ethanporcaro/eric-fulltext-meta huggingface dataset:
Disinventing Native Speakerism in English Language Teaching
Author: Liu, Junshuan
Date: 2021-00-00
Type: Journal Articles
Subjects: Native Speakers,Second Language Learning,Second Language Instruction,English (Second Language),Language Attitudes,Language Teachers,Educational Practices,Teaching Methods,Communicative Competence (Languages),Teacher Characteristics,Task Analysis,Language Role,Global Approach

This article explores native speakerism, a chauvinistic ideology, in reference to relevant literature. It first exposes its ideological essence and adverse effects on English language teaching (ELT), and then moves to deconstruct the native speakerist practices concerning English language teachers, English language norm, cultural foundation of ELT curriculum, and teaching methodology, particularly the approaches of communicative language teaching (CLT) and task-based language teaching (TBLT). Through unearthing the culturist essence of native speakerism and the fallacies embedded in native speakerist ELT practices, this study is intended to contribute to eliminating native speakerism and building up more equitable and harmonious ELT profession.
Perceptions of Pre-Service Secondary Science Teachers on Inquiry-Based Science Education: An Analysis of the Demographic Variables
Author: García-Ruiz, Cristina
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Preservice Teachers,Secondary School Teachers,Science Teachers,Active Learning,Inquiry,Student Characteristics,Graduate Students,Gender Differences,Teaching Experience,Student Experience,Differences,Foreign Countries

Implementing the inquiry approach in the science classroom represents a challenge for pre-service secondary science teachers due to the perceptions they build around inquiry and determine their future teaching practice. In this work, we analyse the perceptions of 46 students of the science specialties of the Master's Degree in Secondary Education Teaching, using the design of a questionnaire adapted from the PRIMAS project. The results obtained show some initial perceptions of the participants with a very homogeneous profile for the variables analysed, finding them favourable to the inquiry as a teaching approach, although showing some concrete difficulties. We also found some statistically significant differences regarding gender and previous academic and teaching experience. However, the prior research background associated with the science and technological degrees completed by the participants seemed not to affect their perception about inquiry. We finally raise some implications of the results obtained and give some orientation that might be useful for the initial training of secondary science teachers.
An Augmented Reality Learning Toolkit for Fostering Spatial Ability in Mathematics Lesson: Design and Development
Author: Ozcakir, Bilal
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Simulation,Spatial Ability,Mathematics Education,Technology Uses in Education,Middle School Students,Handheld Devices,Curriculum Development,Learning Activities

Previous research claimed that integration of augmented reality on educational settings helps to improve academic achievement of students in collaborative learning environments, as well as to improve their retention and ability to translate this within other environments. Since augmented reality is still considered relatively novel technology in educational fields, there is an inherent need for research-based guides to design effective and feasible augmented reality tools for school-based learning. The main aim of this study was therefore to design and develop an augmented reality learning toolkit to foster spatial ability in middle school students using mobile devices. The study was conducted in two parts, as preliminary research and a prototyping phase. The findings guided the characteristics for designing an augmented reality learning toolkit with a set of spatial tasks aimed at middle school students. In light of the results, it can be inferred that the students were able to use this designed toolkit to perform their spatial ability through given spatial tasks since the students encountered no technical difficulties with the final toolkit prototype, and that they were able to use the toolkit assuredly. In conclusion, the study showed that augmented reality seemed helpful in enhancing the usage of mobile devices, not just for the reading of books, communication or playing games, but also as a support mechanism for the learning of mathematics. Thus, the augmented reality toolkit developed in this study presents a new way for students and/or teachers to use mobile devices in the learning and teaching of mathematics.
CHEMBOND3D e-Module Effectiveness in Enhancing Students&apos; Knowledge of Chemical Bonding Concept and Visual-Spatial Skills
Author: Kuit, Vui Ket
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Instruction,Chemistry,Scientific Concepts,Concept Formation,Web Based Instruction,Educational Technology,Technology Uses in Education,Program Effectiveness,Visual Perception,Spatial Ability,Foreign Countries,Secondary School Students,Secondary School Science,Knowledge Level

Today's educational challenges necessitate the creative use of digital technology to adapt an effective pedagogical approach in chemistry teaching. While various visualization tools have been developed to improve visual-spatial skills, previous studies on digital technology interventions provide limited findings and show moderate effects on students' learning. Moreover, students still have misconceptions even after using three-dimensional models physically or virtually while learning chemical bonding. Therefore, this study investigates the effectiveness of the CHEMBOND3D e-module that integrates the web-based visualization tool, Molview, on the chemical bonding concept knowledge and visual-spatial skills between treatment groups and control groups. A pretest-posttest non-equivalent control group with a quasi-experimental quantitative design is used in the research. Pilot studies were conducted to verify the validity and reliability of the CHEMBOND3D Chemical Bonding Knowledge Test and Revised Purdue Visualization Test of Rotations. A total of 112 pre-university students from 10 schools in Sabah were selected based on the sampling method. The findings showed significant improvement in the chemical bonding concept knowledge and visual-spatial skills for treatment group students using CHEMBOND3D e-module compared to control group students using conventional methods. This provides new evidence of the potential of web-based application in learning microscopic chemistry concept in chemical bonding. These findings can facilitate further studies of other digital visualization tools such as virtual reality and augmented reality in support of learning complex chemistry concepts in reaction mechanisms and chemical equilibrium.
Five Years of Comparison between Euclidian Plane Geometry and Spherical Geometry in Primary Schools: An Experimental Study
Author: Gambini, Alessandro
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Elementary School Mathematics,Geometry,Geometric Concepts,Program Effectiveness,Student Attitudes,Teaching Methods,Concept Formation,Mathematics Skills,Student Motivation,Student Interests,Learning Activities,Foreign Countries,Grade 8,Middle School Students,Elementary School Students

We present the result of an eight-year didactic experiment in two primary school classes involving comparative geometry activities: a comparison between Euclidean plane geometry and spherical geometry that took place over five years. Following the didactic experiment, three years on from the end of the experiment, final questionnaires were administered and codified in order to evaluate the project's effect on the pupils' school performance and attitude, especially with regard to mathematics.
Pre-Service Science Teachers&apos; Informal Reasoning Patterns and Risk Perceptions in SSI: Case of Gene Therapy
Author: Cebesoy, Umran Betul
Date: 2021-00-00
Type: Journal Articles
Subjects: Decision Making,Preservice Teachers,Student Attitudes,Science Teachers,Science Instruction,Thinking Skills,Risk,Genetics,Therapy,Scientific Literacy,Teacher Education Programs,State Universities,Diseases,Intelligence,Emotional Response,Logical Thinking,Intuition,Moral Values,Influence of Technology,Foreign Countries

One crucial characteristic of scientifically literate individuals is making informed decisions in socioscientific issues (SSI). Participants' reasoning patterns and their risk perceptions shape their decisions. Thus, determining participants' informal reasoning patterns along with their risk perceptions while making decisions in SSI becomes important. This study fulfills this important point by exploring pre-service science teachers' informal reasoning patterns and their risk perceptions in an SSI topic, specifically gene therapy. Eleven pre-service science teachers enrolling in two different public universities participated in the study voluntarily. The study was designed as a basic qualitative approach. The data were collected by semi-structured interviews focusing on the use of gene therapy in Huntington's disease and human intelligence cases. The results revealed that pre-service science teachers made decisions by using one (rationalistic, emotive, or intuitive) or more informal reasoning patterns together. Moreover, their risk perceptions were found to be based on the potential and severity of effects on humanity and society, participants' morals and values, side effects, and a general concern born out of fear. In addition to their risk perceptions regarding gene therapy, they referred to positive aspects of technology, negative aspects of technology, and a two-edged sword implying positive and negative aspects of technology as a whole while making decisions. These results altogether pin the importance of including multiple forms of informal reasoning and risk perceptions in the pre-service science teacher education programs.
Pre-Service Middle School Mathematics Teachers&apos; (Mis)Conceptions of Definitions, Classifications, and Inclusion Relations of Quadrilaterals
Author: Baktemur, Gamze
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Middle School Mathematics,Undergraduate Students,Late Adolescents,Public Colleges,Methods Courses,Misconceptions,Geometric Concepts,Concept Formation,Definitions,Classification,Foreign Countries

The purpose of this study is to examine pre-service middle school mathematics teachers' (mis)conceptions related to definitions, classifications, and inclusion relations of convex quadrilaterals through a case study research design. The participants of the study were 20 pre-service middle school mathematics teachers who attended a must course, &quot;The Methods of Teaching Mathematics&quot; in a public university in Ankara, Turkey. Purposive sampling strategy was used to select the participants. The data were collected through an achievement test before and after taking the methods of teaching mathematics course. The findings of the study revealed that pre-service teachers had misconceptions in hierarchical classification of quadrilaterals, dual inclusion relations (e.g., rhombus-trapezoid), and difficulty in formulating minimal definitions of quadrilaterals before taking the course. However, the findings also indicated that the course had a positive impact for eliminating those misconceptions and supporting their conceptions. Several suggestions were made based on these findings.
Pre-Service Teachers&apos; Belief about the Efficacy of Their Mathematics Teaching: A Case Study
Author: Segarra, Jaime
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Self Efficacy,Mathematics Instruction,Instructional Program Divisions,Undergraduate Students,Program Effectiveness,Foreign Countries,Student Attitudes,Teacher Competencies,Teaching Skills,Teacher Influence,Teacher Effectiveness

This paper studies the pre-service teachers' mathematics teaching self-efficacy throughout the bachelor's degree in Primary Education. Our hypothesis is that the mathematical courses included in the bachelor's degree can influence their mathematics teaching self-efficacy. To carry out the study, pre-service teachers of each year of the Primary Education Degree answer the Mathematics Teaching Efficacy Belief Instrument (MTEBI) at the end of the 2016-17 academic year. The MTEBI is comprised of two sub-scales, namely, Personal Mathematics Teaching Efficacy (PMTE) and Mathematics Teaching Outcome Expectancy (MTOE). Obtained results evidence a statistically significant difference (in positive) between the pre-teachers of the first and the last year of the bachelor's degree in the PMTE subscale. Therefore, these results show that the three teaching and learning mathematics courses (TLM) included in the bachelor's degree do change the students' PMTE. Concretely, the second TLM course, which is connected to a student teaching practice period, really makes the difference. Scores obtained in the MTOE subscale, on the contrary, do not increase throughout the Degree. To sum up, this study shows that the Mathematical Curriculum of the bachelor's degree can influence on the PMTE of the pre-teachers. Therefore, teacher educators should be aware of the importance of the Mathematical Curriculum and design the teaching and learning mathematics courses in order to promote the PMTE of the pre-teachers.
Two Challenging Concepts in Mathematics Education: Subject-Specific Thoughts on the Complex Unit and Angles
Author: Veith, Joaquin M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Geometric Concepts,Number Concepts,Algebra,Concept Formation,Misconceptions,Difficulty Level,College Mathematics,Mathematics Education,Undergraduate Students

In this paper, we focus on two particularly problematic concepts in teaching mathematics: the complex unit i and angles. These concepts are naturally linked via De Moivre's theorem but are independently misused in numerous contexts. We present definitions, notations, and ways of speaking about these terms from mathematics education that are not valid from a subject-specific point of view. We justify how these incorrectly used definitions, notations, and ways of speaking convey a false picture of the mathematical content and present options for introducing these concepts in classroom practice in a correct way.
The Integration of Dilemmas Stories with STEM-Project-Based Learning: Analyzing Students&apos; Thinking Skills Using Hess&apos; Cognitive Rigor Matrix
Author: Rahmawati, Yuli
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Active Learning,Student Projects,Thinking Skills,Cognitive Tests,High School Students,Foreign Countries,Teaching Methods,Student Attitudes

This study aimed to analyze students' thinking skills through integrating dilemmas stories with a Science, Technology, Engineering, and Mathematics-Project-Based Learning (STEM-PBL) in polymers topic. The participants were 47 Grade 12 students from a public senior high school in West Java Province. The research employed a qualitative method to obtain data through classroom observations, reflective journals, interviews, and a concept test. Students' thinking skills were assessed using Hess' Cognitive Rigor Matrix, which combines Bloom's taxonomic and Webb's depth of knowledge. The results show that most students reach level C2 of Bloom's taxonomy and level 1 of Webb's depth of knowledge, meaning that most students understand and recall the information. The results indicate that integrating dilemmas stories with STEM-PBL enables students to explain using simple sentences and prior knowledge. In addition, this approach provides an opportunity for students to develop their critical thinking, creativity, and argumentation skills through problem-solving and project making.
Virtual Escape Room and STEM Content: Effects on the Affective Domain on Teacher Trainees
Author: Yllana Prieto, Félix
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Educational Games,Computer Simulation,Game Based Learning,Teaching Methods,COVID-19,Pandemics,Flipped Classroom,Class Activities,Active Learning,Foreign Countries,Outcomes of Education,Preservice Teacher Education,Preservice Teachers

In recent times, there has been growing disinterest by students in STEM disciplines (science, technology, engineering, and mathematics). This trend is especially acute in those students who do not take STEM content during their secondary or high school education. This disinterest might be conditioned by negative emotions towards science developed by students during the different educational stages, even from an early age. In this sense, active teaching methodologies, such as gamification, play a fundamental role in fostering positive emotions towards learning STEM content. Within the wide range of gamification methodologies, we find educational Escape Rooms. Due to the current situation generated by COVID-19, many of the lessons have had to be adapted to a virtual format through various online platforms. In this study, in a preliminary manner, we aim to analyze the effects on the affective domain produced by a virtual Escape Room used in a STEM course as an instructional tool to teach contents about the Universe to teachers in training. According to the results obtained, the positive emotions of &quot;happiness&quot;, &quot;satisfaction&quot; and &quot;fun&quot; are significantly increased after the intervention. At the same time, some negative emotions, such as &quot;nervousness&quot;, &quot;frustration&quot; and &quot;worry&quot; also increase, partly due to the components typically found in this type of games. Based on these results, it is concluded that, despite the existence of both positive and negative emotions, the results are promising and the intervention is motivating and stimulating for the students.
Web-Based Ionic Liquids Learning Media to Measure the Competence of Polytechnic Students
Author: Yulianti, Ina
Date: 2021-00-00
Type: Journal Articles
Subjects: Web Based Instruction,Chemical Engineering,Experiential Learning,College Students,Instructional Effectiveness,Science Instruction,Engineering Education,Student Attitudes,Foreign Countries,Knowledge Level

The rapid development of technology and information has influenced students' learning styles and has led to a shift in information seeking from printed books to e-books. This study aims to measure students' knowledge and skills, attitude, and website knowledge competency on the ionic liquid material. The study involved 47 students of the Diploma III Chemical Engineering program at a private polytechnic selected using a purposive sampling technique. This web-based Ionic Liquids learning was tested on students through the experiential learning model. Data collection was carried out by completing the competency test at the beginning (CT1) and the end of learning (CT2). The results revealed that website-based ionic liquid learning increased each competency of knowledge and skills of ionic liquids, knowledge of websites, and attitude. Even though not all students can do it independently, the learning could attract students' attention. The learning has to be combined with lecturers' explanations as reinforcing concepts. This research's implications are expected to be used as recommendations in enriching the Chemical Engineering education curriculum by adding website-based ionic liquid material.
Application of Learner-Centered Approach in College English Instruction in China: A Case Study
Author: Du, Shengnan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Centered Learning,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Outcomes of Education,Learner Engagement,Linguistic Theory,Taxonomy,Learning Activities,Teacher Attitudes,Student Evaluation,Feedback (Response),Learning Strategies,Learning Motivation,Case Studies,College Students,Academic Achievement

With a development history of more than half a century, the learner-centered approach has become a new teaching paradigm worldwide. The approach can produce effective and significant learning focusing on learners' development, learning, and learning outcomes. This study aimed to determine how a learner-centered approach can increase students' engagement, improve their English learning strategies, and enhance their academic performance in a specific EFL setting. Bloom's taxonomy, Zhao's &quot;Neo Tri-Centers,&quot; Krashen's L2 acquisition theory, and primarily Biggs' constructive alignment functioned as valuable guidelines when designing the instructional activities. Constructive alignment holds that intended learning outcomes, teaching and learning activities, and assessment tasks should be aligned organically to achieve effective learning. Data collected through the instructor's observations, questionnaires, assessments of the students' performances, and colleague's feedback show that the learner-centered approach has remarkably motivated the students, improved their learning strategies, and enhanced their academic performance. The results and implications of this study may be of reference importance for future language teaching in a foreign language or second language setting.
Development of the World Englishes Instructional Model to Enhance Students&apos; Listening Comprehension toward Varieties of English
Author: Boonsamritphol, Navarat
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Language Variation,Second Language Learning,Second Language Instruction,Needs Assessment,Student Needs,Teaching Methods,Listening Comprehension,Student Attitudes,Learning Activities,Course Content,Undergraduate Students,Civil Engineering,Intelligibility,Official Languages,Foreign Countries

This research aimed to develop the World Englishes instructional model to enhance students' listening comprehension of varieties of English. The student's needs analysis was conducted in the first step of the study to gather data concerning the needs, problems, and opinions on teaching and learning English listening. Thirty students participated in the needs assessment questionnaire data collection by answering alternative and open-ended questions. Three experts evaluated the model's quality was evaluated in terms of the consistency of its components and the appropriateness of its component descriptions. Based on the results of the needs assessment questionnaire and expert evaluation, three main elements--students' needs analysis, theoretical concepts, and course components of the World Englishes instructional model--were developed as instructional components comprising course objectives, course contents, media and materials, teaching strategies, and learning activities, as presented in this paper.