ethanporcaro/eric-fulltext-meta huggingface dataset:
Impacts of the Use of a Digital Simulation in Learning Earth Sciences (The Case of Relative Dating in High School)
Author: Nafidi, Youssef
Date: 2018-03-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Computer Simulation,Science Instruction,Earth Science,Program Effectiveness,Geology,Problem Based Learning,High School Students,Scientific Concepts,Concept Formation

In an attempt to evaluate the impact of the use of a simulation on the learning concepts of relative dating, a study was carried out with first year students at the Technical High School of the city of Taza (Morocco). The method of the study was semi-experimental research design with pre-test and post-test. The study used two groups including the experimental (n = 16) and control (n = 16) groups. The learning outcomes of both groups of students were compared and analysed for significance using the Student's t-test and the Mann-Whitney U test. The findings showed that the integration of a simulation of relative chronology can have a positive effect on students' learning if it is properly integrated at an appropriate time during the students' training.
Effectiveness of Concept Cartoons on 7th Grade Students&apos; Understanding of &quot;The Structure and Properties of Matter&quot;
Author: Say, Fuat Serkan
Date: 2018-03-00
Type: Journal Articles
Subjects: Middle School Students,Grade 7,Secondary School Science,Scientific Concepts,Science Instruction,Teaching Methods,Instructional Effectiveness,Cartoons,Science Tests,Comprehension,Concept Formation,Misconceptions,Foreign Countries

The aim of this study is to determine the effect of concept cartoons on 7th grade students' acquiring the concepts in &quot;The Structure and Properties of Matter&quot; chapter. To reach this aim concept cartoons involving students' preconceptions and alternative conceptions about the concepts in the unit were developed. The data of the research was collected via the Structure and Properties of Matter's Concept Test (SPMCT) and semi-structured interviews. The sample of the research consisted of 49 grade 7 students in total, 24 students in experimental group and 25 students in control group. SPMCT prepared by considering the alternative conceptions obtained via the outcome of literature analysis was applied as a pre-test. And then, the unit of &quot;the structure and properties of matter&quot; with prepared concept cartoons was studied. At the end of the study, SPMCT was applied to the students as a post-test. At the end of the research, it was ascertained that students had varied alternative conceptions about studied concept, some of them learned the concepts of the structure and properties of matter at a level of knowledge, but were inadequate in applying them. In addition, the students chosen from the experimental group were interviewed with the intent of promoting the test results. As a result of analyzing the test and interview, it was ascertained that the application decreased the alternative conceptions on the structure and properties of the matter existing in students, did not reveal new alternative conceptions and got the students comprehend the subjects better.
Critical Inquiry Based Learning: A Model of Learning to Promote Critical Thinking among Prospective Teachers of Physic
Author: Prayogi, Saiful
Date: 2018-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Physics,Critical Thinking,Thinking Skills,Inquiry,Models,Learning Processes

Teaching critical thinking (CT) to prospective teachers has been a concern for a long time, and prospective teacher training becomes an appropriate period for interventions that promote CT ability. Therefore, it is necessary to develop a model of learning that accommodates aspects of prior knowledge, motivation, and CT. This study aims to develop &quot;Critical-Inquiry-Based-Learning&quot; (CIBL) model to promote the CT ability of prospective teachers of physic (PTP). This study is based on Nieveen's theory about the criteria of rich product quality (valid, practice, and effective) and the theory of Borg and Gall about development research. The CIBL model embraced three criteria, namely validity, practicality, and effectiveness. The CIBL model was validated by experts through the mechanism of the focus group discussion (FGD) (for validity aspect), the implementation of the model in the class were observed by a number of observers (for practicality aspect), and the assessment of CT ability is done after the learning process (for effectiveness aspects) and then analyzed. The findings of the research showed that the CIBL model is feasible because of its validity, practicality, and effectiveness. This means that the CIBL model was able to promote CT ability of PTP.
National and International Advances in Physics Education in the Last Three Years: A Thematic Review
Author: Çepni, Salih
Date: 2017-09-00
Type: Journal Articles
Subjects: Educational Trends,Physics,Science Education,Publications,Journal Articles,Scientific Concepts,Undergraduate Students,Authors,Foreign Countries

For research areas to advance, researchers are required to carry out studies that are in line with the inadequacies in the field and to have a grasp of the studies in the field. One of the most important means of identifying inadequacies in a field is to review studies between certain years. In this sense, it is important to analyze the publications of significant journals in physics education. The purpose of this study is to conduct a thematic review of the literature related to physics education studies in certain journals published within the scope of Social Sciences Citation Index in 2013-2015. The articles obtained from the literature were analyzed using a generated matrix. The matrix consists of general specifications (type of journal, years and demographic properties) and content sections (aims, research methods, variables, samples, physics subjects and results). According to the findings, in terms of physics concepts, the studies were conducted mostly on the concept of energy and included mostly undergraduate student participants. Regarding the results, it is suggested, both in physics and science education studies, that materials that are to be used with approaches, such as context-based learning, inquiry-based leaning, and argumentation-based learning, need to be enhanced and that additional studies that investigate the effects of these approaches on learning environments are needed.
The Effect of a Developed REACT Strategy on the Conceptual Understanding of Students: &quot;Particulate Nature of Matter&quot;
Author: Kirman Bilgin, Arzu
Date: 2017-06-00
Type: Journal Articles
Subjects: Student Attitudes,Physics,Science Instruction,Comparative Analysis,National Curriculum,Concept Formation,Scientific Concepts,Science Tests,Science Achievement,Teaching Methods,Instructional Effectiveness,Instructional Design,Grade 6,Elementary School Students,Foreign Countries

The purpose of this study is to investigate the effect of REACT strategy developed in relation to &quot;Particulate nature of the matter&quot; subject on academic achievement and conceptual change. This study was accompanied by pre-test-post-test control group design. The academic achievement and concept test, which were developed, was distributed to 55 experimental group students and 47 control group students, which makes 102 learners in total. These learners are studying at 6th grade. REACT strategy was implemented on experimental group. Control group was exposed to current Science and Technology Curriculum. As a result of conducted implementations, it was detected that both academic achievement and conceptual change of experimental group students are better than control group students. Therefore, it is possible to say that REACT strategy is more efficient than the Ministry of National Education's curriculum. Interview with students in the direction of determined objective in addition to academic achievement and concept test may be recommended for future studies.
Improving Creative Thinking Skills of Students through Differentiated Science Inquiry Integrated with Mind Map
Author: Zubaidah, Siti
Date: 2017-12-00
Type: Journal Articles
Subjects: Inquiry,Teaching Methods,Science Instruction,Creativity,Thinking Skills,Gender Differences,Middle School Students,Foreign Countries,Models,Concept Mapping,Grade 7

In inquiry-based learning, teachers usually only apply one level of inquiry from the four available levels. The diversity of students should be a serious consideration. Differentiated Learning Science Inquiry (DSI) implements the four levels of inquiry. To train students' creative thinking, inquiry can be integrated with mind maps. This research aims to determine the difference in creative thinking skills between male and female students who were given three different science learning models i.e., DSI, DSI integrated with mind map (DSIMM), and the conventional model. This research was a quasi-experimental research, which used a nonequivalent pretest post-test control group design. The samples of the research were 96 students from three classes spreading across three junior high schools in Kediri, Indonesia. The data on students' creative thinking skills were taken from an essay test on science learning assessed using a creative thinking skills rubric. The results of the research showed that there was a difference in students' creative thinking skills for different models. The highest creative thinking skills were exhibited by the students taught using the DSIMM model. The results of the research also showed that there was a difference in creative thinking skills between the male and the female students. The male students had higher creative thinking skills than the female students. This was presumably because in the differences of brain anatomy affecting the students' pattern of learning and activities.
Argumentation Based Inquiry Applications: Small Group Discussions of Students with Different Levels of Success
Author: Kabatas Memis, Esra
Date: 2018-03-00
Type: Journal Articles
Subjects: Persuasive Discourse,Inquiry,Small Group Instruction,Group Discussion,Success,Thinking Skills,Preservice Teachers,Science Education,Foreign Countries,Science Process Skills,Metacognition,Questioning Techniques

The aim of this study is to investigate experiences of groups with different success levels during small group discussions in argumentation applications. In the study, case study was based as one of qualitative research patterns. In this line, a success test including mechanical subjects comprising multiple-choice and open-ended questions was applied to students by researches in the beginning of semester. Looking at points taken from the success test, student levels (high, medium and low) were determined and groups were formed in accordance with these levels. Argumentation based inquiry was carried out in &quot;force and effect&quot; subject. Study group consisted of 10 preservice teachers having education in Department of Science Teaching. Voice records of every group were taken during student discussions and analyzed by transcription. Codes prepared by the researches were combined under certain categories and entitled. Results show that students with all success levels were physically and mentally active, the argumentation process was effective and the process contributed to students in terms of reasoning, thinking like a scientist and understanding the scientific process in during small group discussions. Moreover, when student-student questions were examined, there were more questions in high level group than others group.
Myths, Islamic View, and Science Concepts: The Constructed Education and Knowledge of Solar Eclipse in Indonesia
Author: Haristiani, Nuria
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Knowledge Level,Scientific Concepts,Astronomy,Misconceptions,Religious Factors,Islam,Beliefs,Scientific Literacy,Age Differences,Middle School Students,High School Students,College Students,Cultural Influences

This study examines Indonesian students' constructed knowledge of solar eclipse. It investigated the embraced myths, religious view--particularly that of Islam, and science concept that build students' comprehension of the solar eclipse. A survey was done in Bandung (Indonesia), where the solar eclipse took place on March 9, 2016, to 529 students (categorized on age and educational level) and 67 lecturers, and interviews with college students. Results showed that students' belief on mystical stories decreased along with the older of the age and the higher of their educational level. Furthermore, most lecturers have good understanding about the solar-eclipse rituals and myths, in which this supports the student understanding. The interviews revealed that while some myth-based practices were still embraced, students' understanding of the solar eclipse is still dominated by the science concept and the Islamic religious views that they have learned since their elementary education. The literature showed that two of eleven solar-eclipse rituals and myths in Indonesia are relevant to the science and Islamic views. Therefore, the myth, science concept, and Islamic view on the solar eclipse phenomena should be delivered since the elementary education. This study recommends teachers to integrate science with real-life context to enrich students' understanding while clarifying false information.
Inquiry-Based Professional Development Practices for Science Teachers
Author: Kocagul Saglam, Merve
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Inquiry,Faculty Development,Science Teachers,Teacher Attitudes,Self Efficacy,Science Process Skills,Teacher Workshops,Instructional Design,Beliefs

In science education reform movements, there is an emphasis on teaching science through inquiry, and teacher education is an important part in this process. In this context, this study aims to investigate the effect of inquiry-based professional development training on science teachers' beliefs and self-efficacy about inquiry-based teaching and science process skills. A group of 30 science teachers participated in the study. The data collection tools used were &quot;Beliefs about Inquiry-based Teaching Scale,&quot; the &quot;Inquiry-based Science Teaching Self-efficacy Scale,&quot; and the &quot;Science Process Skills Test.&quot; During two days of short-term professional development training, teachers attended five workshops that introduced the inquiry method. Analyses of the collected data showed that professional development training was effective in improving teachers beliefs (t = -6,57; p = 0.00), self-efficacy (t = -5,80; p = 0.00), and process skills (t = -5,76; p = 0.00). The results of the study suggest that additional research about the improvement of students' science learning and about the effect of professional development on different variables such as teachers' learning design skills should be done.
Local Wisdom-Based Science Learning Model through Reconstruction of Indigenous Science to Improve Student&apos;s Conservationist Character
Author: Khusniati, Miranita
Date: 2017-09-00
Type: Journal Articles
Subjects: Teaching Methods,Indigenous Knowledge,Science Instruction,Conservation (Environment),Patriotism,Prosocial Behavior,Student Behavior,Models,Tribes,Learning Processes,Values Education,Undergraduate Students,Classification

The implementation of local wisdom-based science learning model through reconstruction of indigenous science is hoped to improve student's conservationist character. Through this model, student will be familiarized with science and local wisdom to improve their existing conservationist characters. Characters measured in this study were religiousness, tolerance, politeness, responsibility, and patriotism. Purpose of this study was to know the result of indigenous science reconstruction through implementation of local wisdom-based science learning model, and the effect on student's conservationist character. This is a descriptive research. Result of the study is reconstructed indigenous science of Samin tribe who has high respect toward conservation value, especially land conservation. The use of local wisdom-based science learning model through reconstruction of indigenous science is proved to improve student's conservationist character from low to good visibility.
The Growth of Music Education Research: TMEA 1978-2020
Author: Killian, Janice N.
Date: 2020-00-00
Type: Journal Articles
Subjects: Music Education,Conferences (Gatherings),Research Projects,Visual Aids,Periodicals,Educational Research,Professional Associations,Research Methodology,Productivity,Researchers

As part of the centennial of the Texas Music Educators Association (TMEA), I created a spreadsheet of all research posters listed in TMEA Conference Programs (1981-2020) and manuscripts published in Texas Music Education Research (1978-2018), including 1393 studies by 488 researchers. Factors examined included: growth of the research poster session (11-80 entries per year), research leadership, milestones in Texas research, productivity of researchers based on participation in research poster sessions (1-69 entries per researcher), productivity of affiliated universities involved (state, national and international), and an examination of participants studied, research methodologies employed by decade, and a consideration of research topics chosen then and now with speculation about possible changes in focus over the past 42 years of research activity in Texas.
Online Microlearning and Student Engagement in Computer Games Higher Education
Author: McKee, Connor
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Activities,Electronic Learning,Learner Engagement,Higher Education,Lecture Method,College Students,Video Technology,Time on Task,Foreign Countries,Educational Technology,Computer Science Education

Microlearning, in which lecture recordings are segmented into parts, saw renewed focus as a means of maintaining student engagement amid the challenging conditions of the COVID-19 pandemic. While many institutions shifted to remote provision with segmented lecture recordings, there is a lack of consensus about the length that these segments should be in order to best maintain engagement. Using a self-reported system of Likert-based diagnostics, 135 videos in use at Solent University's computer games area were analysed. Ninety-four students were asked to agree or disagree with statements in the format 'I understand X', each tailored to the subject material of the video in question. Repeated questions before and after the video allowed for a change in confidence to be measured, as an indicator of engagement. The resulting 4198 responses showed an optimum range of 5-8 min overall. However, the year of study emerged as a significant factor in this regard -- with an optimum range for first years at 6-12 min, and for second and third years at under 8 min. There is a need for institutional-level change in this area, as many institutions currently recommend use of lecture video segments far longer than either figure.
Implementing Backward Design to Foster Intercultural Communicative Competence in Textbook-Based Curricula: A Proposed Framework for English Language Practitioners
Author: Ibrahim, Hiba B.
Date: 2022-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Communicative Competence (Languages),Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Textbooks,Guidelines,Cultural Awareness,Lesson Plans,Foreign Countries,Instructional Design,Metacognition,Empathy,Perspective Taking,Learning Activities,Curriculum Design

Teaching intercultural communicative competence (ICC) is still a challenging goal to achieve in English as a Second/Foreign Language (ESL/EFL) education. ESL/EFL instructors teaching in textbook-based educational contexts require more tangible approaches to designing and implementing purposeful intercultural language teaching that amplifies the desired ICC goals. This article proposes the use of a backward design-inspired framework as an effective approach to foster ESL/EFL students' intercultural skills through the development and implementation of supplementary ICC materials. The article explains how specific ICC dimensions can be enhanced and complemented through a proposed four-stage framework, helping instructors identify intercultural learning gaps in the assigned curriculum, identify desired results for intercultural learning, determine assessment evidence, and plan supplementary intercultural learning experiences and instruction. The article provides an example of implementing this framework to support ICC development in an ESL/EFL teaching context in Jordan and concludes with some pragmatic insights for implementing the framework in similar ESL/EFL teaching contexts.
Promoting Acts of Kindness on Campus: Views of Chinese International Students in the UK
Author: Cheng, Ming
Date: 2022-00-00
Type: Journal Articles
Subjects: Asians,Foreign Students,Foreign Countries,Communication Skills,Interpersonal Relationship,Academic Achievement,Emotional Adjustment,Graduate Students,Educational Environment,Student Attitudes,Altruism,Student Experience

There is increasing research on the challenges experienced by Chinese international students during their studies in the UK such as language barriers, social interactions, academic achievement, and psychological adjustment. This study proposes to understand these challenges through a kindness approach. It explores how sixty-three Chinese Master's students from a British university interpreted the challenging and supportive features of their learning environment through the notion of (un)kindness. Drawing on 63 semi-structured interviews, the study reveals a range of ways these students experienced academic staff and student interactions as &quot;unkind,&quot; as well as their experiences of teaching materials, coursework feedback, and administrative support. It identifies three key factors that students perceive impede acts of kindness on campus. The findings offer important insight into the practice and the value of using a kindness approach to improve Chinese international students' academic and social experiences in the UK.
An Investigation of Secondary School Teachers&apos; Flipped Classroom Readiness
Author: Kazu, Ibrahim Yasar
Date: 2022-02-00
Type: Journal Articles
Subjects: Secondary School Teachers,Flipped Classroom,Self Efficacy,Information Technology,Competence,Teacher Attitudes,Foreign Countries,Prior Learning,Technology Uses in Education

In the descriptive study reported on here we used A Scale for Flipped Classroom Readiness of Secondary School Learners developed by Hao and adapted by Durak to evaluate teachers' readiness. The scale was administered to 233 teachers working at 5 randomly selected secondary schools in the city of Elazig, Turkey. Five key aspects of their readiness to conduct flipped classroom education were investigated: &quot;self-efficacy in controlling learners, technological self-efficacy, self-efficacy for planning classroom time, readiness for preparatory work and being open-minded.&quot; In general, overall readiness was found to be positive for young teachers who had recently joined the profession. Teachers who owned computers and perceived themselves as being competent users of information and communications technology were more likely to have favourable opinions of their ability to implement flipped classroom pedagogy.