ethanporcaro/eric-fulltext-meta huggingface dataset:
Design, Implementation, and Evaluation of a Tutor Training for Problem Based Learning in Undergraduate Psychology Courses
Author: Mühlfelder, Manfred
Date: 2015-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Problem Based Learning,Tutor Training,Program Design,Program Implementation,Program Evaluation,Psychology,Skill Development,Metacognition,Facilitators (Individuals),Teaching Skills,Sequential Approach,Formative Evaluation,Summative Evaluation,Quasiexperimental Design,Control Groups,Pretests Posttests,Curriculum Design,Learning Processes,Questionnaires,Student Satisfaction,Teacher Effectiveness,Psychometrics,Foreign Countries,Hypothesis Testing,Correlation,Multivariate Analysis

In this paper we describe a &quot;Train the Tutor&quot; programme (TtT) for developing the metacognitive skills, facilitator skills, and tutor skills of students in a problem based learning (PBL) context. The purpose of the programme was to train 2nd and 3rd year undergraduate students in psychology to become effective PBL tutors for &quot;freshmen&quot; (1st year psychology students). Based on the 3C3R concept of Hung (2006), various instructional problems have been designed and used in a 6 steps training programme. The programme has been evaluated both in a formative and summative approach through a quasi-experimental control group design with pre- and post-measurements before and after the training programme. The study was conducted as part of a curriculum re-design for promoting problem based learning in psychology courses for undergraduate students in a university of applied science. The results indicate the importance of metacognitive skills of the tutor for effectively facilitating the learning process in a PBL context.
Students' Attitudes towards Group-Based Project Exams in Two Engineering Programmes
Author: Dahl, Bettina
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Problem Based Learning,Teaching Methods,Group Activities,Cooperative Learning,Evaluation Methods,Student Evaluation,Architecture,Design,Computer Software,Engineering,Student Attitudes,Group Testing,Statistical Analysis,Questionnaires

At Aalborg University, engineering students spend half the time each semester in groups working on projects in a problem-based learning (PBL) curriculum. The projects are assessed through group exams, except for between 2007 and 2013 when the law forbade group-based project exams. Prior to 2007, a survey showed that students preferred the group-based project exams and a new study was consequently conducted after the 2013 reintroduction of group exams. Again, the results demonstrated that students prefer the group exam, but that there are significant differences between students from various engineering programmes. We compare the two programmes &quot;Architecture and Design&quot; and &quot;Software Engineering&quot;, and find that students in the latter programme feel more positively towards the group exam. A further result is that one-third of the students testified that facing a new type of exam did not affect their behaviour at all. This might suggest that the &quot;backwash&quot; effect of an exam on student behaviour is not as present in these students as is often expected and argued in education research. We also argue that what the students' base their views upon forms part of the informal or experienced curriculum, which is not necessarily equal to the formal curriculum.
The Aalborg University PO-PBL Model from a Socio-Cultural Learning Perspective
Author: Hernandez, Carola
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Teaching Methods,Problem Based Learning,Engineering Education,Science Education,Social Influences,Cultural Influences,Student Projects,Sociocultural Patterns,Student Research,Science Experiments,Competence,Models,Problem Solving

Since the 1970s, Aalborg University has been developing a new pedagogical model in higher education: The Project Oriented-Problem Based Learning (PO-PBL). In particular, the Faculty of Engineering and Science has developed a pedagogical proposal that introduces students to a different type of learning. One of the theoretical frameworks underpinning the understanding of learning is the socio-cultural perspective. This paper aims at exploring and analyzing the PO-PBL model from this theoretical perspective. In addition, this reading may also open a new viewpoint in science teaching for other universities.
A Young Child's Perspectives on Outdoor Play: A Case Study from Vancouver, British Columbia
Author: Beattie, A. Elizabeth
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Young Children,Play,Outdoor Education,Environmental Education,Case Studies,Childhood Attitudes,Freehand Drawing,Observation,Comparative Analysis,Leisure Time,Playgrounds

There has been an increasing amount of concern about the lack of direct exposure that young children have to nature and the outdoors in Canada and the United States, leading to an increase in outdoor- and nature-based learning models for young children. However, very little research has been done in the field of early childhood environmental education. In particular, studies investigating young children's perspectives on outdoor learning and environmental education are extremely scarce. This article gives a critical summary of two previous studies that do consider young children's perspectives in relation to environmental education, and then describes a recent case study in which one young child's perspectives on outdoor play were sought. The findings from the three studies are compared. The importance of young children's choice in active, co-constructed environmental education is discussed. As well, the need for early childhood environmental education to take place in locations that are familiar to young children is highlighted.
Cognitive Language and Content Standards: Language Inventory of the Common Core State Standards in Mathematics and the Next Generation Science Standards
Author: Winn, Kathleen M.
Date: 2016-00-00
Type: Journal Articles
Subjects: STEM Education,Common Core State Standards,Science Instruction,Teaching Methods,Decision Making,Language Usage,Instructional Program Divisions,Educational Policy,Mathematics Instruction,Epistemology,Achievement Tests,Elementary Secondary Education,Foreign Countries,International Assessment,Mathematics Achievement,Mathematics Tests,Science Achievement,Science Tests,Elementary School Students,Middle School Students,Comparative Analysis

STEM education is a current focus of many educators and policymakers and the Next Generation Science Standards (NGSS) with the Common Core State Standards in Mathematics (CCSSM) are foundational documents driving curricular and instructional decision making for teachers and students in K-8 classrooms across the United States. Thus, practitioners and researchers need to possess a deep and working understanding of these standards. This study aims to examine how terms within the CCSSM and the NGSS are used and aligned by addressing the following research questions: (1) What common terminology is found across CCSSM and NGSS? (2) How does the terminology between the CCSSM and the NGSS compare to one another? (3) How do the cognitive terms found in CCSSM and NGSS change across grade bands? The findings indicate that there are numerous places where common terminology is aligned and used similarly both across grade bands and between the sets of standards. Conversely, many other terms are used with varying degrees of emphasis. Because STEM is presented as a holistic subject, these variable meanings and/or expectations reveal the potential for misguided expectations within the classroom as students, teachers, and principals use the same terminology in multiple, but distinct contexts.
Use of Web 2.0 Technologies to Enhance Learning Experiences in Alternative School Settings
Author: Karahan, Engin
Date: 2016-00-00
Type: Journal Articles
Subjects: Learning Experience,Web 2.0 Technologies,Nontraditional Education,Social Networks,Technology Integration,Student Motivation,Learner Engagement,Interpersonal Relationship,High School Students,Environmental Education,Blended Learning,Electronic Learning,Intervention,Participant Observation,Content Analysis,English Language Learners,Independent Study,Cooperative Learning,Attendance,Qualitative Research

As the learning paradigms are shifting to include various forms of digital technologies such as synchronous, asynchronous, and interactive methods, social networking technologies have been introduced to the educational settings in order to increase the quality of learning environments. The literature suggests that effective application of these technologies in education can provide a means of addressing the lack of uptake and sharing of learning and teaching ideas and designs. This study investigated the effects of integrating social networking technologies on students' interaction, motivation, and engagement in an alternative learning school environment. Twenty-two 10th to 12th graders in an alternative school were recruited from their environmental science class to participate in this study. An online learning environment was designed to assist in-class instruction to promote student learning and engagement around the topic of climate change. Students' reflections that emerged from their interactions and posts on the social network indicated the relationship between the use of social networks and student motivation and engagement.
Inferring Pre-Service Science Teachers' Understanding of Science by Using Socially Embedded Pseudoscientific Context
Author: Metin, Duygu
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Instruction,Science Education,Science Teachers,Foreign Countries,Elementary School Science,Elementary School Teachers,Seismology,Scientific Attitudes,Questionnaires,Beliefs,Scientific Concepts,Scientific Methodology,Scientific Principles,Scientific Literacy,Interviews,Data Interpretation,Qualitative Research,Misconceptions

The purposes of the present study are to elicit pre-service elementary science teachers' scientific and pseudoscientific beliefs about earthquake and to make inferences about their understandings of science. Although the subject of earthquake is not a pseudoscientific area, some pseudoscientific beliefs related to earthquake were used in this study. Forty-one pre-service elementary science teachers participated in the study voluntarily. The open-ended questionnaire involving eight items related to earthquake were administered to pre-service science teachers. The qualitative data were analyzed by applying interpretative analysis. The results of the analysis revealed that some of the pre-service science teachers had pseudoscientific beliefs about earthquake contexts, although they had science education background. Additionally, rest of the pre-service science teachers could not present any scientific evidences about why they are in favor of scientific explanation or why they do not believe pseudoscience. The pre-service science teachers were not able to articulate their knowledge learned in NOS (Nature of Science) course when they reason about pseudoscientific beliefs about earthquake. Therefore, it would be recommended that understanding of NOS and conceptualizing demarcation criteria between science and pseudoscience should be intended to be developed within the subject matter of science and it should be integrated into other courses by explicitly emphasizing in real science contexts.
Pre-Service Teachers' Use of a Technology Integration Planning Cycle: A Case Study
Author: Beschorner, Beth
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Technology Integration,Educational Technology,Technology Uses in Education,Lesson Plans,Literacy Education,Elementary Education,Planning,Case Studies,Coding,Video Technology,Audio Equipment,Reflection,Interviews

This study explored pre-service teachers' use of Hutchison and Woodward's (2014) Technology Integration Planning Cycle for instructional lesson planning in literacy. Ten pre-service teachers enrolled in a course entitled Literacy Assessment and Instruction II participated. As part of the course, each pre-service teacher developed and delivered weekly one-on-one instruction for a child in first through fifth grade. The Planning Cycle was used in an effort to increase pre-service teachers' consideration for the use of digital technology tools. The study was conducted as a case study (Yin, 2009). First, all of the data were read and descriptive notes were written (Patton, 1990) using an inductive approach (Miles &amp; Huberman, 1994). Patterns and themes were identified and the coding scheme refined accordingly. Data sources included: pre-service teacher lesson plans, video recordings of pre-service teacher lessons, audio recordings of a mid-term conference with the instructor, and a final reflection paper. Four themes were identified: (1) conscious planning; (2) poorly defined instructional goals; (3) determining an instructional approach; and (4) decisions about digital technology. A nature of technology framework was used to make further meaning of the results and generate implications for pre-service teacher education.
Hong Kong and U.S. Teachers' Perceptions of Mathematical Disagreements and Their Resolution Processes
Author: Barlow, Angela T.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Elementary School Teachers,Mathematics Teachers,Teacher Attitudes,Elementary School Mathematics,Persuasive Discourse,Conflict Resolution,Video Technology,Observation,Teacher Education,Qualitative Research,Teacher Surveys,Coding,Data Analysis,Geometric Concepts,Misconceptions

Mathematical disagreements occur when students challenge each other's ideas related to a mathematical concept. In this research, we examined Hong Kong and U.S. elementary teachers' perceptions of mathematical disagreements and their resolutions using a video-stimulated survey. Participants were directed to give particular attention to the mathematics embedded within the disagreement and approaches for resolving the disagreement. Results revealed incomplete knowledge structures for the selected mathematical topic for both Hong Kong and U.S. participants. Differences existed between the two groups regarding the resolution of the disagreement, as Hong Kong participants focused on the content within the resolution process while U.S. participants focused on the form of the resolution process. Both groups found value in mathematical disagreements but for different reasons. Hong Kong participants indicated that the mathematical disagreements supported them in identifying students' misunderstandings. In contrast, U.S. participants reported that mathematical disagreements helped to identify areas in which students lacked prerequisite knowledge. Implications for future work are provided.
Mathematization Competencies of Pre-Service Elementary Mathematics Teachers in the Mathematical Modelling Process
Author: Yilmaz, Suha
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics,Mathematics Education,Mathematics Instruction,Preservice Teachers,Elementary School Teachers,Elementary School Mathematics,Mathematical Models,Competence,Mathematics Teachers,Problem Solving,Mathematical Concepts,Case Studies,Foreign Countries

Mathematization competency is considered in the field as the focus of modelling process. Considering the various definitions, the components of the mathematization competency are determined as identifying assumptions, identifying variables based on the assumptions and constructing mathematical model/s based on the relations among identified variables. In this study, pre-service elementary mathematics teachers' mathematization competencies are tried to be elicit by investigating their solution approaches while solving a modelling problem. It was seen the participants started to solve the problem by using only verbal explanations and then their expressions became more mathematical throughout the process. The participants, who made validations frequently in the process, displayed more comprehensive mathematization competencies by correcting their assumptions, mathematical models and solution.
Play as Mediator for Knowledge-Creation in Problem Based Learning
Author: Thorsted, Ann Charlotte
Date: 2015-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Play,Teacher Student Relationship,Holistic Approach,Case Studies,Workshops,Creativity,Cooperative Learning,Teaching Methods,Higher Education,Models,Problem Solving,Innovation,Foreign Countries,Undergraduate Students,Bachelors Degrees,Student Projects,Learning Processes,Student Developed Materials,Communities of Practice

This article recounts reflections by a small group of students and their supervisor on play utilized at their meetings as part of a Problem Based Learning (PBL) process. The students experienced how a less traditional professor-student relationship arose, which transformed their interaction and relationship into a more holistic, trustful, sensitive, open, creative and collaborative form that gave rise to the following questions: what can a more playful approach bring into a PBL learning-space? What influence can play have on learning, and on student-to-student and student-supervisor relationships and collaboration? Why did the students find that this experience enhanced a learning that differed from their earlier experiences? What was it play had mediated? The article, which is also a theoretical discussion of future pedagogics in Higher Education, introduces a new model including three different knowledge forms. These take their departure from a PBL approach--regarded as a &quot;problem-solving&quot; approach to learning, and PpBL (Play and Problem Based Learning), a &quot;playful&quot;, experimenting and intuitive approach.
Design and Development of a Learning Design Virtual Internship Program
Author: Ruggiero, Dana
Date: 2016-06-00
Type: Journal Articles
Subjects: Design,Internship Programs,Computer Simulation,Technology Education,Graduate Students,Placement,Online Courses,Pilot Projects,Teaching Methods,Distance Education,Program Descriptions,Foreign Countries,Online Surveys,Teacher Attitudes,College Faculty,Management Systems

Incorporation of practical experience in learning design and technology education has long been accepted as an important step in the developmental process of future learning designers. The proliferation of adult online education has increased the number of graduate students who are in need of a practical internship placement but have limited options due to work and family obligations. An international virtual internship program provides opportunity for non-traditional students to participate in a practical experience regardless of their physical location and other obstacles.
Instructors' Perceptions of Instructor Presence in Online Learning Environments
Author: Richardson, Jennifer C.
Date: 2016-06-00
Type: Journal Articles
Subjects: Educational Environment,Online Courses,Teacher Attitudes,Beliefs,Teacher Role,Masters Programs,Relevance (Education),Educational Practices,Communication Strategies,Student Participation,Learning Experience,Interviews,Virtual Classrooms,Case Studies,College Faculty,Feedback (Response)

As online learning continues to grow significantly, various efforts have been explored and implemented in order to improve the instructional experiences of students. Specifically, research indicates that how an instructor establishes his or her presence in an online environment can have important implications for the students' overall learning experience. While instructor presence appears to be an important aspect of online learning, more research is needed to fully understand this construct. The purpose of this study was to consider online instructors' perceptions related to presence, beliefs about actions, and the perceived impact of instructional presence. Using an explanatory multiple-case study approach, this research considered the perspectives of 13 instructors teaching in an online master's program at a large Midwestern public university. Results indicate instructors viewed instructor presence as an important component in online courses but their reasons varied. Furthermore, the instructors discussed a number of communication strategies they used, the importance of using such strategies to connect to students, and the potential impact of these strategies on student participation and learning. Additional themes from the interview data are discussed, and implications for online teaching and learning are suggested.
Use of Facebook by Secondary School Students at Nuku'alofa as an Indicator of E-Readiness for E-Learning in the Kingdom of Tonga
Author: Sopu, Hans T.
Date: 2016-06-00
Type: Journal Articles
Subjects: Foreign Countries,Developing Nations,Use Studies,Social Media,Secondary School Students,Educational Indicators,Electronic Learning,Learning Readiness,Student Surveys,Likert Scales,Incidence,Access to Computers,Handheld Devices,Correlation,Internet,Computer Use,Data Analysis,Time on Task,Technological Literacy

The Kingdom of Tonga is an isolated least developing country located on the northeast of New Zealand with a population of 103,252 (2011 census) and with a gross domestic product per capita of USD $2,545.20. Before educational systems in a least developing country like the Kingdom of Tonga begin employing e-learning, an assessment of the current situation of students and learning institutions may contribute to its success. Using an appropriate assessment tool is important for accurately measuring the degree of e-readiness. In this study, we administered a survey to 186 students randomly selected from five secondary schools in the Kingdom of Tonga to measure Facebook usage as an index of e-readiness for e-learning. We found that a large percentage (81%) of secondary students use Facebook, and most (74%) of these students have used Facebook for two or more years. All (100%) students use a computer to access Facebook, and most also access Facebook through mobile phones (62%) or tablets (46%). We also found correlations between duration of having a Facebook account and other indicators of e-readiness. Our findings suggest that secondary students in the Kingdom of Tonga have developed e-readiness for e-learning through their use of Facebook.