ethanporcaro/eric-fulltext-meta huggingface dataset:
Reflection: Making Little Things Visible
Author: Jones, Derek
Date: 2021-02-00
Type: Journal Articles
Subjects: Reflection,COVID-19,Pandemics,Design,Distance Education,Teaching Experience,Studio Art

The response to the coronavirus pandemic of 2020 (COVID-19) will leave a lasting impression on all sectors of education. For design educators especially, the rapid transition from traditional to distance modes of teaching was, and still is, particularly challenging. Design, and especially studio-based education, remain predominantly physically focused and located practices. Moving out of the studio takes away far more than just a space for teaching; so much so, that the initial response to the response to the shift has been compared to that of grief (Brown, 2020). But what has 2020 revealed about the discipline? About the state of teaching and learning? About the resilience and legacy of modes of education? Has the studio, as a fixed space, proven to be impossible to replace? Or will some of the affordances and opportunities experienced become part of future curricula? What does the response say of design education research and knowledge? Experiences during 2020 allow a unique opportunity to explore these questions. This article presents a few observations from the past year.
ePortfolios in Craft Education at the Primary Level: Teachers&apos; Experiences on ICT Integration
Author: Törmälä, Virva
Date: 2021-06-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Multimedia Materials,Technology Integration,Handicrafts,Art Education,Elementary School Students,Elementary School Teachers,Teacher Attitudes,Grade 3,Children,Electronic Learning,Technological Literacy,Handheld Devices,Skill Development,Core Curriculum,National Curriculum,Primary Education,Barriers,Foreign Countries

The Finnish National Core Curriculum (NCC), which took effect at the primary school level in autumn 2016, includes ICT competence for all school grades, and encourages pupils to document their working processes in crafts. However, the literature provides evidence of the barriers faced by teachers in integrating information and communication technologies (ICT) into teaching. This paper is shaped as an autoethnography, and its purpose is to share the challenging experiences of primary school teachers involved in the integration of technology in an electronic portfolio (ePortfolio) project in craft education with 43 third-grade pupils in a Finnish primary school context. Research data -- field journal notes, video recordings and interviews -- were analysed qualitatively, relying on Ertmer's conceptual framework on ICT barriers (1999) and five main categories were reported, which are 'Inadequate software/hardware', 'Learner group attributes', 'Allocation of responsibility', 'Lack of resources' and 'Teacher attributes'. Based on the results, the study discusses the challenges of integrating ICT into craft education in primary level.
The Effect of Gender, Parents&apos; Education, and School Type on EFL Learners&apos; Anxiety
Author: Keshavarz, Mohammad Hossein
Date: 2021-00-00
Type: Journal Articles
Subjects: Gender Differences,Parent Background,Educational Attainment,Private Schools,Public Schools,High School Students,Anxiety,Correlation,Classroom Communication,English (Second Language),Second Language Instruction,Second Language Learning,Measures (Individuals),Foreign Countries

Purpose: Numerous studies have been conducted on foreign language classroom anxiety (FLCA); however, research on the effect of parents' education, school type, and gender on EFL learners' anxiety in a single study is scarce. Therefore, to fill this niche, the present study aimed at investigating the impact of the above variables on FLCA. Research Method: This exploratory research design was implemented through a survey, which was used to explore anxiety level among 96 male and female students in two different high schools: public and private. The effect of parents' education on FLCA was also investigated. A Turkish version of the Foreign Language Classroom Anxiety Scale was used for collecting the required data. T-test and ANOVA were employed to explore any statistically significant differences in participants' FLCA according to gender, type of school, and parents' education. Findings: The findings indicate that female participants experience more FLCA than males. The results also revealed that participants attending public school experienced more FLCA than those attending private school. Furthermore, students whose parents had a primary education suffered most from foreign language anxiety. Implications for Research and Practice: The study findings suggest that language teachers should be made aware of foreign language anxiety and should try to create a positive and anxiety-free classroom environment where students would feel relaxed and willing to communicate without being worried about their performance.
Reflections on Teaching Design and Technology in a Pandemic
Author: Winn, Deborah
Date: 2021-06-00
Type: Journal Articles
Subjects: Reflection,Design,COVID-19,Pandemics,Secondary School Teachers,Barriers,Foreign Countries,Teaching Experience,Distance Education,Web Based Instruction,Teaching Methods

This article reflects the viewpoint of two teachers from two different schools during the pandemic of 2020/21. It outlines the difficulties and differences faced by individual settings and also the achievements. Teaching in this time involved a considerable amount of uncertainty and also the need to adapt quickly to the changing environment whilst being sensitive to the emotional concerns of staff and students. It highlights the changes that were made to teaching in this time, particularly involving practical subjects, and suggests aspects that could be continued into normal teaching times.
The Reciprocal Nature of Pedagogical and Technical Knowledge and Skill Development between Experts and Novices
Author: Gill, David D.
Date: 2021-06-00
Type: Journal Articles
Subjects: Skill Development,Expertise,Novices,Pedagogical Content Knowledge,Technological Literacy,Preservice Teachers,Technology Education,Foreign Countries,Interpersonal Relationship,Workshops

This paper outlines the findings of a study focused on the impact an expert teacher's pedagogical and technical knowledge and skill may have on the pedagogical and technical development of pre-service technology education teachers. Specifically, this inquiry falls within the context of traditional wooden boat building in Newfoundland and Labrador, Canada. Understanding the relationship between an expert's knowledge and skill, and the development of a novice's knowledge and skill is vitally important for institutions charged with graduating technology education teachers. Exploring the impact of pre-service teachers' pedagogical and technical development was considered in relation to an expert teacher's pedagogical content knowledge, and the nuance between declarative and procedural knowledge within technological activity. Data were collected from semi-structured interviews, workshop session observations, and researcher/participant journal entries. The sample was purposeful as the participants were recruited from boat building workshops between 2017 and 2019 and the 2017-2018 technology education diploma program cohort from Memorial University. Thematic analysis was used to identify major themes within the data. A descriptive visual framework based on the data analysis was constructed to highlight the complexities of teaching and learning within the multifaceted setting of a technical activity. An analysis of the data indicates that fostering and maintaining reciprocal interpersonal relationships between experts, novices, and peers are critical for the development of pre-service teacher technical and pedagogical knowledge and skill.
Comparing Paper-Pencil and Computer-Based Tests: A Meta-Analysis Study in the Sample of Turkey
Author: Nalbantoglu Yilmaz, Funda
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Test Format,Paper (Material),Computer Literacy,Effect Size,Secondary Education,Higher Education,Intellectual Disciplines,Educational Research,Foreign Countries

Purpose: With improvements in computer technologies and test implementations in the computer environment, when advantageous points of computer-based test implementations are considered, it is inevitable to compare psychometric characteristics of paper-and-pencil tests and computer-based tests and students' success. In computer-based tests, individuals' familiarity with computers and competency in using computers, conditions may show diversity depending on the country or region. Therefore, this study aims to investigate the effects of mean differences between PP and CBT using meta-analysis concerning the studies, including samples from Turkey and conducted between 1993 and 2020. Research Methods: In this meta-analysis, 37 findings were included. Cohen's d was used as the effect size. And also, in this study, concerning the equivalence of the PP and CBT forms, it was investigated whether mean effect sizes differ or not according to variables like type of computerized, education level, and subject matter. In this direction, ANOVA and Q values were used. Findings: As a result of the meta-analysis conducted, the general effect size was 0.042. In this direction, it was found that the difference in test implementation methods (paper-and-pencil, computer-based) was negligible. Implications for Research and Practice: Results suggest that CBT can be an acceptable alternative to traditional pencil and paper tests. In this way, results obtained are expected to lead to educational policies and measurement implementations in the future.
Using Augmented Reality (AR) in Vocational Education Programs to Teach Occupational Health and Safety (OHS)
Author: Hülagü, Renk
Date: 2021-06-00
Type: Journal Articles
Subjects: Occupational Safety and Health,Safety Education,Vocational Education,Vocational High Schools,High School Students,Adolescents,College Students,Equipment Utilization,Computer Simulation,Technology Integration,Instructional Effectiveness,Accident Prevention,Risk Management,Foreign Countries

The aim of this research is to design a system that will raise awareness among vocational education students about occupational health and safety and the integration of Augmented Reality (AR) systems into the application/concept. Simply, projected on the work force surface, the AR system warns the students as they perform actions that pose a risk, need caution and may result in accidents. Therefore, by repetitive warnings, students learn the faultiness of actions in a faster pace and develop and insightful awareness. The research involves a literature review and two experiments studies in Çinarli Vocational and Technical High School (CVHS) with high school and Dokuz Eylül University Mechanical Engineering (DEU ME) students. A system is designed according to the findings from these studies. As a result, students learnt to be more cautious, and the number of mistakes they make decreased. This will result in decrease in the number of occupational accidents, deaths and financial loss. The project presents an innovative method applicable both to the industry and the training a qualified work force. [This paper was presented orally at the 9th International Congress on Occupational Safety and Health (TIOSH 2018) Istanbul, Turkey.]
The Relationship between Participation in Extracurricular Activities and Motivation of Foreign Language Learning
Author: Albayrak, Hüsna
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Extracurricular Activities,Second Language Learning,Second Language Instruction,English (Second Language),Learning Activities,Gender Differences,Educational Attainment,Learning Motivation,Student Attitudes,College Preparation,Undergraduate Study,Private Colleges,Undergraduate Students,Foreign Countries,Majors (Students)

The aim of this study is to identify the link between foreign language learning motivation and English preparatory class students' participation in the extracurricular activities programmes. The differences between the motivation levels of the students based on their participation in the extracurricular activities are defined and students' participation is also compared in terms of gender and education level. The study group consists of 340 students. The data were gathered by &quot;Motivation Scale in English Language Learning&quot;. Results indicated a significant difference between the students' motivation level towards English and participation in extracurricular activities in favour of the ones who attended these activities. It is also concluded that participation in extracurricular activities had a significantly positive impact on the students' attitude towards learning English. However, it was found out that there is not a significant relationship between the gender, education level and motivation level of the students participating in the extracurricular activities. The results have been discussed within the context of Socio-Educational Motivation Theory. [This study was presented as a poster at 16th Biennial Conference of European Association for Research on Adolescence (EARA), September 2018.]
What Are the Electrons Really Doing in Molecules? A Space-Time Picture
Author: Gracia, Jose
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Instruction,Physics,Chemistry,Molecular Structure,Quantum Mechanics,Equations (Mathematics),Scientific Concepts,Energy

This is a fundamental and pedagogical work in quantum physics/chemistry, where we try to illustrate the Mulliken's question, &quot;What are the electrons really doing in molecules?&quot;. And we also briefly review the development of the most popular numerical approaches in computational chemistry. We examine in a novel approach, how we can overall describe the electronic interactions in atomic systems with the conceptual help of a space-time picture of quantum mechanics. This is not a research article initially looking for new numerical results, but for the imperative fundamental reinterpretation of the (non-classical and stabilizing) electronic exchange and correlation energies, from the point of view of space-time scattering events between electrons. Consistently, we introduce Feynman type diagrams as pictorial representation of the (abstract) enthalpic integrals, scattering mechanisms, in quantum chemistry. In atomic structures, it is almost impossible to fully understand, covalent bonding, electronic enthalpies, surface science, orbital magnetism, catalysis… without computational chemistry. How well do we know the physical meaning of the quantum mechanisms behind the numerical approaches? We give an educational hit to this question, following the philosophy of R.P. Feynman, &quot;just recognizing old things from a new point of view&quot;. The possibility of interpreting Coulomb and Fermi holes with space-time diagrams goes deep into the quantum behaviour of electrons, because the Coulomb forces in atomic systems create interreference patterns and then electrons cannot fill the electrostatic potentials everywhere as in classical mechanics. Quantum mechanics also allows electrons in atoms to collide in scatting events, introducing (dynamic) space-time mechanisms that reduce their repulsion energy; and actual successful computational chemistry methods include an average approximation to these stabilization mechanisms.
Phenomenological Approach to Product Design Pedagogy: A Study on Students&apos; Experiences in Interdisciplinary and Intercultural Settings
Author: Medola, Fausto Orsi
Date: 2021-06-00
Type: Journal Articles
Subjects: Phenomenology,Design,Teaching Methods,Interdisciplinary Approach,Foreign Countries,Cross Cultural Studies,Undergraduate Students,College Faculty,Criticism,Student Projects,Teamwork,Course Descriptions,Student Attitudes,Occupational Therapy,Course Evaluation,Content Analysis,Empathy,Inclusion,Patients,Rehabilitation,Disabilities,Intercultural Communication,Cultural Awareness,International Cooperation,Educational Cooperation

Product design pedagogical approaches require a specific mix of competences that demand multiplicity of perspectives, hybrid knowledge that exceeds professional field silos, and continuous problem reformulations. To do this, design studio education follows many traditions, among which is design critique. Design critique is believed to provide students with the ability to reframe design problems, but it can also lead to misunderstandings. The necessity of this approach is put into question by assessing the experiences of a group of students in an intensive course structured for interdisciplinary work, intercultural teams, and projects based on challenges from practice, where the critique was not part of the pedagogical program. The course was conducted over four consecutive weeks and supported a hands-on approach based on an interdisciplinary work between the areas of product design and occupational therapy, with the participation of Brazilian and Norwegian bachelor students and professors. Students responded to questionnaires prior to and at the end of the course that addressed their expectations of and experiences in the course. A qualitative analysis of the students' responses was carried out based on content analysis. The joint work with occupational therapy students and professionals, as well as the opportunity to develop projects that targeted demands from people with disabilities, were shown to be factors that contributed to students' engagement in the course and overall gain of knowledge. The experiences reported here indicate that the phenomenological approach to the design studio, which focuses on providing an immersive environment, deserves more attention from educators, and that design critique is not necessarily a crucial ingredient in design education.
Women&apos;s Gender Roles in History Textbooks in Turkey
Author: Pamuk, Akif
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Sex Role,History Instruction,Textbooks,Textbook Content,Cultural Influences,Sex Stereotypes,Grade 9,Grade 10,Grade 11,Grade 12,World History,Gender Bias

Although the notion of gender has a biological meaning, the concept of gender refers to a social construction that emerges from a biological basis. This construction includes cultural definitions of masculinity and femininity that are more appropriate for social life. In the definition and distinction of gender roles in social life construction, the discussion of the public and private sphere is seen. Textbooks have an important place as a dominant discourse tool in the public and private sphere debate. Therefore, textbooks in general and history textbooks in particular have an important share in this debate. Textbooks convey stereotypes of gender roles to students and contain descriptions of roles. On the other hand, history textbooks construct and legitimize the historical context along with the definitions of roles. Therefore, history textbooks have an important share in the production of women's gender roles. In this context, it is determined that the purpose of the study is to evaluate the gender roles of women in compulsory or history courses textbooks in the 2019-2020 academic year in Turkey. In the research, document analysis is carried out using a case study, one of the qualitative research designs. 9, 10, 11 and 12th-grade history textbooks and 11th-grade elective History of Turkish Culture and Civilization, 12th grade Turkish Republic History of Revolution and Kemalism and 12th grade elective Contemporary Turkish and World History textbooks were examined. In the study, the discourse repertoires built on women's gender roles were determined using critical discourse analysis. In the textbooks, it has been determined that the gender roles of women are associated with traditional roles such as motherhood, child-rearing, and sewing and embroidery. Besides, although it is argued that women are the subjects of the public sphere in the textbooks, it has been seen that the roles of the private sphere are concretized, clarified, legitimized and reproduced with various examples. As a result, history textbooks have been shaped in a male-dominated structure and the basic discourse produced from this is that women are a part of private life, not the public sphere. To eliminate the disadvantageous situation of women regarding gender roles in history textbooks, guidelines for textbook authors should be prepared in the history course curriculum.
Unipolar Induction--A Messy Corner of Electromagnetism: A Contribution for the Clean up with Some Far-Reaching Consequences
Author: Härtel, Hermann
Date: 2020-00-00
Type: Journal Articles
Subjects: Magnets,Physics,Theories,Scientific Concepts,Energy,Science Experiments

In the light of own measurements on a Faraday generator, the well-known theories concerning Unipolar Induction and the Faraday paradox seem to be problematic. On the other hand, all results obtained, and all other processes described as a paradox in connection with the Faraday generator can be explained without contradiction based on the theory of Wilhelm Weber.
The Worldwide Simplest and Oldest Motor: How Does It Operate?
Author: Härtel, Hermann
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Experiments,Scientific Principles,Physics,Magnets,Electronic Equipment,Science Instruction,Scientific Concepts

Based on a publication of Assis, where the most straightforward and oldest motor is described, first constructed by Ampère, a simple experiment is added to demonstrate once again, why published explanations about its principle of operation and especial the kind how Newton's 3rd principle is used has to be rejected. Ampère's description of his motor and how it operates was explained in detail.
Hands-On Magnetic Field Projects for Classroom Demonstrations of Magnetization and Magnetic Force
Author: Kittiravechote, Aungtinee
Date: 2020-00-00
Type: Journal Articles
Subjects: Hands on Science,Experiential Learning,Science Experiments,Instructional Effectiveness,Demonstrations (Educational),Magnets,Scientific Concepts,Concept Teaching,Physics,Science Projects,Learner Engagement,Manipulative Materials,Core Curriculum,National Curriculum,Elementary Secondary Education,Foreign Countries

Hands-on projects have been widely used as alternative approaches for teaching and learning of science with direct practical experience on doing to promote students' development of 21st-century skills. Here, we present an implementation of hands-on projects into teaching and learning of magnetic field topic that corresponds with indicators and core content of the curriculum of Thailand Basic Education. Notably, we demonstrated the hands-on projects of magnetization and magnetic force using low-cost materials but strived toward an understanding of science through the active and prolonged engagement of students with experiments. For the magnetization, when a current flow through a solenoid coil, magnetic material inside the coil turns to be magnet: temporary (cutter/scissors/metal-rod) or permanent (screwdriver). For the magnetic force demonstration, when a current-carrying wire is in a magnetic field produced from horseshoe shape magnet such that the direction of current flow is perpendicular to the magnetic field lines, the magnetic force moves the wire with its direction determined from Fleming's right-hand rule. We envisage that this work would be useful for helping teachers to explain and visualize the magnetic field phenomena and might facilitate future work that encourages the students to pursue inquiry-based approaches.