ethanporcaro/eric-fulltext-meta huggingface dataset:
An Overview of Inquiry-Based Science Instruction amid Challenges
Author: Nicol, Christian Bob
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Instruction,Inquiry,Teaching Methods,Barriers,Teacher Attitudes,Faculty Development,Teacher Competencies,Time Management,Science Experiments,Educational Technology,Technology Uses in Education,Handheld Devices,Telecommunications

Despite efforts to incorporate inquiry-based instruction into various science curricular, its adoption has been slow-paced. This has raised many concerns about challenges in the enactment of inquiry-based instruction. Therefore, this article seeks to provide an understanding of the challenges by exploring the perspectives of teachers in the research literature, as well as suggest possible ways of coping with these challenges. The review of literature has indicated that the identification of what constitutes appropriate guidance in inquiry-based instruction, the threat of time management, teachers' deficiency in inquiry instructional techniques and strategies constitute the most challenges. Although there are strong criticisms against guided inquiry instruction, this study has found that it represents the most appropriate guidance for optimal science learning. A sustained all-year-round training program with support from teaching colleagues and from administration may certainly impact teachers' self-efficacy in inquiry instruction. With the level of progress made in inquiry instruction research, and the pace of advancement of technology, the future of the adoption and enactment of inquiry in the classroom can only be brighter. Future research needs to focus on determining the effects of a more sustained all-year-round professional development model on the level of teachers' achievement in inquiry-based instruction.
Sustainable Polymers: New 4-H STEM Curricula
Author: Worker, Steven
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Plastics,Sustainability,Conservation (Environment),Elementary School Students,Middle School Students,Wastes,Recycling,Curriculum,Student Evaluation,Program Effectiveness,Youth Programs

There are many environmental issues surrounding the global production and use of plastics. Three science curricula (Grades K-2, 3-5, and 6-8) were developed to introduce youth to the past, present, and future of plastics. Designed using research-based methods and grounded in effective science pedagogy, the curricula provide young people opportunities to explore viable alternatives to plastics and develop knowledge and skills necessary to help mitigate environmental impacts associated with the production, use and disposal of plastics. Evaluation results demonstrated that youth improved their understanding of polymers and intention to help reduce impacts of plastics on the environment.
Application of Rasch Measurement Model in Developing Calibrated Item Pool for the Topic of Rational Numbers
Author: Khairani, Ahmad Zamri
Date: 2021-00-00
Type: Journal Articles
Subjects: Item Response Theory,Item Banks,Numbers,Mathematics Instruction,Secondary School Students,Mathematics Skills,Mathematics Tests,Test Validity,Test Reliability,Foreign Countries,Test Items

Rational Numbers is an essential topic in mathematics since it necessitates the learning progression of more advanced topics. Nevertheless, previous literature shows that students are having difficulties in understanding the topic for numerous reasons. The inability of teachers in providing good examples during teaching is identified as one of the major causes. Thus, this study aims to develop a calibrated pool of items to facilitate teachers in giving appropriate examples for the topic of Rational Numbers. We employed a descriptive design to provide descriptions of the item statistics for the calibrated pool of items. Samples of the study consisted of 1,292 secondary school students. We used the Rasch measurement model framework via a quantitative approach to analyse the data. The results showed that all items demonstrated an acceptable quality of measuring students' ability in rational numbers while at the same time demonstrated high evidence of validity and reliability as well. Ultimately, we also provided suggestions on how teachers can use the pool of items in delivering appropriate examples in the classroom.
Construction and Evaluation of an Instrument to Measure High School Students Biological Content Knowledge
Author: Malone, Kathy L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Measures (Individuals),Test Construction,Construct Validity,Test Reliability,Item Response Theory,Test Items,Student Evaluation,Scientific Concepts,Knowledge Level,Biology,High School Students,Item Banks,Psychometrics,Predictive Validity

Instruments for assessing secondary students' conceptual understanding of core concepts in biology are needed by educational practitioners and researchers alike. Most instruments available for secondary biology (years 9 to 12) focus only on highly specific biological concepts instead of multiple core concepts. This study describes the development of a 25-item instrument designed to fill this gap, the High School Biology Concept Inventory (HS-BCI). The HS-BCI not only assesses student knowledge of key biological concepts but also alternative conceptions. Using Rasch theory, the initial instrument was constructed from a pool of 61 instrument items using test results from 1015 students. The final 25-item instrument was validated with 1955 students. The results provide reliability and validity evidence for the HS-BCI. The findings suggest that it can be utilized to assess both conceptual knowledge and alternative conceptions.
Exploring the Effectiveness of STEAM Integrated Approach via Scratch on Computational Thinking
Author: Tan, Wee-Ling
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Art Education,Instructional Effectiveness,Interdisciplinary Approach,Programming Languages,Computation,Thinking Skills,Teaching Methods,Aesthetics,Critical Thinking,Problem Solving,Creativity,Cooperative Learning,Effect Size,Gender Differences

This study examined the effectiveness of STEAM (Science, Technology, Engineering, Art, Mathematics) integrated approach via Scratch on five subconstructs of computational thinking (CT) among 29 male and 30 female students. A quasi-experimental design was employed in the research. The participants demonstrated the application of CT in designing games via Scratch during the intervention. The Computational Thinking Survey (CTS) was administered pre-CT and post- CT tests in measuring the five subconstructs of CT. Repeated multivariate analysis of variance (MANOVA) results showed that the intervention positively affected male and female students' comprehension concerning the five subconstructs of CT. The results were strengthened by the repeated measure of analysis of variance (ANOVA) with posthoc comparisons, indicating all five subconstructs of CT increased significantly (p &lt; 0.05). Indirectly, this research introduced a new teaching methodology for students' CT level in the current electronic and technology-advanced era and increased concept manipulation capacity among male and female students.
Exploring the Influence of Science Teaching Orientations on Teacher Professional Knowledge Domains: A Case of Five Malawian Teachers
Author: Maseko, Bob
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Instruction,Pedagogical Content Knowledge,Teacher Attitudes,Scientific Principles,Foreign Countries,Faculty Development,Teaching Methods,Science Teachers

This paper explores the influence of Science Teaching Orientations (STOs) on Teacher Professional Knowledge (TPK) domains of five in-service Malawian secondary school science teachers. The study was grounded within Friedrichsten et al.'s (2011) definition of STOs and Gess-Newsome's (2015) conceptualization of TPK. We gathered data using semi-structured interviews on the two dimensions of STOs: goals and purposes of science teaching, and beliefs about science teaching and learning. We used a questionnaire to gather data on the third dimension--Nature of Science (NoS). To understand the influence of STOs on TPK domains, we used data that we collected through classroom observations. The classroom observations were analysed inductively then deductively against the STOs dimensions and TPK domains. Results show that the first two dimensions of STOs influenced some TPK domains. There was no influence of the NOS on TPK domains. Although the teachers had correct views about the NOS, the lack of influence between the NOS and TPK domains raises questions about their Pedagogical Content Knowledge (PCK) for the NOS. We discuss the implications of the findings on teacher education and in-service science teacher professional development.
Improving the Motivation and the Classroom Climate of Secondary School Biology Students Using Problem-Based-Jigsaw Discussion (PBL-JD) Learning
Author: Hugerat, Muhamad
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Motivation,Classroom Environment,Secondary School Students,Biology,Problem Based Learning,Teaching Methods,Student Centered Learning,Science Education,Instructional Effectiveness,Grade 10,Cooperative Learning,Learning Strategies,Foreign Countries

Classroom climate and motivation plays a major role in the teaching-learning process. In this study, we proposed a new teaching method (PBL-JD). &quot;Problem-Based Learning&quot; (PBL)-Jigsaw Discussion (JD) (PBL-JD) is a student-centered teaching methodology applied in science education; it ensures that the students are actively involved throughout the learning process. The main aim of this research was to examine the effect of the PBL-JD method on students' motivation to learn science and on the science classroom climate. The participants of this pre-test -- post-test quasi-experimental research consisted of 204 tenth graders studying the blood circulation system. Ninety-eight students were assigned to the experimental group and 106 to the control group. The experimental group was taught using the PBL-JD method, whereas the control group used the traditional non-PBL method, i.e., lecture-based learning. Two questionnaires (pre and post) were distributed (one for evaluating motivation and another for evaluating the science classroom climate). Significant differences were found among the experimental group, who improved their motivation and their perception of the classroom climate.
Integrating Technologies Into Teaching and Learning Mathematics at the Beginning of Secondary Education in Austria
Author: Weinhandl, Robert
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Technology Integration,Secondary Education,Mathematics Instruction,Mathematics Teachers,Secondary School Teachers,Barriers,Access to Computers,Individualized Instruction,Teacher Competencies,Teacher Attitudes,Pedagogical Content Knowledge,Technological Literacy

Modern technologies have become an integral part in our society and are increasingly shaping the teaching of mathematics at every level of education. In Austria, the academic school year 2021/22 will undergo an extensive digitalisation; all students who start secondary school will be equipped with a digital device. Our paper reports on anticipated concerns and benefits of mathematics teachers who are required to integrate technologies into teaching mathematics at the first year of secondary education. We conducted an exploratory interview study with secondary mathematics teachers before schools received their digital devices. The data was analysed with techniques based on grounded theory approaches. We discovered that for teachers the anticipated concerns and benefits were: (1) discrimination of students by technologies; (2) by using technologies, students may lose basic mathematical knowledge and skills; (3) individual and playful acquisition of new technological competencies by teachers; and (4) using technologies to enhance differentiation and individualisation in mathematics teaching. One of the key findings of our study is that mathematics teachers in Austria feel capable enough to integrate technologies into the teaching and learning of mathematics at the beginning of secondary education and do not express the need for further technical training. This finding contradicts previous studies and provides a starting point for future investigations.
The Role of Self-Leadership and Psychological Empowerment of the Faculty Members at Tafila Technical University
Author: Shqerat, Entesar A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Leadership,Empowerment,Psychology,Goal Orientation,Job Satisfaction,Teacher Behavior,Coping,Problem Solving,Self Determination,Teacher Motivation,Self Management,Rewards,Cognitive Processes,Self Concept,Teacher Characteristics,Barriers,Self Motivation

The research aims to understand the connection among the self-leadership approaches and the emotional empowerment of the staff members at Tafila Technical University. The quantitative method was applied to analyze collected data by a survey of two-hundred and ten faculty members appointed at Tafila Technical University through questionnaire was constructed for that. The findings showed that natural prize and valuable thought-pattern strategies showed the most significant relationship with psychological empowerment. In contrast, behavior-focused strategies did not correlate with psychological empowerment. Therefore, higher teaching organizations should support staff members in setting their own goals and building psychological empowerment to create job satisfaction.
The Effectiveness of Portage Early Intervention Program in Improving Adaptive Behavior Skills with Intellectual Disorders
Author: Al-Wedyan, Ashraf Bader Alddin
Date: 2022-00-00
Type: Journal Articles
Subjects: Early Intervention,Intellectual Disability,Mothers,Young Children,Skill Development,Program Effectiveness,Cognitive Ability,Daily Living Skills,Language Skills,Interpersonal Competence,Communication Skills,Competence,Student Behavior,Psychomotor Skills,Parent Role,Foreign Countries

The aim of this study was to find the effectiveness of the Portage Program for Early Intervention in improving cognitive competencies of mothers with children having intellectual disabilities in applying portage program, and in developing those children's adaptive behavior. The experimental sample included 10 children from Irbid Governorate with simple intellectual disabilities, using single-group experimentation. To achieve the goal of the study, the Portage Program (second edition) was adopted as well as the cognitive competence scale for pre and post-test, and the adaptive behavior scale for children with intellectual disabilities. Data from the implemented scales were treated statistically using proper statistical methods. The study reached the following results: There were statistically significant differences at the level of significance ([alpha]=0.05) between the means of the pre- and post-test for performance of mothers of children with simple intellectual disabilities in the cognitive competence scale. There were statistically significant differences at the level of significance ([alpha]=0.05) between the pre- and post-test means for performance of children with simple intellectual disabilities in the adaptive behavior scale. There were statistically significant differences at the level of significance ([alpha]=0.05) between the post and follow up test means for performance of children with simple intellectual disabilities in the adaptive behavior scale. The study sets various recommendations in the fields of education and research. The results of the qualitative analysis indicated a noticeable improvement in the performance of the adaptive behavior skills of the individuals participated in study.
Social Appearance Anxiety, Automatic Thoughts, Psychological Well-Being and Social Media Addiction in University Students
Author: Aslan, Hazal Rümeysa
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Anxiety,Psychological Patterns,Well Being,Social Media,Addictive Behavior,College Students,Correlation,Student Characteristics,Incidence

This study aimed to determine the relationships between social appearance anxiety, automatic thoughts, psychological well-being and social media addiction and the predictive power of these variables on social media addiction. The sample of the study consists of 440 associate degrees, undergraduate and postgraduate students studying in various universities in Turkey. Demographic Information Form, Social Media Addiction Scale, Automatic Thoughts Scale and Psychological Well-being Scale were used as data collection tools in the study. Independent group t-test, one-way ANOVA, Pearson correlation coefficient and hierarchical regression analysis methods were used for the analysis of the obtained data. As a result of the analysis, it was found that there was a positive correlation between social appearance anxiety, automatic thoughts and social media addiction and a negative correlation between social media addiction and psychological well-being. According to the analysis, it was concluded that automatic thoughts and social appearance anxiety significantly predicted social media addiction, while psychological well-being did not significantly contribute to the model. Findings were discussed in light of the relevant literature.
Exploring the Attitudes of Instructors toward Microsoft Teams Using the Technology Acceptance Model
Author: Al Enezi, Dalal F.
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Computer Mediated Communication,Computer Software,Usability,College Faculty,Models,Foreign Countries,COVID-19,Pandemics,Electronic Learning,Intention,Synchronous Communication,Academic Achievement,Teaching Experience,Grading

The research and data aim to (a) examine instructors' evaluation of Microsoft Teams as reflected in their teaching at the Public Authority for Applied Education and Training (PAAET) and (b) identify significant correlation between three determinants of the Technology Acceptance Model: perceived usefulness (PU), perceived ease of use (PEOU), and attitudes towards use (ATU). The researchers used a self-report survey answered by 230 instructors from multiple departments at the College of Basic Education. Several statistical tools examined mean differences. The research found that the instructors at PAAET highly rate Microsoft Teams. Perceived usefulness directly affected attitudes towards use while perceived ease of use (PEOU) indirectly affected attitudes towards use.
The Effect of Instructional Leadership and Creative Teaching on Student Actualization: Student Satisfaction as a Mediator Variable
Author: Suyudi, Muhammad
Date: 2022-01-00
Type: Journal Articles
Subjects: Instructional Leadership,Creative Teaching,Self Actualization,Academic Achievement,Case Studies,Teaching Methods,Correlation,Student Attitudes,Islam,Religious Schools,Vocational High Schools,Principals,Foreign Countries,High School Students

This research was carried out to determine the effect of instructional leadership and creative teaching as the main aspects in maximizing student input and potential, in order to achieve learning satisfaction and self-actualization for the educational success of students. The research examines the effect of principal instructional leadership and teaching creativity on self-actualization and its impact on student satisfaction. Across sectional study was used to determine the relationship between exogenous and endogenous variables. Respondents were 307 students on Madrasah Aliyah and Al-Kamal Kebumen Islamic Vocational High Schools, Indonesia. Data was collected using a questionnaire consisting of 4 indicators representing each variable. The research data was analyzed using structural equation modeling (SEM) with the AMOS application. Out of 5 proposed hypotheses, 1 was rejected because of not fulfilling the Critical Ratio (CR) value &gt; 1.96 and the p-value &lt;0.05 criteria. The results showed that this model fulfilled the Goodness of Fit requirements in SEM analysis. It was evident that principal's instructional leadership and creative teaching affects student learning satisfaction. The results also showed that the principal's instructional leadership affects student self-actualization, while creative teaching has no direct effect unless it is mediated by learning satisfaction.
Motives, Self-Regulation, and Spiritual Experiences of Hafizh (The Qur&apos;an Memorizer) in Indonesia
Author: Latipah, Eva
Date: 2022-01-00
Type: Journal Articles
Subjects: Metacognition,Islam,Religious Factors,Memorization,Foreign Countries,Phenomenology,Spiritual Development,Validity,Parent Child Relationship,Moral Values,Family Life,Problem Solving,Religious Education,Learning Motivation,Student Attitudes

This phenomenological study aims to examine the motives of the hafizh (The Qur'an memorizer), the self-regulation of the hafizh, and the spiritual experiences of the hafizh. The participants of this research were 10 students who had memorized the Qur'an at least 15 juz (chapter). Data collection was carried out by in-depth interviews and observations. Data analysis was carried out by taking the data, organizing the data, sorting the data, synthesizing data, looking for and finding patterns, and testing the validity of the data through triangulation techniques and dependability tests. The results showed that the hafizh motive consists of motives which include a strong desire to memorize the Qur'an, a strong desire to deepen the knowledge of religion, belief in increasing the degree of science, and belief in preserving the Qur'an. Its extrinsic motives include being inspired by the good behaviour of parents as a hafizh, investing in family life, investing in the afterlife, and solutions to life problems. Self-regulation that is carried out includes strengthening the intention to memorize the Qur'an, understanding the stages of tahfizh (memorizing the Qur'an), setting targets per day, choosing the ideal time to memorize the Qur'an, choosing a comfortable place to memorize, having a strategy of maintaining memorization. The spiritual experiences of hafizh include feeling calm, getting help during difficulties, especially in completing college assignments, feeling awake, and feeling peaceful. The results of this study are expected to be a simple guide for other prospective Qur'an practitioners.
The Impact of Inclusive Islamic Education Teaching Materials Model on Religious Tolerance of Indonesian Students
Author: Rahmat, Munawar
Date: 2022-01-00
Type: Journal Articles
Subjects: Moral Values,Inclusion,Moral Development,Islam,Religious Factors,Prosocial Behavior,Student Attitudes,Antisocial Behavior,Freedom,Beliefs,Religious Cultural Groups,Social Media,Computer Mediated Communication,Comparative Analysis,Instructional Materials,Instructional Effectiveness,Foreign Countries,College Students

The purpose of this study is to examine the effectiveness of the inclusive PAI teaching material model on religious tolerance and eradication of radicalism in Indonesian students. Survey institutions show that religious minorities experience violations of freedom of religion and belief. Various studies indicate that about 50% of students are intolerant and have more contact with Takfiri Salafis. The negative social media posts by students leads to the negative publicity against Islamic Religious Education (PAI) lecturers. Although the PAI course aims to build students' religiosity and tolerance, it contains minimal relevant content. A sample of 460 students, specifically 230 experimental and 230 control classes, were tested using the Quasi-experimental method. The results showed that inclusive PAI teaching material is more effective in increasing religious tolerance and reducing radicalism. Therefore, PAI lecturers need to adopt this method to increase students' tolerance.