ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effectiveness of Visualization, Auditory, Kinesthetic (VAK) Model toward Writing Narrative: Linguistic Intelligence Perspective
Author: Kusumawarti, Etika
Date: 2020-10-00
Type: Journal Articles
Subjects: Foreign Countries,Writing Instruction,Instructional Effectiveness,Writing (Composition),Writing Skills,Narration,Visualization,Learning Modalities,Auditory Perception,Kinesthetic Perception,Multiple Intelligences,Elementary School Students,Grade 5,Scores,Experimental Groups,Control Groups,Cognitive Style,Writing Improvement

This research was a quasi-pretest-posttest design experimental study with experimental and control classes. The experimental class applied the VAK model and the control class applied the guided inquiry model. The research was conducted on fifth-grade students of primary schools in Surakarta in the academic year 2018/2019 with a sample of 114 students selected by random sampling technique. The research data was obtained by a narrative writing test instrument that had been validated by linguists and evaluation experts before tested. The results showed the mean score of narrative writing skills gained in the experimental class was 0.44 compared to the control class of -0.30. The results of the independent sample t-test showed a significant difference between the experimental class and the control class with a t-value of 25.155 and a sig. (2- tailed) value of 0.000&lt;0.05. The effect-size calculation showed that the VAK model had a high effectiveness in learning narrative writing skills, with a value of d=7.58. Based on the theory, related to learning style (visualization, auditory, kinesthetic) could enhance the increase in linguistic intelligence as an internal factor affecting narrative writing skills. Based on research findings and theories, it can be synthesized that in terms of linguistic intelligence, the VAK model is effective in improving narrative writing skills.
Cross-National Comparisons of Students&apos; Science Success Based on Gender Variability: Evidence from TIMSS
Author: Askin, Öyküm Esra
Date: 2020-00-00
Type: Journal Articles
Subjects: Comparative Education,Science Achievement,Gender Differences,Grade 8,Academic Aspiration,Family Environment,Self Efficacy,Student School Relationship,Bullying,Scientific Attitudes,Performance Factors,Foreign Countries,Elementary Secondary Education,Achievement Tests,International Assessment,Science Tests

Identifying key determinants of success plays an important role in efforts of assessing the current state of educational practices and implementing effective actions to improve academic performance. Given how important is accurate identification of these determinants for valid comparisons, the aim of this research was to present extensive comparative results on 8th grade students' science success for 39 countries. To this end, a total number of 229,493 students' information obtained from the last cycle of Trends in International Mathematics and Science Study was handled. Unlike previous studies in which success has been tried to be explained with some factors, this research extended the literature by investigating the effective factors as well as gender-related variability on science success with a holistic view. Using heterogeneous choice models, unobserved heterogeneity caused by gender difference was tested and controlled. The findings showed that gender variability was evident for 10 countries. Furthermore, factors associated with students' future educational goals, home educational resources and confidence were found as the common determinators of science success in all participant countries. Another notable finding was all factors, except time spent on doing homework, tended to differentiate the success status between girls and boys of 22 countries.
Determination of the Factors Affecting Students&apos; Science Achievement Level in Turkey and Singapore: An Application of Quantile Regression Mixture Model
Author: Depren, Serpil Kiliç
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Achievement,Comparative Education,Gender Differences,Socioeconomic Status,Performance Factors,Foreign Countries,International Assessment,Secondary School Students,Achievement Tests

In the last decade, the usage of advanced statistical models is growing rapidly in many different disciplines. However, the Quantile Regression Mixture Model (QRMIX), which is a developed approach of the Finite Mixture Model (FMM), is an applicable new method in the educational literature. The aim of the proposed study was to determine factors affecting students' science achievement using the QRMIX approach. To reach this aim, data of the Programme for International Student Assessment (PISA) survey, which has been conducted by the Organization Economic for Co-Operation and Development (OECD) every 3 years, was used. Dataset used in the research is composed of 6,115 students from Singapore, which is the top-performer country among the participant countries, and 5,895 students from Turkey. The results showed that the factors affecting students' science achievement and its importance on the achievement differentiated according to the achievement levels of the students. In conclusion, it was revealed that Turkish students with the lowest science achievement level should be supported with home possessions, perceived feedback, and environmental awareness and Singaporean students with the lowest achievement level should be supported with perceived feedback, enjoyment of science, and epistemological beliefs.
Biology Content and Classroom Experience as Predictors of Career Aspirations
Author: Šorgo, Andrej
Date: 2020-00-00
Type: Journal Articles
Subjects: Biology,Secondary School Science,Course Content,Predictor Variables,Occupational Aspiration,Science Careers,STEM Education,Classroom Techniques,High School Students,Student Attitudes,Adolescents,Science Interests,Gender Differences,Foreign Countries

In Slovenia, as in many other countries, interest in seeking careers in science, technology and engineering-related disciplines is low, which can be recognized as a problem. The influence of general interest in biology, the content, and teaching of Biology in 9-year basic school (age 14-15) and general upper-secondary schools (age 15-18) on the career aspirations of students was explored. Based on structural models built on the responses of 522 general upper secondary school students from Slovenia, it was revealed that the corresponding constructs: (1) the content of Biological disciplines; (2) the Biology content taught in 9-year basic school; (3) the Biology content taught in general upper secondary school; (4) the teaching of lower secondary school Biology; and (5) the teaching of general upper secondary school Biology--are only weak, if at all, of career aspirations in 15 different career streams. The greatest predictive power is a general interest in biological topics. However, the influence of the content of school curricula and corresponding teaching is a weak and even negative predictor of career aspirations in some cases.
Evaluating Scientific Reasoning Ability: The Design and Validation of an Assessment with a Focus on Reasoning and the Use of Evidence
Author: Luo, Ma
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Process Skills,Logical Thinking,Evidence,Foreign Countries,Secondary School Students,Cognitive Tests,Test Construction,Test Validity,Test Reliability,Models,Grade 6,Grade 7,Grade 8,Grade 9

Scientific reasoning ability (SRA) is widely recognized as an essential goal for science education. There is much discussion on the design and development of assessment frameworks as viable tools to foster SRA. However, established assessments mostly focus on the level of students reasoning attainment. Student ability to use evidence to support reasoning is not adequately addressed and evaluated. In this study, the 6-level SRA assessment framework was conceptualized and validated iteratively via synthesizing literature and a Delphi study. Guided by the framework, an SRA assessment tool adopting and adapting PISA test items and self-created items was developed and administered to 593 secondary students (including 318 8th Graders and 275 9th Graders) in mainland China. Pearson correlation analysis of SRA assessment score and their scores in scientific reasoning provided criterion-related validation for the former (Pearson correlation = 0.527). Rasch analysis conducted further confirmed the validity and reliability of the SRA test and the assessment framework. Combing quantitative and qualitative methods, the study provides a valid and reliable analytical framework of SRA. It can inform the design of SRA assessments in various science education contexts for diversified audiences.
Developing Intercultural Awareness in ELT: Students&apos; Attitudes toward Their Intercultural Learning Experience
Author: Phongsirikul, Marissa
Date: 2019-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Elective Courses,Student Attitudes,Second Language Learning,Second Language Instruction,English (Second Language),Job Applicants,College Students,Teaching Methods,Employment Interviews,Reflection,Writing (Composition),Self Evaluation (Individuals),Positive Attitudes,Multicultural Education,Learning Experience,Intercultural Communication,Foreign Countries

This study aimed at investigating students' attitudes toward their intercultural learning experience to develop intercultural awareness in an English language classroom. The participants were a group of 31 students at tertiary level. They registered for an elective English course, the objective of which was to prepare students for job application, job interview and working effectively in multicultural contexts. A set of teaching and learning materials intended to develop intercultural awareness was especially designed and integrated into the existing English course. A survey questionnaire, reflective writing, self-assessment forms, and semi-structured interviews were used to collect the data. The results showed that the participants had highly positive attitudes toward their intercultural learning experience in various aspects, but still were hesitant with the overall ideas of an incorporation of intercultural components into an English course.
Drawing as a Method to Facilitate Conceptual Change in Earth Sciences Education
Author: Arthurs, Leilani A.
Date: 2020-06-00
Type: Journal Articles
Subjects: Earth Science,Concept Formation,Freehand Drawing,Scientific Concepts,Science Instruction,Introductory Courses,College Science,Misconceptions,Schemata (Cognition),Instructional Effectiveness,Water,Nonmajors,Majors (Students),College Students

Communicating even fundamental scientific concepts can be challenging. Furthermore, student mental models are often difficult to uncover even by the most talented teacher or researcher. Drawing is a universal process skill widely used by scientists to refine their conceptions about a wide range of topics, communicate ideas, and advance scientific thought in their disciplines. Just as drawing is useful to scientists for refining their conceptions, it has the potential to be useful for revealing misconceptions when teaching from a conceptual change perspective of science students' mental models. Using a design study methodology and framed within the knowledge integration perspective of conceptual change, this longitudinal study investigates the efficacy of a delimited-sketch activity on the conceptual change of novices' mental models about groundwater residence. A delimited-sketch activity, the focal case of this study, involves: (1) students drawing to expand upon a provided partially-drawn concept sketch; and then (2) collectively debriefing the ideas communicated in the completed student-expanded concept sketches. The activity's efficacy at facilitating conceptual change is tested with two different sample populations at two different large public universities in the USA. The first population is drawn from an introductory-level college geoscience course designed for non-science majors and the second population is drawn from a similar course designed for science majors. The activity has a large significant impact on moving students away from novice-like toward more expert-like conceptions of groundwater residence. The impact is observed even two months after the activity concludes.
Who Are the Planetarians? A Demographic Survey of Planetarium-Based Astronomy Educators
Author: Schultz, Sara K.
Date: 2020-06-00
Type: Journal Articles
Subjects: Astronomy,Science Education,Recreational Facilities,Science Teachers,Demography,Teacher Characteristics,Educational Attainment,Academic Degrees,Teacher Background,Teaching Experience,Faculty Development

Over the last 100 years since the planetarium was invented and began to spread across the planet, discipline-based planetarium education researchers have worked diligently to catalog what concepts are taught in the planetarium and what audiences learn when attending a planetarium show. What is not clearly known is precisely 'who' it is that are teaching astronomy in planetaria. Numerous small-scale studies give hints about who plantarians are, but the existing participant demographics provided shed precious little insight about them as broad field of professional experts. Knowing &quot;who planetarians are&quot; is critical to education researchers who need to know when they are studying planetarium educators who are more or less typical of most people in the field and when, instead, they are studying people who are unusual outliers and far less representative of the broader population. As a first step toward obtaining a glimpse of who planetarium educators are, a brief survey was broadly distributed through contemporary social media networks frequented by planetarium educators posing the question, &quot;who are you?&quot; The results from 61 respondents showed that 90% had undergraduate degrees, half of which were in physics or astronomy, and 38% hold graduate degrees. Additionally, only 8% have amateur astronomy or hobbyist backgrounds or any substantive K-12 classroom teaching experience. Perhaps unique to planetarium-based astronomy educators, 38% report having extensive backgrounds in theater and performance, These findings suggest that planetarium educators are a fundamentally different sort of individual than those who teach K-12 astronomy or do outreach as an amateur astronomer and, as such, perhaps have very different professional development requirements and expectations from those other astronomy-education related professional development consumers.
Building Mental Health Literacy within Ontario (Canada) Health and Physical Education
Author: Ryan, Thomas G.
Date: 2020-00-00
Type: Journal Articles
Subjects: Mental Health,Multiple Literacies,Health Education,Foreign Countries,Physical Education,Elementary School Students,Curriculum Evaluation,Educational Change,Well Being,Content Analysis,Mental Disorders

The primary research question which drove this analysis asked: What is Mental Health Literacy (MHL) and how is this accomplished in elementary schools in Ontario, given the new directives within the 2019 Health and Physical Education curricular document? Utilizing a qualitative research mode, the understanding of MHL was investigated through a summative latent content analysis of the current Ontario provincial government positions arising from the recent release of 2019, Ontario Health and Physical Education curricular document. The document of 320 pages is broad and somewhat deep instigating several secondary questions which asked: How should MHL be achieved in Health and Physical Education? What level of MHL awareness should Ontario Physical Educators and students reach for at the elementary level? What are the existing MHL guidelines and orientations impacting Ontario teachers? To what extent are Ontario teachers urged via the new curricula to focus and emphasize MHL in schools. MHL is a priority in this era of pandemic and critical to growth and development of teachers, students and the wider community accounting for well-being or lack of therein.
Swim or Sink in the Graduate School: Disability and Outdoor Leisure Activities
Author: Ressa, Theodoto W.
Date: 2020-00-00
Type: Journal Articles
Subjects: Recreational Activities,Leisure Time,Graduate Students,Students with Disabilities,Well Being,Assistive Technology,Case Studies,Participatory Research,Action Research,Photography,Inclusion,Academic Accommodations (Disabilities),Barriers

Outdoor leisure activities (OLAs) are beneficial and the study of graduate students with disabilities remains under-researched in this area. This is happening when enrollment, dropout rates, and late degree completion of students with disabilities in graduate programs in American universities is on the rise. This exploratory case study approach uses participatory action research framed in photovoice to examine the authors' graduate school and outdoor leisure activity experiences. The authors engaged in collaborative self-examinations of their graduate school period to identify the impact of OLAs on their wellbeing. Three themes emerged from the study: countering the narrative of disability deficit through the collage, building of inclusive beneficial OLAs, and normalized life with assistive technology. It is important to include graduate students with disabilities in addressing barriers to OLAs in order to promote their academic performance and welfare.
Relying on Agile Management to Develop an International Exchange and Dual Degree Program and Navigate the COVID-19 Pandemic
Author: Liao, Weiwen
Date: 2020-00-00
Type: Journal Articles
Subjects: Program Administration,College Administration,International Educational Exchange,Dual Enrollment,Business Schools,Program Development,COVID-19,Pandemics,Intercollegiate Cooperation,International Education,Foreign Countries

This article identifies the value and practices of agile management in business and higher education and provides a possible agile management framework for universities to utilize while trying to navigate developing international exchange and dual degree program opportunities during the COVID-19 pandemic. The framework relies upon agile management practices gleaned and shaped at a school of business of a regional university and modifies the process to fit these turbulent times. The article provides an example of a four-step agile process in this School of Business which followed &quot;the Law of the Customer,&quot; &quot;the Law of the Small Team,&quot; and &quot;the Law of the Network&quot; to develop an international exchange and dual degree program. Additionally, the article reviews the students' feedback to measure the program's impact on their education, life, or cultural experiences. This agile process can be implemented by other universities to develop their international education programs, especially in light of the global health crisis that is gripping the world at this moment.
Swedish School Librarianship: Meeting New Challenges
Author: Farmer, Lesley S. J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Libraries,Educational Legislation,Educational Policy,Library Education,Individual Characteristics,Librarians,Qualifications,Labor Market,Supply and Demand

Sweden has made great strides in school librarianship, particularly in the area of legislation and policy. School libraries are now mandated, and curriculum indicates where school librarians should play a role. School libraries must be accountable to two sets of agencies, and oversight mainly occurs at the municipal level. The main challenge currently is the lack of school librarians. The author examined the practices of the Borås Högskolan School of Library and Information Science faculty, and collaborated with their school librarian program faculty to address this shortage and the preparation needs of school librarians. Several recommendations emerged from this work.
Culture Bump™: A Toolkit for Culture &amp; Communication from Books and Boxes to Digital
Author: Archer, Carol M.
Date: 2020-00-00
Type: Journal Articles
Subjects: College Curriculum,Online Courses,Cultural Differences,Cross Cultural Training,Multimedia Instruction,Curriculum Development,Electronic Learning,Instructional Effectiveness

In a time of increased need for digital support in internationalizing curriculum and acquiring global skills, the Culture Bump™ Approach is an idea whose time has come. This paper is the adaptation of a presentation at the 2020 Spring Phi Beta Delta 34th Annual International Conference that described the three stages involved in the tool's evolution: creation of a face-to-face cross cultural course at the University of Houston in 1978, its appearance as a multi-media boxed Toolkit in 2004, and now an online course at Auburn University in 2020. The authors describe the changes in each stage that contributed to the effectiveness of the course as well as the explicit changes that were necessary to move from face-to-face training onto a fully digital platform. Finally, they provide specific examples of how online access to &quot;Culture Bump™: A Toolkit for Culture &amp; Communication&quot; can be a resource for faculty members in various disciplines to teach not only cultural and communication skills but secondary skills of self reflection, evaluation, analysis, synthesis, detachment and emotional intelligence.
Effects of a Transdisciplinary Educational Approach on Students&apos; Technological Literacy
Author: Rupnik, Denis
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Interdisciplinary Approach,STEM Education,Technology Education,Technological Literacy,Secondary School Students,Student Characteristics,Grade 8,Early Adolescents,Problem Based Learning,Problem Solving,Skill Development,Positive Attitudes,Sustainable Development,Difficulty Level,Thinking Skills,Foreign Countries

Technological progress, globalization and demographic changes have brought about transformations that have increased economic and social inequalities. A structural transformation in education could support economic growth and sustainability and could also be associated with common actions in science, technology, engineering and mathematics, together with social sciences, to mitigate the impact of these megatrends on inequalities. This research explores the effects of a technologically conceptualized transdisciplinary educational approach. A sample of 242 lower secondary school students was selected and a pre- and post-test research design was used to ascertain whether a two-level transdisciplinary educational approach used by technology teachers affected the development of students' technological literacy (TL). The task design included several real-life technological contexts and concepts wherein knowledge of other disciplines was needed to solve problems, create new knowledge and acquire higher-order skills while developing positive attitudes towards sustainable technology. A two-way analysis of variance indicated several significant effects of transdisciplinary education on the development of students' TL. These findings provide valuable insights into the nature of TL acquisition as a basis for curriculum design and the implementation of transdisciplinary technology education in the lower secondary school.