ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Problem Solving Skills Using an Educational Game in a Computer Programming Course
Author: Mathew, Roy
Date: 2019-00-00
Type: Journal Articles
Subjects: Problem Solving,Skill Development,Educational Games,Game Based Learning,Computer Science Education,Programming,Introductory Courses,Novices,Student Attitudes,Teacher Attitudes,Instructional Effectiveness,Web Based Instruction,Foreign Countries,College Students

Problem solving skills are considered an important component in learning to program in an introductory programming (IP) course for novices. This study introduced a PROSOLVE game to enhance problem solving skills of novice programmers in the introductory programming course. The game is based on pseudo-code technique. A survey was employed to collect students' feedback and semi-structured interviews were organized to collect instructors' opinion about the game. The results show that the game helped most of the students in understanding the programming concepts, structures and problem solving strategies. Moreover, the game supports students' cognitive engagement, gains, and affective engagement in the IP course. Instructors appreciated the game and considered it as an additional supporting teaching tool in the IP course. Moreover, they considered the game as good alternative of traditional pen and paper learning approach in attracting students' interest in the programming domain.
A Flavor Perception Game Designed to Introduce Basic Chemical Sensation of Taste Modalities to Undergraduate Nursing and Exercise Science Students
Author: Mahaffey, Angela L.
Date: 2019-08-00
Type: Journal Articles
Subjects: Undergraduate Students,Nursing Students,Game Based Learning,Perception,Exercise Physiology,Educational Games,Hands on Science,Chemistry,Active Learning

The Flavor Perception Game was designed with the goals of developing an interactive and hands-on activity, providing a platform to review chemical senses of the five tastes, promoting student investment in the course material, and providing a basis for discussion on chemical senses of the five tastes. Knowledge of taste sensation is useful for nursing and exercise sciences students, as human physiology is integral to both baccalaureate curricula. The game is inexpensive, easy to incorporate into a 50-minute lecture period, and free of chocolate allergens. Student participants (N=34) tasted three candies and completed a voluntary anonymous poll regarding their detection of the presence of umami, bitter, sweet, salty and/or sour taste modalities in the different candies. During the three stages of this classroom game, a total of 214 taste selections were made, following which students discussed various aspects of taste sensation including its importance in healthcare.
Clay Modeling in a Sophomore-Level Anatomy Laboratory: Will Active Learning Improve Student Performance?
Author: Carlson, Darby
Date: 2019-08-00
Type: Journal Articles
Subjects: Anatomy,Physiology,Science Instruction,Active Learning,Undergraduate Students,Teaching Methods,Science Tests,Models,Laboratory Experiments,Grades (Scholastic),Student Attitudes,Visualization,Formative Evaluation,Universities

The purpose of this study was to examine the impact of active learning on student performance in a sophomore-level anatomy and physiology course. Exam grades of students from two consecutive fall semesters were compared. In the first year of the study, students (n=180) used skeletons, plastic muscular manikins, and illustrations to learn the musculoskeletal system while in the second year of the study, students (n=186) also constructed clay models for more active learning. There was no significant difference in average final grade between years, suggesting no difference in overall student ability. For the two laboratory exams over the musculoskeletal system, students who participated in clay modeling performed lower than students who had only skeletons, manikins, and illustrations, and significantly fewer students earned a grade of C (70%) or better on the exams. Surveyed students found active learning useful for visualizing the muscles but few thought clay modeling improved their exam performance.
The Effect of Unplugged Coding Activities on Computational Thinking Skills of Middle School Students
Author: Tonbuloglu, Betül
Date: 2019-00-00
Type: Journal Articles
Subjects: Coding,Teaching Methods,Computer Science Education,Computation,Thinking Skills,Middle School Students,Grade 5,Instructional Effectiveness,Creativity,Cooperation,Student Motivation,Student Participation,Foreign Countries

The purpose of the study is to examine the effect of unplugged coding activities carried out with middle school students on their computational thinking skills. This study employed nested-mixed design, which is a mixed research method; the data were supported by including the qualitative phase into an experimental study. In this frame, a group of 114 middle school students consisting of 5th graders were given coding training titled &quot;Kesfet Project -- I Discover Coding&quot; by using unplugged coding content. The Computational Thinking Scale was applied to the students at the beginning and end of the training; the results obtained from the scale were analyzed by means of a paired t test. Finally, it was found out that unplugged coding activities had a positive effect on the improvement of computational thinking skills of the students. An examination of the subfactors revealed that there is statistically no significant change in the problem solving skill despite the positive impact observed on creativity, algorithmic thinking, collaboration and critical thinking skills. Following the analysis of observation and daily data, the findings obtained revealed that the students usually displayed high levels of motivation and class participation in unplugged coding activities, they had difficulty in concretizing certain concepts as well as subjects requiring mathematical knowledge; various teaching methods and techniques were used in classes; the students liked the activities especially due to their appealing nature and their relation to daily life; however, there were occasional problems with scheduling of activities and teamwork due to overcrowded class size; the students experienced problems in achieving outcomes such as perceiving the relationship between computer science and mathematics and analyzing the given problem, and could have difficulty in associating between computer science and mathematics or between the subjects learned and the computer lesson, and in analyzing a given problem.
Diversity and Inclusion in Anatomy and Physiology Education, Degree Programs, and Professional Societies
Author: Meyer, Edgar R.
Date: 2019-08-00
Type: Journal Articles
Subjects: Anatomy,Physiology,Diversity,Inclusion,Science Education,College Programs,Professional Associations,Standards,College Science

Given the ever-increasing diversity of both the global and national community, diversity and inclusion are critical topics for consideration in healthy organizational settings. Promotion of diversity and inclusion is especially important for institutions of higher learning since diverse and inclusive environments more accurately teach learners about the real world, provide impetus for social change, and improve individuals' skills of cross-cultural interaction. The benefits of diversity and inclusion can be experienced in the anatomical sciences, including human anatomy and physiology, when course content has relevant connections to topics of diversity and when these topics are in alignment with standard learning goals or competencies. While some organizations, including anatomy and anatomy and physiology educators, have established policies, standards, or objectives for diversity and inclusion, there are many other professional societies relevant to anatomy and/or physiology that have not adopted such guidelines. Anatomy and anatomy and physiology educators also benefit from a more diverse working environment, multicultural interactions with other individuals at their institutions or professional meetings, and diversification of anatomy instruction in the classroom with effective technology and teaching methods. The applications of diversity and inclusion foster more culturally educated and enriched global societies and anatomy and physiology communities.
Infantile Spasms: The Role of Prenatal Stress and Altered GABA Signaling
Author: Schuck, Maria
Date: 2019-08-00
Type: Journal Articles
Subjects: Epilepsy,Infants,Stress Variables,Prenatal Influences,Genetic Disorders,Neurological Organization,Neurological Impairments,Brain,Pregnancy,Physiology

Infantile spasms (IS) is a rare epileptic disorder occurring in children under the age of one that can often lead to severe developmental delays throughout life. Though over 200 etiologies have been associated with this disorder, many cases remain unexplained. Research into the etiology of IS has implicated causes such as exposure to prenatal stress or changes in GABAergic signaling. Here, we describe recent findings that draw a direct connection between prenatal stress, altered GABA signaling, and the development of IS. We also discuss how these findings can be used in the classroom to enrich discussions of nervous system physiology, development, and disease.
Method for Production of 3D Interactive Models Using Photogrammetry for Use in Human Anatomy Education
Author: Burk, Zachary J.
Date: 2019-08-00
Type: Journal Articles
Subjects: Anatomy,Human Body,Visual Aids,Photography,Models,Science Instruction,College Science,Laboratory Equipment,Undergraduate Students,Student Attitudes,Production Techniques,Computer Uses in Education

Despite a shift to use digital resources to supplement traditional anatomy education, institutions often rely upon external sources of digital materials. Such three-dimensional (3D) animations rarely resemble the anatomical models or cadaveric specimens used in the students' laboratories. Photogrammetry is a technique that generates an interactive three-dimensional model from a series of photographs. This study developed a simple and inexpensive method for using photogrammetry to produce interactive models that can be used by the anatomy educator. Only cell phone cameras were used, and the authors had no previous experience with photogrammetry. Such photorealistic interactive models of cadaveric specimens or plastic anatomical models may allow learners to review and recall anatomical structures seen in the laboratory on any web-enabled device.
An Investigation of the Data Collection Instruments Developed to Measure Computational Thinking
Author: Haseski, Halil Ibrahim
Date: 2019-00-00
Type: Journal Articles
Subjects: Data Collection,Computation,Thinking Skills,Educational Research,Test Construction,Cognitive Tests

The aim of the present study was to investigate the properties of paper-and-pencil data collection instruments developed to measure Computational Thinking (CT) based on several variables. Thus, keywords were identified and used in searches conducted in various databases. The outcomes of the search were analyzed based on the inclusion/exclusion criteria and 64 studies that focused on CT measurement were identified. Content analysis findings were classified under several themes. Based the present study findings, it was determined that the number of tools developed to measure CT demonstrated an increasing trend over time. Furthermore, it was found that the above-mentioned studies included mainly tests. Moreover, it was observed that the processes of ensuring validity and reliability were not clearly specified for more than half of the paper-and-pencil data collection instruments designed to measure CT. Based on the findings, several recommendations were presented for future studies and implementations in the related field.
The Human Microbiome: Composition and Change Reflecting Health and Disease
Author: Cooper, Sarah
Date: 2019-08-00
Type: Journal Articles
Subjects: Microbiology,Human Body,Physiology,Genetics,Diabetes,Autism,Pervasive Developmental Disorders,Anxiety,Mental Health

In humans, microbial organisms known as the microbiota, normally colonize airway passages, skin, the oral cavity, the gastrointestinal tract, and the vagina. There is a growing body of evidence linking the gut microbiota with the overall health of its host. Normally, the microbes that make up the microbiota coexist with a human or animal host without any noticeable difficulty. However, if the symbiotic balance is altered as a result of illness, stress, dietary changes, antibiotic treatment, or other disturbances, the result may be a disruption of normal interactions known as dysbiosis. As a result, the body may become more susceptible to disease. This article examines the most common means by which the microbiota are identified, the process by which the microbiome is acquired, fecal microbial transplantation, and the association of the gut microbiome with specific illnesses such as diabetes and autism. The utility of these applications in developing a teaching module that incorporates the microbiome into courses in physiology or pathophysiology is also reviewed.
SplashCode -- A Board Game for Learning an Understanding of Algorithms in Middle School
Author: Gresse von Wangenheim, Christiane
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Games,Middle School Students,Middle School Mathematics,Foreign Countries,Student Motivation,Interaction,Game Based Learning,Thinking Skills,Computation,Student Experience,Instructional Effectiveness

Teaching computational thinking in K-12 as a 21st century skill is becoming increasingly important. Computational thinking describes a specific way of reasoning building on concepts and processes derived from algorithms and programming. One way to teach these concepts is games as an effective and efficient alternative. This article presents SplashCode, a low-cost board game to reinforce basic algorithms and programming concepts. The game was developed in a systematic way following an instructional design process, and applied and evaluated in a Brazilian public school with a total of 65 students (grade 5 to 9). First results indicate that the game can have a positive impact on motivation, learning experience, and students' learning, as well as contribute positively to social interaction, relevance, and fun. Results of this study may assist in the selection of games as an instructional strategy and/or in the development of new games for teaching computational thinking.
What Is Nature?
Author: Wilson, Ruth
Date: 2019-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Educational Philosophy,Environmental Education,Western Civilization,Interdisciplinary Approach,Teaching Methods,Humanism,Holistic Approach,Child Development,Play,Thinking Skills

The concept of nature and how humans relate to nature provide the framework for this philosophical discussion on challenges facing the evolving field of early childhood environmental education. Posthumanistic thinking is proposed as an alternative to what is perpetuated through a more typical Western approach to education. This Western approach tends to reinforce and widen the human-nature separation. A common theme emerging from interdisciplinary thinking about the nature-human connection centers around kinship versus domination. This theme is presented as central to posthumanistic thinking. Suggestions are offered on how to apply post-humanism to pedagogy, especially at the early childhood level. Adopting a post-humanistic approach in working with children is considered to be critical to the very survival of the planet while also nurturing the holistic development of children. Posthumanism is also presented as a catalyst for ushering in a community of life that's inclusive of multispecies beings sharing one common world. Provocations for the future include addressing five areas of concern: (1) how nature is presented to children; (2) the meaning and practice of nature play; (3) the capabilities of children; (4) a pedagogy of discomfort; and (5) deeper dimensions of wonder. The essay concludes with a call to take up the challenge of thinking with nature and finding more entangled ways of being in the world.
Decolonial Water Stories: Affective Pedagogies with Young Children
Author: Nxumalo, Fikile
Date: 2019-00-00
Type: Journal Articles
Subjects: Water,Early Childhood Education,Indigenous Knowledge,Kindergarten,Teaching Methods,Learning Processes,Affective Behavior,Feminism,American Indian Culture,Environmental Education,Freehand Drawing,Singing,Story Telling

This article is situated within ongoing efforts in early childhood education to unsettle extractive relations with the more-than-human world and efforts to situate children's learning within current conditions of environmental vulnerability. The authors discuss some pedagogical and curricular interruptions that emerged from foregrounding Indigenous knowledges and non-anthropocentric modes of learning in an inquiry that focused on young children's water relations. We focus in particular on the affective resonances that emerged from kindergarten children's encounters with a creek in Austin, Texas. In conversation with Indigenous feminisms, we discuss these affective encounters in relation to their decolonial potentials. We argue for the mattering of affective pedagogies that nurture nonanthropocentric relations while centering Indigenous land and life.
Entanglements in the Forest: The Orange GoPro Camera and the Children Who Wear Them
Author: Harwood, Debra
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Outdoor Education,Natural Resources,Ecology,Environmental Education,Sustainability,Early Childhood Education,Interaction,Video Technology,Photography

In this article, we revisit fragments of data from a three-year study, paying close attention to the entanglements and inseparability of child/plastic/snow/GoPro within children's everyday encounters and narratives in an immersive nature-based program in Canada. We query how these entangled ways of being might help inform environmental and sustainability pedagogical practices, and problematize ideals of human agency and nature-as-pure that are embedded within environmental and sustainability early childhood education. Relying on theories of posthumanism and new materialism (Barad, 2003, 2007; Bennett, 2010; Hultman &amp; Lenz Taguchi, 2010) we examine the bodily, social, and affective intra-actions of nature/child/camera to propose thinking differently about the world and children's relations with the more-than-human world.
The Effect of Psycho-Education Program on Increase the Tendency to Forgive and Five Factor Personality Properties of Forgiveness Tendency
Author: Karduz, Fatima Firdevs Adam
Date: 2019-00-00
Type: Journal Articles
Subjects: Personality Traits,Neurosis,Program Effectiveness,College Students,Group Counseling,Attitude Change,Teacher Education,Foreign Countries,Psychological Patterns,Extraversion Introversion,Altruism,Self Control,Novelty (Stimulus Dimension),Correlation

The basic aim of this study is to examine the effect of psycho-education program for gaining the tendency to forgive on Big five personality traits. The study was carried out via experimental design to determine the cause and effect relationship between the independent variable (big five personality traits) and the dependent variable (tendency to forgive). The study was conducted with Pretest-Posttest Control Group Design. 24 university students who attended to the study were randomly assigned to the experimental and the control group each of which consisted of 12 university students. The data was collected through Big Five Personality Traits Scale and Heartland Forgiveness Scale. Within the scope of the study, experimental group was given 10-week psycho-education program to gain positive personality traits and to gaining forgiveness tendency while control group was not given any intervention. The effectiveness of the group counseling process was tested by the same scale in pre-experimental, post-experimental and follow up processes. According to the findings of the study, it was found that all of the personality traits were effective in order to help to increase the tendency of forgiveness of individuals with high scores for neuroticism, one of the big five personality traits, and low scores for forgiveness, that is people with less forgiveness competency. The findings were discussed in the light of the literature and recommendations were made accordingly.
Sources of Social Support in Physical Activity Participation: The Moderating Effect of Gender
Author: Eskiler, Ersin
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Gender Differences,Social Support Groups,Case Studies,Foreign Countries,Physical Activities,High School Students,Student Motivation,Student Participation,Student Attitudes,Parent Child Relationship,Peer Relationship

The aim of this study was to investigate the relationship between sources of social support and motivation and the moderating effect of gender on this relationship for physical activity participation in adolescents. In this study, the relational screening model, one of the quantitative research method, was used. The research was carried out in accordance with the cross-sectional survey design. The data obtained were evaluated by SPSS 21.0. The research data were obtained from a total of 670 adolescents who were selected by convenience sampling method among secondary and high school students in Ankara, Bursa and Istanbul. As a data collection tool, the Physical Activity Participation Motivation Scale (PAPMS) developed by Tekkursun Demir and Cicioglu (2018) and consisted of 16 items and 3 sub-dimensions, was used. In order to determine the social support perceptions in physical activities of the students in the research, Social Support Scale for Physical Activity in Adolescents (SSSPA) which was developed by Farias Junior et al. (2014) and adapted to Turkish language by Küçükibis and Eskiler (2019) and consisted of 10 items and 2 sub-dimensions, was used. Our findings demonstrated that there was a positive relationship between physical activity participation and participants' motivation in physical activity and their perceptions of parent and peer social support. Additionally, there was no statistically significant effect of gender interaction with perception of parental social support on physical activity participation motivation (t=1.36, p&gt;0.05). However, it was identified that peer social support perception and gender interaction had statistically significant effect on physical activity motivation (t=1.99, p&lt;0.05). The results indicate that as the perception of parent and peer social support increases, female students' motivation to participate in physical activities increases more than male students. In other words, female students were more positively affected by parent and peer social support than male students. Consequently, adolescents' social support for physical activities had positive effects on their participation and motivation.