ethanporcaro/eric-fulltext-meta huggingface dataset:
Augmented Reality in Teaching Descriptive Geometry, Engineering and Computer Graphics -- Systematic Review and Results of the Russian Teachers&apos; Experience
Author: Voronina, Marianna V.
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Simulation,Geometry,Engineering Education,Computer Graphics,Foreign Countries,Construction (Process),Models,Building Design,Instructional Effectiveness,Technology Integration,Educational Technology,Teacher Attitudes,Student Attitudes,College Freshmen

The relevance and feasibility of this study are determined by the absence of serious, scientific research, as well as teaching materials, when it comes to the use of Augmented Reality (AR) in teaching students and future teachers Descriptive Geometry, Engineering and Computer Graphics (DGECG). The purpose of the study is to examine the current state of knowledge and practice of existing courses, which use the AR concept; to conduct a pedagogical experiment by teaching students how to create an information model of a building structure using the AR concept; to study the impact of the AR technology on students, lecturers, on the quality of students' design works and project presentation. The research methods used were a set of various, complementing each other methods, which can be divided into two groups: (1) theoretical: analysis of the teachers' and psychologists' works on the point of the research, analysis of methodological and educational literature; and (2) empirical: observation, statement, pedagogical experiment. The authors synthesized qualitative and quantitative AR research in the field of education. A team of students from Saint-Petersburg Mining University, Kazan (Volga region) Federal University and Financial University under the Government of the Russian Federation solved a design problem using AR and created an informational 3D-model of the structure. Existing methods of teaching students were supplemented and updated by the method of graphical presentation of the results, with due regard for AR-technologies. It has been found that at the present moment, the concept of AR has gained popularity not only among designers and planners, but also among schoolteachers, as well as among teachers at engineering universities. The absence of scientifically substantiated and proven programs and training materials for training students of DGECG using AR has also been confirmed. The necessity of further scientific research in the field of AR for DGECG has been substantiated. The article materials could prove to be useful for lecturers, schoolteachers and parents.
Scrum Methodology as an Effective Scaffold to Promote Students&apos; Learning and Motivation in Context-Based Secondary Chemistry Education
Author: Vogelzang, Johannes
Date: 2019-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Science Teachers,Teaching Methods,Student Motivation,Learning Motivation,Scaffolding (Teaching Technique),Teacher Attitudes,Outcomes of Education,Metacognition,Learner Engagement,Secondary School Students,Science Achievement,Visualization,Learning Processes

Context-based approaches aim at increasing students' learning and motivation. However, students perceive its complexity often as overwhelming, causing frustration and disengagement. Thus, there is a need for innovative teaching methods to scaffold students in context-based education. Two perspectives are used to argue that Scrum methodology, a project management framework, is a promising candidate. First, its features are described and subsequently connected to six well-known scaffolds from the motivational literature. This exploration showed that implementation of Scrum methodology might lead to improvements of students' motivation and an increase in cognitive and metacognitive learning achievements. Secondly, an empirical pilot study was conducted. Three experienced chemistry teachers implemented Scrum methodology in their chemistry lessons. Interviews revealed that Scrum methodology visualized students' learning process and progress. Two teachers reported stable and even better learning outcomes. In addition, they perceived that their students showed increased engagement. However, one of the participating teachers reported student resistance towards parts of the Scrum methodology as well as organizational issues. This teacher emphasized that Scrum methodology is in itself rather complex and that implementation is not an easy job. Although the pilot study suggests that caution is urged, its implementation might give new momentum to reinforce context-based approaches.
Supporting Children&apos;s Understanding of Volume Measurement and Ability to Solve Volume Problems: Teaching and Learning
Author: Huang, Hsin-Mei E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Knowledge Level,Geometry,Mathematics Activities,Intervention,Teaching Methods,Grade 5,Elementary School Students,Foreign Countries,Mathematical Concepts,Mathematics Instruction,Problem Solving,Electronic Learning,Computer Uses in Education,Computer Assisted Instruction,Visual Aids,Pretests Posttests

This research examined the effects of two instructional treatments on training performance in solid volume measurement and potential effects on solving capacity and displaced volume problems by two related studies. Fifty-three fifth-graders from a public elementary school in Taipei, Taiwan, participated. In the Phase 1 study, the children (n = 27) who received a curriculum that integrated geometric knowledge with concepts of volume measurement (GKVM) showed greater competence in solving problems than did those (n = 26) who received a curriculum that emphasized measurement procedures and volume calculation (VM). In the subsequent Phase 2, the same two groups received identical instruction in capacity, and the group that received the GKVM curriculum showed better problem-solving performance than did the other group. The one-on-one interview data showed that the children's prior knowledge of solid volume measurement had a critical influence on the solving of advanced problems involving capacity and volume displacement concepts.
Swedish Fifth and Sixth Graders&apos; Motivational Values and the Use of ICT in Mathematics Education
Author: Tossavainen, Timo
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Motivation,Grade 5,Grade 6,Technology Integration,Mathematics Education,Self Efficacy,Gender Differences,Preadolescents,Value Judgment,National Curriculum,Achievement Need,Elementary School Students,Conventional Instruction

Background: In Sweden, the introduction of new national curricula for primary and secondary schools has implied, for example, that programming has become a compulsory part of mathematics education since August 2018. We study Swedish fifth and sixth graders and the distributions of their motivational values related to studying mathematics with paper and pencil vs. with ICT. Materials and methods: We examine, in the framework of Expectancy--value theory, data collected from 93 pupils using Student's t-test, correlation analysis and binary logistic regression analysis. Results: Choosing between traditional and ICT-based approaches significantly affects the distribution of pupils' motivational values; pupils express higher attainment, utility, and cost values when studying mathematics with paper and pencil is concerned. In general, girls express higher motivation in mathematics than boys do. The utility value is the only significant predictor for the view that studying with ICT makes their learning of mathematics qualitatively better. Conclusions: The Swedish fifth and sixth graders also motivated to study mathematics with ICT, yet the distributions of values differ across the genders; boys may benefit more from studying with ICT. Girls seem to need more and a different kind of encouragement than boys to find using ICT in mathematics education meaningful.
Analysis of U.S., Kenyan, and Finnish Discourse Patterns in a Cross-Cultural Digital Makerspace Learning Community through the IBE-UNESCO Global Competences Framework
Author: Espino, Danielle P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Entrepreneurship,STEM Education,Discourse Analysis,International Cooperation,Videoconferencing,Meetings,Feedback (Response),Foreign Countries,Educational Cooperation,Network Analysis,Ethnography,Cooperative Learning,Second Language Learning,Program Descriptions,Sustainable Development,Lifelong Learning,Personal Autonomy,Multiple Literacies,Interdisciplinary Approach,Global Approach,Independent Study

In 2017, the International Bureau of Education (IBE) at the United Nations Educational, Scientific and Cultural Organization (UNESCO) put forth seven global competences to address accelerating technological progress and increasing levels of complexity and uncertainty affecting many facets of society (Marope, 2017). These competences were used in examining participant discourse in a global, collaborative digital makerspace environment, where students ages 12 to 17 from six countries develop and share STEM-focused media artifacts. The participants communicate synchronously through video conference calls, referred to as online global meet-ups. The meet-ups allow students to present media artifacts they have created, share ideas, exchange information, and provide feedback. In this analysis, epistemic network analysis (ENA), a technique in quantitative ethnography, is used to examine the connections made among the IBE-UNESCO global competences in a meet-up involving participants from Finland, Kenya, and the U.S. ENA network models were created initially for the three sites, then further disaggregated by time segment to analyze how participant discourse patterns may have evolved in each context. Through this approach, the paper explores more broadly the interactive role of media making, cross-cultural engagement, and collaborative learning in the development of global competences in students.
The Development of Environmental Recreation Camp Activities for Youth in Roi-Et Province of Thailand
Author: Phakeewai, Suwakhon
Date: 2020-00-00
Type: Journal Articles
Subjects: Camps,Program Development,Environmental Education,Foreign Countries,Student Attitudes,Attitude Change,Program Effectiveness,Gender Differences,High School Students,Recreational Activities

This research aims to develop the environmental recreation camp activity for youth in Roi-Et province of Thailand, to compare environmental knowledge, environmental attitudes before and after participating in the camp, as will as their participating in Environment Recreation camp activities during and after participating in the camp of youths with different gender and domicile, and to study the relationship between environmental knowledge, environmental attitudes and participation in environmental recreation camp activities. The data were collected though a survey with 40 youths from Phanom Phrai Wittayakarn School, Phanom Phrai District, Roi-Et Province. The research instruments was the manuals questionnaire measuring environmental knowledge, environmental attitudes and participation in environmental recreation camp activity. The data were analysed by using descriptive statistic and hypothesis testing by using t-test, One-way MANCOVA, One-way ANOVA and Correlation analysis. The results of this research indicated as below Environment Recreation Camp Activities for Youth in Roi-Et Province had effectively is 85.17/83.44 and an effectiveness index is 0.6117. After participating in environment recreation camp activities, youths had higher environmental knowledge and environmental attitudes than before participating in the camp. After participating in environment recreation camp activities, youth had higher participation in environment recreation camp activities than during participating in camp. The sample youths with different gender and domicile had no different environmental knowledge, environmental attitudes, and environmental participation. Environmental knowledge, environmental attitudes, and participation in environmental recreation camp activities were not correlated.
Evaluation of Teacher Digital Competence Frameworks through Expert Judgement: The Use of the Expert Competence Coefficient
Author: Cabero-Almenara, Julio
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Technological Literacy,Online Courses,Foreign Countries,Standards,Evaluation Methods,Educational Strategies,Scores,Faculty Development

In this paper, different proposals made by national and international organizations and institutions on Teacher Digital Literacy are taken into account. The 7 most commonly used competence frameworks in international contexts are presented for evaluation through expert judgment. Next, the most suitable for the subsequent realization of a t-MOOC on Teacher Digital Literacy was selected. The selection of these experts was based on seven criteria that helped to establish the expert knowledge coefficient (EKC). This strategy served to obtain the viability of the selected sample. A total of 412 people, 155 experts and 257 non-experts participated in this study. After conducting the expert judgment, in a single round, it was concluded that the European Framework of Digital Competence for Teachers DigCompEdu is the most valued and adequate to be used as reference for the formative t-MOOC, followed by INTEF. This result is logical, since the latter is inspired by the former. These findings do not question the validity of the other competency frameworks, but the preferences granted by the judges.
Exploring the Literacy-Related Behaviors and Feelings of Pupils Eligible for Free School Meals in Relation to Their Use of and Access to School Libraries
Author: Wood, Clare
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Behavior,Literacy,Psychological Patterns,Low Income Students,Eligibility,School Libraries,Library Services,Use Studies,Reading Attitudes,Reading Habits,Foreign Countries,Writing Attitudes,Self Esteem,Recreational Reading,Reading Achievement,Reading Motivation,Learner Engagement,Elementary School Students,Secondary School Students

Although it has been argued that school libraries are important for supporting the reading engagement of pupils who receive free school meals, to date there has been little analysis of the extent to which use of school library spaces is related to these pupils' reading behaviors. We analyzed data from 6,264 children and young adults in the United Kingdom entitled to free school meals (FSM) who completed the 2019 National Literacy Trust Annual Literacy Survey. Our goals were to understand the extent to which these pupils' engagement with reading and writing were related to access to or use of their school libraries and to understand some of the reasons why they do or do not use school libraries. We found their enjoyment of both reading and writing, their confidence in their own abilities, and the frequency with which they read or wrote for pleasure outside of school was significantly higher for those pupils eligible for FSM who used their school libraries relative to both those who did not use their school libraries and those who had no school library. Consistent with this finding, children eligible for FSM who used their school library engaged with a greater diversity of reading material and writing than those who were not school library users. Pupils who had access to welcoming, well-equipped libraries with books well-matched to students' interests used the libraries for those reasons and because, for many, it was a safe haven. Many non-users either had no school library or perceived the library as poorly equipped, unwelcoming, or uninteresting. We argue that effective school libraries can be a significant resource in supporting engagement with self-motivated literacy practices in children from low-income families.
Analysing Dialogue in STEM Classrooms in Ecuador: A Dual Socioeconomic Context in a High School
Author: Ching-Chiang, Lay-Wah Carolina
Date: 2020-00-00
Type: Journal Articles
Subjects: Dialogs (Language),Classroom Communication,STEM Education,Socioeconomic Influences,Context Effect,Inclusion,Transformative Learning,High School Teachers,Instructional Improvement,Sequential Approach,Developing Nations,Foreign Countries

Science, Technology, Engineering and Maths education (STEM Education) is presented as a way to reduce marginalisation and promote inclusion in developing countries. This qualitative study aims to identify ways of reducing marginality and promoting inclusion through dialogic and transformative learning by high school teachers of the New Harvest School (NHS), particularly in STEM Education. Method: The study was carried out within the framework of the critical social approach identifying four characteristics of dialogism. The data comprised ethnographic observations of classes, and interviews with the selected teachers, the vice-chancellor and the administrator of the institution. Results: The dialogic characteristics of sequentiality, positioning, historicity and plurality were found in the science classes taught by the institution. Teachers have curricular knowledge capabilities regarding STEM education; however, recommendations were presented regarding the dialogic training that teachers should have, which made this study particularly relevant for improving teachers' skills in this field. This article suggests options to create spaces for the use of educational dialogue and a liberating practice of education.
Analysis of the Educational Impact of M-Learning and Related Scientific Research
Author: Fombona, Javier
Date: 2020-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Electronic Learning,Scientific Research,Information Management,Web Sites,Content Analysis,Computer Software,Computer Simulation,Higher Education,Secondary Education,Interpersonal Relationship,Addictive Behavior,Cooperative Learning,Guidelines,Journal Articles,Conference Papers,Personal Autonomy,Independent Study,Information Technology,Intellectual Disciplines

The deep penetration and global impact of mobile devices has led the scientific community to undertake a thorough analysis of the implications of this phenomenon. Researchers need to determine their true real effect and how they can best be used to manage information and build knowledge. This study has examined recent investigations on the subject of mobile learning and carried out a descriptive analysis of a sample of registers indexed on the Web of Science research platform in 2015-16. An exhaustive content analysis has revealed new areas where M-Learning is being implemented, especially in the teaching of foreign languages, the emergence of social interaction methodologies in Secondary Education, evolving forms of collaborative relationships, work with clearly defined student profiles and the use of virtual immersive and innovative spaces in Higher Education. This paper also emphasizes the presence of previously unknown, transcendent problems associated with M-learning, such as the collateral addiction effect, and its interference in the classroom. Finally, our study suggests that teachers could embrace these technological proposals and include them in their strategies. Indeed, it might be necessary to flip the process, so this research could be the start of the generation and design of innovative guidelines to manage these forms and content.
Universities under Pressure: The Impact of International University Rankings
Author: Vidal, Javier
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Policy,Goal Orientation,Institutional Mission,Universities,Reputation,Institutional Evaluation,Educational Quality,Selective Admission,Evaluation Criteria,Institutional Characteristics,Strategic Planning,Databases,Information Retrieval,Periodicals,Foreign Countries

This paper synthesizes the characteristics of university rankings that cause pressure or 'harassment' on universities and analyses possible strategies for action that can be carried out in the real context of the three main university rankings (QS, THE, ARWU), suggesting the consequences for the so-called world-class universities and others (which represent 95% of the total). Although there is controversy over the criteria of the university ranking systems, many universities are establishing strategies aimed at adapting to these criteria and indicators and improving their positions. This study concludes that international university rankings should not be a relevant source of information to consider the quality of universities because this can have a negative impact on the development of medium- and long-term policies in higher education and the universities themselves. Universities should concentrate on their mission and must provide valid and reliable information to all stakeholders about the level of achievement of their goals.
Spanish Reading Influencers in Goodreads: Participation, Experience and Canon Proposed
Author: García-Roca, Anastasio
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Media,Role Models,Reputation,Recreational Reading,Foreign Countries,Reading Habits,Computer Mediated Communication,Individual Characteristics,Geographic Regions,Literary Genres

Nobody doubts the importance of digital influencers when it comes to the selection and acquisition of new products and services. In the specific field of literary reading, literary blogs, booktubers and specialized websites that act as prescribers of reading stand out. This study presents a descriptive research model in which a multivariate analysis of the main sociodemographic characteristics, assessments, readings and activities developed by the 100 most important reading influencers in Spain was carried out. For this purpose, data were taken from the most widely used reading cataloguing platform, i.e. Goodreads. It was found to be mainly about women with a developed reading habit and with an effervescent and extensive experience in literary blogs, thematic social networks, etc. In addition, the results show that the more influencers evolve as readers the more demanding they become more in their assessments, which in turn translates into greater influence. Influencers' recognition in the platform, therefore, is subject to their reading experience, critical capacity and personal criteria. Finally, it was learned that the canon of authors and works best valued by these relevant users is heterogeneous, although works and authors related to Young Adult Literature and bestsellers predominate to a certain extent.