ethanporcaro/eric-fulltext-meta huggingface dataset:
Performance Assessment to Measure Creativity through STREAM Approach
Author: Agustina, Tri Wahyu
Date: 2022-07-00
Type: Journal Articles
Subjects: Performance Based Assessment,Creativity Tests,STEM Education,Religious Education,College Students,Botany,Electronic Learning,COVID-19,Pandemics,Foreign Countries

Learning online during pandemic COVID-19 must still accommodate creativity. This study aimed to identify the level of student creativity using the STREAM (ScienceTechnology-Religion-Engineering-Arts-Mathematics) approach. It was conducted on an online practicum in the Plant Anatomy course. The purpose of this study was to identify the level of student creativity in various indicators of creativity through a performance assessment of the product of the practicum report. The static-group comparison design was used as the research design. The target population is the fourth-semester student in the Department of Biology Education. The samples were chosen using purposive sampling, determining class IV-A (39 students) as a regular class and class IV-C (38 students) as intervention one. The research was equipped with creativity performance tasks, rubrics with a scoring of practicum reports' performance assessments, and field notes. Each student designs and makes one of the anatomical structural models of roots, stems, or leaves. The practicum report was used to identify their level of creativity. The data were analyzed by calculating the creativity level percentage in a qualitative descriptive manner. The results showed that the creativity level of the intervention class is excelling (57.89%), while the regular class the emerging (58.79%). The STREAM approach provides a better level of creativity.
Getting to YES: The Evolution of the University of Pittsburgh Medical Center Hillman Cancer Center Youth Enjoy Science (YES) Academy
Author: Ayoob, Joseph C.
Date: 2022-08-00
Type: Journal Articles
Subjects: Program Development,Cancer,High School Students,STEM Education,Scientific Research,Internship Programs,Disproportionate Representation,Mentors,Deafness,Hearing Impairments

The University of Pittsburgh Medical Center Hillman Cancer Center Academy (Hillman Academy) has the primary goal of reaching high school students from underrepresented and disadvantaged backgrounds and guiding them through a cutting-edge research and professional development experience that positions them for success in STEM. With this focus, the Hillman Academy has provided nearly 300 authentic mentored research internship opportunities to 239 students from diverse backgrounds over the past 13 years most of whom matriculated into STEM majors in higher education. These efforts have helped shape a more diverse generation of future scientists and clinicians, who will enrich these fields with their unique perspectives and lived experiences. In this paper, we describe our program and the strategies that led to its growth into a National Institutes of Health Youth Enjoy Science-funded program including our unique multi-site structure, tiered mentoring platform, multifaceted recruitment approach, professional and academic development activities, and a special highlight of a set of projects with Deaf and Hard of Hearing students. We also share student survey data from the past six years that indicate satisfaction with the program, self-perceived gains in key areas of scientific development, awareness of careers in STEM, and an increased desire to pursue advanced degrees in STEM.
Problem-Solving Ability: Implementation of RICOSRE Learning Models on Environmental Change Topic
Author: Azrai, Eka Putri
Date: 2022-07-00
Type: Journal Articles
Subjects: Problem Solving,Teaching Methods,Environmental Education,High School Students,Foreign Countries,Instructional Effectiveness,Academic Ability

The development of technology and science has progressed very rapidly. Students are required to master various kinds of abilities, one of which is problem-solving ability. Problem-solving ability need to be developed in the learning process. The learning model that can facilitate students in practicing problem-solving ability is the Reading, Identifying, Constructing, Solving, Reviewing and Extending (RICOSRE) learning model. The purpose of this study was to determine the effect of using the RICOSRE learning model to the problem-solving abilities of Senior high school students on environmental change topic. This research was conducted at Senior High School 3 of Tangerang in January-June 2022. This type of research is quantitative with a quasiexperimental research method. The research sample amounted to 62 students with each class totaling 31 students who were selected by random sampling. Based on the ttest calculation at [alpha] = 0.05, a significance of 0.028 was obtained, which means that there is an effect of the RICOSRE learning model on the problem-solving abilities of students on environmental change topic.
Knight Scholars Program: A Tiered Three-Year Mentored Training Program for Urban and Rural High School High School Students Increases Interest and Self-Efficacy in Interprofessional Cancer Research
Author: Marriott, L. K.
Date: 2022-08-00
Type: Journal Articles
Subjects: Mentors,Urban Schools,Rural Schools,High School Students,Self Efficacy,Student Interests,Cancer,Medical Research,Program Descriptions,Program Evaluation

Cancer research training programs build our future biomedical workforce. Training is often centered for students residing close to research institutions, making access more challenging for rural students. A cancer research training program was developed for high school students residing in five geographical regions across Oregon. Training was tiered in duration and intensity across the three years, including a one-week Introduction program and subsequent 10-week summer research training programs (Immersion and Intensive). A total of 60 students participated in in-person and/or virtual training, with Immersion students receiving mentored shadowing experiences in clinical care, public health, and outreach in their home communities. Laboratory rotations at a research-intensive institution enabled students to sample research environments before selecting an area of interest for Intensive training the following summer. Aligning with Self-Determination Theory, the Knight Scholars Program aims to build competence, relatedness, and autonomy of its trainees in biomedical sciences. The program exposed students to a wide range of interprofessional careers and collaborative teams, enabling scholars to envision themselves in various paths. Results show strong gains in interest and research self-efficacy for both Introduction and Immersion scholars, with findings highlighting the importance of representation within mentoring and training efforts.
The Impact of the Appalachian Career Training in Oncology (ACTION) Program on High School Participants
Author: Hanley, Carol D.
Date: 2022-08-00
Type: Journal Articles
Subjects: High School Students,Oncology,Medical Research,Outreach Programs,Disease Incidence,Medical Education,Health Education,Research Skills,Career Planning,Career Development,Career Awareness,Program Effectiveness,Knowledge Level

Kentucky ranks first in the nation in cancer incidence and mortality. The Appalachian region of the state experiences the highest cancer disparities due to inequities in many social determinants of health as well as poor health behaviors. As a strategy for addressing cancer and education disparities in the region, the Appalachian Career Training in Oncology (ACTION) Program at the University of Kentucky Markey Cancer Center engages Appalachian-native high school students in cancer education, research, and outreach activities. Entry and exit surveys were administered to participants. Classical test theory and exploratory factor analysis were used to examine the instruments used for program evaluation, whereas repeated measures ANOVA was used to determine if there were significant differences in means between entry and exit timepoints. Results demonstrated that there was an increase in students' understanding and comfort with cancer-related topics between entry and exit survey administrations. Students indicated that the program improved their research skills and career planning skills. Furthermore, students had positive perceptions of all aspects of the program.
The Use of Virtual Research Experiences for Appalachian Career Training in Oncology (ACTION) Program High School Participants during the COVID-19 Pandemic
Author: Hanley, Carol D.
Date: 2022-08-00
Type: Journal Articles
Subjects: Electronic Learning,Student Experience,Cancer,High School Students,COVID-19,Pandemics,Knowledge Level,Research Skills,Science Experiments,Student Motivation,Occupational Aspiration

Kentucky has the highest cancer incidence and mortality rates in the nation, with rates greatest in the Appalachian region due to poor health behaviors and inequities in social determinants of health. The Appalachian Career Training in Oncology (ACTION) Program at the University of Kentucky Markey Cancer Center engages 20 Appalachian-native high school students annually in cancer education, research, and outreach activities. During the COVID-19 pandemic, programming was disrupted, and alternative activities were implemented, including virtual research experiences. The program's goals were to improve students' biology and cancer content knowledge and research skills and help students make career decisions. Virtual laboratories were used to help accomplish these goals. This study aimed to evaluate the use of virtual laboratories embedded in the program and determine if such experiences helped reach the program's goals. A survey was used to measure students' perceptions of the virtual labs. Results indicated that students perceived they gained content knowledge, obtained research skills, and considered entering science and cancer-related careers. The decision to incorporate virtual laboratories into the ACTION programming during the COVID-19 pandemic was a sound instructional choice. Evidence provided herein gives researchers and program developers information necessary to consider using virtual labs in their programs.
An Intervention Strategy Addressing Implicit Bias in Scholarships
Author: Klink, Lauren Moser
Date: 2022-06-00
Type: Journal Articles
Subjects: Intervention,Bias,Scholarships,Disproportionate Representation,Minority Group Students,Student Financial Aid,Racism,College Students,Equal Education

White students receive a disproportionate amount of private scholarships compared to their Black, Indigenous, and people of color (BIPOC) peers (Kantrowitz, 2011). Scholarships provide important financial support for higher education and BIPOC students are more likely to graduate with loan debt compared to their White peers (Mishory et al., 2019). This loan debt is higher on average for BIPOC students compared to White students (Mishory et al., 2019). Scholarships could provide funding to reduce loan debt. In considering administrators who are involved in selection processes such as scholarship awarding, their implicit bias can impact judgment (Capers et al., 2017). I have sought to lessen the potential impact of implicit bias on scholarship administration through a low-cost and adaptable intervention strategy which is being piloted at the University of Wisconsin-Madison. The intervention includes a website, holistic training modules, campus communications and an annual meeting.
The Effect of Learning Cycle 5E+Powtoon on Students&apos; Motivation: The Concept of Animal Metamorphosis
Author: Resmo, Koraima
Date: 2022-07-00
Type: Journal Articles
Subjects: Teaching Methods,Instructional Effectiveness,Student Motivation,Animals,Elementary School Students,Foreign Countries,Motivation Techniques,Learning Motivation

During the COVID-19 pandemic period, elementary school students experienced many learning difficulties, which resulted in decreased learning motivation. This study aimed to determine the effect of the 5e+Powtoon learning cycle learning model on learning motivation in science. This quasi-experimental research was conducted at public Elementary School (ES) Teladan Ambon, Maluku. There were two groups, one as the experimental class and another as a control class with 60 students. The research design used was a pretest-posttest non-equivalent control group. The instrument used is a learning motivation questionnaire, with a value of validity = 0.769 and reliability = 0.897. The analysis results with ANCOVA showed the value of Sig = 0.000 &gt; alpha (0.05), so applying the 5E+Powtoon model effect students' learning motivation. Thus, the 5e+Powtoon learning cycle can be recommended to increase elementary school students learning motivation. Further research is suggested to compare student motivation in Maluku with other developed countries by using the 5E model with other online learning applications.
The Quality of Student Critical Thinking: A Survey of High Schools in Bengkulu, Indonesia
Author: Fitriani, Apriza
Date: 2022-07-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Critical Thinking,Thinking Skills,Grade 10,Academic Achievement,Learning Strategies

Critical thinking skills are among the main skills in the 21st Century. However, many schools in Indonesia have not trained their students' critical thinking skills optimally. The purpose of this study was to identify the quality of high-school students' critical thinking skills. A survey was conducted to 175 tenth graders who were registered in the academic year of 2017/2018. The participants came from five different state senior high schools in Bengkulu, Indonesia. An essay test was used as an instrument to measure the students' critical thinking skills. The results showed that the students' average scores on providing simple explanations, presenting advanced delineation, and making assumptions and integration were in low category (48.15, 49.46, 50.25, respectively). On the other hand, the participants obtained medium scores on decision making (68.04) and conclusion drawing (65.24) and a good score on the management of strategies and tactics (70.00). It can be concluded that the overall rating of the students' CTS was weak, and therefore requires appropriate handling. These results indicate that it is necessary to apply learning strategies that can improve students' critical thinking skills in class.
A Corpus-Based Study on the Use of Spoken Discourse Markers by Thai EFL Learners
Author: Pan, Zhaoyi
Date: 2022-00-00
Type: Journal Articles
Subjects: Speech Communication,English (Second Language),Second Language Learning,Second Language Instruction,Native Speakers,Computational Linguistics,Pragmatics,Foreign Countries,Contrastive Linguistics,Interpersonal Communication,Communicative Competence (Languages),Thai,Undergraduate Students,Language Proficiency

This research investigated the use of English spoken discourse markers by Thai EFL learners in English conversation compared to native English speakers from two perspectives: frequency and pragmatic function. A total of 60 learners were involved in the research: 30 Thai B1-level learners and 30 Thai C1-level EFL learners. Spoken data was collected and transcribed into written form to build a learner corpus for analysis. The data analysis indicated underuse by Thai EFL learners of four spoken discourse markers -- &quot;so, well, you know and I think.&quot; Moreover, Thai EFL learners we shown to use each spoken discourse marker differently in comparison to native English speakers. On the whole, interpersonal functions were less frequently a factor than textual functions, indicating a larger deficiency in performing interpersonal functions by Thai EFL learners. These results lead to the conclusion that Thai EFL learners lack pragmatic competence in oral communication in terms of performance (usage instance) discrepancy regarding spoken discourse markers compared to native English speakers.
A Corpus-Based Investigation of English Synonyms: &quot;Disadvantage,&quot; &quot;Downside,&quot; and &quot;Drawback&quot;
Author: Sumonsriworakun, Piyaboot
Date: 2022-00-00
Type: Journal Articles
Subjects: Nouns,Word Frequency,Word Order,Language Usage,Semantics,English (Second Language),Second Language Learning,Definitions,Second Language Instruction

The study compares three synonymous nouns, &quot;disadvantage,&quot; &quot;downside,&quot; and &quot;drawback,&quot; in terms of their frequency, distribution patterns, and collocations, using data from the Corpus of Contemporary American English (COCA). The findings show that the frequency of &quot;disadvantage&quot; is the highest, followed by that of &quot;downside&quot; and &quot;drawback,&quot; respectively. Regarding their distribution across eight registers in COCA, &quot;disadvantage&quot; prevails in academic texts, whereas &quot;downside&quot; and &quot;drawback&quot; seem to be less formal as they are most often found in magazines. An analysis of semantic preferences of the verb collocates of the three synonyms revealed two common themes: CONSIDER and DEAL WITH. As for their adjective collocates, the three synonyms frequently co-occur with adjectives under the theme EXTENT. &quot;Disadvantage&quot; is more often preceded by adjectives subscribed to the theme ASPECT than drawback is, and while &quot;downside&quot; regularly combines with some adjectives representing counter-expectations, &quot;drawback&quot; tends to be accompanied by more adjective collocates organized into the theme PROMINENCE than the other two synonyms. It is advisable that English language teachers utilize these valuable insights to develop lessons and materials.
Assessing the English Writing Needs of Undergraduate Business Administration Students for ESP Writing Course Development: A Case Study in Thailand
Author: Jitpanich, Tanassanee
Date: 2022-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Second Language Learning,Second Language Instruction,Business Administration Education,Undergraduate Students,Writing Skills,Grammar,Student Attitudes,Teacher Attitudes,Entrepreneurship,Vocabulary Skills,Preferences,Feedback (Response),Instructional Design,Foreign Countries,Case Studies,Writing Instruction

In developing an ESP writing course to prepare business administration students for business careers, it is essential to identify their English writing needs. Thus, this study aims to explore the English writing needs of Thai undergraduate business administration students as an initial step of ESP writing course development, highlighting four areas: their perceived writing abilities, writing challenges, required writing skills, and learning preferences. This study employed an interpretivist approach with a qualitative design, drawing on data from semi-structured interviews with 12 business administration students and 16 stakeholders, including employers, employees, entrepreneurs, ESP lecturers, and business lecturers. The findings reflect the learning experiences and insufficient English writing abilities of business administration students and graduates with problematic areas in grammar and vocabulary. In addition, they typically have problems with writing emails and reports. Specifically, three English writing skills were identified as required skills for business administration personnel, namely the skills to write emails providing information, e-commerce product descriptions, and progress reports. Student preferences for business vocabulary and communication expressions, teacher feedback, and a positive learning environment were revealed. This study offers educators and course designers valuable insights into the English writing needs of Thai business administration students for ESP course development.
The Three Worlds and Two Sides of Mathematics and a Visual Construction for a Continuous Nowhere Differentiable Function
Author: Oikkonen, Juha
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,Teaching Methods,Mathematics Instruction,Secondary Education,Thinking Skills,Guidelines,Articulation (Education),Skill Development,Authentic Learning,Advanced Courses

A rigorous and axiomatic-deductive approach is emphasized in teaching mathematics at university-level. Therefore, the secondary-tertiary transition includes a major change in mathematical thinking. One viewpoint to examine such elements of mathematical thinking is David Tall's framework of the three worlds of mathematics. Tall's framework describes the aspects and the development of mathematical thinking from early childhood to university-level mathematics. In this theoretical article, we further elaborate Tall's framework. First, we present a division between the subjective-social and objective sides of mathematics. Then, we combine Tall's distinction to ours and present a framework of six dimensions of mathematics. We demonstrate this framework by discussion on the definition of continuity and by presenting a visual construction of a nowhere differentiable function and analyzing the way in which this construction is communicated visually. In this connection, we discuss the importance to distinguish the subjective-social from the objective side of mathematics. We argue that the framework presented in this paper can be useful in developing mathematics teaching at all levels and can be applied in educational research to analyze mathematical communication in authentic situations.
Assumptions on Plausible Lexical Distractors in the Redesigned TOEIC Question-Response Listening Test
Author: Taladngoen, Unaree
Date: 2022-00-00
Type: Journal Articles
Subjects: Listening Comprehension Tests,English (Second Language),Language Tests,Second Language Learning,Test Items,Item Analysis,Knowledge Level,Second Language Instruction,Teaching Methods,Listening Comprehension,Listening Skills,Language Fluency,Familiarity,Speech Communication,Test Content,Scores

Distractors in tests are included to divert attention away from correct answers choices. Knowing what types of distractors commonly appear in tests will benefit test takers as they can prepare themselves beforehand. Therefore, this qualitative study was aimed at making assumptions on plausible lexical distractors which are expected to appear in the TOEIC Question-Response listening test. The data under analysis were 300 items from the TOEIC Question-Response listening practice tests published by two internationally well-known publishers. With the aid of thematic analysis, the findings revealed that the three most commonly plausible lexical distractors were repeated words, similar-sounding words, and word associations, followed by homonyms, overlapping words, derivational words, and homophones, respectively. The two least frequently used lexical distractors were synonyms and antonyms. Based on the findings in the present study, the authors suggest integrating both explicit and implicit listening instructions to enhance EFL students' linguistic and non-linguistic knowledge to avoid being confounded by these lexical distractors in the listening test. Explicit listening instruction can include simple and comprehensible bottom-up activities, such as dictation, macro listening, and narrow listening. In addition, extensive listening through implicit listening instruction can enhance students' listening fluency and familiarity with fluent English speakers' natural speech. [Note: The publication month range (Jan-Jun) shown on the PDF is incorrect. The correct month range of publication is Jul-Dec.]