ethanporcaro/eric-fulltext-meta huggingface dataset:
Facilitating Student Understanding through Incorporating Digital Images and 3D-Printed Models in a Human Anatomy Course
Author: Kazoka, Dzintra
Date: 2021-00-00
Type: Journal Articles
Subjects: Visual Aids,Manipulative Materials,Anatomy,Foreign Countries,Computer Simulation,Models,Medical Students,Teaching Methods,Instructional Effectiveness

Combining classical educational methods with interactive three-dimensional (3D) visualization technology has great power to support and provide students with a unique opportunity to use them in the study process, training, and/or simulation of different medical procedures in terms of a Human Anatomy course. In 2016, Riga Stradinš University (RSU) offered students the 3D Virtual Dissection Table &quot;Anatomage&quot; with possibilities of virtual dissection and digital images at the Department of Morphology. The first 3D models were printed in 2018 and a new printing course was integrated into the Human Anatomy curriculum. This study was focused on the interaction of students with digital images, 3D models, and their combinations. The incorporation and use of digital technologies offered students great tools for their creativity, increased the level of knowledge and skills, and gave them a possibility to study human body structures and to develop relationships between basic and clinical studies.
Digital Competence Analysis of University Students Using Latent Classes
Author: Burgos-Videla, Carmen Gloria
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technological Literacy,Internet,Educational Technology,Technology Uses in Education,College Students,Gender Differences,Age Differences,Computer Use,Competence,Self Efficacy,Computer Mediated Communication

The objective of this study is to characterize Latent Classes emerging from the analysis of the level of digital competences, use and consumption of applications and/or services through the Internet. For this purpose, the results of the survey Basic Digital Competences (Competencias Básicas Digitales-COBADI®) applied to university students, with more than 60 categorical variables, were considered. A total of 4762 undergraduate and graduate students from five Spanish universities participated in this survey: Complutense University of Madrid (UCM), Pablo de Olavide University (UPO), Almeria University (UAL), National University of Distance Education (UNED) and Rey Juan Carlos University (URJC). The application of the questionnaire was done through the Internet, from the Institute for Research in Social Sciences and Education of University of Atacama--Chile. The methodology used is mixed, because the questions of the questionnaire provide qualitative information that can be interpreted and elaborated from the results. It is also quantitative because basic statistical techniques are used for the exploratory analysis of the data, and later Latent Class Analysis (LCA), to complement the description of the data set and the variables considered in the study, thus allowing us to group the classes of variables that do not appear explicitly in the set of observed variables, but which nevertheless affect them. The results of the study show that regardless of the gender and age range of the participants, there are four clearly differentiated groups or classes in the use and consumption of ICTs in different ways for their activities, both personal and academic, which allows for identifying different developments of digital competences. This study allows establishing a baseline in order to be able to elaborate later, in the development of the digital competences currently needed, which should be developed by university students.
Values Conveyed through Distance Education in Geometry Courses during COVID-19
Author: Dede, Yüksel
Date: 2021-07-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,School Closing,Geometry,Mathematics Instruction,Grade 9,Course Content,Values,Foreign Countries,Secondary School Mathematics,Mathematical Concepts

Due to the COVID-19 pandemic, countries have had to adapt their usual teaching environment and processes to distance education. The purpose of this study was to investigate the Grade 9 geometry course contents shared on the Education Information Network (EBA) platform in terms of mathematics values (mathematical values and mathematics educational values). This study was a qualitative research based on document review. Data were collected from the Grade 9 geometry course contents in the EBA affiliated to the Turkish Ministry of National Education (MoNE) and analysed using semantic content analysis. The results showed that the mathematical values such as objectism, openness, rationalism, and the mathematics educational values such as formalistic view, inquiry, instrumental understanding, facts &amp; theories are often emphasised in geometry courses through distance education. The results of the study were also compared with the results of studies of mathematics courses through face-to-face education in the related literature and some suggestions were also made for further studies in this context.
The Effects of Academic Self-Efficacy on Vocational Students Behavioral Engagement at School and at Firm Internships: A Model of Engagement-Value of Achievement Motivation
Author: Hong, Jon-Chao
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Efficacy,Vocational Education,Internship Programs,Academic Achievement,Student Motivation,Learner Engagement,Education Work Relationship,Intention

There has been a marked increase in internship participation in recent decades. Many students who take cooperative programs consider internships to be the most appropriate entry point into their chosen careers. However, few studies have investigated factors related to internships from an engagement-value perspective that can influence the intention to continue doing internships with firms. This study concluded that academic self-efficacy was positively related to school and firm engagement; school engagement did not significantly relate to, but firm engagement did positively relate to the perceived usefulness of internships; and perceived usefulness of internships was positively related to intention to continue doing internships.
A Qualitative Assessment of the Pedagogical Process at Czech Public Universities
Author: Becica, Jirí
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Educational Quality,Educational Assessment,Classification,Teacher Student Ratio,Educational Indicators,Educational Development,Input Output Analysis

Quality is currently an often-used term in all areas of human activity. However, the measurement of quality is very problematic in the field of education, particularly if no specific, comprehensible criteria for its measurement, accepted by most subjects active in the specific sector, exist. Monitoring quality in the field of education is difficult because there is no long-term embedded quality standard and the established level can be affected not only by the selection of the chosen criteria for measurement, but also by determining specific weights when comparing the importance of the chosen criteria. The authors of this paper endeavour to point out one way of assessing the quality of publicly established universities in the Czech Republic during the academic years 2011/2012 and 2018/2019 on a basic sample of all 26 publicly established universities. The quality of the pedagogic apparatus and the converted number of students indicate that the classification of schools into categories according to the Ministry of Education, Youth, and Sports of the Czech Republic (MEYS) is possible, but the individual categories should be discussed and modified according to the assessment performed.
Promoting the Diversity, Equity, and Inclusion in Organic Chemistry Education through Undergraduate Research Experiences at WSSU
Author: Guo, Fenghai
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Diversity,Student Research,Student Attitudes,Undergraduate Students,Minority Group Students,Disproportionate Representation,Equal Education,Inclusion,Organic Chemistry,STEM Education,Skill Development,Career Pathways,Financial Support,Program Effectiveness,State Universities,Learner Engagement

Undergraduate research is well recognized as an effective high-impact educational practice associated with student success in higher education. Actively engaging students in research experiences is considered as one of the several high-impact practices by many agencies including the American Chemical Society. Developing and maintaining an active undergraduate research program benefits both the faculty and students especially those from under-represented minority groups (URM). The infusion of research experiences into undergraduate curriculum enables students from all backgrounds to develop independent critical thinking skills, written and oral communications skills that are very important for successful careers in &quot;STEM&quot; area. Several strategies and activities such as a Peer Mentoring Program (PMP), funded research activities, the infusion of research into organic chemistry labs, undergraduate professional development, research group meetings, presentations at regional/national conferences, and publishing as co-authors on peer-review papers are vital in creating a welcoming research group that promotes the diversity, equity, and inclusion in organic chemistry education. The experiences working on funded research projects, presenting their research data at conferences and publishing papers as co-authors will greatly increase the under-represented minority (URM) students' chance in landing a job or getting admitted into graduate/professional programs in STEM area.
Enhancing Maritime Crew Resource Management Training by Applying Resilience Engineering: A Case Study of the Bachelor Maritime Officer Training Programme in Rotterdam
Author: Griffioen, Jaco
Date: 2021-00-00
Type: Journal Articles
Subjects: Management Development,Marine Education,Case Studies,Attitude Change,Behavior Change,Teaching Methods,Foreign Countries,Program Descriptions,Undergraduate Students,Safety,Teamwork,Correlation,Competence,Profiles,Engineering,Safety Education,Accidents,Resilience (Psychology),Industry

This paper sets out to enhance current Maritime Crew Resource Management (MCRM) training, and with that to improve the training of technical and non-technical skills given to bachelor maritime officers. The rationale for CRM training is improving safety performance by reducing accidents caused by human error. The central notion of CRM training is that applying good resource management principles during day-to-day operations will lead to a beneficial change in attitudes and behaviour regarding safety. This article therefore indicates that enhanced MCRM should play a more structural role in the training of student officers. However, the key question is: what are the required changes in attitude and behaviour that will create sufficient adaptability to improve safety performance? To provide an answer, we introduce the Resilience Engineering (RE) theory. From an RE point of view, we elaborate on the relation between team adaptability and safety performance, operationalized as a competence profile. In addition, a case study of the 'Rotterdam Approach' will be presented, in which the MCRM training design has been enhanced with RE, with the objective to train team adaptability skills for improved safety performance.
Teaching Innovation in the Development of Professional Practices: Use of the Collaborative Blog
Author: Corujo-Vélez, Carmen
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Innovation,Collaborative Writing,Electronic Publishing,Web Sites,Preservice Teachers,Foreign Countries,Teacher Education,Undergraduate Students,Graduate Students,Electronic Learning

The development of professional practices during the university stage is a fundamental factor for quality skills development. For many students, it is the first real experience in a professional context, so continuous monitoring by teachers is necessary. This article presents an innovative proposal to develop the follow-up of the professional practices of the degree in Primary Education, and two Masters' in Psychopedagogy and Special Educational Needs using a learning management system (LMS) (Blackboard). The experience was developed by a team of teachers from the departments of Didactics and Educational Organization and Research Methods and Educational Diagnosis of the University of Seville (Spain). The aspects to be studied are the development of communication, reflection, and collaborative learning processes during the internship period. After an explicit agreement, 24 students (10 from the course &quot;Professional Practices I&quot; in undergraduate students; and the others from the Master's) committed to periodically using the blog designed ad hoc for this experience. A content analysis of the speeches posted on the blog was carried out, examining the changes, the advantages, and the disadvantages that this model entailed. It allowed observing similarities and differences between both groups of students. As the main conclusion, there were some differences between the two groups of students, regarding the number, type, and contents of interventions; there were no differences in the assessment of the methodology, all the students thought that it was a very positive assessment of the experience for generating information exchange networks among colleagues and teachers. Finally, the relevance of constant monitoring of the academic tutor was highlighted.
Using Operational Scenarios in a Virtual Reality Enhanced Design Process
Author: Aylward, Katie
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Simulation,Vignettes,Design,Concept Formation,Testing,Marine Education,Navigation,Safety,Foreign Countries

Maritime user interfaces for ships' bridges are highly dependent on the context in which they are used, and rich maritime context is difficult to recreate in the early stages of user-centered design processes. Operations in Arctic waters where crews are faced with extreme environmental conditions, technology limitations and a lack of accurate navigational information further increase this challenge. There is a lack of research supporting the user-centered design of workplaces for hazardous Arctic operations. To meet this challenge, this paper reports on the process of developing virtual reality-reconstructed operational scenarios to connect stakeholders, end-users, designers, and human factors specialists in a joint process. This paper explores how virtual reality-reconstructed operational scenarios can be used as a tool both for concept development and user testing. Three operational scenarios were developed, implemented in a full mission bridge simulator, recreated in virtual reality (VR), and finally tested on navigators (end-users). Qualitative data were captured throughout the design process and user-testing, resulting in a thematic analysis that identified common themes reflecting the experiences gained throughout this process. In conclusion, we argue that operational scenarios, rendered in immersive media such as VR, may be an important and reusable asset when supporting maritime design processes and in maritime training and education.
A Case Study: Using a Neuro-Physiological Measure to Monitor Students&apos; Interest and Learning during a Micro:Bit Activity
Author: Tan, Aik Lim
Date: 2021-00-00
Type: Journal Articles
Subjects: Case Studies,Cognitive Measurement,Physiology,Measures (Individuals),Learner Engagement,Learning Activities,Student Motivation,High School Students,STEM Education

Interest plays a critical role in learning and development. It is able to compel students toward short term exploration, motivating them toward the pursuit of future goals, as well as leading to the development of knowledge and cognitive abilities. Interest also enables students to rise above perceived restrictions and limitations to achieve their goals. Interest therefore plays a significant role in learning and development. Currently, most of the extant research on interest has been typically done using self-report surveys or by observations, which may be somewhat subjective in nature. This study therefore aims to further deepen our understanding of the value of interest on learning, and more importantly, suggests a novel method of tracing interest development over time. An alternative measure of interest through the use of neuro-physiological markers is suggested, with examples based on two case studies out of a class of 22 students. The Empatica E4 wristband was used to collect electrodermal activity (EDA) data to capture instances of triggered interest during a 10-week curriculum, which were triangulated with behavioral observations. The study found that EDA is a possible measure for recording and tracing interest development in students, providing a more nuanced and objective measure of interest development.
Towards Acquiring Teachers&apos; Professional Qualification Based on Professional Standards: Perceptions, Expectations and Needs on the Application Process
Author: Leibur, Tiiu
Date: 2021-00-00
Type: Journal Articles
Subjects: Employment Qualifications,Evidence Based Practice,Feedback (Response),Faculty Development,Self Esteem,Teacher Attitudes,Inservice Teacher Education,Standards,Professionalism,Foreign Countries,Educational Technology,Portfolios (Background Materials),Content Analysis

This paper presents the findings of a study into the application process of the professional standards (PS) qualification in Estonia, which is a standard used to identify the level of professionalism of a teacher. The study collected the views of active teachers who have applied for the PS and those of the assessors to understand the shortcomings in the application and the expectations for the application process. The main challenges identified are that teachers lack respective skills to adequately comprehend qualification requirements (unambiguous interpretation of PS) and the lack of evidence-based performance indicators (difficult to prove) and weak self-analysis skills; hence, the teacher needs assistance. The research found that teachers need collaborative support, motivation and constructive feedback on their professional development (PD), both from colleagues and at school and national levels. Based on this research, it can be said that teachers who have gone through the application process have gained greater self-confidence, value themselves as teachers and continue their in-service training.
High-School Students&apos; Topic-Specific Epistemic Beliefs about Climate Change: An Assessment-Related Study
Author: Yli-Panula, Eija
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Beliefs,Climate,Student Attitudes,Science Instruction,Epistemology,Knowledge Level,Student Interests,Gender Differences,Test Validity,Test Reliability,Science Interests

This study belongs to assessment-related research and aimed to investigate Finnish high-school students' (n = 211) topic-specific epistemic beliefs about climate change and whether the Norwegian topic-specific epistemic beliefs questionnaire (TSEBQ) was also valid among Finnish respondents. Thus, research data were not only derived from the TSEBQ but also from topic knowledge tests and students' views on their favorite school subjects and interest in science subjects. Principal component analysis (PCA) showed that the statistical model, originally based on 49 questions, was congruent with the Norwegian four-factor model (Certification, Source, Justification and Simplicity). However, according to the reliability analysis and confirmatory factor analysis (CFA), the performance of the Simplicity factor was unclear. In CFA, the three-factor structure (without Simplicity) was supported. The effects of topic knowledge, topic interest and gender on the TSEBQ factors were examined by using hierarchical regression analysis (HRA). The TSEBQ was shown to be a reliable tool for measuring the topic-specific epistemic beliefs of Finnish students. More specifically, the results support the claim that topic-specific epistemic beliefs can be educationally and culturally bound. HRA showed that students' topic knowledge in chemistry and biology was related to certainty of knowledge and justification for knowing. Moreover, female students performed significantly better in topic knowledge and more often planned to pursue a science career in the future.
Macrosystems EDDIE Teaching Modules Increase Students&apos; Ability to Define, Interpret, and Apply Concepts in Macrosystems Ecology
Author: Hounshell, Alexandria G.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Concept Formation,Ecology,Undergraduate Students,Learning Modules,Curriculum Development,Hands on Science,Active Learning,Inquiry,Science Instruction

Ecologists are increasingly using macrosystems approaches to understand population, community, and ecosystem dynamics across interconnected spatial and temporal scales. Consequently, integrating macrosystems skills, including simulation modeling and sensor data analysis, into undergraduate and graduate curricula is needed to train future environmental biologists. Through the Macrosystems EDDIE (Environmental Data-Driven Inquiry and Exploration) program, we developed four teaching modules to introduce macrosystems ecology to ecology and biology students. Modules combine high-frequency sensor data from GLEON (Global Lake Ecological Observatory Network) and NEON (National Ecological Observatory Network) sites with ecosystem simulation models. Pre- and post-module assessments of 319 students across 24 classrooms indicate that hands-on, inquiry-based modules increase students' understanding of macrosystems ecology, including complex processes that occur across multiple spatial and temporal scales. Following module use, students were more likely to correctly define macrosystems concepts, interpret complex data visualizations and apply macrosystems approaches in new contexts. In addition, there was an increase in student's self-perceived proficiency and confidence using both long-term and high-frequency data; key macrosystems ecology techniques. Our results suggest that integrating short (1-3 h) macrosystems activities into ecology courses can improve students' ability to interpret complex and non-linear ecological processes. In addition, our study serves as one of the first documented instances for directly incorporating concepts in macrosystems ecology into undergraduate and graduate ecology and biology curricula.