1,720,961 research outputs found
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Undergraduate Students’ Perceptions of a Hybrid Field Trip in Natural Resource Ecology
Get PDFField trips are an important component in environmental education. In recent times, the ability to provide field trips has been impacted due to the shift to online instruction caused by the COVID-19 pandemic. Courses had to remove or create a virtual alternative for the activity. As classrooms return to the physical classrooms a question is raised in how virtual field trips could support physical field trips in a hybrid format. The Universal Design for Learning (UDL) guidelines, created by the Center for Applied Special Education Technology, provides educators with one possible theoretical explanation for why providing students with both a virtual and physical field trip may support students to learn in ecology. The UDL framework describes both the physical and virtual field trip may be beneficial for students because students will have access to more options for representation and engagement of the field site or activity. Unfortunately, literature on the connections of UDL to physical field trip and virtual field trips in environmental science is sparse. Therefore, the aim of this study was to construct student perceptions of the hybrid field trip and investigate if any relationships exist between the UDL and the hybrid field trip.vThis research was conducted at Washington State University in an online undergraduate course in the School of the Environment, titled Natural Resource Ecology (SoE-300). The course provided a hybrid field trip to students in the spring of 2022. Students’ perceptions were collected from an online survey which included multiple choice and open ended questions. Students expressed mostly positive attitudes and valued the hybrid field trip in the course. Many students believed the hybrid field trip supported their access and ability to learn about the field site. Some students showed a strong preference for the physical field trip. The study found connections between students’ perceptions and UDL, specifically in relation to the principle of representation and engagement. Students believed the hybrid field trip provided multiple means to perceive and comprehend information from the field site. Furthermore, some students believed both options supported their ability to become interested in and engaged with the site
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Uncovering Student Negotiations in a Secondary Science Classroom A Structure-Agency Perspective
Get PDFThis research seeks to understand how secondary science students make space for themselves in the classroom. Specifically, this study examines the interplay between classroom structures and students’ agentic negotiations while identifying the relationship between students’ enacted agency and their authored science identities by drawing from a sociological framework, structure-agency. An embedded case study was constructed from interviews, observations, and documents collected in a twelve-week Earth Science classroom. The collaborators involved in this study consisted of one monolingual science teacher and six linguistically diverse students. The findings reveal that students expressed agency in the classroom by challenging conventionalpedagogical practices through direct negotiations with the teacher. This study highlights moments of student agency where they advocated for themselves and their peers to reshape classroom instructional and curricular structures for more active learning experiences. Structural constraints that shape the classroom space, influence teacher decision-making, and limit students’ agency are exposed through data analysis. Science educators can reconsider their approach to instruction to cultivate inclusive learning spaces that value students’ unique abilities and experiences by recognizing the nuanced reasoning for expressions of student agency. This study contributes to the evolution of science education by promoting strategies that prioritize student agency as a catalyst for meaningful instruction
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
Key Challenges Associated with School Leadership Roles at Four STEM Elementary Schools: Administrator Viewpoints on STEM Curriculum Implementation
Get PDFThis qualitative multiple case study comprised an investigation of the beliefs, understandings, and experiences of school principals charged with overseeing the curricular innovations and implementations taking place at four STEM elementary schools. The study was organized around a proposition based on five factors adopted from the Framework of Essential Supports for School Improvement: (a) leadership, (b) parent-community ties, (c) professional capacity of faculty and staff, (d) a student-centered learning climate, and (e) ambitious instruction. The topics of primary interest were the principals’ perceptions regarding essential characteristics of an effective STEM elementary school leader and elementary-level STEM education program, the challenges associated with implementing new elementary school curriculum programs in general, the challenges that the participant principals identify as specific to implementing STEM-emphasis curricular programs, and the principals’ ideas regarding solutions to the challenges of administering STEM education programs. An over-arching objective of the research was the construction of a definition of STEM education and model of the STEM school as viewed from the participants’ particular standpoints. The results of the study will serve as an information source for STEM school principals or as lessons learned that may be useful in the design and implementation of elementary school STEM education programs
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Differential Equations Course Delivery and its Relationships to Mathematical Problem Framing in Engineering
Get PDFMethods of teaching differential equations (DE) have long focused on rote analytic solution methods that align poorly with more industry-relevant numerical and computational methods. Engineering and mathematics educators agree that there is a need to shape DE curricula to reflect the mathematical practices of the disciplines whose students take thecourse. Current reform efforts such as inquiry-based instruction, modeling-based instruction, and computational tool inclusion are designed to make DE knowledge and methods more transferable to engineering contexts. However, evidence that such efforts result in students successfully harnessing previously learned DE skills in engineering settings is lacking.This study used the preparation for future learning (PFL) and actor-oriented transfer (AOT) frameworks to study the DE problem-framing processes of engineering students. A cohort of 15 chemical and mechanical engineering students and 16 chemical engineering, mechanical engineering, and mathematics faculty members at three universities participated in semi-structured task-based interviews and class observations. Qualitative data analysis was performed using an analytical framework, assembled from themes in the literature review, characterizing the methods, tools, pedagogies, and examples permeating DE and engineering instruction. Faculty and student perspectives were synthesized to characterize the methods of inquiry engineering students experienced intheir mathematics coursework, how mathematical tools are valued differently between the disciplines, and how students accessed DE knowledge in engineering problem framing. Findings suggest that students’ methods of problem framing may relate to their development of a sense of the utility of DE concepts, methods, and tools. Additionally, transfer of DEknowledge into engineering applications may be impacted by such things as the extent to which mathematics and engineering domains provide opportunities for tool selection, the extent to which knowledge domains are artificially compartmentalized, and the reality that many undergraduate engineering students are still developing critical algebra and calculus understandings during and after DE
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