ethanporcaro/eric-fulltext-meta huggingface dataset:
The Use of STEM-Based Learning Activities to Promote Computational Thinking of Grade 5 Students
Author: Prajuabwan, Panupong
Date: 2023-00-00
Type: Journal Articles
Subjects: STEM Education,Learning Activities,Grade 5,Science Achievement,Computation,Thinking Skills,Student Satisfaction,Foreign Countries,Elementary School Students

This study aimed to investigate the effects of STEM-based activities on grade 5 students' science learning achievement, computational skills, and satisfaction with the learning experience. The study involved 30 grade 5 students in the Thai context, and data were collected through a learning management plan designed using STEM-based activities, a learning achievement test, a computational thinking test, and a satisfaction questionnaire. Mean scores, standard deviation, and a paired samples t-test were used to analyze the data. The results showed that STEM-based activities had a positive impact on grade 5 students' learning achievement and computational thinking skills. Moreover, the students expressed a high level of satisfaction with the STEM-based activities, which provided an engaging and relevant learning experience. These findings contribute to the growing body of evidence supporting the effectiveness of STEM-based activities in promoting student achievement and satisfaction with the learning experience.
Independent Curriculum Learning Management to Improve Students&apos; Literacy and Numerical Competence in Schools
Author: Rosnelli
Date: 2023-00-00
Type: Journal Articles
Subjects: Literacy,Numeracy,Student Attitudes,Instructional Effectiveness,Gender Differences,Foreign Countries,Public Schools,Private Schools,Curriculum Implementation,Achievement Tests,Secondary School Students,International Assessment,Individualized Instruction

This study aims to describe: 1) students' perceptions of the efforts that must be made to improve literacy and numeracy competencies and 2) significant differences regarding the efforts that must be made to improve literacy and numeracy competencies when viewed from gender and numeracy differences-school status. The descriptive approach was followed in this study. The research sample consisted of 160 students from public and private schools in North Sumatra, which implemented an independent curriculum--a questionnaire of 67 valid and reliable items. The study results prove that students' literacy and numeracy competencies are in good categories, especially in literacy, literacy and numeracy, scientific, digital, financial, cultural, and citizenship. If viewed from the status of the school, there is no difference in the perception of the efforts that must be made to improve literacy and numeracy competencies. However, there are differences in terms of gender differences. The analysis of the research results recommends that educator training is needed to improve student's literacy and numeracy through activities: 1) doing simple research with friends in the numeration group, 2) reasoning systematically in solving problems, 3) drawing conclusions based on facts, 4) getting used to using ICT properly and correctly to improve knowledge, attitudes, and skills, 5) distinguish between needs and desires and 6) can take attitudes in a social environment as part of a culture.
Promoting Science Affinities through a Video Project in a Science, Technology, and Society (STS) Learning Approach
Author: Yoon, Jiyoon
Date: 2023-00-00
Type: Journal Articles
Subjects: Science and Society,Science Teachers,Teacher Education,Technology,Science Education,Outreach Programs,Video Technology,Competition,Scientific Attitudes,Science Achievement,Learning Processes,COVID-19,Pandemics,Self Efficacy,Distance Education,STEM Education,Middle School Students,High School Students

Lack of awareness about the interconnections between Science, Technology, and Society and students' dislike of studying science have led to many environmental and social problems. During the COVID-19 Pandemic, students experienced difficulties accessing educational resources and demanded new programs to support their academic science experiences. This study designed a science outreach program, a video project competition using a science, technology, and society (STS) learning approach and explored its effects on 13 randomly selected students (Grades 4-11). This video project employed three foundational theories--identity formation, attitudes toward science, and growth mindset--to increase students' affinities in science and assess the program's effects. Pre-and post-survey data showed that the video project using the STS approach did not have statistically meaningful effects on the participants who had high achievement in STEM areas. However, their interviews suggested that this study helped to sustain and increase their affinities and science learning even during the Pandemic by involving them in the learning process, understanding Science and Technology in our society, and making decisions for society's future.
The Reality of Applying Educational Electronic Games from Elementary School Teachers&apos; Viewpoint
Author: Alzubaidi, Amani Hashim
Date: 2023-00-00
Type: Journal Articles
Subjects: Technology Integration,Educational Games,Video Games,Elementary School Teachers,Student Attitudes,Foreign Countries,Curriculum Implementation,Incidence,Females,Teaching Experience,Teacher Qualifications

The study aimed to identify the reality of the employment of educational electronic games from the point of view of elementary school teachers in the Kingdom of Saudi Arabia. The researchers used the descriptive approach; a questionnaire was used to collect the data needed for the research after verifying its validity and reliability. The study population consisted of 649 elementary school teachers in Al-Khobar. The study results concluded that most teachers agreed on employing educational electronic games to a large extent. The results also revealed that female teachers face obstacles to the employment of educational electronic games to a moderate degree. In addition, there were statistically significant differences in the degree of employing educational electronic games in the educational process according to the experience variable for the least experience; however, it did not affect the obstacles to the employment of educational electronic games in the educational process. Besides, there were statistically significant differences in the degree of employing educational electronic games in the educational process according to the qualification variable and came in favor of masters; nevertheless, it did not affect the responses to the obstacles to employing educational electronic games in the educational process. Finally, no statistically significant differences existed in the degree of the employment of educational electronic games in the educational process and their obstacles attributed to the educational stage. In light of the study results, the researchers recommend holding training courses and workshops to educate elementary school teachers about activating educational electronic games in education. Also, female teachers should be encouraged to use educational electronic games, and the administrative work entrusted to them must be reduced. Besides, the school's infrastructure must be improved by providing quick internet services and adequate computers. Finally, students must be redistributed to the classrooms in proportion to the school's capabilities.
The Use of Cartoons in Developing Awareness of Environmental Protection from Pollution among Students with Learning Disabilities
Author: Hamadneh, Burhan Mahmoud
Date: 2023-00-00
Type: Journal Articles
Subjects: Cartoons,Students with Disabilities,Learning Disabilities,Teaching Methods,Consciousness Raising,Conservation (Environment),Pollution,Elementary School Students,Student Attitudes,Attitude Change,Program Effectiveness,Foreign Countries,Knowledge Level

Environmental awareness has become an urgent and indispensable necessity to protect the environment from risks and threats. Therefore, this study aimed to reveal the effectiveness of using cartoons in developing awareness of protecting the environment from pollution among students with learning disabilities. The study adopted the true experimental method by taking a simple random sample consisting of 33 students with learning disabilities in the elementary stage in the age group (9-12) years in Najran region in the Kingdom of Saudi Arabia. The researchers prepared an attitude test, consisting of ten multiple-choice questions to measure the study sample's awareness of protecting the environment from pollution. The test was applied before and after the treatment on the control and experimental groups. Also, it was applied as a delayed test on the experimental group only. The results showed statistically significant differences in the post-test of awareness of environmental protection from pollution for the experimental group who studied using cartoons. In addition, there were no statistically significant differences between the post and delayed test of the scores of the experimental group on the environmental protection awareness test from pollution. The study recommended urging teachers of learning disabilities to use cartoons to deepen environmental knowledge among students with learning disabilities. Also, students with learning disabilities should be motivated to contribute and participate individually and collectively in protecting the environment, preserving its resources, and reducing potential environmental risks from environmentally unsound behaviors. Finally, the study suggests conducting more future studies examining the effectiveness of cartoons in developing different environmental education concepts.
An Understanding-Based Study between Traditional Chinese Classroom Teaching and PAD Classroom Teaching in Chinese University Students&apos; &quot;College English&quot; Classes
Author: Su, Huanan
Date: 2023-06-00
Type: Journal Articles
Subjects: College Students,Teaching Methods,English (Second Language),Second Language Instruction,Conventional Instruction,Interaction,Interpersonal Communication,Video Technology,Electronic Learning,In Person Learning,Active Learning,Group Activities,Student Attitudes,Instructional Effectiveness

The current study intended to have a brief understanding-based analysis of the Chinese university students' understanding of the traditional Chinese classroom teaching method and the PAD classroom teaching method to investigate the feasibility and efficiency of the two teaching methods in the Chinese university students' &quot;College English&quot; classes. Through applying a quantitative research design using the descriptive approach, questionnaires were distributed to thirty Chinese university students. The current study had revealed that the PAD classroom teaching method was much more favorable than the traditional Chinese classroom teaching method by most of the Chinese university students in their &quot;College English&quot; classes. Thus, the implication of the current study was that the PAD classroom teaching method was strongly suggested to be given more opportunities to be applied and practiced by the teachers in the Chinese university students' &quot;College English&quot; classes.
University Students&apos; Use of Social Networking Sites to Spread Health Awareness
Author: AlKhudari, Majed Numan
Date: 2023-00-00
Type: Journal Articles
Subjects: Social Media,College Students,Knowledge Level,Health Promotion,Drug Abuse,Program Effectiveness,Gender Differences,Instructional Program Divisions,Foreign Countries,Information Dissemination

This study aims to identify the use of social networking sites by Jordanian university students to spread health awareness about the dangers of drugs. This study followed the descriptive analytical approach, and a questionnaire was developed to match the study dimensions. The study population consisted of students from the University of Jordan, who were randomly selected (600 males and females). The study showed a significant effect of the University of Jordan students' use of social networking sites in spreading awareness about the danger of drugs. Also, there was a statistically significant difference at [alpha] = 0.05 for the Jordanian university students' use of social networking sites in spreading awareness about drug dangers. In addition, there were differences in the respondents' answers to the questionnaire due to the gender variable in favor of males. Furthermore, the results showed no differences according to the school year variable. In light of the current results, the study confirms the need to use social media to spread health awareness about the dangers of drugs, especially among students, because of the great damage to their health and society. Especially, university students are the educated group in society, and they have the role of educating others, not drug addiction.
Discourse Analysis of Directive Speech Acts Used by Teachers in Classroom Interactions
Author: Aini, Qurrotu
Date: 2023-06-00
Type: Journal Articles
Subjects: Speech Acts,Discourse Analysis,Classroom Communication,Online Courses,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Video Technology,Computer Mediated Communication,Teacher Student Relationship,Grade 3,Foreign Countries

This study investigates the types of directive speech acts employed by English teachers in online classroom interaction with their students. In addition, the study details the frequency with which teachers in the third grade of SD IT Widya Cendekia use directive speech acts in the context of online learning and classroom interactions. As a descriptive research method, this analysis was designed. The information gleaned from the English class video recording through the Microsoft team application as a learning tool. According to Yule's theory of directive speech act, video recordings were used to capture data for analysis. The study employed Miles and Huberman (1994) qualitative approach to data analysis. According to the findings of this study of teachers' use of directive speech acts in online learning contexts, only 7 of 62 directive utterances were classified as commands, nine as requests, two as suggestions, two as invites, and one as a warning. Besides, the request kind of directive is employed by English teachers in online classroom interactions at a significantly higher frequency than any other form of directive speech acts.
Using Video and Written Reflection to Assess Second-Grade Students&apos; Design Thinking and Conceptual Understanding in an Engineering and Design Challenge
Author: Gaston, Joe P.
Date: 2023-00-00
Type: Journal Articles
Subjects: Video Technology,Written Language,Reflection,Student Evaluation,Grade 2,Elementary School Students,Design,Thinking Skills,Concept Formation,Engineering Education,Public Schools,Technology Uses in Education,State Standards,Academic Standards

The purpose of this mixed methods triangulation convergence study (Creswell &amp; Clark, 2017) was to identify the differences between expressions of understanding through writing versus video reflection in a second-grade science classroom. Specifically, we analyzed the reflective piece of the design thinking of the engineering and design process by focusing on the empathy and ideate themes of the d.school (2013) engineering and design thinking rubric. A total of 76 second grade science students participated in the study either through Flipgrid, video reflection, or written reflection. Results show that there were far fewer instances of empathy as opposed to ideate in both written and video responses. Additionally, there were far fewer instances of both present in the written responses compared to the video responses. Given that providing opportunities for students to engage in the inquiry-based learning of science with empathy may increase their capacity to learn science (Garner et al., 2017), learning how to effectively teach empathy could be beneficial in the teaching and learning of science.
Reconciliation through Education: A Model of Ethical Spaces and Relationality
Author: Poitras Pratt, Yvonne
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,American Indian Education,Canada Natives,Decolonization,Educational Practices,Critical Thinking,Ethics,Indigenous Knowledge

As more alarming truths are being revealed around the horrors of the residential schooling system in Canada, educators are being called to decolonize and Indigenize their teaching practices. As post-secondary teacher educators working in Indigenous education who have gained valuable insights around this difficult teaching, the authors offer readers a conceptual model of reconciliatory education. The model invites educators to move beyond colonial schooling practices to embrace decolonizing and Indigenizing approaches and the powerful potential of relational teaching and learning. Envisioned as an ethical space residing between Indigenizing and decolonizing practices and animated by truth-telling and critical thinking, the extended infinity model, presented in this article, shows the dynamic nature of teaching and learning that occurs when relating together through commitments to decolonizing and Indigenizing. While purposefully engaging in an ethos of ethical relationality, the model carries transformative potential for teaching and learning.
Embracing a Trauma-Sensitive Approach: One School&apos;s Transformative Experience of Creating Equitable Schooling
Author: Ballin, Amy
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary Schools,Trauma Informed Approach,Educational Change,Equal Education,Faculty,School Safety,Social Support Groups,Family Involvement,Principals,Success,Attitudes,Educational Practices,Anxiety,Self Management

One pathway to creating more equitable schooling is through schools becoming trauma sensitive. Students exposed to trauma are more likely to struggle in school compared to their non-trauma-exposed peers. Changing the school environment allows trauma-exposed students more opportunities to access academics. This qualitative study explores the practices and strategies employed by one elementary school (K-5) to become trauma sensitive. Based on the data, five subthemes emerged that coalesce around the overarching theme of creating a caring community to achieve a trauma-sensitive school. For the purposes of this study, a &quot;caring community&quot; is defined as a group of people sharing a common workplace who have a true interest in the well-being of others in the community. The five subthemes include (1) the faculty's commitment to creating a safe school, (2) intentional school design to foster support (covered in Ballin, 2022), (3) a commitment to engaging families, (4) a desire to make school fun, and (5) the principal's support of the school community. By embracing practices aligned with trauma-sensitive schooling, this small school changed the learning environment to give more children chances for success despite current and past traumatic experiences.
Stones from a Glass House: The Paradoxical Condemnation of Reading Recovery in the Ontario Human Rights Commission&apos;s &quot;Right to Read&quot; Report
Author: Stouffer, Joe
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Programs,Early Intervention,Young Children,Reading Difficulties,Misinformation,Phonics,Reading Research,Reading Instruction,Program Effectiveness,Accountability

The Ontario Human Rights Commission's (OHCR) &quot;Right to Read Report&quot; calls for school districts to implement early literacy interventions that have been scientifically proven to be effective for young children with reading difficulties. The acknowledgment of early intervention as an essential service for young children experiencing reading difficulties is a strong and welcome message in the report. However, the report recommends a narrow course for reading interventions in Ontario, drawing on discourse from the Science of Reading community, which questionably frames current interventions, such as Reading Recovery, as unscientific, ineffective commercial programs. In this response, the authors contest the one-sidedness of these recommendations based on a paradox in the report between what constitutes an effective early literacy intervention supported by science and the standards for effectiveness the OHRC requires of interventions it endorses versus those it discredits. Rather than dismissing one approach or the other outright, a call is made for school leadership to consider broader reading science and the strengths of various approaches instead of narrowing the menu of effective literacy interventions that may support diverse learners.
Components and Indicators Framework of the Growth Mindset for Enhancing Learning Management of Teachers in the Primary Schools under the Office of the Basic Education Commission
Author: Khunaprom, Tantikorn
Date: 2023-00-00
Type: Journal Articles
Subjects: Models,Faculty Development,Elementary School Teachers,Rating Scales,Teacher Attitudes,Guidelines,Factor Analysis,Foreign Countries

This research aims to explore the components and indicators framework of the growth mindset for enhancing learning management and examines establish the alignment of the model and its indicators with empirical data for teachers in Primary schools. The study is divided into two steps; the first step involved the development of indicators for the growth mindset to enhance teachers' learning management in Primary schools. This has involved a sample of nine experts in the field of the growth mindset using purposive sampling. The research instrument employed is a questionnaire with a 5-point rating scale consisting of 5 components and 21 indicators. The second step involved examining the components and indicators of the growth mindset for enhancing the learning management of teachers in Primary schools. The sample consisted of 433 teachers in Primary Schools by multi-stage random sampling. The research tool was a 70-item, 5-level closed-end rating scale questionnaire called the Growth Mindset Framework for teachers by collecting empirical data. The index of the discrimination indicators of 0.359 to 0.874 and the reliability of 0.979. The data analysis used descriptive statistics, Pearson correlation coefficients, and affirmative component analysis with Mplus 8.0. The results showed that (A) There are 6 components and 21 indicators by synthesizing relevant papers and research. They have been assessed by 9 qualified experts suggesting that they are overall at the highest level. (B) The results of the consistent examination of empirical data and models of components and indicators of the growth mindset for enhancing learning management among teachers in Primary schools were consistent. By using chi-square (x2) is equal to 33.927 at 41 degrees of freedom (df), the p-value is equal to 0.7753, the harmonization index (CFI) is 1.000, the TLI is 1.005, the average square quadratic index of estimated difference (RMSEA) is 0.000, the square root of the remaining squared mean in the form of a standard score (SRMR) is 0.036.