ethanporcaro/eric-fulltext-meta huggingface dataset:
Material Tinkering for Design Education on Waste Upcycling
Author: Santulli, Carlo
Date: 2020-06-00
Type: Journal Articles
Subjects: Design,Teaching Methods,Wastes,Recycling,Sustainability,Universities,Reputation,Institutional Characteristics,Educational Philosophy,Foreign Countries,Case Studies,Workshops,College Students,Personal Autonomy,Program Descriptions

Materials are primary elements in the process of design and are gaining more and more attention in design education. The present work illustrates the practice of material tinkering, concentrating on its effects on design education, as regards the upcycling of waste into material demonstrators, deemed to assess their possibility to evolve into sustainable artefacts. After a general illustration of the scope and objectives of material tinkering, the exposition describes the recent experiences of this practice into design schools, highlighting its pedagogical significance worldwide, and in the particular case of the Italian situation. Finally, the exposition concentrates on the specific case of work carried out in two prestigious Italian Universities (Università di Camerino and Politecnico di Milano) from 2015. The paper tries to clarify its position and significance concerning previous literature, for what appears relevant to the education of designers and for their formation in the local context to be applicable worldwide. The research method evolves from trial-and-error, typical of experimentation on materials, to the conception of material demonstrators and suitability to be applied into products, having as boundaries the choice to use some kinds of waste in an upcycling philosophy.
Creating Pathways to Success: Lessons Learned from a Multi-Tiered Partnership Grant
Author: Burkey, Brant
Date: 2019-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Grants,Urban Schools,High Schools,Career Development,College School Cooperation,School Business Relationship,Consortia,Program Evaluation,Experiential Learning,Internship Programs,Intercollegiate Cooperation

This case study of a California Career Pathways Trust grant, the South Bay Digital Media Arts Consortium, which established key linkages between an urban high school district's pathway academies to local post-secondary institutions and community industry partners, provides learning lessons for other schools/organizations interested in establishing similar multi-tiered partnership grants.
The Development of Pedagogical Infrastructures in Three Cycles of Maker-Centered Learning Projects
Author: Riikonen, Sini Maarit
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Middle School Students,Shared Resources and Services,Student Centered Learning,Grade 7,Handicrafts,Design,Student Projects,Informal Education,Innovation,Scaffolding (Teaching Technique),Teamwork

The purpose of the present investigation was to analyze the pedagogical infrastructures in three cycles of seventh graders' co-invention projects that involved using traditional and digital fabrication technologies for inventing and creating complex artefacts. The aim of the projects was to create high-end multi-material makerspaces by expanding Finnish craft classrooms with instruments of digital fabrication, such as micro-processors, wearable computing (e-textiles), and 3D design and making, for enabling creation of student-designed multi-faceted inventions. Through a qualitative meta-analysis of the three successive learning-by-making projects, we explored the kinds of pedagogical infrastructures required for fostering knowledge-creating practices of learning. Pedagogic infrastructures refer to the designed arrangements and underlying conditions of implementing an extensive study project in classroom practices needed for reaching the learning objectives. We analyzed the epistemological, scaffolding, social, and material-technological dimensions of the enacted pedagogic infrastructures. In accordance with design-based educational investigations, we collected a variety of data (classroom video recordings, teacher and tutor interviews, invention challenges, learning assignments, and working schedules) across three year-long developmental cycles. We discuss the limitations and opportunities of maker-centered learning settings as well as considerations for future development of makerspace as pedagogical innovations for integrating socio-digital and material-technical practices and spaces for learning.
Institutionalizing Community Engagement: A Quantitative Approach to Identifying Patterns of Engagement Based on Institutional Characteristics
Author: Hutson, Natasha
Date: 2019-00-00
Type: Journal Articles
Subjects: Universities,School Community Relationship,Community Involvement,Institutional Characteristics,Predictor Variables,Measurement,Evaluation Methods

Community engagement is recognized as a high-impact practice in higher education. However, while best practices in engagement have been broadly accepted, standard metrics for engagement across institutions have not yet been established. The purpose of this research study was to explore the relationship between community engagement and a variety of institutional characteristics among higher education institutions in a Southeastern state. Findings indicated that a pattern of engagement existed among the 48 participating institutions.
Broadening the Horizons of Technology Education: Using Traditional Cultural Artefacts as Learning Tools in a Swedish Sámi School
Author: Axell, Cecilia
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,Culturally Relevant Education,Elementary School Teachers,Elementary School Students,Technology Education,Indigenous Populations,Indigenous Knowledge,Cultural Awareness,Handicrafts,Story Telling,Knowledge Level

The aim of this case study was to explore the nature of technology education in a Sámi school setting and to examine how knowledge about traditional cultural artefacts can contribute to broadening the horizons of technological literacy. The participants (teacher and pupils) in the study were all from the same Sámi primary school in Northern Sweden, and the activities connected to the artefacts took place with year 2 and 3 pupils. The method employed was participatory observation, and field notes, recorded conversations, photographs and children's drawings were analysed using a qualitative content analysis. The findings show that technology education in this school was connected to specific artefacts that are important in Sámi culture. Using these traditional cultural artefacts as a starting point, the pupils were given the opportunity to see that technology is more than modern high-tech; it is an age-old tradition of problem-solving, modification and adaptation to fulfil human needs. Technology education in this school was grounded in a holistic view of knowledge and was largely integrated with other school subjects. Myths and storytelling were frequently used to contextualise the technological content, and the historical aspect of technology was clear since connections between older and newer technological solutions were frequently made. The knowledge system embedded in the technology teaching can be described as collective and related to both artefacts and activities. Technological knowledge, activities and specific artefacts were not only attributed a practical value, they were also given a symbolic value, since a common knowledge base in technology contributes to strengthening the children's cultural identity. This study confirms that artefacts can play an important role in technology education and that an understanding of the relationship between technology and culture can be regarded as a critical part of technological literacy. A cultural context, in combination with a holistic perspective on learning, gives artefacts meaning and provides a context within which they are used. Including indigenous technological knowledge can thus not only prevent a marginalisation of indigenous knowledge, it can also provide opportunities to broaden pupils' perspectives of what technology is, how it evolves, and the driving forces behind technological change.
From Handicraft to Technologies: Historical Development of Handicraft Education in General Schools in Lithuania
Author: Sedereviciute-Paciauskiene, Zivile
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Handicrafts,Folk Culture,Educational History,Job Skills,Technology Education,National Curriculum,Textbooks,Home Economics,Elementary Secondary Education

Technologies is one of the subjects in general education that have been influenced by political, economic, technological, social and cultural developments. The teaching of this practical subject has been a historical component of the curriculum for many decades. This reflected the needs of society to provide the younger generation with the skills and knowledge necessary to ensure their smooth integration into the labour market. During specific periods, the content of the subject did not change significantly, despite historic disruptions in the economic, political and cultural context and these were reflected in the guidelines of Technologies programs. This has been demonstrated in the analysis of content of general education programmes and textbooks of Technologies in Lithuania. From the time the subject was introduced, pupils were taught practical skills for employment in industry, as well as to perform household work and promote traditional Handicraft. State institutions steered Lithuanian public education towards industry-oriented, manual training and attempted to direct Lithuanian girls and boys into industrial production. However, the textbooks reflect the traditional view of what Lithuania's people needed, namely basic knowledge of how to manage domestic life, and promote Handicraft and national traditions.
The Effects of &quot;Science-on-Web&quot; Learning Media on Junior High School Students&apos; Learning Independency Levels and Learning Outcomes
Author: Ikhsan, Jaslin
Date: 2019-06-00
Type: Journal Articles
Subjects: Web Based Instruction,Science Instruction,Instructional Effectiveness,Junior High School Students,Independent Study,Outcomes of Education,Grade 8,Foreign Countries,Scientific Concepts,Visualization,Multimedia Materials,Hypermedia,Animation,Self Management

This research aimed to examine the effects of science-on-web learning media on grade 8 students' learning independency levels and learning outcomes of 'excretion system' topic. Through a quasi-experimental research method within non-equivalent control group design, 70 grade 8 students drawn from Tanjungpinang, Indonesia participated in the study. Pretest and posttest were carried out before and after the teaching intervention. Two intact groups were assigned as the experimental and control classes (35 by 35). The experimental class was exposed to the science-on-web learning media, while the control one was instructed through the electronic module. Data were collected through a learning independency observation sheet and a learning outcomes test. This research showed that the experimental class significantly performed better at learning independency levels and learning outcomes than the control one.
Affective Profiles of Year 9/10 Australian and South East Asian Students in Science and Science Education
Author: Ng, Wan
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Education,Developing Nations,Secondary School Students,STEM Education,Scientific Attitudes,Psychological Patterns,Cultural Context,Foreign Countries,Science Interests,Relevance (Education),Self Efficacy,Public Schools,Urban Schools,Socioeconomic Status,Gender Differences,Science Careers,Comparative Education,Academic Achievement,International Assessment

While there are research studies into students' affective perspectives revolving around science and science education over the last five decades, there are few studies on students' attitudes and beliefs in these areas in developing countries in South East Asia, particularly those that do not participate in international assessment programs. This quantitative study investigated the affective profiles of Year 9/10 students in science/science learning from seven South East Asian countries and Australia to understand the similarities and differences in students' attitudes and the implications in advancing the STEM education agenda in these countries. Comparative studies perform several important functions that are closely interlinked and this study heightens our awareness of the impact of systems and cultures on students' emotional views in the areas of science/science education, allowing country coordinators and policy makers to compare and review teaching practices to enhance student engagement and performance. The implications of the study are discussed.
Ideal Mathematics Teaching Behaviors: A Comparison between the Perspectives of Senior High School Students and Their Teachers in Taiwan and Mainland China
Author: Hsieh, Feng-Jui
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,High School Students,Student Attitudes,Teacher Attitudes,Foreign Countries,Cultural Influences,Asian Culture,Academic Achievement,Problem Solving,Teaching Methods,Western Civilization,Teacher Effectiveness,Comparative Education,Performance Based Assessment,Teacher Behavior

This study determined perspectives of students and their teachers regarding ideal mathematics teaching using questionnaires. The sample included 2437 Taiwanese and 1141 Chinese senior high school students and their mathematics teachers. Exploratory, confirmatory, and multigroup confirmatory factor analysis were conducted to determine the factors contributing to ideal teaching behaviors. Thirteen factors in six dimensions were identified. Five involved the influence of Western culture and were endorsed (e.g., &quot;concrete and life-related&quot; in &quot;representation&quot;); five are inherent in traditional Chinese culture and were endorsed (e.g., &quot;detailed illustration&quot; in &quot;teaching method&quot;); and three are inherent in Chinese culture but were less endorsed because of Western influences (e.g., &quot;speedy challenge&quot; in &quot;problem-solving&quot;). Few intracultural differences regarding students' and teachers' endorsements were discovered. However, students' higher endorsement of &quot;formal and symbolic representation&quot; and &quot;performance demand in assessment&quot; than their teachers' reflected their desire for high academic achievement, which is deeply rooted in Chinese culture.
Nudging College Pre-Service Teachers towards the Desired Path in Isomerism Concepts of Aliphatic Hydrocarbons through the Use of Conceptual Change Texts
Author: Belachew, Woldie
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Concept Formation,Scientific Concepts,Organic Chemistry,Foreign Countries,Conventional Instruction,Science Materials,Textbook Content,Instructional Effectiveness

The main objective of the study was to determine Pre-service Chemistry Teachers' (PCTs) understanding of isomerism related concepts of Aliphatic Hydrocarbons (AHs). To get in-depth picture of PCTs understanding on isomerism related concepts of AHs, case study was employed. The sample for this study consisted of twelve participants selected from 87 PCTs randomly, in two classes. These were second year PCTs registered in Introductory Organic Chemistry I course in Arbaminch College of Teachers Education, Southern, Nations, Nationalities and Peoples Regional State (SNNPRS), Ethiopia in the year 2017 G.C. A semi-structured interview was used for judging understanding of PCTs in relation to isomerism concepts. A framework analysis approach was applied to analyze interview data. The results of analysis revealed that the PCTs in the Intervention Group (IG) had better acquisition of isomerism concepts than those in the Comparison Group (CG). Based on the results and discussions, conclusions were made.
What&apos;s about the Calibration between Confidence and Accuracy? Findings in Probabilistic Problems from Italy and Spain
Author: Agus, Mirian
Date: 2020-00-00
Type: Journal Articles
Subjects: Accuracy,Self Efficacy,Context Effect,Statistics,Psychology,Foreign Countries,Probability,Test Items,Test Format,Metacognition,Performance Factors,Thinking Skills,Mathematics Skills,Mathematics Anxiety,Spatial Ability,Bias,Problem Solving,Timed Tests,Visual Aids,College Freshmen,Individual Differences

This paper reports some experiments on probabilistic reasoning designed to investigate the impact of the probabilistic problem presentation format (verbal-numerical and graphical-pictorial) on subjects' confidence in the correctness of their performance, other than the calibration between confidence and accuracy. To understand the potential effect of the format, these dimensions were assessed by monitoring contextual and individual variables: time pressure, numerical and visuospatial abilities, statistical anxiety and attitudes towards statistics. The participants included 257 Psychology students without statistical knowledge, recruited from Italian and Spanish universities, who fulfilled self-report validated measures. The students expressed their retrospective judgments of confidence item-by-item in relation to each probabilistic problem. This approach enabled the computation of two measures of calibration (the Bias Index - the Confidence-Judgment Accuracy Quotient). The results indicated that the problem presentation format did not exert a significant main effect on confidence, with the exception of when the interaction between the format and one subscale of the attitudes towards the statistics test was considered. The Bias Index, however, was significantly related to the interaction between format and time pressure. The study offers a point of reflection in relation to the potential effect exerted by the problem format and time constraint in calibration.
Barriers to Mathematics Teachers&apos; Use of Their Knowledge of Students&apos; Learning Styles in Mathematics Teaching: A Case of Secondary Schools in Zimbabwe
Author: Mangwende, Edmore
Date: 2020-00-00
Type: Journal Articles
Subjects: Barriers,Mathematics Teachers,Mathematics Instruction,Cognitive Style,Teacher Student Relationship,Foreign Countries,Secondary School Mathematics,Secondary School Students,Educational Resources,Field Trips,Inservice Teacher Education,Disadvantaged Schools,Socioeconomic Status,Pedagogical Content Knowledge,Behavior Problems,Teacher Collaboration,Integrated Curriculum

This qualitative research study explored barriers that impinged on teachers' use of their knowledge of students' learning styles in teaching mathematics. It was a case study of three secondary schools in the Makoni District of Manicaland Province in Zimbabwe. Participants were fifteen mathematics teachers. Results revealed that the barriers were related to the teachers, the students, the curriculum and the socio-economic status of the schools. Collaborative teaching, formation of mathematics clubs, mobilisation of resources, use of excursions and in-servicing of teachers were recommended as ways of reducing the effects of the barriers.
Authentic Assessment for Academic Performance: Study on the Attitudes, Skills, and Knowledge of Grade 8 Mathematics Students
Author: Winarso, Widodo
Date: 2018-05-00
Type: Journal Articles
Subjects: Performance Based Assessment,Academic Achievement,Mathematics Skills,Mathematics Instruction,Student Attitudes,Secondary School Students,Grade 8,Foreign Countries,Geometric Concepts,Student Motivation,Outcomes of Education

The purpose of the this research is: (1) To know the quality of the mathematics learning outcomes that apply a authentic assessment, (2) To know the student's response to the application of an authentic assessment of mathematics learning. This study uses a quantitative method of causal-comparative type, using test instruments, questionnaires and observations. The object of this study is conditioned in 2 classes, control class (Class 8B) and experiment class (Class 8E). The results showed that the application of the authentic assessment used by teachers is good. On the basis of the data obtained, it is known that the result of learning two classes (control class and experiment class) on attitudinal aspects and skills has the same relative quality. While the learning outcomes on the knowledge aspect, the maximum value reached by the experimental class is higher than the control class (from 72.5 to 65). The effect of treatment on the experimental class is low, indicated by the value of ES (&quot;effect size&quot;) obtained equal to 0.3. The result of the study based on the student's response level shows that there are 7 students who have a low response to the learning activity (18%), 23 students have an average response to the learning activities (61%) and 8 students have a high response to learning activities. Two other categories, none of the students had very low and very high responses to learning activities (0%). This study also confirmed that Ho was rejected and Ha was accepted, so it can be concluded that there are differences in mathematics learning outcomes among students who use authentic assessment with students who do not use authentic assessment.
Validity of Learning Website of Kapita Selekta Mathematics Course at UIN Suska Riau Students
Author: Thahir, Musa
Date: 2018-05-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,College Mathematics,College Students,Web Sites,Educational Technology,Technology Uses in Education,Program Effectiveness,Validity,Feasibility Studies,Teacher Education Programs

This article is based on the limited lecture model for Kapita Selekta Mathematics (KSM) courses. This article aims to reveal the results of technology validation of the website of the mathematics proficiency course (KSM) on UIN Suska Riau students. This article uses a development research model that uses Sugiyono's research steps but only limited to two stages, namely design stage and product validation stage. The validated aspect of the learning website is graphic feasibility and program feasibility with indicators: 1) the size of the learning website, 2) the design of the learning website, and 3) the design of the content of the learning website. The validation instrument is a questionnaire using Likert scale that is filled by three expert technology experts. Assessment of the validity of the learning web on the aspect of feasibility of the graphics resulted in a total validity value of 3.9 with valid categories. As for the web learning on the feasibility aspect of the program to produce the value of validity as a whole that is 4 with valid categories.
Scaffolding Based on Telolet Game in Teaching Integers
Author: Wulandari, Yunita Oktavia
Date: 2018-10-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Game Based Learning,Mathematics Instruction,Educational Games,Computer Assisted Instruction,Problem Solving,Difficulty Level,Number Concepts,College Mathematics,Calculus,College Freshmen,Concept Formation,Foreign Countries

Scaffolding is defined as help that can assist students to solve problems or understand concepts that were not able to complete independently. In modern times, the concept of technology-based Scaffolding in learning has developed. In this study an educational game called &quot;Telolet&quot; was designed with the aim of providing Scaffolding to students who experienced difficulties in integers. The problems in this study consist of closed problems, opened problems and some problems are related to integers. The purpose of this study is to provide students with a whole understanding in integers so that they can educate students with the right concepts. The results of this study, Scaffolding based on the game &quot;Telolet&quot; can help students who have difficulty in integer problems. Students excited to solve problems in this game because they felt challenged.