ethanporcaro/eric-fulltext-meta huggingface dataset:
Jordanian Pre-Service Physics Teacher&apos;s Misconceptions about Force and Motion
Author: Al-Rsa'i, Mohammad S.
Date: 2020-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Late Adolescents,Science Education,Secondary School Science,Fundamental Concepts,Misconceptions,Physics,Motion,Student Attitudes,School Location,Majors (Students),Gender Differences,Grade Point Average,Science Tests,Foreign Countries

The objective of this study was to investigate the physics student-teachers misconceptions in force and motion concepts in Jordanian universities by using the Force Concept Inventory (FCI) test and to identify the cause of misconceptions related to these concepts. Also, the FCI has been used to detect whether misconceptions vary according to gender, the geographical place of the university in Jordan, and students' attitudes towards physics as a major. The study was conducted on (97) student-teachers attending to the different universities in Jordan. Data were analyzed by using t-test and ANOVA test. The results of the study indicated that physics student-teachers grasp high misconceptions about the impetus and active force. 20% of the students correctly answered the questions related to Newton's third law. In addition, the differences among the studied universities were not statistically significant in the FCI test (F = 1.311 and p = 0.247). Based on the Pearson Correlation Coefficient (PCC), there was no correlation between the GPA of the students at high school and their performance in the FCI test, whereas a significant correlation was found between the GPA of the students at university and their performance on the test. The results also demonstrated that the performance of the students on the test did not reflect significant differences in their major attitude as well as their gender at any University in Jordan. Thus, this study could be initiated with the aim of probing the Jordanian Universities attitudes towards learning Physics and their conceptual understanding of the Newtonian force concept in Physics.
Measuring Creative Thinking Skills of Senior High School Male and Female Students in Physics (CTSP) Using the IRT-based PhysTCreTS
Author: Istiyono, Edi
Date: 2020-12-00
Type: Journal Articles
Subjects: Creative Thinking,Physics,Science Instruction,Gender Differences,Item Response Theory,Science Tests,High School Students,Thinking Skills,Teaching Methods,Foreign Countries,Test Validity,Test Reliability

The study is aimed at (1) describing students' CTSP, (2) comparing CTSP between male and female students, (3) identifying the highest and lowest sub-aspects of students' CTSP. The research subjects were 534 students of the State Senior High School in Bantul Regency, obtained by a stratified random sampling technique. The testing instrument was the IRT-based PhysTCreTS and data were analysed using the Partial Credit Model (PCM) IRT technique. Findings show that: (1) The highest percentage of students' CTSP lies in the &quot;medium&quot; category (48%), while the &quot;high&quot; and &quot;very high&quot; categories amount to 23%; (2) The CTSP of male students have a higher percentage than those of the female students but, in term of the means, male students' abilities are lower; and (3) There are differences in the CTSP sub-aspects between male students and female students. For the high category, male students are dominant on the sub-aspects planning, expressing, and formulating while female students are dominant in planning, formulating, and expressing. For the low category, male students are dominant in finding alternatives, criticizing, and testing while female students are dominant in finding alternatives, developing, and testing. The result can be used as a ground base to enhance students' creative thinking by giving special treatment to sub-aspects which fall into the low category of the creative thinking abilities of male and female students.
Elementary Prospective Teachers&apos; Experiences Regarding Digital Storytelling
Author: Aslan, Serkan
Date: 2021-01-00
Type: Journal Articles
Subjects: Elementary School Teachers,Preservice Teachers,Teaching Experience,Story Telling,Technology Uses in Education,Technology Integration,Foreign Countries,Student Attitudes

Today, technology integration has become an important issue in all educational levels since preschool. With the integration of technology in the implementation of the curriculum, the learning of the students becomes permanent and the teachinglearning process is carried out effectively and efficiently. In this regard, teachers need to be prone to technology integration and have these skills. They should gain experience in technology integration and technology integration in the training they receive before the service. Therefore, this study aims to examine the elementary prospective teachers' views on their experiences about digital storytelling. Phenomenology design was used in the research. The participants of the researcher consisted of 29 prospective teachers determined according to the principle of volunteering. A questionnaire form consisting of open-ended questions developed by the researchers was used as a data collection tool. The data were analysed through using descriptive analysis. Research findings revealed that prospective teachers had positive opinions about digital storytelling, they would use digital storytelling in life studies and Turkish lessons if they were assigned. Besides, digital storytelling was identified to have contributions to the students, they encountered some problems while preparing digital stories and they had some recommendations for these problems. Various recommendations were developed based on the research results.
Cognitive Flexibility: Exploring Students&apos; Problem-Solving in Elementary School Mathematics Learning
Author: Rahayuningsih, Sri
Date: 2021-01-00
Type: Journal Articles
Subjects: Elementary School Students,Problem Solving,Mathematics Instruction,Creativity,Teaching Methods,Protocol Analysis,Worksheets,Grade 4,College Faculty,Validity,Reliability,Evaluators,Cognitive Ability,Cognitive Processes,Mathematical Concepts,Mathematics Skills,Fractions,Case Studies,Foreign Countries

In classroom learning, students need mathematical cognitive flexibility to be able to solve mathematical problems with the various ideas they express. To solve the problems, they must be able to grasp the problem, see it from various points of view, and should not be rigid thinking with one solving method. In fact, the students still lack the ability to think flexibly in solving math problems. This exploration is necessary to determine how to encourage the students' creative problem-solving. The purposive sampling technique is used to select two out of 150 of 4th Grade students who have taken an initial test to measure their creative abilities. Problem-solving worksheet, think-aloud records, and interviews are used as data collection instruments. Then, the data were analyzed using a qualitative descriptive approach. The research instrument is validated by two professors of mathematics. Through a series of revisions based on expert advice, the validity results are said to be feasible for use. To check for reliability, field tests are tested on 10 students who meet the criteria as research subjects. Analysis results indicate that cognitive abilities involve cognitive processes in the form of the ability to assess process by looking for patterns of numbers, mentally compute, estimate, and assess the rationality or reasonableness of calculation results. Other findings on students' cognitive processes in solving math problems include looking for number patterns, carrying out trial-and-error (also called guess-and-check), and drawing diagrams. Students with cognitive flexibility tend to use trial-and-error when solving mathematical problems.
The Effects of STEM Applications on the Environmental Attitudes of the 8th Year Students, Scientific Creativity and Science Achievements
Author: Çalisici, Sinan
Date: 2021-01-00
Type: Journal Articles
Subjects: Instructional Effectiveness,STEM Education,Environmental Education,Student Attitudes,Middle School Students,Grade 8,Creativity,Science Process Skills,Science Achievement,Problem Solving,Attitude Measures,Achievement Tests

The aim of this study is to investigate the effects of science, technology, mathematics, engineering (STEM) applications and STEM based teaching on 8th grade students' environmental attitudes, scientific creativity, problem solving skills and science achievement and to get students' opinions about STEM practices. Two groups were used in the research, one of which was the control (22 students) and the other was the experimental group (22 students). Experimental design with pretest-posttest control group, one of the quantitative research approaches, was used in the study. In the study, the subjects in the Organisms and Energy Relations unit, which is the 6th unit of the 8th grade science course, were taught to the students in the experimental group in accordance with STEM acquisitions and disciplines and by focusing on STEM practices. The data of the study were collected by using &quot;Environmental Attitude Scale&quot;, &quot;Problem Solving Skills Perception Scale of Primary School Students&quot;, &quot;Scientific Creativity Scale&quot;, &quot;Science and Technology Course Achievement Test&quot; and &quot;Student Opinion Questionnaire on STEM Applications&quot;. Considering the results of the analysis, it was observed that STEM applications contributed positively to 8th grade students' environmental attitudes, problem solving skills and science achievements. [This study was presented as an oral presentation at the 3rd International Eurasian Educational Research Congress (EJER-2016), Turkey.]
Student Achievement on the Concepts of Light and Shadow in Different Assessment Formats: Students&apos; Learning Styles and Gender
Author: Kanli, Uygar
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Scientific Concepts,Cognitive Style,Gender Differences,Grade 1,High School Students,Science Achievement,Evaluation Methods,Science Tests,Multiple Choice Tests,Light,Student Characteristics,Correlation

This study was conducted to examine the achievements of students in the concepts of light and shadow measured in different assessment formats according to the learning style and gender. In this study, correlational survey model was used. The sample consisted of 10th grade (16 years) high school students (n=815) from different types of six high schools (public general and vocational) in Turkey who were selected by using stratified random sampling method. The students' achievement was determined using three different assessment formats, which contains open-ended test, multiple-choice test and structured communication grid test. The results show that there were significant differences between the students' achievement in light and shadow concepts when assessed by different assessment formats. While the achievement of boys was statistically higher in open-ended tests, girls were more successful in the structured communication grid tests. In addition, the test scores obtained by students in different test formats vary significantly according to their learning styles. For example, the mean scores of converger and accommodator-style students in open-ended tests were significantly different from the diverger-style students.
Science KIT Teaching Aid for the Earthquake in Improving Students&apos; Collaboration Skills and Creative Thinking in Junior High School
Author: Atun, Sri
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Science Instruction,Seismology,Cooperative Learning,Creative Thinking,Skill Development,Student Motivation,Junior High School Students,Instructional Materials,Foreign Countries

This study aims to determine the effectiveness of the IPA KIT teaching aids for earthquakes science KIT in improving students' collaboration skills and creative thinking. The design of this research is a quasi-experimental research with a stratified random sampling technique. This study involved two classes, namely the experimental class (n = 32) and the control class (n = 33) with a pretest-posttest control group design. This research was conducted at SMP Negeri 5 Depok. The statistical analysis used to test the research hypothesis based on the pretest and posttest scores is the normality test, linearity test, homogeneity test, correlation test, effect size, and MANOVA test. The results showed that the use of IPA KIT teaching aids for earthquakes was more effective in improving students' creative thinking skills and collaboration. Therefore, teachers are advised to use the earthquake science KIT teaching aids for earthquakes to improve the creative thinking skills and collaboration of junior high school students.
Student &apos;Voice&apos; and Higher Education Assessment: Is It All about the Money?
Author: Hemming, Andrew
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Evaluation of Teacher Performance,College Students,Influences,Evaluation Methods,Student Attitudes,Foreign Countries,Teacher Student Relationship,Student College Relationship,Student Participation

University administered Student Evaluation of Teaching surveys, while used primarily by educators and their managers to review and improve the quality of courses and teaching, can also be used by universities' marketing campaigns and websites as a means of stressing their institution's student friendliness and responsiveness to students' needs. Changes in assessment practices is one way that tertiary institutions are responding to students' preferences. However, there is a lack of understanding of the underlying factors that moderate decisions about assessment changes. The purpose of this paper is to examine whether or not a meaningful body of research concerning student 'choice' in higher education assessment exists, and how the extent of student 'choice' may change in the future. Emphasis has been placed on the assessment methods adopted in law and professional degrees in Australia. However, a broad review of international research from other relevant higher education discipline areas has also been undertaken in this paper.
Designing a Peer-Led Approach to Teaching Review and Enhancement in Academia
Author: Moritz, Dominique
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,College Students,Student Needs,Teacher Responsibility,At Risk Students,First Generation College Students,Peer Evaluation,Law Schools,Criminology,Discussion,Peer Influence,Educational Quality,Teacher Collaboration,Workshops,Faculty Development,Portfolios (Background Materials)

One of the challenges of 21st-century academia is meeting the often-competing demands from students, universities, and professional associations. Among many diversities, students at regional universities, such as the University of the Sunshine Coast (USC), often have higher rates of first-in-family learners than metropolitan counterparts. Law academics at regional universities, then, must address the challenges of maintaining high-quality teaching to fulfil student satisfaction for a diverse student demographic, while both meeting university and professional requirements and supporting students' personal satisfaction. One avenue to support academics in enhancing teaching practices while aligning with university and professional obligations is through peer discussion, review, and enhancement of learning and teaching practice. Peer discussion, enhancement, and review of learning and teaching practice occurs regularly on an informal basis in most academic settings. However, opportunities to engage in structured and meaningful peer review and enhancement of teaching are neither prevalent nor popular. Academic staff in the School of Law and Criminology (SLC) at USC instigated and developed an interdisciplinary, formalised framework for enhancing teaching and learning practice within the SLC, in accordance with the SLC's mission: to provide a personal, inspiring, and rigorous learning environment that empowers graduates to be career-and future-ready and able to make significant contributions to their communities. This framework, termed Peer Review and Enhancement of Practice (PREP), delivers a teaching-enhancement best-practice structure that is informed by evidence-based pedagogy and involves shared experience, self-reflection, and peer review. PREP is innovative in nature through its ground-up approach, which is driven by academic staff within the SLC, to create a collaborative space that is relevant and suitable for academic staff to address learning and teaching challenges and opportunities. Accordingly, PREP is flexible, voluntary, and organic, tailored to suit the needs and wants of academic staff. PREP also provides an opportunity for academic staff to develop portfolios that collate authentic evidence of effective learning and teaching.
The Application of Mathematics Learning Model to Stimulate Mathematical Critical Thinking Skills of Senior High School Students
Author: Setiana, Dafid Slamet
Date: 2021-00-00
Type: Journal Articles
Subjects: Grade 12,High School Students,Critical Thinking,Thinking Skills,Science Instruction,Natural Sciences,Grades (Scholastic),Problem Solving,Mathematics Skills,Secondary School Science,Mathematical Logic

The objective of this research is to analyze the twelfth graders' mathematics critical thinking skills using a mathematics learning model to stimulate fundamental critical thinking abilities of science courses in SMA Negeri, Pacitan Regency, East Java Province, Indonesia. This quasi-experimental research design was used in this study with one group posttest only design using multiple substantive posttests. The sample of 141 students from the total population of six public schools involving the twelfth graders of the natural sciences was selected through purposive sampling technique, data were taken through tests of students' critical thinking skills and interviews. The data analysis consists of five stages, namely an analysis of one sample t-test, an analysis of students' grades, an analysis of problem-solving stages, an analysis of critical thinking abilities indicators, and an analysis of mathematics critical thinking abilities indicators. The results showed (1) The results of the one sample t-test show that the mathematics learning model is effective to stimulate critical thinking, which means that the application of the mathematics learning model is effective to stimulate critical thinking; (2) the overall grades of students that met the minimum mastery criteria; (3) the data analysis of eleven problem-solving stages proves that the criteria for critical thinking abilities are categorized as good and very good. The highest score indicator considers the principle and definition of transformation, while the lowest grade indicator is mainly concerned with the questions on right and coherent steps; (4) the critical thinking skills have seven indicators that highlight the criteria of students' critical thinking abilities categorized as good and very good. The indicators that get the highest score determine the definitions of terms, while the indicators of the lowest score determine the action; (5) the results of the analysis show indicators of mathematics critical thinking skills that have eight indicators. The criteria of students' critical thinking abilities met good and very good categories along with indicators with the highest value score by considering the definitions of terms, while the indicators of the lowest score deal with the habit of caution.
Attitude and Performance: A Universal Co-Relation, Example from a Chemistry Classroom
Author: Chowdhury, P.
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Chemistry,Science Instruction,Secondary School Science,Grade 11,Rural Schools,Science Achievement,Student Attitudes,Performance,Correlation,Science Tests

Twenty-first century chemistry education researchers reported challenges in chemistry education pertaining to high school chemistry teaching-learning outcomes. Even though all studies intended to improve chemistry teaching-learning outcomes, unfortunately the impact of chemistry education research found not to be much encouraging. A few of these studies were compared to identify a possible missing link which is to be addressed under present context of chemistry education research (CER). The issue of students' attitude, perception and a link of performance in chemistry with attitude and perception drew the attention and found to be missing in the present CER studies. The need to address the issue within the context of existing school environment was felt. This communication is prepared based on an analysis of students' performance of eleventh grade students from a rural school of South Africa in a chemistry end-of- year test. [This study was presented at the International Conference on Science, Mathematics, Entrepreneurship and Technology Education.]
Students&apos; Critical Thinking Skills Based on Gender and Knowledge Group
Author: Marni, Silvia
Date: 2020-12-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Gender Differences,Science Education,Humanities,College Freshmen,Student Characteristics,Test Validity,Test Reliability,Indonesian,Native Language Instruction,Foreign Countries

The study aimed to measure the validity of critical thinking instruments and determined the differences in critical thinking skills in terms of gender and knowledge group. The study was used survey method. Critical thinking instruments were developed based on the Facoine's (2015) indicators of critical thinking. Data were obtained from 285 respondents (N = 285) of first-year students who took Indonesian language courses. Respondents consisted of 78 male and 207 female students. The 25 questions in critical thinking instruments were claimed valid and homogeneous with r count of 0.266. Data were analyzed using nonparametric statistics of Mann-Whitney test in SPSS version 21 application for Windows. There was no significant difference in students' critical thinking skills in gender differences and knowledge groups. Result of the study showed that 22 sub-indicators of students' critical thinking was found similarity in gender and 20 sub-indicators also found similarity in knowledge group. The study supported the new paradigm that students regardless of gender differences and science clusters needed critical thinking skills. Based on learning context in various science groups, there was no need to differentiate gender even though there were differences in the number of a certain gender in one class.