ethanporcaro/eric-fulltext-meta huggingface dataset:
Syntactic and Lexical Complexity of Undergraduate Students&apos; Essays: A Comparison Study between L1 and L2 Writings
Author: Rahayu, Famala Eka Sanhadi
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Syntax,Native Language,Writing (Composition),Vocabulary,Language Usage,Comparative Analysis,Indonesian,Language Proficiency,Undergraduate Students,Essays,Persuasive Discourse,Writing Evaluation,Computer Software,Phrase Structure,Contrastive Linguistics

In measuring learners' productivity in writing and speaking, there is a formulation known as syntactic and lexical complexity. This study investigates whether there is a difference in syntactic and lexical complexity between L1 and L2 writings or not. This study is quantitative research which employ Web-Based Lexical Complexity Analyser and Web-Based Syntactic Complexity Analyser in order to measure data. The current study results reveal that the p-value of three sub-components of lexical complexity is lower than 0.05 (LD=0.000, LS=0.036, and LV=0.000), which means a significant difference in lexical complexity between L1 and L2 writings. A similar result showed in syntactic complexity where four of five indices of comparing the syntactic complexity of two-language writings showed value &lt;0.05. The p-value of comparing four indices of syntactic complexity such as MLS, DC/C, CP/C, and C/S is 0.006, 0.000, 0.038, and 0.002, respectively. However, the fifth indice, MLC (mean length of clause) shows a p-value &gt;0.05, which means no significant difference between MLC of English writings and Indonesian writings. The study concluded that the students produce more lexical and syntactic complexity in their English writings than in their Indonesian writings.
Students&apos; and Instructors&apos; Understandings, Attitudes and Beliefs about Educational Theories: Results of a Mixed-Methods Study
Author: Siegel, Stefan T.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Attitudes,Beliefs,Educational Theories,Foreign Countries,College Students,College Faculty,Epistemology,Motivation

(1) Background: Educational theories are a constitutive element of educational studies. Despite their theoretical relevance, little is still known about students' and instructors' understandings of educational theories and their theory-related attitudes and beliefs. (2) Methods: To elucidate these constructs and to test their relevance, we conducted a mixed-methods study with 32 students and 12 instructors of educational studies at a German university. (3) Results: We found that both groups perceived educational theories as rather abstract concepts. Students reported rather negative attitudes and naive beliefs. For both groups, we found that attitudes and beliefs were strongly tied to motivational and affective aspects when dealing with educational theories, which stresses their relevance for educational studies. (4) Conclusions: We suggest a systematic theoretical clarification of the term educational theories. Furthermore, consideration of students' and instructors' theory-related attitudes and beliefs can give rise to meaningful practical implications (e.g., through self-reflection).
Coding as Literacy in Preschool: A Case Study
Author: Monteiro, Ana Francisca
Date: 2021-00-00
Type: Journal Articles
Subjects: Coding,Literacy,Computation,Thinking Skills,Robotics,Preschool Children,Teaching Methods,Interdisciplinary Approach,Computer Uses in Education

Coding is increasingly recognized as a new literacy that should be encouraged at a young age. This understanding has recontextualized computer science as a compulsory school subject and has informed several developmentally appropriate approaches to computation, including for preschool children. This study focuses on the introduction of three approaches to computation in preschool (3-6 years), specifically computational thinking, programming, and robotics, from a cross-curricular perspective. This paper presents preliminary findings from one of the case studies currently being developed as part of project KML II-Laboratory of Technologies and Learning of Programming and Robotics for Preschool and Elementary School. The purpose of the KML II project is to characterize how approaches to computation can be integrated into preschool and elementary education, across different knowledge domains. The conclusions point to &quot;expression and communication&quot; as an initial framework for computational approaches in preschool, but also to multidisciplinary and more creative methodological activities that offer greater scope for the development of digital and computational competences, as well as for personal and social development.
Using Phenomenological Methodology with Thematic Analysis to Examine and Reflect on Commonalities of Instructors&apos; Experiences in MOOCs
Author: Chang, Chi-Cheng
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Online Courses,Educational Technology,Technology Uses in Education,Phenomenology,Teaching Experience,Teacher Competencies,Teaching Skills,Altruism,Barriers,Teacher Role,College Faculty,Research Methodology,Instructional Design,Teacher Attitudes,Science Instruction,Computer Science Education

Instructors' experiences in MOOCs assist their curriculum development and teaching skills as well as professional growth, which is seldom explored. The study examined and reflected on the commonalities of instructors' experiences in Massive Open Online Courses (MOOC) based on phenomenological methodology with thematic analysis. By summarizing the commonalities in phenomenology from the implicit experiences of the instructors who were interviewed, commonalities of MOOC instructors' experiences were found to be the following: (1) affinity--knowing how to provide MOOC material that is approachable; (2) ability to tell a story--knowing how to write and direct a video that contains a story or scenarios for classes as innovative teaching; (3) macro attitude--broadening a learner's horizon is more important than lecturing on knowledge; (4) altruism--concerning the welfare of students rather than personal fame and fortune; and (5) learning by doing--having a passion for innovative teaching and bravely implementing it. Finally, several suggestions and inspirations were given based upon the reflections on the commonalities of MOOC instructors' experiences.
The Analysis of the Culture-Related Contents in an Indonesian English Textbook
Author: Riadini, Ulya Safira
Date: 2021-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Content Analysis,Textbooks,Second Language Learning,Second Language Instruction,English (Second Language),Check Lists,Foreign Countries,Grade 10,High School Students,Classification,Teaching Methods,Learning Processes

This research analyzed the presentation of culture-related contents of the tenth-grade senior high school English textbook. The textbook was published by the Ministry of Education and Culture of Republic Indonesia. The written texts that contain cultural information were identified by employing content analysis based on Cortazzi &amp; Jin (1999) three sources of cultural information, and coded under the eight categories by Byram (1993). Cortazzi &amp; Jin (1999) categorization is used to portray the presentation of culture-related contents in the English textbook. The written texts were classified into those sources, and Byram (1993) checklist was used in the procedure of the content analysis mentioned earlier. The scope of the cultural content and how it meets the needs of cultural teaching in English language teaching are revealed in this checklist. The findings showed that the EFL textbook not only reflects the target cultures, but also source cultures and international cultures. The materials present source cultures as the most frequently depicted cultures and the international cultures are the least frequently depicted cultures. In conclusion, the materials related to culture in this English textbook are well represented to be integrated into the English language teaching and learning process.
Attitudes towards the Use of Educational Robotics: Exploring Pre-Service and In-Service Early Childhood Teacher Profiles
Author: Papadakis, Stamatios
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Integration,Robotics,STEM Education,Preschool Education,Preservice Teachers,Early Childhood Teachers,Kindergarten,Teacher Attitudes,Age Differences,Teaching Experience,Technological Literacy,Knowledge Level,Programming,Foreign Countries

The introduction of STEM education, and specifically the implementation of educational robotics (ER), has drawn researchers' attention and has shown that teachers play a crucial role in leading this innovation. The present study concerns in-service and pre-service early childhood teachers, focusing on their perceptions and attitudes about ER use in daily teaching practice. The data were collected via a questionnaire (N = 201) and explored using latent class analysis, which detected distinct clusters/profiles of participants based on their pattern of responses. Two clusters were identified: Cluster1 was relatively homogeneous, including those who share a positive attitude towards ER, while Cluster2 was heterogeneous, comprising participants with inconsistent responses and expressing negative and skeptical thinking. The cluster memberships were associated with external covariates, such as age, years of teaching experience, and variables measuring their technological competencies. The results showed that teaching experience and age were negatively associated with cluster1-membership, while educational robotics knowledge was positively associated. The findings are interpretable, and the implications for education are discussed considering the current literature.
Safe Space, Dangerous Territory: Young People&apos;s Views on Preventing Radicalization through Education--Perspectives for Pre-Service Teacher Education
Author: Benjamin, Saija
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Prevention,Violence,Terrorism,Political Attitudes,World Views,Intervention,Preservice Teacher Education,Educational Environment,High School Students,Student Attitudes,Gender Differences

Initiatives for preventing radicalization and violent extremism through education (PVE-E) have become a feature of global educational policy and educational institutions across all phases, from early childhood to universities, also in Finland. If schools may be regarded as safe spaces here for identity and worldview construction and experiences of belonging, the specific subject matter of PVE-E is also dangerous territory. Not least because of PVE-E's focus on radicalization, but above all because of perceptions of schools being used as an adjunct of governmental counter-terrorism policy. We argue that understanding young people's views on issues related to radicalization and violent extremism is critical in order to develop ethical, sustainable, contextualized, and pedagogical approaches to prevent hostilities and foster peaceful co-existence. After providing some critical framing of the Finnish educational context in a broader international setting, we thus examine young people's views (n = 3617) in relation to the safe spaces through online survey data gathered as a part of our larger 4-year research project &quot;Growing up radical? The role of educational institutions in guiding young people's worldview construction.&quot; Specifically focused on Finland but with potentially wider international implications, more understanding about the topic of PVE-E is needed to inform teacher education and training, to which our empirical data makes some innovative contribution.
Training Teachers in China to Use the Philosophy for Children Approach and Its Impact on Critical Thinking Skills: A Pilot Study
Author: Wu, Caiwei
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Philosophy,Foreign Countries,Critical Thinking,Thinking Skills,Grade 7,Middle School Students,Middle School Teachers,Faculty Development,Intervention

Philosophy for Children (P4C) is an educational approach that helps children question, reason, construct arguments, and collaborate with others. This approach to teaching is new to Chinese teachers and students who have traditionally relied on rote learning and dissemination of knowledge. Independent thinking and questioning are rarely encouraged. This article reports on a pilot study aimed at training teachers in one school in mainland China to use P4C to promote thinking skills. Six year 7 classes (age 12-13) and their teachers were randomly assigned to receive P4C training (n = 90 pupils) or to a control group (n = 88). The intervention ran for 4 weeks. The study found that teachers appreciated the P4C methods but were concerned about using the method in their regular curriculum. An impact evaluation shows that students who were taught P4C experienced a small improvement in thinking skills, measured using a composite of validated critical thinking tests.
How Do Five- to Six-Year-Old Children Interpret a Burning Candle?
Author: Sesto, Vanessa
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Children,Scientific Concepts,Concept Formation,Chemistry,Prior Learning,Science Activities,Inquiry,Foreign Countries,Preschool Education,Observation,Prediction

Many studies have been conducted in recent years on the explanations given by preschool-age children about different natural phenomena. Nonetheless, very few studies have actually focused on the important domain of matter and its transformations. Specifically, the field of chemical reactions remains unexplored. This qualitative study aims to investigate the explanations of twenty-two 5- to 6-year-old children about combustion, while at the same time evaluating the effect of prior experience with science activities on their interpretations. For this study, the following experiment was proposed: burning a candle inside an inverted vessel. The following data collection tools were used: a Predict-Observe-Explain (POE) strategy and audio and video recordings. The children's explanations were analysed using classification frameworks, which had been developed in previous studies. The results of this study suggest that young children tend to provide naturalistic explanations about combustion. This finding is an indicator that young children are able to construct mental representations within this conceptual domain. Likewise, the results indicate that children who are used to engaging in inquiry-based activities may be more likely to establish a relationship with previous learning experiences to interpret other natural phenomena.
Using Blended Project-Based Learning for Students&apos; Behavioral Intention to Use and Academic Achievement in Higher Education
Author: Alamri, Mahdi Mohammed
Date: 2021-00-00
Type: Journal Articles
Subjects: Blended Learning,Active Learning,Student Projects,21st Century Skills,Self Efficacy,Intention,Academic Achievement,College Students,Structural Equation Models,Student Attitudes

This research focused on the potential of project-based learning and blended learning, which offer a distinctive cross-point in regard to building 21st-century skills in the classroom. Specifically, this research hypothesized that using the BPBL approach has an effect on perceived self-efficacy, perceived enjoyment, perceived usefulness, behavioral intention of using BPBL, and students' academic achievement. To achieve the research goal, we employed a questionnaire as the main data collection method and dispensed it to 80 students, all of whom use the BPBL approach. The findings were obtained via a quantitative research method, structural equation modeling (SEM). We found a significant relationship between the BPBL approach and perceived self-efficacy, perceived enjoyment, perceived usefulness, behavioral intention of using BPBL, and students' academic achievement. Therefore, we believe that the BPBL approach enhances students' behavioral intention to use and academic achievement in a blended project-based learning approach and allows sharing knowledge, information, and discussions. Thus, it is recommended that students use the BPBL approach for educational purposes, and they should also be encouraged to do so through their learning at university level.
Continuance Intention of Augmented Reality Textbooks in Basic Design Course
Author: Chen, Jiang-Jie
Date: 2021-00-00
Type: Journal Articles
Subjects: Textbooks,Educational Technology,Technology Uses in Education,Design,Student Attitudes,Intention,Gender Differences,Instructional Program Divisions,Intellectual Disciplines,Electronic Publishing,Telecommunications,Handheld Devices,Program Effectiveness,Undergraduate Students,Computer Simulation

The Basic Design course can help students understand design principles and visual art elements. It is a compulsory basic course for the department of art and design in many universities. In recent years, Augmented Reality (AR) technology has found its way into the field of design education and has become a popular textbook tool in teaching courses. There are not many pieces of research on the application of AR in design courses. Therefore, this study attempts to explore the factors that affect students' acceptance of AR textbooks in Basic Design course and their continuance intention for AR textbooks. This study first focused on students with experience in using AR textbooks. Open-ended questions were used to collect factors that allow AR textbooks to be used in the design curriculum; then questionnaire surveys and factor analysis were conducted and the research hypotheses are presented. Then, the research hypotheses were verified through reliability and validity as well as structural equation modeling. Three factors and 15 items for students to accept AR textbooks in the Basic Design course were summarized in the research results, including the three factors named &quot;Visual Attraction&quot;, &quot;Knowledge-ability&quot;, and &quot;Situational Experience&quot;. The analysis of differences showed significant differences in gender among these three factors and no significant differences between grades and departments. Also, it was found from the analysis results of the structural equation model that the factors of &quot;Visual Attraction&quot; and &quot;Knowledge-ability&quot; both had a positive effect on the continuance intention, of which &quot;Knowledge-ability&quot; was the most important influencing factor. The results of this study can help the application and development of AR textbooks in the Basic Design course.
Efficacy of the RtI Model in the Treatment of Reading Learning Disabilities
Author: Arias-Gundín, Olga
Date: 2021-00-00
Type: Journal Articles
Subjects: Response to Intervention,Learning Disabilities,Reading Difficulties,Program Effectiveness,Disability Identification,Early Intervention,Kindergarten,Elementary School Students,Diagnostic Tests,Reading Instruction,Reading Skills

(1) Background: The response to intervention (RtI) model makes possible the early detection of reading problems and early intervention for students at risk. The purpose of this study is to analyze the effective measures that identify struggling readers and the most effective practices of the RtI model in reading in Primary Education. (2) Method: A systematic review of the literature published between 2010 and 2020 was performed, analyzing in the 31 selected articles, the identification and monitoring methods and the interventions at the different tiers of the RtI model. (3) Results: There are different methods to identify struggling readers, and there is no consensus on the matter. There are also many differences in the implementation of the different tiers of the RtI model; however, its effectiveness is demonstrated. (4) Conclusions: The implementation of the RtI model in a flexible way adapted to the circumstances of each moment, and can be considered as a highly effective resource in the prevention and early detection of reading learning problems.
Dual Effects of Partner&apos;s Competence: Resource Interdependence in Cooperative Learning at Elementary School
Author: Buchs, Céline
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Elementary School Students,Competence,Peer Relationship,Foreign Countries,Grade 4,Grade 5,Interaction,Outcomes of Education,Competition

A partner's competence should logically favor cooperative learning. However, research in cooperative learning has shown that a partner's competence may or may not activate a threatening social comparison and yields dual effects: It is beneficial when students work on complementary information while it is detrimental when students work on identical information. Two studies conducted at elementary school (study 1 with 24 fourth graders working on encyclopedic texts, and study 2 with 28 fifth graders working on argumentative texts) replicated that interaction: Information distribution (complementary vs. identical information) moderated the relationship between partner's competence and pupils' learning outcomes. The relation between partner's competence and students' performances was positive when working on complementary information, but negative when working on identical information. A third study confirmed that working on identical information led to a competitive social comparison whereas complementary information reinforced the pupils' cooperation perception. Contributions to cooperative learning research are discussed in terms of the competitive comparisons that may arise during cooperative learning at elementary school.
Some Web-Based Experiences from Flipped Classroom Techniques in AEC Modules during the COVID-19 Lockdown
Author: Mosquera Feijóo, Juan Carlos
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Higher Education,Educational Technology,Technology Uses in Education,Open Educational Resources,Flipped Classroom,Engineering Education,Teaching Methods,Foreign Countries,Audience Response Systems,Problem Based Learning,Web Based Instruction

The classroom closure during the first semester of 2020 entailed decisive changes in higher education. Universities have become more digital in both the availability of e-resources and pervasive devices and how students communicate with lecturers and classmates. Learners adapted their study habits with a growing role of self-paced, internet-based strategies. Some flipped learning approaches have proven their efficacy under the remote-teaching physical constraints. This study aimed to appraise the outcomes from the implementation of various web-based, learning-aid tools on flipped teaching approaches in engineering modules. The open educational resources (OER) performed satisfactorily during the lockdown period in three universities from two countries with similar higher education models. Such resources encompassed classroom response systems and web-based exercise repositories, designed for diverse purposes such as autonomous learning, self-correction, flipped classroom, peer assessment, and guided study. The acquired experiences reveal that OER helped students to enhance their engagement, reach the deeper levels of the cone of learning, and widen their range of learning abilities. This procedure is easily attainable for architecture, engineering, and construction (AEC) courses and lifelong learning settings. Feedback from students, instructors' perceptions, and learning outcomes show the suitability and effectiveness of the web-based learning assistant procedure presented here.