ethanporcaro/eric-fulltext-meta huggingface dataset:
SimCity in Infrastructure Management Education
Author: Arnold, Uwe
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Games,Computer Games,Computer Simulation,Engineering Education,Masters Programs,Graduate Students,Student Motivation,Outcomes of Education,Game Based Learning,Foreign Countries,Instructional Design,College Instruction

Simulation games offer a safe space to experiment with system models and provide learning experiences about interdependencies and thus, are considered to foster the development of a deeper understanding of systems. This article describes the use of SimCity in the university course Infrastructure Management, which has been in continuous operation since 2002. Methodologically, a total of four events were observed. Students' motivation, the didactic scenario and the perceived learning outcomes were examined with the help of a focus group discussion and questionnaires. The didactic scenario shows characteristics not described in this combination in the literature to date: (1) the moderated open, simultaneous and competitive play in groups, (2) the used regional planning scenario and (3) the long, regular period of application of more than 15 years. The results show that SimCity 4 can still serve as a platform for exciting learning scenarios more than 15 years after its initial release. It could also be shown that the didactic scenario motivates the students and that SimCity also generates gaming fun. Furthermore, it could be argued that a regional scenario can be implemented by simple means and is perceived as motivating by the students. Furthermore, this study indicates that even a technically complex and fast-moving medium such as a computer game can be used in a didactic scenario over a longer period with limited effort. Nevertheless, the challenge of game aging should be actively addressed. Furthermore, the study revealed that game-based learning still faces challenges with being recognized by students as a serious learning activity.
The Dual-Coding and Multimedia Learning Theories: Film Subtitles as a Vocabulary Teaching Tool
Author: Kanellopoulou, Catherine
Date: 2019-00-00
Type: Journal Articles
Subjects: Multimedia Instruction,Learning Theories,Multimedia Materials,Coding,Films,Vocabulary Development,Second Language Learning,Second Language Instruction,Audiovisual Aids,Translation,Technology Uses in Education,Comprehension,Recall (Psychology),Listening Skills,Language Processing

The use of multimedia has often been suggested as a teaching tool in foreign language teaching and learning. In foreign language education, exciting new multimedia applications have appeared over the last years, especially for young learners, but many of these do not seem to produce the desired effect in language development. This article looks into the theories of dual-coding (DCT) and multimedia learning (CTML) as the theoretical basis for the development of more effective digital tools with the use of films and subtitling. Bilingual dual-coding is also presented as a means of indirect access from one language to another and the different types of subtitling are explored regarding their effectiveness, especially in the field of short-term and long-term vocabulary recall and development. Finally, the article looks into some new alternative audiovisual tools that actively engage learners with films and subtitling, tailored towards vocabulary learning.
The Contested Space of Animals in Education: A Response to the &quot;Animal Turn&quot; in Education for Sustainable Development
Author: Pedersen, Helena
Date: 2019-00-00
Type: Journal Articles
Subjects: Animals,Sustainable Development,Environmental Education,Critical Theory,Humanism,Journal Articles,Food,Ethics,Geography Instruction,Moral Issues,Foreign Countries,Elementary School Students,Secondary School Students

The so-called &quot;animal turn&quot;, having been on the agenda for around 15 years in the humanities and social sciences, is gaining force also in the educational sciences, typically with an orientation toward posthumanist ontologies. One particular space where educational &quot;more-than-human&quot; relations are debated is the field of education for sustainable development (ESD). This paper responds to two recent contributions to this debate, both positioned within ESD frameworks. The purpose of this response is two-fold: First, to give a critical account of the knowledge claims of the two articles, their overlaps and divergences, as well as their implications for pedagogical practice and their potential consequences for the position of animals in education and in society at large. The meaning and usefulness of analytic tools such as &quot;critical pluralism&quot; and &quot;immanent critique&quot; in relation to animals in education is discussed, as well as whose realities are represented in ESD, revealing contested spaces of teaching and learning manifested through an &quot;enlightened distance&quot; to anthropocentrism in-between compliance and change. The second purpose is to sketch a foundation of reflective practice for critical animal pedagogies, offering a critical theory-based form of resistance against recent posthumanist configurations of the &quot;animal question&quot; in education and beyond.
Supporting Project-Based Learning through Economical and Flexible Learning Spaces
Author: Eickholt, Jesse
Date: 2019-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Space Utilization,Cost Effectiveness,Classroom Design,Classroom Environment,Student Attitudes,Cooperative Learning,Peer Relationship,Computer Science Education,Engineering Education,Introductory Courses,Educational Technology,Handheld Devices,Educational Equipment,College Students,Computer Centers

Project-based learning often centers learning experiences around projects and is characterized by the application of knowledge, management of resources, and self-directed learning. In recent years, newer classroom designs have been developed to facilitate communication, classroom interaction and active learning but the cost of such spaces can be prohibitive. Here we present two economical options for flexible learning spaces that support the aims of project-based learning and cost much less than typical active learning classroom models. In a quasi-experimental study, one of our economical active learning environments was paired with a traditional classroom and a prototypical active learning classroom. These learning environments were used in a CS2 course that employed a group-based, active learning pedagogy centered on in-class projects. Students' perceptions were gathered on the classrooms and their supporting technology. Between the economy and prototypical active learning environment, no significant differences were found in students' perceptions of the space as it related to collaboration and supporting learning. Results from accompany focus groups indicates that the space was conducive to their learning and helped them engage with peers. These economical and flexible options support the aims of project-based learning at a reduced cost.
Conceptual Understanding of Newtonian Mechanics among Afghan Students
Author: Hairan, Abdul Manan
Date: 2019-00-00
Type: Journal Articles
Subjects: Concept Formation,Comprehension,Foreign Countries,Physics,Science Tests,Scientific Concepts,Difficulty Level,College Students,High School Students,Science Instruction,Introductory Courses,Indo European Languages,Gender Differences,Instructional Effectiveness,Misconceptions

In this paper, the level of conceptual understanding of Newtonian mechanics among Afghan school and university students in Kabul, Afghanistan was investigated. This study employed a quantitative descriptive survey method where the Pashto version of the Force Concept Inventory (FCI) was given to a random sample of 216 students from two schools and 90 students from two universities in Kabul city. The collected data were analyzed using SPSS v.24 and Microsoft Excel, where descriptive and inferential statistical analysis methods were used to determine the students' level of conceptual understanding in Newtonian mechanics. The results of this study revealed that generally, Afghan students had a low level of conceptual understanding of Force which is less than the Newtonian entry threshold for FCI. The results further showed that there is a significant difference between school and university students in the level of conceptual understanding. Furthermore, the results indicate that student's gender didn't have any significant effect on the FCI scores of university students. In general, the results confirmed that both school and university students were having difficulties to conceptually understand Newtonian mechanics. Therefore, the results of the study can be added to the database and serve as a guideline for teachers and students to increase their conceptual teaching and learning. In addition, it can be used to correct the students' misconceptions and to improve teaching and learning of physics in Afghanistan.
Conceptualization and Evaluation of a School Project on Climate Science in the Context of Education for Sustainable Development (ESD)
Author: Schauss, Mareike
Date: 2019-00-00
Type: Journal Articles
Subjects: School Activities,Climate,Program Effectiveness,Environmental Education,Sustainable Development,Scientific Research,Scientific Principles,Geography Instruction,Adolescents,High School Students,Relevance (Education),Attitude Change,Scientists,Educational Cooperation,Epistemology,Beliefs,Student Participation,Foreign Countries,Urban Schools,Vocational Interests

Anchored in the thirteenth of the Sustainable Development Goals (SDG), climate change is one of the key content areas in education for sustainable development. This evaluation study describes a school project that introduces students to scientific work and, more specifically, to scientific research methods in climate research. Using a pre-post design, the evaluation uses a scale measuring epistemological beliefs, as well as two other scales addressing the relevance of climate change in society and career prospects in the field of climate research. The quantitative questionnaire data indicate an increase in future career aspirations in the field of climate research. The qualitative interview data reveal positive changes in the understanding of science and show that an understanding of the nature of science can be promoted.
Assessment and Feedback for Large Classes in Transnational Engineering Education: Student-Staff Partnership-Based Innovative Approach
Author: Hussain, Sajjad
Date: 2019-00-00
Type: Journal Articles
Subjects: Engineering Education,Feedback (Response),Video Technology,Peer Evaluation,Teacher Student Relationship,Class Size,Cultural Differences,Large Group Instruction,Teaching Methods,Evaluation Methods,International Education,Scoring Rubrics,College Faculty,Undergraduate Students,Educational Innovation,Student Evaluation,Formative Evaluation,Student Attitudes,Peer Relationship

Assessment and feedback (A&amp;F) are two major components of any educational program and must be properly in place to ensure student learning and quality of experience. However, these important components come under severe challenges of meeting student expectations in the large class size context. When the program delivery relates to a transnational educational (TNE) scenario, the additional constraints on staff-student physical interaction, regional time differences and cultural background gaps introduce additional challenges: Conducting proper assessments and provide timely and constructive feedback to the students. In this paper, the authors propose a novel assessment and feedback framework which exploits having a large student number as a positive factor by introducing staff-student partnership to implement efficient assessment and feedback strategies. Authors propose to use students for peer-review, assessment design, evaluation rubric design and tutorial-based feedback. The students also take part in preparing feedback clusters based on which the instructor provides pseudo-personalised video feedback. Through feedback clusters, authors introduce the trade-off between individual feedback and generic feedback. The results of the study are particularly promising in terms of student satisfaction and learning enhancement.
Comparison as a Method for Geography Education
Author: Wilcke, Holger
Date: 2019-00-00
Type: Journal Articles
Subjects: Geography Instruction,Teaching Methods,Comparative Analysis,Secondary School Students,Problem Solving,Persuasive Discourse,Evaluative Thinking,Refugees,Public Policy,Foreign Countries,Skill Development

Comparison is an everyday process of thinking, which is also frequently used in geography lessons. However, in geography pedagogy, the term 'comparison' remains vague and insufficiently defined. In this paper, we will propose a clear definition of what comparison is and introduce it as a systematic method for secondary school geography education. This definition and method is the result of our theoretical-conceptual approach, according to which we have analyzed the current academic discussion about scientific comparison and converted it into a method for teaching. We argue that applying comparison as a pedagogical tool may improve students' skills to argue, reflect, solve problems, and promote good judgement.
Fundamental Issues of Concept Mapping Relevant to Discipline-Based Education: A Perspective of Manufacturing Engineering
Author: Ullah, A. M. M. Sharif
Date: 2019-00-00
Type: Journal Articles
Subjects: Concept Mapping,Manufacturing,Engineering Education,Knowledge Representation,Semantics,Learning,Classification,Information Technology,Internet

This article addresses some fundamental issues of concept mapping relevant to discipline-based education. The focus is on manufacturing knowledge representation from the viewpoints of both human and machine learning. The concept of new-generation manufacturing (Industry 4.0, smart manufacturing, and connected factory) necessitates learning factory (human learning) and human-cyber-physical systems (machine learning). Both learning factory and human-cyber-physical systems require semantic web-embedded dynamic knowledge bases, which are subjected to syntax (machine-to-machine communication), semantics (the meaning of the contents), and pragmatics (the preferences of individuals involved). This article argues that knowledge-aware concept mapping is a solution to create and analyze the semantic web-embedded dynamic knowledge bases for both human and machine learning. Accordingly, this article defines five types of knowledge, namely, analytic a priori knowledge, synthetic a priori knowledge, synthetic a posteriori knowledge, meaningful knowledge, and skeptic knowledge. These types of knowledge help find some rules and guidelines to create and analyze concept maps for the purposes human and machine learning. The presence of these types of knowledge is elucidated using a real-life manufacturing knowledge representation case. Their implications in learning manufacturing knowledge are also described. The outcomes of this article help install knowledge-aware concept maps for discipline-based education.
Teaching Academic Vocabulary to Sixth-Grade Students with Disabilities
Author: O'Connor, Rollanda E.
Date: 2019-11-00
Type: Journal Articles
Subjects: Students with Disabilities,Grade 6,Academic Language,Vocabulary,English Language Learners,English Instruction,Learning Disabilities,Special Education,Middle School Students,Middle School Teachers,Fidelity,Instructional Effectiveness

Adolescents with disabilities have great difficulty with academic content in middle school, and their teachers have difficulty teaching them to understand and use academic language. We taught teachers of sixth-grade students with learning disabilities, more than half of whom were also English language learners (ELLs), to implement about 15 min of daily interactive vocabulary instruction in their intact special education English/language arts classes. Three schools were assigned randomly to treatment (two schools) or control conditions (one school, 52 students total). We developed instructional routines to introduce four new words per week in three 4-week units to test for replicability. ANCOVAs (with each cycle's pretest and intelligence quotient as covariates) were conducted on taught vocabulary, all of which favored the treatment condition with effect sizes ranging 0.6 to 0.7 per cycle. Near-transfer effects to vocabulary usage were weaker, with significant effects in the last two cycles. Effects were similar for students with disabilities who were ELLs and native English speakers. Treated students maintained their knowledge of words 4 to 24 weeks following the close of treatment.
Examining Spillover Effects from Teach for America Corps Members in Miami-Dade County Public Schools
Author: Backes, Ben
Date: 2019-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Public School Teachers,Disadvantaged Schools,Teacher Placement,Educational Improvement,Achievement Gains,Mathematics Achievement,Reading Achievement,Elementary Secondary Education,Achievement Tests,Standardized Tests,State Standards,Teacher Effectiveness

This article examines Teach For America's (TFA) placement strategy in Miami-Dade County Public Schools, in which large numbers of TFA corps members are placed as clusters into a targeted set of disadvantaged schools, to investigate whether the large-scale infusion of TFA corps members into these schools induced broader improvements across the school. Using 6 years of administrative data from the district, we exploit variation in TFA density over time within schools to measure the extent to which increases in density were associated with improvements in student test scores. We find that many of the schools chosen to participate in the cluster strategy experienced large subsequent gains in mathematics achievement. These gains were driven in part by the direct effect of having larger numbers of classrooms staffed by effective TFA teachers. However, we do not find any evidence that the clustering strategy led to any spillovers on schoolwide performance.
A Mixed Methods Approach to Culture-Sensitive Academic Self-Concept Research
Author: Rüschenpöhler, Lilith
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Concept,Research,Mixed Methods Research,Secondary School Students,Cultural Relevance,Chemistry,Gender Differences,Immigrants,Cultural Background,Research Problems,Bias,Masculinity,Cultural Differences,Foreign Countries,Questionnaires,Interviews

(1) Background: In self-concept research, Likert scales are still relied upon despite the fact that they pose methodological difficulties for research in culturally diverse societies. This calls the validity of the data into question. In the present study, we develop a mixed methods design for culture-sensitive academic self-concept research. We test it in a study about chemistry self-concept with secondary school students; (2) Methods: Interview (N = 43) and questionnaire (N = 116) data were collected; (3) Results: The mixed methods approach allowed connecting self-concept with culturally shaped narratives: in the quantitative data, we found the well-documented gender gap in favor of boys. However, among the students with a Turkish migration background, the girls showed stronger chemistry self-concepts. The interviews suggested that girls with Turkish migration background find it easier to connect their chemistry learning to their personal life than the boys with Turkish migration background; (4) Conclusion: Based on further literature, we hypothesize that these differences might be due to a less masculine conception of science in the Turkish society. The mixed methods approach allows detecting measurement bias, which increases the validity of science self-concept data in culturally diverse contexts.
Effects of Financial Education and Financial Literacy on Creative Entrepreneurship: A Worldwide Research
Author: Abad-Segura, Emilio
Date: 2019-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Consumer Education,Money Management,Multiple Literacies,Creativity,Outcomes of Education,Research,Journal Articles,Periodicals

The limited attention given to financial education in the development of student competencies can undermine the decision making of individuals in their adulthood. This circumstance has been widely studied in the literature, where the effect of financial literacy on creative entrepreneurship is influenced. The objective of this study is to analyze global research trends on the effect of financial education and financial literacy with the creativity of individual entrepreneurship. For this, a bibliometric analysis was carried out on 665 documents related to the subject of study during 1990-2018 period. The results show the most influential journals, authors, institutions, countries, and areas of knowledge on this scientific research. This work detects the main trends and patterns to offer a vision of the relationship between financial education and creative entrepreneurship. It should be noted that this research area has become a relevant field of study in education, finance, business, and management issues.
Attitudes of Children with Hearing Loss towards Public Inclusive Education
Author: Alegre de la Rosa, Olga María
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Inclusion,Preadolescents,Public Schools,Children,Family Involvement,Hearing Impairments,Assistive Technology,Specialists,Technology Uses in Education,Educational Technology,Foreign Countries,Teamwork

Background: This study raised the following problem: How reliable is the &quot;Inclusion for Children and Adolescents Questionnaire&quot; (ICAQ) when measuring the attitudes of students with hearing loss towards inclusive education (IE) in public schools in the Canary Islands? Methods: The sample consisted of 297 students from the province of Gran Canaria, and 137 students from the province of Tenerife, with an average age of 11 years old. An exploratory factor analysis determined the reliability and relevance of ICAQ. Results: The authors found four factors of students' attitudes towards IE: &quot;Family involvement and use of technology, inclusion in the centre, communication with medical specialists, and assessment of the support technology.&quot; Conclusion: There were significant differences between the students with hearing loss in terms of the following factors: &quot;Inclusion in the centre&quot; and &quot;assessment of the support technology.&quot; The total score of students' attitudes towards IE was high. This piece of research is very important for the governing body of any school administration, especially in relation to schools' educational planning and IE.