ethanporcaro/eric-fulltext-meta huggingface dataset:
An Assessment of the Impact of an Animation on Biology Students&apos; Visualization Skills Related to Basic Concepts of Mitosis
Author: Mnguni, Lindelani
Date: 2021-00-00
Type: Journal Articles
Subjects: Animation,Biology,Science Instruction,Teaching Methods,Visualization,Scientific Concepts,Comparative Analysis,Learning Problems,Grade 10,High School Students,Science Tests,Course Content,Visual Literacy,Foreign Countries

Using external representations (ERs) to foster content understanding in biology education has increased as they allow for the visualization of abstract biological phenomena. However, the extent to which students have visualization skills required to learn from ERs effectively remains an open question. The current quantitative quasi-experimental research sought to determine the extent to which an animation could be used to enhance students' visualization skills and reduce learning difficulties related to basic concepts of mitosis. Participants were 67 Grade 10 purposively selected learners from a South African school. An assessment test was used for data collection. Results showed that exposure to an animation, as an additional learning tool, improved students' visualization skills while reducing visualization difficulties related to basic concepts of mitosis. We conclude that ERs may enhance students' visualization skills, reduce learning difficulties and improve content understanding. ERs may also be used in broader student development which includes visual literacy.
Processes of Reflection in the Teaching and Learning Research Lab: Effects of Reflecting on Classroom Actions
Author: Peitz, Julia
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Learning Processes,Seminars,Reflective Teaching,Teacher Education Programs,Comparative Analysis,Pretests Posttests,Video Technology,Intervention,Student Attitudes,Professionalism,Foreign Countries,Learning Laboratories

The ability to reflect on teaching is crucially important for the professionalization of trainee teachers. The fostering of reflection processes -- by means of the systematic analysis of one's own and others' teaching from subject-specific, methodological, and educational science perspectives -- plays a central role in a continuing and consecutive two-semester teacher training seminar concept at the University of Mainz. This paper explores the different effects of reflection on teaching on the basis of a quasi-experimental pre-post test design. Additionally, it shows how systematic reflection on teaching affects the students' subjective experience of competence as well as the extent the seminar enables them to identify themes relevant for reflection. For example, the results of the comparison between two student groups working with different methodological approaches reveal that there are specific effects of opportunities for reflection on teaching. It was found that the students in both groups rated the relevance of self-reflection for their own later work as very high and felt much more confident in dealing with external video material. Moreover, the students in the intervention group appear to be increasingly capable of analysing teaching and learning processes in a more nuanced and systematic way based on theory and criteria; they are also more skilled at identifying reflection-relevant situations from various perspectives. As a consequence, it becomes clear that reflection on one's own and others' teacher actions must be integrated more strongly and consequently into teacher training in order to advance the development of one's own professionalisation and to make the best possible use of the associated potential.
Effectiveness of the Augmented Reality on Improving the Visual Thinking in Mathematics and Academic Motivation for Middle School Students
Author: Elsayed, Sabah Abdalla
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Simulation,Educational Technology,Technology Uses in Education,Thinking Skills,Student Motivation,Middle School Students,Spatial Ability,Foreign Countries,Mathematics Instruction,Geometry,Visual Aids,Cognitive Processes,Visual Perception,Visual Discrimination,Learning Motivation

This research aimed to identify the effectiveness of augmented reality technology on improving visual thinking in mathematics and academic motivation among middle school learners in Saudi Arabia. To accomplish the research objectives, the experimental method with a quasi-experimental design was adopted and it included an experimental group and a control group with the pre-and post-test of both groups. The research was implemented on a random sample of (76) students and the research tools included the Visual Thinking Test and Academic Motivation Scale. The tools were pre-and post-tested to the groups of the research in the second semester of the academic year 2019/2020AD. The results concluded that the experimental group surpassed the control group in visual thinking and academic motivation. Based on the results, both researchers recommended the involvement of augmented reality technology in mathematics instruction at different levels of education. They also recommend the inclusion of this technology in mathematics in overall, and Geometry in specific.
Degree of Practicing Authentic Leadership among Public School Leaders from the Teachers&apos; Viewpoint
Author: Al-Dhuwaihi, Adel
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,School Administration,Public Schools,Teacher Attitudes,Middle School Teachers,Leadership Styles,Leadership Effectiveness,Females,Teacher Characteristics,Correlation,Teaching Experience,Specialization,Intermediate Grades,Foreign Countries

This study aimed to determine the degree of practicing authentic leadership among public-school leaders from teachers' viewpoint while also revealing whether statistically significant differences exist between the respondents' means of the degree of authentic leadership practice due to number of years of service, specialization, and/or scholastic stage. A descriptive-analytical approach was adopted. The study population consisted of teachers. A stratified random sample of 351 female teachers was chosen. The questionnaire used consisted of four main axes that included the four authentic leadership elements: self-awareness, relational transparency, the internalized moral perspective, and balanced processing. The results indicated a high degree of the practice of the four dimensions of authentic leadership among the leaders as well as the presence of statistically significant differences between teachers' mean responses about the degree of authentic leadership practice among the leaders of public-schools due to the number of years of service in favor of the teachers whose years of service ranged between 5 and 10 years as well as academic level in favor of intermediate school teachers. The researchers also offer several recommendations.
Developing a Heutagogy Approach to Promoting Teacher Competencies in Indonesia
Author: Handayani, Silvia Mariah
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Determination,Teacher Competencies,Teacher Education,Student Participation,Metacognition,Reflection,Cooperation,Capacity Building,Online Courses,Educational Technology,Student Centered Learning,COVID-19,Pandemics,Workshops,Peer Teaching,Experiential Learning,Seminars,Group Discussion

This study aims to establish a Heutagogy approach for teacher professional education in Indonesia as an attempt to improve teacher competencies. This study will identify key elements of a Heutagogy approach derived from previous Heutagogy practices. The methods to collect data for developing the Heutagogy approach in this study employs a literature review of previous research and findings related to Heutagogy practice. In this regard, this study's established elements are Learner-determined learning, Metacognitive reflection, Collaboration, and Capability development. These elements are analysed and then incorporated into the TPE model with support from online learning tools. Capability development is the goal of experiencing each of the elements of Heutagogy in this approach. Each of these key elements will contribute to developing participants capability as professional teachers. The Heutagogy approach in this study is expected to be significant for improving teacher competencies in Indonesia.
Evaluation of Reading Materials for Students in Schools
Author: Rokhmansyah, Alfian
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Materials,Reading Material Selection,Curriculum Implementation,LGBTQ People,Comparative Education,Cultural Differences,Behavior Standards,Educational Research,Elementary Secondary Education,Developing Nations,Barriers,Foreign Countries

This article aims to compare the content of reading material for students in Indonesia and other countries, for example, reading material containing lesbian, gay, bisexual and transgender (LGBT) issues. This objective is based on selecting reading material for learning in schools in Indonesia, which is undoubtedly different from that in other countries, for example, the United States. The choice of reading material is chosen by the teacher and is based on its suitability with students' needs and characteristics. This article uses a comparative study with the literature method. Data are collected from documents in journals, proceedings, books, and articles on the internet related to the topics in this article. The data analysis technique was carried out using content analysis techniques. The collected data were then analysed and compared to determine what students in Indonesia and the United States read. The results show that in the United States, LGBT material has been incorporated into the school curriculum. Meanwhile, in Indonesia, LGBT material is quite challenging to include in the school curriculum because it is considered contrary to the prevailing norms in Indonesia regarding LGBT, even though it can support learning about tolerance.
The Effect of Integrated Instructional Activities of Environmental Education by Using Community-Based Learning and Active Learning
Author: Ongon, Suparat
Date: 2021-00-00
Type: Journal Articles
Subjects: Environmental Education,Conservation (Environment),Instructional Effectiveness,Service Learning,Community Education,Active Learning,Integrated Activities,Ethics,Knowledge Level,Student Volunteers,College Freshmen,Gender Differences,Grade Point Average,Foreign Countries

The purposes of this research were to study and compare environmental knowledge, environmental ethics and environmental volunteers before and after integrated instructional activities of environmental education by using community-based learning and active learning, to compare environmental knowledge, environmental ethics and environmental volunteers of students with different gender and Grade Point Average (GPA). The sample used in the study were 89 the first year undergraduate students in Environmental Education program, Faculty of Environment and Resource Studies, Mahasarakham University, which was derived by purposive sampling in environmental studies course. The research tools were the integrated instructional activities of environmental education by using community-based learning and active learning, environmental knowledge test, environmental ethics test and environmental volunteers test. The statistics used for data analysis were frequency, percentage, mean, standard deviation and hypothesis testing using t-test, F-test (One-Way MANOVA, One-Way MANCOVA and Univariate Test). The results of the research showed that: (1) The students had average score of the environment knowledge, environmental ethics and environmental volunteers in the posttest higher than pretest statistical significance (p &lt; 0.05); (2) There was no significant difference between average score of the environmental knowledge, environmental ethics and environmental volunteers of undergraduate students with different gender (p &gt; 0.05); and (3) There was statistically significant difference between average score of the environmental knowledge, environmental ethics and environmental volunteers of undergraduate students with different Grade Point Average (GPA) (p &lt; 0.05).
Design of Teachers&apos; Wellness Program: The Experience of Filipino School Principals
Author: Ortillo, Emelito
Date: 2021-07-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Motivation,Public Schools,Principals,Leadership Styles,Program Design,Program Effectiveness,Wellness,Life Style,Positive Attitudes,Professional Development,Stress Management,Stakeholders,Foreign Countries

This study was conceptualized to identify how Filipino school principals designed a wellness program as basis for general guidelines for the design of teachers' wellness program. The researchers used descriptive method, particularly case study method of research. Five public elementary school principals with implemented teachers' wellness programs were chosen as the participants of the study. Instruments used to gather data were prepared by the researchers and has been validated by the experts in the field. Participants were asked to answer questions through interviews. From the results of the interview different strategies emerged and were considered to make the program more effective and successful to the participants such as needs assessments, stakeholders' involvement, listening to the stakeholders, stakeholders' consultations, establishment of committee and gathering of resources. As to the outcome of the program, happiness, a healthy lifestyle, a positive attitude, professional growth, and dimensions of wellness should be considered. Stakeholders' involvement and their willingness make the program possible, successful and well-managed. Their expertise, time and commitment strengthen the program as well as the camaraderie of the stakeholders. The leadership style of the principals also plays a big role to make the program properly designed, implemented and managed. They have the power to influence or make the teachers motivated and committed to their work.
Impact of COVID-19 on the Learning Processes of Typically Developing and Special Needs Students in Pakistan
Author: Nasir, Shazia
Date: 2021-07-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Online Courses,Distance Education,Students with Disabilities,At Risk Students,Stress Variables,Barriers,Coping,Teaching Methods,Educational Technology,Technology Uses in Education,Special Education,Student Needs,Physical Health,Mental Health,Student Adjustment

Due to the quick spread of the COVID-19 disease, education institutions across the world had to be closed, and there was an overnight shift to online distance teaching and learning. Majority of the teachers in Pakistan are used to the traditional way of face-to-face teaching and online teaching came as a challenge. Like most of the countries, Pakistan too was not prepared for the sudden shift from face-to-face to online distance learning. Although COVID-19 impacts almost everyone in society, students with disabilities, both physical and mental, are one of the most vulnerable groups due to the restrictions in their activities. Furthermore, studying online devoid of the human touch has induced mental stress among these students. Hence this study focused on the online teaching and learning processes in Pakistan, its challenges and modern pedagogies for emergency situations particularly mental health for students with and without learning disabilities, teachers. The study includes some suggestions for the target group to cope with the sudden catastrophe of COVID-19.
Demonstrating the Elusive Outcomes of Decision-Making, Information-Seeking, and Adaptability: A Market Simulation Game for Engineering Students
Author: Morelock, John R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Engineering Education,Teaching Methods,Educational Games,Simulation,Decision Making,Problem Solving,Undergraduate Students,Comparative Analysis,Information Seeking,Industrial Arts,Telecommunications,Handheld Devices,Role Playing,Outcomes of Education,Ethics,Course Descriptions

In undergraduate engineering education, students are often overexposed to problem-solving methods that are unrepresentative of how engineers solve problems in practice. For decision-making problems, in particular, students are commonly taught to compare alternative solutions using known and provided information. However, many real-world decision-making problems require a broader range of problem-solving strategies, including information seeking, extrapolation of a decision's consequences, and compromise between parties with competing objectives. To advance engineering educators' capacity to address this need, we developed a simulation game activity designed to offer industrial engineering seniors experience in solving realistic decision-making problems. The simulation game involved students working in teams that role-played as different types of companies in a global smartphone market, where teams needed to negotiate with one another to establish profitable contracts within the game's ruleset. Using a qualitative assessment instrument we developed through prior research, we evaluated how well success in the game aligned with learning outcome achievement in constrained decision-making, information-seeking, and adaptability. Though the game has opportunities for improvement, student success in the game was aligned with excellence in constrained decision-making, and occasionally aligned with excellence in adaptability, and effort to seek information that could guide team decisions. Additionally, student actions during the game have potential to initiate student discourse on the role of engineering ethics in managerial decision-making, which may be of interest to many engineering programs. Finally, we comment on how our new assessment instrument affected student learning and related implications for assessment in engineering education more broadly. Our market simulation game was an effective instructional tool to allow students to demonstrate our intended learning outcomes, and other instructors with similar intended outcomes may find it a valuable tool for their courses as well.
Understanding Food Policy Councils: Lessons for Extension Partners
Author: Feenstra, Gail
Date: 2021-00-00
Type: Journal Articles
Subjects: Food,Policy,Community Organizations,Extension Agents,Role,Program Development,Financial Support,Information Dissemination,Citizen Participation,Community Involvement,Economic Development,Hunger,Agriculture,Information Sources

This paper presents findings from a survey of 34 food policy councils (FPCs) in California. The survey addressed organizational structure and functions, policy priorities and achievements, and the use of research or other information. We find that most FPCs have formed in recent years, operate with small budgets and limited or no staff, and function primarily to foster network relationships. FPCs rely on community-based knowledge more than academic research, suggesting an opportunity for Extension professionals to lend expertise. We conclude by identifying specific ways Extension professionals can support FPCs as they seek to enhance local and regional food systems.
Empathy Instruction through the Propagation Paradigm: A Synthesis of Developer and Adopter Accounts
Author: Sochacka, Nicola W.
Date: 2021-00-00
Type: Journal Articles
Subjects: Empathy,Teaching Methods,Engineering Education,Teamwork,Educational Innovation,Communication Skills,Instructional Design,Time Management,Educational Objectives,Learning Processes,Undergraduate Students,Units of Study

Prior research indicates that empathy can help engineers achieve better outcomes in team-based, design, entrepreneurial, and humanitarian environments. We describe an educational innovation designed to teach engineering students empathic communication skills. Written in the spirit of a propagation (versus dissemination) paradigm, we focus on how the original innovation was adapted to fit into two instructional settings that differed from the first implementation context. We use first-person instructor accounts to describe these adaptation processes, including interactions between the developers and the adopters of the innovation, what modifications were necessary to &quot;fit&quot; the innovation into the new settings, and adopter experiences. We conclude with a brief discussion of particularly salient propagation considerations that emerged for the two adopters including, for example, the amount of instructional time available for implementing the empathic communication exercises, and how to achieve student buy-in in different course settings. The two main contributions of this paper are, first, the rich descriptions of how features of the original educational innovation had to be modified to meet the two other settings' pedagogical goals and, second, an example of how to advance scholarship that supports the propagation of engineering education teaching and learning innovations.
Awareness of the Gifted Students and Their Normally Developing Peers about Environmental Education Concepts
Author: Mutlu, Fatma
Date: 2021-00-00
Type: Journal Articles
Subjects: Academically Gifted,Knowledge Level,Environmental Education,Gender Differences,Age Differences,Student Characteristics,Foreign Countries,Ecology,Grade 5,Grade 6,Grade 7,Grade 8,Instructional Program Divisions,Pollution,Conservation (Environment)

The aim of this study was to examine the awareness levels of the gifted students and normally developing peers related to the environmental education concepts. In line with this purpose, the survey design, which is one of quantitative research methods, was used in the study. 209 gifted students receiving education in a Science and Art Center in the Eastern Anatolia and 250 secondary school students receiving education in the public schools during the fall term of the 2019-2020 school year, participated in the study. In the study, the Environmental Education Concepts Awareness Scale was used as data collection tool. Necessary validity and reliability studies were conducted for the scale used. The independent samples t-test and ANOVA were used in the analysis of the data. As a result of the study it was determined that the gifted students had higher awareness scores related to environmental education concepts, compared to their normally developing peers. In addition, while the environmental education concepts awareness scores of the gifted students did not differ significantly according to gender, age range and class level, there was a significant difference in all variables examined in the normal-development group.