ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementing Next Generation Science Practices in Classrooms: Findings from TIMSS 2019
Author: Sabah, Saed
Date: 2023-00-00
Type: Journal Articles
Subjects: Achievement Tests,Foreign Countries,International Assessment,Science Achievement,Science Tests,Science Education,Science Teachers,Science Instruction,Grade 8,Construct Validity,Faculty Development,Gender Differences,Program Implementation

This study developed and validated the Science Practice Scale (SPS) and investigated the implementation of scientific teaching practices by Grade 8 science teachers in Jordan. The responses of 235 8th grade science teachers who participated in the Trends in International Mathematics and Science Study [TIMSS] of 2019 were analysed using the Rasch measurement. We found significant evidence supporting the construct validity of the SPS scale. The results showed that the estimated difficulty level of implementing the practices varies from -1.26 logit (observing natural phenomena) to 2.27 logit (conducting fieldwork), indicating that the level of conducting field experiments was very low. The results of the t-test (t = 0.267, df = 222, p&lt;0.55) indicated that no statistically significant differences existed between male and female science teachers in implementing scientific practices. The Ministry of Education of Jordan is encouraged to organise specific professional development programmes to promote science teachers' implementation of these practices, especially with regards to organising fieldwork and giving their pupils opportunities to design and conduct experiments and present data. The current study provides recommendations for improving the TIMSS teacher questionnaire and introduces suggestions for further research.
Developing Teamwork in a Multidisciplinary, Multicohort Curricular Context: A Case Study of Vertically Integrated Projects
Author: Mitka, Malgorzata M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Teamwork,Cooperative Learning,Transfer of Training,Skill Development,Learning Activities,Higher Education,Research Projects,College Students,Foreign Countries,Program Implementation,Interdisciplinary Approach,Interpersonal Competence

The ability to work effectively in a diverse team is a valuable skill which is transferable to many contexts. As such, it is important to build this skill through deliberate, targeted, and meaningful learning activities in higher education. The Vertically Integrated Projects (VIP) model enhances team diversity by combining students from different disciplines and years of study to work together on a research project within the curriculum. Additionally, VIP provides the option to remain on the project for an extended period over several semesters and gain team leadership experience. Our research investigates the recent implementation of VIP at the University of St Andrews. Using a survey of student perceptions and analysis of student reflective writing, this case study reports evidence that the VIP model adds value to the development of teamwork skills.
Science and Science Fiction in an Interdisciplinary First-Year Experience Honors Course
Author: Carrell, John D.
Date: 2023-00-00
Type: Journal Articles
Subjects: Science Education,Science Fiction,Interdisciplinary Approach,First Year Seminars,Student Experience,College Freshmen,Honors Curriculum,Curriculum Development,Team Teaching,Mass Media

Engineering and pop-culturist instructors team-teach a first-year experience course exploring science through the lenses of history, literature, film, television, and sequential art. Authors present science fiction discourses as unique for synthesizing fields in the humanities and STEM, and they present curricular and co-curricular design strategies for harnessing its potential in the honors classroom. Course objectives and outcomes are presented, with authors noting specific challenges in implementation and emendation. Adaptability and compatibility figure prominently in the successful delivery of the course. A review of literature relating to interdisciplinary education and team-teaching in honors is included.
The Teaching Postdoc: What Four Early Career Scholars Learned from an Honors College
Author: Gross, Rachel S.
Date: 2023-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Outcomes of Education,Postdoctoral Education,Professional Identity,Fellowships,Teacher Education Programs,Beginning Teachers,Teacher Attitudes,Career Development,Mentors,Instructional Innovation,Experiential Learning,College Faculty

Authors examine the impact of honors education on four early career scholars who each spent two years in a postdoctoral position (2017-2023), highlighting how initial in-depth exposure to honors curricula and culture positively influences professional identity and teaching practice. Fellowships in a Teaching, Research, and Mentoring (TRM) Program offer nascent scholars from a range of disciplines the opportunity to work with students, extend curricular offerings, and launch career trajectories in a variety of ways. Accounts of these experiences should encourage honors program administrators to look to the ranks of early career scholars as desirable instructors.
Multilevel Analysis of Factors That Determine the Science Achievement of Fourth-Grade Students in TIMSS 2019
Author: Pongsophon, Pongprapan
Date: 2023-00-00
Type: Journal Articles
Subjects: Hierarchical Linear Modeling,Predictor Variables,Science Achievement,Elementary School Students,Grade 4,Achievement Tests,Science Tests,Gender Differences,Sense of Community,Bullying,Teaching Methods,Student Attitudes,Institutional Characteristics,Discipline Policy,Educational Resources,Literacy,Numeracy

This study examined the factors that determined the science achievement of fourth-grade students on the Trends in International Mathematics and Science Study (TIMSS) 2019 in the USA. The data were retrieved from the TIMSS international database and imported to the R program for manipulation. The EdSurvey package was used to conduct multilevel analysis, taking plausible values of outcome variables, and weighting into account. Level 1 predictors included gender, sense of school belonging, no student bullying, instructional clarity, and attitude toward science. Level 2 predictors included instruction being affected by science resource shortages, school emphasis on academic success, a lack of school discipline problems, and students' preexisting with literacy and numeracy skills. The findings include that the variance between schools equals 33% and boys outperformed girls in science. Students' attitudes toward science, their confidence, and the school's emphasis on academic success were the two strongest positive predictors of both individual student's achievement and the school's mean science achievement. The other predictive variables were found to have only trivially positive or no effect. The utilized models could explain the variance within and between schools by 6% and 39%, respectively. The implications for policymakers and educational practitioners include boosting up confidence in learning science and by actively engaging students in inquiry-based activities and providing instant and constructive feedback, encouraging, and treating all students regardless of gender identity equally in teaching and learning science and schools should emphasize academic success.
Science Teachers&apos; Use of Analogies in Secondary School Classrooms in Ilorin, Nigeria
Author: Mohammed, Ridwan E.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,Science Instruction,Logical Thinking,Scientific Concepts,Concept Formation,Secondary School Science,Secondary School Teachers,Teaching Methods,Course Content,Teaching Experience

Analogies are useful tools for teaching difficult scientific concepts and clearing up learners' misconceptions. However, if not properly used, they can lead to further misconceptions. More importantly, little is known about how science teachers use analogies in Nigerian classrooms. This study assessed science teachers' use of analogies by identifying their common practices in secondary school classrooms in Ilorin, Nigeria. The sample comprised 80 science teachers obtained across 34 secondary schools using the convenience sampling technique. Aresearcher-designed questionnaire was used for gathering data. Frequency, percentages, and mean were used to describe the responses, while Analysis of Variance (ANOVA) was used to test the null hypothesis at a 5% level of significance. The findings revealed that the science teachers were intentional with their use of analogies -- they plan an analogy before use and explain its limitation, but mostly use analogies in the body of their lessons. There was no significant difference between science teachers' use of analogy based on their teaching experience. The study concluded that analogy use is not considered a science teacher's primary instructional strategy, but rather one that can be used to supplement the conventional methods of teaching. It was recommended that secondary school science teachers consider using more analogies in the introductory and concluding stage of their lessons.
The Flipped Classroom: Enhancing Self-Confidence among Adolescents Studying Chemistry
Author: Gallagher, Ryan
Date: 2023-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Science Instruction,Self Esteem,Adolescents,Chemistry,Blended Learning,Video Technology,Secondary School Students,Scaffolding (Teaching Technique),Teacher Competencies,Foreign Countries,Student Attitudes,In Person Learning

One of the key aims of post-primary education in Ireland is to develop all aspects of the individual, such as the creative, critical, and intellectual to prepare them for working life, for living in the community, and for leisure. Student self-confidence and student agency are critical to the students' development at this stage. The flipped classroom is a model within the blended learning pedagogy and is one that has gained considerable attention in educational circles since school closures due to the COVID-19 pandemic. The benefits of the flipped classroom toward developing student self-confidence are noteworthy. However, at the national and international level, the vast majority of research on the flipped classroom is third-level focused. This paper discusses a number of issues that arose from data collected from research carried out by the author and how the flipped classroom could benefit adolescents preparing for the Irish Leaving Certificate Chemistry summative examination. The results obtained in this study are significant as little research has been carried out on the implementation of the flipped classroom within an Irish secondary school setting. Video lessons are often seen as the core resource in the implementation of the flipped classroom. However, video lessons alone were insufficient for developing student self-confidence. Students required multiple resources, particularly resources focused on assessment, to bolster their self-esteem. It was found that the successful implementation of the flipped classroom was achievable, but scaffolding was required for these adolescents. Some scaffolding was also required initially for teachers as almost all teachers involved in this study were not familiar with the flipped classroom concept. Teachers required a guide in terms of the implementation of new teaching methods. The technology is currently available to create high quality resources for the flipped classroom; however, in respect to policy development, the support for online learning should be pedagogy led as opposed to technology led.
Coding Activities in IT Courses through the Lenses of IT Teachers
Author: Adigüzel, Seda
Date: 2023-00-00
Type: Journal Articles
Subjects: Coding,Information Technology,Computer Science Education,Programming,Teacher Attitudes,Gender Differences,Elementary Secondary Education,Teacher Characteristics,Educational Resources,Age Differences,Teaching Experience,Teaching Methods,Learning Activities,Kindergarten,Likert Scales,Technological Literacy,Pedagogical Content Knowledge

This study aims to evaluate the trend and frequency of coding/programming activities in Information Technology (IT) courses, according to different parameters. The study was conducted through a survey of a private IT (Information Technology) teachers in different levels (like primary, secondary, and high schools), with questions focusing on the extent to which coding/programming activities were integrated into their courses, the frequency of these activities, and the factors that influenced their use. The study also explored the relationship between teacher characteristics, such as their level of programming knowledge and teaching experience, and the use of coding/programming activities in their courses. According to the t-test results of the study showed that most IT teachers believed that coding/programming activities were important and useful for their students, but their use varied depending on factors such as gender, education status, age range, teacher experience, school resources, participating a programming training course and student interest. The study also found that the frequency of coding/programming activities varied across different IT courses, with some courses integrating these activities more frequently than others. The study provides insights into the current state of coding/programming activities in IT courses and highlights the need for further research to explore ways to better integrate these activities into IT education.
Content Analysis of Music Education Studies Related to Augmented Reality Technology
Author: Apaydinli, Köksal
Date: 2023-00-00
Type: Journal Articles
Subjects: Music Education,Educational Research,Computer Simulation,Educational Technology,Program Effectiveness,Musical Instruments,Computer Software,Computers,Authors,Publications,Geographic Location,Research Methodology,Preschool Education,Elementary Secondary Education,Postsecondary Education

This study aims to examine the studies scanned in Web of Science and Scopus databases between 2006-2020 on the use of augmented reality applications in music education in terms of their descriptive features, methodological features, and outcomes, and to reveal the trends in this field. The criterion sample approach was utilized in this qualitative study, and 35 selected studies were reviewed using the publication classification form and analyzed using the content analysis method. The descriptive and methodological feature data were translated into frequency values using the SPSS 22 program and then interpreted using tables and charts for easy comprehension. Furthermore, the advantages and limitations of AR applications utilized in music education, which were the research's outputs, were coded, organized into relevant categories, and interpreted. The results showed that most studies focused on piano and guitar education for beginners; no studies were undertaken on wind instruments or voice training. Studies, particularly in recent years, have focused on user experience research. Furthermore, it was found that AR applications have the advantages of increasing and facilitating student learning performance, making learning exciting and fun, and providing motivation. Some challenges during use, owing to technical issues and limited field content in the programs, resulted in limited improvements in music education.
Clicking with Confidence: Influence of a Student Co-Designed MOOC on Students&apos; Emotions and Online Learning Self-Efficacy
Author: Beirne, Elaine
Date: 2023-06-00
Type: Journal Articles
Subjects: MOOCs,Instructional Design,Student Participation,Educational Cooperation,Student Attitudes,Psychological Patterns,Self Efficacy,College Students,Electronic Learning,Time Management,Educational Technology,Computer Mediated Communication

The COVID-19 pandemic has taught us that being able to learn online is now a crucial life skill and cannot be left to chance. Pedagogical interventions are critical to support students in building their digital skills and confidence, given identified links between online learning readiness and academic success. Based on this premise, the purpose of this study is to investigate the influence of an online learning preparatory MOOC on students' emotions and levels of online learning self-efficacy (OLSE). The paper begins by illustrating how the design and delivery of the MOOC had the potential to provide participants with the necessary mastery experiences, vicarious experiences, verbal persuasion, and affective regulation opportunities to evaluate and develop their online learning self-efficacy beliefs. Students starting or continuing their higher education online because of COVID-19 were encouraged to take the MOOC as part of their development. Students' self-reports of their emotion and OLSE were compared pre- and post-MOOC. Paired sample t-tests found significant differences in all four dimensions of OLSE following participation in the MOOC. Participants reported higher levels of Self-Efficacy Navigating Technology, Self-Efficacy Managing Time, Self-Efficacy Learning at a Distance, and Self-Efficacy Communicating Online. Additionally, changes in learners' emotions were observed post-MOOC. Most participants reported feeling anxious about online learning before the MOOC. This changed, however, post-MOOC, with the majority feeling positive and hopeful about online learning following the two-week course. The paper concludes by discussing the implications for practice.
Effectiveness of the Flipped Classroom in the Teaching of Mathematics in an Online Environment: Identification of Factors Affecting the Learning Process
Author: Ruiz-Palmero, Julio
Date: 2023-06-00
Type: Journal Articles
Subjects: Flipped Classroom,Instructional Effectiveness,Mathematics Instruction,Geometry,Electronic Learning,Mathematics Achievement,Secondary School Students,Student Attitudes,Foreign Countries,Educational Resources

The purpose of this study was to carry out an analysis of the effectiveness of the Flipped Classroom methodology for teaching mathematics--specifically geometry, in an online environment. Specifically, we measured: (1) the academic achievement of students who were taught based on this method; and (2) the perceptions of satisfaction with this methodology and with the virtual sessions attended through digital resources. In order to gather the data a pre-experimental and ex-post-facto design was used with a sample of 113 secondary education students. Regarding academic performance, positive and significant differences were found between the pre-test and the post-test. In addition, different significant variables were found that affected the academic performance of the students, such as having previously failed the subject of mathematics, the perception of the students about their effort in learning mathematics or the educational level of the parents. In respect of the students' perceptions, the results showed that they were generally happy with the use of the Flipped Classroom methodology, bearing in mind that the environmental context in which the educational process takes place affects the students' perceptions. However, slightly negative perceptions were also found in respect of virtual sessions that made use of digital resources. These findings were significantly affected by the frequency with which resources and electronic devices were deployed. These results would support the integration of this methodology into the teaching of mathematics, where the use of digital resources to study geometry in particular helps to improve the different competences and skills of the students.
Systematic Review of Studies on Writing in Elementary School
Author: Karakus, Gülçin
Date: 2023-00-00
Type: Journal Articles
Subjects: Writing Research,Writing Instruction,Learner Engagement,Elementary School Students,Teaching Methods,Reading Writing Relationship,Technology Uses in Education,Feedback (Response),Writing Strategies,Grammar,Databases,Journal Articles,Affective Behavior

This paper presents a systematic literature review of studies about writing in elementary schools. A systematic search of databases was conducted to select studies. The aim was to identify and categorize difficulties and suggestions. A total of 52 articles published in peer-reviewed journals over the past 21 years were reviewed and analyzed using a well-established systematic literature review methodology, in academic-based research databases, after carefully reviewing the available literature and utilizing relevant sources. This review revealed that the studies mainly emphasize the relation between reading and writing, using technology in teaching writing, acquisition of writing and a method/approach or strategy suggestion, and structure/grammar in writing. Additionally, feedback, affective domain, and teaching writing at an early age are the focus points of other studies. The findings of this literature review allow teachers, administrators, and policy makers to employ and explore efficient writing activities to improve student engagement, motivation, and performance.
The Influence of Voice and Speech Disorders on the Quality of Life of School-Age Children
Author: Ilic-Savic, Ivana
Date: 2023-00-00
Type: Journal Articles
Subjects: Voice Disorders,Speech Impairments,Quality of Life,Well Being,Young Children,Elementary School Students,Grade 1,Grade 2,Social Influences,Emotional Response,Foreign Countries,Self Esteem

Quality of life is a construction used to measure an individual's perspective on their well-being. In modern research, voice and speech disorders have been recognized as indicators of impaired quality of life in children. The aim of this research is to analyze the characteristics of quality of life in children with voice and speech disorders and children of typical development of younger school age. The research assessed the social, emotional and functional aspects of children's quality of life. The research is anonymous, done on a sample of parents of children of younger school age. The examined sample included 100 parents of children of I (53%) and II (47%) grades of primary school. Respondents were divided into two groups, the experimental group (children who go to a speech therapist due to voice and speech pathology (M = 1.55, SD = 0.44)) and the control group (children of typical development (M = 0.57, SD = 0.47)). The Pediatric Voice Handicap Index - pVHI was used to assess the quality of life in children. One-factor multivariate ANOVA was used in statistical data processing. The results of this study show that children with voice and speech disorders have impaired quality of life compared to children of typical development (p &lt;0.05). The social and functional use of speech is worse in children with voice and speech disorders, and the emotional discomfort associated with voice and speech in these children far exceeds the emotional discomfort in children of typical development. As we stated in our work, many studies have shown that voice and speech disorders impair the physical and mental health of children. Due to all the above, the assessment of the quality of life in children with voice and speech disorders is especially important for psychologists and speech therapists during adolescence, so that they can identify problems in a timely manner and take the necessary support measures.