ethanporcaro/eric-fulltext-meta huggingface dataset:
Industry 4.0 Diagnosis from an iMillennial Educational Perspective
Author: Cotet, Gabriela Beatrice
Date: 2020-00-00
Type: Journal Articles
Subjects: Technological Advancement,Evolution,Age Groups,Individual Characteristics,Emotional Intelligence,Motivation,Measures (Individuals),Education Work Relationship,Labor Needs,Job Skills,Human Resources

Although the new economic paradigm is based on the rapid evolution of technology, it is not clear if this evolution is only dependent on a spectacular transformation of human resources or if the evolution of human resources has imposed major changes at a technical level as well. The main focus of this paper is to identify how to cope with these new technologies as educational actors, using a diagnosis of contemporary generation characteristics. The fourth industrial revolution (Industry 4.0) imposes a rapid evolution (or revolution) of the human resources paradigm in engineering: iMillennials should adapt to that paradigm, and the paradigm should be adapted to them. The research objectives were to identify some relevant characteristics of iMillennials' technological background and to create a map of the abilities of this generation as required by the evolution of new technologies. For a batch of students with a technical background, two psychological inventories that describe emotional intelligence and motivation acquisition were applied. Each inventory used focuses on certain features that describe motivational achievement (AMI) or emotional intelligence (EQ-I). Besides the motivational features, the AMI questionnaire also refers to socio-emotional abilities. A correlation between the parameters of the two inventories occurred. Three correlated parameters (assertiveness, reality testing, and commitment) were identified. Based on these results, a constellation map of soft skills was designed to match characteristic features of iMillennials with necessary competencies for an Industry 4.0 environment. Furthermore, this paper proposes a tool for educational actors to cope with these transformations based on the new technologies of Industry 4.0 and the characteristics of the iMillennials generation.
The Implementation of an Ethical Education Curriculum in Secondary Schools in Ireland
Author: Bourke, Maria
Date: 2020-00-00
Type: Journal Articles
Subjects: Ethics,Teaching Methods,Ethical Instruction,Teacher Attitudes,Administrator Attitudes,Principals,Secondary School Teachers,School Culture,Teacher Characteristics,Student School Relationship,Secondary School Students,Foreign Countries,Curriculum Implementation,Values Education,Educational Benefits,Family School Relationship,Social Capital

The paper investigates teachers' and principals' experiences of implementing a pilot of an ethical education (EE) curriculum to a senior cycle programme in Educate Together secondary schools in Ireland. The development of this curriculum was informed by the Integrative Ethical Education Model (Lapsley and Narvaez, 2004). Thirteen teachers and two school principals were interviewed about their experiences of this curriculum and its impact on school culture and organisation. An implementation science approach informed a thematic analysis of transcripts that interrogated the perspectives of participants, and revealed the systemic factors that included barriers to, and facilitators of, EE curriculum implementation. Interviews were analysed inductively, by exploring participants' experiences, and deductively, using Narvaez's framework of ethical skills. Results were presented within the domains of school setting, wider school setting, curriculum characteristics and teacher characteristics, reflecting an implementation science approach. Findings suggest that this curriculum nurtured a positive school climate where students identified as having a greater sense of school belonging as a result of access to this curriculum.
Taking Universal Design Back to Its Roots: Perspectives on Accessibility and Identity in Undergraduate Mathematics
Author: Nieminen, Juuso Henrik
Date: 2020-00-00
Type: Journal Articles
Subjects: Access to Education,College Mathematics,Students with Disabilities,Student Experience,Inclusion,Self Evaluation (Individuals),Foreign Countries,Undergraduate Students,Student Centered Learning,Learning Disabilities,Accessibility (for Disabled),Instructional Design

Universal Design has been promoted to address the diversity of learners in higher education. However, rarely have Universal Design implementations been evaluated by listening to the voices of disabled students. For this study, we investigated the perceptions of three disabled students who took part in an undergraduate mathematics course designed with the principles of Universal Design for Learning and Assessment. The study consists of two parts. First, we observed the experiences students had in relation to the accessibility of the course design. The second part consisted of a further analysis of the students identifying processes to understand how they talked about their learning disabilities during the course. Our results highlight many opportunities and challenges that the course offered to the students, whilst also raising concerns about how the students excluded themselves from their student cohort in their identifying narratives. Based on our results, we argue that Universal Design should be returned to its roots by connecting it with the social model of disability. We call for future research to learn from our mistakes and consider the identifying processes of the students while designing, and hopefully co-designing, inclusive learning environments in mathematics.
Transferring Knowledge in a Knowledge-in-Use Task--Investigating the Role of Knowledge Organization
Author: Kubsch, Marcus
Date: 2020-00-00
Type: Journal Articles
Subjects: Transfer of Training,Goal Orientation,Mastery Learning,Middle School Students,Energy,Grade 7,Early Adolescents,Prior Learning,Cognitive Structures,Science Education

Knowledge-in-Use, i.e., the ability to apply what one has learned, is a major goal of education and involves the ability to transfer one's knowledge. While some general principles of knowledge transfer have been revealed, the literature is full of inconclusive results and it remains hard to predict successful transfer. However, research into expertise suggests that how one organizes one's knowledge is critical for successful transfer. Drawing on data from a larger study on the learning of energy, we employed network analysis to investigate how the organization of students' knowledge about energy influenced their ability to transfer and what role achievement goal orientation may have played in this. We found that students that had more coherently organized knowledge networks were more successful in transfer. Furthermore, we also found a connection between mastery goal orientation and the organization of students' knowledge networks. Our results extend the literature by providing evidence for a direct connection between the organization of students' knowledge networks, their success in transfer, and their goal orientation and hint at the complexities in the relationship between mastery approach goal orientation and successful transfer beyond what is reported in the literature.
The Impacts of Different Sorts of Art Education on Pupils&apos; Preference for 20th-Century Art Movements
Author: Kardum, Goran
Date: 2020-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Art Education,Preferences,Art Appreciation,Elementary School Students,Art Expression,Visual Arts

The research presented here aims to determine how art education influences students' preferences for the 20th-century art movements. An educational experiment that spanned through one school year was conducted on 200 primary school students. It included three types of intervention: observing works of art from the 20th century, introducing works of art using a puppet, and the students' art activities/artwork based on the 20th-century art movements. The results show that the model of art education is an important factor in changing students' preferences for the 20th century art movements. Students reacted positively to each kind of education, as evidenced in the wider acceptance of 20th-century art (abstract, fauvism, cubism, pop art, and surrealism). The type of education did not influence preferences (as much) when it came to classical art and visual works without artistic value. We concluded that puppets and independent creative work should be used more often in art education.
Implementing Reflective Group Work Activities in a Large Chemistry Lab to Support Collaborative Learning
Author: Leopold, Hannah
Date: 2020-00-00
Type: Journal Articles
Subjects: Reflection,Cooperative Learning,Chemistry,Science Laboratories,Curriculum Implementation,STEM Education,Inclusion,Student Attitudes,Instructional Effectiveness,Interaction,Undergraduate Students

Many classrooms in higher education are becoming increasingly diverse. Diversity is an asset when student interactions are promoted and facilitated by instructors. The challenge is, many times students are grouped together for a collaborative project without attention to or skilled support for the learning and development that can occur through the intercultural collaborative process itself. Instructors often assume this learning happens automatically or organically and does not need to be acted upon explicitly. However, collaboration skills do not come naturally; simply putting students in groups is not enough. When collaboration is facilitated skillfully it benefits all students, especially those from marginalized and historically underserved groups. Here, we enumerate barriers instructors face in supporting groups, describe/share a model, and explore the implementation of this model in a general chemistry lab, which relies heavily on group work. We found that these activities are feasible in a large STEM class, that students participated and found value in them, and that they enhanced students' content learning and the development of cross-cutting competencies sought by employers. We hope after reading this paper, instructors will recognize the responsibility and opportunity they have in supporting interactions, and have new inspiration and a pathway to do so.
Teaching and Learning Methods in Geography Promoting Sustainability
Author: Yli-Panula, Eija
Date: 2020-00-00
Type: Journal Articles
Subjects: Geography Instruction,Teaching Methods,Sustainable Development,Thinking Skills,Outdoor Education,Elementary School Students,Secondary School Students,College Students,Experiential Learning,Technology Integration,Inquiry,Active Learning,Cooperative Learning,Environmental Education,Problem Based Learning,Persuasive Discourse,Place Based Education

Understanding and learning geographic knowledge and applying it to sustainable development (SD) depends not only on the knowledge itself, but also on how it is taught and studied. The teaching and learning methods for promoting sustainability in geography have not been thoroughly studied. This qualitative study examined articles on geography teaching and SD. The material was selected using keywords related to geography education. The study describes 17 articles published in peer-reviewed scientific journals from 2008 to 2018. The focus group varied from primary to higher education. The proportion of teaching and learning methods were determined. The data were analyzed using qualitative content analysis. The foci of the analyses were the teaching and learning methods, topics, goals, and levels of thinking skills. Additionally, features of the teaching methods used in geography education, including outdoor education, to achieve the sustainable development goals (SDGs) were investigated. Different teaching methods used together and interactive learning were the most often preferred. Group work and teachers' presentations were mentioned in 12 articles, and inquiry-based learning and argumentation in half of the articles. The most often written expressions promoting SD in geography education concerned environmental sustainability (42%), followed by social (25%), economic (19%), and cultural sustainability (14%). The most emphasized features of the current teaching methods were active participation, thinking skills, animation, evaluation, dialog, demonstrations, and information and communication technology skills. The whole school approach and forward-looking perspective in geography should be implemented in school education to reach the SDGs and to support SD.
Implications of Assessing Student-Driven Projects: A Case Study of Possible Challenges and an Argument for Reflexivity
Author: Pedersen, Sofie
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Projects,Problem Based Learning,Interdisciplinary Approach,Grading,College Students,Foreign Countries,Reflection,Active Learning,Examiners,Testing Problems,Vignettes,Evaluation Criteria,Student Research

Employing student-driven project work in a higher education setting challenges not only the way in which we understand students' learning and how we define the expected learning outcomes, it also challenges our ways of assessing students' learning. This paper will address this question specifically and illustrate with a case that highlights some of the challenges that may arise in practice when assessing student-driven, problem-based projects. The case involved an assessment situation in which a discrepancy arose between the internal and external examiner in relation to what was valued. The discrepancy had consequences not only for the concrete assessment of students' work, but also for the validity of the problem-based university pedagogy in general, and it raised the question of how to assess students' work adequately. The research focus of this study was to explore the implications of assessing student-driven projects within a progressive approach to higher education teaching, along with the potential underlying issues. We found a need for clear assessment criteria while insisting on a space for students' creativity and reflexivity as essential parts of a learning process. The paper thus makes a case for the notion of reflexivity as an assessment criterion to be integrated into learning objectives.
Forma Mentis Networks Reconstruct How Italian High Schoolers and International STEM Experts Perceive Teachers, Students, Scientists, and School
Author: Stella, Massimo
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Correlation,High School Students,Researchers,Cognitive Processes,Scientists,Student Attitudes,Mentors,Teacher Student Relationship,Stereotypes,Anxiety,Individual Development,Educational Attitudes,Schemata (Cognition),Emotional Response,Test Anxiety,Comparative Analysis,Intervention,Action Research,Foreign Countries,Networks

This study investigates how students and researchers shape their knowledge and perception of educational topics. The mindset or forma mentis of 159 Italian high school students and of 59 international researchers in science, technology, engineering and maths (STEM) are reconstructed through forma mentis networks, i.e., cognitive networks of concepts connected by free associations and enriched with sentiment labels. The layout of conceptual associations between positively/negatively/neutrally perceived concepts is informative on how people build their own mental constructs or beliefs about specific topics. Researchers displayed mixed positive/neutral mental representations of &quot;teacher&quot;, &quot;student&quot; and, &quot;scientist&quot;. Students' conceptual associations of &quot;scientist&quot; were highly positive and largely non-stereotypical, although links about the &quot;mad scientist&quot; stereotype persisted. Students perceived &quot;teacher&quot; as a complex figure, associated with positive aspects like mentoring/knowledge transmission but also to negative sides revolving around testing and grading. &quot;School&quot; elicited stronger differences between the two groups. In the students' mindset, &quot;school&quot; was surrounded by a negative emotional aura or set of associations, indicating an anxious perception of the school setting, mixing scholastic concepts, anxiety-eliciting words, STEM disciplines like maths and physics, and exam-related notions. Researchers' positive stance of &quot;school&quot; included concepts of fun, friendship, and personal growth instead. Along the perspective of Education Research, the above results are discussed as quantitative evidence for test- and STEM anxiety co-occurring in the way Italian students perceive education places and their actors. Detecting these patterns in student populations through forma mentis networks offers new, simple to gather yet detailed knowledge for future data-informed intervention policies and action research.
Characterising Communication of Scientific Concepts in Student-Generated Digital Products
Author: Georgiou, Helen
Date: 2020-00-00
Type: Journal Articles
Subjects: Scientific Concepts,Communication Skills,Difficulty Level,Semantics,Pharmacology,Foreign Countries,College Students,Multimedia Materials,Student Developed Materials,Evaluation Methods

New assessment types that include multimodal and digital elements are increasingly being used to assess university students' 'soft skills' such as communication, as well as their science content knowledge. However, very little is known about how or how well such products assess communicative elements, particularly when these elements are so intricately linked with disciplinary knowledge. This paper presents a novel way of looking at these new digital assessments in science. Using semantic density, a concept from the framework of Legitimation Code Theory (LCT) that conceptualises complexity, we consider how to characterise learners' communication of complex science in the digital products. Results show that successful products 'negotiate' complexity in distinct ways and that language and image work together in the products to build meaning. This approach is a 'first step' in characterising discipline-based communication skills through the development of a preliminary conceptual framework that will inform pedagogies and assessment practices surrounding student-generated digital products, in an effort to improve outcomes for science students.
The Political Process of International Education: Complementarities and Clashes in the Manitoba K-12 Sector through a Multi-Level Governance Lens
Author: Tamtik, Merli
Date: 2020-01-06
Type: Journal Articles
Subjects: International Education,Competition,Elementary Secondary Education,Foreign Students,Foreign Countries,Educational Policy,Governance,Nongovernmental Organizations,Federal Government,State Government,Interaction,School Administration,Administrative Organization,Political Attitudes,Economic Factors,Parent Attitudes,Student Attitudes,Decision Making,Stakeholders,Policy Analysis,Administrator Attitudes,Strategic Planning,Educational Planning,International Trade,Educational Legislation

International education has become a policy sector of growing importance to Canada. With increased government regulations, disconnect is often observed between the intended policy outcomes and practice. This study aims to explain this disconnect by analyzing the heterogeneity among stakeholder interests. It focuses on 1) distribution of authority; 2) heterogeneity of values; and 3) complementarities and clashes in policy issues. A multi-level governance (MLG) framework (Chou et. al., 2017; Hooghe &amp; Marks, 2003), as a guiding theoretical lens, is applied to examine the interactions among governments (federal-provincial), non-governmental organizations, school administrators, international students and their families in the context of the Manitoba K-12 sector. Data for this study were collected through document analysis and 40 semi-structured interviews. Findings indicate increased steering power of both the federal and provincial governments to regulate international education with conflicting agendas based on political ideologies. The pursuit of Canada's economic competitiveness through K-12 international education has led to a rise in the authority of non-governmental actors, including parents and students, to shape the services, programs and curriculum content offered by public schools. The study proposes adding an additional layer to the MLG framework, that of the complexities within stakeholder groups.
Teaching Work in Higher Education Corporate Groups and the Stock Market: A Conflict-Based Study
Author: de Melo Gomes, Thayse Ancila Maria
Date: 2020-01-20
Type: Journal Articles
Subjects: Higher Education,Census Figures,Money Management,News Reporting,Organizations (Groups),Corporations,College Faculty,Teaching Methods,Educational Change,Online Courses,Teacher Dismissal,Class Size,Web Sites,Investment,Foreign Countries,Corporate Education,Finance Occupations,State Universities,Private Colleges,Institutional Characteristics,Conflict of Interest,Social Action,Tuition,Student Attitudes,Distance Education,Enrollment,College Students,Employment Qualifications

This study briefly reports on a range of conflicts involving teaching work in joint-stock higher education organizations which trade shares in [B]3 stock market, especially Ânima, Estácio, Kroton and Ser Educacional. After the systematic organization of empirical observations, we defined our object through a methodology specific to the investigation of social conflicts. The study resulted in a list of conflicts based on news articles which mentioned conflicts in these organizations between 2009 and 2018. A total of 102 articles about 56 conflicts led to the identification of some common issues experienced by professors in these companies, such as pedagogical reforms aimed at favoring online courses, overcrowded classrooms and dismissals. The research proceeds to characterize these corporations based on Brazil's Higher Education Census, the stock market's website and selected companies' websites, besides specialized magazines and newspapers. Analyzing conflicts leads us to conclude about an array of changes caused by financial control over teaching establishments.
The Work in Higher Education
Author: Mancebo, Deise
Date: 2020-01-20
Type: Journal Articles
Subjects: Higher Education,Educational Legislation,Colleges,Foreign Countries,Educational Change,Civil Rights,Justice,Federal Legislation,Labor Legislation,Employees,Unemployment,Labor Turnover,Wages,Occupational Safety and Health,Legal Responsibility,Unions,Taxes,Social Bias,School Personnel,Neoliberalism

This article presents the dossier, &quot;Work in higher education&quot;, composed of 10 articles and discusses the changes that have taken place in the Brazilian labor world since the parliamentary, media and judicial coup that took place in 2016. It considers the hypothesis that one of the central goals of the coup was precisely the attack on work, in distributive sense of income, and also in the organizational sense of social and workers movements. It analyzes the legislation approved in the period -- Law 13.429/2017 and Law 13.467/2017 -- which has led to a sharp setback in the rights enshrined in the 1988 Constitution, and critically lists the main consequences of this legislation for workers such as unemployment, increased turnover, decrease in wages, reduction of recourses to labor justice and, consequently, increased mockery of protective social legislation at work, weakening of trade union organization and greater suffering at work in general. In the end, it develops the impacts of these changes on the work carried out in higher education institutions.