ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating the Effect of Using Web 2.0 Tools on 7th-Grade Students&apos; Academic Achievements in Science and Self-Directed Learning with Technology
Author: Kirikkaya, Esma Bulus
Date: 2021-00-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Technology Uses in Education,Educational Technology,Science Achievement,Science Instruction,Independent Study,Grade 7,Teaching Methods,Instructional Effectiveness,Secondary School Students,Secondary School Science,Gender Differences,Foreign Countries

This study aims to investigate the effect of course activities carried out using web 2.0 tools in the &quot;Interaction of Light with Matter&quot; unit in the Science Course on the academic achievements and self-directed learning levels of 7th-grade students. For this purpose, the model of the research was determined as a pretest-posttest control group quasi-experimental design. As the data collection tools, the Academic Achievement Test for the Interaction of Light with Matter developed by the researcher and the Self-Directed Learning with Technology Scale for Young Students were used. According to the findings obtained from the research, it was determined that the lesson activities prepared using web 2.0 tools positively affected the academic achievement of the students in the experimental group and their self-learning levels with technology. It can be said that the significant difference between the academic achievement posttest scores of the experimental and control groups is due to the higher effect level of applications of the web 2.0 activities in the experimental group on achievement. It was determined that gender did not have a significant effect on the academic achievement and self-learning levels of the students in each group.
Conceptions of Assessment: Perceptions of Science Teachers in Jordan
Author: Mahasneh, Ahmad
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Teachers,Teacher Attitudes,Science Instruction,Accountability,Gender Differences,Teaching Experience,Student Evaluation,Educational Improvement,Institutional Characteristics,Scores,Physics,Chemistry,Biology,Mathematics Teachers,Foreign Countries,Measures (Individuals),Comparative Analysis,Evaluation Utilization

This study examines the perceptions of Jordanian science teachers' conceptions of assessment, and how these perceptions are affected by the teacher's gender, length of experience, and subject variables. The teacher conception of the assessment questionnaire was completed by 488 teachers. It consisted of 27 items spread over four dimensions: school accountability, student accountability, assessment improves education, and assessment is irrelevant. Results showed a high mean for assessment being irrelevant, followed by assessment improving education, student accountability, and school accountability. The results also showed significant differences in the teachers' perception of school accountability by gender, as the female teachers' mean score was higher than that of the males. There were significant differences in the perception of assessment that improves education, again by the teacher's gender, with female teachers scoring higher. The results showed no significant differences in the perception of any of the dimensions according to the length of teaching experience. Finally, there were significant differences in perceptions of assessment in student accountability according to the subject, the mean score for physics teachers being higher than that for chemistry and biology teachers. Perceptions of assessment improving education and assessment being irrelevant, also varied according to the subject, the mean score for mathematics teachers being higher than that of the chemistry, biology, and physics teachers.
Metacognitive Skills and Self-Regulated Learning in Prospective Chemistry Teachers: Role of Metacognitive Skill-Based Teaching Materials
Author: Azizah, Utiya
Date: 2021-00-00
Type: Journal Articles
Subjects: Metacognition,Science Teachers,Chemistry,Skill Development,Foreign Countries,Preservice Teachers,Independent Study,Correlation,Self Management,Teacher Education Programs,Thinking Skills

This study reports an empirical research of metacognitive skills and self-regulated learning of prospective chemistry teachers through the implementation of metacognitive skill-based teaching materials. This research involved 73 prospective chemistry teachers from Universitas Negeri Surabaya, Indonesia, who were studying solution chemistry matter. The metacognitive skills of prospective chemistry teachers were obtained by the essay tests, in accordance with indicators of metacognitive skills and questionnaires to measure prospective chemistry teacher' self-regulated learning. The data analysis use percentage, n-gain, mean, standard deviation, and simple correlation Pearson Product Moment. The results showed that (1) the majority of prospective chemistry teachers had metacognitive skills and self-regulated learning in &quot;high&quot; and &quot;very high,&quot; category of and (2) a positive and significant correlation between metacognitive skills and self-regulated learning. In summary, the implementation of metacognitive-based teaching materials improved the metacognitive skills, build self-regulated learning, and metacognitive skills have a significant correlation on self-regulated learning with positive correlation.
The Effect of Contextual Collaborative Learning Based Ethnoscience to Increase Student&apos;s Scientific Literacy Ability
Author: Dewi, Citra Ayu
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Ethnography,Scientific Literacy,Science Education,Foreign Countries,Scientific Attitudes,Science Achievement,Chemistry,Context Effect

Scientific literacy is used as the primary goal in science education because it is considered to be used to prepare today's generation. Aspects of scientific literacy consist of the concepts, processes, and attitudes of science that can be used in people's daily lives, a picture of the success of science education carried out by each country. However, this ability has not been trained optimally through the process of learning science in Indonesia. This research aims to increase students' scientific literacy ability through contextual collaboration learning based on ethnoscience. This study used a quasi-experimental research method with a pre-experimental design that involved pretest and posttest of one group. This research has been conducted in the Chemistry Education UNDIKMA Mataram for the number of research subjects as many as 31 students. The instrument used is multiple choice tests to measure the achievement the content and process of science students while attitude scale to measure students' scientific attitudes. The results showed that the achievement of content, process, and science attitudes of students overall has increased in the medium category. This means that the effect of contextual collaborative learning based ethnoscience the capacity of scientific literacy in content, process, and attitude of students.
The Effect of Smartphone Usage Intensity on High School Students&apos; Higher Order Thinking Skills in Physics Learning
Author: Putranta, Himawan
Date: 2021-00-00
Type: Journal Articles
Subjects: Thinking Skills,High School Students,Handheld Devices,Telecommunications,Student Attitudes,Physics,Science Instruction,Learning Processes,Foreign Countries,Science Tests,Validity,Reliability,Technology Uses in Education,Educational Policy

Smartphones are no longer just a communication tool, but also a means of information exchange by students. Smartphone may also positively contribute to students' higher order thinking skills (HOTS). This research aimed to determine smartphone usage intensity, students' HOTS level, and the effect of smartphone usage intensity on students' HOTS in physics learning. This quantitative research was conducted with a pre-experimental method with a single-group post-test design. The sample involved 312 students who were selected using the convenience sampling technique. The data of smartphone usage intensity was obtained using a closed-ended questionnaire and students' HOTS were obtained through the physics HOTS test. The closed-ended questionnaire and physics HOTS test were tested for reliability and validity by six expert validators. The results of the validator's assessment were analyzed using Aiken's V equation to determine the validity and were analyzed through the Quest program to determine reliability. The ideal standard deviation equation was used to analyze smartphone usage intensity and students' HOTS. Multiple regression analysis was used to analyze the effect of smartphone usage intensity on students' HOTS. The results indicated that smartphone usage intensity and students' HOTS level in physics learning are in high and low categories with percentages respectively of 48.72% and 51.28%. The students' HOTS is affected by smartphone usage intensity in physics learning by 21.10%. These results indicated that the smartphone usage intensity of most students is very high, but not yet can contribute optimally to the students' HOTS. Therefore, there necessary to have the right policies in utilizing smartphones in physics learning so that students can optimize HOTS.
Technology Usage and Academic Performance in the PISA 2018 Report
Author: Navarro-Martinez, Oscar
Date: 2022-00-00
Type: Journal Articles
Subjects: Information Technology,Social Networks,Correlation,Academic Achievement,Secondary School Students,Student Attitudes,Learning Processes,International Assessment,Achievement Tests,Foreign Countries,Mathematics Achievement,Science Achievement,Reading Achievement,Time Management,Gender Differences,Computer Games,Age Differences,Internet,Technological Literacy,Personal Autonomy,Barriers,Social Media

In the last two decades, the great technological advances sweeping society have made inroads into the educational sphere. The use of information and communication technology and social networks has opened up new possibilities for student learning, which require appropriate treatment by family and teachers. This quantitative study takes a new approach to investigating the relationship between Spanish teenage students' academic success and their use of technology and social networks. It analyses data published in the 2018 PISA report to assess whether the use of these resources is appropriate, and to determine their impact on students' learning and performance in reading, mathematics and science. The study takes a new approach in terms of the variables selected and the analysis of the data through two statistical measures. The results suggest that excessive use of technology and social networks, both during the week and at weekends, impairs performance. This finding is more acute in the case of male students, as the data indicates that they start at an earlier age and are more likely to use social media for the detrimental activity of online gaming.
UNESCO Strategy and Digital Policies for Teacher Training: The Deconstruction of Innovation in Spain
Author: Espejo Villar, L. Belén
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Education,Educational Policy,Policy Analysis,Information Technology,Technological Literacy,Information Literacy,Universities,Secondary School Teachers,Online Courses,Distance Education,Blended Learning,Intervention,Grammar,Technology Uses in Education,Foreign Countries,Educational Innovation,Teaching Methods,International Organizations

This paper examines initial teacher training policies in the context of youth digitalisation. Based on international ICT competency frameworks for teachers (UNESCO, 2008, 2019) and information literacy, MIL (UNESCO, 2011), we analyse how Spanish (public and private) universities represent digital innovation, and the identity practices of young people, linked to hyperconnectivity. Focusing on initial training received by future secondary teachers, the sample was selected according to the criteria of non-presential learning (online, distance, blended) applied in the teacher training process. Results confirm ongoing deficiencies in critical teacher digitalisation management, highlighting certain asymmetries between the categories constructed. Data reveals the prevalence of intervention more geared towards formal knowledge than towards decoding digital grammar (which is how digitalisation is used in education). The paper concludes by advocating convergence strategies as a circular mechanism that must underpin all teacher training policies in the age of hyperconnectivity.
Transdisciplinary STEAM Curriculum Design and Authentic Assessment in Online Learning: A Model of Cognitive, Psychomotor, and Affective Domains
Author: ElSayary, Areej
Date: 2021-00-00
Type: Journal Articles
Subjects: Curriculum Design,STEM Education,Art Education,Teacher Attitudes,Interdisciplinary Approach,Psychomotor Skills,Affective Behavior,Middle School Teachers,High School Teachers,Private Schools,Foreign Countries,Performance Based Assessment,Teaching Methods,Computer Assisted Testing,Educational Practices,Cognitive Development,Online Courses,Distance Education,COVID-19,Educational Change

This study investigates teachers' perceptions and practices of designing and teaching transdisciplinary STEAM curriculum using online authentic assessment. Aligning the transdisciplinary STEAM curriculum to authentic assessment is a conceptual framework that guided this study to focus on the three learning domains (cognitive, psychomotor, and affective). The participants are middle and high school teachers (n = 37) in a private school in the United Arab Emirates (UAE). An exploratory mixed method was adopted as a research design. The qualitative data (document analysis) was gathered through analyzing STEAM lesson plans. An online questionnaire was used to collect the quantitative data from teachers. The study's results reveal that teachers' perceptions and practices about the design of STEAM curriculum using authentic assessment were positive with regards to the three learning domains (cognitive, psychomotor, and affective). The highest agreement of teachers' responses was found to be in the affective domain.
Youths&apos; Posting Practices on Social Media for Digital Storytelling
Author: Rubio-Hurtado, María-José
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Social Media,Story Telling,Motivation,Personal Narratives,Computer Literacy,Adolescents,Secondary School Students,Student Attitudes,Technology Uses in Education,Handheld Devices

Most young people spend time online every day in order to access social networks, where not only do they consume, but also produce content. The posting of content ends up reflecting a personal story in which young people recognize themselves. This posting practice requires competences that can be developed in digital literacy-related educational activities. Our research is aimed at understanding the posting habits of young people with the goal of integrating these practices in formal educational contexts. For this purpose, we have qualitatively analyzed the interviews of 21 young people. The results show different posting habits, as well as the motivating factors, perceptions and types of content posted by young people on social networks. An interpretative analysis of the results shows the possibilities of working on the storytelling experiences of young people on social networks from the perspective of the Personal Digital Storytelling educational methodology.
Anxiety: 6-Week Social Emotional Learning Intervention for Elementary School Counselors
Author: Paolini, Allison C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Anxiety,Well Being,Achievement,COVID-19,Pandemics,Social Emotional Learning,Coping,Self Control,Problem Solving,Student Leadership,Metacognition,Psychological Patterns,Student Empowerment,Interpersonal Relationship,Decision Making,Adjustment (to Environment),Resilience (Psychology),Elementary Education,Elementary Schools,School Counselors,Stress Variables,Stress Management

This Brief Resource addresses anxiety and the dire impact anxiety has on student well-being and performance. Anxiety prevents students from focusing, concentrating, feeling safe, grounded, and at ease. There are immeasurable numbers of students who are experiencing anxiety during this pandemic. Social Emotional Learning works to enhance students' innate abilities to improve coping, regulate emotions, problem solve, take on leadership roles, focus on control, mindfulness, optimism, gratitude, communication, and empowerment. These are vital skills to possess in order to survive times when people face adversity. This manuscript will provide a definition of anxiety, symptoms of anxiety, consequences of anxiety, a definition of social emotional learning (SEL), and how augmenting social emotional learning skills can help to mitigate anxiety. Additionally, a 6-Week social emotional learning intervention addressing anxiety is included.
What&apos;s in a Word?: School Counselor and ESOL Teacher Perceptions and Attitudes about Collaboration
Author: Tuttle, Malti
Date: 2021-00-00
Type: Journal Articles
Subjects: Counselor Teacher Cooperation,English (Second Language),Second Language Learning,Second Language Instruction,School Districts,Geographic Location,Academic Achievement,School Counselors,Teacher Attitudes,Counselor Attitudes,Faculty Development,Language Teachers,English Language Learners,Advocacy,Semantic Differential,Kindergarten,Elementary Secondary Education,Teacher Role

Collaboration in the school setting is a vital component to student success. Two key stakeholders who support and advocate for English Learners (ELs) are school counselors and English to Speakers of Other Languages (ESOL) teachers. The authors of this manuscript conducted a research study to measure school counselor and ESOL teacher perceptions and attitudes about collaboration by using a semantic differential scale developed by Gibbons et al. (2010) to measure school counselor perceptions and attitudes of collaboration. The sample included 105 original responses which were collected prior to removing incomplete responses. A total of 82 responses were retained for the data analysis which included school counselors (n=54) and ESOL Teachers (n=28). The findings from this research study suggest varying attitudes about collaboration among these two stakeholders and yield factors that can influence educator training, practice and research. Factors examined include geographical location, district type, and years of experience.
School Counselor Multicultural Counseling Competence Assessed by State School Counselor Licensure Examinations
Author: Shi, Qi
Date: 2021-12-00
Type: Journal Articles
Subjects: Cultural Awareness,Counselor Training,School Counselors,Content Analysis,Cultural Pluralism,Licensing Examinations (Professions),School Counseling,Outcomes of Education,Advocacy,Family School Relationship,Intercultural Communication,Counseling Effectiveness,Counselor Certification,Counselor Performance,Race,Ethnicity,Racial Bias,Self Concept,Elementary Secondary Education,Test Items

This study is the first systematic examination of how school counselor multicultural counseling competence (MCC) is addressed in state licensure examinations of school counselors. Results offer preliminary support to the notion that state licensure examinations indeed address some important aspects of MCC, as identified by Holcomb-McCoy (2004). Yet, considerable variability exists across examinations in the percentage of content devoted to these commonly addressed areas. Quantitative content analysis shows there are several important aspects of school counselor MCC that are not being tested in state examinations. Discussions and implications are provided.
Fostering Pathways: 30 Years of Inspiring High School Students to Pursue Science Careers through Biomedical Research Experiences
Author: Witzel, Lakisha
Date: 2020-08-00
Type: Journal Articles
Subjects: High School Students,Science Interests,Science Careers,Internship Programs,Minority Group Students,Low Income Students,Students with Disabilities,Scientific Research,Graduation Rate,Outcomes of Education,Postsecondary Education,Student Research,Biomedicine,Educational Attainment

Since 1987, nearly 450 high school students have participated in the High School Intern Program (HIP) led by the Science and Health Education Partnership (SEP) at the University of California San Francisco (UCSF). Acceptance is not contingent upon grades, being solidly on a path to college, or commitment to a science career. Rather, HIP seeks students for whom this program could make a critical difference through engagement with research projects, peer learning, mentorship, and college counseling. The majority of interns come from backgrounds underrepresented in the sciences (minority, low-income, from families without a history of college going, and/or students with disabilities). Interns become comfortable working in a laboratory, begin to conduct experiments independently, learn to present scientific research in oral and written formats, and, critically, begin to see the opportunities available to them should they pursue post-secondary education. Longitudinal studies have documented significant outcomes for HIP alumni. College matriculation rates exceed 95% annually, while student demographics predict only approximately 60% of these students would continue their education after high school. HIP alumni, many of whom enter the program unsure of their plans after high school, pursue post-baccalaureate education and are now serving as science and health professionals in significant numbers.
Educate to Keep It Great: The Long-Term Successes of a Virtual Great Barrier Reef Education Program
Author: Francis, P. F.
Date: 2020-08-00
Type: Journal Articles
Subjects: Environmental Education,Program Effectiveness,Ecology,Conservation (Environment),Foreign Countries,Electronic Learning,Videoconferencing,Outreach Programs

The Great Barrier Reef (GBR) is under pressure from climate change and other threats, and part of the solution is to raise awareness of the GBR and its threats beyond a local audience (Great Barrier Reef Marine Park Authority, 2019). Reef HQ Aquarium (the national education centre for the Great Barrier Reef Marine Park Authority) implemented a virtual marine education program focussed on the GBR in 1998. The program uses videoconferencing technology to connect real-time marine biology experts to participants around the world. We report on &gt; ten years of participant trends for this program to assess whether the program is a mechanism for increasing community educational outreach. Since 2005, the program increased the Aquarium's community and educational outreach by 4.8% by connecting an additional 83 388 participants from 19 countries worldwide. While the videoconference technology has evolved overtime, the program content remains a unique, interactive virtual experience that has proven to be an effective way for an informal learning institute to increase their outreach on a national and international level, particularly as there has been a transition to online learning and educational programs due the recent global Coronavirus pandemic.