ethanporcaro/eric-fulltext-meta huggingface dataset:
Beginning Student Teachers&apos; Professional Identity
Author: Steinbeiss, Gregor
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Teachers,Professional Identity,College Freshmen,Foreign Countries,Student Attitudes,Teacher Education,Secondary School Teachers,Teacher Characteristics,Teacher Student Relationship,Teacher Effectiveness,Teaching Conditions

This article investigates teachers' professional identity of beginning first-year students through their beliefs about being a teacher. The presented study focuses on Austrian teacher students' (N=18) conceptions of becoming a professional; what convictions student teachers reflect on, which professional identity emerges and what synthesis of a professional teacher identity position can be portrayed at the beginning of teacher education. Through inductively driven content analysis all statements (N=401) have been combined, and a unified synthesis of a beginning student teachers' professional identity was formed. Three main categories were found: the &quot;ideal&quot; teacher, &quot;good&quot; teaching, and the &quot;optimal&quot; working environment. The results showed a highly idealistic view of being a teacher. The majority of statements referred to teaching from a pupil-centered perspective by strongly emphasising personality traits, student-teacher relationships, and teachers' professional knowledge. Based on the results, the role of professional identity in Austrian's teacher education is discussed, and further implementations in research are recommended. [This paper was presented at the TDID Doctoral Students' Conference, 14-16 May 2020.]
Brainstorming and Modern Teaching Strategies in Preschool Education
Author: Babu?, Teodora-Mirela
Date: 2021-00-00
Type: Journal Articles
Subjects: Brainstorming,Teaching Methods,Preschool Education,Cooperative Learning,Kindergarten,Problem Solving,Group Dynamics,Gender Differences,Communication Skills

The paper proposes in the first part a brief overview of teaching strategies, as flexible and operational approaches to action (which can be modified, reformed, changed). Among modern teaching strategies, an important place is occupied by interactive strategies which act beneficially in pedagogical processes, offering the possibility of productive, participatory learning from the actors involved, with opportunities for effective communication and cooperation. Interactive teaching strategies based on the use of interactive group methods and techniques, also aim to promote an optimal atmosphere of self-confidence and mutual respect. The second part of the paper presents an experimental research about the use of the brainstorming method, in kindergarten, as an illustration of interactive strategies. The results show that the brainstorming method can be successfully applied to improve the ability to work in a team, to tolerate the opinion of a colleague, to improve communication and sociability. [This paper was presented at the TDID Doctoral Students' Conference, 14-16 May 2020.]
Determination of 5th-Grade Students Strategies in Comparing Fractions
Author: Erol, Mustafa
Date: 2021-00-00
Type: Journal Articles
Subjects: Grade 5,Fractions,Mathematics Instruction,Mathematical Logic,Mathematics Skills,Mathematical Concepts,Elementary School Students,Elementary School Mathematics,Foreign Countries,Cognitive Processes

The aim of this study is revealing the strategies used by 5th-grade students in comparing fractions. In line with this purpose the study is based on qualitative research. Participants of the study conducted with convenient sampling method are seventy 5th-grade students. The students have been asked six questions which necessitate comparison of fraction pairs, considering the sample questions included in mathematics textbook within the limitations of 5th-grade gains on fractions. In addition, for the purpose of revealing the strategies of students in comparing fractions in more detail, face-to-face interviews are held with ten students. The students interviewed have been selected from among those who use different strategies, apply the rules and make faulty reasoning. In order to ensure the validity and reliability of the research, research data are checked by another researcher and similar themes and categories to the ones found by the researcher are reached. Collected data are analyzed by using content analysis and the strategies that the students use in comparing fractions are tried to be determined. As a result of the analyses, it is seen that students mostly prefer &quot;Applying the Rules&quot; where they use procedural information. It is determined that the number of students who prefer &quot;Strategy Development and Discovery&quot; which require conceptual comprehension is less than others. The findings show that consideration of conceptual and procedural comprehension in comparing fractions and not imposing rules on students and ensuring the students reach the rule is important. [This work was presented as an oral presentation at the international primary school teaching symposium (USOS-2018, Ankara).]
Scenario Planning for Resilient Agricultural Systems: A Process for Engaging Controversy
Author: Powers, Crystal A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Agricultural Occupations,Climate,Change,Beliefs,Vignettes,Extension Education,Agricultural Production,Cooperative Planning,Extension Agents

Resiliency to weather extremes is already a part of farming in the Northern Plains, but now climate change is adding new uncertainties. Engaging farmers on this often controversial topic can be challenging given the wide range of beliefs farmers hold about climate change. Scenario planning provides a framework for Extension and agricultural system stakeholders to come together using the latest climate science to discover robust adaptive management options, prioritize Extension programming needs, and provide an open forum for starting the discussion. [The scenario planning program was a joint project between Nebraska Extension and South Dakota State University Extension with funding provided by the USDA Northern Plains Climate Hub.]
Hydrobots, an Underwater Robotics STEM Project: Introduction of Engineering Design Process in Secondary Education
Author: Bampasidis, Georgios
Date: 2021-00-00
Type: Journal Articles
Subjects: Robotics,Engineering Education,STEM Education,Foreign Countries,Teamwork,Teaching Methods,Design,Vocational High Schools,Marine Education,Student Attitudes,Thinking Skills,Positive Attitudes,Student Projects,Career Choice,Instructional Innovation,High School Students

This paper presents the project Hydrobots, which the Eugenides Foundation has run in Greek secondary education schools since 2012. It is based on the MIT's Sea Perch project and more than 300 student teams got involved and built successfully an underwater remotely operated vehicle. The formal Greek education system lacks large-scale STEM-related activities, despite the growing demand for qualified scientists and engineers. The project serves as a great introduction to STEM disciplines through robotics, by applying the Engineering Design Process (EDP). It creates a friendly learning environment, students learn important issues of school curriculum, develop STEM skills and competences as well as transversal skills. The project continues after the vehicle construction. Teams from vocational high schools are more focused on modifying it, while the rest teams usually use the robot for scientific experimentation in marine environments. A large number of the teams upgrade the vehicle by adding a sensor module, the Hydrosensor, provided by the Foundation too, and in some cases they improve this prototype even more. The teams, which conduct experiments with their robot, follow a specific procedure. We also present the results of a large survey among the participants, students and teachers, who evaluated the achievement of project learning objectives. The majority of the teams reported that the project has contributed to their positive attitude towards Science and Technology, improved their performance and developed their transversal skills. Almost all the responders illustrate an enthusiastic reception of the project from the students and the school community that affected the students career perspective. The project Hydrobots seems an ideal STEM tool for those teachers in Greece who desire to be more effective through innovation, while the involved students become familiar with STEM key aspects and the engineering thinking.
Methods Course for Primary Level STEM Preservice Teachers: Constructing Integrated STEM Teaching
Author: Pimthong, Pattamaporn
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary Education,STEM Education,Preservice Teacher Education,Preservice Teachers,Undergraduate Students,Methods Courses,Interdisciplinary Approach,Pedagogical Content Knowledge,Curriculum Development,Foreign Countries

A STEM methods course was developed for undergraduate preservice teachers at the faculty of education. The course model design had three phases: 1) review of the STEM literature and conceptual considerations, 2) planning of the STEM methods course, and 3) evaluation by experts and revision based on their feedback. Research literature and other documentation were reviewed. A framework and guiding principles for primary-level STEM education were developed to identify key elements, including STEM focus/essence, student-centered, curriculum, learning environment, and assessment. A 15-week STEM methods course was planned to model good practices for teaching integrated STEM and to let preservice teachers confront real-world issues and problems that arise in STEM instruction and then design their own STEM lessons or activities for teaching. The result of implementing the STEM methods course was examined through pre and post-surveys which showed the influence of the methods course in promoting preservice teachers' STEM understanding.
Pre-Service Teacher Experiences of the 5E Instructional Model: A Systematic Review of Qualitative Studies
Author: Turan, Serife
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Models,Preservice Teachers,Science Teachers,Mathematics Teachers,Educational Research,Teaching Experience,Qualitative Research

This systematic review of qualitative studies was conducted to identify the factors that influence how pre-service science/math teachers implement the 5E instructional model and the challenges and barriers they face in doing so. Sixteen studies were identified in various electronic databases, and a meta-ethnography method was used to review the qualitative studies. The findings illustrate that the experiences of the pre-service teacher varied. Time, resources, method courses, training, field experience, beliefs, content knowledge, and classroom size were identified as influences on the practice of pre-service teachers. To sum up, this review provides a better understanding of pre-service teacher experiences in implementing the 5E instructional model.
Looking Ahead: Fostering Effective Team Dynamics in the Engineering Classroom and Beyond
Author: Coblentz, Dori
Date: 2021-00-00
Type: Journal Articles
Subjects: Teamwork,Engineering Education,Teaching Methods,Minority Group Students,Disproportionate Representation,Units of Study,First Year Seminars,Capstone Experiences,Program Descriptions,Academic Persistence,Majors (Students),Undergraduate Students,Curriculum Development,Computer Software,Interpersonal Relationship,Facilitators (Individuals)

The Effective Team Dynamics (ETD) Initiative at Georgia Tech developed curriculum to improve function of student teams. ETD uses the language of CliftonStrengths® to help students identify the areas in which they are the strongest and to apply those strengths to interpersonal contexts. ETD has developed curriculum for five &quot;Touchpoints,&quot; or units, beginning with first-year seminar and ending with capstone senior design. Each Touchpoint is modular, and instructors can flexibly integrate the materials drawing on the expertise of ETD's trained facilitators. Next, ETD will study the effects of team training on students' persistence in their intended college major, focusing on the persistence of underrepresented minority students.
Programming, Robotics, and Control for High School Students
Author: Copp, David A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Programming,Robotics,STEM Education,Standards,Science Instruction,Engineering Education,Educational Change,Student Projects,Active Learning,High School Students,Creativity,College Preparation,Educational Objectives,Outcomes of Education,Computer Software,Critical Thinking,Student Motivation,Computer Science Education

Recent changes have been made in Science, Technology, Engineering, and Mathematics (STEM) education in the United States with the goal of increasing the number of students pursuing degrees and careers in STEM. The Next Generation Science Standards (NGSS) integrate new science and engineering standards in an attempt to achieve this goal and are the first national engineering standards for curriculum below the undergraduate level. Towards accommodating these changes, we present a project-based learning engineering program for high school students that teaches fundamental concepts in programming, robotics, and control engineering. The students complete increasingly sophisticated projects that expose them to large solution spaces where creativity and exploration lead to unique solutions. The learning goals of the program align with the NGSS practices while also giving the students a head-start on material and key skills they will need when pursuing bachelor's degrees in engineering. Specifically, the program gives students experience completing engineering projects, from concept and design through implementation and evaluation. We describe the projects, including learning goals and outcomes, as well as the hardware and software we used so that others can reproduce the program. Finally, we present feedback from students as well as insights from the mentors. Ultimately, we found that students leave the program with a better understanding of what practicing engineers do and with motivation to apply critical thinking and other NGSS practices in their future learning and careers.
Evaluation of Oral Speech of Students with Hearing Impairments with Perspectives of Special Learning Technologies
Author: Aigerim, Chulembayeva
Date: 2021-00-00
Type: Journal Articles
Subjects: Oral Language,Hearing Impairments,Assistive Technology,Communication Skills,Technology Uses in Education,Language Acquisition,Foreign Countries,Syllables

In recent years, much attention has been paid to the problem of language and correct pronunciation in the native language when working with the younger generation, including the formation of oral speech in children with hearing impairments with perspectives of special learning technologies, which formed the basis for our research work. Theoretically, the effective methods in shaping the oral skills of students with hearing impairments imply the provision of opportunities for their further successful socialization, unlimited communication with the outside world, and personality formation. In order to tackle the problem, we have identified the problem of testing methods and determining the level of formation of oral speech of students with hearing impairment, offering special methods, techniques for its improvement. In the course of implementation, diagnostic studies, quantitative and qualitative analysis of indicators, practical implementation of the methodology, and various practical works were carried out.
Some Instructional Problems in the Formation of Family and Moral Values of Students
Author: Nishanbayeva, Sabira
Date: 2021-00-00
Type: Journal Articles
Subjects: Moral Values,Social Values,Moral Development,Values Education,Family Relationship,College Students,Foreign Countries

In this article, we examine the instructional theoretical work on the formation of family-moral values of students, conduct experimental work on a small experimental site and consider its concrete results. Methods were used to determine students' moral awareness, understanding family as value, family relationships, ability to control family conflicts, and active involvement in family decision-making. Theoretically, content analysis, synthesis, generalization, survey, diagnostics, and the like were organized. Based on the above, it is very effective to use Rokeach's method of &quot;valuing the value&quot;. We present a percentage index based on the traditional relationships of the family institution in the form of a forming experiment organized on the basis of the &quot;Psychological trainings for family life&quot; series, which is organized in the right direction, in conjunction with the new social and economic conditions within the modern society.
Training Future Computer Science Teachers in the Context of Digitalisation Based on the &quot;History of Informatics&quot; Course
Author: Oshanova, Nurzhamal T.
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Science Education,Information Science Education,Educational Principles,Learning Processes,Educational Environment,Teacher Education Programs,Futures (of Society),Comparative Analysis,Personality Traits,Pedagogical Content Knowledge,Communication Skills,Professionalism

The relevance of the study is determined by the fact that the formation of the principles of teaching the use of information technologies needs to be laid in the learning process. The aim is to study the working conditions of a modern computer science teacher and to determine the main directions of their training. The method of analysis made it possible to identify the discrepancy between the realities of the work of a computer science teacher at school and the training system at a university. The paper shows that digitalisation of learning is determined not only by the use of certain digital products but also by the formation of a digital learning environment. The practical significance is determined by the possibilities of a structural understanding of teaching future computer science teachers when using a combination of information technologies with the need to use them in practice in a modern school.
The Pioneers&apos; Stories as a Tool for Introducing Graduate Students to the Engineering Education Research Community
Author: London, Jeremi
Date: 2021-00-00
Type: Journal Articles
Subjects: Graduate Students,Teaching Methods,Engineering Education,Researchers,Professional Identity,Socialization,Doctoral Programs,Doctoral Students,Ethnography,Land Settlement,College Faculty,Teacher Attitudes,Personal Narratives,Student Attitudes,Educational History,Biographies,State Universities

This study, framed with a socialization lens, discusses the impact of using stories about early contributors in engineering education (via results of the Engineering Education Pioneers Project) as a mechanism to help socialize the first cohort of graduate students in a new engineering education Ph.D. program. Two instructors designed a new course requiring five students to read selected pioneers' stories weekly. Students subsequently wrote weekly reflections about the stories and submitted a final synthesis of their reflections at the end of the semester. Findings presented using a student-led autoethnographic approach include highlights and themes describing the overall impact of the pioneers' stories to facilitate an understanding of the field and develop an identity as an engineering education researcher. Findings also include the instructors' observations of the stories' impact on students' professional formation. Implications for various stakeholders in the engineering education ecosystem are discussed.
Toward an Anti-Racist Engineering Classroom for 2020 and Beyond: A Starter Kit
Author: Long, Leroy L., III
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Racial Bias,Engineering Education,Critical Theory,Race,Educational Change,African American Students,Higher Education

Engineering education classrooms are transforming into spaces focused on advancing critical and ethical skills in addition to technical skills (Ceylan &amp; Lee, 2003; Gunnink &amp; Bernhardt, 2002; Siller, 2001). Yet, as countless Black people continue to be murdered by White police officers and vigilante citizens, many engineering classrooms have not served as spaces for addressing present and past racist societal events. Civil and human rights must be directly linked to engineering ethics. People must matter more than engineered products or profits. Engineering educators must lean into the current moment to acknowledge that the systemic oppression of Black people in engineering is directly connected to the disparaging of Black life in society. To create more support and protection for Black people, the author proposes an anti-racist starter kit for use in undergraduate engineering classrooms. This article is a call to action that includes 20 recommended action items for the 2020 engineering education community.
Toy Adaptation for Children with Disabilities: A Translatable Means to Engage Engineering Students in Community Engaged Learning
Author: Mollica, Molly Y.
Date: 2021-00-00
Type: Journal Articles
Subjects: Toys,Children,Disabilities,Engineering Education,Student Attitudes,Teaching Methods,Gender Differences,Program Effectiveness,Assistive Technology,Service Learning,College Students

Community engaged learning has demonstrated educational benefits and is an especially promising method to engage a diverse group of students in engineering. In this work, we present toy adaptation for children with disabilities as a novel community engaged learning tool. According to students surveyed, this process is enjoyable, demonstrates the impact of engineering, and makes students feel more connected to engineering. Female students were especially impacted by toy adaptation, feeling more empowered by the experience, finding the experience more useful, and more often seeing the positive impact of engineering. Additionally, toy adaptation is highly translatable due to its short-term nature, low cost, and opportunity to leverage community connections through existing networks. Given the widespread need for adapted toys, the translatability of toy adaptation, and the overwhelmingly positive student feedback, we anticipate that toy adaptation will engage students in circuitry, inspire diverse students to pursue engineering, and provide developmentally essential toys to communities.
Evaluation of Project-Based Learning
Author: Kovácsné Pusztai, Kinga
Date: 2021-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Cooperative Learning,Problem Solving,Self Evaluation (Individuals),Peer Evaluation,Student Evaluation,Middle School Students,Foreign Countries,College Students

In our rapidly changing world, the role of education is not only to pass on knowledge, because the acquired knowledge will be quickly expired, the different professions are also changing in a short time. It would be also important to pass on a kind of ability which the students will be able to independently acquire knowledge after completing their studies with or they would be able to navigate safely through the world, or to work in a team. The project-based education is one opportunity to reach this, with many people have been dealing since the mid- 20th century with, but it has not become popular in education. One explanation to this is that the project work is managed in team, hence it is difficult to evaluate well. In my article, in addition to the general description of the evaluation of the project task, I give valid examples of how this evaluation can be applied in education. Considering the importance of project-based education being present in all age group, some of my examples can be used in public education and the other in higher education.