ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Green Policy Implementation on Green Entrepreneurship: Evidence from Indonesia&apos;s Micro, Small, and Medium Enterprises
Author: Kartiko, Yuwono
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Policy,Entrepreneurship,Conservation (Environment),Industry,Small Businesses,Economic Climate,Sustainability,Economic Development,Incentives,Resources,Influences

This study investigated the impact of implementing Ngawi Hijau, a regional spatial planning policy adopted by the Ngawi Regency government, on green entrepreneurship behavior of micro, small, and medium enterprise (MSME) actors engaged in the wood processing industry subsector in Ngawi Regency, Indonesia. Using 150 MSME actors as the research sample and the ordinary least squares estimation technique, this study found that green policy, which includes policy targets, MSME group abilities, MSME resources, incentives, and security, has a positive and significant impact on green entrepreneurship in Ngawi Regency. This study proves that clear and relevant public policy objectives are a prerequisite for effective policy implementation. Clear policy targets make the target group of the policy understand the policy implications, thereby lowering the resistance to the policy. Therefore, in contrast to the top-down model, which emphasizes the role of authority institutions, this research empowerment model proves that, as one of the parties most responsible for policy, aspects related to MSME actors have a pivotal role in realizing effective policy implementation. Among the five factors under consideration, the ability and resources of MSMEs and incentives have a relatively more significant contribution than the other factors in encouraging green entrepreneurial behavior in the wood industry business in Ngawi regency. Thus, to strengthen the readiness of the wood industry MSME actors in implementing the green policy, the Ngawi Regency government needs to pay more attention to the condition of MSME resources, which include HR, financial, and technical aspects. Incentives in terms of financial and non-financial assistance can be an instrument for strengthening MSME resources.
The Effect of ISO and Leadership Quality on the Sustainable Development of Academic Competence and Student Performance
Author: Prabowo, Sugeng Listyo
Date: 2022-00-00
Type: Journal Articles
Subjects: Sustainability,Standards,Leadership Effectiveness,Academic Achievement,Islam,Religious Colleges,Undergraduate Students,State Universities,College Faculty,Sustainable Development,International Organizations,Student Attitudes,Educational Quality,Professionalism,Teacher Student Relationship,Foreign Countries

This study seeks to analyze the influence of the International Organization for Standardization's (ISO) quality standards and leadership quality on the sustainable development of academic competence for lecturers and the implications for the academic performance of Islamic religious college students (PTKI). Data were collected through observation, questionnaires, and documentation and analyzed using multiple regression. The population for this study were all PTKI lecturers and students at the Maulana Malik Ibrahim State Islamic University, Malang, with a sample being selected by proportional random sampling stratification. The findings reveal that (1) ISO and leadership has a positive, significant influence on the sustainable development of PTKI lecturers' academic competence, with the combined effect being much greater than the individual effects; (2) ISO, leadership, and sustainable academic competence development has a positive and significant influence on the academic performance of students, again with the combined influence being greater than the individual influences; (3) ISO has a significant indirect effect on student academic performance through the sustainable development of lecturers' academic competence; and (4) ISO has an indirect effect on student academic performance through the sustainable development of lecturers' academic competence.
Science Teachers&apos; Perceptions of Their Knowledge Base for Teaching Force Concepts
Author: Marake, 'Maphole
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Teachers,Teacher Attitudes,Pedagogical Content Knowledge,Science Instruction,Foreign Countries,Secondary School Teachers,Scientific Concepts,Physics

It is important for students to understand force concepts because they are central to learning physics and other sciences; however, students find it difficult to understand. There are calls for teachers to tap into their professional knowledge and develop beliefs that help them assist students comprehend the topic. To meet this challenge, teachers' perceptions of their knowledge base for teaching force concepts should be probed because perceptions act as windows into teachers' practices. This study, therefore, explored physics teachers' perceptions of their knowledge base for teaching force concepts. Science teachers' pedagogical content knowledge (PCK) frameworks were used to develop a questionnaire based on a 5-point Likert scale administered to 100 physical science teachers who were randomly selected from 54 schools in five districts in Lesotho. Data were analysed using descriptive statistics. The results suggest that, even though teachers reported positive views about their knowledge base, there is no correlation between sub-components of curricular knowledge. It is concluded that teachers should build the curricular knowledge by participating in collaborative activities. It is, therefore, recommended that studies that probe teachers' actual knowledge of PCK constructs are executed, so that appropriate information is available when planning professional development activities targeting teachers' PCK.
The Effect of Students&apos; Attitude towards Science, Technology, Engineering, and Mathematics on 21st Century Learning Skills: A Structural Equation Model
Author: Xu, Shao-Rui
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,21st Century Skills,Student Attitudes,Skill Development,Elementary School Students,Secondary School Students,Age Differences,Foreign Countries

It is crucial to educate students on the basis of science, technology, engineering, and mathematics (STEM) education to develop 21st century learning skills. However, there is little research on the contribution of the attitude towards STEM specific discipline to 21st century learning skills. This study aimed to examine the extent to which students' attitude towards science, technology, engineering, and mathematics (STEM) contributes to 21st century learning skills. Data were collected from 779 students from three primary schools and two secondary schools with the S-STEM questionnaire. Quantitative data were analyzed with structural equation modelling. The results revealed that: (1) students' science attitude, and engineering and technology attitude had positive effects on 21st century learning skills; (2) students' science attitude and mathematics attitude positively affected 21st century learning skills indirectly through the mediating role of technology and engineering attitude; and (3) the school year partially played a moderating role. The finding highlights the importance of valuing STEM attitude across disciplines. In particular, students' engineering and technology attitude is more conducive to improving students' 21st century learning skills. It also suggests the need to pay attention to the changing effect of STEM attitude on 21st century learning skills driven by the school year.
Marginalization and Underrepresentation in Virtual Exchange: Reasons and Remedies
Author: Alami, Nael H.
Date: 2022-00-00
Type: Journal Articles
Subjects: International Educational Exchange,Computer Mediated Communication,Technology Uses in Education,Disproportionate Representation,Study Abroad,Distance Education,Multicultural Education,Intercultural Programs,Geographic Regions,Foreign Countries,Program Design,Program Implementation

The recent expansion of virtual exchange (VE) in lieu of the COVID-19 pandemic and the ongoing advance of technology has resulted in considerably larger numbers of VE participants for those in certain areas and contexts, yet not all would-be participants have been so fortunate. In some regions and in various contexts, challenges in VE implementation have resulted in disadvantaged populations in terms of underrepresentation and marginalization in global VE networks. To illuminate such challenges, a mixed-method approach was utilized in the current study, beginning with a global survey to elucidate reasons for underrepresentation in terms of political, governmental, institutional, administrative, technological, pedagogical, cultural and personal challenges. Thereafter, semi-structured interviews with instructors, administrators, and educational decision makers were conducted to gain further insights. Although VE is now well established as an impactful mode of studying abroad, various region-specific challenges remain. We conclude with recommendations on how to overcome the challenges especially in those underrepresented regions and populations.
The Effects of Science Teachers&apos; Pedagogical Content Knowledge on Students&apos; Attitudes toward Science and Their Achievement
Author: Usak, Muhammet
Date: 2022-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Science Teachers,Student Attitudes,Scientific Attitudes,Science Achievement,Middle School Teachers,Middle School Students,Experienced Teachers,Foreign Countries,Grade 7,Teacher Attitudes

Pedagogical content knowledge (PCK) is one of the most important research topics in science teacher education. The purpose of this study was to investigate the PCK of science teachers with different teaching experiences and examine the effects of teachers' PCK on students' achievement and attitudes toward science. A mixed methods research design was used for the study. Participants were science teachers and their students from two middle schools. Interviews, observation forms, achievement tests, and attitude scales were used as instruments for data collection. Data were collected and analyzed using content analysis, descriptive and inferential statistics. The findings obtained from the quantitative and qualitative data showed some significant differences between teachers' PCKs according to their teaching experience. The results also showed that the PCK of a teacher with the least experience was lower than that of the other two experienced science teachers. The results indicated that experienced teachers who developed PCKs did not significantly impact student achievement and attitudes. Educational implications and recommendations for further studies are also provided.
Assessment of Knowledge Integration in Student Learning of Buoyant Force
Author: Zou, Yi
Date: 2022-00-00
Type: Journal Articles
Subjects: Problem Solving,Scientific Concepts,Concept Formation,Student Evaluation,Physics,Secondary School Students,Student Attitudes,Foreign Countries,Science Education,Knowledge Level,Teaching Methods

Students' problem-solving ability depends on their understanding of related scientific concepts. Therefore, the modeling and assessment of students' understanding of specific scientific concepts is important to promote students' problem-solving ability, as it can find students' understanding difficulties and explore breakthrough strategies accordingly. Inspired by the theory of knowledge integration and combined with the situational characteristics of science education in China, this study established a conceptual framework about buoyant force, which was applied to model students' different understandings of it. And based on the established framework, an assessment of buoyant force was designed and tested among 622 Chinese lower-secondary school students. Through the analysis of the test data and the interview outcomes, it was found that students' understanding of buoyant force could be divided into three levels of knowledge integration including novice, intermediate, and expert. Furthermore, the results demonstrate that an emphasis on the nature of buoyant force can be an effective strategy to help students achieve a deeper conceptual understanding of buoyant force, leading to a more integrated knowledge structure.
Role of WhatsApp in Teaching and Learning Process in Schools in Pakistan
Author: Afzal, Iram
Date: 2022-09-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Mediated Communication,Handheld Devices,Computer Oriented Programs,Private Schools,Administrator Attitudes,Student Attitudes,Teacher Attitudes,Parent Attitudes,Technology Uses in Education,Secondary Education,Electronic Learning,Teaching Methods

The purpose of this study was to explore the effects of the use of WhatsApp in education and discover the opinions of all stakeholders towards the teaching and learning process in private schools. The study was designed in descriptive research using quantitative as well as qualitative data. We used close-ended questionnaires for quantitative data and semistructured interviews for qualitative data. The sample of the study consisted of all the key stakeholders of the education system: principals, students, teachers, and parents. We conducted interviews with school principals and gathered quantitative data from parents, teachers, and students. The study was limited to private sector schools of Mandi Bahauddin district, Phalia city, in the Punjab province of Pakistan. We used thematic analysis and descriptive statistics to identify the opinions of all the stakeholders about the role of WhatsApp in the teaching-learning process. The use of WhatsApp was encouraged as a supportive technology and recommended by the stakeholders. We also discussed the theoretical and practical implication of using WhatsApp.
The Effect of Blended Learning on EFL Students&apos; Performance in Research Methodology and Practice of 21st Century Skills
Author: Hadiyanto, Hadiyanto
Date: 2022-09-00
Type: Journal Articles
Subjects: Blended Learning,English (Second Language),21st Century Skills,Research Methodology,Student Attitudes,Academic Achievement,Skill Development

This study aims to determine the effect of blended learning methods on EFL students' performance in research methodology and their practice of 21st century skills. A quasi-experimental design was used for the study. The sample included two groups of 25 students divided into a control group for conventional learning and an experimental group for blended learning. A test and take-home essay of short research proposal writing was used to measure the students' performance in research methodology, while their practice of 21st century skills was measured via a self-report questionnaire. The results showed that the blended learning method significantly influenced their performance in both areas. The experimental class showed a significantly higher performance in research methodology and 21st century skills than the control. The study outcome expatiates on the value of the implementation of blended learning in enhancing research methodology performance and modern skills practice in the classroom.
Applying Factor Analysis for Assessing Knowledge Structure of Students in Grade 10: The Subject of Redox Reaction
Author: Tang, Wenxiu
Date: 2022-00-00
Type: Journal Articles
Subjects: Factor Analysis,Grade 10,Science Instruction,Scientific Concepts,Concept Formation,Chemistry,Content Analysis,Science Tests,Student Attitudes,Knowledge Level,Secondary School Teachers,Secondary School Students,Teacher Attitudes,Science Teachers,Graduate Students,College Faculty,Foreign Countries,Majors (Students)

Redox reaction is an important concept in chemistry, and a well-organized knowledge structure of redox reaction is beneficial for concept learning. This study investigated the knowledge structure regarding redox reaction from 459 Grade 10 students. The pool of 15 redox reaction concepts was developed by content analysis, questionnaire survey, and interview. Six initial competing models with 15 concepts were identified via exploratory factor analysis (EFA) and paper-pencil test. Confirmatory factor analysis (CFA) was conducted to test and modify the six competing models according to the rating data of the students. As a result, six modified models fit the data well. However, the high inter-factor correlations indicate that the two- and three-factor models are the students' knowledge structures of redox reaction. The two-factor model is comprised of two distinct but correlated factors: the process of redox reaction and metrology. The three-factor model is comprised of three factors: the process of redox reaction, reaction ability, and metrology. The finding inflects the abstract relationships between the concepts related to redox reaction in students' minds.
The Impact of Blended-Flipped Learning on Mathematical Creative Thinking Skills
Author: Tabieh, Ahmad A. S.
Date: 2022-09-00
Type: Journal Articles
Subjects: Blended Learning,Flipped Classroom,Mathematics Skills,Creative Thinking,Thinking Skills,Grade 10,Mathematics Instruction,Foreign Countries,Females,Private Schools

Due to the outbreak of COVID-19, educational institutions are currently in need of alternative learning methods. The current study discusses the impact of the flipped and blended methods of instruction on students' creative thinking skills in comparison to the traditional instructional method. A quasi-experimental approach was used to assess three capabilities of 10th grade students in mathematics: fluency, flexibility, and originality. The participants, 540 students from private schools, were divided into one control group and two experimental groups. One of the experimental groups followed the blended learning strategy while the other used the flipped learning strategy. Students were given a 30-question test to assess their mathematical creative thinking skills. The scores' mean of the experimental groups was remarkably higher than the control group. Moreover, the performance of the experimental group that followed the flipped learning strategy was better than the group that used the blended strategy. This study informs educational institutions designing and producing educational virtual activities like 3D videos, helps them overcome the traditional classroom limitations, and investigates the role of these methods in enhancing students' mathematical creative thinking skills.
Comparing Pre-Service Primary School Teachers&apos; and Lower-Secondary Learners&apos; Understanding the Particulate Nature of Matter
Author: Hejnová, Eva
Date: 2022-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Preservice Teachers,Teacher Education Programs,Elementary School Teachers,Misconceptions,Science Instruction,Scientific Concepts,Secondary School Teachers,Age Differences,Foreign Countries,Concept Formation

Cross-age studies have suggested that although children's notions of scientific phenomena change moderately with increasing age, certain misconceptions persist from preschool to a higher educational level. The purpose of this study was to diagnose the prevalence of selected misconceptions about the particulate nature of matter among preservice primary school teachers and to compare the findings with the results of lower-secondary learners. The participants in the study were 197 pre-service primary school teachers and 170 ninth graders. The multiple-choice diagnostic test was developed to collect data. In the analysis of the test results, the paired difference test and Pearson's chi-square independence test for the contingency table were used. Frequency analysis was performed for individual questions in the test and percentages were calculated. The results obtained with primary school teacher trainees demonstrate the existence of a number of misconceptions similar to those observed with ninth graders; some misconceptions were observed to even be present significantly more frequently among pre-service primary school teachers. This study confirmed that age maturity and mere knowledge of scientific concepts such as atoms, molecules, etc. do not have to be sufficient to allow students to better understand the particulate nature of matter.
Preparing Students for Successful Online Intercultural Communication and Collaboration in Virtual Exchange
Author: Fernández Gutiérrez, Begoña
Date: 2022-00-00
Type: Journal Articles
Subjects: International Educational Exchange,Computer Mediated Communication,Synchronous Communication,Asynchronous Communication,Scaffolding (Teaching Technique),Intercultural Communication,Mentors,Undergraduate Students,Foreign Countries

In the context of Virtual Exchange (VE) it is often assumed that participants will be naturally prepared to interact online successfully with their international partners. However, there is ample evidence in the literature to suggest that VE participants are usually unaware of effective communicative strategies in synchronous and asynchronous online communicative contexts. Through action research, this article investigates how teachers can provide scaffolding for both these communicative modalities in online intercultural environments. It reports on a qualitative content analysis of conversational and self-reported data from a corpus of three VEs that were collected and triangulated in order to identify when, in what areas, and in what ways students could benefit from pedagogical mentoring. The article then presents key mentoring stages and strategies that were identified and provides insight into the type of scaffolding that VE teachers can provide their students to help them achieve successful (a)synchronous online intercultural interaction.
Scenarios for the Integration of Virtual Exchange in Higher Education
Author: Giralt, Marta
Date: 2022-00-00
Type: Journal Articles
Subjects: International Educational Exchange,Higher Education,Accreditation (Institutions),Foreign Countries,Student Mobility,Blended Learning,Information Technology,Interdisciplinary Approach,Vignettes,Program Implementation,Intercultural Communication,Computer Mediated Communication

This paper describes the results of the analysis carried out within the Erasmus+ FRAMES project (https://frames-project.eu/) which collected and analysed Virtual Exchange (VE) case studies building upon desk research and through an open survey, so as to identify and describe various scenarios of accredited VEs. By using a qualitative methodology based on pattern matching analysis, collected cases were aggregated into four scenarios to be potentially used by a variety of European Higher Education Institutions (HEIs): VE as a preparatory or follow-up activity to physical mobility (blended mobility); VE as an intertwined component of physical mobility (blended mobility); VE as a stand-alone learning activity; VE as a component of a course. The main conclusions and recommendations revolve around the need to expand the number of potential scenarios across all disciplines and contexts and the urge to train academic as well as administrative staff to facilitate the integration of VE in HEIs.