ethanporcaro/eric-fulltext-meta huggingface dataset:
Determinants of Students&apos; Perceived Learning Outcome and Satisfaction in Online Learning during the Pandemic of COVID19
Author: Baber, Hasnan
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,COVID-19,Online Courses,Distance Education,Electronic Learning,Outcomes of Education,Student Satisfaction,Student Motivation,Undergraduate Students,Course Content,Pedagogical Content Knowledge

The COVID19 pandemic has disrupted the normal functioning of various activities across the world, including learning and education. The shift towards online education during the pandemic of COVID19 has led many studies to focus on perceived learning outcomes and student satisfaction in this new learning environment. This study aims to examine the determinants resulting in students' perceived learning outcomes and their influence on student satisfaction. The data was collected from undergraduate students in both South Korea and India to gain a cross-country study. The study found that the factors--interaction in the classroom, student motivation, course structure, instructor knowledge, and facilitation--are positively influencing students' perceived learning outcome and student satisfaction. There is no significant difference in the students' perceived learning outcome and student satisfaction in the two countries. The study will be helpful for the educationists and academics to identify the factors which will enhance student learning outcome and satisfaction level in online classes during the coronavirus pandemic.
The Effects of the TRIP Model on Students&apos; Science Reading Ability and Marine Conservation Learning Interest
Author: Hsieh, Fu-Pei
Date: 2020-00-00
Type: Journal Articles
Subjects: Content Area Reading,Reading Comprehension,Marine Education,Ecology,Conservation (Environment),Active Learning,Inquiry,Foreign Countries,Student Interests,Science Achievement,Teaching Methods,International Assessment,Elementary School Students,Grade 2,Literacy,Picture Books,Relevance (Education),Instructional Effectiveness,Scientific Concepts

This research sought to improve students' science reading comprehension ability and marine ecological conservation learning interest through the implementation of an inquiry-based learning course. A Triggered situational interest-Reading-Inquiry-Presentation (TRIP) model was proposed to guide the course design. The quasi-experimental design was adopted in this research. Experimental teaching activities were conducted with two classes of second graders (50 students in total) in southern Taiwan. One class served as the experimental group, and the other served as the comparison group. The Science Reading Comprehension Test (SRCT) and Marine Ecology Conservation Learning Interest Scale (MECLIS) were used as instruments. Data were analyzed using the Johnson-Neyman Technique, analysis of covariance, and qualitative analysis. The results showed that the students with lower pre-test scores on the SRCT in the experimental group had better scores on the post-test than those in the comparison group, while the students in both groups with higher pre-test scores on the SRCT had no difference in their post-test scores. Furthermore, the experimental group students had better MECLIS scores than the comparison group students, and the difference had a moderate effect size. Overall, this research suggests that the TRIP model may assist science teachers in designing science reading courses.
Analyzing the Relationships between Pre-Service Chemistry Teachers&apos; Science Process Skills and Critical Thinking Skills
Author: Irwanto
Date: 2019-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Chemistry,Science Process Skills,Critical Thinking,Thinking Skills,Foreign Countries,Gender Differences,Individual Differences,Science Laboratories

This research investigated the relationships between pre-service chemistry teachers' science process skills and critical thinking skills. The sample consisted of 146 pre-service chemistry teachers (47 males, 99 females) drawn from an Indonesian public university in the first semester of 2017/2018 academic year. Through a quantitative correlational research design, convenience sampling was employed. To collect data, an Observation Checklist for Science Process Skills (OCSPS) and an Oliver-Hoyo Rubric for Critical Thinking Skills (OHRCT) were used. The results showed that pre-service chemistry teachers' science process and critical thinking skills were low. Further, it was found that there was a significant difference between mean scores of females' and males' science process skills and critical thinking skills in favor of females' ones (p &lt; 0.05). Furthermore, it was elicited that there was a significant difference between mean scores of their science process skills and critical thinking skills in terms of grade (p &lt; 0.05). Lastly, a high positive and linear correlation between their science process skills and critical thinking skills appeared when chemistry laboratory course was taken into consideration (r = 0.793; p &lt; 0.05). It can be concluded that an increase in students' critical thinking skills influences their science process skills. To improve their performances through research-based educational programs, some implications were made.
Teaching and Learning Effective Reflective Practice for Learning at Work: Evaluating Delivery and Application of the STOP Tool
Author: Muscat-Inglott, Matthew
Date: 2020-00-00
Type: Journal Articles
Subjects: Reflection,Informal Education,Undergraduate Study,Experiential Learning,Workplace Learning,Professional Continuing Education,Lifelong Learning,Coaching (Performance),Self Concept,Trust (Psychology),Visual Aids,Observation,Time,Context Effect

This paper explores the design, delivery and evaluation of a new bespoke reflection tool for enhancing informal learning in the workplace via reflection in and on action, as part of an undergraduate reflective practice course component. The rationale underlying the tool is presented first, followed by the results of a mixed-methods study evaluating its delivery and application in practice. Although consistently overestimating their ability to do so, participants ultimately demonstrated only a moderate degree of success in their application of the tool, and experienced greater challenges applying it specifically for reflection in, as opposed to on, action. Favourable reports on the general usefulness of the tool, and various suggestions for improving it were made. The tool is finally presented as a promising resource in the context of longer-term scaffolded interventions for more effective teaching and learning of reflective practice in a wide range of higher education settings.
Seeking Inclusion through Local Entrepreneurship Training Initiatives in Low-Income Communities
Author: Garcia, Silvia C.
Date: 2020-07-00
Type: Journal Articles
Subjects: Entrepreneurship,Low Income Groups,Social Capital,Interpersonal Competence,Urban Universities,Outcomes of Education,Small Businesses,Neighborhoods,Inclusion,School Community Relationship,Partnerships in Education,Social Influences,Working Class,Capacity Building,Networks,Financial Support

Understanding the role of local resources in enabling or constraining the development of entrepreneurial activities in urban communities holds important implications for community placed-based initiatives led by urban universities. This article analyzes the societal and interpersonal factors that affect the outcomes of an entrepreneurship center created in 2016, in partnership with an urban university within a low-income community adjacent to campus. The center was created to address the needs of local residents wanting to launch new businesses, as well as supporting small business owners in the neighborhood who desire to grow their businesses and capitalize on the neighborhood's proximity to large city anchors. The study uses a mixed research design to understand, through the voice of residents and local business owners, the potential of the center as a catalyst for local entrepreneurship and inclusion, and proposes ways in which community resources can be used to bolster entrepreneurial success. Results reveal the need to strengthen local entrepreneurs' social capital and social competences in order to promote access to financial and business resources. Local businesses must be used as significant assets to build upon in order to strengthen entrepreneurial capacities and cultivate community attitudes towards entrepreneurship.
Science Teachers&apos; Beliefs and Attitudes towards the Use of Interactive Whiteboards in Education
Author: Anatürk Tombak, Ceren
Date: 2019-09-00
Type: Journal Articles
Subjects: Science Teachers,Teacher Attitudes,High School Teachers,Video Technology,Biology,Chemistry,Educational Technology,Teaching Methods,Majors (Students),Foreign Countries,Visual Aids,Animation,Comparative Analysis,Physics,Faculty Development

This study aimed to explore the beliefs and attitudes of 36 science teachers (biology, physics and chemistry) in six high schools in Ankara towards the use of Interactive White Boards (IWB). Of these, three teachers from each school were chosen for interview and classroom observations according to their questionnaire results with purposeful sampling method. The results were analyzed with descriptive statistics and qualitative data analysis methods. According to the results, teachers agree that using IWBs facilitate reaching different sources and display them to the whole class immediately. Teachers describe the common use of IWBs as showing visual materials, videos and animations in science classes. The majority of teachers enjoy using the IWB technology and express positive feelings about it. Most teachers state that they follow the advances in educational technology regularly. Since the frequencies are approximately equal, no meaningful difference was found between teachers with different majors on staying current with technology. The findings show that biology and chemistry teachers use IWB more frequently than physics teachers. Although the teachers have positive attitudes towards the use of IWBs, it was seen that most of them do not feel comfortable while using them in the classrooms. The interviews indicate the reason for that as insufficient in-service trainings. [Paper presented at the 8th International Computer and Instructional Technologies Symposium.]
Multicultural Education and Culturally and Linguistically Diverse Field Placements: Influence on Pre-Service Teacher Perceptions
Author: Kelly, Jerae Hutchison
Date: 2020-07-00
Type: Journal Articles
Subjects: Multicultural Education,Teacher Education Programs,Public Schools,Teaching Methods,Student Placement,Special Education Teachers,Cultural Differences,English (Second Language),Second Language Learning,Disadvantaged,Pilot Projects,Student Attitudes,Reflection,Alignment (Education),Course Content,Cultural Awareness

As public school student demographics continue to diversify, the employment of multicultural education pedagogy in special education becomes ever more critical. Multicultural education pedagogy supports the placement of special education pre-service teachers (SEPSTs) in culturally and linguistically diverse (CLD) field placements; yet scholars warn field placements have the potential to reinforce deficit-centered perceptions. Therefore, this pilot study sought to examine SEPSTs perceptions of students who are CLD and their educational needs in response to placement in CLD field experience through interviews with three SEPSTs in one teacher preparation program (TPP). Findings align with previous work in the field, underscoring the importance of critical reflection and the alignment of multicultural content in required coursework. Future research and implications for teacher preparation are also discussed.
The &quot;Journal of the National Collegiate Honors Council&quot;: A Bibliometric Study
Author: Walshe, Emily
Date: 2020-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Periodicals,Bibliometrics,Citation Analysis,Content Analysis,Journal Articles,Evidence Based Practice,Program Evaluation,Educational Research,Interdisciplinary Approach,Authors,Productivity

This paper analyzes summative content and citation patterns in the &quot;Journal of the National Collegiate Honors Council&quot; (ISSN 1559-0151), a peer-reviewed, scholarly publication related to honors education, during its first 20 volumes of existence from 2000 to 2019. The bibliometric study consists of two parts: an analysis of articles and an analysis of citations. Quantitative and qualitative measures are used to examine article types, authorship patterns, cited references, and coverage of core subjects. Results indicate 522 articles with an annual output average of 26.1. Annual input averages 37.4 authors, featuring 492 unique authors who represent 248 unique institutions and agencies. Collectively, data show an increased emphasis on evidenced-based practice, program assessment, and theoretical research, signifying steady decadal development in this area. Predictive factors associated with the growth and general health of scholarly publication also demonstrate marked improvements: an editorial board that has nearly doubled in size, sustained interdisciplinarity (54 fields of study), high degree of collaboration (31%), significant (72%) jump in pagination, and low rate of self-citation (10%). This research involves statistical analyses of written publication and thus aims, in part, to identify and examine trends in honors-related discourse on higher education. Merits, weaknesses, and a complete statistical profile of the journal are provided.
The Turkish Physics Teachers&apos; Views of the &apos;Radiation&apos; Subject in the Current Textbooks
Author: Karaca, Sibel
Date: 2019-09-00
Type: Journal Articles
Subjects: Teacher Attitudes,Physics,Science Teachers,Radiation,Textbooks,Content Analysis,Teaching Methods,Foreign Countries,High School Teachers,College Entrance Examinations,Course Content,Curriculum Development

Radiation has become an important issue due to an increase in human-made radiation sources and a rapid improvement in technology. The aim of this study is to elicit the Turkish physics teachers' views of the 'radiation' subject in the current textbooks. To collect data, semi-structured interviews were conducted with twelve teachers working in different high schools. The data were presented using tables with quotations. The findings showed that the teachers were mostly familiar with the 'radiation' subject in the textbooks. They stated that the curriculum insufficiently involved the 'radiation' subject. Further, they addressed that the textbooks minimally referred to the subject since the university entrance examination does not cover the radiation-related questions. Teachers also depicted that they had limited subject matter knowledge of radiation and found it difficult for teaching their students. Moreover, they thought that integrating more radiation subjects into the current textbooks would be beneficial for them and their students. The current study suggests that the scope of the 'radiation' subject in the textbooks should be extended. Furthermore, a new physics curriculum ought to be interactively developed by the help of the teachers.
The Professionalization of Honors Education
Author: Smith, Patricia Joanne
Date: 2020-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Professional Recognition,Occupations,Specialization,Certification,Professional Associations,Educational History,Educational Change,Ethics

Honors education in America has undergone a process that sociologist Theodore Caplow describes as professionalization. Caplow identifies four stages whereby a developing profession transitions to a professional association: organizing membership, changing the name of occupation from its previous status, developing a code of ethics, and after a period of political agitation, beginning a process by which to enforce occupational barriers. Each of these defined stages present new challenges to honors educators. This paper examines honors education in the context of specialization, considering both the origins and growth of honors education in the last century and contemporary discourse relating to certification and systematic program review. While controversy over certification has abated in recent years, Caplow's theory suggests that the issue is likely to resurface.
Turning Chemistry Education on Its Head: Design, Experience and Evaluation of a Learning-Centred &apos;Modern Chemistry&apos; Subject
Author: Koeper, Ingo
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Education,Chemistry,Science Curriculum,Curriculum Development,Educational Change,Student Centered Learning,Science Instruction,Instructional Innovation,Learner Engagement,Science Experiments,College Students

In science courses in general, but especially in first year chemistry classes, the amount of content that is delivered is often overwhelming and too complex for the student to easily cope with. Students not only have to gain knowledge in a variety of different fields, they also have to learn new laboratory skills and analytical techniques. Additionally, there is an issue with more and more information being available to everybody through the internet, while our education often still focusses on delivering that knowledge, rather than exploring ways how students can be guided to understanding and using the knowledge provided. There have been different approaches on how to make 'dry' scientific concepts more interesting and how enhance student engagement, ranging from problem-based learning approaches, case studies or flipped classroom models. We have recently turned a fairly classic first year chemistry course on its head. In the new structure, students are gaining knowledge and understanding purely through the completion of a range of challenges. We have removed all lectures, tutorials and the final exam, and all interaction with the student happens in the laboratory. Throughout the semester, students attempt to complete a range of challenges, both theoretical and practical, find relevant information, propose approaches to solving the challenges, and discuss these and subsequent outcomes with academic staff. In order to analyse the design, we have conducted structured interviews with students from 2016-2018. Initial assessment of the data suggests a high level of engagement of the students, paired with a better preparation of students for their subsequent studies. Students enjoyed having the freedom to choose and design their own experiments. Additionally, students improved significantly in non-content related aspects such as time-management, organisation, planning and self-learning, with notable impact on their learning in higher years.
Context-Based Evaluation Materials in Elementary Teacher Education Program: A Developmental Research
Author: Poerwanti, Jenny Indrastoeti Siti
Date: 2019-09-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Elementary School Teachers,Preservice Teachers,Instructional Materials,Context Effect,Program Effectiveness,Validity,Material Development

This research was a two-year developmental research that has resulted in validated teaching materials. The second-year of the research purposed to develop instructional evaluation materials, which can help to improve the quality of student learning outcomes. The teaching materials were used for elementary school student teachers at Universitas Sebelas Maret Surakarta Indonesia. Content validity of the developed materials was further assessed and ensured by an expert. These materials were contextually implemented in their classes to measure their effectiveness levels. Through a quasi-experimental research methodology, one control group and one experimental group were selected for the sample of the study. Data revealed an increase in the experimental group's learning outcomes of evaluation subjects as compared with the control group. This showed the effectiveness of instructional evaluation materials. The results of paired-samples t test (t-count value = 3.457 and t-tab = 1.980) rejected Ho. The results indicated that there was a significant difference between the experimental and control groups' mean scores of posttest. The current study concludes that the teaching materials have resulted in more effective results.
Teaching Orientations of Freshman Pre-Service Science Teachers
Author: Güven, Devrim
Date: 2019-12-00
Type: Journal Articles
Subjects: College Freshmen,Preservice Teachers,Science Teachers,Student Attitudes,Teaching Styles,Foreign Countries,Pedagogical Content Knowledge,Teacher Role,Preservice Teacher Education

The aim of this exploratory research is to understand teaching orientations of freshman pre-service science teachers and their rationales for those orientations. Through a mixed method, the current study collected quantitative (Pedagogy of Science Teaching Test) and qualitative (semi-structured interviews) data to deepen and analyze the research. The sample of the quantitative part in the study consisted of 143 freshman pre-service science teachers (122 females and 21 males) purposefully drawn from a state university in Turkey. To understand their rationales of their teaching orientation preferences, semi-structured interviews were conducted with fourteen interviewees, who held varying science teaching orientations. The findings of this research showed that the freshman pre-service science teachers had a variety of orientations that were not influenced by their earlier science learning experiences. Also, the results indicated that the orientations were largely related to the freshman pre-service science teachers' conceptions of &quot;roles of teachers and students, students' grades and nature of subject matter&quot; rather than their immediate experiences as learners. The current study recommends that these conceptions should be addressed in the teacher education programs with appropriate experiences that engage pre-service teachers to critical reflection throughout the teacher education program.
Saudi Undergraduate Students&apos; Needs of Pedagogical Education for Energy Literacy
Author: Alghamdi, Amani K. Hamdan
Date: 2019-12-00
Type: Journal Articles
Subjects: Energy,Student Attitudes,Student Behavior,Undergraduate Students,State Universities,Energy Conservation,Scores,Correlation,Positive Attitudes,Life Style,Sustainable Development,Teaching Methods,Literacy,Foreign Countries,Environmental Education,Self Evaluation (Individuals)

This research focused on the interrelationships amongst students' willingness, attitudes, behaviors and factual knowledge of energy-related issues in Saudi Arabia. A valid survey was administered to undergraduate students in a public university in the Eastern Province of Saudi Arabia. The students (N=313) had positive attitudes and willingness on most energy concepts and issues. Mean score of behaviors indicated that they sometimes engaged in energy saving behavior. Most of their responses to the knowledge questions fell into low knowledge levels. The results revealed a positive willingness to voluntarily take action correlated with a positive attitude. Moreover, there were no other statistically significant differences between the factors under investigation. In summary, the students had a fairly positive attitude towards clean energy and energy conservation. However, they needed to be informed about a &quot;green&quot; lifestyle that meets Saudi Arabian Vision 2030 strategies and national sustainable development goals. The present study recommends that energy-related content be included into undergraduate and university preparatory curricula to bolster future energy literacy in Saudi Arabia.