ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessment: A Suggested Strategy for Learning Chemical Equilibrium
Author: Bernal-Ballen, Andres
Date: 2019-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Scientific Concepts,Secondary School Science,High School Students,Foreign Countries,Misconceptions,Student Evaluation,Instructional Effectiveness,Grade 11,Teaching Methods

Chemical equilibrium is listed as one of the most complicated concepts to learn, and the origin of this phenomenon is attributed to misconceptions, teaching-related problems, and the use of inappropriate didactic approaches. At the same time, assessment is a crucial fragment of educational activities although its relevance as a learning strategy is underestimated. For that reason, we designed and applied unique assessment approaches related to chemical equilibrium to 33 high school students at &quot;Colegio Mayor de San Bartolome&quot; (Bogotá, Colombia). The results suggested that assessment instruments focused on the identified misconceptions might reduce the impact (of the misconceptions), and students were able to build concepts related to chemical equilibrium whilst they were being assessed. Problems associated with forward and reverse reactions, differences between initial and equilibrium concentrations, and the indiscriminate use of Le Chatelier's principle were approached by students and significant improvement was achieved through the assessment. Changes associated with assessment perceptions were accomplished and the proposed strategy suggests that it is plausible to learn during the assessment moment.
Environmental Education for Students from School to University: Case Study on Biorefineries
Author: Nogales-Delgado, Sergio
Date: 2019-00-00
Type: Journal Articles
Subjects: Environmental Education,Foreign Countries,Fuels,Science Laboratories,Chemistry,Science Instruction,Elementary School Students,High School Students,College Students,College Graduates,Scientific Concepts

Universities play an important role in society. On the other hand, more and more governments and international organizations are concerned about the environment. Thus, both in their educational programs and research, as well as in the case of public exhibitions, universities are increasingly including subjects related to the environment and its preservation. In the case of Spain, there are fewer university students than ten years ago (from approximately 140,000 to fewer than 130,000), and the number of students interested in technical and scientific degrees has equally decreased. Consequently, the importance of fostering a scientific culture with concerns in environmental issues is continuously increasing, from schools to universities. The role of real scientific environments, such as laboratories devoted to scientific research, could be an important support for environmental divulgation, as most research carried out at universities have to do with these subjects. The aim of this work was to show a specific case of environmental education in a laboratory devoted to the production of biodiesel and biolubricants, covering a wide range of academic levels and, depending on the audience, selecting the right content (both theoretical and practical). This guide was useful for the laboratory technicians, increasing the interest of the audience (considering the expositions good or excellent, depending on the academic level, and gaining enough or excellent knowledge about biorefineries).
Self-Efficacy of Teachers in Initial Training: A Comparison between the Populations of Two Universities
Author: Chaves-Barboza, Eduardo
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Efficacy,Preservice Teachers,Universities,Student Motivation,Extracurricular Activities,Resilience (Psychology),Peer Relationship,Laptop Computers,Internet,Retention (Psychology),Behavior Problems,Prevention,Teacher Student Relationship

This article carries out a comparison of the self-efficacy of teachers in initial training, between the populations of two universities. A questionnaire with two Likert scales is applied in two samples, 836 subjects from the Universidad Nacional (Costa Rica) and 588 from the Universidad de Granada (Spain). The data is reviewed by means of descriptive and inferential statistics (95% confidence interval), correlation tests (Kendall [tau] correlation coefficient) and variance analysis (Mann-Whitney U test and Kruskal-Wallis H test). The results indicate that both populations show high levels of self-efficiency during their initial training, where the self-perceived capacity to pay attention to the explanations and instructions of the teachers excels. Meaningful differences are observed with getting ahead with difficult situations, doing the extra-class tasks and having motivation in the less interesting classes.
The Impact of Etnocontructivism in Social Affairs on Pedagogic Competencies
Author: Syahrial, Syahrial
Date: 2019-09-00
Type: Journal Articles
Subjects: Teacher Competencies,Elementary School Teachers,Age Differences,Gender Differences,Teacher Characteristics,Knowledge Level,Foreign Countries,Cultural Awareness,Constructivism (Learning)

Teacher Competency Test is a test of mastery of professional and pedagogic competencies in the cognitive domain as a basis for establishing continuous professional development activities and part of teacher assessment. The test is a source and as a material for mapping the competencies that a teacher has regarding professional and pedagogical competence in an area. The low competence of the pedagogical field shows that teachers are not professional. Therefore the teacher will find it difficult to be able to provide a good pursuit of students. One way to improve the competence of teachers in pedagogic fields is by increasing teacher understanding and knowledge of local wisdom in learning. The essence of local and national cultural values in the education curriculum is now a bustling thing to be talked about by the people of Indonesia. Social ethnoconstructivism is able to be a solution amid the current developments and cultural shifts. This study wants to see how high the impact of ethnoconstuctivistic knowledge on teacher pedagogical competencies. In addition, age and gender are also separate discussions to see their influence on pedagogical competence. This research uses descriptive qualitative research. Samples in this study were elementary school teachers in three districts/cities in Jambi Province. The results show that teachers' ethnoconstructivism knowledge has an influence on the teacher's pedagogical competence. The age of a teacher also has an impact on pedagogical competence, but gender does not affect the teacher's pedagogical competency.
The Role and Efficacy of Creative Imagination in Concept Formation: A Study of Variables for Children in Primary School
Author: Gonzalez Garcia, Javier
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Students,Creativity,Imagination,Concept Formation,Story Telling,Freehand Drawing,Foreign Countries

Children's creative imagination is tested through tasks involving narrative and drawing abilities for participants between the age of 8 and 12 years. The test determines the relative importance of 'narrative' against 'graphic' imagination in interpretive, problem-solving strategies, and also considers how such distinctive functions of the creative imagination could affect 'general' creativity of the child learner. Participants were chosen from designated primary schools in the state of Guanajuato, Mexico. The test on creativity complements facts from observational methodology in a population of mixed Castilian-speaking children. The name of the test is &quot;Prueba de Imaginación Creativa Niños&quot; (2008) or 'Test of Creative Imagination in Children', the Castilian acronym being PIC-N. It comprised four sub-tests: Three designed to evaluate narrative (verbal) creativity, and one for drawing (i.e., graphic) creativity. The first three 'exercises' in the suite indicates (a) fluency, (b) flexibility, and (c) originality in narrative representations, whereas the fourth indexes (d) graphic abilities of the child learner. Results suggest that creative imagination causes variations in specific aspects of creativity, like narrative and graphic improvisation, and also modifies 'general' creativity as understood from the perspective of a developmental psychology of learning abilities in growing children within the defined age group.
Active Learning via Problem-Based Collaborative Games in a Large Mathematics University Course in Hong Kong
Author: Ting, Fridolin Sze Thou
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Active Learning,Problem Based Learning,College Mathematics,Educational Games,Mathematics Instruction,Instructional Effectiveness,Calculus,Cooperative Learning,Game Based Learning,Undergraduate Students,Student Attitudes,Learner Engagement

Research has demonstrated the positive impact of active learning on students' learning outcomes, particularly in science, technology, engineering and mathematics (STEM) fields. However, few studies have explored the impact of active learning via problem-based collaborative games in large mathematics classes in the context of Asian tertiary education. This study assesses the effects of active learning on students' learning outcomes using class test scores and the calculus concept inventory (CCI) to test the conceptual understanding of the basic principles of differential calculus, in a first year calculus course in Hong Kong. Three hypotheses were tested to determine the effects of game-based collaborative learning on learning mathematics among students. Active learning through a problem-based collaborative learning methodology was employed, using Kahoot!, a game-based learning platform. Results supported all three hypotheses, demonstrating a statistically significant increase in students' conceptual understanding and examination performance, based upon their individual perceptions of active engagement and time spent in active learning. Our results indicated that active learning &quot;levels the playing field&quot;, in the sense that students with less pre-requisite background knowledge, using a problem-based collaborative learning methodology, were relatively more inclined to catch up or even exceed the performance of students with a stronger prerequisite background knowledge, at the end of the course.
What Do Turkish Pre-Service Teachers Think about Artificial Intelligence?
Author: Haseski, Halil Ibrahim
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Artificial Intelligence,Technological Advancement,Value Judgment,College Freshmen,Robotics

The aim of the present study was to determine the views of pre-service teachers on artificial intelligence. In the present qualitative study, conducted with the phenomenology design, that data were collected from 94 pre-service teachers attending different departments at Manisa Celal Bayar University, Faculty of Education during the 2018- 2019 academic year fall semester in Turkey. Data were collected with semi-structured interview form and written interview form, developed by the author. Collected data were analyzed by using content analysis method and classified under themes. Analyses demonstrated that pre-service teachers assigned different meanings to artificial intelligence, felt basically negative emotions for artificial intelligence, and did not want to live in a world ruled by artificial intelligence. Furthermore, it was found that pre-service teachers considered that artificial intelligence could have both several benefits and risks, and it might have both positive and negative effects on education. Based on the study findings, various recommendations were presented for future studies and implementations on the topic.
Growing Media Skills and Know-How in Situ: Technology-Enhanced Practices and Collaborative Support in Mobile News-Reporting
Author: Sidiropoulos, Efstathios
Date: 2019-00-00
Type: Journal Articles
Subjects: Media Literacy,News Reporting,Handheld Devices,Telecommunications,Usability,College Students,Influence of Technology,Journalism Education,Student Attitudes,Professional Personnel,Computer Software,Situated Learning,Audiovisual Aids,Job Skills

Over the past decade, mobile news production has had a growing prevalence and has been established as a new type by modern journalism industry. Journalists understand content capturing and sharing as parts of their role in newsrooms. Mobile journalism (mojo) is an evolving form of reporting in which where people use only a smartphone to create and file stories, and it has been gaining ground during the last decade. This paper aims to examine the difficulties, issues, and challenges in real-world mojo scenarios, analyzing the efficacy of prototype machine-assisted reporting services (MoJo-MATE). A usability evaluation is conducted in quantitative and qualitative terms, paying attention to the media literacy support provided through implemented tools and the proposed collaborations. Students of the School of Journalism and Mass Communications, along with postgraduate-level researchers and professional journalists, form the sample for this investigation, which has a two-folded target: To guide the rapid prototyping process for system development and to validate specific hypotheses by answering the corresponding research questions. The results indicate the impact of mobile/on-demand support and training on journalistic practices and the attitudes of future journalists towards specialized technology in the era of constantly evolving digital journalism.
Experiences and Expectations of International Students at Historically Black Colleges and Universities: An Interpretative Phenomenological Analysis
Author: Dos Santos, Luis Miguel
Date: 2019-00-00
Type: Journal Articles
Subjects: Black Colleges,Foreign Students,Student Experience,Expectation,Asians,Anxiety,Problems,Social Discrimination,Employment Opportunities,Internship Programs

International students are the most important population in the American higher education system, particularly for students from different cultural backgrounds. Besides research-based universities, comprehensive universities, and liberal arts colleges, historically black colleges and universities have the traditions to provide an equal learning environment to minorities, including international students. This study aimed to understand the academic experiences and expectations of Chinese international students enrolled at historically black colleges and universities in the Southeastern parts of the United States from the lens of neo-racism. One research question guided this study, which was: How would Chinese international university students describe their academic learning experience, expectations, stress, and difficulties at one of the historically black colleges and universities? The interpretative phenomenological analysis (IPA) was employed to explore the academic experience, difficulties, stress, and lived stories of their academic voyage at one of the historically black colleges and universities in the United States. The findings indicated that discrimination based on skin color, nationality, and race, the gaps in academic expectations, and social unfairness of internship opportunities are still significant. The result indicated the directions and recommendations for leaders, policymakers, school administrators, and related professionals to redesign the current university planning and related counselling services to not only international students but all minority people.
Bridging the Gap between Academia and Practice: Project-Based Class for Prestressed Concrete Applications
Author: Mantawy, Islam M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Engineering Education,Active Learning,Student Projects,Construction (Process),Manufacturing Industry,Problem Based Learning,College Students,Computer Software,Design,Civil Engineering,Computation,Learning Activities,Educational Benefits,Student Evaluation

Educational approaches in structural engineering have focused on classical methods for solving problems with manual calculations through assignments, quizzes, and exams. The use of computational software to apply the learned knowledge has been ignored for decades. This paper describes an educational approach to tackle the lack of applicable practical exercises in the structural engineering class &quot;CE 506-Prestressed Concrete&quot; at a university in the western United States during the spring of 2017. The class was designed to provide students with the theoretical concepts of prestressed concrete and the ability to interpret applicable design codes. In their project, students continued to build this knowledge by designing a prestressed bridge superstructure according to a unique state design manual. Students prepared a literature review of their selected state in the U.S.A. and used commercial software to perform an analysis and design of their bridge. Additionally, students were asked to backcheck their design using theoretical methods through manual calculations. By the end of the class, students presented their projects in a head-to-head presentation format, to contrast the differences between their designs in a competitive style. This paper summarizes the class structure, the outcome of the design project, and recommendations for future applications of computer technology in structural engineering education.
Analytical Competences of Teachers in Big Data in the Era of Digitalized Learning
Author: López-Belmonte, Jesús
Date: 2019-00-00
Type: Journal Articles
Subjects: Data Analysis,Teacher Competencies,Electronic Learning,Information Storage,Foreign Countries,Information Literacy,Data Use,Information Retrieval,Knowledge Level,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Decision Making

The progress of technology in the field of education has led to the development of new professional skills in the teaching community, such as digital competence. Likewise, it has propagated the appearance of new learning environments mediated by technological resources that favor the generation of a large volume of data, known as Big Data, derived from the interactions of educational agents in virtual environments. This study aims to determine the level of digital competence in the informational area of teachers and to determine the projection of Big Data in them. For this study, a descriptive and correlational quantitative method was followed. The study sample consists of 832 Spanish teachers, with data collected through a questionnaire. The results reveal that the teaching staff have a medium level of digital competence in the informational area. The teachers obtained better valuations in the dimensions concerning storage and recovery, postulating themselves as connoisseurs of the Big Data concept to a large extent. In some instances, the teachers affirmed that sometimes they access and interpret the data generated by the digital interactions, transforming it into useful information to improve their teaching processes. Finally, our research shows that the level of digital competence in the informational area influences the degree of knowledge about Big Data.
Technology and Higher Education: A Bibliometric Analysis
Author: Rodríguez Jiménez, Carmen
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Higher Education,Bibliometrics,Foreign Countries,Technology Uses in Education,Teacher Student Relationship,Educational Research,Sciences,Literature,Productivity,Periodicals

Technology in education is one of the current realities that generates most interest. The objective of this research is to analyze the scientific production of educational technology in the higher education stage, within the Web of Science database. To carry out this study, a bibliometric study was conducted, which first established the keywords that would govern the rest of the research and continued with the analysis of different variables that addressed different features, from the origin of the archives to the authors or the most prolific and relevant institutions in the scientific community. The results indicate that there has been a significant increase in publications on this subject in recent years, and as evident from the current peak, this is a growing trend that will lead to more research in the coming years.
Use of Smartphone Applications in English Language Learning--A Challenge for Foreign Language Education
Author: Kacetl, Jaroslav
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Uses in Education,Handheld Devices,Computer Oriented Programs,Telecommunications,Second Language Instruction,Second Language Learning,English (Second Language),Electronic Learning,Educational Benefits,Instructional Effectiveness,Thinking Skills,Learning Motivation,Informal Education,Independent Study,Personal Autonomy,Self Esteem,Individualized Instruction,Academic Achievement,Authentic Learning

At present, hardly any younger person can imagine life without mobile technologies. They use them on a daily basis, including in language learning. Such learning supported with mobile devices is called mobile learning, which seems beneficial especially thanks to the unique features of mobile applications (e.g., interactivity, ubiquity, and portability) and teachers' encouragement and feedback. The purpose of this review study is to explore original, peer-reviewed English studies from 2015 to April 2019 and to determine whether mobile applications used in the learning of English as a foreign language are beneficial and/or effective. The methods are based on a literature review of available sources found on the research topic in two acknowledged databases: Web of Science and Scopus. Altogether, 16 original journal studies on the research topic were detected. The results reveal that mobile learning is becoming a salient feature of education as it is a great opportunity for foreign language learning. Its key benefits are as follows: the enhancement of the learner's cognitive capacity, the learner's motivation to study in both formal and informal settings, the learner's autonomy and confidence, as well as the promotion of personalized learning, helping low-achieving students to reach their study goals. Although mobile learning seems to be effective overall, it is desirable to design, plan and implement it with caution, according to students' needs, and to deliver multiple language skills in authentic learning environments.