ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Talk about Chemistry&quot;: A Voluntary and Effective Integration among the Players of Teaching Chemistry
Author: Vitorino Rossi, Adriana
Date: 2016-08-00
Type: Journal Articles
Subjects: Beginning Teachers,Experienced Teachers,Teacher Educators,Meetings,Faculty Development,Teacher Collaboration,Chemistry,Public Schools,Foreign Countries,Teacher Shortage,Public Colleges,Volunteers,Educational Objectives,Scholarships,College Faculty,Undergraduate Students,Teacher Education,Cooperating Teachers,Bachelors Degrees

The &quot;Talk about Chemistry&quot; (TAC) reported here proposes an integrating action involving undergraduates, new and senior chemistry teachers and teacher educators. It is a 6h annual voluntary meeting to talk about current and stimulating chemistry topics and discuss how to teach and learn them. Short speeches are clear and accessible, in order to encourage the audience's participation. There is no passive role and all people involved express opinions, share experiences and act as educators as they discuss scientific and educational knowledge, teaching practice and professional qualification. These activities provide simultaneously initial training and the continuous education of chemistry teachers. The assessment of this proposal involved spontaneous oral statements and written reports, with positive remarks highlighting the importance of TAC, for teachers to share experiences, expectations, doubts and possible solutions. TAC requires very little resources and prior organization, but has a positive impact regarding the training of chemistry teachers.
Reflection in Action: A Key to Developing Competences for the Teaching of Science
Author: Fernández-Crispín, Antonio
Date: 2016-08-00
Type: Journal Articles
Subjects: Science Curriculum,Science Instruction,Scientific Principles,Scientific Concepts,Reflection,Foreign Countries,Formative Evaluation,Science Teachers,Elementary Education

The aim of this research was to identify and analyse the concepts and ideas related to the nature of science, scientific concepts, and teaching and learn about science developed by a group of teachers during a training course for the teaching of sciences skills. The educational strategy was developed from a critical position on the expository models and guided discovery. Teachers assumed the role of students, reflecting on their learning and teaching and, eventually, rebuilding this learning situation with their students. In conclusion, the workshop promoted a conceptual change related to the topics and subjects addressed in the classroom: teachers' and the students' ideas related to learning about science; the evaluation of teaching; the development of creative and critical thinking; and the development of scientific tools. Overall the teachers enjoyed the course and reoriented their approach to working in the classroom.
Dimensions of Knowledge and Ways of Thinking of Irrational Numbers
Author: Hayfa, Nina
Date: 2016-05-00
Type: Journal Articles
Subjects: Foreign Countries,Number Concepts,Knowledge Level,Concept Formation,Mathematics Skills,Secondary School Mathematics,High School Students,Grade 9,Grade 10,Grade 12,Mathematics Tests,Accuracy,Definitions

This paper explores the dimensions of knowledge and the ways of thinking (procedural or proceptual thinking) adopted by 157 Lebanese students in different grades when defining and identifying irrational numbers when locating them on the number line. It searches for a relation between the performance of the participants and their different grades. The results show the participants' inconsistency in the dimensions of knowledge used and a dependency on the procedural ways of thinking is detected. A change in the performance within different grades is also found except when identifying the nature of the given numbers.
Widget Based Learning in Math and Physics Undergraduate Courses as Blended Learning Approach
Author: Delgado-Cepeda, Francisco Javier
Date: 2016-08-00
Type: Journal Articles
Subjects: Blended Learning,College Mathematics,College Science,Physics,Engineering Education,Computer Oriented Programs,Student Attitudes,Instructional Effectiveness,College Faculty,Foreign Countries,Academic Achievement,Technological Literacy,Undergraduate Students

This work summarizes the didactic design and introductory outcomes in an educative program, involving six math and physics university courses for engineers, based on the use and construction of widgets. Widgets were generated under Project Oriented Learning and blended learning methodologies. In the program, widgets previously generated by teachers are firstly used by students to appropriate basic and middle concepts. After, students were requested to generate their own widgets to develop complex thinking skills, applying related concepts but involving alternative situations. Design was based on curriculum integration to build mathematical, technical and visual representations of the problems and concepts involved. Wolfram Alpha, Desmos and Mathtab widget developers were used to generate ad hoc activities in terms of their capabilities and course requirements. Post-test only results of students' value perceptions indicated positive attitudes towards the use of widgets. Differential gain in the general learning performance between experimental and control groups was less conclusive. Researcher observations of teachers' educative technology skills acquired are also reported.
Teachers&apos; Implicit Theories on Child Participation in Preschool
Author: Turnšek, Nada
Date: 2016-02-00
Type: Journal Articles
Subjects: Teacher Attitudes,Preschool Education,Preschool Teachers,Preschool Children,Competence,Foreign Countries,Learning,Developmentally Appropriate Practices,Student Participation,Childrens Rights

With the new paradigm of the sociology of childhood the traditional notion of childhood as a developmental phenomenon has been replaced by the recognition of childhood as an integral part of society and culture rather than simply an antecedent, and by the need for children to be regarded as significant contributors to our society and culture. The concept of &quot;the competent child&quot; and the related concept of child participation poses theoretical as well as practical dilemmas. The paper presents the results of a quantitative study involving 810 respondents, examining Slovenian preschool teachers' views on the implementation of the idea of the competent child and child participation in preschools. Descriptive statistics have been carried out, along with a cluster analysis using Ward's method. The findings suggest the existence of two clusters of beliefs, representing the division between the teachers who support the traditional notion of childhood as a state of immaturity and lack of competence, and those supporting the postmodern concept of the competent child. The first is associated with the concept of participation through a mediator and the latter with the concept of autonomous participation.
Gauging the Processing Times of Ambiguous Sentences: A Reaction Time Study on Persian Undergraduate Students
Author: Salehi, Mohammad
Date: 2016-05-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Language Processing,Reaction Time,Ambiguity (Semantics),Sentences,English (Second Language),Second Language Learning

The present study explored the differences among the process times for sentences containing one of the three kinds of linguistic ambiguities namely, lexical, grouping, and functional ambiguities. A reaction time program of a 30- item multiple-choice test of translation was developed. Forty-three Persian undergraduate students took the test. The reaction time of each item was recorded in milliseconds for each participant. A multivariate ANOVA (MANOVA) was run to compare the process times for each subsection of the test. The results of the pair-wise comparison tests indicated that there was a significant difference between process times for lexical and grouping ambiguities and between those of lexical and functional ambiguities. There was no significant difference, however, between the process times for grouping and functional ambiguities. The findings of this study can be useful in educating English learners about ambiguities and deciding on which ambiguity should be under more focus and attention.
A Critical Role of the Student Teaching on Instructional Beliefs: An Example of Early Childhood Student and Cooperating Teachers
Author: Erdogan, Nesrin Isikoglu
Date: 2015-02-00
Type: Journal Articles
Subjects: Student Teacher Attitudes,Correlation,Cooperating Teachers,Teacher Attitudes,Constructivism (Learning),Beliefs,Teacher Education Programs,Preservice Teachers,Early Childhood Education,Foreign Countries,Field Experience Programs,Attitude Change

This study investigated student teachers' instructional beliefs over the course of student teaching. This study also examined the relationship between the beliefs of student teachers and their cooperating teachers. Participants of the study were 75 student teachers and 35 cooperating teachers. Data were gathered through Teacher Beliefs Survey, which were administered at the beginning and at the end of the student teaching period. Findings showed that the constructivist beliefs of the participant student teachers increased during the student teaching period. Cooperating teachers hold more traditional beliefs than student teachers. The implications of these results are discussed in relation to the literature.
Engaging Students in Learning: Lessons from Short-Term Study Abroad Experiences in Italy
Author: Peet, Susan H.
Date: 2015-02-00
Type: Journal Articles
Subjects: Learner Engagement,Study Abroad,Foreign Countries,Student Attitudes,Undergraduate Students,Student Experience,Lifelong Learning,Cultural Pluralism,Interpersonal Competence,Intercultural Communication,Global Approach,Cultural Awareness,Knowledge Level

Study abroad is being promoted as a strategy to enhance undergraduate students' intercultural knowledge and competence and life-long learning. This study reports on students' knowledge, skills and dispositions that occur as a result of participating in a short-term study abroad experience in Italy. Students provided responses to open-ended prompts and five structured questions. Findings of the study suggest students gain valuable insight while participating in hands-on, structured, study abroad experiences.
Non-Cognitive Factors Affecting the Academic Performance of Fourth Year College Students of a Private College in Manila
Author: Magpily, Maria Pamela
Date: 2015-08-00
Type: Journal Articles
Subjects: Academic Achievement,College Students,Private Colleges,Foreign Countries,Correlation,Nutrition,Food,Family Structure,Study Habits,Extracurricular Activities,Breakfast Programs,Lunch Programs,Employed Parents,Weighted Scores

The paper explored the relationships between general weighted average (GWA) and type of parents' employment and educational attainment, type of family structure, study habits, nutrition, and extracurricular activities of fourth year college students aged 19-20. Using a stratified random sample, the population was divided into subpopulations or strata. Findings showed that a higher GWA was associated with length of study before break, regular supper intake, frequency of exercise, weekend activity, and extracurricular activities. The findings suggest that frequent breaks during study time, regular supper intake, participating in extracurricular activities in school, boosting level of exercise, and arranging a weekend activity may sharpen college students' performance in school. The significant finding of a positive link between regular supper intake and academic performance in college students is something new and surprising given the importance that most literature place on eating breakfast to start the day. Apparently, the relationship between regular supper intake and academic performance in university students has received little attention from practitioners and researchers in the field of education.
Pre-Service Teachers&apos; Perceptions of Authentic Learning in a Capstone Unit
Author: Spooner-Lane, Rebecca
Date: 2015-11-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Authentic Learning,Capstone Experiences,Foreign Countries,Conferences (Gatherings)

Capstone units in higher education courses are learning experiences which are designed to bring reflection and focus to a whole course of study while, at the same time, leading students toward their entry into a new world of work (Humphrey, Brown, &amp; Benson, 2005). The capstone experience described in this paper runs as a conference, called the Stepping Out Conference. The conference is delivered as one unit and is mandatory for all fourth year pre-service teachers. Participation in a capstone unit is an effective way for students to begin thinking of themselves as teaching professionals rather than as continuing students. Students engage in the assessment as part of their capstone experience. The assessment is designed to measure students' knowledge and skills as they relate to &quot;authentic&quot; real life situations (Darling-Hammond, 1991). This paper details pre-service teachers' experiences of authentic learning through their participation in a capstone unit.
Writing Across the Curriculum in a Human Physiology Class to Build upon and Expand Content Knowledge
Author: Bunker, Aaron
Date: 2015-11-00
Type: Journal Articles
Subjects: Writing Across the Curriculum,Physiology,Writing Assignments,College Freshmen,Creative Writing,College Science,Biology,Science Instruction

Leading scientific organizations, like the American Association for the Advancement of Science, have called for innovative approaches to student learning that incorporate &quot;real-world examples&quot;. Drawing on writing-to-learn theory, innovative writing projects can be used when they build upon writing skills acquired from other disciplines and use creative writing in order to improve content comprehension. This paper draws on the use of narrative writing in a college-level, human physiology course to show the benefits of alternative types of writing assignments. The paper provides the creative narrative assignment learning objectives, rubrics, and examples of student work. This paper also demonstrates how to transform a conventional physiology writing project into an innovative multidisciplinary writing across the curriculum (WAC) project. Specific student writing examples are provided in the paper to show how the students interacted with the course content in a playful way as they drew from writing skills learned in other classes.
E-Tutorials as an Addition to Higher Education Learning Scenarios
Author: Lecon, Carsten
Date: 2016-05-00
Type: Journal Articles
Subjects: Electronic Learning,Universities,Foreign Countries,College Mathematics,Mathematics Skills,School Location,Virtual Classrooms,Animation,Computer Simulation,Student Behavior,Group Activities,Student Attitudes,College Students,Blended Learning

At universities, we observe a great range of variation in previous knowledge and decreasing mathematical competences of students -- partly due to less limited qualification rules at universities in Germany. To address the challenges which arise by teaching very heterogeneous student groups we use e-tutorials as an addition to traditional classroom teaching. We show how virtual 3D rooms should be constructed for the purpose of e-tutorials. Based on our experience we discuss advantages and limitations using virtual 3D rooms in university teaching.
&quot;Science Teaching and Science Teachers&quot; from Students&apos; Point of View
Author: Ucak, Esra
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Instruction,Science Teachers,Student Attitudes,Foreign Countries,Secondary School Students,Secondary School Science,Opinions,Teacher Student Relationship

The current study investigated the opinions of secondary school students taking the science course from different science teachers about the science course and science teachers. The current study was conducted with the participation of 32 students instructed by different science teachers and attending different secondary schools in the fall term of 2018-2019 academic year. The data of the current study were collected by means of semi-structured interviews. In the analysis of the data, the descriptive analysis technique was used. The findings of the current study have revealed that high majority of the students love their science classes and science teachers, that in science classes, lecturing, question-answer and note-taking are methods widely employed, that if there is a smart board in the class, then Okulistik or EBA computer program is on, that the assignments given are from the textbook, that the most frequently adopted behavior by the teachers in the face of any discipline problem is warning and that informal learning environments are not used much. Moreover, it was found that projects are rarely assigned to students and the projects assigned are given as homework. A great majority of the students expect their teachers to be entertaining, they want their lessons to be instructed through games and experiments, and they do not want to write a lot in their classes.
Strengthening English Language Teaching in Rural Schools through the Role-Playing: Teachers&apos; Motivations
Author: Castro, Liz
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Rural Schools,Role Playing,Teaching Methods,Secondary Schools,Language Teachers,Teacher Motivation,Gender Differences,Geographic Location,Teacher Attitudes,Correlation,Urban Schools,Creativity,Self Esteem,Foreign Countries,Cooperation

This research examines the English language teachers' motivations related to the usage of role-playing on English language practice in rural secondary schools in Ecuador. The sample consists of 45 English language teachers who work in public schools located in the rural and urban areas of the province of Manabi. A mixture of qualitative and quantitative research approaches is applied to analyze teachers' motivations about using role-plays in English classes and analyze the relationships between teaching motivations and the factors: Teachers' gender and work location. The instruments are (1) focus group guide to collect participants' voices about the language practice at schools, and the (2) Likert questionnaire created by the research team, titled: Teachers' perceptions about role-play contribution on the foreign language acquisition process. The statistical analyses showed significant relationships between teachers' perceptions and the factors in gender and work location. It is concluded that English teachers, both female and male from rural and urban locations in Ecuador, are highly motivated to use role-play in secondary schools as a teaching strategy, in spite of the demand of extra time and energy required because it promotes in teachers and students the collaborative and creative learning; and improves their confidence to express their ideas and feelings using English as a foreign language.
Energy Literacy Assessment: A Comparative Study of Lower Secondary School Students in Thailand and Japan
Author: Akitsu, Yutaka
Date: 2019-00-00
Type: Journal Articles
Subjects: Energy,Literacy,Cross Cultural Studies,Secondary School Students,Foreign Countries,Knowledge Level,Energy Conservation,Critical Thinking,Behavior Patterns,Environmental Education,Behavior Change,Teaching Methods,Comparative Education,Consciousness Raising

Understanding the structure of energy literacy is of importance to provide an effective energy education. This article reports the difference in attributes of energy literacy by applying the energy literacy structural model proposed in our previous study through lower secondary school students in Thailand (N = 635) and Japan (N = 1070). Results indicated that Thai students scored higher than those of Japan except the basic energy knowledge and awareness of consequences. On the other hand, the amount of basic energy knowledge did not affect to increase the entire energy literacy of Japanese students. Moreover, mean values of Japan tended to decrease with the school year progression. The energy literacy model was able to support our previous outcome that the awareness of consequences plays a critical role to link between basic energy knowledge and energy-saving behavior. The social expectations or pressures may affect the structure of energy literacy of Thai students. This study suggested that the energy education required in Thailand is to enable students to derive solutions by their own critical thinking based on knowledge relevant to the energy and environmental issues. While, for Japan, it may be necessary to implement energy education as early as possible to enhance students' awareness of consequences in an appropriate manner incorporating with family participation and visiting energy-related facility. These findings contribute the development of energy education for improving energy literacy in an effective manner.
Investigation of Social Media Addiction of High School Students
Author: Afacan, Ozlem
Date: 2019-00-00
Type: Journal Articles
Subjects: Addictive Behavior,Social Media,High School Students,Gender Differences,Student Behavior,Correlation,Internet,Computer Use,Foreign Countries,Age Differences,Institutional Characteristics,Instructional Program Divisions

The aim of this study was to investigate the social media addiction of high school students in terms of some variables such as age, class, type of school, gender and daily average internet usage period. Survey method was used in the study. &quot;Social Media Addiction Scale&quot; (SMAS) developed by Tutgun-Unal and &quot;Personal Information Form&quot; prepared by the researcher were used as data collection tools. The data were obtained from a total of 596 students studying in three high schools with different academic achievement level in Kirsehir in Turkey. No significant difference was found in terms of gender variable. When the total scores of high school students on Social Media Addiction Scale are examined, it is determined that the students have &quot;low level of addiction&quot;. In addition, it was found that there was a significant relationship between high school students' daily average internet usage time and social media addiction.
Investigation of Third Grade Students&apos; Views on Media Literacy
Author: Arslan-Cansever, Belgin
Date: 2019-00-00
Type: Journal Articles
Subjects: Grade 3,Elementary School Students,Foreign Countries,Student Attitudes,Media Literacy

The purpose of this study is to examine the views of nine years old students about media literacy and media literate. Phenomenology approach was used qualitative research designs in the research. The study group consisted of 12 (7 girls, 5 boys) third grade students from two different primary schools in Bayrakli, Izmir, Turkey. Research data were collected through interviews. In these interviews, a semi-structured interview form was used. Content analysis was used to analyze the data. Research findings are grouped under three themes: The meaning of media literacy, Characteristics of media literate and Being able to define themselves as being media literates or not. The findings showed that students mostly defined media literacy as &quot;having a time limit in the use of media tools&quot; and &quot;critical view to the media&quot;. According to students, the media literate is &quot; the one who uses the media for educational purposes&quot; and as &quot;critics&quot;.