ethanporcaro/eric-fulltext-meta huggingface dataset:
Environmental Systems Simulations for Carbon, Energy, Nitrogen, Water, and Watersheds: Design Principles and Pilot Testing
Author: Lant, Christopher
Date: 2016-05-00
Type: Journal Articles
Subjects: Energy,Water Quality,Conservation (Environment),Soil Science,Pilot Projects,STEM Education,Foreign Countries,Scaffolding (Teaching Technique),Pretests Posttests,Outcomes of Education,Comparative Analysis,Control Groups,Water,Computer Simulation,Standards,Science Education,Problem Based Learning,Feedback (Response),Learner Engagement,Middle School Teachers,Secondary School Teachers,Ecological Factors,Environmental Education,Statistical Analysis,Likert Scales

Guided by the Next Generation Science Standards and elements of problem-based learning, four human-environment systems simulations are described in brief--carbon, energy, water, and watershed--and a fifth simulation on nitrogen is described in more depth. These science, technology, engineering, and math (STEM) education simulations illustrate design principles that make them engaging to students, such as dynamic visual environments that are controlled by the user and immediate visual feedback to user actions taken. The simulations are contextualized in real-world natural resources management challenges involving biogeochemical cycles, such as Gulf of Mexico hypoxia, which provide an opportunity to &quot;win the game,&quot; while the introduction of complexity in steps provides scaffolding. Pretest versus posttest results indicate a substantial and statistically significant improvement in learning outcomes resulting from using the nitrogen simulation, though there was no comparable pedagogical control group. Attitudinal feedback indicates rich student engagement with the nitrogen simulation.
Understanding Perceptions of the Geosciences among Minority and Nonminority Undergraduate Students
Author: Sherman-Morris, Kathleen
Date: 2016-05-00
Type: Journal Articles
Subjects: Minority Group Students,Undergraduate Students,Student Attitudes,Earth Science,Science Education,Higher Education,Research Universities,Disproportionate Representation,Comparative Analysis,Biology,Science Curriculum,Majors (Students),Elective Courses,Faculty Advisers,College Students,Course Selection (Students),Career Development,Student Diversity,STEM Education,Student Surveys,Science Careers,Likert Scales,Statistical Analysis,Nonparametric Statistics,Factor Analysis,Career Choice,Self Efficacy,Science Achievement,Mathematics Achievement,Correlation

This study augments existing literature in understanding student perceptions about the geosciences; we examined the choice of major and science courses taken by 645 students at a large southeastern research university. Differences were examined between underrepresented minority (URM) and nonminority students. We compared responses regarding not only different sciences but also different subfields of geoscience, and where possible, we compared those subjects with biology. Our results show significant differences in (1) the selection of a college major, (2) the selection of science electives, (3) characteristics of the ideal career, (4) interest and self-efficacy in science and math, and (5) career perceptions of geoscience and other select sciences among URM and nonminority students. We identified three main factors that contributed to student selection of college major, including &quot;important influencers,&quot; &quot;sustained identification with or interest in that major,&quot; and &quot;descriptors of the major itself.&quot; We also found that a student's advisor may be one of the greatest factors in which science classes an undergraduate student takes at a university. Finally, our research showed that the geosciences scored lower than other science subjects with respect to student perceptions in its ability to &quot;help the environment,&quot; &quot;help society,&quot; &quot;help them find a job,&quot; and &quot;salary.&quot; This was true for each of the geoscience fields measured when compared with every other science, technology, engineering, and math fields measured with the exception of physics.
Reinforcing In-Service Teachers Education via ICT
Author: Thorsteinsson, Gisli
Date: 2012-00-00
Type: Journal Articles
Subjects: Inservice Teacher Education,Information Technology,Instructional Innovation,Foreign Countries,Use Studies,Technology Uses in Education,Educational Strategies,Open Education,Distance Education,Web Based Instruction,Cooperative Learning,Computer Mediated Communication,Communities of Practice,Electronic Learning,Educational Environment,Computer Assisted Instruction,Learning Activities

Earlier educational models have not managed to take into account novel contextual and mobile methods of learning with the advances in technology-mediated learning. The article firstly reports an educational approach, namely, future innovative in-service teacher education in Europe (ICE-ED). This project was supported by the European Union Comenius fund and coordinated by the University of Iceland. The ICE-ED project is focused on educational use of information and communication technologies (ICTs), particularly with the improvement and dissemination of latest pedagogical strategies for open and distance learning through in-service teacher education (ICE-ED) in schools across Europe (The ICE-ED website 2012). The project employs the on-line managed learning environment platform BSCW as a Computer Supportive Communication Learning instrument to make possible the participants collaboration. It is a nonstop meeting setting for them, a steady support to their work and at the same time an online library of the entire project educational material on which all the activities take place.
Predictive Validity of Pre-University Examinations Test Scores for University Science Undergraduates' Academic Achievement in South West, Nigeria
Author: Gbore, L. O.
Date: 2012-00-00
Type: Journal Articles
Subjects: Predictive Validity,College Entrance Examinations,Scores,Science Achievement,Undergraduate Students,Foreign Countries,College Admission,Admission Criteria,Undergraduate Study,Data Collection,Correlation,Multiple Regression Analysis,Grade Point Average,Geographic Regions,Student Recruitment

This study examined the predictive validity of pre-university examinations test scores (university matriculation examination (UME), Post-UME and pre-degree) for undergraduate academic achievement. The study is planned along the lines of correlational and ex-post-facto research design. A sample of four hundred university science based undergraduates admitted 2006/2007 session which was made up of 100 students selected from each of the four purposively selected universities from south west Nigeria using stratified sampling technique participated in the study. An inventory titled &quot;mode of entry characteristics and academic achievement proforma&quot; was used to collect data from records. The data were subjected to Pearson Product Moment Correlation and multiple regression (Backward solution) analysis. Result reveled that as much as 17.1% of the variations in CGPA is explained by the linear combination of three predictor variables, while pre-degree scores indicated significant contribution to the prediction, UME showed negative contribution to the prediction. The result also showed that significant relationship exists between the independent variables (Pre degree, Post UME scores) and CGPA while there was low relationship between UME and CGPA. Based on the findings of the study, there is need to further strengthen and uphold the pre-degree programme and post-UME tests for continuous utilization as means of recruiting viable candidates for university admission purpose.
Conceptualizing Alternative Ways of Curricular Teaching through Technology
Author: Laxman, Kumar
Date: 2012-00-00
Type: Journal Articles
Subjects: Algebra,Mathematics Instruction,Intervention,Mathematics,Graphing Calculators,Secondary School Mathematics,High School Students,Instructional Effectiveness,Conventional Instruction,Technology Uses in Education,Quasiexperimental Design,Statistical Analysis,Foreign Countries

Traditional methods of teaching algebra encourage students to identify algebraic notations and perform procedural computations without comprehending the underlying relationships between the different modes of algebraic representations involving graph, expression and tables. Such approaches might enable students to ace in standardized Mathematics examinations but they do not acquire robust conceptual understandings of algebraic principles and concepts. This has resulted in growing calls for reforms in traditional ways of algebra instructions to re-conceptualise and invigorate the learning of algebra content in schools. In this paper, an instructional intervention that implemented a function-based generative activity design approach supported by the capabilities of next-generation classroom networks as an alternative to traditional algebra pedagogy is described. The findings of the study examine the pedagogical efficacy and impact of this intervention on students' algebra learning performance.
Designing Epistemologically Correct Science Narratives
Author: Sachin, Datt
Date: 2012-00-00
Type: Journal Articles
Subjects: Science Instruction,Secondary School Science,Story Telling,Epistemology,Story Grammar,Foreign Countries,Science History,Equipment,Energy

In recent years use of narratives for teaching science at secondary school level has gained impetus. This paper deals with the problem of designing narratives for teaching scientific concept. The central issue of the problem of designing narratives for carrying scientific information is that science belongs to the domain of objective observation of facts and general principles while narratives belong to the world of humans and their aspirations which are subjective in nature. If a narrative of science is built purely on intuitive bases, without any structural foundation, the epistemic correctness of the narrative may be doubted. This paper presents what is known as the Epistemic Narrative Structure (ENS) which synthesis principles of Narrative structure with general structure of a scientific discovery event. It is proposed that if a narrative about teaching science is built on the epistemic narrative structure, then the problem of synthesizing subjective human context and objective nature of scientific reasoning can be resolved leading to design of epistemologically correct science narratives. In this paper, the Epistemic Narrative Structure is explained and how it can be used to design a science narrative with an example of writing a narrative on 'how electric battery came into being.The narrative structure is replicable and can be used by teachers to design their own epistemologically correct science narratives.
Modern Educational Technology: Educational Usages of Cell Phone as Perceived by Students of Education Faculties
Author: Harba, Ali Moneer
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Handheld Devices,Telecommunications,Foreign Countries,Use Studies,Teacher Education Programs,Undergraduate Students,Questionnaires,Likert Scales,Technological Literacy,Skill Development,Internet,Online Searching,Information Seeking,Educational Benefits,Electronic Learning,Outcomes of Education,Barriers,Hypothesis Testing,Informal Education,Nonparametric Statistics,Statistical Analysis

This study investigated the educational use of cell phones at two Syrian education establishments. The research sample consisted of (n = 184) students from the Department of Teacher Education at Tishreen and Damascus Universities. During the study, students filled in a self-report 17-item questionnaire. Survey results imply that cell phone use encourages students (41.30%) to acquire higher technological skills. In addition, (40.76%) of students who participated in the research also used the internet on their cell phone to look up related information. Further results showed that students at Tishreen University used the internet on their cell phone for more prolonged educational purposes than their peers at Damascus University.
Encouraging Innovativeness through Computer-Assisted Collaborative Learning
Author: Thorsteinsson, Gisli
Date: 2012-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Cooperative Learning,Case Studies,Virtual Classrooms,Innovation,Qualitative Research,Grounded Theory,Elementary School Students,Secondary School Students,Instructional Effectiveness

This article puts forward a three related case study series, using a Virtual Reality Learning Environment (VRLE) with a view to supporting the development of students' ideation skills in conventional primary and secondary education. This learning environment is fairly new and therefore it is necessary to examine its educational uses and determine if the new learning environment will meet teachers' expectations. Therefore, the overall goal for this research was twofold: a) to explore the ways in which idea generation was developed during students' work and b) to assess the way VRLE affects student idea generation work. The data collected was qualitative and the analysis was based on grounded theory principles and an interpretive paradigm.
Perception towards Mobile Learning Activities among Post Graduate Students
Author: Thiyagu, K.
Date: 2012-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Technology Uses in Education,Graduate Students,Student Attitudes,Fathers,Occupations,Parent Background,Educational Attainment,Foreign Countries,Hypothesis Testing,Questionnaires,Statistical Analysis,Student Characteristics

M-learning is learning supported by mobile devices and intelligent user interfaces. Compared to the prior generation a few years ago, storage capacity and screen size of mobile devices as well as transfer speed of wireless connections have significantly increased. Equipped with mobile devices, learners can conduct learning activities at anytime anywhere. M-learning is learning that is not constrained to a physical space or specific time and learning that is supported by communication with embedded computing elements in the environment on every move of the learner (Thiyagu, K, 2009). The main aim of the study is to assess the perception towards mobile learning activities among post graduate students in Viruudhunagar district. Survey method is employed for this study. The investigator has chosen 230 post graduate students as a sample for the study in a random sampling technique. Finally the investigator concludes; (i) There is no significant difference in perception towards mobile learning activities among the post graduate students with respect to their course in terms (ii) There is no significant difference in perception towards mobile learning activities among the post graduate students with respect to their Father's Educational Qualifications and father's occupation.
Reviewing the Barriers Associated with the Technological Needs of Teachers in the 21st Century Education
Author: Seyedarabi, Faezah
Date: 2012-00-00
Type: Journal Articles
Subjects: Barriers,Information Technology,Correlation,Technology Integration,Teaching Methods,Teacher Education,Models,Users (Information),Educational Resources,Online Searching,Teacher Attitudes,Administrator Attitudes,Foreign Countries,Literature Reviews

This paper reviews barriers associated with the use of ICT tools by teachers in their classroom teaching at &quot;technical,&quot; &quot;teaching&quot; and &quot;school&quot; levels. The aim of this review is to highlight the fact that there is currently less research work on the kind of technology teachers need for adopting ICT tools in the 21st century education. There has been much work carried out on easing ICT and internet barriers through resourcing and teacher training. However, there is less work on the sort of technology that teachers would like to use for their teaching, particularly when searching online for teaching resources. Hence, a call for further research in web &quot;personalisation,&quot; an emerging direction that is currently adopted by technologists and the government was made as a proposed new approach or possible solution to the technical barriers of teachers.
Listening to the Reactions of People in the Midst of Change
Author: Friestad-Tate, Jill
Date: 2012-00-00
Type: Journal Articles
Subjects: Stakeholders,Organizational Change,Responses,Case Studies,Interviews,School Districts,Educational Change,Qualitative Research,Listening,Psychological Patterns,Rural Schools,Elementary Secondary Education

The purpose of the study was to listen to reactions of key stakeholders experiencing profound organizational change. A case study was used to gather data from participants' interview responses. Data analysis identified research-supported reactions; in addition, two unique themes were identified: constructive critique and ill-effects of good intentions. Listening to, understanding, and appreciating reactions and emotions during change provide valuable insights that help build organizational community and enhance the success of a change initiative.
Using Multimedia with Kindergarten to Increase Homework Participation
Author: Tunstall, Mary
Date: 2012-00-00
Type: Journal Articles
Subjects: Homework,Kindergarten,Multimedia Materials,Scores,Constructivism (Learning),Literacy Education,Learning Motivation,Learner Engagement,Parent Participation,Parent Child Relationship,Teaching Methods,Reading Skills

This study stemmed from a concern that homework instruction, verbal and print oriented, did not reflect a 21st century learning strategy for kindergarten students due to their reading levels and their abilities to consistently follow written instructions to complete tasks. The study examined 18 kindergarten students' perceptions of using multimedia, video and screen capture, as a medium for homework instruction and activities. The study guided by the constructivist teaching approach, described how multimedia was used as a motivational tool to engage students in literacy instruction and knowledge construction. Findings show that use of multimedia motivated and engaged students in learning both in school and at home. Students stated that multimedia activities were fun. Mean scores from pre-survey to post-survey show positive dispositions to the integration of multimedia in the class and homework activities. Findings also show that multimedia helped students create knowledge and work as a team. A by-product of this study was increased parental involvement in students' learning. Parental supervision was required for students to play DVDs or to access online files at home. This request turned out to be a positive outcome of the study.
Social Learning Theories--An Important Design Consideration for Geoscience Fieldwork
Author: Streule, M. J.
Date: 2016-05-00
Type: Journal Articles
Subjects: Social Theories,Learning Theories,Socialization,Field Trips,Geography,Geography Instruction,Undergraduate Students,Instructional Design,Communities of Practice,Self Efficacy,Educational Benefits,Skill Development

The nature of field trips in geoscience lends them to the application of social learning theories for three key reasons. First, they provide opportunity for meaningful practical experience and promote effective learning afforded by no other educational vehicle in the subject. Second, they are integral for students creating a strong but changing sense of identity from student, to geoscience student, to practicing professional geoscientist. Third, they help students to develop and build their own communities of practice within the field trips akin to the professional communities of practice they may be expected to contribute to, and pursue inbound trajectories into, in the future. Furthermore field trips encourage students to actively engage and initiate trajectories within the wider disciplinary geological community of practice. The building and effectiveness of communities of practice are important because the nature of geoscience as an integrative subject lends itself to relying on such communities. Therefore, the designers of field-trip programs should be aware of this social learning theory and ensure that working within communities of practice is integral to the activities they design. In so doing, we will produce graduates in the subject that will serve the requirements of industry and academia alike, in addition to other graduate careers. Students that most successfully participate in field trips are characterized by independence in their learning and increasing self-efficacy.
Installing an Ethics Pledge within K-12 Academia: A Restoration of Humanism
Author: McBath, Gabrielle
Date: 2012-00-00
Type: Journal Articles
Subjects: Ethics,Humanism,Masters Degrees,Business Administration Education,Financial Exigency,Accountability,Moral Values,Educational Philosophy,Standards,Course Descriptions,Literature Reviews

In May 2009, 33 Harvard M.B.A. Candidates proposed and published an ethics pledge entitled the M.B.A. Oath. It is a &quot;voluntary student-led pledge that the goal of business managers is to 'serve the greater good.' It promises that Harvard M.B.A.[s] will act responsibly, ethically, and refrain from advancing their 'own narrow ambitions' at the expense of others&quot; (Wayne, 2009, p.1). As of 2009, 450 of 900 graduates have signed with thousands of supportive fans on Twitter and Facebook. As of 2012, more than 6500 students support this Oath (M.B.A. Oath Website, 2012). In the wake of the Enron scandal, Wall Street disaster, and subsequent fiscal &quot;Depression,&quot; students should view teachers and administrators as ethical beings. Any K-12 or college setting has always been a &quot;sheltered entity,&quot; preparing students for the future but in a fashion that does not force them immediately into reality. This review of the literature will analyze the eight tenets of the M.B.A. Oath,while dividing them into three applicable areas: personal maintenance, accountability, and aiding student progression. The first two areas must be effectively monitored before progressing to the third: ultimately concluding that moral will and reason must align to the human connection (Johannesen, Valde, &amp; Whedbee, 2008).
Using Innovative Technical Solutions as an Intervention for at Risk Students: A Meta-Cognitive Statistical Analysis to Determine the Impact of Ninth Grade Freshman Academies, Centers, and Center Models upon Minority Student Retention and Achievement
Author: Osler, James Edward
Date: 2012-00-00
Type: Journal Articles
Subjects: Grade 9,High School Freshmen,At Risk Students,Academic Persistence,Minority Group Students,Academic Achievement,Program Effectiveness,African American Students,Hispanic American Students,American Indian Students,Multiracial Persons,Grouping (Instructional Purposes),Intervention,Metacognition,Dropout Prevention,Hypothesis Testing,Graduation Rate,Dropout Rate,High Stakes Tests,Interviews,Administrator Attitudes,Qualitative Research,Statistical Analysis

This paper provides an active discourse on the use of innovative solutions to conduct an in-depth investigation on the success and viability of 9th Grade Freshman Academies, Centers, and Center Models to aid in the retention of at risk students. These types of academic programs provide an active solution for the retention and projected completion of High School by minority students. The research methodology used in this study is Meta-Cognitive Analysis. This novel approach to data analysis is a mixed methods research design that involves the holistic combination and in-depth comparison of qualitative and quantitative data.