ethanporcaro/eric-fulltext-meta huggingface dataset:
Designing a Future Classroom Laboratory for Exploring the Science of Teaching and Learning
Author: Colton, Sarah
Date: 2020-00-00
Type: Journal Articles
Subjects: Laboratories,Futures (of Society),Educational Trends,Educational Technology,Technology Uses in Education,21st Century Skills,Classrooms,Preservice Teachers,Teacher Educators,Teachers,Students,Preschool Education,Elementary Secondary Education,Furniture,Classroom Design,Learning Centers (Classroom),Educational Equipment,Sustainability

The Texas Woman's University Future Classroom Laboratory (TWUFCL) is a unique learning space designed for use by university faculty, future teachers, and local PreK-12 teachers and students. Part of the European Schoolnet's Network of Future Classroom Labs, the TWUFCL offers users the chance to explore the science of teaching and learning in a technology-rich environment containing a multitude of individual approaches and applications that are available to teachers throughout the U.S. Centered around the Four C's of 21st Century Learning: communication, collaboration, critical thinking, and creativity. This unique learning space allows future teachers to explore technology and applications available in schools prior to student teaching. The space allows faculty to incorporate practical, interactive teaching experiences into coursework. Local K-12 teachers and students can use the innovative environment to explore ideas and applications they can take back to their own classrooms and use with students across the curriculum. The collaborative design approach to this evolving educational laboratory for training teachers and students included stakeholders from throughout the university and community in its state-of-the-art design described within.
Self-Efficacy Perceptions of the Preschool Teachers on the Field of Science and Science Education
Author: Yagmur-Kolcu, Emel
Date: 2020-10-00
Type: Journal Articles
Subjects: Self Efficacy,Preschool Teachers,Teacher Attitudes,Science Education,Phenomenology,Pedagogical Content Knowledge,Content Analysis,Science Activities,Learning Activities,Misconceptions,Preschool Education,Science Interests,Foreign Countries,Validity,Reliability

The purpose of this study is to determine how adequate preschool teachers considered themselves in the field of science, to determine their awareness on this subject and to find out how adequate they are in the field of science. This study was planned by using a phenomenological approach among the qualitative research methods and was carried out interviewing with five preschool teachers selected by using maximum diversity sampling among the purposeful sampling methods. Semi-structured interview data was used as the data collection tool. After the interviews, interview texts were prepared, the content analysis was performed by open coding method, and the findings were reached. According to the findings of this study, it was concluded that most of the preschool teachers feel inadequate in the field of science and are not interested in science. Another finding of this study is preschool teachers include science activities into their programs but they cannot be creative in these activities, they neither know nor question why they do such activities and do not diversify the activities. In addition, it was observed in this study that preschool teachers had a lack of knowledge in the field of science and this caused misconceptions for the students.
The Design and Development of a Magic-Based Teaching Method in Facilitating Creative Design Thinking
Author: Li, Tong
Date: 2020-00-00
Type: Journal Articles
Subjects: Creative Teaching,Creative Thinking,Design,Creativity,Creative Activities,Learning Motivation,Instructional Innovation

This design case introduces a design and development process of using magic performance as a method to facilitate students' creative design thinking in user-centered design. Magic performance is used not only as a creativity stimulus for facilitating design flexibility but also as a guiding tool for facilitating the design process. Specifically, three design iterations are presented along with design challenges, design solutions, and a discussion of student experiences. A goal of this design case is to inspire other designers to develop similar interventions based on unexplored but meaningful activities, such as magic performance.
Markers of Quality in Design Precedent
Author: Gray, Colin M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Design Requirements,Standards,Instructional Design,Case Studies,Evaluation Criteria

The generation and description of design precedent is at the core of design case scholarship. However, traditional standards of quality and rigor that are relevant for other types of design and scientific scholarship do not always apply equally to the generation of design cases. In this paper, I describe the nature of design precedent and the standards for evaluating precedent artifacts in a way that foregrounds access of the reader to aspects of design complexity in the design work being described. Standards of quality point towards the appropriateness and potential contribution of the precedent material to design knowledge, across the following dimensions: interest to other designers; rich representation of the design; articulation of transparency and failure; accessibility of style; and acknowledgement of complexity and scope.
Using Visual Mapping to Communicate Connections between Learning Outcomes and Student Tasks
Author: Wilson, Jay
Date: 2020-00-00
Type: Journal Articles
Subjects: Maps,Instructional Materials,Educational Objectives,College Instruction,Learner Engagement,Visual Learning,College Students

Visual mapping is a method of presenting course material in a visual format to aid comprehension. This paper looks at applications of visual mapping in post-secondary courses to engage university students more deeply from the very beginning of a course, through creating visuals to which students can be constantly referred. We discuss our efforts to design visuals of learning outcomes, objectives, concepts, and processes in multiple courses. We will highlight the process we used to build the graphics and keyways these graphics improve the communication and understanding of learning outcomes, content, themes, and processes, primarily via knowledge visualization and visual perceptual learning. We also discuss sharing our discoveries with colleagues to help further develop our understanding of this approach.
&quot;Magic Math Minute&quot; Videos to Foster Understanding of Early Mathematics Learning
Author: Luna-Lucero, Myra
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Instructional Design,Video Technology,Thinking Skills,Mathematics Skills,Preschool Children,Spatial Ability,Task Analysis,Problem Solving,Program Evaluation,Teacher Student Relationship,Adults,Feedback (Response),Misconceptions,Educational Improvement

Technological advances afford teacher educators, designers, and researchers the opportunity to use videos as an instructional tool to help parents, caregivers, teachers, and other adults support young children's mathematical development. We created five Magic Math Minute videos to highlight examples of young children's mathematical thinking and to show how adults can engage children in mathematics conversations. We intended for these videos to inform adults about the ways children explore mathematics and to foster productive adult-child interactions around mathematics. This article documents how we designed five distinct but related formats of a Magic Math Minute video. It describes the video content, design constraints, three online studies evaluating the videos, and how the results of these studies informed revisions to our design.
The Mediating Role of Perceived Administrative Support for the Effect of Job Motivation on Organizational Identification
Author: Özdemir, Gökçe
Date: 2020-09-00
Type: Journal Articles
Subjects: Job Satisfaction,Teacher Motivation,Preschool Teachers,Kindergarten,Scores,Identification (Psychology),Teacher Administrator Relationship,Foreign Countries

In this study, the mediating role of perceived administrative support for the effect of teachers' job motivation on their organizational identification perceptions was investigated. For this purpose, in mind, the opinions of 320 kindergarten teachers in 304 schools from 13 different school districts of Sahinbey/Gaziantep were received. However, 233 scales were taken into consideration. The research data were collected through Job Motivation Scale (JMS), Organizational Identification Scale (OIS) and Perceived Administrative Support Scale (PASS). Descriptive statistics, correlation analysis, multiple regression analysis, and path analysis were used in data analysis. Analysis results revealed that the job motivation perceptions of teachers were high. In addition, it was revealed that the participants also had high scores for organizational identification and perceived administrative support. Correlation analyses yielded positive, moderate and significant relationships between the research variables. Path analysis uncovered that perceived administrative support had a &quot;partial mediating&quot; role for the relationship between job motivation and organizational identification. Based on research findings, it was concluded that the effect of job motivation on teachers' identification with their organizations was realized through perceived administrative support, albeit partially.
Teaching and Learning Innovation in Switzerland: A Short-Term Faculty-Led Study Abroad Program
Author: Romero-Hall, Enilda
Date: 2020-00-00
Type: Journal Articles
Subjects: Study Abroad,Undergraduate Students,Graduate Students,Cultural Awareness,Intellectual Development,College Faculty,Program Design,Foreign Countries,Program Development,Instructional Innovation,Creativity,Educational Experience,Mentors,Instructional Design

In this paper, I share my experience conceptualizing, designing, and implementing a short-term faculty-led study abroad program for undergraduate and graduate students. The primary theme of the program was on innovation in Swiss teaching and training practices. The location of the 10-day study abroad program was Lucerne, Switzerland; however, as part of the cultural aspect of the program, other cities in Switzerland and countries were also visited. The design of the study abroad program took approximately two-years. This paper serves to divulge the process followed for the creation of the faculty-led short-term study abroad program, which can aid the design of future study abroad programs with similar themes to other countries or regions of the world. Additionally, the design of this specific study abroad program provides insights into the logistical and creative process that others should consider in the creation of study abroad experiences that provide a balance between cultural and intellectual goals.
The Relationship between the Quality of School Life and the School Burnout
Author: Gündogan, Selim
Date: 2020-09-00
Type: Journal Articles
Subjects: Burnout,Educational Quality,Secondary School Students,Early Adolescents,Correlation,Quality of Life,Predictor Variables,Foreign Countries,Student Attitudes,Educational Environment

School burnout has been a research subject during recent years and is a wide case among students is associated with many factors. Among these factors, school-related concepts are remarkable. Within this study, it is aimed to investigate the relationship between school quality, school burnout and school burnout. The participant group of the study consists of a total of 364 secondary school students, 181 girls and 183 boys, whose ages are in the range of 10-15, attending various secondary schools. This sampling was determined by the maximum diversity sampling method. The data were collected with the school quality of life and school burnout scale. In the analysis of the data, correlation and structural equation model analysis were administrated. It was concluded that there is a negative relationship between school quality of life and school burnout, and that school quality of life is a negative predictor of school burnout. The results were discussed through the literature review and suggestions were made for researchers and practitioners.
The Role of Entrepreneurial Intention in Predicting Vocational High School Students&apos; Employability
Author: Tentama, Fatwa
Date: 2020-09-00
Type: Journal Articles
Subjects: Entrepreneurship,Intention,Vocational High Schools,High School Seniors,Grade 12,Predictor Variables,Employment Potential,Foreign Countries

One of the factors that contribute to the level of employability is entrepreneurial intention. This study discusses the role of entrepreneurial intentions on students' employability. The population in this study was all students of grade XII of Vocational High School Koperasi Yogyakarta, Indonesia, consisting of 141 students. The sample in this study was 86 students. The sample selection was done by randomizing using a cluster random sampling technique. Methods of data collection used in this study are scales, employability scale, and entrepreneurial intentions scale. Analysis of the data used in this study is the product-moment analysis technique. The results of data analysis showed the correlation between entrepreneurial intentions and employability where r = 0.339 with p = 0.001 (p &lt; 0.01), which showed a very significant positive correlation between the two variables at the research site. It means that the level of employability can be predicted based on entrepreneurial intention. The entrepreneurial intention contributed 11.5% to employability, and the remaining 88.5% can be influenced by other variables.
The Instructional Design of a 4C/ID-Inspired Learning Environment for Upper Secondary School Students&apos; Research Skills
Author: Maddens, Louise
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Design,Electronic Learning,Online Courses,Research Skills,Skill Development,Behavioral Sciences,Social Science Research,Foreign Countries

In today's complex world, the acquisition of research skills is considered an important goal in education. Consequently, there is a growing body of literature that recognizes the value of well-designed learning environments for effectively supporting the development of this complex set of skills. However, a clear consensus on how these research skills can be facilitated is currently lacking, and the design processes underlying the learning environments aiming to foster students' research skills are not always clearly outlined. Furthermore, interventions aiming to foster these skills are often implemented in the domains of physics, biology, and chemistry, while other domains (such as behavioral and social sciences domains) remain understudied. In addition, current approaches to foster research skills often refer to only a few epistemic activities (Fischer et al., 2014) related to research skills. Inspired by a design-based research approach, this design effort case seeks to clearly explain the design considerations for, and the development of an online learning environment aiming to foster upper secondary school students' research skills in a behavioral sciences context. The online learning environment (RISSC or Research In Social SCiences) consists of a lesson series designed based on a systematic approach to four-component instructional design (van Merriënboer &amp; Kirschner, 2018), and was piloted with two different cohorts in upper secondary education and in first year of university.
Mathematical Communication Skills Based on Cognitive Styles and Gender
Author: Kamid
Date: 2020-12-00
Type: Journal Articles
Subjects: Mathematics Skills,Communication Skills,Cognitive Style,Gender Differences,Foreign Countries,Individual Differences

This research aimed to determine the differences of mathematical communication skills based on cognitive styles and gender. This research was a mixed-method with sequential explanatory design. The population was grade XI students at Senior High School in Jambi City consisting of 53 male and 72 female students. The study used a total sampling. The key informant consisted of four field independent and four field dependent. The instruments were used cognitive style test, mathematical communication test, and interviews. The differences of mathematical communication skills were analyzed using Mann-Whitney U-Test. Qualitative data were analyze descriptively using Miles and Huberman model. The results of this study showed that there was a significant difference of Field Independent (FI) and Field Dependent (FD) students in mathematical communication skills. FI can explain the information on the question well, using the mathematical model appropriately, explaining the problem-solving strategy very clear and structured, and being able to evaluate clearly and accurately. FD able to describing the information on the matter, but less complete, using the mathematical model appropriately, explaining the problem-solving strategy, but less complete, and being able to evaluate it quite clearly. The mathematical communication skills of male and female students were not significant differences. Male students are able to explain the strategy and the steps of solving the problem quite clearly, but less structured. Female students are able to explain the strategy and steps to resolve the problem clearly and structured.
Mathematical Self-Concept among Prospective Teachers
Author: Takaria, Johannis
Date: 2020-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Mathematics Skills,Self Efficacy,Elementary Education,Student Attitudes,Cooperative Learning,Problem Solving,Instructional Effectiveness,Learning Strategies,Cognitive Mapping,Foreign Countries,Student Improvement

Mathematical self-concept (MS-C) is an important construct that prospective mathematics teachers must have in mathematics learning. The aim of the research was to analyze the increase of MS-C of prospective mathematics teachers. The research was quasi-experimental with the design of one group pretest-posttest. The results showed that for prospective teachers, MS-C increased in the medium category while the MS-C indicators achieved in the medium and low categories. The increase of MS-C is due to the effectiveness of collaborative mind mapping (CMM) learning strategy and the process of strengthening MS-C capacity of prospective teachers. The CMM facilitates prospective teachers to construct creative ideas through structured collective ideas that support the increase of MS-C among prospective teacher.
Suicidal Thoughts among University Students: The Role of Mattering, State Self-Esteem and Depression Level
Author: Prihadi, Kususanto D.
Date: 2020-09-00
Type: Journal Articles
Subjects: Foreign Countries,Suicide,Psychological Patterns,College Students,Gender Differences,Religion,Birth Order,Ethnicity,Depression (Psychology),Cultural Differences,Self Esteem

The protective role of mattering on suicide ideation among university students was examined. Our study is grounded in the Interpersonal-Psychological Theory of Suicide, which led to a hypothesis that between depression levels and state self-esteem has significant serial multiple mediating effects on the relationship between mattering and suicide ideation. University students from various nationality who study in Indonesia and Malaysia (n=509) responded to General Mattering Scale, State Self-Esteem Scale, Beck's Depression Inventory, and Suicide Ideation Attributes Scale, as well as demographic details including their gender, spirituality, education, birth order and nationality. The result of Bootstrap analyses with 95% confident interval from 5000 samples suggested that the serial mediation partially occurred to the link between mattering and suicide ideation.
The Effect of Motivation of Success of University Students on Personal-Professional Competence: Mediation Role of Lifelong Learning Tendency
Author: Eksi, Halil
Date: 2020-09-00
Type: Journal Articles
Subjects: Achievement Need,Success,Motivation,Academic Achievement,Lifelong Learning,Student Characteristics,Undergraduate Students,Competence,Correlation,Foreign Countries

In this study, the relationship between motivations for success, personal-professional competencies and lifelong learning tendencies of university students were investigated. The study group consists of 344 University students from Turkey and Kosovo. In this research, the collection of data was done by &quot;Personal-Professional Competencies Perception Scale, &quot;Success Oriented Motivation Scale&quot; and &quot;Lifelong Learning Tendency Scale&quot;. In order to determine the relationship between variables in the analysis of the data, correlation analysis was performed and tested with the structural equation model. According to the results of the research; there was a positive significant correlation between motivation for success and personal professional competence, and a positive significant relationship between lifelong learning and personal-professional competence. Motivation for success positively affects personal-professional competencies and lifelong learning tendencies. It has been determined that lifelong learning tendency is a partial tool in this relationship.
The Impact of Inteprofessional Education to Health Students&apos; Collaborative Competencies
Author: Ernawati, Desak Ketut
Date: 2020-09-00
Type: Journal Articles
Subjects: Foreign Countries,Professional Education,Interprofessional Relationship,College Students,Medical Education,Medical Students,Communication Skills,Cooperation,Competence

One of the aims of Interprofessional education (IPE) is to foster collaboration amongst healthcare professionals. IPE has been adopted at Udayana University by involving seven health courses at Udayana University, Bali, Indonesia. These students were assigned to 49 groups which composed the seven health course students. They learned working in collaboration from cases identified in the community. The activities spanned for five semesters. At the beginning of their activities the students received interprofessional collaboration competencies attainment survey (ICCAS). The survey has been validated in the population and has two collaborative competencies, namely communication and collaboration. This was a report of ICCAS employment in Semester III and IV of the first cohort of IPE Program at Udayana University. 138 students completed the survey in both semesters. A paired-sample t-test was conducted to compare the mean score differences of collaboration and communication in the first and second semesters of attending IPE learning. Whilst, there was no significant differences on the mean score for communication, there was a significant difference in the mean score for pre and post collaboration (94.7±9.7) and (91.0±10.8); t(130)=3.379, p=0.001. These results suggest that the collaboration competencies amongst the seven health courses students reduced after one semester attending IPE activities. These findings indicated that the study design and learning tasks should be amended to ensure students gain the most of their learning in collaboration.