ethanporcaro/eric-fulltext-meta huggingface dataset:
Conical Pendulum: Part 2. A Detailed Theoretical and Computational Analysis of the Period, Tension and Centripetal Forces
Author: Dean, Kevin
Date: 2017-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Graphs,Equations (Mathematics),Charts,Correlation,Scientific Concepts,Computer Software,Measurement,Motion

This paper represents a continuation of the theoretical and computational work from an earlier publication, with the present calculations using exactly the same physical values for the lengths L (0.435 m - 2.130 m) for the conical pendulum, mass m = 0.1111 kg, and with the local value of the acceleration due to gravity g = 9.789 ms[superscript -2]. Equations for the following principal physical parameters were derived and calculated: period T, angular frequency w, orbital radius R, apex angle ø, tension force F[subscript T] and centripetal force F[subscript C] (additional functions were calculated when required). Calculations were performed over a wide range of values of the apex angle (0° = ø = 85°), corresponding to a calculated tension force F[subscript T] range of approximately (mg = F[subscript T] = 12 N) or alternatively (mg = F[subscript T] = 11 mg) for the string. A technique is demonstrated to determine an accurate value of an unknown pendulum mass, by using a graphical analysis. Intercepts and asymptotic lines with respect to both the horizontal and vertical axes are described and fully explained. The main emphasis for this paper is to present highly detailed graphical charts for the calculated theoretical functions and appropriate physical parameters. Theoretical analysis is presented in comprehensive detail, showing full mathematical derivations and alternative equations when this approach is considered to be advantageous for both understanding and computational presentation. [To view Part 1, &quot;Conical Pendulum--Linearization Analyses,&quot; see EJ1174583.]
Mathematics Performance of the Students in Primary School: Comparison of Working Memory Capacity and Inhibition
Author: Chamandar, Fatemeh
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Comparative Analysis,Short Term Memory,Inhibition,Executive Function,Mathematics Skills,Grade 4,Elementary School Mathematics,Children,Intelligence Tests,Foreign Countries,Mathematics Tests,Mathematics Achievement,Low Achievement,High Achievement,Color,Interference (Learning),Reaction Time,Visual Stimuli

Research has highlighted the role of working memory and inhibition on the performance of pupils in mathematics. This study was an attempt to look into the relationship between executive function including working memory capacity and inhibition on the one hand and mathematical abilities on the other. 30 primary school students were selected from among the 4th graders, forming two groups of students with high achievement in mathematics (strong) and those with low achievement in mathematics (poor) with the closes possible reading ability and IQ. The two groups were compared with regards to working memory, which was measured via Wechsler intelligence test, and inhibition, which was measured using the Stroop test. The data collected for these measures were analyzed using ANOVA. The results of the T test showed that the poor group performance on inhibition and working memory was significantly lower than strong group. The findings indicate the importance of these actions (inhibition and working memory) on math performance of students.
The Use of Reading Strategies amongst Saudi University EFL Students
Author: Altalhab, Sultan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Reading Strategies,English (Second Language),Second Language Learning,Gender Differences,Time,Reading Habits

This study examined the use of reading strategies amongst Saudi EFL university students, exploring which strategies are perceived to be the most frequently used. Additionally, this study also aimed to explore gender differences in Saudi EFL university students' adoption of reading strategies. The total number of the participants in this study was 148 students (75 male, 73 female) and they completed a questionnaire on the use of reading strategies. The results revealed that Saudi EFL university students were aware of most types of reading strategies. No significant differences were found between male and female students in the use of reading strategies. A noteworthy finding was that most of the students were likely to spend limited time, only 15 minutes or less a day reading English texts.
In-Service Science Teachers&apos; Readiness of Integrating Augmented Reality
Author: Jwaifell, Mustafa
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Teachers,Readiness,Computer Simulation,Educational Technology,Technology Uses in Education,Teaching Methods,Science Instruction,Teacher Attitudes,Gender Differences,Pedagogical Content Knowledge,Technological Literacy,Foreign Countries,Teacher Competencies

This paper investigates the readiness degree among in-service science teachers in Ma'an Governorate for integrating augmented reality in teaching according to Technological, Pedagogical and Content Knowledge TPACK framework and its domains. The study sample consisted of (60) in-service science teachers enrolled voluntary in the study. The researcher used descriptive statistics, ANCOVA and T-test. The data analyses revealed significant differences among teachers' readiness in a high degree. Paired sample t-test showed female teachers' readiness higher than male teachers at all of the TPACK the domains. Results of ANCOVA revealed that experience of teachers' readiness do not differ significantly. The study recommended the focus on integrating augmented reality within learning environments.
Collaboration in the Elementary School: What Do Teachers Think?
Author: Tichenor, Mercedes
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Collaboration,Teacher Attitudes,Elementary School Teachers,Participative Decision Making,Cooperative Planning,Mentors,Observation,Feedback (Response),Faculty Development

Teaching is often seen as an isolated profession in which individual teachers work behind closed doors independently from other teachers. However, this view of teaching as primarily an individual activity belies the reality of modern, collaborative educational practices that most significantly impact student learning. In this study, we examine elementary teachers' perspectives on common collaborative practices and discuss what teachers believe are the biggest benefits of and barriers to teacher collaboration. The results from this investigative survey suggest that although teachers do not regularly participate in many collaborative activities, they believe that collaboration is valuable and an effective use of their time.
Utility of Metric Conversion for Success in Introductory College Science Courses
Author: Raje, Sonali
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Instruction,College Science,Metric System,Scientific Literacy,College Readiness,Textbooks,Middle Schools,High Schools,Mathematics Teachers,Science Teachers,College Faculty,Student Attitudes,Teacher Attitudes,Physics,Chemistry

Cross-connections between the sciences and mathematics are emphasized through the Next Generation Science Standards and the Common Core State Standards in the United States. One topic that is a common bridge between math and science is the concept of measurement and unit conversions in the metric/English system. This article uses a mixed-methods research design attempt to highlight the significance of this topic to demonstrate scientific literacy and for preparing students to be college ready. An analysis of content from college level introductory physical science textbooks, middle and high school math and science teacher surveys, clinical interviews and college student surveys are used to show how this critical concept may not be getting the attention it deserves in the US school systems. Furthermore, the critical need to have specific questions related to this topic on standardized state assessments has been suggested. The results indicate the need to reify this topic more extensively over the school years, especially since the metric system of measurement is not a part of daily life in the United States.
Effectiveness of a Training Program in Improving Study Skills and English Language Achievement among High School Students
Author: Dakhiel, Maysoon A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Training,Study Skills,High School Students,English (Second Language),Second Language Instruction,Second Language Learning,Foreign Countries,Grade 10,Pretests Posttests,Test Preparation,Language Tests,Achievement Tests,Test Reliability,Test Validity,Academic Achievement,Program Effectiveness

The current study aimed to identify the effectiveness of a training program in the development of study skills and improvement of English language achievement among the 10th grade students. To achieve the study objectives, a training program was designed and applied to (35) first-grade high school students. The respondents were pre- and post-tested by a list of study skills and English language achievement test. The results showed statistically significant differences in favor of the post-test of study skills and English language achievement, suggesting the effectiveness of the utilized training program. The study recommended the need to train teachers on designing the educational tasks of English language course based on study skills.
To What Extent Does Hands-On Exposure to Algebraic Thinking Predict Mathematics Achievement for Urban Middle Schoolers?
Author: Covington, Azure C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Mathematics Instruction,Middle School Students,Middle School Mathematics,Algebra,Predictor Variables,Grade 8,Thinking Skills,Mathematical Concepts,Urban Schools,Equations (Mathematics)

In this study we investigated the relationship between urban eighth grade students' Hands-On Exposure to Algebraic Thinking (HEAT) competition performance and their subsequent performance on standardized measures of mathematics achievement (ACT Composite Score, ACT Math Scores, and Louisiana Algebra End of Course Exams). It was found that the pictorial portion of the project was a relatively consistent predictor of participants' high school academic performance. That is, as participants' HEAT pictorial competition scores increased, so did their ACT composite, ACT math scores, and Algebra End of Course Exam Scores. Findings from the HEAT Project may contribute to conversations centered on ways to expose urban students to creative, social, hands-on pedagogy in non-evaluative contexts in order to position students for both immediate and long-term mathematics success without sacrificing intellectual rigor.
Teacher Perceptions of the New Mathematics and Science Curriculum: A Step toward STEM Implementation in Saudi Arabia
Author: Madani, Rehaf A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Mathematics Curriculum,Science Curriculum,STEM Education,Relevance (Education),Problem Based Learning,Student Centered Learning,High School Teachers,Science Teachers,Mathematics Teachers

STEM education has become one of the most rapidly growing sectors in educational reform globally. Whilst the program was successfully implemented in most countries, unfortunately the introduction in Saudi Arabia was not as successful due to a lack of clarity in the description of its meaning, purpose and framework of application. Although STEM is commonly recognized as a way of strengthening mathematics and science curricula, its exact implications are still unclear for any intervention or modification in any of the subjects related to science, mathematics, engineering and Technology, (STEM) implementation. In 2009, the Ministry of Education (MOE) introduced a new mathematics and science curriculum in a joint effort with Obeikan Research Development Company, as an adapted series of science and mathematics textbooks. The new adapted curricula attempt to make meaningful connection between student's lives and their educational experiences through the implementation of new teaching practices which include student centred investigation strategies and problem-based learning.
Bullying Prevention in an Elementary School: An Exploration of Educator and Staff Perspectives
Author: Baller, Stephanie L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Bullying,Prevention,Elementary Schools,Elementary School Teachers,Teacher Attitudes,School Personnel,Attitudes,Administrator Attitudes,Intervention,Program Effectiveness,Staff Development,Emotional Development,Gender Issues,Cultural Differences,Consciousness Raising,Training,Interpersonal Relationship,Educational Environment,Rural Schools,School Buses

The implementation of school-wide anti-bullying programs has received mixed, though predominantly positive, results in the United States. The present study sought to investigate attributes of a successful anti-bullying campaign with specific interest in areas for continued improvement. The instructional faculty, content area specialists, staff employees, and administrators of a rural mid-Atlantic elementary school were solicited to participate in audio recorded interviews regarding their perceptions of the program at their school. All participants indicated the program was largely successful at their school and the recommendations for further improvements included expanding the bullying reduction training to non-teaching staff, continued emphasis on emotional skills, inclusion of information on varying perspectives regarding gender and culture, and expanding the training to emphasize employee interactions as an important component of the anti-bullying climate.
A Forgotten Controversy in Basic Classical Mechanics: The Difference between the Energy Equation and the Center-of-Mass Equation
Author: Kianian, Kiarash
Date: 2017-00-00
Type: Journal Articles
Subjects: Mechanics (Physics),Energy,Equations (Mathematics),Kinetics,Scientific Principles,Physics,Scientific Concepts

In this paper, we indicate the difference between energy equation and the center of mass equation by an especially example. According to our opinion, in teaching mechanics, we should more clearly an integral of Newton's second law and the energy equation. Maybe this leads to greater clarity in the notions of system, work and energy.
A Student-Oriented Study: Analyzing the Relationship between Happiness and Satisfaction with Life
Author: Çakir, Veli Ozan
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Life Satisfaction,Psychological Patterns,College Students,Physical Education,Physical Education Teachers,Teacher Education Programs,Team Sports,Student Attitudes,Measures (Individuals),Age Differences,Exercise,Gender Differences,Foreign Countries

The purpose of this study is to analyse the happiness and life satisfaction levels of university students by various factors and to reveal the relationship between those two terms. The sample group of the study is composed of Necmettin Erbakan University Physical Education and Sports Teacher Department and Pamukkale University Sports Sciences Faculty students, who are 801 in number, 394 of them male and 407 of them female, and with an average age of 23.58±2.98. In the study the &quot;Life Satisfaction Scale,&quot; which has been developed by Diener et al. (1985) and adapted to Turkish by Durak et al. (2010), and the &quot;Oxford Happiness Scale Short Version,&quot; which has been developed by Hills and Argyle (2002) and adapted to Turkish by Dog?an and Akinci Çötok (2010), has been used. To determine the personal information distribution of participants percentage and frequency methods, and to determine whether the data has normal distribution or not Shapir Wilks normalcy test has been used and after establishing that the data is suitable for parametric test conditions, to analyse the data the independent t Test, Anova and Pearson Correlation tests have been used. According to the analysis results, a significant difference in life satisfaction has been observed with respect to age and regular exercise parameters (p &lt; 0.05). According to the happiness scale a significant difference has been observed with respect to gender, department, grade and department satisfaction parameters (p &lt; 0.05). Finally, a positive and meaningful relationship has been observed between the two scales. Consequently, it could be argued that life satisfaction and happiness levels of participants show significant differences with respect to some parameters and that the higher their life satisfaction, the higher their level of happiness.
Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings
Author: Viesca, Kara Mitchell
Date: 2019-03-00
Type: Journal Articles
Subjects: Multilingualism,Teaching Methods,Course Content,Learning Processes,Faculty Development,Educational Quality,Instructional Improvement,Sociocultural Patterns,English Language Learners,Culturally Relevant Education,Culture Fair Tests,Databases,Bilingualism,Native Language,Teacher Attitudes,Teacher Student Relationship,Context Effect,Educational Environment,Educational Policy,Knowledge Base for Teaching,Educational Practices,Elementary Secondary Education

Utilizing a complex theory of teacher learning and practice, this chapter analyzes ~120 empirical studies of content teacher development (both preservice and in-service) for working with multilingual learners as well as research on content teaching for multilingual students. Our analysis identified three dimensions of quality content teaching for multilingual learners that are complex and intricately connected: context, orientations, and pedagogy. This chapter explores the results of our literature analysis and argues for improving content teaching for multilingual students through improved theoretically grounded research that embraces, explores, and accounts for the expansive complexities inherent in teacher learning and practice.
Probing Students Misconceptions Results from Concept Inventory and Their Understanding in Science Learning
Author: Crogman, Horace
Date: 2018-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Scientific Concepts,Misconceptions,Correlation,Teaching Methods,Pretests Posttests,Science Tests,Community Colleges,Two Year College Students,Student Characteristics,Energy,Factor Analysis

Concept inventory (CI) tests are typically used to measure students' general knowledge before and after instruction. We find issue with the current format of these tests, which some researchers claim, measure students' misconceptions, since the answers choices given to students do not consider their prior knowledge. We particularly analyze Force Concept Inventory (FCI) tests results to reflect on what CI tests are measuring in general. Also, students' choices on FCIs are more associated with their natural experiences than their knowledge of the Newtonian signals. Thus, we propose some modifications to the FCI format and show how this change helps to parse out what of students' answers are simple misunderstanding or true misconceptions to focus on building instruction. Results show that: 1/ Concepts are very disorganized in students' minds, 2/ despite some improvement at post-test, students' choices from pre-test to post-test do not stay consistent, 3/ modifying the test helped come up with clearer explanations about students' choices. We found that very little work has been done to assess and rethink FCIs in the past few decades. Our new proposed design opens doors to fairer and more organic testing/assessment practices in college STEM.
Teaching and Learning the Concept of Weightlessness: An Additional Look at Physics Textbooks
Author: Balukovic, Jasmina
Date: 2018-00-00
Type: Journal Articles
Subjects: Physics,Scientific Concepts,Science Instruction,Textbooks,Textbook Content,Concept Formation,Active Learning,Demonstrations (Educational),Science Experiments

A recent textbook research, carried out on a sample of 20 American physics textbooks, shows that the authors mainly keep the old definition of weight. According to that definition, the weight of a body is the gravitational force on the body. In such a conceptual frame, the objects in the spaceship are &quot;apparently weightless&quot; because they are still attracted by the Earth's gravitational force. In addition, almost all authors introduce &quot;apparent weightlessness&quot; using &quot;thought experiment&quot; in which a person finds that her or his &quot;apparent weight&quot; is zero if weighing in a free-falling elevator. The mentioned research was focused on linguistic issues and their role in students' learning the concepts of &quot;weight&quot;, &quot;weightlessness&quot; and &quot;free fall&quot;. We gave an additional look at 37 physics textbooks in order to analyze the pedagogical treatment of the concept of weightlessness from the point of active physics learning. It is known that students learn physics better when they have multiple opportunities to observe, describe, explain and predict physics phenomena. It was found that only a few authors provide students hands-on and minds-on activities with the concept of weightlessness, limiting their chances to learn it properly. This is a surprising situation because one can find many different demonstrations of free-fall weightlessness published in pedagogical journals that were designed and suggested for their use in physics classrooms.
Electromagnetic Induction from a New Perspective
Author: Härtel, Hermann
Date: 2018-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Scientific Concepts,Electronics,Energy,Scientific Research,History,Scientific Principles,Graphs,Measurement

The well-known historical development of Electromagnetism, strongly influenced by the work of Faraday and Maxwell, has led to the introduction of the magnetic field as an important component to explain the diverse phenomena of electromagnetic induction. This historical development is compared in the form of a thought experiment with a possible different course in which the work of Ampere and Weber would have influenced the former development with far-reaching consequences. Two examples are given to show how Weber´s work can be applied to explain the phenomenon of self-induction and the interaction between parallel current carrying conductors. The source for further information to explain different induction phenomena like mutual induction, motional emf and unipolar induction is indicated.
Electromagnetic Induction: An Alternative for Teaching and Understanding
Author: Härtel, Hermann
Date: 2018-00-00
Type: Journal Articles
Subjects: Energy,Scientific Concepts,Scientific Principles,Physics,Science Instruction,Teaching Methods,Class Activities,Electronics

The classical physics treatment of &quot;Electromagnetic Induction&quot; is based on Faraday's Law and Lorentz Force. This paper presents an alternative approach, based on Wilhelm Weber´s Fundamental Force Law of Electrodynamics. It covers mutual induction, self-induction, parallel and anti-parallel currents, and currents in the same and opposite direction. The two approaches lead to the same quantitative results, but the conceptual difficulties are quite different. These problems are discussed in this paper, together with some consequences for teaching and classroom activities.