ethanporcaro/eric-fulltext-meta huggingface dataset:
Amalgamating Western Science and African Indigenous Knowledge Systems in the Measurement of Gravitational Acceleration
Author: Gumbo, Mishack T.
Date: 2021-00-00
Type: Journal Articles
Subjects: Ethnography,Physics,Science Instruction,Western Civilization,Non Western Civilization,Science Education,African Culture,Indigenous Knowledge,Teaching Methods,Instructional Materials,Gender Differences,Scientific Concepts,Foreign Countries,Instructional Effectiveness,Measurement

There is the need to liberate the school science teaching process to suit the culturally bound day-to-day experiences of learners. The clarion call becomes expedient in the light of pedagogical failure in science education, which precipitates poor science achievement, especially in non-Western cultures. Non-Western knowledge systems, specifically African indigenous knowledge systems (AIKs), have been excluded from science teaching, which accounts for the poor achievement of learners. This research therefore measured the effect of the type of teaching materials, gender and the interaction between gender and type of teaching materials on the measurement of gravitational acceleration. The analysis of covariance (p[less than or equal to] 0.05) was used to analyse data which were collected from 264 sampled learners. The results from the research indicated that amalgamating Western science and culturally bound AIKs teaching materials in a non-Western culture enhanced the determination of gravitational acceleration and bridged the gender divide in Physics achievement. The amalgam of Western science and non-Western culturally bound science can transform science teaching, make science more relevant to everyday experiences of learners and enhance their understanding of science and ultimately their achievement.
Development of an Unorthodox Support Model to Mentor Undocumented Immigrant Students
Author: Chin Goosby, Keisha
Date: 2021-09-00
Type: Journal Articles
Subjects: Mentors,Undocumented Immigrants,College Graduates,Elementary Secondary Education,Barriers,Student Needs,Role Models,Teachers,School Counselors,First Generation College Students,Individual Characteristics

This article addresses the need to better understand impactful mentoring models for undocumented immigrant students (UIS). Based on interviews of 18 mentors of UIS who were college graduates, findings include diverse effective mentoring models, specific mentoring styles and strategies, how mentors identified and leveraged the community cultural wealth of UIS, and the forms of support that mentors used which highlight an unorthodox approach to mentoring UIS. A new model for mentoring UIS is presented with a framework on how to engage in new research. Recommendations are provided for schools, districts, colleges, and universities.
Enhancing Institutional Undocu-Competence through Establishing Undocumented Student Resource Centers: A Student-Encompassed Approach
Author: Tapia-Fuselier, Nicholas
Date: 2021-09-00
Type: Journal Articles
Subjects: Undocumented Immigrants,College Students,Barriers,Advocacy,Resource Centers,Student Attitudes,Caring,Academic Support Services,Financial Support,Human Resources,Political Attitudes,Public Policy,Counselor Attitudes

In response to the barriers that undocumented students face in postsecondary education, some colleges and universities are striving to enhance their undocu-competence -- the capacity to serve, support, and advocate for undocumented students. One way that institutions are demonstrating this is by establishing Undocumented Student Resource Centers (USRCs). This qualitative study examined the ways in which USRCs support undocumented students and contribute to institutional efforts at enhancing undocu-competence. Findings indicate that USRCs are student-encompassed spaces that provide customized and comprehensive care for undocumented students. Moreover, despite being under-resourced, their impact is campus-wide, largely through building and sustaining undocu-allies. Implications for research and practice are included.
Role and Meaning of Functional Science, Technological and Engineering Literacy in Problem-Based Learning
Author: Cencelj, Zvonka
Date: 2019-00-00
Type: Journal Articles
Subjects: Scientific Literacy,Technological Literacy,Engineering,STEM Education,Functional Literacy,Teacher Competencies,Lifelong Learning,Elementary School Students,Reading Comprehension,Reading Rate,Manufacturing

Literacy, in particular functional literacy in various fields and especially in the field of STEM, is becoming an increasing problem in modern-day society. The question arises, can the school system develop the kind of functional literacy in students, which allows them to fulfil, in real life, their personal and professional needs related to the competence of reading and creating written texts from the field of science, technology and engineering? The present research aimed to explore how students in today's schools are trained in functional literacy, especially in the fields of technology and engineering, and what kind of literacies in the field of STEM they are able to (or should be able to) master competently. The present research showed that students achieve relatively poor results in the area of functional literacy, both regarding their science literacy, and especially their technology and engineering literacy, which is a result of a lack of competence on behalf of mother-tongue teachers to develop this kind of functional literacy. Functional literacy should be developed by teachers of individual areas of STEM subjects.
The Effects of Inquiry-Based Learning and Learning Styles on Primary School Students&apos; Conceptual Understanding in Multimedia Learning Environment
Author: Laksana, Dek Ngurah Laba
Date: 2019-00-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,Cognitive Style,Elementary School Students,Concept Formation,Multimedia Instruction,Educational Environment,Foreign Countries,Instructional Effectiveness,Direct Instruction

This research aimed to identify the effects of inquiry-based learning on the conceptual understanding of students with various learning styles in the multimedia learning environment. This research was factorial experiment with the quasi-experimental design. There were total of 157 primary school students in Bali, Indonesia being involved as the subjects of the study. There were two instruments used in this research. The first instrument was a questionnaire adapted from Index of Learning Style (ILS) developed by Felder and Soloman for measuring the verbal-visual learning styles. The second instrument was the conceptual understanding test for measuring students' conceptual understanding in the form of multiple-choice test. The research discovered three findings as follows: (1) there is a significant difference in terms of conceptual understanding between students who are taught by inquiry-based learning and direct instruction strategy, (2) there is a significant difference in terms of students conceptual understanding between visual and verbal students, and (3) there is a significant interaction between different learning strategies (inquiry based learning and direct instruction strategy) and students' learning styles (visual verbal) toward students conceptual understanding.
The Impact of a Science Methods Course on Female Pre-Service Teachers&apos; Beliefs within a Saudi-Arabian Context
Author: Alghamdi, Amani K. Hamdan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,Females,Methods Courses,Science Education,Self Efficacy,Teaching Methods,Pedagogical Content Knowledge,Student Attitudes,Teacher Effectiveness,Teacher Competencies

This research examines the impact of a science methods course on the beliefs of female pre-service teachers (PSTs) in Saudi Arabia. Forty-seven female PSTs enrolled in a diploma of education programme at Imam Abdulrahman Bin Faisal University (IAU) took a 16-week science methods course aimed at promoting their beliefs about their own self-efficacy, science teaching strategies, and science content knowledge (SCK). The PSTs completed a 30-item questionnaire on science teaching beliefs (five-point Likert Scale) both before and after taking the course. Data analysis revealed that the PSTs' beliefs regarding their own self-efficacy changed after the course (statistically significant t=2.792, p 0.01) with scores indicating increased beliefs. Although increases were also observed for beliefs regarding science teaching methods and strategies and science content knowledge, they were very slight and not statistically significant. Overall, mean scores fell within the 'neither agree nor disagree' category for all three themes, ranging from 2.98 to 3.24. As one of the first studies in Saudi Arabia on PSTs' science teaching beliefs, this research filled a gap in the existing literature. Grounded in the moderate scores for all three themes, recommendations for future science education course design are tendered as are suggestions for future research.
An Evaluation of the Creative Drama Method Used in Third- and Fourth-Grade Classes on Environmental Topics by Teaching Method and Teacher Effect
Author: Bakkaloglu, Nilgün
Date: 2021-00-00
Type: Journal Articles
Subjects: Drama,Creative Teaching,Grade 3,Grade 4,Environmental Education,Teaching Methods,Teacher Effectiveness,Academic Achievement,Student Interests,Foreign Countries,Elementary School Students,Instructional Effectiveness

This study deals with the effects of applying drama method in the teaching of environmental issues in science courses on the achievement, retention of learning, student interest and attitudes of primary school students and also whether these effects are dependent on teachers. The study was designed on the basis of the Solomon Four-Group Design. The study is a two group pre- and post-test experiment in two parts, each part having an experimental and control group. The courses were delivered to both groups by the researcher in the first part and drama teacher in the second. The experimental groups received 144 hours of teaching for six weeks, during which a drama course outline was employed, while in the control groups the courses followed the course outlines covered in the curricula. The data were collected using the Environmental Achievement Test, Interest Scale towards the Environment and Attitude Scale towards Science. The findings suggest that the teachers had some effects on the methods, but the significant differences in scores were due to the drama method, which was found to improve the achievement of the third-grade students and the interest towards environment and attitudes towards science of both third- and fourth-grade students.
Upper-Secondary School Science Teachers&apos; Perceptions of the Integrating Mechanisms and Importance of STEM Education
Author: AlMuraie, Eman A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Science Teachers,Teacher Attitudes,STEM Education,Specialization,Teaching Experience,Academic Degrees,Correlation,Foreign Countries,Interdisciplinary Approach,Teacher Characteristics

This study aimed to recognize upper-secondary school science teachers' perceptions of the meaning, importance, and integrating mechanisms of science, technology, engineering, math (STEM) education, taking in to account the differences between the science teachers' perceptions according to their specialties, years of experience, and degrees. A closed-ended questionnaire was distributed among 700 science teachers (biology, physics, and chemistry) in Riyadh, and 255 teachers responded. The results showed a strong alignment in the upper-secondary school science teachers' perceptions of the meaning and the importance of STEM education, although there was less of a consensus regarding the integrating mechanisms. There were statistically significant differences in the physics teachers' perceptions of STEM meaning, although there were otherwise no significant differences by specialty in the science teachers' perceptions of the importance of STEM education and its integration mechanisms. Furthermore, the teachers showed no statistically significant differences in STEM's meaning, importance, or integrating mechanisms according to their years of experience. Based on the results, recommendations included intensifying professional development programs on utilizing technology, engineering, and mathematics in learning science concepts and application.
Determinants of Science Teachers&apos; Healthy Eating Behaviors: Combining Health Belief Model and Theory of Planned Behavior
Author: Ates, Hüseyin
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,Eating Habits,Intention,Health Behavior,Teacher Behavior,Teacher Attitudes,Health Education,Risk,Barriers,Self Efficacy,Behavior Theories,Influences

This study was conducted to provide a comprehensive understanding of determinants of science teachers' healthy eating intentions and behaviors by combining the health belief model and the theory of planned behavior into one conceptual framework and considering the mediating impact of attitude and intention on behavior. This study was conducted based on cross sectional study design between November 2019 and February 2020. A total of 13 hypotheses were tested and data collected from 563 science teachers in Turkey were analyzed using structural equation modeling. The results of the study showed that the proposed model explained the variance in intention and behavior at a more satisfactory level than existing theories. The results also revealed that all of the hypotheses were supported. In addition, the mediating role of attitude and intention in understanding science teachers' healthy eating behaviors was identified. The study can provide important implications for education stakeholders, curriculum developers and science educators.
Assessing Upper-Secondary School Students&apos; Interdisciplinary Understanding of Environmental Issues
Author: Lan, Yu
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,Grade 11,Adolescents,Interdisciplinary Approach,Science Education,Scientific Concepts,Concept Formation,Knowledge Level,Environmental Education,Measures (Individuals),Test Validity,Test Reliability,World Problems,Public Schools,Foreign Countries

Science educators have highlighted the need to develop students to integrate knowledge across science disciplines to address real-world issues. However, there has been little research about the development of interdisciplinary assessment instruments. In this research, the instrument that measures the level of upper-secondary school students' interdisciplinary understanding of environmental issues was developed and validated based upon Wilson's Construct Modeling framework. After a pilot testing, the revised assessment instrument of interdisciplinary understanding covering five typical environmental problems comprised 14 multiple-choice questions and four constructed-response questions. Five hundred twenty-three eleventh graders, including 279 boys and 244 girls from mainland China, made up the research sample. The partial credit Rasch analysis has verified the reliability and validity of the interdisciplinary understanding instrument. In addition, the results of cluster analysis revealed that over half of the students could use some partially accurate scientific concepts and principles from two or more disciplinary perspectives to deal with a specific environmental issue. The validated instrument can provide insights for assessing and developing upper-secondary school students' interdisciplinary understanding in science education.
STEM in Movies: Female Preservice Teachers&apos; Perspectives on Movie &quot;Hidden Figures&quot;
Author: Yildirim, Bekir
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Films,Females,Preservice Teachers,Student Attitudes,Mass Media Use,Sex Stereotypes,Teaching Methods,Gender Discrimination

Movies are informal teaching tools to make teaching relevant to a diverse group of students. The use of movies may enhance students' interest in science, technology, engineering, and mathematics (STEM). They can be effective tools to build students' interest in STEM fields and raise their awareness of STEM and STEM careers. This study purpose was to identify STEM-related topics in the movie &quot;Hidden Figures&quot; and determine preservice female teachers' views of it. The study sample included 19 female students. A qualitative phenomenological design research method was used. Data were collected using &quot;the Movie Hidden Figures&quot; and a &quot;Semi-Structured Interview&quot; forms. Qualitative data were analyzed using semiotics and content analysis. Analysis showed that &quot;Hidden Figures&quot; focuses mostly on the theme of &quot;gender perception in science&quot; as well as &quot;design process&quot; and &quot;advances in technology.&quot; Participants believed that the movie had messages mostly of negative gender perception in science. Despite that, movies emphasized that women can be mathematicians, engineers, and scientists as men. They also stated that gender equality is crucial in education. They also advocated that mathematics and engineering are essential for technological progress and female scientists can play a more active role for achievement.
The Generative Mechanism of Secondary School Students&apos; Occupational Expectations in the Baltic Countries: Influence of Family, School, and Individual Science Learning Achievement
Author: Jiang, Tao
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Students,Occupational Aspiration,Family Influence,Parent Background,Science Achievement,Foreign Countries,Adult Education,Mothers,Socioeconomic Status,Homemakers

Gender, learning achievements, parents' occupational status, social-economic backgrounds, and a few traits of schools affect students' occupational expectations. However, no research had integrated the above factors to investigate the generative mechanism of students' occupational expectations. After combining student-level and school-level PISA 2018 datasets, two-level latent covariate modeling was used to find the generative mechanism of students' occupational expectations in the Baltic countries. The mechanism had its primary concern to understand roles parents' occupational status and individual science learning achievement played on students' occupational expectations. The results indicate that the generative mechanism of students' occupational expectations of Lithuania, Estonia, and Latvia are the power model, the maternal model, and the science learning achievement pattern, respectively. It suggests one parent having high occupational status is to mold children's high-skilled occupational expectations, and it would be better the mother is the higher occupational status parent. It highlights the importance of strengthening adult education, especially that aimed at families with both parents of low occupational status. It disapproves of a mother being a full-time housewife. It may impede her children from having ambitions for high-skilled jobs.
Effectiveness of the Big Math for Little Kids Program on the Early Mathematics Skills of Children with Risk Group
Author: Kumas, Özlem Altindag
Date: 2021-11-00
Type: Journal Articles
Subjects: Program Effectiveness,Mathematics Education,Mathematics Skills,At Risk Students,Low Income Students,Preschool Children,Foreign Countries,Kindergarten,Intervention

The aim of this study is to determine the effect of Big Math for Little Kids (BMLK) Program on the early mathematics skills of children with lower socioeconomic level. The participants of the study consist of between 60-72 months of aged children with lower socioeconomic level recruited to kindergartens of Ministry of National Education from Turkey in Diyarbakir in the 2018-2019 academic year. The sample of the study consists of 40 children with above mentioned characteristics. Of these, 20 were assigned to the experimental group and 20 to the control group. Two schools were selected for experimental and control group, and the study was conducted after selecting ten children in a class of each school. In the study pretest-posttest with control group experimental model was used. The data of the study were collected through the Tests of Early Language Development Test (TELD-3) to determine children with adequate language skills of their own age group, and Test of Early Mathematical Ability (TEMA-3) to assess early mathematical development of children. As a result, BMLK program was determined to be effective in the mathematics development of children with lower socioeconomic level.
Mathematics Teachers&apos; Pedagogical Content Knowledge Involving the Relationships between Perimeter and Area
Author: Deniz Yilmaz, Demet
Date: 2021-11-00
Type: Journal Articles
Subjects: Mathematics Teachers,Pedagogical Content Knowledge,Geometry,Mathematical Concepts,Middle School Teachers,Preservice Teachers,Error Correction

This study aims to investigate and compare mathematics teachers' knowledge of pedagogical content, knowledge of students' understanding and knowledge of instructional strategies, subcomponents of pedagogical content knowledge, student errors in the relationship between perimeter and areas in rectangles, squares, and parallelograms. 10 pre-secondary school in-service mathematics teachers and 10 prospective mathematics teachers participated in the study. The qualitative case research approach was used. To collect the data, an interview form consisting of four questions showing student errors related to perimeter and area was prepared. The participants were asked to comment on the questions given in the form, and their answers were recorded. Later, they were asked to write down their answers to these questions. According to the outcomes, there is a lack of knowledge of students' understanding and knowledge of instructional strategies, which are the subcomponents of the pedagogical content knowledge of prospective mathematics teachers. Moreover, prospective teachers are found to be incompetent as regards the necessary mathematical subject matter knowledge. To prevent difficulties, when the concepts of perimeter and area are taught, instead of giving formulae initially, concrete materials or real-life examples about these concepts should be provided.
Ever-Present &quot;Illegality:&quot; How Political Climate Impacts Undocumented Latinx Parents&apos; Engagement in Students&apos; Postsecondary Access and Success
Author: Cuevas, Stephany
Date: 2021-09-00
Type: Journal Articles
Subjects: Political Issues,Undocumented Immigrants,Hispanic Americans,Parent Participation,Parent School Relationship,Postsecondary Education,Access to Education,Success,Elections,Political Campaigns,Presidents,Racial Bias,Social Bias,Parenting Styles,Barriers,College Students,Risk

Using the ecological systems theory, this study highlights the significant impact the political climate in the United States (i.e., anti-immigrant sentiments and violence) has on undocumented Latinx parents' engagement in their children's education. Drawing from a larger qualitative, interview-based study that explored how undocumented Latinx parents were involved and engaged in their children's postsecondary access and success (Cuevas, 2019; 2020), this study focuses on undocumented parents' experiences and processing of the 2016 Presidential Election. Findings illustrate how the explicit racist, anti-immigrant, and nativist narratives then-Republican Presidential Candidate Donald Trump campaigned under and won forced undocumented Latinx parents to (re)evaluate how their undocumented immigration status impacted their parenting behaviors. Specifically, the election results caused parents to (1) increase their hyperawareness of the repercussions of their immigration status; (2) reconsider what their deportation would imply for their children; and (3) reflect what DACA and a college degree meant for their undocumented children. In a time of constant anti-immigrant sentiment and racialized nativism, it becomes important to consider the impact these messages have on parents, and consequently, their children and their educational futures.