ethanporcaro/eric-fulltext-meta huggingface dataset:
Defining e-Portofolio Factor for Competency Certification Using Fuzzy Delphi Method
Author: Sensuse, Dana Indra
Date: 2018-04-00
Type: Journal Articles
Subjects: Delphi Technique,Foreign Countries,Portfolios (Background Materials),Mixed Methods Research,Specialists,Role,Questionnaires,Semi Structured Interviews,Information Technology,Competence,Certification

This study is introducing the e-Portfolio function as a storage, workspace and showcase to support Competency Certification in Indonesia. Thus, the mix-method approach was implemented on determining important elements of e-Portfolio as a storage, workspace and showcase for competency assessment context. The research implemented thematic analysis and Fuzzy Delphi Method to obtain the result. Therefore, 20 experts in certification competency domain were participated in the process. As resulted, this study highlighted the basic role of e-Portfolio consists; workspace, storage and showcase.
School Counselors&apos; Intention to Use Technology: The Technology Acceptance Model
Author: Anni, Catharina Tri
Date: 2018-04-00
Type: Journal Articles
Subjects: School Counselors,Intention,Technology Integration,Computer Use,Counselor Attitudes,Online Surveys,Factor Analysis,Validity,Reliability,Structural Equation Models,Usability,Computer Attitudes,Positive Attitudes,Predictor Variables,Foreign Countries,Statistical Analysis

This study assessed school counselors' intention to use computer technology to support school counseling services. A total of 125 school counselors (74.8% female) completed an online questionnaire that assessed the main constructs of the Technology Acceptance Model (TAM). Confirmatory factor analysis and alpha technique results provided evidence of the validity and reliability of this measure. Structural equation modeling provided support for the TAM. Specifically, school counselors who perceived ICT to be easy to use were more likely to perceive ICT as useful and to have a positive attitude about ICT; perceived usefulness also predicted positive attitudes toward ICT; and positive attitudes toward ICT predicted intention to use these technologies. The results are discussed in terms of school counselors' technology acceptance in the Indonesian context.
Case Study: A Learning-Centered Continuous Ph.D. Advance Course Redesign Process
Author: Al Ahmad, Mahmoud
Date: 2018-04-00
Type: Journal Articles
Subjects: Doctoral Programs,Graduate Students,Case Studies,Advanced Courses,Engineering,Foreign Countries,College Faculty,Supervisors,Course Descriptions,Mixed Methods Research,Student Centered Learning

In this case study, the results and recommendation following the redesign process of an advanced engineering course for Doctor of Philosophy (Ph.D.) students is presented. Three Ph.D. students from the college of electrical engineering in United Arab Emirates university enrolled in the course during one academic semester. The Ph.D. supervisor for the three students was the course instructor. The aim of the study was to examine the possibility of aligning the university Ph.D. course design guidelines, students diverse research and knowledge needs and instructor requirements, experience, and skills in one advanced course. Furthermore, proposed herein is a continuous course formation and redesign process to cope up with the ever-changing nature of research and knowledge advancement in this information age. Supporting the students' learning process, knowledge acquisition and assessment was a straightforward process in the newly designed course. The major challenge was in meeting the needs of students from relatively different academic backgrounds and having diverse research requirements. Furthermore, the validity of the recommended course redesign process was established by students' marks and grades, success in meeting requirements and student feedback gathered at the end of the academic semester. The results support the validity of the advocated course redesign process and proved its effectiveness at least for similar context.
The Usage of Short Story via Phone Application: Enhancement and Motivation among Second Language Learners
Author: Rahim, Normaliza Abd
Date: 2018-04-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Learning Motivation,Telecommunications,Handheld Devices,Teaching Methods,Vocabulary Skills,Literary Genres,Indonesian,Essays,Grading,Sentence Structure,Spelling,Foreign Countries,College Students,Writing (Composition)

The study focuses on the use of short story via phone application among second language learners. The samples of the study consist of 21 subjects from two classes of Malay language. The subjects were given a story entitled &quot;The Fox&quot; from the phone application. The subjects were to watch the story for three weeks. Then, the subjects rewrite the story and the essays were marked accordingly. The results of the story revealed that the majority of the subjects managed to write the character, characteristic and storyline of the story. The study also revealed that the subjects managed to write the correct vocabulary, sentence structure and spelling in their writings. In addition to that, short story via phone application enhances the subjects learning in the second language and motivates subjects learning in the classroom. It is suggested that future studies will focus on other short stories using the phone application.
Views of Pre-Service Teachers on Internet Supported Learning
Author: Sarsar, Firat
Date: 2018-04-00
Type: Journal Articles
Subjects: Student Attitudes,Preservice Teachers,College Students,Foreign Countries,Internet,Case Studies,Outcomes of Education,Computers,Technology Integration,Technology Uses in Education,Content Analysis,Electronic Publishing,Web Sites,Qualitative Research

Having knowledge of computer hardware is one of the skill sets of computer teachers that allows them to understand and predict hardware problems in advance. Therefore, computer hardware courses are often added as required courses in pre-service teacher curricula in Instructional Technology Departments. This study aimed to understand the effectiveness of one such course with the integration of internet technologies. 44 students enrolled in this course in a western public university in Turkey. Students used an online learning environment in addition to a traditional face to face classroom setting for 14 weeks during the 2015-2016 Fall Semester. Participants were divided into two groups. One of the groups, which was called Bloggers, wrote all their learning experiences and outcomes in their blog postings. The other group, which was called Webbers, designed a website to share their knowledge. Both groups also shared other new technologies which could help them to improve their professional skills. During the 14-week explanatory case study, data were collected from students' reflection papers, forum postings, researcher's journal and learning outcomes. Data were analyzed by following content analysis strategies. The results show that for the majority of students, integrating internet technologies into traditional classroom settings motivated them to engage more during the course. However, some of students who created websites noted that the additional responsibilities were overwhelming. Creating a website and maintaining it were challenges for them. On the other hand, students who were blogging their learning experiences noted that they had fun during the course. They also highlighted that writing comments for each blog posting helped them to learn more by sharing their knowledge. Both groups thought that they enriched their content knowledge during the course. [Note: The title as shown on the full text is incorrect. The first word of the title is &quot;views.&quot;]
The Teachers&apos; Existing Ideas of Enhancing Students&apos; Inventive Thinking Skills
Author: Ngaewkoodrua, Nophakun
Date: 2018-04-00
Type: Journal Articles
Subjects: Thinking Skills,Foreign Countries,Active Learning,Inquiry,Faculty Development,Science Teachers,Science Instruction,Teacher Attitudes,Inservice Teacher Education,Workshops,Teaching Methods,STEM Education,Check Lists

This study aimed to explore the science teachers' existing ideas about Inquiry-based learning as a way of enhancing students' inventive thinking skills. Methodology regarded interpretive paradigm. The first author participated in the STEM in-service teacher professional development project called the Inquiry-based learning workshops of the Thailand STEM Education Project of Chevron Enjoy Science. The first author as participant observer, therefore, would interpret teachers' existing ideas of ways of enhancing students' inventive thinking skills during their participation in the workshop. Key informants were 15 females and 5 males who participated in the Inquiry-based learning workshops of the Thailand STEM Education Project of Chevron Enjoy Science at Khon Kaen, Thailand. Teachers' existing ideas of ways of enhancing students' inventive thinking skills will be examined through their responding on the checklist about the five essential features of the Inquiry-based learning NRC (2000) and their sharing ideas on the open-ended questions about inquiry-based learning and enhancing inventive thinking. The results of this study are to be the evidence support of the researchers' belief that the number of Thai teachers hold some understanding of the inquiry-based learning which could develop some more ideas of organizing learning activities for enhancing the students' inventive thinking skills.
Online Communities of Practice in the Service of Teachers&apos; Technology Professional Development: The Case of Webheads in Action
Author: Bostancioglu, Ali
Date: 2018-04-00
Type: Journal Articles
Subjects: Communities of Practice,English (Second Language),Second Language Learning,Second Language Instruction,Interviews,Questionnaires,Educational Technology,Technology Integration,Mixed Methods Research,Faculty Development,Language Teachers,Computer Mediated Communication,Technology Uses in Education,Teacher Attitudes,Teacher Surveys,Technological Literacy,Pedagogical Content Knowledge,Sampling,Intercultural Communication,Foreign Countries

The aim of this study was to investigate whether an online community of practice (OCoP) approach can be a viable alternative form of technology professional development (TPD) for teachers. In line with this aim, the Webheads in Action (WiA) community, members of which were mainly English as a foreign language (EFL) teachers gathered online to learn more about educational uses of technology, was selected as the case to be studied. A mixed method research approach following convenience sampling strategy was adopted which combined the use of questionnaires (n = 44) and interviews (n = 24). In order to support findings, members' interactions within the public space of the community were also collated for a period of nine months. Both quantitative (questionnaire) and qualitative (interview) results suggested that participation in the WiA community led to members' perceived TPD. Moreover, significant differences in questionnaire results, supported with interview data, were observed among members with different levels of participation (e.g. peripheral, active, and core). This finding highlighted the importance of participation and collaboration in online learning environments. It is concluded that teachers should be encouraged to participate in OCoPs for their professional development and the creation of OCoPs appealing to different areas of professional development should be supported.
Perceptions and Opinions of Students Studying at Primary School Mathematics Teaching Department about the Concept of Mathematics
Author: Altintas, Esra
Date: 2018-04-10
Type: Journal Articles
Subjects: Student Attitudes,Mathematics Instruction,Departments,Mathematical Concepts,Positive Attitudes,Mathematics Anxiety,Qualitative Research,Content Analysis,Phenomenology,Figurative Language,Mathematics Teachers,Elementary School Mathematics,Foreign Countries,Preservice Teachers,Elementary School Teachers

The purpose of this study is get opinions of students on the subject of mathematics. It is thought that determining the meaning of mathematics in students' minds, the things that students associate mathematics with and the things that come to their minds when you say mathematics is vital. In this way, it is thought that it can be possible to take some precautions for enabling students to develop positive attitudes towards mathematics, making mathematics more popular among students and reducing mathematics anxiety. This study is particularly important in terms of taking the opinions of students who will be responsible for teaching mathematics and making students become more interested in mathematics so that they can take necessary precautions before they start teaching at schools. This study is a qualitative research and the data obtained through coding the answers provided by students from the Department of Teaching Primary School Mathematics. Two questions in the opinion form were divided into categories and themes were displayed in tables by given percentages and frequencies. In this sense, content analysis from qualitative data approaches and phenomenology from qualitative research designs were used. The study group consisted of 153 students (from freshman to senior) who are studying at Kafkas University, Faculty of Education, Department of Teaching Primary School Mathematics. It was concluded that students mentioned &quot;nature,&quot; &quot;life&quot;,&quot; &quot;oxygen,&quot; &quot;everything complicated&quot; and &quot;puzzle&quot; for &quot;mathematics,&quot; and they provided answers such as &quot;concepts related to mathematics,&quot; &quot;middle school mathematics teacher&quot; and &quot;everything&quot; for the question stated as &quot;What is the first thing that comes to your mind when we say mathematics?&quot;
University Students&apos; Associative Knowledge of History of Science: Matthew Effect in Action?
Author: Koponen, Ismo
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,Science History,Science Instruction,Preservice Teachers,Science Teachers,Network Analysis,Associative Learning,Physics

We present a method to analyse how pre-service science teachers relate events, ideas, characters and deeds in history of science and in cultural and general history. A group of 25 students presented their views they deemed to be of importance in history of science, culture, society and politics in era between 1550 and 1850. The sample is based on students' study reports and analysed by using network analysis. We show how students' knowledge of history of science and history in general are organised around certain famous characters, ideas, events and institutions, thus revealing the phenomenon of accumulation of fame; the Matthew effect in action.
The Effect of Science, Technology, Engineering and Mathematics-STEM Educational Practices on Students&apos; Learning Outcomes: A Meta-Analysis Study
Author: Saraç, Hakan
Date: 2018-04-00
Type: Journal Articles
Subjects: STEM Education,Meta Analysis,Outcomes of Education,Academic Achievement,Science Process Skills,Educational Practices,Masters Theses,Effect Size,Turkish,English,Statistical Analysis,Experimental Groups,Student Attitudes,Graduate Students,Control Groups,Comparative Analysis,Instructional Effectiveness,Course Evaluation,Foreign Countries

In the study, a meta-analysis study was conducted in order to determine the effects of STEM educational practices on the learning outcomes of the students in the education-training process. The articles were made in national and international context with statistical data that could be included in the meta-analysis study in accordance with the research problem between 2010-2017, literature review was conducted using Turkish and English key words. As a result of the survey, 23 articles on the effect of STEM educational practices on the learning products of students and 2 postgraduate theses meta-analyses were included and a total of 58 effect size values were obtained. A total of 6535 students in the experimental groups and a total of 6373 students in the control groups were included in the meta-analysis included studies. As a result of the study, it was determined that the effects of STEM educational practices on students' academic achievement were 0.442, the attitude effect was 0.620 and the effect on scientific process skills was 0.820. These results are middle effect on students' academic achievement and attitude towards the course according to the effect size classification and a large level of effects on scientific process skills. Of the 58 effect size values obtained in the study, 56 have a positive effect and 2 have a negative effect. Moderator analyses were carried out according to the researches examined, the academic achievement of the learning outcomes, the attitude towards the course and the scientific process skills subscale, the lesson types in which the research was conducted, and the learning levels of the students participating in the research.
Sketch Strategy of Knowledge in Physics Learning and Its Influence on Metacognitive
Author: Amin, Bunga D.
Date: 2018-04-10
Type: Journal Articles
Subjects: Physics,Science Instruction,Metacognition,Learning Strategies,Learning Processes,Teaching Methods,Thinking Skills,Comparative Analysis,Foreign Countries,Imagination,College Students,Tests,Scores,Knowledge Level,Quasiexperimental Design

Metacognitive knowledge is a necessity in starting learning process. Solving physics problems requires metacognitive knowledge which comprises factual, conceptual and procedural knowledge. The purpose of metacognitive knowledge is to train students in developing their abilities in higher order of thinking. The problem is what kind of strategies can be used by teachers to facilitate student's comprehension? This study used &quot;sketch knowledge strategy&quot; (SKS) as a strategy to help students in solving high order of physics problems and its influence on their metacognitive understanding. The target variable strategy was used as a comparison in order to examine its effects. The results showed that the concept of sketch strategy was more significant in solving metacognitive problems than that of the target variable strategy.
School Resources and Student Achievement: A Study of Primary Schools in Zimbabwe
Author: Ndlovu, Ntobeko
Date: 2018-04-10
Type: Journal Articles
Subjects: Academic Achievement,Human Resources,Achievement Tests,Scores,Predictor Variables,Textbooks,Correlation,Foreign Countries,Class Size,Hierarchical Linear Modeling,Administrator Qualifications,Mathematics Achievement,Educational Resources,Mathematics Instruction,Gender Differences,Parent Background,Educational Background,Grade 6,Questionnaires,Multiple Regression Analysis,Least Squares Statistics,Statistical Analysis

This study analyses the effects of school resources on student mathematics achievement in Zimbabwe using a 3-Level Hierarchical Linear Model (HLM). The major findings of the research are that a teacher trained in the relevant subject, class size, having a highly qualified school head and having a generally high resource endowment at school level improve student test scores. However, text book possession was seen as an insignificant predictor of student achievement. The implication of these findings is that resources owned by schools have an important effect on student test scores, suggesting that value and more attention should be given to what goes on in schools; as well as improving quality of human resources at school level. The study however has a limitation in that it does not fully explore all the probable school and class level determinants of student achievement due to data constraints.
The Studies on Educational Digital Games Regarding Children: A New Word Analysis Approach
Author: Çiftçi, Serdar
Date: 2018-04-00
Type: Journal Articles
Subjects: Educational Games,Computer Games,Databases,Programming Languages,Educational Research,Experimental Groups,Control Groups,Video Games,Teaching Methods,Learning Processes,Word Frequency,Information Retrieval,Research Methodology,Literature Reviews

The aim of this research is to investigate, through data analysis, the studies conducted on the use of educational digital games by children. As part of this study, a search of the Science Direct, Web of Science, and ERIC databases was performed to identify the studies on this topic published within the last decade (2007 and 2017). From this database search, a total of 403 studies related to educational science and including the keywords &quot;child&quot; and &quot;game&quot; were retrieved. Proceedings and book reviews were omitted from the scope of the study. The articles were downloaded in PDF document format and then extracted as text to the MySQL database through the Python programming language. The articles that were not related to digital games, that used physical games, or that were inconsistent with the purposes of this study in terms of target group were excluded. After the elimination process, a total of 103 articles constituted the sample of the study. In the data analysis, the most repeated words, word pairs, and abbreviations were tallied using Python programming language. In addition, the keywords &quot;qualitative,&quot; &quot;quantitative,&quot; &quot;experimental study,&quot; and &quot;control group,&quot; which were preselected by the researcher, were searched and recorded. The results revealed that different descriptions were applied for the concept of educational digital games (e.g., digital games, computer games, game-based learning, video games, and serious games). A prodigious number of studies were listed in the search of the current databases, a situation which can result in significant time loss for researchers.
Examining Pre-Service Mathematics Teachers&apos; Reasoning Errors, Deficiencies and Gaps in the Proof Process
Author: Demir, Enes
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Mathematical Logic,Error Patterns,Misconceptions,Validity,Instructional Program Divisions,Algebra,Interviews

Proving is a process that has important roles in terms of learning and teaching in almost all the areas of mathematics. Because the process of proof constructions an extensive process that includes skills as mathematical thinking, reasoning and making connections. Reasoning is one of the most important components of this process. However, most students have difficulty in making a good reasoning and they make various reasoning errors in the process. The purpose of the study is to investigate the reasoning errors that pre-service mathematics teachers exhibit during proof construction. This study was carried out with 80 university students from second, third, fourth and fifth grade levels. An open-ended exam based on abstract mathematics and algebra was used. To deeply examine reasoning errors in the proving process, clinical interviews were conducted with pre-service teachers. A scale was developed by considering the literature review and the expert opinion; this was used to analyse the data about the reasoning errors. The results illustrate that the reasoning errors mostly do not show differences for all grade levels. However, the percentages of reasoning errors according to the grade levels and to the upper classes these errors show resistance to decrease the deficiencies. It is important to design a learning environment enabling students to experience proof construction in order to reduce or eliminate the reasoning errors.