ethanporcaro/eric-fulltext-meta huggingface dataset:
Effect of Problem-Based Learning on Developing Science Process Skills and Learning Achievement on the Topic of Safety in Our Environment
Author: Kasuga, Willy
Date: 2022-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Science Process Skills,Academic Achievement,Safety,Secondary School Students,Foreign Countries,Instructional Effectiveness,Gender Differences

This study aimed to examine the effect of problem-based learning (PBL) in developing science process skills (SPS) and learning achievement on the topic of 'Safety in Our Environment' in secondary schools in Tanzania. The study employed a quasi-experimental design. The participants for the study were Form One 'Stream E' students in the experimental school and Form One 'Stream D' students in the control school. Data were collected using a structured questionnaire and an achievement test. The results showed that the use of the PBL approach increased the mean scores from pre-test to post-test that were statistically significant at p = 0.00 in developing SPS compared to traditional teaching methods. Also, the use of PBL showed an increase in students' scores on the achievement test compared to the traditional teaching methods. Traditional teaching methods have the ability to retain achievement at a low level of cognitive ability as compared to PBL. Furthermore, PBL showed that there was no statistically significant difference in achievement based on gender as compared to the traditional teaching methods. The study recommends a continuous use of learner-centered approaches such as PBL in teaching and learning science subjects including Biology.
Improvement of Metacognitive and Critical Thinking Skills through Development of the a &apos;Teaching Factory Based on Troubleshooting&apos; (TEFA-T) Model in Automotive Vocational Learning
Author: Maksum, Hasan
Date: 2022-00-00
Type: Journal Articles
Subjects: Vocational Education,Troubleshooting,Metacognition,Critical Thinking,Thinking Skills,Teaching Methods,Motor Vehicles,Comparative Analysis,Instructional Effectiveness,Problem Solving,Contracts,Quality Control,Scheduling,Factor Analysis,Academic Achievement,Industry,Likert Scales,Cognitive Tests,Syntax,Models,Teacher Attitudes,Student Attitudes

The purpose of this research was to ascertain whether there had been any improvement in students' metacognitive and critical thinking skills through the development of the 'Teaching Factory Based on Troubleshooting' (TEFA-T) model in automotive vocational learning. The research had both quantitative and qualitative components and applied the 4D procedures, viz define, design, develop and disseminate. The subjects for the control and experimental groups were 32 students, and each was each group used an effectiveness test. The results showed that the TEFA-T learning model carried out the novelty value of the model syntax using the following activity steps: (1) identifying product problems, (2) defining the product problems, (3) generating and selecting several alternative solutions, (4) designing solving techniques, (5) ordering work contracts, (6) designing a product work schedule, (7) executing orders, (8) quality control, and (9) assessment. The test results showed that the TEFA-T Learning Model is valid using the Aiken'V formula and Confirmatory Factor Analysis (CFA) and Structure Equation Modeling (SEM), with a Chi-Square and x2 /df values of 219.76 and 0.8292, used to determine the model fit test (goodness-of-fit models). Furthermore, the practicality test declared it &quot;Very Practical&quot; with an average score of 4.56 and an Achievement of 90.02%. In conclusion, using the TEFA-T learning model to improve students' academic achievement, metacognitive, and critical thinking skills appeared to be effective (Sig. 2- tailed value is less than 0.05).
SEM Model to Determine the Relationship between Neurodidactics, Inclusive Education and Sustainability
Author: Hernández Fernández, Antonino
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Graduate Students,Foreign Countries,Inclusion,Sustainability,Structural Equation Models,Neurosciences,Brain Hemisphere Functions

The research presented here is based on the objective of analyzing whether there is a relationship among neurodidactics, educational inclusion and sustainability in a university context. The starting point was a non-experimental, descriptive, explanatory and correlational research, using an ad hoc Likert scale as a data collection instrument, which has been validated in content and constructs through exploratory factor analysis. The sample consist of 577 participants of undergraduate and graduate students from the University of Jaen (Spain). The results obtained allow us to establish important points for reflection, such as the concept of neurodidactics in the university context, simplified to neurotransmitters, brain areas or multiple intelligences, as well as reducing inclusion to the existence of students with disabilities in the classroom, or to a sustainability that is not considered a driver of change in the current educational system. The conclusion obtained from SEM modeling is the existence of a very strong relationship among neurodidactics and educational inclusion, and the latter with sustainability, while there is a low relationship between neurodidactics and sustainability. Finally, we provide the values that confirm that the proposed model is valid: X2/gl (5.2). IAA: GFI (0.91), RMSEA (0.074), ECVI (1.83). IAI: IFI (0.97), NFI (0.98), RFI (0.96). IP: PNFI (0.78), PGFI (0.65).
Three Levels of Chemical Representation-Integrated and Structured Inquiry-Based Reaction Rate Module: Its Effect on Students&apos; Mental Models
Author: Murni, Hutdia Putri
Date: 2022-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Schemata (Cognition),Foreign Countries,Inquiry,Active Learning,Teaching Methods,Learning Processes,High School Students,Outcomes of Education,Comparative Analysis,Science Tests,Achievement Tests,Instructional Effectiveness

Previous studies showed that structured inquiry-based learning is suitable for novice learners, chemical multiple representations facilitate meaningful learning, and modules are organized and complete learning materials for students. Modules designed with a structured inquiry-based model and completed with chemical multiple representations could be media to help students learn. This study aims to determine the effects of the structured inquiry-based reaction rate module that is integrated within three levels of chemical representation on senior high school students' mental models and learning outcomes. The study used a Posttest Control and Experimental Group Design where the research subjects were 137 students from two different ranks of public senior high schools in the city of Padang, Indonesia. Research instruments used were learning achievement test and two-tier diagnostic test as well as a semi-structured interview sheet. T-test results of the research hypotheses showed that the mean of the mental models and learning outcomes of students in the experimental class were significantly higher than those of students in the control class at both low-ranked and high-ranked schools. The integration of three levels of chemical representation on reaction rate topic in a structured inquirybased module during learning affects mental models which they then relate to the learning outcomes of both low and high achiever students in senior high schools.
The Impact of the COVID-19 Pandemic on the Career Preparedness of Chemistry Graduates
Author: Ladwa, Abhishek
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Career Readiness,Employment Potential,Chemistry,College Graduates,Student Attitudes,Foreign Countries

Recent research has established that the COVID-19 pandemic has resulted in a shift in University student expectations of their graduate prospects due to unavoidable changes in their learning experiences during the pandemic, as well as the decrease in number of available jobs because of the economic impact of measures put in place to reduce COVID-19 transmission. This study used a survey to investigate: (1) the impact of the pandemic on student destinations six months after graduation; and (2) the variations in perceptions of personal level of career preparedness between pre-pandemic graduates and graduates at different stages of the pandemic (i.e. the graduating classes of 2020 and 2021). 40 University of Leicester chemistry graduates engaged with the survey and analysis of the data revealed a non-statistically significant negative impact on employment six-months after graduation that appears to only affect graduates in 2020. The data also suggests that increased experience of the blended learning approaches adopted at the University of Leicester during the pandemic studies may better prepare graduates for remote working practices (e.g. using remote video conferencing software).
An Example Activity to Support Data Literacy in Chemistry Education: What Does Boyle&apos;s Data Say?
Author: Temel Aslan, Safiye
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Data,Information Literacy,Chemistry,Science Education,Scientific Principles,Science Activities,High School Students,Grade 11,Student Attitudes,Science Experiments

This study aims to draw attention to data literacy, which is considered an important skill of the 21st century, and to provide an example activity that would incorporate it into chemistry education. The activity was designed using real data of Robert Boyle's experiment. The activity aims to examine Boyle's data in such a way to support data literacy and understand Boyle's law. The activity was carried out with sixteen 11th grade students at an Anatolian High School connected to the Ministry of National Education in a city located in the middle of Türkiye during the 2021-2022 academic year. The students voluntarily took part in the study, which was designed according to the qualitative research method. Data was collected through a written opinion form. The results indicate that the students think that the activity used in this study is effective both in helping them understand the topic and also in supporting data literacy.
A Suggested Method in Vocabulary Teaching: Attention, There Is a Glossary on the Wall
Author: Özcan, Halil Ziya
Date: 2022-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Turkish,Teaching Methods,Language Skills,Native Language Instruction,Foreign Countries,Learning Activities,Elementary School Students,Grade 6

It is important for individuals to have a rich vocabulary to be able to communicate effectively with their environment and develop their expressive power both in their mother tongue and in a foreign language. In this research, we propose a method to contribute to the teaching of vocabulary and to support the long-term learning of words. In this direction, an activity titled &quot;Attention, There is a Glossary on the Wall&quot; for teaching vocabulary was planned and implemented. The implementation process was gradually documented, photographed, and reported by the researchers. As a result of the implementation of the method for teaching vocabulary, it was observed that the students in the study group were more successful in using the related vocabulary after the application of the activity. Based on the current study, it is considered that this method can be used for teaching vocabulary within the scope of Turkish courses.
Arduino-Assisted Robotic and Coding Applications in Science Teaching: Bulb Brightness Activity
Author: Kozcu Çakir, Nevin
Date: 2022-00-00
Type: Journal Articles
Subjects: Robotics,Coding,Science Instruction,Technology Integration,Scientific Concepts,Science Activities,Grade 6,Secondary School Students,Energy,Foreign Countries

This research aims to design a sample Arduino-assisted robotics and coding activity in accordance with the 5E instructional model. Also, it aims to set an example for how technology is integrated into science courses, especially in the structuring of abstract and hard-to-understand concepts in science teaching. The activity provides guidance to science teachers. The study was carried out with the participation of 6th graders in a public school in the academic year 2021-2022. The designed activity was carried out in the science laboratory with the participation of 15 secondary school students in the science course. The related activity was prepared for the concept of bulb brightness in the chapter on electricity in the secondary school 6th -grade science curriculum. This activity also aims at teaching students how to code, improving their attitudes and motivation towards the course, and helping them relate the factors that influence bulb brightness with real life.
Teaching Sound Insulation to Students with Visual Impairment with the 5E Instructional Model
Author: Kizilaslan, Aydin
Date: 2022-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Visual Impairments,Science Activities,Science Instruction,Teaching Methods,Teaching Models,Acoustics,Manipulative Materials,Tactual Perception,Secondary School Students,Foreign Countries,Hands on Science

Students with visual impairment have the same range of mental abilities as their sighted peers. However, these students experience academic failure, especially in courses in which visual themes are dominant, as they cannot use their sense of sight to process information sufficiently. One of the courses that students with visual impairment have the most difficulty with is science as it contains many visual materials. This study aimed to determine whether students with visual impairment can learn the concept of sound insulation using tactile documents that highlight their haptic senses. The study was implemented in a state secondary school for the visually impaired, and 4 students with visual impairment (blind) participated in the activity. It was observed that all students actively participated during the exercise. The students stated that the practice was fun, instructive, and suitable for teaching the targeted concept.
The Effect of Child Preschool Education on Labor Force Participation of Married Women of Childbearing Age
Author: Gao, Xuexuan
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Education,Access to Education,Participation,Employed Women,Employed Parents,Employment Level,Family Income,Place of Residence,Rural Urban Differences

In the context of the decline in working-age population and exhaustion of demographic dividend in China, how to increase the supply of labor has become an issue critical to economic development. Optimizing preschool education system and enhancing the accessibility of high-quality and low-cost pre-primary schooling help free married women from childcare, boost their labor force participation, and thus, augment the supply of labor. This study discovers that the labor force participation rate of women who enroll all their preschool-age children in kindergartens is 1.32 times that of those who do not do so; and that for working women, preschool attendance of all their kids can increase their working time by four hours per week. After classifying the sample according to the level of household income and type of Hukou (registered permanent residence), it finds that child preschool attendance can more significantly raise the employment probability of women from high-income families and more prominently increase working hours of those with rural Hukou.
Does Preschool Education Experience Help Disadvantaged Students Become Academically Resilient? Empirical Evidence from CEPS Data
Author: Li, Zhenyi
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Education,Program Effectiveness,Economically Disadvantaged,Poverty,Resilience (Psychology),Access to Education,Kindergarten,Cognitive Ability,Predictor Variables,Rural Urban Differences

Supporting socio-economically disadvantaged students to improve their academic resilience is vital in promoting social mobility and halting intergenerational transmission of poverty. Based on the baseline data 2013-2014 from the China Education Panel Survey (CEPS) database, this paper examined the impact of preschool education experience on academic resilience of disadvantaged students using coarsened exact matching (CEM) and hierarchical logistic regression. Research findings show that disadvantaged children have less access to preschool education than their advantaged peers, with a kindergarten attendance rate lower than 70%; that preschool education can significantly improve children's cognitive ability and effectively predict academic resilience of disadvantaged students; and that preschool education is a better predictor of resilience of rural disadvantaged students than that of their urban counterparts. The government should reinforce subsidies for early childhood education that can serve as compensation for disadvantaged kids; and should further universalize preschool education to secure the opportunity of high-quality pre-primary school education for disadvantaged children.
Aspirational Standing: Recognition in the Transformative Classroom
Author: Fantuzzo, John
Date: 2022-00-00
Type: Journal Articles
Subjects: Ethics,Transformative Learning,Books,Educational Theories,Teaching Methods,Kindergarten,Elementary Secondary Education,Aspiration,Academic Aspiration

Appeals to transformative education are so ubiquitous that if an educational advertisement claimed to only offer instruction, consumers might worry they were being shortchanged. However, the meaning of transformative education is often superficially understood, shifting between various conceptions, each bearing distinct ethical complications. The result is an educational concept that provides unreliable guidance to educators -- that is, those charged with transforming the lives of students. This article contends that Douglas Yacek's recent book &quot;The Transformative Classroom&quot; offers a compelling and ethically defensible theory of transformative education-as-aspiration. However, Yacek's account does not adequately define the sociality of the transformative classroom and risks reducing a diverse group of students to a paradigm of individual transformation. I seek to strengthen Yacek's account by examining the kind of recognition that ought to occur between students who are diverse in terms of their stages of aspiration and aspirational projects. I call the property of this recognition &quot;aspirational standing,&quot; and explain how acknowledging it can advance our understanding of an aspirational community in the classroom and at school.
Daoist Creativity through Interconnectedness and Relational Dynamics in Pedagogy
Author: Wang, Hongyu
Date: 2022-00-00
Type: Journal Articles
Subjects: Creativity,Educational Philosophy,Religion,Teaching Methods,Learning Processes,Aesthetics,Thinking Skills,Teacher Student Relationship

Reconceptualizing the notion of creativity is imperative for addressing today's multilayered social, ecological, and educational crises. This paper draws upon the Daoist philosophy of creativity, which connects rather than separates, to elaborate on the creative relational dynamics of a Daoist pedagogy. First, Western conceptions of creativity are briefly discussed to situate Daoist creativity relative to other scholarship. This discussion is followed by exploring three important aspects of Daoist creativity through interconnectedness: the self-creative process of the cosmos, the co-creativity of human creativity in spontaneity, and the virtuous pursuit of creative harmony. Conceptualizing Daoist creativity in these three aspects lays the foundation for the formulations of contemporary Daoist pedagogical dynamics. First, relational ontology underlies non-dualistic knowing and creative learning, which is infused with meditative sensitivity and incorporates aesthetic modes of thinking and associative thinking across boundaries. Second, creative personhood through integrating opposites and becoming attuned to the creative energy of life requires the personal cultivation of both the instructor and students while transforming teacher-student relationships. Third, a Daoist pedagogy of harmonizing creative tensions is envisioned through making connections across difference, diversifying texts, enacting pedagogical attunement, and harmonizing different modes of knowing and being.
University Admissions, Justice, and Virtue
Author: Burns, David P.
Date: 2022-00-00
Type: Journal Articles
Subjects: Ethics,College Admission,Educational Policy,Competition,College Faculty,Educational Philosophy,Cross Cultural Studies,Admission Criteria,Foreign Countries,Teacher Role,Access to Education

This analysis will argue that university educators have an ethical obligation to advocate for admission policies that are not exclusively competitive in nature -- what will be referred to later as levelling and remedy approaches. This argument will be detailed in four stages. First, it will use an anecdote and an appeal to virtue to argue that educators in universities should feel an ethical obligation to level the playing field of competitive admissions. Second, it will draw on the work of a Chris Martin and Ben Kotzee to provide a philosophical framework for my argument. Third, it will discuss examples from Scotland, Ontario, and British Columbia to consider the ways in which the status quo fails to meet our ethical commitments as educators. Fourth, and finally, it will posit the virtue-ethical argument that university educators should live out their commitment to being virtuous and philosophy of education by supporting admission policies that are not exclusively competitive. [This paper was presented as the 2019 Early Career Invited Lecture for the Canadian Philosophy of Education Society.]
Truth and Scepticism: Developing Bildung and Phronesis through Socratic Questioning
Author: Nicholson, Gary
Date: 2022-00-00
Type: Journal Articles
Subjects: Ethics,Teaching Methods,Educational Philosophy,Questioning Techniques,Lifelong Learning,Audio Equipment,Blacks,Asians,Minority Group Students,Ethnic Groups,COVID-19,Pandemics,Immunization Programs,Group Discussion,Hermeneutics,Moral Values,Faculty Development,Folk Schools,Foreign Countries,Institutional Mission,Dialogs (Language),Adult Education

This research paper considers the place of the European lifelong-learning philosophical concept of Bildung (self-formation) and how Socratic questioning activities might be used to facilitate its development. Originating with the great philosophical thinkers of the German Renaissance, it is a concept that is again attracting attention because of its focus on developing the &quot;whole&quot; person and its potential for developing phronesis &quot;practical wisdom.&quot; The primary source of research data is a podcast in which a diverse group of BAME (Black, Asian, and minority ethnic) learners discuss COVID-19 vaccinations from their own cultural perspectives through a Socratic dialogue. During this process, Bildung was developed by participants recognizing mutual concerns during this process, and Gadamer's (1960/1989) hermeneutic dialectical concept known as the &quot;Fusion of Horizons&quot; was played out. The dialogue identifies &quot;trust&quot; as an essential moral value and one that is needed in any just and stable society. This research suggests an alternative educational paradigm should be realised that lends itself better to developing Bildung and phronesis. The implications of this for teacher training are discussed and why it is important to develop &quot;phronetic&quot; educators. Reference is made to what this might look like in reality by highlighting the use of Socratic questioning in Danish folk high schools and how they have made the philosophical concept of Bildung central to their mission.