ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Students&apos; Choice of Theories as Tools in Problem-Solving: A Pilot Study
Author: Rovio-Johansson, Airi
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Introductory Courses,Public Administration Education,Health Services,Problem Solving,Theories,Experiential Learning,Theory Practice Relationship,Codification,Foreign Countries

The purpose of this article is to explore why work-experienced students with up to 20 years of experience may not change their perception of professional practice when subsequently participating in practice-based learning programmes in higher education. We investigated the role of the degree of codification as operationalisation in how students choose theories to solve a practical management problem. When selecting a theory, work-experienced students may overlook the degree of codification in the theory that enables its use as an analytical tool. Previous research on novices or work-experienced students has not investigated their learning outcomes considering the features of theories students need to apply. Research findings indicate that students' understanding of theories affects their selection of theories and their problem-solving practice. This study extends previous research on work-experienced students' learning and contributes to the international discussion on why work-experienced students encounter difficulties in professional and practice-based learning in higher education.
Let&apos;s Take a Break: The Impact of Physical Activity on Academic Motivation
Author: Young-Jones, Adena
Date: 2022-00-00
Type: Journal Articles
Subjects: Physical Activities,Student Motivation,College Students,Exercise,Intervention,Relaxation Training,Lecture Method,Exercise Physiology,Student Attitudes,Academic Achievement

Physical activity is linked to increased motivation and academic performance, yet the majority of research has focused on elementary and high school children. The current investigation evaluated this dynamic in college students (N = 209) by introducing a physical activity break at the mid-point of a videoed lecture and were divided into four conditions: control (no exercise), yoga, mild exercise, and moderate exercise. Students completed a motivation survey measure before the break and at the end of the lecture, followed by a quiz. Results showed that an intervention of moderate exercise and yoga were useful in increasing motivation and energy in college students. Interestingly, however, physical activity did not result in an increased retention of material. Future research is needed in a functioning classroom to evaluate the impact of exercise on academic motivation.
An Analysis of Errors for Pre-Service Teachers in First Order Ordinary Differential Equations
Author: Makamure, Chipo
Date: 2022-00-00
Type: Journal Articles
Subjects: Error Patterns,Preservice Teachers,Misconceptions,Mathematics Instruction,Equations (Mathematics),Calculus,Problem Solving,Teaching Methods,Teacher Education Programs,Mathematics Tests,Barriers,Taxonomy,Algebra,Difficulty Level,Mathematical Concepts,Concept Formation,Foreign Countries,Secondary School Teachers

Literature has established that some learners encountered difficulties solving first order ordinary differential equations (ODEs). The use of error analysis in teaching ODEs is believed to make essential contribution towards calculus knowledge development. This paper therefore focuses on analyzing pre-service teachers' (PSTs) errors and misconceptions apropos of first order ODEs. The paper analyzed the nature of errors made in a test which was written by PSTs on the above topic. The test comprised various types of first order differential equations such as ODEs with separable variables, exact ODEs, ODEs that needed integrating factors, linear ODEs, and homogeneous ODEs. The purpose was to investigate the challenges faced by PSTs in various types of ODEs and the nature of misconceptions that they had in each particular type. This is a qualitative study that involved 63 PSTs who wrote a test on ODEs after being taught the topic for two weeks. The authors marked the work in order to ascertain the misconceptions and errors exhibited by the participants in the test. The PSTs' performance in the test was analyzed using the SOLO taxonomy and the Newman's theory mistake analysis. The study established that the topic was rather difficult for PSTs due to various reasons that included, among others, knowledge gaps in integration rules, algebraic computations and, in rare cases, differentiation, as well as misapplication of the rules of natural logarithms. This research therefore recommends that mathematics teacher educators ought to rather focus on the concept of integration and basic algebra before introducing the topic on ODEs to teachers on training.
An Adapted Self-Determination Measure and College Student First-Year Achievement
Author: Graham, Michael
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Determination,Measures (Individuals),Academic Achievement,College Freshmen,Student Motivation,Life Satisfaction,Personal Autonomy,Competence,Interpersonal Relationship

Research indicates higher feelings of self-determination promote increased student achievement. As a result, self-determination theory (SDT) may provide a unique lens to view first-year college student motivation and achievement outcomes. Results included strong positive correlations between perceived self-determination and satisfaction with life in college (N = 297; 61% variance explained) and first-year achievement (i.e., first-term GPA; 33% variance explained). ANOVAS indicated students with higher levels of self-determination had significantly higher first-term GPAs (Low SD 2.69; High SD 3.00). As a second purpose, specific curricular and professional development strategies are described to increase students' feelings of autonomy and perceived self-determination.
Are University Faculty to Blame for the Prevalence of Educational Myths? A Cross-Sectional Study of Trainee Teachers
Author: Rogers, John
Date: 2022-00-00
Type: Journal Articles
Subjects: College Faculty,Misconceptions,Preservice Teachers,Student Attitudes,Foreign Countries,Student Experience

This mixed-methods study examined the beliefs, and their origins, of trainee teachers regarding a number of myths and misconceptions about teaching and learning. Using a cross-sectional experimental design, survey data were collected from 65 pre-service teachers enrolled in a high-profile Bachelor of Education program. 18 participants then took part in semi-structured interviews. The results indicate that trainee teachers' beliefs in educational myths and misconceptions may not change over the course of a five-year evidence based teacher preparation program. Further, the qualitative results suggest that beliefs in learning myths might become further entrenched over the course of study as a result of being actively promoted by faculty throughout the program.
The Development and Validation of the Programming Anxiety Scale
Author: Yildirim, Osman Gazi
Date: 2022-04-00
Type: Journal Articles
Subjects: Anxiety,Undergraduate Students,Student Attitudes,Factor Analysis,Programming,Measures (Individuals),Factor Structure,Reliability,Validity,Correlation,Psychometrics,Self Esteem,Comparative Analysis,Foreign Countries,Item Analysis,Computer Science Education

The main goal of the current study is to develop a reliable instrument to measure programming anxiety in university students. A pool of 33 items based on extensive literature review and experts' opinions were created by researchers. The draft scale comprised three factors applied to 392 university students from two different universities in Turkey for exploratory factor analysis. The number and character of the underlying components in the scale were determined using exploratory factor analysis. After exploratory factor analysis, confirmatory factor analysis was conducted on the draft scale using a sample of 295 university students. Confirmatory factor analysis was carried out to ensure that the data fit the retrieved factor structure. The internal consistency coefficient (Cronbach's alpha) was calculated for the full scale and each dimension for reliability analysis. For convergent validity, the factor loading of the indicator, the average variance extracted, composite reliability, and maximum share variance values were calculated. Additionally, convergent validity was tested through (1) comparison of mean values of factors and total programming anxiety depending on gender and (2) correlation analysis of factors, total programming anxiety, and course grade of students. The Fornell &amp; Larcker criterion and the Heterotrait-Monotrait correlation ratio were utilized to assess discriminant validity. According to analysis results, the Programing Anxiety Scale (PAS) comprised 11 items in two factors: classmates and self-confidence. Similarly, results revealed that The PAS has good psychometric properties and can be used to assess the programming anxiety of university students.
Understanding Problem-Solving Processes of Preschool Children in CS-Unplugged Activities
Author: Çakiroglu, Ünal
Date: 2022-04-00
Type: Journal Articles
Subjects: Problem Solving,Preschool Children,Computer Science Education,Programming,Learning Activities,Student Experience

This study aims to explore the influences of the CS-unplugged activities in developing problem solving skills of preschool children. The participants were 11 children (4-5 aged) enrolled in a public preschool and Code.org activities were used as an instructional package. Activity evaluation form and interviews were used to understand children's problem solving processes. In order to determine the problem solving performances, the tasks were divided into the meaningful sub-tasks with regard to problem steps of Nance' problem solving model. The results indicated that CS-unplugged activities positively influenced students' understanding and planning performances more than doing and evaluation skills. Preschool children developmental characteristics and the nature of the problems somewhat hampered the development of their performances in doing and evaluation steps. It is hoped that the study may provide insights for the efforts on enhancing preschool children's problem solving processes.
Difficult Concepts and Practices of Computational Thinking Using Block-Based Programming
Author: Moon, Hyunchang
Date: 2022-00-00
Type: Journal Articles
Subjects: Difficulty Level,Computation,Thinking Skills,Programming,Undergraduate Students,Computer Science Education,Electronic Learning

To help novice learners overcome the obstacles of learning computational thinking (CT) through programming, it is vital to identify difficult CT components. This study aimed to determine the computational concepts and practices that learners may have difficulties acquiring and discuss how programming instructions should be designed to facilitate learning CT in online learning environments. Participants included 92 undergraduate students enrolled in an online course. Data were collected from a CT knowledge test and coding journals. Results revealed that four computational concepts (i.e., parallelism, conditionals, data, and operators) and two computational practices (i.e., testing and debugging and abstracting and modularizing) were identified as CT components that were difficult to learn. The findings of this study imply that CT instructions should offer additional instructional supports to enhance the mastery of difficult computational concepts and practices. Further research is necessary to investigate instructional approaches to successful CT learning.
An Empirical Study on the Evolution of Students&apos; Perceptions in Basic Concepts of Physics of Primary and Secondary Education in Cyprus
Author: Panagou, Dimitris
Date: 2022-00-00
Type: Journal Articles
Subjects: Physics,Elementary Secondary Education,Elementary School Students,Secondary School Students,Foreign Countries,Age Differences,Misconceptions,Scientific Concepts,Educational Attainment,Academic Achievement

In recent years, more and more systematic research has been conducted in science fields, focusing on identifying alternative ideas that the students have for essential concepts and principles of physics. This has resulted in the production of essential and valuable international bibliographic information in various science fields, including mechanics. In the present paper, we focus on physics, particularly in classical mechanics, including key concepts such as weight, energy, force, action/reaction, and work. A multiple-choice questionnaire was given to senior students of primary school, middle school, and Cyprus's high school. We analyzed the percentage of correct and incorrect responses of the three survey groups to determine whether the responses were related to the group's age or representative of statistical fluctuations. For most questions, there was a statistically significant correlation with age, as opposed to gender, which does not appear to play a role in students' correct answers. In particular, our results suggest that the alternative conceptions of students, reflecting misconceptions and preconceptions, reduce with age or equivalently with the education level. Nevertheless, there are also many questions for which such a correlation cannot be established. Our study can be used in science teaching, on the design of curricula, and teachers' professional development.
Effects of Language on Children&apos;s Understanding of Mathematics: Implications for Teacher Education
Author: Wilkerson, Trena L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Children,Language,Mathematics Instruction,Concept Formation,Comprehension,Mathematics Teachers,Preservice Teacher Education,Symbols (Mathematics),Teacher Behavior,Listening,Play,Family Influence

Teacher educators have a moral and civic obligation to examine ways in which language and mathematics are connected and supported in teaching and learning mathematics. It is essential to examine the roles and influence of family, parents, community, teachers, administration, and teacher educators as they collaborate to support learners. Their role should be considered in preparing and supporting teachers to develop curriculum, plan instruction, and implement strategies that support students' development of language in the mathematics classroom. An examination of the literature regarding the effects of language on children's understanding of mathematics was conducted around six areas: (1) impact of language on understanding and meaning making; (2) symbols, expressions and language connections; (3) effects of teachers' listening orientation; (4) language development, play and family influences; (5) implications for multilingual learners; and (6) technology and digital media. Implications for teacher education and future research are presented. We offer readers a potential framework to consider for guiding teacher educators' practices and future research efforts. In so doing, we display various connections and interplays between language and children's mathematical meaning making and understanding.
Reading in a New Age: How Do Students Read Assignment Prompts?
Author: Horne, Miriam
Date: 2022-00-00
Type: Journal Articles
Subjects: Reading Assignments,Cues,Oral Reading,College Students,Reading Processes,Protocol Analysis

This SoTL-driven study used Read Aloud Protocols (RAPs) to explore the question, how do students read assignments? Reading theory suggests that students will draw on schema in order to make sense of what they are reading. This study explored the strategies that students used to read and interpret an assignment and examined the ways that schema contributed to their understanding of the prompt. Participants in a second-year college class focused on interdisciplinary liberal arts read an assignment aloud and articulated their thought processes as they recorded themselves. Results suggest that students limit themselves to the most easily accessible schema rather than reaching for more depth from less immediate schema. This finding has bearing for faculty in how they construct their assignments and the assumptions they make about what students bring to an assignment.
Revisiting the Research-Teaching Nexus Framework: Two Case Studies Introducing Research into Program Level, Undergraduate Teaching
Author: Gretton, Sarah
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Study,College Faculty,College Instruction,Undergraduate Students,Student Research,Research Skills,Foreign Countries,Research Projects,Critical Thinking,Problem Solving

Internal and external drivers have seen institutions of higher education place increasing emphasis on the links between teaching and research in their curricula. Despite the apparent positive trend towards research-oriented undergraduate programs, there are a number of documented challenges or &quot;risks&quot; to incorporating research into teaching and learning. This paper presents an adapted four-quadrant framework that maps student progression throughout a program of study from research-briefed learning to carrying out independent research themselves. The model is illustrated by two case studies of its implementation throughout entire degree programs (Natural Sciences at the University of Leicester and Integrated Science at McMaster University).
Students&apos; Discipline Specific Perceptions of Learning Practices
Author: Kunze, Andrea
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Learning Experience,Student Attitudes,Beliefs,Educational Attitudes,Epistemology,Intellectual Disciplines,Chemistry,Humanities,Social Sciences

Students' learning experiences shape their perceptions of effective learning practices, and these perceptions affect the effort and approaches students engage in when in a learning environment. The type of learning environment students engage with may vary across disciplines, therefore students' perceptions may be domain-specific. Data for this study were students' discipline-specific perceptions of effective course structures and activities for chemistry and humanities and their general epistemic beliefs. The responses (N = 532) across three courses were grouped as either constructivist or instructivist learning approaches and then reported as a ratio. A step-wise regression was used to determine domain-specific differences in the students' responses, and the association to epistemic beliefs and perceptions of learning. Results revealed disciplinary differences in students' perceptions of learning. Understanding students' perceptions of learning have implications for students' future enrollment, effort towards learning, and approaches to learning within different courses.
Factors Obstructing English Teaching Effectiveness: Teacher Voices from Thailand&apos;s Deep South
Author: Assalihee, Muhammadafeefee
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,English (Second Language),Teacher Effectiveness,Low Achievement,Islam,Culturally Relevant Education,Classroom Environment

Administering English language teaching (ELT) in rural settings of the three southern border provinces has been challenging for both teachers and learners due to two decades of political unrest, eruptions of violence, fears, and insecurity. To enhance ELT, this study aimed to investigate factors affecting the ineffectiveness of ELT in these three educational environments and introduce a new lens of contextualized English instructions for learners in schools located in Southernmost Thailand, where learners live amid linguistic and cultural diversity. In this qualitative study, data were collected from teachers operating in two schools of each province (totaling six institutions) by semi-structured interviews and analyzed by content analysis. Findings revealed that five primary factors deteriorating English language learning efficiency in the three southern border provinces were Implementation of Broad-Spectrum ELT Policies; Insufficient Teaching Integrations with Islamization; Inadequate Awareness of the Significance of English; Inconsistencies between ELT Textbooks and the Sociolinguistic Reality of English; and Impractical Classroom Arrangement. The findings could be beneficial if they are further utilized by the Ministry of Education in establishing policies for ELT in specific contexts as well as school administrators and teachers in formulating instructional approaches, managing learning resources, and arranging classrooms based on local needs and identities. Although this study has a specific spatial scope, which is the three southern border provinces of Thailand, its findings can be adapted for a broader application as a part of the global perspective and a clue to solve language learning problems across ELT communities encountering a similar challenge.
EFL University Teachers&apos; Beliefs about Learner Autonomy and the Effect of Online Learning Experience
Author: Alwasidi, Amal
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Language Teachers,Second Language Instruction,College Faculty,Teacher Attitudes,Personal Autonomy,Electronic Learning,Foreign Countries,Teaching Experience,COVID-19,Pandemics,College Students,Educational Environment

Learner autonomy (LA) has always been viewed as an essential component of successful language learning. It is one of the factors that contributes to creating a learning community in which learners are capable of developing their knowledge and skills. Since it plays an essential role in language learning process, it can be reflected in both students' and teachers' beliefs as well as practices. Despite its importance, EFL teachers' perceptions are insufficiently explored in the Saudi context. To address this gap, this study deals with teachers' own reflection on how they perceive learner autonomy in Saudi universities and what they do to make their students autonomous learners. It also explores their views about the effect of the online teaching experience during COVID-19 pandemic on LA. To do this, a questionnaire designed by Borg and Al-Busaidi (2012) was used in addition to semi-structured interviews to explore in more detail the teachers' perceptions of LA. The analysis of quantitative and qualitative data showed that teachers hold a variety of perceptions of LA and have highly positive attitudes towards enhancing it. They also believe that it is theoretically desirable to promote LA among EFL students; yet, it is partially attainable in the practical ground. Additionally, the experience of online learning during the COVID-19 pandemic and the shift from face-to-face setting have created more opportunities for more practices of LA. Teachers' role cannot be disregarded since they create adequate opportunities for LA development. Although a number of obstacles that would hinder LA can be identified, some solutions can be of great appeal in encouraging LA in EFL contexts.