ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysis of STEAM-Based TPACK Integrated Activities in Elementary School Thematic Books
Author: Atmojo, Idam Ragil Widianto
Date: 2022-00-00
Type: Journal Articles
Subjects: Art Education,STEM Education,Pedagogical Content Knowledge,Technological Literacy,Learning Activities,Elementary Education,Books,Foreign Countries,Grade 5,Motion

Technological, Pedagogical, and Content Knowledge (TPACK) can collaborate with the Science Technology Engineering Art Mathematics (STEAM) approach. STEAM is also essential for students to improve their ability and skills to operate and produce science and technology-based products, supported by the TPACK abilities of educators to develop quality technology-based learning. In this study, there were 26 items of integrated TPACK and STEAM activities, with the most findings being content knowledge, as much as 27.50% for science. The second-highest finding was the integration of pedagogical knowledge, as much as 24%. Furthermore, the third most common finding, 17.40%, was the integration of technological knowledge with art and pedagogical content knowledge with art, while 10% of activities integrated content knowledge with art. The last finding found the integration of pedagogical knowledge with science of 3.4%. However, all indicators did not appear mathematical. In addition, the most common finding was the integration of art and pedagogical content knowledge, as much as 34.60%. The percentage of activities integrating engineering and content knowledge was 27%, which was the highest finding. In this case, one activity allows more than one integration.
A Democratic Reflective Syllabus in a Second Language Acquisition Context: In-Person, Digital and Hybrid Experiences
Author: Biagi, Fiora
Date: 2022-10-00
Type: Journal Articles
Subjects: Blended Learning,Second Language Learning,Second Language Instruction,Course Descriptions,Democratic Values,Italian,Intercultural Communication,Service Learning,Cultural Awareness,Teaching Methods,Reflection,Global Approach,Citizenship,Pandemics,COVID-19,Educational Change,Immersion Programs,Study Abroad,Foreign Countries,Student Attitudes,Language Teachers,Computer Mediated Communication,In Person Learning,Distance Education,Multilingualism

Since its inception in 2004, Siena Italian Studies (SIS) has worked to offer students a challenging and engaging intercultural experience thanks to the implementation of the service-learning pedagogy and the practice of reflection combined with language acquisition. Over the years, SIS courses have been aligned with European policies and developments so that students could better understand the impact of their experience and build competences useful for their future as global citizens. For this reason, the Reference Framework of Competences for Democratic Culture (RFCDC) was incorporated in the syllabus of the renewed reflection course, &quot;Intercultural Dialogue, Democracy and Global Citizenship through Reflection&quot;. The sudden change of habits and perspectives due to the COVID-19 pandemic in Spring 2020 abruptly caused a shift in education. Therefore, proceeding along its ever-evolving path, SIS has come to develop new ways of educating to democracy: a digital and a hybrid reflective course. This contribution will present the Democratic Reflective Syllabus used in the EUFICCS (European Use of Full-Immersion, Culture, Content and Service) approach and compare its in-person version with its two updated versions developed.
Psychologically Ready? Cases of EFL Elementary School Teachers&apos; Readiness to Teach English in Indonesia
Author: Angraeni, Anggi
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Language Teachers,Elementary School Teachers,Readiness,Second Language Instruction,National Curriculum,Grade 4,Teacher Attitudes,Teacher Characteristics,Teacher Motivation,Self Efficacy

In the implementation of &quot;Kurikulum Merdeka&quot; in Indonesian schools, there is a fundamental change related to the position of English as a subject. When previously English was considered a local content subject at elementary schools, in today's curriculum, it becomes compulsory for both primary to secondary levels of elementary. The policymakers should be intrigued about whether elementary school teachers in Indonesia are ready to respond to this change. Accordingly, this study intends to investigate to what extent the participated teachers are ready to teach English in elementary school. The psychological dimension of readiness was the main concern. To address this issue, a narrative inquiry involving three elementary teachers, all teaching in fourth grade, served as the participants of this study. They wrote their personal stories with guiding questions comprising their experiences dealing with English, how they had responded to changes, and their educational backgrounds. Through deductive coding and data analysis, it revealed that the participants had different ways of responding to change, such as: conducting preparation, worrying, and being optimistic. They had different educational majors, which was predicted as a factor that influences self-efficacy. They also had different experiences in dealing with their English proficiency. However, they believed they were psychologically ready to teach English at Elementary schools. The result indicates that there is important to investigate further and more in-depth other dimensions of readiness: behavioural and situational readiness.
The Relationship between the Pre-Service Science Teachers&apos; Self-Efficacy towards Science Teaching and Tendency to Use Technology in Classes
Author: Temur, Atilla
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Self Efficacy,Foreign Countries,Science Instruction,Technology Uses in Education,Technology Integration,Educational Technology,Student Attitudes

The effectiveness of science instruction undoubtedly relies heavily on the teacher. Moreover, international guidelines for science teacher training and the standards for their competencies emphasize the adequate utilization of instructional technologies. In this light, sophisticated instruction of science demands a teacher who has a high self-efficacy perception and is fluent in the use of instructional technology during the classes. Given these motives, this quantitative correlational study examined the relationship between senior pre-service science teachers' self-efficacy perceptions towards teaching science and their tendency to use technology in class. The study sample consisted of 91 undergraduate students enrolled in the Science Education program of a state University in the Eastern Anatolian region of Turkey. The data was collected using two Likert-type scales subjected to Pearson Correlation analysis. The findings implied a positive, although the relatively weak linear relationship between the tendency to use technology in class and self-efficacy perceptions towards teaching science. Moreover, the calculated coefficient of determination value implies that either of the factors only infers 8% of the total variance of self-efficacy &amp; tendency to use technology. Finally, the implications and potential underlying factors affecting this relationship are discussed.
Educating Democratically and Interculturally Competent Citizens: A Virtual Exchange between University Students in Argentina and the USA
Author: Golubeva, Irina
Date: 2022-10-00
Type: Journal Articles
Subjects: Democracy,Teaching Methods,Cultural Awareness,Exchange Programs,Foreign Countries,Intercultural Communication,Student Attitudes,Trauma,COVID-19,Pandemics,Art,Multimedia Materials,Citizenship,International Organizations,Competence,Definitions,Guidelines,College Students,Computer Mediated Communication,Citizenship Education

In this paper we present the analysis and interpretation of data collected during an intercultural virtual exchange undertaken in 2020 in which students from Argentina and the USA explored how trauma and suffering associated with COVID-19 can be channeled through collaborative artistic multimodal creations, and how approaching this in a productive way can lead to self-transformation in terms of intercultural and civic growth. To obtain unbiased data, we did not give the students information on the Council of Europe's Reference Framework of Competences for Democratic Culture (RFCDC; 2018) which was fundamental to our conceptualization. Here, we apply an ex post facto research method to explore which of the 20 competences for democratic culture included in the RFCDC were mobilized and deployed by our students during this project. We do so by analyzing their multimodal artistic creations, social actions, and their civic statements from the perspective of the RFCDC definitions and descriptors. Findings indicate that the virtual exchange project contributed to the cultivation of 'democratically and interculturally competent citizens' as conceptualized in the Reference Framework of Competences for Democratic Culture.
A Retro Perspective on Blended/Hybrid Learning: Systematic Review, Mapping and Visualization of the Scholarly Landscape
Author: Bozkurt, Aras
Date: 2022-00-00
Type: Journal Articles
Subjects: Blended Learning,Teaching Methods,Interdisciplinary Approach,Research Reports,COVID-19,Pandemics,Learning Analytics,Bibliometrics,Trend Analysis,Educational Trends,Technology Integration,Social Networks,Network Analysis,Higher Education,Teacher Education,Curriculum Development,Educational Theories

The blending learning model, a combination of onsite and online learning modalities formulated by relevant pedagogies, modalities, and technologies, offers learning experiences that involve the different factors shaping each modality, such as time, space, path, and pace, through sequential or parallel designs. In its relatively short history, this model has attracted much attention in the educational landscape. In this context, the main aim of this study is to conduct a systematic review of blended learning research by applying data mining and analytic approaches to identify the bibliometric trends and patterns and the thematic patterns in blended learning research and to present its intellectual structure. In brief, the results indicated that interest in blended learning research has remained steady, and that this interest peaked during the Covid-19 pandemic, when blended learning was applied to meet the new needs that emerged. Collaboration between social sciences and technology-related fields, as well as between health and medicine fields, has shaped the interdisciplinary approach to the subject. Trend analysis revealed that teacher training is a crucial factor for the success of blended learning adaptation, along with the adoption of appropriate technologies by educational institutions. Social network analysis and text mining identified four thematic patterns: (1) The comparison of online and onsite learning to benchmark the effectiveness and efficiency of modalities; (2) technology-mediated blended learning experiences; (3) teacher training and curriculum development to overcome the challenges of blended learning; and (4) dominance of the positivist paradigm in blended learning research. From the bibliometric analysis of the intellectual structure of blending learning and the determination of pivotal contributions to the subject, three emerging patterns were identified: (1) widespread theoretical and conceptual discussions; (2) higher education-oriented research; and (3) the tendency to adopt a quantitative research paradigm.
Finding Balance through Connected Learning Designs: Disentangling Self-Regulated and Coregulated Learning in Online Postgraduate Education
Author: Peters, Mitchell
Date: 2022-00-00
Type: Journal Articles
Subjects: Graduate Study,Online Courses,Electronic Learning,Independent Study,Lifelong Learning,Student Experience,Learning Strategies,Educational Practices,Group Instruction,Peer Relationship,Cooperative Learning

The paradigm of lifelong learning has changed our understanding of the possibilities of online postgraduate education for fostering self-regulated learning. Recent research attention has been placed on the role of self-regulated learning in higher education in hybrid, blended or fully online environments. Although the fields of EdTech and online higher education have a significant research agenda in both scale and scope, rigorous research and substantive findings about how students experience the balance across a continuum from self-regulated learning to guided instruction have been limited. The purpose of the current study is to examine and expose learning strategies and practices that support and shape connected forms of lifelong learning in online postgraduate education across contexts. Results are presented from the qualitative component of a broader mixed methods study aiming to explore the phenomenon of interest from the participants' perspective. The findings present three key areas of interest to further the conversation on how to best support lifelong learning in online HE and promote changes in our understanding of self-regulated learning. The article concludes with a discussion of the identified learning strategies and practices used to support learning across contexts to provide more nuanced insights into the factors that support or hinder efforts to foster lifelong, self-regulated and co-regulated learning.
Enhancing Cooperative Learning and Student Motivation with Gamification Strategies: A Case Study in Industrial Engineering
Author: Lluch-Molins, Laia
Date: 2022-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Student Motivation,Gamification,Engineering Education,Foreign Countries,College Students,COVID-19,Pandemics,Distance Education,Technology Uses in Education

This contribution presents the pedagogical design of a subject through gamified activities supported by technological tools in which the integration of two key subjects of the Civil Industrial Engineering career were implemented, which are operational research and project evaluation. In addition, the results of the satisfaction and learning perception questionnaires administered at the end of the experience are presented. Gamification is planned and implemented as a collaborative learning strategy to relate knowledge and skills acquired in order to provide solutions to science-based engineering problems in the area of their profession. The experience has been developed with 10 students in the ninth semester of the 2017 generation of the career, dictated this semester. It should be noted that the course was planned to be taught in classroom mode, due to the COVID-19 pandemic, for both academics and students, it was a challenge and a learning achievement to teach the course online since the University of Antofagasta was not prepared to teach classes in virtual mode. Even though Chilean universities have used gamification in engineering, there have been no records of the existence of subjects integrated with the application of this tool. The results obtained in this teaching innovation achieved motivation of our students, teamwork, learning to learn, good performance in the completion of academic activities and the satisfaction of students accredited through the survey.
The Relationship between 21st Century Learner Skills and Program Literacy Levels of Pre-Service Teachers
Author: Kuloglu, Aysenur
Date: 2022-09-00
Type: Journal Articles
Subjects: 21st Century Skills,Preservice Teachers,Foreign Countries,Gender Differences,Intellectual Disciplines,Predictor Variables,Pedagogical Content Knowledge

The aims to examine the relationship between preservice teachers' 21st-century learner skills and their curriculum literacy levels. 476 preservice teachers studying at the Faculty of Education of a state university in Turkey participated in the study. The relational survey model was adopted in the study. The data were collected through &quot;21st Century Learners Skills Use Scale&quot; and &quot;The Curriculum Literacy Scale&quot;. Pearson Product Moments Correlation Coefficient and regression analysis were performed. The results showed that the participants' 21st century learner skills and curriculum literacy were at a high level and their 21st century learner skills and curriculum literacy levels did not differ significantly by gender. It was found that the participant's 21st century learner skills did not significantly differ by the department. However, it was discovered that the curricular literacy levels varied greatly by department. The participants in the preschool education department were found to have higher levels of curriculum literacy levels. In addition, a significant, moderate, and positive relationship was found between the participants' 21st century learner skills and curriculum literacy. Finally, 21st-century learner skills were statistically significant predictors of program literacy levels.
The Relationship between Metacognitive Awareness and Academic Procrastination Behavior: The Moderator Role of Gender and Grade Level
Author: Yagan, Saadet Aylin
Date: 2022-09-00
Type: Journal Articles
Subjects: Foreign Countries,Metacognition,Time Management,Student Behavior,Instructional Program Divisions,Sex,Undergraduate Students

This research aimed to reveal the relationship between university students' metacognitive awareness (MA) and academic procrastination levels. Additionally, the moderator effects of gender and grade level in this relationship were examined. The quantitative research method was adopted, and descriptive and associational research designs were used. The sample consisted of 375 undergraduate students studying at Gaziosmanpasa University in Tokat, Turkey. The data were collected using a demographic information survey and the, Metacognitive Awareness Scale, and Academic Procrastination Scale. The results showed that students have a low level of academic procrastination behavior and moderate to high level of cognitive awareness. There is a moderate, negative, and statistically significant relationship between academic procrastination behavior and MA; as MA increases, academic procrastination behavior decreases. Thus, MA is a significant variable in predicting academic procrastination; 17.8% of the variance in academic procrastination behavior is explained by MA. The moderator roles of gender and grade level in this relationship are not statistically significant.
Increase in Academic Performance Due to the Application of Cooperative Learning Strategies: A Case in Construction Engineering
Author: Cano-García, Elena
Date: 2022-00-00
Type: Journal Articles
Subjects: Academic Achievement,Engineering Education,Construction Industry,Cooperative Learning,Student Motivation,Intervention,Online Courses,Instructional Design,Peer Relationship,Teaching Methods,Achievement Gains,Grade Point Average,Student Attitudes,Foreign Countries,Undergraduate Students

Cooperative learning has positive effects on student motivation, participation, and performance. Following the methodology's principles, an intervention was designed to be implemented online during confinement in a university subject called Transport Infrastructure (n=40). The data collected shows that the operation of cooperative learning in online environments has the same benefits in improving satisfaction, learning pace, and performance. These findings have implications for future instructional designs in hybrid or online modalities. The cooperative work teaching and learning methodology, if effective, will involve the conscious and sustained effort of a small group of students toward a pre-established goal, where each of its components assumes roles and coordinates their actions to achieve said purpose. In addition, the articulation of their resources-capabilities, the interaction generated between the members during the process, and the preliminary results obtained, promote a greater commitment-responsibility for their work and interdependence and support among their peers, raising the threshold between individual and group. The article allows the effects of this didactic proposal on four elements: the participation rate, the improvement of the learning pace, the increase in academic performance, and the participants' satisfaction. The results are an increase of 0.5 points in qualifications, 17% in approval rate, and 85% in learning compared to the minimum required (80%). These results, together with the participation and satisfaction rates, lead to considering the extension of the proposal to other teaching modules and subjects.
The Relationship between Problem-Solving Skills, Burnout Levels and Self-Efficacy Beliefs of School Principals
Author: Günes, Ahmet Melih
Date: 2022-09-00
Type: Journal Articles
Subjects: Problem Solving,Burnout,Self Efficacy,Principals,Administrator Attitudes,Foreign Countries,Predictor Variables,Gender Differences,Experience,Educational Attainment,Individual Differences,Elementary Schools,Middle Schools,High Schools

This research aims to determine the relationship between school principals' problem-solving skills, burnout levels and self-efficacy beliefs. A quantitative relational design was used in the study. The sample of the research consists of 224 school principals working in Balikesir. In the research, &quot;Problem-solving Inventory&quot;, &quot;Freidman School Principals Burnout Scale&quot; and &quot;School Principals' Efficacy Perceptions Scale&quot; were used as the data collection tools. Data were analyzed by T-test, Single-factor Analysis of Variance (ANOVA), and structural equation modeling. In the research, it was found that school principals' problem-solving skills were at a high level and they almost never experienced burnout and their self-efficacy perceptions were at a high level. The results of the study revealed that there was no significant difference between principals' problem-solving skills, burnout levels, and self-efficacy beliefs and variables such as gender, experience as a principal, and school level. In the study, there was also a low and negative correlation between principals' problem-solving skills and self-efficacy beliefs, self-efficacy beliefs and burnout level, and there was a positive and low relationship between principals' problem-solving skills and burnout level.
Retention of Students Ahead of the Change from Virtual to Face to Face Classes: Case Study from the Commercial Engineering Department
Author: Willans, Ninfa
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Change,Electronic Learning,In Person Learning,Engineering Education,Foreign Countries,Instructional Innovation,Academic Achievement,College Students,Instructional Effectiveness

The academic performance of our students is being presented as a permanent challenge for the academy due to its complex directly associated with the results of learning. So then, it originates the question: do academics' methodological innovation efforts impact academic performance? To answer this question, we present the results taken from these innovations applied to a Commercial Engineering course at Universidad de Antofagasta. Considering a universe of 251 students in a 4-year time horizon (2018-2021). It is proposed a teaching plan with digital resources for learning and centered in students increasing the interaction with resources and with peers. The goal of the innovation is to improve the average grade point average by at least 5% and the failure rate (will decrease) by at least 15%. The innovation in the subject has increased the percentage of approved and the participation in lessons.