ethanporcaro/eric-fulltext-meta huggingface dataset:
English as a Vocational Passport: Japanese Medical Students and Second Language Learning Motivation
Author: Mathis, Bryan J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Learning Motivation,Vocational English (Second Language),Medical Students,Medical Education,Language Role,Global Approach,Communicative Competence (Languages),Foreign Countries

Recently, Japanese medical students are expected to acquire a high degree of English proficiency with the tacit understanding that it will feature in their future profession through interactions with non-Japanese patients and/or engagement with medical research. However, to the best of our knowledge, the motivation of Japanese medical students to learn English as a second language (L2) has not been studied. Using quantitative and qualitative questionnaires, we investigated the L2 learning motivation of second-year Japanese medical students and the degree to which the students have international posture, i.e., their awareness and openness to internationalization. The results revealed that the students were primarily instrumentally and vocationally motivated; in other words, their chief motivation for L2 learning came from an understanding of the usefulness of L2 proficiency for their future profession. The results also showed that the students had strong international posture, as evidenced by a deep desire to communicate internationally and an understanding of the role of English as a tool for global communication. The findings suggest that, to sustain or improve L2 learning motivation, educators should employ study materials that are pertinent to students' future needs and professions.
Understanding the Conceptions of Engineering in Early Elementary Students
Author: Lampley, Sandra A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Students,Engineering Education,Engineering,Technical Occupations,Gender Differences,Primary Education,Professional Personnel,Individual Characteristics,Age Differences,Student Interests,Beliefs,Self Efficacy,Grade 1,Grade 2,Grade 3,Responsibility

There is a demand for more STEM professionals. Early elementary students' conceptions about engineering can influence whether or not they explore STEM career paths and ultimately select an engineering career. This study examined the conceptions elementary students have regarding the work that engineers perform. The research questions were the following: (1) what images do early elementary students associate with engineering and engineers, (2) do these associations vary from grade to grade, (3) are there gendered differences in these associations, and (4) how do the associations from this sample compare with the associations from the broader (grades one--five) Cunningham, Lachapelle, and Lindgren-Steider (2005) sample? Survey data from 1811 students in grades one-three were analyzed by comparison analysis and cluster analysis and then compared to the initial Cunningham et al. (2005) study. The results indicate two ways elementary students envision engineering: (a) creating designs or collecting and analyzing data, and (b) utilizing equipment to build and improve things. Comparison with the Cunningham et al. (2005) study suggests that there may be shifts in the way elementary students perceive engineering. Since these shifts could be attributed to a variety of factors, future work that determines what learning experiences might be contributing to students' conceptions about engineering is recommended.
Models of Instructional Design in Gamification: A Systematic Review of the Literature
Author: González-Fernández, Alberto
Date: 2022-00-00
Type: Journal Articles
Subjects: Instructional Design,Game Based Learning,Literature Reviews,Video Games,Geographic Location,Content Analysis

Gamification allows for the implementation of experiences that simulate the design of (video) games, giving individuals the opportunity to be the protagonists in them. Its inclusion in the educational environment responds to the need to adapt teaching-learning processes to the characteristics of homo videoludens, placing value once again on the role of playful action in the personal development of individuals. The interest that has arisen in studying the implications of gamification processes in the different educational stages, in order to determine their impact and suitability, has led to an increase in scientific publications. With the intention of studying the presence and implications of gamification in teacher training as a methodological principle implemented in the teaching--learning process, both in its initial and permanent stages, this systematic review of the literature identifies those instructional design models applied in the field of gamification, as well as its educational significance. Thus, the need to introduce gamified practices in the field of teacher training is observed, providing an experiential learning that allows teachers to apply this methodology in a relevant way in their professional development, based on their own experience.
Digital Storytelling in Sports Narrations: Employing Audiovisual Tools in Sport Journalism Higher Education Course
Author: Matsiola, Maria
Date: 2022-00-00
Type: Journal Articles
Subjects: Team Sports,Journalism Education,Foreign Countries,Audiovisual Instruction,Barriers,Video Technology,Computer Software,Teacher Attitudes,Undergraduate Students,College Faculty,Student Attitudes,Student Projects,Story Telling,Professional Education

The present generation of young people who nowadays attend higher education curricula are accustomed to receiving information and knowledge through audiovisual material. Creating a digital story can assist students to learn more on the subject they study as well as to help them overcome obstacles that hinder the presentation of their gained knowledge. The aim of this paper was to examine the use of audiovisual tools in the educational procedure of sport journalism higher education courses. Thirty-eight students in the School of Journalism at the Aristotle University of Thessaloniki were asked to present a team sport in a video form. Following the general instructions from the teachers they were able to use any kind of equipment and software they chose to create the audiovisual production. Upon the completion of the projects and based on an embedded mixed research design they were asked to answer a short questionnaire and afterwards to participate in two focus group discussions. The results revealed that the employment of technological tools to create, present, and furthermore express themselves was warmly accepted and the participants stated that it provided a vivid educational environment, which besides enhancing the process of teaching, contributed to the acquisition of skills and their right utilization.
Flipped Classroom: A Good Way for Lower Secondary Physical Education Students to Learn Volleyball
Author: Ferriz-Valero, Alberto
Date: 2022-00-00
Type: Journal Articles
Subjects: Team Sports,Flipped Classroom,Physical Education,Secondary School Students,Teaching Methods,Educational Technology,Technology Uses in Education,Student Motivation,Instructional Effectiveness,Foreign Countries,Blended Learning,Early Adolescents

The ubiquity of digital technology in society and school demands that teachers and students explore various pedagogical approaches to make use of those technologies in a fruitful way in order to enhance students' educational outcomes. One approach emerging in the field of physical education (PE) is the pedagogical approach called flipped classroom (FC). The first purpose of this study was to assess the effects of the application of an FC approach on 284 Spanish secondary PE students regarding learning of the conceptual content of the activity itself, in this case volleyball. The second purpose was to assess how this intervention affected their motivation from an SDT perspective. Through a quantitative approach, positive results were found regarding the positive development of autonomous motivation and cognitive learning among students following an FC approach. These results were compared to a control group following a traditional approach to PE, highlighting the relevance of the methodology applied. The findings of the present study would be valuable for policymakers and stakeholders looking to promote the integration of digital technology into PE as part of enhancing the outcomes of PE for all students and thus contributing to quality and sustainable education.
Usefulness of Digital Serious Games in Engineering for Diverse Undergraduate Students
Author: Cook-Chennault, Kimberly
Date: 2022-00-00
Type: Journal Articles
Subjects: Video Games,Computer Games,Educational Games,Game Based Learning,Engineering Education,Civil Engineering,Student Diversity,Undergraduate Students,Value Judgment,Expectation,STEM Education,Course Content,Relevance (Education),Learner Engagement,Prior Learning,Gender Differences

The use of educational digital games as supplemental tools to course instruction materials has increased over the last several decades and especially since the COVID-19 pandemic. Though these types of instructional games have been employed in the majority of STEM disciplines, less is known about how diverse populations of students interpret and define the value of these games towards achieving academic and professional pursuits. A mixed-method sequential exploratory research design method that was framed on the Technology Acceptance Model, Game-Based Learning Theory and Expectancy Value Theory was used to examine how 201 students perceived the &quot;usefulness&quot; of an intuitive education game that was designed to teach engineering mechanics used in designing civil structures. We found that students had different expectations of educational digital games than games designed for entertainment used outside of classroom environments. Several students thought that the ability to design their own structures and observe structure failure in real-time was a valuable asset in understanding how truss structures responded to physical loading conditions. However, few students thought the educational game would be useful for exam (14/26) or job interview (19/26) preparation. Students associated more value with engineering games that illustrate course content and mathematical calculations used in STEM courses than those that do not include these elements.
Integrated STEM and Partnerships: What to Do for More Effective Teams in Informal Settings
Author: Kilty, Trina J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,STEM Education,Partnerships in Education,Interdisciplinary Approach,Research Projects,Informal Education,Teamwork,Authentic Learning

The purpose of this study was to explore how undergraduate college students formed partnerships in informal educational teams to design and build an interdisciplinary, ill-defined, integrated science, technology, engineering, and mathematics (STEM) project and translate it to lessons taught to a pre-collegiate student (e.g., K-12 in the US) audience. The authors pursued two research questions: (a) How does an authentic research project provide space for integrating STEM disciplines? (b) How does an authentic research project impact partnerships among team members? Nine undergraduate college students were accepted into the 2020 cohort, forming three teams of three undergraduates each. Teams were roughly composed of one engineering major, one science major, and one education major. Methods of data collection included interviews and field notes. Data were analyzed by assessing the level of partnership achieved based on an already established model. Results indicate that all teams progressed through pre-partnership to at least the partnership (little p) level. Two partnership dimensions achieved the highest (big P) level: one of perception of benefit and one of products and activities. The results have implications that integration of STEM disciplines and forming partnerships could be related, and that building teamwork skills results in products of higher quality. The results are linked to previous research and recommendations for more effective partnerships are provided.
The Physical Development and Physical Preparedness of the Students at the Age of 17-20 Years Old Who Go in for Track and Field
Author: Abdyrakhmanova, D. O.
Date: 2021-00-00
Type: Journal Articles
Subjects: Physical Development,Track and Field,Body Weight,Body Height,Body Composition,Gender Differences,Foreign Countries,Undergraduate Students,Exercise Physiology,Athletes

The impact of regular track and field trainings on student's physical development and physical preparedness have been studied in the work. The study was conducted in the Kyrgyz-Turkish Manas University. In total, 64 students at the age of 17-20 years have participated into the study. Applied methods: anthropometry, physiometry, the Stange-Hench tests. Sports and pedagogical control tests (on flexibility, strength, speed, endurance and agility) have been used as well. While evaluating students' physical development, the second study of both 'Sports' and 'Initial' groups has revealed the high indices among boys according to the following criteria: body height and weight, chest bulk, vital capacity, chest excursion and the Stange-Hench tests. According to the heart rate criterion, the indices of the &quot;Sports&quot; group were reliably higher than those of the &quot;Initial&quot; group (P &lt; 0.05). During the comparison of the second study results of girls' physical development, more reliable distinctions have been found out (P &lt; 0.05). When the physical development indices were under the study, the second examination exposed and proved that the flexibility of boys from 'Sports' group being higher on 7.1 cm (P &lt; 0.05). The experimental materials provided in this article gave an opportunity for concluding that systematic track and field trainings had had a positive impact on the physical development indices, to be precise on the functional condition and physical preparedness level of boys and girls at the age 17-20 years old.
Pre-Service Geography Teachers&apos; Professional Competencies in Education for Sustainable Development
Author: Ammoneit, Rieke
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Geography Instruction,Sustainable Development,Teacher Education Programs,Foreign Countries,Student Attitudes,Pedagogical Content Knowledge,Interpersonal Competence,Environmental Education,Guidelines,Case Studies,Self Efficacy,Secondary School Teachers

The professional competencies pre-service geography teachers acquire in university influence their contribution to education for sustainable development (ESD) in their future school careers. We assessed pre-service geography teachers' (n = 100) competencies and attitudes towards the official, German ESD orientation framework to determine the specific need for higher education action. The results are a high competence assessment and even higher importance assigned to the ESD-related professional competencies. In the context of ESD, pre-service teachers are most confident in their content knowledge and social and personal competencies and least confident in their pedagogical knowledge. The cross-sectional analysis shows the perceived competence level rising with the semester number and a strong positive influence of the school practice module.
A Study on Vitality and Happiness Levels of Sports High School Students
Author: Yazici, Ömer Faruk
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Psychological Patterns,Athletics,Gender Differences,Athletes,Team Sports,Experience,Socioeconomic Status,Correlation,Well Being

The present study is aimed at determining subjective vitality and subjective happiness levels of sport high school students and to examine the levels based on certain variables. Relational screening model was used in this study. The sample of the research consisted of a total of 185 students, 113 (61.1%) male and 72 (38.9%) female, who continued their education at &quot;Trabzon Sports High School&quot; in 2019-2020. &quot;Personal Information Form&quot; designed by the researcher, &quot;Subjective Vitality Scale (SVS)&quot; and &quot;Subjective Happiness Scale (SHS)&quot; were used as data collection tools in the research. It was accepted that the research data showed a normal distribution according to the skewness and kurtosis values. Accordingly, descriptive statistics were used as a statistical method in the analysis of the data, and T-Test, one-way analysis of variance (ANOVA), correlation and regression analyzes were used for independent groups. In line with the research analysis, it was found that the students of sports high schools had above-average levels of vitality and happiness. It has been observed that the subjective vitality and happiness levels are higher among male students and students affiliated with a sports club (licensed/unlicensed). In addition, it was concluded that the subjective happiness and vitality levels are higher among students who do team sports and those who have longer years of practising sports, and no significant difference was determined according to the variable of socio-economic status of the family. As a result, it was found that there was a high (0.81) significant positive correlation between subjective happiness and vitality. Another important result is that subjective vitality (66%) has an important role in predicting subjective happiness.
A STEAM Practice Approach to Integrate Architecture, Culture and History to Facilitate Mathematical Problem-Solving
Author: El Bedewy, Shereen
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Architectural Education,Foreign Countries,History Instruction,Cultural Education,Teaching Methods,Cross Cultural Studies,Problem Solving,Case Studies,Lesson Plans,Computer Software,Computer Simulation,High School Students,Teacher Attitudes,Student Projects,Models,Computer Assisted Instruction,Mathematics Instruction

In this paper we propose STEAM practices that would foster mathematics learning through modelling architecture while connecting to culture and history. The architectural modelling process is applied by the teachers as participants of these practices from different countries allowing a broad cultural and historical connection to mathematics education. The modelling is implemented in GeoGebra platform as it is an open-source platform to allow teachers to model on a mathematics basis. The architectural modelling process does not provide participants with steps to follow but rather allows them to explore the architectural models' components and construct them with various approaches which may foster problem solving techniques. We aim to investigate how different phases of this approach (such as motivation, modeling, and printing process) reflect on opportunities of learning in STEAM education, with a particular lens in mathematical development from open tasks. This paper will show two use cases that took place in Upper Austria and the MENA region.
Indices of Favourable and Unfavourable Emotions in the Inter-Actional Context of the Classroom: Constructions from the Chilean Case
Author: Contreras-Quiroz, Natalia
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Quality,Academic Achievement,Standardized Tests,Student Attitudes,Constructivism (Learning),Foreign Countries,School Effectiveness,Correlation,Learning Processes,Classroom Environment,Evaluation Methods,Databases,Research Reports,Elementary Secondary Education

The system for measuring the quality of education (SIMCE) is a standardised evaluation that provides results on the academic achievement of Chilean students, while also including indicators of personal and social development. Through a mixed analysis of variables extracted from these indicators, the purpose of this research study is to build a measurement system to assess the favourable and unfavourable emotions of students who took the test in 2018. To contextualise this work, a systematic literature review was carried out synthetising scientific evidence concerning emotions and the interactional context of the classroom. Through a methodological transposition, a qualitative theoretical model epistemologically grounded on radical constructivism was validated quantitatively. This transposition resulted in the construction of three indices of favourable and unfavourable emotions: motivation arising from interaction, exclusionary interaction and interactional context. The results show favourable and unfavourable emotions for learning are a variable in the SIMCE indicators that can be used to understand student academic achievement, confirming existing empirical evidence regarding the explanatory and predictive value of emotions in students' performance. These results highlight the potential benefits of expanding on this type of research to improve the quality of Chilean education based on the resources already available in the current evaluation system.
Educational Challenges of Higher Education: Validation of the Information Competence Scale for Future Teachers (ICS-FT)
Author: Gómez-García, Gerardo
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Validity,Information Literacy,Teacher Competencies,Preservice Teachers,Test Construction,Foreign Countries,Elementary Education

The irruption of information and communication technologies has brought about an abrupt change in the demands placed on future professionals. In this sense, in recent years, information competencies have gained importance in university education from a cross-cutting perspective, which advocates as its main purpose the training of young people in information search, evaluation, processing and communication skills, especially through a digital network. Based on this idea, the present work aims to develop the Information Competence Scale for Future Teachers (ICS-FT), in order to measure the level of self-perceived skills in this area. For this purpose, a work design is presented below concerning an empirical validation, divided into different phases: the validation of content, construct and reliability, which has taken as a pilot sample a total of 259 university students studying the degree of Primary Education. The results of the validation determined the optimal conditions of content, construct and reliability that allowed the application of this scale as a generic approach to determine the level of competence in the information skills of future teachers.
Educator Perceptions of Early Learning Environments as Places for Privileging Social Justice in Rural and Remote Communities
Author: Christopher, Vicki
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Foreign Countries,Social Justice,Preschool Teachers,Rural Areas,Teacher Role,Student Diversity,Teaching Methods,Futures (of Society),Faculty Development,Instructional Leadership,Preservice Teacher Education,Educational Environment,Videoconferencing

Early childhood education and care (ECEC) in Australia has long been associated with the concept of social justice, however, a clear understanding of what it looks like across diverse services and communities is not available. This article reports the process of inquiry, as well as the outcomes, of a small-scale study designed to uncover the perceptions of ECEC educators working in rural and remote communities in the state of Queensland. Data were collected through individual semi-structured interviews with five educators from rural and remote settings identified as areas experiencing significant growth in population diversity. An initial thematic analysis of the data revealed three key themes. A secondary analysis using a place and space conceptual framework uncovered deeper, more sophisticated meanings of the educator experience of social justice. The research is important in bringing pedagogical conversations to the forefront regarding ECEC educator perceptions of their role in creating a socially just learning environment. In addition to identifying future research possibilities, implications from the findings indicate opportunities for re-examining and rethinking initial teacher education and ongoing professional learning.