ethanporcaro/eric-fulltext-meta huggingface dataset:
The Inculcation of Critical Reflection through Reflective Learning Log: An Action Research in Entrepreneurship Module
Author: Kheng, Yeoh Khar
Date: 2017-00-00
Type: Journal Articles
Subjects: Critical Thinking,Reflection,Action Research,Entrepreneurship,Student Journals,Qualitative Research,Writing Skills,Skill Development,College Students,Foreign Countries,Scores,Writing Evaluation,Business Administration Education,Writing Instruction,Formative Evaluation

Purpose: This study is part of the Scholarship of Teaching and Learning (SoTL) grant to examine written reflective learning log among the students studying BPME 3073 Entrepreneurship in UUM. Method: The data collection techniques is researcher-directed textual data through reflective learning log; obtained from students of one hundred forty. A qualitative thematic method was employed to examine the verbatim format of students' reflections. Findings: The empirical results found out majority of students have little academic experience in writing a piece of reflective textual learning log. Resultant in their incapability's to reflect critically and thus; unable to translate their thinking in the written format. Data collected from three classes of Entrepreneurship registered fifty five percent (75 logs) of learning log as Level 1 (descriptive writing); therefore they were not suitable for further analysis. The remaining 61 reflective learning logs were used for the textual data examination. The students' reflections on their Entrepreneurship's experience can be categorize systematically into four different themes comprised of (1) The nature of Entrepreneurship module, (2) Entrepreneurial characteristics, (3) Opportunity recognition, and (4) Creativity &amp; innovation. Significance: The results of this research have strongly suggested the need to urgently develop among the students the skills in writing reflectively as they go through the process of higher education which is useful in molding their future professional and entrepreneurial behavior as when they entered the job market which requires a critical reasoning ability.
Enduring Learning: Integrating C21st Soft Skills through Technology Education
Author: Snape, Paul
Date: 2017-00-00
Type: Journal Articles
Subjects: Technology Education,Skill Development,Cooperative Learning,Communication Skills,Problem Solving,Critical Thinking,Creativity,Reflection,Education Work Relationship,Active Learning,Inquiry,Student Evaluation,Foreign Countries

As times change we need to continually review what our education systems offer and where priorities might lie. The Technology and Knowledge Ages of the twenty-first century have brought about new understandings, new ways of doing things, and an array of new career and workplace opportunities. Employees today are expected to bring more than an accumulation of traditional knowledge acquisition. Increasingly important today are a plethora of attitudinal skills and dispositions that enable workers to engage in much greater collaboration, communication, problem-solving, and critical thinking. What are these newly emphasised skills and dispositions and how should they be addressed within the education system? Meaningful learning of these &quot;soft skills&quot; will occur best in authentic and integrated programmes where explicit teaching identifies the required learning. This paper will investigate the nature of the skills, consider some implications and barriers and then demonstrate connections between the nature of technological practice and &quot;soft skills&quot;. An essential consideration of this new learning focus is how it might be assessed. A new authentic assessment practice within a Technology Education tertiary education programme is introduced as an example of how knowledge and &quot;soft skill&quot; acquisition can be combined and achieved.
Special Issue: &quot;Getting of Wisdom&quot;, Learning in Later Life
Author: Krašovec, Sabina Jelenc
Date: 2017-11-00
Type: Journal Articles
Subjects: Older Adults,Quality of Life,Knowledge Level,Adult Learning,Adult Education,Health Promotion,Lifelong Learning,Males,Masculinity,Life Style,Educational Trends,Universities,Autobiographies,Ethnography,Decision Making,Informal Education,Immigrants,Experience,Adult Vocational Education,Community Education,Feminism,Diabetes,Well Being,Foreign Countries

This specially themed &quot;&quot;Getting of Wisdom,&quot; Learning in Later Life&quot; Edition of the &quot;Australian Journal of Adult Learning&quot; (&quot;AJAL&quot;) is not so much concerned with the issue of ageing itself, but more about quality of life regardless of age. It is about taking, but also giving back as best as possible at any age. This special issue is a result of the one week &quot;The Getting of Wisdom Exchange&quot;, a collaboration between around 100 adult education practitioners and researchers from ten countries from Australia, New Zealand, Asia and Europe. In this issue, papers are presented from Sweden, Ireland, Aotearoa/New Zealand, Australia, Slovenia, Poland, Germany, Portugal and the United Kingdom. Papers cover different topics and open questions about various issues in older people's learning.
The Engagement of Universities in Older Adult Education in Aotearoa New Zealand
Author: Findsen, Brian
Date: 2017-11-00
Type: Journal Articles
Subjects: Foreign Countries,Older Adults,Adult Education,Adult Educators,Lifelong Learning,Intergenerational Programs,Educational Gerontology,Adult Learning

This article investigates the engagement of universities in older adult education in the specific context of Aotearoa New Zealand. Initially, the broader context of the tertiary education system and the place of universities within it are explained. Not unexpectedly adult education, and particularly older adult education, exists only on the margins of the system. Significant achievements in the past in regard to universities' contribution to older adult education are acknowledged before judging the effectiveness of current engagement, using Peterson's (1976) definition of educational gerontology as a benchmark. Globally, there are adventurous moves afoot to extend the vision and practices of universities to embrace elders as legitimate partners in learning. The article explores potential engagement by reviewing some global examples including an exemplary &quot;traditional&quot; programme, inter-generational learning/education, an application of the Age Friendly University concept and two solid research studies of older adult education conducted in sites in Europe and Asia. The article concludes by reflecting on the possible application of these initiatives in the New Zealand context.
It&apos;s Time to Stand up for Earth Science
Author: Schaffer, Dane L.
Date: 2012-11-00
Type: Journal Articles
Subjects: Earth Science,Science Instruction,Scientific Literacy,Science Teachers,Science Curriculum,Secondary School Teachers,Secondary School Science,Misconceptions

This commentary paper focuses upon the loss of respect for Earth Sciences on the part of many school districts across the United States. Too many Earth Science teachers are uncertified to teach Earth Science, or hold certificates to teach the subject merely because they took a test. The Earth Sciences have faced this problem for many years (Nuhfer, 1990). In 1996, the National Science Education Standards (National Resource Council) put Earth Science on equal footing with both the life and physical sciences, but after middle school, many high school students do not even have a chance to take an Earth Science course because their schools do not deem Earth Science as worthy or even as a necessary science. This is echoed by many colleges and universities when they do not accept Earth Science as a science unit for entrance. This must change! With the Next Generation Science Standards (Achieve, 2012) on the horizon, educators from kindergarten to the university level must make a strategic effort to put Earth Science back up upon a pedestal with sciences such as biology, chemistry, and physics--not just in a few states, but in all states!
Educator Perspectives on Earth System Science Literacy: Challenges and Priorities
Author: LaDue, Nicole
Date: 2012-11-00
Type: Journal Articles
Subjects: Teacher Attitudes,Earth Science,Scientific Literacy,Geology,Likert Scales,Teacher Surveys,Relevance (Education),Scientific Principles,Barriers,Needs Assessment,College Faculty,Elementary School Teachers,Secondary School Teachers,Factor Analysis,Statistical Analysis

The challenges and priorities of defining and achieving Earth System Science (ESS) literacy are examined through surveys of geoscience educators attending a professional geological meeting. Two surveys with Likert-style and free-response questions were distributed to geoscientists and K-12 teachers to elicit what instructors think are important concepts, experiences, and hurdles to ESS literacy. Survey 1 asked participants open-ended questions about the challenges and priorities of ESS literacy. Survey 2 asked participants to evaluate the importance of various concepts for nonscience majors taking an ESS course. Survey 1 results indicate that the geoscience professors and K-12 teachers place emphasis on the relevance of Earth Science for public decision-making and regard formal education as having an important role in building Earth Science literacy. Respondents identified weaknesses of K-12 ESS education and the lack of respect for the geosciences as substantial hurdles for ESS literacy. Survey 2 results reveal that respondents highly value integrated Earth Systems concepts, such as, Earth systems involve complex interactions between rock, water, air, and life. Less value is placed on fact-like statements that cover a narrow range of content, such as the age of the Earth and that Earth is mostly covered by an ocean. Results from both surveys indicate that K-12 teachers value teaching the interconnectedness of humanity and the Earth more so than do professors. This study identifies geoscience educators' perspectives of Earth Systems Science Principles and reveals the need for a more cohesive movement to promote the importance of ESS and develop ESS literacy in the general public.
Making Sense of the Atmospheric Science Gender Gap: Do Female and Male Graduate Students Have Different Career Motives, Goals, and Challenges?
Author: Canetto, Silvia Sara
Date: 2012-11-00
Type: Journal Articles
Subjects: Earth Science,Gender Differences,Achievement Gap,Graduate Students,Student Attitudes,Career Choice,Womens Education,Student Characteristics,Barriers,Student Educational Objectives,Vocational Interests,Student Surveys,Semi Structured Interviews

There is a persisting gap in the participation of women in atmospheric science (ATS), particularly at the higher levels of ATS education and occupations. This gap raises questions about ATS women's career motives, plans, and challenges relative to men's. To explore these questions, in-depth interviews were conducted with 10 female and male ATS graduate students. Both women and men described their ATS choice as the result of random events--though both also mentioned memories of childhood severe weather experiences, as well as interest and confidence in math and science, as critical milestones in their path to ATS. Both women and men also commented on the impact of hands-on, ATS-related research, including field experiences as well as the positive influence of models and mentors on their ATS educational choice and persistence. However, for women, experiences with mentors included instances of neglectful and undermining behavior. Women and men also differed with regard to career goals, with women emphasizing service and social impact, and men emphasizing employability. Finally, women and men anticipated different career obstacles, with women focusing on family, and men focusing on financial responsibilities. The findings of this study suggest that ATS women and men may have similar early motives for ATS career choice but different experiences once they enter ATS. ATS women and men may also differ in terms of career goals and perceived obstacles. Many themes surrounding ATS women's experiences in this study are similar to themes that have emerged in studies of women in other science, technology, engineering, and mathematics (STEM) disciplines. At the same time, this study also generated information and questions specific to the ATS experience, affirming the importance of examining STEM women's issues by discipline.
Peer-Review of Digital Educational Resources--A Rigorous Review Process Developed by the Climate Literacy and Energy Awareness Network (CLEAN)
Author: Gold, Anne U.
Date: 2012-11-00
Type: Journal Articles
Subjects: Educational Resources,Electronic Libraries,Electronic Publishing,Climate,Scientific Literacy,Energy Education,Peer Evaluation,Instructional Material Evaluation,Models,Evaluation Criteria,Evaluation Methods,Elementary Secondary Education,Postsecondary Education

Educators seek to develop 21st century skills in the classroom by incorporating educational materials other than textbooks into their lessons, such as digitally available activities, videos, and visualizations. A problem that educators face is that no review process similar to the formal adoption processes used for K-12 textbooks or the college-textbook review process exists for these types of online educational resources. However, educators need authoritative high-quality digital teaching materials. The scientific journal peer-review system offers a well-established model to adapt to the requirements of a peer review of educational materials. In this paper, we review ten review processes developed to evaluate digital geoscience educational resources and focus in detail on a rigorous iterative peer-review process recently developed by the Climate Literacy and Energy Awareness Network (CLEAN) project. This process builds upon existing efforts and emphasizes the &quot;curation&quot; of a digital collection that addresses the Essential Principles of Climate Literacy and the Energy Literacy Principles. Providing educators with thoroughly reviewed educational materials is especially important for fast changing, societally important, and sensitive areas such as climate and energy science.
Making Connections to Real Data and Peer-Review Literature: A Short Soil Exercise in a Geochemistry Class
Author: Gutiérrez, Mélida
Date: 2013-02-00
Type: Journal Articles
Subjects: College Students,Geology,Chemistry,Soil Science,Classification,Active Learning,Cooperative Learning,Scientific Research,Research Methodology,Science Process Skills,Statistical Analysis,Assignments,Science Activities

A class exercise was designed for a college-level geochemistry class to promote inquiry and student participation. In this exercise, real soil data available online was analyzed to evaluate geochemical associations among different soil orders and as a screening tool for anthropogenic metal contamination. Students were asked to read a peer-reviewed research article and use the methods in it as a model for analyzing their dataset. The exercise provided a setting to review and reflect on the changes that rocks undergo to produce soils, with ion substitution and formation of clay minerals as key steps in this process. Both active learning and cooperative learning were involved. Students made decisions about which path to take toward reaching a common goal; they first worked independently and later discussed the results as a group, comparing between three statistical methods applied with the data with respect to their advantages and limitations. The real-life dataset exposed students to the common shortcoming of having less-than-ideal coverage of data forced them to make decisions on how to proceed further with their analysis, and provided a good example of how scientific research is conducted. Our approach allowed students to actively engage in their learning and reach their goals, which were evidenced by their comments and their zeal to complete each part of the exercise; however, historic data collection is required to formalize these assertions.
Learning in the Geoscience Classroom: Q-Methodology, Learning Styles, and Individual Preferences
Author: Hall, R. Trevor
Date: 2013-02-00
Type: Journal Articles
Subjects: Undergraduate Students,Geology,Learning Processes,Q Methodology,Cognitive Style,Individual Differences,Preferences,Introductory Courses

One of the challenges of traditional student learning, from an instructor's perspective, involves achieving an understanding of how students learn. Q-method is an effective approach to improve understanding of human subjectivity, and, as this research suggests, it is an appropriate tool to assist educators to better understand how students learn. In particular, Q-methodology provides the educator with a robust tool to assess student learning styles. This paper adapted an existing learning style instrument to a Q-method analysis in an introductory geographic information system class. The analysis resulted in three learning groups: lone pragmatist, explorer, and synergistic. These three learning groups are described. The paper concludes that the use of Q-method can deepen understanding of students' learning skills and improve instruction through more balanced and learner-focused curricular approaches.
The Effects of Scaling Cues and Interactivity on a Viewer&apos;s Ability to Estimate the Size of Features Shown on Outcrop Imagery
Author: Johnson, Cari L.
Date: 2013-02-00
Type: Journal Articles
Subjects: Scaling,Cues,Visual Aids,Photography,Geology,Visualization,Accuracy,Interaction,College Students,Scientific Concepts,College Science,Confidence Testing,Statistical Analysis

The scale of features shown on outcrop photographs can be critical to geoscience interpretations, yet little is known about how well individuals estimate scale in images. This study utilizes a visualization test in which participants were asked to estimate the absolute size of several boxes shown in outcrop images using high resolution, stitched photopanoramas (Gigapans). Participants viewed two different outcrops that highlight different kinds of photographic distortion, first using static images and then with &quot;interactive&quot; Gigapans that permitted zooming and panning. A test group was given basic scaling cues in the form of distance to and height of the outcrops, whereas a control group completed the test without any scaling cues. Other population comparisons were investigated (e.g., gender, age, experience level, and major) but no other statistically significant population difference was observed. Therefore, scaling cues seem to invoke a primary effect at least in the first part of the exercise. Results show that scaling cues increase accuracy overall, but with wider spread and a tendency to cause overestimation of size. The control group, which was not given any scaling information, was less accurate overall and tended to underestimate the size of features. Both groups gave more accurate scale estimates with smaller standard deviations for the extension-distorted photopanorama than the compression-distorted image. Participants also generally showed improved accuracy in the second part of the test, which probably reflects the impact of interactivity, although a training effect cannot be discounted. These results suggest that nonembedded scaling cues (as opposed to physical objects denoting scale in photographs) can be useful for some individuals to estimate the size of features shown in outcrop images. Results also underscore the importance of interactivity and multiple exposures in classroom applications.
The Posture of &quot;Tyrannosaurus rex&quot;: Why Do Student Views Lag behind the Science?
Author: Ross, Robert M.
Date: 2013-02-00
Type: Journal Articles
Subjects: Paleontology,Freehand Drawing,College Students,Elementary School Students,Middle School Students,Popular Culture,Misconceptions,Scientific Concepts,Books,Illustrations,Surveys,Statistical Analysis

Today's students were born well after the dramatic scientific reinterpretations of theropod dinosaur stance and metabolism of the late 1960s and early 1970s. Yet, if asked to draw a picture of &quot;Tyrannosaurus rex,&quot; most of these students will likely draw an animal with an upright, tail-dragging posture, remarkably like the original 1905 description of this famous dinosaur. We documented this phenomenon by asking college (n = 111) and elementary to middle school students (n = 143) to draw pictures of &quot;T. rex.&quot; On each drawing, we measured the angle of the spine from a horizontal surface. An average angle of 50-608 was found in drawings from all ages, which is within about 58 of the 1905 posture at 578. This is in striking contrast to images created by modern dinosaur scientists, which average between 0 and 108. In an effort to explain this pattern, we measured &quot;T. rex&quot; images in a wide variety of popular books, most of them for children, published from the 1940s to today. Since 1970, a gradually increasing proportion has represented &quot;T. rex&quot; with a more horizontal back (lower tail angle). Thus, popular books, while slow to change, cannot entirely account for this pattern. The erect &quot;T. rex&quot; stance continues, however, to dominate other areas of popular experience, such as toys and cartoons, which most American children encounter early in life. We hypothesize that older-style images long embedded in pop culture could lead to cultural inertia, in which outdated scientific ideas are maintained in the public consciousness long after scientists have abandoned them.
Using Stable Carbon and Nitrogen Isotopes of Hair to Teach about Sustainable Agriculture through Active Learning
Author: Cotton, Jennifer M.
Date: 2013-02-00
Type: Journal Articles
Subjects: College Students,Geology,Introductory Courses,Large Group Instruction,Sustainability,Agriculture,Active Learning,Nonmajors,Dietetics,Human Body,Environmental Education,Student Evaluation,Science Tests,Feedback (Response),Questionnaires,Outcomes of Education,Chemistry

The call for reform of science education is nearly three decades old (National Commission on Excellence in Education, 1983), but the implementation of such education improvements in the form of active learning techniques in large enrollment classes remains difficult. Here we present a class project designed to increase student involvement and quantitative analysis skills in a large enrollment lecture geared towards nonscience majors. We use the stable carbon and nitrogen isotopic analyses of hair to teach students about the impacts of industrial agriculture through quantitative assessment of diet in an environmental science course. Assessment of student learning, which was determined through exam questions and also through a feedback questionnaire, was overwhelmingly positive, demonstrating the usefulness of this technique in bringing active learning to the large enrollment classroom.