ethanporcaro/eric-fulltext-meta huggingface dataset:
Aesthetic Inquiry in Visual Arts Education of 6th Graders within the Framework of Maxine Greene&apos;s Aesthetic View on Education: An Action Research
Author: Güvenç, Bahar Karaman
Date: 2022-00-00
Type: Journal Articles
Subjects: Aesthetics,Inquiry,Visual Arts,Art Education,Middle School Students,Grade 6,Art Appreciation,Action Research,Empathy,Perspective Taking,Active Learning,Learning Experience

This study is an aesthetic inquiry, as part of a middle school visual arts class, from the standpoint of Maxine Greene's aesthetic perspective in education. By adopting Maxine Greene's perspective, affective learning comes to the fore along with cognitive learning, and accentuates multiple realities through the imagination through the research experiences of the artist, in the process of aesthetic inquiry. In this context, a research was carried out within the scope of visual arts education course for an improvement in students' interpretation from multiple perspectives with the understanding of aesthetic inquiry. In their processes of aesthetic inquiry, students' were to examine works of art and it was tried to reveal the different realities of these works depending on their imagination. The purpose of this study is to reveal the improvement in students' interpretation processes from different perspectives through aesthetic inquiry in visual arts course. The study uses action research design, one of the qualitative research designs. It covers a 14-week course at a public middle school. Thematic analysis was used to interpret the data and the research findings were presented. According to the findings, it was determined that the students reflected that which they discerned in the course processes, the connections they established regarding their knowledge, emotions and experiences, the differences forming in their ideas and the development they saw in themselves from their personal perspectives. Students showed empathy by seeing different ideas together during the course process and provided new interpretations from multiple perspectives. Under the guiance of the teacher, the students developed self-confidence in the process, expressed themselves by asking questions about what they were curious about and explaining the reasons for their ideas, and made artistic applications. Thus, through aesthetic inquiries, it was possible to reveal the interpretations of students in which they reflect themselves from multiple perspectives, diversify their ideas and develop a clear perspective on what they can do.
Problem-Based Learning in a Theoretical Course in Civil Engineering: Students&apos; Perspectives
Author: Naveh, Gali
Date: 2022-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Civil Engineering,Higher Education,Student Attitudes,Academic Achievement,Soft Skills,College Students,Geology,Minority Group Students,Educational Strategies

More than a half century has passed since the first integration of problem-based learning (PBL) in higher education teaching. Despite the extensive investigation focused on this pedagogy, rigorous research on the impact of PBL in civil engineering is limited. Thus, this study aims to provide a thorough evaluation of students' perceptions of PBL in a civil engineering course. The course was designed based on best practices from the literature while addressing, with the intent to minimize, the inhibitors of PBL success indicated in past research. The semester-long project was focused on creating an artifact to demonstrate geological phenomena chosen by the students, to then be displayed in an exhibition. The course included formative and summative assessments of students' performance throughout the semester. Data was collected and analyzed methodically from over 150 students from two cohorts, one with a one-year post-course perspective, using a survey. The results indicate high satisfaction with several aspects of the course, including the perception of soft skill development. The analysis also showed that students from an ethnic minority group had significantly higher satisfaction and perceived benefit from the course. These findings demonstrate the possibility of turning a theoretical civil engineering course into a valuable PBL course, suggesting that PBL may promote greater equality for ethnic minority groups.
A Model for Teaching Paragraph Endings to L2 Students
Author: Thomas, Anuja M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Writing Instruction,Paragraph Composition,Text Structure,Models,Advanced Students,College Students,Second Language Learning,English (Second Language),Foreign Countries,Taxonomy,Sentences,Cues,Writing Evaluation

Paragraph structure has been identified as consisting of three distinct parts, which are the topic sentence, supporting sentences, and a paragraph ending sentence. Although topic sentences have been widely researched, similar consideration for paragraph endings has been less forthcoming. This discrepancy may be problematic as research suggests that instruction on textual endings can positively impact students' writing. With this issue in mind, the current study establishes a model for paragraph endings and discusses pedagogical and computational implications. The model stems from the categorization of the varieties of paragraph endings observed in a corpus of papers written by advanced ESL college-students in the Arabian Peninsula. We identified the varieties of paragraph endings to form a multi-dimensional model featuring the categories of 'goal,' 'type,' and 'cue.' 'Goal' refers to the function of the sentence (e.g., summarizing). 'Type' refers to whether the sentence is a claim or a support statement. 'Cue' refers to explicit language indicating the goal. The model was assessed quantitatively through interrater-reliability of expert-judge evaluations. Qualitative analysis was also incorporated to assess possible subjective differences. Quantitative analysis provided validation of the model. Specifically, even with the most conservative analysis, the findings show that 67.5% of the total assessments agreed, with 75% agreement for goal and 70% agreement for type. The subsequent qualitative analysis also broadly supported the quantitative findings. The study concludes that the validated model has viable implications for pedagogical practices and software development. Thus, the study provides a pathway that may benefit students in the writing of more effective paragraphs.
Anxiety in High School Adolescents by Gender: Friend Attachment, Ineffective Coping with Stress, and Gender in Predicting Anxiety
Author: Çelikkaleli, Öner
Date: 2022-00-00
Type: Journal Articles
Subjects: Anxiety,Likert Scales,Coping,High School Students,Vocational High Schools,Gender Differences,Attachment Behavior,Friendship,Adolescents,Predictor Variables,Foreign Countries

Background/purpose: Anxiety is one of the most common mental health problems seen in children and adolescents. Based on this general framework, the first aim of the study is to reveal the prevalence of trait anxiety among adolescents and to determine whether this prevalence differs according to their gender. The second aim is to reveal whether adolescents' ineffective coping styles with stress, friend loyalty, and gender predict trait anxiety. Materials/methods: Data were collected from a total of 531 adolescents (318 females; 213 males). State-Trait Anxiety Inventory, Coping Strategies Scale in Stress Experiences, and the Friend Attachment Scale were used as data collection tools. Results: According to the findings, 18.3% of adolescents had a low level of anxiety, 65.2% were moderate, and 16.0% had a high level of anxiety. In terms of gender, 17.6% of females had a low level of anxiety, 62.3% were moderate, and 20.1% had a high level of anxiety. For the males, 18.3% had a low level of anxiety, 69.5% were moderate, and 11.3% had a high level of anxiety. This gender-based difference was shown to be significant. Another finding showed the adolescents' trait anxiety scores to be negatively correlated with friend attachment, and positive significant relationships revealed between ineffective coping styles. These variables and gender together explain 31.0% of the trait anxiety variance. Conclusion: The findings showed the trait anxiety of female adolescents to be higher than male adolescents. In addition, attention should be paid as to whether attachment to friends and ineffective coping methods with stress are used in research and treatment processes related to trait anxiety.
Optimizing the Discussion Methods in Blended Learning to Improve Student&apos;s High Order Thinking Skills
Author: Rahmi, Ulfia
Date: 2022-00-00
Type: Journal Articles
Subjects: Discussion (Teaching Technique),Blended Learning,Thinking Skills,College Students,Computer Mediated Communication,Synchronous Communication,Foreign Countries,Instructional Effectiveness

The purpose of this study was is to analyze how the implementation of the discussion method was carried out in on and offline modes in order to improve students' high-order thinking skills in university because this skilss is necessary in this globalization era. The qualitative observation was an approach exercised in collecting the data. There are 123 Educational Technology students of Universitas Negeri Padang as a research participants in this research. The finding signifies that the repetitive synchronous and asynchronous discussion methods better improve the students' higher order thinking skills through sharing knowledge/ information, exploring and investigation, and making critical judgment synchronously and asynchronously. Consequently, it grows the students' digital literacy. The implications of this finding are to encourage the lecturers to prepare discussion scenarios, learning materials, and assessment. Flow of Blended Learning Discussion Forum is the novelty of this study. In conclusion, repetitive blended learning discussion methods scaffold them to analyze, evaluate, and create new ideas.
Teaching Design and Strength of Materials via Additive Manufacturing Project-Based Learning
Author: Ellis, Brett D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Engineering Education,Capstone Experiences,Class Activities,Active Learning,Group Activities,College Students,Curriculum Enrichment,Educational Strategies,Printing,Manufacturing Industry

Graduating approximately 150,000 engineering and engineering technology students per year, the engineering education system seeks to teach students to solve problems via analysis and design. Unfortunately, many curricula emphasize analysis at the expense of design, often relegating design activities to cornerstone and capstone design courses and leaving students ill-prepared for substantive capstone projects and post-baccalaureate practice. This work seeks to address this problem by introducing an appropriately-scaffolded design-analyze-build-test spine within an existing Mechanical Engineering Technology second-year Strength of Materials course. The 33-student cohort self-selected into 11 teams of 3 students per team to design, analyze, and additively manufacture 6-inch-long by 1-inch-maximum-width by 1-inch-maximum-height 3D-printed polylactic acid (PLA) beams weighing [less than or equal to] 45 grams. Beams were then three-point loaded during a culminating competition. The project intentionally rewarded multiple, competing objectives, including beam mass, maximum force at a 0.050-inch deflection, accuracy of analysis, and creativity. Over 29 calendar days, the project consumed approximately 1.5 in-class hours and was completed using only commonly-available university hardware, e.g., 3D printers and a load frame. Formative and summative surveys were administered to assess student task value, self-efficacy, and opinions. Results indicated that students were primarily motivated by utility and intrinsic task value. Despite 74% of the students having minimal experience with additive manufacturing, 75% of students felt their team had appropriate skills to complete the project. In addition to 84% of students stating the project reinforced their understanding of strength of materials, 95% of students stated that the project increased their understanding of open-ended design and the interconnection between material properties, materials processing, and strength of materials. This work is important in that it demonstrates a case study on how to incorporate design concepts within an engineering analysis course and that analysis and design concepts may coexist within a course.
Quality of Education Improvement in Raudhatul Athfal Based on Strategic Plan of Ministry of Religious Affairs 2015-2019
Author: Salman, Ibnu
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Quality,Educational Improvement,Foreign Countries,Early Childhood Education,Kindergarten,Islam,Preschool Education,Strategic Planning,Federal Regulation,Religious Education,Religious Schools

This article presents the regulation on &quot;Raudhatul Athfal&quot; (RA) as an early childhood educational institution equivalent to kindergarten but has special Islamic characteristics developed by the Ministry of Religious Affairs in formal education for children aged 4 (four) to 6 (six). This study used a descriptive qualitative method with the type of case study on the strategic plan of the Ministry of Religious Affairs 2015-2019. Based on the results, pre-school (&quot;Raudhatul Athfal&quot;/RA) does not get maximum attention, including the absence of Public RA. The absence of public RA is unfair and unequal for pre-school education. The strategic plan of Ministry of Religious Affairs 2015-2019 is embodied in PMA No. 14 of 2014 on the Nationalization of Madrasas. Ideally, with the nationalization of &quot;Raudhatul Athfal,&quot; the quality of education in RA will not have a good benchmark against similar institutions, namely kindergarten.
The Effectiveness of a Proposed Strategy for Teaching Geography through Artificial Intelligence Applications in Developing Secondary School Students&apos; Higher-Order Thinking Skills and Achievement
Author: Almelweth, Hosah
Date: 2022-00-00
Type: Journal Articles
Subjects: Geography Instruction,Artificial Intelligence,Secondary School Students,Thinking Skills,Academic Achievement,Females,Foreign Countries,Teaching Methods,Educational Technology,Technology Uses in Education

The study investigated the effectiveness of employing a proposed strategy for teaching geography using artificial intelligence applications in developing higher-order thinking skills and achievement among secondary school. The quasi-experimental method was used in this study. An observation card for higher-order thinking skills and an achievement test in the geography subject were used. The sample consisted of (60 female students) selected from the second year of secondary school students. The study showed significant differences at (0.05) between the mean scores of the students in the control and experimental groups on the achievement test in favor of the experimental group in the posttest. Also, differences were shown between the assessment means of the students in the control and experimental groups on the higher-order thinking skills assessment card in favor of the experimental group. The effect size came high. The study recommends the need to emphasize the expansion of the use of artificial intelligence applications in teaching geography.
An Investigation into Design Thinking Skills of Social Studies Teachers
Author: Polat, Suat
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Design,Thinking Skills,Social Studies,Teacher Characteristics,Modeling (Psychology),Gender Differences,Age Differences,Work Experience,Institutional Characteristics,Technology Uses in Education

The aim of design thinking approach is to provide students with skills that they can use in daily life. In this context, it can be said that design thinking is an approach that can be used in the teaching of social studies course, which aims to provide students with knowledge and skills related to daily life. Equipping students with design thinking skills in social studies course is possible if social studies teachers have design thinking skills. This study aimed to investigate social studies teachers' levels of design thinking skills and collect their views on reflecting their design thinking skills on their daily lives. Explanatory sequential design, one of the mixed method research methods, was used in the study. A total of 256 social studies teachers from different regions of Turkey and with different qualifications participated in the study. There are two groups of participants in the study. Maximum variation sampling method was used for collecting quantitative data, and the criterion sampling method was used for collecting qualitative data. The statistical data of the study were collected with the design thinking scale in teaching, and the qualitative data were collected with a semi-structured interview form developed by the researchers. To analyze the data, t-test for independent samples, one-way ANOVA, and descriptive analysis techniques were used. It was concluded that the levels of design thinking skills of social studies teachers were high. On the other hand, it was determined that the design thinking skill levels of social studies teachers did not differ in terms of gender, age, region of employment, work experience, type of institution, and use of technology level. In addition, it was investigated that most social studies teachers reflect the relationship, process, ethics, and individual-oriented skills related to design thinking skills on their daily lives. Various suggestions were made to the researchers, the Ministry of National Education, and the Higher Education Institution based on the findings of the study.
Teachers&apos; Perspectives on Teaching and Learning during the Pandemic in the United States
Author: Burgin, Ximena D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,COVID-19,Pandemics,Educational Change,Web Based Instruction,Distance Education,Family School Relationship,Barriers,Adjustment (to Environment),Student Needs,School Support,Teacher Expectations of Students,Outcomes of Education,Parent Participation,Family Involvement,Learner Engagement,Teaching Experience,Elementary Secondary Education,School Administration

Background/purpose: As COVID-19 spread around the globe, learning was greatly impacted, with teachers having to pivot to remote delivery. This study documented teachers' perceptions on the transition to online teaching and learning. Materials/methods: The phenomenological approach was used to gather and analyze responses to open-ended survey questions that solicited teachers' reflections on the benefits and challenges of instructing online, the quality of interactions with families, and the support provided by the leadership in school districts. Results: Two themes emerged from the data, teachers' challenges adjusting to new circumstances, and the complexities of meeting students' needs remotely while maintaining high academic expectations in pedagogy, instructional content, student outcomes and engagement, and parental involvement. Conclusion: Student engagement during remote learning indicate the need for educators and technology designers to begin to consider the future of learning in online formats among younger children.
A Psychometric Analysis of the Kindness Scales
Author: Çevik, Özlem
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Attitude Measures,Psychometrics,Test Construction,Factor Structure,Factor Analysis,Test Reliability,Correlation,Scores

In the study conducted for psychometric analysis of kindness scales, teachers working in the central districts of Van, Ipekyolu, Tusba and Edremit constituted the universe of the study. The study group of the research consisted of 395 teachers, who were chosen by random sampling method from the universe of this study and who participated in the study voluntarily. To identify the factor structure of the Kindness Scale, after testing the appropriateness of the data analysis (KMO value of 0.828), the principal component analysis values were used for the factor structure of the scales. For the reliability values, the analysis values of McDonald's [Omega] reliability coefficient was used. Accordingly, the Perception of Kindness Scale (PKS) consists of 6 items; the Fear of Kindness Scale (FKS) consists of 7 items; The Kindness towards Oneself Scale (KTOS) consists of 6 items and the Kindness to Others Scale (KOS) consists of 5 items; the variance values explained by the scales were calculated as 54.661%; 62,981: 58,719 and 58,866 respectively. The McDonald's [omega] values for the sub-dimensions were also observed to be 0.648 for the PKS; 0.816 for the FKS; 0.751 for the SKS and 0.648 for the KOS. In the psychometric evaluation of the Kindness Scale, correlation analysis was applied to obtain the correlation value between the total scores of the Kindness Scales, the Childhood Trauma Questionnaire, and the Tolerance Scale total scores.
The Effectiveness of a Vocational Guidance Program to Improve Vocational Awareness toward Handicrafts and Their Impact on the Attitude toward Life among Female Breadwinners in Charitable Associations in Najran
Author: Alghamdi, Rahma Ali
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Program Effectiveness,Career Guidance,Handicrafts,Heads of Households,Knowledge Level,Attitudes,Labor Market,Vocational Education,Gender Bias,Positive Attitudes,Marketing

The current study aimed to explore the effectiveness of a vocational guidance program in improving vocational awareness toward handicrafts among female breadwinners. Also, it aimed to understand the impact of the vocational guidance program on the attitude toward life among female breadwinners as well as community service through training on handicrafts. To achieve the objectives of the study, the researchers used the scale of vocational awareness toward handicrafts (prepared by the researchers), and the scale of attitude towards life (Ma'shi, 2018). The questionnaires were applied to a sample of (15) female breadwinners who benefit from the services of the Social Development Association in Najran. The data were statistically processed using the Z-value test and Wilcoxon test. The results indicated that there were statistically significant differences in favor of the posttest after implementing the program both at the level of vocational awareness or attitude towards life. The study recommended directing workers in charitable associations like social development associations to benefit from and support the program used in the study to expand its implementation in all charitable associations. Also, there is a need to pay attention to handicrafts to develop the skills of community members and help them enter the labor market as productive individuals for their families and society and the optimal investment for community development associations. This can be achieved through holding seminars, training courses and awareness programs that aim to positively move toward community development. In turn, this development contributes to supporting female breadwinners to engage in the labor market and adapt to life in general by establishing partnerships with various parties such as education departments, universities and training centers to provide these programs.