ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Socio-Scientific Issues (SSI) in Teaching Science: A Meta-Analysis Study
Author: Badeo, Jeah May
Date: 2022-00-00
Type: Journal Articles
Subjects: Science and Society,Science Instruction,Meta Analysis,Effect Size,Scientific Literacy,Competence,Decision Making,Thinking Skills,Junior High School Students,High School Students,College Students

This study aims to summarize the research findings on using socio-scientific issues (SSI) in teaching Science. In recent years, teaching based on socio-scientific issues (SSI) is utilized in science education to promote scientific literacy. A meta-analysis is conducted by calculating the effect size of the 12 studies associated with the SSI implementation in teaching Science published in different regions. The overall effect size was large (1.08), and found that SSI affects teaching science. The effect sizes determined by the categorical variables such as scientific literacy aspects showed that SSI had a large effect on content learning (1.15), competence (0.89), decision-making (1.14), and reasoning (0.81); and year level showed that SSI had a large effect on junior high school (1.43) and senior high school (0.96) while medium effect on college (0.55). Lastly, a significant effect was shown on the moderating effect, such as the class size (p = 0.035), while no significant effect was shown on the duration of implementation (p = 0.487). Considering the effect of SSI in teaching Science, this study could help teachers and educational researchers in science and technology education.
The Practicality and Effectiveness of Case Study-Based Module on Chemical Thermodynamics Course (Ideal and Real Gases) as Learning Tool during the COVID-19 Pandemic
Author: Asih, Findiyani Ernawati
Date: 2022-00-00
Type: Journal Articles
Subjects: Chemistry,Thermodynamics,COVID-19,Pandemics,Undergraduate Students,Online Courses,College Science,Science Instruction,Case Studies,Program Effectiveness,Scientific Concepts,Science Process Skills,Foreign Countries

The case study-based module on chemical thermodynamics course (ideal and real gases) was developed to fulfill the needs of undergraduate students in online learning during the COVID-19 pandemic. The purpose of this study was to test feasibility of case study-based module. The case study-based module refers to the 4D model (define, design, develop, and disseminate) by integrating the one group pretest-posttest design at the develop stage. The feasibility of the module was measured through validity, practicality and effectiveness using validation sheet, evaluation test sheet and questionnaire sheet. Data were analyzed descriptively, quantitatively (Wilcoxon Signed Rank Test) and qualitatively. The case study-based module was suitable for one of learning tools, which was proven by the findings that (1) meets valid and reliable criteria, (2) meets practical criteria with support for general achievements students' very positive response to the aspects of module (construction, material, motivation and case study), and (3) meets the effective criteria by increasing the average score pretest-posttest in medium category which contains the cognitive level of analyze-C4, evaluate-C5, and create-C6. The implication of development case study-based module can facilitate students in online learning during the COVID-19 pandemic so that they will successfully reach the course learning outcomes of Chemical Thermodynamics, which includes mastery of knowledge about main principles of thermodynamics, ability to solve science and technology problems, ability to use information and communication technology based learning resources, make decisions based on the relationship of concepts with laboratory activities, and practice responsibility.
Training of Future STEAM Teachers: Comparison between Primary Degree Students and Secondary Master&apos;s Degree Students
Author: Ortega-Torres, Enric
Date: 2022-00-00
Type: Journal Articles
Subjects: Art Education,STEM Education,Preservice Teacher Education,Elementary Education,Secondary Education,Bachelors Degrees,Masters Degrees,Knowledge Level,Student Attitudes,Foreign Countries

In recent years, the presence of the acronym STEAM has been growing in the educational field. All around the world we are faced with a growing demand for professional STEM skills, however, who has the responsibility to train future STEAM teachers? In this article, we explain the results of an investigation with university students pursuing a degree in primary education and Master's degree students in secondary education, with technology speciality, participating in a seminar about STEAM projects design in two consecutive academic calendar years (18/19 and 19/20). We analyse the responses to a questionnaire which was specifically designed to discover their knowledge about STEAM and the predisposition towards its extended study with a set of semi-structured interviews to delve into the causes of the responses. Previous knowledge about the meaning of STEM and the predisposition of pre-service teachers towards the future design of projects based on the STEAM disciplines are compared. The results show significant differences between the previous knowledge and the perceptions of the teachers from both specializations: primary and secondary level. The results also confirm the low levels of prior knowledge with a slight tendency towards improvement when two consecutive courses are compared. The findings emphasize the need to integrate STEAM teacher training into official curricula.
Cooperative Extension&apos;s Capacity to Address Food Insecurity by Supporting Food Recovery Organizations
Author: Schonberger, H. Lester
Date: 2022-00-00
Type: Journal Articles
Subjects: Extension Education,Extension Agents,Hunger,Food,School Community Relationship,Barriers,Resources,Interdisciplinary Approach,Teacher Role,Community Organizations

Virginia Cooperative Extension (VCE) educators are uniquely positioned to support the food recovery organizations (FROs) which address hunger-related needs resulting from food insecurity. Based on an online survey to measure how VCE educators have engaged with FROs and their experiences, respondents who previously supported FROs did so across multiple programming areas, and those who had not indicated an interest while also experiencing barriers. Respondents also reported the need for context- and audience-specific resources particular to the spectrum of food recovery. Addressing barriers and resource needs through a transdisciplinary eXtension Food Recovery Community of Practice may support educators in doing this work.
COVID-19 Prevention Behaviors in a Cooperative Extension Audience: Findings from a Nutrition Education Study
Author: Greene, Matthew
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Health Behavior,Cooperative Learning,Extension Education,Nutrition,Prevention,Attitudes,Electronic Learning,Information Sources,Racial Differences,Social Media,Whites,African Americans

The COVID-19 pandemic has dramatically impacted the delivery of nutrition education through Cooperative Extension. This study aimed to identify a Cooperative Extension audience's attitudes towards virus prevention behaviors, preferred sources of information regarding COVID-19, and nutrition education preferences during the pandemic. We distributed an online survey to 477 potential nutrition education participants including questions about behaviors like mask wearing, preferences for virtual nutrition lesson delivery, and attitudes towards sources of information about COVID-19. Attitudes towards mask wearing and preferred sources of information differed significantly by race, income, and age. These differences have serious implications for future outreach and program delivery.
Engaging Farmers, Culinary Schools, and Communities in Value-Added Production to Strengthen Local Food Systems
Author: Errickson, Lauren B.
Date: 2022-00-00
Type: Journal Articles
Subjects: Cooking Instruction,School Community Programs,Agricultural Occupations,Agricultural Production,Food,Preferences,Program Effectiveness,Extension Education

Value-added products can generate farm income and improve community food access, yet lack of available kitchen infrastructure and labor can limit farm production capacity. This project explored how community-based culinary schools might fill the gap. A unique &quot;product share&quot; model was identified and piloted, meeting the collective needs of farmers, a culinary school, and urban consumers. By researching farmer crop availability and business model preferences, and aligning value-added production with community food preferences, we demonstrate a successful pilot indicative that similar initiatives can be replicated in other metropolitan areas, with potential to engage cross-disciplinary extension professionals.
Do Bullying Interventions Work? The Educators&apos; Perspective
Author: Kalis, James P.
Date: 2022-00-00
Type: Journal Articles
Subjects: Bullying,Prevention,Program Effectiveness,Teacher Attitudes,Program Implementation,Sustainability,Barriers,Time,Training,Gender Differences,Teaching Experience,Age Differences,School Size,Computer Mediated Communication,Fidelity,Student Behavior,Peer Relationship

This research examined the Olweus Bullying Prevention Program (OBPP) through the perspective of teachers located in a northeast Ohio county who received a grant to implement the program over a period of several years. The current investigation involved a Likert-style questions which were developed using the general implementation requirements of the OBPP. Teacher perception data were collected regarding implementation level, sustainability, support from other stakeholders, strengths, and weaknesses of the program, and whether they perceive it to reduce instances of bullying. Other moderators affecting perceptions were examined. These moderators include time, training, gender of teacher, years of experience, age of teacher, size of building, and general topology. Results include recommendations for practice.
The Transversal Competencies of Vietnamese Primary Students and the Relationship with Online Learning Activities during the COVID-19 Pandemic
Author: Nguyen, Hong Lien
Date: 2022-06-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Electronic Learning,COVID-19,Pandemics,Educational Technology,Grade 5,Soft Skills,Public Schools,Private Schools,Problem Solving,Interpersonal Competence,Creative Thinking,Self Evaluation (Individuals)

In the context of globalization, ICT is increasingly applied in a wide range of educational activities, especially during the outbreak of the COVID-19 pandemic. In Vietnam, switching from face-to-face to online teaching has been one of the fulfilled objectives of continuing educational activities. This paper is among the first studies to evaluate primary school students' transversal competencies in this context. Through an online survey, 661 fifth-grade students self-assessed their transversal competencies, e.g. problem-solving skills, creative skills, ICT skills, and social and cross-cultural skills. ANOVA analysis revealed that the use of ICT skills and social and cross-cultural skills among students in private schools is greater than that of students in public schools. In addition, the results of the Pearson correlation analysis pointed out that students' transversal competencies have a strong positive correlation with online learning activities. These findings not only contribute to supporting Vietnamese educational institutions and educational policymakers to adjust online teaching activities to enhance transversal competencies for primary school students but are also a valuable reference for countries with similar backgrounds.
Organizational Original Design: Parental Responsibility for Christian Education and Faith Development in the Home
Author: Ginty, Brandi L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Religious Education,Christianity,Family Environment,Parent Child Relationship,Biblical Literature,Spiritual Development,Parent Role,Cultural Influences,Educational Environment

This study will focus on biblical texts and Hebrew cultural evidence to assert that Christian education in the home was mandated by God as a function of parental leadership (Anthony, 2006; Birch, 1983; Bunge, 2008; Cox, 2006; French, 2013; Hall, 1981; Van Niekerk &amp; Breed, 2018). An examination of the biblical text will support the claim that faith development was intended to begin with the relationship between parents and their children (Gaebelein, 1976; Walton, 2001; Knight, 2006). By considering the role of the parents and the educational environment of the home as the original organizational design for equipping the next generation of the Christian faith, this study will contextually bridge the biblical and cultural presuppositions regarding the Christian education of children to propose more stable practices for faith development generation to generation (Gunton, 2002; Pettit, 2008; Estep et al., 2008).
Transformational Leadership and Organizational Citizenship Behavior Motives in Teachers
Author: Davis, Jeremy
Date: 2022-00-00
Type: Journal Articles
Subjects: Transformational Leadership,Teacher Motivation,Leadership Responsibility,Teacher Behavior,Teacher Role,Educational Environment,Suburban Schools,Leadership Qualities,Administrator Characteristics,Prosocial Behavior,Organizational Climate,Elementary Secondary Education,Correlation

A principal's leadership is a key part to the success of a school as their leadership guides both instructional and organizational outcomes. Teachers often work beyond their formal duties to see that all their students have their needs met. This is referred to as an Organizational Citizenship Behavior (i.e., when followers display behaviors that benefit the organization or its members beyond their current job requirements). This study investigated the relationship between principal's transformational leadership and teachers' Organizational Citizenship Behaviors and related motivating factors. Participants from a suburban school district completed a questionnaire based on their perceptions of their principal's leadership characteristics and reflections upon their own practices. The results showed the strongest transformational leadership practice is individualized support. This practice demonstrated positive relationships with Organizational Citizenship Behavior, Organizational Concern, and Prosocial Values. The outcomes of this study are intended to assist school leaders in promoting sound citizenship behaviors through leadership practices as well as informing leadership preparation.
An Investigation of Developing Indonesian Elementary School Students&apos; Critical Thinking Skills: A Literature Review
Author: Daga, Agustinus Tanggu
Date: 2022-00-00
Type: Journal Articles
Subjects: Critical Thinking,Elementary School Students,Foreign Countries,Thinking Skills,Skill Development,Scientific Methodology

Critical thinking as a 21st-century skill is needed by students to anticipate today's global changes and is very relevant to the implementation of the elementary school curriculum in Indonesia. This research discusses the implementation of the scientific approach to improving elementary school students' critical thinking skills. This research aimed to explain the concept of critical thinking, scientific approach, and development of critical thinking skills through the scientific approach in elementary school students' learning. This study used a qualitative approach with a literature review. Data were obtained from various references related to the research topic. The data analysis technique used is the Miles &amp; Huberman technique which includes data reduction, data display, and conclusion drawing/verification. The research reveals that (a) critical thinking involves skills and dispositions in thinking; (b) the scientific approach in the 2013 curriculum involves observing, asking questions, gathering information, associating, and communicating; and (c) the average score of students' critical thinking engaged in the scientific approach-based learning is higher than the score of students engaged in the conventional learning. Accordingly, the scientific approach can improve students' critical thinking skills in elementary school. Based on these findings, it is recommended that elementary school teachers implement the scientific approach in the learning process to improve elementary school students' critical thinking skills.
Competent and Employed: STEM Alumni Perspectives on Undergraduate Research and NACE Career-Readiness Competencies
Author: Newell, MiKayla J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Competence,Employment Potential,STEM Education,Alumni,Undergraduate Students,Student Research,Career Readiness,Student Experience,Student Attitudes,Soft Skills

There have been large increases in the number of STEM graduates in the United States, but majority of the career opportunities are limited to computer specialists and engineering. Thus, two challenges await STEM students upon graduation: strong competition and employer concerns that applicants lack general competencies and contextual work experience. Universities have responded to employer concerns with initiatives to enhance career readiness by embedding sets of competencies throughout curricula. However, these competencies have not been situated in STEM contexts and are derived largely from surveys of representatives from large companies who are unfamiliar with the job requirements specific to STEM positions. The current study uses a mixed methods approach to investigate the National Association of Colleges and Employers Career-Readiness Competencies in STEM. We found that STEM alumni ranked critical thinking as the most important competency for their current employment. Additional findings demonstrate that undergraduate research experiences (UREs) provide a fertile ground for the integration of career related competencies into undergraduate curricula as alumni discussed the development of various academic, personal, professional, and competency gains after participating in UREs. Lastly, implications regarding how institutions can simultaneously situate skill development in STEM and provide meaningful, work-like experience through UREs that align with the expectations of STEM employers are discussed.
An Investigation of the Relationship between Digital Literacy of Social Studies Teachers and Their Roles and Competencies in Distance Online Education
Author: Zabun, Engin
Date: 2022-00-00
Type: Journal Articles
Subjects: Digital Literacy,Social Studies,Teacher Role,Teacher Competencies,Distance Education,Online Courses,Gender Differences,Age Differences,Teacher Education,Teaching Experience,Electronic Learning,Internet,Foreign Countries,COVID-19,Pandemics

The aim of this research is to examine the digital literacy of social studies teachers, their roles and competencies in distance online education and to reveal the relationship between these variables. In accordance with this main objective, the study investigated whether there are statistically significant differences between the personal characteristics of social studies teachers such as gender, age, in-service training, and their digital literacy and roles and competencies in online distance education. The study employed a correlational descriptive research design. Data were collected through the &quot;Digital Literacy Scale&quot; and the &quot;Online Teacher Competency Scale&quot; in addition to the personal information form. Due to the pandemic conditions, data were collected from 244 social studies teachers reached through the form created in Google documents. The obtained data were analyzed by transferring them to SPSS 22.0. T-Test and one-way ANOVA were applied to determine whether the variables of gender, age, and in-service training they received caused a statistically significant difference in the participating social studies teachers' roles and competencies in online distance education. The relationship between the effect on the social studies teachers' roles and competencies in online distance education and their digital literacy levels and any significant difference between them were determined using correlation analysis. It has been found that the digital literacy status of social studies teachers differs significantly in favor of men in terms of gender, there is no significant difference in terms of education level, professional seniority, and internet use, and there is a significant difference in favor of those who take courses in a distance education program. The data obtained on the online teacher roles and competencies of social studies teachers indicated no significant difference between female and male teachers. However, online teacher roles and competencies of social studies teachers differed significantly according to their education level and professional seniority, in favor of those who received postgraduate education and those working in the range of 10-15 years, respectively. Their online teacher roles and competencies also had a significant weak relationship with the variables of duration of internet use, taking courses related to distance education program and teaching time in online education.
Gateways Not Pathways: Student Perceptions of the Portals to Employability
Author: Lock, Edward
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Employment Potential,Nontraditional Students,Career Planning,Career Pathways,Expectation,Lifelong Learning,College Freshmen,College Seniors,Student Development,Foreign Countries

The expectation that tertiary education leads to employment is one that most commencing students hold. A problem arises when there is a gap between the knowledge and skills students expect to acquire and the knowledge and skills course designers and teachers expect students to develop. The present study interviewed 22 first year students and 12 final year students to explore their expectations and experiences of employability teaching and learning, and compared these to the conceptions of employability articulated in their institution's policy documentation. The findings suggest that most students believed that, to achieve their career goals, their primary focus should be on completing their academic studies, and that all relevant knowledge and skills would be unveiled during this process. As such, they viewed their time at university as a distinct stage in their development, one that must be completed before they move on to engage with the challenge of employment. Such expectations differ in important ways from those of the institution at which participants were enrolled, which sets employability within the context of an ever-changing job market and the consequent need for life-long learning. Moreover, while the institution clearly articulates the skills that they believe are embedded within their units and courses, this is not being conveyed to students. Implications of this research highlight the need to carefully consider what expectations students are bringing with them regarding the enhancement of employability and how institutions can best act to bridge the gap between students' expectations and their own.