ethanporcaro/eric-fulltext-meta huggingface dataset:
The Predictive-Observation-Explanatory (POE) Technology Based Learning Management Results to Promote Scientific Explanations Making about the Change of the Substance for Primary School Students
Author: Chaijalearn, Yuttana
Date: 2023-00-00
Type: Journal Articles
Subjects: Learning Management Systems,Science Education,Elementary School Students,Science Instruction,Teaching Methods,Elementary School Science,Action Research,Technology Uses in Education,Learning Activities,Science Process Skills,Scientific Concepts

The research aimed to 1) build and assess suitability of the learning management plan of the predictive-observation-explanatory (POE) technology based learning approach to promote scientific explanation making about the change of the substance for primary school students, 2) to distill the lesson learnt of the predictive-observation-explanatory (POE) technology based learning approach to promote scientific explanation making about the change of the substance for primary school students. The research was action research. The sample in the research consisted of: (1) a group of experts assessing the learning management approach, namely staff of teachers, teachers of science and experts of science learning management, accounting for 9 people and (2) the experimental group of learning management, namely 3 science teacher and 40 Year 5 primary school students. Purposive sampling was used to come up with a total of 52 people. The study results revealed that: 1) Building and assessing suitability of the learning management plan of the predictive-observation-explanatory (POE) technology based learning approach to promote scientific explanation making about the change of the substance for primary school students has brought about the learning management plan for 3 learning management plans by using the total of 3 hours for learning. There is the process in organizing learning activities for 7 steps called &quot;7P POE Technology based Learning Model&quot; consisting of (1) Positive Stimulate, (2) Pre-debate, (3) Predict, (4) Post-debate, (5) Participant Observation, (6) Phenomenon Explanation and (7) Practice and the result of suitability assessment was at the highest level. 2) Distilling the lesson learned of the predictive-observation-explanatory (POE) technology based learning approach to promote scientific explanation making about the change of the substance for primary school students has found that scientific learning competency called (Scientific Explanations Making Concepts consists of (1) Positive Definition, (2) Scientific Phenomenon Prediction and (3) Logical Thinking. This is important scientific learning competency which should be developed to primary school students in the future.
Post-Earthquake Trauma Levels of University Students Evaluation: Example of 6 February Kahramanmaras Earthquake
Author: Koçoglu, Erol
Date: 2023-00-00
Type: Journal Articles
Subjects: Seismology,Natural Disasters,Trauma,Foreign Countries,Undergraduate Students

The earthquake, which affected the south and southeast of Turkey (approximately 10 provinces) on February 6, 2023, brought many devastating consequences. Earthquakes, which occur in all geographies of the world in variable time periods depending on the characteristics of the geological structure, cause many extraordinary situations and consequences for humanity. This situation and results require people defined as disaster victims to struggle with psychological problems arising from the effects of the event. Based on this, this study aims to determine the post-earthquake trauma levels of university students who experienced and were affected by two earthquakes that took place nine hours apart on February 6, 2023, where the districts of Pazarcik (Earthquake intensity 7.7) and Elbistan (Earthquake intensity 7.6) in Kahramanmaras province of Turkey were the epicenters. intended to be evaluated. In the study, which was carried out with the quantitative research method and the survey model, criterion sampling, one of the purposive sampling methods, was used to determine the research group. Data were collected with the &quot;personal information form&quot; created by the researchers and the &quot;post-earthquake trauma level determination scale&quot; developed by Tanhan &amp; Kayri (2013). Unlike many studies on the extent of the earthquake that took place, it can be said that as a result of this study, which aims to examine the psychological and mental state of earthquake victims, many remarkable results such as the fact that the trauma levels of female earthquake victims are higher than that of men.
Navigating White Waters: Generation Z Untraditional College Transition Amid Unprecedented Social, Health, and Academic Crisis
Author: Turner, Patrick
Date: 2023-00-00
Type: Journal Articles
Subjects: Age Groups,College Students,Student Experience,Distance Education,COVID-19,Pandemics,Social Justice,Hispanic American Students,Minority Serving Institutions,Politics

Over the last three years, crises of a historical magnitude have had a profound impact on the higher education system in the U.S. During the spring of March 2020, COVID-19, referred to as the coronavirus, caused a significant health crisis, killing hundreds of thousands of people, while disrupting the educational, economic, and health system (Gupta, 2021). The following year, a 46-year-old black man, George Floyd, was brutally murdered by a white police officer, sparking violent protests and debate around racial equity, policing, and justice. A toxic and polarizing political environment further complicated issues under the controversial leadership of President Donald Trump. Colleges and universities had to quickly pivot to remote instruction, enforce mask mandates, and carefully navigate discourse to minimize disruption to the education of students. The adjustment was challenging for most institutions, particularly those classified as Hispanic Serving Institutions (HSI) or Minority Serving Institutions (MSI). They are usually under-resourced but serve many marginalized, low-income, first-generation, and at-risk students. These organizations encountered both obstacles and opportunities in the attempt to usher in a new generation of learners, Generation Z. Generation Z, often referred to as Gen-Z, are those individuals born between the years 1995-2015; a group that has experienced an untraditional and unprecedented college transition that will have a lasting impact on their younger and older adult lives. This qualitative case study explored the lived experience of Generation Z college students as they navigated the uncertain and tumultuous college transition into an HSI/MSI during the large-scale U.S. and world crises.
A Socio-Technological Assemblage When Teaching with Mobile Technology Apps
Author: Calder, Nigel
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Technology,Telecommunications,Handheld Devices,Mathematics Instruction,Elementary School Mathematics,Teacher Attitudes,Student Attitudes,Elementary School Teachers,Elementary School Students,Problem Solving,Cooperative Learning,Grade 4,Grade 5,Affordances,Program Effectiveness

In this paper we consider how the integration of mobile technology apps into classroom practice can form an alternative pedagogical medium that influences the learning process in mathematics. We give an account of one aspect of a research project that examined the use of tablets and apps in primary school mathematics programmes and report teacher and student perceptions on how they used the apps, in combination with other manipulatives, to solve problems. Through teacher and researcher co-inquiry, three themes emerged: multi-modal affordances, collaboration, and assemblages. We examined how the interplay between these themes evoked ranges of social, tangible, and digital entities resulting in different learning experiences. We draw on notions of collectives to articulate a socio-technological assemblage and suggest that the notion of an assemblage helps to understand how teachers can use educational technologies to support new learning experiences in their mathematics classrooms.
Approaches to Teaching and Learning a Second Language Online
Author: Karaka-Clarke, Te Hurinui Renata
Date: 2023-00-00
Type: Journal Articles
Subjects: Online Courses,Teaching Methods,Second Language Learning,Second Language Instruction,Authentic Learning,Intercultural Communication,Malayo Polynesian Languages,Foreign Countries,Teacher Characteristics,Language Proficiency,Computer Mediated Communication,Student Attitudes,Learning Processes,Blended Learning,Language Teachers,Teacher Attitudes,Secondary School Teachers,Higher Education

Embedding the use of technology for authentic social interactions with L2 teaching and learning needs to be supported by effective pedagogical practices. This article explores how technology can support the learning of te reo Maori in New Zealand. Thirteen kaiako (teachers) from a variety of teaching and learning backgrounds and experiences, and five akonga (students) representing a range of ages were individually interviewed. The akonga reported that synchronous online classes were very helpful for their language development and enjoyed the whanaungatanga created by being a part of the online community. They felt less, isolated and felt that they got to know some members of the class better. The kaiako reported, that connecting with the heart enhanced engagement in te reo Maori, which increased the confidence of akonga, which advanced the level of proficiency in te reo Maori.
Lesbian, Gay, Bisexual, Transgender, Intersex, and Queer Concerns in Professional Psychology Education
Author: Collens, Paula
Date: 2023-00-00
Type: Journal Articles
Subjects: LGBTQ People,Psychologists,Counseling Techniques,Competence,Job Skills,Course Content,Professional Education,Higher Education,Diversity,Beliefs,Barriers,Social Bias,Religion,Counseling Psychology,Multicultural Education

Best practice guidelines for psychologists working with lesbian, gay, bisexual, transgender, intersex, and queer+ (LGBTIQ+) people and position statements against &quot;conversion therapies&quot; have been published internationally. These call for professional psychologist education to develop competence for work with this community, but studies show variability and lack of inclusion of LGBTIQ+ content in professional programmes in higher education institutions. A critical narrative review examined approaches to the inclusion of LGBTIQ+ concerns in the education of psychologists. A systematic literature search identified 33 papers for review. Synthesis of findings highlighted benefits and challenges of the cultural competence approach to LGBTQ+ curricular inclusion; a contested pedagogic space relating to religious belief, homophobia, and sexualities; a shift in psychology to include resilience-based frameworks of sexuality and gender diversity; and finally disaggregation of the LGBTQ+ umbrella with emergence of transgender and gender diversity focused research. Lack of research relating to people with intersex variations and the need for LGBTIQ+ representation/voices in this research area were evidenced.
Pre-Service Teachers Applying Culturally Responsive Critical Pedagogy
Author: Finn, Karen
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Culturally Relevant Education,Self Concept,Cultural Awareness,Student Diversity,Critical Thinking,Minority Group Students,Student Teaching,Foreign Countries

How do pre-service teachers apply culturally responsive critical pedagogy in the classroom? This small study of two Aotearoa New Zealand pre-service teachers investigated a professional practice placement that followed theory courses. The research found these two pre-service teachers applied culturally responsive critical pedagogy in five ways: reflecting on self and identity, centring akonga (learners), uplifting culture, developing critical consciousness, and improving academic outcomes for nondominant culture akonga. However, these two pre-service teachers placed differing emphases on the ways of applying the pedagogy, including not engaging with improving akonga achievement. The research offers practice examples of culturally responsive critical pedagogy by pre-service teachers.
Social Factors Are Associated with Academic Stress in Pasifika Students at the University of Otago
Author: Fakapulia, Ilaisaane Foli
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Pacific Islanders,Student Adjustment,Cultural Differences,Social Networks,Religion,Anxiety,Minority Group Students,Stress Variables,Student Attitudes,Expectation,Gender Differences,Interaction,Social Support Groups,Teacher Role,Social Influences,Undergraduate Students,Academic Support Services

The majority of Pasifika students at the University of Otago come from other parts of New Zealand and have to adapt to studying and living in an environment that does not have a strong Pacific culture. These changes potentially affect their education experience and academic performance. Students may form social networks through religious institutions or student associations. Using a brief (10-15 minute) survey, we investigated how religiosity, social provision, and social anxiety as ethnic minorities are associated with perceived academic stress among Pasifika students in our department. We recruited 54 Pasifika students from a cohort of 101 students: 20 male, 33 female, and 1 akava'ine. Male students had higher academic stresses related to academic expectation than female students. Religiosity, social provision, and avoiding interaction with New Zealand European people were all associated with perceived academic stress in our cohort. Students preferred seeking social support from Pasifika friends and family members, and academic support from academic staff, tutorials organised by the University's Pacific Islands Centre, and friends. In conclusion, social factors are associated with academic stress of Pasifika students in the University of Otago. Institutions need to establish strong support infrastructure for ethnic minority students as they may have additional stressors which may affect their study.
STEM Teacher Professional Development in Pre-Service Teacher Education: A Literature Review
Author: Suryadi, Ahmad
Date: 2023-00-00
Type: Journal Articles
Subjects: STEM Education,Preservice Teachers,Faculty Development,Educational Research,Journal Articles,Teaching Methods,Foreign Countries,Geographic Location,Research Methodology,Cooperative Learning

Science, technology, engineering, and mathematics (STEM) education has recently been gaining popularity in a number of countries. This seems to have ramifications for increasing the intensity with which professional development programmes are implemented at both in-service and pre-service teacher levels. The present study provides a systematic literature review on scientific articles published between 2015 and 2021, examining how STEM teacher professional development programmes (STEMTPD) led in the pre-service teacher corpus. Following a screening process, 66 studies were found to be eligible and in compliance with the review criteria. The review's findings indicate a positive trend in STEM-TPD scientific articles, with an increase in publications from year to year in many countries. The majority of studies were conducted in the United States and Turkey using various research methods. The STEM-TPD programme is carried out in three areas, namely, included in existing courses, conducted outside of lectures, and carried out on newly developed courses. We also ultimately discuss the seven most frequently used elements of STEM-TPD and the types of participant collaboration.
A Second Experimental Study the Application of a Teaching Plan for the Algorithms Subject in an Undergraduate Course in Computing Using Active Methodologies
Author: Garcia, Fabrício Wickey da Silva
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Methods,Algorithms,Undergraduate Students,Computer Science Education,Active Learning,Electronic Learning,Gamification,Problem Based Learning,Flipped Classroom,Game Based Learning,Instructional Effectiveness,Academic Achievement,Programming,Foreign Countries

The contents taught in the programming subjects have a great relevance in the formation of computing students. However, these subjects are characterized by high failure rates, as they require logical reasoning and mathematical knowledge. Thus, establishing knowledge through the subject of algorithms can help students to overcome these difficulties and absorb the contents and skills required. Thus, this work aims to present and discuss the results of a second experiment on the application of a teaching plan composed of several active methodologies (Virtual Learning Environments, Coding Dojo, Gamification, Problem-Based Learning, Flipped Classroom and Serious Games) in an algorithms subject. Based on this experiment, it was evaluated whether there were learning gains compared to the learning acquired with the traditional method. Finally, an analysis was performed using the two-tailed Student-t approach, used for independent samples, which presented statistically significant results.
Assessing the Learning of Machine Learning in K-12: A Ten-Year Systematic Mapping
Author: Rauber, Marcelo Fernando
Date: 2023-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Technology Education,Elementary Secondary Education,Educational Strategies,Evaluation Methods,Instructional Design,Student Evaluation,Feedback (Response),Automation,Test Construction

Although Machine Learning (ML) has already become part of our daily lives, few are familiar with this technology. Thus, in order to help students to understand ML, its potential, and limitations and to empower them to become creators of intelligent solutions, diverse courses for teaching ML in K-12 have emerged. Yet, a question less considered is how to assess the learning of ML. Therefore, we performed a systematic mapping identifying 27 instructional units, which also present a quantitative assessment of the students' learning. The simplest assessments range from quizzes to performance-based assessments assessing the learning of basic ML concepts, approaches, and in some cases ethical issues and the impact of ML on lower cognitive levels. Feedback is mostly limited to the indication of the correctness of the answers and only a few assessments are automated. These results indicate a need for more rigorous and comprehensive research in this area.
Automatically Detecting Previous Programming Knowledge from Novice Programmer Code Compilation History
Author: Lokkila, Erno
Date: 2023-00-00
Type: Journal Articles
Subjects: Prior Learning,Programming,Computer Science Education,Markov Processes,Likert Scales,Introductory Courses,Novices,Algorithms,Student Behavior,Teaching Methods,Learning Processes,Programming Languages,Undergraduate Students,Artificial Intelligence,Foreign Countries

Prior programming knowledge of students has a major impact on introductory programming courses. Those with prior experience often seem to breeze through the course. Those without prior experience see others breeze through the course and disengage from the material or drop out. The purpose of this study is to demonstrate that novice student programming behavior can be modeled as a Markov process. The resulting transition matrix can then be used in machine learning algorithms to create clusters of similarly behaving students. We describe in detail the state machine used in the Markov process and how to compute the transition matrix. We compute the transition matrix for 665 students and cluster them using the k-means clustering algorithm. We choose the number of cluster to be three based on analysis of the dataset. We show that the created clusters have statistically different means for student prior knowledge in programming, when measured on a Likert scale of 1-5.
Exploring the Effects of Near-Peer Teaching in Robotics Education: The Role of STEM Attitudes
Author: Vink, Isabelle C. de
Date: 2023-00-00
Type: Journal Articles
Subjects: Peer Teaching,Robotics,STEM Education,Elementary School Students,Grade 10,Grade 11,Grade 5,Grade 6,Student Attitudes,Interaction,Program Effectiveness,Programming,Skill Development,Knowledge Level,Student Role,Foreign Countries,High School Students

Due to technological advancements, robotics is findings its way into the classroom. However, workload for teachers is high, and teachers sometimes lack the knowledge to implement robotics education. A key factor of robotics education is peer learning, and having students (near-)peers teach them robotics could diminish workload. Therefore, this study implemented near-peer teaching in robotics education. 4 K10-11 secondary school students were teachers to 83 K5-6 primary school students. The intervention included 4 3-hour robotics lessons in Dutch schools. Primary school students completed a pre- and post-intervention questionnaire on their STEM-attitudes and near-peer teaching experience, and a report on their learning outcomes. Interaction with near-peer teachers was observed. After the lessons, a paired-samples t-test showed that students had a more positive attitude towards engineering and technology. Students also reported a positive near-peer teaching experience. Conventional content analysis showed that students experienced a gain in programming and robotics skill after the lessons, and increased conceptual understanding of robotics. The role the near peer teachers most frequently fulfilled was formative assessor. Near-peer teachers could successfully fulfil a role as an engaging information provider. This study shows that near-peer teachers can effectively teach robotics, diminishing workload for teachers. Furthermore, near-peer robotics lessons could lead to increased STEM-attitudes.
High-School Computer Science -- Its Effect on the Choice of Higher Education
Author: Armoni, Michal
Date: 2023-00-00
Type: Journal Articles
Subjects: High School Students,Computer Science Education,Correlation,Higher Education,Student Attitudes,Decision Making,College Freshmen,Majors (Students),Student Characteristics,Likert Scales,Prior Learning,Educational Experience

In a previous publication we examined the connections between high-school computer science (CS) and computing higher education. The results were promising -- students who were exposed to computing in high school were more likely to take one of the computing disciplines. However, these correlations were not necessarily causal. Possibly those students who took CS courses, and especially high-level CS courses in high school, were already a priori inclined to pursue computing education. This uncertainty led us to pursue the current research. We aimed at finding those factors that induced students to choose CS at high school and later at higher-education institutes. We present quantitative findings obtained from analyzing freshmen computing students' responses to a designated questionnaire. The findings show that not only did high-school CS studies have a major impact on students' choice whether to study computing in higher education -- it may have also improved their view of the discipline.