ethanporcaro/eric-fulltext-meta huggingface dataset:
Increasing Hispanic Students&apos; Awareness and Use of Floor-Robots through Structured Activities
Author: Casey, Jane Elizabeth
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Technology,Technology Uses in Education,Robotics,Hispanic American Students,Elementary School Students,Learning Activities,At Risk Students,Student Interests,Difficulty Level,STEM Education,Knowledge Level,Student Attitudes,Preferences,Low Income Students,English Language Learners,Grade 5

When educators provide students with opportunities to interact with educational technology such as floor-robots, it may: (a) increase students' awareness of new educational tools, and (b) enhance students' use and engagement with new technologies. This case study provided upper-elementary, Hispanic students with opportunities to engage in structured and unstructured activities with floor-robots, with direct support from researchers and the cooperating teacher. These educational robots were introduced to student-participants on multiple occasions during regular instructional class time in a Title I school on the U.S.-Mexico border to determine: (a) students' interest in continued use of floor-robots; and (b) students' perceptions of ease-of-use of floor-robots. Floor-robots were selected largely because researchers had access to two types: a Roamer floor-robot and a Thymio floor-robot. For students from underserved populations, it is important that educators strengthen students' self-efficacy in science, technology, engineering, and mathematics (STEM) areas (Mau &amp; Li, 2018), as well as increase students' awareness and use of newer educational technologies, which is a growing field and includes floor-robots. However, in-service teachers may need guidance, support, and professional development when selecting and using new educational technologies such as floor-robots. Student-participants' post-study surveys and interviews provided researchers with insight into elementary students': (a) interest in floor-robots and robotics, (b) perceived ease-of-use, (c) preferred type of floor-robot in this particular study, and, (d) opinions on the potential uses and downsides of floor-robots.
Investigating Turkish Pre-Service Science Teachers&apos; Moral Reasoning in Genetics Related Socioscientific Issues
Author: Cebesoy, Ümran Betül
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Moral Values,Logical Thinking,Genetics,Science and Society,Decision Making,Influences,Psychological Patterns

In this study, Turkish pre-service science teachers' moral reasoning patterns and the factors which influence their decisions while discussing genetics-related socio-scientific issues (SSI) were investigated. A basic qualitative approach was adopted for this purpose. Seven third-grade pre-service science teachers enrolled in the study. Semi-structured interviews for different genetics related SSI were conducted. The results revealed that decisions were generally based on the consequences of genetic applications (consequentialist) or based on moral principles or prescripts (principle-based). Most participants used consequence-based moral reasoning in their decisions, while principle-based moral reasoning was less used. They also used emotion-based moral reasoning. Their decisions were influenced by emotions, including empathy or sympathy toward the characters, or the unborn baby, in the scenarios. Additional and varied factors, including legal, ethical, economic, and technological concerns, were revealed as influential. Participants' decisions were also shaped by their own experiences, media resources, and faith in science. The implications for science teacher education programs are discussed.
Examining the Use Self-Perceived by University Teachers about ICT Resources: Measurement and Comparative Analysis in a One-Way ANOVA Design
Author: Guillén-Gámez, Francisco David
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Technology Integration,Information Technology,Technological Literacy,Teacher Competencies,Teacher Characteristics,Intellectual Disciplines,Research,Student Evaluation,Knowledge Level,Faculty Development,Foreign Countries

The growing rise of information and communication technologies (ICT) in all areas of society demands that university professors have an adequate level of digital literacy, so that they can contribute effectively to the training of their students and respond to the demands of the job. The objective of this research is to know and compare the use by university teachers of different ICT resources, in their teaching, evaluation, and research (UTIC-EEI model, its acronym in Spanish), depending on the area of knowledge to which they belong (science and engineering-architecture, health sciences, art-humanities, and social-legal Sciences), in order to be able to take measures to effectively address the digital shortcomings of teachers. An ex post facto study is carried out, with a quantitative methodology utilising a survey technique, with a sample of 867 Spanish university teachers, with a descriptive and inferential analysis via ANOVA for multiple comparisons. The results showed a medium-high use by teachers of ICT resources in four areas, with there being a superior use in the teaching and research dimensions compared to the evaluation dimension in each area of knowledge. These data underline the need to continue training teachers to make excellent instrumental use of specific ICT resources in each area of knowledge.
Relationships between Teaching Experience and Teaching Ability with TPACK: Perceptions of Mathematics and Science Lecturers at an Islamic University
Author: Haviz, Muhammad
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Mathematics Teachers,Science Teachers,Teacher Attitudes,Pedagogical Content Knowledge,Technological Literacy,Teaching Experience,Teaching Skills,Islam,Universities,Foreign Countries

The purpose of this study was to measure Islamic university mathematics and science lecturers (IU-MSLs) perception of technological pedagogical content knowledge (TPACK) in 21st-century learning. This research utilized a quantitative method derived from a descriptive survey collected from 48 lecturers at a single university. Confirmatory factor analysis (CFA) and alpha Cronbach methods were applied to determine the quality of the instruments used in this study. Furthermore, descriptive statistics and ANOVA were used to analyze the data obtained, while correlations were used to test the hypotheses. The results showed no relationship between teaching experience (TE) and teaching ability (TA) with TPACK. In addition, there were no differences in lecturers' perceptions of TPACK based on the material being taught. This study concluded that TPACK is an essential competency for mathematics and science lecturers in an Islamic university.
Perceptions Regarding Distance Learning in Higher Education, Smoothing the Transition
Author: Todri, Ardita
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Attitudes,College Faculty,Undergraduate Students,Graduate Students,Distance Education,Electronic Learning,COVID-19,Pandemics,Teacher Role,Student Role,Interaction,Instructional Effectiveness,Social Support Groups,Adjustment (to Environment),Affordances,Foreign Countries

This paper presents the perceptions on distance learning approaches, assessed through an online survey, using experimental design of ideas (Mind Genomics). Students and professors of higher education institutions who had not yet experienced distance learning before COVID-19 pandemic period participated in the study. The participants belong to the universities located in Mediterranean basin, e.g., Albania, Italy, Morocco, Algeria and few African countries. Results suggest that distance learning will shift many of the responsibilities formerly on the professors to those of the students. The data suggests the need for emotional support during this transition, specifically to maintain interaction among students and professor as well as among students themselves in distance learning platforms as in traditional classrooms. The study shows that the effectiveness and the interactivity of this new paradigm are very important and any further developments of distance learning should provide strong support for these components. The position of the professor is indispensable as the guide to the entire process, suggesting that at least at the time of this writing (2020) distance learning approach is perceived only to be an intermittent complementary path to in-person interactions.
Using the Word Association Test to Examine Life Skills Cognitive Structures of Pre-Service Science Teachers
Author: Alaca, Merve Bahar
Date: 2020-00-00
Type: Journal Articles
Subjects: Association Measures,Cognitive Structures,Preservice Teachers,Science Teachers,Foreign Countries,Daily Living Skills,Student Attitudes,Teamwork,Communication Skills,Entrepreneurship,Creativity,Decision Making,Thinking Skills

Science teachers, while teaching their students the science concepts, should also be teaching life skills. To ensure that future science teachers are competent to teach these skills, it can help assess the cognitive structures they hold as pre-service teachers. The current study aimed to reveal the cognitive structures and conceptual knowledge status of pre-service science teachers related to life skills. The participants were 165 pre-service teachers studying at the Department of Elementary Science Education at a public university in Turkey. A word association test (WAT) using six keywords (Communication, teamwork, entrepreneurship, creativity, decision making, analytical thinking) about life skills was developed. The gathered data was analyzed with the interslice distance technique and a descriptive analysis method. The results suggest that pre-service science teachers do not have the cognitive structures to produce enough answer words about life skills. It is suggested that elective undergraduate courses that allow students to recognize and internalize these skills can be introduced or increased in pre-service teaching programs.
Integrating Living Values Education by Bridging Indigenous STEM Knowledge of Traditional Salt Farmers to School Science Learning Materials
Author: Imaduddin, Muhamad
Date: 2020-00-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Values Education,Science Education,Agricultural Production,Foreign Countries,Agricultural Occupations

The lack of bridges between formal science taught in schools and indigenous STEM knowledge is a problem that leads to the abandonment of cultural values and local wisdom. This article aimed to (1) describe the traditional salt production process by farmers and their living values education (LVE), and (2) transform indigenous STEM knowledge into scientific knowledge that can be applied to school science learning. This research was conducted in Central Java, Indonesia using observation, interviews, and literature and document review. A qualitative, ethnographic approach revealed that the traditional salt production process includes (1) draining the land; (2) making plots; (3) draining the pond plots; (4) compaction of the land surface; (5) seawater drainage; and (6) harvesting the salt. Identifiable living values include collaboration, simplicity, happiness, responsibility, and corporation. Indigenous knowledge is found in salt farmers' understanding of the characteristics and the process of salt crystal formation and their use of traditional equipment. Indigenous STEM knowledge can be transformed into school science learning materials as an example of integrating LVE.
An Investigation of Potential Leadership and Innovation Skills of University Students
Author: Koyuncuoglu, Deniz
Date: 2021-00-00
Type: Journal Articles
Subjects: Leadership Qualities,Innovation,Creativity,Skill Development,Student Characteristics,Undergraduate Students,Gender Differences,Expectation,Academic Aspiration,Public Colleges,Foreign Countries

The leadership characteristics and innovation skills of university students are of great importance in order to increase the quality of education in universities and to ensure academic development, change and renewal. This study aimed to investigate the potential leadership and innovation skills of university students with a correlational approach. Therefore, the leadership characteristics and innovation skills of university students were examined based on the variables of gender, year of study and academic career expectations through a descriptive survey design. The participants of this study consist of 343 students studying at 2 state universities in Konya. Personal information form, potential leadership scale and innovation scale were used to collect data. The results of the research showed that there were significant differences in terms of potential leadership characteristics and innovation skills of university students by gender, year of study and academic career expectations. In addition, the potential leadership characteristics of the participants significantly predicted their innovation skills.
Transformation of Pedagogical Communicative Competence during Creation Digital Online Courses
Author: Grunis, Maxim L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Factor Analysis,Teaching Methods,Online Courses,Instructional Design,College Faculty,Psychology,Organizational Communication,Teacher Education Programs,Foreign Countries,Educational Improvement,Technological Literacy,Teacher Student Relationship,Graduate Students,Course Descriptions,Video Technology

The purpose of this work is to identify the transformations of communicative functions. These functions are associated with the subjects of communication in both fields: in pedagogical and organizational, also in the instrumental and design once during the process of creating digital video recordings for online courses. Questionnaires, observation, and factor analysis were used as research methods. It helped to formulate a popularity rating of digital tools for future teachers. The study was conducted at the Institute of Psychology and Education of Kazan (Volga region) Federal University. The study involved 120 people: teachers developing online courses and students studying at the pedagogical educational programs. Transforming indicators of pedagogical communicative competence are highlighted. These indicators are needed to be emphasized when improving teacher training. It will help future teachers to be able to effectively carry out their activities in digital educational environment. These indicators are: the ability to organize interactive cooperation during training, the ability to organize mutual exchange and development of students, the ability to create an open environment for analysis and improvement. The methodological aspects of the development of pedagogical communication functions in the dynamic environment of digital education and an interactive environment are disclosed on the basis of work with videos. Some recommendations for future teachers' skills improving and development of training experience organization in the digital environment are given. These are a clearly-set goal for educational video materials, adequate video content, skills for digital tools using, also the skill to choose adequate digital tools for a task fulfillment. The tool that can enhance enthusiasm, and stimulate students for productive work in a digital environment. The study allows improving video content and increasing the effectiveness of its use in the educational process. Also, the results of the experiment can become a basis for teacher training programs improving. Especially it can be useful for future teachers' pedagogical communicative and digital competences development. The tasks developed within the frame of the research will be included in the assignments of pedagogical internship for pedagogical Master's degree courses at the Institute of Psychology and Education of Kazan Federal University. These tasks for students include development and use of online courses with video materials.
Pathway to Leadership: The Peer Tutor Coordinator Role at West Chester University
Author: Lloyd, Courtney A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Peer Teaching,Coordinators,Supervision,Learning Resources Centers,Student Role,Competence,Student Development,Leadership Training,Student Leadership,Undergraduate Students,Tutoring,Time Management,Communication Skills,Problem Solving,Professionalism,21st Century Skills

Peer tutors at West Chester University's Learning Assistance and Resource Center have the opportunity to advance in their professional roles by becoming Peer Tutor Coordinators (PTCs). PTCs supervise peer tutors within the learning center and are instrumental to its overall success. PTCs acquire time management, communication, problem-solving, professionalism, and adaptability skills that are beneficial to their learning center roles as well as their professional endeavors. To help fill the gap in the literature, this article highlights the PTC role, competencies that promote professional development and leadership, learning center goals, and implications for future practice in this important area of research.
Proactive Retention through Integrated Modeling of Engagement (PRIME)
Author: Croft, Paul J.
Date: 2020-00-00
Type: Journal Articles
Subjects: School Holding Power,Academic Persistence,Educational Strategies,Early Intervention,College Freshmen,Academic Advising,Academic Support Services,Academic Libraries,Library Services

This study engages readers in a dialogue on redesigning retention strategies from reactive to proactive, a conceptualization of interdependencies of retention intervention metrics and student behaviors, and identifies the actions needed to achieve them in practice through real-time collaborative campus partnerships. Best practices for data collection and analysis, including anticipated impacts on specific workflows and student support services, are discussed through a multi-pronged and multi-phased approach to allow for predictive modeling. While this study explores model development for Kean University, a four-year public university in New Jersey, it has implications for replication at other institutions to increase persistence, retention, and timely graduation.
Correlational Study of Student Perceptions of Their Undergraduate Laboratory Environment with Respect to Gender and Major
Author: Nyutu, Eva N.
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Student Attitudes,Teacher Attitudes,Course Objectives,Science Laboratories,Science Experiments,Introductory Courses,College Science,Physics,Biology,Chemistry,Undergraduate Students,Late Adolescents,Gender Differences,Majors (Students),Nonmajors

The science laboratory learning environment has been a distinctive area in science education since the 19th century. Unfortunately, students are generally not aware of what science instructors expect from laboratory experiences, and far too often, the undergraduate science laboratory curriculum lacks explicit, well-defined goals. Science instructors assume that they have created their laboratory curriculum in such a way as to reflect an ideal science instructional laboratory, but students may not recognize this. What previous studies do not indicate is the extent to which students understand the laboratory goals for instruction as intended by the instructors. This study, therefore, using a quantitative design, examined undergraduate science major (biology, chemistry, and physics) and non-major students', and female and male perceptions of their science instructional laboratory with respect to instructors' goals for the laboratory. Data was collected via the Student Perceptions of the College Instructional Laboratory Survey (SPCILS) at a Midwestern University in the USA. The findings suggest that, on the whole, students perceive their instructional labs much as intended by their instructors. Female and male students were just as likely to view their instructional laboratories as intended by the instructors. Moreover, the study found no differences between science majors and non-majors. This study provides baseline data for future qualitative studies about how major and gender might be impacting students' laboratory experiences in ways beyond what was measured on this survey. Our research was done at a teaching-oriented, midsized university. It would thus be appropriate for similar investigations to be carried out at a research-oriented university.
Students&apos; Experiences Learning in the Emporium Model: A Conceptual Analysis
Author: Gibson, Terry O., Jr.
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,College Mathematics,Introductory Courses,Mathematics Instruction,Teaching Methods,Models,Student Attitudes,Independent Study,Remedial Mathematics,Educational Benefits

The purpose of this paper is to capture and analyze students' experiences learning within an Emporium Model (E-Model) of both learning support and introductory college-level mathematics courses. Participants (n =163) were asked their perceptions regarding the E-model approach. Contextual analysis was used to code participants' responses. Participant comments revealed overwhelming favorability of the E-Model while highlighting the ramifications of learning in a more self-directed learning environment. The paper concludes with applicable recommendations for enhanced sustainability of the E-Model design for course instruction.
Centering Wellness and Fostering Interconnectedness with Future Educators of Color during a Global Pandemic and Racial Justice Uprising
Author: Navarro, Oscar
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Minority Groups,Instructional Design,Online Courses,COVID-19,Pandemics,Social Justice,Wellness,Social Action,Racial Bias,Teacher Student Relationship,Meetings,Computer Mediated Communication,Virtual Classrooms

With the advent of COVID-19 and classes moving online, future educators of Color (FEoC) in teacher education programs are susceptible to the same disparities in outcomes and retention that college students of Color experience. As a teacher educator of Color, I drew from &quot;abolitionist teaching,&quot; &quot;restorative practices,&quot; and &quot;engaged pedagogy&quot; to redesign and teach an online course for FEoC during the pandemic and racial justice uprising. I centered wellness and fostered interconnectedness through the use of restorative circles to process the pandemic and anti-Black violence and scheduled one-on-one meetings with FEoC to listen and respond to their needs. I emerged from the experience both humbled and hopeful that intentionally designing online coursework can support FEoC and inspire collective social action.
Co-Innovating a Paradigm Shift from a Pandemic
Author: Barnhart, Tara
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Change,Instructional Improvement,Educational Innovation,Mentors,Preservice Teachers,Preservice Teacher Education,Coaching (Performance),Beginning Teachers,Teacher Collaboration

The COVID-19 pandemic has resulted in an unprecedented upheaval of the traditional teaching context. Fortunately, disruptions can also catalyze innovations as they cause the field to re-examine its assumptions and practices. Re-thinking how we mentor pre-service and early-service teachers is one area that shows particular promise for improving teaching. I cite examples from my experience as a mentor teacher and a teacher educator to question traditional models of mentoring that inhibit innovation, collaboration, and reflective practice. Tools and routines that explicitly draw out the assets each member brings to the teaching dyad are needed to address the challenges of our current context, encourage thoughtful instructional change, and build teacher agency and collaboration.