ethanporcaro/eric-fulltext-meta huggingface dataset:
Determination of Science Students&apos; Awareness on Waste Management
Author: Harman, Gonca
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Knowledge Level,Sanitation,Science Education,Newspapers,Student Publications,Conservation (Environment),Recycling,Sustainability

In this research, it was aimed to determine science students' awareness on waste management. Eleven students studying in the first year of the Science Education Department participated in the research. The screening model was used in the research. The data were collected through scientific newspapers prepared in line with the Scientific Newspaper Preparation Instruction within the Scope of Waste Management. In the five sections of the instruction, students were asked to prepare scientific newspapers that they will support with written explanations and drawings on recovery, reuse, recycling, plastic bag usage, and zero waste within waste management. The data were analyzed by using content analysis. As a result of the research, it was understood that a significant part of the students was aware of the effects of education, research, and project activities on recovery, reuse, recycling, plastic bag usage, and zero waste practices within the scope of waste management, and the place and importance of the individual in waste management. On the other hand, it was understood that most of the students were not aware of the basis of waste management practices as the waste types, the separation of wastes at the source in accordance to their types, and throwing the wastes into the appropriate waste bin for their types.
High Impact Learning in a Short-Term Study Abroad Program
Author: Luxton, India
Date: 2022-04-00
Type: Journal Articles
Subjects: Foreign Countries,Study Abroad,Correlation,Educational Practices,Outcomes of Education,Student Attitudes,Experiential Learning,Student Projects,Cultural Awareness,Undergraduate Students,Social Networks

This study examines a short-term study abroad program in Costa Rica. The goals of the study are to (1) investigate the link between high impact learning practices (HIPs) and program learning outcomes and (2) capture the relation between program structure, program facilitation, and student learning networks. The methodology includes ethnographic observations, student interviews, and social network analysis. The implementation of three HIPs in the program (applied learning, project-based, and cultural-learning) drives the change in student network structure. The article places scholarly attention on how HIPs incorporated into the program structure influence changes in student learning and support networks as well as influence student reported learning outcomes.
Making Yogurt: A Practical Study to Develop an Understanding of Useful Bacteria
Author: Üçüncü, Göksen
Date: 2022-00-00
Type: Journal Articles
Subjects: Food,Science Activities,Foreign Countries,Microbiology,Health Behavior,Science Education,Nutrition,Elementary School Science,Elementary School Students,Grade 5,Student Attitudes,Parent Attitudes

This study aims for students to comprehend the beneficial functions of bacteria with the traditional home yogurt leavening activity. Also, it aims to identify alternative concepts related to leavening and contribute to students' home yogurt consumption habits. The study is a case study. The study was conducted with 29 fifth-grade students studying at a public school in Istanbul in the 2019-2020 academic year and their parents. Questionnaire forms and student observation forms developed by the researchers were used as data collection tools. The obtained data were described by content analysis. Before the application, the participant students were given these three statements; microbes as a sample of microscopic creatures, yeast fungi caused yogurt formation, and yogurt is healthy because it was a dairy product. While after the application, participant students changed their statements to these three; the term microbe was not used as a sample of microscopic creatures, bacteria took part in the formation of yogurt, and yogurt is healthy because it contains microscopic creatures beneficial for the digestive system. The educational activities integrated into daily life contribute to students' conceptual learning.
Promoting Intercultural Sensitivity in Future Reading Specialists and School Librarians: The Impact of a Short-Term Study Abroad
Author: Luetkemeyer, Jennifer
Date: 2022-04-00
Type: Journal Articles
Subjects: Reading Consultants,College Students,Student Experience,Interdisciplinary Approach,Study Abroad,Cultural Awareness,Program Effectiveness,Experiential Learning,Interaction,Preservice Teacher Education,Librarians,Library Education,Females,Student Attitudes

This mixed methods study reports on seven library science and reading education students' experiences before, during, and after a small newly developed shortterm interdisciplinary study abroad, and its effects on their intercultural sensitivity. The evidence collected in this study affirms our belief in the potential for experiential learning, such as personal interaction with people from other cultures, to prepare preservice teachers and librarians to interact with children, families, and colleagues from other cultures professionally.
Student Voices Form (Virtual) Language Classrooms
Author: Prevratilova, Silvie
Date: 2022-04-00
Type: Journal Articles
Subjects: Foreign Countries,Study Abroad,Slavic Languages,Second Language Learning,COVID-19,Pandemics,Distance Education,Student Motivation,Student Attitudes,Student Experience,School Closing

A cohort of American students came to Prague for their Study Abroad in spring 2020. They signed up for a Czech language course but had to leave the country in the middle of the term and continue learning from homes. At the end of the term, they were asked to write a short reflective essay on how their motivation to learn Czech transformed throughout the term and what motivational factors they regarded as key for themselves. This text explores what the students have to say about their own learning experience from their unique study abroad experience and confirms that the integrative factor plays the most important role in the study abroad context.
Study Abroad and Student Decision Making in Times of COVID: A Mixed Methods Study
Author: Santiso, Gorka Basterretxea
Date: 2022-04-00
Type: Journal Articles
Subjects: Study Abroad,COVID-19,Pandemics,Undergraduate Students,Decision Making,Student Motivation,Student Attitudes,Influences,Career Development,Recreation,Language Skills,Health,Individual Development,Consciousness Raising,Second Language Learning

The impacts of COVID-19 on Study abroad (SA) are deep and widespread and potentially affect the factors that guide US undergraduate students' choices as they relate to SA. To investigate them, the present study relies on the MSA (Motivation to SA questionnaire: Anderson &amp; Lawton, 2015) and adds two new groups of factors: language learning and health. To observe changes in the relative weight of factors before and during the pandemic, responses to two different versions of the MSA from 83 students who had participated in SA prior to the pandemic were compared. Results from statistical analyses show stability in the ranking of importance of factors pre- and during pandemic, except for health-related factors, which come second after world enlightenment. In addition, interviews show that while students view &quot;immersive&quot; SA as a significant experience for its contribution to their personal and intellectual development, they do not consider virtual SA a real SA experience.
Two Countries, One Goal: A Mixed-Methods Study of the Development of Study Abroad Sojourners&apos; Cultural Identification in Japan and Korea
Author: Lee, Jeongyi
Date: 2022-04-00
Type: Journal Articles
Subjects: Study Abroad,Acculturation,Cultural Awareness,Identification (Psychology),Foreign Countries,College Students,Ethnicity,Cultural Influences,Gender Differences,Racial Differences,Korean,Japanese

The number of students expanding their academic programs to include learning experiences abroad had been, prior to the recent outbreak of the Coronavirus, steadily increasing over the past two decades. This mixed-method study investigates the cultural identification of short-term study abroad participants and its influence on their acculturation process. Quantitative data from a widely-used acculturation scale were collected from participants before and after the program. In addition, qualitative data from participants' journals were examined, elucidating the role the study abroad experience played in their cultural identification. This investigation revealed statistically significant effects of cultural experiences on cultural identification, specifically decreases in cultural identification scores. This study supports the concept of cultural identification as a continuum rather than as a dichotomy. Implications suggest that a deeper understanding of students' cultural identifications can be helpful in developing study abroad programs that promote the goals of student awareness, cultural sensitivity, and global competence.
Film Education Pedagogy in Nigeria: A Nation-Specific Approach to a Non-Western University Curriculum
Author: Akande, Lani
Date: 2020-00-00
Type: Journal Articles
Subjects: Film Study,Foreign Countries,College Curriculum,Indigenous Knowledge,Undergraduate Students

Examining the pedagogy of Nigeria's post-secondary film studies, this paper joins the call against the universalization of film studies practices under a Westernized umbrella. To make that argument, it implicates issues of (neo)colonialism and indigenous knowledge-making processes in the analysis of Nigeria's film studies, taking into account the close relationship between Nigeria's film education and the local film industry, Nollywood. Calling on criticisms advocating for alternative ways for engaging with the practice of film studies (Irobi, 2014; Chambers, 2018; Redfern, 2014), the paper sets out to help reinforce the definition of the global by its many diverse and constitutive parts.
Austrian Teachers&apos; Understanding and Teaching of Historical Culture: Challenges for the Implementation of Curriculum Reforms in Austria
Author: Brait, Andrea
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,History Instruction,Curriculum Development,Course Content,Teacher Attitudes,Cultural Influences,Teacher Competencies,Knowledge Level,Teaching Methods,High School Teachers

In Austria, there have been repeated reforms of history curricula in recent years. In particular, these reforms have had the goal of implementing competence orientation. However, numerous research studies have shown that history teachers find it difficult to implement the new standards and that they only partially incorporate the central theoretical principles of the curricula into their teaching practice. In addition, the new specifications have not been fully incorporated into textbooks. This article focuses specifically on the inclusion of historical representations in the classroom, and on the opinions of history teachers in relation to this. Since Austrian curricula are committed to a critical approach towards historical culture, in addition to a source-based approach, the inclusion of historical representations is necessary in order to meet state requirements. However, based on 85 qualitative interviews with Austrian history teachers, it is evident that these teachers are only partially familiar with the theories of history didactics. Many history teachers are not informed about the technical terms used in the curricula, and when manifestations of historical culture are considered in history lessons, they are rarely critically examined.
Relationships between Adolescent Students&apos; Reading Skills, Historical Content Knowledge and Historical Reasoning Ability
Author: ter Beek, Marlies
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Content Area Reading,Reading Skills,History Instruction,Thinking Skills,Reading Comprehension,Literacy,Computer Mediated Communication,Electronic Learning,Teachers,Parents,Child Caregivers,Knowledge Level

The ability to apply various reading skills is an important prerequisite to comprehend expository texts commonly found in history textbooks, but it is unclear which specific skills contribute to students' historical content knowledge and historical reasoning abilities. This study used a digital learning environment (DLE) to measure and support lower secondary students' subject-specific reading skills, and explored the relationships with students' historical content knowledge and historical reasoning ability. Results showed that subject-specific reading skills, such as explaining historical events, correlated significantly with both historical content knowledge and historical reasoning ability, but not all skills were significant predictors. These findings indicate that to promote the advanced practice of historical reasoning, history teachers should pay attention to students' reading comprehension skills.
Teaching and Learning the Legacy of Residential Schools for Remembering and Reconciliation in Canada
Author: Wallace-Casey, Cynthia
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Canada Natives,Racism,Residential Schools,Cultural Maintenance,History Instruction,Cultural Awareness,Culturally Relevant Education,World Views,World History,Perspective Taking

In 2015, the Truth and Reconciliation Commission (TRC) of Canada released a Final Report containing 94 Calls to Action. Included were calls for reform in how history is taught in Canadian schools, so that students may learn to address such difficult topics in Canadian history as Indian Residential Schools, racism and cultural genocide. Operating somewhat in parallel to these reforms, social studies curricula across Canada have undergone substantial revisions. As a result, historical thinking is now firmly embedded within the curricula of most provinces and territories. Coupled with these developments are various academic debates regarding public pedagogy, difficult knowledge and student beliefs about Canada's colonial past. Such debates require that researchers develop a better understanding of how knowledge related to Truth and Reconciliation is currently presented within Canadian classrooms, and how this may (or may not) relate to historical thinking. In this paper, I explore this debate as it relates to Indian Residential Schools. I then analyse a selection of classroom resources currently available in Canada for teaching about Truth and Reconciliation. In so doing, I consider how these relate to Peter Seixas's six concepts of historical thinking (Seixas and Morton, 2013), as well as broader discussions within Canada about Indigenous world views, historical empathy and Reconciliation.
Short Film Production in Educational Contexts: Exploring the Methodology of the Olhar Pela Lente Project in Portugal
Author: Alves, Pedro
Date: 2020-00-00
Type: Journal Articles
Subjects: Film Study,Film Production,Teaching Methods,Educational Objectives,Foreign Countries,Scripts,Playwriting,Secondary School Students

Cinema's pedagogical essence nurtures a variety of educational strategies. Beyond serving as a support to other areas of knowledge or as the subject of artistic analysis, it also provides students with a means to give -- freely and significantly -- voice to their own concerns and interests. Short film production in schools can offer a process for young people to deal with personal and social challenges, fostering a closer connection between them and their community and environment. Schools are natural habitats for this encounter -- a place where film production can generate significant educational and cultural resonance. This paper reflects on the didactic potential of short film production in schools -- as a key to fulfil formal and non-formal pedagogical goals -- through the presentation and analysis of a recently implemented methodology for education through film: Olhar pela Lente, a project developed in Portugal during 2018.
Triangulating a Discussion between Film, the Viewer and a Wider Frame of Life: Reflections on a Life in Film Education
Author: Borcic, Mirjana
Date: 2020-00-00
Type: Journal Articles
Subjects: Film Study,Discussion,Reflection,Youth,Foreign Countries,Teaching Methods,Teachers

In this article, Mirjana Borcic -- one of the foremost voices within Slovenian film pedagogy -- reflects upon an international life within film education on both a practical and a theoretical level. A particular focus is placed upon the central role of discussion within film education, in shaping and developing the subjective experiences young people have of watching cinema. Finally, some concrete proposals are shared as to how one might best approach a classroom-based discussion with young people, centred around the experience of watching films.
Film as a Gateway to Teaching about Slavery through Historical Empathy: A Case Study Using &quot;12 Years a Slave&quot; (Mcqueen, 2013)
Author: Wagner, David-Alexandre
Date: 2022-00-00
Type: Journal Articles
Subjects: Films,Audiovisual Instruction,Slavery,History Instruction,Empathy,Foreign Countries,High School Students,Student Experience

We have studied how eliciting historical empathy in a class of 13th grade students through using the film &quot;12 Years a Slave&quot; (McQueen, 2013) supported their in-depth understanding of slavery in nineteenth-century USA. Historical empathy is one of the core elements of the new curricular reform implemented from 2020 in Norway, and it is believed to have potential to strengthen: (1) students' future citizenship and participation in democratic and multicultural societies; and (2) students' in-depth understanding of history. We implemented a five-week lesson plan with different activities based around the film, and used students' assignments to evaluate their feelings about the lessons and their historical understanding of slavery. The results confirmed the potential of film to enhance historical empathy when the screening is well prepared and combined with relevant activities. Students demonstrated a high level of engagement and managed to perform complex tasks. Both their ability to contextualise and to 'care' improved. Particularly, students' historical understanding of slavery was boosted by the group conversations and the dialogic nature of the activities in the classroom. In addition, we observed a greater positive influence on boys' achievements compared with girls' -- a finding which is interesting in a wider educational context and which needs further exploration.
Teaching Historical Thinking in Practice: A Study of US History Teachers&apos; Views on Using Primary Sources in AP and IB History Lessons
Author: Soininen, Susanna
Date: 2022-00-00
Type: Journal Articles
Subjects: Primary Sources,History Instruction,Teacher Attitudes,Teaching Methods,Advanced Placement Programs,High School Teachers

Analysis of primary sources has been recognised to have a significant impact on the development of students' historical thinking. This study explored US history teachers' attitudes and practices to using primary sources by interviewing six history teachers and observing 29 history lessons between August and November 2016 in Indiana and California. The main focus of the study was on the views of International Baccalaureate (IB) Diploma Programme and Advancement Placement (AP) history teachers. Results indicated that all teachers valued the use of primary sources and most of them used sources frequently. Notable was the deficiency of source evaluation in AP and Regular history lessons in those schools which did not offer the IB Programme. The IB teachers mentioned source evaluation as a part of the source work throughout, and emphasised the importance of the IB format and other pedagogical support provided by the International Baccalaureate Organization in the use of sources.
Why Is &apos;Powerful Knowledge&apos; Failing to Forge a Path to the Future of History Education?
Author: Ford, Alex
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Knowledge Level,History Instruction,Curriculum Development,Misconceptions,Social Justice

The concept of 'powerful knowledge' has become extremely influential in discussions about curriculum in England over the last ten years. However, the concept seems to have done little to revolutionise curriculum design, and in some cases it has led to curricular narrowing and a focus on an increasingly nationalistic narrative in history. Michael Young (2019, 2021) has argued that the failure of the concept of 'powerful knowledge' to underpin meaningful curriculum reforms has been mainly due to its misinterpretation and loose definition. This paper explores these claims and finds that key voices in education in England, and history education specifically, have misunderstood and misapplied the concept of powerful knowledge. However, it also makes the case that powerful knowledge cannot be meaningfully defined in terms of history education, and that attempts to make curricular decisions based on the concept are therefore a distraction from more meaningful curricular work.
Development of Integrity and Intolerance to Corruption in the System of Preparation for Military Service
Author: Shopina, Iryna
Date: 2022-00-00
Type: Journal Articles
Subjects: Integrity,Ethics,Military Service,Foreign Countries,Military Personnel,Military Training

The urgency of the issue of the development of integrity and intolerance to corruption in the system of preparation for military service is becoming increasingly publicised, since the number of such negative social phenomena, manifested in the form of abuse of power or official position to obtain illegal material benefits, is constantly growing, which as a result provokes an imbalance in the main paramilitary structures of Ukraine, in particular the Armed Forces of Ukraine. The purpose of this study is to analyse the current systems of educating socially positive qualities that are necessary to prevent the spread of corruption, to highlight their disadvantages and solutions that will help to overcome them. This research aimed at studying the sphere of military security and integrity of officers who are the personnel of military bodies was conducted using such methods as logical analysis, comparative analysis, the formal-legal, synthesis, deduction, analysis of scientific literature. The result of this study is to identify and highlight the theoretical and practical foundations of the mechanism of educating socially important qualities and intolerance to corruption in the military during preparation for military service, their effectiveness in affirming in the minds of each officer the main principles and foundations for countering abuse of power and obtaining benefits of various kinds. The research is aimed at developing and educating intolerance to corruption and other socially dangerous phenomena in preparing for military service, since in the future this may lead to a decrease in the authority of a particular structure and in the level of trust in it from the population, the introduction of methods that will improve and make such preventive systems more effective.