ethanporcaro/eric-fulltext-meta huggingface dataset:
Primary School Teachers&apos; Attitudes and Views toward STEM Education
Author: Kirkiç, Kamil Arif
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,STEM Education,Educational Strategies,Elementary School Curriculum

To produce ideas, products, and industries for the 21st-century scientists, technologists, engineers, and mathematicians are needed. It is necessary to increase the number of people who provide technical support to the problems of individuals, set a standard for the lives of the people of the world, and manage global or national life with a sustainable decision-making mechanism. Raising these individuals can only be possible through education. Countries trying to make themselves technologically aware are looking for modern methods of teaching, one of which is science, technology, engineering, and mathematics (STEM) education. This research aimed to determine the attitude of primary school teachers toward the STEM approach and to find out their views on the STEM approach in the primary school curriculum. Students encounter the STEM approach while they are in primary school. However, all primary school teachers do not teach only science and math; they also teach other courses such as social sciences, language, ethics, music, and art. Therefore, teacher orientation toward the STEM approach in science and math courses is crucial. This research was concurrent mixed-method research that collected quantitative and qualitative data simultaneously. The STEM attitude scale was used as a quantitative data collection tool and qualitative data were collected using semi-structured interviews and focus group interviews. The qualitative data were analyzed using descriptive and content analyses. The study's most important results showed no significant difference between STEM attitude scores regarding technology familiarity. Another significant result was that teachers who participated in quantitative and qualitative studies scored above average on the STEM attitude scale. The research results imply that pre-service primary school teachers should be given the STEM approach.
Spatial Ability Test for University Students: Development, Validity and Reliability Studies
Author: Acikgul, Kubra
Date: 2023-00-00
Type: Journal Articles
Subjects: Spatial Ability,Scores,Multiple Choice Tests,Test Validity,Test Reliability,Undergraduate Students,Psychometrics,Test Items,Visualization,Test Construction,Foreign Countries

This study aimed to develop a useful test to measure university students' spatial abilities validly and reliably. Following a sequential explanatory mixed methods research design, first, qualitative methods were used to develop the trial items for the test; next, the psychometric properties of the test were analyzed through quantitative methods using data obtained from 456 university students. As a result, a multiple-choice spatial ability test with 27 items and five options was created, divided into three subtests: spatial relations, spatial visualization, and spatial orientation. The results suggested that scores obtained from the spatial ability test and its subtests are valid and reliable.
Rhetorical Strategies Used by Information Technology Students in In-Class Presentations
Author: Ellederová, Eva
Date: 2023-00-00
Type: Journal Articles
Subjects: Information Technology,Rhetoric,Communication Skills,Student Attitudes,Computer Science Education,Undergraduate Students,Audiences,Persuasive Discourse,Credibility,English for Special Purposes,Second Language Learning,Second Language Instruction,Public Speaking,Ethics,Discourse Analysis,Foreign Countries

Rhetoric plays an important role in helping information technology (IT) professionals communicate their ideas clearly and effectively. By employing rhetorical devices when speaking about technology topics, IT professionals can present logical and convincing arguments, and demonstrate their knowledge and expertise while engaging the audience and making complex technical concepts more accessible for non-experts. This study attempts to understand how IT students construct and develop persuasive arguments by analysing their use of rhetorical strategies in a sample of persuasive presentations delivered in the course &quot;English for IT&quot;. Both corpus analysis and manual analysis were used to identify different types of rhetorical strategies students employed to influence their audiences' attitudes. The results show that IT students not only created a logical appeal which might be more natural for them but also employed a wide range of rhetorical strategies and devices to establish disciplinary credibility and create a more personal connection with their audience, thus maintaining an appropriate balance of logos, ethos and pathos. The study further recommends systematic and careful rhetorical analysis of ESP (English for specific purposes) students' spoken language across disciplines and the consequent adaption of learning materials and teaching methods to improve ESP students' rhetoric skills.
Transforming Multilingual Students&apos; Learning Experience through the Use of LEGO Serious Play
Author: Meletiadou, Eleni
Date: 2023-00-00
Type: Journal Articles
Subjects: Multilingualism,English (Second Language),Second Language Learning,Second Language Instruction,Intercultural Communication,Student Attitudes,Business Schools,Experiential Learning,Case Studies,Intervention,Foreign Students,Management Development,Social Justice,Well Being,Student Diversity,Evaluation Criteria,Oral Language,International Trade,Creativity,Cooperative Learning,Problem Solving,Learning Theories,Game Based Learning,Computer Software,Undergraduate Students,Academic Achievement,Teaching Methods,Feedback (Response),Toys,Foreign Countries

To prepare their students for the increasingly demanding workplace of the 21st century, business schools resort to using experiential learning techniques to make explicit connections between knowledge and experiences students already have, encouraging them to make their own interpretations. In this case study, 50 multilingual students participated in a LEGO Serious Play (LSP) intervention for one academic semester. Due to the continuous rise of the numbers of international students in management schools in the UK in the post-COVID-19 era, researchers and lecturers indicate that additional support is often deemed necessary to promote social justice for multilingual and multicultural students and support their well-being. These students used LSP to make better sense of the assessment criteria and the theories they had to use to respond to the instructions and prepare a group paper and a group oral presentation in terms of a module on intercultural management. Findings revealed that these English as a Second Language (ESL) students were inspired by the use of LSP as it allowed them to reflect on the theories and apply them in creative ways fostering collaboration and creative problem-solving. Students initially felt uneasy to engage in this new approach but then enhanced their performance in their group oral presentations by 35% as they were able to improve their second language competence and intercultural awareness. The article concludes by discussing implications for using LSP with multilingual ESL students to help them overcome linguistic and cultural barriers, offering suggestions for the effective use of game-based techniques in Higher Education.
A Validity and Reliability Study of the Turkish Computational Thinking Scale
Author: Gök, Ahmet
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computation,Thinking Skills,Computer Literacy,Programming,Translation,Turkish,Secondary School Students,Test Validity,Test Reliability,Likert Scales,Factor Analysis

The purpose of this study was to adapt the computational thinking scale developed by Tsai, Liang and Hsu (2021) into Turkish in order to determine the computational thinking skill levels of secondary school students according to such basic elements defined by Selby and Woollard (2013) as abstraction, decomposition, algorithmic thinking, evaluation and generalization and to do the related validity and reliability study. A total of 454 high school students (9th-12th grade) determined with the convenient sampling method constituted the sample of the study. The original scale was made up of 19 5-point Likert-type items. Confirmatory Factor Analysis (CFA) was performed to examine the conformity of the data collected via the adapted scale to the five-factor structure of the original scale. As a result of CFA, it was seen that the factor structure of the original scale was preserved. The reliability of the scale was checked with the internal consistency coefficient for the whole scale and its factors. The Cronbach Alpha coefficients obtained were 0.84 and McDonald's omega coefficients obtained were 0.86. The scale's Turkish adaptation was found to be a valid and trustworthy measurement tool for establishing the computational thinking proficiency levels of students in high school.
Students&apos; Experiences of Learning in Virtual Classrooms Facilitated by Google Classroom
Author: Hamad, Wahid Bakar
Date: 2023-00-00
Type: Journal Articles
Subjects: Learning Experience,Teaching Methods,Virtual Classrooms,Undergraduate Students,Labor Relations,Public Administration,Student Attitudes,Certification,Educational Attainment,Learning Activities,Goal Orientation,Blended Learning,Comparative Analysis,Web 2.0 Technologies,Learning Processes,Foreign Countries

The study evaluated students' experience of learning with virtual classrooms facilitated by Google Classroom at the Institute of social work, Dar es Salaam, Tanzania. The study employed the Activity Theory (AT) as a theoretical framework using the first triangle of the activity system, which includes three components - Subject-Tool-Object (STO). This study adopted an anonymous online survey for data collection and the quantitative method was used to analyze data. Additionally, the survey questionnaires were prepared and distributed using the KoBo Toolbox. The sample size of 79 (96%) questionnaires was considered from a subgroup of institute students, which includes a Bachelor's degree in Labor Relations and Public Management (BLRPM), an Ordinary Diploma in Labor Relations and Public Management (ODLRPM), and a Basic Technician Certificate in Labor Relations and Public Management (BTCLRPM) from the labor studies departments. The findings revealed that the student's opinions specified that overall students were more interested in learning activities using the Google Classroom platform as a learning tool and they managed to achieve learning goals in the ICT module. Alternatively, the findings from ANOVA comparing the differences between the groups of students concerning the use of Google Classroom as a learning tool revealed that the ODLRPM and BTCLRM students demonstrated higher online/blended learning experiences of using Google Classroom for the ICT module compared to BLRPM students. In conclusion, the study calls for institute policymakers to plan and offers the use of web 2.0 tools such as Google Classroom to facilitate online/blended teaching and learning at the institute.
Topic-Specific Pedagogical Content Knowledge-Based Instruction and Level of Conceptual Understanding of Chemical Kinetics and Equilibrium Concepts on Grade 11 Students
Author: Belayneh, Kassahun Dejene
Date: 2023-00-00
Type: Journal Articles
Subjects: Chemistry,Grade 11,Science Instruction,Kinetics,Scientific Concepts,Concept Formation,Comparative Analysis,Teaching Methods,Multiple Choice Tests,High School Students,Pedagogical Content Knowledge,Intervention,Technology Uses in Education,Foreign Countries

The goal of this study was to assess students' level of conceptual understanding of chemical kinetics and equilibrium using topic-specific pedagogical content knowledge (TSPCK)-based instruction in chemistry grade 11 students. The research was a mixed approach that involved 159 grade 11 chemistry class students from Addis Ababa administrative city, Ethiopia, and employed a mixture of qualitative and quantitative methodologies. Purposive sampling was used for the sample procedure and four intact classes were selected as three intervention groups and one control group: curricular saliency-based, representation-based, conceptual teaching strategy-based instruction, and comparison groups. The level of conceptual understanding was assessed using reasoned questions, specifically a two-tiered multiple-choice pretest, and posttest. The findings revealed that students' conceptual understanding of chemical kinetics was higher than that of chemical equilibrium concepts. According to the findings of the students' pretest and posttest, the level of conceptual understanding increased from 27.08% to 32.21% in chemical kinetics and from 15.91% to 23.68% in chemical equilibrium. Overall, representation-based instruction and conceptual teaching tactics boosted students' conceptual knowledge and accomplishment in chemical kinetics and equilibrium concepts. This study proposes that the level of conceptual understanding of grade 11 students in chemical kinetics should take into account the horizontal relationship between mathematics and the chemical kinetics concepts, which should be taught using technology-assisted teaching strategies such as conceptual teaching strategies and three-fold mental representations.
A Systematic Review of Empirical Studies on Computer-Assisted Language Learning
Author: Saylan, Esin
Date: 2023-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Teaching Methods,Research Reports,Computer Assisted Instruction,Databases,Trend Analysis,Educational Trends,Research Methodology,Educational Technology,Computer Software,Learning Theories,Foreign Countries,Elementary Secondary Education,Higher Education

The aim of this study was to examine the current trends and main findings of the empirical computer assisted foreign language learning studies. The database, Web of Science, was reviewed and a total of 36 studies between 2000 and 2020 were analysed. The systematic analysis was performed with the content analysis method. The content of the reviewed articles was analysed in the following categories: The technological trends, the technological context used, variables, duration of the studies, data collection tools, data analysis strategies, skills/factors analysed, underlying theories, and countries of the studies, target languages, participants, and years of the studies. Along with other insights this review found, the most common technological trend was educational software, while the technological contexts used varied greatly. Key variables from mostly small studies (less than 100 participants generally tertiary students), focused on technological contexts, language learning skills (typically vocabulary and speaking) and participants' attitudes. Underlying theories of these studies varied greatly, Technology Acceptance Model and Cognitive Load Theory being common. This review study can serve as a guide for practitioners who plan designing computer-assisted language learning and teaching activities.
(Student) Teacher Views: Impact of Technology on Teaching and Learning during COVID-19 in Samoa
Author: Tuia, Tagataese Tupu
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Health Promotion,Educational Technology,Online Courses,Technological Literacy,Access to Computers,Internet,Barriers,Government Role,At Risk Students,Access to Education,Preservice Teachers,Student Attitudes,Distance Education

Samoa's educational response to COVID-19 was impeded by human and physical obstacles largely because the new educational technologies and strategies that came into effect to support teaching and learning had not been trialled nor implemented well to date. During COVID-19, the Samoan government emphasised the importance of social distancing and lockdown as health safety measures necessary for the welfare of all, but these changed learning and teaching for students and teachers and impacted daily organisation and operations for these people, and schools. Samoa's limited physical and human resources affected schools' lockdown and teaching and learning. Responses to COVID-19 called for teachers' improved understanding of educational technology and its utilisation. The Ministry of Education, Sports, and Culture (MESC) acted immediately to activate online learning in response to COVID-19 and the government's lock-down policy. Familiarising teachers and students with online support and acquiring appropriate computer skills were Samoa's immediate educational goals. Nevertheless, the children of families without access to resources like computers and the Internet were the most affected. It is acknowledged that for citizens to survive COVID-19 it was vital to adopt appropriate health safety measures, although it is also important to ensure that no student's educational progress is negatively impacted. Teacher upgraders studying for the Bachelor of Education primary teaching in the Faculty of Education at the National University of Samoa (NUS) were the participants.
&quot;The Curriculum Just Flows&quot; -- An Examination of Teachers&apos; Understandings and Implementation of Te Whariki Pre-2017
Author: Cameron, Monica
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Curriculum Development,Curriculum Implementation,Teacher Attitudes,Early Childhood Education,Early Childhood Teachers,National Curriculum,Culturally Relevant Education,Holistic Approach,Teaching Methods,Teacher Role,Educational Environment,Play

The revision of Te Whariki, the New Zealand Early Childhood Curriculum Framework, in 2017 offered a unique opportunity to gain understanding of the ways teachers in Aotearoa New Zealand think about and enact curriculum in their daily practice. As researchers we were intrigued as to the ways teachers conceptualised the role of curriculum in practice and whether the revised curriculum would generate changes in curriculum implementation. We undertook a research project to capture data about teachers' engagement with, and use of, the curriculum framework, as well as their beliefs about curriculum in the context of early childhood education (ECE). Data collection was designed to focus on two points in time: in 2017 prior to the launch of the revision, with plans to repeat collection after several years with the revised curriculum in effect. Findings reported here draw on interviews conducted with teachers working with Te Whariki (Ministry of Education, 1996) before the revised framework was released. The findings revealed a range of understandings about the meaning of curriculum and the role of curriculum in guiding teachers' enacted practice. Implications for supporting ongoing efforts of enactment and implementation of ECE curriculum are discussed.
A Corpus-Based Study of the Synonyms: Perfect, Flawless, Impeccable
Author: Kongcharoen, Pong-ampai
Date: 2023-00-00
Type: Journal Articles
Subjects: Computational Linguistics,Phrase Structure,Form Classes (Languages),Morphemes,Semantics,Definitions,Grammar,Language Patterns,Language Usage,North American English,Preferences,Dictionaries

This research investigated three synonymous adjectives &quot;perfect,&quot; &quot;flawless,&quot; and &quot;impeccable&quot; in terms of meaning, degree of formality, collocations, and grammatical patterns. The three synonymous adjectives were scrutinized through the Corpus of Contemporary American English (COCA). The findings suggested that these three synonymous adjectives share some similarities; however, they cannot be used interchangeably in every context. In hotel contexts, there seemed to be a preference for &quot;impeccable&quot; compared with the other two.
Extensive Reading through Watching English-Subtitled K-Dramas
Author: Hsu, Wenhua
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Learning,Television Viewing,Captions,English (Second Language),Foreign Countries,Vocabulary Development,Reading Programs,Content Analysis,College Students

This research was inspired by the phenomenon of binge-watching Korean television drama series (K-dramas) among Taiwanese university students. K-drama fever may provide an impetus for sustained English-subtitled K-dramas viewing, which may serve as an alternative to extensive reading of graded readers that English teachers often encourage their students to do. The researcher compiled a corpus of 25+ million English-subtitled words from 240 different K-dramas, totaling 5,398 episodes and measured the vocabulary levels thereof along the BNC/COCA word-frequency scale. Results show that K-drama English subtitles reached the 2000-3500 word-family levels at 95% text coverage and extended to the 4000-5500 levels at 98% coverage subject to genres. EFL K-drama fans can encounter most of the first 5000 word families often enough for potential learning to occur through their continually watching up to 48 English-subtitled K-dramas. The results may serve as a reference for extensive reading practitioners and learners who are concerned with a certain vocabulary goal within the first 5000 word families.
Investigating the Reasons for Japanese University Students&apos; Hesitation in Studying Abroad: Implications for Enhancing University Study Abroad Programs
Author: Nakagawa, Hiroshi
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Study Abroad,Decision Making,Gender Differences,Age Differences,Family Environment,COVID-19,Pandemics,Private Colleges,Risk

While several studies on study abroad have examined the impact of personal factors (e.g., gender, age, and family environment) on the decision to study abroad, a factor analysis has not yet been conducted on the reasons why some students choose not to study abroad. This paper highlights the role of academic study abroad programs in promoting global citizenship and internationalization within Japanese universities, driven by efforts of the Ministry of Education, Culture, Sports, Science and Technology. However, with the COVID-19 pandemic disrupting government policies and international travel, many uncertainties need to be addressed within university study abroad programs. To provide deeper insights, this research uses exploratory factor analysis to uncover common factors that influence the wants and needs of Japanese students considering study abroad programs. The subjects (n = 378) were first- to fourth-year university students of intermediate English language proficiency in the Kanto and Chubu areas of Japan. The research results indicate four main factors of Japanese university students who did not consider study abroad programs from 2021 to 2022 providing useful data for university administrators to create successful international experiences that support and address the needs of Japanese university students.