ethanporcaro/eric-fulltext-meta huggingface dataset:
The Level of Scientific Argumentation Skills in Chemistry Subject among Grade 11th Students: The Role of Logical Thinking
Author: Al-Ajmi, Batoul
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Instruction,Chemistry,Grade 11,High School Students,Persuasive Discourse,Logical Thinking,Gender Differences,Thinking Skills,Science Tests,Abstract Reasoning,Science Teachers,Learning Processes,Teaching Methods,Foreign Countries,Skill Development

This study aimed at identifying the level of scientific argumentation skills in chemistry subject among Omani Grade 11th students and the effects of their logical thinking skills and gender on this level. The study sample consisted of (400) male and female students selected purposely from one educational region in Oman. The study's instruments consisted of &quot;Scientific Argumentation Skills Test&quot; and &quot;Logical Thinking Test.&quot; The study results revealed that the level of grade 11th students was moderate in argumentation skills and was low in logical thinking. In addition, there were statistically significant differences at (? &lt; 0.05) in scientific argumentation skills level due to gender in favor of female students. It also showed significant differences in logical thinking variable in favor of students with abstract thinking, and in the interaction between gender and logical thinking in argumentation level in favor of female abstract thinking. The study is important for Omani chemistry teachers because it gives an overview of the level of scientific argumentation skills and logical thinking skills among their students, which then helps the teachers in determining the next steps of the learning process by adopting appropriate teaching strategies.
The Impact of Pre-Service Teachers&apos; Pedagogical Beliefs on Teaching Science as Inquiry: A Silent Antagonist for Effective Inquiry-Based Science Lessons
Author: Nawanidbumrung, Witchayada
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Predictor Variables,Educational Practices,Inquiry,Science Teachers,Science Instruction,Hands on Science,Teaching Methods,Learning Experience,Lesson Plans,Student Interests,Learner Engagement,Active Learning,Attitude Change,Foreign Countries,Teacher Education Programs,Secondary School Teachers

Teachers' beliefs are strong predictors of their practices. They guide how teachers understand the implementation of effective inquiry-based lessons. The cross-case analysis indicated that the fundamental problems observed in many Thai pre-service science teachers' classroom inquiries stemmed from their beliefs on teaching science. Although the teachers agreed on the importance of having students engage in scientific inquiry through hands-on activities, they believed that its purpose was to help students' sense-making of what the teachers told them. They believed an emphasis should be placed on asking as many knowledge questions as they would like, providing answers, giving procedural instructions to students, and offering specifics of what students should observe in the hands-on activities. The teachers believed that these were effective avenues to help students gain scientific knowledge in terms of concrete experiences. The observed lessons evidenced that teachers failed to elicit students' interest, curiosity, and engagement in inquiry lessons. This study suggests that pre-service teachers benefit from being provided with real-world opportunities to reflect on their educational beliefs and get suitable supports to transform their beliefs for delivering inquiry-based science lessons.
A Comparative Study of Upper Secondary School Biology Curricula in Two Countries: Finland and Nigeria
Author: Nwoke, Emeka Sylvester
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Curriculum,Science Curriculum,Biology,Foreign Countries,Comparative Analysis,Competence,Scientific Attitudes,Science Education,Scientific Literacy,National Curriculum,International Assessment

Scientific literacy (SL) has been recognized as the main goal of science curricula documents around the world; however, comparative international curriculum research is limited, especially with Western and African countries. To fill this gap, this study aimed to compare the coverage of SL competencies with the components of knowledge, attitudes, and contexts in the upper secondary school biology curricula of Finland and Nigeria. Content analysis was used as a method and a modified version of the SL framework of the Programme for International Student Assessment 2015 (OECD, 2016) was used to analyze the curricula. The results revealed that both curricula contain the main components of SL defined in the framework, scientific knowledge being the most prominent, followed by scientific competencies. Both curricula laid less emphasis on the interpretation competency and attitudes to science component. The curricula differed in the amount of attention paid to the different areas of SL components. The Finnish curriculum focused more on content knowledge, explaining phenomena scientifically and frontiers of science and technology, while in the Nigerian curriculum procedural knowledge, evaluation and design of scientific enquiry and natural resources as context were more emphasized. The results of this study are not only important to the European and African continents but to other parts of the world for the promotion SL in schools, also the findings reinforce the call on curriculum planers and science educators to ensure equal coverage of all the dimensions of SL in the school science curriculum if the next generation of the world is to be scientifically literate.
An Inquiry-Based Instruction on the Main Subatomic Particles: Enhancing High-School Students&apos; Achievement and Motivation
Author: Azizoglu, Nursen
Date: 2022-00-00
Type: Journal Articles
Subjects: High School Students,Learning Motivation,Science Achievement,Public Schools,Comparative Analysis,Science Tests,Likert Scales,Chemistry,Foreign Countries,Inquiry,Grade 9,Teaching Methods,Active Learning,Nuclear Physics,Learner Engagement

In this quasi-experimental research, the effect of the inquiry-based 5E instruction on students' learning of the topic of the main subatomic particles forming the atom as well as on their level of motivation was examined. The sample for the study comprised 45 ninth grade students enrolled in two randomly selected classes at a public high school located in a city center in the Aegean region, in the west of Turkey. The topic of main subatomic particles was taught to the experimental group students (n = 21) by inquiry-based 5E instruction, while the control group students (n = 24) were taught the topic using traditional instruction methods. The length of the study was 3 weeks. An academic achievement test which consisted of four open-ended questions and a chemistry motivation scale which was composed of 5-point Likert-type 30 items were administered to both groups as a pre-test and as a post-test. The data were analyzed using the independent-samples t-test and paired-samples t-test statistical analyses. The results showed that inquiry-based 5E instruction on the subatomic particles forming the atom has a significantly positive impact on academic achievement as compared to traditional instruction. Compared with traditional instruction, it was observed that using the inquiry-based 5E instruction did not produce a higher effect on student motivation. Based on the findings, this study provides suggestions that chemistry teachers, educators, and researchers can benefit from.
Engaging Students with Intellectual Disability in Science, Technology, Engineering, and Mathematics Learning
Author: So, Winnie Wing Mui
Date: 2022-00-00
Type: Journal Articles
Subjects: Engineering Education,STEM Education,Educational Opportunities,Teaching Methods,Students with Disabilities,Special Schools,Learner Engagement,Mild Intellectual Disability,Moderate Intellectual Disability,Lesson Plans,Inquiry,Active Learning,Foreign Countries,Technology Integration,Teacher Student Relationship

Recent studies show that many of the current and future careers involve some form of science, technology, engineering, and mathematics (STEM) integration. The new development of school STEM education provides opportunities for students to acquire the necessary knowledge, skills, and attitudes to face the challenges ahead. Involving students with different disabilities in STEM learning is of particular importance and usefulness because we should not deprive them of opportunities to engage in STEM fields in the future. However, how to expose students with intellectual disabilities (ID) to STEM learning have not been well explored. STEM learning can mean something different to each teacher, and how they integrate it into their classrooms may also differ. There are suggestions to use inquiry, engineering, and technology to support students with special needs. In the design of STEM learning for students who have ID, teachers from a special school constructed a 4E model of engaging, exploring, engineering, and explaining, which emphasizes inquiry and at the same time leverages technology and engineering to integrate learning content into a purposeful and informed way to improve student engagement in lessons. Lesson observations were conducted to study students' cognitive, affective, and behavioral engagement in lessons. Results showed that students with mild ID in the classes responded and worked actively, while those with moderate ID asked for more assistance. Moreover, it was found that students were less involved in explaining. This research provides a practical model and evidence of student engagement in STEM learning.
Incorporating Quantum Number Characteristics in the Pictorial Representations of the Atomic Structure: Consistency Issues and Students&apos; Relevant Profiles
Author: Zarkadis, Nikolaos
Date: 2022-00-00
Type: Journal Articles
Subjects: Quantum Mechanics,Grade 12,Secondary School Students,Nuclear Physics,Foreign Countries,Science Instruction,Illustrations,Concept Formation,Scientific Concepts,Profiles,Teaching Methods,Science Tests,Task Analysis

The main purpose of this study was to investigate the consistency of pictorial representations of the atomic structure drawn by students on the basis of particular quantum numbers' characteristics. Participants were 192 students of the 12th grade of secondary Greek schools. This study's instrument, a paper-and-pencil assessment tool, included four open-ended tasks. In each one of the four tasks, students were asked to draw representations of the atomic structure under two specific conditions concerning particular quantum numbers' values. Results indicated the existence of a consistency between pictorial representations, providing indications that this kind of representation could be used as a consistent tool in order to study students' understanding of the contribution of quantum number characteristics in the configuration of the atomic structure. Furthermore Latent Class Analysis revealed distinct student profiles indicating how this consistency is distributed across the sample and emerging student classes that have problems in conceptualizing the characteristics of the first and fourth quantum numbers. Implications for science education are discussed.
Psychology Education in the Post-COVID World
Author: Newstead, Stephen E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Psychology,Literacy,COVID-19,Pandemics,Higher Education,Electronic Learning,Educational Technology

A major aim of psychology education is to train students in psychological literacy -- the ability to apply psychological knowledge to everyday activities. In this paper we explore how well this has been achieved in recent years. As a result of COVID-19 the focus of teaching in recent months has inevitably been on developing online methods of teaching and attempts to develop psychological literacy have of necessity received less attention. However, we argue that the developments enforced by COVID-19 actually open up a range of new possibilities and that psychological literacy can benefit from these changes. In particular, we suggest that much of the transmission of psychological knowledge can continue to take place online and that universities should become places where the focus is on the application of that knowledge.
A Small Group Project for Undergraduate Social Psychology Students: Demonstrating the Identifiable Victim Effect
Author: Coulton, Gary F.
Date: 2022-00-00
Type: Journal Articles
Subjects: Victims,Undergraduate Students,Social Psychology,Active Learning,Learning Strategies,Learning Processes,Student Projects,Research Proposals,Data Collection,Feedback (Response),Teaching Methods,Small Group Instruction

There is considerable evidence that 'active learning' strategies are more efficacious than traditional 'passive learning' methods (e.g. lecture). Presented here is a small group active learning project developed for undergraduate social psychology students. The activity involves carrying out and reporting the results of a structured demonstration of the identifiable victim effect. The project provides students with the opportunity to write a research proposal, collect data, perform a basic analysis and interpretation of the data, and report their findings in written form. Student feedback on the project has been positive overall. The project seems to be particularly beneficial in helping students to understand and appreciate the research process. Keywords: active learning; group project; identifiable victim effect; social psychology.
Facilitating Teaching and Learning of Teratogens: Using Alcohol and Drug Neonate Simulators in Further and Higher Education
Author: Khan, Humaira
Date: 2022-00-00
Type: Journal Articles
Subjects: Drinking,Drug Use,Substance Abuse,Prenatal Influences,Psychology,Undergraduate Students,Knowledge Level,Experiential Learning,Teaching Methods,Neonates,Simulation,Secondary School Students,Risk,Health Behavior,Fetal Alcohol Syndrome,Foreign Countries,Student Attitudes,Outcomes of Education,Health Education,Health Services,Social Services,Body Weight,Symptoms (Individual Disorders),Drug Rehabilitation

Drug and alcohol neonate simulators were used to highlight the effects of substance misuse on prenatal development within lifespan development modules to 61 Psychology undergraduates and 12 sixth-form Health and Social Care students. A mixed method approach was used considering both knowledge development and perceptions of experiential hands-on learning. Student knowledge of the effects of drugs and alcohol on prenatal development was assessed before and after an interactive session on teratogenesis utilising neonate simulators demonstrating these effects. With this experiential learning approach, the statistical analysis combining both groups showed increased knowledge after the interactive session, and the students perceived this enhanced understanding to be a direct result of hands-on interaction with the neonate simulators. The researchers encourage the use of neonate simulators as good practice that can be effectively incorporated into the psychology and other health-related teaching contexts to facilitate knowledge on teratogenesis.
&apos;If I Do Well I Feel on Top of the World&apos;: Investigating the Impact of Psychology Students&apos; Academic Achievement on Self-Esteem
Author: Hendry, Gillian
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Psychology,Academic Achievement,Grades (Scholastic),Feedback (Response),Peer Relationship,Educational Status Comparison,Self Esteem

Academic achievement can be thought of as the extent to which learning has been accomplished. Previous work suggests that students' self-esteem is impacted by academic achievement, though it is not entirely clear why this is. The current study therefore explored this through interviewing eight psychology students from a Scottish university, before using Braun and Clarke's (2006) six stage reflexive thematic analysis to analyse the resultant data. Two themes of Grades and feedback and Peer comparison were identified, highlighting two important conclusions. Firstly, self-esteem is positively impacted by strong performance, and negatively impacted by poor performance but that crucially, this is mediated by others' poor performance. That is to say, good grades and feedback make students feel good, and poor grades and feedback make students feel bad, but such 'badness' is appeased if peers perform equally poorly, which has potential consequences for peer relationships. Secondly, students value feedback in order to increase their chances of academic achievement, noting the negative impact on self-esteem when feedback is not constructive, just critical. This highlights the importance of 'mindful marking' in terms of taking care to provide useful feedback to students to improve their work; something that is reported to be hugely appreciated. Implications, limitations and future research suggestions are detailed.
Pivoting in a Pandemic: Promoting Socially Critical Learning in Virtual Delivery of a Large Introductory Social Psychology Module
Author: O'Connor, Cliodhna
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Electronic Learning,Distance Education,Social Psychology,Introductory Courses,Higher Education,Computer Mediated Communication,Asynchronous Communication,Cooperative Learning,Discussion Groups,Educational Benefits,Foreign Countries

Restrictions on in-person teaching during the COVID-19 pandemic severely challenged higher education practices worldwide. While didactic delivery of course content is easily achievable with virtual teaching technologies, promoting critical engagement with this material can be more difficult, particularly with classes of larger size and lower experience. Yet despite these practical challenges, for teachers of social psychology the pandemic context offered an unprecedented pedagogical opportunity to highlight both the relevance and limitations of social psychological research for tackling societal challenges. This paper outlines a strategy developed to sustain socially critical learning objectives within remote delivery of a large introductory social psychology module. This revolved around establishing asynchronous, peer-led online discussion forums wherein students independently considered how the concepts they encountered in weekly pre-recorded lectures could be applied to understand societal responses to the pandemic. The present article describes the structure of this pedagogical activity and the benefits it offered to students, teaching staff and the wider community.
Teachers&apos; Levels of Dedication and Commitment to Their Professions and Attitudes to Their Professions
Author: Turk, Ender Faruk
Date: 2022-09-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Motivation,Teaching (Occupation),Attitude Measures,Gender Differences,Academic Rank (Professional),Predictor Variables,Professional Identity

The aim of the study is to examine the relationship between teachers' levels of dedication and commitment to their profession and their attitudes towards the teaching profession. The research was conducted using the relational screening model, one of the quantitative methods. The sample of the study comprised of 477 teachers reached using the easy sampling method. The &quot;Teaching Profession Engagement Scale&quot;, &quot;Teaching Profession Dedication Scale&quot; and &quot;Teaching Profession Attitude Scale&quot; were employed with a view to data gathering. In the analysis of the data, arithmetic mean, standard deviation, Anova Pearson r Correlation and regression analyses were performed by using SPSS. As a result of the research, it was determined that the teachers who participated in the research had high levels of professional dedication, professional commitment, and teachers' attitudes towards the profession. It was also found out that female teachers' professional commitment and professional dedication levels are in the sub-dimensions, and their professional attitude levels are higher than those of the males. It was concluded that the levels of professional dedication and professional commitment of the teachers differ according to their seniority, branch, and level of duty, howbeit bear a resemblance in terms of their level of attitude towards their profession. The relationships between teachers' professional dedication, professional commitment sub-factors, and their attitudes towards their profession were scrutinized. It was figured out that teachers' level of commitment to their profession, their level of dedication to their profession and their attitude levels are predictors of each other.
Queering the Curriculum. Reflections on LGBT+ Inclusivity in Higher Education
Author: Nodin, Nuno
Date: 2022-00-00
Type: Journal Articles
Subjects: LGBTQ People,Inclusion,College Curriculum,Foreign Countries,Self Disclosure (Individuals)

Higher education (HE) is fairly accommodating of sexual diversity in many countries. However, lesbian, gay, bisexual, trans and other sexual minority (LGBT+) students and staff still face many challenges regarding acceptance and integration which may impact learning and teaching experiences. This article discusses the relevance of LGBT+ inclusivity in pedagogy and the ways by which it can be incorporated into HE with examples from teaching in Psychology. It also discusses some of the advantages and risks associated with 'coming out' for LGBT+ academics to broaden visibility at university. Queer pedagogical perspectives, which question the use of identity-based LGBT+ representations in education and propose alternative ways of queering the curriculum, are also reviewed. The article concludes by attempting to bridge identity-based and critical perspectives to positively contribute to LGBT+ inclusivity in HE, and by affirming the importance of joint work from universities' senior leadership and academics to achieve that aim.
Assessing Measurement Equivalence of PSC-17 across Teacher and Parent Respondents
Author: Gao, Ruiqin
Date: 2022-10-00
Type: Journal Articles
Subjects: Check Lists,Measures (Individuals),Screening Tests,Child Behavior,Preschool Children,Interrater Reliability,Parent Attitudes,Teacher Attitudes,Factor Analysis,Test Validity

The Pediatric Symptom Checklist-17 (PSC-17) is a popular screening instrument used by parents and clinicians to assess children's behavioral functioning. However, more schools are examining the potential of the PSC-17 as part of a Multi-Tier System of Support framework. To investigate the potential of the PSC-17 in the schools, a sample of 1,779 U.S. preschool and kindergarten-aged children rated by parents (n = 667) and teachers (n = 1,112) was used to assess the measurement invariance of the PSC-17 across respondent groups. Multiple-group Confirmatory Factor Analysis supported partial scalar invariance for the PSC-17, indicating functional equivalence across teacher and parent respondents. Latent mean testing revealed teachers rated children as exhibiting a lower level of Externalizing Problems relative to parents; however, no significant differences in children's Internalizing Problems and Attention Problems were found between teacher and parent ratings.