ethanporcaro/eric-fulltext-meta huggingface dataset:
Identifying Primary School Teachers&apos; Health Literacy
Author: Lamanauskas, Vincentas
Date: 2019-12-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Literacy,Health,Life Style,Health Behavior,Foreign Countries,Knowledge Level,Teacher Competencies,Health Promotion,Teacher Student Relationship,Content Analysis,Information Sources,Information Seeking

Health literacy (HL) not only determines people's motivation and competence levels to obtain and to understand health-related information but also strengthens their views on how to keep good health by seeking different ways. Although an interest in health literacy has significantly increased in the world since 1990, this sphere remains urgent. It is agreed that a lot of research analysing people's lifestyle peculiarities has been carried out in Lithuania, however, preserving significance of health literacy and strengthening health have not yet been explored, especially speaking about certain professional people groups. Even though school has a pivotal mission for good physical and psychic health of young generation, very little research has focused on primary school teachers' health literacy. Thereby, the need for the current research emerges. Through a qualitative research, 88 primary school teachers participated in the current research. A 5 open-ended item questionnaire was used to collect data that were further processed using the quantitative content analysis. The results indicated that knowledge about healthy lifestyle, practical behaviour and healthy lifestyle promotion were the essential components of the teachers' health literacy. Though, their parameters of main health literacy were understandable and quite well evaluated; nevertheless, they lacked knowledge and practical abilities. This research recommends that only teachers' competencies of health literacy and personal healthy lifestyle experience can contribute to students' healthy living habits.
The Application of STEM Education in Science Learning at Schools in Industrial Areas
Author: Parmin
Date: 2019-06-00
Type: Journal Articles
Subjects: STEM Education,Science Instruction,Industry,Geographic Regions,Entrepreneurship,Self Esteem,Leadership,Risk,Self Motivation,Achievement Need,Foreign Countries,Junior High School Students,Instructional Materials

The purpose of this research was to measure the effect of STEM-based science learning on Work and Energy topic and students? five entrepreneurial attitudes as a learning outcome. The five entrepreneurial attitudes assessed in this research were (1) self-confidence, (2) initiative, (3) achievement motive, (4) leadership, and (5) risk-taking. This research employed a quantitative post-test design, which was carried out with 219 students from 12 different schools. Before the learning implementation, 24 teachers from the 12 schools collaboratively developed learning materials to be used as the learning source. The validity value of the learning materials assessed by two educational experts was 20 out of 24 and indicated a sufficient validity. A post-test was used to know the effectivity of STEM-based science learning while the five entrepreneurial attitudes were scored with the questionnaires filled by the students. The Likert scale was utilized to analyze the data. The average post-test score was 86 and indicated the students? scores to be in the &quot;good&quot; category. Additionally, the average scores of the five entrepreneurial attitudes were (1) 85 for self-confidence, (2) 75 for initiative, (3) 84 for achievement motive, (4) 77 for leadership, and (5) 79 for risk-taking. Therefore, the results of this study suggested that the STEM approach was effective to improve the students? entrepreneurial attitudes.
Students Self Regulated Learning in Numerical Methods Course Using Computational Mathematics Teaching Materials
Author: Baist, Abdul
Date: 2019-05-00
Type: Journal Articles
Subjects: College Students,Self Management,Mathematics Instruction,Teaching Methods,Computer Assisted Instruction,Foreign Countries,Educational Technology,Instructional Effectiveness,Mathematics Achievement

Self regulated learning is a learning system applied in universities. Therefore, self regulated learning is needed by students in taking courses in college. Based on the results of previous studies found that students self regulated learning is still low. This study aims to improve students self regulated learning by using computational mathematics teaching materials in numerical method courses. The method used in this study is quasi-experimental with non-equivalent control group design. Result of this study shows that increasing students self regulated learning that using computational mathematics teaching materials is not better than students that not using the teaching materials.
The Critical Thinking Abilities in Learning Using Elementary Algebra E-Books: A Case Study at Public Universities in Indonesia
Author: Mursalin
Date: 2019-05-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Thinking,Algebra,Mathematics Instruction,Electronic Publishing,Textbooks,College Students,Instructional Effectiveness,Experimental Groups,Control Groups

The learning Algebra courses are often taught using coventional textbooks. However, the reality of the learning outcomes has not been able to absorb the material to the maximum extent possible, and this is because the textbooks is limited in number so that students only record some of what is taught by the Lecturer. At the same time, electronic books are available free of charge in several world libraries. The purpose of this study is to determine the ability to think critically mathematically through the use of Elementary Algebra electronic books. The study of the method are used a Quasi Experiment with a nonrandomized Pre-test Post-test Control Group Design research design. The study population was all students who took Elementary Algebra in the Department of Mathematics Education, Malikussaleh University, in the Even Semester 2018/2019 academic year. Sample for the study was students of class A1 as an Experiment group using E-books for Teaching, and Class A2 as a Control group with lectures using conventional textbooks. The results showed that the mathematical critical thinking ability of students taught using Electronic books was better than the mathematical critical thinking ability of students who were taught using conventional textbooks. Thus the use of elementary algebra electronic books (E-books) can improve students' mathematical critical thinking skills in learning Algebra.
Measuring Junior High School Students&apos; Science Learning and Science Process Skills through an Integrated Science Instructional Assessment
Author: Sukardiyono
Date: 2019-12-00
Type: Journal Articles
Subjects: Student Evaluation,Junior High School Students,Science Education,Science Process Skills,Test Construction,Test Validity,Test Reliability,Integrated Curriculum,Performance Based Assessment,Grade 7,Foreign Countries

This study aimed to produce a valid and reliable assessment tool for junior high school students' integrated science learning and determine their improvement of science process skills (SPS) using the integrated science instruction. The research procedure consisted of ten stages, i.e., preliminary study, planning, development of draft assessment tool, validation of draft assessment tool, first revision of draft version, pilot study, second revision (stage II), operational field tests, third revision (stage III), and dissemination. The Aiken V formula was utilized to obtain instrument's validity, whilst interclass correlation coefficients were calculated for its reliability. The results showed that the instructional assessment was valid with lowest (0.89) and highest (0.98) validity values. The reliability coefficients of the first, second and third observation sheets were found to be 0.93, 0.94 and 0.92, respectively, which fell into a very good category. This means that these observation sheets were feasible for measuring SPS. The results indicated that the students' SPS levels were very good for predicting, experimenting, observing, and measuring, while 'concluding and communicating' aspects were good.
The Development of Contextual-Based Science Digital Storytelling Teaching Materials to Improve Students&apos; Critical Thinking on Classification Theme
Author: Dewi, Novi Ratna
Date: 2019-09-00
Type: Journal Articles
Subjects: Science Instruction,Story Telling,Educational Technology,Technology Uses in Education,Critical Thinking,Thinking Skills,Teaching Methods,Instructional Effectiveness,Classification,Junior High School Students,Grade 7,Video Technology

This study aims to determine the feasibility and effectiveness of contextual-based Science Digital Storytelling (SDS) teaching materials. This research used Research and Development model. The analysis of potentials and problems were drawn from the lack of learning media usage in Junior High School. The interviewee stated that the provided infrastructure facilities are adequate for utilizing instructional media. Media experts and material experts validated SDS learning media. The average validation results of media experts and material experts were respectively 95.83% and 93.94% (very feasible). The average results of SDS media's readability and usage by students were 76.71% (feasible) and 95.34% (very feasible). The effectiveness of media was measured through pretest and posttest then calculated its increase with the N-gain and significance through the t-test. The results showed that every aspect of critical thinking has increased with an N-gain average of 0.44. The increase was significant in term of t-test score. In conclusion, contextual-based SDS learning media can improve students' critical thinking ability.
Spectral Topographic Brain Mapping in Eeg Recording for Detecting Reading Attention in Various Science Books
Author: Sudaryat, Yayat
Date: 2019-09-00
Type: Journal Articles
Subjects: Brain Hemisphere Functions,Attention,Reading,Late Adolescents,Young Adults,Diagnostic Tests,Measurement,Reading Skills,Literary Genres,College Students,Foreign Countries

The electrical signals in the brain can be analysed by performing spectral topographic brain mapping via Power Spectral Density. This brain mapping analysis can show the brain's different parts. Knowing dominant part(s) of the brain during reading activities enable to describe their attention levels when reading various books. The higher their attention levels are, the more information they receive during reading. The researchers used a qualitative approach with laboratory research using a small-group study of random behavior analysis method. The researchers recorded EEG data from 16 respondents (aged 18- 22 years; eight males and eight females). EEG recordings took 15 minutes via a Simblee-based brain computer interface. The highest sampling rate was 200Hz, and the largest impedance was limited to 10[omega]. EEG data with Power Spectral Density were analysed by using EEGLab Matlab-based software. Power Spectral Density was exploited to determine the high and low amplitude. The amplitude of this research was measured for the frequency range 15-18Hz (Beta1) showing the attention span. This study performed EEG recordings for reading tasks with different genres of books (academic science nonfiction book, general science nonfiction book, and science fiction book) to identify various attention cases. Attention measurement in reading can be used to detect students' reading skills in understanding science. The recording results showed that different genres of the books produced distinctive brain activities. The differences were based on the dominant part of the brain, amplitudes, and frequency patterns.
Civic Identity Development in a Critical Service-Learning Context: A Critique of the Civic-Minded Graduate Rubric 2.0
Author: Hudgins, Audrey
Date: 2020-00-00
Type: Journal Articles
Subjects: Citizen Participation,Citizenship Education,Critical Theory,Service Learning,Scoring Rubrics,Evaluation,Social Change,Community Involvement,Power Structure,Bias,Social Justice,Social Problems,Identification (Psychology)

Critical service-learning (CSL) enhances community-engaged service-learning and civic identity development, but are CSL principles congruent with assessments guided by the Civic-Minded Graduate Rubric 2.0? Using a CSL lens, I critique the rubric, noting areas of progress and recommendations to enhance its treatment of identity, power, and privilege. I suggest extending this work to foundational and emerging service-learning theories, pedagogies, and evaluation methodologies to fulfill the promise of social-justice-oriented civic learning.
Civic Engagement through Asian American and Pacific Islander Studies: Cultivating Capacity for Social Justice through Critical Service Learning
Author: Yee, Jennifer A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Citizen Participation,Ethnic Studies,Capacity Building,Social Justice,Critical Theory,Service Learning,Community Involvement,Curriculum Development,School Community Relationship

This autoethnographic case study analyzes how &quot;ASAM 230 -- Civic Engagement Through Asian American and Pacific Islander (AAPI) Studies,&quot; an ethnic studies course created at a public, comprehensive university in partnership with a community-based organization, cultivates capacity for social justice through critical service learning. ASAM [Asian American Studies] 230 purposefully manifests social justice principles, conscious equitable distribution of individual and structural power, and a focus on authentic, sustainable relationships, with conceptual, practical implications for social change agents and educators.
Educating for Social Justice through Activist-Oriented Sites
Author: Rost-Banik, Colleen
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Justice,Service Learning,Social Change,Experiential Learning,College Students,Unions,Activism,School Community Relationship,Advocacy,Student Role,Social Systems,Power Structure

This study combines critical service learning (Mitchell, 2008) and antioppressive pedagogies (Kumashiro, 2002) to highlight the importance of using community sites aimed toward transformational social change. How sites are structured and how students are positioned influence what students learn from the experience. Using ethnographic methods, I analyze experiences of college service learners working with a labor union to illustrate how activist-oriented organizations are fundamental to providing critical spaces of learning and social change.
Finding Common (Moral) Ground in Critical Service Learning: Promoting Balance and Civil Discourse through Moral Foundations Theory
Author: Lewing, James Morgan
Date: 2020-00-00
Type: Journal Articles
Subjects: Moral Values,Service Learning,Learner Engagement,Stereotypes,Guidelines,Policy Analysis,Teaching Methods,Social Theories,Political Attitudes,Student Attitudes,Public Policy,College Students,Reflection,Perspective Taking

Critical approaches to service learning courses may not innately maximize student engagement, civil discourse, and the confrontation of stereotypes. The purpose of this article is to propose the utilization of Moral Foundations Theory as a complimentary framework for service learning courses seeking to critically analyze systems and policies. Recommendations for practice and future research are included.
Spatializing Community-Based Learning: How a Critical Geography Framework Can Foster Understandings of Structural Inequality and Egalitarian Relationships
Author: Liu, Roseann
Date: 2020-00-00
Type: Journal Articles
Subjects: Service Learning,Social Change,Social Bias,Social Justice,College Students,School Community Programs,Geography,Power Structure,Socioeconomic Status,Space Utilization,Racial Segregation,Minority Groups,Poverty,Urban Education,Equal Education,Consciousness Raising

Critical service learning is an approach that works toward social transformation and egalitarian partnerships. However, the ways in which space facilitates or undermines this approach has been largely unexplored. Drawing on a case study from an urban education course, we argue that a critical geography framework can develop students' understandings of structural inequalities and nurture egalitarian relationships between partners.
When &quot;Doing With&quot; Can Be Without: Employing Critical Service-Learning Strategies in Creating the &quot;New Orleans Black Worker Organizing History&quot; Digital Timeline
Author: Fouts, Sarah
Date: 2020-00-00
Type: Journal Articles
Subjects: Critical Theory,Service Learning,Learning Strategies,African Americans,Technology Uses in Education,Unions,Partnerships in Education,Teaching Methods,Transformative Learning,Community Involvement,Feminism

Analyzing the development of the &quot;New Orleans Black Worker Organizing History&quot; digital humanities timeline, this case study addresses the inevitability of transient partnerships between students and community members, while pushing back on the notion of &quot;authentic relationships&quot; in service learning. Embracing the ephemerality of service-learning projects, I focus more on intentional strategies that can lead to transformative learning experiences and help to create a more even playing field in knowledge production. I link critical service learning with feminist pedagogy to offer collaborative strategies that better leverage resources to bridge campus and community.
A Strategy of Scaffolding Development to Increase Students&apos; Problem-Solving Abilities: The Case of Physics Learning with Causalitic-Thinking Approach
Author: Rokhmat, Joni
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Physics,Science Instruction,Secondary School Science,High School Students,Problem Solving,Scaffolding (Teaching Technique),Thinking Skills,Cognitive Processes,Causal Models

Unlike general approaches to learning, the Causalitic-Thinking Approach, aims to construct phenomena that have more than one possible answer. However this approach requires scaffolding strategies. This study aims to investigate the strategy of developing scaffolding in learning with the Causalitic-Thinking Approach to increase students' problem-solving abilities; namely, understanding, selecting, differentiating, determining, applying, and identifying. An embedded experimental two-phase design with a sample of 33 senior high school students (21 -females, 12 -males). The differences between pre- and post-tests, and between the problem-solving ability -gain of the low and high groups were tested with Wilcoxon signed-ranks-test. Results show that the scaffolding that was implemented was effective in increasing problem-solving abilities but there was no significant difference between the two groups of students.
An Analysis of Sensory Integration Approach on Counting Skills among Children with Special-Needs
Author: Huda, Syaiful
Date: 2019-10-00
Type: Journal Articles
Subjects: Sensory Integration,Computation,Mathematics Skills,Students with Disabilities,Foreign Countries,Brain,Intervention,Manipulative Materials,Attention Deficit Hyperactivity Disorder,Program Effectiveness,Student Behavior,Behavior Modification

This study aims at: (1) knowing whether there is an influence from the sensory integration approach using brain gym treatment and meronce (bead stringing) activities towards counting skills among children with special needs; (2) describing the effect of the sensory integration approach through brain gym treatment and meronce activities on counting skills among children with special needs. This study used the mixed methods with sequential explanatory design. The data analysis techniques were quantitative data analysis with SSR (single subject research) with A-B-A design and qualitative data analysis with data reduction, data display, as well as conclusions drawing and verification. The data were collected from the results of observations, interviews, tests, field notes, and documentations. The objects in this study were the students from the Philea Therapy Center, Batam. Based on the research findings, some conclusions can be drawn as follow: (1) there is a positive effect of the sensory integration approach through brain gym treatment and meronce activities on the counting skills among children with special needs in which the mean level in pre-test (A) was 50, treatment (B) was 83,33, and post-test (A) was 86.66, respectively; (2) sensory integration approach with brain gym treatment and meronce activities has a positive influence on the counting skills among children with special needs.
Applying Formative Assessment through Understanding by Design (UbD) in the Lecture of Plant Physiology to Improve the Prospective Teacher Education Students&apos; Understanding
Author: Gloria, Ria Yulia
Date: 2019-09-00
Type: Journal Articles
Subjects: Formative Evaluation,Plants (Botany),Preservice Teachers,Thinking Skills,Instructional Design,Instructional Effectiveness,Correlation,Science Education,Foreign Countries,Biophysics,Biochemistry,Student Attitudes,Comprehension,Learning Processes,Self Concept

One of the successes of learning is the formation of thinking skills and understanding. Therefore in this study the formative assessment is implemented through Understanding by Design (UbD). The research objective is to find out the formation of understanding and to analyze the correlation between formative assessments and UbD. The study used quantitative method with a quasi-experimental design. Formative assessment strategies used were presentations, discussions, practicum learning, mind-mapping, and analyzing articles. The results of the study found that there was a significant increase in understanding after the implementation of formative assessment through UbD and a positive correlation between formative assessment and understanding. Formative assessment integrated into UbD is the originality of this research.
Redesigning Laboratories for Pre-Service Chemistry Teachers: From Cookbook Experiments to Inquiry-Based Science, Environment, Technology, and Society Approach
Author: Imaduddin, Muhamad
Date: 2019-12-00
Type: Journal Articles
Subjects: Science Laboratories,Preservice Teachers,Science Teachers,Chemistry,Active Learning,Inquiry,Science Instruction,Science Activities,Teaching Methods,Foreign Countries,Science Experiments

Because school laboratory activities obtained by pre-service teachers tend to use cookbook experiments, this study focused on redesigning chemistry laboratory activities at the university level from cookbook experiments to inquiry-based Science, Environment, Technology, and Society (SETS) approach, and analyzing pre-service chemistry teachers' performances and their views to the redesigned laboratory activities. Through action research methodology, team teaching was conducted with 20 PCTs by following &quot;Plan-Do-Study-Act&quot; (PDSA) Cycle model within &quot;The Course of Laboratory Practice in Basic Chemistry (CLP-BC)&quot;. Science process skills test (SPST), performance observation sheets (POS), presentation observation sheets (PrOS), self-reflective journals (SRJ), and interviews were used to evaluate the redesigned process. The CLP-BC activities consisted of 16 meetings through two PSDA cycles. The redesigned chemistry laboratory activities included such topics as colligative properties of the solution; chemical equilibrium on solubility; acid-base titration; solubility product; and voltaic cells. The results indicated improvements at the PCTs' science process skills, performances in managing laboratory and discussion activities as well as their positive responses at their self-reflective journals.