/career awareness for the academic specialization variable. No differences were noted in the professional orientations and awareness among female students who demonstrated school backwardness and those who did not. The results were interpreted in light of the theoretical frameworks and cultural contexts of the sample. The results of the study were also linked to previous results.
Problem Solving Method Based on E-Learning System for Engineering Education
Author: Khazaal, Hasan F.
Date: 2015-00-00
Type: Journal Articles
Subjects: Problem Solving,Electronic Learning,Engineering Education,Video Technology,Educational Technology,Thinking Skills,Teamwork,Feedback (Response)

Encouraging engineering students to handle advanced technology with multimedia, as well as motivate them to have the skills of solving the problem, are the missions of the teacher in preparing students for a modern professional career. This research proposes a scenario of problem solving in basic electrical circuits based on an e-learning system to assess students' skills in solving the problem through the use of the e-learning system. Through cooperation between the teacher and the students and among the students themselves, the proposed scenario indicates a high acceptability from the students to acquire cognitive skills; the students present more motivation to use advanced technology during instruction.
The Impact of Teacher Observations with Coordinated Professional Development on Student Performance: A 27-State Program Evaluation
Author: Shaha, Steven H.
Date: 2015-00-00
Type: Journal Articles
Subjects: Professional Development,Teacher Effectiveness,Classroom Observation Techniques,Teacher Evaluation,Teacher Improvement,Alignment (Education),Literature Reviews,School Districts,Mathematics Instruction,Reading Instruction,Quasiexperimental Design

The impact of teacher observations in alignment with professional development (PD) on teacher efficacy was quantified for 292 schools in 110 districts within 27 U.S. States. Teacher observations conducted by school leaders or designated internal coaches were coordinated with PD offerings aligned with intended teacher improvements. The PD involved throughout was an online, on-demand system teachers accessed as convenient with a range of PD assistance regarding teaching techniques and participative teacher/user interactive communities for collaboratively posting and downloading PD-related materials. Results indicate that systemic teacher observations, coupled with aligned PD, resulted in significantly improved student achievement in reading and math on standardized assessments.
Professional Development: Designing Initiatives to Meet the Needs of Online Faculty
Author: Elliott, Marquita
Date: 2015-01-00
Type: Journal Articles
Subjects: Faculty Development,Educational Needs,Online Courses,Electronic Learning,Preferences,Training Methods,Attendance Patterns,Graduation Rate,Needs Assessment,Teacher Participation,Teaching Methods,Teaching Styles,Resource Allocation,Delivery Systems,Teacher Workshops,Behavioral Objectives,Interests,Interest Research,College Faculty,Educational Resources,Educational Technology,Educational Practices

The increasing prevalence of online courses mandates an examination of the similarities--and differences--in the faculty training and development needs of those teaching online. With institutions facing increasingly limited resources, there is a need to prioritize faculty development initiatives that will encourage faculty participation. An examination of interest, attendance and completion rates of faculty development initiatives targeting online faculty revealed no distinct preferences in relation to the focus or format of programs offered. The authors recommend offering flexibility and diversity in faculty development initiatives to accommodate the disparate needs of a remote, heterogeneous faculty population; as such, a sample needs assessment is offered to help guide faculty development programming to support online teaching.