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Scientific research exploring ocean acidification has grown significantly in past decades. However, little science education research has investigated the extent to which undergraduate science students understand this topic. Of all undergraduate students, one might predict science students to be best able to understand ocean acidification. What conceptions and misconceptions of ocean acidification do these students hold? How does their awareness and knowledge compare across disciplines? Undergraduate biology, chemistry/biochemistry, and environmental studies students, and science faculty for comparison, were assessed on their awareness and understanding. Results revealed low awareness and understanding of ocean acidification among students compared with faculty. Compared with biology or chemistry/biochemistry students, more environmental studies students demonstrated awareness of ocean acidification and identified the key role of carbon dioxide. Novel misconceptions were also identified. These findings raise the question of whether undergraduate science students are prepared to navigate socioenvironmental issues such as ocean acidification. 相似文献
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Lippmann Marie Danielson Robert W. Schwartz Neil H. Körndle Hermann Narciss Susanne 《Metacognition and Learning》2021,16(1):233-253
Metacognition and Learning - This investigation examines the effects of keyword tasks (Immediate vs. Delayed) on metacognitive monitoring, study regulation, and recall in multi-step learning tasks,... 相似文献
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Robert Danielson 《Library Collections, Acquisitions, and Technical Services》2012,36(3-4):84-96
With a growing interest in evaluating the effectiveness of libraries, it is increasingly important that libraries find efficient ways to evaluate the collection development and acquisitions process. This requires a dual approach to explore both what was collected and actually used and also what was not collected which should have been. This study presents a way that both of these areas can be studied for smaller academic libraries and suggests ways these results can be interpreted and used to reallocate scarce budgetary resources or provide evidence for more funds for further developing the collection. 相似文献
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Megan Degenstein Jodi Tangen Jessica Danielson 《Counselor Education & Supervision》2023,62(4):410-422
Clinical supervisors should be culturally competent working with transgender or gender expansive (TGE) counselors-in-training; however, minimal research exists regarding TGE counselors’ experiences in supervision. This interpretative phenomenological analysis study explored the supervision experiences of five TGE counselors-in-training. Findings revealed four super-ordinate themes and two sub-themes, and implications are discussed. 相似文献