ethanporcaro/eric-fulltext-meta huggingface dataset:
Research Trends in Digital Technologies and Modeling in Mathematics Education
Author: Molina-Toro, Juan Fernando
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Education,Educational Technology,Technology Uses in Education,Teaching Methods,Mathematical Models,Computer Software,Computation,Algebra,Spreadsheets,Telecommunications,Handheld Devices

This document presents a literature review that analyzes the articulation of modeling and digital technologies in the field of Mathematics Education. The review aims to find evidence of the use of digital technologies in modeling processes and how these practices can change some ways of working with students in the classroom. The results show, on the one hand, different roles that technology plays when it is articulated to a modeling process (as a resource in the process or as a means that reorganizes the process) and the uses given to diverse technological tools in the empirical studies analyzed. The findings present a new category that extends the classification of technologies and suggest the need to expand both theoretical and empirical research to get a better understanding of the impact of digital tools in modeling processes. In addition, the findings draw attention to the inclusion of mobile devices in future studies.
Using a Discrepant Event to Facilitate Preservice Elementary Teachers&apos; Conceptual Change about Force and Motion
Author: Anggoro, Subuh
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Elementary Education,Concept Formation,Misconceptions,Physics,Motion,Educational Background,Remedial Instruction,Multimedia Instruction,Video Technology,Hands on Science,Learning Processes

Both students and teachers have misconceptions about Force and Motion, often caused by teachers not being well-prepared to teach the accepted scientific theory. Besides, teachers rarely or never use a cognitive conflict strategy in their teaching. The present study is aimed at investigating the use of a discrepant event to facilitate preservice elementary teachers' conceptual change on Force and Motion concepts. The main objectives were to (1) investigate conceptual changes in Force and Motion concepts and (2) track students' conceptual change and their learning progression of these concepts. The research method used an intervention with a mixed method design. Second-semester students (N=120) participated in this study. The research instrument consisted of background information of respondents and their belief of conceptions about Force and Motion. The preliminary study using Direct Instruction and discussion methods. Once students' conceptual change profiles were known, remedial teaching was conducted through Reflective Conceptual Change Model-assisted Visual Multimedia. The research findings have shown that a discrepant event could help participants engage in conceptual change and have better explanations than before. The profile of their conceptual change and pattern of learning progression are discussed.
Concordance (or Discordance) between Students and Staff/Faculty Perceptions of Student Stress in Science
Author: Ménard, A. Dana
Date: 2021-09-00
Type: Journal Articles
Subjects: Scientific Attitudes,Anxiety,Student Attitudes,Student Experience,Undergraduate Students,College Faculty,Graduate Students,Stress Variables,Teacher Attitudes,Coping,Foreign Countries,Differences

The purpose of this study was to explore the experience and management of stress in science students and to evaluate concordance with faculty/staff members' appraisal of student stress. A survey was completed by 308 students and by 40 staff and faculty members. Students' stress levels were high but there were no differences based on demographic groups. Students' top stressors included workload, grades, career, time management, and anxiety. Faculty and staff members accurately estimated the level of undergraduate student stress but underestimated graduate student stress. They also demonstrated a good understanding of the role of specific academic stressors, but consistently overestimated the contribution of stress from other sources. Students described using a variety of different coping strategies, including social support, self-care, hobbies, and problem-solving.
An Investigation into Pre-Service Teachers&apos; Self-Regulated Online Learning Perceptions
Author: Özdemir, Atilla
Date: 2021-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Student Attitudes,Electronic Learning,Distance Education,Self Management,Gender Differences,Technological Literacy,Time Management,Correlation,COVID-19,Pandemics,Foreign Countries

The sudden outbreak of COVID-19 pandemics has accelerated the process of technological transformation experienced by educational institutions. Traditional face-to-face education has been replaced by distance education as a precaution to minimize physical contact among the teachers and the students. As a result, self-regulatory skills have become a more significant factor for academic success in distance education. In line with this, the main aim of the study is to identify the level of self-regulated online learning perceptions of pre-service teachers in Turkish higher education context. Furthermore, the study also aims to reveal whether the pre-service teachers' self-regulated online learning perceptions differ according to several variables such as their gender, department, class, level of digital literacy and the time they daily spend online. A total of 353 pre-service teachers from various departments have participated in the study. The findings of the study indicate that pre-service teachers' perceptions of self-regulated online learning are at moderate level; thus, it can be argued that the level of their perceptions is far from satisfactory. Additionally, it has been observed that the pre-service teachers' self-regulated online learning perceptions differ according to their gender, level of digital literacy and time daily spent online. To be more precise, it has been noted that self-regulated online learning perceptions of female pre-service teachers are higher than those of male pre-service teachers. In a similar vein, it has been observed that the higher the level of digital literacy and the more time spent online, the higher the self-regulated online learning perceptions of pre-service teachers. The overall results of the study suggest that self-regulation skills of the pre-service teachers need to be emphasized and improved with the aim of contributing to the efficient implementation of distance education.
The Mediating Role of Task Value in Relationship between Self-Efficacy and Approach Goals Orientations in Science
Author: Mete, Pelin
Date: 2021-06-00
Type: Journal Articles
Subjects: Goal Orientation,Self Efficacy,Science Instruction,Correlation,Middle School Students,Public Schools,School Districts,Foreign Countries,Questionnaires,Learning Strategies,Mastery Learning,Academic Achievement,Student Attitudes,Learning Motivation

The current study aims to investigate whether there is a meaningful effect of self-efficacy and task value on the achievement approach goals in learning science. In line with this purpose, a correlational method was used in the current study. The participants of this study were 310 middle school students from six public schools (close to each other in terms of socio-economic level and opportunities) in different districts of Erzurum in Turkey. Data were collected through two previously validated instruments: The Achievement Goal Questionnaire and The Motivated Strategies for Learning Questionnaire (self-efficacy and task value subscales). The Achievement Goal Questionnaire was used to determine the students' approach goal orientations (mastery-approach and performance-approach) and The Motivated Strategies for Learning Questionnaire scale was used to assess the students' task value and self-efficacy perceptions. The data obtained were analyzed in two parts. In the first part, SPSS is used for descriptive statistics about variables. The structural Equation Model was used to test the proposed model in the second part. The results of the study have shown that self-efficacy and task value influence the level of students' mastery and performance approach goals. Besides, task value has a partial mediating effect on the relationship between self-efficacy and achievement approach goals. The results of the study were discussed according to the relevant literature.
Designing an Indigenous Wellness University Course: A Reflective Case Narrative
Author: Ferguson, Leah
Date: 2021-09-00
Type: Journal Articles
Subjects: Indigenous Populations,Wellness,Curriculum Design,Foreign Countries,College Instruction,Undergraduate Students,Cultural Awareness

Postsecondary institutions across Canada have implemented various Indigenization strategies. Critical reflection is needed about the development, implementation, and impact of these strategies to ensure they serve more than checked boxes, and that they strive towards institutional decolonization. The purpose of this article is to present the development of an undergraduate course on Indigenous wellness at a Canadian postsecondary institution. Applying a reflective case narrative scholarly approach, we self-situate to present contextual information about ourselves and the course, as well as our motivation for course development and the scope of curriculum design. We consider five indicators of course design success within Dimitrov and Haque's (2016) intercultural curriculum design competencies, and we recommend changes to the course design process for Indigenization sake. Reflecting on and interpreting our approach, we propose a three-party relational model to Indigenous course development consisting of the course instructor, a keeper of traditional knowledges, and a teaching and learning expert. In doing so we attempt to inform and prompt the thinking of others with similar or related course design goals.
Beyond the Ordinary: Designing a Mobile-Assisted Funds-of-Knowledge-Featured Instructional Framework for English Learners
Author: Chen, Yan
Date: 2021-00-00
Type: Journal Articles
Subjects: Cultural Background,Middle School Students,Hispanic American Students,English Language Learners,Teaching Methods,Telecommunications,Handheld Devices,Technology Uses in Education,Sociocultural Patterns,Literacy Education,Writing Skills,Affordances,Writing Instruction,Computer Software,School Districts,Rural Areas,Case Studies,Ethnography,Cultural Maintenance,Formative Evaluation,Summative Evaluation,Educational Technology,Doctoral Programs,Student Attitudes,Personal Narratives,Instructional Design

The design and implementation of hybrid, technology-enhanced learning environments is a sophisticated process, especially when incorporating relevant sociocultural factors to support culturally and linguistically diverse students' learning. In this paper, I review and provide a description of an iterative design process for a mobile-assisted funds-of-knowledge (FoK)-featured instructional framework that aims to facilitate middle-school aged Latinx English Learners' (ELs) literacy development in writing. The sociocultural lens of FoK considers ELs' ordinary experiences as assets in creating inclusivity and engaging flow in learning, which are further enhanced by affordances of mobile-based writing applications. More specifically, this design process was achieved through fieldwork situated in a Latinx community and school district in a rural town in the Midwestern United States. The design process was contextualized into four stages: the &quot;precedent&quot; stage focusing on the formation of the design idea, the &quot;framing&quot; stage focusing on the preliminary design outline, the &quot;co-evolution&quot; stage focusing on the development of the designed product, and the &quot;prototype&quot; stage focusing on experimenting with the designed product through the ELs' classroom writing practice. This instructional framework emphasizes the transformation of diverse ELs' ordinary experiences by guiding them through five sequential learning steps: &quot;discovering,&quot; &quot;connecting,&quot; &quot;writing,&quot; &quot;sharing,&quot; and &quot;preserving&quot; culture. Formative and summative evaluation techniques were embedded through different research phases, such as a preliminary instrumental case study, an ethnographic case study, and the ELs' classroom writing practice. This design case provides an example of socioculturally contextualizing the application of emerging technology to mediate learning for diverse student populations.
Investigation of Ethnopedagogical Factors in Teacher Education: Kyrgyzstan Sample
Author: Hamzaj, Yaprak Alagöz
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Graduate Students,Student Attitudes,Teacher Educators,Teacher Attitudes,Ethnology,Instruction,Education Courses,Course Objectives,Teacher Education Curriculum,Undergraduate Study,Graduate Study

The purpose of this study is to investigate the ethnopedagogy education in the teacher education programs in Kyrgyzstan. Basic qualitative research method was applied in the study. The data were collected through document review and interviews with graduate students from Kyrgyz-Turkish Manas University and instructors. The researcher stayed in Bishkek, Kyrgyzstan for 50 days to collect the data, the documents and to plan and conduct the interviews. The data collected via document review and interviews, were analyzed by content analysis method. As a result of the analysis, information about the ethnopedagogy class at Kyrgyz-Turkish Manas University teacher education program was reviewed and the instructors' opinions about ethnopedagogy education at teacher education programs and the graduate students' opinions about the ethnopedagogy class were identified. The most important result can be seen as that instructors and students give great importance to ethnopedagogy and adopt its ideas. They also indicated further insight and concrete proposals. As a country with a deep and rich history, it would be a great chance for Turkey to benefit from this educational experience. [This article includes an extended summary in Turkish.]
Choose Your Own Adventure: Gamified Course Design in History of Science
Author: Stewart, John
Date: 2021-00-00
Type: Journal Articles
Subjects: Game Based Learning,Curriculum Development,Science History,Online Courses,Student Motivation,Asynchronous Communication,Learner Engagement,Undergraduate Students,Electronic Learning

To combat high dropout rates and low motivation for online courses, we gamified a history of science course. To do so, we used an online educational program called 3DGameLab to convert what had been a well-liked face-to-face lecture and discussion course to an online format, for the purposes of long-distance teaching and learning. Within 3DGameLab, we prepared approximately three times as much content as would be taught in a face-to-face class. Clear tasks and immediate rewards in the form of experience points (XP) contributed to a transparent motivational system as compared to traditional grading. In this course, students completed their assignments asynchronously. Sustaining engagement is challenging in this format due to student self-management, but, with the game mode, students could repeat their attempts to pass a quest (a lesson) until they succeed (submit a passable response). The feedback cycle was short, and we found that students tend to persevere in the face of failure when they get rapid feedback, rather than quit. To test the adaptability of the asynchronous, gamified format, we also designed this course as a hybrid course. Students remained engaged when the feedback was quick, and the tasks were clearly set. We did not perform a quantitative study; the purpose of this article is to share a design study of our methods and subsequent experience with these modalities.
&quot;Chopped ID&quot; and &quot;Bicycle Repair&quot;: Contrasting Values in Synchronous Graduate Instructional Designs for Design Learning
Author: Howard, Craig D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Design,Instructional Design,Learning Activities,Graduate Students,Intervention,Decision Making,Comparative Analysis,Values,Game Based Learning,Distance Education,Asynchronous Communication,Videoconferencing,Teaching Methods,Feedback (Response),College Faculty,Teacher Student Relationship

This article presents two similar design cases and a discussion of how like values resulted in dissimilar design moves. Both cases were gamified learning activities for graduate students in instructional design. Both interventions employed rapid prototyping and were delivered synchronously in an at-a-distance setting. This article compares the two designs, the two designs' similar development narratives, and the two designs' divergent features. We give special attention to the common values the designers brought to the act of designing. Contrasting crucial features in similar designs allowed us, as designers, to appreciate divergent design moves. A discussion of the two cases explains how designers arrived at different design decisions through similar rationale. The authors were both designers and instructors of the implementations; each presents their case in relation to the other. Our combined cases explore how designers might compare salient features of similar instructional interventions and appreciate design moves that one chose not to make.
Design Features of Online Teacher Professional Development: A Design Case for Re-Developing the Edhub Library to Improve Usability and Alignment of Content with Teacher Standards
Author: Leung, Javier
Date: 2021-00-00
Type: Journal Articles
Subjects: Faculty Development,School Districts,Electronic Libraries,Usability,Integrated Learning Systems,State Standards,Information Seeking,Kindergarten,Elementary School Teachers,Secondary School Teachers,Users (Information),Computer Software,Online Searching,Design,Visual Aids,Navigation (Information Systems),Alignment (Education),Search Engines,Learning Activities,Educational Objectives,Reflection,Networks,Teacher Effectiveness,Open Source Technology,Educational Resources,Universities,Decision Making,Video Technology

The EdHub Library is an online teacher professional development platform that serves 250 school districts as part of the Network for Educator Effectiveness in Missouri. It has a collection of more than 300 online activities. This design case describes the efforts of re-developing EdHub due to technical and usability issues of the first generation of the content management platform. The second generation of EdHub was the product of two prototypes and two user testing sessions between January 2018-April 2018. A literature review of information-seeking habits of K-12 teachers and web design and usability standards guided the development of the second generation of EdHub to support teachers' browsing and searching behaviors. Five design decisions support the second generation of EdHub in terms of (1) priority of visual elements, (2) ease of navigation, (3) content alignment with Missouri teacher standards, (4) organization of results in the search engine, and (5) unifying learning objectives, activities, reflection, and external resources.
Gamifying Project-Based Learning in Statistics Education in Singapore
Author: Huiyu, Zhang
Date: 2021-00-00
Type: Journal Articles
Subjects: Game Based Learning,Computer Games,Active Learning,Student Projects,Statistics Education,Biomedicine,Engineering,Undergraduate Students,Late Adolescents,Learning Motivation,Instructional Design,Instructional Effectiveness,Foreign Countries

Biostatistics is a second-year subject taken by Biomedical Engineering Diploma students in Temasek Polytechnic, Singapore. Gamification elements, referenced from the popular &quot;Pokémon GO,&quot; were infused into a suite of activities. The purpose was to engage and sustain the interest of students while facilitating the successful execution of their group project. The gamified initiative, named &quot;Biostatistics GO,&quot; generated much excitement and added depth to the learning of this project-based subject. In this paper, we present the design of &quot;Biostatistics GO&quot; by highlighting the key design principles, describing the gamification elements, and reviewing its impact on the students' achievements and learning.
A Minimal Theory of Creative Ability
Author: Stevenson, Claire
Date: 2021-00-00
Type: Journal Articles
Subjects: Creativity,Psychometrics,Individual Differences,Theories,Intelligence,Expertise,Cognitive Ability,Creative Thinking

Despite decades of extensive research on creativity, the field still combats psychometric problems when measuring individual differences in creative ability and people's potential to achieve real-world outcomes that are both original and useful. We think these seemingly technical issues have a conceptual origin. We therefore propose a minimal theory of creative ability (MTCA) to create a consistent conceptual theory to guide investigations of individual differences in creative ability. Building on robust theories and findings in creativity and individual differences research, our theory argues that creative ability, at a minimum, must include two facets: intelligence and expertise. So, the MTCA simply claims that whenever we do something creative, we use most of our cognitive abilities combined with relevant expertise to be creative. MTCA has important implications for creativity theory, measurement, and practice. However, the MTCA is not necessarily true; it is a minimal theory. We discuss and reject several objections to the MTCA.
Investigating the Structure of Intelligence Using Latent Variable and Psychometric Network Modeling: A Commentary and Reanalysis
Author: Schmank, Christopher J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Intelligence,Psychometrics,Cognitive Structures,Structural Equation Models,Misconceptions,Adults,Intelligence Tests,Theories

In a recent publication in the Journal of Intelligence, Dennis McFarland mischaracterized previous research using latent variable and psychometric network modeling to investigate the structure of intelligence. Misconceptions presented by McFarland are identified and discussed. We reiterate and clarify the goal of our previous research on network models, which is to improve compatibility between psychological theories and statistical models of intelligence. WAIS-IV data provided by McFarland were reanalyzed using latent variable and psychometric network modeling. The results are consistent with our previous study and show that a latent variable model and a network model both provide an adequate fit to the WAIS-IV. We therefore argue that model preference should be determined by theory compatibility. Theories of intelligence that posit a general mental ability (general intelligence) are compatible with latent variable models. More recent approaches, such as mutualism and process overlap theory, reject the notion of general mental ability and are therefore more compatible with network models, which depict the structure of intelligence as an interconnected network of cognitive processes sampled by a battery of tests. We emphasize the importance of compatibility between theories and models in scientific research on intelligence.