ethanporcaro/eric-fulltext-meta huggingface dataset:
Influence of Teachers&apos; Self-Efficacy on Secondary School Students&apos; Self-Efficacy in Biology in Ogbomoso, Nigeria
Author: Ahmed, Mulkah Adebisi
Date: 2022-03-00
Type: Journal Articles
Subjects: Self Efficacy,Foreign Countries,Teaching Methods,Learning Processes,Biology,Science Instruction,Correlation,Gender Differences,Secondary School Students,Scores,Teacher Student Relationship,Science Teachers,Measures (Individuals)

It is widely proven by several studies that efficacy is an important factor in the teaching learning process. Therefore, the goal of this study was to examine whether teachers' self efficacy contributes to the development of students' self-efficacy in Biology. This study was a descriptive research with survey type which used proportionate and stratified sampling techniques to select 98 secondary schools in Ogbomoso, Nigeria. Proportionate, purposive, and simple random sampling techniques were used to select 207 biology teachers and 392 SSS I and II biology students based on gender. The data collected were analysed using mean scores, chi-square, and regression analysis at 0.05 level of significance. The findings revealed that: 1) there was a positive correlation between teachers' self-efficacy and students' self-efficacy in biology; 2) the level of teachers' self-efficacy was moderately high; and 3) female students have higher self-efficacy than male students in biology. The study concluded that teachers' self-efficacy influences their students' self-efficacy. Thus, it is recommended that biology teachers should be responsible and pay more attention to the development of their students' self-efficacy irrespective of students' gender.
Developing the Guided Inquiry-Based Module on the Circulatory System to Improve Student&apos;s Critical Thinking Skills
Author: Wulandari, Dynna Sri
Date: 2022-03-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,High School Students,Foreign Countries,Critical Thinking,Teaching Methods,Science Instruction,Instructional Effectiveness,Validity,Specialists,Learning Processes,Scores,Anatomy,Comparative Analysis,Thinking Skills

The limitations of inquiry-based teaching modules impact the low critical thinking skills of students. The research objective is to develop an inquiry-based module to improve students' critical thinking skills. This development research uses the Borg and Gall model in designing and testing the module. The development was carried out in February-November 2020 at Batik Senior High School 1 of Surakarta, Central Java. The subjects of this study were students of class XI-Science Batik Senior High School 1 of Surakarta. The assessment of the feasibility and effectiveness of the module uses a validation instrument by linguists, material experts, and learning experts. Assessment of students' critical thinking skills using HOTS questions. The effectiveness of the module was tested using the Z test. The results concluded that the module was feasible to use in learning with a feasibility score of 3.83 (linguistic aspect), 3.92 (material aspect), and 3.80 (learning aspect). Furthermore, this module effectively improves students' critical thinking skills as indicated by the results of the Z test ([alpha]&lt;0.05). This study recommends the development of inquiry-based modules in improving students' critical thinking skills
Developing Madura Local Content and Augmented Reality-Based Digital Textbook to Improve Scientific Reasoning Ability
Author: Yasir, Mochammad
Date: 2022-03-00
Type: Journal Articles
Subjects: Science Education,Thinking Skills,Textbooks,Online Courses,Electronic Publishing,Instructional Design,Pretests Posttests,Validity,Scores,Content Validity,Classification,Teaching Methods,Skill Development,Models,Instructional Effectiveness,Junior High School Students,COVID-19,Pandemics,Educational Change,Foreign Countries,Science Process Skills

Textbooks currently circulating have not been adapted to online learning systems and their contents are less interactive, less communicative, and have not been based on local content potential. This research aimed to produce digital textbooks based on Madura local content and augmented reality to improve students' scientific reasoning ability. This research development was done based on ASSURE instructional design, between July and August 2020. This research involved 15 students of SMP Al-Hikam Burneh, Bangkalan-Madura. The assessments of the digital textbook were done to decide its validity, practicality, and effectiveness. Furthermore, the students' scientific reasoning abilities were measured using pretest and posttest. The validity data obtained were analyzed descriptively using percentages, while students' scientific reasoning skills were analyzed using gain scores. The results showed that the percentage values were 87.5% for content validity (valid), 91.10% for media (very valid), 87.41% for technical (very valid), and 88.9% for practicality (valid). In addition, the students' scientific reasoning skills were classified as effective based on the gain scores achieved in each indicator i.e., 0.49 (argumentation), 0.45 (existing knowledge), 0.38 (methodology), 0.43 (analysis), and 0.40 (concluding). Thus, the digital textbook developed is effective to improve students' scientific reasoning skills.
Application of Genetic Problem Base Online Discussion to Improve Genetic Literacy of Prospective Teachers
Author: Maryuningsih, Yuyun
Date: 2022-03-00
Type: Journal Articles
Subjects: Genetics,Scientific Literacy,Problem Based Learning,Teaching Methods,Science Instruction,Computer Mediated Communication,Comparative Analysis,Pretests Posttests,Molecular Structure,Multiple Choice Tests,Science Tests,Preservice Teachers,Teacher Education Programs,Biology,Computer Software,Discussion (Teaching Technique),Undergraduate Students,Science Teachers,Foreign Countries

Genetics is a subject that is quite difficult according to students. Various strategies and methods are used to understand genetics in learning to have genetic literacy. One way of increasing genetic literacy in students is to apply genetic problems based on an online discussion in genetics lectures. The research was conducted to determine the effect of genetic problem-based online discussion on increasing students' genetic literacy. The research design used a pre-posttest control group design. It was carried out experimentally on three treatment groups: the genetic problem base of students, the genetic problem base of educators--students, and the genetic problem base of educators. According to the genetic literacy domain, genetic literacy is measured through multiple-choice tests, including genetic models, meiotic models, and molecular models. Manova analyzed the value of gene literacy, and a post-doc further test was performed to differentiate genetic literacy in the three treatment groups. The results showed that genetic literacy increased in all treatment groups, with the highest increase in the group that applied a genetic problem base focused on student problems.
Integrating Artificial Intelligence into Research on Emotions and Behaviors in Science Education
Author: Ezquerra, Angel
Date: 2022-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Educational Research,Psychological Patterns,Student Behavior,Science Education,Inquiry,Active Learning,Nonverbal Communication

Most research on emotions and behaviors in science education has used observational or declarative methods. These approaches present certain strengths, but they have important limitations for deepening our understanding of the affective domain. In this work, we develop a method for analyzing the dynamics of affective variables during an inquiry-based activity with an artificial intelligence system that recognizes facial expressions. Although the study was carried out on 12 students, here we analyze data from one person to describe the method in detail. The videos were processed with a software which outputs behavioral and emotional signals. To analyze them, we applied centered moving averages with different widths. This allowed us to align and interpret the dynamics of emotional, behavioral, and learning actions. We found spikes of Surprise when the student seemingly implemented their models, and their predictions were not met. Our analysis suggests the existence of four phases in the inquiry-based activity with specific dynamic profiles. This work lays the foundations for researchers and teachers to develop tools to monitor emotions and behaviors.
Mathematics Related Belief System and Word Problem-Solving in the Indonesian Context
Author: Hidayatullah, Achmad
Date: 2022-00-00
Type: Journal Articles
Subjects: Problem Solving,Word Problems (Mathematics),Foreign Countries,Student Attitudes,Grade 8,Middle School Students,Test Validity,Factor Analysis,Test Construction,Psychometrics

The purpose of the present study is to provide empirical evidence on the adaptation of the mathematics-related beliefs questionnaire (MRBQ) supplemented by info-communication technology-related items. Besides, we also investigate the relationship between their beliefs about mathematics and their ability in problem-solving mathematics. 234 grade eight students from five schools in Java, Indonesia, participated in this study. The questionnaire has appropriate reliability. To examine the validity of the questionnaire, factor analysis was applied, and regression analysis was conducted to explore students' beliefs and their relation to their performance. Factor analysis revealed a good fit of the model; therefore, confirming the validity of MRBQ in the Indonesian context. Descriptive statistics showed students' tendency to follow the nonrealistic approach when doing word problems. Regression analysis indicated the significant role of beliefs in mathematics predicting students' performance on mathematical word problems.
The Link between Perceived Leadership Style and Institutional Readiness for Change in the Public Universities of Ethiopia
Author: Zeleke, Befekadu
Date: 2021-00-00
Type: Journal Articles
Subjects: Leadership Styles,Questionnaires,Transformational Leadership,Organizational Change,Correlation,College Faculty,State Universities,Teacher Attitudes,Educational Change,College Administration,Administrator Attitudes,Foreign Countries

This study explored the links between leadership styles and institutional readiness for change using a correlational research design. A total of 616 academic staff drawn from five public universities was included using proportionate stratified and simple random sampling techniques. Data were collected using Multi-factor Leadership Questionnaire and Organizational Change Recipients Beliefs' Scale and analyzed using descriptive and inferential statistics. The results unveiled that the leadership style of top university leaders was found to be between transactional and laissez-faire in their leadership style and high institutional readiness for change in public universities. The findings further disclosed that the transformational leadership style had high, positive, and significant relations with institutional readiness for change while transactional and laissez-faire leadership styles had low, sometimes negative, and non-significant effects. Finally, it was concluded that high institutional readiness for change is an opportunity for university transformation. Still, failure to be transformational in leadership style at the top leadership echelon could hinder its implementation. Policy implications are also indicated in the study.
Cultivating Student Participation in the Context of Mock Elections in Schools: Practices and Constraints in Secondary Education in the Netherlands
Author: de Groot, Isolde
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elections,High School Students,Democratic Values,Student Participation,Barriers,High School Teachers,Simulation,Teacher Characteristics,Institutional Characteristics,Student Characteristics,Citizenship Education

Purpose: In light of growing attention to promoting democratic learning opportunities in the EU and the US, this study provides insight into student opportunities to engage in the organisation of mock elections in Dutch high schools, and constraints that teachers identify in implementing mock elections. Approach: A survey study was conducted. One fourth of Dutch high schools that organise mock elections through the National NGO for Democracy and Education participated. Findings: Data analysis reveals clear discrepancies between the existing versus the desired (1) participation of student groups invited to the organisation of mock elections and (2) types of student involvement offered in our research population according to teachers. Main constraints that teachers identified are: limited resources for curriculum development; lack of a clear school-policy on citizenship education; and insufficient attention to relevant teacher competences in (post)initial training. Practical implications: our paper concludes with several suggestions for strengthening policies and practices on political and educational participatory practices in schools. in citizenship education. These findings indicate that addressing the material or sensory tokens inherent in such exclusionary discourse may be a useful starting point.
Project-Based Inquiry in STEM Teaching for Preschool Children
Author: Chen, Ya-Ling
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Kindergarten,Preschool Children,Preschool Teachers,STEM Education,Inquiry,Student Projects,Curriculum Development,Curriculum Design,Curriculum Implementation,Skill Development,Knowledge Level

This study explored the research question: How can project-based inquiry (PBI) in STEM teaching be designed, planned, and implemented in two preschool settings? A case study was conducted, using a collaborative action research approach. This research was conducted with 11 teachers and 300 children from 11 classes at two preschools in Taiwan. The data sources included research logs, observations, interviews, and documents. The collected data were analyzed qualitatively (e.g., iterative coding). The results indicate that PBI in STEM teaching can be integrated successfully into preschool curricula. Children can engage enthusiastically in STEM activities in a well-planned learning environment. We provide some suggestions for readers who have an interest in STEM teaching or research at the preschool level.
Space for Linguistic and Civic Hybridity? The Case of Social Sciences in the Language Introduction Programme in Sweden
Author: Wedin, Åsa
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Sciences,Second Language Learning,Swedish,Teacher Attitudes,Teacher Role,Foreign Countries,Language of Instruction,Immigrants,Secondary School Students,Knowledge Level,Student Experience,Student Needs,Language Proficiency,Secondary School Teachers,Teaching Methods,Geography Instruction,History Instruction,Civics,Language Usage,Native Language

Purpose: The aim is to analyse linguistic aspects of education in Social Sciences for L2 students. Method: Linguistic ethnography is used for studying the hybridity of Social Sciences with material from nine lesson observations and interviews with three teachers. Findings: Findings showed that students' earlier experiences, knowledge, and perspectives on life were not acknowledged. The Third space appears as a transitional space where students are perceived as deficient, not yet reaching the goal of the introduction programme: to enter mainstream education. Students' agency was related to this space where the transformation was expected to take place, while teachers positioned themselves as outside, and the knowledge presented was simplified and fragmentized. While teachers expressed dissatisfaction with students' (lacking) Swedish proficiency, they did not seem to understand their own role to teach Swedish through Social Sciences. Implications: This shows that subject teachers need to learn linguistic aspects of their own subject and conditions for L2 students' learning.
The Influence of Principal Retention and Principal Turnover on Teacher Turnover
Author: Buckman, David G.
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,Labor Turnover,Teacher Persistence,Administrator Role,Influences,Correlation,Persistence,Teacher Shortage,Teaching Conditions,Teacher Salaries,Predictor Variables,Student Characteristics,Poverty,Racial Differences,Ethnicity,Elementary Schools,Middle Schools,High Schools,Geographic Regions,Institutional Characteristics,Geographic Location

This article investigates the critical influence principals have on mitigating or exacerbating teacher turnover. Both South Carolina Department of Education (SCDE) data and National Center of Education Statistics (NCES) Common Core of Data (CCD) from Academic Years 2016 to 2020 were used to analyze the research question. A Restricted Maximum Likelihood (REML) mixed-effects multiple regression model determined that there was a statistically significant relationship between principal turnover and teacher turnover (p [less than or equal to] 0.01; b=-1.079) as well as Principal retention and teacher turnover (p [less than or equal to] 0.001; b=0.169). The article provides evidence that retaining principals and reducing principal turnover can significantly reduce teacher turnover.
Teaching Social Studies with Mind and Intelligence Games: A Study of Teacher Candidates&apos; Views and Experience
Author: Adalar, Hayati
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Social Studies,Educational Games,Game Based Learning,College Students,Foreign Countries,Preservice Teachers,Preservice Teacher Education,Planning,Classroom Techniques,Student Centered Learning,Positive Attitudes

Purpose: The study aims at analyzing teacher candidates' experience and views about the use of mind and intelligence games in social studies courses. Design/methodology/approach: The basic qualitative design was used in this paper. Data were obtained during the 2016-2017 academic year from 12 4th year college students studying social studies teacher education in a university located in Turkey. A two-week (16 hours) workshop program on 21 different mind and intelligence games of different genres was given to the teacher candidates. Dataset were analyzed regarding the usability of mind and intelligence games in social studies education. Findings: The obtained results showed that although mind and intelligence games offer important contributions to teaching social studies, there may be some difficulties. Practical implications: University administrators may organise in-service training programs for instructors on mind and intelligence games as implementing them in courses may increase learner satisfaction and contribute to a more positive classroom environment.
Youth Participation and Citizenship Education: An Analysis of Relations in Four European Countries
Author: Ribeiro, Ana Bela
Date: 2022-00-00
Type: Journal Articles
Subjects: Youth,Citizen Participation,Citizenship Education,Foreign Countries,Civics,Student Participation,Educational Policy,Nongovernmental Organizations,Relevance (Education),Political Attitudes,Psychological Patterns,Trust (Psychology)

Purpose: We intend to bring into debate what seems to be a paradoxical relation between the lack of youth civic and political participation, and the current disinvestment in the effective implementation of citizenship education policies. Design: A comparative framework between four European countries concerning youth civic and political participation, and citizenship education policies, including the involvement of NGOs in youth civic education. Findings: Data shows that young people's (apparent) participatory apathy may have other readings or other meanings. Young people seem to be increasingly looking for more dynamic and less traditional forms of participation, and there is a need for citizenship education policies to be more grounded in this reality. Implications: Overall, we might be facing a paradox where educational policies seem to be tailor-made for young people who do not actually relate to them.
Evaluating the Design of Mathematics Courses Available on the Blackboard Platform at Prince Sattam bin Abdulaziz University According to Quality Matters Standards
Author: Alkramiti, Abouelftouh Mokhtar
Date: 2022-00-00
Type: Journal Articles
Subjects: Curriculum Evaluation,Curriculum Design,Mathematics Curriculum,Integrated Learning Systems,Educational Quality,Foreign Countries,Electronic Learning,College Students,College Faculty,Online Courses,Student Attitudes,Teacher Attitudes

Considering COVID-19 pandemic, interest in e-learning has increased at the global level. Therefore, the current study aimed to evaluate the quality of designing online mathematics courses according to quality matters (QM) standards at Prince Sattam bin Abdulaziz University. The study relied on a qualitative mixed explanatory sequential research design for data collection and analysis. A questionnaire based on the quality matters rubric (QMR) sixth edition was used to collect quantitative data from 31 mathematics faculty members and 75 university students studying mathematics courses online. To collect qualitative data, interviews were held with 10 of the participants. Intentionally based on the responses given in the questionnaire. SPSS 24.0 software was used to analyze quantitative data. The results indicated a high percentage of achievement of QM standards in mathematics courses from the point of view of the faculty members and achieved to a moderate degree from the students' point of view. Moreover, the results indicated that there are statistically significant differences ([alpha]&lt;0.05) between the estimates of faculty members and students in favor of faculty members in favor of faculty members. The results also revealed that there were statistically significant differences ([alpha]&lt;0.05) between the students' estimates of the academic achievement variable in favor of the outstanding students, while the results indicated that there were no statistically significant differences ([alpha]&lt;0.05) attributed to the level of computer skills variable. The results of the interviews revealed the existence of some suggested improvements on the Blackboard platform to suit mathematics courses and learning them online, and some obstacles faced students during the online learning period were identified. The study presented many recommendations and research proposals as future work.
Analyzing the Effectiveness of Using Mixed-Reality Simulations to Develop Elementary Pre-Service Teacher&apos;s High-Leverage Practices in a Mathematics Methods Course
Author: Aguilar, Jair J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Mathematics Instruction,Methods Courses,Computer Simulation,Instructional Effectiveness,Computer Uses in Education,Teaching Skills,Skill Development,Problem Solving,Student Evaluation,Elementary School Students

First-year elementary pre-service teachers usually conduct field observations but are barely offered opportunities to engage in well-structured teaching situations. In the current study, we implemented mixed-reality simulations (MRS) in a mathematics methods course to improve elementary pre-service teacher's abilities to elicit, question, and assess elementary students in an interview setting while the elementary students solve problem-solving activities. We answered the following questions: (i) To what extent do elementary pre-service teachers' exposure to MRSs enhance their use of productive mathematical talk moves (PMTMs) compared to other elementary pre-service teachers not exposed to the simulation; (ii) Do the numbers of MRS exposure improve elementary pre-service teacher's use of PMTM to elicit elementary students' thoughts? We found evidence that the use of MRS can effectively develop the teaching practices of first-year elementary pre-service teachers and that the number of simulations sessions play a relevant role in improving their teaching skills.