ethanporcaro/eric-fulltext-meta huggingface dataset:
Demystifying Science Teachers&apos; Epistemic Belief on Chemical Concepts: Students&apos; Engagement in the School Garden
Author: Acharya, Kamal Prasad
Date: 2019-00-00
Type: Journal Articles
Subjects: Chemistry,Gardening,Active Learning,Learner Engagement,Teacher Attitudes,Beliefs,Science Teachers,Scientific Concepts,Student Attitudes,Epistemology,Foreign Countries,Elementary School Students,Elementary School Teachers

The purpose of the study was to transforming chemistry learning from the textbooks in the silent classrooms to the school garden through activity-based learning with students' meaningful engagement in collaboration with the science teachers in the community schools in Nepal. This research also aims to clarifying the epistemological gridlocks (banking concept of education) of school science teachers through measuring pH of garden soil samples by the basic level students' activities. The concern of this study was facilitating school science teachers to impart the practical knowledge of chemical concept (pH of soil) by simple experiments whose backup is based on the epistemologically Vedic education system in Nepal. In-depth interviews and participant observations were taken with the students and teachers about their epistemic beliefs of teaching and learning the basic chemical concepts of chemistry based on the basic level science curriculum. It is found that the science teachers' positivist congestions were rooted in the dogmatic approach in chemistry teaching and hinders the eloquent engagement of students in the school gardening activities. Science teachers' belief system enabled me to understand the positivist epistemology mindset and transform into play way chemistry learning in the school garden. This broader sphere of teachers' beliefs enabled me to recognize why positivist epistemology and connected traditions linking activity-based chemistry learning superficially forceful in the community schools. It is recommended that the suggestions for the school teacher professional improvement are needed to supervise and facilitate them to clarify the reflections on their situated personal experiences.
Teaching Water Quality Analysis Using a Constructed Wetlands Microcosm in a Non-Science Majors Environmental Science Laboratory
Author: Shea, Aelin
Date: 2019-00-00
Type: Journal Articles
Subjects: Water Quality,Environmental Education,Nonmajors,Ecology,Science Laboratories,Science Instruction,Demonstrations (Educational),College Science,College Students

Wetlands are defined as areas of soil saturated with standing water. These areas are rich in biodiversity, containing numerous plants, animals and microorganisms. Wetlands act as natural filtering systems for runoff and can improve the water quality in an area. To demonstrate the importance of wetlands to a nonscience major introductory environmental science class, we designed a small freshwater wetland filter. This filter is able to reduce the amount of ammonia present in water entering the system. Sequencing the bacteria present in the soil of the filter identified bacteria capable of performing anaerobic ammonium oxidation (anammox). In this paper, we describe how to construct the filter and use it during class. It is our goal that this filter gives students a better appreciation of the role wetland ecosystems play in maintaining water quality.
The Effect of Problem Based STEM Education on the Perception of 5th Grade Students of Engineering, Engineers and Technology
Author: Ergün, Aysegül
Date: 2019-00-00
Type: Journal Articles
Subjects: Problem Based Learning,STEM Education,Grade 5,Student Attitudes,Middle School Students,Instructional Effectiveness,Foreign Countries,Engineering,Technology

It is important for students to experience STEM education for countries to be able to increase their scientific research capacity and economic progress. The purpose of this research was to determine the effect of problem based STEM education on the perception of middle-school 5th grade students of engineering, engineers and technology. In the research, the single group pre-test and post-test experimental design which is one of the quantitative research methods was used. The study group of the research was consisted of 17 fifth grade students who were receiving education at a state school in the Akhisar district of the city of Manisa in the fall semester of the 2017-2018 academic year. The data of the research were collected with the What is Engineering? and What is Technology? surveys and Draw an Engineer Test. In the analysis of data, non-parametric tests, frequency and percentage analysis and descriptive analysis were used. Following the applications carried out in the research, it was determined that the perceptions of the students of engineering, engineers and technology were developed in the positive manner. In the pre-drawings of engineers, it was seen that the students mostly depicted repairmen or construction workers, whereas they gave place to engineering who produced and did design work in their post-drawings. In addition, it was seen that the perception of male engineers in the pre-drawings decreased in the post-drawings and that the perception of female engineers increased. It was determined that problem based STEM education was effective in terms of the students understanding that only electronical devices are not technology. In the light of the obtained results, suggestions were made about the effective use of problem based learning in the application of STEM education.
Burkina Faso Secondary School Pre-Service Teachers Technology Skills
Author: Moyenga, Moussa
Date: 2019-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Preservice Teachers,Technological Literacy,Foreign Countries,Student Attitudes,Teacher Education Programs,Computer Literacy,Computer Software,Electronic Mail,Multimedia Materials,Comparative Analysis,Departments,Video Technology,Gender Differences,Audio Equipment,Ownership

The purpose of this research was to evaluate the level of Burkina Faso secondary pre-service teachers' technology skills. To reach the aim of the research quantitative research method has been used. Data was collected from 534 pre-service teachers of different departments with 429 male and 105 female from Burkina Faso secondary school teachers education in two institutes, the High Education School of Norbert Zongo University and Institute of Sciences of Ouaga II University on October 2017. Data were transferred to SPSS 22 for statistical descriptives test; t-test and ANOVA tests were applied. According to the results, Burkina Faso secondary pre-service teachers technology skills were so moderate in general and more particularly in basic computer operation (create, save copy and delete files etc…) in use of productivity software (MS Word, Excel, Power Point) and electronic communication (use of e-mail). But their level were low on multimedia (technique of integrating on same medium data of different natures as sound, text video and images…) and electronic references. Comparative analyzes in relation to some variables results indicted a significant difference between the gender; male were competent than female. Meaningful difference has been found between the pre-service teachers' education level. The results showed that pre-service teachers with personal computers were more competent than those without computer. According to the fields of study the result showed significant differences. Technical department pre-service teachers were more competent compare to science, literature and sport department. [For the corresponding online submission, see ED602046.]
A Conceptual Model Incorporating Twitter as a Language Tool in ESL/EFL Learning
Author: Upadhyay, Shalini
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Social Media,Social Networks,Learning Processes,Teaching Methods,Electronic Publishing,Instructional Improvement,Network Analysis,Computer Assisted Instruction

In this paper, the author proposes a conceptual model with reference to the usage of Twitter as a language tool to enhance the learning of ESL/EFL. Due to the advancements in the technology and social media applications, teaching and learning of ESL/EFL have gone beyond the physical boundaries. This paper discusses the importance of microblog application-Twitter in ESL/EFL learning. The readers will find interesting ways of utilizing Twitter and its various features such as tweets, re-tweets, poll, etc for improving ESL/EFL scenarios. It will also be revealed that the ESL/EFL learning parameters derived from social network indicators -- degree, in-degree, centrality, density, and degree centralization play a critical role in evaluating the ESL/EFL learning. The participation level based on the social network analysis will affirm the improvement in the ESL/EFL learning. Finally, further research insights into the usage of the conceptual model in various settings are described.
The Use of Museum Specimens for Marine Education
Author: Omura, Ayano
Date: 2019-00-00
Type: Journal Articles
Subjects: Marine Education,Museums,Marine Biology,Animals,Biodiversity,Foreign Countries,Lifelong Learning,Instructional Materials,Instructional Effectiveness

Today, the necessity of marine education is being stated. Especially raising awareness about biodiversity is important in marine education. Museums not only house exhibits but also have the function of storing specimens. They hold specimens not available to the public daily that can be used for educational and research purposes. Samples of creatures that are difficult to keep and of unusual organisms are often stored in museums. Also, since immersion specimens do not move, they are suitable for observation. The forms of fish are especially diverse. Observations of fish of various forms facilitate the understanding of fish morphology and awareness of biodiversity. Therefore, we conducted a marine biology course using museum fish specimens. In that course, in order to encourage learners' activeness, we implemented quizzes and organized sessions with story nature. Before the lecture, the awareness of the morphology of the fish was low. The lecture was able to make the diversity of fish form understanding. Learners actively attended, observed and deepened their understanding. Also, we were able to tell learners about the function of the museum. It was found that the use of museum specimens is beneficial for observing precious biological specimens.
The Contribution of the Literary Works of François Fénelon &apos;The Adventures of Telemachus, Son of Ulysses&apos; and of Voltaire &apos;Candide&apos;, to the Cultivation of Humanitarian Awareness
Author: Ioannou, Aikaterini X.
Date: 2019-00-00
Type: Journal Articles
Subjects: Literature,Philosophy,Ideology,Humanism,Change Agents,Peace,Empathy,Teaching Methods,Moral Values,Prosocial Behavior,Cultural Pluralism,Political Attitudes,War,Criticism,Religious Factors,Churches,Comparative Analysis,Justice,Books,Critical Thinking,Social Attitudes,Christianity,Power Structure,History,Foreign Countries

Fénelon and Voltaire, the two French philosophers and pedagogues, influenced a wide range of people in the 17th and 18th centuries in Europe. The philosophers who followed were inspired by their work which contained ideological hints and promoted humanitarian awareness. We followed the historical analysis method, we intend to present through Fénelon's 'The Adventures of Telemachus, Son of Ulysses' and Voltaire's 'Candide' how these literary works act as a dynamic change agent in order to promote peaceful attitude, develop empathy, foster tolerance for diversity, cultivate morality, but also motivate young people. Fénelon promotes his views on political wisdom and denounces the greed for wealth and the expansionist wars. Voltaire parodies optimism and criticizes war. The ideological background of the two men is completely opposite; Fénelon is religious and his work is based on his faith, whereas Voltaire struggles against Church. Nevertheless, they both denounce the atrocities committed during war, the vanity of wealth, whilst they both use a utopia to describe the ideal society. In this paper, we will discuss similarities and differences between these two books, the way their writers approach the factors that lead to human suffering, their proposals on anthropocentric policy which should be followed by &quot;kings&quot; for the avoidance of war and the support for peace and justice, the way they encourage their readers to behave and live their lives, because they are themes which strike the modern reader too. The study of these books helps people cultivate critical thinking, get knowledge which leads to wisdom and derive from them social, philosophical, religious, political and pedagogical elements in order to foster solidarity.
The Role of Mass Media as a Socialisation Agent in Shaping Behaviour of Primary School Pupils in Thika Sub-County, Kenya
Author: Mwangi, Esther W.
Date: 2019-00-00
Type: Journal Articles
Subjects: Mass Media Role,Counties,Elementary School Students,Socialization,Child Development,Student Behavior,Teacher Attitudes,Administrator Attitudes,Television,Internet,Family Environment,Radio,Video Games,Parent Child Relationship,Parenting Styles,Foreign Countries

Children learn better when they socialise with items, tools and people in their environment. Provision of creative fun-filled environment boosts children's learning. Lack of a good socialising environment may affect a child's growth and development. The main goal of this study was to assess the role of mass media as a socialisation agent in shaping pupils' behaviour in primary schools in Thika Sub-County, Kenya. The study was guided by Albert Bandura's Imitative Observation Theory. This theory indicates that behaviour depicted by others is easily imitated by young children. The study adopted the descriptive survey research design. The target population comprised of 69 head teachers, 570 teachers, 3256 pupils and one Sub County Education officer. The study applied Gay Principle to determine the sample size of 7 head teachers, 57 teachers and 35 primary school pupils. Simple random sampling was applied to select the respondents who participated in the study. The main research instrument was the questionnaire. Data was analysed descriptively using Statistical Package for Social Sciences (SPSS) version 20. The study found that majority (88.0%) of the teachers agreed that their pupils had access to mass media in form of television and Internet based media. The study noted only a very small proportion of children did not have access to mass media at home. The study concluded that at home, most children spend most of their time listening to radio, watching television programmes, or playing video games. The study recommends that parents must exercise control on the choice and exposure of their children to mass media.
The Effects of Brain-Based Learning and Project-Based Learning Strategies on Student Group Mathematics Learning Outcomes Student Visual Learning Styles
Author: Jazuli, La Ode Ahmad
Date: 2019-00-00
Type: Journal Articles
Subjects: Brain,Active Learning,Student Projects,Learning Strategies,Outcomes of Education,Cognitive Style,Visual Learning,Instructional Effectiveness,Introductory Courses,Foreign Countries,Mathematics Education,Teacher Education,College Students

The purpose of this study was to study the effect of Brain-Based Learning and Project Based Learning strategies on the results of mathematics learning in students of visual learning styles in the Basic Mathematics Introduction course at the Teaching and Education Faculty at Halu Oleo University, Republic of Indonesia. This study uses an experimental research method designed with a post-test design. Student learning outcomes data were collected through tests and learning style data collected through questionnaires. Data were analyzed by ANOVA with Dunnet's further test. The results showed that the learning outcomes of students from the visual learning style group were taught the strategy of Brain-Based Learning higher than Project-Based Learning. The conclusion of the study shows that the student learning outcomes of the visual learning style group taught by the Brain-Based Learning strategy are higher than the Project Based Learning; Student groups with visual learning style preferences are more suitable to be applied with the Brain-Based Learning strategy.
The Effects of Genders of Prospective Teachers on Their Attitudes towards Teaching Profession: A Meta-Analysis
Author: Polat, Ümit
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Gender Differences,Teaching (Occupation),Educational Research,Foreign Countries,Student Attitudes,Undergraduate Students

One of the factors supporting the professional success of prospective teachers is their attitudes towards teaching profession. Many studies have been carried out on determining the attitudes of prospective teachers towards teaching profession. One of the main questions in those studies is to determine if the gender is effective or not. In this study, the meta-analysis was performed in order to determine the effects of gender on the attitudes of prospective teachers towards teaching profession between 2010 and 2015. As a result of database scanning, it has been seen that there were 34 publications that contain related data for meta-analysis. According to the performed analyses, it was concluded that there was no publication bias and it was required to perform analysis according to random effects model. According to meta-analysis results, the general impact level of the publications was 0.323 and they were at small size level. In other words, attitudes of female students towards teaching profession were higher than that of male students. According to the analyses from the aspect of score type of the departments, at which the prospective teachers were studying, it can be said that the differentiation by scores was significant and the attitudes of female and male students were similar in science-math scores. In analyses performed from the aspect of geographical regions of study, it was concluded that the differentiation was not significant.
Students&apos; Ability to Pose a Problem: The Case of Waste
Author: Iliopoulou, Ifigenia
Date: 2019-00-00
Type: Journal Articles
Subjects: Problem Solving,Wastes,Public Schools,Young Children,Elementary School Students,Recycling,Foreign Countries,Kindergarten,Environmental Education,Age Differences,Freehand Drawing,Developmental Stages,Grade 3

The present paper reports on the abilities of young students to pose a problem and explores how these abilities relate to the solutions suggested as well as whether the age of the student influences these abilities. Specifically, twenty-seven 6-year-olds and thirty 9-year-olds from two state schools located in Volos, a small provincial town in Greece, were used as a sample. The inductive analysis of the data, collected in the form of drawings and interviews indicated that the majority of the students were able to pose the problem; albeit in an incomplete way. According to them, the problem of waste is created when people discard whatever is not useful to them. Few of them connected the waste issue to consumption or were aware of the possibility of reusing or recycling. Even fewer students suggested solutions other than just throwing waste into a bin. The results showed that those students, who knew about reusing and recycling at the posing phase, suggested them as ways of reducing waste. It may be assumed that focusing more on improving the way students pose the problem could affect their suggestions for addressing it. It was also noted that third-graders seemed better able to pose the problem than younger students.
Effect of School Feeding Programme on ECDE Pupils&apos; Class Participation in Kenya
Author: Karaba, Mary Wanjiku
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Early Childhood Education,Child Care Centers,Food,Nutrition,Student Participation,Program Effectiveness,Child Health,Well Being,Academic Achievement,Thinking Skills

World Food Programme (WFP) and the Kenyan Ministry of Education introduced school feeding programme in targeted pre-primary and primary schools in 1980. However, its effects in promoting pupils' class participation in early childhood are not clear. The objective of the study was to assess the pupils' class participation in ECDE centres with a school feeding programme and those without. The study also sought to test out the following null hypothesis (Ho1): There is no statistically significant difference in class participation of pupils in ECDE centres with feeding programme and those without. The study used descriptive survey research design. The total number of pupils was 54,629 from 1163 centres. Twenty centres were purposively selected based on high population. 380 pupils were sampled using Krejcie and Morgan's table (1970). Twenty headteachers, 20 teachers and two county directors were sampled. This study was theoretically guided by Maslow's hierarchy of needs. Data was collected by means of an interview schedule, questionnaires and an observation schedule. Data was analysed using descriptive and inferential statistics by using SPSS. The Major finding is that pupils in ECDE centres with SFP participate more than those in schools without SFP. The study recommends that SFP be implemented in all schools.
The Effect of Using Out-of-School Learning Environments in Science Teaching on Motivation for Learning Science
Author: Yildirim, Halil Ibrahim
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Grade 7,Secondary School Science,Student Attitudes,Learning Motivation,Extracurricular Activities,Field Trips,Science Fairs,Science Teaching Centers,Museums,Exhibits,Educational Parks,Experimental Groups,Control Groups

This study aims to determine the effect of using out-of-school learning environments in science teaching on motivation for learning science. It is a quasi-experimental study and it has been designed as pre- and posttest experimental study. The study was carried out with seventh grade students enrolled in a secondary school in the city centre of a metropolis of Turkey in 2018 within a period of 20 weeks. There were 28 students in the control group and 28 students in the experiment group. Students' motivation for science learning was evaluated using the Motivation Scale for Science Learning. The scale was used as pretest before the study, post-test at the end of the study, and follow-up test 12 weeks after the study. In the research, the application step was carried out by the science teacher and the researcher. In the control group, science teaching process was performed in accordance with the present science curriculum. Out-of-school learning environments related to the objectives of the current science teaching were used for the experiment group during the science teaching. The students in the experiment group visited out-of-school learning environments like nature trips, botanic parks, science fairs, science museums, natural history museums, the observatory, anatomy exhibitions, and energy parks for the subjects that were taught to them. It was found in the study that using out-of-school learning environments in science teaching had a significant effect in developing students' motivation for learning science. Based on this finding, formal education of science students can be supported with out-of-school learning environments.