ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relation between Preschoolers&apos; Cognitive Distraction Strategies and Problem Behaviors: Social Skills as a Mediator and Delay of Gratification as a Moderator
Author: Tutkun, Cansu
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Children,Interpersonal Competence,Behavior Problems,Foreign Countries,Delay of Gratification,Psychological Needs,Cognitive Measurement,Goal Orientation,Academic Achievement,Preschool Education

This study aims to investigate the relation between preschoolers' social skills as a mediator and delay of gratification as a moderator, and their cognitive distraction strategies and problem behaviors. The participants of this study were 100 randomly selected preschoolers aged 3 to 5 years, who were attending a private preschool in Ankara, the capital of Turkey. Data was obtained through Marshmallow Test to evaluate cognitive distraction strategies with regard to delay of gratification, and the Social Skills Improvement System Rating Scales (SSIR-RS) to assess the preschoolers' social skills and problem behaviors. The obtained data was analyzed with correlation analysis and mediator variable analysis. The findings revealed that preschoolers' cognitive distraction strategies, social skills, and problem behaviors are significantly correlated. Besides, as problem behaviors of the preschoolers increased, their use of social skills and cognitive distraction strategies decreased. Furthermore, it was determined that cognitive distraction strategies were a significant predictor of problem behaviors. Finally, it was concluded that social skills had a mediating role in the relationship between preschoolers' cognitive distraction strategies and their problem behaviors. These findings highlight possible interventions to boost children's development by enhancing their social skills and cognitive distraction strategies, as well as reducing problem behaviors.
Developing Reflective Competence in Preservice Teachers by Analysing Textbook Lessons: The Case of Proportionality
Author: Navarro, María Burgos
Date: 2022-00-00
Type: Journal Articles
Subjects: Reflective Teaching,Teacher Effectiveness,Mathematics Instruction,Lesson Plans,Decision Making,Preservice Teachers,Teacher Education Programs,Textbooks,Student Attitudes,Evaluation Criteria,Teaching Methods,Teacher Competencies,Elementary School Teachers,Instructional Design,Mathematical Concepts,Foreign Countries

Teachers must often analyze and select the educational resources they consider relevant for their students, being textbooks one of the curricular materials of preferential use. A textbook lesson shows the instructional process planned by the author to promote the learning of a given content by potential students, so it is essential that the teacher is competent to analyze and assess what happens in this process. Reflection on the relevance of a lesson provides didactic-mathematical knowledge to guide the teacher in making decisions about the management of the text. This paper describes the design, implementation, and results of a training action with 45 preservice teachers, oriented to the development of reflective competence through the analysis of the didactic suitability of a lesson on direct proportionality. In the initial evaluations of the lesson made by the preservice teachers, we found some features of didactic suitability indicators in different components. However, the reflections elaborated by the participants are vague or ambiguous. The results of the implementation show an evolution in reflective competence on the part of most of the preservice teachers, who were able to make a detailed assessment by correctly applying suitability criteria, mainly in the cognitive-affective and instructional dimensions. The participants recognise the importance of the training received to guide their reflection on teaching practice, which they need to complement with content-specific didactic-mathematical knowledge to achieve adequate competence in analysing instructional resources.
Tapis Patterns in the Context of Ethnomathematics to Assess Students&apos; Creative Thinking in Mathematics: A Rasch Measurement
Author: Suherman, Suherman
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Creative Thinking,Ethnology,Cultural Influences,Geometry,Foreign Countries,Item Response Theory,Geometric Concepts,Culturally Relevant Education,Rural Schools,Urban Schools,Cultural Context,Mathematics Instruction

Mathematics is employed in cultural activities in traditional and nontraditional societies. Ethnomathematics refers to mathematical ideas integrated into a culture. The culture can be used as a transformation effort to explore mathematical concepts in order to bring the mathematics closer to the reality and understanding of its people. Moreover, culture can be used as a groundwork for school mathematics. This study investigated ethnomathematics as geometry context illustrations of the patterns of Tapis Lampung in Indonesia. With an ethnographic approach and Rasch measurement that is to measure of persons and items on the same scale, this research is a quantitative study. Data were collected through test and documentation with tapis pattern results. It was discovered that the designs of the Tapis Lampung include geometric concepts that can be expressed as translations, rotations, reflections, and dilations. Moreover, students have different results of the creative thinking in mathematics. Each Tapis pattern also includes local values (i.e. sacred values, social stratification, history and understanding, creativity, inclusiveness, and economic value). Tapis Lampung can be used to disseminate and inform the world about Indonesian local wisdom and potentially as a source of contextual mathematics in rural schools and urban areas.
The Development of Inquiry-Based Teaching Materials for Basic Algebra Courses: Integration with Guided Note-Taking Learning Models
Author: Pratiwi, Merina
Date: 2022-00-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Material Development,Algebra,Mathematics Instruction,Mathematics Teachers,Validity,Teaching Methods,Outcomes of Education,Notetaking,Models,Instructional Effectiveness,Educational Technology,Needs Assessment,Undergraduate Students,Foreign Countries

This study induced the students to be more active and able to design discovery activities so that they can communicate the material's concepts well. Students can use their activities to find a solution to problems with inquiry-based learning materials that were supplemented with a guided note-taking model. For this reason, a valid, practical, and effective inquiry-based learning device with a guided note-taking learning model in Basic Algebra courses is required. This study aimed to develop inquiry-based learning tools with a guided note for Basic Algebra courses that are valid, effective, and practical. The development model used in the study was the instructional development institute (IDI). The data sources were three Basic Algebra lecturers, seven small trial students, and 38 students in a large trial class. The validation of the developed learning device involved experts in mathematics, language, educational technology, and peers. The validity values of the developed learning devices were 80.97 and 78.61 with a highly valid category. The practicality value for the module was 90.33 or very practical. The student learning outcomes were improved with a gain score of 0.40 or moderate category. This study produced valid, practical, and effective inquiry-based learning tools with guided note-taking learning models for basic algebra courses.
Generation(al) Matters: Story, Lens, and Tone
Author: Phelps, Louise Wetherbee
Date: 2022-00-00
Type: Journal Articles
Subjects: Writing (Composition),Writing Processes,Writing Research,Rhetoric,Scholarship,Generational Differences,Intergroup Relations

When pondering how to contribute to this special issue, the author was startled to realize that their career, the journal's history, and the development of the discipline--rhetoric and composition/writing studies (RCWS)--had run in parallel for 50 years. This essay tells a story of how &quot;generation&quot; came to matter in rhetoric and composition/writing studies; analyzes and advocates for &quot;generation&quot; as a lens through which to examine disciplinary studies and activities; and considers how people can productively engage in generational relations between individuals and groups. It adopts a framework of &quot;hospitality&quot; (adapted from Richard and Janis Haswell) to develop a concept of &quot;cross-generational relations&quot; as an aspirational category. An ethic of hospitality is proposed to facilitate respectful, productive relations among generational groups, which recognize and enact interdependence but allow for a wide range of stances and strategies of interaction in action and scholarly discourse.
AI-Based Text Generation and the Social Construction of &quot;Fraudulent Authorship&quot;: A Revisitation
Author: Anson, Chris M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Plagiarism,Artificial Intelligence,Natural Language Processing,Writing Assignments,Writing Evaluation,Definitions,Identification,Automation

Student plagiarism has challenged educators for decades, with heightened paranoia following the advent of the Internet in the 1980's and ready access to easily copied text. But plagiarism will look like child's play next to new developments in AI-based natural-language processing (NLP) systems that increasingly appear to &quot;write&quot; as effectively as humans. How people theorize and contextualize these developments will guide the way to meet their challenges in all courses where writing is assigned and evaluated In this article, the author first revisits an article they wrote for Composition Studies in 2011, &quot;Fraudulent Practices: Academic Misrepresentations of Plagiarism in the Name of Good Pedagogy&quot; (EJ960936). In that article, the author argued that what counts as plagiarism in some contexts occurs with impunity across a wide range of published material. This is because definitions of plagiarism are socially constructed and tied to context-sensitive cycles of reward for the production--and therefore the ownership--of certain kinds of texts. Helping students to understand plagiarism means showing them these contextually-specific constructs of text ownership, rather than assuming that any unattributed text, published anywhere, in any form, constitutes plagiarism. The author then turns to AI-based NLP systems. Teachers who learn what these systems can do usually respond with the same hand-wringing and defensive posture triggered by concerns about student plagiarism. But a social-practices interpretation again breaks open the systems' perceived threats and reveals a more nuanced and contextual approach to their challenges--and their potential acceptance and use--alongside writing produced by humans.
The Comparison of Distance Physics Education Applications and Practices and Determining the Problems
Author: Kumas, Ahmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Distance Education,High Schools,School Closing,COVID-19,Pandemics,Physics,Lecture Method,Videoconferencing,Audiovisual Instruction,Educational Television,Access to Computers,Barriers,Educational Technology,Foreign Countries,Synchronous Communication

In this research, we studied distance education practices in high schools which were closed by the Turkish Ministry of National Education (MNE) due to the COVID 19 pandemic and evaluated comparatively within the scope of the physics course. In this context, a comparative evaluation has been made by examining live lecture applications on television (EBA TV), remote live lessons (EBA live lessons), and another internet application (Zoom). The research covered a 13-week period starting with the interruption of the face-toface education on March 16, 2020, until June 12, 2020. This research included six physics teachers, 15 science teachers, 20 parents of high school students, and 1.275 students in three different Anatolian high schools and four middle schools in Trabzon. In this study, we used the scanning model. The collected data were analyzed by calculating weekly average follow-up values and percentage values. At the end of this research, it was determined that the viewership of the physics lessons on EBA TV in the 1st weeks of distance education was 89% and that the viewership of EBA TV decreased considerably as the process continued. On the other hand, in online education applications and practices, it is seen that there were important problems arising from the lack of technological appliances, family situations, assessment, and evaluation. As a result of this study, we present proposed solutions for these problems.
Examination of Physical Education and Sports Teacher Candidates&apos; Views on Combat Sports
Author: Taskin, Cüneyt
Date: 2022-09-00
Type: Journal Articles
Subjects: Physical Education,Athletics,Preservice Teachers,Student Attitudes,Foreign Countries,Gender Differences,Student Characteristics

This study aims to examine the opinions of prospective teachers studying at the faculty of sports sciences about combat sports according to various variables. For this purpose, the &quot;Attitude Scale towards Fighting Sports&quot; created by Kayapinar et al. in 2016 was used. The population of the research consists of 1330 students studying at Trakya University Kirkpinar Faculty of Sports Sciences. The confidence interval of the study was considered 95% (p &lt; 0.05). A total of 343 teacher candidates were reached by random sampling method. According to the &quot;gender and training year&quot; variables of the sample group, the scores they got from the Attitude Scale towards Fighting Sports were analyzed using the SPSS 25.0 package program. The normality distributions of the data were examined by examining the kurtosis and skewness values. Cronbach Alpha value was used in the reliability calculation of the dimensions. The Mann-Whitney U test was used to analyze the &quot;gender&quot; variable, one of the independent variables of the research, and the Kruskal-Wallis test for the &quot;training year&quot; variable. Rosenthal formula (r=Z/[square root]N) was used to calculate the effect size of the meaningful results obtained with the test statistics. The effect sizes of the tests with statistically significant difference (p &lt; 0.05) were calculated. As a result, significant difference was found in the &quot;satisfaction&quot; sub-dimension of the research scale according to the gender variable, and in the pleasure, incentive and all scale dimensions according to the athlete's background (p &lt; 0.05).
Curriculum to Enhance Life Skills and Personal Growth among COVID-19 Pandemic Situation
Author: Chano, Jiraporn
Date: 2022-00-00
Type: Journal Articles
Subjects: Daily Living Skills,Individual Development,Competence,Curriculum Development,COVID-19,Pandemics,Elementary School Students,Student Educational Objectives,Problem Solving,Communication (Thought Transfer),Emotional Development,Foreign Countries

Life skills and personal growth in education are crucial skills and students' core competencies to learn in this modern world. The objectives of this research were (1) to study the guidelines for developing life skills and personal growth, (2) to develop a curriculum to enhance life skills and personal growth in the situation of the coronavirus disease 2019 pandemic (3) to study the results of implementing the curriculum to enhance life skills and personal growth. The participants were 39 primary school students from a small school in Mahasarakham province. The research tools included the curriculum for enhancing life skills and personal growth, managing learning, and an observation form on life skills behavior and personal growth. The results of the study showed that (1) guidelines for developing learner competency at the basic education level on life skills and personal growth; (2) a curriculum to enhance life skills and personal growth consists of the background of the curriculum, course objectives, content arrangement, activities, measurement, and evaluation for elementary school students in the situation of the coronavirus disease 2019. The content consists of learning about the pandemic, making alcohol gel, creative problem solving, positive communication, media use, and emotional control; (3) the learners who received training from the curriculum to enhance their life skills and their own prosperity have a level of practice in life skills and personal growth at a high level. It could be stated that enhancing life skills and personal growth should encourage students in their learning development.
A Proposal for Performance-Based Assessment of the Learning of Machine Learning Concepts and Practices in K-12
Author: Gresse Von Wangenheim, Christiane
Date: 2022-00-00
Type: Journal Articles
Subjects: Performance Based Assessment,Artificial Intelligence,Learning Processes,Scoring Rubrics,Concept Formation,Classification,Student Evaluation,Intelligent Tutoring Systems,Research Reports,Teaching Methods,Educational Objectives,Middle School Students,High School Students,Interrater Reliability,Computer Science Education,Kindergarten,Elementary Secondary Education

Although Machine Learning (ML) is used already in our daily lives, few are familiar with the technology. This poses new challenges for students to understand ML, its potential, and limitations as well as to empower them to become creators of intelligent solutions. To effectively guide the learning of ML, this article proposes a scoring rubric for the performance-based assessment of the learning of concepts and practices regarding image classification with artificial neural networks in K-12. The assessment is based on the examination of student-created artifacts as a part of open-ended applications on the use stage of the Use-Modify-Create cycle. An initial evaluation of the scoring rubric through an expert panel demonstrates its internal consistency as well as its correctness and relevance. Providing a first step for the assessment of concepts on image recognition, the results may support the progress of learning ML by providing feedback to students and teachers.
Assessment of Computational Thinking -- A Croatian Evidence-Centered Design Model
Author: Bubica, Nikolina
Date: 2022-00-00
Type: Journal Articles
Subjects: Thinking Skills,Foreign Countries,Information Science Education,Computer Science Education,Outcomes of Education,Evidence Based Practice,Middle School Students,Factor Analysis,Concept Formation,Algorithms,Tests,Programming Languages,Gender Differences,Student Attitudes,Teacher Attitudes,Evaluation Methods

The new Croatian Informatics curriculum, which introduces computational thinking concepts into learning outcomes has been put into practice. A computational thinking assessment model reflecting the learning outcomes of the Croatian curriculum was created using an evidence-centered design approach. The possibility of assessing the computational thinking concepts, abstraction, decomposition, and algorithmic thinking, in an actual classroom situation and examples of such assessment is increasingly coming to the forefront of computer science educational research. Precisely for that purpose, the research was conducted. Research data are collected through the test and questionnaire of 407 pupils (10 middle schools, age 12), analysed by exploratory factor analysis and non-parametric tests. Results showed that the presented model was suitable to assess the understanding of the concepts of abstraction and algorithmic thinking, independently of the previous experience with programming languages and pupil's gender, while assessment of decomposition needs more work and improvement, some recommendations are provided. Also, it received positive feedback from pupils and teachers what implicated that such an assessment model could help teachers in building a real-time measurement instrument.
Snapshot of Computational Thinking in Turkey: A Critique of 2019 Bebras Challenge
Author: Kalelioglu, Filiz
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computation,Thinking Skills,Problem Solving,Technology Uses in Education,Information Science,Item Analysis,Grade Point Average,Learning Management Systems,Learning Activities,Elementary School Students,Secondary School Students,Test Items,Difficulty Level,Algorithms

This study aims to provide a deeper understanding about the Bebras tasks, which is one of the computational thinking (CT) unplugged activities, in terms of age level, task category, and CT skills. Explanatory sequential mixed method was adopted in the study in order to collect data according to the research questions. The participants of the study were 113,653 school students from different age levels. Anonymous data was collected electronically from the Turkey 2019 Bebras challenge. Factor analysis was employed to reveal the construct validity to determine how accurately the tool measured the abstract psychological characteristics of the participants. In addition, the item discrimination index was calculated to measure how discriminating the items in the challenge were. Qualitative data gathered through the national Bebras workshop was analysed according to content analysis. The findings highlighted some interesting points about the implications of the Bebras Challenge for Turkey, which are discussed in detail. Furthermore, common problems of Bebras tasks are identified and possible suggestions for improvement are listed.
Exploring Academic Procrastination: Perceptions, Self-Regulation, and Consequences
Author: Shaked, Lea
Date: 2022-00-00
Type: Journal Articles
Subjects: Time Management,Student Attitudes,Self Control,Foreign Countries,Graduate Students,Masters Theses,Student Behavior,Difficulty Level,Academic Achievement,Self Concept

This qualitative study examines academic procrastination among Israeli Master of Education students writing their theses. The majority of the the participants (80% of the 145) reported behaving differently on this task than on other assignments. One of the primary factors influencing procrastination derives from the complexity of the assignment. Considering the research literature describes tight relationships between academic procrastination and academic achievement, one surprising finding concerns the fact that respondents saw no relationship between their procrastination and their final grade. A gap was found between students' self-perception and their actual performance. Approximately 75% of the students perceive themselves as academic procrastinators, but in actuality nearly half of them completed the assignment on time. The starting date was found to be significant. Students who immediately began work upon receiving the assignment strongly tended to submit it on time. Students who did not begin early completed the project later than the scheduled date, if at all.