ethanporcaro/eric-fulltext-meta huggingface dataset:
Effect of Teaching and Learning-Scrum on Improvement Physics Achievement and Team Collaboration Ability of Lower-Secondary School Student
Author: Xiang, Jia-Wen
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Instruction,Teaching Methods,Instructional Effectiveness,Secondary School Teachers,Secondary School Students,Science Achievement,Physics,Teamwork,Cooperative Learning

Employers believe that people with the ability to work in teams can bring success to their business. Therefore, it is very essential to start cultivating students' teamwork skills in lower-secondary school to prepare students for the future. This study took &quot;Physics in Bicycles&quot; as an example to explore the effect of Teaching and Learning-Scrum (TL-Scrum) on students' physics achievement and team collaboration ability. It was conducted at a lower-secondary school in Changsha, China. &quot;Physical Knowledge of Bicycles&quot; Test and &quot;Team Collaboration Ability&quot; Measurement were applied to the two groups prior to and following the experiment. The experimental group (N=61) participated in TL-Scrum teaching, whereas the control group (N=58) participated without TL-Scrum teaching. The results revealed a significant difference between the two groups, with the experimental group learners performing better than the control group in the academic achievement. In addition, the results showed better positive effects of TL-Scrum on experimental group learners in team collaboration ability. Results suggested that learners achieved better academic achievements and team collaboration with the approach of TL-Scrum, which pointed to certain implications for physics teaching research, as well as in education of future physics teachers.
The Effect of React Strategy on Achievement in Science Education: A Mixed Research Synthesis
Author: Akay, Cenk
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Instruction,Science Achievement,Teaching Methods,Instructional Effectiveness,Elementary Secondary Education,Higher Education,Student Participation,Student Motivation,Research Methodology,Science Process Skills,Student Evaluation,Evaluation Methods,Context Effect,Relevance (Education),Hands on Science,Cooperative Learning,Transfer of Training

There is a contradiction in the literature about the effect of REACT strategy on science achievement. This study aims to resolve this contradiction by determining the effect of REACT strategy on student science achievement and the factors affecting this strategy by integrating findings obtained from both qualitative and quantitative studies. The study was conducted using a mixed-research synthesis by including 19 quantitative and 10 qualitative studies. Data obtained from quantitative findings were combined using a meta-analysis method, and data from qualitative findings were combined using a thematic synthesis method. It was attempted to explain the variance between studies included in the meta-analysis by using analytic themes derived from the thematic synthesis. As a result of the meta-analysis, teaching based on the REACT strategy was found to have a strong effect on science achievement (ES = 1.041, 95% CI: 0.7876 to 1.2948). The thematic synthesis yielded four descriptive themes, &quot;teaching-learning process in the REACT strategy&quot;, &quot;learning outcomes in the REACT strategy&quot;, &quot;limitations of the REACT strategy&quot;, and &quot;recommendations for practice&quot;. Teaching based on the REACT strategy was found to contribute largely to the learning process and learning outcomes. Some limitations were found in practice, and recommendations were determined to address these limitations.
Lessons from the Pandemic: Engaging Wicked Problems with Transdisciplinary Deliberation
Author: Coleman, Miles C.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Interdisciplinary Approach,Social Problems,Science Education,Communications,Communication Skills,Information Dissemination,Geography,Public Health,Economic Impact,Crisis Management,Poverty,Entrepreneurship,Urban Areas,Empathy

Some crises, such as those brought on or exposed by the COVID-19 pandemic, are wicked problems--large, complex problems with no immediate answer. As such, they make rich centerpieces for learning with respect to public deliberation and issue-based dialogue. This essay reflects on an experimental, transdisciplinary health and science communication course entitled Comprehending COVID-19.&quot; The course represents a collaborative effort among 14 faculty representing 10 different academic departments to create a resource for teaching students how to deliberate the pandemic, despite its attending, oversaturated, fake-news-infused, infodemic. We offer transdisciplinary deliberation as a pedagogical framework to expand communication repertoires in ways useful for sifting through the messiness of an infodemic while also developing key deliberation skills for productively engaging participatory decision-making with concern to wicked problems.
Toward a New Community of Care: Best Practices for Educators and Administrators during the COVID-19 Pandemic
Author: Clemens, Cody M.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Caring,Best Practices,College Faculty,College Administration,Administrators,Health Promotion,Communication (Thought Transfer),Communities of Practice

The onset of COVID-19 left people feeling unsettled, confused, and afraid of what tomorrow may hold. As university professors specializing in health communication, we too were left with these same feelings. As health communication scholars, we focus on issues surrounding illness, risk, crisis, care, health inequities, and wellness. COVID-19 is a health crisis, yes, but it has also changed the way we operate not only in higher education but in daily life. We begin this essay with an overview of COVID-19 and its impact on students, educators, and administrators. Then, we suggest four best practices to foster a community of care in the classroom during and beyond the COVID-19 pandemic.
Preservice Social Studies Teachers&apos; Opinions about Mobile Augmented Reality Applications
Author: Degirmenci, Nail
Date: 2021-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Social Studies,Computer Simulation,Telecommunications,Handheld Devices,Productivity,Educational Technology,Technology Uses in Education,Laptop Computers,Ownership,Internet,Barriers,Program Effectiveness,Foreign Countries,Teaching Methods,Teacher Attitudes

The aim of this study is to reveal the opinions of social studies preservice teachers about their experiences during an action research on mobile augmented reality. In line with the aim of the study, a total of 46 preservice teachers (25 female, 21 male) studying in the second year of a social studies education program of a state university in the spring semester of the 2018-2019 academic year were determined as the study group. In the data collection phase of the research; focus group interviews, researcher diaries, observation reports were used. During the interview data analysis, the content analysis method was used. The findings obtained from the interviews were also supported by the observation and researcher diaries. Finally, the data about the devices that the participants have and their level of using these devices were collected through the personal information form, and then tabulated and interpreted. The knowledge background of the participants required to perform Mobile Augmented Reality (MAR) activities was found to be inadequate. The participants reported that the use of AR on mobile devices increases accessibility, fosters interest, supports active participation, and improves perception. On the other hand, they reported that that its use in education concretizes the abstract concepts, ensures learning retention, enhances success and encourages collaborative learning. The MAR was also found to be perception-changing, enjoyable, motivating, growth-enhancing, and facilitative from students' perspective. From educators' perspective, the findings indicate that MAR increases productivity, supports the resourcefulness of the teacher, and keeps the teacher social.
&quot;Minor Setback, Major Comeback&quot;: A Multilevel Approach to the Development of Academic Resilience
Author: Frisby, Brandi N.
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Persistence,Resilience (Psychology),Undergraduate Students,Teacher Effectiveness,Teacher Behavior,Teacher Student Relationship,Help Seeking,Social Support Groups,College Environment,Self Management,Daily Living Skills

This study examined communicative processes at multiple levels that may influence students' academic resilience through transitions. Participant interviews (N = 23) revealed that at the individual level, students develop a resilient mindset and effective academic strategies, engage in self-care, and compartmentalize. At the relational level, students rely on teachers to demonstrate positive teaching behaviors, receive academic and emotional support from a variety of sources, and find role models to inspire resilience. Finally, students reported that the campus community gave opportunities to build support networks and access campus resources, but identified threats to effective use of these resilience-building opportunities. Finally, all but one theme demonstrated that the development of academic resilience typically happens outside the traditional classroom yet affects student performance inside the classroom. These findings contribute to instructional communication research because of the application of an underutilized theory and method in instructional research, the multilevel focus on communication and resilience development processes, and by providing practical insight to create targeted approaches to improve student resilience and related outcomes.
Reflexivity and Practice in COVID-19: Qualitative Analysis of Student Responses to Improvisation in Their Research Methods Course
Author: Spradley, Elizabeth
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Educational Technology,Creativity,Communications,Online Courses,Interpersonal Communication,Communication Research,Undergraduate Students,Research Methodology,Student Experience,Student Research,Essays,Barriers,Interviews,Attention,Participation,Goal Orientation,Qualitative Research,Statistical Analysis,Resources,Reflection

The improvisations needed to adapt to COVID-19 teaching and learning conditions affected students and faculty alike. This study uses chaos theory and improvisation to examine an undergraduate communication research methods course that was initially delivered synchronously/face-to-face and then transitioned to asynchronous/online in March 2020. Reflective writings were collected at the end of the semester with the 25 students enrolled in the course and follow-up interviews conducted with six students. Thematic analysis revealed that available and attentive student-participant, student-student, and student-instructor communication complemented learner-centered and person-centered goals, but unavailable or inattentive communication, especially with participants and students in the research team, contributed to negative perceptions of learner-centered goals. Implications explore how communication research methods pedagogy may achieve greater available, attentive, and learner/person-oriented goals through modeling, resourcing, reflexivity, and appreciation in online and offline course delivery to enhance shifts in communication pedagogy, whether voluntarily or involuntarily initiated by faculty.
&quot;No Justice, No Peace&quot;: Yard Signs as Public Pedagogy and Community Engagement at the Intersection of Public Health Crises
Author: Mussack, Brigitte
Date: 2021-00-00
Type: Journal Articles
Subjects: Signs,COVID-19,Pandemics,Racial Bias,Public Health,Homicide,Social Problems,Social Justice,Communications,Interpersonal Communication,School Closing,College Faculty,Teaching Methods,Distance Education,Political Issues,Neighborhoods,Community Involvement,Controversial Issues (Course Content)

This paper examines yard signs as a site for public pedagogy that engages two concurrent, and comorbid, public health crises: the COVID-19 pandemic and racism. Specifically, I reflect on how yard signs responding to the George Floyd murder in my own Minneapolis neighborhood exist during a kairotic moment; as myself and my students are increasingly confined to our own homes, and as the boundaries between school and home are blurred, the public health crisis of racism and the specific community response of yard signs present opportunities for examining how these signs can act as entry points into difficult conversations among neighbors, classmates, and colleagues. While such signs are certainly examples of epideictic rhetoric, participating in either &quot;praise or blame,&quot; I suggest that communication teachers can frame them as public pedagogy that &quot;strikes a harmony between learning through public engagement and understanding these public encounters in the space of the classroom&quot; (Holmes, 2016). As such, they can act not only as artifacts of community belonging, but as artifacts to promote reflection, conversation, and inquiry.
Pedagogy, Protests, and Moving toward Progress
Author: Durnell-Uwechue, Nannetta
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Justice,Social Problems,Cultural Awareness,Race,Humanism,Intercultural Communication,Teaching Methods,Classroom Environment,Empathy,Teacher Student Relationship,Interaction

Our world is in constant flux and educators are at the ship's helm steering toward what former U.S. Representative John Lewis called &quot;good trouble.&quot; However, in many cases, educators lack the training required to be most effective in doing so. As instructors face student demands to address topics on race and social justice, many educators are unsure about how to respond appropriately to the chants of &quot;No Justice, No Peace!&quot; Thus, this essay explores humanistic and pragmatic approaches for doing so in terms of fostering cultural communication competence when incorporating topics on race and social justice issues in the classroom.
Unpacking Privilege in Pandemic Pedagogy: Social Media Debates on Power Dynamics of Online Education
Author: Schwartzman, Roy
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Media,Power Structure,Online Courses,COVID-19,Pandemics,Computer Mediated Communication,Instructional Effectiveness,Academic Standards,Educational Improvement,Videoconferencing,Advantaged,Equal Education,Inclusion

As one of the world's major social media hubs dedicated to online education during the COVID-19 pandemic, the Facebook mega-group &quot;Pandemic Pedagogy&quot; provides a panoramic perspective of the key concerns educators and students face amid a public health crisis that forces redefinition of what constitutes effective education. After several months of instruction under pandemic conditions, two central themes emerged as the most extensively discussed and the most intensively contested: (1) rigor versus accommodation in calibrating standards for students, and (2) ways to improve engagement during classes conducted through videoconferencing, especially via Zoom. Both themes reveal deeply embedded systems of privilege and marginalization in the structures and methods of online education. The pandemic starkly exposes disparities in access, equity, and inclusivity. Addressing these challenges will require explicit measures to acknowledge these power imbalances by rethinking what counts as effective teaching and learning rather than relying on institutions to revert to business as usual after this pandemic abates.
The Other Side of 2020: Questioning Everything--Doing Something
Author: Tyma, Adam W.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Change,COVID-19,Pandemics,Critical Literacy,Media Literacy,Educational Practices,Introductory Courses,Mass Media,Autobiographies,Ethnography

In February of 2020, everything around the world changed. By mid-March, the majority of the world was locked down. Teachers were called on to create a sense of &quot;normalcy&quot; for their students. And we tried. During that process, though, as a teacher, I started to truly question what I was teaching and--more importantly--HOW I was teaching. This reflective essay offers a critical interrogation of my own pedagogical choices during and because of the COVID-19 pandemic . . . and so many other &quot;moments&quot; that have led up to it. I contend that we need to look in the mirror and ask ourselves, &quot;Are we doing this right?&quot; The following offers my starting point.
Pandemic Pedagogy: Elements of Online Supportive Course Design
Author: Brophy, Nate S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Online Courses,Curriculum Design,COVID-19,Pandemics,Distance Education,Course Evaluation,Student Attitudes,Measures (Individuals),Electronic Learning,Self Determination,Teacher Competencies,Student Evaluation of Teacher Performance,Preferences,Professional Autonomy

The purpose of this study was to identify which course design elements students perceive as supporting an easier transition to emergency remote teaching due to COVID-19, as well as to use those items to develop the Online Supportive Course Design (OSCD) measure. By asking students to rate their course with the easiest transition and hardest transition to emergency remote teaching, this study identified which structural elements were most important for supporting students during the transition. Using exploratory and confirmatory factor analyses, a seven-item measure was developed to operationalize OSCD, and initial validity was established by examining the relationships between OSCD, autonomy support, and teacher competence. Finally, practical implications for university faculty and areas for future research are discussed.
What COVID-19 Taught Us about Pedagogy and Social Justice--Pandemic or Not
Author: Lawless, Brandi
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Equal Education,Social Bias,Racial Bias,Best Practices,Accountability,Higher Education,Access to Computers,Ethnicity,College Students,Power Structure,School Closing,Online Courses,Distance Education,Educational Technology,At Risk Students,Barriers,Mental Health,Stress Variables

The COVID-19 pandemic (in conjunction with the Black Lives Matter Movement) exposed pervasive inequities, challenges, and opportunities to explore and implement &quot;best&quot; pedagogical practices to improve how we address social justice issues. Moreover, the COVID-19 pandemic intensified intergenerational gaps for the already vulnerable, under-resourced, and marginalized in our society. In response, we propose four &quot;best practices&quot; to embrace in our classrooms. These are: (a) fostering flexibility to bridge equity gaps; (b) rethinking the pedagogical panopticon; (c) emphasizing listening to and affirming students' struggles; and (d) employing student-centered accountability. The authors detail some specific inequalities that were brought to the surface during the Spring and Summer of 2020, offer &quot;best practices&quot; in response to such inequities, and stress the need for a student-centered pedagogy that serves to improve teaching and learning not just during a crisis, but also in semesters and years to come.
Toward an Invitational Andragogy: Articulating a Teaching Philosophy for the Andragogic Classroom
Author: Tipton, Whitney
Date: 2021-00-00
Type: Journal Articles
Subjects: Nontraditional Students,Andragogy,Adult Education,Teaching Methods,Student Motivation,Student Needs,Experience,Learning Readiness,Student Characteristics,Perspective Taking,Course Descriptions,Integrated Learning Systems,Language Usage,Educational Philosophy

Students older than 25 years are a growing population on our campuses. However, separating these students and labeling them as &quot;nontraditional&quot; further isolates them from campuses that are already geared toward younger learners. This reflective essay explains the need for a philosophy of invitational andragogy--a classroom approach rooted in invitational rhetoric (S. Foss &amp; Griffin, 1995) and Knowles's assumptions about older learners (1980, 1984). While inviting transformation is important in all classrooms, it is especially important for older learners who often feel separated from the campus at large. To explain how an invitational approach to the andragogic classroom can be achieved, we identify opportunities to apply the strategic prongs of invitational rhetoric: (a) offering perspectives and (b) creating external conditions that promote safety, value, and freedom.
Pre-Service Science Teachers&apos; Experiences of Home-Based Practical Work under Emergency Remote Teaching
Author: Chirikure, Tamirirofa
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Distance Education,Virtual Classrooms,COVID-19,Pandemics,Chemistry,Science Laboratories,Active Learning,Foreign Countries,Video Technology,Student Experience,Student Attitudes,Preservice Teacher Education,Teacher Student Relationship

Practical work is ubiquitous in science education, but its enactment is challenging in remote teaching contexts. The situation was exacerbated due to a moratorium on contact classes induced by the COVID-19 pandemic that necessitated strict health protocols. Home-based practical work (HBPW) became a significant option as academic institutions shifted to emergency remote teaching. The question is whether HBPW provides equivalent learning experiences in comparison to laboratory-based practical work (LBPW). This research therefore explored preservice science teachers' experiences of HBPW implemented at a particular South African university. Eighty-four preservice science teachers, who engaged in HBPW in a chemistry module, were purposively selected as the participants. The data were generated through individual reflections at the end of the semester. An adaption of the equivalence theory was ideal in analysing and interpreting the results. Results show that HBPW was flexible, empowering, contextualised, and enhanced active learning. New forms of interaction emerged in the absence of physical student-teacher and student-student interactions. Concerns over its ability to develop practical skills are expressed. Recommendations are made with a view to optimising HBPW.
Implementation of SSI Concept Mapping as a Dynamic Learning Environment to Enhance Students&apos; Scientific Performance
Author: Su, King-Dow
Date: 2021-00-00
Type: Journal Articles
Subjects: Science and Society,Concept Mapping,Science Process Skills,Science Achievement,Persuasive Discourse,Problem Solving,Educational Benefits,College Students,Foreign Countries

The presented research focuses on verifying the confluent application of concept mapping (CM) and socio-scientific issues (SSI) according to the value-laden and moral dilemma orientation to construct problem-solving performance. This research sets up some perspectives for all 146 participants, including 139 students and 7 experts. All findings reveal that the design of SSICM contexts includes a rebuttal process and incense claim to improve students' argument response (16.4%), to increase content knowledge and illuminate their science learning by argumentations. To develop an assessment tool with high validity and reliability (Cronbach's [alpha] &gt; 0.9) and find positive presentations of all learning attitudes in the SSICM context, learning environment and results will concern the best argumentation process. Students' interview responses and SWOT analysis of teachers indicate that SSICM's use of argument in the classroom is a real benefit. The research provided a better paradigm of attempts to combine analytical and academic hypotheses to explain literature sources by teachers, researchers, textbook developers, and editors.