ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigation of the Reasons of Negative Perceptions of Undergraduate Students Regarding the Modern Physics Course
Author: Aksakalli, Ayhan
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Science Instruction,Physics,Negative Attitudes,Mixed Methods Research,Foreign Countries,Factor Analysis,Science Education,Teaching Methods,Scientific Concepts,Focus Groups,Semi Structured Interviews

In this research, the negative perceptions of undergraduate students regarding modern physics course and the causes of their negative perceptions have been investigated. For this investigation, a qualitative and quantitative method (mix method) was chosen for data collection and analysis. The study group of the research consists of a total of 169 (21-25 years old) undergraduate students studying at a state university in Turkey. Focus group interview, repertory grid technique and individual interview were used for gathering data. According to results, seven negative perceptions were determined regarding the modern physics course and four main themes were specified the causes of negative perceptions of students related to modern physics.
Comparative Effects of Concept Mapping and Cooperative Learning Strategies on Senior Secondary School Students' Achievement in Mathematics-Trigonometry in Kano State, Nigeria
Author: Bot, Thomas D.
Date: 2016-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Cooperative Learning,Concept Mapping,Mathematics Achievement,Statistical Analysis,Gender Differences,Guidelines,Teaching Methods,Quasiexperimental Design,Pretests Posttests,Foreign Countries,Mathematical Concepts,Secondary School Students,Learning Strategies,Scores,Control Groups,Experimental Groups

This article presents the findings from an experimental study on the effectiveness of concept mapping and cooperative learning strategies on SSII students' achievement in trigonometry in mathematics. The research design used in conducting the study was quasi-experimental pre-test and post-test non-equivalent control group. The sample consisted of 210 (110 males &amp; 100 females) SSII students from three senior secondary schools in Kano metropolis, Kano state, Nigeria. The main objectives of the study were to find out whether a significant mean difference exists in students' achievement in trigonometry when taught with concept mapping and cooperative learning strategies, and find out the effects of the two strategies on achievement based on gender. Data was collected using researchers developed achievement test in trigonometry tagged PRE-TAT &amp; POST-TAT with a reliability coefficient of 0.75. Data analysis was done using descriptive statistics and Analysis of Covariance (ANCOVA). The findings from the study among other things showed that the students taught using concept mapping performed better than those taught using cooperative learning strategy and both the two strategies were significantly better than the use of conventional teaching methods. The male students taught with concept mapping performed significantly better than female students. Also, the findings revealed the existence of gender differences in achievement of the students taught using cooperative learning strategy as against the use of conventional methods where it was discovered that female students performed significantly better than male students. It was recommended among other things that curriculum planners should incorporate concept mapping and cooperative learning strategies in mathematics curriculum guidelines towards the enhancement of achievement of senior secondary school students in mathematics.
Developing Conceptual Understanding and Procedural Fluency for Junior High School Students through Model-Facilitated Learning (MFL)
Author: Laswadi
Date: 2016-00-00
Type: Journal Articles
Subjects: Junior High School Students,Pretests Posttests,Control Groups,Mathematical Concepts,Mathematics,Mathematics Education,Quasiexperimental Design,Experimental Groups,Foreign Countries,Achievement Tests,Elementary Secondary Education,International Assessment,Mathematics Achievement,Mathematics Tests,Science Tests,Science Achievement,Statistical Analysis,Nonparametric Statistics

Conceptual understanding (CU) and procedural fluency (PF) are two important mathematical competencies required by students. CU helps students organizing their knowledge into a coherent whole, and PF helps them to find the right solution of a problem. In order to enhance CU and PF, students need learning experiences in constructing knowledge and procedures. One of learning approaches which supports CU and PF enhancement is Model-Facilitated Learning (MFL). In MFL, students are given opportunities to build their knowledge and construct their own procedure through exploration with a virtual model. This study was an experiment based on pretest-posttest control group aiming to examine the influence of Model-Facilitated Learning on students' achievement and enhancement of CU and PF. The research subjects were 55 students of grade VII State Junior High School (SJHS) 19 Kerinci, Jambi Province. The results showed that the students who learned mathematics under Model-Facilitated Learning (MFL) had higher CU and PF than the students who received Conventional Learning (CL). Furthermore, the result showed that the students who learned by using MFL had higher enhancement of CU and PF than the students who received Conventional Learning (CL).
The Science-Technology-Society Framework for Achieving Scientific Literacy: An Overview of the Existing Literature
Author: Autieri, Steven M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Scientific Literacy,Science Instruction,Science Education,Active Learning,Inquiry,Literature Reviews,Secondary School Teachers,Elementary Secondary Education,Elementary School Teachers,Science Curriculum,Educational Change,Teacher Surveys,Scientific Concepts,Student Attitudes,Teacher Education,Teacher Education Programs,Teacher Attitudes,Creativity,Questionnaires,Preservice Teachers,Preservice Teacher Education,Inservice Teacher Education

This literature review intends to highlight some of the critical research that has been synthesized on the perspectives of both teachers and students and their attitudes to teaching and learning in an STS-themed learning environment. The first portion draws on the perspectives of elementary and secondary school teachers both locally and abroad. The information collected is intended to illustrate some of the major successes, as well as barriers to implementation in several different classrooms. The review will present data focusing on the overall attitude and educational successes of students that participate in an STS-enriched learning environment. By examining the current research on STS, it is expected that a clear picture will be created demonstrating the place of STS in the overall science curriculum. The conclusion of the review will also aim to indicate disparities still present in the growing body of STS research and areas of future focus.
Classification of End-of-Chapter Questions in Senior School Chemistry Textbooks Used in Nigeria
Author: Upahi, Johnson Enero
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Science Instruction,Chemistry,Textbook Content,Classification,Scientific Concepts,Science Process Skills,Secondary School Science,Metacognition,Cognitive Processes,Statistical Analysis

Textbooks are a prominent part of science teaching and learning. For science teachers and students, textbooks are the major source of information for planning and classroom practice. In addition to the content of textbooks, are end-of-chapter questions that should consolidate students learning and enhance their thinking processes. Therefore, this study adopted the framework of the revised Bloom's Taxonomy to classify and analyze end-of-chapter questions from three chemistry textbooks used in Nigeria. The results from this study indicated that majority (76%) of the questions were at the lower order of (&quot;understand,&quot; &quot;remember,&quot; and &quot;apply&quot;), while 46% and 32% measure &quot;conceptual&quot; and &quot;procedural&quot; knowledge respectively. The results further revealed that the number of questions in the categories of evaluate and create differs significantly at, F (5, 1744) = 5.61, ? &lt; 0.01, from the other categories of the cognitive process skills. The following conclusions were drawn: &quot;understand&quot; and &quot;analyze&quot; categories recorded the highest number questions in the cognitive objectives; and there was no metacognitive questions. Implications for textbook authors and teachers were discussed.
Instruction Strategies Work out by Mathematics Teachers: Evaluating the Affect on Bachelor of Education
Author: Khan, Sumaira
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics,Mathematics Teachers,Mathematics Education,Mathematics Instruction,Foreign Countries,Teacher Education,Educational Strategies,Correlation,Item Analysis,Education Majors,Bachelors Degrees,Teacher Effectiveness,Teaching Methods,Preservice Teachers,Mathematics Skills,Achievement Tests,Mathematical Concepts,Statistical Analysis,Likert Scales

The main objective of this research is to study the different instruction strategies implemented by Mathematics teachers and evaluating its affect on Bachelor of Education (B.Ed) level. To complete the study, two samples 34 teachers and 217 students were taken randomly. A five point Likert scale comprising 40 statements was prepared and administered to 34 teachers of teaching of mathematics, a subject taught at B.Ed level. Both statement analysis and person measurement were carried out statistically. Factors in the scale relating to instructional strategies applied by mathematics teachers in their classes were also analyzed through Inter correlation of factors. The significance of mean differences between male and female subgroups was also determined by applying Z-test. It was inferred from the statement analysis that the majority of teachers agreed that the impact of instructional strategies on teaching of mathematics and learning was positive. It was also observed that the inter-correlations among different scale factors were also significant at 0.01 and 0.05 level of significance, which showed the internal consistency among all parts of the scale.
The Mathematics Teacher's Profession: The Perspective of Future
Author: Corica, Ana Rosa
Date: 2015-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Teaching (Occupation),Teacher Education,Knowledge Level,Teaching Methods,Foreign Countries,Attitudes,Qualitative Research,Participant Observation,Assignments

We present partial results of the design and implementation of a study program for the Mathematics Teacher Training. The research is developed in the light of the Anthropological Theory of the Didactic. This paper we analyze what gestures of the research and world questioning pedagogy are identified in a group of future teachers that study an essential issue to the mathematics teacher profession: &quot;how to teach mathematical knowledge?&quot; The work was carried out with futures mathematics teachers of the third year of a careen university in Argentina. The main results indicate that the future teachers, at the beginning of the study program, do not seem to carry out the distinctive didactics gestures of the research and questioning the world pedagogy.
An Investigation into Students' Difficulties in Numerical Problem Solving Questions in High School Biology Using a Numeracy Framework
Author: Scott, Fraser J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Problem Solving,Numeracy,Biology,Science Instruction,Science Education,Secondary School Science,High School Students,Mathematical Models,Mathematics Skills,Foreign Countries,Mathematical Concepts,Secondary School Mathematics,Science Teachers,Difficulty Level,Transfer of Training,Comparative Analysis

The &quot;mathematics problem&quot; is a well-known source of difficulty for students attempting numerical problem solving questions in the context of science education. This paper illuminates this problem from a biology education perspective by invoking Hogan's numeracy framework. In doing so, this study has revealed that the contextualisation of mathematics within the domain of biology is not the main source of difficulty for students but rather more fundamental mathematical skills.
Science Club--A Concept
Author: Wegner, Claas
Date: 2016-00-00
Type: Journal Articles
Subjects: Clubs,Science Education,Scientific Concepts,Foreign Countries,Masters Theses,Masters Programs,Masters Degrees,Graduate Students,Age Groups,Problem Based Learning,Extracurricular Activities,Learning Centers (Classroom),Science Experiments,College School Cooperation,Science Interests,Science Instruction,Scientific Literacy,Scientific Attitudes,Teaching Methods,Early Adolescents,Preservice Teachers,Preservice Teacher Education,Achievement Tests,International Assessment,Secondary School Students

The following article presents a concept of a science club which was developed by two master's students as a part of their thesis and which has been developed and improved ever since. The extra-curricular concept emphasises pupils' individuality through focusing on problem based leaning, station learning, and mixed age groups. Having joined the club pupils work on topics mainly related to biological phenomena which they explore in experiments. As a collaboration between school and university it is not only intended to foster pupils' interest in science but also to help teacher trainees gain practical experiences in teaching when supervising the club.
ePortfolio as a Measure of Reflective Practice
Author: Parkes, Kelly A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Portfolio Assessment,Electronic Publishing,Summative Evaluation,Preservice Teacher Education,Preschool Teachers,Reflective Teaching,Metacognition,Pedagogical Content Knowledge,Technological Literacy,Social Media,Electronic Journals,Student Journals

This instructional article outlines the qualities of effective ePortfolios and how reflection and student growth is measured. Student exemplars and assessment rubrics show how, despite changing tools and evolving standards, sustained collaboration and student coaching yields reflective practitioners in content areas and in technological knowledge. As part of summative assessment within a teacher preparation program, teacher candidates prepare an ePortfolio to demonstrate reflective practice and growth in learning across their arts and humanities programs (e.g., within the Music K-12, History and Social Sciences 6-12, and English 6-12 teacher licensure programs). This article illustrates the importance of privileging meta-cognitive practices that facilitate student ownership of their own learning and growth. Used not as compilation of artifacts, ePortfolios are instead positioned as a pedagogical space where teaching and learning are as transparent as possible. As such, ePortfolios examples and practices are exemplified and discussed within the pedagogical content knowing and technological pedagogical content knowledge frameworks.
School-Related Factors Contributing to the Delivery Enhancement of the Special Science Program in Western Visayas, Philippines
Author: Bangcaya, Porferio S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mixed Methods Research,Secondary School Mathematics,Achievement Tests,Administrator Attitudes,Teacher Attitudes,Delivery Systems,Laboratory Equipment,Educational Resources,Scores,Science Activities,Curriculum Implementation,Science Achievement,Performance Factors,Surveys

In this mixed-method study, the secondary schools in Western Visayas, Philippines offering special science program (SSP) were assessed as basis for delivery enhancement. The SSP along student-related factors and the extent of implementation in the areas of curriculum and instruction, laboratory facilities, and administration in terms of the different classification of Philippines' Department of Education (DepED) were evaluated. A survey instrument was used to gather information from the principals, department heads, science and mathematics teachers handling special science classes, property or laboratory custodians representing nine participating special science classes (SSC) in Western Visayas. Descriptive analysis was done using percentage, mean and standard deviation shown in graphs and tables. Results of the study revealed that the National Achievement Test mean percentage score of the students for the last three years had an irregular trend and majority of students' participation in science-related activities was in the regional level. There was a high extent of implementation along the areas of curriculum and instruction and administrative support. The common problem encountered by teachers was the lack of laboratory facilities that were described insufficient while the library resources were sufficient.
Faculty Professional Development: Advancing Integrative Social Pedagogy Using ePortfolio
Author: Bhika, Rajendra
Date: 2013-00-00
Type: Journal Articles
Subjects: Faculty Development,College Faculty,Community Colleges,Seminars,Portfolios (Background Materials),Electronic Publishing,Academic Advising,Holistic Approach,Accounting,Chemistry,Student Surveys,Reflection,Content Analysis,Educational Practices,Learning Theories,Social Networks,Essays,Cooperative Learning,Mentors,Peer Teaching

This article highlights the work of three faculty members across two different professional development seminars at LaGuardia Community College. It illustrates how their work was guided and is linked together by a common thread--the use of ePortfolio to foster integrative social pedagogy--as a result of their participation in these seminars. This connection highlights the interdependent relationship that exists between faculty members' professional development and students' learning in the classroom. The nature of the professional development seminars discussed in this article--Art of Advising: Learning and Implementing Holistic Advisement Skills and Connected Learning: ePortfolio and Integrative Pedagogy--rests firmly on the integrative social teaching and learning experience that faculty members strive to provide for students. In this article, two faculty members discuss how they were able to localize and integrate ideas explored in the Art of Advising: Learning and Implementing Holistic Advisement Skills seminar in two Principles of Accounting I courses to foster advisement as integrative social pedagogy. Another faculty member describes incorporating the ideas examined in the Connected Learning: ePortfolio and Integrative Pedagogy seminar in a General Chemistry I course section to facilitate reflection as integrative social pedagogy. The activities and classroom practices used to facilitate interaction, engagement, and learning among the students in the courses are described. Through analysis of student surveys and reflective writings, the results of the implementation of these practices are also discussed.
Integrating ICTs into the Environmental Science Primary School Classroom in Chegutu District, Zimbabwe: Problems and Solutions
Author: Shadreck, Mandina
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Attitudes,Barriers,Technology Integration,Technology Uses in Education,Educational Technology,Environmental Education,Qualitative Research,Phenomenology,Semi Structured Interviews,Observation,Grade 7,Science Teachers,Access to Computers,Technological Literacy,Teacher Competencies,Pedagogical Content Knowledge

This study investigated primary school teachers' perceptions of the barriers and challenges preventing them from integrating ICTs in the environmental science classroom. The study adopted a qualitative research approach that is in line with the phenomenological perspective as it sought to acquire knowledge through understanding the direct experience of others by engaging with participants through semi structured interviews and classroom observations. The participants of this study were 14 7th grade primary school teachers purposively sampled based on based on qualities like class level, working experience and gender. According to the findings of the study primary school environmental science teachers are not yet ready to integrate ICTs into their classrooms due to a number of obstacles that include unavailability of infrastructure, equipment and web based resources in the classrooms. Teachers also lacked competence, in service training and technical support, as well as technological pedagogical content knowledge on how to integrate ICTs into teaching and learning of environmental science. Teacher education programs should therefore adequately prepare new teachers and equip them with skills and pedagogical skills necessary integrate ICTs into their teaching. The study recommends that government forms partnerships with public and private sector to enable internet access, affordability, connectivity and coverage for all schools.
Can Grade-6 Students Understand Quarks? Probing Acceptance of the Subatomic Structure of Matter with 12-Year-Olds
Author: Wiener, Gerfried J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Concept Teaching,Physics,Scientific Principles,Microteaching,Learning Processes,Fundamental Concepts,Student Evaluation,Science Achievement,Teaching Methods,Problem Solving,Foreign Countries,Middle School Students

This study introduces a teaching concept based on the Standard Model of particle physics. It comprises two consecutive chapters--elementary particles and fundamental interactions. The rationale of this concept is that the fundamental principles of particle physics can run as the golden thread through the whole physics curriculum. The design process was conducted from a constructivist perspective based on students' documented conceptions. Three pillars underpin the whole teaching concept: a permanent model character, linguistic accuracy, and innovative typographic illustrations. Using the framework of design-based research, microteaching sessions with 20 Grade-6 students were conducted to probe its acceptance. The study focusses on learning processes of 12-year-olds with respect to elementary particles. Our findings indicate broad acceptance of most key ideas, but also avoidance when considering the permanent model character of physics. The most promising outcomes of the study are pure typographic illustrations. Not only were these thoroughly accepted by all students, but they also seem to reduce known misconceptions. Overall, students' understanding of elementary particles improved fundamentally.
The Junior High School Integrated Science: The Actual Teaching Process in the Perspective of an Ethnographer
Author: Adu-Gyamfi, Kenneth
Date: 2016-00-00
Type: Journal Articles
Subjects: Ethnography,Junior High Schools,Integrated Curriculum,Interviews,Teacher Attitudes,Secondary School Science,Educational Practices,Teaching Methods,Classroom Techniques,Interaction Process Analysis,Educational Policy,Case Studies,Foreign Countries,Observation

Science education at the Basic School (Primary and Junior High School) serves as the foundation upon which higher levels of science education are pivoted. This ethnographic study sought to investigate the teaching of Integrated Science at the Junior High School (JHS) level in the classrooms of two science teachers in two schools of differing characteristics. The two teachers were selected purposively for the study. Observations of classroom teaching and casual conversations with the science teachers for an 11 week academic term period were the main source of data for the study. The focus of the observations was on the four stages of an Integrated Science lessons of which the application stage was found to be absent in the science teachers lessons. It was further revealed among other things that the instructional hours for the teaching of Integrated Science are not the same for all schools. Hence, curriculum developers are encouraged to factor the school culture of various schools throughout the country into planning national school curriculum.