ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing Learning Environment Using Interactive Multimedia
Author: Shahzad, Muhammad
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Environment,Multimedia Instruction,Instructional Effectiveness,Hypermedia,Computer Simulation,Integrated Learning Systems,Interaction,Computer System Design,Computer Interfaces,Learning Analytics,Learning Strategies,Concept Mapping,Cognitive Style,Behavior Patterns,Graduate Students,Foreign Countries,Personal Autonomy

The study was conducted in three phases that is testing, using multimedia and observation of the controlled group. Major objective of the research were to assess the implications of software development design on learners and to identify effects of interactive multimedia environment on learning patterns of learners' at graduate level. The researchers followed experimental design of research and selected a group of six learners from social science departments through purposive sampling technique. Researchers observed and interviewed the sampled learners who used LMS software. The analysis was made to find out results of patterns of multimedia interactions. It was found that in controlled environmental situations, the learners effectively learned by using interactive multimedia. Learners' capacity of learning was developed when they were given freedom to use variety of learning strategies. These learning strategies were based on the ability and cognition of individual learner. It was also found that the interface design also facilitated exploration as well as, provided guidance to make choices. Learners used concept maps as an important tool which helped them in their structured learning. The research concluded that capabilities of the learners may be evoked through nodes, internal motivation and use of innovative learning techniques.
Mediating Role of Class Participation between Social Media Usage and Self-Compassion of the Pre-Service Special Needs Teachers in Pakistan
Author: Malik, Saima
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Media,Student Participation,Online Courses,Educational Technology,Technology Uses in Education,Special Education Teachers,Preservice Teachers,Predictor Variables,Well Being,Caring

The study aims to find out the importance of social media for the self-compassion of special needs education (SNE) students to improve their online class participation in particular with a focus on the Pakistani perspective of special educators. The quantitative approach was applied through the application of a random sampling technique. A self-developed questionnaire was used to collect data from pre-service special need education students (n=387) from two public and two private universities in Pakistan. Quantitative data were analyzed through descriptive and inferential data analysis techniques. The reliability ([alpha] = 0.891) of the instrument was found satisfactory. The results revealed a substantial and significant positive correlation among all the three factors i.e. social media, online class participation, and self-compassion. Social media was found a significant predictor of self-compassion. Whereas, online class participation found a significant mediator between self-compassion and the use of social media. Future studies can be conducted to develop the social media model to facilitate the SNE students' learning process.
Examination of Pre-Service Science Teachers&apos; Conceptual Perceptions and Misconceptions about Photosynthesis
Author: Karakaya, Ferhat
Date: 2021-00-00
Type: Journal Articles
Subjects: Biology,Science Instruction,Misconceptions,Scientific Concepts,Preservice Teachers,Knowledge Level,Botany,Energy,Foreign Countries,Science Teachers

Biology, known as the science of life in its most general definition, is one of the branches of science closest to individuals due to the subjects it contains. Therefore, knowing the concepts related to biology correctly is important for the sustainability of the learning process. In this study, it was aimed to determine the conceptual perceptions and misconceptions of prospective science teachers about photosynthesis. The research using the case study was carried out in 2020-2021. The study group of the research consists of 57 pre-service science teachers studying in the first and fourth year of a state university in Turkey. The structured interview form and focus group interview form prepared by the researchers were used as data collection tools. As a result of the research, it was determined that the conceptual perceptions of the pre-service science teachers about the substances taken from the external environment in the photosynthesis process, photosynthesis products, and the importance of photosynthesis for the ecosystem were not sufficient. In addition, in the study, it was determined that pre-service science teachers had misconceptions about the definition of photosynthesis, energy source and the importance of photosynthesis for the ecosystem.
Pre-Service Chemistry Teachers&apos; Understanding about Equilibria in Acid-Base Solutions
Author: Gültepe, Nejla
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Chemistry,Science Instruction,Diagnostic Tests,Content Analysis,Rote Learning,Teacher Education Programs,Student Attitudes,Departments,Misconceptions,Graduate Students,Scientific Concepts,Concept Formation

One of the complex units of chemistry education is acid-base equilibria, and learners have difficulty constructing cognitive structures on the subject. The aim of this study is to examine the conceptions of pre-service chemistry teachers with regard to weak acid-base equilibria using a diagnostic test. A qualitative research method was employed as the research design of the study. There were 57 pre-service chemistry teachers who were both graduates of a chemistry department in a faculty of science and participants of postgraduate teacher training programs in the study. The diagnostic assessment instrument was employed as a data collection instrument. The data were subjected to content analysis and coding separated them into groups. Pre-service teachers' conceptions were defined via these groups. In the study, two groups were determined: sound understanding and rote learning. Two lower levels at the sound understanding level and four lower levels at the rote learning level were also determined. These categories revealed the misconceptions of pre-service chemistry teachers with regard to weak acid-base equilibria. It was observed that many pre-service teachers had immature cognitive structures in respect to weak acid-base equilibria.
Modern Technology in Geography Education--Attitudes of Pre-Service Teachers of Geography on Modern Technology
Author: Bengel, Phillip T.
Date: 2021-00-00
Type: Journal Articles
Subjects: Geography Instruction,Technology Integration,Technological Literacy,Influence of Technology,Preservice Teachers,Graduate Students,Undergraduate Students,Student Attitudes,Attitude Measures,Test Construction,Age Differences,Gender Differences,Foreign Countries

In this study, we focus on teachers' attitudes to compare and evaluate their ability and readiness to implement technology education in geography lessons. First, the lack of suitable measuring instruments for our intent was identified, and we thus attempted to develop the Modern Technology Attitude Index (MTAI) for remedy. An exploratory factor analysis helped to identify three distinguishable dimensions that depict areas of intimidation (INT), loss of control (LOC), and benefits and easement (BAE), with or through modern technology. The scales were then applied to German university students (n = 357). As a result, the pre-service geography teachers (n = 72) showed higher scores on the affinity scale than on the two aversion scales. Their subject-specific interest correlated negatively with &quot;intimidation&quot; and positively with the perceived &quot;benefits and easements&quot; of modern technology, while the perceived &quot;loss of control&quot; showed no significant correlation. This allows for the conclusion that the subject's technology-related interest has an influence on cognitive and behavioral attitudes, while this is not the case for affective ones. Further, there are indications that the much-discussed gender gap in technology topics might particularly be related to people's affective attitudes, while cognitive and behavioral dimensions seem not to be affected. Differing results in other studies on whether the gender gap still exists or not could be due to the fact that, in addition to growing social awareness and a generational change, the measuring tools used may have not yet been able to depict a sufficiently diverse range of attitudes.
Teenagers&apos; Smartphone Use during Homework: An Analysis of Beliefs and Behaviors around Digital Multitasking
Author: Mrazek, Alissa J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Homework,Adolescents,Student Motivation,High School Students,Beliefs,Intention,Addictive Behavior,Habit Formation,Adolescent Attitudes,Attention Control,Time Management,Influence of Technology,Public Schools

Although research suggests that phone usage during academic activities is problematic for learning and performance, little is known about high school students' digital multitasking during homework. This exploratory descriptive study surveyed 135 students from four public U.S. high schools to investigate teenagers' attitudes towards digital distraction, smartphone use during homework, cell phone dependence, and motivations for digital multitasking. Our findings suggested that teens were distracted during homework about 38% of the time, and both mind-wandering and the use of digital devices contributed to this distraction. Of the students surveyed, 64% believed that they should focus more during homework than they currently did, and most were willing to try strategies such as silencing their phone or putting it out of sight. However, many were not currently using such strategies, and our data suggested that students may be spending approximately 204 h per year trying to complete homework but unintentionally distracted from it. We explored their current motivations and beliefs as a necessary first step for the creation of future interventions to help teens reduce their digital multitasking during homework.
Finding Spaces: Teacher Education Technology Competencies (TETCs)
Author: Burrows, Andrea C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Educational Technology,Secondary Education,Technology Education,Methods Courses,Program Implementation,Secondary School Teachers,Preservice Teachers,Preservice Teacher Education,Mathematics Education,Science Education,Social Studies

This article explores technology's integration, assessment, and reflection within a single secondary education program at a Mountain West university. In light of the publication of the Teacher Education Technology Competencies (TETCs), faculty members of a secondary education program focused on existing practices and pathways for expansion to better align with the TETC standards in the future. The purpose of this study was to explore existing practices of incorporating technology into secondary methods coursework and to search for new spaces to implement the TETC guidelines and structure, as well as explore the roles faculty play in the adoption and implementation of technologies. Vignettes authored by faculty in each content area provide a rich depth of faculty experience and dispositions regarding technology integration, as well as spaces for the deeper use of technology based on the TETC recommendations. Key questions emerged about the efficacy of current technology practices, as well as the experiences and dispositions of the faculty within the secondary education program. Findings show that secondary education faculty use domain/content-specific technologies in their course; are expected to be &quot;meta-experts&quot;, both discovering and implementing technology simultaneously; and tend to discover technologies through content-specific interactions and discussions.
The Dramatic Arc in the Development of Argumentation Skills of Upper Secondary School Students in Geography Education
Author: Härmä, Kimmo
Date: 2021-00-00
Type: Journal Articles
Subjects: Geography Instruction,Teaching Methods,Persuasive Discourse,Critical Thinking,Thinking Skills,Secondary School Students,Case Studies,Diaries,Content Analysis,Student Attitudes,Skill Development,Foreign Countries

Geography education can facilitate learners' critical thinking and argumentation skills to make well-reasoned decisions on social and environmental issues. This study reports on a geography course consisting of 18 lessons, each of them 75 min, designed to afford intensive practice in argumentation to upper secondary school students (n = 21) and following the dramatic arc. The study produces examples of different developmental pathways of upper secondary school students' argumentation during the geography course. In this qualitative case study, the data were collected from learning diaries and analyzed using content analysis following ARRA-analysis (Analysis of Reasoning, Rhetorics and Argumentation), which is based on Toulmin's argumentation model. The results indicated that most of the students developed justified arguments and composed clear claims and relevant rhetorical modes such as qualifications, rhetorical questions and rebuttals. Justification categories that were mainly used were backings, grounds and warrants. However, some students had difficulties in recognizing the main claim and arguments. The students developed their argumentation skills following the dramatic arc. They possessed the prerequisites for argumentative reasoning and writing but needed further practice in analytical and critical writing.
Equity Gaps in Education: Nine Points toward More Transparency
Author: Ziegler, Albert
Date: 2021-00-00
Type: Journal Articles
Subjects: Equal Education,Achievement Gap,Models,Educational Change,Accountability,Communication (Thought Transfer)

The aim of this paper is to increase transparency in the scientific analysis of equity gaps in education. This should be useful in avoiding common ambiguities and misunderstandings in the discourse and in presenting the analyses results in a constructive way. We focused on a very basic aspect of transparency: Information availability. We identified nine topics related to the constitutive terms: &quot;equity&quot;, &quot;gap&quot;, and &quot;education&quot;, topics for which information is often only implicitly or selectively transmitted or not transmitted at all. Regarding the constitutive term &quot;equity&quot;, and as the possible sources of transparency problems, we analyzed (1) the type of equity model, (2) the underlying distribution model, and (3) the group concept between which equity gaps exist. For the clarification of the constitutive term &quot;gap&quot;, we addressed (4) the applicability issue, (5) the indicator issue, (6) the reference issue, and (7) the significance issue. The last two sources of transparency problems were related to the constitutive term &quot;education&quot; and referred to (8) the location of the equity gap within or outside education and (9) the characterization of the equity gap within education. For each of the nine topics, we highlight the biggest problems of understanding and propose solutions.
Capacity Building for Internationalization at a Technical University in Kazakhstan
Author: Jantassova, Damira
Date: 2021-00-00
Type: Journal Articles
Subjects: Capacity Building,Global Approach,Technical Institutes,Universities,Foreign Countries,Educational Strategies,Program Implementation,Benchmarking,Classification,Comparative Analysis,Factor Analysis,Strategic Planning,Correlation,Educational Indicators,Program Evaluation

This article discusses the internationalization capacity building project at the Karaganda Technical University ('KTU') in Kazakhstan. The project, entitled &quot;Capacity building for the internationalization of a technical university by means of digital learning technologies,&quot; was supported by the fund &quot;Scientific foundations &quot;Mangilik el&quot; (education of the 21st century, fundamental and applied research in the humanities)&quot; for scientists 2020-2022. The project's primary purpose was to explicate a sustainable strategy for internationalizing a Kazakh technical university, considering the national and international contexts, evaluating internationalization capacity needs, formulating and implementing a capacity-building response for internationalization, and enhancing the qualifications and abilities of students and teachers to an internationally comparable level. In addition, the project delivers a set of strategies for internationalization and a benchmarking methodology for evaluating the effectiveness of internationalization processes. The benchmarking analysis of the internationalization process of a university has been conducted through a classification method, comparative analysis, multi-factor SWOT analysis, and correlation analysis.
Students Who Orient towards Studying vs. Learning: Teachers&apos; Perceptions
Author: Quijano-López, Rocío
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Motivation,Foreign Countries,Outcomes of Education,Student Attitudes,Undergraduate Students,College Faculty,Study Habits,Factor Analysis

Many present-day students orient towards outcomes instead of learning. This is leading to failure that affects students, families, the educational system itself, and occupational and financial systems in Spain. Indeed, current data points to an 18.2% university drop-out rate during the first year. The present study seeks to identify teachers' perceptions of the deficiencies pertaining to study orientations, their involvement in training processes, and student knowledge about the actual state of affairs regarding this topic. The target population for this incidental study was 1769 university lecturers, with a final participating sample of 317. A cross-sectional study was conducted, which was descriptive and inferential in nature. Linear regression was employed to explain variance. Outcomes showed a high degree of homogeneity in teachers' responses. Outcomes indicate that orientations towards academic learning and study are deemed necessary. Furthermore, such orientations do not prevail due to a lack of teacher engagement, possibly due to a lack of teacher training directed towards managing and balancing class time with monitoring practices. A degree of insufficiency was observed with regards to teacher training for study management, in addition to greater teacher engagement amongst hired teaching staff with indefinite contracts working at public or private institutions, relative to official permanent teaching staff.
Perceptions of University Students towards Digital Transformation during the Pandemic
Author: Hervás-Gómez, Carlos
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Educational Change,Electronic Learning,COVID-19,Pandemics,Teaching Methods,Active Learning,Student Motivation,Technology Uses in Education,Foreign Countries,Access to Computers

The aim of this study is to determine the perceptions of university students toward teaching-learning processes during the COVID-19 pandemic. This research gathers inquiries made worldwide on the perceptions of students in higher education during a state of alarm. The proposed objectives were (a) to analyse the perception of students toward teaching-learning processes in university; (b) to determine the assessment given by students about the changes that took place in university teaching as a result of COVID-19; and (c) to explore resources (hardware and software), professional collaboration, digital pedagogy and student empowerment (motivation) regarding digital education and recent changes in university teaching due to the pandemic. This study used a non-experimental, descriptive design based on opinion polls or surveys. The results show a positive correlation between digital pedagogy, student motivation and digital environments. As a conclusion, we encourage the scientific community to continue delving into the motivation, collaboration and reflective exchange of experiences, self-learning and promotion of initiatives that foster the development of competencies in future teachers. It is also important to continue the research on integrated designs in training processes in university, tutoring and continuous evaluation, as they are key for digital transformation in universities.
Emotional Development Questionnaire for Primary Education (CDE_9-13)
Author: Pérez-Escoda, Núria
Date: 2021-00-00
Type: Journal Articles
Subjects: Emotional Development,Questionnaires,Elementary School Students,Psychometrics,Emotional Response,Self Control,Interpersonal Competence,Well Being,Factor Analysis,Competence,Factor Structure

This study presents the construction of the Emotional Development Questionnaire (CDE_9-13) and examines its psychometric properties. This questionnaire measures the emotional competence and its five dimensions--emotional awareness, emotional regulation, emotional autonomy, social competence, and life and well-being competence--of boys and girls from 9 to 13 years of age. Its construction followed the guidelines of the International Test Commission. The final version consists of 41 items. The total sample is 1905 boys and girls between the ages of 9 and 13, although partial samples have been used for specific analyses. Various studies have been carried out to demonstrate the reliability and validity of the instrument: the calculation of the reliability coefficient, a confirmatory factor analysis (CFA), and the correlational comparison of the CDE_9-13 with recognized measures of emotional intelligence, personality, adjustment difficulties, and self-esteem. Likewise, a regression study has been carried out to confirm the incremental validity. The CDE_9-13 is a theoretically well-founded questionnaire with appropriate psychometric characteristics. Therefore, it is considered an optimal tool to assess emotional competence in interventions aimed at promoting mental health and well-being.
MAD+. Introducing Misconceptions in the Temporal Analysis of the Mathematical Modelling Process of a Fermi Problem
Author: Pla-Castells, Marta
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Skills,Problem Solving,Error Patterns,Mathematical Models,Misconceptions,Mathematical Concepts,Visual Aids,Mathematics Education,Preservice Teacher Education,Foreign Countries

This work describes how the combination of the mistakes committed by a group of pre-service teachers when solving a Fermi problem, with the representation of the temporal analysis of their resolutions, can offer more in-depth information about their conceptual misconceptions regarding mathematical and modelling concepts. The combined representation allows knowing when mistakes occur and provides a powerful tool for instructors to adapt the teaching-learning processes of mathematics at all levels of education. Our study is based on a recent categorisation of students' mistakes, together with the creation of a new representation tool, called MAD+, that can combine all this information. The macroscopic view provided by the MAD+ diagrams gives insight into the context in which the mistakes take place and makes the analysis of the resolution of a Fermi problem more efficient.