ethanporcaro/eric-fulltext-meta huggingface dataset:
The Views of Academics and Specialists on STEM and Related Concepts
Author: Akgunduz, Devrim
Date: 2022-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,STEM Education,Entrepreneurship,Expertise,Nongovernmental Organizations,Research and Development Centers,Innovation,Robotics,Coding,Artificial Intelligence,Shared Resources and Services,Industry,Technological Advancement,21st Century Skills

This study aimed to determine the perceptions of academics from different faculties and experts from non-governmental organizations, and Research &amp; Development (R&amp;D) centers of the concepts of STEM, innovation, entrepreneurship, industry 4.0, robotics, coding, maker, artificial intelligence, and their reflections on the daily life. In addition, within the scope of the research, opinions about the status of entrepreneurship and innovation capacity in the universities and what should be done in the short, medium, and long term regarding these concepts were also examined. A case study, one of the qualitative research models, was used in the research. The research was carried out with the participation of a total of 24 people, including academics from different faculties and experts from non-governmental organizations and R&amp;D centers. The opinion form for the concept, entrepreneurship, and innovation was used as a data collection tool. In the first part of the form, the concepts of STEM, innovation, entrepreneurship, industry 4.0, robotics, coding, maker, and artificial intelligence concepts and their examples were investigated. In the second part of the form, an evaluation of the current situation (problems and current studies) of entrepreneurship and innovation capacity in Universities and especially education faculties were inquired. Additionally, it was asked what needs to be done in the short-, medium-, and long-term regarding concepts. The qualitative data obtained were evaluated using descriptive statistics. It has been revealed that academics from different departments have different definitions of STEM and other concepts.
Which Is More Valuable in Constructing Cognitive Structures--Teaching Science through Creative-Drama Activities or Student-Centred Inquiry-Based Teaching?
Author: Kucuk, Arzu
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Instruction,Creative Teaching,Drama,Inquiry,Student Centered Learning,Elementary School Students,Classification,Grade 5,Plants (Botany),Animals,Biological Sciences

This research aimed to compare the effect of teaching science through-creative-drama activities and student-centred inquiry-based teaching on the cognitive structures of primary school pupils about the classification of living things. It was designed as an exploratory action research case study and the contribution of both interventions on the cognitive structures was explored. The study was conducted on two fifth grade classes at a public middle school in Turkey during the fall semester of the 2017 year. The experimental group was taught science through-creative-drama activities that were integrated into the unit. While in the control group, student-centred inquiry-based teaching was carried out. Data were collected by pre-post open-ended questionnaires and also word association tests for both groups. It has been revealed that teaching science through-creative-drama activities about the classification of living things topic made a significant contribution to the expansion of the schemas in the cognitive structures compared with student-centred inquiry-based teaching. However, it was difficult for the teacher researcher to control the schemas that pupils came up with, some of which promoted misconceptions.
Constructing Students&apos; Thinking Process through Assimilation and Accommodation Framework
Author: Faizah, Siti
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Mathematics Tests,Validity,Mathematical Logic,Foreign Countries,Knowledge Level,Thinking Skills,Majors (Students),Undergraduate Students,Student Attitudes,Cognitive Processes,Learning Strategies,Error Patterns,Logical Thinking,Symbols (Mathematics)

Thinking is a tool to construct knowledge in learning mathematics. However, some college students have not been fully aware of the importance of constructing their knowledge. Therefore, this study aims to explore students' thinking processes in completing mathematical proofs through assimilation and accommodation schemes. This research was conducted on students majoring in mathematics from three different universities in East Java as research subjects. The data was collected through a mathematical proof test instrument and interviews which is then qualitatively analyzed. The results of the study show that there were students who completed the test through the assimilation scheme only, and there were students who completed the test using both assimilation and accommodation schemes. Students construct their thinking processes through 5 stages, namely: identifying, determining rules to be used, proving with symbol manipulation, reviewing, and justifying. Students use the five stages of thinking to construct knowledge. However, students who use assimilation schemes made some errors in proving the mathematics problem due to their carelessness in doing the proving with symbol manipulation and reviewing stages.
Specialized Content Knowledge of Pre-Service Teachers on the Infinite Limit of a Sequence
Author: Arnal-Palacián, Mónica
Date: 2022-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Specialization,Preservice Teachers,Mathematics Teachers,Mathematics Instruction,Mathematical Concepts,Mathematics Skills,Algorithms,Problem Solving,Calculus

This paper analyses how pre-service teachers approach the notion of the infinite limit of a sequence from two perspectives: Specialized Content Knowledge and Advanced Mathematical Thinking. The aim of this study is to identify the difficulties associated with this notion and to classify them. In order to achieve this, an exploratory qualitative approach was applied using a sample of 12 future teachers. Among the results, we can affirm that pre-service teachers mainly use algorithmic procedures to solve tasks in which this type of limit is implicit, although they would consider a resolution that specifically involves the notion with an intuitive approach if they had to explain it to their students.
Between Waves: LINC Instructors&apos; Perspectives on Pandemic Teaching
Author: Detwyler, Dmitri
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Adult Education,English (Second Language),Second Language Instruction,School Closing,Distance Education,Adult Educators,Barriers,Access to Education,Technological Literacy,Accountability,Expectation,Foreign Countries,Immigrants,Refugees,Online Courses,Teaching Conditions,Coping,Teacher Responsibility

The 2020 outbreak of the global COVID-19 pandemic imposed emergency remote teaching on adult English as a second language (ESL) programs globally, creating unprecedented challenges not only for language learners but also for instructors. Immense difficulties were produced in the collision between a biological hazard (the novel coronavirus) and the power-inflected social structures that organize language teaching in different locales. In this paper I explore some impacts of the pandemic on three instructors in the single largest adult ESL program in Canada, Language Instruction for Newcomers to Canada (LINC). Grounded in an account of the historical origins and development of the LINC program, a reflexive thematic analysis of instructor responses to vignettes of resonant challenges identified three major issues that were intensified by the pandemic: navigating digital inequities, balancing the teaching of digital literacies and language teaching in an accountability framework, and managing boundaries and expectations. These results are contextualized in the larger conversations around LINC and adult ESL programming globally, and some implications and new directions for the post-pandemic landscape now visible on the horizon are also considered.
Building ESL Learners&apos; Digital Literacy Skills Using Internet Memes
Author: Nguyen, Hanh
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Technological Literacy,Skill Development,Second Language Instruction,Language Skills,Visual Aids,Teaching Methods,Social Media,Humor,Cultural Awareness,Interpersonal Communication,Intercultural Communication

Digital literacy skills are crucial twenty-first-century skills that are required for the successful use of technology and active engagement in today's world. However, there is a lack of effective resources and guidelines for developing English as a second language (ESL) learners' digital literacy skills. Due to their increasingly important and influential role in contemporary society, Internet memes hold great potential for language teaching and learning, particularly given their infectious nature. Internet memes are digital compositions that convey concepts and ideas via a variety of media types, including image, text, audio, and video. In this article, we describe the characteristics and value of memes as a digital resource and explore the ways in which memes can be used to enhance ESL learners' digital skills. Pegrum et al.'s digital literacies framework provides the lens to both examine memes and inform the development of a detailed guide that teachers can use when selecting appropriate memes for use in the ESL classroom. We also provide an exemplar task for using memes to build intermediate ESL learners' language and digital literacy skills based on the guide and include links to some useful websites for meme resources and meme-related activities.
How Are Fortuity Mathematical Movements of Mosquitoes Represented in Children&apos;s Drawings?
Author: Reyes-Santander, Pamela
Date: 2022-00-00
Type: Journal Articles
Subjects: Freehand Drawing,Mathematics Instruction,Entomology,Decision Making,Comparative Analysis,Kindergarten,Classification,Verbal Communication,Physical Activities,Foreign Countries,Music,Story Telling,Teaching Methods,Mobility,Intuition

This exploratory and experimental research aims to describe randomness expressed in 5 to 6-year-old children's drawings. This study considers a six-day activity developed in 5 Chilean kindergartens, with a total of 142 participants. The activity on the mosquito's flight considered the corporal movements to generate the idea of randomness in children. The children drew the mosquito flight and described the flight. We qualitatively analyzed and categorized the children's drawings and verbal descriptions, dividing them into static or dynamic representations. A second grouping was established in the dynamic drawings: in one direction and random. The third division considers only random drawings: (1) uncertain walk, (2) possible walk, and (3) casual walk. The results show that children in this stage of development can express in their drawings some of the three basic notions of randomness. The children expressed randomness through random stops, circular paths, and arrows to mark positions or make decision possibilities of the mosquito.
Impact of Adoption of Information and Communication Technologies (ICTs) in Teaching Mathematics to Intellectually Disabled Children
Author: Sherawat, Joyti
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Mathematics Instruction,Students with Disabilities,Instructional Effectiveness,Mathematics Achievement,Mild Intellectual Disability,Moderate Intellectual Disability,Severity (of Disability),Gender Differences,Foreign Countries

This study examined the effect of information and communication technologies (ICTs) on intellectually disabled children's academic achievement in teaching mathematics. Hundred children with mild to moderate levels of intellectual disability participated in a four-week experiment in two groups. The results showed that (1) the experimental group (taught with the help of ICT based instruction) performed significantly better than the control group (taught with a conventional method); (2) a significant effect of the level of intellectual disability was observed on the academic achievement in mathematics, and (3) while no significant difference was observed on the basis of gender. Results of regression analysis showed that out of three, two variables-treatment and level of intellectual disability added significance to the prediction. The study proposed that the use of ICT-based instruction could prove helpful in teaching mathematical concepts to children with intellectual disability.
Confidential Peer-Evaluation as a Method of Learning in Online University Courses
Author: Lemaire, Simon
Date: 2022-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Confidentiality,Electronic Learning,Online Courses,College Students,Learning Management Systems,Cooperative Learning,Writing Assignments,Anatomy,Physiology,Instructional Effectiveness

Online teaching of university courses to a large number of students is a major challenge in both its execution and evaluation. The proposed model for solving the logistical issues of these courses is based on using the Wiki tool in the Blackboard learning management system (LMS) to facilitate the submission and evaluation of student essays. The Test tool also permits the collection of confidential peer evaluation based on criteria established by the professor. 220 students studying Human Anatomy and Physiology (A&amp;P) were divided into random groups of 5 by Blackboard to undertake and submit a dissertation on one of 5 different topics and, secondly, to evaluate the work of their teammates. The assessments were collected, calculated, and validated by the professor and teaching assistant in Microsoft Excel® and submitted to the Blackboard Grade Center. A survey among students after the course showed a high degree of satisfaction with the criteria related to the completion of the dissertation and peer review assignment, as a method of learning.
Impact of Supplemental Instruction Frequency and Format on Exam Performance in Anatomy and Physiology
Author: Rokusek, Blase
Date: 2022-00-00
Type: Journal Articles
Subjects: Supplementary Education,Tests,Academic Achievement,Anatomy,Physiology,Instructional Effectiveness,Electronic Learning,In Person Learning,Undergraduate Students,Attendance

Supplemental instruction (SI) has been shown to be effective in increasing student success in a wide variety of disciplines. Our study investigated the impact of the number of SI sessions attended on student success on exams and the effectiveness of remote SI compared to face-to-face (FTF) SI. Data were gathered for nearly 1,200 students enrolled in the first semester of a sophomore-level anatomy and physiology course at the University of Nebraska at Kearney (UNK). The number of SI sessions each student attended, if any, prior to each exam was compared to exam performance. Results for 2013-2017 demonstrated that attending even one SI session had a positive impact on exam performance, and an increase in exam performance was seen with additional SI attendance up to three sessions prior to each exam. We took advantage of the remote SI offered in the Fall of 2020, due to COVID-19, to investigate a potential effect of delivery format on SI effectiveness. There was no difference in exam performance for students attending SI FTF (2019) compared to students attending remote SI (2020), while attending SI in either format was associated with better exam scores. Our study is unique in examining the effectiveness of SI attendance at the level of individual exam performance and adds to the body of evidence that SI, whether FTF or remote, is effective in improving student success.
Online Tutoring System (MoFaCTS) for Anatomy and Physiology: Implementation and Initial Impressions
Author: Banker, Amanda M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Intelligent Tutoring Systems,Anatomy,Physiology,Retention (Psychology),Community Colleges,Community College Students,Reading Comprehension,Cloze Procedure

The Mobile Fact and Concept Textbook System (MoFaCTS) is an individualized online tutoring system designed to increase information comprehension and retention. It is being implemented in community college anatomy and physiology (A&amp;P) courses for further system development. A&amp;P was selected because it is a very challenging and highly in demand course. MoFaCTS was used to create Cloze (fill-in-the-blank) questions from the course text which students use to practice the course material. The system provides correction and feedback to the student, repeating questions to improve recall. The system also produces detailed progress reports for both faculty and students. A survey given to students showed a moderately positive impression of the systems, with A&amp;P II students responding more positively on some survey items.
Ten Years in the Human Anatomy and Physiology I Classroom: A Retrospective Analysis of Student Preparation, Engagement, Performance, and the Impact of COVID-19
Author: Britson, Carol A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Anatomy,Physiology,COVID-19,Pandemics,College Students,Distance Education,Learner Engagement,Active Learning,Laboratories,Computer Simulation,Curriculum Development,Educational Practices,Educational Change,Electronic Learning,College Entrance Examinations,Grade Point Average,High School Students,Tests,Scores

Reflections on the efficacy of pedagogical changes and practices and their effect on student performance are often hindered by incomplete data, small sample sizes, and the confounding variables of multiple instructors and teaching sites. Observations from such retrospective analyses, however, are highly sought after by instructors and administrators interested in what methods significantly enhance student learning and comparisons of student success across instructors and institutions. Compilation of student data from ten years of Human Anatomy and Physiology I at the University of Mississippi enabled statistical analyses of how changes in course design over ten years of instruction, including remote instruction during the COVID-19 pandemic, were associated with student engagement and performance in Human A&amp;P I with a large data set (n=3305) from students taught by a single instructor. Univariate analysis of variance, bivariate correlation, and discriminant function analysis (DFA) tests revealed multiple significant differences over time. Specifically, the DFA indicated that 89.5% (Discriminant Function 1) of the variation in overall course performance (i.e., letter grade) is explained by student performance variables of exam average, lab practical average, lab quiz average, and the number of Supplemental Instruction (SI) sessions attended. For Discriminant Function 2, 8.1% of the variation is explained by student engagement variables of the number of missed lecture assignments, lab assignments, and online assignments. Institutionally, these results will be used to continue effective course practices, identify engagement strategies that enhance student motivation and reduce anxiety, and develop a performance dashboard that will both identify struggling students and coach students towards success in A&amp;P.
What the Flip? A Pilot Study Perspective on the Flipped Classroom for Medical School Physiology
Author: O'Malley, Chasity B.
Date: 2022-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Teaching Methods,Medical Education,Physiology,Pilot Projects,Medical Students,Feedback (Response),Student Attitudes,Undergraduate Students,Learner Engagement,Instructional Effectiveness,Multiple Choice Tests

Flipped classrooms have been shown to improve engagement in undergraduate classrooms, in general, but there have been fewer studies reporting on how they are received in the undergraduate medical education classroom. This perspective piece reflects on one instructor's experience with flipping the classroom as a pilot study when teaching medical students. Some preliminary survey data reveals student feedback with regard to the effectiveness of the flipped classroom sessions for first year medical students. While the response rate was very low for the survey, it still provided an indication of the usefulness of the sessions, as well as some helpful open-ended feedback from the participants. This pilot study will be repeated in the Spring 2023 semester.
Developing Literacy Skills through Collaborative Tasks for Emerging-Proficiency English as Additional Language Learners in Quebec
Author: Payant, Caroline
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Literacy Education,Cooperative Learning,Second Language Learning,Second Language Instruction,Inferences,Skill Development,Language Proficiency,Task Analysis,Teaching Methods,Linguistic Theory,English (Second Language),Fund Raising,Nonprofit Organizations,Elementary School Students,French,Native Language,French Canadians

Literacy in a first language or in additional languages involves a set of complex cognitive, social, and linguistic skills that develop over time. However, pedagogical materials for low-proficiency English as an additional language (EAL) learners tend to target low-level literacy skills only, such as responding to fact-based questions. Materials that target the development of high-level literacy skills, such as integrating information and reasoning based on inferencing, with these learners are rare, despite these skills being necessary in today's multimodal, technological world. In this article, we argue there is a need to develop high-level literacy skills with low-proficiency EAL learners which, ultimately, are not language-specific. Drawing on theories of additional language learning and task-based language teaching, we created a multi-day literacy task for low-proficiency learners consisting of various activities. For each activity, we provide examples of the materials with which the students worked and examples of authentic student work, which we obtained through a piloting phase.