ethanporcaro/eric-fulltext-meta huggingface dataset:
Effectiveness of Authentic Assessment: Performances, Attitudes, and Prohibitive Factors
Author: Sabtiawan, Wahyu Budi
Date: 2019-06-00
Type: Journal Articles
Subjects: Performance Based Assessment,Program Effectiveness,Academic Achievement,Student Attitudes,Barriers,College Students,Foreign Countries,Student Motivation,Student Projects,Performance Factors

Authentic assessment is an alternative assessment forcing students to perform like a professional in a real work-place. In other words, this type of assessment trains students to be successful-performers in professional jobs. The purpose of this study was to evaluate the effectiveness of authentic assessment based on three elements including students' performance, students' attitudes, and prohibitive factors in authentic assessment implementation. The participants were 37 Indonesian students who studied in a university and enrolled in spectroscopic methods of analysis subject. To achieve the goal of the study, the researchers used a mixed methods design. The data were gained through three techniques including, observation, test, and interview. The findings informed that the learning constructed through the authentic assessment dimensions was effective to facilitate students' performance and foster students' attitudes positively. The prohibitive factors were the difficulty of gaining motivation and enjoyment of the students at the first meeting. The results of this study implied that the authentic assessment was able to scaffold the students to achieve what they need in the future.
Relation between Student&apos;s Perceptions to the Statistics Lecturer in Learning Process with Statistics Achievement
Author: Nasir, A. Muhajir
Date: 2018-05-00
Type: Journal Articles
Subjects: Statistics,Mathematics Achievement,Foreign Countries,College Students,Student Attitudes,College Faculty,Correlation,Teacher Influence,College Mathematics,Teacher Competencies

This is ex post facto research to find the relation between student's perceptions to the statistics lecturer in learning process with statistics achievement of students semester V of the Department of Mathematics Education of Universitas Muslim Maros. The population is all students of the Department of Mathematics Education Universitas Muslim Maros in academic year 2017/2018. And the sample is 30 respondents of students who taught by statistics lecturer. Data analyze by SPSS software. According to analyze get that student's perception to statistics lecturer generally very positive with average 138,57 and statistics achievement is very good with average 79,63. Besides that, inferential show that there is relation between student's perceptions to the statistics lecturer with coefficient is 0,594. From analyze, it can conclude that there are relation between student's perceptions to the statistics lecturer in learning process with statistics achievement of students semester V of Department of Mathematics Education Universitas Muslim Maros.
American STEM Education in Its Global, National, and Linguistic Contexts
Author: Kocabas, Sezai
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Teacher Effectiveness,Teacher Qualifications,Correlation,Teaching Methods,Learning Processes,Educational Legislation,Elementary Secondary Education,Science Achievement,Mathematics Achievement,Scores,Teacher Certification,Pedagogical Content Knowledge,Foreign Countries,International Assessment,Achievement Tests,Mathematics Tests,Science Tests,Grade 4,Grade 8,Grade 12,Secondary School Students,Labor Force,Language Role,Academic Language,Language Patterns,English Language Learners,Federal Legislation,Competition,Innovation

STEM education was a systematic teaching and/or learning process in the STEM fields and a positive correlation existed between STEM education, and the economic prosperity and power of a nation in the globalized world. In recent years, rising concerns have emerged about American STEM education. Many stakeholders wondered that whether the nation has enough well-qualified STEM students, teachers and workforce to maintain its current competitive edge. This study sought to answer those questions, presenting a unique view about the concerns. This study, besides, summarized selected major legislation which affected STEM Education in the United States. The results of the study showed that American students in elementary and secondary schools have relatively mediocre scores compared with their international peers (especially Asians), although they performed better than earlier American cohorts in science and mathematics. The quality of STEM teachers also led to concerns. The lowest certification rate of teachers was found in science and mathematics, and approximately half of the teachers did not have a degree in the subject that they teach. Lastly, this study revealed that students should learn the requisite new patterns of language and expression only through opportunity for and engagement in STEM disciplinary practices.
Feedback Loop Reasoning and Knowledge Sources for Elementary Students in Three Countries
Author: Hokayem, Hayat
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Students,Thinking Skills,Feedback (Response),Learning Processes,Ecology,Children,Information Sources,Foreign Countries,Cultural Context,Scientific Concepts,Misconceptions

Feedback loop reasoning is an important stepping-stone toward systems thinking. To date, studies on feedback loop reasoning in ecology have focused on college students, while only a limited effort has been made to investigate a more general systems thinking of students at the lower elementary level. The goal of this study is to investigate how elementary students reason about feedback loop relationships among interdependent organisms (predator-prey), and address the knowledge sources of students as part of context of reasoning about this topic. This study was conducted in three countries, with 128 first through fourth grader participants from Japan, Lebanon, and the United States. These students participated in semi-structured clinical interviews focusing on the predator-and-prey relationships. We found that the majority of students used one-way causal reasoning, and only a few students reasoned using two-way causality with multiple feedback loops in the predator-prey relationship.
The Effect of Integration of STEM Disciplines into Toulmin&apos;s Argumentation Model on Students&apos; Academic Achievement, Reflective Thinking, and Psychomotor Skills
Author: Gülen, Salih
Date: 2019-06-00
Type: Journal Articles
Subjects: STEM Education,Persuasive Discourse,Academic Achievement,Reflection,Thinking Skills,Psychomotor Skills,Middle School Students,Grade 6,Public Schools,Instructional Effectiveness,Foreign Countries,Curriculum Implementation,Science Curriculum,Problem Based Learning,Science Process Skills,Skill Development

The aim of this research was to examine the effect of integration of STEM disciplines into Toulmin's argumentation model on students' academic achievement, reflective thinking, and psychomotor skills. To be able to get this aim, a quasi-experimental method was used. The participants were 40 sixth grade middle school students divided into two groups, an experimental and a control group with 20 students in each group. The students were at the same achievement level and in a similar socioeconomic status in a public middle school. The experimental group received the treatment in the while the control group received traditional learning of the same topic. The data were collected from academic achievement test, reflective thinking test, and psychomotor observation form. The collected data were analyzed by using Mann Whitney U-test, descriptive analyses (e.g., percentage and frequency), and correlation analyses (Pearson's product moment). According to the data obtained from the measurement tools, it was detected that the integration of STEM disciplines into Toulmin's argumentation model can be used for enhancing the academic achievement of students. It was specified that reflective thinking tendency levels of the experimental group were found to be at a high level. It was also documented that psychomotor skills of experimental group were found to be at a high level. The results suggested that the integration of STEM disciplines into Toulmin's argumentation model can be used for increasing academic achievement of students, developing of the reflective thinking, and observing the development of psychomotor skills at the formation of arguments in the classrooms.
Secondary School Biology Students&apos; Attitudes towards Modern Biotechnology Characterised Using Structural Equation Modeling
Author: Nordqvist, Ola
Date: 2020-00-00
Type: Journal Articles
Subjects: Secondary School Students,Biology,Science Instruction,Biotechnology,Student Attitudes,Structural Equation Models,Gender Differences,Instructional Program Divisions,Parent Background,Educational Attainment,Correlation,Student Behavior,Public Schools,Private Schools,Foreign Countries,Teaching Methods

In biotechnology education research (BTER), the multifaceted construct of attitude has seldom been problematised in depth despite that the majority of studies in BTER during the last two decades have focused on students' attitudes towards modern biotechnology. Most studies on attitudes in science education use a single-factor model in characterising students' attitudes, while some use a three-factor model. By means of structural equation modeling the current study tested and evaluated single, three-factor, and bifactor models of student attitudes towards modern biotechnology. To further shed light on the stability of this model measurement invariance testing was carried out for groups; school-type, gender, grade, parental education and educational programme. The results showed that a three-factor model and a bifactor model showed satisfying fit to the student attitude data. The bifactor model were relatively invariant for all groups except for gender, where boys had a more positive attitude. The affective and behavioural aspects of attitudes were highly correlated why the bifactor model with its general factor and specific cognitive factor may provide a more sound explanation of students' attitudes towards biotechnology. The results indicate the importance of including affective and behavioural dimensions of attitude in biotechnology teaching. Further implications for practice are discussed.
Improving Basic Science Process Skills through Inquiry-Based Approach in Learning Science for Early Elementary Students
Author: Mulyeni, Trisna
Date: 2019-06-00
Type: Journal Articles
Subjects: Science Process Skills,Skill Development,Inquiry,Active Learning,Science Instruction,Elementary School Students,Grade 2,Foreign Countries,Pretests Posttests,Intervention,Worksheets,Singing,Teaching Methods

The aim of the study was to examine the improvement of basic science process skills among second graders in science learning through an inquiry-based approach. The participants were 23 students from a second graders class. Participants were with the age around seven years old. The 5E model of inquiry-based approach was used to teach science. Mixed method approach used in the study. The qualitative data were collected through classroom observation, teacher interviews, and students' works. The quantitative data were collected from performance tests measured by using a rating scale instrument. The improvement of basic science process skills were examined through descriptive statistic and t-tests. The study showed that the basic science process skills improved after the intervention of learning. The study also revealed the factors contributed to the inquiry-based approach of science learning to develop the basic science process skills, such as the use of worksheets, singing a song, and the interactions with both peers and teacher.
The Inquiry-Based Teaching Instruction (IbTI) in Indonesian Secondary Education: What Makes Science Teachers Successful Enact the Curriculum?
Author: Effendi-Hasibuan, Muhammad Haris
Date: 2019-03-00
Type: Journal Articles
Subjects: Foreign Countries,Science Instruction,Inquiry,Teaching Methods,Secondary School Science,Science Teachers,Barriers,Teacher Attitudes,Time,Class Size,Educational Facilities,Knowledge Level,Teaching Skills,Equipment

The inquiry-based teaching instruction (IbTI) has been practiced internationally to improve student competency in science. The implementation of this strategy has been recommended by the science curriculum in Indonesia since 2003. However, it is not still implemented successfully in schools. The implementation is likely unsuccessful to achieve its goals and this has been demonstrated by the results of an international assessment program called PISA in which the ranks of Indonesia have not increased since 2003. This study; thus, focused on this issue by assessing the implementation of IbTI in secondary schools in Jambi City, Indonesia. In addition, this study included constraints that interfered with the implementation. A researcher-designed questionnaire was sent out to 107 science teachers in Jambi city and 70 (65.4%) teachers returned the questionnaires. The results showed that most of the participants did not use IbTI in their science classrooms. They predominantly used the more traditional teaching strategies such as lecturing despite of the fact that the use of IbTI had been recommended by the curriculum. Four major perceived-constraints including the unsupportive educational settings and insufficient facilities and knowledge had been identified interfered with the implementation. These findings may provide a logical explanation to the low science scores of the Indonesian students as showed by PISA. This study thus highlighted the need of providing the science teachers with reasonable supports for replacing their traditional-type instructions with more student-centered ones such as IbTI. The findings of this study are also beneficial for those in other developing countries who are endeavoring to implement inquiry due to the similarity in their educational context.
The Effects of Interactive Science Notebook on Student Teachers&apos; Achievement, Study Habits, Test Anxiety, and Attitudes towards Physics
Author: Fajardo, Maria Teresa M.
Date: 2019-03-00
Type: Journal Articles
Subjects: Student Journals,Science Instruction,Study Habits,Test Anxiety,Student Attitudes,Physics,Preservice Teachers,Cognitive Style,Science Achievement,Program Effectiveness,Predictor Variables,Foreign Countries

This study aimed to examine the impacts of using Interactive Science Notebook on students' achievement, study habits, test anxiety levels, and attitudes towards physics. An interactive notebooking strategy was introduced to student teachers, who were enrolled to a local university. The participants comprised of 37 sophomore student teachers taking General Physics 2 (Electricity &amp; Magnetism). To collect data, their profiles were gathered using survey questionnaires that measure students' learning style, study habit, test anxiety, and attitude towards physics as well as a physics achievement test. Through a pre-experimental research design, descriptive statistics and appropriate statistical analyses were conducted. The results indicated that the use of Interactive Science Notebook significantly improved student teachers' physics achievement levels. It was also found out that their study habits, test anxiety levels and attitudes towards physics significantly predicted their physics achievement levels.
Integrating Nanoscience Activities in Enhancing Malaysian Secondary School Students&apos; Understanding of Chemistry Concepts
Author: Chua, Kah-Heng
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Secondary School Science,Science Instruction,Chemistry,Scientific Concepts,Concept Formation,Grade 10,Molecular Structure,Teaching Methods,Conventional Instruction,Instructional Effectiveness

This study reports the effectiveness of nanoscience activities in enhancing secondary school students' understanding of two chemistry concepts: structure of atom and acid and bases. For the purpose of this study, quasi experiment was employed to 163 Grade 10 students from the Northern Region of Malaysia. Sample from the experimental group was exposed to a series of nanoscience activities lasted for 10 weeks. Students' understanding on the two chemistry concepts was tested using Chemistry Achievement Test (CAT). The CAT consists of multiple-choice questions and openended questions. Data obtained from CAT was analysed using one-way ANCOVA to identify the effectiveness of nanoscience activity in enhancing students' understanding of chemistry concepts. The findings show that there were statistically significant differences between experimental and control groups' mean scores (F (1,160) = 167.82, p &lt; 0.05 n[subscript p] [superscript 2] = 0.512) with the experimental group students reporting higher mean. The ANCOVA result indicated experimental group students' understanding of chemistry concepts significantly higher than the comparison group. The qualitative analysis of open-ended responses further supports findings obtained from the quantitative analysis. The study suggests that integrating nanoscience into the contemporary teaching of chemistry is relevant and appropriate.
Student Decision Making in a Scenario-Based Investigation of an Ecosystem
Author: Mehl, Cathy Ellen
Date: 2020-00-00
Type: Journal Articles
Subjects: Decision Making,Persuasive Discourse,Authentic Learning,Problem Based Learning,Investigations,Parks,Evidence,Middle School Students,High School Students,Ecology,Plants (Botany),Computer Assisted Instruction,Vignettes,Scaffolding (Teaching Technique),Science Education,Scientific Literacy

Argumentation is an important component of scientific education (Osborne, 2010). However, how students create and evaluate competing arguments in scientific investigations is a complex construct, which presents significant challenges for assessment. We engaged 349 middle and high school students in a virtual scientific investigation based on an authentic problem involving the ecosystem of Yellowstone National Park. Students evaluated three possible causes for vegetation loss in Lamar Valley: tourism, global warming, and killing wolves. Students compared their responses to individual claims to formulate a final decision. The authors developed a coding system to assess student arguments and analysed how students changed their evaluations across the investigation. Four distinct levels of responses reveal the range of student decision making and patterns that have implications for instruction and assessment. Few student evaluations explained both merits and weaknesses of claims.
Building Community One Structure at a Time: A Partnership between Social Work and Landscape Architecture Students
Author: Cistrunk, Kenya M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Social Work,Horticulture,Design,Architectural Education,Interdisciplinary Approach,Experiential Learning,Undergraduate Students,Models,Playgrounds,Service Learning,School Community Relationship,Reading Programs,Rural Areas,Teamwork,Physical Environment,Foster Care,Youth Agencies,Child Welfare

Experiential learning is invaluable when promoting interdisciplinary approaches to teaching complex issues. This article reports on a five-week collaboration between undergraduate students in social work and landscape architecture courses, project impetus being a common-reading text. Students (n=54) constructed three-dimensional models of children's playgrounds and prepared academic posters describing restorative interventions based on their service-learning experiences with community partners. Projects were displayed at university-sponsored workshops. Participation in common reading programs has promising implications for interdisciplinary collaboration.
Exploring the Conceptual Understanding of the Quadratic Function Concept in Teachers&apos; Colleges in Zimbabwe
Author: Mutambara, Lillias Hamufari Natsai
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematical Concepts,Concept Formation,Schools of Education,Foreign Countries,Preservice Teachers,Secondary School Mathematics,Pedagogical Content Knowledge,Academic Failure,Teacher Effectiveness,Misconceptions,Schemata (Cognition)

This paper reports on an exploration of preservice teachers' understanding of the quadratic function concept in Zimbabwe. These concepts were taught to preservice teachers studying for a diploma in Education wishing to specialize in the teaching of Ordinary level mathematics. Concerns about high Mathematics failure rate in Zimbabwean Secondary Schools have prompted this investigation into finding out if teachers' understanding of quadratic function concept could be the cause. The study adopted the APOS (action-process-object-schema) to investigate their conceptual understanding of the concepts. Data were generated from students' responses to a written task and follow up interviews were used to solicit information from the preservice teachers. A designed genetic decomposition for quadratic concepts was used as an analysis tool. The findings of the study also revealed majority of the preservice teachers seemed to be operating at the action level of understanding, with very few teachers who have reached the object level. It was noted that the preliminary genetic decomposition failed to accommodate all students' responses which lead to the development of a modified genetic decomposition.
Sharing a Vision with an International Partner through Photographs
Author: Dunn, Leah S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Service Learning,Study Abroad,Needs Assessment,Community Organizations,Undergraduate Students,Occupational Therapy,Allied Health Occupations Education,Foreign Countries,Church Related Colleges,Multiple Disabilities,Residential Institutions,Interviews,Photography,Cultural Awareness

The purpose of this study was to establish a shared vision between the academic program and the international service-learning partner. Through the use of photovoice (Collier &amp; Collier, 1986), we conducted a needs assessment to determine the partner's priorities. Analysis of interview transcripts and photos yielded themes representing the partner's needs and were the basis of the shared vision, adding clarity to the purpose of the experience.
Prospective Science Teachers&apos; Views of Nature of Science: Data from an Intervention Programme
Author: Torres, Joana
Date: 2020-00-00
Type: Journal Articles
Subjects: Scientific Principles,Science Instruction,Science Teachers,Preservice Teachers,Student Attitudes,Intervention,Secondary School Science,Secondary School Teachers,Foreign Countries,Graduate Students,Knowledge Level

The development of informed views of nature of science is considered to be a crucial aim for science education. This study assesses Portuguese prospective science teachers' views of the nature of science before and after an intervention programme that took place in the first year of their master. Nine prospective science teachers that will teach biology and geology in middle and high schools voluntarily participated in this study. Pre and post questionnaires, interviews and lesson plans were analysed. Results show that prospective science teachers improved their views of nature of science. However, some of them still struggled with some aspects, which stresses the need for a better understanding of the factors that influence science teachers' views of nature of science. Despite the positive results, more research is needed to understand the factors that mediate teachers' views into their instructional practice, namely by observing and monitoring teachers' practices and work environment.