ethanporcaro/eric-fulltext-meta huggingface dataset:
Higher Education in the First Year of COVID-19: Thoughts and Perspectives for the Future
Author: Cesco, Stefano
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Higher Education,School Closing,Online Courses,Educational Technology,Electronic Learning,Internet,Computers,Computer Software,Teaching Methods,Student Diversity,Inclusion,Foreign Countries

In the last year a new virus (SARS-CoV-2) and the disease caused by it (COVID-19) has quickly spread around the world, leading the World Health Organization to declare a public health emergency and, then, a global pandemic status. The strategies adopted by many countries to reduce the impact of the pandemic were mainly based on social distancing rules and on stay-at-home measures or lockdowns. These strategies had severe disruptive consequences on many sectors, including all levels of education. While the &quot;traditional&quot; (face-to-face) Higher Education (HE) system was unprepared for the lockdown (e.g., no plans for a massive shift to online teaching were available/ready), it reacted in an extremely quick and effective way, replacing face-to-face teaching with online teaching. While COVID-19 has been extremely challenging for education, the experience has undoubtedly provided positive inputs for the digitalization of the HE system. The question is however, if whether after the COVID-19 emergency everything will go back to the previous situation or instead if the pandemic has irreversibly changed HE. While we are still in the middle of the crisis, it is in our view beneficial to start to reflect on the challenges and open issues that emerged during this period and the lessons learned for the &quot;new normal&quot; (as it is often referred to). In this conceptual paper we seek to start this discussion by focusing on the following relevant aspects that should be considered to succeed in the digital transformation: broadband network infrastructure and hardware devices; e-learning software; organization of teaching activities; pedagogical issues; diversity and inclusivity; and a number of other issues. We conclude that the COVID-19 pandemic will irreversibly change HE and probably for the better.
The Currency of Studenthood: Behavioral Economics in the Higher Education Classroom
Author: Barton, Alison L.
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,Student Behavior,Student Motivation,Student Participation,Heuristics,Grading,Student Evaluation,Time Factors (Learning)

Students may not always be intrinsically motivated to complete learning activities in our courses. For these instances, we suggest taking advantage of heuristics, discovered through behavioral economics research, as one way to nudge students toward task completion. To date, most educational applications of behavioral economics' heuristics use grades or points as the &quot;currency.&quot; We propose that time and effort may be additional currencies to employ when making use of the heuristics of loss aversion, goal framing, attribute framing, and anchoring. However, educational research first needs to be conducted to determine if using heuristics with these currencies is effective.
Effects of Test Anxiety, Distance Education on General Anxiety and Life Satisfaction of University Students
Author: Rehab, Tahoon
Date: 2021-04-00
Type: Journal Articles
Subjects: Test Anxiety,Distance Education,Anxiety,Life Satisfaction,College Students,Correlation,Student Attitudes,Personal Autonomy,Interaction,Authentic Learning,Active Learning,COVID-19,Pandemics,School Closing,Online Courses,Foreign Countries,Relevance (Education)

The objective of this study was to investigate the effects of test anxiety and dimensions of distance education on general anxiety and life satisfaction of university students. A total of 426 university students voluntarily asked to respond on online scales of test anxiety, distance education, general anxiety, and life satisfaction. The results revealed a strong direct positive path from test anxiety to the general anxiety (B=0.35) (p&lt;.001). Also, test anxiety negatively influenced the students' life satisfaction with either a direct or indirect way. Furthermore, the general anxiety negatively affected the student's life satisfaction. Likely, Student autonomy directly and negatively affected the general anxiety. Moreover, student interaction, authentic learning, and active learning directly and positively affected the life satisfaction of the students. Student autonomy directly depressed the general anxiety which indirectly improved the students' life satisfaction. Likely, student interaction, authentic learning, and active learning directly improved the students' life satisfaction. Further researches required to be conducted in this research area.
Examination of Teacher Candidates&apos; Learning Responsibility
Author: Altin, Mehmet
Date: 2021-04-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Responsibility,Learning Motivation,Goal Orientation,College Seniors,Public Colleges,Test Preparation,Licensing Examinations (Professions),Academic Achievement,Student Journals,Public Schools,Foreign Countries

This study aims to examine teacher candidates' learning responsibility through goal-setting activities carried out on a weekly basis. The research employed case study method, one of the qualitative research methods. The study group consisted of 36 fourth-year teacher candidates studying at a state university in the spring semester of the 2018-2019 academic year. The data were collected through diaries prepared by the researcher and kept by the participants for 12 weeks. The data were analyzed using the descriptive analysis technique and quantified with frequency distributions and percentage values. The study concludes that setting goals increases teacher candidates' learning responsibility and that Public Personnel Selection Exam (PPSE) and academic achievement concern cause teacher candidates to focus more on cognitive goals rather than other types of goals.
Investigative Activity in Pre-Primary Technology Education--The Power Creatures Project
Author: Rönkkö, Marja-Leena
Date: 2021-02-00
Type: Journal Articles
Subjects: Preschool Children,Technology Education,Preschool Education,Investigations,Learning Activities,Active Learning,Inquiry,Creative Activities,Design,Electronics,Electronic Equipment,Play,Transfer of Training,STEM Education,Art Education,Kindergarten,Foreign Countries

The present study explored pre-primary students' investigative activity during a longitudinal, integrative technology education project: the Power Creatures project. Investigative activity refers to the way young children act in a learning context that combines inquiry-based activities with creative hands-on activities, such as designing and crafting. Nineteen pre-primary students (aged five to six years) and two teachers participated in the case study. The main data set consisted of six video-recorded small-group sessions in which the children experimented with electronics and designed and made felted creatures containing soft circuits. The data were analysed using a theory-based, deductive content analysis. The results indicate that playful, investigative activities support pre-primary students' learning of everyday technologies and that children can transfer their understanding of the technological process from one situation to another. This process requires careful pedagogical planning and scaffolding that maintains the longitudinal process and adapts to its established and evolving goals.
Long-Term Use of ePortfolios in Craft Education among Elementary School Students: Reflecting the Level and Type of Craft Learning Activities
Author: Saarinen, Auli
Date: 2021-02-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Portfolios (Background Materials),Educational Technology,Longitudinal Studies,Handicrafts,Design,Learning Processes,Metacognition,Taxonomy

This paper analyses the longitudinal use of electronic portfolios (hereafter ePortfolios) in craft studies across six years (2013-18). Eight comprehensive school students participated in the study, tracing their craft process activities via photos, narratives, and tapings from the third to the ninth grade. The data involved self-assessment by the learners; peers and teachers were included in the textual content. The data also contained interviews, which were carried out in late spring 2019. The interview focused on students' conceptions of the ePortfolio method and the central elements in constructing it and, finally, improvements of the ePortfolio method. The ePortfolio data was analysed by applying Anderson and Krathwohl's taxonomy for learning, teaching, and assessing. The results revealed that students' knowledge types transformed throughout those years, from versatile to more limited area and students' cognitive process levels, from concrete to more abstract. The interview data supported these interpretations. The interviewees described the changes in their focus when tracing their learning processes; they considered visual and textual content, communication, and metacognitive knowledge as essential elements of ePortfolios. Suggested improvements of the ePortfolio addressed technical issues, platform demands, and practical functionalities.
Education and Career Skills Acquired during a Design Internship
Author: Bender, Diane
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Interior Design,Internship Programs,Job Skills,Skill Development,Experiential Learning,Employment Potential,Soft Skills,Student Satisfaction

Student internships are valued as solid indicators of future employability, which often result in the acquisition of additional education and career skills. This study describes the perceptions of interior design students after completing a summer internship with a design firm. Utilizing a case study approach, the study data were collected through a survey instrument which gauged students' perceptions of their internship experience, particularly compensation, learning, and satisfaction. They were also asked how beneficial this experiential learning activity was in gaining technical, professional, and communication skills. The results reveal that skills related to employability were perceived as most beneficial and that financial compensation had a weak relationship with overall internship satisfaction. Students believed they learned important hard and soft skills from their internship, regardless of their pay rate. Degree programs with an internship requirement can help their students be better prepared for successful employment upon graduation.
Meeting the Challenges of STEM Education in K-12 Education through Design Thinking
Author: Öztürk, Ahsen
Date: 2021-02-00
Type: Journal Articles
Subjects: STEM Education,Elementary Secondary Education,Design,Thinking Skills,Foreign Countries,Teacher Collaboration,Teaching Methods,Teacher Attitudes,Administrator Attitudes,Faculty Development

This paper explores the ways in which the design thinking (DT) approach can be utilized in addressing the challenges of STEM education in K-12 education. The study is based on an extensive literature review about STEM education and the DT approach, and exploratory research conducted to understand the challenges and needs of STEM education in Turkey. The findings from the exploratory research indicate that STEM education in Turkey has significant challenges: The teachers have difficulties in integrating diverse disciplines and technologies into their STEM activities; the training programs for teachers and the general education for students encourage a result-oriented mindset rather than a process-oriented approach; and the teachers have difficulties in following the problem-solving process based on the engineering design approach. Furthermore, collaboration among teachers for developing and implementing STEM activities needs to be addressed as an important issue in terms of scheduling. Additionally, there is a need to develop STEM activities appropriate to the educational level of students. Equipping teachers with skills and knowledge appropriate to their new roles as guides and mentors should also be considered as a significant issue concerning the implementation of STEM activities. The study concludes that the DT approach as an interdisciplinary, collaborative, and human-centered problem-solving process can support STEM education and resolve the stated challenges. This study also suggests that there is a need to develop a customized DT approach for teachers, non-designers, so that they can easily apply their expertise to STEM education.
Move, Think, Learn: Incorporating Physical Activity into the College Classroom
Author: Nicksic, Hildi
Date: 2020-00-00
Type: Journal Articles
Subjects: College Instruction,College Students,Physical Activities,Teaching Methods,College Faculty,Learning Activities,Preservice Teacher Education,Kinesiology,Health Education,Statistics,Measurement

Robust evidence links physical activity to positive cognitive and academic performance outcomes, and engaging students in movement within the classroom has the potential to benefit learners at every age. Offering college students an opportunity to be active in the classroom can enhance learner engagement, promote critical thinking, and increase content understanding and retention. Designed to bridge the gap between research and practice, this article shares specific strategies for movement integration at the college level. These strategies have been used successfully across content areas and class formats and can be modified to match student need and classroom environment. Increasing awareness of active pedagogy among educators has the potential to positively impact adoption and implementation of the practice with the ultimate goal of influencing students' learning experiences and academic success. The purpose of this article is to provide college instructors with practical examples to incorporate movement into the college classroom.
The Influence of Gender, Age, Sport Participation and Family Wealth on Adolescents&apos; Self-Worth and Out-of-School Physical Activity
Author: Lazaridi, Alexandros
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,Age Differences,Athletics,Participation,Family Income,Self Esteem,Physical Activity Level,Adolescents,Youth Programs,Middle School Students

The purpose of the present study was to examine the extent to which social factors such as gender, age, organized sport participation and family wealth, influence adolescents' global self-worth and out-of-school physical activity (PA). Seven hundred twenty-one Greek students (346 boys and 375 girls), aged 14 to 16 years old (Mage = 14.97 ± 0.82 years), voluntarily participated in the present study. Participants completed online questionnaires measuring demographics (gender, age), organized participation in sport clubs, family wealth, global self-worth and out-of-school PA. Results revealed significant differences in adolescents' self-worth due to age and family wealth, but not due to gender and organized sport participation. Similarly, there were significant differences in out-of-school PA due to gender, age, organized sport participation and family wealth. Age and family wealth were significant predictors of global self-worth, while age and gender were significant predictors of the out-of-school PA. No significant differences emerged in global self-worth between adolescents who reported being more active and those who were less active. These findings are partially in line with previous studies in the area of sport and exercise.
Spatial Cognitive Processes Involved in Electronic Circuit Interpretation and Translation: Their Use as Powerful Pedagogical Tools within an Education Scenario
Author: Pule, Sarah
Date: 2021-02-00
Type: Journal Articles
Subjects: Spatial Ability,Cognitive Processes,Electronic Equipment,Engineering Education,Visual Aids,Teaching Methods,Intelligent Tutoring Systems,Design,Affordances

While there is much research concerning the interpretation of diagrams such as geographical maps and networks for information systems, there is very little on the diagrams involved in electrical and electronic engineering. Such research is important not only because it supports arguments made for other types of diagrams but also because it informs on the cognitive processes going on while learning electrical and electronic engineering domains, which are generally considered difficult to teach and learn. Such insight is useful to have as a pedagogical tool for teachers. It might also benefit would be self-learners, entrepreneurs, and hobbyists in the field because it can guide self-learning practices. When cognitive practices specific to this knowledge domain are more understood, they might give rise to automated intelligent tutor systems which could be used to augment teaching and learning practices in the education of electrical and electronic engineering. This research analyses the spatial cognitive processes involved in the translation of an electronic circuit schematic diagram into an iconic representation of the same circuit. The work shows that the cognitive affordances of proximity and paths perceived from a circuit schematic diagram have great influence on the design of an iconic diagram, or assembly diagram, representing a topologically equivalent electronic circuit. Such cognitive affordances reflect and affect thought and can be used as powerful pedagogical tools within an educational scenario.
Prioritizing Ethics: Interdisciplinary Implementations of Principle-Based Ethics in Secondary Teacher Education
Author: Marlatt, Rick
Date: 2020-00-00
Type: Journal Articles
Subjects: Ethics,Interdisciplinary Approach,Secondary School Teachers,Teacher Education Programs,Case Studies,Teacher Educators,Preservice Teachers,Teaching Methods,Instructional Innovation,Student Attitudes,Professionalism,Intervention,Essays,Course Content,Likert Scales,Decision Making

This instructional article describes recent implementations of ethics education in a teacher education course at a large university in the Southwest United States. Using a case analysis framework in tandem with a principle-based ethics schema, a teacher educator and his research assistant designed five content interventions for their content area literacy curriculum in the hopes of helping preservice teachers position their developing pedagogies alongside a cultivation of ethical reasoning and decision making. Rooted in ethics education literature that reveals a lack of empirical data surrounding the impact of professional ethics in teacher education settings, the article explains innovative teaching methodologies while sharing samples of student work along with a review of students' reactions. Finally, questions are posed for further research in higher education regarding the implementation of ethics for future teachers.
Calculation of Minimum Speed of Projectiles under Linear Resistance Using the Geometry of the Velocity Space
Author: Pispinis, Dimitrios
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Instruction,Secondary School Science,High Schools,Physics,Scientific Concepts,Geometry,Computation,Motion,Energy,Higher Education,College Science

We look at the problem of the minimum speed of projectiles in a constant gravitational field. In the absence of resistance, the problem may be studied in the frame of a high school curriculum. One needs only Newton's laws and a minimum amount of analytic geometry to compute the orbit, which turns out to be parabolic. Furthermore, in case the projectile is launched upwards, employing the theorem of conservation of mechanical energy we conclude that the minimum speed occurs at the highest point. In the presence of resistance, the system is dissipative and hence, the previous tools are not available. We focus at the case where the resisting force is linear in speed and opposing the velocity vector. It has been detected in numerical experiments that the minimum speed, if any, occurs when the projectile is on the way down, after having achieved the maximum height. We propose a presentation of the solution to this problem using the geometry of the velocity space. As a tool, the old idea of the hodograph of motion introduced by Hamilton and Maxwell is applied. It turns out that the hodograph of motion in this case is a straight line. This fact allows us to describe the values of initial speed and launching angle that will result in an orbit with or without minimum speed. In the former case, the calculation of the value of minimum speed represents the distance of the origin to the hodograph line and is calculated by elementary manipulations. This approach in the study of physical problems, besides being elegant on its own right, helps college students feel the deep relation between physics and geometry.
Scientific Explanation of Phenomena and Concept Formation as Correlates of Students&apos; Understanding of Physics Concepts
Author: Ogundeji, Oluwatomisin Marvellous
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Instruction,Scientific Concepts,Concept Formation,Physics,Secondary School Science,Secondary School Students,Foreign Countries,Correlation,Comprehension

The significant facet of Science Education is to make Science relevant in Students' learning. This involves the ability to draw in examples from daily contexts, to begin with, the learning or to apply concepts learned into familiar everyday phenomena. The main purpose of this study was to find out the relationship between the scientific explanation of phenomena and concept formation on students' understanding of physics concepts. The study adopted a correlational research design. The sample size for this study consisted of 385 Senior Secondary 3 Physics Students for the 2015/2016 academic session in Government-owned secondary schools in Akure Education Zone of Ondo State. The findings of the study revealed among others that there exists a statistically significant positive relationship and a certain proportion of variation among students' scientific explanation of phenomena, scientific concept formation and students' understanding of physics concepts. Also, there was a statistically significant relationship between the linear combination of students' scientific explanation of phenomena and concept formation on students' understanding of physics concepts. The implication from the findings was that students' scientific explanation of phenomena and concept formation are major factors in determining students' understanding of physics concepts. The educational implications of the findings were highlighted, and recommendations were equally made. One of the recommendations is that; Physics teachers, the Authors, and Publishers of physics textbooks should take illustrations by models beyond their physical limitations to involve the application of physics concepts learned into phenomena that students observe and experience around them.
The Frequency of Electron Rotation and the Frequency of Light Emitted
Author: Chen, Jing
Date: 2019-00-00
Type: Journal Articles
Subjects: Light,Science Instruction,Mechanics (Physics),Quantum Mechanics,Energy,Scientific Concepts,Concept Formation

We calculate the frequency of matter-wave of electrons orbiting the hydrogen nucleus at the ground state. It is the same as the value of light frequency corresponding to the ground state from the Rydberg's formula. The result will stimulate students' interest to further understand the mechanisms of quantum theory.