ethanporcaro/eric-fulltext-meta huggingface dataset:
A Study on Pre-Service Science, Class and Mathematics Teachers' Learning Styles in Turkey
Author: Cavas, Bulent
Date: 2010-03-00
Type: Journal Articles
Subjects: Cognitive Style,Teacher Education Programs,Elementary Education,Foreign Countries,Science Teachers,Mathematics Teachers,Teaching Methods,Preservice Teachers,Elementary School Teachers,Gender Differences,Age Differences,Active Learning,Experiments

It is commonly believed that learning styles are not really concerned with &quot;what&quot; learners learn, but rather &quot;how&quot; they prefer to learn and it is also an important factor for students' academic achievement and attitudes. The purpose of this study was to investigate the learning styles of pre-service teachers enrolled at elementary education department of Faculty of Education in Turkey. The sample consisted of six hundred six pre-service teachers from elementary science, mathematics and class teacher program. The Kolb's Learning Style Inventory was used to determine the pre-service teachers' learning styles as divergent, assimilator, convergent, and accommodator, and the information sheet for demographic factors such as gender, grade, program and age was used to collect information from participants. The data were analyzed by using frequency, percent value, mean scores, standard deviation, independent samples t-test and one-way ANOVA. The results show that (i) the dominant learning style among the pre-service teachers is divergent and it is followed by accommodator learning style, (ii) the learning style components did not significantly differ by gender in all three groups, except for Active Experimentation, (iii) the mean scores for Abstract Conceptualization (AC), Active Experimentation (AE) and AE-RO scores of pre-service science teachers were significantly different from class teachers, (iv) the grade level progresses, the mean scores of CE, AE, AC, AC-CE, and AE , and AE-RO also increases. (Contains 9 tables and 1 figure.)
Innovations in Science and Technology Education through Science Teacher Associations
Author: Akpan, Ben B.
Date: 2010-06-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,Science Education,Teacher Associations,Professional Associations,Teacher Effectiveness,Instructional Innovation,Pedagogical Content Knowledge,Formative Evaluation

One emerging issue highlighted in a UNESCO booklet (Fensham, 2008, p6) is to draw attention to the need for students to receive science education from able science teachers. The booklet emphasizes that quality science learning time, albeit less, is preferable to the damage done by underequipped science teachers. It also draws attention to the important role of science teacher associations, where its members not only have the insights and experience, but also the interest in helping science teacher colleagues. This paper highlights the various contributions possible from Science Teacher Associations (STAs) to the development and delivery of innovative science and technology education in a world that is increasingly driven by the outputs of science and technology. It stresses the key role of such professional bodies in developing teacher ownership, the sharing of experience at a collaborative level and to be guided to take active responsibility for the interpretations of the intended Government curriculum so as to provide innovative science education best suited to students within their school. Any shift away from &quot;teaching the textbook information&quot;, &quot;teaching to the examination&quot; and towards &quot;assessment for learning&quot; (formative assessment) will be heavily enhanced by the setting up of multiple professional fora for enhancing the development of teacher's PCK (pedagogical content knowledge). (Contains 1 figure.)
Education through Science as a Motivational Innovation for Science Education for All
Author: Holbrook, Jack
Date: 2010-06-00
Type: Journal Articles
Subjects: Science Education,Role,Scientific Literacy,Academic Standards,Science Instruction,Goal Orientation,Scientific Principles,Equal Education,Secondary School Science

Historically, science was introduced into the school curriculum to enable students, who were entering university to study science related subjects, to gain some background knowledge before beginning studies at the university level (Fensham, 2008, p 14). Unfortunately this view is still very prevalent among policy-makers and teachers today. And this is so, even though science subjects have become part of "education for all" and, in most systems, science have become compulsory for primary school students. This paper considers the roles of science education as expressed in curriculum education documents and in educational standards. It notes the often expressed target of science education as enhancing scientific literacy and puts forwards views on what is meant by this expression. Also noted is the comment in the the comment in the UNESCO booklet on the "Eleven Emerging Issues in Science Education" (Fensham, 2008, p.8 and 27) that the term "scientific literacy" should no longer be used. The paper argues that policy-makers and teachers should rethink their vision of science in the school curriculum and accept the view that the teaching of science subjects is part of the overall educational provision and must not be viewed in a different philosophical light from other subjects. If education is the target, then the philosophy for the teaching of science subjects must be, it is argued, "education through science". This view represents a paradigm shift in the purpose of school science education from the historical view. The new vision is put forward as is put forward as an essential step if school science education is to play a meaningful role for the majority of students, especially girls, in 21st century education.
Connecting Teachers and Students with Science and Scientists: The Science Learning Hub
Author: Cooper, Beverley
Date: 2010-06-00
Type: Journal Articles
Subjects: Foreign Countries,Science Education,School Holding Power,Postsecondary Education,Student Interests,Learner Engagement,Scientists,Science Instruction,Scientific Research,Access to Information,Secondary School Science,Secondary School Students,Secondary School Teachers

National and international data is raising concerns about levels of student interest and engagement in science in school and student retention into tertiary study. For today's students the Internet plays an important role as a source of information and means for communication with peers. This paper reports on a Ministry of Research Technology and Science funded initiative, managed through The University of Waikato, that aims to make New Zealand science research more accessible to New Zealand teachers and students. The New Zealand Science Learning Hub [SLH] illustrates how effective collaboration between research organisations, industries, science educators and teachers has enabled the development of a resource which is dynamic, up-to-date and relevant and that can be used to inform the teaching of science in New Zealand schools. The Science Learning Hub provides teachers with information about current research, which is related to concepts currently taught in year 5-10 classes (8-14 year olds). The site has content arranged in contexts for example, Icy ecosystems, Hidden taonga, Nanoscience, You me and UV, Future fuels, and The see through body. Each context includes text and images describing NZ research, video material such as interviews with scientists and sequences depicting scientists at work, teaching and learning materials, and links to science education literature. A feature is a &quot;connections tool&quot; which allows teachers and students to trace their journey through each context. Initial research indicates that teachers appreciate that this range of information is accessible in one place and has been quality assured. Students are keen to engage with and actively explore the range of media within the SLH contexts.
A Sense of Wonder, Arising from Aesthetic Experiences, Should Be the Starting Point for Inquiry in Primary Science
Author: Milne, Ian
Date: 2010-06-00
Type: Journal Articles
Subjects: Foreign Countries,Science Education,Inquiry,Elementary School Science,Student Motivation,Teaching Methods,Aesthetics,Creativity,Student Attitudes,Models

The displaying of a sense of wonder when responding to aesthetic experiences of natural phenomena has been identified as having a significant impact on an individual's learning in primary science education. This paper attempts to review the significance of the influence of &quot;wonder&quot; arising from students aesthetic reactions to exploratory activities can have on their subsequent engagement and learning in science. Current challenges facing the teaching and learning of science in the New Zealand primary school context are identified and used to justify the need for change of approach to the teaching of primary science. The calls for more affective goals for primary science education are identified and linked to literature that explores the impact of aesthetic experiences on learning in science education. A tentative taxonomy that distinguishes different types and situations where aesthetic experiences may occur is presented. Finally, &quot;Creative Exploration&quot; an inquiry based model for teaching and learning in primary science is introduced. (Contains 2 tables.)
Popularity and Relevance of Science Education Literacy: Using a Context-Based Approach
Author: Rannikmae, Miia
Date: 2010-06-00
Type: Journal Articles
Subjects: Foreign Countries,Science Education,Science Interests,Student Motivation,Scientific Literacy,Relevance (Education),Scientific Concepts,Ethics

This article draws attention to the difference between interest and relevance in science education while recognising both can be considered components of intrinsic motivation--motivation for learning coming from students themselves. Research has shown the importance of intrinsic motivation and this study seeks an approach to enhance this through taking examples from everyday life. The approach, citing PARSEL, a project promoting relevance and interest in science education for scientific literacy is to initial the learning through everyday language and to guide the students to recognise their lack of science conceptual learning for considering the everyday issue or concern being considered. The science learning is consolidated by a further stage which attempts to bring the science gained into the everyday issue being discussed. (Contains 1 figure.)
Creating Effective Student Engagement in Online Courses: What Do Students Find Engaging?
Author: Dixson, Marcia D.
Date: 2010-06-00
Type: Journal Articles
Subjects: Online Courses,Active Learning,Learner Engagement,Educational Strategies,Aptitude Treatment Interaction,Educational Needs,Student Surveys,Instructional Effectiveness,Mail Surveys,Learning Activities,Distance Education,Interest Inventories,Teacher Student Relationship

While this paper set out to discover what activities and/or interaction channels might be expected to lead to more highly engaged students, what it found was a bit different. After first creating a scale to measure online student engagement, and then surveying 186 students from six campuses in the Midwest, the results indicate that there is no particular activity that will automatically help students to be more engaged in online classes. However, the results also suggest that multiple communication channels may be related to higher engagement and that student-student and instructor-student communication are clearly strongly correlated with higher student engagement with the course, in general. Thus, advice for online instructors is still to use active learning but to be sure to incorporate meaningful and multiple ways of interacting with students and encouraging/requiring students to interact with each other. (Contains 4 tables.)
Knowledge Surveys: Students Ability to Self-Assess
Author: Clauss, Jon
Date: 2010-06-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Metacognition,Behavioral Objectives,Classification,Active Learning,College Students,Student Surveys,Scores,Self Efficacy

Active learning theory indicates the importance of helping students take control of their learning, monitor their understanding, and assess learning strategies. Knowledge surveys are intended to improve a student's ability to self-assess and cover the content and the full range of cognitive levels of a course. We explore an interdisciplinary data set of knowledge surveys and exams, asking whether student's ability to self-assess differs at different cognitive (Bloom) levels. Although self assessment accuracy was strongly related to the Bloom level of exam questions, this dependence was not simple. Students had the most difficulty self-assessing at intermediate Bloom levels. (Contains 3 figures and 3 footnotes.)
Beyond the Classroom: A Case Study of First-Year Student Perceptions of Required Student-Faculty Conferences
Author: Kaufka, Beth
Date: 2010-06-00
Type: Journal Articles
Subjects: College Freshmen,Teacher Student Relationship,Writing Instruction,General Education,Critical Thinking,Student Attitudes,Case Studies

Instructors of first-year students must understand that many of the frustrations they encounter with this demographic are a normal part of a transition process. Not only are first-year students asked to adjust to new academic demands, they also must learn how to live independently in a new environment. An effective way to facilitate academic development is to require conferences that: 1) address the student as a person within the first-year context, and 2) focus on course content and academic development. The former is initially prioritized over the latter to meet the specific needs of first-year students. In the fall semester of 2009, the author conducted a case study with three sections of Critical Writing, an interdisciplinary general education critical thinking and writing course. Students met with the instructor throughout the semester, and at the end of the course, they completed a 25-question in-class anonymous, multiple-choice survey to gauge their perceptions of the impact of required conferences on their academic experiences. The data show that students very clearly perceived the conferences as helpful for their learning and overall experience of the course. (Contains 1 table.)
Academic Literacy: The Importance and Impact of Writing across the Curriculum--A Case Study
Author: Defazio, Joseph
Date: 2010-06-00
Type: Journal Articles
Subjects: Writing Assignments,Writing Across the Curriculum,Writing Skills,Case Studies,College Faculty,Literacy,Teaching Methods,Online Courses,Undergraduate Students,Graduate Students

The paper provides case studies of how four faculty members who teach in undergraduate and graduate programs at the Indiana University School of Informatics promote academic literacy throughout the curriculum. The paper describes the writing assignments in several courses, the objectives of these assignments in enhancing the writing skills of students, the pedagogical approaches used by the faculty members and a discussion of the results. Suggestions for assessing student writing will also be provided. (Contains 2 tables and 1 figure.)
Pedagogical Documentation and Collaborative Dialogue as Tools of Inquiry for Pre-Service Teachers in Early Childhood Education: An Exploratory Narrative
Author: Bowne, Mary
Date: 2010-06-00
Type: Journal Articles
Subjects: Early Childhood Education,Children,Learning Processes,Misconceptions,College Faculty,Inquiry,Cooperation,Preservice Teachers,Teacher Collaboration,Reflection,Teamwork,Interviews

The purpose of this paper was to examine how pedagogical documentation and collaborative dialogue served as tools of inquiry for a group of undergraduate Early Childhood Education pre-service teachers at a Midwestern university. The research was a collaborative effort of several faculty members who formed a Scholarship of Teaching and Learning group. A reflective, inquiry approach to this research uncovered several potential themes. This article, specifically, examined the relationships that occurred with collaborative dialogue and pedagogical documentation and how it enabled the pre-service teachers to understand the learning processes more fully, the benefits to utilizing collaborative dialogue and pedagogical documentation, and the misconceptions that emerged.
Teaching Research to Teachers: A Self-Study of Course Design, Student Outcomes, and Instructor Learning
Author: Turner, Susan A.
Date: 2010-06-00
Type: Journal Articles
Subjects: Action Research,Teacher Researchers,Research Skills,Training,Independent Study,Teaching Methods,Reflective Teaching,Adult Development,Curriculum Design,Inservice Teacher Education,Graduate Students,Feedback (Response),Qualitative Research

This description of a teaching self-study focuses on a graduate research course for classroom teachers in which two issues central to improving teaching practice were addressed. First, it details the process of examining course design and curriculum in search of the most effective strategies for training classroom teachers to do research. Second, it explores what can be learned about the teaching process by methodically examining student feedback, course outcomes, and instructor learning during three course iterations. The results of the study include a description of the teacher-as-researcher course design, a summary of student feedback and outcomes, and a report of instructor learning that grew out of engaging in the self-study process. (Contains 4 tables and 4 figures.)
A Case Study of Cooperative Learning and Communication Pedagogy: Does Working in Teams Make a Difference?
Author: Tsay, Mina
Date: 2010-06-00
Type: Journal Articles
Subjects: Undergraduate Students,Communication Research,Academic Achievement,Cooperative Learning,Program Effectiveness,Teamwork,Teaching Methods,Questionnaires,Predictor Variables,Correlation,Grades (Scholastic),Student Participation

Cooperative learning has increasingly become a popular form of active pedagogy employed in academic institutions. This case study explores the relationship between cooperative learning and academic performance in higher education, specifically in the field of communication. Findings from a questionnaire administered to undergraduate students in a communication research course indicate that involvement in cooperative learning is a strong predictor of a student's academic performance. A significant positive relationship was found between the degree to which grades are important to a student and his or her active participation in cooperative learning. Further, the importance of grades and sense of achievement are strong predictors of performance on readiness assessment tests. (Contains 2 tables.)
Addressing Pedagogical Dilemmas in a Constructivist Language Learning Experience
Author: Nikitina, Larisa
Date: 2010-06-00
Type: Journal Articles
Subjects: Constructivism (Learning),Russian,Second Language Learning,Second Language Instruction,Student Projects,Problem Based Learning,Video Technology,Personal Autonomy,Student Evaluation,Student Attitudes,College Students,Foreign Countries

Educational constructivism has long been associated with advanced pedagogy on the basis that, it champions a learner-centered approach to teaching, advocates learning in meaningful contexts and promotes problem-based activities where learners construct their knowledge through interaction with their peers. Involving language learners in video projects allows a seamless incorporation of constructivist assumptions into the teaching and learning experience. However, practicing educational constructivism has been fraught with a number of pedagogical dilemmas and challenges (Windschitl, 2002). First among these dilemmas is the need to promote learner autonomy while, at the same time, maintaining a solid framework for the learning experience. Secondly, constructivist teaching and learning require proper assessment strategies that take into account the uniqueness of this educational practice. This article describes a video project implemented by Russian language learners and deliberates on possible ways to deal with these pedagogical dilemmas.
Research-able through Problem-Based Learning
Author: Annerstedt, Claes
Date: 2010-06-00
Type: Journal Articles
Subjects: Student Attitudes,Problem Based Learning,Cultural Influences,Teaching Methods,Student Centered Curriculum,Educational Technology,Anatomy,Biomechanics,International Cooperation,Teamwork,Computer Uses in Education,Creative Thinking,Computer Mediated Communication,Web Sites,Electronic Publishing,Cooperative Learning

This research project describes an attempt to move towards a more student centered and participatory approach on learning through problem-based storyboards (themes/scenarios) and a unique opportunity for students to have an academic cross-cultural exchange. The purpose of the study was to analyze students' conceptions of this approach on learning through storyboards, experiential learning and the evolution of assessment methods that reflect and further student capabilities. While student satisfaction with the aims of the course was high and technology facilitated a unique cross-cultural opportunity, the challenges of maintaining reliable technology and matching student expectations proved challenging. Despite critical comments, the overwhelming outcome was positive. (Contains 3 figures and 6 footnotes.)
Divided Stimulus Control: A Replication and a Quantitative Model
Author: Davison, Michael
Date: 2010-07-00
Type: Journal Articles
Subjects: Animals,Stimuli,Color,Time,Perception,Cues,Reinforcement,Replication (Evaluation),Statistical Analysis,Attention

Four pigeons were trained on a conditional discrimination. The conditional stimuli were compounds of pairs of stimuli from two different dimensions, fast versus slow cycles of red or green stimuli, and short- versus long-duration presentations of these cycles. Across conditions, the probability of reinforcers for correctly responding to each dimension was varied from 0 to 1. Discriminability, measured by log "d," for stimuli on a dimension increased as the relative frequency of reinforcers for that dimension increased, replicating the results of Shahan and Podlesnik (2006). Two further conditions showed that discriminability between stimuli on each dimension was unaffected by whether the stimuli on the other dimension varied or were constant. Finally, maximal discriminability was unchanged in a redundant-relevant cues condition in which either of the stimuli comprising a compound signaled the same correct response. Davison and Nevin's (1999) model provided an excellent quantitative account of the effect of relative reinforcer frequency on discriminability, and thus of the way in which divided stimulus control is itself controlled by relative reinforcement. (Contains 3 tables, 4 figures, and 1 footnote.)