ethanporcaro/eric-fulltext-meta huggingface dataset:
Virtual Classroom Experiences for Second Language Learning and Cultural Exchange
Author: Petropoulou, Zoe
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Student Experience,Second Language Learning,French,Computer Mediated Communication,College Students,Intercultural Communication,Global Approach,Curriculum Development

This article is about the college experience and the design and implementation for a first-time virtual classroom linking non-native speakers of French in the U.S. with native speakers of French in France. Virtual exchange programs have begun to appear over the past 25 years as technology has made such initiatives possible. The virtual classroom described here was designed to address second language skills and intercultural competencies including non-verbal communication skills, cultural knowledge, and to encourage personal engagement. This article offers an account of how such a course between two universities became a reality and reviews the methodological steps adopted and the challenges involved in creating the program. It also offers recommendations for future virtual classrooms involved in university-wide virtual exchange initiatives.
How Do Students Interact in Online Discussion Forums in a PENS-Based Gamified Course?
Author: Cheng, Jiaming
Date: 2021-00-00
Type: Journal Articles
Subjects: Discussion,Teaching Methods,Game Based Learning,Graduate Students,Peer Relationship,Need Gratification

This study explored how to effectively apply gamification design principles to improve the quantity and quality of online discussions. Based on a game design framework: Playing Experience of Needs Satisfaction (PENS), two specific gamification design principles: (1) aligning gamification awards with specific performance expectations; and (2) weighing gamification awards based on task challenging levels, were applied in online discussion forums of a graduate level online course. Data on student activities in online discussion were collected from the baseline (non-gamified) version of the course and the gamified version. Both quantitative and qualitative methods were used to examine how students interacted with each other in the gamified environment compared to non-gamified environment. Results suggested that the gamification design features promoted knowledge-building in online discussions, encouraged more decentralized and diverse interactions among students, and motivated a higher level engagement in student facilitators. Implications for further research and practices were also discussed.
The Making of a 21st Century English Language Teacher during the Pandemic
Author: Chehimi, Ghada
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Critical Thinking,Teacher Attitudes,College Faculty,Foreign Countries,21st Century Skills,Educational Practices,Teaching Methods

English language has become a cosmopolitan language. It is the lingua franca of the 21st century. This fact has turned learning the language to a must since it is the international language of communication. As teachers of English for more than 20 years, we have come to realize that to be successful in class, we need to learn and use English as a tool that helps us access information from other cultures and be able to transfer this knowledge and skill to our learners. We also need to provide our learners with enough exposure to English as used in context. However, this is not enough to turn our learners into 21st century citizens of the world. We need to help them become critical thinkers. This has become even harder with the move to online learning due to COVID 19 pandemic. This paper aims at exploring the perceptions of English language instructors in four local Lebanese universities regarding 21st-century critical thinking skills and the instructors' abilities to promote such skills in their classes. Twenty-seven teachers filled a questionnaire, and five participants were interviewed. Descriptive data were analyzed. The data revealed the perceptions and practices of these instructors. The study concludes with recommendations.
The Impact of Personality Traits on Social Media Use and Engagement: An Overview
Author: Lampropoulos, Georgios
Date: 2022-00-00
Type: Journal Articles
Subjects: Personality Traits,Social Media,Use Studies,Learner Engagement,Personality Measures

Social media have become an integral part of everyday life and are used in numerous domains. Hence, it is essential to comprehend how and why users use and engage themselves in social media. Personality traits are patterns of thinking, feeling or behaving that could potentially affect an individual's social media use. This paper aims at enhancing the understanding of the role that personality traits play in the psychological dynamics underlying social media use and engagement. Therefore, this paper conducts an extensive literature review regarding personality, trait theory and personality traits taxonomies and puts emphasis on Big Five Personality Traits -- Five Factor Model (FFM). Furthermore, it presents a literature review of recent studies regarding the impact of personality traits on social media use and compares their results. Based on the findings, there is a close interconnection between social media use and engagement and personality traits with some traits affecting it more drastically. Openness and extraversion emerged as the two most significant positive predictors of social media use while conscientiousness, agreeableness and neuroticism were also considered important but at a lesser degree. Consequently, it was concluded that personality traits have an immense impact on social media use and engagement.
Critical Thinking Dispositions as a Predictor for High School Students&apos; Environmental Attitudes
Author: Orhan, Ali
Date: 2022-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Predictor Variables,Environment,Student Attitudes,High School Students,Gender Differences,Parent Background,Educational Background,Scores,Learner Engagement,Maturity (Individuals),Measures (Individuals),Foreign Countries

This non-experimental quantitative study aimed to determine if high school students' critical thinking (CT) dispositions and environmental attitudes differ by gender, father, and mother's educational background and their CT dispositions are significant predictors of environmental attitudes. UF/EMI Critical Thinking Disposition Instrument and Environmental Attitude Scale were used to collect data in this study carried out with 139 high school students. It was found out that students' CT dispositions did not differ by gender, father, and mother's educational background. Also, while students' environmental attitudes differed by gender in favor of females, they did not differ by mother and father's educational background. Besides, engagement, maturity, and innovativeness were significant predictors of the students' environmental attitudes. A positive relationship was found between students' CT dispositions and environmental attitude scores and engagement, maturity, and innovativeness together explained 31% of the total variance on their environmental attitudes.
Meta-Analysis on the Effectiveness of Using the Drama Approach in Social Studies Course
Author: Yildirim, Esat
Date: 2022-00-00
Type: Journal Articles
Subjects: Meta Analysis,Instructional Effectiveness,Drama,Teaching Methods,Social Studies,Foreign Countries,Academic Achievement

The aim of this study is to explore the effect size of the drama approach used in the social studies course on academic achievement through the meta-analysis method in the Turkish sample. The academic studies included in this study were searched at the following databases, namely, National Thesis Centre of the Council of Higher Education (YÖK), ULAKBIM TR Index, Google Scholar, and Scopus by using the keywords &quot;creative drama&quot;, &quot;drama&quot;, and &quot;dramatization&quot;. As a result of the database search, the meta-analysis was carried out with 31 academic studies, including 26 master's theses, 2 doctoral dissertations, and 3 academic papers, all conducted on the effect of drama approach on academic achievement in social studies course. The data related to the studies included in the meta-analysis were analyzed by entering them into the CMA (Comprehensive Meta-Analysis) and MetaWin software programs. Due to the fact that the studies included in our meta-analysis were heterogeneous to one another, effect sizes were calculated according to the random effects model. In addition to this, grade levels, the weeks of application, and the number of samples were identified and analyzed as moderator variables. The results showed that the drama approach used in the social studies course had a positive and significant impact on students? academic achievement. Nevertheless, the moderator analyses indicated that the grade level, the week of application, and the number of samples led to no change in the effect size on academic achievement. No publication bias was found in the studies included in the analysis. Based on the results of the study, we have made a number of recommendations for future research to be conducted on the drama approach for teaching purposes in the social studies course.
Extending Technology Acceptance Model with Scientific Epistemological and Science Teaching Efficacy Beliefs: A Study with Preservice Teachers
Author: Kartal, Tezcan
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Instruction,Self Efficacy,Teaching Methods,Epistemology,Technology Integration,Technology Uses in Education,Preservice Teachers,Student Attitudes,Intention,Usability,Technological Literacy,Teacher Education Programs,Science Teachers,Early Childhood Education,Elementary School Teachers,Foreign Countries

The technology acceptance model (TAM) is a widely used framework to investigate factors influencing technology use in education. TAM refers to a person's technology-related attitudes and beliefs influencing intention to use and actual use of technology and seeks predictors of behaviors whether to accept or reject using technology. There are various external variables extended to TAM to increase the predictivity of the model and the generalizability of findings. However, what is not yet clear is the impact of teacher-related variables such as teaching efficacy and epistemological beliefs on teachers' technology acceptance and behavioral intention. This study examined 710 preservice teachers' technology acceptance using an extended-TAM with scientific epistemological and science teaching efficacy beliefs. Data were collected through a self-reported measurement tool. Structural equation modeling was used to analyze data. Results revealed that the research model explained 59% of the variance in behavioral intention, and perceived usefulness is the most prominent determinant of behavioral intention. The subdimension of scientific epistemological beliefs, justification, is the strongest determinant in influencing TAM constructs among the external variables (epistemological and science teaching efficacy beliefs). Science teaching efficacy beliefs had small effects on technology acceptance constructs. Recommendations were made based on the findings.
Male Teachers in Elementary Settings: Perceptions of a Teaching Career
Author: Garza, Eli
Date: 2022-00-00
Type: Journal Articles
Subjects: Males,Minority Group Teachers,Teacher Attitudes,Teacher Competencies,Self Efficacy,Job Satisfaction,Elementary School Teachers,Gender Issues,Teacher Recruitment,Teacher Persistence,Racial Differences,Ethnicity,Career Choice,Teaching Experience,Expertise,Teacher Role,Interpersonal Relationship,Stereotypes

This study explored the perceptions of teachers who identify as male/male of color teachers about their sense of competence and satisfaction with their choice of career working with young children in elementary settings. This study sought to answer questions about the perceived factors affecting their development as teachers of young children and the potential for improving the recruitment and retention of male teachers in the primary grades. Male and male of color elementary school teachers were invited to share their perceptions of their experiences related to becoming and being a teacher in the primary grades through a questionnaire and interviews. The study found participants felt that their experience as teachers was informed by uniquely gendered factors, such as their male and/or intersectional identities and the associated perspectives and experiences as well as by more global factors such as their commitment to their professional expertise as effective teachers. Overall, the study suggests that both gendered and global factors have implications for recruitment and retention given that they contribute to male and male of color teachers' sense of competence and satisfaction teaching young children in elementary settings.
Developing Realistic Mathematics Problems Based on Sidoarjo Local Wisdom
Author: Agustina, Eka Nurmala Sari
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Problem Solving,Indigenous Knowledge,Values Education,Validity,Mathematics Tests,Test Reliability,Test Validity,Geometry,Junior High School Students

Education currently only prioritizes mastery of scientific aspects and students' intelligence. Math problems are still related to fictitious general knowledge. For this reason, local wisdom-based learning is needed whose learning is packaged using objects, events, and various things that are close to students' lives to raise the local potential of regions in Indonesia. Therefore, the researchers developed Realistic Mathematics Problems Based on Local Wisdom (RMPBLW) Sidoarjo. The question is expected not only as a measuring tool for students but also as a step in character building by introducing local cultures to students. The purpose of this study was to develop mathematical problems based on Sidoarjo's local wisdom on valid and reliable flat-shaped materials. This type of research is research and development or Research and Development (R&amp;D). This study uses 3 stages of test tests, namely expert validation to test the feasibility of the questions, test the practicality in terms of readability of the questions with small group students, and test the validity of the items and the reliability of the questions with quantitative methods. This study produced 15 mathematical questions based on Sidoarjo's local wisdom on flat-shaped material that had been declared valid with an r-[subscript value] &gt; r-[subscript table] (0.4438) and was declared reliable with a reliability value of 0.97.
Beliefs on Realism of Word Problems: A Case of Indonesian Prospective Mathematics Teachers
Author: Fatmanissa, Namirah
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Realism,Word Problems (Mathematics),Foreign Countries,Preservice Teachers,Mathematics Teachers

This study aims to investigate prospective teachers' beliefs toward the realism of mathematics word problems. The study employed both quantitative and qualitative analysis. A 36- item survey was distributed to 28 prospective mathematics teachers in one of the private universities in Indonesia. The survey was developed using the framework proposed by Palm (2006). The survey data was analyzed quantitatively by giving a score to each item's scale responded by participants. Then, interviews were conducted with six participants who have realistic, non-realistic, and neutral beliefs toward word problems. The interviews excerpts were analyzed qualitatively through excerpt coding. It was found that 20 participants possessed realistic beliefs toward word problems, while the rest possessed non-realistic and neutral beliefs (7 and 1 participant consecutively). Prospective teachers with realistic beliefs emphasized that any information presented in the word problem should simulate real life as accurately as possible. In contrast, those who have non-realistic beliefs stated that it was acceptable if it can be imagined. Neutral prospective teachers believe that word problems' realism is relative to cultural setting and students' background.
Android Application Development: Permutation of the Same Elements Based on Realistic Mathematics Education
Author: Hilda, Atiqah Meutia
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Education,Teaching Methods,Probability,Computer Software,Mathematics Tests,Specialists,Material Development,Telecommunications,Handheld Devices,Foreign Countries,Story Telling,Computer Assisted Instruction

The objective of this development research is to create an android application of probability theory of the same element permutation material based on RME as a learning medium, as well as to assess the quality of the apps created for utilize in learning mathematics. This research used research and development (R&amp;D) method with the 4D development paradigm. There are four steps to the process: define, design, develop, and disseminate. The information analysis approach utilized is a media achievability test conducted by media specialist and material specialists, and a media quality test was conducted by students as responders. The feasibility test results show that the android application of the probability theory of the same element permutation material based on RME is feasible with good criteria, based on an assessment of 87.50 percent by media specialist and an assessment of 84.93 percent by two material specialists. The results of media quality test of 60 students from partner schools showed good criteria, based on an assessment of 80.20 percent by students as responders. The data from the tests suggest that the android application of the probability theory of the same element permutation material based on RME is possible to use as a source of mathematics learning.
Analysis of Students&apos; Abilities in Solving Realistic Mathematics Problems Using &quot;What-If&quot;-Ethnomathematics Instruments
Author: Payadnya, I. Putu Ade Andre
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Problem Solving,Thinking Skills,Learning Strategies,Learning Activities,Mathematics Instruction,Evaluation Methods,Error Patterns,Teaching Methods,Mathematical Formulas,Mathematical Concepts,Ethnography

The research aimed to analyze the students' abilities in solving realistic mathematics problems using &quot;What-If&quot;-Ethnomathematics Instruments with content focused on plane and space materials. The &quot;What-If&quot;-Ethnomathematics instruments are instruments that enable educators to analyze various errors and obstacles experienced by students in solving realistic problems by prioritizing applied and culture mathematics and questions that test students' mathematical thinking skills. The research design was descriptive qualitative. The subjects of the research were 46 students of SMP Widiatmika in the 2020/2021 academic year. The data collection method using a test, interview, and documentation. The data was then analyzed using qualitative descriptive data analysis with the following stages: data reduction, data presentation, and drawing conclusion and verification. The result showed that the students' abilities in solving realistic ethnomathematics problems using &quot;What-If&quot;- Ethnomathematics Instruments&quot; are still lacking which include: errors in understanding the problems, errors in representation, errors in reasoning, errors in answering &quot;What-If&quot; Questions. The highest errors were errors in reasoning, which was 69.56% of all students, followed by errors in answering &quot;What-If&quot; Questions of 65.21%, then errors in understanding the problems 43.47%, and finally errors representation as much as 34.78%. From the results of an interview, teachers tend to provide learning that focuses on the delivery and use of formulas and ignores the understanding of concepts and improved thinking skills of students based on realistic mathematics problem-solving.
The Effect of STEM Applications on the Scientific Creativity of 9th-Grade Students
Author: Eroglu, Seyide
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Creativity,Grade 9,High School Students,Scientific Concepts,Foreign Countries

The study aims to investigate the effect of STEM applications designed for the atomic system and periodic system unit on the scientific creativity of 9th-grade students. The exploratory sequential design, mixed research, is used in the study. The pretest-posttest quasi-experimental design has been preferred for the quantitative part of the study and the phenomenology design for the qualitative part. The study lasted 12 weeks during the first semester of the 2016-2017 academic year. The sample of the study consists of 133 ninth-grade high school students. The study uses an experimental and a control group. The Scientific Creativity Test was used as a data collection tool. Quantitative data were analyzed using the independent samples t-test through the package program SPSS 22. On the other hand, the qualitative data were analyzed using content analysis. As a result of the study, a statistically significant difference was observed to exist between the groups in terms of scientific creativity in favor of the experimental group. In addition, the participants were determined to have put forward many different and extraordinary thoughts with different perspectives. Based on these results, including activities that will improve students' scientific creativity in chemistry lessons is suggested.
Providing Virtual Mathematics Feedback: Connecting Research to Practice
Author: Glassmeyer, David
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Feedback (Response),Mathematics Skills,Mathematics Teachers,Middle School Teachers,Secondary School Mathematics,Computer Mediated Communication,Online Courses,Educational Technology,Technology Uses in Education,Teacher Student Relationship

Feedback is an essential form of communication between the student and teacher. Research has documented the importance of feedback in advancing student mathematical and critical thinking, with renewed recommendations to provide and use feedback in mathematical instruction during the era of COVID-19. Giving personalized feedback in an online environment can be a challenge -- especially in a mathematics class. This article summarizes five core principles of feedback, associated strategies for mathematics teachers to provide students virtual feedback, and notes on how we have implemented these strategies in middle school mathematics classes.