ethanporcaro/eric-fulltext-meta huggingface dataset:
Pathways for Learning from 3D Technology
Author: Carrier, L. Mark
Date: 2012-01-00
Type: Journal Articles
Subjects: Cues,Theaters,Measures (Individuals),Memory,Child Development,Mass Media Effects,Emotional Response,Questionnaires,Adults,Undergraduate Students,Observation,Feedback (Response),Path Analysis,Technology

The purpose of this study was to find out if 3D stereoscopic presentation of information in a movie format changes a viewer's experience of the movie content. Four possible pathways from 3D presentation to memory and learning were considered: a direct connection based on cognitive neuroscience research; a connection through &quot;immersion&quot; in that 3D presentations could provide additional sensorial cues (e.g., depth cues) that lead to a higher sense of being surrounded by the stimulus; a connection through general interest such that 3D presentation increases a viewer's interest that leads to greater attention paid to the stimulus (e.g., &quot;involvement&quot;); and a connection through discomfort, with the 3D goggles causing discomfort that interferes with involvement and thus with memory. The memories of 396 participants who viewed two-dimensional (2D) or 3D movies at movie theaters in Southern California were tested. Within three days of viewing a movie, participants filled out an online anonymous questionnaire that queried them about their movie content memories, subjective movie-going experiences (including emotional reactions and &quot;presence&quot;) and demographic backgrounds. The responses to the questionnaire were subjected to path analyses in which several different links between 3D presentation to memory (and other variables) were explored. The results showed there were no effects of 3D presentation, either directly or indirectly, upon memory. However, the largest effects of 3D presentation were on emotions and immersion, with 3D presentation leading to reduced positive emotions, increased negative emotions and lowered immersion, compared to 2D presentations. (Contains 1 table and 5 figures.)
Improving Classroom Practices Using Our Knowledge of How the Brain Works
Author: Abiola, Oduola O.
Date: 2012-01-00
Type: Journal Articles
Subjects: Brain,Rewards,Thinking Skills,Classroom Environment,Instructional Effectiveness,Teaching Methods,Science Education,Cognitive Development

During the last decade of the 20th century (the decade of the brain) large sums of money were spent in researching how the brain works in relation to our day-to-day activities. As a result, we now know to a much greater extent the roles played by various regions of the brain when we are carrying out various activities including learning. We also know that different types of rewards and instruments can stimulate specific parts of the brain which enable individuals to carry out their daily chores efficiently. These findings when applied to a classroom learning situation, which is a step forward from theory to practice, might make it possible for us to improve learning for all learners. Thus, in this presentation we plan to combine our knowledge of how the brain functions with those of the other scientific disciplines to provide teachers with the tools they may need to be more effective and efficient teachers. More specifically, this paper aims to lay a foundation for an interfaculty collaboration in UBD towards helping teachers improve their thinking skills which in our opinion are of great importance to fostering their classroom practices.
Do the Brain Networks of Scientists Account for Their Superiority in Hypothesis-Generating?
Author: Lee, Jun-Ki
Date: 2012-01-00
Type: Journal Articles
Subjects: Brain,Scientists,High School Students,Task Analysis,Diagnostic Tests,Cognitive Processes,Models,Biology,Concept Formation,Thinking Skills,Neurological Organization,Brain Hemisphere Functions,Science Education,Functional Behavioral Assessment

Where do scientists' superior abilities originate from when generating a creative idea? What different brain functions are activated between scientists and i) general academic high school students and ii) science high school students when generating a biological hypothesis? To reveal brain level explanations for these questions, this paper investigated neural connectivity differences between general and science high school students and biologists during hypothesis-generating and hypothesis-understanding using fMRI. Researchers designed two sets of task paradigm on biological phenomena, one for hypothesis-generating and the other for hypothesis-understanding. Thirty-six healthy participants (twelve participants per group) were given hypothesis generating and understanding tasks. Results showed strong interconnections of functional connectivity in the biologist group, which is acknowledged as possessing superior hypothesis generation skills. The group was also found to have significant functional connectivity between the frontal cortex and the mesolimbic system, which has been documented as the fronto-striatal pathway. Moreover, the biologist group recorded higher interconnections in other functional connectivities known to be associated with hypothesis-generating. Taken together, it can be concluded that the hypothesis-generating skill gap between groups resulted from activation of particular regions as well as interconnections of functional connectivity related to network fluidity. Specially, the biologists' hypothesis-generating superior skill resulted from highly strengthened interconnections of functional connectivity. (Contains 3 tables and 7 figures.)
The Effectiveness of the Brain Based Teaching Approach in Enhancing Scientific Understanding of Newtonian Physics among Form Four Students
Author: Saleh, Salmiza
Date: 2012-01-00
Type: Journal Articles
Subjects: Physics,Foreign Countries,Brain,Science Process Skills,Teaching Methods,Instructional Effectiveness,Attention,Recall (Psychology),Retention (Psychology),Secondary School Students,Questionnaires,Data Analysis,Comparative Analysis,Scientific Concepts,Comprehension

The aim of this study was to assess the effectiveness of Brain Based Teaching Approach in enhancing students' scientific understanding of Newtonian Physics in the context of Form Four Physics instruction. The technique was implemented based on the Brain Based Learning Principles developed by Caine &amp; Caine (1991, 2003). This brain compatible strategy involves specific attention and consideration towards seven main steps; (i) Activation, (ii) Clarify the outcome and paint big picture of the lesson, (iii) Making connection, (iv) Doing the learning activity, (v) Demonstrate student understanding, (vi) Review for student recall and retention and (vii) Preview the new topic. The effectiveness of the teaching approach within the targeted context would then be assessed in a quasi experimental research approach involving 100 students from two Secondary Schools in the northern peninsular Malaysia. Data collected from the Questionnaire of Subjective Items of Newtonian Physics were analyzed qualitatively to investigate the patterns formed. The findings of the research showed that the teaching approach was effective in enhancing students' scientific understanding of Newtonian Physics. It was found that a majority of students from the group that followed the Brain Based Teaching Approach possessed a better scientific understanding of Newtonian Physics compared to the group that received conventional teaching method.
Investigating Children's Conceptions of the Brain: First Steps
Author: Bartoszeck, Amauri Betini
Date: 2012-01-00
Type: Journal Articles
Subjects: Neurology,Anatomy,Brain,Grade 4,Grade 1,Students,Preschool Education,Foreign Countries,Grade 2,Grade 3,Visual Stimuli,Interviews,Children,Age Differences

This paper reports data, part of a cross-sectional study about the use of pupil's drawings as a means of probing the development of 195 Brazilian pre-school children (4 to 6 year-olds) and 681 primary school pupils 1st Grade through 4th Grade (7 to 10 years of age) conceptions of the human brain. The aims of the present study is to analyze how the conception of the brain develops, how they represent their brains, and whether it is based on historical models or current scientific knowledge, in their interaction with school and society at large. The methodology involved the presentation of a contour of the head and neck drawn on the blackboard in the classroom, and children were asked to draw what they think they have inside their heads. After the drawings were collected some pupils were interviewed to explain their drawings. Classification of the collected drawings were interpreted on the perspective of historical models of the brain and scored following a 6 level rating scale depicting degrees of neuroanatomical resemblance. Gender and age were taken into consideration. The results show that younger pupils are adepts of mental ideas in their representations of the brain, i.e. what the brain does, but progressively as they get older, start to develop a more morphological representation of the brain. Knowledge obstacles for learning about the nervous system and elementary neuroscience implications are discussed. (Contains 4 tables and 6 figures.)
Facebook: Learning Tool or Distraction?
Author: Fewkes, Aaron M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Attitudes,Foreign Countries,Secondary School Students,Social Networks,Mass Media Use,Mass Media Effects,Questionnaires,Use Studies,Student Surveys,Technology Uses in Education,Classroom Techniques,Learning Strategies,Educational Technology,Affective Objectives

The article will explore how a selected sample of secondary school students in Ontario have been using Facebook since it has become accessible to them and whether or not this use &quot;supports the learning agenda&quot; of classrooms as school boards have envisioned. The researchers collected both quantitative and qualitative data from 63 Ontario high school students via a questionnaire distributed through Facebook. Stating many examples of use for educational purposes, 73% of respondents reported having used Facebook for educational purposes. Of the students surveyed, only 27% said that at least one teacher had found ways to include Facebook in their lessons, and further, 77% of students believed that teachers do not support Facebook being unblocked. The results of this research point to a need for the better utilization of Facebook in classrooms and the need for school boards who choose to &quot;embrace&quot; the increasing popularity of social media to implement programs that better ensure teachers also feel comfortable enough to embrace this informal teaching tool. (Contains 2 tables, 1 footnote and 3 figures.)
Qualitative Analysis of Student Perceptions of E-Portfolios in a Teacher Education Program
Author: Parker, Michele
Date: 2012-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),College Students,Teacher Education Programs,Learning Experience,Electronic Publishing,Qualitative Research,Student Teacher Attitudes,Student Surveys,Performance Factors,Barriers,Interest Inventories,Preferences,Technology Uses in Education,Teaching Methods

In the last decade, e-portfolios have moved to the forefront of teacher preparation programs across the United States. With its widespread use, faculty and administrators need to understand teacher candidates' perspectives to meet their needs. In the present study, the researchers gathered in-depth information from 244 students who were required to create e-portfolios for their academic program. The researchers asked students, using open-ended survey items, about the advantages, disadvantages, and obstacles they faced when creating and disseminating their e-portfolios. Additionally, each student described his or her most significant e-portfolio learning experience and how to make the process more meaningful. Overall, there were seven themes: increased scope, guidance, timing, alignment with standards, reflection and growth, organization of work, and the inaccessibility of the e-portfolio system to persons outside of the university. This article discusses findings as well as practical recommendations for e-portfolio integration and ideas for future research. (Contains 6 tables.)
Promoting Community for Online Learners in Special Education
Author: West, Elizabeth
Date: 2012-00-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,Online Courses,Masters Programs,Special Education Teachers,Special Education,Educational Technology,Communities of Practice,Graduate Study,Student Attitudes,Course Content,Interpersonal Communication

This study examined the sense of community in an online course for special education teachers enrolled in a master's program. The sense of community in an online environment may contribute to students' success and satisfaction (Knapczyk, Chapman, Rodes, & Chung, 2001). This article provides an example of a process for online community development and implementation that may foster a sense of community among learners, a tool that can be used to measure sense of community and insights from students who responded to this tool. Analysis of survey results from two cohorts of students who completed two sections of an online course in special education shows that the level of community they experienced was "just about right." This study highlights themes generated that include (a) favored course components (Elluminate sessions, learner-centered activities, and course convenience), (b) factors contributing to sense of community (communication, safe environment, supportive instructor, and opportunities to network across the group), and (c) problematic course components (technical issues and general dislike of online learning format). (Contains 3 tables.)
Using Action Research Projects to Examine Teacher Technology Integration Practices
Author: Dawson, Kara
Date: 2012-00-00
Type: Journal Articles
Subjects: Action Research,Technology Integration,Educational Technology,Educational Practices,Program Content,Behavioral Objectives,Curriculum Implementation,Educational Strategies,Technology Uses in Education,Outcomes of Education,State Surveys,Research Projects,Performance Factors,Student Characteristics,Instructional Effectiveness

This study examined the technology integration practices of teachers involved in a statewide initiative via one cycle of action research. It differs from other studies of teacher technology integration practices because it simultaneously involved and provided direct benefits to teachers and researchers. The study used thematic analysis to provide a macro-level view of the technology integration practices of more than 350 teachers within 16 districts. Specifically, it reveals the content and objectives, audience, classroom implementation strategies, hardware and software use, and outcomes associated with technology integration. This article discusses implications for this and similar initiatives, research, and professional development. (Contains 2 tables and 4 figures.)
A Framework for Instructional Innovation in the Preparation of Tomorrow's Teachers
Author: Dilworth, Paulette
Date: 2012-00-00
Type: Journal Articles
Subjects: Instructional Innovation,Educational Technology,Pedagogical Content Knowledge,Preservice Teacher Education,Teacher Education Curriculum,Teacher Education Programs,Technology Integration,Technology Uses in Education,Instructional Design,Educational Strategies,Instructional Development,Change Strategies,Educational Change,Technological Advancement,Influence of Technology

Emergent technologies offer opportunities to understand concepts in deeper, often different, and more meaningful ways. However, this growth in understanding will occur only if teachers learn to use these technologies in effective ways. The federal initiative Preparing Tomorrow's Teachers to Use Technology (PT3) was launched in 1999 to address this challenge. Start-up funding to establish the National Technology Leadership Coalition (NTLC) was included among the 400 grants awarded through this effort. The NTLC includes representation by the teacher educator associations for the core content areas and corresponding educational technology associations. Despite the progress that has been made, there is still a continuing need to explore how emergent technologies can best be integrated into teaching and teacher preparation. This article provides an overview of the most recent plans across the NTLC teacher education associations to address their stated goal of increasing the use of emergent technologies to teach content across disciplines. It describes a framework for instructional innovation in the preparation of tomorrow's teachers. The framework of technological pedagogical content knowledge (TPACK) builds on Shulman's (1986) notion of pedagogical content knowledge.
Professional Learning Networks Designed for Teacher Learning
Author: Trust, Torrey
Date: 2012-00-00
Type: Journal Articles
Subjects: Web Sites,Web 2.0 Technologies,Computer Software Evaluation,Teacher Collaboration,Communities of Practice,Information Networks,Social Networks,Network Analysis,Professional Development,Access to Information,Technology Uses in Education,Inquiry,Information Literacy,Information Utilization,Electronic Learning

In the information age, students must learn to navigate and evaluate an expanding network of information. Highly effective teachers model this process of information analysis and knowledge acquisition by continually learning through collaboration, professional development, and studying pedagogical techniques and best practices. Many teachers have extended their learning by developing online professional learning networks (PLNs). PLNs connect teachers to other individuals worldwide who can offer support, advice, feedback, and collaboration opportunities. PLNs also allow teachers to collect information from various Web sites and access it in one organized area so they can efficiently stay up to date on the latest teaching techniques, pedagogies, and changes in the field of education. This paper reviews three popular PLNs created for educators--Edmodo, Classroom 2.0, and The Educator's PLN--and provides an analysis of how teachers use the PLNs for learning, sharing, and communicating. (Contains 5 figures.)
Preservice Teachers' Views of Instructor Presence in Online Courses
Author: Hodges, Charles B.
Date: 2012-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Online Courses,Technology Integration,Educational Technology,Content Analysis,Student Teacher Attitudes,Teacher Influence,Teacher Participation,Predictor Variables,Technology Education,Undergraduate Students,Mixed Methods Research,Mail Surveys,Preferences,Aptitude Treatment Interaction,Electronic Learning

The researchers conducted this study to investigate undergraduate preservice teacher candidates' perceptions regarding variables related to instructor presence in online courses. Participants included 52 undergraduate education students enrolled in 100% online technology integration courses at a doctoral research university in the southeastern United States. The researchers used a mixed-methods design and analyzed quantitative data, collected via an online survey, using descriptive statistics and content analysis. The results of each analysis confirmed the other. The main findings were that timely responses, clear instructions, instructor availability, and course design are important concerns of the participants in this study. (Contains 2 tables.)
An Exploratory Study Comparing Two Modes of Preparation for Online Teaching
Author: Hathaway, Dawn
Date: 2012-00-00
Type: Journal Articles
Subjects: Online Courses,Professional Development,Intermode Differences,Electronic Learning,Instructional Effectiveness,Teacher Effectiveness,Incidence,Self Disclosure (Individuals),Self Efficacy,Training Methods,Teacher Education Programs,Secondary School Teachers,Teaching Experience,Individual Differences,Comparative Analysis,Cohort Analysis

Few online high schools report requiring online education for their teachers, and few programs exist to prepare teachers to teach online (Smith, Clark, & Blomeyer, 2005). Professional development for online teachers continues to be a concern, and evaluative research that examines the effectiveness of various types of professional development is needed (Archambault & Crippen, 2009). The purpose of this exploratory study was to compare differences in online teachers' self-reported frequency and confidence in performing online teaching tasks between teachers who had completed a comprehensive preparation program and teachers who participated in a one-day face-to-face workshop. Results found no differences between the groups and challenge conventions related to the nature and role of teacher preparation in online teaching. (Contains 4 tables.)
Exploring Gender Norms through the &quot;Colour Blind&quot; Initiative
Author: Niblett, Blair
Date: 2010-00-00
Type: Journal Articles
Subjects: Video Technology,Student Attitudes,Norms,Foreign Countries,Grade 11,Masculinity,Teaching Methods,Research Projects,Secondary School Students,Males,Gender Issues,Gender Differences,Females,Experiential Learning,Feminism

Recently, the authors have been collecting data for a research project that explores secondary school boys' perceptions of masculinity. They spent a week in Leigh's grade 11 philosophy class discussing gender while observing and video recording students' perception for analysis. In their research, they used Colour Blind as a vehicle for unearthing students' perceptions about masculinity. Colour Blind is a group initiative task that involves a blindfold for each participant and a structured array of coloured shapes. After completing the blindfolded problem-solving task, their group was able to make a list of typically masculine leadership strategies. The authors propose that, as time goes by, the Colour Blind experience may help these students to name and challenge dominant gender norms that would otherwise go unquestioned. The initiative can also be used as an innovative experiential approach for exploring concrete or abstract concepts across the Ontario K-12 curriculum.
My Life as an Edventurer
Author: Wilkes, Sandy
Date: 2010-00-00
Type: Journal Articles
Subjects: Physical Education,Adventure Education,Health Education,Foreign Countries,Physical Activities,Physical Education Teachers

The author started her training in adventure education around 1986 when Mike Laurence introduced the concept to Brock University. At the time, she was employed by Niagara College working in its Futures Program. To her the theory behind adventure-based programs seemed a coalescence of her yen for sociology, psychology, existential philosophy and physical and health education. Over the next two years, she was able to facilitate a number of youth groups in adventure education and always enjoyed it. She left Niagara College to pursue a teaching career with the Lincoln County Board of Education. By September 1989, she was posted to South Lincoln High School in Smithville, Ontario. Here she met a physical education colleague, Andrew Yap, who loved to listen to her ideas surrounding the potential of adventure programming. In this article, the author discusses a specialty course called Adventure Based Education that they developed at South Lincoln. The adventure based curriculum in general, and the climbing wall in particular, offer their students the opportunity to explore such concepts as physical and emotional safety, self-esteem, trust building, goal setting, positive risk taking, community building, problem solving and decision making.