ethanporcaro/eric-fulltext-meta huggingface dataset:
Modern Psychological and Teaching Technologies for Implementing the Educational Process in Higher Educational Institutions of Ukraine
Author: Kopchuk-Kashetska, Mariia
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Higher Education,Foreign Countries,Technology Uses in Education,Teaching Methods,Distance Education

The relevance of the subject under study lies in the use of the latest educational technologies in higher educational institutions of Ukraine. As a consequence, the study focuses on the concept of teaching technology in the psychological and educational literature and on identifying the most optimal teaching programme for institutions of higher education for the implementation of modern innovative technologies. The above listed objectives determine the purpose of this study -- to establish and test a curriculum for the implementation of modern psychological and teaching technologies of the educational process in Ukrainian universities. The leading methods included the organisation of experimental research on the development and modelling of the curriculum using the latest technologies. During the establishing and controlling stages of this study, the cross-sectional method was employed to learn the features and regularities of the mental development of higher education students, using the latest psychological and teaching technology in education. The results of the study consider the present-day requirements and demonstrate the necessity of incorporating such technologies as self-development and distance learning. The programme includes recommendations for the most successful implementation of the educational process, guided by the student's personality. The main idea of this programme is &quot;the students are taught by themselves, not by the teacher&quot;. The significance of the results of this study is valuable for conscious students, teachers inspired by their craft, and Ukrainian universities that strive to fill the labour market with prominent specialists, as opposed to graduates with a &quot;plastic diploma&quot;.
Moulding the Democratic Citizen of the Future: On the Discourses and Practices of Film Education in Sweden
Author: Janson, Malena
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Film Study,Democratic Values,Democracy,Films,Educational History,Citizenship Education,Civil Rights,Study Guides

The aim of this article is to convey the history, practices and central discourses of film education in Sweden. The first part takes the pioneering efforts, dating back to 1908, as a starting point for describing the development of nationwide school cinema, financed by public funding and coordinated by the Swedish Film Institute. As I will argue, film education in Sweden is primarily used as a tool for fostering democratic citizens. The second part of the article discusses the main discourses of this film education model -- that is, what constitutes this democratic citizen -- and how these are conveyed. An analysis of film study guides produced by the Swedish Film Institute between 1988 and 2018 demonstrates that the main aim of what could be referred to as the &quot;Swedish model&quot; is to foster the basic principles of human rights as defined by the United Nations, and that this is achieved in a very convincing manner.
Getting a Bigger Picture: Teaching Film in Transcultural Societies
Author: Anders, Petra
Date: 2019-00-00
Type: Journal Articles
Subjects: Films,Elementary Secondary Education,Teaching Methods,Cultural Awareness,Teacher Attitudes,Foreign Countries,Program Effectiveness,Consciousness Raising,Barriers

This article presents the main results of an empirical study on the use of feature films in primary and secondary schools, which was carried out as part of the European Union project Film: A Language Without Borders in 2018. The aim of the project, by Vision Kino (Germany), the British Film Institute and the Danish Film Institute, was to familiarize children and young adults with European film culture and to promote transcultural learning. The author contextualized the results of 28 individual interviews with teachers using the concepts of literary learning (Spinner, 2006) and transculturality (Welsch, 1999), arguing that films can act as a springboard to support more critical conversations in class and to build cultural repertoires. Mobilizing social and cultural practices surrounding a film screening can help to foster a collective sense of well-being and an arena for dissent. Teaching film can create a valuable sense of community in modern diverse classrooms.
Teaching Cultural Literacies with Films: Using the Online Platform Education on Screen in Secondary School Classrooms
Author: Ojamaa, Maarja
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Education,Cultural Awareness,Films,Teaching Methods,Semiotics,Literature,History,Russian,Finno Ugric Languages

This case study presents the Estonian open access online platform Education on Screen. So far, the platform features two educational projects: Literature on Screen and History on Screen. Both projects are aimed at secondary school students and are balanced between a thorough treatment of a single film and a universal framework for discussing the topics of film adaptation of literary texts and the mediated construction of historical memory. The focus is thus both on film literacy and on film as a means for developing cultural literacies. The projects combine accessibly written theoretical discussions from the perspective of cultural semiotics, excerpts from films, materials relating to their production and reception, analytical tasks, and assignments for implementing individual creativity in multimodal forms. Finally, this paper includes some conclusions drawn from testing the platform with 230 students during 2017/18.
Literary Learning
Author: Spinner, Kaspar H.
Date: 2019-00-00
Type: Journal Articles
Subjects: Literature,Films,Teaching Methods,Literary Genres,Foreign Countries,Imagination,Reading,Listening,Interaction,Linguistics,Perspective Taking,Context Effect,Fiction,Figurative Language,Hermeneutics,Discussion,History,Aesthetics,Drama,Writing (Composition)

Imparting 'literary competence' (understood here as a combination of skills involved in engaging with 'texts' of various kinds, among them film) has always been a core concern within German critical pedagogy. This article presents 11 aspects of literary learning, covering subjective involvement and the development of a text within the imagination; cognitive approaches such as awareness of perspectives, logic of action and linguistic style; and consciousness of genre-related and literary-historical classification. While these suggestions pertain in particular to the teaching of written literature, they are presented here as also having considerable significance for the teaching of film, and with a new introduction from German film education scholar Petra Anders.
Applying Alain Bergala&apos;s &apos;Three-Phase&apos; Model to the History and Development of Film Education in Slovenia
Author: Slatinšek, Petra
Date: 2020-00-00
Type: Journal Articles
Subjects: Film Study,Educational History,Foreign Countries,Educational Policy,Educational Development

This article uses the three-phase model proposed by Alain Bergala to explain the history and development of film education in France as a sympathetic framework through which to illuminate a double history of film education, first in Yugoslavia, and more recently in Slovenia. Surveying both continuities and discontinuities, this article details some of the key institutions and personalities that have shaped the history of Slovenian film education, before exploring some of the contemporary challenges practitioners continue to face within an evolving film education sector.
Living in a &apos;Digital World&apos;: An Ethnographic Study of Film and Adolescent Literacy Education in Rural Secondary Schools in America
Author: DeHart, Jason D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Films,Literacy Education,Secondary Schools,Public Schools,Secondary School Teachers,Adolescents,Intellectual Disciplines,Middle Schools,High Schools,Planning,Caring,Educational Technology,Teacher Attitudes

This paper explores different ways in which teachers use film as a medium for literacy instruction in secondary settings across different content areas in the American public school system. Three educators participated in an ethnographic interview study serving as a pilot for further enquiry. Educators represented two sites in the southern United States, working in two different subject areas with students aged 12 to 16. Interviews were coded using multiple methods and five themes resulted from the data, focusing on the different ways in which teachers used film-based content, as well as what they observed about their students based on their experiences with film in the classroom.
Voice, Autonomy and Utopian Desire in Participatory Film-Making with Young Refugees
Author: Frimberger, Katja
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Youth,Refugees,Films,Attitudes,Self Expression,Personal Autonomy,Moral Issues,Peer Relationship,Mentors

This article is a reflection on what reflexive documentary scholars call the 'moral dimension' (Nash, 2012: 318) of a participatory film-making project with refugee young people who wanted to make a film to support other new young arrivals in the process of making home in Scotland. In the first part, we highlight some of the challenges of collaborating with refugee young people, in light of the often dehumanizing representations of refugees in mainstream media and the danger of the triple conflation of authenticity--voice--pain in academic narratives about refugees. In the second part, we show how honouring young people's desire to convey the hopeful aspects of making home emerged as a key pedagogical strategy to affirm their expert position and encourage their participation in the project. Revisiting key moments of learning and interaction, we demonstrate how young people's process of 'finding a voice' in moment-by-moment film-making practice was not a linear, developmental process towards 'pure' individual empowerment and singular artistic expression. Their participation in shaping their visual (self-)representation in the final film was embedded in the dialogical process and pragmatic requirements of a collaborative film production, in which voice, autonomy and teacher authority were negotiated on a moment-by-moment basis. We conclude that it is vital for a reflexive practice and research not to gloss over the moral dilemmas in the name of progressive ideals, for example, when representations are co-created by project film-makers/educators, but to embrace these deliberations as part of the 'fascinating collaborative matrix' (Chambers, 2019: 29) of participatory film-making.
Consolidating an Experimental Pedagogy: Exploring Ecologies of Film Education within France&apos;s Cinéma Cent Ans De Jeunesse and Scotland&apos;s Understanding Cinema Project(s) between 2013 and 2019
Author: Chambers, Jamie
Date: 2020-00-00
Type: Journal Articles
Subjects: Film Study,Foreign Countries,Educational Change,Curriculum Development,Class Size,Age,Ecology,Teaching Methods

The Cinémathèque Française's long-running Cinéma Cent Ans De Jeunesse (CCAJ) has become one of the most influential film education projects in the world today. This article reflects critically and in detail upon five years of the delivery of the project in Scotland, considering the changing pedagogical shapes of the project's 'curriculum' alongside changing ecological factors (such as class size and age and lesson time) in considering how a small nation such as Scotland might best employ CCAJ as a means of addressing foundational film education.
Exploring the Aspirations of Young People to Work in the British Film Industry through Comparative Focus Groups in London Secondary Schools
Author: McSheaffrey, Rebecca
Date: 2020-00-00
Type: Journal Articles
Subjects: Films,High School Students,Public Policy,Occupational Aspiration,Student Attitudes,Foreign Countries,Extracurricular Activities,Art Education,Family Role,Self Concept

This article explores the findings of research conducted with two focus groups of English high school students in 2018 that centred on the aspirations of young people to work in the British film industry. First identifying the conceptions of 'aspiration' articulated within British public and policy discourses associated with the film industry, this article goes on to explore some of the different factors shaping participants' knowledge and expectations of what a film industry career looks like. Using direct quotations from participants alongside contextual analysis, I explore how factors related to family, financial resources, ambition and school provision shape the knowledge and perceptions of film industry careers among British young people.
Securing a Place for Film within the Ongoing Life of a Scottish State Secondary School
Author: Daly, Michael
Date: 2020-00-00
Type: Journal Articles
Subjects: Film Study,Foreign Countries,Secondary School Teachers,Self Efficacy,Teaching Experience,Writing (Composition),Learner Engagement

Scottish teachers interested in working with film frequently find themselves faced with a significant challenge in acquiring the confidence and experience to work with this medium in the classroom. Film education does not yet form any significant part of Scottish teacher training programmes and, as such, incorporating film in a medium-specific manner into curricular teaching can be a challenge. This article explores the perspectives of two secondary school teachers at John Paul Academy in Glasgow, who, with the support of UK-based film education charity Into Film, have begun to explore concrete, long-term ways of integrating film education into the school curriculum.
Problem Based Learning (PBL) Model with Technological, Pedagogical, and Content Knowledge (TPACK) Approach
Author: Tanjung, Samsidar
Date: 2022-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Pedagogical Content Knowledge,Technological Literacy,Grade 11,High School Students,Discovery Learning,Instructional Effectiveness,History Instruction,Foreign Countries,Teaching Methods,Academic Achievement

This research aims to determine whether there is an influence of applying the Problem Based Learning (PBL) Model with the Technological, Pedagogical, and Content Knowledge (TPACK) Approach on the historical learning outcomes of high school students of Sultan Iskandar Muda Medan. This study uses a quasiexperiment research method. The population in this study involves all students of class XI of High School (SMA) Sultan Iskandar Muda Medan, with a sample of class XI of Social Sciences (IPS) 1 as an experiment class and class XI of Social Sciences (IPS) 3 as a control class selected by simple random sampling method. The experiment class is taught with the PBL Model with the TPACK Approach, while the control class is taught with the Discovery Learning Model. The research instrument used is in the form of test questions totaling 25 multiple choice questions that have been declared valid. In this study, two stages of the test were given, namely pretest and posttest, in the form of multiple-choice questions that have been declared valid. The pretest is given to both sample classes to determine the student's initial ability before being given treatment, while the posttest is given to both sample classes to determine the final ability of learners after treatment. Based on posttest data, the experiment class obtained an average score of 80.3 and an average score in the control class of 68.4. The data proved to be a normal and homogeneous distribution through statistical test analysis, so a hypothesis test was carried out, namely a one-party t-test that showed a significance level of [alpha] = 0.05. Thus, Ho was rejected, and Ha was accepted, meaning that there was an influence of the PBL Model with the TPACK Approach on the historical learning outcomes of the high school students.
Developing Flipbook-Based Teaching-Learning Material in the Culinary Arts Program of Unimed
Author: Mutiara, Erli
Date: 2022-00-00
Type: Journal Articles
Subjects: Visual Aids,Teaching Methods,Family and Consumer Sciences,Instructional Materials,Curriculum Development,Foreign Countries,Electronic Learning,College Students

The digital era requires learning materials which is easily accessible online or offline. This research and development study aims to develop flipbook-based teaching-learning material for the Indonesian Snacks and Beverages course in the Culinary Arts Program of Unimed. Data were obtained by interviews, questionnaires, and documentation. The teaching-learning material was assessed for feasibility by subject, language, and media experts (3 of each) to assess the content, wording, and design. The trial stage involved 40 students and one lecturer to assess the effectiveness of the material. The data obtained were analyzed descriptively. The results of this study show the problems in the course, such as low motivation of students, lack of parental support, lack of effective teaching-learning material, difficulty in obtaining proper learning sources on the Internet, and limited textbooks for the lecturer. The developed teaching-learning material alleviates some of these problems. The feasibility test results are as follows: subject expert: 3.23 (good); media expert: 3.28 (very good); language expert 3.02 (good). The small group trial stage and field trial results are 3.49 and 3.64, respectively. This finding shows that the developed flipbook-based teaching-learning material is feasible to use in the Indonesian Snacks and Beverages course.
Development of a Lower Passing Model for Volleyball Based Umbrella Learning Approach
Author: Endriani, Dewi
Date: 2022-00-00
Type: Journal Articles
Subjects: Team Sports,Teaching Methods,Models,Instructional Effectiveness,Skill Development,Physical Education,Psychomotor Skills,Cognitive Ability,Affective Behavior,Foreign Countries

The research aimed to develop a volleyball lower passing model based on an umbrella learning approach. The method used was research and development. This study was conducted in small-scale and large-scale trials. There were performance tests, written tests, and questionnaires to determine the effectiveness of models developed against students' cognitive, psychomotor, and affective abilities. The study subjects used were 20 respondents for small-scale trials and 40 respondents for large-scale trials at the Faculty of Sport Science. The results of the effectiveness test model in the small group test obtained psychomotor 0.75, cognitive results of 0.73 with a high category obtained with n-gain and affective analysis were assessed with a Guttman scale of 84.37% and belonged to the high category. The results of large-scale psychomotor trials of 0.74, cognitive results of 0.76 high categories obtained with n-gain and affective analysis were assessed with a Guttman scale of 87.57% and belonged to the high category. Based on expert assessments of learning, small-scale trials, and large-scale trials, this umbrella learning model is declared effective in improving students' cognitive, psychomotor, and affective abilities in the Faculty of Sport Science.
Primary Pre-Service Teachers&apos; Metaphorical Perceptions of the Concept of Environmental Pollution
Author: Ültay, Eser
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Primary Education,Perception,Figurative Language,Pollution,Conservation (Environment),Concept Formation,Student Teacher Attitudes,Foreign Countries,Language Usage

Metaphors are expressions that are frequently used in people's minds to explain concepts with other unrelated concepts and have a personal emphasis on learning. The purpose of this study is to determine and interpret the metaphorical perceptions of primary school pre-service teachers towards environmental pollution. The &quot;phenomenology&quot; research design was used in this study. The study group of this research consists of a total of 372 primary pre-service teachers. Data were collected using semi-structured forms to determine the metaphorical perceptions of primary school pre-service teachers. The pre-service teachers were asked to complete the sentence, &quot;Environmental pollution is like... because....&quot;. At the conclusion of multiple comparisons, by the relation degree between environmental pollution and its metaphors, it was determined that significant difference was in favour of the 2nd year between the 2nd and 4th years and in favour of the 3rd year between the 3rd and 4th years. As a result of the research, it was discovered that the majority of the metaphors produced by the pre-service teachers were in the &quot;human&quot; and &quot;harmful/dangerous/uncomfortable situations&quot; categories. Furthermore, the study discovered that as the year level increased, the number of related metaphors about environmental pollution decreased.
Self-Regulated Learning Strategies Impact Fourth-Grade Students&apos; Positive Outcomes in Science Class
Author: Cengiz-Istanbullu, Busra
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Control,Learning Strategies,Grade 4,Elementary School Students,Outcomes of Education,Science Education,Self Efficacy,Student Motivation,Academic Achievement,Foreign Countries

For long years, researchers in the field believed that the development of self-regulated learning (SRL) behaviors of students could only be initiated around middle school years. Nowadays, a growing number of research around the world attempt to challenge this belief by demonstrating that SRL behaviors and strategies can emerge in students at an earlier age than expected through proper training and eventually affect students' positive academic outcomes in the learning process. The purpose of this study was to examine the impact of the use of self-regulated learning strategies (SRLS) on fourth-grade students' academic self-efficacy, science motivation, academic worry, and achievement in a primary school science classroom. A pre-test--post-test control group quasi-experimental design was used. The participants were 39 fourth-grade students from a private primary school in Istanbul, Turkey. The SRLS (goal-setting, planning, note-taking, monitoring and self-evaluation) used in the study were explicitly taught to the students in the experimental group. The data were collected using two self-report questionnaires and an achievement test. A 2x3 Split-plot ANOVA test was used for data analyses. The results revealed that the use of SRLS significantly positively impacted students' perceived academic self-efficacy, science motivation and academic achievement; and, significantly negatively affected their academic worry. The results of the retention tests, however, showed the necessity of continuous stimulation of SRLS to obtain optimal benefits for student outcomes.
Film(making) Education for All? British Cultural Policy and Film Education
Author: Nunn, Chris
Date: 2020-00-00
Type: Journal Articles
Subjects: Film Study,Films,Broadcast Industry,Public Policy,Foreign Countries,Cultural Influences

Since the late 1990s various consortia have published papers and reports seeking to establish a systemic public film education in Britain. Despite the time and effort taken by colleagues in organizations such as the British Film Institute (BFI), who have been involved in the production of these papers since at least &quot;Making Movies Matter&quot; in 1999, it is observable that each policy initiative has eventually fallen away. This article seeks to explore the discourse that these reports, taken together, present and how this might impact the development of a future public film pedagogy, as well as affect students who seek to study film and television production at later stages. This research was finalized shortly before the COVID-19 pandemic, at a time when the film and television industries in Britain were demonstrating huge fiscal successes; however, the fate of the talent that will shape the future of these industries is still very much hanging in the balance.