ethanporcaro/eric-fulltext-meta huggingface dataset:
STEAM Project-Based Learning Activities at the Science Museum as an Effective Training for Future Chemistry Teachers
Author: Domenici, Valentina
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Active Learning,Student Projects,Learning Activities,Science Teaching Centers,Preservice Teachers,Chemistry,Nonformal Education,Foreign Countries,Instructional Effectiveness

Non-formal learning environments, such as science museums, have a fundamental role in science education and high potentialities as ideal contexts for science teachers' training. These aspects have been analyzed and reported in several recent works mainly focused on students' perception of science and increased engagement towards scientific disciplines. In this work, a project-based learning methodology optimized and experimented in the frame of a pre-service chemistry teachers' course at the University of Pisa (Italy), during the last eight years, involving in total 171 participants, is presented. This educational project has several distinctive features related to the STEAM philosophy, with a high level of multi-disciplinarity and creativity. Most of the laboratories and chemistry-centered activities were conceived, planned and carried out by the future chemistry teachers in non-formal contexts, such as science museums. A case study based on a series of non-formal laboratories designed by a group of students during their training in the academic year 2018-2019 and performed in a science museum is reported and examined in details. In this paper, all steps of the STEAM project-based learning methodology are described underlining the main learning outcomes and cognitive levels involved in each step and the relevant methodologies proposed during the training course and adopted in the project. The effectiveness of this pre-service teachers' training methodology is finally discussed in terms of participants' motivation and interest towards the course's content, students' final judgment of their training experiences and, in particular, of the STEAM project-based learning activities. From the students' feedbacks and final assessment, the role of the non-formal context in teaching and learning chemistry and the efficacy of developing educational activities related to current and real-life chemistry-centered topics emerged as very positive aspects of the proposed approach.
University Students&apos; Classroom Emotional Climate and Attitudes during and after COVID-19 Lockdown
Author: McLure, Felicity I.
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Classroom Environment,Psychological Patterns,Student Attitudes,COVID-19,Pandemics,Electronic Learning,Distance Education,Blended Learning,Gender Differences,Test Validity,Factor Analysis

With the advent of COVID-19, universities around the world have been forced to move to a fully online mode of delivery because of lockdown policies. This led to a flurry of studies into issues such as internet access, student attitudes to online learning and mental health during lockdown. However, researchers need a validated survey for assessing the classroom emotional climate and student attitudes towards learning in universities that can be used for online, face-to-face or blended delivery. Such a survey could be used to illuminate students' perceptions of the experiences that make up learning at university level, in terms of such factors as care from teachers, collaboration and motivation. In this article, we report the validation of a University Classroom Emotional Climate (UCEC) questionnaire and an Attitudes to Learning scale, as well as their use in comparing the classroom emotional climate and attitudes during COVID-19 lockdown (fully online delivery) with post-lockdown (mixed-mode delivery). Female students experienced the post-lockdown condition significantly more positively than during lockdown for all scales except Care, while the only significant difference for males between the during and post-lockdown was their choice to engage with learning (Control) and the degree of Challenge that they found with the learning materials.
Thrown into Deep Water: Feedback on Student Satisfaction--A Case Study in Hungarian and Romanian Universities
Author: Harangi-Rákos, Mónika
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Case Studies,Cross Cultural Studies,Undergraduate Students,Universities,Online Courses,Educational Benefits,Positive Attitudes,Distance Education,Educational Change,COVID-19,Pandemics,Conventional Instruction,Social Status,Access to Education,Foreign Countries,Medical Education,Pharmaceutical Education,Technology Education,Graduate Students,Integrated Learning Systems

As a result of the COVID-19 health epidemic, online life has exploded into our daily lives, forcing most of us to move previously seemingly irreplaceable &quot;face-to-face&quot; activities into &quot;non-face-to-face&quot; meetings and activities in many sectors. One of the biggest challenges has been in the field of education: This sector, compared to other sectors, was less digitized. Under these circumstances, the entire education process was transferred to online space overnight, which was/is a major challenge for everyone. Thus, a questionnaire survey was conducted among students from two universities in Hungary and Romania, the results of which are included in the present article. The aim of the research was to measure students' satisfaction and to examine the benefits of online education, for example, in terms of introducing hybrid education over the long term. Descriptive statistics as well as the Wilcoxon rank-sum test were used to analyze the database. The results showed that, from a practical point of view, there was no significant difference between the Hungarian and Romanian respondents who had a fundamentally positive view of digital education. In this respect, positive feedback can be seen as encouraging, especially for those individuals and social strata who may find online education much more attractive than traditional physical teaching. Online education could be an attractive, accessible, sustainable form of further education in the long run.
The Potential to Build Collective Capacity for Organisational Learning in the Context of Teachers&apos; Use of Digital Technology for School Improvement
Author: Davis-Singaravelu, Susila
Date: 2022-00-00
Type: Journal Articles
Subjects: Capacity Building,Organizational Learning,Technology Uses in Education,Educational Improvement,School Effectiveness,Evidence Based Practice,Theory Practice Relationship

This article considers how digital spaces focused on whole school improvement combined with supportive leadership may be mobilised towards building collective capacity for evidence-informed practice and organisational learning. This topic originated from a qualitative, multi-method design-based research (DBR) project that studied practitioners' use of an online resource for primary school practitioners called Pathways for school improvement, designed by Oxford University Press (OUP). Semi-structured interviews, participant observations and a documentary analysis were conducted with teachers and senior leaders in five primary schools across England between 2014 and 2016. Connections were made with the dynamic approach to school improvement (DASI) that encourages practitioners to systematically engage with a variety of evidence in their reflections and efforts to design school and classroom improvement strategies. Pathways' four-step system and series of systematised tasks under each step seemed to provide opportunities for practitioners to explore elements of theory and practice in conjunction with empirical and pupil performance data, and potentially guide them through how to collaborate with others in developing specific whole school approaches to improvement. Opportunities and challenges in developing collective capacity for improvement are also explored.
Are Dissertations Trustworthy Enough? The Case of Turkish Ph.D. Dissertations on Social Studies Education
Author: Eryilmaz, Önder
Date: 2022-05-00
Type: Journal Articles
Subjects: Foreign Countries,Doctoral Dissertations,Research Methodology,Credibility,Social Studies,Validity,Reliability,Educational Research

Although there is an increasing number of studies concentrating upon education, some researchers have revealed that most studies, including qualitative studies in education, have methodological issues. One of the most common mistakes and neglected issues in qualitative studies is not to ensure the trustworthiness of the research, which indeed is an important component for the rigor of the study. The main purpose of this study is to examine how researchers ensure the trustworthiness of Ph.D. dissertations in social studies education. Document analysis was employed in the study. I examined 197 Ph.D. dissertations belonging to years 2002 and 2020 as well as to the field of social studies education which were obtained from the National Dissertation Center of Turkish Higher Education Council. I used the deductive coding and analysis approach in order to examine dissertations. The study results revealed that no trustworthiness strategy was used or reported in nearly half of Ph.D. dissertations that were conducted in the field of social studies education. Researchers mostly preferred to use validity and reliability terms, which are highly criticized by some scholars as to the paradigm of qualitative orientations. Besides, while some trustworthiness strategies such as peer debriefing and external audit were mainly used, others such as negative case analysis and stepwise replication were not used or reported in any dissertation. Some recommendations were made considering the study results and discussions at the end of the study.
Academic Self Efficacy and Dispositional Hope as Predictors of Academic Procrastination: The Mediating Effect of Academic Intrinsic Motivation
Author: Bozgun, Kayhan
Date: 2022-05-00
Type: Journal Articles
Subjects: State Universities,Undergraduate Students,Student Attitudes,Measures (Individuals),Student Motivation,Self Efficacy,Academic Achievement,Psychological Patterns,Correlation,Structural Equation Models,Foreign Countries,Predictor Variables,Self Concept Measures,Study Habits

This study aims at determining the mediating effect of academic intrinsic motivation on the relationship between both students' academic selfefficacy and dispositional hope levels to their academic procrastination habits. The data were collected from a sample of 252 college students, 69 males (27.4%) and 183 females (72.6%), aged between 18 and 33 (X = 20.55; Sd =1.52) studying at a state university located in the Central Black Sea region of Turkey using a correlational survey model. Academic Self Efficacy Scale, Dispositional Hope Scale, Academic Intrinsic Motivation Scale, and Aitken Academic Procrastination Scale were used as data collection tools. Descriptive statistics of the sociodemographic characteristics were presented, and Pearson correlation analysis was conducted to determine the correlations between variables by using SPSS statistical package programme. The hypothesis measurement model and the mediating effect were examined by Structural Equation Modeling (SEM) by using LISREL statistical software. The obtained results showed that significant (low and moderate) relationships exist between variables and the model tested in the study yielded acceptable and good fit index values. A complete mediating effect of academic intrinsic motivation on the relationship between both academic self-efficacy and dispositional hope with academic procrastination was determined. The findings were discussed, and some recommendations were made.
Development and Use of a Rubric to Assess Undergraduates&apos; Problem Solutions in Physics
Author: Kocakulah, Aysel
Date: 2022-05-00
Type: Journal Articles
Subjects: Scoring Rubrics,Student Evaluation,Undergraduate Students,Problem Solving,Physics,Preservice Teachers,Scientific Concepts,Magnets,Interrater Reliability,Validity,Science Achievement,Achievement Tests,Scores,Scoring

The aim of this study is to develop and apply a rubric to evaluate the solutions proposed for questions about electromagnetic induction belonging to university second year pre-service teachers. In this study which has pretest-posttest quasi-experimental design with control group, teaching of the topic of electromagnetic induction was applied to both groups with the same teaching method and a test consisting of four questions was applied before and after the teaching. 73 students in the experimental group were informed about the properties and usage of rubrics and asked to create a rubric. The effect of rubric on the success of students was examined by applying descriptive statistics and t-tests to the scores obtained from both tests. The validity and reliability of the scoring with rubric were analyzed by calculating the linear regression, t-test statistics, Pearson correlation, Intraclass correlation and Cronbach-alpha correlation coefficients. The results of the analyses show that the developed rubric was used consistently by the researcher and an independent coder and there was a high and significant (p=0.000) relationship between the scores for all questions. In the inter-rater reliability analysis for each question, the lowest ICC coefficient was specified as 0.826. In light of the findings obtained from the study, it was concluded that the developed rubric helped to make consistent and stable ratings independent of the scorer, to determine the characteristics of the problem solutions and to increase the level of achievement of students. Another type of analytical rubric can be created and used for other topics of the area of Physics and the results can be compared with the findings of this study.
The PBL vs. Digital Mind Maps Integrated PBL: Choosing between the Two with a View to Enhance Learners&apos; Critical Thinking
Author: Hidayati, Nurkhairo
Date: 2022-05-00
Type: Journal Articles
Subjects: Problem Based Learning,Critical Thinking,Cognitive Mapping,College Students,Foreign Countries,Computer Uses in Education

Critical thinking plays a crucial role in the learning process. Critical thinking should become the focus of learning since it encourages the development of knowledge and includes the act of contemplating subjects, content, and problems. The current study aimed to investigate the effectiveness of Problem-Based Learning (PBL) and Digital Mind Maps-Integrated PBL (DMM-Integrated PBL) in improving students' critical thinking. This quasi-experiment study employed a pretest-posttest control group design, involving 103 university students from the Biology Department of University in Riau, Indonesia, as the sample. The details of each group consist of 31 students in conventional, PBL (37 students), and DMM-Integrated PBL (35 students) classes. The research data was collected using an essay test. The data obtained were analyzed using ANCOVA at a significance level of 5% and an LSD test. Essay test developed based on critical thinking indicators: basic clarification, bases for a decision, inference, advanced clarification, supposition and integration, and strategies and tactics. All the instruments had been validated. The ANCOVA analysis results proved that PBL and DMM-Integrated PBL affected the students' critical thinking. However, the LSD test showed no significant difference between PBL and DMM-Integrated PBL in promoting students' critical thinking. Finally, to promote students' critical thinking, educators are recommended to use PBL or DMM-Integrated PBL in the classroom.
The Analysis of the Efficiency of Digital Education Platforms Based on Various Variables
Author: Yazici, Elif Büsra
Date: 2022-05-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Foreign Countries,Mathematics Instruction,Teacher Attitudes,Teacher Characteristics,Gender Differences,Age Differences,Institutional Characteristics,Instructional Program Divisions,Educational Attainment,Inservice Teacher Education,Status

The present study aimed to determine the proficiencies of digital education platforms employed in mathematics courses instructed by classroom teachers based on various variables. For this purpose, the views of classroom teachers on the sub-dimensions of the Digital Education Platform Evaluation Scale (DEPES) were analyzed based on various variables. Correlational survey model was employed in the study. The study group included 601 classroom teachers employed in public and private primary schools in Istanbul during the 2020-2021 academic year. The Digital Education Platform Evaluation Scale (DEPES) was used in the study. SPSS 23 statistics software was utilized to analyze the study data. The differences between the paired variables were determined with the Mann-Whitney U-test, and the Kruskal-Wallis test was used to determine the differences between the other variables. The efficiency levels of the digital education platforms employed in primary school mathematics course were analyzed based on content, design, motivation, and teacher proficiency. The analysis of the views of the teachers on the efficiency of the digital education platforms based on the gender, seniority, age, education level, grade of instruction, school type, in-service training variables revealed significant differences between the scores of various platforms. It was determined that teachers who have seniority and age found EBA sufficient, less seniority and younger teachers found Okulistik sufficient. In general, the content of all platforms should be developed. The present study is considered important since the efficiency of digital education platforms frequently employed in the current learning and instruction processes was determined.
Teaching Mathematics to Non-Mathematics Majors through Problem Solving and New Technologies
Author: Marchisio, Marina
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Majors (Students),Nonmajors,Problem Solving,College Freshmen,Blended Learning,STEM Education

The role of mathematics in several scientific disciplines is undisputed; work and everyday life take great advantage of its application. Nevertheless, students often tend to not particularly like it and to consider it of little interest. It is also believed that only people with a certain attitude are capable of mastering the subject. In consideration of this, we aimed to help science students develop mathematical competences by designing a course specifically oriented to applications and problem solving. We administered our course to students attending the first year of a program in biotechnology, asking them to work with technologies instilling curiosity and interest, thus achieving a better proficiency as a consequence. Two questionnaires, along with access and proficiency data, allowed us to collect information about students' attitudes, beliefs, and activity, which we analyzed by means of descriptive statistics. The promotion of the interaction among learners made them active users of the contents, thus allowing for the adaptation of their learning paths according to their personal necessities, as well as the development of teamwork skills and flexibility. Finally, students recognized the usefulness of the problem-solving approach and the role played by software.
The Relationship between School Administrators&apos; Leadership Traits and Learning Schools: A Meta-Analysis Study
Author: Alanoglu, Muslim
Date: 2022-05-00
Type: Journal Articles
Subjects: Correlation,Leadership Styles,Administrator Characteristics,Meta Analysis,Transformational Leadership,Research Reports,School Administration,Effect Size,Elementary Secondary Education,Educational Policy

School administrators' leadership characteristics are crucial in creating a learning school. Therefore, this study aimed to examine the relationship between transformational leadership characteristics and the learning school using meta-analysis. For this purpose, individual studies suitable for inclusion criteria were determined. In this context, we examined the studies between the years 2000 and 2020 on the relationship between school administrators' transformational leadership characteristics and learning schools. Studies including correlation coefficient, t value, and sample size were covered to calculate the effect size required for meta-analysis. A total of 20 effect sizes were included in the 19 studies. In the study, analyses of forest plots, publication bias, heterogeneity, and subgroup tests were performed. The random-effects model conducted in the study determined that the overall effect size was positive and strong. The subgroup analysis showed that the country variable was the source of heterogeneity in effect sizes, while the publication type was not. The study revealed that leadership characteristics are significant predictors of learning school and one of the most critical leadership styles to create a learning school is transformational leadership. Policymakers and practitioners have essential duties in transforming schools into learning schools. Therefore, school administrators who want to turn their schools into learning organizations should always be supported by those who produce education policies.
Informal Education Pedagogy Transcendence from the &apos;Academy&apos; to Society in the Current and Post COVID Environment
Author: Jones, Ian David
Date: 2022-00-00
Type: Journal Articles
Subjects: Informal Education,Teaching Methods,Experiential Learning,College Instruction,COVID-19,Pandemics,Social Justice

The purpose of this paper is to consider the following two notions; (1) that the use of 'informal education pedagogies' within teaching and learning in the 'academy' can both support the learning process within the 'classroom' but also transcend to society via students; and (2) that synergies exist between informal education and social pedagogical concepts. The discussions are situated from the perspective of an experienced practitioner and academic who is currently teaching youth related degree courses within a Higher Education Institution. This experiential learning has informed knowledge acquisition, understanding and skills application from professional practice to the teaching environment. An experiential learning perspective will be the primary method adopted; the value of this paper lies in its potential to re-affirm that degree courses which embed a 'practice the practice' approach in their teaching methodology support the embedding of core values of the said discipline. The paper argues that the ethically value-based principles and practice of informal education pedagogy, and social pedagogy, are relevant for the current and post COVID-19 pandemic environment.