ethanporcaro/eric-fulltext-meta huggingface dataset:
Graduate and Undergraduate Student Development as a Result of Participation in a Grief Education Service Learning Course
Author: Wheat, Laura S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Grief,Service Learning,Role,Student Attitudes,Teacher Attitudes,Feedback (Response),Outreach Programs,Self Efficacy,Graduate Students,Undergraduate Students,Kindergarten,Elementary School Students,Case Studies,Secondary School Students,Cognitive Processes,Teaching Methods,Outcomes of Education,College Faculty,Mentors,Experiential Learning

Limited research exists on the role service learning can play in helping students understand loss and grief. Through semi-structured interviews with students and instructors, online surveys, and course feedback, this qualitative case study examined the experiences of 15 university students in an outreach course working with grieving K-12 students. Students self-reported gaining greater intra- and interpersonal understanding and grief processing self-efficacy. Instructors emphasized intentionality and the intertwined nature of course experiences influencing meaning making.
Measuring Teachers&apos; Beliefs: A Comparison of Three Different Approaches
Author: Safrudiannur
Date: 2020-00-00
Type: Journal Articles
Subjects: Beliefs,Teacher Attitudes,Attitude Measures,Likert Scales,Statistical Analysis,Qualitative Research,Research Methodology,Social Desirability,Social Environment,Foreign Countries,Secondary School Teachers,Mathematics Instruction

The use of Likert scale items for measuring teachers' beliefs quantitatively is criticized. In this study, two quantitative methods to measure teachers' beliefs, a Likert scale instrument as well as a new instrument employing rank-then-rate items, are each compared with a qualitative approach at obtaining beliefs, i.e. interviews along with observations. In the first comparison, teachers' responses to the Likert scale instrument seem to not fit the beliefs interpreted from the qualitative approach, particularly regarding beliefs about teaching and learning. Further analyses show that a tendency to respond according to social desirability as well as unspecific teaching contexts seem to be responsible for these inconsistencies. In the second comparison, since the rank-then-rate instrument also takes students' abilities as a teaching context into account, we observed a better fit between teachers' responses to the instrument and the qualitative approach. The results of both comparisons indicate the importance of considering teaching contexts as well as alternatives to Likert scale items because of social desirability in order to have a better prediction about teachers' beliefs.
Improving Scientific Creative-Thinking Ability of Primary School Students through CRH Learning Model
Author: Fasha, Linda Hania
Date: 2020-04-00
Type: Journal Articles
Subjects: Creative Thinking,Thinking Skills,Elementary School Students,Grade 4,Skill Development,Game Based Learning,Conventional Instruction,Instructional Effectiveness,Foreign Countries,Cooperative Learning,Science Achievement,Science Instruction,Natural Sciences,Educational Media

This research is motivated by the low creative thinking ability of the fourth-grade primary school students in Cimahi City. The purpose of this research is to examine the achievement and improvement of creative thinking abilities of primary school students between those who used the Course Review Hooray (CRH) learning model assisted by monopoly game and those who used conventional learning. This research is a quasi-experimental type with a pretest-posttest control group design. The population in this study was the fourth-grade primary school students in Cimahi City, while the sample was determined using a purposive sampling technique obtained by class 4B as an experimental class with 35 students and class 4C as a control class with 35 students. The research instrument was a science creative thinking ability test. The results showed that the achievement and improvement of creative thinking abilities of primary school students with the CRH learning model assisted by monopoly game media was better than those who used ordinary learning.
Influence of Concrete-Pictorial-Abstract (CPA) Approach on the Enhancement of Primary School Students&apos; Mathematical Reasoning Ability
Author: Putri, Hafiziani Eka
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Mathematics Skills,Thinking Skills,Mathematics Instruction,Teaching Methods,Instructional Effectiveness,Concept Formation,Pictorial Stimuli,Mathematical Logic

This research is motivated by the importance of mathematical reasoning abilities for primary school students. This research aims at looking at the effect of the Concrete-Pictorial-Abstract (CPA) approach on the enhancement of mathematical reasoning abilities of primary school students. This research method is a quasi-experiment with pre-test and post-test control group design in Mathematics subjects with the theme of data presentation. The research sample consisted of 121 fifth grade students in two primary schools in Bekasi Regency. The test and non-test instruments were involved in this research. The results revealed that there was the influence between the CPA approach and students' mathematical reasoning abilities, and the achievement and enhancement of mathematical reasoning abilities of students who got learning with the CPA approach were better than students who got conventional learning based on all student review and a category of Prior Mathematical Ability (PMA) high, moderate and low. In conclusion, the mathematical reasoning ability of primary school students can be improved by applying the CPA approach.
Sundanese Ethnomathematics Context in Primary School Learning
Author: Nugraha, Trisna
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Culturally Relevant Education,Context Effect,Mathematics Skills,Teaching Methods,Conventional Instruction,Grade 4,Elementary School Students,Elementary School Mathematics,Cultural Influences

Mathematics is mostly related to human life, thus, humans are required to have the mathematical understanding ability in solving life problems since in the elementary school age. Therefore, mathematics learning at school should have relevance value to construct mathematical concept that can be used in real life. Innovative mathematics learning through Contextual Learning (CTL) model based on Sundanese Culture Ethnomathematics as a local wisdom at which humans use mathematics in their real life, was chosen as a deep solution to increase the mathematical understanding ability, because students live in their culture and society. This study employs an experimental method by conducting pretest and postest control group design. The purpose of this study is to determine the increasing of students' mathematical understanding ability on experiment class (using CTL model based on Sundanese Ethnomathematics) and control class (using conventional learning model). The result of this study produced conclusion that CTL based on Sundanese ethnomathematics and conventional model can increase the mathematical understanding ability significantly. However, the application of CTL model based on Sundanese Ethnomathematics was significantly better than conventional model (62.29%) to increase students' mathematical understanding ability on learning the basic concepts of rectangular geometry for 4th grade students of elementary school.
The Effect of E-Learning Strategy at Primary School Level on Understanding Structure and States of Matter
Author: Nuic, Ines
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Elementary School Science,Science Instruction,Misconceptions,Scientific Concepts,Web Based Instruction,Homework,Conventional Instruction,Teaching Methods,Knowledge Level,Prior Learning,Foreign Countries,Intelligence Tests,Learning Motivation,Student Attitudes,Student Characteristics,Elementary School Students

E-learning strategies for the teaching unit Structure and States of Matter were developed. Students' achievements and the percentages of misconceptions were compared between experimental groups taught using web-based learning material (WBLM) used as homework after conventional teaching at school (EG1), and at school settings (EG2) with the control group (CG) taught with the teacher-centred approach. The results indicated that WBLM has potential in teaching since EG1 and EG2 students had higher achievements than CG students did on tests of knowledge. Appropriate statistical procedures were used to control the effects of students' verbal and nonverbal intelligence, as well as their prior knowledge regarding the Particulate Nature of Matter. Certain misconceptions were also revealed in all groups of students, mostly related to transferring macroscopic properties to submicroscopic particles.
Validating a 3E Rubric Assessing Pre-Service Science Teachers&apos; Practical Knowledge of Inquiry Teaching
Author: Wang, Jianlan
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Preservice Teachers,Science Teachers,Science Education,Inquiry,Teaching Methods,Guidelines,Evaluation Methods,Methods Courses

Inquiry teaching in science education has been widely advocated for decades. It is a critical learning objective in many science teacher preparation programs. Despite its importance, it is not effectively implemented in science classrooms. One of the reasons is the lack of reliable and valid instruments that provide practical definition, concrete guideline, and objective assessment for the practice of inquiry teaching. To fill this gap, we designed a 3E rubric based on the 5E learning model as one specific form of inquiry teaching to measure preservice teachers' practice at different phases of a science lesson. In this study, we thoroughly introduced the 3E rubric and its use. Through drawing on 76 elementary pre-service science teachers' teaching videos, we analyzed its reliability and validity with the tools of Intraclass Correlation Coefficient, Fleiss' kappa, and Pearson correlation. According to the results, the 3E rubric is a reliable and valid tool to assess pre-service teachers' practical knowledge of inquiry teaching. The contributions of this rubric to the teaching and research in science teacher preparation are discussed and future research directions are proposed.
Exploring Peer Effect on Mathematics Anxiety among Secondary School Students of Sokoto State, Nigeria through Photovoice Approach
Author: Garba, Aliyu
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Mathematics Anxiety,Photography,Student Attitudes,Peer Influence,Student Behavior,Emotional Response,Social Influences,Environmental Influences,Speech Communication,Psychological Patterns

Mathematics anxiety is prevalent in Nigeria where students have a fear of the subject. Much research has been conducted on the level of mathematics anxiety, the differences between the genders, and its relationship with performance. However, little has been done on the factors for mathematics anxiety, and even less on peers' contribution towards mathematics anxiety. The photovoice approach was applied to capture peers' speech and behaviour, which can intensify or minimize mathematics anxiety. The findings revealed that peers' behaviour, such as poor students causing trouble and intelligent students dominating the lesson, and speech, such as using frightening and discouraging statements in the mathematics classroom, has a direct effect on intensifying mathematics anxiety. However, the findings also showed that peer behaviour, such as achievement of peers and group discussions, and speech, such as positive advice, also minimize mathematics anxiety among students. It can be concluded that peers in their day-to-day interaction can have an effect on students' mathematics anxiety.
Female Underrepresentation in STEM Subjects: An Exploratory Study of Female High School Students in China
Author: He, Lizhi
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,STEM Education,Disproportionate Representation,Equal Education,High School Students,Course Selection (Students),Decision Making,Science Curriculum,Teacher Influence,Labor Market,Parent Influence,Peer Influence,Sex Stereotypes,Student Interests,Self Esteem,Science Activities,Cultural Influences

In China, there exists many factors such as girls' socialized gender norms and the values and pedagogy incorporated in the science curriculum that may discourage female students from choosing science courses. In order to ensure that female students have the same opportunities to reach their potential in STEM areas, it is important to understand these factors that influence their choices. This study investigates the potential reasons why female high school students in China are less likely to choose STEM subjects. By conducting qualitative interviews with six female students, from two Chinese high schools, the study discovers several factors behind their decision-making in course selection, including the influence of current science curriculum, teachers, labor market, parents, and peers. The findings of this study enrich existing research on gender equity in Chinese high school education and provide insights about relevant policies to address gender disparities in science programs.
Leadership Opportunities in Service-Learning: A Pilot Study in a Homeland Security Classroom
Author: Bonnan-White, Jess
Date: 2019-00-00
Type: Journal Articles
Subjects: Leadership Training,Service Learning,Pilot Projects,National Security,Police Education,Undergraduate Students,Volunteers,After School Programs,Police Community Relationship,Student Attitudes,Community Involvement,Guidance,Role Models

Service-learning opportunities provide students with valuable professional experience beyond training and practical skills. In a pilot study of Criminal Justice students enrolled in an undergraduate Homeland Security class, student volunteers report opportunities for practicing leadership at an after-school program. Responses were also compared to a leadership curriculum prepared by the Federal Emergency Management Agency. Student volunteers collectively focus on providing mentorship, tutoring assistance, and behavioral regulation. Results add to literature documenting service-learning impact on professional development.
Highly Recommended and Poorly Used: English and Spanish Science Teachers&apos; Views of Inquiry-Based Learning (IBL) and Its Enactment
Author: Romero-Ariza, Marta
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Teachers,Teacher Attitudes,Active Learning,Inquiry,Curriculum Implementation,Foreign Countries,Comparative Education,Teaching Experience,National Standards,Classroom Techniques,Science Activities,Teacher Role,Faculty Development,Time on Task

Inquiry pedagogies provide opportunities to meet learning outcomes linked to developing scientific literacy. Within a European project intended at promoting Inquiry Based Learning (IBL), this paper presents quantitative and qualitative data about teachers' views of IBL and its enactment in England and Spain. Results show that teachers in both countries hold positive views based on benefits to students and science learning and perceive important systemic and personal barriers to the successful implementation, even after decades of political efforts. Teachers express frustration with the lack of time, teaching resources, classroom management and the demands of curriculum delivery, assessment and accountability. There is an emphasis on hands-on activities and students' motivation but no stress on cognitive and epistemic aspects, showing views not well aligned with current understanding of the type of inquiry that best support learning. Implications for research and practice suggest that there is still a need to expand knowledge about how to support teachers in making the most of this pedagogy.
Service-Learning and Civic Attitudes: A Mixed Methods Approach to Civic Engagement in the First Year of College
Author: Manning-Ouellette, Amber
Date: 2019-00-00
Type: Journal Articles
Subjects: Service Learning,Citizen Participation,College Freshmen,Leadership Training,Interpersonal Competence,Consciousness Raising,Skill Development,Introductory Courses,Public Colleges,School Community Programs,Social Change,Social Justice,Educational Benefits,Student Attitudes

Service-learning contributes to a variety of learning outcomes. This study aims to examine the student learning outcomes associated with service-learning in a first-year leadership course. With this broad focus, we hope to shed light on the benefits of students participating in civic engagement in their first semester of college. Findings suggest student learning outcomes include interpersonal skills, leadership capacity, and social justice perspectives. We conclude by offering considerations for designing future courses.
Service Learning in Physical Therapy Professional Education: Student Reflections of the Special Olympics FUNfitness Program
Author: Tapley, Stasia
Date: 2019-00-00
Type: Journal Articles
Subjects: Service Learning,Physical Therapy,Allied Health Occupations Education,Graduate Students,Professional Education,Intellectual Disability,Athletics,Student Attitudes

The Special Olympics (SO) FUNfitness Program involves a comprehensive screening for flexibility, strength, balance, and aerobic fitness for individuals with intellectual disability (ID). Doctor of Physical Therapy students at Indiana State University administer the program yearly as part of the Indiana SO Summer Games. Thematic analysis of student reflections revealed increased awareness of individuals with ID, both beneficial and challenging aspects of the experience, and increased likelihood of working with underserved populations in the future.
Are Concept Maps a Valid Measurement Tool for Conceptual Learning? A Cross-Case Study
Author: Plotz, Thomas
Date: 2020-00-00
Type: Journal Articles
Subjects: Concept Mapping,Evaluation Methods,Problem Based Learning,Writing Across the Curriculum,Learning Processes,Validity,Concept Formation,Intervention,Secondary School Students,Foreign Countries,Radiation

The approaches of &quot;problem-based learning&quot; and &quot;writing to learn&quot; are known for facilitating the apprehension of concepts and better retaining of knowledge. In educational research, concept maps are sometimes used to assess the learners' level of knowledge. In this paper, the main aim is to investigate the validity of concept maps as an instrument for the assessment of learning. Therefore, six students were observed for more than a year and their learning process was documented in various ways. The concept maps were used in the form of a pre-post-test, and the different students' results were compared in a cross-case analysis using a master concept map. The results presented in this study indicate that the validity of concept maps compared to interviews and reports are questionable. It is possible to measure some parts of the learning process with concept maps, but conceptual learning seems to be hidden from the instrument. Therefore, concept maps might not be the most useful tool to measure conceptual change.
Indonesian Teachers&apos; Knowledge of ICT and the Use of ICT in Secondary Mathematics Teaching
Author: Mailizar, Mailizar
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Secondary School Mathematics,Mathematics Teachers,Educational Technology,Technology Uses in Education,Knowledge Level,Teacher Competencies,Faculty Development,Pedagogical Content Knowledge,Technological Literacy

Indonesia, like many other countries, see Information and Communication Technology (ICT) as a potential tool for enhancing the quality of education. However, there is a lack of research examining Indonesian secondary mathematics teachers' knowledge in the integration of ICT. In this study, we aimed to investigate Indonesian secondary teachers' knowledge in the use of ICT in secondary mathematics classrooms. The study employed a quantitative method with a cross-sectional survey approach. It was conducted in one of Indonesia's provinces where the data were collected from 341 secondary mathematics teachers through a questionnaire survey. The findings suggest that, to a large extent, Indonesian secondary mathematics teachers have a largely inadequate knowledge of ICT and knowledge of ICT use in teaching. Based on the findings, we argue that it is crucial to improve Indonesian teachers' knowledge of both aspects, and more training courses for teachers' knowledge development are needed.
The Effect of Realistic Mathematics Education on Student&apos;s Mathematical Communication Ability
Author: Trisnawati
Date: 2018-05-00
Type: Journal Articles
Subjects: Mathematics Education,Mathematics Skills,Communication Skills,Action Research,Problem Solving,Teaching Methods,Mathematical Models,Learning Processes,Teacher Student Relationship,Kindergarten,Elementary Secondary Education,Mathematics Curriculum,Foreign Countries

This study aims to obtain a description of the application of Realistic Mathematic Education (RME) that can improve students' mathematical communication ability. The type of research used is a classroom action research that refers to the design of Kemmis and Mc.Taggart research they are planning, action, observation, and reflection. The results showed that Implementation of mathematics learning with Realistic Mathematics Education (RME) approach that can improve mathematical communication ability is a mathematics learning that has been done in accordance with RME characteristics, That is: use of real context (teacher presents a contextual problem and ask the student to understand the given problem). use of mathematical models (the students modeling by using props to solve problem), use of student production and construction in learning (the teacher gives opportunity to all students to solve the problem, and invite students to deliver the answer), existence of interaction (interaction occurs between teacher and students, and between student one with another), and the existence of integration (combines one unit of mathematics with other units also have integrated with other scientific fields).
&quot;I Am so Resilient Right Now&quot;: Impact of the Life Skills Journey Summer Program on Métis Program Leaders
Author: Hibbert, Alicia
Date: 2019-00-00
Type: Journal Articles
Subjects: Summer Programs,American Indians,Daily Living Skills,Program Descriptions,Camps,Facilitators (Individuals),Play,Resilience (Psychology),Capacity Building,Participatory Research,Interpersonal Competence,Children,Foreign Countries,Self Control,Empowerment,Safety,Cultural Awareness,Self Concept,Work Environment,Family Relationship,Peer Relationship,Community

The authors present the impact of the Métis Settlements Life Skills Journey facilitator training program. Community members, aged 16 to 32, were hired and trained to lead youth summer camps. It was hypothesized that participation in the program and employment as facilitators would have a positive impact on their individual resilience. The program and employment were designed to increase participant knowledge in key areas of resilience and skills to engage children in learning through play.