ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessment of Scientific Reasoning: Development and Validation of Scientific Reasoning Assessment Tool
Author: Abate, Tsedeke
Date: 2020-00-00
Type: Journal Articles
Subjects: Scientific Concepts,Science Process Skills,Thinking Skills,Test Construction,Test Validity,Science Education,Grade 8,Middle School Students

Studies indicate that the failure of science education to meet the needs of the 21st century is to some extent due to the inability to incorporate scientific reasoning and higher order assessments in the school instruction. Though the outcomes of education seek higher-order thinking abilities there is a lack of high ability assessments in low-income nations. This study aimed to develop and validate Scientific Reasoning Progress Tool (SRPT) that measures students' reasoning abilities. In this study, 40 items were developed, pilot-tested, and administered to 242 students from grade eight. The SRPT was a valid and reliable instrument. It was also found that the reasoning ability of grade 8 students' is limited to the lower levels of reasoning. It is recommended that further study is essential through the adoption of the framework and the design to develop additional instruments and investigation of the progression of students' scientific reasoning ability.
Improve Student Career Certainty Using Self-Information: A Career Counseling in the School
Author: Dahlan, Syarifuddin
Date: 2020-00-00
Type: Journal Articles
Subjects: Career Counseling,School Counseling,School Counselors,Counseling Effectiveness,Group Counseling,Career Choice,Career Planning,Personality Traits,Self Concept,High School Students,Foreign Countries

This study aims to examine the effectiveness of counseling interventions using self-information to increase student career certainty. This study was conducted with a quasi-experimental pre-test--post-test non-equivalent group design. The number of subjects was 94 high school students, out of which 44 were male and 50 were female; the experimental group consisted of 39 people and the control group consisted of 55 people. The Self-information used in this study was provided through the Self-Directed Career Exploration Inventory, while research data was obtained through the Career Plan Certainty Scale. The results showed that career counseling services using self-information were effective in helping high school students to increase their career choice certainty. The mean score of the students of the specialization group in the experimental group increased and was significantly different from the mean score of the students in the control group. In addition, the mean score for the study plans of male and female students was not significantly different.
Community College Human Anatomy and Physiology Faculty&apos;s Professional Growth: The Influence of Prior Knowledge and Experience on Pedagogical Change
Author: Seithers, Laura C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Anatomy,Physiology,Community Colleges,College Faculty,Faculty Development,Prior Learning,Teaching Experience,Teacher Attitudes,Student Experience,Science Instruction,Motivation,Beliefs,Teacher Background,Educational Change

This article examines the backgrounds and pedagogical evolution of twelve community college (CC) human anatomy and physiology faculty participating in a larger study known as the Community College Anatomy and Physiology Education Research (CAPER) project. Using qualitative analysis of interviews based on Luft &amp; Roehrig's (2007) Teacher Belief Interview (TBI), this article explores how prior experiences influenced CC faculty's teaching beliefs and practices. Results indicated that despite limited access to professional development opportunities, CC faculty drew on their own experiences as learners, teaching experience, and classroom experimentation to reorient their beliefs toward effective science teaching. To better align their new beliefs with their classroom practice, they joined the CAPER project professional development opportunity. Findings reflect patterns identified in Clarke and Hollingsworth's (2002) Interconnected Model of Professional Growth (ICMPG) highlighting the importance of instructors' prior knowledge and intrinsic motivation. Given that community colleges serve a substantial share of higher education students today, this study has important implications for professional development and classroom research opportunities for CC and other higher education faculty.
Intergenerational Service-Learning, Sustainability and University Social Responsibility: A Pilot Study
Author: Arcos-Alonso, Asier
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Responsibility,College Students,Social Justice,Sustainability,Service Learning,Student Centered Learning,Competence,Skill Development,Intergenerational Programs,Conservation (Environment),Social Networks,Older Adults,Advocacy,Social Bias,College Faculty,Student Attitudes

This paper presents a study of university social responsibility (USR), carried out through an innovative educational action. The students of the studied classrooms in the University of the Basque Country (UPV/EHU) collaborated with a social entity Emmaus Social Foundation dedicated to environmental sustainability, social justice and the social and solidarity economy to provide community services through a service-learning methodology. Using a mixed method approach, we combined the practical experience of the social entity with an active student-centred teaching methodology in order to foster the acquisition of general and specific competencies related to sustainability and social justice. The aim was to create learning connections between members of the university community and links with the environmental and social reality of the Basque Country. This pilot study was carried out in the first term of the 2018-2019 academic year. This work allowed (a) critical knowledge to be generated by incorporating and hybridising discussion elements of social justice, such as sustainability; (b) intergenerational participation processes to be generated between elders, university students and social organisations in order to acquire general and specific learning competencies and (c) social and environmental needs to be addressed through community services.
Parents&apos; Daily Household Activities on Child Litter Awareness: An Action Research Case
Author: Matsekoleng, Tsebo Kgoto
Date: 2020-00-00
Type: Journal Articles
Subjects: Housework,Parents,Pollution,Ecology,Conservation (Environment),Parent Influence,Perception,Early Adolescents,Child Rearing,Sanitation,Responsibility,Gardening,Foreign Countries

This study emanates from behaviorism theory and cooperative paradigm, which evaluates the effects of parents' daily household activities regarding littering on children through participatory action research approach. Litter is a socio-cultural environmental issue that degrade environment. Additionally, pre-packed foods and other disposable items contribute to littering as people discard covering items on the ground after consumption. Three children from three families were case studied at home. Semi-structured interviews, pictures, questionnaire and participant observation were used to collect data. Coding process was used to analyse data. The results of the study show that parents' daily household activities has minimal effect on children's awareness of littering. The researcher recommends further studies to explore the impact of parents' daily household activities on children's understanding of environmental issues.
Investigating the Role of Governmental Scholarships, Technical Training and R&amp;D in the Provision of Better-Quality Education in Asia
Author: Noorhapizah
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Quality,Correlation,Economic Factors,Training,Research and Development,Scholarships,Foreign Students,Enrollment Trends,Federal Aid,Literacy,Expenditures,Higher Education,Access to Education,Postsecondary Education,Job Skills,Job Training

It is believed that the significance of various factors like the availability of training in technical terms, research and development expenditure, and government scholarships play a major role in increasing the quality of education. This study has been carried out in order to analyze the detailed impact of various variables on the quality of education in the region of Asia. For this purpose, data was collected over the last 26 years from various Asian economies while considering different databases and sources as well. After collecting the data, unit root test was used in order to analyze the cointegration. Furthermore, ARDL test was also applied in order to investigate the short run and long run relationship between the study variables. The findings of the study reveals the fact that there is a positive impact of selected explanatory variables on the quality of education in Asian economy. Furthermore, the authors conclude that various policy makers, and decision makers can use the present study in both theoretical and practical perspectives as well. However, various limitations are also associated with the present study.
Reciprocal Learning in Mathematics Problem Posing and Problem Solving: An Interactive Study between Canadian and Chinese Elementary School Students
Author: Peng, Aihui
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Elementary School Students,Elementary School Mathematics,Mathematics Skills,Problem Solving,Learning Strategies,Cross Cultural Studies,Grade 3,Cooperative Learning

The present study took a reciprocal learning approach to examine Canadian and Chinese elementary school students' (N=40) mathematics problem posing and problem solving. Data included student performance, Skype meeting videos, meeting notes, and interviews transcripts through direct and indirect interactions between a pair of Canadian and Chinese sister schools. Qualitative and quantitative analyses show that the Chinese students and the Canadian students differed in the type of problems they posed to their counterparts, the performance of solving the problems posed by the counterparts, the strategies used to solve the problems, and the behavioral approach adopted to solve the problems. Possible sources of the differences and practical implications for mathematical teaching are discussed. The study proffered suggestions on what the Canadian and the Chinese can learn educationally from each other.
A Study on the Construct Validity of the Brief Fear of Negative Evaluation Scale (BFNE)
Author: Çam, Sabahattin
Date: 2020-12-00
Type: Journal Articles
Subjects: Construct Validity,Fear,Measures (Individuals),College Students,High School Students,Negative Attitudes,Psychometrics,Foreign Countries,Factor Analysis,Test Reliability

This study aimed to test the construct validity of three different forms of the Fear of Negative Evaluation Scale. The Brief Fear of Negative Evaluation Scale (BFNE), the Brief Fear of Negative Evaluation Scale-Revised (BFNE-II) and the Brief Fear of Negative Evaluation Scale-Straightforward (BFNE-S) were applied to a group of 652 people in total, including 339 females, 313 males, 320 university students, and 332 high school students. To examine the factor structure of the scales, confirmatory factor analysis was performed. Item analysis were conducted to compare the psychometric properties of straightforwardly scored and reverse-scored items. To investigate the internal consistency coefficients of the scales, Cronbach's alpha coefficients were calculated. As a result of the confirmatory factor analysis performed for three different forms of the scale, it was found that the BFNE did not fit well to a two-factor model, while the BFNE-II and BFNE-S fit well to a single-factor model. The item analyses conducted for three different forms, and the calculated internal consistency coefficients also revealed that the BFNE-II and BFNE-S had better psychometric properties than the BFNE. These findings are in parallel with the findings obtained in studies conducted on the construct validity of the original English version of the BFNE in the last 15 years. Based on these findings, it was concluded that BFNE-S is the appropriate tool to measure the fear of negative evaluation of high school and university students in Turkey due to its theoretically based, robust factor structure and its high internal consistency coefficient despite consisting of fewer items.
Determining 1st-4th Grade Elementary School Students&apos; Perceptions of Scientists
Author: Kabatas Memis, Esra
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 1,Grade 2,Grade 3,Grade 4,Children,Student Attitudes,Scientific Attitudes,Scientists,Males,Physical Characteristics,Clothing,Work Environment,Science Laboratories,Freehand Drawing,Stereotypes,Foreign Countries

The main purpose of this study is to determine the perceptions of elementary school students (1,2,3 and 4) about science and scientist. The study has been included three different elementary schools in the city center of Kastamonu in northwest Turkey. A total of 1862 students in the first (n = 480), second (n = 450), third (n = 471) and fourth (n = 461) classes participated in the study. The Draw-a-Scientist Test (DAST) developed by Chambers (1983) was used to determine the views of students about scientists. The content of the collected data was analyzed. It was found that the majority of the students, in total and at all grades, drew pictures of male scientists. It was determined that they made drawings of scientists who were in daily clothes, had well-groomed hair and were working in different environments (nature, space, etc.).
Relationships between Knowledge, Attitudes and Interests of Spanish Pre-University Students in Relation to Different Areas of Biotechnology
Author: López-Banet, Luisa
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,Knowledge Level,Student Attitudes,Student Interests,Biotechnology,Agricultural Production,Food,Genetics,Public Health,High School Students,Adolescents,Science and Society,Conservation (Environment),Foreign Countries

Biotechnology presence both in curricula and among researches regarding its teaching and learning processes is constantly increasing. The knowledge, attitudes and interests of 184 Spanish pre-university students on biotechnology in the fields of health, food, industry and environment have been analyzed in this work. The results showed that while some areas are well known, favourable attitudes and interests depend on other factors. Thus, positive correlations have been found between: (1) knowledge and interest towards almost all areas considered (rs 0.152-0.214) except for fermentation, (2) knowledge and attitude regarding the use of fermentation for food production (rs 0.325) and applications related to improve the environment (rs 0.239), (3) and attitude and interest only in the medical field (rs 0.327). As a conclusion, it is important to consider the relationships between these three constructs for designing activities including socio-scientific issue in order to facilitate the analysis of information in a critical way.
Science Instruction in STEM and Non-STEM High Schools
Author: Jones, Melissa Gail
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Instruction,STEM Education,Instructional Design,Science Curriculum,Curriculum Implementation,Technology Integration,Teaching Methods,Science Teachers,High School Teachers,High School Students,Student Attitudes,Scientific Attitudes,Science Careers,Vocational Interests

This study compared science instruction in STEM and non-STEM high schools to determine how implementing a STEM instructional design impacts science, a cornerstone of STEM curricula. The goal was to gain insight into how the STEM school structure influenced the implementation of the science curriculum. The multiple case study examined STEM integration, science instruction, and students' perceptions of science instruction. Results from this study indicate that there are few differences in STEM and non-STEM schools' science instruction. Technology and mathematics integration were similar between all schools, but STEM schools integrated the engineering design process whereas non-STEM schools did not. This study offers insight into the implementation of STEM education within existing school contexts and constraints.
Reflections of a Social Constructivist on Teaching Methods
Author: Erciyes, Erdem
Date: 2020-12-00
Type: Journal Articles
Subjects: Constructivism (Learning),Social Theories,Teaching Methods,Outcomes of Education,Action Research,Theory Practice Relationship,Peer Evaluation,Evaluation Methods,Learning Activities,Feedback (Response),Visual Aids,Alignment (Education),Teaching Skills,Teacher Workshops,Emotional Intelligence,Classroom Environment,Student Attitudes,Learning Motivation,Undergraduate Students,Researchers,Foreign Countries

This paper aims to examine how the combination of theory and practice work effectively in teaching and supporting the learning process. Action research methodology was followed in the research by designing a plan of action in the practicing environment. The research focuses on the interaction of the researcher and participants. Mixed approaches of social science heavily influenced this research by implementing social constructivist understanding of teaching methods. The mixed teaching approach of Biggs and Tang, &quot;constructive alignment,&quot; was used in teaching sessions by utilizing social constructivist theory, reflexivity, intended learning outcomes, assessment tasks, peer review, and teaching learning activities. The findings of this research present practical recommendations for scholars. Constructive alignment feedback should encourage students to express whether or not their learning is improved in relation to learning outcome. Preparing more visual aids and a greater relaxed atmosphere would possibly help to gain an enhanced level of students' attention for an indirect but more efficient participation. There is an urgent need for teaching skills through master-classes workshops such as &quot;Teaching with Emotional Intelligence&quot;, &quot;Assessment of/for Learning&quot;, and &quot;Creating Productive Classroom Environments&quot;.
Students&apos; Use of Open-Minded Attitude and Elaborate Talk in Group Discussion and Role-Playing Debate on Socioscientific Issues
Author: Bossér, Ulrika
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Secondary School Students,Public Schools,Adolescents,Group Discussion,Role Playing,Debate,Science and Society,Science Education,Controversial Issues (Course Content),Interaction,Sociolinguistics,Thinking Skills,Persuasive Discourse,Essays,Writing (Composition),Foreign Countries

Student-active science teaching that includes interactions among students is suggested to support students' reasoning skills. However, little is known about what are the beneficial modes of interaction to support learning. In the present study, we investigated how different types of classroom discussion on socioscientific issues can encourage students' reasoning skills as expressed in argumentative essays. Qualities of students' talk and reasoning skills were described in terms of attitudes, drawing on Dewey, and sociolinguistic codes, drawn from Bernstein. Qualitative data consisting of transcribed classroom discussions and student argumentative essays were analysed by means of statistical methods. The results describe how specific qualities in students' talk influence qualities of students' argumentative texts. The results indicate that teachers by promoting elaborate talk among students can stimulate more nuanced and elaborate student texts.
&quot;I Am a Rhetoric Physics Student-Teacher&quot;: Identity Construction of an Indonesian Physics Student-Teacher
Author: Purwaningsih, Endang
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teachers,Science Teachers,Internship Programs,Professional Identity,Physics,Rhetoric,Extracurricular Activities,Teacher Role,Student Interests,High School Students,Peer Relationship,Mentors,Interpersonal Relationship

The concept of teacher identity plays an important role in improving teacher professionalism. However, most studies related to teacher identity in Indonesia are still rarely disclosed, especially the identity of physics teachers. Through a case study design, we aim to explore the identity of a student-teacher in the context of the Indonesian physics teacher preparation program. The participant was a fourth-year student, Syahrul (pseudonym), who was taking an internship program. Data were collected through semi-structured interviews, learning observations, field notes, and document analysis, such as teacher syllabus, lesson plans, and students' worksheets. The results of this study reveal multi-layered perspectives of a physics student-teacher identity. We conclude that Syahrul's identity was constructed through rhetoric skills obtained from his involvement in student co-curricular activities such as involvement in a student organization formed by the university. Implications on physics teacher preparation programs are also discussed.
The Problems and Opinions of School Administrators during COVID-19 Pandemic: A Qualitative Study from Turkey
Author: Aytaç, Tufan
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Distance Education,Electronic Learning,Online Courses,Administrator Attitudes,Barriers,Student Motivation,Parent Influence,Family Environment,Access to Computers,Internet,Educational Television,Special Education,Principals

The paper aims to describe the problems faced by some school administrators during COVID-19 pandemic in different cities and to present their opinions regarding the process. As one of the qualitative research methods, phenomenology pattern was used in the research. Data of the study were collected by using the interview technique through semi-structured School Administrators Interview Form. The study group consists of 32 school administrators selected by using purposeful criterion sampling technique. As a result of the research, it is observed that school administrators evaluate the application of Education Information Network (EBA) TV and education portal, which was put into practice by the Ministry of National Education (MoNE) due to COVID-19 pandemic, as a positive and urgent measure. School administrators expressed that the most common problems faced during COVID-19 pandemic are low learning motivation of students, parents' inability to create a learning environment at home, and the lack of access to live broadcasts from the EBA TV/education portal. The majority of school administrators observed that teachers were reluctant to teach in live lectures using the EBA education portal or other programs for various reasons and their motivation gradually decreased in the process. It is observed that half of the school administrators did not have an emergency action plan regarding the pandemic process, and they followed the instructions given by MoNE. School administrators stated that skills of technology leadership and crisis management are important requirements during the pandemic process.