ethanporcaro/eric-fulltext-meta huggingface dataset:
Peer Instruction and Lecture Tutorials Equally Improve Student Learning in Introductory Geology Classes
Author: Mora, Germán
Date: 2010-11-00
Type: Journal Articles
Subjects: Peer Teaching,Active Learning,Introductory Courses,Geology,College Science,Pretests Posttests,Likert Scales,Comparative Analysis,Knowledge Level,Worksheets,Community Colleges,Teaching Methods,Scores,Program Effectiveness,Statistical Analysis

Although active learning methodologies have been implemented in geoscience classes successfully, no direct comparison between these different instructional techniques exists to date. For that reason, the purpose of this study was to compare the effectiveness in student learning of two active learning methods: peer instruction and lecture tutorials. In particular, this study focuses on a first implementation of these active learning teaching methods in small- to medium -size introductory physical geology classes. Evaluation of their effectiveness was measured through the Geoscience Concept Inventory, which was administered at the beginning (pre-test) and at the end (post-test) of each course. In addition, students were asked to evaluate the contribution of these techniques to their own learning using a Likert like survey. A comparison of pre- and post-test results indicates that both methods provided statistically significant cognitive knowledge and understanding gains. A comparison of the post-test results for both methods reveals no statistical distinction, indicating a similar level of effectiveness for both peer instruction and lecture tutorials. Similarly, the vast majority of students indicated that these teaching techniques were instrumental in helping them learn different geologic concepts. The combined results of this study are consistent with others studies showing an improvement in cognitive knowledge and understanding gains whenever active learning instructional techniques are first implemented in science classes. A detailed analysis of the obtained data revealed that most of the gains were made by students having little prior knowledge of geology relative to those having some prior knowledge of geologic concepts. Given the relatively easy use of these techniques, their proven effectiveness, and the recognition by students of their effectiveness, it is then recommended that a wider implementation of these techniques should be used in introductory geology classes.
&quot;Commentary&quot;: Object and Spatial Visualization in Geosciences
Author: Kastens, Kim
Date: 2010-03-00
Type: Journal Articles
Subjects: Earth Science,Science Instruction,Research,Brain,Spatial Ability,Visualization,Cognitive Processes,Visual Perception,College Science

Cognitive science research shows that the brain has two systems for processing visual information, one specialized for spatial information such as position, orientation, and trajectory, and the other specialized for information used to identify objects, such as color, shape and texture. Some individuals seem to be more facile with the spatial visualization system, while others favor the object visualization system. This commentary hypothesizes that geosciences draw heavily on both systems, in contrast to other studied professions whose practitioners tend to be strong at spatial visualization (e.g. physics), or object visualization (e.g. visual arts). Candidate object visualization tasks in geosciences include identifying rocks, minerals and fossils, and interpreting remote sensing images. Candidate spatial visualization tasks include envisioning the folding and faulting of sedimentary strata, and envisioning a 3-D volume from 2-D data. In general education, geoscience activities rich in object-visualization could provide an opportunity to motivate and empower a population--object visualizers--who may have disliked prior science courses. In the education of geoscience specializers, a challenge is to find instructional supports to strengthen the object visualization skills of spatial visualizers, and the spatial visualization skills of object visualizers, to produce graduates with both competencies.
Examination of Social Story Format on Frequency of Undesired Behaviors
Author: Thompson, Robyn
Date: 2017-00-00
Type: Journal Articles
Subjects: Intervention,Behavior Problems,Pervasive Developmental Disorders,Autism,Special Education,Preschool Children,Clinical Diagnosis,Comparative Analysis,Investigations,Class Activities,Research Design,Test Format,Computer Assisted Testing,Child Behavior,Early Childhood Education,Program Effectiveness,Interpersonal Competence,Story Telling,Statistical Analysis

The purpose of this investigation was to explore whether a difference existed between the effectiveness of paper-based format and tablet computer-based format Social Story interventions on frequency of undesired behaviors. An adapted alternating treatment design was implemented with four children with autism spectrum disorder (ASD). Data regarding frequency of undesired behaviors during target activities as well as social validity data regarding the perceived effectiveness and efficiency of the interventions were collected. Results revealed that Social Stories presented in both paper-based and tablet computer-based formats were effective in decreasing undesired behaviors when compared to baseline conditions, and that a notable difference did not exist between the effectiveness of the paper-based and tablet computer-based formats. Social validity data provided strong support for the use of both paper-based and tablet computer-based Social Story interventions in early childhood classrooms. Behavioral outcomes did not vary across paper-based and tablet computer-based formats. However, social validity data revealed that interventionist preference did vary across formats suggesting that interventionist preference should be considered when developing and implementing Social Story interventions.
Incorporating a Watershed-Based Summary Field Exercise into an Introductory Hydrogeology Course
Author: Fryar, Alan E.
Date: 2010-09-00
Type: Journal Articles
Subjects: College Students,Science Education,Geology,Field Experience Programs,Summer Programs,Introductory Courses,Water,Natural Resources,Science Process Skills,Science Activities,Questionnaires,Outcomes of Education,Instructional Effectiveness

We have developed and implemented a summary field exercise for an introductory hydrogeology course without a laboratory section. This exercise builds on lectures and problem sets that use pre-existing field data. During one day in April, students measure hydraulic heads, stream and spring flow, and stream-bed seepage within the rural watershed of a third-order perennial stream in western Kentucky. Students calculate net specific discharge at various scales, map groundwater flow in the watershed, and calculate vertical hydraulic gradients at the mouth of the watershed, where the stream enters a reservoir (Kentucky Lake). Distinctive features of the exercise include hydraulic head measurements in large-diameter domestic wells and in piezometers installed in the reservoir embayment. Kentucky Lake is raised ~ 2 m shortly before the field trip, thus providing an analog of bank storage. Former students who responded to a questionnaire indicated that the exercise was worthwhile. The exercise was based at a biological field station but could be completed at any field site where long-term hydrologic monitoring is in place or could be initiated.
The Campus Mine: An Adaptable Instruction Approach Using Simulated Underground Geology in a Campus Building to Improve Geospatial Reasoning before Fieldwork
Author: Benson, Robert G.
Date: 2010-11-00
Type: Journal Articles
Subjects: Geology,Earth Science,Maps,Spatial Ability,Simulation,Teaching Methods,College Students,Interpretive Skills,Student Attitudes

Geospatial skills are critical to effective geologic mapping, and many geoscience students experience challenges in developing good geologic interpretation and projection skills. A physical (non-virtual) underground mine mapping simulation in a building on the Adams State College campus in Alamosa, Colorado, provides an excellent cost-effective and efficient learning tool to prepare students for actual field mapping, while improving spatial thinking using a physical hands-on setting. In this simulation students act as mine geologists, completing simulated mine mapping work tasks. Mapping and interpretive skills are enhanced in an adaptable, flexible, and easily implemented simulation that is software independent. The mine simulation is well received by students as an effective training and learning tool.
Informal Learning Spaces and Their Impact on Learning in Higher Education: Framing New Narratives of Participation
Author: Deed, Craig
Date: 2017-00-00
Type: Journal Articles
Subjects: Informal Education,Higher Education,Models,Educational Environment,Student Participation,Space Utilization

Evaluating informal learning spaces in higher education institutions needs to respond to the complex conceptual orientation underpinning their intention and design. This article outlines a model of participatory analysis that accounts for the conceptual complexity, lived experience and broad intentions of informal learning space. Further, the article contributes an educational language and orientation to the learning space narrative to inform postoccupancy evaluations and future projects.
Measuring Social Relations in New Classroom Spaces: Development and Validation of the Social Context and Learning Environments (SCALE) Survey
Author: Walker, J. D.
Date: 2017-00-00
Type: Journal Articles
Subjects: College Students,Student Surveys,Test Construction,Test Validity,Social Environment,Educational Environment,Factor Analysis,Peer Relationship,Teacher Student Relationship,Psychometrics

This study addresses the need for reliable and valid information concerning how innovative classrooms on college and university campuses affect teaching and learning. The Social Context and Learning Environments (SCALE) survey was developed though a three-stage process involving approximately 1300 college students. Exploratory and confirmatory factor analyses supported a four-factor solution that measures formal and informal aspects of student-to-student as well as student-to-instructor classroom relations. The resulting 26-item instrument can be used by instructors to measure classroom social context in different types of learning spaces and to guide efforts to improve student outcomes.
Advising International Students in Engineering Programs: Academic Advisors&apos; Perceptions of Intercultural Communication Competence
Author: Zhang, Yi Leaf
Date: 2017-00-00
Type: Journal Articles
Subjects: Academic Advising,Foreign Students,Foreign Student Advisers,Engineering Education,Intercultural Communication,Interpersonal Competence,Faculty Advisers,Teacher Attitudes,Cultural Differences,Knowledge Level,Familiarity,Phenomenology,Semi Structured Interviews,Change Strategies,Higher Education,Counseling Techniques,Skill Analysis

In recent years, an increasing number of international students have enrolled in engineering programs in U.S. colleges and universities. These students often encounter challenges, and academic advisors play a significant role in international students' academic success. Using a model of intercultural communication competence, we explored attitudes toward and understanding of cultural differences among academic advisors in a college of engineering at a 4-year research university. We also investigated advisors' knowledge of and skills in conducting intercultural communication with international students. The findings shed light on advising international students in engineering programs, and we provide recommendations for academic advisors on conducting effective communication with students from diverse cultural backgrounds.
Reforming the Environment: The Influence of the Roundtable Classroom Design on Interactive Learning
Author: Parsons, Caroline S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Classroom Design,Interaction,Learning Strategies,Educational Environment,Qualitative Research,Undergraduate Students,Liberal Arts,Interviews,Focus Groups,Virtual Classrooms,Intermode Differences,Student Attitudes,Teacher Attitudes,Space Utilization,Observation

This study investigated the influence of physical and virtual learning spaces on interactive learning in a college and university setting. Qualitative analysis of an undergraduate liberal arts program that employs the use of roundtable classrooms was conducted. Interview and focus group data from students and faculty, along with classroom observations, resulted in the finding that the roundtable classroom encouraged interactive learning, face-to-face accountability, and verbal immediacy, along with a &quot;cohort effect&quot; and &quot;fidget factor.&quot; Virtual learning spaces influenced interactive learning, and their effectiveness was heavily moderated by instructors and by the frequency and use of educational technology. Recommendations and suggestions for future research are provided.
Leveraging Faculty Reflective Practice to Understand Active Learning Spaces: Flashbacks and Re-Captures
Author: Ramsay, Crystal M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Active Learning,Classroom Design,Classroom Environment,Technological Literacy,Pedagogical Content Knowledge,Reflection,Educational Practices,Learning Activities,Teaching Methods,Space Utilization,Higher Education

Although learning spaces research is not new, research approaches that target the specific teaching and learning experiences of faculty and students who occupy active learning classrooms (ALCs) is nascent. We report on two novels data collection approaches: Flashbacks and Re-Captures. Both leverage faculty reflective practice and provide windows into the rich and varied teaching and learning activities that active learning spaces afford. Findings suggest that in ALCs, faculty are easily able to design &quot;activity strings,&quot; multiple active learning activities knitted together within the same instructional period. Further, over time, activity strings become regular occurrences, manifesting as &quot;instructional routines.&quot;
Parents Are the Experts: Understanding Parent Knowledge and the Strategies They Use to Foster Collaboration with Special Education Teams
Author: Kervick, Colby
Date: 2017-00-00
Type: Journal Articles
Subjects: Parent Participation,Special Education,Disabilities,Qualitative Research,Parent Attitudes,Children,Access to Information,Knowledge Level,Participative Decision Making,Teamwork,Cooperative Planning,Educational Legislation,Educational Quality,Equal Education,Case Studies,Elementary Secondary Education,Semi Structured Interviews,Parent Role

The Education for All Handicapped Children Act (1975), PL-94142, mandated parent participation as a required component of the provision of special education services to children with disabilities. It is widely recognized that a collaborative teaming approach is the most effective strategy to foster parent participation (Friend &amp; Cook, 2010; A. Turnbull, Turnbull, Erwin, Soodak, &amp; Shogren, 2011; R. Turnbull, Turnbull, &amp; Wehmeyer, 2010). This article explores selected findings from a qualitative research study that investigated the perspective of parents of children with disabilities in order to understand: 1) how they acquired and shared knowledge about their child's disability, 2) how they navigated and negotiated special education processes and 3) how they fostered collaboration with professionals. By exploring the issue of collaborative teaming through the lens of parents, the study offers insight about the expertise of parents, the dynamics of collaborative teaming and the multi-faceted nature of the &quot;parental role.&quot;
Observing the Technological Pedagogical and Content Knowledge Levels of Science Teacher Candidates
Author: Keçeci, Gonca
Date: 2017-12-23
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Science Teachers,Foreign Countries,Technology Integration,Science Curriculum,Preservice Teachers,Mixed Methods Research,Pretests Posttests,Grade 5,Grade 6,Grade 7,Grade 8,Observation

This study was planned to observe the technological pedagogical and content knowledge of teacher candidates. The study group consists of 4th grade students of Firat University Faculty of Education who were asked to describe any desired topic in the secondary school science curriculum, using the methods and techniques of their choosing. Teacher candidates talked about topics they had chosen in front of their peers with micro teaching technique. During this process, teacher candidates were evaluated by themselves, their peers and teachers using an observation form in terms of their ability to use methods and techniques, mastery of field knowledge and ability to integrate technology into the course. In the study, partially mixed concurrent equal status design was used. Technological pedagogical and content knowledge survey was used for the quantitative data and the qualitative data of the study were obtained from observation forms filled by the researchers of the study, teacher candidates and their peers. The results showed that the teacher candidates had a moderate level of technological pedagogical content knowledge. The fact that the pre- and post-study scores were significantly different in favor of the posttests suggests that it is important for teacher candidates to have the opportunity to make self-evaluations. It is very important for the teacher candidates to attend the courses where they can evaluate their technology, pedagogy, and content knowledge (TPACK) competencies especially in their teacher training programs and to make up for their deficiencies without starting to their professional life.
Views of Pre-Service Teachers Following Teaching Experience on Use of Dynamic Geometry Software
Author: Günes, Kardelen
Date: 2017-12-23
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Teaching Experience,Geometry,Student Teacher Attitudes,Courseware,Technology Uses in Education,Teaching Methods,Mathematics Instruction,Qualitative Research,College Seniors,Semi Structured Interviews,Foreign Countries

The study aims to determine the views of final-year pre-service mathematics teachers towards their experience of the use of dynamic geometry software in teaching, following the implementation processes that they carried out when using this software in a real classroom environment. The study was designed as a case study, which is one of the qualitative research methods. The study was conducted with four pre-service teachers studying in the mathematics teaching department at the education faculty of a university in Turkey during the 2016 to 2017 academic year. As one of the results of the study, it was observed that the pre-service teachers, following the theoretical lessons that they had in the education faculty prior to implementation, gave more limited opinions, whereas during the school experience application of dynamic geometry software, following its application in a classroom environment, they mentioned more features of this software for use in teaching. The pre-service teachers, in relation to their real classroom experiences, expressed their views on the features &quot;concretisation and visualisation,&quot; &quot;possibility of presenting many examples,&quot; &quot;making students feel that mathematics is valuable,&quot; &quot;permanence and facilitation of learning,&quot; and &quot;preventing erroneous mental representations&quot; with regard to the role of dynamic geometry software (DGS) use in teaching and learning. Yet, prior to using DGS in the classroom, these pre-service teachers had given importance only to the &quot;concretisation and visualisation&quot; and &quot;permanence and facilitation of learning&quot; characteristics.
The Influence of Hierarchy and Layout Geometry in the Design of Learning Spaces
Author: Smith, Charlie
Date: 2017-00-00
Type: Journal Articles
Subjects: Geometric Concepts,Space Utilization,Group Dynamics,Teacher Student Relationship,Peer Relationship,Design Requirements,Classroom Design,Space Classification,Cluster Grouping,Educational Environment

For a number of years, higher education has moved away from didactic teaching toward collaborative and self-directed learning. This paper discusses how the configuration and spatial geometry of learning spaces influences engagement and interaction, with a particular focus on hierarchies between people within the space. Layouts, presented as diagrams, are analysed in terms of teacher-to-student and student-to-student power dynamics and against an established set of Principles for Designing Teaching and Learning Spaces. The paper observes that some arrangements have underlying hierarchies which subtly reinforce traditional teacher-centred power dynamics and concludes that spatial geometry and hierarchy should be considered key parameters in learning space design.
If PBL Is the Answer, Then What Is the Problem?
Author: Hüttel, Hans
Date: 2017-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Higher Education,Student Projects,Computer Science Education,Undergraduate Students,Ownership,Teaching Methods,Barriers,Change Strategies,Educational Practices,Instructional Effectiveness,Foreign Countries

Danish PBL-based higher education institutions espouse the qualities of problem-based projects but actual practice shows a somewhat different picture. The predominant use of project catalogues and the formal requirements imposed by accreditation inhibit central intentions behind problem-based project work and there is now a danger of employing the PBL format, i.e. the elements of project elements in a routine-wise fashion rather than as essential enhancers of knowledge construction. In this paper we identify and analyze problems of routinisation of project work based on students' and supervisor's perceptions of project work; this is done in the context of undergraduate degree programmes in the Department of Computer Science at Aalborg University. We address/identify the need for a further discussion of the conflict between the espoused ideals of PBL and the actual practice at PBL-based higher education. Our findings also point towards the need for practice based on action research into new ways of structuring problem-based project work in different settings. In particular, much greater attention should be devoted to the practice of semester coordination.
The Dynamics of Project-Based Learning Extension Courses: The &quot;Laboratory of Social Projects&quot; Case Study
Author: Arantes do Amaral, Joao Alberto
Date: 2017-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Case Studies,Extension Education,Foreign Countries,Program Administration,Mixed Methods Research,Systems Approach,Instructional Effectiveness,Dropouts,Faculty Workload,College Faculty

In this case study we discuss the dynamics that drive a free-of-charge project-based learning extension course. We discuss the lessons learned in the course, &quot;Laboratory of Social Projects.&quot; The course aimed to teach project management skills to the participants. It was conducted from August to November of 2015, at Federal University of São Paulo (Unifesp), Osasco Campus, Brazil. The course had 72 participants (41 community members and 31 university students). The participants worked in teams of four members (on average) and developed 13 projects on behalf of eight NGOs that help people in need. In our research, we followed a mixed methods approach, using project reports, project blogs and the course management database as sources of information. We made use of system thinking analysis to reveal the dynamics that unfolded during the course. Our main findings are the following: 1) free-of-charge extension courses can be much more challenging to manage than traditional courses once the workload of the professors involved can be substantially higher than in similar regular courses; 2) the use of project-based learning techniques in extension courses can be very effective; 3) problems are created when the students drop out of the course.