ethanporcaro/eric-fulltext-meta huggingface dataset:
At the Very Root of the Development of Interest: Using Human Body Contexts to Improve Women&apos;s Emotional Engagement in Introductory Physics
Author: Allaire-Duquette, Geneviève
Date: 2014-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Females,Science Interests,Student Interests,Physiology,College Students,Womens Education,Problem Solving,Emotional Response,Context Effect,Human Body,Introductory Courses,Measurement Equipment,Arousal Patterns,Statistical Analysis

In physics, women find contexts concerning human biology, medical applications, or natural phenomena highly relevant (Hoffmann, 2002), and the rareness or absence of these in physics curricula may make it more difficult for women to develop and maintain their interest in physics. To date, research in physics education addressing student&apos;s interest mainly employed subjective or contextual data, mostly questionnaires containing statements about different scientific topics. However, no index has been used to identify the triggering of interest as it is happens in real time and, more importantly, in action. Psychophysiological data, in this case electrodermal activity, allow non-intrusive recordings of student&apos;s arousal that serve as a more direct and objective way to observe their interest while they solve physics problems. The onset of interest with arousal must be investigated given that a strong, positive emotional engagement is an essential first step in developing interest in a discipline (Hidi &amp; Renninger, 2006). This study compares the emotional engagement of 13 female college and university students while solving physics problems involving either technical or human body contexts. Results show that the emotional engagement of women in the subject was, in part, significantly greater and more positive when they were solving problems involving the human body context rather than the technical context.
The Use of Blogs in English Language Learning: A Study of Student Perceptions (El uso de bitácoras o &quot;blogs&quot; en el aprendizaje del idioma inglés: un estudio sobre las percepciones del estudiante)
Author: Ahluwalia, Gurleen
Date: 2011-10-00
Type: Journal Articles
Subjects: Electronic Publishing,Second Language Learning,Learning Activities,Student Attitudes,Second Language Instruction,Computer Mediated Communication,Engineering Education,Indians,English (Second Language),Independent Study,Personal Autonomy,Language Laboratories,Foreign Countries,Positive Attitudes,College Students,Interviews,Computer Assisted Instruction,Student Surveys,Followup Studies

In this article we present an investigation that focused on the students' perception of using Blogs as a means to supplement in-class language learning activities. Blogs are easy to manage and enable students to publish their work in a chronological manner. They help students to engage in online exchanges and promote learner autonomy. This study evaluates a language laboratory program in which forty-two first year engineering students from a college in India were introduced to blogs and instructed to use them for recording their laboratory work. Data collection reveals that despite encountering some difficulties, students had an overall positive attitude towards using blogs in their learning of English. A follow-up study was conducted a year after the initial study and the results supported the original findings.
The Portrayal of EFLTeachers in Official Discourse: The Perpetuation of Disdain (La imagen de los profesores de inglés como lengua extranjera en el discurso oficial: la perpetuación del desdén)
Author: Guerrero, Carmen Helena
Date: 2010-10-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Teachers,Teacher Attitudes,Discourse Analysis,Folk Culture,Teacher Education,Cultural Capital,Teaching (Occupation),Social Status

The purpose of this article is to offer an interpretation of the images of Colombian English teachers constructed in official discourse, particularly (but not exclusively) in the document &quot;Estándares básicos de competencias en lenguas extranjeras: inglés. Formar en lenguas extranjeras, el reto&quot;. This is part of a larger critical discourse analysis research study whose main data source is the aforementioned document. The analysis was conducted following a Hallidayan &quot;clause as representation&quot; approach combined with Fairclough's methodology for a critical discourse analysis. Three main images were found: teachers are invisible; teachers as clerks; and teachers as technicians/marketers. The conclusions show that official discourse plays into folk concepts of Colombian teachers and feeds into them to validate official unilateral decisions.
Designing Proficiency Tests to Accredit Previous Knowledge in American and British Literature in a Bilingual Education Program (Diseño de exámenes de suficiencia para acreditar el conocimiento previo en literatura americana y británica en un programa de educación bilingüe)
Author: León Chica, César Julio
Date: 2010-00-00
Type: Journal Articles
Subjects: Language Tests,Language Proficiency,Test Construction,Student Attitudes,Foreign Countries,Bilingual Education Programs,English (Second Language),Second Language Instruction,Second Language Learning,English Literature,Focus Groups,Private Colleges,Test Validity,Prior Learning,College Students,Language of Instruction,Student Needs,Qualitative Research

This article aims at identifying the kind of American and British literature tests that can be designed to allow students who enter a bilingual education program at a private university in Colombia to have their previous knowledge in these two subjects accredited through a proficiency test. Students' needs, opinions, beliefs, existing commercial tests, the University's (specifically, the one where the study was conducted) literature programs, several anthologies, and competences required in the education program were all taken into consideration. Then the tests were developed, piloted, and validated with a focus group composed of ten students of said program. The results indicated that students require previous knowledge, literary competence, and command of the English language because those are determining factors in successfully passing the tests.
Pre-Service Teachers' Perceptions of Teaching STSE-Based High School Physics: Implications for Post-Secondary Studies
Author: MacLeod, Katarin
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,High Schools,Secondary School Science,Science Instruction,Science Teachers,Science and Society,Barriers,Science Curriculum,Case Studies,Attitude Change,Foreign Countries,Scientific Principles,Qualitative Research,Interviews,Focus Groups,Attitude Measures,Online Surveys,Statistical Analysis,Likert Scales

Science, Technology, Society and Environment (STSE) education has received attention in educational research, policy, and science curricula development, yet less advancement has been made in moving theory into practice. There are many examples of STSE-based teaching in science at the elementary and secondary levels, yet little has focused specifically on the area of physics education. This research examined pre-service physics teachers' views and perceptions, challenges and tensions which influenced their adoption of the required STSE educational expectations found within secondary school physics curriculum of Ontario, Canada, in the context of a pre-service physics education course. The researcher employed an interpretive case study design. The pre-service physics teachers' evolution of perceptions and attitudes demonstrate growth in the areas of curricula understanding and implementation issues, potential student concerns, and general fit of the subject within the context of a student's learning journey. This study contributes to our understanding of the challenges faced when teaching physics through an STSE lens, provides implications for teacher education and physics education at the undergraduate level.
Adolescents' Awareness of Environmental Care: Experiences When Writing Short Descriptive Texts in English (Concientización de los adolescentes sobre el cuidado ambiental: experiencias al escribir textos descriptivos cortos en inglés)
Author: Jaramillo Urrutia, Lorena
Date: 2011-04-00
Type: Journal Articles
Subjects: Adolescents,Conservation (Environment),Student Motivation,Knowledge Level,Vocabulary,Ecology,Sentences,Paragraph Composition,Writing (Composition),Writing Assignments,School Newspapers,Writing for Publication,Interdisciplinary Approach,Writing Skills,Foreign Countries,English (Second Language),Language Usage,Teacher Role,Grade 9,Questionnaires,Figurative Language,Painting (Visual Arts)

Today it is necessary to approach environmental topics with students in an interdisciplinary manner to mitigate the environmental damages that the Earth is suffering. In this paper we report an action-research and innovation study aimed at sensitizing students with respect to the care and preservation of the environment through the writing of short descriptive texts in English. The study had four stages: motivation, knowledge of ecological vocabulary, production of sentences and paragraphs, construction of short descriptive texts with the help of guidance questions and their publication in the school newspaper. The findings show that the procedure used in class promotes interdisciplinary work around environmental topics as well as the development of writing skills.
Curricular Reforms That Improve Students' Attitudes and Problem-Solving Performance
Author: Teodorescu, Raluca E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Attitudes,Science Course Improvement Projects,Science Curriculum,Curriculum Development,Educational Change,Algebra,Introductory Courses,Scientific Attitudes,Curriculum Design,Units of Study,Delivery Systems,Teaching Methods,Educational Strategies,Course Descriptions,Course Organization,Student Evaluation,Performance Based Assessment,Attitude Measures,College Science,Scoring Rubrics

We present the most recent steps undertaken to reform the introductory algebra-based course at The George Washington University. The reform sought to help students improve their problem-solving performance. Our pedagogy relies on didactic constructs such as the&quot; GW-ACCESS problem-solving protocol,&quot; &quot;instructional sequences&quot; and &quot;problem classification schemes&quot; that we have developed and implemented in our introductory physics course. These tools were designed to help advance students in two specific ways: 1) to improve their problem-solving performance and 2) to improve their attitudes towards learning physics. We organized traditional and research-based physics problems such that students experienced a gradual increase in complexity related to problem context, problem features and cognitive processes needed to solve the problem. The instructional environment that we created is easily adaptable to any kind of curriculum and can be readily adjusted throughout the semester. To assess the students' problem-solving performance, we created rubrics that assess key steps of physics problem solving. The Colorado Learning Attitudes about Science Survey (CLASS) was administered pre-and post-instruction to determine students' shift in dispositions towards learning physics. The results show improvements in students' problem-solving performance and in their attitudes towards learning physics.
Using Songs to Encourage Sixth Graders to Develop English Speaking Skills (Uso de canciones para motivar a los estudiantes de grado sexto a desarrollar habilidades orales en inglés)
Author: Duarte Romero, Mónica Duarte
Date: 2012-04-00
Type: Journal Articles
Subjects: Singing,Student Motivation,Speech Skills,English (Second Language),Learning Activities,Second Language Instruction,Public Schools,Foreign Countries,Secondary School Students,Observation,Student Surveys,Instructional Effectiveness,Vocabulary,Pronunciation

This article contains the procedures and findings of an investigation carried out by a team of teachers with the purpose of motivating students to speak English. We observed students' lack confidence to talk and that they had little motivation toward learning English. Thus, we used songs as a main resource in conjunction with different kind of activities thus giving students the opportunity to learn in a fun way during their first years of learning a foreign language. As a result of this research project, we found that learners could pronounce many words freely and accurately in a non-threatening environment. Students acquired new vocabulary and, the most important aspect, they were motivated to learn English.
Promoting Tenth Graders' Reading Comprehension of Academic Texts in the English Class (Promoción de la comprensión de lectura de textos académicos de estudiantes de grado décimo en la clase de inglés)
Author: Quiroga Carrillo, Claudia
Date: 2010-10-00
Type: Journal Articles
Subjects: Grade 10,Reading Comprehension,English Instruction,Language Arts,English (Second Language),Public Schools,Foreign Countries,Lesson Plans,Reading Instruction,Reading Strategies,Observation,Journal Writing,Interviews,Questionnaires,English for Academic Purposes,High School Students,Decoding (Reading),Teaching Methods,Student Participation,Barriers

This article reports on an action research project conducted in a public school in Bogotá, Colombia, with tenth grade students. We decided to develop it because of the students' needs as well as the em phasis of the PEI (Proyecto Educativo Institucional = School Institutional Project), which is based on the requisite of improving reading comprehension. The project focused on the implementation of four lesson plans in which five reading strategies were applied. They were reading speed, non-text information, word attack skills, text attack and discursive strategies. Data collection was conducted by using observation, journals, interviews and questionnaires. These instruments provided information about the level of improvement in reading comprehension and evidenced advances in the students' performance when they read an academic text in English.
When Theory Meets Practice: Applying Cambourne's Conditions for Learning to Professional Development for Elementary School EFL Teachers (Cuando la teoría y la práctica se encuentran: implementación de las condiciones de aprendizaje de Cambourne en el desarrollo profesional de docentes de inglés de la básica primaria)
Author: Cadavid Múnera, Isabel Cristina
Date: 2011-04-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Theories,Action Research,Professional Development,Elementary School Teachers,English Teachers,English (Second Language),Second Language Instruction,Theory Practice Relationship,Holistic Approach,Language Acquisition,Communities of Practice,Language Proficiency

This article presents a reflection on an action research project carried out by a group of teachers and students at Universidad de Antioquia. The action research project aimed at determining the impact of a professional development proposal for elementary school English teachers in Medellin, Colombia. In the first section, the article describes the previous study that supported this project as well as its design and implementation. In the second part, Cambourne's conditions for learning are discussed from a theoretical and practical perspective. Researchers found that participant teachers improved both their use of the foreign language and their pedagogical practices as a result of having the opportunity to take risks and reflect as learners and teachers on holistic strategies for teaching and learning English as a foreign language.
Fast, Computer Supported Experimental Determination of Absolute Zero Temperature at School
Author: Bogacz, Bogdan F.
Date: 2014-00-00
Type: Journal Articles
Subjects: Measurement Equipment,Measurement Techniques,Science Instruction,Science Experiments,Physics,Preservice Teacher Education,Secondary School Science,Scientific Concepts,Thermodynamics,Energy,Molecular Structure,Hands on Science,Student Teacher Attitudes

A simple and fast experimental method of determining absolute zero temperature is presented. Air gas thermometer coupled with pressure sensor and data acquisition system COACH is applied in a wide range of temperature. By constructing a pressure vs temperature plot for air under constant volume it is possible to obtain--by extrapolation to zero pressure--a reasonable value of absolute zero temperature. The proposed way of conducting experiment allows students to &quot;discover&quot; intuitively the existence of minimal possible temperature and thus to understand the reason for introducing the concept of absolute zero temperature and absolute temperature Kelvin scale. It is a convincing and straightforward method to enhance understanding the general concept of temperature and support teaching thermodynamics and heat--mainly at secondary schools. This experiment was used with our university students who are being prepared to teach physics in secondary schools. They prepared physics lesson based on this material and then discussed didactic value of this material both for pupils and for teachers.
Exploring Reflective Teaching through Informed Journal Keeping and Blog Group Discussion in the Teaching Practicum (Exploración de la enseñanza reflexiva en la práctica docente a través de la escritura informada de diarios y de discusiones grupales mediante &quot;blogs&quot;)
Author: Insuasty, Edgar Alirio
Date: 2010-10-00
Type: Journal Articles
Subjects: Reflective Teaching,Student Journals,Group Discussion,Web Sites,Electronic Publishing,Student Teachers,Questionnaires,Student Teacher Attitudes,Foreign Countries

This article reports the findings of a study which examined how student teachers could be empowered as more reflective practitioners through journal keeping and blog group discussions. It was carried out with six student teachers who developed their practicum over six months. Data were collected through journals, blogs, metaphors, conferences and a questionnaire. The results demonstrated that student teachers enriched their perceptions about what reflective teaching implied. Furthermore, journal keeping was approached as an informed process by virtue of which student-teachers could go beyond the descriptive documentation of what happened in their classes. Their journal entries also revealed reflective references, most of which were mainly focused on evaluating teach ing, diagnosing and solving problems.
Iranian EFL and Indian ESL College Students' Beliefs about Reading Strategies in L2 (Creencias de estudiantes universitarios iraníes EFL e hindúes ESL acerca de las estrategias de lectura en L2)
Author: Karbalaei, Alireza
Date: 2010-10-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Student Attitudes,Reading Attitudes,Metacognition,Reading Strategies,Indians,Undergraduate Students,Questionnaires,Problem Solving,Cross Cultural Studies,Cultural Context,Majors (Students),Translation,Literature,Reading Tests,Reading Comprehension,Measures (Individuals)

The notion of &quot;learner beliefs&quot; has garnered much attention in the field of second language acquisition. Although different studies have been conducted to study learners' beliefs about language learning, little research has looked into the issue of L2 readers' beliefs and their relations to reading strategies. This study investigated whether there are any significant differences between EFL and ESL readers in reading awareness of metacognitive strategies use when they are reading in English. 190 undergraduate college students completed the Survey of Reading Strategies questionnaire. The results indicated that the subjects in both groups reported almost similar patterns of strategy awareness while reading; however, Indians reported more awareness of global, support and total metacognitive reading strategies than Iranians, while no significant difference was reported when using problem-solving strategies. These results can contribute to the necessity of reading strategies training in both contexts.
Task-Based Language Learning: Old Approach, New Style. A New Lesson to Learn (Aprendizaje basado en tareas: un antiguo enfoque, un nuevo estilo. Una nueva lección para aprender)
Author: Rodríguez-Bonces, Mónica
Date: 2010-10-00
Type: Journal Articles
Subjects: Task Analysis,Second Language Learning,Second Language Instruction,Lesson Plans,Teacher Role,Educational Assessment,Feedback (Response),Educational Benefits

This paper provides an overview of Task-Based Language Learning (TBL) and its use in the teaching and learning of foreign languages. It begins by defining the concept of TBL, followed by a presentation of its framework and implications, and finally, a lesson plan based on TBL. The article presents an additional stage to be considered when planning a task-based lesson: the one of formal and informal assessment. The rubrics and a self-evaluation format appear as an additional constituent of any task cycle.
Teaching Reading Comprehension in English in a Distance Web-Based Course: New Roles for Teachers (La enseñanza de la comprensión de lectura en inglés en un curso a distancia en la red: nuevos roles para los docentes)
Author: Muñoz Marín, Jorge Hugo
Date: 2010-10-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Comprehension,English (Second Language),Reading Instruction,Second Language Instruction,Distance Education,Web Based Instruction,Teacher Role,English Teachers,College Faculty,College Second Language Programs,Case Studies,Graduate Students,Focus Groups,Interviews,Diaries

Distance web-based learning is a popular strategy in ELT teaching in Colombia. Despite of the growth of experiences, there are very few studies regarding teachers' participation in these courses. This paper reports preliminary findings of an on-going study aiming at exploring the roles that a teach er plays in an EFL reading comprehension distance web-based course. Data analysis suggests that teachers play new roles solving technical problems, providing immediate feedback, interacting with students in a non traditional way, providing time management advice, and acting as a constant motivator. The authors conclude that EFL teachers require training for this new teaching roles and the analysis of web-based distance learning environments as an option under permanent construction that requires their active participation.
Real Experiments versus Phet Simulations for Better High-School Students' Understanding of Electrostatic Charging
Author: Ajredini, Fadil
Date: 2014-00-00
Type: Journal Articles
Subjects: Science Instruction,Physics,High School Students,Secondary School Science,Scientific Concepts,Concept Formation,Energy,Computer Simulation,Science Experiments,Grade 10,Experimental Groups,Control Groups,Comparative Analysis,Teaching Methods,Pretests Posttests,Knowledge Level,Instructional Effectiveness,Foreign Countries

This research investigates the influence of computer simulations (virtual experiments) on one hand and real experiments on the other hand on the conceptual understanding of electrical charging. The investigated sample consists of students in the second year (10th grade) of three gymnasiums in Macedonia. There were two experimental groups and one control group. In one of the experimental groups, called Sim group, the instruction was realized by means of computer simulations. In the other experimental group, called Real group, the instruction was realized by means of real experiments. The difference between pre-test results and post-test results revel that the approaches used in experimental groups give more quality knowledge and skills than the one in the control group. The results in the Real group and Sim group are very similar. There are slight differences caused by the different features of the two approaches. Some differences occur based on the feature difference between real experiments and computer simulations.