ethanporcaro/eric-fulltext-meta huggingface dataset:
Preservice Biology Teachers&apos; Scientific Reasoning Skills and Beliefs about Nature of Science: How Do They Develop and Is There a Mutual Relationship during the Development?
Author: Mahler, Daniela
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Science Education,Biology,Undergraduate Students,Thinking Skills,Skill Development,Beliefs,Scientific Principles,Scientific Literacy,Correlation,Foreign Countries

Scientific reasoning (SR) skills and nature of science (NOS) beliefs represent important characteristics of biology teachers' professional competence. In particular, teacher education at university is formative for the professionalization of future teachers and is thus the focus of the current study. Our study aimed to examine the development of SR skills and NOS beliefs and their mutual relationship during teacher education. We applied paper-and-pencil tests to measure SR skills and NOS beliefs of 299 preservice biology teachers from 25 universities in Germany. The results of linear mixed models and planned comparisons revealed that both SR skills and NOS beliefs develop over the course of the study. Nevertheless, the development of SR skills and multiple aspects of NOS beliefs proceeds in different trajectories. Cross-lagged models showed a complex picture concerning the mutual relationship between SR skills and NOS beliefs during their development (both positive and negative). The current study contributes to the existing research because it is based on longitudinal data and allows--in contrast to cross-sectional research--conclusions about the development of SR skills and NOS beliefs.
How to Improve the Actual Effect of Computer-Assisted Teaching?
Author: Cheng, Xiaoqiao
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Internet,Educational Technology,Technology Uses in Education,Program Effectiveness,Computer Software,Multimedia Instruction,Teaching Methods

Internet teaching using electronic teaching software or other multimedia can play a certain role in promoting academic performance, just like traditional teaching. Therefore, the problem is not that schools do not use computers or the Internet, but how to best use them, and should explore what methods are most effective for what kind of students under what conditions. In this commentary Xiaoqiao Cheng asserts when conducting computer or Internet-assisted teaching, the influence of students, teachers, application environment and other factors should be comprehensively considered. Pay attention to every link from software design to its application and the important role played by teachers. The characteristics of individual development of students cannot be ignored, and their abilities to solve problems and learn how to learn should be cultivated.
How to Use Activities to Realize the Self-Management of Middle School Students?
Author: Meng, Weijie
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Management,Middle School Students,Foreign Countries,Student Development,Learning Activities,Experimental Schools,Teaching Methods,Extracurricular Activities

Cultivating students' self-management ability is the requirement of social development and the progress of the times to school education, and it is also the need for students' growth. For middle school students in adolescence and undergoing tremendous changes in their body and mind, its significance is even more prominent. As an element of direct contact with students, activities play an irreplaceable role in cultivating students' self-management ability. Nanjing Yutong Experimental School has added a self-management course to its teaching plan. Through the development of diversified activities, goals are achieved in specific activities, and the overall development of students has been completed. Taking the school's practical activities as an example, this paper attempted to use the concept of activity teaching to explain better how the school develops self-management of middle school students based on students' development and creates activities suitable for students' growth to realize better students realize self-management in activities.
Assessment of Cognitive Student Engagement Using Heart Rate Data in Distance Learning during COVID-19
Author: Ladino Nocua, Andrea Catalina
Date: 2021-00-00
Type: Journal Articles
Subjects: Learner Engagement,Cognitive Processes,Metabolism,Physiology,Measurement Techniques,Learning Analytics,Data Use,Distance Education,Electronic Learning,COVID-19,Pandemics,College Students,Foreign Countries

Student engagement allows educational institutions to make better decisions regarding teaching methodologies, methods for evaluating the quality of education, and ways to provide timely feedback. Due to the COVID-19 pandemic, identifying cognitive student engagement in distance learning has been a challenge in higher education institutions. In this study, we implemented a non-self-report method assessing students' heart rate data to identify the cognitive engagement during active learning activities. Additionally, as a supplementary tool, we applied a previously validated self-report method. This study was performed in distance learning lessons on a group of university students in Bogota, Colombia. After data analysis, we validated five hypotheses and compared the results from both methods. The results confirmed that the heart rate assessment had a statistically significant difference with respect to the baseline during active learning activities, and this variance could be positive or negative. In addition, the results show that if students are previously advised that they will have to develop an a new task after a passive learning activity (such as a video projection), their heart rate will tend to increase and consequently, their cognitive engagement will also increase. We expect this study to provide input for future research assessing student cognitive engagement using physiological parameters as a tool.
The Construction of Innovative Education Curriculum System for High School Students: Based on the Practice of &quot;Workshop + Project&quot; Innovative Education Curriculum of Zhengzhou No. 12 Middle School, China
Author: Zhang, Hongxun
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Innovation,STEM Education,Art Education,Middle School Students,Workshops,Student Projects,Active Learning,Clubs,Learning Activities,Intellectual Property,Educational Change,Robotics,Geometry,Learning Laboratories,Logical Thinking,Program Evaluation,Awards,Curriculum Development,Middle Schools,School Effectiveness

Innovative education is a higher training requirement for education in the period of social transformation. It needs the education to cultivate talents with innovative consciousness and ability for the development of society. High school is critical for facilitating students' innovative consciousness, innovative thinking, and innovative ability development. Aiming at the problems of insufficient resources, fragmentation of education, and simplification of evaluation in the current practice of innovative education, Zhengzhou No. 12 Middle School integrates the characteristics of maker education and STEAM education to carry out the top-level selection, training, evaluation, and development of innovative talents. Formed an innovative education curriculum system that takes &quot;Workshop + Project&quot; as the starting point, relies on research learning courses, multi-dimensional evaluation as a guarantee, and integrates classroom teaching, club activities, project research, intellectual property rights, and expert guidance.
The Italian Leadership on Inclusive Education: Myth or Reality?
Author: Marsili, Francesco
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Educational Practices,Educational Quality,Students with Disabilities,Educational Policy,Teaching Methods,Program Evaluation,Access to Education,Equal Education,Educational Legislation,Educational Needs,Student Needs,Individualized Education Programs,Individualized Instruction,Elementary Secondary Education

Background: Italy is internationally known as a Country with a longstanding &quot;tradition&quot; of inclusive education. Objective: Aim of the paper is to provide a frame on the educational policies that, since 1970s, have steered the school system according to a &quot;fully inclusive&quot; model, highlighting the instruments of teaching-learning and evaluation tools for assessing the quality of the inclusive processes. Methodology: Starting from primary and secondary legislative sources, the paper identifies three main focus points: the passage from the inclusive &quot;principle&quot; to the teaching-learning practices; the tools for answering special educational needs; the tools for assessing the quality of inclusive processes. Discussion: Even though there are many efforts to align to international legislative regulations and to modernize the concept of inclusive education, Italian reality seems to be ossified in self-referential attitudes, beliefs and practices that saturate the school system. The paper outlines the need for defining new systemic research approaches that can validate this long educational tradition.
Helping Pregraduate Students Reach Deep Understanding of the Second Law of Thermodynamics
Author: Atarés, Lorena
Date: 2021-00-00
Type: Journal Articles
Subjects: Thermodynamics,Scientific Concepts,Concept Formation,Misconceptions,Difficulty Level,Prior Learning,Mathematics Skills,Instructional Effectiveness,Science Instruction,Undergraduate Students,Introductory Courses,College Science

Pregraduate students often have low success expectations toward their thermodynamics courses, which are often considered too abstract and remarkably difficult to understand. For this reason, they may not even try to reach any level of comprehension while settling for reproducing mathematical calculations and memorizing definitions to pass the exams. Traditional lectures on thermodynamics, focusing on mathematical deductions while neglecting the qualitative characterization of the concepts behind the equations, do not help in this respect. Aiming at a change in the teaching practice and focused on the second law of thermodynamics, the main goals of this work are to characterize the way of reasoning of the expert; to present a review on the most important learning difficulties encountered by students and categorize them into three groups: the disregard of qualitative understanding, the inherent conceptual difficulties, and those related to the students' previous knowledge; and to propose some suitable teaching practices to assist instructors in this difficult but rewarding task.
Digital and Media Literacies in the Polish Education System--Pre- and Post-COVID-19 Perspective
Author: Cicha, Karina
Date: 2021-00-00
Type: Journal Articles
Subjects: Technological Literacy,Media Literacy,COVID-19,Pandemics,Distance Education,Skill Development,Competency Based Education,Teacher Competencies,Comparative Education,Knowledge Level,Elementary School Students,Secondary School Students,Children,Adolescents,Foreign Countries

Digital and media literacies refer to a specific set of skills and abilities. The range of these skills as they concern the educational process has been broadly discussed. In this paper, we analyzed the Polish educational system to determine the scope of the sorts of digital skills young people and students should achieve in order to be considered digitally and media literate. We compared sets of recommendations from the last ten years issued by different national governmental and nonprofit organizations for the Polish education system. We identified a set of skills that should be expected to be possessed by young people and students during their education. Additionally, we discussed results regarding the situation caused by the COVID-19 pandemic and the shift from regular education to distance learning.
Implementation of a Surgery Congress for Medical Students to Learn Transversal Competences. A Case of Student-Led Teaching Activity
Author: Herrero de la Parte, Borja
Date: 2021-00-00
Type: Journal Articles
Subjects: Medical Students,Surgery,Medical Education,Skill Development,Student Leadership,Foreign Countries,Conferences (Gatherings),Student Satisfaction,Workshops,Peer Teaching

Background: A dynamic training approach close to clinical work and research is highly requested by health sciences students. The aim of this paper is to present the organizational model of a student-promoted and student-managed surgical congress that encourages the acquisition of transversal competencies among the students in charge of the organization of the Congress. Methods: A two-day surgical congress for medical students organized by themselves was held. Each day comprised two separate sections corresponding to different surgical specialties; sections included three types of activities: conferences, round tables with guest professors, and practical workshops. Once the Congress had finished, an online survey was carried out to evaluate 10 items scored from 1 to 4. To assess the acquisition of transversal competences among the students organizing the congress, three evaluations were carried out by the professor involved in the organization of the congress. Results: The congress had great acceptance among the students, filling 150 available places with an attendance rate of 100%. The survey showed a high assessment of the subjects (3.48/4), conferences (3.48/4) and workshops (3.27/4). Evaluation of the round tables was significantly lower (2/4). A total of 99% considered the congress to have been useful in its formation process and 100% would recommend it. The grade of transversal competences among the students organizing the congress showed a significant increase between the first and the third evaluation, being between 1.24 and 7.25 times higher. Conclusions: The student-led student surgical congress is a well-evaluated activity for medical students, and promotes, among its organizers, the acquisition of transversal competences.
Voices of Women within the Devanga Community, Bangalore, India
Author: Haridarshan, Pooja
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Gender Discrimination,Gender Bias,Sex Stereotypes,Cultural Influences,Marriage,Housework,Barriers,Access to Education,Social Class,Social Bias,Mothers

Women face a unique set of challenges in India on account of traditionally held views of their gender, as well as often having lower educational and community status. Gender discrimination has continued to remain an evil in our society. Almost 70% women in South Asia are married at a young age, which is coupled with early childbearing and a lack of decision-making abilities within the traditional family structures, further enhancing their &quot;disadvantaged&quot; position in society. In India, the relationship of status and patriarchal values in addition to the deprived status of women worsens the situation. Despite advances having been made in the active participation of women in the political and economic domain, not much change has been seen in incidences of gender discrimination or dominant patriarchy. Daily interactions ensure that gender stereotypes have a strong influence on our values, judgements and evaluations to an extent that men and women are treated differently in society. A small weaving community, the Devanga community, which has its roots spread across India, practices stereotypes and patriarchal norms which have ensured the existence of male dominance in almost every aspect of decision making. The position of women within this community is worthy of debate and discussion, although no prior research has been conducted on this issue within the Devanga community. This paper draws upon the voices of women from within this community to understand the various levels of discrimination faced by them on a regular basis, along with highlighting male privilege as a cause of perpetuated discrimination and lesser opportunities for girls compared with boys. The reported research study analyzed data obtained from 120 women from the Devanga community through semi structured questionnaires and interviews and adopted an ethnographic feminist perspective to interpret these data. Findings indicate that the voices of women within this community are suppressed due to contributory factors such as orthodox beliefs and practices, male dominance, early marriage, and domestic responsibilities and all of these can be viewed as a barrier to providing educational opportunities to girls. Findings suggest that despite the progress made by women in India, they are still considered to be the single largest group of backward citizens.
Light Blue Walls and Tan Flooring: A Culture of Belonging in Engineering Making Spaces (or Not?)
Author: Villanueva Alarcón, Idalis
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Environment,Sense of Community,Engineering Education,College Students,College Administration,College Faculty,School Culture,Inclusion,Diversity,Teacher Attitudes,Administrator Attitudes

The motivation for this exploratory qualitative study is to understand what a culture of belonging may look like across six engineering education making spaces in institutions of higher education in the U.S. The research question for this study was: &quot;In what ways are the management, instructors, and staff operating engineering education making spaces influencing a culture of belonging (if any) for engineering students?&quot; We examined the transcripts of semi-structured interviews of 49 faculty members and 29 members of management/staff of making spaces, using thematic coding. From the data, we identified four themes that described the culture of belonging being created in these six engineering making spaces: (a) a 'closed loop' culture for inclusion, diversity, equity, and access; (b) a 'transactional, dichotomous' culture; (c) a 'band-aid, masquerading' culture; (d) a potential 'boundary-crossing' culture. Our primary conclusion was that created cultures in engineering making spaces are extensions of normative cultures found in traditional engineering classrooms. Additionally, while making spaces were attempting to change this culture in their physical infrastructures, it was deemed that the space leadership needs to expand hiring strategies, the nature of making activities, the ambient/physical appearance of the space, disciplines, and required expertise, to create a truly inclusive and equitable culture of belonging.
Idealistic Assertions or Realistic Possibilities in Community and Youth Work Education
Author: Gormally, Sinéad
Date: 2021-00-00
Type: Journal Articles
Subjects: Community Programs,Youth Programs,Social Justice,Foreign Countries,Higher Education,College Students,Program Effectiveness,Alignment (Education),Informal Education,Social Change

Community and youth work (CYW) practice has been articulated as striving towards a more socially just and equal society and is theorised as a catalyst for social change that seeks to overcome power differentials. Yet, despite these claims, there is limited empirical evidence to inform knowledge about the extent to which 'equality work' is featured and practiced in CYW programmes in higher education. This article draws on perspectives from current and former CYW students in the UK which routinely claim critical pedagogy as the bedrock of professionally approved degree programmes. Utilising a survey approach, our aim was to examine the experiences of students to find out if teaching, learning and assessment practices in professionally approved CYW programmes can be argued as helping students to articulate practice as emancipatory. The findings indicate that there was coherence and a strong understanding of core theories that confirmed CYW programmes as helping students to articulate emancipatory practice. In relation to teaching and learning, programmes were not as aligned with critical pedagogy, inclining more towards traditional and formal methods than alternative or informal methods. Finally, an imbalance between the persistent use of standardised assessment methods over more flexible and creative assessments suggested a reluctance to seek, or develop, more emancipatory sustainable assessment alternatives. The article concludes by arguing that informal education and, specifically, CYW programmes are well-placed to drive institutional and social change forward.
Student Learning Approaches: Beyond Assessment Type to Feedback and Student Choice
Author: Clack, Alice
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Strategies,Questionnaires,Undergraduate Students,Feedback (Response),Test Format,Multiple Choice Tests,Essay Tests,Timed Tests,Performance Factors,Preferences,Correlation,Grades (Scholastic),Notetaking,Foreign Countries

Student Approaches to Learning (SAL) have been the focus of much research, typically linking different approaches, e.g., surface and deep, to different assessment types. However, much of the previous research has not considered the different conditions under which different types of assessment occur and the different types of feedback they typically attract. In the current study, UK university students were allocated to one of two assessment conditions (Multiple Choice Questions (MCQs) or short essay). Half of the participants were then given the choice of receiving a grade or written feedback, whilst the other half were randomly allocated to one of the two feedback types. Participants were required to learn specific material and complete an assessment. Study time, assessment time, grade and notetaking approaches were analysed along with SAL, measured using the Study Process Questionnaire. Results indicated that participants performed better when they completed MCQs and expected to receive written feedback. There were no significant differences in feedback preferences between the two assessment types. There was no relationship between assessment, feedback type and SAL, however, interaction effects suggest that where students have a choice, those who choose written feedback exhibit deeper learning. This study is the first to demonstrate, albeit in an artificial learning activity, that the type of feedback students expect to receive may impact on their outcomes and the SAL in advance of receiving the feedback. Furthermore, the relationship between feedback and SAL may be moderated by student choice. Whilst further research is needed, this study indicates that the relationship between assessment, feedback and choice is complex.
Vocabulary in English Language Learning, Teaching, and Testing in Vietnam: A Review
Author: Vu, Duy Van
Date: 2021-00-00
Type: Journal Articles
Subjects: Vocabulary Development,English (Second Language),Second Language Instruction,Second Language Learning,Learning Strategies,Language Tests,High Stakes Tests,Teaching Methods,Knowledge Level,Educational Research,Foreign Countries

This review paper aims to provide an overview of vocabulary in English language learning, teaching, and testing in Vietnam. First, we review studies on the vocabulary knowledge of Vietnamese EFL learners. Recent research evaluating different aspects of vocabulary knowledge shows that Vietnamese EFL learners generally have limited knowledge of both single words and formulaic language. Next, we discuss contemporary approaches to teaching vocabulary in Vietnam to reveal current issues and provide relevant recommendations. Empirical studies on Vietnamese EFL learners' vocabulary acquisition are also discussed with an aim to shed light on how vocabulary can be acquired by Vietnamese EFL learners and subsequently draw important pedagogical implications. In addition, we look into the lexical component of high-stakes English tests in Vietnam, calling for more attention to the lexical profiles and lexical coverage of those tests. Finally, we provide concluding remarks and research-informed recommendations for EFL vocabulary learning and teaching in Vietnam to elaborate on how vocabulary can be effectively learned and taught.