ethanporcaro/eric-fulltext-meta huggingface dataset:
Algorithmic Thinking Skills without Computers for Prospective Computer Science Teachers
Author: Güler, Çetin
Date: 2021-10-00
Type: Journal Articles
Subjects: Thinking Skills,Computer Science Education,Information Technology,Elective Courses,Teacher Education Programs,Preservice Teachers,Teaching Methods,Curriculum Development,Student Attitudes,Course Descriptions,Foreign Countries

Algorithmic Thinking (AT) skills may be considered one of the necessary skills for everyone in the new century. Individuals and societies live in a time when they cannot avoid using information communication technologies (ICT). Hence, they need to be ICT literate. Teachers shall play an important role both for individuals and societies to address this need. However, are they ready to play such a role? This paper presents a suggestion for teacher training to help teachers how to play the role. The paper suggests including an elective course under the title AT into the computer science teacher training curricula and aims to present the course, progress and views of the students who took the course. A mixed-method approach was followed for the current study. The study was carried out with the participation of sixth-semester students of a Computer Education and Instructional Technology Department of an Education Faculty who may be considered prospective computer science teachers. Twenty-eight students were enrolled in the elective AT course offered for the period. Within the scope of the study, development of the course curriculum, instructional process of the course and evaluation of the course, in line with students' views and exam scores, are presented. Findings of the research suggest that the students find the Algorithmic Thinking course helpful for them to acquire some algorithmic thinking skills as well as some other academic and life-related thinking abilities. Also, the course may be considered as a necessary course particularly for the training process of computer science teachers. In addition, the students think that the offered course was effective and beneficial.
A Testopia during COVID-19: Qualitative Study about Higher Education Institutions Examination (HEIE)
Author: Saltürk, Aylin
Date: 2021-10-00
Type: Journal Articles
Subjects: Foreign Countries,Test Preparation,Higher Education,College Students,COVID-19,Pandemics,College Entrance Examinations,High School Seniors,Stress Variables,Socioeconomic Status,Social Differences,Experience,Social Isolation,Personal Autonomy,Independent Study,Educational Benefits,Barriers

Central exams are in the heart of Turkish education system since they are used for student selection and placement in transition to higher levels of education. The preparation process for central placement exams, which was already challenging for students and parents, may have become even more exhausting due to the changing educational paradigms during the COVID-19 pandemic. In this context, using the phenomenological model, this study aims to determine the student and parent views regarding the preparation for the Higher Education Institutions Examination (HEIE) during COVID-19 pandemic period. Semi-structured interviews were conducted with 20 high school seniors in an Anatolian High School in Afyonkarahisar Province during the 2020-2021 academic year, selected with the purposive sampling method, and of their parents, and the obtained data were analysed through content analysis method. Although stress is an ordinary part of the preparation period, new stress sources have formed during the pandemic, according to the findings obtained from this study. It has been seen that both the students and the parents have discussed higher visibility of socio-economic inequalities, limited student life experience, impacts of social isolation due to the implemented health and safety policies as &quot;the cons,&quot; and the opportunities to study harder and more autonomously as the &quot;pros.&quot; Parents have also evaluated children's being under their supervision during this period as one of the pros.
Preservice Teachers&apos; Experience of History and Philosophy of Science Course: A Phenomenological Research
Author: Bezen, Sevim
Date: 2021-10-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Experience,Science History,Philosophy,Foreign Countries,Student Attitudes,Constructivism (Learning),Expectation

This research aimed to lay bare pre-service teachers' experience of History and Philosophy of Science courses. Being a phenomenological design, this research has 19 pre-service teachers (age range 19-22 years; 10 male, 9 female) in its research group. Semi-structured interviews were used to collect data for the study. Seven open-ended questions prepared by the researchers regarding this research were directed at the pre-service teachers. This data was analysed by content analysis within the frame of descriptive phenomenology. At the end of this research, pre-service teacher experiences of History and Philosophy of Science were gathered under the following main themes: &quot;In my opinion, the History and Philosophy of Science course…,&quot; &quot;What kind of teaching I would do if it were me?&quot; and &quot;Have my Expectations Been Met?&quot; It was determined that pre-service teachers support constructivist teaching, they use positive expressions concerning the course's educative and directive aspects, and they made some suggestions. One view that has come to the fore in the research was that a pre-service teacher should complete this course. It can be suggested that pre-service teachers should complete this course for their proficiency and personal growth.
An Experiential Aged Care Module for First-Year Undergraduate Medical Students
Author: Alex, Deepa
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Medical Students,Student Attitudes,Learning Modules,Novices,Geriatrics,Aging (Individuals),Older Adults,Educational Gerontology,Population Trends,Cooperative Learning,Experiential Learning,Active Learning,Simulation,Age Discrimination,Foreign Countries

A rapid demographic transition to aging populations is imminent over the next decade, especially in Southeast Asian countries. An aging population presents a host of medical challenges, such as multimorbidity; chronic illnesses; and geriatric syndromes, such as frailty, falls, dementia, and incontinence. In order to tackle such issues efficiently, there is an urgent need to train future doctors in geriatric medicine. Aged care is a specialty in medicine that was not traditionally part of the undergraduate medical curriculum. With the changing demographic, aged care content needs to be integrated into the existing curriculum for undergraduate medical students. In this paper, we present an introductory novice level geriatric module that was developed for first-year medical undergraduate students in Monash University, Malaysia. The module consisted of collaborative active learning sessions on healthy aging, interaction with older adults from the community, and a simulated experiential activity. Feedback was collected from students on module completion. The immediate impact of the module was positive from the student responses. The findings from this study will be useful to inform the development and implementation of future educational interventions for aged care, as well as to support the establishment of a vertically integrated aged care curriculum, in order to prepare future doctors to provide healthcare for the ageing Asian population.
Comparing Assessment Methods of Attribute Importance in Teachers&apos; Decisions: The Importance of Different Criteria for Tracking Recommendations after Primary School
Author: Lintorf, Katrin
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Track System (Education),Decision Making,Grade 4,Vocational Education,Academic Education,Comparative Analysis,Evaluation Criteria,Prediction,Elementary School Students,Foreign Countries,Student Characteristics,Grades (Scholastic),Family Characteristics,Immigration,German,Mathematics Achievement,Socioeconomic Background,Parent Child Relationship,Study Habits

The importance of different criteria for tracking recommendations is usually inferred using regression weights as a cross-student measure. The few studies that have applied alternative approaches or differentiated between student groups sometimes reach different conclusions. According to research on judgment and decision making (JDM), different methods operationalize different facets of importance. Given this, we investigate whether the importance of criteria for tracking recommendations depends on a direct vs. indirect operationalization (regression weights vs. ratings). A total of 181 teachers selected four students from their most recent fourth-grade class using a 2 × 2 design (certain vs. uncertain qualification for the &quot;Realschule&quot; (vocational track) vs. the &quot;Gymnasium&quot; (academic track)). Then, they reported on the level and the importance of predetermined criteria for each student. Contrary to JDM research, we found few method-related differences, but striking differences between cases with a certain vs. an uncertain qualification. For the latter, the importance of the criteria is more homogeneous, the regression prediction is less successful and the importance varies with the dependent variable in the regression (actual recommendation vs. perceived qualification). We conclude that further research should focus on uncertain cases rather than method-related differences and suspect that, in uncertain cases, the formation of the recommendation is a multistage decision process.
Encounters in and with Summer Camps--Happy Childhood, Alternative Bildung, or What?
Author: Afonkina, Iuliia
Date: 2021-00-00
Type: Journal Articles
Subjects: Summer Programs,Camps,Foreign Countries,Learning Experience,Recreational Activities

Although they commonly are associated with recreation, summer camps for children can be seen as educational arenas that both supplement and challenge school education. Summer camps provide education in a broad sense of &quot;bildung.&quot; The article aims at describing what is experienced in summer camps and proposes various theoretical frames for these bildung processes. The main focus is on summer camps in Russia, and we interviewed Russian informants who participated in summer camps. The findings were that learning in the camps tends to be non-instrumental, allowing room for play and experimentation for both pupils and teachers. Social learning is marked by collective elements such as camp rituals and spontaneous solidarity, both forming an individual personality. Outdoor activities are important because they connect children to nature and develop a sense of place marked by biophilia. Furthermore, nature's materiality creates a sense of being in the world, which means developing a sense of multiple relational settings, spanning from the materialities of geography, place, and objects to experiencing new social settings in the form of solidarity, ritual, and friendship.
Needs and Performance Analysis for Changes in Higher Education and Implementation of Artificial Intelligence, Machine Learning, and Extended Reality
Author: Ilic, Milena P.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Needs Assessment,Educational Change,Program Implementation,Artificial Intelligence,Computer Simulation,Information Technology,Educational Strategies,Computer Software,Educational Technology,Technology Uses in Education,Cooperative Learning,Learning Motivation,Experiential Learning,Simulated Environment,College Students

Higher education in the Republic of Serbia needs to be reformed. This paper presents a performance analysis of the changes that the authors assume are mandatory, presenting the research problem this article addresses. Cabinet research, performed by analyzing the theoretical building blocks of available knowledge and experience, is underway. Articles and studies from various publications, such as academic journals and institutes, were used as sources. In addition, academic articles and papers and studies about artificial intelligence, machine learning, and extended reality were also consulted. The authors consider that these technologies could be of great assistance in developing a new higher education strategy. Further, this research is exploratory given that information from the 100 Serbian students from selected higher education institutions was used to better understand if these technologies are welcomed by students. Based on SmartPls software, the research analysis proved that artificial intelligence (AI) and machine learning (ML) are appropriate technologies implemented in higher education institutions (HEI) to develop skills among students, a collaborative learning environment, and an accessible research environment. Additionally, extended reality (XR) facilitates increased motivation, engagement, and learning-by-doing activities between students, offering a realistic environment for learning.
Music as a Tool for Promoting Environmental Awareness. Experiences of Undergraduate Education Students on the Production of Video Tales in the COVID-19 Pandemic
Author: de Moya Martínez, María del Valle
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,COVID-19,Pandemics,Student Attitudes,Foreign Countries,Teaching Methods,Music Activities,Theater Arts,Videoconferencing,Educational Technology,Technology Uses in Education,Program Effectiveness,Barriers,Social Isolation,Access to Computers,Internet,Technological Literacy,Social Media,Creative Thinking,Preservice Teachers,Conservation (Environment),Ecology,Music Education,Elementary Education

This paper elaborates on the didactic implementation of musical theater with undergraduate education students. Students had to select, prepare, justify, design, elaborate, rehearse, stage, and record an educational tale that targets ecological and environmental values in its main plot or storyline. Due to the COVID-19 pandemic, the implementation of this didactic proposal went online, and the interactions between students took place through video calls. This study surveyed a sample of 86 participants (n = 86) from a population of 116 students (N = 116) from the Faculty of Education of Albacete (UCLM) to investigate the advantages and disadvantages of carrying out this activity in an online format. The main challenges exposed the complexity of coordinating a team in a completely online format, problems related to physical isolation, and the limited access to a high-quality internet connection. The reported benefits included the development of digital competences, the interactions through social media, and creative thinking. Most students viewed this activity as didactically innovative and 98.84% agreed that musical tales and musical theater can be useful for promoting environmental awareness.
An Insight into Teachers&apos; Classroom Practices: The Case of Secondary Education Science Teachers
Author: Sofianidis, Angelos
Date: 2021-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Teacher Effectiveness,Science Teachers,Secondary School Teachers,Pedagogical Content Knowledge,Teaching Methods,Scientific Concepts,Misconceptions,Active Learning,Inquiry,Technology Integration,Secondary School Students,Student Evaluation of Teacher Performance,Foreign Countries

Teachers' knowledge rooted in classroom practices guides their actions when dealing with a specific subject matter. To assess the quality of these practices, a close examination of the &quot;classroom reality&quot; is needed. The present study, which was carried out in Greece, investigates secondary science teachers' practices. To record these practices, we used special classroom observation tools as well as questionnaires to record students' views of their teachers' practices. The observation tools and the student questionnaire focus on specifically formed criteria deriving from aspects of Pedagogical Content Knowledge (PCK). In total, 32 secondary science teachers and 1154 students participated in our study. The results indicated that the strong points of teachers' teaching practices concern their subject matter knowledge, the use of representations, their questioning, their communication of the instructional objectives to the students, and knowledge of students' difficulties. The weak points are related to the use of a variety of teaching approaches, the investigation of the students' alternative conceptions, the experimental and ICT-based teaching, and the implementation of inquiry-based activities. The methodology employed in our study was fruitful in providing a holistic view of science teachers' practices and can be used for investigating classroom practices of teachers of other subjects as well.
Older People&apos;s Media Repertoires, Digital Competences and Media Literacies: A Case Study from Italy
Author: Carenzio, Alessandra
Date: 2021-00-00
Type: Journal Articles
Subjects: Older Adults,Technological Literacy,Media Literacy,Social Media,Internet,Handheld Devices,Telecommunications,Television Viewing,Mass Media Use,Competence,Training,Information Literacy,Safety,Privacy,Foreign Countries

Digital media are part of everyday life and have an intergenerational appeal, entering older people's agendas, practices, and habits. Many people aged over 60 years lack adequate digital competences and media literacies to support learning, well-being, and participation in society, thus imposing a need to discuss older people's willingness, opportunities, and abilities to use digital media. This study explored older people's media use and repertoires, digital competences, and media literacies to promote media literacy education across all ages. The article discusses the data from 24 interviews with older people aged 65 to 98 years in Italy to answer the following research questions: What kinds of media repertoires emerge? What kinds of competences and media literacies can be described? What kinds of support and training do older people get and wish to receive? The analysis of the data produced four specific profiles concerning media repertoires: analogic, accidental, digital-instrumental, and hybridised users. Media literacy is still a critical framework, but the interviewees were open to opportunities to improve their competences. The use of digital media has received a strong boost due to the pandemic, as digital media have been the only way to get in touch with others and carry out their daily routine.
Interventions Designed to Improve Narrative Language in School-Age Children: A Systematic Review with Meta-Analyses
Author: Pico, Danielle L.
Date: 2021-10-00
Type: Journal Articles
Subjects: Intervention,Preschool Children,Elementary School Students,Language Skills,Story Telling,Oral Language,Instructional Effectiveness,Educational Research

Purpose: The purpose of this systematic review with meta-analyses was to examine interventions that aimed to improve narrative language outcomes for preschool and elementary school-age children in the United States. Our goal was to examine peer-reviewed publications to describe the characteristics of these interventions and synthesize their overall effectiveness on narrative comprehension and production via meta-analysis. Method: We searched electronic databases, examined previously published reviews, and consulted experts in the field to identify published studies that employed robust experimental and quasi-experimental designs. We included randomized controlled trials, studies with nonrandomized comparison groups, and single-case design (SCD) studies. We completed a qualitative synthesis of study factors for all identified studies and calculated meta-analyses for the studies that had sufficient data. All included studies were analyzed for risk of bias. Results: Our systematic search yielded 40 studies that included one or more narrative language outcomes as part of their assessment battery. Twenty-four of the included studies were group design studies, including randomized controlled trials and quasi-experimental designs, and the other 16 were SCD studies. Effect sizes were analyzed based on narrative production and comprehension outcomes. The meta-analyses of 26 studies indicated overall positive effects of the interventions, with effect sizes of d = 0.51 and 0.54 in the group design studies and d = 1.24 in the SCD studies. Conclusions: A variety of effective interventions were found that improve narrative production and comprehension outcomes in children with diverse learner characteristics. Some common characteristics across these interventions include manualized curricula, opportunities to produce narrative language, verbal and visual supports, direct instruction of story grammar, and use of authentic children's literature.
Self-Leadership Perception and Emotional Intelligence as the Predictors of Cognitive Flexibility
Author: Akin Kösterelioglu, Meltem
Date: 2021-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Prediction,Cognitive Ability,Questionnaires,Self Evaluation (Individuals),Administrator Attitudes,Metacognition,Leadership,Foreign Countries,Elementary Secondary Education,Principals,Measures (Individuals)

Cognitive flexibility is one of the most important skills that school administrators should have in today's world of rapid change and transformation. This study aimed to explore whether emotional intelligence and self-leadership predicted cognitive flexibility. The study universe consisted of principals and deputy principals working in primary, secondary and upper-secondary schools affiliated with the Provincial Directorate of National Education in the center and districts of Amasya in the 2019-2020 academic year. The views of participating school administrators who voluntarily participated in the study (N=204) were analyzed in the framework of the study. Self-Leadership Questionnaire, Cognitive Flexibility Scale and Trait Emotional Intelligence Questionnaire were used as data collection tools in addition to the Personal Information Form developed by the researcher. In the analysis the data was used for the multiple regression analysis conducted to determine whether self-leadership and emotional intelligence predicted cognitive flexibility. Based on the study results, it was concluded that self-leadership and emotional intelligence together -with all their dimensions- had a predictive effect on cognitive flexibility. Based on the results of the research, it can be said that training and practices that improve administrators' emotional intelligence levels and provide them with self-leadership awareness will make an indirect contribution to cognitive flexibility skills. Based on the results of the research, it can be argued that offering training and practices that improve administrators' emotional intelligence levels and provide self-leadership awareness will make an indirect contribution to the development of their cognitive flexibility skills.