ethanporcaro/eric-fulltext-meta huggingface dataset:
Future Early Childhood Teachers Designing Problem-Solving Activities
Author: Sala-Sebastià, Gemma
Date: 2022-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Teacher Education,Preservice Teacher Education,Problem Solving,Instructional Design,Foreign Countries

This work aims to identify the criteria to design activities based on problem-solving tasks that emerge when future early childhood education teachers jointly plan their activities and reflect on them. The participants were 76 students from the Didactics of mathematics subject that was carried out in the 2nd year of the Early Childhood Education Degree of a Catalan public university. This is qualitative research in which the phases of the thematic analysis have been adapted: familiarizing with the data; systematically applying the categories to identify the student criteria emerged; triangulating the analysis with experts; reviewing and discussing the results. The Didactic Suitability Criteria (DSC), from the Ontosemiotic approach (OSA) framework to design tasks and their indicators, were used to categorise and analyse the tasks performed by future teachers. As a result, it was identified that when the future teachers adopt consensually design their activities, they are implicitly based on the Didactic Suitability Criteria (DSC). Still, not all their indicators emerge since their reflection is spontaneous and is not guided by an explicit guideline that serves them to show their didactic analysis in detail. The study concludes that it would be convenient to offer future teachers a tool, such as DSC, to have explicit criteria to guide the designs of their mathematical tasks. In this sense, a future line of research opens, much needed, to adapt the DSC to the singularities of this educational stage.
Grade 8 Students Appropriating Sankey Diagrams: The First Cycle in an Educational Design Research
Author: Vos, Pauline
Date: 2022-00-00
Type: Journal Articles
Subjects: Instructional Design,Mathematics Instruction,Visual Aids,Lesson Plans,Instructional Material Evaluation,Student Attitudes,Learning Processes,Instructional Innovation,Grade 8,Sociocultural Patterns,Learning Theories,Foreign Countries,Middle School Students,Teaching Methods,Recycling,Mathematics Skills,Cooperative Learning,Student Research,Energy Conservation,Mathematical Concepts,Concept Formation,Conservation (Environment)

Many students do not experience usefulness in mathematics. To address this problem, we offered them a mathematical tool, Sankey diagrams, which is a flow chart appearing in news media to visualize social, industrial or environmental processes. We carried out an Educational Design Research (EDR) to develop and evaluate lesson materials about contextualized Sankey diagrams. We tested these materials with a class of grade 8 students and evaluated these on the feasibility of students' appropriation of the diagrams. In the lesson, we observed how students were able to read the Sankey diagrams, liked the societal processes visualized, yet did not fully grasp their mathematical properties. However, weeks later, the same students skillfully used Sankey diagrams in an unrelated project, which showed they needed time for their learning. Our contributions are that (1) grade 8 students can appropriate Sankey diagrams and use these in situations relevant to them, (2) design researchers should consider long-term learning effects beyond the experimental phase in EDR. We recommend educational designers to innovate curricula and introduce diagrams from news media to make students experience usefulness in school content.
Contributions of Lakatosian Theory to the Evaluation of Explanatory Models of Intermolecular Forces Made by Upper-Secondary School Students
Author: Miranda, Ana Carolina Gomes
Date: 2023-00-00
Type: Journal Articles
Subjects: Secondary School Students,Theories,Evaluation,Models,Molecular Structure,Learning Processes,Chemistry,Concept Formation,Science Instruction,Knowledge Level,Foreign Countries,Thinking Skills

The focus of the present study is the learning processes of concepts related to hydrogen bonds, which were developed using a didactic sequence (DS). Based on the perspective of Imre Lakatos, it was observed whether the explanatory models created by upper-secondary students form progressive transition sequences, which are similar to what Lakatos, in his text The History of Science, calls a &quot;problem&quot; that increases the explanatory/heuristic power of the model. To evaluate the evolution of these models, which generally consist of progressive transitions, four phases were developed: (1) the categorization of answers obtained in the DS in Realist, Empiricist or Rationalist zones, as well as an attribution of scores; (2) the determination of a score range for said zones; (3) hierarchical cluster analysis (HCA) and (4) an analysis of the progressive transition of the explanatory models. A continuous review of the ideas expressed by the students during their learning of the subject revealed that a significant share of students progressed conceptually. In a general way, it can be said that the activities developed in the DS contributed substantially to the progressive transition of the explanatory models made by most students. Furthermore, the approach of the DS toward the subject of hydrogen bonds allowed the students to interpret the phenomena studied using their knowledge of Chemistry.
Digital Citizen Participation of College Students: Reality and Optimization Path
Author: Lu, Haili
Date: 2023-00-00
Type: Journal Articles
Subjects: Technological Literacy,Citizenship,College Students,Private Colleges,Foreign Countries,Student Participation,Political Influences,Student Attitudes,Access to Computers,Internet

Digital citizenship participation refers to the utilization of digital technology by individuals or groups for the purpose of engaging in networked participatory behaviors. It involves four interconnected elements: individual, policy, political, and social participation. This study surveyed 446 college students from a private university in China and conducted interviews to explore their digital citizenship participation. It is found that college students' digital citizen participation is characterized by &quot;strong individual interest-driven participation&quot;, &quot;weak political concern&quot;, and &quot;good digital citizen literacy&quot;. In order to improve college students' participation as digital citizens, it is crucial to cultivate digital literacy by applying the core competency framework of digital citizenship as a guiding principle. To create a sustainable path for students' participation, a four-pronged approach is proposed involving multi-stakeholders, namely society, government, schools, and teachers.
Predictive Power of Biology Teacher&apos;s Self-Efficacy on Acceptability and Application of Virtual and Hands-On Dissections
Author: Havlícková, Veronika
Date: 2023-00-00
Type: Journal Articles
Subjects: Laboratory Procedures,Biology,Science Education,Educational Technology,Computer Simulation,Teacher Effectiveness,Self Efficacy,Foreign Countries,Predictor Variables,Animals,Preservice Teachers,Science Teachers,Secondary Education

Hands-on dissections of animals are traditionally regarded as an essential part of biology education. Nowadays, regardless of the reported educational benefits, there is a gradual change in the concept and acceptance of hands-on dissection, leading in many cases to its abandonment in schools and its replacement with alternatives such as 3D models, figurines, plastination and computer-based alternatives. However, the position of hands-on dissection has recently been challenged, mostly by computer-supported alternatives. The aim of the study was to explore whether teacher self-efficacy can be recognized as a predictor of the application of the different kinds of animals in hands-on and virtual dissections in Biology lessons. Based on responses from 405 Czech Biology teachers there are differences in the acceptability and implementation of organisms for hands-on and virtual dissection. It was established, that self-efficacy is not a predictor of either the acceptability of organisms or actual behaviour in both variants of dissection.
Worked-Examples Instruction versus Van Hiele Teaching Phases: A Demonstration of Students&apos; Procedural and Conceptual Understanding
Author: Adeniji, Saidat Morenike
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Problem Solving,High School Students,Outcomes of Education,Comparative Analysis,Equations (Mathematics),Instructional Effectiveness,Cognitive Ability,Public Schools,Mathematics Tests,Foreign Countries,Intervention,Scoring Rubrics,Taxonomy

This study explores the worked-example instruction (WEI) and the van Hiele teaching phases (VHTP) pedagogies to advance students' acquisition of procedural and conceptual understanding of solving simultaneous equations. The quasi-experimental study involved two groups of high school students (age=15): 157 students in total with 72 in one group and 85 in the other. The study followed a pre-, post- and delay tests design and adapted two conceptual frameworks: the structure of the observed learning outcomes (SOLO) model and the Rasch model. It employed Rasch analysis and statistical package for social sciences (SPSS) as data analysis tools. The results indicated that both WEI and VHTP improved students' procedural and conceptual understanding of solving simultaneous equations at the post-test; however, the WEI effects (on both procedural and conceptual understanding) were not sustained after the post-test while the VHTP had a lasting effect on only conceptual understanding. Furthermore, the VHTP group significantly outperformed the WEI group at the post-test and delay test in both conceptual and procedural understanding. These results indicated that the WEI is only beneficial at the initial stage of knowledge acquisition and VHTP is better at the initial and long-term. Practical implications of these results were discussed.
Educating for a Cosmopolitan Ethos in Education: Adapting Expectations to Reality
Author: Persson, Roland S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Global Approach,Cultural Awareness,Moral Values,Social Responsibility,Ideology,Teaching Methods,Student Attitudes,Attitude Change,Social Change,Prosocial Behavior,Interdisciplinary Approach,Dialogs (Language),Evolution,Knowledge Economy,Individualism,Collectivism,Conflict,Competition

Cosmopolitanism is an ancient Greek notion which in modern times has found its way into educational practice. It expresses a moral responsibility toward everyone irrespective of cultural background, looks or ability. However, it is an ideology difficult to operationalise and convey in education if the objective is to change learners' attitudes for the future benefit of mankind. There are several obstacles standing in the way such as concurrent but incompatible value systems, the rise of individual empowerment for global economic growth and most important perhaps, the evolutionary basis of human nature. It is, for example, not possible to encourage competitive behaviour and simultaneously aim at imparting moral values. It is difficult to effectively teach a cosmopolitan mindset, but this is not to say that we should not try. Drawing from the research of multiple disciplines the conclusion of this article is inevitably paradoxical. While the effort to strive for moral cosmopolitanism is a good one, it is also not a one that is entirely possible. We must adjust expectations rather than trying to find miraculous methods by which to enable a better World through general tolerance and acceptance everywhere. Sadly, the latter is not possible. We can at best expect to have a local impact made possible by dialogue.
Referral, Identification, and Retention of Underrepresented Gifted Students
Author: Hemingway, Saana
Date: 2022-00-00
Type: Journal Articles
Subjects: Gifted,Academically Gifted,Gifted Disabled,Disproportionate Representation,Minority Group Students,Cultural Differences,Language Usage,Talent Identification,School Holding Power,Referral,Cultural Pluralism,Teacher Education,Faculty Development,Educational Needs,Culturally Relevant Education

Research shows that the percentage of Culturally and Linguistically Different (CLD) students identified for participation in gifted education programs does not correlate with the percentage of minority students in the classroom. Black and Brown students are underserved and underrepresented in gifted programs and Advanced Placement classes, when compared to their White and Asian peers. CLD gifted students are at a greater risk for underachievement, dropping out of school, and incarceration. This article review focuses on referral, identification and retention of CLD students to address the problem of underrepresentation in gifted education. The central argument is that the referral process and identification for gifted students must be culturally and linguistically sensitive and teacher training must be incorporated into professional development to achieve this goal. Once students are identified as gifted, culturally sensitive gifted programs must be utilized to increase retention.
Making the Case for Cosmopolitan Pathways for Canada&apos;s Diversity
Author: Sfeir, Ghada
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Pluralism,Multicultural Education,Diversity,Decolonization,Indigenous Populations,Social Justice,Inclusion,Civil Rights,Equal Education,Educational Policy,Cultural Differences

This article seeks to develop the argument that it is time for a national roundtable negotiation among Indigenous peoples, the two English and French settler nations, the BIPOC communities and the various immigrant groups to consider the merits of cosmopolitanism as a moral and cultural framework of our interrelated relationships and intercultural encounters in Canada. In an interdependent globalized world that is becoming &quot;superdiverse,&quot; I argue that it is time to shift from the language of &quot;tolerance&quot; of the &quot;Other&quot; to the language of &quot;engagement&quot; with &quot;fellow human beings&quot; guided by the moral and cultural cosmopolitanism for social and global justice, equality and equity, and inclusion through the fulfillment of human rights. The purpose of this public discussion is to urge the Canadian Council of Ministers of Education as well as the federal government to put this question on their agenda for consideration as a new framework for Canada's educational, social, economic and political policies. This argumentative paper has the potential to benefit policymakers, curriculum designers, educators, and ministries of education across Canada and beyond to consolidate moral and cultural cosmopolitanism as a national and international approach to harmonious human coexistence.
Cosmopolitanism and Decolonization: Contradictory Perspectives on School Reform to Advance Reconciliation with Indigenous Peoples
Author: Wotherspoon, Terry
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Pluralism,Decolonization,Citizenship Education,Global Approach,Educational Change,Indigenous Populations,Intergroup Relations,Diversity,Equal Education

Canadian school jurisdictions have taken steps to accommodate objectives to advance cosmopolitan education reflecting principles such as global citizenship, compassion, tolerance, responsibility, and respect within school curricula and educational practice. At the same time, a parallel set of reconciliation-related educational reforms, aligned with the Calls to Action that accompanied the 2015 Truth and Reconciliation Commission final report, have also gained urgency. Elements of reconciliation processes complement visions of cosmopolitanism, including objectives to foster dialogue and understanding between groups and advancements towards more holistic orientations to pedagogy and knowledge. However, conceptually and in practice, several tensions emerge, especially in a context in which educational priorities are contested. In this paper, we explore these connections and tensions with reference to findings from our research examining public perspectives on educational reforms to support reconciliation.
Emergent Properties of an Art Talent Environment: An Empirical Study of Young Artists&apos; Experiences within a Talent Development Program
Author: Nørlem, Jakob
Date: 2022-00-00
Type: Journal Articles
Subjects: Talent Development,Foreign Countries,Art Education,Visual Arts,Design,Dance Education,Writing Instruction,Music Education,Drama Education,Film Study,Creativity,Late Adolescents,Young Adults,Interdisciplinary Approach

This article presents a study regarding a school for young talented artists. Within this context and based on systems thinking and a holistic ecological approach to talent development, the researchers seek to identify emergent contextual properties that enhance talent development. The research question of the study was &quot;Which emergent properties support and influence talent development in the context of the Danish Talent Academy (DTA)?&quot; The study is based on interviews with six young artists within different fields of art and five instructors. Furthermore, 12 hours of participant observation were conducted. Through a generic thematic analysis, six broad categories describing different emerging properties of the environment at DTA were identified. The paper argues that knowledge about emergent properties can help organizations improve artistic talent development and presents two specific strategies: (1) the organization's ability to orient itself towards the emergent properties occurring every day; and (2) the organization's ability to assist young artists in learning to reflect upon how emergent properties, at a certain point in time and in a certain context, may further liberate their artistic potential.
Neurodiversity Is Human Diversity, an Equity Imperative for Education
Author: Dawson, Colleen
Date: 2022-00-00
Type: Journal Articles
Subjects: Autism Spectrum Disorders,Diversity,Equal Education,Barriers,Inclusion,Beliefs,Teacher Attitudes,Students with Disabilities

This article discusses historical system structures in education that have impeded on inclusion and present pertinent historical challenges, pedagogy and beliefs that are foundational in cultivating inclusive environments today. It explores Neurodiversity, an equity imperative, as critical to shifting the culture of teaching and learning by offering a potential framework for overcoming historical systemic barriers to inclusion. Next, it discusses shared attributes of epidemiology of teacher beliefs, neuroscience and Teacher self-study as potential foundational components, complimenting Neurodiversity paradigms. Lastly, a proposed theoretical framework and suggested future research which could lead to the development of an inclusive pedagogy. Education is the cornerstone to fostering talent and creativity of each individual and it is only when the system is truly inclusive of all human diversity, can individuals flourish developing their talents.
Knowing What Works: Creating Circles of Courage
Author: Van Bockern, Steve
Date: 2022-00-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Well Being,Interpersonal Relationship,Student Needs,Student Characteristics,At Risk Students,Evidence Based Practice,Values,Needs,Social Attitudes,Self Esteem,Competence,Individual Characteristics,Power Structure,Knowledge Level,Self Control,Altruism

Early attempts to help children experiencing academic or behavorial problems were based on an eclectic mix of inconsistent and sometimes harsh and punitive strategies. Drawing from Indigenous cultures, the &quot;Circle of Courage&quot; embodies four key growth needs that are essential to human wellbeing in any culture: Belonging, Mastery, Independence, and Generosity. This paper analyzes some of the diverse interventions that would support these four components.
Pathways into Creativity and Place for Adult Learning: A Dialogue between a Researcher and an Artist
Author: Mason, Stephanie
Date: 2022-00-00
Type: Journal Articles
Subjects: Researchers,College Faculty,Artists,Friendship,Adult Learning,Creativity,Dialogs (Language),Foreign Countries,Play,Informal Education,Fine Arts

The purpose of this article is to share how two friends approach creativity in their professional lives in research and in the arts, and what we have learned through insights into places that impact this work. Our different approaches are reflected in our positionalities: one author is an emerging arts-informed researcher and university instructor, and the other author is a practising fine arts craftsperson and part-time faculty member. Our close friendship and ongoing conversations serve to connect our approaches to working with the arts, even as our attitudes to creativity and learning are demarcated. Relayed in the form of dialogue in response to guiding questions, this article is an expansive discussion of what work in the arts can look like, and how the interplay of creativity and place afford as-yet-untapped pathways of understanding that better suit contemporary conditions of life and study.
Teaching Global Citizenship: A Teacher Reflects on a Learning-Teaching Event and Implications for Global Citizenship Education
Author: Kornelsen, Lloyd
Date: 2022-00-00
Type: Journal Articles
Subjects: Global Education,Citizenship Education,Foreign Countries,International Cooperation,High School Students,Experiential Learning,Cultural Awareness,Educational Philosophy,Study Abroad,Outcomes of Education,Transformative Learning

In narrative style, this paper looks at how a particular teaching-learning event, a meeting in 2003 between Canadian high school students and their Costa Rican host families in Pedrogosso, Costa Rica, unveils pedagogies of global citizenship. By interweaving insights obtained from scholars of education, experiences of students, and reflections by teachers, the author shows how learning for world citizenship often happens in unexpected and unscripted circumstances, when teachers are absent--although, not without responsibility.
Teaching Spectacle: The Cultural Relevance of a Global Phenomenon
Author: LaRubia-Prado, Francisco
Date: 2022-00-00
Type: Journal Articles
Subjects: Semiotics,Philosophy,Definitions,Cultural Influences,Sense of Community,Social Systems,Religion,Neurosciences,Cultural Activities,Social Media,Politics,Courses,Universities

Artichoke's &quot;Temple&quot; artwork illustrates the most positive aspects of what in this essay is called &quot;spectacle&quot;--community integration, healing, equal access to public space, and artistic expression. Indeed, there are many kinds of spectacles, from the example set by the &quot;Temple&quot; to promote tolerance and recognition of a community's shared humanity beyond ideologies, to the Nazi Olympic Games of 1936, whose purpose was to mask Germany's growing militarism and antisemitism (Byrne 107-22). Without a doubt, the cultural impact of spectacle in human life is massive. Spectacle was feared by the puritans and used to indoctrinate by Catholics during the Counter-Reformation. It can serve as a recreational relief valve, a spiritual celebration, a channel for artistic expression, and a political mobilization tool. In fact, spectacle has influenced people's daily lives from the beginning of time even more than the other way around. For all these reasons, teaching spectacle as an academic subject is vital to building a critical understanding among students of the ways in which spectacle--consciously and unconsciously--shapes our world.