ethanporcaro/eric-fulltext-meta huggingface dataset:
The Use of Semiotic Representations in Reasoning about Similar Triangles in Euclidean Geometry
Author: Ubah, Ifunanya
Date: 2019-00-00
Type: Journal Articles
Subjects: Geometry,Geometric Concepts,Mathematics Instruction,Preservice Teacher Education,Preservice Teachers,Mathematical Logic,Misconceptions,Error Patterns,Foreign Countries,Semiotics,Intervention,Concept Formation,Teacher Competencies

Many pre-service mathematics teachers in South Africa are apprehensive about the content of Euclidean geometry, because they did not study Euclidean geometry in high school but will be expected to teach the content when they start their teaching career. This article reports on a study that explored the role of semiotic representations in pre-service teachers' reasoning about the similarity relationship between triangles. Data were generated from the written responses of 65 pre-service mathematics teachers as well as three semi-structured interviews. Duval's notions of conversions and treatments were used as a framework to understand the pre-service teachers' struggles with negotiating movements between the visual and symbolic registers of representation. The findings revealed that many pre-service teachers struggled with identifying the similarity relationship between triangles appearing in various configurations of geometric objects. While some participants were easily able to draw upon the two registers to express the relationships, one student who initially made many errors was only able to discern the necessary relationships with the help of a concrete representation that could be physically manipulated. The study therefore provided an example of how a student's errors could be used as a learning resource to lead to meaningful learning.
Using Standard Setting to Promote Meaningful Use of Mathematics Assessment Data within Initial Teacher Education Programmes
Author: Moloi, Qetelo M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Teacher Education Programs,Standard Setting,Mathematics Tests,Mathematics Skills,Knowledge Base for Teaching,Teacher Competencies,Foreign Countries,Performance Based Assessment,Knowledge Level,Test Items,Difficulty Level,Cognitive Processes,Cutting Scores,Pedagogical Content Knowledge

Within initial teacher education there is increasing pressure to enhance the use of assessment data to support students to improve their knowledge and skills, and to determine what standards they meet upon graduation. For such data to be useful, both programme designers and students require meaningful and comprehensive assessment reports on students' performance. However, current reporting formats, based on percentages, are inadequate for providing meaningful qualitative information on students' mathematics proficiency and, therefore, are unlikely to be used for interventions to improve teaching and enhance learning. This article proposes standard setting as an approach to reporting the assessment results in formats that are meaningful for decision-making and efficacious in subsequent interventions. Mathematics tests, developed through the Primary Teacher Education (PrimTEd) project, were administered electronically on a convenient sample of first-year and fourth-year PrimTEd students (N = 1 377). The data were analysed using traditional descriptive statistical analysis and the Objective Standard Setting method. The two reporting formats -- one using a percentage score and the other using standards-based performance levels -- were then compared. The study identified important distinguishing features of students' mathematical proficiency from the two reporting formats, and makes important findings on the specific knowledge and skills that students in South African initial teacher education programmes demonstrate. We conclude that reporting assessment results in standards-based formats facilitates differentiated interventions to meet students' learning needs. Furthermore, this approach holds good prospects for benchmarking performance across universities and for monitoring national standards.
Applying Experiential Learning to Teaching the Equation of a Circle: A Case Study
Author: Tong, Duong Huu
Date: 2020-00-00
Type: Journal Articles
Subjects: Case Studies,Experiential Learning,Student Attitudes,Teaching Methods,Metacognition,Creativity,Learning Motivation,Learning Activities,Problem Solving,Grade 10,Secondary School Students,Comparative Analysis,Positive Attitudes,Student Interests,Instructional Effectiveness,Mathematics Instruction,Foreign Countries

Methods of education in schools should promote students' activeness, self-awareness, initiative and creativity; be suitable with the characteristics of each class and subject; foster self-study methods, ability to work in groups, practice skills to apply knowledge into practice, and impact emotions to bring joy as well as excitement to students. Experiential education is a method of teaching and meets the above requirements. Experiential activities are closely related to teaching and educational activities in schools, in order to create an environment for learners, associate theory with practice, and unify awareness with action and learners, and have the opportunity to experience their behaviour. The study was aimed at assessing the performance of activities through experience in solving problems about the equation of a circle and investigate students' attitudes as well as beliefs in such activities. The experimental class included 30 10th grade students and was taught by the experiential learning model, while the control class also had 30 students and was taught in a conventional way of teacher's guidance. Both quantitative and qualitative analysis methods were utilised to analyse and evaluate the collected data. The results showed that the experimental class achieved better mathematical results than the control class as well as had a positive learning attitude, showing interest in the learning topic.
A Proposal for Holistic Assessment of Computational Thinking for Undergraduate: Content Validity
Author: Sondakh, Debby Erce
Date: 2020-00-00
Type: Journal Articles
Subjects: Holistic Approach,Teamwork,Work Environment,Information Technology,Computer Science Education,Problem Solving,Undergraduate Students,Student Attitudes,Communication Skills,Generalization,Computation,Teaching Methods,Evaluation Methods,Content Validity,Spiritual Development,Specialists,Item Analysis,Foreign Countries

Studies have acknowledged computational thinking (CT) as an efficient approach for problem-solving particularly required in digital workplaces. This research aims to identify indicators for a holistic CT assessment instrument for undergraduate students. A three-round fuzzy Delphi study has been conducted to gain comprehensive opinions and consensus from undergraduate lecturers of computer science disciplines and experts from the information technology industry. In round 1, the experts judged a set of predefined indicators describing CT skills and attitudes identified from the literature, while rounds 2 and 3 focused on variables selection. The consensus was achieved on holistic CT, and the indicators are teamwork, communication, spiritual intelligence, generalization, problem-solving, algorithmic thinking, evaluation, abstraction, decomposition, and debugging. Results demonstrate the importance of attitudes in the process of solving a problem and suggest higher education institutions to consider holistic CT in preparing qualified future graduates. Many CT studies focused only on the skills of CT. This study outlines the assessment indicators that consider both CT skills and attitudes, particularly at the undergraduate level.
The PGBE Model for Building Students&apos; Mathematical Knowledge about Percentages
Author: Mula, Melinda
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematical Concepts,Knowledge Level,Teaching Methods,Instructional Effectiveness,Grade 7,Early Adolescents,Cognitive Development,Prior Learning,Foreign Countries,Models,Mathematics Teachers,Urban Areas,Retention (Psychology)

This research study presents the PGBE model for teaching and learning percentages with students of Grade 7 when their cognitive development enables the conceptual understanding of percentages as proportional statements, and offers the possibility for more effective matching of them with fractions and decimal numbers. The abbreviation PGBE presents the interrelation of the poster method and three instructional models through which different types of students' mathematical knowledge about percentages can be built. Hence, P stands for the poster method through which the recognition of students' previous knowledge about percentages can be done, G represents different grids that can be used for building concrete type of knowledge about them; B signifies the bar model for developing students' proportional understanding of percentages, and E represents the extended bar model for fostering students' principled-conceptual understanding of percentages. The effectiveness of the implementation of the PGBE model is assessed by organizing two cycles of piloting and conducting the experimental method with 263 students of ten Grade 7 classes. The results of the study show that the implementation of the PGBE model has had an impact on the learning of students, stimulating an in-depth learning and a long lasting knowledge about percentages for this cohort of students.
The Involvement of Gender in STEM Training for Teachers
Author: Dinh, Duc Hoi
Date: 2020-00-00
Type: Journal Articles
Subjects: Gender Differences,STEM Education,Teacher Education Programs,Foreign Countries,Self Efficacy,Textbooks,Elementary Secondary Education,High School Teachers,Student Attitudes,Biology,Chemistry,Majors (Students),Teaching Methods,Grouping (Instructional Purposes),Check Lists,Task Analysis,Preferences,Physics,Undergraduate Students,Universities,Learning Activities,Females,Science Teachers,Mathematics Teachers

According to General Statistics Office of Vietnam on 30th September, 2017, Vietnam has 858,800 teachers, and among those, 615,720 people were female (occupied 71.7%). It can be seen that female teachers made up a big percentage in the education sector. Besides, STEM education is soaring as a new approach in training with prominent advantages, such as: theories embedded in actual practices, ability-oriented development, pressure reduction in studying… This is not only a trend but also a necessary element in new teaching modules at high school -- which will be implemented in academic year 2020-2021 in Vietnam. As a result, it is necessary to consider the gender factor in the process of training and developing teaching with STEM education. This paper will present the results from the research that took place from 2015 to 2018 within Thai Nguyen University of Education.
The Efficiency of Training a Teacher at Higher Education Institutions of Different Profiles
Author: Vykhrushch, Vira O.
Date: 2020-00-00
Type: Journal Articles
Subjects: Efficiency,Foreign Countries,Masters Programs,Institutional Characteristics,Specialists,Higher Education,Program Descriptions,Empathy,Reflection,Profiles,Teacher Education Programs,Teaching Methods,Strategic Planning

The article reveals the problem of empirical research of training higher education institutions teachers in the context of the master's degree programme. This study specifies and adapts the methods of diagnostics, criteria for conducting teacher training which are reasonable, psychologically and pedagogically approved and could be implemented in the institutions of higher education of different profiles. It was found out that the training of a teacher within the boundaries of the master's degree programme of institutions of higher education is an actual task of three-level training of a specialist in Ukraine and requires a differentiated approach for institutions of higher education of various profiles. The components of the programme, based on their comparative characteristics, the status of teacher training in higher education institutions of different profiles with the application of certain criteria, indicators and levels were determined. Comparative analysis of the results of determining the levels of activity empathy and pedagogical reflection formation at the final stage of the study showed objective differences in teacher training in the context of the master's degree programme of institutions of higher education of different profiles. The perspective directions of the problem under consideration are the study of the didactic conditions of effective teacher training for the master's degree in higher education and the development of the concept of master's training in higher education institutions on this basis, the analysis of the influence of the main factors on the formation of a teacher of a higher educational institution in the context of a master's degree programme, in the profile professional training.
The Impact of Service-Learning on EFL Teacher Candidates&apos; Academic and Personal Development
Author: Simsek, Meliha R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Service Learning,Preservice Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Comparative Analysis,Figurative Language,Teacher Education Programs,Language Teachers,Student Attitudes,Reflection,Altruism,Teacher Student Relationship,Individual Development,Interpersonal Competence,Outcomes of Education,Well Being,Informal Education,Peer Teaching,Teaching Methods,Pedagogical Content Knowledge,Academic Achievement,Metropolitan Areas

Despite its well-documented benefits for training a wide range of professionals, including teacher candidates in almost all content areas, the incorporation of service-learning into foreign language teacher education is relatively new, and most research only dealt with narrative accounts of non-work-related charitable activities. Consequently, this study sought to investigate the impact of the 20-hour peer-tutoring project on the teaching beliefs, community service attitudes, personal and professional development of 14 Turkish EFL teacher candidates. A comparison between their pre- and post-service metaphors revealed a conceptual shift not only in their teaching perspectives from the behaviorist to constructivist paradigm for knowledge acquisition, but also in their community partnership approaches from the unidirectional to reciprocal pattern of altruism towards their tutees. The classification of their written reflections into six types of significant learning demonstrated that despite a relatively greater focus on expressing their foundational knowledge and application practices, a more balanced distribution of learning gains was achieved between the two overarching spheres of academic learning and personal growth, when coursework engagement and multimodal reflections were co-implemented. They reported developing effective teacher dispositions, interpersonal skills and social responsibility, valued intrinsic rewards for their contributions to the youth well-being, and also appreciated the informal professional learning opportunities the peer-tutoring service offered, though without establishing their own learning agendas.
The Most-Cited Educational Research Publications on Differentiated Instruction: A Bibliometric Analysis
Author: Shareefa, Mariyam
Date: 2020-00-00
Type: Journal Articles
Subjects: Bibliometrics,Individualized Instruction,Educational Research,Information Retrieval,Authors,Publications,Periodicals,Mathematics Instruction,Reading Instruction,Curriculum,Knowledge Base for Teaching

The amount of empirical research conducted in the area of differentiated instruction (DI) is overwhelming, necessitating this bibliometric analysis in order to produce an overview of literature on the topic. The objective of this study is to identify the characteristics of the most-cited educational research published on the topic of DI using science mapping and multi-dimensional bibliometric analysis methods. To answer the research questions which were related to: i) publication, ii) authorship, iii) authors' keywords, and iv) journals, a total of 100 articles published between 1990 and 2018, generated from SCOPUS, were analysed. The results showed that the most-cited articles and the number of publications were highest between 1995 and 2011. With a total of 545 citations &quot;A Time for Telling&quot;, published in the Journal of Cognition and Instruction (1998), was the most cited. The most significant keywords were: a) differentiated instruction, b) differentiation, c) curriculum, d) mathematics, and e) reading. The analysis showed that there were 283 authors who contributed to the 100 articles, and amongst them Carol McDonald Connor was the greatest contributor. It was also revealed that the great majority of the most-cited publications were from Q1-ranked journals. These findings inform scholarly efforts adopted in developing a diverse knowledge base in the field. The findings are important to scholars as they provide an overview of the progress of research on the topic of DI.
Implementation Supplementary Book of Green Consumerism: Improving Students HOTS in Environmental Learning
Author: Ichsan, Ilmi Zajuli
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Thinking Skills,Environmental Education,Conservation (Environment),Consumer Education,Telecommunications,Handheld Devices,Grade 8,Pretests Posttests,Scores,Comparative Analysis,Biology,Junior High School Students,Computer Assisted Instruction,Instructional Effectiveness,Foreign Countries

Environmental learning in the 21st-century must be contextual and require the ability of Higher-Order Thinking Skills (HOTS) to solve environmental problems such as green consumerism. The purpose of this study was to implement an Android-based Supplementary Book of Green Consumerism (SBGC) to improve 8th-grade students' HOTS in environmental learning. The method used experiment with a sample of 144 students in 8th grade. This research design was a pre-post test with the control group. The treatment given was in the form of using SBGC in the experimental classes. The instrument used 12 items with HOTS questions (analyzing, evaluating, and creating) that contain a green consumerism problem. Analysis of the data used the normality test, homogeneity and continued with the t-test. The results showed that the students HOTS score increased significantly in the pre-test and post-test in the experimental class or compared to the control class. Increased in the experimental classes from a score 15.7 (very low) to 32.73 (low). Meanwhile, comparison between the experimental classes with a score 32.73 (low) and control classes with a score 25.25 (very low). This showed that SBGC is easy to understand and have instruction to solve environmental learning in SBGC menu. SBGC is also interesting so that makes students become active in learning. The conclusion of this study was that SBGC can increased students' HOTS in environmental learning.
Measurement of Metacognition: Adaptation of Metacognitive State Inventory in Spanish to Mexican University Students
Author: Hinojosa, Luz Marina Mendez
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,Measures (Individuals),Mexicans,Goodness of Fit,Student Attitudes,Foreign Countries,Learning Processes,Psychometrics,Factor Analysis,Item Analysis,Construct Validity,Reliability,Correlation,Spanish,Undergraduate Students

Some of the most important skills of university students is to develop the capacity to resolve problems posed by their communities, which implies that students become independent, autonomous and self-regulated. Also they need to be capable of monitor, asses and modify their learning through their own process of metacognition, this way they can develop the required knowledge and improve their learning. To analyze it, the objective of this research is to evaluate the psychometric properties of the Metacognitive State Inventory in Mexican university students. For this reason, the Metacognitive State Inventory was applied to 908 students. To confirm a second order hierarchy model with four first order factors, confirmatory factor analysis was used (CFA).Four items were eliminated to obtain a better model fit. Internal consistency was accessed through McDonald's omega coefficient. In this way, evidence of the construct validity and reliability of the instrument was provided. The Inventory of the Metacognitive State was correlated with the CEVEAPEU Questionnaire, obtaining significant positive correlations between both instruments, thus providing certainty of convergent validity.
Internationalization in Higher Education: University&apos;s Effective Promotion Strategies in Building International Trust
Author: Rosyidah, Naeli
Date: 2020-00-00
Type: Journal Articles
Subjects: International Education,Higher Education,Universities,Global Approach,Trust (Psychology),Institutional Advancement,Strategic Planning,Accreditation (Institutions),Marketing,International Cooperation,Educational Cooperation,Interpersonal Communication,Teamwork,Scholarships,Foreign Students,Foreign Countries,Student Recruitment

University attempts to respond to globalization to build international trust by conducting internationalization as the bridge of their selected strategies. The efforts needed to build international trust are promotion strategies. This study aims to elaborate the effective promotion strategies in Jenderal Soedirman University, Indonesia. The data were collected by some deep interviews, observation, and documentation. The result shows that the promotion strategies includes, first, the university's direction to be recognized globally by a strong vision, international accreditation for its study programs, and being the center of special studies. Second, the university publicizes the university's programs, activities, excellence, and uniqueness through printed or online media, foreign institutions, and individuals. Third, the university initiates international collaborations with foreign universities and institutions by building good interpersonal communication, forming teams for international collaborations, initiating activities to build trust among individuals, and getting involved in international events. Last, the university offers scholarships for foreign students to increase inbound students.
Verbal Linguistic Intelligence of the First-Year Students of Indonesian Education Program: A Case in Reading Subject
Author: Hasanudin, Cahyo
Date: 2020-00-00
Type: Journal Articles
Subjects: Verbal Ability,Intelligence,Content Analysis,Reading Ability,Language Aptitude,Student Attitudes,Validity,Games,Definitions,Vocabulary Skills,Mathematics Instruction,Difficulty Level,Poetry,Writing Skills,Multiple Intelligences,College Freshmen,Foreign Countries,Indonesian Languages

This study aimed to describe seven indicators of students' verbal linguistic intelligence in reading subject. It used a qualitative research method. The subjects of this study were 30 students consisted of 9 male and 21 female students. They took the reading subject in the second semester of the first year. They were given a test of verbal-linguistic intelligence. Seven students were selected to be interviewed because they have verbal-linguistic intelligence and good communication. To find out the validity of the data, the researchers used triangulation of the test results and the results of interviews and triangulation of the second researcher and research assistants. Furthermore, the data were analyzed using the content analysis method which consisted of three steps, they were data reduction, data presentation, and conclusion drawing/verification. The results of the study show that there were seven indicators of verbal-linguistic intelligence of students in reading subject, first, having excellent initial knowledge in mentioning words, second, enjoying wordplay with Scrabble, third, entertaining themselves and other students by playing tongue twisters, fourth, explaining the meaning of the words written and discussed, fifth, having difficulties in mathematics lesson, sixth, their conversation refers to something they have read and heard, and the last, having the ability to write poetry based on personal experience.