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Females; Introductory Courses; Required Courses; Education Courses; Student Reaction; Educational Philosophy; Womens Studies; Controversial Issues (Course Content); Gender Issues; Preservation; Information Retrieval

Abstract:
Reclamation work denotes the process of uncovering the lost contributions of women to the philosophy of education, analyzing their works, making them accessible to a larger audience, and (re)introducing them to the historical record and canon. Since the 1970s, scholars have been engaged in the reclamation work, thus making available to students, professors, and researchers a rich and varied perspective for tracing the evolution of educational thought. This article shares the responses of undergraduate and graduate students to discussing the reclamation work and canonical formation in their Philosophy of Education course. Two of the benefits most commonly cited by students involve learning a fuller, more accurate picture of history and ameliorating contemporary gender inequity. We assert that the traditional canon and syllabi for Philosophy of Education and Social Foundation courses could be enriched through the inclusion of works that trace the tradition of women's intellectual thought. (Contains 7 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Scientific Methodology; Research Design; Predictor Variables; Pretests Posttests; Control Groups; Experimental Groups; Instructional Effectiveness; Identification; Biology; Scaffolding (Teaching Technique); Introductory Courses; Inquiry; Research Skills; Science Instruction; Science Laboratories; Laboratory Experiments; Comparative Analysis

Abstract:
Implementation of a guided-inquiry lab in introductory biology classes, along with scaffolded instruction, improved students' understanding of the scientific method, their ability to design an experiment, and their identification of experimental variables. Pre- and postassessments from experimental versus control sections over three semesters showed that most students improved in their understanding of the scientific method and experimental design skills. Students exhibited improvement in their ability to create hypotheses and correctly identify controls and dependent variables. However, students in both groups struggled with the identification of independent variable and controlled variables. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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School Holding Power; Experimental Groups; Higher Education; Introductory Courses; Persistence; Graduation; Graduation Rate; Teacher Student Relationship; College Entrance Examinations; Values; Multivariate Analysis; Scores; Academic Achievement; Self Efficacy; Learner Engagement; Regression (Statistics)

Abstract:
The researchers examined the effect of a course, Introduction to Life Calling (LDR150), on retention and persistence to graduation at a private, Midwestern university. The course emphasizes self-assessment, student-faculty engagement, personal values, and the student's developing sense of Life Calling. The subjects consisted of 3338 students who entered the university between fall 2001 and fall 2005, including 638 course participants who composed the experimental group. A significant relationship was observed between course participation and graduating status. Multivariate analysis suggests that the relationship between the course and graduation is small, relative to the effect of SAT and ACT scores. The findings are discussed in light of the many factors that commingle with student retention and graduation in higher education. A well-rounded introductory course such as LDR150 may represent another valuable resource for students and universities in the pursuit of student success. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Environment; Curriculum Development; High School Students; Student Attitudes; Biology; Science Interests; Science Laboratories; Scientific Attitudes; Science Instruction; Gifted; High Achievement; Age Differences; Introductory Courses; Elective Courses; Correlation; Comparative Analysis; Structural Equation Models

Abstract:
Science laboratory learning has been lauded for decades for its role in fostering positive student attitudes about science and developing students' interest in science and ability to use equipment. An expanding body of research has demonstrated the significant influence of laboratory environment on student learning. Further research has demonstrated differences in student perceptions based on giftedness. To explore the relationship between giftedness and students' perceptions of their learning environment, we examined students' perceptions of their laboratory learning environment in biology courses, including courses designated for high-achieving versus regular-achieving students. In addition, to explore the relationship between students' perceptions and the extent of their experience with laboratory learning in a particular discipline, we examined students' perceptions of their laboratory learning environment in first-year biology courses versus elective biology courses that require first-year biology as a prerequisite. We found that students in high-achieving courses had a more favourable perception of all aspects of their learning environment when compared with students in regular courses. In addition, student perceptions of their laboratory appeared to be influenced by the extent of their experience in learning science. Perceptions were consistent amongst regular- and high-achieving students regardless of grade level. In addition, perceptions of students in first year and beyond were consistent regardless of grade level. These findings have critical applications in curriculum development as well as in the classroom. Teachers can use student perceptions of their learning environment to emphasize critical pedagogical approaches and modify other areas that enable enhancement of the science laboratory learning environment. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Preservice Teacher Education; Cooperation; Foundations of Education; Social Structure; Social Change; Standards; Introductory Courses; Educational Assessment; Undergraduate Students; Preservice Teachers

Abstract:
In this article, I explore teaching with a social foundations perspective in the unusual place of an "Introduction to Assessment" course for second-year, undergraduate, teacher candidates. By bringing the work of three candidates together with the four concerns of the proposed third edition of the "Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies"--P-12 students; professional educators; democratic educational practices; and research, policy, and advocacy--I argue for the possibility of alliance among educators through engagement of the interpretive, normative, and critical perspectives. Alliance did not emerge in the work of the three candidates--instead the "Standards," as embodied in my teaching, furthered the dominance of the modern myths of progress and individualism. I propose however, that the addition of an alliance perspective to the three existing social foundations perspectives upon which the "Standards" rely might better allow for work within and across the concerns delineated in the "Standards." (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Writing Instruction; Writing Skills; Undergraduate Students; College Libraries; Social Networks; Web 2.0 Technologies; Critical Thinking; Writing Assignments; Introductory Courses; Teaching Methods; Educational Strategies; Social Capital; Performance Factors; Writing Improvement; Electronic Publishing; Learner Engagement

Abstract:
Undergraduates' use of social networking sites has been well documented in both the popular press and in academic publications. Research suggests that students spend, on average, 30 minutes a day engaged in a predictable routine of social networking. Correspondingly, on the first author's previous campus, she had frequently observed many of the students in her own introductory writing class spending time in the Highlands College library enthusiastically communicating on Facebook. In this article, the first author harnesses her Highlands College students' enthusiasm for social networking to increase their feelings of connectedness and improve critical thinking and writing skills through Facebook assignments. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Music; Mechanics (Physics); Energy Conservation; Optics; Introductory Courses; Science Instruction; Geometry; Scientific Concepts; Acoustics; Scientific Principles; Teaching Methods; Interdisciplinary Approach; Physics

Abstract:
Much of the mathematical reasoning employed in the typical introductory physics course can be traced to Pythagorean roots planted over two thousand years ago. Besides obvious examples involving the Pythagorean theorem, I draw attention to standard physics problems and derivations which often unknowingly rely upon the Pythagoreans' work on proportion, music, geometry, harmony, the golden ratio, and cosmology. Examples are drawn from mechanics, electricity, sound, optics, energy conservation and relativity. An awareness of the primary sources of the mathematical techniques employed in the physics classroom could especially benefit students and educators at schools which encourage integration of their various courses in history, science, philosophy, and the arts. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Feedback (Response); Comparative Analysis; Tests; Student Attitudes; Scores; Peer Relationship; Social Status; Academic Achievement; College Students; Psychology; Introductory Courses

Abstract:
Past research shows that people use local social comparison information more than general social comparison information when both are given (Zell & Alicke, 2010). The present studies examined the extent to which people seek local comparisons when they have already received general comparison information. In Study 1, students received their exam grades and were either told or not told the average score. In Study 2, laboratory participants received feedback indicating favorable, unfavorable, or no information about general standing. Both studies showed that participants were more interested in local comparison with peers when they lacked information about general standing. (Contains 1 table and 1 endnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Introductory Courses; Energy; Magnets; Science Instruction; Secondary School Science; Physics; Scientific Concepts; Equations (Mathematics)

Abstract:
We show how the concept of the magnetic dipole moment can be introduced in the same way as the concept of the electric dipole moment in introductory courses on electromagnetism. Considering a localized steady current distribution, we make a Taylor expansion directly in the Biot-Savart law to obtain, explicitly, the dominant contribution of the magnetic field at distant points, identifying the magnetic dipole moment of the distribution. We also present a simple but general demonstration of the torque exerted by a uniform magnetic field on a current loop of general form, not necessarily planar. For pedagogical reasons we start by reviewing briefly the concept of the electric dipole moment. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Majors (Students); Introductory Courses; Geometric Concepts; Optics; Science Instruction; Physics; Scientific Principles; College Science; Equations (Mathematics)

Abstract:
Light rays emerge from an object in all directions. In introductory texts, three "special" rays are selected to draw the image produced by lenses and mirrors. This presentation may suggest to students that these three rays are necessary for the formation of an image. We discuss that the three rays attain their "special status" from the geometric solution of the equation of a hyperbola x[superscript -1] + y[superscript -1] = c[superscript -1] (mirror/lens equation). The material is suitable for use in introductory courses for science majors. (Contains 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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