ethanporcaro/eric-fulltext-meta huggingface dataset:
The Biomedical Research Pyramid: A Model for the Practice of Biostatistics
Author: Troy, Jesse D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Biomedicine,Medical Research,Medical Education,Statistics,Statistics Education,Models,Curriculum Design,Science Curriculum,Concept Mapping,Allergy,Food

Biostatisticians apply statistical methods to solve problems in the biological sciences. Successful practioners of biostatistics have advanced technical knowledge, are skilled communicators, and can seamlesslessly integrate with interdisciplinary scientific teams. Despite the breadth of skills required for success in this field, most biostatistics education programs place heavier emphasis on development of technical skills than skills necessary for collaborative work, including critical thinking, writing, and public speaking. Our master's degree program in biostatistics aims for stronger integration of education in collaborative work alongside development of technical knowledge in biostatistics. Toward that end, we propose a model that provides students with a mental map for practicing biostatistics, and that can serve as a tool for faculty to create hands-on learning experiences for biostatistics students. The model helps students organize their knowledge of biostatistics, unifying the technical and collaborative aspects of the discipline in a single framework that can be applied across the broad array of activities that biostatisticians engage in. In this article we describe the model in detail and provide an initial assessment of whether the model might meet its intended purpose by applying the model to a common task for practicing biostatisticians and biostatistics students: describing the results of a medical research study.
Exploration of an Effective Method for the Step-by-Step Presentation of Case Information to Guide Grade 4 Medical Students to Develop Clinical Reasoning Skills
Author: Huang, Simin
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Medical Students,Thinking Skills,Clinical Teaching (Health Professions),Undergraduate Students,Teaching Methods,Foreign Countries

Clinical reasoning ability is an important competence for a clinician to have. Undergraduate study is a crucial period to strengthen medical students' clinical reasoning skills. The aim of this study was to explore an effective method for guiding students to improve clinical reasoning skills via a step-by-step presentation of case information. The study was conducted among grade 2015 clinical medicine major students who were studying internal medicine. On the basis of the theoretical study and practical training, a method for the step-by-step presentation of case information was designed and implemented to strengthen students' clinical reasoning skills. Each case was divided into four modules. Module one focused on inquiry, module two focused on physical examination, module three focused on laboratory tests and module four focused on diagnosis and treatment. Four modules were sent to students in turn as homework. The teacher corrected their answers and feedback was individually given. A questionnaire was conducted at the end of semester to assess the effect. The questionnaire revealed that students were satisfied with this training mode. They thought the mode was helpful for improving clinical reasoning ability and consolidating the basic skills such as history taking and physical examination. In conclusion, this effective method provides a training pattern for developing clinical reasoning skills of medical students. Through the process of analysing clinical cases, students are guided to become familiar with the procedures of solving clinical problems from gathering medical information to establishing diagnosis and treatment plans. It helps students to establish a scientific clinical reasoning mode.
The Design of the College English Curriculum from the Perspective of International Engineering Education Accreditation--A Case Study from the Beijing Institute of Petrochemical Technology
Author: He, Yaqin
Date: 2021-00-00
Type: Journal Articles
Subjects: Curriculum Development,College Curriculum,English,Engineering Education,Accreditation (Institutions),Foreign Countries,English (Second Language),Second Language Learning,English for Special Purposes,Outcome Based Education

A scientific curriculum system is of vital importance for an institution's professional accreditation. This paper seeks to improve the previous College English curriculum by resolving certain recalcitrant problems impeding both teaching and learning; furthermore, it takes into account the demands of international society. By embracing an outcome-based, student-centered approach for International Engineering education accreditation, the paper emphasizes teaching targets of a College English curriculum for future engineers based on knowledge, capacity and quality. In addition, it provides a graduation requirement index matrix and, a differentiated curriculum system, which specifies a clear relationship between the system and students' outcomes. Finally, four characteristics of the system are elaborated: compulsory courses and optional courses are compared; English for General Purpose (EGP) and English for Special Purpose (ESP) are correlated; classroom teaching and extracurricular context are integrated; and formative assessment and summative assessment are combined.
The Effects of STEM Activities on 6th Grade Students&apos; Conceptual Development of Sound
Author: Dedetürk, Aysegül
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,STEM Education,Scientific Concepts,Concept Formation,Acoustics,Problem Solving,Engineering,Design,Grade 6,Middle School Students,Program Effectiveness,Learning Activities

Engineering design process-oriented STEM activities are activities that involve solving a real-world problem with teamwork by using integrative engineering design and engineering applications using scientific and mathematical concepts and 21st century skills. The research aimed to examine the effects of engineering design process-oriented STEM activities, which were developed for sound concept, on the conceptual development of 6th grade students. In the research, comparative case study design was used. The study group consisted of 40 students attending a middle school in Kayseri, Turkey. The teaching was carried out by the activities in science curriculum in the control group, while it was carried out by engineering design process-oriented STEM activities in the experimental group. Each student was individually interviewed using 11 open-ended questions in a verbal format. The mean of Kappa coefficients of the questions was 0.93. As a result of content analysis, 11 categories, including 21 themes and 81 codes, were obtained. When the differences between pre- and post-interviews were examined, it was seen that conceptual understanding levels of the students in experimental group were more positive than the students in control group. This shows that engineering design process-oriented integrated STEM activities have positive effects on students' conceptual understanding of sound.
The Effects of Online Teaching on Students&apos; Academic Progress in STEM
Author: Panisoara, Ion-Ovidiu
Date: 2020-00-00
Type: Journal Articles
Subjects: Online Courses,STEM Education,Foreign Countries,Teacher Attitudes,COVID-19,Pandemics,School Closing,Academic Achievement,Barriers,Learner Engagement,Educational Environment,Correlation,Secondary School Teachers

Online teaching environment is a challenge for science, technology, engineering, and mathematics (STEM) in-service teachers who feel worried about their ability to succeed in what might be an unfamiliar learning environment. This research focused on testing the effects of perceived risks and concerns by in-service teachers during online-only classes due to the coronavirus outbreak on student academic progress requirements across the different STEM disciplines. The research hypotheses were tested on a sample of 1444 in-service teachers teaching exclusively in the online environment, in Romania. A structural equation model was used to explore the possible links among two external variables (pedagogical and technological perceived risks), one mediator variable (student engagement), one control variable (school settings), and one output variable (student academic progress requirements). The results revealed significant negative paths from challenges mediated by student engagement to student academic progress, as well as positive paths from them to mediator factor. The school setting categories were negatively correlated with both perceived risk dimensions. The moderator role of student engagement on the challenges-outcome link was supported. The online teaching effects on student's academic progress varied across the different STEM disciplines. The relevant common features for all STEM disciplines were further then demonstrated.
Analyze the Conceptual Understanding of Earthquakes among Geography Teachers in Ranau, Sabah
Author: Bikar, Soon Singh
Date: 2021-00-00
Type: Journal Articles
Subjects: Seismology,Natural Disasters,Emergency Programs,Readiness,Knowledge Level,Concept Formation,Scientific Concepts,Geography Instruction,Secondary School Teachers,Teaching Experience,Gender Differences,Foreign Countries

The Sabah Meteorological Department (2015) reports that in the next 20 years a large-scale earthquake will hit Sabah. This inevitability means that the local community needs to be sufficiently informed so as to be prepared for disaster. Formal education can be used as a medium for conveying knowledge about earthquakes. However, scholars believe that to impart such knowledge, teachers' understanding of earthquake concepts needs to be evaluated as they are the main sources of information on the topic. This study applied a concurrent triangulation mixed-method model to explore the understanding of earthquake concepts among Geography teachers in Ranau. The quantitative data were collected through a survey, while the qualitative data were collected through teachers' interviews. Random sampling methods were used to select 80 Geography teachers from nine secondary schools in Ranau, Sabah. Of these, 18 were selected through the purposive sampling method for interviews. Triangulation of quantitative and qualitative data revealed that the level of understanding of the earthquake concept and the level of readiness for an earthquake disaster is moderate. The findings also indicated that female teachers are more aware of the concept of earthquakes and male teachers are more prepared for them due to physical and emotional factors. Furthermore, senior teachers are more aware of the concepts and are more prepared for the earthquake than their junior colleagues. Finally, the findings of this study contribute to the science of earthquake education in Malaysia and aid Geography teachers, as well as assisting schools to help teachers improve their understanding of earthquake concepts.
STEM Education in Eco-Farming Supported by ICT and Mobile Applications
Author: Pajk, Tine
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Agricultural Occupations,Interdisciplinary Approach,Nonformal Education,Conservation (Environment),Ecology,Sustainable Development,Telecommunications,Handheld Devices,Foreign Countries,Educational Technology,Technology Uses in Education

The presented research focused on developing and testing an innovative interdisciplinary STEM didactic model. The developed didactic model was introduced in the field of eco-farming. To the participants, it offers the possibility for non-formal training, which can take place anywhere and anytime. Participants require some knowledge of STEM subjects (especially chemistry and biology) as well as knowledge of ecology, technology, and engineering, in order to provide answers and solutions to environmental challenges while using knowledge of mathematics (especially combinatorics and statistics) to search for optimal solutions (in our case, a lean business plan). The model was tested in non-formal education settings, based on an interdisciplinary approach and modern technologies, such as monitoring the effectiveness of training using electroencephalography (EEG) and mobile applications. In the presented didactic model, special emphasis was placed on an interdisciplinary STEM approach to environmental protection, ecology, connatural forms of production and sustainable development. The presented research confirms the hypotheses that non-formal education is becoming an increasingly important form of education and training, and that the use of the interdisciplinary didactic model, contemporary technologies, and mobile applications, increases the time and intensity of concentration in learning and thus improves learning effectiveness.
Productive Disagreement during Research in Interdisciplinary Teams: Notes from a Case Study Investigating Pornography and Healthy Sexual Development
Author: Litsou, Katerina
Date: 2020-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Educational Research,Psychology,Humanities,Teacher Collaboration,Pornography,Sexuality,Health,Teacher Researchers,Teamwork,Research Methodology,Journal Articles,College Faculty

This article reports on an interdisciplinary project that conducted a series of systematic reviews of academic research about the use of pornography and sexual health. Academics from a variety of disciplines were involved; half of the team had a background in humanities and the other half a background in psychology. While working closely together, they realized that they disagreed on many different matters, such as how to ask questions, how to use definitions, what count as data, what counts as a good outcome in research, how to structure an academic article, and how to use other academics' work. This article reports on the team members' use of reflective practice to analyze their responses to these disagreements and suggests that such disagreements can be seen as positive and productive in interdisciplinary research as they may facilitate collaboration among those representing different disciplines.
An Evaluation of the Publications in the Field of Geography Education: Bibliometric Analysis Based on the Web of Science Database
Author: Aksoy, Bülent
Date: 2021-00-00
Type: Journal Articles
Subjects: Bibliometrics,Geography Instruction,Teaching Methods,Research Reports,Databases,Case Studies,Journal Articles,Cross Cultural Studies

The purpose of this study is to examine scientific publications about Geography Education in terms of bibliometric indicators. Case study method, one of the qualitative research methods, was applied in this study. The scanning range of bibliometric data obtained from the WoS database generated by Clarivate Analytics covers the dates between 1975 and March 2020. The bibliometric analysis technique was conducted in the study. As a result of the analyses, it was revealed that 559 of 64,874,978 studies registered in the WoS database between 1975 and 2020 were the studies related to Geography Education. It was also observed that 196 (35.06%) of these records were in the education / training research category. Through the analyses, it was concluded that the most common type of publication related to Geography Education was the articles with a total number of 196. Moreover, it is seen that approximately 106 of the published articles have been published during the years between 2016 and 2020. This rate indicates that the educational researches related to Geography Education have increased in recent years. In addition, at the end of the analyses, it was comprehended that there are 330 different authors contributing to the related field. It was determined that a total of 535 different keywords were utilized in 196 articles, and the most effective journal was the &quot;Journal of Geography and Environmental Education&quot;. Besides, it is observed that the researchers from 25 different countries have published some articles that contribute to the field. In this regard, the most active country is the United States, and it is respectively followed by Britain, Australia, and Turkey. That Turkey with 18 articles takes place at the 4th rank among the 25 different countries indicates that some comprehensive studies related to this field are carried out.
An Investigation into Social Studies Teachers&apos; Self-Efficacy Perceptions about Basic Skills in the Social Studies Curriculum
Author: Seker, Mustafa
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Studies,Critical Thinking,Self Efficacy,Teacher Attitudes,Foreign Countries,Decision Making,Elementary Secondary Education,Innovation,Empathy,Political Attitudes,Maps,Educational Change,Curriculum Development,Research Skills,Visual Aids,Teacher Collaboration,Media Literacy,Problem Solving,Self Control,Environment,Technological Literacy,Turkish,Language Skills,Knowledge Level

The aim of this study is to investigate the self-efficacy perceptions of Social Studies teachers about the basic skills in the 2018 Social Studies curriculum. In Turkey, according to changes made in the Social Studies curriculum in 2018, Social Studies lessons are given to students in the 4th, 5th, 6th, and 7th grades, and comprise 27 basic skills, This study investigated the self-efficacy perceptions of 143 Social Studies teachers working in Istanbul province. The study found that the majority of teachers felt themselves to be &quot;inefficient&quot; in the following skills: research, perception of change and continuity, critical thinking, entrepreneurship, legal literacy, collaboration, using evidence, perceiving space, political literacy, drawing and interpreting table, graphics and diagrams, innovative thinking, and perceiving time and chronology. Additionally, it was found that the teachers believed that they were at a &quot;good&quot; or &quot;very good&quot; level of efficacy concerning the following skills: environmental literacy, digital literacy, empathy, financial literacy, observation, map literacy, communication, stereotypical judgment and prejudice, decision making, location analysis, media literacy, self-control, problem solving, social participation, and the correct, beautiful, and effective use of Turkish. This indicates that most Social Studies teachers who participated in the study perceived themselves as being at a positive/efficient level in 16 of the 27 skills. Therefore, the efficacies of Social Studies teachers regarding the basic skills of the 2018 Social Studies curriculum could provide opportunities for these individuals to apply effective strategies, methods, and techniques for their students. [Note: The issue number (1) shown in the header on the PDF is incorrect. The correct issue number is 2.]
International Trends in K-12 Computer Science Curricula through Comparative Analysis: Implications for the Primary Curricula
Author: Oda, Michiyo
Date: 2021-04-00
Type: Journal Articles
Subjects: Computer Science Education,Educational Trends,Elementary Secondary Education,Comparative Education,National Curriculum,Foreign Countries

The purpose of this study was to identify international trends in K-12 computer science curricula in countries that have introduced computer science education. Content analysis method was used to analyse the country-wide curricula of 10 countries which have introduced computer science education at the primary level. The K-12 Computer Science Framework was used as a theoretical frame to analyse the curricula. The results show that most countries begin their curricula with sub concepts of &quot;algorithms,&quot; &quot;program development,&quot; and under &quot;impact of computing,&quot; along with the practice of creating computational artifacts; then, countries expand upon computer science concepts and practices as learners progressed through the higher grades. Further, countries tend to introduce computer science concepts and practices in stages; once concepts and practices are introduced, they continue across multiple grades. Three approaches to implementing computer science education into the country-wide curriculum were found: introducing computer science (a) as an independent subject, (b) within multiple subjects, and/or (c) as a part of transversal competencies or an independent computer science curriculum with a cross-curricular approach. These study findings can contribute to a worldwide effort to introduce computer science education at the primary level.
Predictive Modelling of Pre-Service Science and Technology Teachers&apos; Innovative Behaviour
Author: Avsec, Stanislav
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Education,Technology Education,Foreign Countries,Preservice Teachers,Preservice Teacher Education,Educational Innovation,Self Efficacy,Student Attitudes,Predictor Variables,Student Interests,Difficulty Level,Personality Traits,Value Judgment,Creativity,Student Satisfaction

Science and technology (S&amp;T) plays a central role in today's knowledge- and technology-based society. The transfer of S&amp;T from the education system to the economy should be promoted by teachers using innovative behaviour as an important aspect of providing high-quality education. Several studies have found that a mismatch exists between the economy and the education sector, and that this can be gradually reduced by innovation in the education system. This research aimed to examine the innovative behaviour of pre-service S&amp;T teachers. A sample of 140 pre-service teachers from the University of Ljubljana, Slovenia was selected, and a set of instruments was used to measure their innovative behaviour in classrooms during the 2019-2020 academic year. A model was created and evaluated using multiple regression analysis. The results showed that self-efficacy and attitudes towards S&amp;T strongly predict innovative behaviour, while situational interest may vary depending on the cognitive demands of tasks. A proactive personality was found to be a key factor determining innovative behaviour, while self-efficacy has direct and indirect influences on innovative behaviour, with its indirect influence mediated by creativity and situational interest. These findings have implications for the redefinition of educational design to enhance innovation in the classroom.
Investigating Pre-School Children&apos;s Perspectives of Robots through Their Robot Drawings
Author: Seçim, Ela Sümeyye
Date: 2021-04-00
Type: Journal Articles
Subjects: Preschool Children,Student Attitudes,Robotics,Freehand Drawing,Computer Attitudes,Foreign Countries,Kindergarten,Color,Pretests Posttests

This study investigated preschool children's opinions on educational robots using their robot drawings. The study group consisted of 64 five- and six-years old children in an independent kindergarden affiliated to the Ministry of National Education (MoNE) in Ankara province, Turkey and participated in the Preschool Robotics Coding Workshop within the scope of the project titled &quot;TUBITAK 4007 Science in the Footsteps of Cezeri&quot; in the 2018- 2019 academic year. For the purpose of this study phenomenology model as a qualitative research approach was adopted and data was collected through visual materials and semi-structured interviews to determine children's opinions on robots. The data collection process was carried out in an eight-weeks period starting in March 2019 as one week for the acquaintance phase, six weeks for practice, and the last week for a two-day workshop with educational robots. In line with the findings of this research, the mechanical features of the robots were examined, it was determined that there was an increase in the battery drawings in children's last drawings compared to their first drawings. It was also determined that the children responded to &quot;Who builds the robots?&quot; interview question as factories, scientists, machines, and repairers in the first interview while more than 90% of the children responded as scientists and engineers in the second interview.