ethanporcaro/eric-fulltext-meta huggingface dataset:
The Difficulty Index of Biology Topics in Indonesian Senior High School: Biology Undergraduate Students&apos; Perspectives
Author: Fauzi, Ahmad
Date: 2021-07-00
Type: Journal Articles
Subjects: Difficulty Level,Biology,Genetics,Scientific Concepts,Secondary School Science,High School Graduates,Undergraduate Students,Student Attitudes,Foreign Countries

Biology is a subject that contains of many difficult concepts to study. This study aimed to identify Biology topics taught in Senior High School (SHS) which were considered as difficult materials by undergraduate students. The data were gathered by means of a web-based survey from 198 Biology students of 25 universities and 51 Biology education students of nine universities in Indonesia. The biology students graduated from SHSs in 97 regions/municipality, while the biology education students were graduated from 34 regions/municipality. The data were analyzed using two formulas: (1) Biology Difficulty Index (BDI) to determine the difficulty index of Biology subject, and (2) Topic Difficulty Index (TDI) to examine the difficulty index of each Biology topics. The results showed that the highest value of TDI was Genetics. There was no significant difference of BDI between Biology students and Biology education students. The lower of the students' BDI, the higher the level of their interest in Biology subject. The primary cause of difficulty encountered by the students in studying various topics of Biology was the complicated characteristics of the materials. The findings of this study can be followed up by designing diagnostic tests and instructional designs in biology topics which consider students' difficulty.
The Implementation of Mini-Research Project to Train Undergraduate Students&apos; Scientific Writing and Communication Skills
Author: Haryono, Agus
Date: 2021-07-00
Type: Journal Articles
Subjects: Curriculum Implementation,Student Research,Research Projects,Undergraduate Students,Content Area Writing,Communication Skills,Foreign Countries,Instructional Effectiveness,Active Learning,Student Projects

Scientific writing and communication skills of undergraduate students in the Biology Education Program of University of Palangka Raya need to be improved. The purpose of this research was to implement mini-research in animal ecology field practice to train undergraduate students' scientific writing and communication skills. This descriptive quantitative research used action-research method with two cycles in which each cycle consisted of four stages i.e., (1) plan; (2) take action; (3) collect and analyze evidences; and (4) reflect. The data gained were analyzed descriptively and quantitatively. The results showed that the gain score of students' scientific writing skills based on mini-research assessment was 0.6 (moderate category). Moreover, students' communication skills showed an improvement from cycle 1 to cycle 2 which was assessed during the presentation session. All the findings in this study indicate that the implementation of the mini-research project in the field practice of the animal ecology course helps students to develop scientific writing and communication skills.
The Learning Continuum of Anatomical and Physiological Aspects Based on the Difficulty Levels
Author: Listiani, Hanida
Date: 2021-07-00
Type: Journal Articles
Subjects: Anatomy,Physiology,Biology,Secondary School Science,Cytology,Science Teachers,Junior High School Teachers,High School Teachers,Teacher Attitudes,Difficulty Level,Scientific Concepts,Learning Processes,Cognitive Development,Foreign Countries

Determining the level of difficulty and student development is important in the learning continuum, especially the anatomical and physiological aspects. This study aimed to collect teachers' opinions about the learning continuum of anatomical and physiological aspects based on its difficulty level. This survey research was conducted in the cities of Bantul and Yogyakarta using a questionnaire. The selection of respondents through convenience sampling, totaling 111 teachers consisting of 68 junior high school science teachers and 43 junior high school biology teachers. The data were analyzed using descriptive statistics to determine the mode of teachers' opinions. The results of this study indicate that the learning continuum in grade X of senior high school based on difficulty level in anatomical and physiological aspects, especially multicellular and unicellular concept has not yet been formed, with the difficulty at level 4. Therefore it is necessary to the provision of subject matter is sorted from easy to difficult and adjusted to the level of development of students at each level.
Investigating Perceptions and Skills of Gifted Students in STEM Education
Author: Kulegel, Selin
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Academically Gifted,Middle School Students,Grade 5,Grade 6,Preadolescents,Skill Development,Science Process Skills,Inquiry,STEM Education,Self Evaluation (Individuals),Thinking Skills,Career Choice,Science Activities,Foreign Countries

Science, Technology, Engineering and Mathematics (STEM) provides a noteworthy conceptual lens for many countries when it comes to labor recruitment. For many countries, providing opportunities for gifted students at school and quality STEM education should be included. A limited number of qualitative study has focused in-depth on the skills and perceptions of gifted students in STEM education. Therefore, this article aims to explore gifted students' perceptions and skills by applying STEM education. The study was conducted with 17 middle school gifted students. It includes data collection, a series of interviews, student diaries focusing on the STEM experiences of gifted children, and a self-assessment form that allows students to evaluate themselves in activities. As a result, it was concluded that STEM education practices are important in discovering the perceptions and skills of gifted students, and that students improve their scientific inquiry, argumentation, technological inquiry, and creative thinking skills, and enable career choice to them. In addition, it seems that STEM activities need more work with gifted students.
COVID-19: Ensuring Continuity of Learning during Scholastic Disruption in Tertiary Institutions in Nigeria
Author: Olawunmi, Kunle
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Electronic Learning,School Closing,Out of School Youth,Barriers,Access to Education,Internet,Radio,Postsecondary Education,Technology Integration,Developing Nations,Cost Effectiveness,Foreign Countries

Issues concerning learning during educational disruption due to the Covid-19 pandemic have been the subject of many excellent journalistic accounts, but there has not been much scholarly output addressing the experience. The need to maintain social distance poses a significant challenge to the international communities particularly between populations, educators and students. Though elicited by COVID-19 pandemic, the focal point of this challenge remains how to offer learning opportunities to students while stakeholders make efforts to contain an awfully virulent pandemic. In Europe and elsewhere, technology has helped with distance learning; assisting individuals on the margins of society and those in formal economy to achieve learning objectives despite a compulsory social distance regime. In other areas of the world such as Africa, correlation between technology and affordability has become a new frontier for continuing education. Encumbrances brought about by COVID-19 have deeply subverted education, state security, sociopolitical stability and economic development, which in turn create or preserve untoward anomaly. In this light, Africa has become the ground zero of disorientation where disorganized criminal groups fester due to poor education and fewer opportunities. The article examines the effect of COVID-19 in the continuing tertiary education relations and concludes that while blended learning is conceivable in Nigeria, rural schools might not benefit from the programme due to truncated development in communication and low level of technology. The use of affordable Internet Radio is thus, recommended for Nigeria.
Development of Learning by E-Learning System: A Case of Mahamakut Buddhist University, Mahavajiralongkorn Rajaviyalaya Campus
Author: Uttamadhammo, Phramaha Paijit
Date: 2021-00-00
Type: Journal Articles
Subjects: Buddhism,Universities,Integrated Learning Systems,Action Research,Participatory Research,Educational Planning,College Faculty,College Students,Metacognition,Program Evaluation,Educational Improvement,Educational Change,Campuses,Teaching Methods,Online Courses,Comparative Analysis,Electronic Learning,Foreign Countries

This research aimed to develop learning by e-learning system in Mahamakut Buddhist University, Mahavajiralongkorn Rajaviyalaya Campus. The method used in this study was Participatory Action Research that consisted of two cycles of planning, practice, observation, and reflection during two semesters in the academic year 2020. Twenty-one teachers and forty students were voluntarily involved with the desired development and participated in this research. The three expectations from the development outcomes were: 1) the improvement under the identified indicators, 2) the researcher, the research participants, and the campus learned from practice, and 3) knowledge gained from practice will benefit continuous improvement in the future. The research findings illustrated three following aspects. Firstly, in both Cycles 1 and 2, the means of post-practice evaluations were higher than the means of pre-practice evaluations in the following programs; e-learning system development, meditation practice learning development, and teacher's skill enhancement for creating online media. Secondly, the researcher, the research participants, and the campus learned the following common aspects: an awareness of the importance of participation, being an all-the-time learner, and transcribing lessons from practice which was previously often neglected. Finally, the knowledge gained correlates with Kurt Lewin's Force-Field Analysis which consists of the following concepts: 1) Expected change, 2) Driving factors for change, 3) Resistance to change and 4) Overcoming resistance. Each component defines a set of thoughts and beliefs that Mahamakut Buddhist University, Mahavajiralongkorn Rajaviyalaya Campus, will implement as a basis for reviewing and strengthening an additional set of ideas and beliefs.
The Effect of Assimilating Learning Management Systems on Parent Involvement in Education
Author: Yavich, Roman
Date: 2021-00-00
Type: Journal Articles
Subjects: Integrated Learning Systems,Parent Participation,Parent Teacher Cooperation,Technology Integration,Distance Education,COVID-19,Pandemics,Children,Adolescents,Elementary School Students,Junior High School Students,High School Students,Correlation,Electronic Learning,Foreign Countries

In recent years a new culture of online interactivity and pedagogic management through learning management systems has been gradually acquiring force, in addition to the traditional culture of face-to-face interactions as well as use of other media. Although much research work has been done in recent years on the significance of parent involvement in the educational process, no thorough research has been conducted on the effect of exposure to learning management systems that offer students and their parents maximal transparency of the educational environment, including the level of communication between the student's parents and the teaching staff and their level of involvement in the educational process, particularly in the current period during the outbreak of the coronavirus crisis that has forced the educational system and other routine systems to switch to an online sphere against their will. The current work examined the effect of assimilating an online learning management system, the Mashov system (a Hebrew acronym for immediacy, transparency, and monitoring) on parent involvement in their children's educational process. The significance of the research topic is particularly evident in these uncertain times, when the traditional learning environment is being compelled to make way for distance learning due to the outbreak of the coronavirus crisis, assisted by learning management systems and primarily the Mashov system. Therefore, there is room to enhance research in this field throughout the crisis and, once it is over, in further valuable studies.
Timeless Principles for Effective Teaching and Learning: A Modern Application of Historical Principles and Guidelines
Author: Kelley, R. Mark
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Principles,Likert Scales,Online Surveys,Guidelines,Teacher Effectiveness,College Faculty,Preservice Teachers

The purpose of this study is twofold: (a) to assess the perceived relevance of the Seven Timeless Principles and guidelines posited by Gregory (1886) for current educators and educators-in-training and (b) to develop and pilot test the instrument needed to accomplish the former. The &quot;Rules for Teachers&quot; Gregory attributes to each of these laws were used as guidelines to develop an assessment instrument. Eighty-four educators and future educators across three universities participated in an online survey using a 4-point Likert scale to evaluate the consistency of Gregory's guidelines with modern best-teaching practices. Responses were framed within the Timeless Principles, providing a measure of pedagogical universality. Total mean scores for all principles and guidelines were greater than 3.0, suggesting that Gregory had indeed identified foundational principles of teaching and learning that maintain relevance across academic disciplines and in a variety of settings in which learning occurs.
Modeling the Relations among Argumentativeness, Epistemological Beliefs and Self-Regulation Skills
Author: Demirbag, Mehmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Persuasive Discourse,Epistemology,Beliefs,Self Management,Preservice Teachers,Undergraduate Students,Science Education,Scientific Principles,Thinking Skills,Skill Development,Metacognition,Public Colleges,Foreign Countries

This study was conducted to examine the structural relationships among pre-service science teachers' scientific epistemological beliefs, self-regulation skills, and their disposition towards participating in argumentation. For this purpose, structural equation modeling (SEM) was applied in the study in which 229 pre-service science teachers participated. According to the results, development dimension of epistemological belief predicted argument approach positively, while source and certainty dimensions predicted argument avoidance negatively. All dimensions of epistemological beliefs, except for the certainty dimension, predicted self-regulation skills positively. When the relationship between self-regulation skills and argumentativeness was examined, it was revealed that pre-service science teachers' self-regulation skills such as asking questions and goal setting positively predicted participation in argumentation. According to the findings, it can be concluded that demonstrating the relationship between self-regulation and argumentativeness would make a significant contribution to the literature.
Investigation of Counting Skills of Pre-School Children
Author: Kesicioglu, Oguz Serdar
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Children,Preschool Education,Computation,Kindergarten,Mathematics Skills,Mathematics Education,Number Concepts,Numeracy,Foreign Countries

The research aims at examining the counting skills of children in the preschool period. For this purpose, this study has been planned according to the &quot;survey model&quot;. The study group of the research is comprised of 108 children with ages between 60th-72nd months, who attend kindergartens. The &quot;Counting Skills Test&quot; has been used, which has been developed by the researcher as a data gathering tool. The research concluded that the preschool children possessed good levels in the skills of &quot;rhythmic counting, stable order, counting the next number, abstraction, cardinal number and recognizing numbers&quot; and that they had no problems therewith.
Nomenclature of Cyclic and Aromatic Hydrocarbons by Educational Games: OrgChemGame
Author: Çelikler, Dilek
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Games,Teaching Methods,Student Attitudes,Organic Chemistry,College Science,College Students,Foreign Countries,Manipulative Materials,Science Instruction,Game Based Learning,Scientific Concepts,Concept Formation

Educational games can be used as an effective means of transferring knowledge in a fun way to complement education and training. The aim of the study was to develop a game and get students' opinions on the game that can be played in Organic Chemistry courses in order to teach the names of commonly used organic compounds with cyclic and aromatic structure. The game, which is called OrgChemGame can be played with at least 3 individuals, one of whom is the referee. The game set includes 48 pcs of 3 cm diameter styrofoam balls with structural formulas of organic compounds identified. OrgChemGame was played by 20 students taking the organic chemistry lecture and studying in the 2nd grade of the Science Education program at a state university in Turkey. The opinions of the students about the game were taken with the opinion form prepared by the researchers. As a result of the research, it was determined that the sizes and colors of the balls and cubes used in the game were appropriate, and the texts used were readable. As a result, OrgChemGame has been designed as an educational game having a purpose and rules. It aims to acquire target behaviors and appropriate to the level of the students, allowing the students to learn with fun, and having sufficient duration and comprehensibility.
Rubric for Experiential Training
Author: Gencel, Ilke Evin
Date: 2021-00-00
Type: Journal Articles
Subjects: Experiential Learning,Scoring Rubrics,Foreign Countries,Training,Learning Theories,Teacher Role,School Space,Evaluation Criteria

The aim of this study was to develop a rubric as a measurement tool for experiential educators and with this purpose, we investigated a group of the participants on it. Assessing whether the experiential training process follows all four steps of the experiential learning cycle and determining correct or incorrect applications of the experiential learning theory will be functional to improve the quality of the implementation of the theory. The Rubric for Experiential Training has two main components. One of these components is the concept of Learning Spaces and the other is the concept of Educator Role Profiles. A phenomenological research design was chosen for this study to investigate the experiences of participants with the rubric. The participants of the study were 8 volunteers who took part in a training of trainers at the Experiential Training Center in Istanbul, Turkey. Data of the study was obtained through a focus group interview and analyzed through content analysis and interpreted holistically. According to the views of participants, The Rubric for Experiential Training has important functions such as increasing the level of awareness of planning and implementation processes of experiential training and enabling to receive feedback on the quality of the implementations.
Teacher Candidates&apos; Evaluation of the Emergency Remote Teaching Practices in Turkey during COVID-19 Pandemic
Author: Taskaya, Serdarhan Musa
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,Student Attitudes,Distance Education,COVID-19,Pandemics,Elementary School Teachers,Assignments,Teacher Student Relationship,Interpersonal Communication,Internet,Access to Computers,Barriers,Student Satisfaction

In this study, evaluation of an emergency distance learning model (remote teaching of emergency) is intended to be evaluated according based on the opinions of the in experiences of primary school teacher candidates. The study, designed in a holistic (mixed) model, was conducted at a state university in Turkey. The study group consisted of 152 primary school teacher candidates. The quantitative data collected through the questionnaire developed by the researcher were analyzed with percentage and frequency, and qualitative data were analyzed by descriptive analysis. At the end of the study, it was found that primary school teacher candidates encountered many problems in distance education, the most important of which are the high number of assignments, the insufficient communication with the instructors, the lack of live lessons, the lack of internet connection and computers, and the problems in the distance education system of the university. It was determined that the participants were generally not satisfied with the distance education they received during this period. Based on these results, it was suggested that the assignment should be given less, the consultancy service should be done at a sufficient level, the support for the students with internet and computer problems, and conducting live lessons were suggested.
The Relationship between Perceived Parental Rejection and Dating Anxiety: The Mediating Role of Interpersonal Cognitive Distortions
Author: Epli, Hatice
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,State Universities,Student Attitudes,Parent Child Relationship,Rejection (Psychology),Anxiety,Dating (Social),Mothers,Self Concept,Psychological Patterns,Gender Differences,Affective Behavior,Path Analysis,Interpersonal Relationship,Measures (Individuals),College Students,Role,Foreign Countries

The aim of this study was to examine the mediating role of interpersonal cognitive distortions between perceived parental rejection and dating anxiety in emerging adults. The study also examined whether gender and grade level also differ in terms of dating anxiety. Participants were 574 (334 women, 240 men) university students studying in a state university in Turkey who were reached with stratified sampling method. The data were collected with Adult Parental Acceptance-Rejection Questionnaire-Short Form, Dating Anxiety Scale and Interpersonal Cognitive Distortions Scale. The results of the study showed positive correlations between perceived parental rejection and dating anxiety and interpersonal cognitive distortions. According to the path analysis results, interpersonal cognitive distortions were partial mediator in relationship between perceived maternal rejection and dating anxiety. However, it was found that paternal rejection had a direct effect on dating anxiety, and cognitive distortions did not have a mediating role on this relationship. It was found that dating anxiety did not differ significantly in terms of gender, while it differed in terms of grade level. Warmth and acceptance centred parent-child relationship can be considered as a protective factor that can increase the dating anxiety by increasing the cognitive distortions.