ethanporcaro/eric-fulltext-meta huggingface dataset:
Estonian Science Teacher Beliefs about Competence-Based, Science E-Testing
Author: Rosin, Triin
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,Beliefs,Science Tests,Computer Assisted Testing,Competence,Teaching Methods,Feedback (Response),Accountability,Teacher Attitudes,Student Evaluation,Evaluation Methods,Grade 9,Science Process Skills,Educational Improvement,Knowledge Base for Teaching

Competence-based, science e-testing (CBSeT) is a novel external assessment tool which provides feedback to science teachers about their students' competence-based skills, thereby giving relevant assessment information which teachers could potentially use in their teaching practice. The aim of this study was to determine the extent to which teachers' existing beliefs toward CBSeT enabled them to use the received CBSeT feedback in their practice. Semi-structured interviews were conducted with eleven science teachers from selected schools which took part in an CBSeT pilot program. The findings revealed that most teachers believed the feedback provided adequate assessment information about the level of students' actual competences and gave general guidelines to support their further teaching and students' learning. At the same time, they perceived that the CBSeT feedback was currently lacking an accountability function, which would make students more responsible for their learning and provide feedback on the effectiveness of their own teaching. Despite the teachers' generally positive attitudinal beliefs toward CBSeT, several constraints to operationalizing the feedback in the classroom were identified. Based on these findings, the paper suggests ways to facilitate further implementation of CBSeT feedback in the classroom.
Augmented Reality in Education: An Overview of Twenty-Five Years of Research
Author: Avila-Garzon, Cecilia
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Simulation,Educational Technology,Technology Uses in Education,Educational History,Bibliometrics,Educational Practices,Foreign Countries,Publications,Authors

Research on augmented reality (AR) in education is gaining momentum worldwide. This field has been actively growing over the past decades in terms of the research and development of new technologies. Reviews in the field of AR in education consist of systematic literature reviews and meta-analyses (around 45), surveys (around 33), and only one bibliometric analysis. However, these reviews do not provide a general synthesis of the research published in the field to depict its evolution over the years. This study used the metadata of articles from a 25-year period (1995-2020) to conduct a bibliometric analysis. A total of 3,475 studies were considered. In this study, we used tools such as the Scopus database, the bibliometrix R package, and the VOSviewer analysis tool. The analysis of the literature is based on the metadata, author, content, and citation information extracted from the dataset. In addition, we focus on comparing literature published mainly in journals (articles, articles in press, and reviews) and those published in other sources (conference papers, books, and book chapters). Practitioners could use the results of this study to make decisions about the adoption of AR technologies in education.
Distance Learning during COVID-19 Pandemic in UAE Public Schools: Student Satisfaction, Attitudes and Challenges
Author: Bawa'aneh, Muhammad S.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,School Closing,Electronic Learning,Virtual Classrooms,Student Satisfaction,High School Students,Adolescents,Barriers,Affordances,Internet,Gender Differences,Place of Residence,Public Schools,Foreign Countries

In the current circumstances, the second wave of COVID-19 Pandemic is spreading and we seem to have to live longer with most of the urgent measures taken in early 2020 to fight the spread out of the pandemic; of which is school closure. The present study aims at investigating students' satisfaction, attitudes and challenges in UAE public schools during the distance learning time of the third trimester of the academic year 2019-2020. The study also aims to measure differences of satisfaction level, attitudes, and challenges across gender and geographic places of residence within the UAE. Data collection started eight weeks after the commencement of the distance learning process and continued for two weeks. The first eight weeks that preceded data collection witnessed a continuous update of the, previously rich and well established, educational plans in line with continuous development plan for students and instructors that included intensive training for students and instructors on the use of up-to-date educational technologies. That has reflected on the results of the study, where the student satisfaction level, attitudes and challenges were found to lie within the &quot;strong&quot; category indicating high satisfaction level, positive attitude, and minimum faced challenges, with statistically significant differences in the mean across gender and residency for some cases. Such positive result is directly related to the fact that students of the UAE public schools were partially exposed to electronic learning even before the pandemic, the tremendous efforts of the ministry of education to guarantee smooth transfer to full distance learning after the outbreak of the pandemic, and the well established infrastructure of the country.
Teachers&apos; Way of Contextualizing the Science Content in Lesson Introductions
Author: Davidsson, Eva
Date: 2021-03-00
Type: Journal Articles
Subjects: Science Teachers,Science Instruction,Relevance (Education),Authentic Learning,Situated Learning,Popular Culture,Story Telling,Language Usage,Science and Society,Context Effect,Grade 9,Adolescents,Foreign Countries

Previous studies have pointed to the benefits of involving students' everyday life experiences in lessons and in contextualizing the science content to enhance learning and positive attitudes toward school science. However, most of these investigations have been conducted as intervention studies. By contrast, the present study explored how teachers, in authentic situations and without interventions, related the school science context to other contexts. We analyzed a total of 490 min of lesson introductions in Swedish Grade 9 classes. The results revealed that teachers employed contextualization at the intersection of science content and the everyday life context, the school context, and the language context. Furthermore, it appeared that contextualization was created in the moment, as a way of explicating the scientific content. Compared to intervention studies, the present study shows that occasions of contextualization are rare. It is possible to conclude that the use of contextualization in science learning situations could be viewed as a teacher competence and must be explicit in teacher education and professional development to achieve the benefits of enhanced student interest and learning shown in the mentioned intervention studies.
The Characteristics of Innovative Teachers: The Relationship between Science Teachers&apos; Views on Student Achievement and Learning and Teaching Motivation
Author: Kirkiç, Kamil Arif
Date: 2021-03-00
Type: Journal Articles
Subjects: Teacher Characteristics,Educational Innovation,Science Education,Science Teachers,Secondary School Teachers,Academic Achievement,Teacher Motivation,Correlation,Educational Attainment,Gender Differences,Age Differences,Teaching Experience,Foreign Countries

Determining teachers' views on student success and learning are considered important in terms of increasing the level of students' learning. The motivation people have can affect their attitude toward their job. This becomes even more important in teachers who have a significant impact on an individual's life. It is, therefore, seen as important to determine teachers' teaching motivation. The aim of this study was to determine the relationship between secondary school science teachers' views on student achievement and learning and their own level of teaching motivation. This research used the correlational survey method, a method in quantitative research. The sample group consisted of teachers (124 female and 39 male science teachers) working in Izmir. Two data collection tools were used in the study: The &quot;Teacher Motivation Scale&quot; and the &quot;Teachers' Opinions Scale about Student Achievement and Learning.&quot; Participants' demographic information was obtained using a &quot;Personal Information Form&quot; designed by the researchers. According to the results of the study, there was no difference according to gender variable but there was a significant difference in favor of science teachers who had a bachelor's degree between the groups. The study showed that as the age and teachers' years of service increased, their views on student achievement and learning become more negative. According to the results, it is recommended to organize well-planned in-service training to increase the teaching motivation and conduct in-depth research to understand the relationship among teacher beliefs, practice, and school context.
The Relationship between Students&apos; Reflective Thinking Skills and Levels of Solving Routine and Non-Routine Science Problems
Author: Kablan, Zeynel
Date: 2021-03-00
Type: Journal Articles
Subjects: Correlation,Reflection,Problem Solving,Evaluative Thinking,Thinking Skills,Difficulty Level,Achievement Tests,Foreign Countries,International Assessment,Science Tests,Secondary School Students,Grade 8,Adolescents

Reflective thinking skills are thought to be an important factor affecting the success of problem solving both routine and non-routine science problems. This research aimed to determine the relationship between eighth-grade students' reflective thinking skills toward problem-solving and their level of solving routine and non-routine science problems. Determining this relationship can form a basis for the decisions teachers make in courses and contribute to increasing teaching quality. A correlational and regressional research design was used in this study. A total of 408 eighth-grade students from four secondary schools in Kocaeli, Turkey, constituted the sample group. The correlational results showed that as the students' reflective thinking toward problem solving scores increased, which were identified as questioning, reasoning, and evaluating, their level of solving routine and non-routine problems also increased. However, multiple regressional results showed only the &quot;evaluation&quot; skill was a significant predictor in solving routine problems and only the &quot;reasoning&quot; skill was a significant predictor in solving non-routine problems. Therefore, students should also be equipped with reasoning skill such as examining the cause-and-effect relationships by investigating the reason behind the decisions made while solving a problem, to contribute to the solution of non-routine problems.
Guidance Strategies for Online Teaching during the COVID-19 Epidemic: A Case Study of the Teaching Practice of Xinhui Shangya School in Guangdong, China
Author: Guo, Baoxian
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Online Courses,School Closing,Educational Technology,Technology Uses in Education,Video Technology,Teacher Student Relationship,Private Schools,Independent Study,Teacher Role

During the COVID-19 epidemic, schools responded to national calls to implement the &quot;School's Out, But Class's On&quot; policy, i.e. suspending classes without stopping learning. Xinhui Shangya School of Jiangmen City, Guangdong Province uses online teaching to guide students to e-learning. We herein discuss the teacher guidance strategies of online teaching during the COVID-19 outbreak.
Guiding Teaching Strategies with the Education Platform during the COVID-19 Epidemic: Taking Guiyang No.1 Middle School Teaching Practice as an Example
Author: Zhao, Nan
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,COVID-19,Pandemics,Foreign Countries,Middle School Teachers,Distance Education,Web Based Instruction,Instructional Effectiveness,Integrated Learning Systems,Homework

During the COVID-19 epidemic, how to use online education platforms to teach and ensure the effectiveness of home study for students is a topic of concern for many high schools. During the epidemic, Guiyang No.1 Middle School used the information management platform, based on the actual situation of the school, combined multiple resources, and rationally used the online education platform to guide and teach, which effectively guaranteed the implementation of &quot;School's Out, But Class's On&quot; i.e. suspending classes without stopping learning. Based on the practical exploration of Guiyang No.1 Middle School, we explored the strategies of using educational platforms to guide teaching during the epidemic.
Laughing and Learning Together: Intersections of Socioemotional Activity with Science Talk
Author: Hagenah, Sara
Date: 2021-03-00
Type: Journal Articles
Subjects: Science Education,Interaction,Middle School Students,Females,Natural Resources,Scientific Concepts,Interpersonal Communication,Nonverbal Communication,Verbal Communication,Friendship,Films,Ecology,Conservation (Environment),Social Influences,Emotional Response,Clubs,After School Programs

Culturally sustaining and science education theorists advocate that children need to have opportunities to use personal experiences and background knowledge in dialog with peers as they make sense of phenomena in the natural world. Practically, this is a challenge to orchestrate -- both in classrooms and in out-of-school learning spaces -- as teachers and learners navigate the personal, interpersonal, and structural components of talk. What is not well understood, are the multitudes of social interactions that support rigorous and responsive talk. In this paper, I examine how a group of 19 middle school young women fell into naturally occurring forms of friendship talk as they learned science concepts and learned to take a stand against a toxic lake next door to their school. This multiple case study examined moment-to-moment discourse and interactions between students including facial expressions and body movements to explore the connection between everyday human social activity and productive science. Analysis revealed patterns of strangely familiar forms of friendship and how they were instrumental in constructing a nature walk and an animated film about saving the local lake for community members. This research indicates the need for structured opportunities in science classrooms to share ideas that are also linked to student social and emotional connections.
Relationship between Consciousness about Environmental Education Concepts in Secondary School Chemistry Curriculum and Attitude of Students toward the Environment in Kwara State
Author: Osunji, Olabode
Date: 2021-03-00
Type: Journal Articles
Subjects: Correlation,Secondary School Students,Chemistry,Science Education,Environmental Education,Student Surveys,Student Attitudes,Validity,Secondary School Curriculum,Curriculum Development,Educational Change,Foreign Countries

The study aimed to investigate the relationship between consciousness about environmental education (EE) concepts in senior secondary school chemistry curriculum and the attitude of Nigerian chemistry students toward the environment. The study utilized a descriptive survey design using simple random sampling and stratified proportionate sampling techniques. A sample of 400 senior secondary school science students from the 18 senior secondary schools participated in the study. Two structured questionnaires &quot;Students Attitude to Environment Questionnaire&quot; (SAEQ) and &quot;Students Consciousness toward Environment Questionnaire&quot; (SCEQ) were developed by the researcher. The validity coefficient of the SAEQ and SCEQ was 0.801 and 0.765, respectively. Three research questions and three null hypotheses guided the study. Data collected were analysis using mean standard deviation, one-way analysis of variance, and Pearson product moment correlation. The findings from the study revealed that the student environmental consciousness influenced their attitude toward the environment and that students' continuous exhibition of attitude toward the environment was rooted in their inadequate consciousness or knowledge of the causes and effects of environmental problems. As a result of this research, it is recommended that the Ministry of Education updates the curriculum of senior secondary school managing EE content.
Teacher and Parent Perspectives on Next Generation Science Standards Alignment Following Teacher Professional Development
Author: Channell, Adam
Date: 2021-03-00
Type: Journal Articles
Subjects: Teacher Attitudes,Parent Attitudes,Standards,Science Education,Feedback (Response),Parent Teacher Cooperation,Faculty Development,Instructional Program Divisions,Educational Change,Textbooks,Assignments,Homework,Curriculum Implementation,Kindergarten,Elementary Secondary Education,Teaching Methods

This study examined United States (U.S.) K-12 science teacher interactions with parents during Next Generation Science Standards (NGSS) reform following teachers' professional development (PD) participation, as well as parent accounts of understanding and support for NGSS. Fourteen teachers and 15 parents completed an online surveys and phone interviews. Themes, based on coded data, were constructed to represent relationships between teachers and parents during NGSS classroom implementation post-PD. We found that parents were generally unaware of NGSS and not well-informed about the changes the new standards brought to their child's science classrooms. Despite parents' lack of NGSS understanding, parents generally gave positive feedback about teachers' science instruction. However, parents expressed concern about their child's ability to transition between grade levels and subjects, the lack of an aligned textbook and homework assignments, and confusion with how to help their children at home in preparation for assessments. The results of this study suggest that it is important for school districts to inform parents adequately about the new NGSS curriculum and its implementation. While this study took place in the U.S. and pertains to NGSS, the findings are broadly applicable to teacher development and communications with parents during standards reform, regardless of country.
Opening or Solidifying? The Trend of the Intergenerational Mobility in China since the Implementation of the Reform and Opening-Up Policy
Author: Yue, Zhiqiang
Date: 2020-00-00
Type: Journal Articles
Subjects: Generational Differences,Parents,Children,Adults,Educational Policy,Program Implementation,Educational Attainment,Role of Education,Educational Mobility,Social Mobility,Socioeconomic Status,Social Class,Social Structure,Sociocultural Patterns,Equal Education,Occupations,Economic Development,Foreign Countries

Based on the findings of the China General Social Survey, this study aims to analyze the trend of the intergenerational mobility in China since the implementation of the reform and opening-up policy by evaluating the absolute and relative mobility rates through the mobility table. The intergenerational mobility level in China is relatively high from the perspective of the absolute mobility rates. Besides, the overall trend is upward and social openness is quite high. However, the intergenerational mobility level is relatively low and gradually declining from the perspective of the relative mobility rates that reflect the equality of mobility opportunities. In addition, the social class structure shows a tendency of solidifying. While the absolute mobility rates reflect the efficiency of the intergenerational mobility, the relative mobility rates reflect its fairness. However, since the implementation of the reform and opening-up policy, Chinese society appears to be in a state of inadequate equality but with high efficiency. In this study, we generally regarded education as a critical factor of the intergenerational mobility. Lately, China has implemented a series of education policies, including the resumption of university entrance examination policy, compulsory education policy, and college enrollment expansion policy. The Chinese government endeavors to enhance national education attainment and sustain absolute mobility at a higher level. Nevertheless, the differences in education attainment of offspring from different social classes have increased gradually, making education inequality a significant factor of lower relative mobility. Thus, the government should increase the intergenerational mobility level by creating a healthy and stable economic development environment and improving education inequality.
The Influence of Teacher&apos;s Job Satisfaction on Students&apos; Performance: An Empirical Analysis Based on Large-Scale Survey Data of Jiangsu Province
Author: Gu, Hui
Date: 2020-00-00
Type: Journal Articles
Subjects: Job Satisfaction,Academic Achievement,Performance Factors,Elementary School Teachers,Elementary School Students,Student Characteristics,Teacher Student Relationship,Collegiality,Teacher Administrator Relationship,Foreign Countries,Incentives

It is essential to know how teacher's satisfaction affects the performance of students. Using the data of the 2016 Annual Monitoring of the Academic Quality of Students in Basic Education in Jiangsu of China, this study applied a hierarchical linear model to analyze the impact of teacher's satisfaction on the academic performance of elementary students. Results showed that both the self-realized satisfaction with the education work and the relationship between colleagues and students displayed a significant effect on students' performance, whereas the satisfaction with the supervisors and administrative, the rationality of the payment, and the environment for further development did not show a significant impact on students' performance. So based on these data, we suggest that it is critical to create a better self-realized condition for teachers to realize a good relationship with colleagues, and build up an incentive system for them to better stimulate their teaching enthusiasm.
Epidemic Prevention and Teaching Measures in Chinese Elementary and Middle Schools under the Background of COVID-19 Pandemic
Author: Lu, Haijun
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,School Schedules,Teaching Methods,Elementary Schools,Middle Schools,Disease Control,Prevention,Cooperative Planning,Disclosure,Sanitation,Ventilation,Health Education,Health Promotion,Hygiene,Dining Facilities,School Buildings,Instructional Materials,Exercise,Family School Relationship,Parent Role,Feedback (Response),Educational Technology,Technology Uses in Education

The spread of the COVID-19 pandemic has caused a huge impact on education worldwide. Many countries have therefore suspended classes for pandemic prevention. As the situation of COVID-19 pandemic prevention and control in China has gradually improved, elementary and middle schools have started to resume classes. To guarantee the resumption of classes and pandemic prevention and control at the same time, and to ensure the safety and health of teachers and students, schools carefully planned various tasks after school resumption. The creative work carried out in various places and time ensured that the school resumed in a timely, orderly, and scientific manner. This paper took some elementary and middle schools in China as examples, and introduced in detail the preparatory work before the class resumption and the pandemic prevention and teaching measures under the pandemic after the class resumption.