ethanporcaro/eric-fulltext-meta huggingface dataset:
Effectiveness of Digital and Paper-Based Identification Keys for Plants with Slovenian Pre-Service Teachers
Author: Torkar, Gregor
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Electronic Learning,Handheld Devices,Paper (Material),Identification,Plants (Botany),Biodiversity,Science Materials,Photography,Visual Aids,Usability,Knowledge Level,Preservice Teachers,Foreign Countries

Teaching about biodiversity and its conservation could be an effective way to teach the importance of different species and human dependence on ecological support systems. This study compares the effectiveness of a digital and a paper-based dichotomous identification key for teaching pre-service teachers about plant species diversity. Twenty-four Slovenian teachers in pre-service training used a digital version of the key on tablet computers and twenty-nine used a paper-based version to identify woody species in the garden near their university faculty. Both keys contained the same species, identical photographs and the same sequence of steps to identify the species. The accuracy and time taken to identify the five species were measured. The participants also completed a questionnaire about the usability of the identification key. Overall, both versions of the key were equally good for determining species names. The digital version of the key was found to be more time-effective than the paper version only when multiple identification steps were required to identify species. The results confirm that those who scored better on the identification tasks have a better general opinion about the usability of the key; especially students using digital version of the key. Implications for teachers using or creating identification keys are discussed in the conclusion.
Students&apos; Concept Organisation Regarding Chemical Equilibrium in Upper-Secondary Education: Based on Reaction Time Technique
Author: Mai, Yuhua
Date: 2021-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Grade 12,Secondary School Science,Secondary School Students,Reaction Time,Scientific Concepts,Foreign Countries,Concept Formation,Research Methodology,Responses,Long Term Memory

Chemical equilibrium is so important domain knowledge in chemistry that the corresponding organisation of concepts in students has been an interesting but unsolved issue. A deeper understanding of how students organise the relevant concepts in long-term memory is beneficial to develop more targeted teaching practices. This research utilized the reaction time technique as a new approach to exploring upper-secondary school students' organisation of concepts regarding chemical equilibrium. A category judgment task involving 247 Chinese twelfth-grade students from two upper-secondary schools was conducted. The results showed that a significant difference was between the reaction time of concept dimensions. The mean reaction time of the dimension 'reversible reaction' was the shortest, but the dimension 'representation of state' had the longest mean reaction time. Next, there was no significant difference in the organisation of concepts between students studying chemistry at different levels of academic achievement. These findings provide a new and essential picture to deeply understand the organisation of concepts regarding chemical equilibrium and help focus on the relations between some relevant concepts. This research represents that the reaction time technique can be utilized in the research on organisation of science concepts.
Achievement and Gender Effects on 5th Grader&apos;s Acquisition of Science Process Skills in a Socioeconomically Disadvantaged Neighborhood
Author: Saban, Yakup
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Achievement,Science Instruction,Science Process Skills,Economically Disadvantaged,Elementary School Students,Elementary School Science,Grade 5,Gender Differences,Learning Activities,Student Role,Foreign Countries

Science process skills (SPSs) play a significant role in science education. This research aimed to determine the acquisition level of 5th-grade students in SPSs with classroom activities. The research was a case study, and the data were collected by focus group interviews, document analysis, and observations. The sample of the research was six students from the fifth grade selected based on maximum variation sampling. Science process skills focused worksheets, focus group interview schedule, and observation forms were used as data collection tools. As a result, it was found out that the students were at the average or above the average level in observing, predicting, measuring, comparing and classifying skills; and they were at below the average level in inferring, organizing data, identifying and using experimental materials, processing data and formulating models, controlling variables, experimenting, interpreting and inferring. Also, it was determined that students with high academic achievement have more acquisition in SPSs. Besides, it was found out that the development of SPSs is gender neutral, it depends on the number of activities that are made in the classroom and what is the role of the students in these activities. [An oral presentation of this research was presented at the 5th International Eurasian Educational Research Congress, 2-5 May 2018.]
The Alignment between Third-Grade Primary School Science Textbooks and Curriculum Standards in China and Japan
Author: Sun, Lihui
Date: 2021-00-00
Type: Journal Articles
Subjects: Alignment (Education),Grade 3,Elementary School Science,Textbooks,Academic Standards,Foreign Countries,Textbook Evaluation,Content Analysis

This study applied the Porter's alignment model to construct a localized two-dimensional framework based on Anderson's taxonomy. The research chose the third-grade primary school science textbooks from two representative presses in China and Japan, coded the textbooks and curriculum standards, calculated the alignment level between the textbooks of the two presses and their corresponding curriculum standards, and discussed the alignment level from the topic, cognitive demand, and emphasis. The results show that the B version in Japan is significantly aligned with the Japanese curriculum standard, but the A version in China does not have significant alignment with the Chinese curriculum standard. Besides, a common problem is that the ratios of life science in sample science textbooks both exceed the requirements of the curriculum standards, and the problems of exceeding the standard in cognitive demand and not highlighting the key points also need to be concerned. This study provides ideas and references for countries with similar educational situations to study the compilation of science textbooks and fills up the deficiency of the international comparison of the alignment between primary school science textbooks and curriculum standards by using the alignment model.
Cooperation of the Pre-Service Chemistry and Geography Teachers on an Interdisciplinary Lesson Planning
Author: Trivic, Dragica D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Collaboration,Chemistry,Geography Instruction,Science Instruction,Interdisciplinary Approach,Teaching Methods,Lesson Plans,Foreign Countries,Preservice Teachers,Preservice Teacher Education,Workshops,Knowledge Level,Case Studies

The aim of this research was to examine the effects of a new platform for raising the pre-service chemistry and geography teachers' awareness of cooperation possibilities associated with the planning relevant interdisciplinary lesson. The research featured the participation of 16 students of the Faculty of Chemistry and 28 students of the Faculty of Geography of Belgrade University. Two workshops were conducted within the research. During the first workshop the participants worked in small groups on the tasks which served to strengthen their awareness on the relevant science education. The second workshop comprised the jointly planning the interdisciplinary lessons in groups with members of the pre-service teachers of both subjects. The participants' lesson plans contain goals that can be classified as those relevant for the individual and those relevant for society. Half of the lesson plans contained formulations of goals that can be assessed as relevant for certain professions. The activities planned for the attainment of the stated goals support an interdisciplinary approach, encompass the concepts envisaged by the chemistry and geography curricula, and the activities specific to these two subjects.
Development of an Instrument to Measure Preschool Teachers&apos; Beliefs in Inquiry-Based Activities
Author: Gavora, Peter
Date: 2019-00-00
Type: Journal Articles
Subjects: Test Construction,Preschool Teachers,Teacher Attitudes,Beliefs,Active Learning,Inquiry,Learning Activities,Test Validity,Foreign Countries,Attitude Measures,Teacher Competencies

Professional beliefs is an important factor that influences activities that preschool teachers organize and manage in the classroom. In order to determine how strong these beliefs are, valid and reliable instruments must be at disposal. This research aimed to develop and validate DPBA, an instrument designed to measure teachers' beliefs toward the use of inquiry-based activities in preschool classes. A sample of 1,004 Czech preschool teachers was used to obtain the validation data. From the initial set of 40 items, a final version of DPBA with 22 items was created in a series of analyses. Principal component and maximum likelihood methods with Varimax rotation were used to extract an appropriate scale structure. DPBA is composed of three subscales, Benefits (12 items), Teacher competence (6 items) and Concerns (4 items), which have reliabilities of 0.906; 0.847 and 0.729, respectively. The overall reliability of the instrument is 0.883. Consistently high reliability coefficients were obtained in subsamples of respondents of varied years of practice and education, thus verifying a solid internal consistency of the instrument. Confirmatory factor analysis proved a theoretical model with the three subscales with adequate model fit indices. Overall, DPBA possesses sound psychometric properties when used with Czech preschool teachers.
Effectiveness of the Conceptual Change Method on Understanding Plant Mass Increase
Author: Gobec, Katja
Date: 2019-00-00
Type: Journal Articles
Subjects: Botany,Scientific Concepts,Agricultural Education,Foreign Countries,Student Attitudes,Attitude Change,Misconceptions,Biology,Secondary School Students,Knowledge Level,Scientific Attitudes

This research aimed to assess the influence of the method of conceptual change on understanding the concept of increasing the mass of plants among 414 students in agricultural education in Slovenia. In photosynthesis, biomass is produced, so understanding these processes is essential for successful agriculture. Data were collected using a knowledge test and a questionnaire that were administered before and after the traditional and experimental teaching units. The results allowed the conclusion that the method of the conceptual change (experimental teaching unit) was significantly more effective than the traditional method in improving the understanding of the contribution of solar energy and carbon dioxide to the increase in the mass of plants. There was no significant difference in the improvement of knowledge about the contribution of the minerals that plants receive through their roots. Understanding the contribution of water to the increase of the mass should be tested further because of the unexpected misconception that influenced the results that was found among students. Students' attitudes toward biology and photosynthesis were significantly better after the experimental teaching unit. Considering these findings, other topics should be prepared using the method of the conceptual change to assist biology and science teachers in agricultural education.
First-Generation Students&apos; Information Literacy in Everyday Contexts
Author: Ilett, Darren
Date: 2019-12-00
Type: Journal Articles
Subjects: First Generation College Students,Undergraduate Students,Information Literacy,Information Utilization,Library Instruction,Academic Libraries,Context Effect,Family Environment,Work Environment,Career Development,Sense of Community,African American Students,Hispanic American Students

Historically, much of the Library and Information Science (LIS) literature on first-generation students (FGS) framed them using deficit thinking, emphasising what they lacked to be successful in higher education. In contrast, recent scholarship has turned to asset-based pedagogies, shifting the focus onto the strengths that FGS bring to college. Further, LIS research on FGS has examined how students engage with information solely in academic contexts, such as completing research papers or navigating higher education procedures. The current study contributes to the discussion of asset-based pedagogies by using a funds of knowledge approach to explore the ways in which FGS at a mid-sized university in the US engage with information, and it expands the scope of inquiry to several everyday contexts, including students' households, workplaces, and communities. The findings reveal a variety of funds of knowledge concerning participants' information literacy (IL) and lay the foundation for IL instruction that meets FGS where they are, thus serving them more equitably.
How Individual Consultations with a Librarian Can Support Systematic Reviews in the Social Sciences
Author: Dalton, Michelle
Date: 2019-12-00
Type: Journal Articles
Subjects: Academic Libraries,Library Services,Literature Reviews,Social Sciences,Librarians,Library Role,Information Literacy,Reference Services,Student Attitudes,Foreign Countries

The use of systematic review as a research method has become increasingly prevalent in the social and human sciences. However, the role of the librarian in delivering library and information skills (LIS) support in this area remains relatively undocumented, in contrast with the health sciences where systematic review support is often highly visible and embedded. This exploratory study uses qualitative survey data collected from researchers who attended an individual consultation with a librarian and aims to identify the potential role and impact that LIS support can have. The results indicate that both the skills and confidence of researchers increased as a result of the interaction, and that the personalised nature of the consultation provided additional value. However, awareness of the service was relatively low, indicating the need for additional marketing and promotion, as well as increased liaison and engagement with academic and research staff. These findings provide a foundation for further research into the design and delivery of LIS support to those undertaking systematic reviews in the social sciences.
A Practical Guide for Analyzing Large-Scale Assessment Data Using Mplus: A Case Demonstration Using the Program for International Assessment of Adult Competencies Data
Author: Yamashita, Takashi
Date: 2021-08-00
Type: Journal Articles
Subjects: Learning Analytics,Computer Software,Syntax,Adults,Competence,Structural Equation Models,Sampling,Prediction,Learning Motivation

In order to promote the use of increasingly available large-scale assessment data in education and expand the scope of analytic capabilities among applied researchers, this study provides step-by-step guidance, and practical examples of syntax and data analysis using Maples. Concise overview and key unique aspects of large-scale assessment data from the 2012/2014 Program for International Assessment of Adult Competencies (PIAAC) are described. Using commonly-used statistical software including SAS and R, a simple macro program and syntax are developed to streamline the data preparation process. Then, two examples of structural equation models are demonstrated using Mplus. The suggested data preparation and analytic approaches can be immediately applicable to existing large-scale assessment data. [For the corresponding grantee submission, see ED616419.]
Attribution and Plagiarism in the Creative Arts: A Flipped Information Literacy Workshop for Postgraduate Students
Author: Hare, Joanna
Date: 2019-06-00
Type: Journal Articles
Subjects: Plagiarism,Art Education,Flipped Classroom,Information Literacy,Workshops,Graduate Students,Citations (References),Multimedia Materials,Library Instruction,Foreign Countries,Academic Libraries,Instructional Effectiveness,Pretests Posttests

The concepts of attribution and plagiarism can be challenging for creative art students who may engage with both text and non-text sources such as images, film, computer games, performance art and more while working on an assessment task. To introduce students to the basics of attributing non-text sources and to explain the distinctions between ethical reuse of creative works at university and in the professional setting, the authors developed an embedded Information Literacy workshop utilising a flipped classroom model. Short educational videos were produced that students watched before attending an in-class library workshop. The students also completed pre- and post-teaching tests to collect evidence of their preconceptions and knowledge before and after watching the videos and attending the library workshop. This article will report on the planning and design of the videos and the library workshop, and share the results of the formative assessment activities.
Be Media Smart: A National Media Literacy Campaign for Ireland
Author: Russell, Philip
Date: 2019-12-00
Type: Journal Articles
Subjects: Media Literacy,Information Literacy,Foreign Countries,Information Sources,Accuracy,Reliability,National Programs,Networks,Volunteers,Futures (of Society)

'Be Media Smart' is an Irish public awareness campaign calling on people of all ages to 'Be Media Smart' and 'Stop, Think, and Check' that information they see, read or hear across any media platform is accurate and reliable. This national media literacy campaign was aimed at enhancing people's understanding of, and engagement with, media, while also empowering them with the skills to evaluate content across all platforms. 'Be Media Smart' is an initiative from Media Literacy Ireland (MLI), a network of volunteer members, facilitated by the Broadcasting Authority of Ireland, working together to promote media literacy in Ireland. This brief article describes MLI's 'Be Media Smart' national media literacy campaign that ran from March 19-April 7, 2019 as well as lessons learned and future plans.
Contingent Teaching through Low-Tech Audience Response Systems: Using Plickers to Support Student Learning and Assessment
Author: Lowe, M. Sara
Date: 2019-12-00
Type: Journal Articles
Subjects: Teaching Methods,Audience Response Systems,Learning Analytics,Formative Evaluation,Information Literacy,Instructional Innovation,Computer Software,Library Instruction,Librarians,Graduate Students,Undergraduate Students,Information Sources,Workshops,Publications

For one-shot instruction sessions, formative assessment is the most feasible method for gathering data to aid contingent teaching, the practice of adapting to learners' needs. Various technologies aid in the quick and efficient gathering of data on student learning in the classroom that can be used for formative assessment. Outside of a library teaching space or computer classroom, it is difficult to know what technology is available, what technology students can access, and how best to aid data collection that engages students, provides meaningful data to allow for contingent teaching, and is not dependent on student technology ownership. A low-tech audience response system has provided an opportunity to collect data on student learning and enable contingent teaching. This project report contributes to the field of information literacy research describing how a low-tech audience response system supports contingent teaching and innovates practice in different classroom situations.
Developing Online Instruction According to Best Practices
Author: Lierman, Ashley
Date: 2019-12-00
Type: Journal Articles
Subjects: Online Courses,Library Instruction,Educational Technology,Technology Uses in Education,Best Practices,Instructional Design,Teaching Methods,Program Effectiveness,Resource Units,Asynchronous Communication,Lesson Plans,Conventional Instruction,Higher Education

To meet the growing online and face-to-face library instruction needs of a large research university, a team of librarians set out to develop asynchronous online instruction of sufficient quality to supplement and replace classroom teaching. This report describes the best practices that were identified from a review of the literature, the instructional design process that was used to implement these practices in a pedagogically effective way, the results of pilot testing of the instruction, and implications for future practice. The result is a template for development that can be used by other librarians seeking to develop robust, effective, and accessible online learning objects, whether to reach out to online learners or improve the scalability of information literacy instruction.
Teamwork Makes the Dream Work: Experiences of Student-Athletes in STEM with Dual Advising
Author: Grafnetterova, Nikola
Date: 2021-00-00
Type: Journal Articles
Subjects: Teamwork,Student Athletes,STEM Education,Academic Advising,College Students,Athletic Coaches,Faculty Advisers,Institutional Cooperation,Individual Instruction

Despite the nation's critical need for science, technology, engineering, and mathematics (STEM) college graduates, the National Collegiate Athletic Association's Division I student-athletes represent a small portion of STEM majors. Student-athletes pursuing STEM disciplines benefit from the assistance of academic and athletic advisors; this study explored student-athletes' experiences with such dual advising. Building on Terenzini and Reason's (2005) comprehensive model of influences on student learning and persistence, our findings highlighted STEM athletes' need for individualized advising, support engagement in STEM, and options and flexibility in the curriculum. The study also exposed uncertainty about the different roles of academic and athletic advising units and the ways limited communication diminishes the effectiveness of the advising units' collaborative efforts.
The Perceptions Community College Advising Coordinators Have of Their Institutional Advising Models: An Exploratory Study
Author: Kapinos, Brian
Date: 2021-00-00
Type: Journal Articles
Subjects: Community Colleges,Faculty Advisers,College Faculty,Academic Advising,Coordinators,Models,Student Personnel Services,Academic Support Services

This exploratory qualitative study examined how community college advising coordinators describe their roles within the context of institutional advising models. Conducted to address the lack of empirical research concerning advising coordinators, we determined to uncover what institutional and administrative challenges advising coordinators may face within those advising models. Thirteen advising coordinators, employed at separate public institutions within the Northeast United States, participated in this study. Findings demonstrated that split advising models might pose additional logistic or administrative challenges for coordinators, considering their status as middle managers with limited oversight of institutional advising services. Additionally, due to their limited roles as middle managers, advising coordinators may be unable to ensure the consistency of institutional advising practices for students.