ethanporcaro/eric-fulltext-meta huggingface dataset:
What Are the 21st-Century Skills for Pre-Service Science and Mathematics Teachers: Discussion in the Context of Defined 21st-Century Skills, Self-Skills and Education Curricula
Author: Turhan, Gülcan Mihladiz
Date: 2021-00-00
Type: Journal Articles
Subjects: 21st Century Skills,Skill Development,Concept Formation,Undergraduate Students,Preservice Teachers,Mathematics Education,Science Education,Teacher Competencies,Thinking Skills,Self Management,Technological Literacy,Public Colleges,Teacher Education Curriculum,Foreign Countries

The study aimed to determine the characteristics of pre-service teachers' 21st-century skill concepts and their compatibility with the contemporary 21st-century skill lists, 21st-century self-skills and to compare and discuss, in terms of curricula and their fields. 71 pre-service science and 59 pre-service mathematics teachers were participated this phenomenological study. The statements by the participants were transformed into codes. These codes were categorized based on the framework for the 21st century skills. 21st-century skills codes with contemporary concepts relating to subcategories like &quot;cognitive skills&quot;, &quot;process skills&quot;, &quot;communication and collaboration skills&quot;, &quot;initiative and self-direction skills&quot;, &quot;career skills&quot;, and &quot;technology knowledge/usage/production skills&quot; indicate that teacher candidates are knowledgeable about 21st-century skills. Also the study found out that the greatest effects on the 21st-century skills of pre-service science and mathematics teachers are the curricula and the education they are taught. In this context, this research was based on the belief that determining the influence of pre-service teachers' out-of-school and in-school trainings, their curricula, branches, etc. on their 21st-century skills will be guiding in terms of organizing curricula and environments of education.
Vocabulary Learning Strategy and Vietnamese University Students&apos; Learning Experience in English as Medium of Instruction Classrooms
Author: Hanh, Le Thi Tuyet
Date: 2021-07-00
Type: Journal Articles
Subjects: Vocabulary Development,Language of Instruction,Teaching Methods,Learning Processes,Instructional Improvement,Foreign Countries,Correlation,Learning Experience,Student Attitudes,Diaries,Language Usage,Second Language Learning,Second Language Instruction,English (Second Language),Undergraduate Students,Novices,Expertise,Language Proficiency,Comparative Analysis

This study aimed to examine the relationship between Vietnamese university students' learning experience and their vocabulary learning strategy use frequency and perceived usefulness in English as medium of instruction (EMI) classes. The research involved 152 expert EMI students and 183 novice EMI students. A methodological triangulation was used to collect the data, included Schmitt's (1997) VLS questionnaire, students' diaries and focus group interviews. A significant difference was found between novice and expert EMI students in their VLS use frequency, but no significant distinction was found between these two groups of EMI students in their VLS perceived usefulness. More specifically, the results indicated that novice EMI students used VLS more frequently than their seniors, but the expert EMI students perceived VLS usefulness as much as their juniors. Based on the findings, some pedagogical implications are put forwards in order to improve the teaching and learning of vocabulary for EMI students in Vietnam.
The PRINTER Learning Model to Enhance Higher Order Thinking and Communication Skill in Algebra
Author: Kurniawan, Heru
Date: 2021-07-00
Type: Journal Articles
Subjects: Algebra,Mathematics Instruction,Teaching Methods,Thinking Skills,Models,Communication Skills,Conventional Instruction,Comparative Analysis,Multiple Choice Tests,Essays,Outcomes of Education,Foreign Countries,Learning Strategies,Grade 7,Junior High School Students

The issue of higher-order thinking skills in Indonesia began to be raised in line with the changing goals of mathematics learning. The efforts have been made to be able to produce improved thinking skills, one of which is the PINTER model. This study aimed to see if there are any differences in higher-order thinking skills and mathematical communication between students who learn using the PINTER mathematics learning model and students who learn using conventional learning models. This research was a quasi-experimental study with all 7th-grade students of SMP in Purworejo Regency as a population. Stratified cluster random sampling was used to draw a sample of 91 students for the experimental group and 96 students for the control group. The research instrument utilized multiple-choice tests and essays given at the end of the 5th learning meeting. A multivariate F-test followed by a univariate t-test was used to analyze data. The results of the study show that: 1) students 'higher-order thinking skills that are subjected to learning PINTER mathematics are better than students who are subjected to traditional learning models, and 2) students' mathematical communication skills that are subjected to learning PINTER mathematics are better than students who are subjected to traditional learning models.
Towards Integrating Lingua Franca in Thai EFL: Insights from Thai Tertiary Learners
Author: Boonsuk, Yusop
Date: 2021-07-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Universities,Foreign Countries,Language Patterns,Student Attitudes,Content Analysis,Grammar,Language Usage,Pronunciation,Self Concept,Cultural Background,Language Variation,Intercultural Communication,Language Role,Undergraduate Students

English nowadays serves as a global lingua franca (ELF) for diverse ethno-lingua users. This research aims to explore how Southern Thai university student's view ELF, and its integration into English language teaching (ELT) in Thailand where English is used as a foreign language (EFL). 250 students from five southern-Thai universities purposely participated in questionnaires data collection, out of which 15 were selected for interviews. Descriptive statistics combined with a qualitative content analysis were utilized for data analysis. The findings showed a favorably perception of ELF by most participants. The participants apparently did not feel pressured in adopting native norms or mimic their linguistic patterns. They report that English users should not be penalized for grammatical mistakes nor be compelled to employ inner circle English provided there is no communication breakdown. The students felt comfortable with their Thai English accent as it represents their cultural identity. They opined that non-native English varieties should not be considered problematic for use. They suggested that learning different English varieties is important for intercultural communication. Therefore, ELT should integrate ELF pedagogical policies to promote English diversification and equip students with the changing roles of English.
Using Chemistry Concepts Inventory to Identify Alternative Conceptions and Their Persistence in General Chemistry Courses
Author: Salame, Issa I.
Date: 2021-07-00
Type: Journal Articles
Subjects: Scientific Concepts,Concept Formation,Chemistry,College Science,Science Instruction,Instructional Effectiveness,Achievement Gains,Lecture Method,College Students,Commuter Colleges,Minority Serving Institutions,Urban Universities,Measures (Individuals)

General Chemistry is a course where students are expected to nurture the development of their fundamental concepts in chemistry. Students begin general chemistry with alternative conceptions about the topics and fragmented knowledge structures. Majority of students who successfully complete the general chemistry course sequence continue to hold onto their alternative conceptions about the topics. The goal of this study is to examine alternative conceptions and their persistence, learning gains, and conceptual change as the result of instruction and completion of a traditional general chemistry course. The Chemistry Concepts Inventory survey was administered as a laboratory activity at the beginning and at the completion of General Chemistry course. The data was collected from 358 participants at a public, urban, and minority serving college and the data was entered into a spreadsheet and analyzed. Our data suggests that normalized learning gains were not substantial after the completion of a general chemistry course taught in the traditional lecture format which may emphasize algorithmic problem-solving and does not address conceptual understanding of the topics. Traditional lecture format in general chemistry falls short of addressing alternative conceptions, causing a conceptual change, and improving conceptual understanding in students. Based on the research, we recommend that General Chemistry teaching and learning strategies need to address alternative conceptions and improve students' conceptual understanding of chemistry key concepts by immersing students in courses where teaching and learning methods are based on research in science education.
Learning Motivation as Intervening in the Influence of Social Support and Self Regulated Learning on Learning Outcome
Author: Solichin, Mohammad Muchlis
Date: 2021-07-00
Type: Journal Articles
Subjects: Learning Motivation,Social Support Groups,Islam,Religious Education,Management Development,Universities,Outcomes of Education,Metacognition,Undergraduate Students,Correlation,Probability,Student Attitudes,Foreign Countries

The aim of this study is to examine the effect of social support and self-regulated learning on the learning outcomes in Islamic Education courses in the Management of Islamic Education, Faculty of Tarbiyah State Islamic State Institute for Islamic Studies of Madura. To achieve the purpose, the researcher used quantitative research method. The Participate in this study were 143 students students of Islamic Education Management Department. This study draws samples using the probability sampling method with simple random sampling type, the sample is 105 students. Research Instrument used is questionnaire. The analysis of data in this study uses SPSS Version 24. From the research conducted, conclusions can be drawn as follows: 1) There is a simultaneous influence of social support and self-regulated learning on learning motivation, they are about 8.8%. This means that there are still 91.2% influenced by other variables. 2) There is a simultaneous influence of social support, self-regulated learning, and learning motivation on the learning outcomes of 6.5% which means that there are still 93.5% which is influenced by other variables.
Mathematics and Cultures: A New Concept in Maintaining Cultures through the Development of Learning Devices
Author: Rezeki, Sri
Date: 2021-07-00
Type: Journal Articles
Subjects: Cultural Maintenance,Folk Culture,Material Development,Game Based Learning,Learning Activities,Mathematics Instruction,Instructional Effectiveness,Elementary School Students,Student Attitudes,Children,Asian Culture,Foreign Countries,Regional Characteristics

The game is a very close and inseparable part of the child's life. Games will be effective media in maintaining culture through learning. This study aims to develop a learning tool in the form of a Student Activity Sheet (SAS) and a learning implementation plan (LIP) that can connect between culture and mathematics through the Realistic Mathematics Education (RME) approach. Regional traditional games used in this study were Static, Long Galah, Guli and Congkak games. Static, Long Galah,, Guli, and Congkak games was selected through studies on the adaptation of Malay culture to mathematics and expert Focus Group Discussion (FGD). The development of SAS learning in this study uses a Plomp modification consisting of several phases, namely: (1) initial investigation; (2) design; (3) construction; (4) tests, evaluations, and revisions. The product trial was carried out in the Mandau district elementary school. The instrument used in this study was the LIP and SAS validation sheets used by experts, practitioners, and students to assess LIP and SAS. Data analysis in this study used descriptive statistics by comparing the validation and practical criteria of a learning tool. From the research results obtained the results of the validity test LIP Statac Games, Galah Panjang, Guli and Congkak with an average of each game; 76.61%, 82.76, 83.39, and 84.40, with the criteria quite valid while SAS obtained the average value of each permanent namely; 77, 88.2, 81.5 and 84.1. From the questionnaire given to students after SAS was implemented, an average score of 9 was obtained with a very practical category. the results of this study indicate that this development research has produced a learning tool based on Malay folk Malay Riau game with a valid and practical.
Mindfulness as a Coping Strategy for EFL Learning in Education
Author: Skelly, Katherine Jane
Date: 2021-10-00
Type: Journal Articles
Subjects: Metacognition,Comparative Analysis,Second Language Learning,Second Language Instruction,English (Second Language),Coping,Relaxation Training,Language Proficiency,Learning Processes,Research Reports,Secondary School Students,Foreign Countries,Short Term Memory,Learning Strategies,Teaching Methods

Mindfulness is a relaxation technique that has been associated with positive effects when used as a coping strategy for stress and anxiety. In this regard, the objectives of this article are to investigate how mindfulness could help improve adolescents' ability to regulate their attention, emotion, behaviour and thinking; learn English as a Foreign Language (EFL); and increase EFL performance. A literature review of the previous research including 11 academic works published in scientific journals (2016-) using quantifiable data collection methods, statistical analysis software and having a control group as part of the investigation is important to be explored to find an answer to the following questions: Can mindfulness improve an adolescent's ability to regulate attention, emotion, behaviour and thinking? How can mindfulness improve Obligatory Secondary Education (OSE) students' ability to learn and acquire EFL? Can mindfulness increase working memory capacity and as a result increase students EFL performance? The findings from this literature review strongly suggest that mindfulness could be a highly effective strategy for improving the ability of OSE students in Spain to learn EFL, as a result of the reduced stress and anxiety levels experienced by adolescents when mindfulness is incorporated as part of a consistent daily routine.
Metacognitive on Pteridophyte: A Unification of Cooperative Integrated Reading and Composition and Guided Inquiry (CirGI)
Author: Miarsyah, Mieke
Date: 2021-07-00
Type: Journal Articles
Subjects: Metacognition,Thinking Skills,Classification,Plants (Botany),Foreign Countries,College Students,Learning Strategies,Cooperative Learning,Content Area Reading,Content Area Writing,Scientific Concepts

Pteridophyte classification has undergone many changes both from morphology as well as phylogeny aspects. Thus, a variety of learning experiences are required to promote understanding on concepts and managing learning activities--this study aimed at determining the impact of CIRGI and CirGi Unification on students' metacognitive skills. A quasi-experiment was applied with pre-post control group design. The sample used was 70 students of Botany Phanerogam class at Universitas Negeri Jakarta, Indonesia. Data was collected with metacognitive skills, student questionnaire responses to learning, and observation sheet of syntax implementation. The metacognitive test instrument was verified as valid and reliable. One-way ANCOVA was used as data analysis technique. This study's conclusion revealed that there was an influence of CIRC and CirGi unification on the student's metacognitive skills. The influence was higher compared to those using conventional learning models.
Stakeholders Evaluation on Educational Quality of Higher Education
Author: Abidin, Munirul
Date: 2021-07-00
Type: Journal Articles
Subjects: Stakeholders,Employer Attitudes,Educational Quality,Higher Education,College Graduates,Alumni,Minimum Competencies,Competency Based Education,Satisfaction,Expectation,Thinking Skills,Soft Skills,Problem Solving,Innovation,Creativity,Religious Colleges,Islam,Foreign Countries,Job Performance

Knowing the stakeholder's perception of educational quality is essential for Higher Education (HE) institutions because it reflects the market acceptance of its products. The study aims to analyze stakeholders' satisfaction with HE's quality through the performance of its graduates. Data collected through surveys to 258 customers in 15 educational institutions and analyzed quantitatively. The researcher used the Customer Satisfaction Index (CSI) and Importance Performance Analysis (IPA) to explain the gap between stakeholders' satisfaction and alumni performance. This research found that customer satisfaction on the quality of graduates of researched university falls within the range of 'satisfied' categories and quality of graduates' performance, or skill has been rated 'good' by Customer. However, there are still three competencies considered 'sufficient' by Customers. This study also finds a gap between customer satisfaction and graduates' performance, which the mean reaches -1.16. The biggest gaps are in the logical, analytical, and problem-solving competencies with the gap score -1.56, and innovation and creativity competencies with the gap score -1.59. This research implies higher education institutions to improve these competencies that are considered lacking through the learning process and other appropriate programs to meet customer satisfaction.
The Effect Size of Different Learning on Critical and Creative Thinking Skills of Biology Students
Author: Supratman
Date: 2021-07-00
Type: Journal Articles
Subjects: Critical Thinking,Creative Thinking,Scores,Comparative Analysis,Student Projects,Active Learning,Problem Based Learning,Academic Achievement,Teamwork,Scoring Rubrics,Effect Size,Learning Processes,Cooperative Learning,High School Students,Measures (Individuals),Foreign Countries

This quasi-experimental research aimed at investigating the effect of ProblemOriented Project-Based Learning (POPBL), Student Team Achievement Division (STAD), POPBLSTAD integration, and conventional learning on students' critical and creative thinking skills. Essay tests conducted to 129 students. The results of the test assessed using a relevant rubric. Posthoc analyses, namely LSD and effect size analyses, were used to analyze the data. The results of the ANCOVA analysis show that the learning model had a significant effect on students' critical thinking skills as well as on their creative thinking skills. The LSD analysis result showed that POPBLSTAD integration achieved a higher score of critical thinking compared to STAD, POPBL, and conventional learning (21.22%, 16.11%, and 39.38%, respectively). Likewise, related to creative thinking, the POPBLSTAD integration score was 25.91%, 18.57%, and 53.29% higher than those of STAD, POPBL, and conventional learning, respectively. Besides, all effect size analyses showed that POPBLSTAD obtained a higher effect-size score in critical thinking (high criteria) compared to STAD, POPBL, and conventional learning (0.68, 0.65, and 0.82, respectively). Similarly, the POPBLSTAD integration achieved a higher effect-size score of creative thinking (high criteria) compared to STAD, POPBL, and conventional learning (0.66, 0.55, and 0.83, respectively). Both analyses have demonstrated similar interpretations; thus, the two types of analyses should simultaneously be used to obtain complete research information.
The Benefits of Inclusion for Students on the Autism Spectrum
Author: Beghin, Hannah
Date: 2021-00-00
Type: Journal Articles
Subjects: Inclusion,Autism,Pervasive Developmental Disorders,Attitudes toward Disabilities,Interpersonal Relationship,Individualized Instruction,Student Needs,Teacher Role,Parent Teacher Cooperation,Student Interests,Faculty Development

Children with autism have a right to be within inclusive classrooms. There are many benefits to having inclusive classrooms, including reducing stigma surrounding autism, creating respectful relationships between all students within a classroom, teaching all students how to act positively with others, and increasing knowledge of autism. To best create an inclusive classroom, teachers should continue differentiating instruction, should teach to a student's interests and needs, and should meet with family members of students with autism to better understand the needs of the child. All students can benefit from being in an inclusive classroom setting, and teachers often already implement teaching strategies that would best support a child with autism.
A Fixed Mindset in Mathematics
Author: McNabb, Brett
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Beliefs,Student Attitudes,Parent Influence,Teacher Influence,Peer Influence,Self Esteem,Mathematics Achievement

There are many people whose actions and behaviours can influence the mindset and beliefs that students have toward learning math. In addition to other factors such as social media, which are beyond the scope of this article, parents, teachers, and peers all have different influences on children's mindsets, and often those people do not recognize when they are negatively affecting a student. Teachers need to think critically about their own lessons and assist parents and students to build the necessary skills to help these children build a growth mindset in math.
Increasing Equity in Education for All Students
Author: White, Duncan
Date: 2021-00-00
Type: Journal Articles
Subjects: Equal Education,Inclusion,School Role,Financial Support,Stakeholders,Participation,Educational Resources,Community Organizations,Role,Educational Finance,Community Involvement

One of the United Nations Sustainable Development Goals recognizes that inclusive and equitable education is of benefit to our global society. This article explores the potential problems to achieving equitable access to education globally, and in Manitoba. It considers how educational institutions can recognise their roles in perpetuating inequities, and how effective financial investments and the inclusion of all stakeholders can lead to positive change for all students. The goal is to challenge educators to reflect on their practice, and to ensure increased access to equitable education.
Extinguishing Teacher Burnout
Author: Hurley, David
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Burnout,Stress Variables,Professional Continuing Education,Professional Development,Teacher Competencies,Self Efficacy,Well Being,Mental Health,Physical Health,Coping,Fatigue (Biology),Teacher Collaboration

A large majority of teachers experience high daily stress. Over time this stress can lead to teacher burnout, which can manifest itself psychologically, emotionally, and physically. While stress and its effects are unavoidable, these pressures can be mitigated if appropriate action is taken. When teachers have professional development opportunities, they are able to learn new, complex skills that can influence their competence and, in turn, improve their psychological wellbeing. Furthermore, providing teachers with collaboration structures such as mentoring and peer-professional groups enables teachers to alleviate emotional exhaustion leading to teacher burnout.