ethanporcaro/eric-fulltext-meta huggingface dataset:
Pre-Service Elementary Teachers' Experience in a Community of Practice through a Place-Based Inquiry
Author: Cook, Kristin
Date: 2014-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Preservice Teachers,Inquiry,Communities of Practice,Learner Engagement,Scientists,Intervention,Environmental Influences,Conservation (Environment),Experiential Learning,Sustainability,Case Studies,Phenomenology,Student Journals,Interviews,School Community Relationship,Qualitative Research

With this case study, we explored efforts to connect pre-service elementary teachers (PSTs) and campus scientists through place-based inquiry instruction. Using the framework of Community of Practice (CoP), the research question guiding this study was: what features of our place-based inquiry course intervention (involving PSTs and scientists) afforded or constrained the extent to which our students moved toward a fuller involvement in the CoP? The results indicated the PSTs were able to participate in a CoP engaged in authentic scientific inquiry and were able to move through levels of legitimate peripheral participation in varying degrees while maintaining their identities as future elementary teachers. Additionally, place-based inquiry was an effective means of including PSTs in the CoP by enabling them to provide a unique knowledge set to partnering scientists and to build arguments based on authentic local inquiry.
Physics Teachers' Behavioral, Control and Normative Beliefs about Teaching Physics According to the National High School Physics Curriculum in Turkey
Author: Kapucu, Serkan
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Science,High Schools,Physics,Science Curriculum,Active Learning,Science Process Skills,Science Teachers,Teacher Attitudes,Questionnaires,Observation,Teaching Skills,Qualitative Research,Program Implementation,Semi Structured Interviews,Teacher Characteristics,Video Technology,Data Analysis

In Turkey, a new Turkish High School Physics Curriculum (THSPC) was put into practice, starting initially with the Grade 9 in the 2008-2009 education-year. When compared with the previous ones, this curriculum emphasized the importance of students' active involvement in learning, use of real-life contexts and development of new skills. Even though what is intended with the new curriculum reflects the global trends in science/physics education, its success (or failure thereof) depends a great deal on teachers since they are the main actors to put the curriculum into practice. Whether teachers can implement the curriculum as intended by the curriculum developers remains an important question. A teacher's belief is an important factor, among others, that affects his/her implementation of the THSPC. In this regard, the aim of this study was to investigate physics teachers' beliefs related to the teaching of physics according to the THSPC. Four physics teachers from different schools participated in this study. Data were collected through interviews, classroom observations and an open-ended questionnaire. According to our findings, physics teachers believed that teaching physics based on the THSPC helped students use their skills, become more interested in physics lessons, relate physics to their daily life and understand physics better. However, teachers believed that factors such as students' interest in physics, the university entrance exam, inadequate laboratory facilities, limited lesson hours per week, and lack of information and communication technologies affected the implementation of the THSPC. For more effective implementation of the THSPC, making some changes in the curriculum should be necessary.
Social Interactions and Familial Relationships Preservice Science Teachers Describe during Interviews about Their Drawings of the Endocrine and Gastrointestinal Systems
Author: Patrick, Patricia
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Human Body,Freehand Drawing,Interviews,Knowledge Level,Interpersonal Relationship,Family Relationship

This study examined preservice science teachers' understandings of the structure and function of the human gastrointestinal and endocrine systems through drawings and interviews. Moreover, the preservice science teachers described where they thought they learned about the systems. The 142 preservice teachers were asked to draw the human gastrointestinal and endocrine systems and label the organs. Following the in class drawings, the preservice science teachers were interviewed by a classmate about the drawing, the function of the system, and where they believed they learned about the system. The study provided evidence that (1) preservice science teachers had more knowledge of the gastrointestinal system than the endocrine system; (2) the interviews yielded more information about the systems than did the drawings; (3) food was described as moving from the mouth to the anus, but absorption was not often mentioned; and (4) the prior social interactions that influenced the knowledge of the preservice science teachers were different for the gastrointestinal and endocrine systems.
Modeling the Relationship between High School Students' Chemistry Self-Efficacy and Metacognitive Awareness
Author: Kirbulut, Zubeyde Demet
Date: 2014-00-00
Type: Journal Articles
Subjects: High School Students,Chemistry,Self Efficacy,Metacognition,Correlation,Path Analysis,Hypothesis Testing,Foreign Countries,Factor Analysis,Factor Structure,Likert Scales,Statistical Analysis

In this study, the relationship between students' chemistry self-efficacy beliefs and metacognitive awareness was investigated utilizing a path model. There were 268 chemistry high school students (59% 10th grade and 41% 11th grade) participated in the study. The students took two-hour chemistry course in the 9th and 10th grade and three-hour chemistry course in the 11th grade. To measure students' self-efficacy toward chemistry, the High School Chemistry Self-efficacy Scale was used. Students' metacognition was assessed via Junior Metacognitive Awareness Inventory. The hypothesized model for the relationship between high school students' chemistry self-efficacy and metacognitive awareness was tested by conducting confirmatory factor analysis by using LISREL 9.1 for Windows with SIMPLIS command language. The results of this study showed that high efficacious students were more aware of knowledge about their cognitive abilities and their regulation of cognitive processes.
Noise Pollution in Turkish Elementary Schools: Evaluation of Noise Pollution Awareness and Sensitivity Training
Author: Bulunuz, Nermin
Date: 2014-00-00
Type: Journal Articles
Subjects: Elementary Schools,Acoustics,Sensitivity Training,Consciousness Raising,Elementary School Teachers,Elementary School Students,Questionnaires,Observation,Program Evaluation,Program Effectiveness,Private Education,Public Education,Student Attitudes,Teacher Attitudes,Middle School Students,Middle School Teachers,Knowledge Level,Comparative Analysis,Intervention,Attitude Change,Foreign Countries

This study investigates noise pollution levels in two elementary schools. Also, &quot;noise level awareness and sensitivity training&quot; was given for reducing noise pollution, and the effects and results of this training were evaluated. &quot;Sensitivity&quot; training was given to 611 students and 48 teachers in a private and a public school. Questionnaires, sound meter observations, and the reflections of the student teachers participating in the study were used for collecting data. The findings showed that noise levels measured in both schools were much higher than national and international upper limits. The data obtained through the first questionnaire indicated that students and teachers had little knowledge, understanding, sensitivity, and awareness of noise pollution. Sound meter measurements recorded after training showed no decrease in the noise levels of the schools. However, post-training observations, questionnaires, and reflections of the pre-service teachers demonstrated that the awareness and sensitivity of students and teachers about noise pollution in schools increased. A decrease occurred in their following perception: &quot;that noise pollution in schools cannot be prevented&quot;. Teacher reflections showed that positive change in the awareness and sensitivity about noise pollution manifested itself in the behaviors of the students and the teachers considerably. It was concluded that teachers and administrators must display sensitive behaviors in regard to the noise in particular, this issue should be emphasized during lessons and the training in schools should be given to students as of early ages.
A Review of Research on School Field Trips and Their Value in Education
Author: Behrendt, Marc
Date: 2014-00-00
Type: Journal Articles
Subjects: Field Trips,Experiential Learning,Student Interests,Knowledge Level,Student Motivation,Teacher Role,Planning,Program Implementation,Reflection,Teacher Education,Science Teachers,Teacher Empowerment,Informal Education,Faculty Development,Science Interests,Barriers,Learner Engagement,Elementary School Students,Elementary School Teachers,Secondary School Students

The purpose of this paper is to examine the importance of science field trips as educational tools to connect students to classroom concepts. Experiential learning at formal and informal field trip venues increases student interest, knowledge, and motivation. The teacher&apos;s role in preplanning, implementation, and reflection often dictates the impact that the field trip will have on students. Science teacher education programs do not traditionally instruct preservice teachers how to plan or coordinate a field trip. Once teachers are empowered and learn how to develop and orchestrate a successful field trip, they will enable students to develop interest in science, which may lead to improved learning or improved science literacy. Because some school systems are limiting science field trips, this paper concludes by examining inexpensive or cost-free field trip ideas.
Preservice Science Teachers' Perceptions of Their TPACK Development after Creating Digital Stories
Author: Sancar-Tokmak, Hatice
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Student Attitudes,Pedagogical Content Knowledge,Educational Technology,Case Studies,Story Telling,Science Education,Questionnaires,Interviews,Observation,Feedback (Response),Elementary School Science,Foreign Countries

The aim of this case study was to examine pre-service science teachers' (PSTs) perceptions of their Technological Pedagogical Content Knowledge (TPACK) development after creating digital stories based on science topics drawn from the national curriculum. A total of 21 PSTs enrolled in Introduction to Computers II participated in the study. Data were collected through a demographics questionnaire, a TPACK diagram, an open-ended questionnaire, interviews, and observations. During the study, feedback was provided to participants during each step of the digital storytelling process: writing the stories, finding related pictures, matching the pictures to the stories; and preparing the digital files. The PSTs reported that their technological knowledge, pedagogical knowledge, and content knowledge improved during the course.
Tensions and Opportunities: A Baseline Study of Teachers' Views of Environmental Education
Author: Pedretti, Erminia
Date: 2014-00-00
Type: Journal Articles
Subjects: Environmental Education,Teacher Attitudes,Mixed Methods Research,Online Surveys,Interviews,Elementary School Teachers,Secondary School Teachers,Educational Practices,Outdoor Education,Foreign Countries

The paper reports on a study designed to produce a portrait of teachers' self-reported views of environmental education in Ontario. The mixed method study consisted of an on-line survey (N = 377), supplemented by a series of in depth interviews with a volunteer sample (N = 24) of the survey respondents. In addition to providing a reasonable and helpful portrayal of what is happening in environmental education at a classroom level in Ontario, further data analysis revealed the existence of certain tensions within participants' views and reported practices. These tensions we believe, partly explain the limited practice and challenges of environmental education in Ontario classrooms. We have interpreted these tensions as important entry points or opportunities for positive intervention, and discussed how they can be used to stimulate pedagogical development in the field. At an international level, we believe the paper provides deeper insights about the nature of environmental education and its relationship to schooling from the perspectives of teachers.
Transitioning to Inquiry-Based Teaching: Exploring Science Teachers' Professional Development Experiences
Author: Kazempour, Mahsa
Date: 2014-00-00
Type: Journal Articles
Subjects: Science Teachers,Inquiry,Active Learning,Science Instruction,Faculty Development,Learning Processes,Reflection,Summer Programs,Secondary School Teachers,Qualitative Research,Phenomenology,Public School Teachers,Experience,Program Effectiveness,Beliefs,Educational Planning

The literature on professional development is replete with studies that utilize survey, interview, and classroom observation data, primarily collected post professional development experience, to explore teachers' knowledge, beliefs, and actions; however, we lack a clear understanding of teachers' learning process and reflections during the professional development. The current study aims to address the above mentioned gaps in the literature, by utilizing participant reflections and assignments during a summer professional development opportunity, to elucidate the process by which teachers learn about inquiry-based teaching and begin to implement it in their planning, in addition to factors they deem influential in this process. The findings address three questions about professional development: 1) participants' process of developing professionally, 2) features of effective professional development, and 3) the relationship between participants and the program. Furthermore, a web of interrelationships is revealed between participant-identified beneficial programmatic features and the participants' experiences, processes of personal, social, and professional development, evolving conceptions and beliefs, and the translation of these beliefs into practice, as evident in their immediate implementation of ideas in instructional planning.
Students and Scientists Connect with Nature in Uganda, East Africa
Author: Johnson-Pynn, Julie S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Interpersonal Competence,Scientists,Environmental Education,Workshops,Youth,Self Efficacy,Field Experience Programs,Inquiry,College Faculty,Statistical Analysis,Scores,Attitude Measures,Rural Areas,Urban Areas,Gender Differences,Cultural Context,Conservation (Environment),Mentors,Secondary School Students

We studied the impact of environmental education (EE) workshops on Ugandan youth's (N = 84) perceptions of their relationship with nature, self efficacy, and civic attitudes and skills. Two nature-related measures and two measures related to social competencies were administered before and after EE workshops that were designed to educate youth about environmental conservation through field experiences with university scientists and inquiry-based activities with environmental educators. Pre-and post-workshop scores were analyzed using Mixed Design ANOVAs to determine if EE workshop program format length and setting differentially affected male (n = 43) and female (n = 41) participants' perceived benefits of EE workshops. Participants' scores increased following EE workshops, except those in the urban setting, who reported a decrease in their connections to nature compared to those in the rural setting. Longer workshops with more field experiences had the most profound impact on participants' feelings of connection to nature, social competencies, and commitment to civic action. Males showed increases in self efficacy in the rural workshop and greater connectedness to nature in the longer workshops compared to females. Results underscore the importance of considering geographical and cultural contexts when developing and evaluating EE.
What Can Influence Students' Environmental Attitudes? Results from a Study of 15-Year-Old Students in France
Author: Le Hebel, Florence
Date: 2014-00-00
Type: Journal Articles
Subjects: Environment,Student Attitudes,Foreign Countries,Classification,Questionnaires,Science Education,Comparative Education,Relevance (Education),Secondary School Students,Extracurricular Activities

The purpose of this study is to investigate the environmental attitudes (EA) in the population of 15-year-old French students and, to check if the French student population presents similar EA categorization as described in the different models in the literature (e.g. the Model of Ecological Values, Wiseman &amp; Bogner 2003). The second aim of this study is to identify the different factors influencing students' EA. We analyse the results of the questionnaire-based Relevance of Science Education Project carried out in France in 2008 as a part of a wider international comparative study ROSE (Relevance Of Science Education). The hierarchical ascendant classification of data from 2124 French students led to three main classes reflecting three different environmental attitudes showing a high resonance with the 2-MEV scale (Wiseman &amp; Bogner 2003). The Model of Ecological Values (2-MEV) is defined with two orthogonal dimensions, Preservation and Utilization. Ecological Values are determined according to an individual's position on two orthogonal dimensions, one dimension reflecting conservation and protection of the environment (Preservation) and another dimension reflecting the utilization of natural resources (Utilization). Our results show links between students environmental attitudes and students' level of interest in learning about specific environmental topics, their practice of extra-curricular activities linked to nature and students' value priorities in different dimensions of their future work. We discuss the implications of these results for the teaching of environmental issues, and for instance, we argue that EA concept could be explained to fifteen-year-old students to encourage them to take into account the diversity of views towards the environment of others, and to position themselves in this diversity of attitudes. They could be aware that for instance, individuals can support environmental issues for different reasons, and consequently may respond to different appeals.
How Ready Are Postsecondary Institutions for Students Who Are d/Deaf or Hard-of-Hearing?
Author: Cawthon, Stephanie W
Date: 2014-03-03
Type: Journal Articles
Subjects: Partial Hearing,Deafness,Colleges,College Students,College Readiness,Communication Skills,Interpersonal Competence,Social Development,Emotional Intelligence,Academic Accommodations (Disabilities),Disclosure,Postsecondary Education,Access to Education,Comorbidity,Measures (Individuals),Federal Legislation,Educational Legislation

Educational policy in the United States is increasingly focused on the need for individuals to be academically ready for postsecondary education experiences. The focus of these initiatives, however, centers primarily on individuals and their competencies and characteristics, and not on the capacities of postsecondary institutions to serve them. This article uses the lens of students who are d/Deaf or hard-of-hearing (DHH) to explore ways in which college readiness can be conceptualized as overlapping continuums of preparedness for both individuals and institutions. The article first summarizes research on students who are DHH and their readiness across core domains of academic preparation, language and communication, and soft skills. The article then discusses considerations at the institutional level such as accommodations, direct vs. mediated communication, student disclosure rates, and their level of accessibility for students who have a different academic, linguistic, and cultural experience than most institutional infrastructure is designed to serve. We conclude with considerations for future investigation and an expansion of the dialog around readiness and postsecondary education.
Evolving Statewide Transfer Policies: Persistent Efforts in Tension with Workforce Development among Massachusetts Community Colleges
Author: de la Torre, Daniel, Jr.
Date: 2014-04-21
Type: Journal Articles
Subjects: Community Colleges,Transfer Programs,Transfer Students,Transfer Policy,Institutional Mission,Labor Force Development,Vocational Education,Articulation (Education),Policy Formation,Credentials,Police,Higher Education,Public Schools,Case Studies,Qualitative Research,Comparative Analysis,Enrollment

Since their inception, community colleges have included the transfer function as a central mission. However, arguments have been made contending that community colleges have systematically diverted students toward occupational education. In the 21st century, community colleges continue to contend with multiple missions and identities, especially when viewed from a workforce-development perspective stressing short-term employability as the primary objective. The two-fold purpose of this study focuses on the academic transfer mission of community colleges in tension with the vocational-occupational mission. We apply document and thematic analysis to identify the elements of formal transfer and articulation policies in the United States leading into the 21st century. Using these results as a framework for comparison, we draw on Massachusetts as a case study to explore how transfer and articulation policies have resembled and/or diverged from the policy elements we isolate. Findings address transfer policy in the context of competing community college missions, both nationally and within Massachusetts. Implications for future policy formation point to the need for bridging the tension between transfer and occupational missions through the adoption of a) policies advocating explicit transfer opportunities for community college students enrolled in occupational programs, b) the use of stackable credentials to support community college students initially pursuing technical preparation for employment on the way towards subsequent academic advancement, and c) state-specific analysis of transfer policies, applying a framework similar to the one used in this study, to better understand how particular strengths and limitations influence policy reform within the context of state-determined higher education priorities.