ethanporcaro/eric-fulltext-meta huggingface dataset:
&apos;Digital&apos; Overview at the Profiles of Pre-Service Teachers: Digital Awareness, Competence and Fluency
Author: Karakus, Ismail
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Technological Literacy,Teaching Methods,Learning Processes,Online Courses,Profiles,Teacher Education Programs,Pedagogical Content Knowledge,Models,Foreign Countries,Elementary Secondary Education,Teacher Characteristics

The adaptation of the teachers to the digital age, the integration of their digital skills into the learning and teaching processes, their digital awareness, competencies and fluency constitute an important problem which is within the scope of lifelong learning. The aim of the present study is to examine the digital profiles of pre-service teachers within the framework of universal education principles and online learning theories during the pandemic period. To serve for this purpose, 'digital' profiles of pre-service teachers, who prepare individuals for the digital society, are going to be investigated. Furthermore, their digital awareness, competence and fluency levels are going to be highlighted, and the concepts are going to be discussed in the light of current developments that are under the effects of the pandemic. Thus, the level of relationship between the concepts are going to be underlined to offer solutions to current digital problems. As for the procedure, the study used relational screening model on 539 pre-service teachers. According to the results, digital awareness, competence and fluency levels of pre-service teachers were high. There is a positive, moderate and significant relationship between digital awareness and digital fluency; similarly, there is a positive, high level and significant relationship between digital fluency and digital competence. At this point, digital awareness and competence explained 62% of the variation in digital fluency. Via the present study, it is possible to note down that the concepts of digital awareness, digital competence and digital fluency might be explained thoroughly. Hence, the present study is expected to contribute to the literature and all stakeholders related to education.
Identifying Implementation Challenges for a New Computer Science Curriculum in Rural Western Regions of the United States
Author: Northrup, Astrid K.
Date: 2022-00-00
Type: Journal Articles
Subjects: Identification,Curriculum Implementation,Barriers,Computer Science Education,Rural Schools,Faculty Development,Elementary School Teachers,High School Teachers,Middle School Teachers

Like much of the world, the United States is rapidly implementing the teaching of computer science into both primary and secondary school curricula. Uncovering what challenges U.S. schools in general--and rural U.S. schools in the unique environment of more mountainous regions of the U.S. in particular--face in implementing new curricula is not well established in the scholarly literature base. If reform advocates are able to anticipate implementation challenges, they might be more effective in facilitating needed changes. In response, the overarching research question is addressed: What are the challenges of delivering multi-age computer science in the rural, mountain regions of the western U.S.? This two-phase research project first identifies the anticipated challenges to implementing the curriculum by curriculum designers (Phase 1), and then goes on to compare those anticipated challenges to those identified by classroom teachers after completing a teacher training program (Phase 2). Thirteen teachers completed the training program in May and July of 2021, and five were selected to be interviewed. Transcripts of the interviews were analyzed in open, axial, and selective coding to identify recurrent and dominant themes. First, a qualitative methodology through the lens of the constructivist theory was used. Then, conventional narrative inquiry methods were employed to investigate the narratives using thematic analysis. The Phase 1 concerns of adhering to curriculum standards and using appropriate programming languages were contrasted to the Phase 2 themes of the future importance of coding for all students, confidence in pedagogy, the difficulty of coding, and issues of approval and safety. The results of this study serve as a bridge between the mandates created by education leaders and the actual experiences of the participating teachers tasked with delivering the curriculum.
How Does an Industry-Aligned Technology-Rich Problem-Based Learning (PBL) Model Influence Low-Income and Native Hawaiian Student&apos;s STEM Career Interest?
Author: Nariman, Nahid
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Interests,STEM Education,Hawaiians,Problem Based Learning,Experiential Learning,Social Problems,School Business Relationship,Correlation,Student Motivation,Vocational Interests,Self Efficacy,Minority Group Students,High School Students,Camps,Science Process Skills,College Bound Students,Disproportionate Representation,Faculty Development,Internship Programs,Formative Evaluation,Summative Evaluation,Program Effectiveness,Pacific Islanders

The need to increase students interested in pursuing careers in science, technology, engineering, and mathematics (STEM) is growing. The current study delivers results of an Upward Bound program focused on advancing students' interest toward STEM fields and careers. Project STEMulate, funded by the National Science Foundation's ITEST program, used Problem-Based Learning (PBL) in challenging students to engage in solving hands-on, real-world authentic problems in their communities. Project STEMulate takes structured PBL one step further by collaborating with local STEM Industry Partners for contextual learning and STEM pipeline development. The results revealed a raised interest in STEM, and a correlation between: 1) students' career interest and their science ability and motivation, and 2) their Science Self-Efficacy and PBL ratings associated with their interest in STEM careers. These results highlight the significant potential of PBL instructional strategies to increase students' attitudes toward and interest in future STEM careers.
Progression of Self-Directed Learning in PBL: Comparing Consecutive Semesters at AAU
Author: Clausen, Nicolaj Riise
Date: 2021-00-00
Type: Journal Articles
Subjects: Independent Study,Problem Based Learning,College Students,Student Attitudes,Student Behavior,Factor Analysis,Individual Differences

The purpose of this article is to describe the results from an investigation of the development of students' attitudes and behaviours conducive to self-directed learning (SDL) in problem-based learning. The article reports the results from an application of a newly validated statistical instrument to measure self-directed learning on bachelor students in sociology and data science, comparing first-, second- and third-year students. The results are analysed through factor analysis and by comparing mean scores across the three generations of students. The results suggest that the students develop their SDL attitudes and behaviours through their first three years at a Problem-based learning (PBL) university, but also show that this is not a linear or uniform process. The results of the factor analysis show that the students develop their ability to be self-regulating during their second year and move towards a more internal locus of control during their third year.
The Relationship between Leisure Attitude and Smartphone Addiction: Example of Sports Science Students
Author: Serdar, Emrah
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,Leisure Time,Telecommunications,Handheld Devices,Addictive Behavior,Gender Differences,Computer Use,College Students,Knowledge Level,Beliefs,Student Attitudes

The purpose of this study is to examine the relationship between leisure attitude and smartphone addiction of sports science students. Totally 320 student (140 women and 180 men) were participated the study. The sampling method of study is convenient sampling method. In addition to the personal information form, the &quot;Leisure Attitude Scale (LAS)&quot; adapted into Turkish by Akgül and Gürbüz (2011) and developed by Ragheb and Beard (1982) and, and The &quot;Smartphone Addiction Scale-Short Form (SAS-SF)&quot; adapted into Turkish by Noyan et al., (2015) and developed by Kwon et al., (2013) were used as a data collection tool in the study. MANOVA, ANOVA, independent t-Test and pearson correlation analyses used for the analyse of the data. According to the results of analysis, the variables of &quot;Gender&quot;, &quot;Weekly Leisure&quot; and &quot;Daily Smartphone Usage&quot; were significant among the sub-dimensions of LAS. ANOVA results, it was determined that there was a significant difference between smartphone addictions of individuals according to &quot;Weekly Leisure&quot; and &quot;Daily Smartphone Usage&quot;. According to Pearson correlation analysis, there was a positive and moderate relationship between LAS and SAS. The levels of LAS and SAS differed with the socio-demographic data.
Metacognitive Awareness Components of High-Academic Ability Students in Biology Hybrid Learning: Profile and Correlation
Author: Hindun, Iin
Date: 2020-03-00
Type: Journal Articles
Subjects: Metacognition,High Achievement,Academic Achievement,Biology,Blended Learning,Foreign Countries,High School Students

Metacognitive awareness has been considered as one of the factors within students that determines learning success. It can be developed through a hybrid learning approach. The purpose of this quantitative research was to examine the metacognitive awareness profile of students with high-academic ability in hybrid learning implementation. The subjects of this study were the students of XI-Science class of state senior high school of Malang. The Metacognitive Awareness Inventory was used as the data collection instrument, while descriptive statistics and Pearson ProductMoment were chosen as the data analysis techniques. The results of the study informed that the students' metacognitive awareness was divided into four categories, i.e. very good (9%), good (43%), enough (46%), and very low (2%). The three components of metacognitive awareness were classified as &quot;enough&quot;, while the five components of students were categorized as &quot;good&quot;. The eight metacognition components showed significant correlations each other (r &gt; 0.41, n = 55, p &lt; 0.01). It can be concluded that the majority of students' metacognitive awareness was satisfactory even though there were a small proportion of students whose metacognitive awareness was not good.
Metacognitive Skill on Students of Science Education Study Program: Evaluation from Answering Biological Questions
Author: Yasir, Mochammad
Date: 2020-03-00
Type: Journal Articles
Subjects: Metacognition,Foreign Countries,Skill Development,College Students,Science Education,Biological Sciences,Knowledge Level,Cognitive Processes,Planning,Evaluation,Comprehension

The metacognitive skill is a competency that must be mastered by students of educational program so that they are able to empower this competency in their students later. The purpose of this study was to analyze the metacognitive skill profile of students of the Science Education program at the University of Trunojoyo, Madura-Indonesia. The research involved 110 students as the research subject. Data were collected using metacognitive awareness inventory then analysed using descriptive quantitative method. The results indicated that students' metacognitive skill improved well (71.93%). Furthermore, the metacognitive skill in every component also enhanced well (64.53 - 75.81%), and the &quot;debugging strategies&quot; in this skill developed excellently (88.30%). To sum up, the metacognitive skill on students of science education study program at University of Trunojoyo Madura enhanced well.
Mobile Learning Student Worksheet Based on Socioscientific-Issues: Enhancing Students&apos; Scientific Literacy Skills in Biology
Author: Arizen, Aga
Date: 2020-03-00
Type: Journal Articles
Subjects: Electronic Learning,Worksheets,Science and Society,Scientific Literacy,Biology,Instructional Effectiveness

The 21st-century science and technology rapid development requires suitable educational tools to meet the expected learning outcomes desired. This study aimed at producing a mobile learning student worksheet based on Socio-Scientific-Issues (SSI) which is feasible to use in biology teaching activity as well as finding out its effectiveness in enhancing students' scientific literacy skills. This study research and development (R&amp;D) used the ADDIE model. The effectiveness test of mobile learning student worksheet in enhancing students' scientific literacy skills was done by using a one-group pretest-posttest design. The research findings indicated that the developed mobile learning student worksheet based on SSI is feasible to use in biology teaching activity and become the considerable tool in enhancing students' scientific literacy skills based on the n-gain score of 0.75 (high category). Thus, it is suggested for science teachers, particularly biology teachers, to adopt this tool to support the learning activity they conduct.
Competences of Adult Learning Facilitators in Europe: Analyses of Five European Research Projects
Author: Zagir, Togtokhmaa
Date: 2020-00-00
Type: Journal Articles
Subjects: Adult Learning,Adult Education,Foreign Countries,Knowledge Level,Adult Educators,Teacher Competencies,Teacher Role,Teacher Education

Quality of educational services is highly dependent on competent teachers. Thus, the competency-based framework for teacher education has become an important issue across Europe. This approach in Europe has greatly reflected in the field of adult learning and education. There are five research projects dedicated to identifying competences of adult learning facilitators, involving regional countries or all the Member States of the European Union. Based on the results of the five research projects, this paper has a twofold aim: (1) to describe those research projects and their identified competences for adult learning; and (2) to analyse the common competences identified by all the five research projects. The distinct scopes of teacher's competences and teaching competences are offering the framework for analysis. We found ten common competences that are particularly relevant to teaching roles of adult learning facilitators in Europe. Moreover, the analyses revealed that adult learning facilitators need to possess teacher competences that are relevant to institutional administration. Our conclusion is that there are common competences for adult learning facilitators which are relevant to both teaching and teacher competences.
Concert Visits with the Music Class: A Salzburg Case Study. A Cooperation Project with Varying Goals, Tasks and Expectations
Author: Bernhofer, Andreas
Date: 2020-00-00
Type: Journal Articles
Subjects: Music Activities,Music Education,Music Teachers,Teacher Education Programs,Foreign Countries,Classical Music,Institutional Cooperation,Extracurricular Activities,Preschool Education,Elementary Secondary Education,Workshops,Secondary School Students,Partnerships in Education

Many European cities offer a vivid cultural landscape and numerous live-music opportunities. Some of the events aim at young audiences and develop cooperation projects with schools (Schwanse, 2003). The &quot;Schools@Concerts&quot; research project focuses on long-established cooperation projects between schools and concert hosts and tries to give insights into the structure of them. This article describes the Salzburg single case study, where besides the music teacher, the school students and the concert host also a didactics course from the music teacher training at the university is involved. By collecting data with interviews and questionnaires with all participating partners, the research group tries to outline the different roles within the cooperation project and compares the varying goals, tasks and expectations of the participating partners.
Reaching out to the Orchestra -- Concert Visits as a Curricular Link to Extracurricular Musical Activities?
Author: Mall, Peter
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Musical Instruments,Classical Music,Outreach Programs,Grade 7,Musicians,Curriculum,Elementary School Students,Student Attitudes,Elementary School Teachers,Teacher Attitudes,College Students,Music Activities

Visiting classical concerts as part of school activities has a long tradition in Germany but has always been controversial. The multi-case study Schools@Concerts aims in mapping different approaches of connecting school music education with classical concert visits in seven European countries. As part of this project, this article gives early insights into the Frankfurt case. Different perspectives on concert visits include students, teachers and concert hosts. After a short overview about the German discussion, the article gives a brief insight into the state curricula concerning concert visits and the school curriculum of the participating school. All participants have positive attitudes towards concert visits but also highlight the organizational effort of it. Both, teacher and host emphasize missing resources for preparing concerts. Although classical concerts do not meet the musical taste of the children, most of them show positive attitudes to concert visits. Therefore the study wants to encourage responsible stake holders to support concert visits, both in schools and orchestras.
The Possibilities of Concert Pedagogy in Hungary
Author: Váradi, Judit
Date: 2020-00-00
Type: Journal Articles
Subjects: Music Activities,Music Education,Foreign Countries,Public Education,Teaching Methods,Elementary School Students,Preschool Children

In public education the main emphasis is on conveying lexical knowledge instead of making students love music, play music together and do creative musical exercises. Teaching music has become too theoretical, and it is almost entirely dominated by literary data. Although teachers have some freedom to make slight changes in the curriculum, the number of music lessons is very low. Concert pedagogy is a progressive pedagogical initiative of the 20th-21st century, which aims to present the values of art at the original location of artistic activity, in an experience-filled environment, just as other branches of experience pedagogy do. The educational activity of experience pedagogy takes place in an extracurricular framework to complement public education. Art education is based on going through and enjoying an experience, which, however, cannot be taught, only explored and reinforced. In the traditional approach, intellectual education comprises two tasks: intellectual informing and formation (Babosik, 1997). Intellectual development occurs through the process of transferring and internalising scientific knowledge, which is presented in the form of subjects. Babosik highlights that intellectual and cultural needs can evolve when it is achieved that children like to learn, which generates the desire for novel knowledge.
Music Teaching in Regular Class and Extracurricular Music Activities in Croatia: State and Perspectives
Author: Vidulin, Sabina
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Extracurricular Activities,Music Activities,Music Appreciation,Student Participation,Program Development,Early Adolescents,Student Attitudes,Teacher Attitudes,Classical Music,Listening

In the last 30 years Croatia has been involved in an intensive period of educational reforms. Music teaching, as a compulsory subject, underwent some positive and negative changes. The so-called open model and contents remake bring the possibility for teachers to be more creative and for students to be involved to a greater extent, but unfortunately, music lessons come to just 1 h per week. As a part of the Croatian school system, the extracurricular music activities are implemented in the school curriculum which affects the acquisition of new knowledge developing students' musical skills. This paper aims to present the today's situation of attending music classes in regular and extracurricular lessons in Croatia. Moreover, it discusses the international research project &quot;Schools@Concerts: Tuning up for the Music Experience&quot; which influences the idea how to carry out another kind of extracurricular musical activity which suits the worldwide environment. The intention is to familiarize students with (classical) music during the work in the extracurricular activity and by visiting to a concert. The author presents her own idea how to realize the extracurricular music activity &quot;Listening to Music with Concert Experience&quot; carried out by a cognitive -- emotional approach to listening to music which contributes to the students' music appreciation and preservation, transfer, renewal and dissemination of cultural heritage.
Authentic Literacy and Language (ALL) for Science: A Curriculum Framework to Incorporate Science-Specific Disciplinary Literacies into the Elementary Classroom
Author: Moreno, Nancy
Date: 2020-11-00
Type: Journal Articles
Subjects: Elementary School Students,Language Usage,Academic Language,Elementary School Science,Content Area Reading,Content Area Writing,Integrated Curriculum,Elementary School Curriculum,Pilot Projects,Grade 2,Units of Study,Science Instruction,Instructional Effectiveness

Early elementary students are not typically introduced to science-specific disciplinary literacies -- the specific ways in which scientists use and interpret language -- even though authentic experiences with literacy strategies and tools used within the field may help incorporate learners into the scientific community of practice. The lack of freely available easy-to-use resources to build these literacies in the early elementary classroom may be a contributing factor. The Authentic Literacy and Language (ALL) for Science curriculum framework was developed as a deliberate approach to teach disciplinary literacies in the context of science using three distinct components: Science Investigations, Mini-lessons, and Science Inquiry Circles. Here we outline the development of the curriculum framework and a pilot of a 2nd grade unit based on the framework to teach concepts related to heredity and life cycles. We present findings from the pilot and discuss future directions and implications for the development and implementation of curricular materials using the ALL for Science curriculum framework.