ethanporcaro/eric-fulltext-meta huggingface dataset:
How Do Our Students Understand Newton&apos;s Third Law of Motion? A Study in a Ghanaian University Context
Author: Antwi, Victor
Date: 2020-12-00
Type: Journal Articles
Subjects: Motion,Physics,Concept Formation,Misconceptions,College Students,College Science,Instructional Effectiveness,Science Instruction,Computer Simulation,Animation,Problem Based Learning,Interaction,Foreign Countries

Newton's third law of motion is probably one of the easiest and simplest laws in physics for students to recite. However, when they are given questions where they must apply the understanding of the law to solve a problem, it often becomes a challenge. They seem to forget about the fact that action and reaction are opposite and equal. In this study, five sequential activities were used in the teaching of Newton's third law of motion: Concept quiz, conceptual reasoning questions, interactive teaching, reflection, and application and problem-solving questions. Twenty 1st year University Physics students at the University of Education, Winneba, were introduced to the Newton's third law of motion using real-life examples in an interactive engagement approach. The results indicated that students could give better qualitative reasoning and verbal explanations to most of the qualitative reasoning questions that were put as an effective strategy to assess students' learning after the interactive engagement approach. It was also revealed that students were intellectually active in understanding the concept of Newton's third law of motion.
Modeling the Relationships among Mastery Goal Orientations, Positive Coping Strategy, and Motivational Beliefs in Science
Author: Subasi, Münevver
Date: 2020-12-00
Type: Journal Articles
Subjects: Mastery Learning,Goal Orientation,Coping,Positive Attitudes,Self Efficacy,Value Judgment,Student Motivation,Middle School Students,Public Schools,Science Education,Questionnaires,Learning Strategies,Foreign Countries

This study aimed to investigate the relationships among mastery goal orientations (approach and avoidance), adaptive coping strategy (positive coping), and motivational beliefs (self-efficacy and task value) among middle school students in science. The study group consists of 249 students studying at four middle schools in one of the largest cities located in the eastern part of Turkey. The research data were collected using Achievement Goals Questionnaire, Academic Coping Inventory, and the Motivated Strategies for Learning Questionnaire. Structural equation modeling was performed using AMOS program to test the hypothesized relationships among constructs. The results showed that individuals with mastery goal orientation used more positive coping strategies. It was observed that individuals with higher self-efficacy had a higher ratio of using positive coping strategies. In addition, individuals with a high level of motivational beliefs used more mastery goal orientation. Furthermore, while mastery goal orientations positively predicted motivational beliefs and positive coping strategies, positive coping strategy was found to predict positively self-efficacy only. This study was a correlational study, but correlational studies did not help the establishment of a cause-effect (causality) relationship between the variables in question. Experimental studies can be conducted in the future to reveal the causes and effects related to the correlation between the relevant variables.
Gaming Duration and Preferences: Relationships with Psychiatric Health, Gaming Addiction Scores and Academic Success in High School Students
Author: Yesilyurt, Ferahim
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Games,Mental Health,Addictive Behavior,Academic Achievement,High School Students,Depression (Psychology),Anxiety,Foreign Countries,Multivariate Analysis,Video Games,Handheld Devices,Time Management,Predictor Variables

Problematic gaming behavior is an important problem that may lead to a recently introduced psychiatric condition named internet gaming disorder (IGD). Gaming addiction has been reported to have major influence on the lives of adolescents and young adults affected by it. Our aim was to determine relationships between gaming-related parameters, academic success, levels of depression, anxiety and stress, and gaming addiction scores. We performed a cross-sectional study comprised of 499 non-senior high school students from the Bakirköy district of Istanbul. Depression, anxiety and stress were measured with the DASS-21, gaming addiction was measured via the IGDS9-SF. A single questionnaire form was prepared to record demographics, game play behavior and preferences, DASS-21 scores and IGDS9-SF scores. Girls comprised 80.2% (n=400) of the participants in this study. Eighty-eight (17.6%) students reported that they did not play games. There was a statistically significant worsening in IGDS9 scores and all subscales of the DASS-21 with increased game playing time. Gaming addiction score was higher in those that reported being academically unsuccessful. Multivariate regression analysis revealed that the factors that increased IGDS9 scores were: time spent gaming, and preference of action, simulation or social media games. Whereas, smartphone gaming was found to be independently associated with lower IGDS9 scores. The association of higher IGDS9 scores with gaming time and preference of action, simulation and social media games, and lower scores with smartphone gaming are interesting results and may have implications in the approach to and treatment of those with IGD.
The Effect of PhET Simulation-Based Instruction on 6th Grade Students&apos; Achievement Regarding the Concept of Greenhouse Gas
Author: Özcan, Hasan
Date: 2020-12-00
Type: Journal Articles
Subjects: Science Achievement,Scientific Concepts,Computer Simulation,Science Instruction,Instructional Effectiveness,Physics,Climate,Environmental Education,Misconceptions,Elementary School Students,Foreign Countries

This study investigated the effectiveness of simulation-based instruction on students' greenhouse effect achievement. The simulations were chosen from the Physics Education Technology Project (PhET) website. The research was a pretest-posttest with a control group design quasi-experimental study. The sample of the study consisted of 45 6th grade students taking a science course in a secondary school from a city located in the Central Anatolia Region of Turkey in the 2017-2018 academic year. Participants were assigned randomly to control and experimental groups. There were 23 participants in the experimental group and 22 participants in the control group. While the control group was instructed with the constructive instructional methods, the experimental group was instructed by PhET simulation-based instruction over 1 week. Data were collected by the Greenhouse Effect Achievement Test. Independent samples t-test and paired samples t-test were used to analyze the data. The study results revealed that the PhET simulation-based instruction created a statistically significant difference between the control group and the experimental group in the students' greenhouse effect in favor of the experimental group (p = 0.03).
Preservice Teachers&apos; Perceptions of the Pedagogical Function of Heroes and Hero Stories
Author: Anthony, Kenneth V.
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary Education,Student Attitudes,Role Models,Individual Development,Identification,Social Studies,National Standards,Mythology

Teachers serve as gatekeepers to the implementation of curriculum in their classroom (Thornton, 2005). Their beliefs about a topic and the wider political environment can influence what they teach. To this end, our goal was to investigate whom preservice teachers identify as heroes and why, which heroes should be included in the curriculum, and how this might influence instruction of the NCSS theme Individual Development and Identity. This study was an exploratory study using the qualitative methods of an open-ended survey and focus group. We were guided by the research question: How do preservice elementary teachers conceptualize heroes? The participants were elementary preservice teachers in their final semester prior to teacher internship. We surveyed participants to determine their perceptions of heroes. We conducted a follow up focus group with five participants. The participants conceptualized heroes as serving a pedagogical function. We learned that these preservice teachers had a balanced concept of heroes and considered heroes valuable to the school curriculum. They saw heroes as role models for students to imitate. Of interest to the study of heroes in the social studies curriculum, these preservice teachers were able to overcome the barrier of the flawed hero. Rather than shifting away from teaching heroes and focusing on heroic actions as Barton and Levstik (2004) recommend, they were able to keep the curricular gate open (Thornton, 2005) to teaching heroes by developing the concept of the gray hero.
Psychometric Properties of Social Perception of Mathematics: Rasch Model Analysis
Author: Al Ali, Rommel M. A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Psychometrics,Interpersonal Competence,Student Attitudes,Mathematics,College Freshmen,Construct Validity,Reliability,Measures (Individuals),Item Analysis,Validity,Goodness of Fit,Foreign Countries

Social perception is an evaluation process, which uses any information available in order to form impressions, understanding, and judgments about others. It is also considered as an essential element of social skills. This study aims to examine the psychometric analysis of students' social perceptions of mathematics using Rasch model analysis. This study uses a quantitative survey approach. The sample comprised 40 first year students at King Faisal University. The Rasch model is used because it is considered an effective tool for assessing constructs' validity and reliability of the instrument. It also generalizes results and inferential studies. The developed questionnaire consists of six dimensions. Every dimension consists of six items. They are verifying the validity based on the Rasch model using item polarity, item fit, and dimensionality. In addition, the reliability was verified using person and item reliability, and item and person separation. The results of the Rasch model analysis show that the items of social perception of mathematics SPoM fit the model appropriately.
Skills Gap of Business Graduates in the Banking Sector of Bangladesh: Employers&apos; Expectation versus Reality
Author: Chowdhury, Faieza
Date: 2020-00-00
Type: Journal Articles
Subjects: Business Administration Education,Banking,College Graduates,Foreign Countries,Unemployment,Scores,Economic Development,Job Skills,Education Work Relationship,Employment Potential,Employee Attitudes,Educational Attainment

Bangladesh is a fast growing economy and has managed to maintain an impressive annual average growth rate of above 6 percent over the last 10 years. Although there are almost 2 million young people who enter the job market every year, they often fail to meet the demands of the existing job market due to lack of adequate skills. Most of the graduates struggle to find a decent job as their skills fail to match the employers' expectations and needs. As the skill gap is brewing up creating a rise in unemployment, there is an urgent need for actions to enhance employability prospects of fresh graduates. In this study we aim to investigate the skill competence and skill gap of business graduates in the banking sector of Bangladesh. We utilized the mean scores of employability skills in terms of their significance as perceived by the employers in banks and the actual competency of business graduates. Findings of this study will allow students, employers, educators and policy makers in Bangladesh to recognize the critical areas where business graduates are lagging behind in the banking sector thus enabling them to take effective measures in order to reduce the skills gap.
Evaluation of Digital Competency of Public University Students for Web-Facilitated Learning: The Case of Saudi Arabia
Author: Barri, Moatasim A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Technological Literacy,Information Literacy,Public Colleges,College Students,Electronic Learning,Web Based Instruction,Handheld Devices,Computer Mediated Communication,Computer Use,Learning Readiness,Self Efficacy,Skill Development,Foreign Countries

Our public universities in Saudi Arabia have made considerable investments in digital hardware, on-site training, and online tutorials to improve the quality of e-learning. However, there is an observed gap among students between the expected and actual use of digital technology in their learning. To close that gap, this requires a conceptual evaluation model that illustrates technological actions students are involved in, the level of digital proficiency they are in, type of digital technology they use, and kind of support they need. This study used the Digital Competency Profiler to evaluate the digital competency of public university students in Saudi Arabia. Data on 94 students from a public university were collected using an online platform. Multiple procedures were used for instrument validation, data screening, and data analysis. Findings from the study suggest that the majority of public university students had high digital readiness for performing social and informational skills through smartphones. In addition, most of university students missed all skills in the epistemological competency and some technical skills. Finally, implications for practice, limitations for generalization, and directions for future research are presented.
Students&apos; Participation in Quality Assurance Management and Tertiary Institutions Effectiveness in Nigeria
Author: Okpa, Ovat E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Quality Assurance,College Students,Student Role,Student Participation,Correlation,Participative Decision Making,Discipline,Educational Facilities,Committees

The study investigated the level of students' participation in quality assurance management and tertiary institutions effectiveness in Nigeria. Four null hypotheses were formulated to guide the study. The design adopted was correlational research design. The population was made up of 423 2018/2019 session students' union officials. A sample of 160 was randomly selected from three (University of Calabar, Cross River University of Technology and Federal College of Education, Obudu) public tertiary institutions in the area. The instrument used for data collection was questionnaire (Students' Participation in Quality Assurance Management Questionnaire (SPQAMQ) validated by experts in test and measurement. It contained 28 items constructed in a 4-point Likert scale. Pearson Product Moment Correlation Statistics was used for data analysis. The result of the analysis revealed a significant positive relationship between students' participation in decision-making, discipline management, quality assurance committees and school plant maintenance and tertiary institution management when tested at 0.05 level of significance. Based on the findings it was recommended that students should be adequately motivated through quality participation in school governance to enhance their academic achievement and development of basic leadership skills.
Factors in Agency Development: A Supervisory Teaching Perspective
Author: Crowhurst, Paul
Date: 2020-09-00
Type: Journal Articles
Subjects: Personal Autonomy,Elementary School Students,Elementary School Teachers,Teaching Methods,Small Group Instruction,Independent Study,Student Centered Learning,Scaffolding (Teaching Technique),Peer Teaching,Reflection,Psychological Patterns,Play

Promoting student agency is an emerging priority in education. Supervisory teaching is a potentially useful approach for supporting agency development. This approach includes two characteristics, namely, tutorial learning conversations between the teacher and a group of one to four students, and students learning independently for extended periods of time. Supervisory teaching lessons in three primary-school classrooms were observed over a period of five months and teachers were interviewed as part of the data collection process. Five key factors were found to support students to have more agency in their learning: independence and ownership, scaffolding, students as teachers, joyfulness, and reflection. The findings point toward several factors observed within supervisory teaching that led to greater student agency, including individualised learning conversations, allowing students control over their learning, the benefit of reduced structure in the learning environment, and the fact that joyfulness in learning is a significant factor in elevating student agency.
The Role of Social Support in the Relationship between Adolescents&apos; Level of Loss and Grief and Well-Being
Author: Çakar, Firdevs Savi
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Support Groups,Death,Grief,Well Being,High School Students,Foreign Countries,Predictor Variables

In this study, the model, developed to examine the role of social support in the relationship between adolescents' level of loss and grief and well-being, was tested. In this study, the descriptive research method was used, and its participants consisted of 216 adolescents who were high school students, in Turkey. Scales used in this study include Personal Information Form; Grief Scale; Five-Dimensional Well-Being Scale for Adolescents (EPOCH); Social Support Assessment Scale for Children and Adolescents (CASSS and Personal Information Form). The structural equation model was used to examine the mediator role of the social support in the association between grief and well-being among adolescents. It was found the hypothesized model fit the data well, and social support fully mediated in the association between grief and well-being. The high level of social support in the loss and mourning process of adolescents makes it easier to cope with grief and positively affects their well-beings. These results are important for focusing on adolescents who experience lost and grief, providing effective mental health services and demonstrating the importance of strengthening social support systems. Future studies with longitudinal follow-ups are suggested to explore actual causal relationships.
Using the Problem-Based Learning in STEM Teaching about Bamboo Toothpick Houses
Author: Nguyen Ngoc-Giang
Date: 2020-00-00
Type: Journal Articles
Subjects: Problem Based Learning,STEM Education,Learning Activities,Foreign Countries,Competency Based Education,Teaching Methods,Secondary School Science

In Vietnam, there are currently stable and comprehensive innovations in the field of education. Educational scientists have shifted from knowledge-focused teaching to competency teaching. Since then, there have been more new research directions in teaching than in the past, such as integrated teaching, practical application of mathematics and STEM teaching, etc. In these directions, STEM teaching is a new and broad topic. In particular, there are many teaching methods used in STEM teaching. Some people use project teaching, some use discovery teaching, and some others use cooperative teaching methods. Through the research process, we found that STEM is an integrated area, so we should choose one of the most appropriate ways to approach it. That is a problem-based learning method. How does STEM teaching work with problem-based learning? To illustrate this STEM teaching work, we will use the design and implementation of the model of a bamboo toothpick house at Ho Chi Minh City International College.
Agility in Teacher Training: Distance Learning during the COVID-19 Pandemic
Author: Nissim, Yonit
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Distance Education,Higher Education,Teacher Education Programs,Online Courses,Educational Technology,Technology Uses in Education,School Closing,Educational Change,Student Attitudes,College Students,Coping,Adjustment (to Environment),Correlation,Age Differences,Computers,Ownership,Marital Status,Gender Differences

The outbreak of the Covid-19 pandemic forced the world to respond in new and unconventional ways. Quick thinking and unusual flexibility were required whilst operating under conditions of uncertainty and fear. This article deals with agility in the implementation of distance learning during the Covid-19 pandemic as it occurred at Ohalo College of Education with the outbreak of the epidemic in Israel in March 2020. Within 48 hours from the moment that Israel's government announced a nation-wide lockdown, the College shifted from frontal teaching and learning to social distancing and distance teaching. The College adopted agile leadership that led to moving 700 courses to distance learning and teaching, with 150 lecturers and 1,500 students in their homes; the semester continued, but differently, in light of the lockdown and limitations ordered by the government. It is clear that such swift organization, executed with maximum flexibility, did not benefit from proper planning and was far perfect. This article offers a look at academic agility as demonstrated during the transition of a college of education to distance learning under emergency conditions. It will be examined through an analysis of survey responses from students. The goal of the survey was to assess students' attitudes toward the implementation of this strategy.
Transitioning into Teaching as a Second Career: Skill Carry-Over, Professional Experience, and Classroom Performance
Author: Alharbi, Abdulaziz S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Career Change,Teacher Effectiveness,Teaching (Occupation),Transfer of Training,Work Experience,Teacher Education Programs,Teaching Experience,Economic Factors,Social Influences,Social Values,Moral Values,Teaching Methods,Student Teacher Attitudes,Classroom Techniques,Teacher Student Relationship,Foreign Countries

The present study aims to identify the motivations of those who move to the teaching profession from pre-existing careers in other areas, and to explore the transferrable skills and experiences they bring with them to the classroom. Participants were selected from among students in a teacher-training program, all of whom had previous careers--in the military, as counselors, as security staff, and in other areas--and all of whom were in the final stages of their in-classroom practical teaching experience. The study used a semi-structured focus group method to elicit self-reports of these student-teachers' experiences of classroom management, student interactions, and actual approach to pedagogy, as well as their motives for seeking a change of career. The study revealed that the most important factors motivating the switch were a combination of economic ones, such as career stability and salary, and personal, social factors such as the desire to transmit one's values to the next generation. The results also pointed strongly toward the utility, relevance, and usefulness of prior experience in other careers, and participants noted their own preparedness to manage chaotic social situations or draw on real-world experiences to explain complex or morally difficult ideas. The study supports recommendations that teacher training programmes focus on practical aspects of second-career teacher preparation, and support them in adjusting to their new roles and new identities.