TY - JOUR T1 - Saudi Science Teachers' Perceptions of Implementing Inquiry in Science Class A1 - Alabdulkareem, Saleh Abdullah Y1 - 2017/// KW - guided inquiry KW - open inquiry KW - perceptions KW - saudi teachers KW - science teaching KW - structured inquiry JF - Journal of Education and Training Studies VL - 5 IS - 12 SP - 67 EP - 67 DO - 10.11114/jets.v5i12.2741 L1 - file:///C:/Users/Doctor Sheehama/Downloads/Alabdulkareem,.pdf N2 - This study aims to measure science teachers’ perception about their students’ practices in science class, and to measure their model of inquiry teaching. The sample consisted of 127 middle school science teachers in Riyadh, Saudi Arabia, 65 males and 62 females, in the school year 2016/2017, and utilized a questionnaire with two parts, 11 items for their students’ practices, and 27 items related to model of inquiry teaching. The results showed that the general average of teacher’s assessment of their students’ practices in science class was "average", except for finding relevant literature was "low". Teachers' perceptions of their degree of practices of inquiry showed that all the three models "structured, guided, and open" rated as "average". In "Structured Inquiry", the means of males’ responses ranged between (3.60) and (2.61), while the females ranged between (3.92) and (3.02), indicating that both of them are practicing structured inquiry with a range from moderate to high practice. For the "Guided Inquiry" the means ranging between (3.52) and (2.97) for males, and (3.58) and (2.74) for females, indicating that the range from moderate to high practice. And for the perceptions of practicing "Open Inquiry" the means ranged between (3.38) and (2.42) for males, and (3.34) and (2.13) for females, indicating that they practice "Open Inquiry" between moderate and low practice. There were no statistically significant differences between male and female teachers’ perceptions for their students’ practices and of the degree to which they exercised all models of inquiry. Based on the findings, the researcher suggests a number of pedagogical implications. ER - TY - JOUR T1 - The Benefits of Residential Fieldwork for School Science: Insights from a five-year initiative for inner-city students in the UK A1 - Amos, Ruth A1 - Reiss, Michael Y1 - 2012/// KW - Fieldwork KW - Informal learning KW - Social domain JF - International Journal of Science Education VL - 34 IS - 4 SP - 485 EP - 511 DO - 10.1080/09500693.2011.585476 L1 - file:///C:/Users/Doctor Sheehama/Music/Amos.pdf N2 - There is considerable international interest in the value of residential fieldwork for school students. In the UK, pressures on curriculum time, rising costs and heightened concern over students' safety are curtailing residential experiences. Collaboration between several key fieldwork providers across the UK created an extensive programme of residential courses for 11-14-year-olds in London schools from 2004 to 2008. Some 33,000 students from 849 schools took part. This paper draws on the evaluation of the programme that gathered questionnaire, interview and observational data from 2,706 participating students, 70 teachers and 869 parents/carers from 46 schools, mainly in deprived areas of the city. Our findings revealed that students' collaborative skills improved and interpersonal relationships were strengthened and taken back to school. Gains were strongest in social and affective domains, together with behavioural improvements for some students. Individual cognitive gains were revealed more convincingly during face-to-face interviews, rather than through survey items. Students from socially deprived backgrounds benefitted from exposure to learning environments which promoted authentic practical inquiry. Over the 5-year programme, combined physical adventure and real-world experiences proved to be popular with students and their teachers, and opened up opportunities for learning and doing science in ways not often accessible in urban school environments. Further programmes have been implemented in other parts of the UK as a result of the London experience, which build upon the provision of mixed curriculum-adventure course design. The popularity and apparent success of these combination courses suggest that providers need to consider the value of developing similar programmes in the future. © 2012 Copyright Taylor and Francis Group, LLC. ER - TY - JOUR T1 - The effects of interdisciplinarity and internationality of group compositions in student fieldwork A1 - Arnold, Hannah A1 - Felgentreff, Carsten A1 - Franz, Martin A1 - Higgs, Bettie Y1 - 2023/// KW - field course KW - field trips KW - field-based learning KW - interdisciplinarity KW - international field research PB - Routledge JF - Journal of Geography in Higher Education VL - 47 IS - 3 SP - 451 EP - 466 DO - 10.1080/03098265.2022.2119474 UR - https://doi.org/10.1080/03098265.2022.2119474 L1 - file:///C:/Users/Doctor Sheehama/Music/Arnorld.pdf N2 - There is much anecdotal evidence of the benefits of fieldwork, but a small amount of research has been carried out on the value of fieldwork for student learning. Existing studies have focused on analysing fieldwork in mostly disciplinary and national contexts and the effects of interdisciplinary fieldwork on student learning have not been fully analysed. This paper aims to fill this gap by providing empirical evidence of the impact interdisciplinarity and internationality have on student learning while carrying out fieldwork. The case study consists of three field courses in Portugal in which biology, geography and geology students from Germany and Portugal took part. Based on a group interview with twelve students, their experiences, perceived learning outcomes and overall success of the fieldwork are evaluated. The results support the initial assumptions that interdisciplinary and international fieldwork adds value above and beyond the traditional field experience, and has a positive effect on the learning experience of the students. The students agree they have learned to better define their own study field and the interconnections with other disciplines. They also reported improved communication skills and methodological abilities and now feel better prepared to meet academic challenges and careers beyond campus. ER - TY - JOUR T1 - A Comparison of Science Learning Skills in the Teacher-centered Approach and Inquiry-based Science Fieldwork: Primary School Students' Perceptions A1 - Asilevi, Mirjam Ndaimehafo A1 - Kärkkäinen, Sirpa A1 - Sormunen, Kari A1 - Havu-Nuutinen, Sari Y1 - 2023/// JF - International Journal of Education in Mathematics, Science and Technology VL - 12 IS - 1 SP - 1 EP - 19 DO - 10.46328/ijemst.3146 L1 - file:///C:/Users/Doctor Sheehama/Downloads/Asilevi2024.pdf N2 - This paper describes and compares primary school students' perceptions of science learning skills in a teacher-centered approach (TCA) and in inquiry-based science fieldwork (IBSF). This comparison was prompted by primary school students' perceptions of science learning skills, which has recently gained momentum, and the Namibian primary schools' recent curriculum shift from TCA to IBSF. The study utilized quantitative cross-sectional data (n = 237) collected from two primary schools in the Oshana region of Namibia. The data were gathered via an online survey and were analyzed using descriptive statistics. The Mann–Whitney U test was used to compare the TCA and IBSF groups. The results revealed that the students had positive to fairly positive perceptions of science learning skills in IBSF and very negative to negative perceptions of science learning skills in TCA, with the difference between the two perceptions being statistically significant. This may indicate that Namibian primary school students find it hard to develop science learning skills under TCA. Therefore, the current study provided evidence for the need to focus more on supporting students' science learning skills, particularly problem-solving, communication and teamwork skills. This implies that the IBSF teaching approach, which allows students to become aware of the importance of science learning skills, must be adopted in Namibian primary schools. The paper also discusses the benefits of IBSF of science learning skills in students. ER - TY - JOUR T1 - A Design Based Research of an Earth Systems Based A1 - Assaraf, Orit Ben-zvi A1 - Orion, Nir Y1 - 2009/// KW - literacy KW - religion KW - science KW - sociocultural KW - superstition JF - Science VL - 5 IS - 1 SP - 47 EP - 62 L1 - file:///C:/Users/Doctor Sheehama/Downloads/Assaraf, O. B. Z., & Orion, N..pdf ER - TY - JOUR T1 - Graduate students perceptions’ on multicultural education: A qualitative case study A1 - Aydin, Hasan A1 - Tonbuloğlu, Betül Y1 - 2014/// KW - Democracy KW - Equality KW - Justice KW - Multicultural education KW - Qualitative research JF - Eurasian Journal of Educational Research IS - 57 SP - 29 EP - 50 DO - 10.14689/ejer.2014.57.3 L1 - file:///C:/Users/Doctor Sheehama/Downloads/Aydin2014.pdf N2 - Problem statement: The main responsibility in the implementation of multicultural education, which includes notions like equality, respect, and peace, as well as an equal opportunity for success for all students, belongs to teachers. The teachers' perception of and attitude towards multicultural education are directly related to how they will implement multicultural education. Some past studies indicate that there is an undeniable effect of culture on education, yet teaching candidates and managers often don't have sufficient knowledge of multicultural education. Data gathered from this study is expected to contribute to the literature on multicultural education practices expected to be included in Turkey's educational programs. Purpose of Study: The purpose of this study is to find out the perception of and the evaluation of multicultural education by participants who work as primary and secondary education teachers who are continuing their doctorate level education in curriculum and instruction. Method: In this inquiry, a qualitative case study approach was used. It has been carried out in the setting of a doctorate level multicultural education class at one of largest state university in Turkey's Educational Science Department. The participants in this study consisted of nine doctorate students taking this course in the Spring of the 2013 academic year, five of which were teachers and four were academicians. Data was collected based on informal interviews, observations, field-notes, and document analysis. A weekly discussion board of reflections, examination papers, and observation forms were also used for more objective results. Gathered data was evaluated through the “content analysis” technique and the results are presented as a report. Conclusions and Recommendations: The need for people with different characteristics and cultures to live with equal rights and every group of the society to have an equal and democratic structure make multicultural education a necessity. Even though the number of studies on multicultural education conducted in Turkey is limited, we recommend that more studies should be conducted like they are in countries with more advanced democracies and that the educational programs should be extended to include multicultural education. Findings and Results: The findings of this study indicate that equality, democracy, and justice are the most emphasized notions and it has been stated that multicultural education will reinforce these notions. In addition to this, all participants stressed the necessity of taking individual differences into account and expressed that this is cultural richness. Tolerance, respect, and peace are also some of the most commonly mentioned notions. ER - TY - JOUR T1 - Exploring the impacts of contextualised outdoor science education on learning: the case of primary school students learning about ecosystem relationships A1 - Ayotte-Beaudet, Jean Philippe A1 - Chastenay, Pierre A1 - Beaudry, Marie Claude A1 - L’Heureux, Kassandra A1 - Giamellaro, Michael A1 - Smith, Jonathan A1 - Desjarlais, Estelle A1 - Paquette, Alain Y1 - 2023/// KW - Science education KW - contextualisation KW - outdoor science KW - primary school students PB - Routledge JF - Journal of Biological Education VL - 57 IS - 2 SP - 277 EP - 294 DO - 10.1080/00219266.2021.1909634 UR - https://doi.org/10.1080/00219266.2021.1909634 L1 - file:///C:/Users/Doctor Sheehama/Downloads/Ayotte-Beaudet.pdf N2 - The present study explored the impacts of a contextualised outdoor science curriculum on what and how elementary students learn when immersed in the local contexts in which natural phenomena occur. We conducted 63 individual interviews with fifth- and sixth-graders (between 10 and 12 years old) living in the inner city of Montréal, Québec province, Canada. These allowed us to identify (1) three categories of impacts on what students learned: evolution of conceptual understanding about living organisms, development of scientific investigation abilities, and evolution of connection to nature, and (2) two categories of impacts on how students learned: a context that encourages deeper learning and a context that promotes engagement. Our results show that impacts on students went beyond learning about living organisms. A strength of our findings is that although the method of data collection did not aim a priori to corroborate the work of other research in the field of outdoor education, it in fact corroborated several results from other research, which is an important step for the development of this field. We also found that some students developed a connection to nature without addressing environmental problems during outdoor activities. ER - TY - JOUR T1 - Investigating student experiences of botanical field work using a semi-immersive virtual botanical fieldtrip A1 - Bacon, Karen L. Y1 - 2023/// KW - Botany KW - ecological pedagogy KW - ecology KW - online learning KW - virtual fieldwork PB - Routledge JF - Journal of Biological Education VL - 58 IS - 5 SP - 1551 EP - 1590 DO - 10.1080/00219266.2023.2192733 UR - https://doi.org/10.1080/00219266.2023.2192733 L1 - file:///C:/Users/Doctor Sheehama/Downloads/Bacon, K. L. (2023)..pdf N2 - Field teaching is an essential component of botany and ecology; however, field classes were among the most likely to be cancelled during the early stages of the COVID-19 pandemic. Virtual alternatives that could be used to meet learning outcomes for botany (e.g. plant identification, surveying skills development) were largely unavailable at this time. To address this, a semi-immersive virtual botanical fieldtrip was developed using H5P. The resource consists of a 360 site tour, an interactive book with a series of interactive videos to mimic quadrat analysis and plant identification, and a plant identification guide to aid students in identifying species. Students responded largely positively to the resource, although they had a clear preference to undertake fieldwork in person in a more traditional manner. The resource is the first such virtual botanical fieldtrip and allows the retention of most learning outcomes for a traditional field class. This type of resource has considerable potential in a post-pandemic world to widen participation and let students experience ecosystems that they might otherwise not have the opportunity to investigate. The resource is available for use under a CC BY-NC-SA licence. ER - TY - JOUR T1 - Based on discussions from a focus group meeting Teaching biology outside the classroom Is it heading for extinction? A1 - Barker, Susan A1 - Slingsby, David Y1 - 2002/// IS - May L1 - file:///C:/Users/Doctor Sheehama/Downloads/Baker 2002.pdf ER - TY - JOUR T1 - The promise and the promises of Making in science education A1 - Bevan, Bronwyn Y1 - 2017/// KW - Maker Education KW - Maker Movement KW - Making KW - STEM KW - broadening participation KW - equity KW - inclusion KW - informal KW - practical work KW - tinkering PB - Routledge JF - Studies in Science Education VL - 53 IS - 1 SP - 75 EP - 103 DO - 10.1080/03057267.2016.1275380 UR - http://dx.doi.org/10.1080/03057267.2016.1275380 L1 - file:///C:/Users/Doctor Sheehama/Music/Bevan.pdf N2 - Making is a rapidly emerging form of educational practice that involves the design, construction, testing, and revision of a wide variety of objects, using high and low technologies, and integrating a range of disciplines including art, science, engineering, and mathematics. It has garnered widespread interest and support in both policy and education circles because of the ways it has been shown to link science learning to creativity and investigation. Making has taken root in out-of-school settings, such as museums, science festivals, and afterschool and library programmes; and there is now growing interest from primary and secondary educators in how it might be incorporated into the classroom. Making expands on traditions associated with Technology Education and Design-Based Learning, but differs in ways that can potentially broaden participation in science and STEM learning to include learners from communities historically underrepresented in STEM fields. STEM-Rich Making is centrally organised around design and engineering practices, typically integrating digital tools and computational practices, and positions scientific and mathematical concepts and phenomena as the materials for design. This paper takes a critical view of the claims about Making as a productive form of science teaching and learning, and reviews the current research literature’s substantiation of the ways in which Making supports students’ agency, promotes active participation in science and engineering practices, and leverages learners’ cultural resources. ER - TY - JOUR T1 - Vygotsky ’ s Zone of Proximal Development of Teaching and Learning in STEM Education A1 - Bidita, Latifa Rahman Y1 - 2024/// IS - August L1 - file:///C:/Users/Doctor Sheehama/Downloads/vygotskys-zone-of-proximal-development-of-teaching-and-learning-in-stem-education-IJERTV13IS0800421.pdf ER - TY - JOUR T1 - Animal Species Recognition with Deep Convolutional Neural Networks from Ecological Camera Trap Images A1 - Binta Islam, Sazida A1 - Valles, Damian A1 - Hibbitts, Toby J. A1 - Ryberg, Wade A. A1 - Walkup, Danielle K. A1 - Forstner, Michael R.J. Y1 - 2023/// KW - camera trap KW - convolutional neural network KW - deep learning KW - endangered species KW - image augmentation KW - image classification KW - lizard KW - machine learning KW - snake KW - toad JF - Animals VL - 13 IS - 9 SP - 1 EP - 24 DO - 10.3390/ani13091526 L1 - file:///C:/Users/Doctor Sheehama/Downloads/Binta Islam.pdf N2 - Accurate identification of animal species is necessary to understand biodiversity richness, monitor endangered species, and study the impact of climate change on species distribution within a specific region. Camera traps represent a passive monitoring technique that generates millions of ecological images. The vast numbers of images drive automated ecological analysis as essential, given that manual assessment of large datasets is laborious, time-consuming, and expensive. Deep learning networks have been advanced in the last few years to solve object and species identification tasks in the computer vision domain, providing state-of-the-art results. In our work, we trained and tested machine learning models to classify three animal groups (snakes, lizards, and toads) from camera trap images. We experimented with two pretrained models, VGG16 and ResNet50, and a self-trained convolutional neural network (CNN-1) with varying CNN layers and augmentation parameters. For multiclassification, CNN-1 achieved 72% accuracy, whereas VGG16 reached 87%, and ResNet50 attained 86% accuracy. These results demonstrate that the transfer learning approach outperforms the self-trained model performance. The models showed promising results in identifying species, especially those with challenging body sizes and vegetation. ER - TY - JOUR T1 - What influences life expectancy in people with dementia ? Social support as an emerging A1 - Blotenberg, Iris A1 - Boekholt, Melanie A1 - Michalowsky, Bernhard A1 - Platen, Moritz A1 - Rodriguez, Francisca S A1 - Teipel, Stefan A1 - Hoffmann, Wolfgang A1 - Thyrian, Jochen René Y1 - 2024/// KW - community KW - dementia KW - emotional support KW - longitudinal KW - mortality KW - primary care KW - risk factor KW - social environment SP - 1 EP - 8 L1 - file:///C:/Users/Doctor Sheehama/Downloads/afae044.pdf N2 - AcademicSubjects/MED00280, DOI: 10.1093/ageing/afae044, Age and Ageing, 53, 00, 29 2 2024. Abstract: Background: The aim of this study was to investigate the role of support from the social environment for the life expectancy in people with dementia beyond well-established individual demographic and clinical predictors over a period of up to 8 years.Methods: The analyses are based on data from 500 community-dwelling individuals in Germany who tested positive for dementia and were followed up for up to 8 years. Life expectancy was examined in relation to perceived social support as well as well-established socio-demographic (age, sex) and clinical predictors (cognitive status, functional status, comorbidities), using Cox regressions.Results: Greater support from the social environment reduced the risk of mortality (hazard ratio [HR]: 0.78; 95% confidence interval [CI]: 0.63–0.98), with the role of emotional support being particularly important. Furthermore, higher age was associated with an increased mortality risk (HR: 1.08; 95% CI: 1.05–1.11), while female sex (HR: 0.64; 95% CI: 0.48–0.85) and higher cognitive (HR: 0.96; 95% CI: 0.93–0.98) and functional status (HR: 0.91; 95% CI: 0.86–0.97) were associated with higher life expectancy.Conclusion: Our study provides novel evidence that less support from the social environment, especially emotional support, is a risk factor for shorter life expectancy in people with dementia—beyond known clinical factors. Not only the clinical and caregiving needs but also their psychosocial needs of individuals with dementia should be emphasised. ER - TY - JOUR T1 - Fieldwork is good: The student perception and the affective domain A1 - Boyle, Alan A1 - Maguire, Sarah A1 - Martin, Adrian A1 - Milsom, Clare A1 - Nash, Rhu A1 - Rawlinson, Steve A1 - Turner, Andrew A1 - Wurthmann, Sheena A1 - Conchie, Stacey Y1 - 2007/// KW - Affective domain KW - Field work KW - Group work KW - Likert-scale statistics JF - Journal of Geography in Higher Education VL - 31 IS - 2 SP - 299 EP - 317 DO - 10.1080/03098260601063628 L1 - file:///C:/Users/Doctor Sheehama/Music/Boyle.pdf N2 - This paper reports on research that investigates the effectiveness of residential field courses in geography, earth science and environmental science courses at UK institutions of higher education. The research focuses on the effects of fieldwork in the affective domain, which is thought to be linked to the adoption of effective approaches to learning. Approximately 300 students were surveyed immediately before and after a field class, enabling analysis of changes in responses brought about as a result of the field experience. Potential differences were looked for between groups of students determined by gender, age, previous experience of fieldwork and place of residence. The research finds that fieldwork leads to significant effects in the affective domain. In general, student responses were very positive prior to fieldwork and became more positive as a result of the field experience. Some groups exhibited higher levels of anxiety about this learning method prior to the field class; however, such differences were mitigated by the field experience. This study concludes that fieldwork is good. ER - TY - JOUR T1 - Using thematic analysis in psychology A1 - Braun, Virginia A1 - Clarke, Victoria Y1 - 2006/// KW - Epistemology KW - Flexibility KW - Patterns KW - Qualitative psychology KW - Thematic analysis JF - Qualitative Research in Psychology VL - 3 IS - 2 SP - 77 EP - 101 DO - 10.1191/1478088706qp063oa L1 - file:///C:/Users/Doctor Sheehama/Music/Braun.pdf N2 - Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology. In this paper, we argue that it offers an accessible and theoretically flexible approach to analysing qualitative data. We outline what thematic analysis is, locating it in relation to other qualitative analytic methods that search for themes or patterns, and in relation to different epistemological and ontological positions. We then provide clear guidelines to those wanting to start thematic analysis, or conduct it in a more deliberate and rigorous way, and consider potential pitfalls in conducting thematic analysis. Finally, we outline the disadvantages and advantages of thematic analysis. We conclude by advocating thematic analysis as a useful and flexible method for qualitative research in and beyond psychology. © 2006 Edward Arnold (Publishers) Ltd. ER - TY - JOUR T1 - The Attitude of Grade 12 Learners towards Schoolwork in the Zambezi Region, Namibia A1 - Chata, C. A1 - Kangumu, B. A1 - Abah, J. Y1 - 2019/// KW - Academic Performance, Learners’ Attitudes, Schoolw JF - Creative Education VL - 10 IS - 03 SP - 570 EP - 582 DO - 10.4236/ce.2019.103041 L1 - file:///C:/Users/Doctor Sheehama/Downloads/Chata, C., Kangumu, B.pdf N2 - The attitudes that learners hold towards schoolwork more often than not influence their intentional behaviors and commitment towards their studies. The main aim of the study was to survey and establish the attitudes that Grade 12 learners had towards schoolwork in the Zambezi region of Namibia. The study followed quantitative research design and used structured survey questionnaires to collect data on the learners’ general attitudes towards their schoolwork. A sample of 750 learners from the twelfth grade made up of 420 male and 330 female learners were randomly selected from nine out of eleven senior secondary schools in the region to participate in the study. The study found that learners had diverse preferences for doing revision of schoolwork after completing the syllabi. While a high percentage prefers teachers’ revisions of the completed schoolwork, others prefer to read on their own before examinations. A good number of the participants indicated that they did not jot down main points when their teachers were teaching. Instead, they listened and waited for the teachers to give notes at the end of the class. Many learners also indicated that they rarely asked or answered questions in class due to shyness. Some learners showed that they did not like to set target of performances in assignment, test or examination for themselves. It was also found that whenever the learners would be absent from school, a good number of them did not inform the class teachers. They rather informed only their friends or nobody at all. Generally, the analysis of variance of the learners’ responses differed statistically (p < 0.05). The study strongly recommends robust school guidance and counselling programs that would help learners to develop hardworking attitudes towards schoolwork in the study area. ER - TY - JOUR T1 - Understanding students ideas about animal classification A1 - Chyleńska, Zofia Anna A1 - Rybska, Eliza Y1 - 2018/// KW - Animal classification KW - Primary student's conceptions JF - Eurasia Journal of Mathematics, Science and Technology Education VL - 14 IS - 6 SP - 2145 EP - 2155 DO - 10.29333/ejmste/86612 L1 - file:///C:/Users/Doctor Sheehama/Downloads/Chyleńska, Z. A., & Rybska.pdf N2 - Classification is the arrangement of objects such as e.g. organisms, ideas, or information into groups. Its purpose is to make things easier to identify, describe, organize, find and study. Although classification itself is meant to help people to unify or clarify objects they are interested in, publications show that students might find it difficult to classify plants, animals and other organisms. The goal of the study has been to investigate Polish students' conceptions and attitudes towards animal classification and reveal the gaps between these and current scientific knowledge. The study has been conducted by surveys and in-depth interviews of 34 pupils, from primary schools. The research shows that students have similar conceptions about animal classification and also that children see the purpose behind animal classification but find it hard to apply in practice. Moreover, students were using different factors to distinguish animal classes from the ones used by scientific community. For example, they differentiated animals on the basis of: food they consume, respiratory system and utility for humans. Authors suggest that more stress should be put on these aspects during designing lessons about animal classification. ER - TY - JOUR T1 - Thematic analysis A1 - Clarke, Victoria A1 - Braun, Virginia Y1 - 2017/// PB - Routledge JF - Journal of Positive Psychology VL - 12 IS - 3 SP - 297 EP - 298 DO - 10.1080/17439760.2016.1262613 UR - http://dx.doi.org/10.1080/17439760.2016.1262613 L1 - file:///C:/Users/Doctor Sheehama/Music/Clarke.pdf ER - TY - JOUR T1 - Let's talk evidence – The case for combining inquiry-based and direct instruction A1 - de Jong, Ton A1 - Lazonder, Ard W. A1 - Chinn, Clark A. A1 - Fischer, Frank A1 - Gobert, Janice A1 - Hmelo-Silver, Cindy E. A1 - Koedinger, Ken R. A1 - Krajcik, Joseph S. A1 - Kyza, Eleni A. A1 - Linn, Marcia C. A1 - Pedaste, Margus A1 - Scheiter, Katharina A1 - Zacharia, Zacharias C. Y1 - 2023/// KW - Direct instruction KW - Evidence-based instruction KW - Inquiry-based instruction KW - Instructional design PB - Elsevier Ltd JF - Educational Research Review VL - 39 IS - November 2022 SP - 100536 EP - 100536 DO - 10.1016/j.edurev.2023.100536 UR - https://doi.org/10.1016/j.edurev.2023.100536 L1 - file:///C:/Users/Doctor Sheehama/Downloads/de Jong, T., Lazonder.pdf N2 - Many studies investigating inquiry learning in science domains have appeared over the years. Throughout this period, inquiry learning has been regularly criticized by scholars who favor direct instruction over inquiry learning. In this vein, Zhang, Kirschner, Cobern, and Sweller (2022) recently asserted that direct instruction is overall superior to inquiry-based instruction and reproached policy makers for ignoring this fact. In the current article we reply to this assertion and the premises on which it is based. We review the evidence and argue that a more complete and correct interpretation of the literature demonstrates that inquiry-based instruction produces better overall results for acquiring conceptual knowledge than does direct instruction. We show that this conclusion holds for controlled, correlational, and program-based studies. We subsequently argue that inquiry-based and direct instruction each have their specific virtues and disadvantages and that the effectiveness of each approach depends on moderating factors such as the learning goal, the domain involved, and students' prior knowledge and other student characteristics. Furthermore, inquiry-based instruction is most effective when supplemented with guidance that can be personalized based on these moderating factors and can even involve providing direct instruction. Therefore, we posit that a combination of inquiry and direct instruction may often be the best approach to support student learning. We conclude that policy makers rightfully advocate inquiry-based instruction, particularly when students’ investigations are supplemented with direct instruction at appropriate junctures. ER - TY - JOUR T1 - Effects of three basic dimensions of instructional quality on students’ situational interest in sixth-grade biology instruction A1 - Dorfner, Tobias A1 - Förtsch, Christian A1 - Neuhaus, Birgit J. Y1 - 2018/// KW - Basic instructional dimensions KW - Biology instruction KW - Instructional quality features KW - Multilevel analyses KW - Video study PB - Elsevier JF - Learning and Instruction VL - 56 IS - September 2017 SP - 42 EP - 53 DO - 10.1016/j.learninstruc.2018.03.001 UR - https://doi.org/10.1016/j.learninstruc.2018.03.001 L1 - file:///C:/Users/Doctor Sheehama/Downloads/Dorfner.pdf N2 - Previous research defined and evaluated three basic dimensions of instructional quality: classroom management, supportive climate, and cognitive activation. This study examined their effects on students' situational interest in videotaped biology instruction from German sixth-grade classes. Additionally, we evaluated the mediating effects of cognitive activation on classroom management and supportive climate using multilevel analyses. Each of the 28 biology classes in our sample had three lessons videotaped while the topic botany was being taught. The three basic dimensions of instructional quality were separately examined using respective rating manuals. Multilevel analyses showed positive total effects of all the three dimensions on students' situational interest. The results also revealed empirical evidence that cognitive activation mediated both the effects of classroom management and supportive climate on students' situational interest. As our findings indicate subject-specific characteristics are necessary to foster students’ situational interest, we suggest further studies for deeper examination and analysis of these characteristics. ER - TY - JOUR T1 - Peer Support Perception Scale for gifted students : a scale development study To cite this article : A1 - Eva, Nur Y1 - 2024/// VL - 11 IS - March SP - 1 EP - 11 L1 - file:///C:/Users/Doctor Sheehama/Downloads/Nur.pdf ER - TY - JOUR T1 - Assessing student outcomes in fieldwork placements: An overview of current practice A1 - Ferns, Sonia A1 - Moore, Keri Y1 - 2012/// KW - Assessment KW - Feedback. KW - Graduate attributes KW - Work-integrated learning JF - Asia-Pacific Journal of Cooperative Education VL - 13 IS - 4 SP - 207 EP - 224 L1 - file:///C:/Users/Doctor Sheehama/Downloads/Ferns, S., & Moore, K. (2012.pdf N2 - Arguably, successful WIL activities contribute to a sustainable workforce for the future economic growth and improvement of the Australian economy. While there is a growing abundance of literature on work-integrated learning, specifically, fieldwork, there is little on how this is assessed, the quality of the assessment process and ultimately, the outcomes for students. The study explored the assessment strategy used in a selection of undergraduate subjects/units which incorporated a fieldwork component. All subjects employed multiple assessment points to verify student proficiency. Communication skills, discipline knowledge and professional skills were the Graduate Attributes most frequently assessed while international perspectives was not aligned to any assessment tasks. While partnerships with industry were highlighted as an essential element of a successful WIL experience, the majority of feedback to students was provided by academic staff. The research highlighted a diversity of approaches in pre- and post-placement activities to enable students to prepare for and reflect upon the placement experience. (Asia-Pacific Journal of Cooperative Education, 2012, 13(4), 207-224). ER - TY - JOUR T1 - Ihmiseen kohdistuvan tutkimuksen eettiset periaatteet ja ihmistieteiden eettinen ennakkoarviointi Suomessa A1 - Finnish National Board on Research Integrity Y1 - 2019/// KW - Tutkimuseettinen neuvottelukunta JF - Tutkimuseettisen neuvottelukunnan ohje 2019 SP - 1 EP - 73 UR - https://www.tenk.fi/sites/tenk.fi/files/Ihmistieteiden_eettisen_ennakkoarvioinnin_ohje_2019.pdf L1 - file:///C:/Users/Doctor Sheehama/Downloads/Finnish.pdf N2 - Ihmiseen kohdistuvan tutkimuksen eettiset periaatteet ja ihmistieteiden eettinen ennakkoarviointi Suomessa ER - TY - JOUR T1 - Tablets, Plants, and Primary School Students: A Study A1 - Fokides, Emmanuel A1 - Atsikpasi, Penelope A1 - Karageorgou, Dorothea Y1 - 2020/// KW - Misconceptions KW - Plants KW - Primary school students KW - Tablets PB - Springer Netherlands JF - Technology, Knowledge and Learning VL - 25 IS - 3 SP - 621 EP - 649 SN - 0123456789 DO - 10.1007/s10758-020-09445-7 UR - https://doi.org/10.1007/s10758-020-09445-7 L1 - file:///C:/Users/Doctor Sheehama/Downloads/Fokides, E., Atsikpasi, P.,.pdf N2 - Primary school students have trouble grasping concepts related to plants. Their misconceptions are also notable. On the other hand, mobile devices (such as tablets) and their apps, are considered effective educational tools. For examining whether the same holds true in relation to plants, we carried out a project, having as a target-group 263 students aged 11–12, divided into five groups. Two were taught using printed material, one using laptops and webpages, while the last two were taught using tablets (one with a commercial app and one with a tailor-made one). We chose Bybee’s 5Es as the teaching framework for all groups except the first, in which lecturing was applied. Six two-hour sessions were allocated in each group. We collected data through evaluation sheets and a questionnaire. The results suggested that students in the tablets groups established a solid base of declarative and procedural knowledge regarding plants. Their misconceptions were eased, at least when compared with the groups that used printed material. We also observed a positive impact on motivation and enjoyment. On the basis of the findings, we recommend the active involvement of teachers in the development of apps and the corresponding learning material, so as to be able to gain valuable insights on how mobile learning is implemented. We also propose a teaching framework that would allow the full exploitation of mobile devices’ advantages. ER - TY - JOUR T1 - Effects of biology teachers’ professional knowledge and cognitive activation on students’ achievement A1 - Förtsch, Christian A1 - Werner, Sonja A1 - von Kotzebue, Lena A1 - Neuhaus, Birgit J. Y1 - 2016/// KW - Cognitive activation KW - biology education KW - pedagogical content knowledge KW - quantitative research KW - students’ achievement KW - video study PB - Taylor & Francis JF - International Journal of Science Education VL - 38 IS - 17 SP - 2642 EP - 2666 DO - 10.1080/09500693.2016.1257170 UR - https://doi.org/10.1080/09500693.2016.1257170 L1 - file:///C:/Users/Doctor Sheehama/Music/Fortcsh.pdf N2 - This study examined the effects of teachers’ biology-specific dimensions of professional knowledge–pedagogical content knowledge (PCK) and content knowledge (CK)–and cognitively activating biology instruction, as a feature of instructional quality, on students’ learning. The sample comprised 39 German secondary school teachers whose lessons on the topic neurobiology were videotaped twice. Teachers’ instruction was coded with regard to cognitive activation using a rating manual. Multilevel path analysis results showed a positive significant effect of cognitive activation on students’ learning and an indirect effect of teachers’ PCK on students’ learning mediated through cognitive activation. These findings highlight the importance of PCK in preservice biology teachers’ education. Items of the rating manual may be used to provide exemplars of concrete teaching situations during university seminars for preservice teacher education or professional development initiatives for in-service teachers. ER - TY - JOUR T1 - Impact of classroom environment, teacher competency, information and communication technology resources, and university facilities on student engagement and academic performance A1 - Hanaysha, Jalal Rajeh A1 - Shriedeh, Fayez Bassam A1 - In'airat, Mohammad Y1 - 2023/// KW - Academic performance KW - Classroom environment KW - ICT resources KW - Student engagement KW - Teacher competency KW - University facilities PB - Elsevier Ltd JF - International Journal of Information Management Data Insights VL - 3 IS - 2 SP - 100188 EP - 100188 DO - 10.1016/j.jjimei.2023.100188 UR - https://doi.org/10.1016/j.jjimei.2023.100188 L1 - file:///C:/Users/Doctor Sheehama/Downloads/Hanaysha, J. R., Shriedeh.pdf N2 - The objective of this research was to determine the impact of classroom environment, teacher competency, information and communication technology (ICT) resources, and university facilities on academic performance and student engagement at higher education institutions (HEIs). This paper also aimed to contribute to the literature by verifying the mediating effect of student engagement between the selected factors and academic performance. A survey tool was used to gather the data from 314 students in United Arab Emirates. During the phase of data analysis, AMOS Version 21 was utilized to test the proposed hypotheses and validate the research tool. The results supported the notion that teacher competency and ICT resources have positive effects on both academic performance and student engagement. Furthermore, classroom environment and university facilities were found as significant predictors of both academic performance and engagement. Finally, the results showed that student engagement mediates the relationship between the stated factors and academic performance. ER - TY - JOUR T1 - Mixed methods research designs in counseling psychology A1 - Hanson, William E. A1 - Plano Clark, Vicki L. A1 - Petska, Kelly S. A1 - Creswell, John W. A1 - Creswell, J. David Y1 - 2005/// JF - Journal of Counseling Psychology VL - 52 IS - 2 SP - 224 EP - 235 DO - 10.1037/0022-0167.52.2.224 L1 - file:///C:/Users/Doctor Sheehama/Downloads/fulltext.pdf N2 - With the increased popularity of qualitative research, researchers in counseling psychology are expanding their methodologies to include mixed methods designs. These designs involve the collection, analysis, and integration of quantitative and qualitative data in a single or multiphase study. This article presents an overview of mixed methods research designs. It defines mixed methods research, discusses its origins and philosophical basis, advances steps and procedures used in these designs, and identifies 6 different types of designs. Important design features are illustrated using studies published in the counseling literature. Finally, the article ends with recommendations for designing, implementing, and reporting mixed methods studies in the literature and for discussing their viability and continued usefulness in the field of counseling psychology. Copyright 2005 by the American Psychological Association. ER - TY - JOUR T1 - Inquiry-based learning in science and mathematics. Review of science, mathematics and ICT education A1 - Harlen, Wynne Y1 - 2013/// JF - Review of Science, Mathematics and ICT education VL - 7 SP - 9 EP - 33 L1 - file:///C:/Users/Doctor Sheehama/Downloads/Harlen.pdf ER - TY - JOUR T1 - Early elementary students’ understanding of complex ecosystems: A learning progression approach A1 - Hokayem, Hayat A1 - Gotwals, Amelia Wenk Y1 - 2016/// KW - ecosystems KW - learning progressions KW - systemic reasoning JF - Journal of Research in Science Teaching VL - 53 IS - 10 SP - 1524 EP - 1545 DO - 10.1002/tea.21336 L1 - file:///C:/Users/Doctor Sheehama/Music/Hokayem 2016.pdf N2 - Engaging in systemic reasoning about ecological issues is critical for early elementary students to develop future understanding of critical environmental issues such as global warming and loss of biodiversity. However, ecological issues are rarely taught in ways to highlight systemic reasoning in elementary schools. In this study, we conducted semi-structured interviews with 44 students from the first through fourth grades. Using an iterative process, we developed an empirically grounded learning progression that captures how elementary students use systemic reasoning to explain interactions in ecosystems. This learning progression contains five reasoning patterns: anthropomorphic reasoning, concrete practical reasoning, simple causal reasoning, semi-complex causal reasoning, and complex causal reasoning. The results also show that many students exhibited mixed-level reasoning, meaning that they used reasoning patterns at multiple levels to construct a single response. We discuss the implications of the study for learning progression research and teaching ecosystems at early elementary grades. © 2016 Wiley Periodicals, Inc. J Res Sci Teach 53: 1524–1545, 2016. ER - TY - JOUR T1 - A Learning Progression for Feedback Loop Reasoning at Lower Elementary Level A1 - Hokayem, Hayat A1 - Ma, Jingjing A1 - Jin, Hui Y1 - 2015/// KW - Ecosystem KW - Elementary education KW - Feedback loop reasoning KW - Learning progression PB - Routledge JF - Journal of Biological Education VL - 49 IS - 3 SP - 246 EP - 260 DO - 10.1080/00219266.2014.943789 UR - http://dx.doi.org/10.1080/00219266.2014.943789 L1 - file:///C:/Users/Doctor Sheehama/Music/Hokayem 2015.pdf N2 - This study examines to what extent elementary students use feedback loop reasoning, a key component of systems thinking, to reason about interactions among organisms in ecosystems. We conducted clinical interviews with 44 elementary students (1st through 4th grades). We asked students to explain how populations change in two contexts: a sustainable ecosystem and an ecosystem that is missing predators. We used an iterative process to develop a learning progression for feedback loop reasoning, and used the learning progression to code interview episodes. The study produces three findings. First, very few students recognised the cyclical relationships among populations in a sustainable ecosystem (Level 7). Second, very few students identified both reproduction and food as the factors affecting population in a context missing predators (Level 4). Finally, students reasoning was inconsistent across the two contexts. We also discuss the implication of these findings for teaching and learning of food webs at elementary school. ER - TY - JOUR T1 - An Instructional Model for Preparing Teachers for Fieldwork A1 - Hughes, Jacqueline Y1 - 2009/// KW - Current Index to Journals in Education (CIJE) Hig KW - ERIC JF - International Journal of Teaching and Learning in Higher Education VL - 21 IS - 2 SP - 252 EP - 257 UR - http://libaccess.mcmaster.ca/login?url=http://search.proquest.com/docview/762477333?accountid=12347 L1 - file:///C:/Users/Doctor Sheehama/Downloads/Hughes, J. (2009.pdf N2 - Teacher education and the teaching profession are adapting to innovative methods to ensure the professional longevity and effectiveness of those who become educators. This is particularly important because of the early, and sometimes abrupt, exit of beginning teachers from the profession. Clearly, to mitigate such early exodus from the profession, those responsible for teacher education must examine how they prepare student teachers and whether or not they are equipped to face the realities of the classroom when they enter the profession. This paper presents a modality that engages pre-professionals or student teachers in meaningful and productive field experiences that will improve student teachers' learning. The author presents an instructional model that can be applied to prepare student teachers for more effective field experiences that will improve their learning. (Contains 2 tables.) ER - TY - JOUR T1 - Contribution of using mobile application on botanical fieldwork in primary school A1 - Iskrenovic-Momcilovic, Olivera Y1 - 2023/// KW - Students of primary school KW - botanical fieldwork KW - mobile application KW - multimedia teaching KW - plant identification JF - Interactive Learning Environments VL - 31 IS - 2 SP - 1186 EP - 1198 DO - 10.1080/10494820.2020.1826531 UR - https://doi.org/10.1080/10494820.2020.1826531 L1 - file:///C:/Users/Doctor Sheehama/Music/Contribution of using mobile application on botanical fieldwork in primary school.pdf N2 - The aim of the research is to examine the contribution of mobile application using in botanical fieldwork to the quality and durability of knowledge of the subject Nature and society compared to multimedia teaching in the fourth grade of primary school. The study involved 120 students, divided into two groups: control group, which taught on the principles of multimedia teaching with the help of digital herbarium and experimental group, which taught through botanical fieldwork, with the help of the mobile application PlantNet Plant Identification. A digital herbarium was placed on student’s computer at school (in the computer classroom) and at home, and a mobile application on every student’s mobile phone. Students studied and identified 30 plants, 13 forest and 17 cultivated plants. After the identification of the plants, the quality of students’ knowledge was examined by a post-test, while the durability of knowledge was examined by a re-test. The results of the research showed that using of the mobile application in botanical fieldwork contributed to the higher quality and durability of students’ knowledge compared to multimedia teaching at cognitive levels: analysis, evaluation and synthesis. ER - TY - JOUR T1 - School-based experiential outdoor education: A neglected necessity A1 - James, Joan K. A1 - Williams, Theresa Y1 - 2017/// KW - Camp KW - Environmental education KW - Experiential learning KW - Field experiences KW - Outdoor education JF - Journal of Experiential Education VL - 40 IS - 1 SP - 58 EP - 71 DO - 10.1177/1053825916676190 L1 - file:///C:/Users/Doctor Sheehama/Downloads/James, J. K., & Williams.pdf N2 - In this research study, we hear the voices of middle school students, preservice teachers, and practicing middle school teachers in support of school-based experiential outdoor education. The benefits of engaging youth in memorably relevant learning, immersing them in physically active, field-based education, and providing them with authentic, contextualized opportunities to extend classroom-based learning are examined. This research addresses the question, “Is experiential outdoor education for middle school–aged students a valuable use of school time?” The answer is a resounding “YES!” School-based experiential outdoor education, although often neglected as a part of the curriculum in our current era of high-stakes test-based accountability, is definitely a necessity. ER - TY - JOUR T1 - To what extent do primary school children understand photosynthesis?: a study of children’s drawings with follow-up interviews A1 - Kamarudin, Muhammad Zulfadhli A1 - Mat Noor, Mohd Syafiq Aiman Y1 - 2024/// KW - Children’s drawings KW - children’s understanding KW - photosynthesis KW - plant growth KW - primary school JF - Education 3-13 VL - 0 IS - 0 SP - 1 EP - 16 DO - 10.1080/03004279.2024.2385434 UR - https://doi.org/10.1080/03004279.2024.2385434 L1 - file:///C:/Users/Doctor Sheehama/Downloads/Kamarudin, M. Z., & Mat.pdf N2 - This study aimed to investigate primary school children’s understanding of photosynthesis. We employed children’s drawings as an instrument and conducted one-to-one follow-up interviews with 48 children of primary school age (7–13 years old) in a national primary school, in a suburban area of Melaka, Malaysia. The findings of the study indicate that as children progressed through primary school, their understanding of the concept of photosynthesis improved. The study sheds light on the varying levels of conceptual understanding of photosynthesis among primary school children and how this can inform the teaching strategies of science teachers to facilitate children’s understanding of this concept. In addition, this study makes a valuable contribution to research on biology education by demonstrating that using drawings as a research instrument alone is insufficient to fully capture young children’s conceptual understanding. ER - TY - JOUR T1 - Online Assessment of Scientific Reasoning Skills and Motivation to Learn Science among Grade 5 and 7 Students in Northern Namibia A1 - Kambeyo, Linus A1 - Csapó, Benő Y1 - 2019/// JF - Journal of Studies in Education VL - 9 IS - 4 SP - 68 EP - 68 DO - 10.5296/jse.v9i4.15598 L1 - file:///C:/Users/Doctor Sheehama/Downloads/Kambeyo, L., & Csapó.pdf N2 - This study aimed to assess students’ scientific reasoning skills using an online assessment method and explore the relationship between their reasoning skills and motivation to learn science. Research participants were 270 Grade 5 and 346 Grade 7 students in the Oshana region of Namibia. The online reasoning skills test consisted of 36 items with 16 tasks assessing conservation, proportional, correlational and probabilistic reasoning, and logical operations in a science context. The five point Likert scale Science Motivation Questionnaire II consisted of 25 items with five subscales. Tasks were developed within and delivered by the eDia platform via the Internet. The reliability of the reasoning skills test was acceptable (Cronbach’s alpha=.74), and it was very good for the Science Motivation Questionnaire (Cronbach’s alpha=.91). The reasoning skill tasks were moderately difficult for the students: M=40.56%; SD=13.47%. One-parameter Rasch analyses showed that there were few items to differentiate students at the low skill levels. Task analysis showed major obstacles in students’ reasoning skills for science learning. Students reported that they were moderately motivated to learn science. A weak correlation was found between the tested scientific reasoning skills and motivation to learn science (r=.21, p<.01). The study suggests that the basic ICT infrastructures in Namibian schools should be improved to exploit the advantages of online assessment. ER - TY - JOUR T1 - How fieldwork-oriented biology teachers establish formal outdoor education practices A1 - Kervinen, Anttoni A1 - Uitto, Anna A1 - Juuti, Kalle Y1 - 2020/// KW - Outdoor education KW - biology education KW - ecology KW - fieldwork KW - formal outdoor education PB - Routledge JF - Journal of Biological Education VL - 54 IS - 2 SP - 115 EP - 128 DO - 10.1080/00219266.2018.1546762 UR - https://doi.org/10.1080/00219266.2018.1546762 L1 - file:///C:/Users/Doctor Sheehama/Downloads/Kervinen, A., Uitto, A., & Juuti, K.pdf N2 - Fieldwork is an important part of biology as well as science and biology education. However, teachers perceive several reasons for the limited use of fieldwork in schools. Further, outdoor education is often organised as a single fieldtrip guided by outdoor educators, and little research has been done on fieldwork as a regular part of formal biology education. This case study explores three secondary-school biology teachers who untypically use outdoor education as a major part of their ecology courses for 8th grade students (median age 14). Berger and Luckmann’s theory of the process of institutionalization as a theoretical background is used to interpret the pedagogical and organizational choices of the case study teachers. Analysis of the interviews of the selected three teachers revealed pedagogical and organizational means through which outdoor teaching is institutionalized into a regular activity in biology lessons. The teachers considered regularity, assessment practices and the school curriculum as major tools to legitimate outdoor learning as a formal schoolwork and foster successful learning. However, they also emphasised students’ freedom during outdoor activities. The findings are discussed in terms of how the teachers succeeded in combining the institutional order of formal schooling with students’ freedom in nature. ER - TY - JOUR T1 - Thematic analysis of qualitative data: AMEE Guide No. 131 A1 - Kiger, Michelle E. A1 - Varpio, Lara Y1 - 2020/// KW - Thematic analysis KW - qualitative analysis KW - qualitative research methods PB - Taylor & Francis JF - Medical Teacher VL - 42 IS - 8 SP - 846 EP - 854 DO - 10.1080/0142159X.2020.1755030 UR - https://doi.org/10.1080/0142159X.2020.1755030 L1 - file:///C:/Users/Doctor Sheehama/Music/Kiger.pdf N2 - Thematic analysis is a widely used, yet often misunderstood, method of qualitative data analysis. It is a useful and accessible tool for qualitative researchers, but confusion regarding the method’s philosophical underpinnings and imprecision in how it has been described have complicated its use and acceptance among researchers. In this Guide, we outline what thematic analysis is, positioning it in relation to other methods of qualitative analysis, and describe when it is appropriate to use the method under a variety of epistemological frameworks. We also provide a detailed definition of a theme, as this term is often misapplied. Next, we describe the most commonly used six-step framework for conducting thematic analysis, illustrating each step using examples from our own research. Finally, we discuss advantages and disadvantages of this method and alert researchers to pitfalls to avoid when using thematic analysis. We aim to highlight thematic analysis as a powerful and flexible method of qualitative analysis and to empower researchers at all levels of experience to conduct thematic analysis in rigorous and thoughtful way. ER - TY - JOUR T1 - Integrating Inquiry-Based Learning in the New Greek Primary Science Curriculum A1 - Kotsis, Konstantinos Theofanis Y1 - 2024/// KW - greek primary science curriculum KW - inquiry-based learning KW - professional development KW - scientific literacy VL - 5 IS - 6 L1 - file:///C:/Users/Doctor Sheehama/Downloads/EJ-EDU_899.pdf ER - TY - JOUR T1 - The Effect of a Teacher’s Mindset on the Cascading Zones of Proximal Development: A Systematic Review A1 - Lambright, Kacee Y1 - 2023/// KW - Sociocultural theory KW - Teachers’ zone of proximal development KW - Vygotsky KW - Zone of proximal development PB - Springer Netherlands JF - Technology, Knowledge and Learning VL - 29 IS - 3 SP - 1313 EP - 1329 SN - 0123456789 DO - 10.1007/s10758-023-09696-0 UR - https://doi.org/10.1007/s10758-023-09696-0 L1 - file:///C:/Users/Doctor Sheehama/Downloads/s10758-023-09696-0.pdf N2 - Vygotsky’s sociocultural theory of human learning describes learning as a social process and the origination of human intelligence in society or culture in which the social and cultural context of development cannot be separated. The sociocultural theory of mind attempts to explain the processes through which learning and development occur. A tenet of Vygotsky’s sociocultural theory is the zone of proximal development (ZPD), which is used as a measure of the distance between what a learner is able to do and a proximal level that they might attain through guidance and collaboration with a more knowledgeable other. The ZPD is important in both education and psychology. By understanding how ZPD and a teacher’s ZPD (TZPD) function, teachers and professional development (PD) trainers can be better prepared to create meaningful learning opportunities which maximize the tools and strategies available to educators, thus further improving student learning outcomes. The absence of current research on TZPD, especially in regard to reading comprehension instruction, results in the lack of evidence for how teachers develop TZPD and use evidence-based reading comprehension strategies in classroom instruction. The goal of this study was to investigate previous research conducted regarding Vygotsky’s Zone of Proximal Development and its implications for preservice and in-service teachers through what has been termed teachers’ zone of proximal development. A systematic literature search identified studies tied to ZPD and TZPD. After screening and elimination, 13 studies were selected and reviewed for study design, theoretical framework, constructs being investigated, and the impact of methods used to collect data related to ZPD and TZPD. ER - TY - BOOK T1 - Evaluation of Co-operative Education and Training for Sustainable Agricultural Marketing Co-operative Societies in Ukerewe and Sengerema Districts, Tanzania A1 - Lawrence, Odax A1 - Komba, Sotco A1 - Iwata, John A1 - Rwekaza, Gratian Y1 - 2023/// IS - June SP - 101 EP - 125 SN - 9789912406919 DO - 10.37759/ice01.2023.05 L1 - file:///C:/Users/Doctor Sheehama/Downloads/Mankili 2023.pdf N2 - In the world today, co-operative societies are important to the extent that cooperators have opted to ensure their sustainability by establishing guiding principles, education and training. With this regard, the Tanzanian government has made efforts to ensure regular provision of Co-operative Education and Training (CET) in each co-operative society. However, CET provision in Tanzania remains unevaluated and mal-evaluated, resulting in unsustainable, dormant and extinct co-operative societies. Yet, the extant studies on CET are too general as they cover the overall performance of the co-operatives, leaving out CET evaluation unexplored. This study evaluates CET in Tanzania by determining the status of CET and examining the practice of CET evaluation in Ukerewe and Sengerema districts. Findings were drawn from 64 respondents using purposive sampling technique. Data were collected through focus group discussions, key informant interviews and documentary review. Thematic analysis was used to analyse data. The study used a context, input, process, and product (CIPP) model of education evaluation to examine the practice of CET evaluation. The findings revealed that regardless of the existence of CET evaluation both formative and summative, there were some shortfalls. In terms of practice, the findings revealed that CET was seasonal while the context, input, process and product evaluation were unsatisfactory; hence confirming the poor trend of cooperative societies’ development. The study concludes that CET is still a necessity to ensure both the status of CET and practice. The study recommends CET institutions to prepare a centralised curriculum for all co-operatives and review CET regularly to suit societal needs. The government should set aside funds for CET and needs assessment to avoid irrelevant knowledge to the co-operators. ER - TY - JOUR T1 - Evaluation of the validity of the physical exercise peer support questionnaire for college students A1 - Luo, Lin A1 - Yang, Xiuxiong A1 - Zeng, Xiaojin A1 - Song, Naiqing A1 - Zhou, Ling A1 - Zhang, Liping A1 - Yang, Yongbin A1 - Yang, Jie Y1 - 2022/// KW - PEPSQ KW - college students KW - peer support KW - physical exercise KW - validity JF - Frontiers in Public Health VL - 10 DO - 10.3389/fpubh.2022.871306 L1 - file:///C:/Users/Doctor Sheehama/AppData/Local/Mendeley Ltd./Mendeley Desktop/Downloaded/Luo et al. - 2022 - Evaluation of the validity of the physical exercise peer support questionnaire for college students.pdf N2 - Peer support for physical exercise is defined as behaviors such as mutual or one-way provision of material help and/or emotional care and companionship between peers in the physical environment and/or physical behavior. The assessment of peer support is complex and based on reasoning. Trustworthy assessment processes need to provide sufficient evidence of validity. The purpose of this study was to organize, collect, and use Kane's validity framework to provide validity evidence for the identification of peer support for physical exercise among college students. The article describes the experience of using the framework in this study, considers data related to the four inferences (scoring, generalization, extrapolation, and implication) that emerge from the assessment process. The findings of the study are then interpreted through the four inferences to determine whether this evidence supports the purpose of this study. Based on Kane's framework to explain the validity process of this study, the study concludes that the evidence in terms of scoring, generalization, extrapolation, and implication supports the use of the PEPSQ for the identification of physical exercise peer support among college students. ER - TY - JOUR T1 - What Type of Support do they Need? Investigating Student Adjustment as Related to Emotional, Informational, Appraisal, and Instrumental Support A1 - Malecki, Christine Kerres A1 - Demaray, Michelle Kilpatrick Y1 - 2003/// JF - School Psychology Quarterly VL - 18 IS - 3 SP - 231 EP - 252 DO - 10.1521/scpq.18.3.231.22576 L1 - file:///C:/Users/Doctor Sheehama/Downloads/Malecki, C. K., & Demaray, M. K. (2003)..pdf N2 - Despite the availability of conceptual frameworks for examining types of social support, the majority of studies in the literature measure global social support and do not examine specific types of support. Thus, the present study asked: (a) What types of support (e.g., emotional, informational, appraisal, and instrumental) do students most often perceive from each of the sources of support (e.g., parents, teachers, classmates, and close friends)? and (b) Are certain types of social support more related to students' social, behavioral, and academic outcomes? Preliminary analyses were also conducted to investigate the psychometric properties of the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, & Elliott, 2000) and gender differences in perceptions of types of support. Participants included 263 students in Grades 5 through 8 and data were collected using the CASSS, the Social Skills Rating System (SSRS; Gresham & Elliott, 1990), and the Behavior Assessment System for Children (BASC; Reynolds & Kamphaus, 1998). Results found that although early adolescent boys and girls perceive similar levels of all types of support from their parents and teachers, girls perceive more support of most types from classmates and friends. Furthermore, emotional and informational support were the most highly reported type of support from parents, informational support was most highly reported from teachers, and emotional and instrumental support scores were reported highest from classmates and close friends. Supportive behaviors from parents contributed to students' personal adjustment. Emotional support perceived from teachers was a significant and sole individual predictor of students' social skills and academic competence. Finally, supportive behaviors from teachers also predicted students' school maladjustment. ER - TY - JOUR T1 - Young Students’ Reasoning About Ecosystems: the Role of Systems Thinking, Knowledge, Conceptions, and Representation A1 - Mambrey, Sophia A1 - Schreiber, Nico A1 - Schmiemann, Philipp Y1 - 2022/// KW - Environmental education KW - Reasoning patterns KW - Systems thinking KW - Understanding of ecosystems PB - Research in Science Education JF - Research in Science Education VL - 52 IS - 1 SP - 79 EP - 98 DO - 10.1007/s11165-020-09917-x L1 - file:///C:/Users/Doctor Sheehama/Downloads/Mambrey, S., Schreiber, N., & Schmiemann.pdf N2 - Regarding future ecological challenges, it is highly relevant for students to understand the processes within ecosystems and the effects of external influences on their conservation. Since ecosystems are complex, difficulties in learning are often examined from a systems thinking perspective. However, challenges also arise in other areas, particularly in the application of knowledge, conceptions, and exploration of conventionalized representations of ecosystems. Hence, we aim to determine the factors that influence reasoning about ecosystems and how they interact. We conducted a thinking-aloud study with 20 students aged between nine and 12 years while reviewing a food chain ecosystem. Our results indicated that students’ reasoning was based on mixed reasoning originating from their systems thinking skills, knowledge, conceptions, and individual understanding of the ecosystem’s representation. Further, they revealed that students referred to these factors according to the individual cognitive requirements of the systems thinking skills performed and independently of their age and systems thinking abilities. Additionally, students partially demonstrated complex levels of systems thinking, but their assumptions about systems elements and relationships did not support scientific conventions. Our results indicated that systems thinking was largely guided by systems-specific patterns, as basic assumptions about systems elements and relationships played a major role in reasoning about ecosystems at all levels of systems thinking. We assume that identifying systems characteristics with the identified factors of systems-specific knowledge, conceptions, and representations are an effective blueprint for investigating challenging patterns in students’ understanding of ecosystems and advances knowledge on how systems properties influence students’ reasoning during systems thinking. ER - TY - JOUR T1 - Safely Caring for Animals during Inquiry Investigations: Exploring Microecosystems A1 - Marek, Edmund A A1 - Parker, Chad A Y1 - 2010/// JF - International Electronic Journal of Environmental Education VL - 1 IS - 1 SP - 81 EP - 84 L1 - file:///C:/Users/Doctor Sheehama/Downloads/Marek, E., & Parker, C. (2010)..pdf N2 - "Science is a process of discovering and exploring the natural world. Exploration occurs in the classroom, laboratory or in the field. As part of your science class, you will be doing many activities and investigations that will involve the use of various materials, equipment, and chemicals…" (NSTA, 2010). Safety is always of utmost importance in an inquiry based science program and special safety rules and cautions apply when students keep and use animals in their classes. The legalities of displaying and keeping animals in the classroom are extremely important to teachers, administrators, parents, and the school district. In addition to safety considerations for all involved, laws exist that are designed to protect animals. Students can learn a great deal working directly with animals but their investigations must be done safely and humanely. The investigation described in this article includes the use of animals and identifies places where safety guidelines apply. ER - TY - JOUR T1 - Developing the concept of ‘ecosystem’ through inquiry-based learning: a study of pre-service primary teachers A1 - Martín-Gámez, Carolina A1 - Acebal, María del Carmen A1 - Prieto, Teresa Y1 - 2020/// KW - Ecosystem KW - initial conceptions KW - inquiry-based learning KW - knowledge progression KW - pre-service primary teachers PB - Routledge JF - Journal of Biological Education VL - 54 IS - 2 SP - 147 EP - 161 DO - 10.1080/00219266.2018.1554596 UR - https://doi.org/10.1080/00219266.2018.1554596 L1 - file:///C:/Users/Doctor Sheehama/Music/Gamez.pdf N2 - We studied the initial conceptions of 73 pre-service primary teachers regarding the concept of ecosystem and examined how their understanding evolved as a result of participation in an inquiry-based learning exercise. The inquiry process involved identifying students’ initial conceptions, making them aware of these, comparison of their ideas with scientific knowledge and knowledge building through activities in which they analysed points of agreement, discrepancies and conclusions. The activities were performed in groups and centred on the production of posters, which participants were required to compare in both the first and final sessions. This comparison, together with the qualitative analysis of the content of the posters, was carried out using a rubric designed on the basis of a literature review. The results showed that students progressed in their understanding of key aspects related to the concept of ecosystem. In particular, they became more aware of the role that humans play within such systems, although they continued to have difficulties with aspects such as identifying species in the aquatic ecosystem and discriminating between biotic and abiotic components. ER - TY - BOOK T1 - Designing effective fieldwork for the environmental and natural sciences A1 - Maskall, J., & Stokes Y1 - 2008/// KW - COVID-19 KW - Covid-19 pandemic KW - ICT KW - International KW - Virtual Field Course KW - Virtual Field Trips KW - blended learning KW - challenges KW - digital migration methods KW - emergency remote teaching KW - extensive versus intensive KW - learning experiences KW - online learning KW - online teaching KW - opportunities KW - reflective practice JF - Higher Education Academy Subject Centre for Geography, Earth and Environmental Sciences VL - 00 IS - 1 SP - 21 EP - 28 SN - 9780821382752 UR - https://doi.org/10.1080/03098265.2020.1807478%0Ahttps://www.qaa.ac.uk/docs/qaa/guidance/preserving-quality-and-standards-through-a-time-of-rapid-change.pdf L1 - file:///C:/Users/Doctor Sheehama/OneDrive - University of Eastern Finland/Pictures/Maskal.pdf N2 - The Malawi Economic Monitor (MEM) provides ananalysis of economic and structural developmentissues in Malawi. This edition of the MEM waspublished in October 2016. It follows on from thethree previous editions of the MEM, and is part of an ongoing series, with future editions to follow twiceper year. The aim of the publication is to foster better-informed policy analysis and debate regarding the key challenges that Malawi faces in its endeavors to achieve high rates of stable, inclusive and sustainable economic growth. The MEM consists of two parts: Part one presents areview of recent economic developments and amacroeconomic outlook. Part two focuses in greater depth on a special, selected topic relevant to Malawi’s development prospects.In this edition of the MEM, the focus of the specialtopic is on poverty and vulnerability. At a time when Malawi is experiencing a second successive year offood insecurity, the special topic focuses on the key factors that have led to persistently high povertyrates in rural areas, with these factors contributing significantly to vulnerability to the impact of climate shocks. The special topic also identifies and describes potential pathways and reforms thatcould help Malawi improve its level of resilience to better manage the impact of future shocks. ER - TY - JOUR T1 - The role of gender, race, and ethnicity in environmental identity development in undergraduate student narratives A1 - Miao, Ruolin E. A1 - Cagle, Nicolette L. Y1 - 2020/// KW - Environmental identity KW - diversity KW - environmental education KW - gender KW - race and ethnicity KW - significant life experience PB - Routledge JF - Environmental Education Research VL - 26 IS - 2 SP - 171 EP - 188 DO - 10.1080/13504622.2020.1717449 UR - https://doi.org/10.1080/13504622.2020.1717449 L1 - file:///C:/Users/Doctor Sheehama/Music/Miao.pdf N2 - Recent work in environmental psychology and education emphasizes environmental identity as important in predicting a broad array of environmental behaviors. However, there are gaps in understanding how other social identities interact with environmental identity. We conducted semi-structured interviews with 30 undergraduate students from diverse backgrounds supplemented by environmental identity and demographic surveys. Our interviews showed that gender and race/ethnicity affect the development of undergraduate environmental identity by influencing (1) significant life experiences (SLEs) with nature and (2) important social influences in environmental identity development. In particular, gender and race impacted relationships with mentors, gender stereotypes limited potential SLEs, and gendered physical concerns constrained environmental activities. Other themes included the role of socio-economic status and nature as a source of empowerment. Our work suggests that research is needed on the interplay among different identities and environmental identity, and that further work is necessary to make the environmental field inclusive for all. ER - TY - JOUR T1 - Ministry of Education, Arts and Culture: Natural and Science Health Education Syllabus Grade 4-7 A1 - Ministry of Education, Arts and Culture Y1 - 2016/// L1 - file:///C:/Users/Doctor Sheehama/Downloads/SP_Syllabuses_NSHE_Apr2015.pdf ER - TY - JOUR T1 - Science investigation that best supports student learning: Teachers understanding of science investigation A1 - Moeed, Azra Y1 - 2013/// KW - Nature of science KW - Procedural knowledge KW - Science investigation KW - Scientific inquiry KW - Teacher understanding of science investigation JF - International Journal of Environmental and Science Education VL - 8 IS - 4 SP - 537 EP - 559 DO - 10.12973/ijese.2013.218a L1 - file:///C:/Users/Doctor Sheehama/Downloads/Moeed, A. (2013)..pdf N2 - Internationally, learning science through investigation is promoted as a preferred pedagogical approach. Research presented takes a view that such learning depends on how teachers understand science investigation. Teachers' understanding of science investigation was an aspect of an interpretive case study of the phenomenon of science investigation exploring the links between learning, motivation and assessment in year 11 science. Data were collected through a population survey of year 11 science teachers (n=165) in the greater Wellington region through a postal questionnaire (response rate 61%). In addition, all year 11 science teachers in a typical coeducational, middle size, urban secondary school were interviewed (n=10). Findings suggest that science investigation that best supported student learning was understood to include experiments, scientific method, and fair testing, and that few teachers demonstrated understanding of an open-ended science investigation. Teachers' responses indicated the influence of assessment requirements of a linear and sequential fair testing type of investigation. This has implications for teaching investigation as required by the curriculum, and student learning for assessment rather than an understanding of the nature of scientific investigation. © 2006-2013 by iSER, International Society of Educational Research. All Rights Reserved. ER - TY - JOUR T1 - The Development and Validation of Peer Support Questionnaire (PSQ) A1 - Mostafaei, Mahnaz A1 - 1, Alaei A1 - Hosseinnezhad, Hedieh A1 - Candidate, Ph D Y1 - 2020/// KW - Confirmatory and Exploratory Factor Analysis KW - EFL Students KW - Instrument Validation KW - Peer Support KW - Social Supportive Functions JF - Journal of Teaching Language Skills (JTLS) VL - 39 IS - 2 SP - 67 EP - 109 DO - 10.22099/jtls.2021.38853.2906 L1 - file:///C:/Users/Doctor Sheehama/Downloads/Mostafaei Alaei, M., & Hosseinnezhad, H. (2020)..pdf N2 - The quality of students' relationships with their peers plays an important role in developing their academic achievement. The present study aimed at constructing an accurate, reliable, and valid instrument that could assess the EFL students' perceptions of peer support. The instrument includes different subscales, namely Informational Support, Emotional Support, Instrumental Support, Feedback, and Companionship Support. The Peer Support Questionnaire was administered to 212 Iranian undergraduate EFL students studying at two public universities in Iran. An exploratory and a confirmatory factor analysis were conducted, and the overall factor loading estimates indicated a quite satisfactory level of convergent validity for the developed Questionnaire. Both the degree of factor loadings and the construct validity test supported the convergent validity of peer support factors and their related items. The findings demonstrated that PSQ could be a valid and reliable instrument for measuring the concept of peer support in both academic and educational settings. ER - TY - JOUR T1 - Guided inquiry-based learning in secondary-school chemistry classes: a case study A1 - Orosz, Gábor A1 - Németh, Veronika A1 - Kovács, Lajos A1 - Somogyi, Zoltán A1 - Korom, Erzsébet Y1 - 2022/// JF - Chemistry Education Research and Practice VL - 24 IS - 1 SP - 50 EP - 70 DO - 10.1039/d2rp00110a L1 - file:///C:/Users/Doctor Sheehama/Downloads/Orosz, G., Németh, V., Kovács.pdf N2 - Guided inquiry-based learning has been shown to be a promising method for science education; however, despite its advantages it is rarely used in chemistry teaching in Hungary. One of the reasons for this is the lack of tried-and-tested inquiry-based teaching materials with detailed guides that teachers can readily use in their classrooms. As part of a four-year research project, new teaching materials were designed to foster scientific reasoning and scientific process skills in chemistry education in Hungary. From these materials, in this study, a guided inquiry-based chemistry task was tested with 9th-grade students (N = 88) who had no previous experience with the method. Before the activity, the students' mid-term grades were collected, and the Lawson Classroom Test of Scientific Reasoning (LCTSR) was administered to describe the sample. During the activity, students worked in groups (n = 21). Data were collected through content analysis of the student worksheets, classroom observations using a rubric, and student questionnaires to explore the learning paths and identify possible obstacles. Our findings support that guided inquiry learning is suitable for students who are new to the method if appropriate scaffolding is given. The data showed the phases of the inquiry cycle in which more guidance is necessary. Formulating hypotheses, recording observations, and evaluating the hypotheses based on the evidence were found to be the most critical steps in the learning process. More than half of the groups disregarded the collected evidence and accepted their original hypotheses, despite their unproven validity, suggesting that they did not understand the true nature of the scientific inquiry. Chemistry grades and the LCTSR scores could not predict reliably the students' success in solving the inquiry task. The results of the student questionnaire showed that the students enjoyed the inquiry session. They mostly found their work successful, but they overestimated the level of their inquiry skills in some cases. ER - TY - JOUR T1 - Plant awareness disparity: A case for renaming plant blindness A1 - Parsley, Kathryn M. Y1 - 2020/// KW - botany education KW - botany outreach KW - plant blindness KW - plant conservation KW - plants and society KW - plants and well-being KW - plants versus animals JF - Plants People Planet VL - 2 IS - 6 SP - 598 EP - 601 DO - 10.1002/ppp3.10153 L1 - file:///C:/Users/Doctor Sheehama/Downloads/Parsley, K. M. (2020)..pdf N2 - “Plant blindness” is the cause of several problems that have plagued botany outreach and education for over a hundred years. The general public largely does not notice plants in their environment and therefore do not appreciate how important they are to the biosphere and society. Recently, concerns have been raised that the term “plant blindness” is problematic due to the fact that it is a disability metaphor and equates a disability with a negative trait. In this Brief Report, I place the term “plant blindness” into historical context through a short literature review on the subject and follow this with why the term has been criticized for its ableism. I then propose a more appropriate term to replace plant blindness: plant awareness disparity (PAD) and explain why it both addresses the problems with “plant blindness” while keeping the original reasoning behind the term intact. ER - TY - JOUR T1 - Phases of inquiry-based learning: Definitions and the inquiry cycle A1 - Pedaste, Margus A1 - Mäeots, Mario A1 - Siiman, Leo A. A1 - de Jong, Ton A1 - van Riesen, Siswa A.N. A1 - Kamp, Ellen T. A1 - Manoli, Constantinos C. A1 - Zacharia, Zacharias C. A1 - Tsourlidaki, Eleftheria Y1 - 2015/// KW - Inquiry cycle KW - Inquiry phases KW - Inquiry-based learning KW - Inquiry-based learning framework JF - Educational Research Review VL - 14 SP - 47 EP - 61 DO - 10.1016/j.edurev.2015.02.003 L1 - file:///C:/Users/Doctor Sheehama/Downloads/Pedaste, M., Mäeots, M.,.pdf N2 - Inquiry-based learning is gaining popularity in science curricula, international research and development projects as well as teaching. One of the underlying reasons is that its success can be significantly improved due to the recent technical developments that allow the inquiry process to be supported by electronic learning environments. Inquiry-based learning is often organized into inquiry phases that together form an inquiry cycle. However, different variations on what is called the inquiry cycle can be found throughout the literature. The current article focuses on identifying and summarizing the core features of inquiry-based learning by means of a systematic literature review and develops a synthesized inquiry cycle that combines the strengths of existing inquiry-based learning frameworks. The review was conducted using the EBSCO host Library; a total of 32 articles describing inquiry phases or whole inquiry cycles were selected based on specific search criteria. An analysis of the articles resulted in the identification of five distinct general inquiry phases: Orientation, Conceptualization, Investigation, Conclusion, and Discussion. Some of these phases are divided into sub-phases. In particular, the Conceptualization phase is divided into two (alternative) sub-phases, Questioning and Hypothesis Generation; the Investigation phase is divided into three sub-phases, Exploration or Experimentation leading to Data Interpretation; and the Discussion phase is divided into two sub-phases, Reflection and Communication. No framework bringing together all of these phases and sub-phases was found in the literature. Thus, a synthesized framework was developed to describe an inquiry cycle in which all of these phases and sub-phases would be present. In this framework, inquiry-based learning begins with Orientation and flows through Conceptualization to Investigation, where several cycles are possible. Inquiry-based learning usually ends with the Conclusion phase. The Discussion phase (which includes Communication and Reflection) is potentially present at every point during inquiry-based learning and connects to all the other phases, because it can occur at any time during (discussion in-action) or after inquiry-based learning when looking back (discussion on-action). ER - TY - BOOK T1 - Republic of Namibia MINISTRY OF EDUCATION , ARTS AND CULTURE SENIOR PRIMARY PHASE NATURAL SCIENCE AND HEALTH EDUCATION SYLLABUS A1 - Phase, Senior Primary A1 - Science, Natural A1 - Syllabus, Education Y1 - 2016/// SN - 0869768565 L1 - file:///C:/Users/Doctor Sheehama/Downloads/SP_Syllabuses_Ele-Agri_Jul2015.pdf ER - TY - JOUR T1 - One lesson is all you need? Stability of instructional quality across lessons A1 - Praetorius, Anna Katharina A1 - Pauli, Christine A1 - Reusser, Kurt A1 - Rakoczy, Katrin A1 - Klieme, Eckhard Y1 - 2014/// KW - Cognitive activation KW - Generalizability theory KW - Instructional quality KW - Number of lessons KW - Observer ratings PB - Elsevier Ltd JF - Learning and Instruction VL - 31 SP - 2 EP - 12 DO - 10.1016/j.learninstruc.2013.12.002 UR - http://dx.doi.org/10.1016/j.learninstruc.2013.12.002 L1 - file:///C:/Users/Doctor Sheehama/Downloads/Praetorius, A. K., Pauli.pdf N2 - Observer ratings are often used to measure instructional quality. They are, however, usually based on observations gathered over short periods of time. Few studies have attempted to determine whether these periods are sufficient to provide reliable measures of instructional quality. Using generalizability theory, this study investigates (a) how three dimensions of instructional quality - classroom management, personal learning support, and cognitive activation of students - vary between the lessons of a specific teacher, and (b) how many lessons per teacher are necessary to establish sufficiently reliable measures of these dimensions. Analyses are based on ratings of five lessons for 38 teachers. Classroom management and personal learning support were stable across lessons, whereas cognitive activation showed high variability. Consequently, one lesson per teacher suffices to measure classroom management and personal learning support, whereas nine lessons would be needed for cognitive activation. The importance of advancing our theoretical understanding of cognitive activation is discussed. © 2013 Elsevier Ltd. ER - TY - JOUR T1 - and Enhancing Learning Active Learning : A1 - Qablan, Ahmad SP - 31 EP - 41 SN - 9798369308806 DO - 10.4018/979-8-3693-0880-6.ch003 L1 - file:///C:/Users/Doctor Sheehama/Downloads/Qablan, A. (2024)..pdf ER - TY - JOUR T1 - Decline in interest in biology among elementary school pupils during a generation A1 - Randler, Christoph A1 - Osti, Janina A1 - Hummel, Eberhard Y1 - 2012/// KW - Botany KW - Decline in interest KW - Generational trend KW - Human biology KW - Zoology JF - Eurasia Journal of Mathematics, Science and Technology Education VL - 8 IS - 3 SP - 201 EP - 205 DO - 10.12973/eurasia.2012.835a L1 - file:///C:/Users/Doctor Sheehama/Downloads/Randler, C., Osti, J., & Hummel, E. (2012)..pdf N2 - A decline in biology interest has often been claimed but seldom with an empirically substantiation. This study was based on a sample of 3 rd and 4 th grade pupils within the same geographical area as Löwe's (1987, 1992) previous results from southwest Germany from the year 1983. We used a four-point Likert-type questionnaire to assess interest with 30 items (zoology, botany, human biology). Here we show for the first time, that elementary school pupils have lower interest in biology than one generation before. This decline between 1983 and 2011 was about 10%, with only 3% in zoology and 12% in botany. As interest is an important variable, programs should be developed to foster pupils' interest already on the primary school level. © 2012 by ESER, Eurasian Society of Educational Research. ER - TY - JOUR T1 - Navigating tensions of research and teaching: Biology graduate students’ perceptions of the research–teaching nexus within ecological contexts A1 - Reid, Joshua W. A1 - Gardner, Grant E. Y1 - 2020/// JF - CBE Life Sciences Education VL - 19 IS - 3 SP - 1 EP - 16 DO - 10.1187/cbe.19-11-0218 L1 - file:///C:/Users/Doctor Sheehama/Downloads/Reid, J. W., & Gardner, G. E. (2020)..pdf N2 - Graduate students represent both a significant component of the instructional team for biology departments as well as being students themselves learning to become academics. However, little is known about how biology graduate students perceive the relationships among their academic roles, particularly research and teaching. The present study used a cross-sectional survey to elicit the perceptions biology graduate students hold about the relationship between research and teaching. This work is an important first step in understanding the socialization processes of graduate students. Findings indicated that the majority of biology graduate students (65.5% of n = 255) hold synergistic perceptions of research and teaching. This is in spite of the mixed messages that biology graduate students hear about this relationship, including both “Teaching detracts from research” and “Teaching supports research.” Findings from this study have implications for multiple stakeholders in graduate education, including professional developers who need to be cognizant of the messages that are received and internalized by biology graduate students while engaged in professional development opportunities. Results also suggest that work is needed to address how messages are prioritized and internalized during graduate school. ER - TY - JOUR T1 - Supporting student learning processes during preparation, fieldwork and follow-up work: Examples from upper secondary school in Norway A1 - Remmen, Kari Beate A1 - Frøyland, Merethe Y1 - 2015/// JF - Nordic Studies in Science Education VL - 11 IS - 1 SP - 118 EP - 134 DO - 10.5617/nordina.908 L1 - file:///C:/Users/Doctor Sheehama/Downloads/Remmen, K. B., & Frøyland, M. (2015)..pdf N2 - Fieldwork can enrich students’ science learning. In the context of a research project on geoscientific fieldwork for upper secondary students in Norway, this article discusses how student learning processes can be supported throughout sequences of classroom and fieldwork activities. Video observation of activities, instructional artifacts and teacher interviews were collected from three teachers and their students. The data analyses address: (1) the implementation of recommendations for fieldwork, and (2) the nature of student learning processes. After analyzing six cases of fieldwork including classroom preparation and follow-up work, we found only one case in which the students showed deeper learning processes and the teacher was satisfied with the activities and the students’ learning outcome. Therefore, the recommendations for fieldwork did not function as intended. The discussion focuses on the most successful case to see if recommendations for fieldwork can be reconsidered in order to support student learning processes more effectively.  ER - TY - JOUR T1 - Effective Groupwork Strategies: Faculty and Students’ Perspectives A1 - Rezaei, Ali Y1 - 2018/// KW - collaborative learning KW - group discussion KW - group work KW - interactive learning JF - Journal of Education and Learning VL - 7 IS - 5 SP - 1 EP - 1 DO - 10.5539/jel.v7n5p1 L1 - file:///C:/Users/Doctor Sheehama/Downloads/Rezaei, A. R. (2018)..pdf N2 - The goal of this research study was to find what makes groupwork to be successful. We asked faculty why they give groupwork assignments to their students and what their opinions about the best practices in creating effective groupwork environment for their students are. It was also intended to compare instructors’ opinions with research findings to find out how much their groupwork strategies match research findings in this area. Likewise, we asked students about features of successful groupwork to see if faculty and students’ viewpoints on features of successful groupwork were similar. The results reveal the most prevalent groupwork strategies practiced by faculty and the favorite ones among students. Results show faculty and students’ attitudes towards groupwork are very similar, however, many faculty do not follow the guidelines suggested in earlier studies to improve the effectiveness of groupwork assignments. ER - TY - JOUR T1 - Teaching ecosystem services: a pathway to improve students’ argumentation in favour of nature conservation and sustainable development? A1 - Rodríguez-Loinaz, Gloria A1 - Palacios-Agundez, Igone Y1 - 2024/// KW - Pre-service teachers (PSTs) KW - active teaching methods KW - argumentation skills KW - ecosystem services (ES) KW - education for sustainable development (ESD) PB - Routledge JF - Journal of Biological Education VL - 58 IS - 1 SP - 29 EP - 50 DO - 10.1080/00219266.2021.2017322 UR - https://doi.org/10.1080/00219266.2021.2017322 L1 - file:///C:/Users/Doctor Sheehama/Music/Rodrique.pdf N2 - Ecosystem services (ES) are the benefits people obtain from nature contributing to our well-being. Although this concept has high didactic potential, its presence in education literature is scarce. This article presents the ES framework as a new teaching principle that, taught together with the biodiversity concept, may help students develop competencies to make valid claims about the world and to think critically about humans’ role on Earth. To do so, we present an educational experience based on active teaching and learning strategies implemented with pre-service teachers (PSTs), which is adaptable and transferable to many educational contexts. Teaching ES through active teaching methodologies has proven to be useful and necessary to help PSTs understand and be able to defend the importance of nature conservation. As a result of teaching the ES concept, students improved their argumentation in favour of nature conservation and developed communication competencies to better transfer this knowledge to society. We conclude that teaching ES can make a large contribution to education for sustainable development, as teaching the ES concept contributes to acquiring knowledge, skills (e.g. argumentation capacity) and values that are necessary to shape a sustainable future. ER - TY - JOUR T1 - Navigating nature, culture and education in contemporary botanic gardens A1 - Sanders, Dawn L. A1 - Ryken, Amy E. A1 - Stewart, Katherine Y1 - 2018/// KW - Nature KW - botanic gardens KW - culture KW - education PB - Routledge JF - Environmental Education Research VL - 24 IS - 8 SP - 1077 EP - 1084 DO - 10.1080/13504622.2018.1477122 UR - https://doi.org/10.1080/13504622.2018.1477122 L1 - file:///C:/Users/Doctor Sheehama/Downloads/Sanders, D. L., Ryken, A. E., & Stewart, K. (2018)..pdf N2 - Increasingly, humans are an urban species prone to ‘plant blindness’. This demographic shift and situation has implications for both individual and collective perceptions of nature, as well as for addressing ‘ecophobia’ and encouraging ‘biophilia’ through education. Contemporary humanity occupies a world in which extensive physical change, both in the landscape and its related organisms, is occurring. Education-related debates on these issues links to the noted phenomenon of a ‘bubble wrap generation’ growing up within ‘nature-deficit’ childhoods in ‘megalopolitan cities’. Indeed, some commentators consider that 'nature has already disappeared' and exists only in protected spaces. Such perceptions have consequences for education in ‘presented world’ settings such as zoos, botanic gardens and natural history museums. This editorial, and its associated collection of papers, considers the critical relationships between nature, culture and education in contemporary botanic gardens and the ways in which visitors navigate their journeys, as demonstrated by research. ER - TY - JOUR T1 - It's not easy being green: Student recall of plant and animal images A1 - Schussler, Elisabeth E. A1 - Olzak, Lynn A. Y1 - 2008/// KW - biology KW - botany KW - gender KW - teaching KW - visual JF - Journal of Biological Education VL - 42 IS - 3 SP - 112 EP - 119 DO - 10.1080/00219266.2008.9656123 L1 - file:///C:/Users/Doctor Sheehama/Music/Schusller.pdf N2 - It is well documented that people are less interested in studying plants than animals. We tested whether university students would selectively recall more animal images than plant images even when equally-nameable plant and animal images were presented for equal lengths of time. Animal and plant images were pre-tested and 14 animal-plant pairs were selected, based on student ability to equally name the images. These images were randomly presented to two groups of university students: those currently enrolled in a psychology class and those currently enrolled in a botany class. Student recall of each image was recorded after a distracting task. The results confirmed that the animal images were recalled significantly more than the plant images. There was no apparent effect of attending a botany class on these results. However, gender effects were identified for recall of plant versus animal images in general (women recalled more plants than men) and for four specific plant images (carnation, rose, daisy, and venus fly trap). When teaching biology, teachers should present equal numbers of plant and animal examples and use the most memorable plant images possible to attempt to offset student selective attention to animals. ER - TY - JOUR T1 - The Value of Fieldwork in Life and Environmental Sciences in the Context of Higher Education: A Case Study in Learning About Biodiversity A1 - Scott, Graham W. A1 - Goulder, Raymond A1 - Wheeler, Phillip A1 - Scott, Lisa J. A1 - Tobin, Michelle L. A1 - Marsham, Sara Y1 - 2012/// KW - Biodiversity KW - Ecology KW - Environmental science KW - Field based learning KW - Field studies KW - Fieldwork JF - Journal of Science Education and Technology VL - 21 IS - 1 SP - 11 EP - 21 SN - 1059-0145 DO - 10.1007/s10956-010-9276-x L1 - file:///C:/Users/Doctor Sheehama/AppData/Local/Mendeley Ltd./Mendeley Desktop/Downloaded/Scott et al. - 2012 - The Value of Fieldwork in Life and Environmental Sciences in the Context of Higher Education A Case Study in Learn.pdf N2 - Fieldwork is assumed by most practitioners to be an important if not essential component of a degree level education in the environmental sciences. However, there is strong evidence that as a result of a wide range of pressures (academic, financial and societal) fieldwork is in decline in the UK and elsewhere. In this paper we discuss the value of fieldwork in a higher education context and present the results of a case study which illustrates its value to student learning and the wider student experience. We used qualitative and quantitative methods to compare the impact of two learning tasks upon the affective and cognitive domains of students. We designed two tasks. One task that included fieldwork, and required students to collect organisms from the field and make labelled drawings of them, and one task that omitted the fieldwork and simply required drawing of specimens that the students had not collected. We evaluated the students’ experience through structured and semi-structured questionnaires and written exercises. Students did not perceive the two tasks as being equivalent to one another. They reported that they enjoy fieldwork and value it (in the contexts of their learning at university, life-long learning, and in relation to their career aspirations) and felt that they learn more effectively in the field. Our students were better able to construct a taxonomic list of organisms that they had collected themselves, better able to recall the structural detail of these organisms and were better able to recall the detail of an ecological sampling methodology that they had personally carried out in the field rather than one that a tutor had described to them in a classroom setting. Our case study supports the growing body of evidence that fieldwork is an important way of enhancing undergraduate learning and highlights some key areas for future research. ER - TY - JOUR T1 - The paradigm shift in science education: Namibian science teachers’ perceptions and experiences with inquiry-based instruction A1 - Shivolo, Tomas Y1 - 2024/// JF - Journal of Mathematics and Science Teacher VL - 4 IS - 3 SP - em069 EP - em069 DO - 10.29333/mathsciteacher/14792 L1 - file:///C:/Users/Doctor Sheehama/Music/Shivolo2024.pdf N2 - This study explored Namibian science teachers’ perceptions of and approaches towards integrating inquiry-based instruction in science education. A survey questionnaire with 133 participants determined their opinions, attitudes, and beliefs revealing a strong preference for inquiry-based methods, with an average rating of 4.36 on a five-point Likert scale. Teachers emphasised its effectiveness in engaging learners, fostering critical thinking, and connecting scientific principles to real-world scenarios. The study examines key factors that impact the enactment of inquiry-based instruction, including teachers’ prior experiences, understanding of inquiry, and philosophical viewpoints on the nature of science. The findings from this study showed that the allocation of time in the curriculum, the behaviour of learners, and the availability of resources were recognised as important factors impeding the successful implementation of inquiry-based instruction. The study suggests tailored professional development to address challenges and enhance teachers’ ability to embrace inquiry-based practices effectively. These insights contribute to understanding determinants influencing innovative pedagogical approaches in Namibian science classrooms, informing educational policies and initiatives for teacher training in the country. ER - TY - JOUR T1 - Team-skills training and real-time facilitation as a means for developing student teachers’ learning of collaboration A1 - Sjølie, Ela A1 - Strømme, Alex A1 - Boks-Vlemmix, Juliette Y1 - 2021/// KW - Collaborative learning KW - Collaborative skills KW - Facilitation KW - Group processing KW - Teacher education PB - Elsevier Ltd JF - Teaching and Teacher Education VL - 107 SP - 103477 EP - 103477 DO - 10.1016/j.tate.2021.103477 UR - https://doi.org/10.1016/j.tate.2021.103477 L1 - file:///C:/Users/Doctor Sheehama/Downloads/Sjølie, E., Strømme, A., & Boks-Vlemmix, J. (2021)..pdf N2 - This mixed-methods study investigates whether and how team-skills training and real-time facilitation can enhance students' learning of collaboration. Two hundred and fifty-seven student teachers carried out a group task at two different levels of intervention. The findings show that the intervention had a positive impact on the students’ perceived learning outcomes and on stimulating group reflection. We also identified four enabling structures of the task design. The study contributes to literature on how collaborative learning activities in higher education can be facilitated and argues that cultivating a language around the subject of collaboration is a prerequisite for developing transferrable collaborative skills. ER - TY - JOUR T1 - Curious children and knowledgeable adults–early childhood student-teachers’ species identification skills and their views on the importance of species knowledge A1 - Skarstein, Tuula H. A1 - Skarstein, Frode Y1 - 2020/// KW - Early childhood education KW - nature KW - outdoor education KW - species identification KW - species knowledge KW - sustainability KW - sustainable development KW - teacher education PB - Taylor & Francis JF - International Journal of Science Education VL - 42 IS - 2 SP - 310 EP - 328 DO - 10.1080/09500693.2019.1710782 UR - https://doi.org/10.1080/09500693.2019.1710782 L1 - file:///C:/Users/Doctor Sheehama/Downloads/Skarstein, T. H., & Skarstein, F. (2020)..pdf N2 - This study investigates early childhood (EC) student-teachers’ species identification skills and their views on the importance of species knowledge. The study used a mixed methods approach, including a species identification test and a questionnaire, and involved 186 Norwegian EC student-teachers. Our results reveal that species knowledge of first-year students was poor when they entered university. During their first semester, the students learn about common, local species and this knowledge seems to be maintained throughout their studies. The majority of the students had use of species knowledge during their practical training periods in kindergartens and considered species knowledge important for EC teachers as well as for sustainable development. The need for species knowledge was often associated with spontaneously occurring situations initiated by children during nature excursions. The students argued that species knowledge is important for fostering children’s curiosity, increasing their understanding of nature and strengthening their relationship with nature. We hope that this study can illustrate the importance of species knowledge in EC teacher education. It is essential that students acquire both the knowledge and skills to facilitate the variety of learning possibilities that exist in nature and are able to provide children possibilities to learn about the diversity of nature as well as to develop a relationship with it. ER - TY - BOOK T1 - Science Teachers’ Challenging Questions for Encouraging Students to Think and Speak in Novel Ways A1 - Soysal, Yilmaz Y1 - 2024/// KW - Challenging question KW - Classroom discourse KW - Science teacher PB - Springer Netherlands JF - Science and Education VL - 33 IS - 4 SP - 963 EP - 1003 SN - 1119102200 DO - 10.1007/s11191-022-00411-6 UR - https://doi.org/10.1007/s11191-022-00411-6 L1 - file:///C:/Users/Doctor Sheehama/Downloads/Soysal, Y. (2024). Science teachers’.pdf N2 - This study explores science teachers’ questions encouraging students to see and speak about natural phenomena in novel ways. In particular, the teachers’ challenging questions that may be instrumental in persuading students to see and talk about everyday events differently were qualitatively examined. The participants were 22 science teachers. Verbal data were analysed through classroom discourse analysis (coding and quantifying) regarding the type of challenging questions and the orientations of the challenging questions. Eight types of challenging questions occurred by different frequencies were detected: inviting students to make an emergent observation to contradict an uttered proposition, referring to everyday or routine cases to oppose a proposition, inviting students to test a proposition by referring to simple logic, playing devil’s advocate role, prompting students to be internally consistent in idea sharing or challenging by monitoring, referring to alternative points of views to make inconsistencies explicit and public, confirming the impossibility of the proposed idea or requesting for clarifying the possibility of the proposed idea, putting student-led reasoning forward to contradict a proposition. The teachers displayed challenging questions to identify the differences between the students’ and experts’ conceptual tools and ontological commitments. The teacher questions identifying possible differences between the students’ and experts’ thinking and talking regarding the epistemological commitments were not frequently observed. Several recommendations were offered for teacher noticing and teacher professional development. ER - TY - JOUR T1 - Meeting Linnaeus: improving comprehension of biological classification and attitudes to plants using drama in primary science education A1 - Stagg, Bethan C. Y1 - 2020/// KW - Drama KW - arts KW - attitudes KW - plants KW - primary science PB - Routledge JF - Research in Science and Technological Education VL - 38 IS - 3 SP - 253 EP - 271 DO - 10.1080/02635143.2019.1605347 UR - https://doi.org/10.1080/02635143.2019.1605347 L1 - file:///C:/Users/Doctor Sheehama/Music/Stagg.pdf N2 - Background: Children’s interest in science is known to decline around the upper primary age, and botanical topics are unpopular with students. Drama in education has the potential to increase motivation and interest in school science. Purpose: The study examined the impact of immersive drama on knowledge about biological classification and attitudes towards plants. The drama workshop, informed by the life of eighteenth century biologist Linnaeus, included inquiry-based learning with living plants. Sample: Four primary schools in Devon, UK were recruited for the study and a total of 108 students (aged 10–11 years) took part. Design and Methods: A mixed methods approach was adopted. Quantitative analysis of pre- and post-intervention knowledge and attitudinal assessment was combined with qualitative analysis of semi-structured interviews which made use of emerging theme analysis with a priori categories. Results: Pre- and post-intervention tests indicated increases in knowledge as well as positive attitudes towards plants. Questionnaires and interviews identified elements that were particularly beneficial for learning and enjoyment, namely the sensorial experiences with plants, physical drama games, authentic problem-solving activities and the overall participatory nature of the workshop. Conclusions: The drama workshop produced measurable positive gains in learning and attitudes in school science. The participatory aspects of the drama and the experiences with live plants, contributed to the successful outcomes of the study. ER - TY - JOUR T1 - Plants, education and sustainability: rethinking the teaching of botany in school science A1 - Stagg, Bethan C. A1 - Dillon, Justin Y1 - 2023/// PB - Routledge JF - Journal of Biological Education VL - 57 IS - 5 SP - 941 EP - 943 DO - 10.1080/00219266.2023.2264617 UR - https://doi.org/10.1080/00219266.2023.2264617 ER - TY - JOUR T1 - Social learning theories-an important design consideration for geoscience fieldwork A1 - Streule, M. J. A1 - Craig, L. E. Y1 - 2016/// KW - Community of practice KW - Field trips KW - Social learning KW - Undergraduate JF - Journal of Geoscience Education VL - 64 IS - 2 SP - 101 EP - 107 DO - 10.5408/15-119.1 L1 - file:///C:/Users/Doctor Sheehama/Music/Streule.pdf N2 - 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. ER - TY - JOUR T1 - Interventional Study Designs A1 - Thakur, Neha A1 - Shah, Dheeraj Y1 - 2021/// KW - Randomization KW - Randomized controlled trial KW - Research methods KW - Statistics JF - Indian Pediatrics VL - 58 IS - 12 SP - 1171 EP - 1181 DO - 10.1007/s13312-021-2401-5 L1 - file:///C:/Users/Doctor Sheehama/Downloads/Thakur, N., & Shah, D. (2021)..pdf N2 - Interventional studies are specifically designed to evaluate direct impact of therapeutic or preventive measures on outcomes by assigning participants into treatment/intervention or control group. Main types of interventional study designs are: single-arm interventional studies, non-randomized controlled trials, cross-over trials, randomized controlled trials, and cluster randomized trials. Each of these study designs has its own set of advantages and disadvantages, which need to be assessed and reviewed in the design phase of the study to choose the most appropriate design. Purpose of this article is to provide concept and processes of various interventional study designs along with their utility and limitations. ER - TY - JOUR T1 - Observational and interventional study design types; an overview A1 - Thiese, Matthew S. Y1 - 2014/// KW - Epidemiology KW - Observational study KW - Randomized trials KW - Study design KW - Study strengths and weaknesses JF - Biochemia Medica VL - 24 IS - 2 SP - 199 EP - 210 DO - 10.11613/BM.2014.022 L1 - file:///C:/Users/Doctor Sheehama/Downloads/Thiese, M. S. (2014)..pdf N2 - The appropriate choice in study design is essential for the successful execution of biomedical and public health research. There are many study designs to choose from within two broad categories of observational and interventional studies. Each design has its own strengths and weaknesses, and the need to understand these limitations is necessary to arrive at correct study conclusions. Observational study designs, also called epidemiologic study designs, are often retrospective and are used to assess potential causation in exposure- outcome relationships and therefore influence preventive methods. Observational study designs include ecological designs, cross sectional, case-control, case-crossover, retrospective and prospective cohorts. An important subset of observational studies is diagnostic study designs, which evaluate the accuracy of diagnostic procedures and tests as compared to other diagnostic measures. These include diagnostic accuracy designs, diagnostic cohort designs, and diagnostic randomized controlled trials. Interventional studies are often prospective and are specifically tailored to evaluate direct impacts of treatment or preventive measures on disease. Each study design has specific outcome measures that rely on the type and quality of data utilized. Additionally, each study design has potential limitations that are more severe and need to be addressed in the design phase of the study. This manuscript is meant to provide an overview of study design types, strengths and weaknesses of common observational and interventional study designs. © Croatian Society of Medical Biochemistry and Laboratory Medicine. ER - TY - JOUR T1 - Green Schoolyards as Outdoor Learning Environments: Barriers and Solutions as Experienced by Primary School Teachers A1 - van Dijk-Wesselius, Janke E. A1 - van den Berg, Agnes E. A1 - Maas, Jolanda A1 - Hovinga, Dieuwke Y1 - 2020/// KW - collaborative action research KW - experiential learning KW - outdoor learning KW - reflective experiences schoolyard greening KW - teacher training JF - Frontiers in Psychology VL - 10 IS - January SP - 1 EP - 16 DO - 10.3389/fpsyg.2019.02919 L1 - file:///C:/Users/Doctor Sheehama/Downloads/van Dijk-Wesselius, J. E., Van den Berg, A. E., Maas, J., & Hovinga, D. (2020)..pdf N2 - With a growing number of primary schools around the globe greening their schoolyards, opportunities arise to realize outdoor learning in natural areas on the school’s premises. Despite their promising potential, green schoolyards as outdoor learning environments remain mostly unintegrated in teachers’ educational practices. In the current study, teachers of five primary schools in Netherlands were followed for two consecutive years during a participatory action research project. Based on their experiences in this project, teachers identified barriers when integrating the green schoolyard as a learning environment and found practice-based solutions to overcome these barriers. Across schools, a total of 20 meetings were organized, with 75 teachers participating in the project. Results revealed four broad themes encompassing barriers and solutions. Teachers feel hindered by outdoor learning having no formal status in their current educational practice, experience barriers related to a lack of confidence in their own outdoor teaching expertise, find it difficult to get started, and experience barriers related to physical constraints. Teachers, professionals, and researchers together found solutions to overcome each specific barrier. These solutions can be translated to general recommendations: just do it, get educated and inspired, engage in real-life experiences, get an outdoor pedagogical mindset, and follow a tailored process. The findings can be used by primary schools and other institutions to develop interventions that support teachers to further integrate the green schoolyard as a learning environment. ER - TY - JOUR T1 - A research on reading model of interactive children picture book application based on the theory of "zone of proximal development" A1 - Yu, Yong Hai A1 - Hu, Yan Ni A1 - Zhang, Jin Song Y1 - 2013/// KW - Interaction design KW - Interactive picture book KW - Reading model KW - Touch screen application KW - Zone of proximal development JF - Applied Mechanics and Materials VL - 411-414 IS - 4 SP - 2952 EP - 2956 SN - 9783037858646 DO - 10.4028/www.scientific.net/AMM.411-414.2952 L1 - file:///C:/Users/Doctor Sheehama/Downloads/Sabani2010.pdf N2 - The cultivation of early reading skills of children promotes the development of children's language, thinking, emotion and intelligence, and exerts profound influence on future studying. In this paper, the priority is given to study of innovation of the reading model in interactive picture book application. The existing major four reading models were analyzed in this paper. Based on the theory of "zone of proximal development (ZPD)", a brand new framework of layered reading model was proposed. It is of great significance to the design and development of electronic products of early reading skills of children. © (2013) Trans Tech Publications, Switzerland. ER -