ethanporcaro/eric-fulltext-meta huggingface dataset:
Mobile App for Science Education: Designing the Learning Approach
Author: Tavares, Rita
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Education,Educational Technology,Telecommunications,Handheld Devices,Elementary School Science,Computer Software,Inquiry,Science Process Skills,Foreign Countries,Knowledge Level,Elementary School Teachers,Teaching Methods,Grade 4,Educational Games,Computer Simulation,Animation,Technology Uses in Education

This paper reports research work related to a wider study, aimed at developing a mobile app for Science Education in primary-school. Several studies reveal that Science Education can be improved by using technology, namely educational software. However, to promote a structured use of technology, innovative learning approaches must be designed for educational software. This paper aims to answer how the interaction between students and a mobile app for Science Education can promote students' scientific competences development and self-regulated learning. To achieve this, a learning approach was designed, combining the Universal Design for Learning principles, Inquiry-Based Science Education and the BSCS 5E -- teaching model for Science Education designed by the &quot;Biological Sciences Curriculum Study,&quot; which results in the acronym of the model. The 5E is related to each phase of the model: Engagement; Exploration; Explanation; Elaboration; Evaluation. The proposed was based on a grounded, participatory, and user-centred approach, crossing literature contributions with data collected among primary-school teachers through the application of a questionnaire (n = 118). Data collected allowed deductions about the expected adequacy of the learning approach, according to Nieveen's criteria for high quality educational interventions. This adequacy was revealed through the teachers' conceptions about the potential impact of the conceptualized mobile app (i) to provide a comprehensive and practical Science Education learning; and (ii) to enhance students' scientific competences development and self-regulated learning. The paper aims to contribute to the design of an innovative learning approach in Science Education and to share it with other researchers since it can be expanded to other educational software.
Improving Climate Change Awareness of Preservice Teachers (PSTs) through a University Science Learning Environment
Author: Jeong, Jin Su
Date: 2021-00-00
Type: Journal Articles
Subjects: Consciousness Raising,Climate,Change,Preservice Teachers,Flipped Classroom,Science Education,Foreign Countries,Instructional Effectiveness,Intervention

The position of universities is of great importance in climate change education (CCE) if the scientific, environmental, social, and political challenges the world confronts are to be met. It is, therefore, crucial to comprehend the CCE being engaged in globally by higher education institutions (HEIs). It is also important to discover and analyze the ways that HEIs can better address this challenge. Consistent with the requirements of research, this study offers an analysis of climate change awareness-raising of preservice teachers (PSTs) in a university science classroom with a flipped class intervention. A total of 109 students participated in this research: 55 students in the control group (Group 1) and 54 students in the experimental group (Group 2). A questionnaire was used to detect any significant difference in the students' awareness of climate change for the two groups and before and after course completion. The analyzed results exposed the improved awareness of climate change in PSTs after a flipped class intervention, and, therefore, PSTs were more willing to engage in climate change teaching. Hence, the results of this study will contribute significantly to reducing existing drawbacks, which will be vital to comprehend the professional teaching developments of preservice teachers. Thus, this research can offer various instances of clarifying how climate change education may be placed in a higher science education context with certain adaptations.
Online Education and the COVID-19 Outbreak: A Case Study of Online Teaching during Lockdown
Author: Peimani, Nastaran
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Teaching Methods,Distance Education,Educational Technology,Electronic Learning,Coping,Foreign Countries,Urban Schools,Higher Education,Adjustment (to Environment),Barriers,Research Methodology

The COVID-19 pandemic has become a critical challenge for the higher education sector. Exploring the capacity of this sector to adapt in the state of uncertainty has become more significant than ever. In this paper, we critically reflect on our experience of teaching urban design research methods online during the early COVID-19 lockdown in the UK. This is an exploratory case study with a qualitative approach with an aim to inform resilient practices of teaching in the face of public health emergencies. Drawing on the experience of teaching the Research Methods and Techniques subject during lockdown, we discuss the rapid transition from face-to-face to online teaching and point to the challenges and opportunities in relation to the learning and teaching activities, assessment and feedback, and digital platforms. This paper concludes by outlining some key considerations to inform the development of more adaptive and resilient approaches to online teaching in the context of unprecedented global health crises such as the COVID-19 pandemic. We argue that it is critical to move beyond fixed pedagogical frameworks to harness the productive capacities of adaptive teaching.
Teacher Leadership and Student Outcomes in a US University Intensive English Program
Author: DeDeyn, Rachel
Date: 2021-02-00
Type: Journal Articles
Subjects: Teacher Leadership,Intensive Language Courses,Leadership Styles,Questionnaires,Higher Education,Student Satisfaction,Grades (Scholastic),Predictor Variables,English Language Learners

This study applies the Full Range of Leadership Model (Bass &amp; Avolio, 1994), which includes the popular concepts of transformational, transactional, and non-leadership, in a university intensive English program (IEP) with the goal of better understanding effective teacher leadership practices in a TESL context. Fifty-nine pre-collegiate IEP students completed an adapted form of the Multifactor Leadership Questionnaire 5x-Short (Avolio &amp; Bass, 1995). Correlation and regression analyses were used to explore the associations between teacher leadership style, student course satisfaction, and student grades. Across analyses, transformational leadership had the strongest positive relationships with student course satisfaction. More specifically, course satisfaction was most strongly associated with the inspirational motivation factor of transformational leadership and the contingent reward factor of transactional leadership. The inspirational motivation leadership factor was also a significant predictor of student course grades. These findings indicate that teachers should be enthusiastic, establish a vision for their class, challenge students, and use rewards strategically.
Children&apos;s Astronomy. Development of the Shape of the Earth Concept in Polish Children between 5 and 10 Years of Age
Author: Jelinek, Jan Amos
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Young Children,Schemata (Cognition),Earth Science,Astronomy,Science Tests,Problem Solving,Scientific Concepts,Concept Formation

The Earth's shape concept develops as consecutive cognitive problems (e.g., the location of people and trees on the spherical Earth) are gradually resolved. Establishing the order of problem solving may be important for the organisation of teaching situations. This study attempted to determine the sequence of problems to be resolved based on tasks included in the EARTH2 test. The study covered a group of 444 children between 5 and 10 years of age. It captured the order in which children solve cognitive problems on the way to constructing a science-like concept. The test results were compared with previous studies. The importance of cultural influences connected to significant differences (24%) in test results was emphasised. Attention was drawn to the problem of the consistency of the mental model approach highlighted in the literature. The analysis of the individual sets of answers provided a high level of consistency of indications referring to the same model (36%), emphasising the importance of the concept of mental models.
Self-Managed Peer Writing Groups for the Development of EFL Literacy Practices
Author: Rodas, Elisabeth L.
Date: 2021-02-00
Type: Journal Articles
Subjects: Self Management,Self Directed Groups,Meetings,Peer Evaluation,Feedback (Response),Writing Instruction,Academic Language,Content Area Writing,English (Second Language),Second Language Learning,Literacy,Undergraduate Students,Supplementary Education,Authentic Learning,Honors Curriculum,Public Colleges,Writing Improvement,Foreign Countries

Peer response writing groups present several benefits in language learning classrooms. However, they are usually supervised by the instructor and thus become time consuming when carried out in class. This descriptive case study offers a model for extramural peer feedback and analyzes 12 meeting transcriptions of four undergraduate EFL writing groups implemented outside class time as support for an academic writing course with limited time for student interaction. These peer response groups were organized to: 1) provide participants with an additional audience, 2) open a space to practice the L2 in an authentic communicative situation, and 3) engage in peer review activities, a literacy practice associated with scientific-academic writing. Based on the data analysis of participant interactions, three main themes emerged according to what the members talked about: interacting as authors and reviewers of research articles, using the L2 in authentic communicative situations, and talking about and enacting literacy practices Although the experience of these writing groups was mainly positive, one of the limitations was their short lifespan, which prevented additional training to model peer response that would help facilitate the interaction among the participants, an important consideration to achieve beneficial peer feedback and to scaffold the process.
An Examination on the Opinions of Teachers Regarding the Use of Impression Management Tactics
Author: Bozbayindir, Fatih
Date: 2020-01-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Behavior,Secondary School Teachers,Social Desirability,Success,Competence,Interpersonal Relationship,Teacher Responsibility,Role Models,Helping Relationship,Foreign Countries

The purpose of this study was to examine the opinions of teachers regarding the use of impression management tactics. Phenomenological pattern from qualitative research patterns was used in this study. The study group was comprised of 13 teachers working at the secondary schools in the province of Gaziantep during the 2017-2018 academic year. Semi-structured interview form was used in the study for data acquisition. Based on the findings obtained from the analyses. Teachers use different impression management tactics at school. The teachers expressed their opinions on constructing an impression that they will be successful at a task, avoiding considerations of incompetence, giving importance to friendly relations and being an exemplified employee by taking part in out of work hour tasks. It was determined as a result of the study that teachers use different tactics for generating the desired impression on others by using different tactics subject to cases and individuals and that they put in an effort to manage the impressions related with themselves. Teachers who take on important roles and responsibilities with regard to adding new knowledge, skills and values to themselves, students and society should generate a positive impression on individuals around them with their attitudes and behaviors.
Determination of Primary Education Teachers&apos; and Preschool Education Teachers&apos; Views on School Readiness
Author: Koçak, Duygu
Date: 2020-01-00
Type: Journal Articles
Subjects: Elementary School Teachers,Preschool Teachers,Grade 1,Young Children,Teacher Attitudes,Expectation,School Readiness,Social Development,Emotional Development,Cognitive Development,Motor Development,Daily Living Skills,Peer Relationship,Self Esteem,Maturity (Individuals),Foreign Countries

In this study, it is aimed to determine the opinions of preschool teachers and classroom teachers about school readiness. As in the current situation, since this research is aimed to be a qualitative approach, the research is a case study of qualitative research type. In the study, interviews were conducted with a total of 25 teachers including 15 primary school teachers and 10 preschool teachers and the interviews were conducted through a semi structured interview form. Content analysis was performed on the data obtained from the interviews. As a result of the research, it was seen that the primary education teachers' definitions and expectations about school readiness were higher than the preschool teachers. According to this, both groups stated that social-emotional development, motor development, cognitive development and self-care skills were important for starting school. Preschool education teachers have made fewer definitions for these themes. It is observed that primary education teachers' expectations in terms of cognitive development and readiness are higher than preschool education teachers'. They stated that children who do not complete their 72 months experience problems such as peer communication, lack of self-confidence, inability to perform self-care skills. In this respect, it is stated that children will have negative experiences in education as they cannot reach school readiness yet.
Analysis of Undergraduates&apos; Compulsory Courses in China&apos;s Comprehensive Universities -- A Case Study
Author: Ma, Sai
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Study,Required Courses,Majors (Students),Intellectual Disciplines,Faculty Workload,Student Responsibility,College Credits,Educational Quality,Graduation Requirements,Educational Change

Drawing on case study evidence, this article explores the development of compulsory courses in a China's high-level comprehensive university, which has achieved good results in the procedure of Quality Assessment of Undergraduate Education (QAUE) and China Discipline Ranking (CDR) issued by Ministry of Education (MOE). The general undergraduate majors of this university are classified into 5 categories, namely, journalism and communication, economics and management, science and engineering, foreign language and literature, humanities and social science. The research scope is from grade 2007 to 2017, 2007 fall to 2018 spring semester, respectively. According to the requirements of MOE, the compulsory courses are divided into two parts: public and professional. The public part mainly refers to the courses of physical education, ideological and political and elementary computer science, while the professional part is mostly relevant to the courses associate with the major. The laws of two parts are studied by utilizing the features of course name, course ID, credits and appropriate semester. The conditions of characteristic development, the workload of teachers and students and the interdisciplinary platform, which are universal in Chinese Higher Education Institutions (HEIs), are mentioned.
Collaborative Experiential Learning Process for Enhancing Digital Entrepreneurship
Author: Trongtorsak, Suvanna
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Experiential Learning,Entrepreneurship,Information Technology,Learning Processes,Literature Reviews

The objectives of this research were as follows:(1) to develop the collaborative experiential learning process for enhancing digital entrepreneurship; and (2) to carry out a suitability assessment of this process. In this study, the researcher performed analysis and synthesis involving the process of experiential learning, collaborative learning, and digital entrepreneurship learning, and 21 experts with three years' experience in a related field perform a suitability assessment of the collaborative experiential learning process. The findings were as follows: (1) The collaborative experiential learning process for enhancing digital entrepreneurship is composed of five steps, 15 processes as follows; (1) inspiration; (2) exploration; (3) engagement; (4) presentation; and (5) utilization; and (2) The suitability assessment results of the collaborative experiential learning process for enhancing digital entrepreneurship assessed by experts; the overall result is at the highest level.
Effectiveness of Music Therapy on Reading Skills of Pupils with Intellectual Disability
Author: Jacob, Udeme Samuel
Date: 2021-00-00
Type: Journal Articles
Subjects: Music Therapy,Teaching Methods,Intellectual Disability,Reading Skills,Special Schools,Program Effectiveness,Socioeconomic Status,Foreign Countries,Interaction

Objective: Reading is an indispensable skill. The study investigated the effects of music therapy on the reading skills of pupils with intellectual disability. Methods: An experimental research design was used. The sample was purposively selected from two special schools for pupils with intellectual disability in Ibadan, Nigeria. Seventeen pupils were randomly assigned to two groups (music therapy and control groups). Eighteen sessions of music therapy were conducted with the experimental group only. The Reading Skills Test was used before and after the intervention to collect data. Analysis of Covariance (ANCOVA) was used for data analysis. Results: The data indicated that there was a significant statistical difference between pre-test and post-test results. The interaction effect of treatment and parents' socio-economic status was not significant for the participants' reading. Conclusion: Music therapy enhanced the reading skills of pupils with intellectual disability and should be adopted in teaching pupils with intellectual disability.
Analysis of the Relationship between Job Satisfaction and Organizational Trust of Physical Education and Sports Teachers
Author: Aygün, Murat
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Job Satisfaction,Organizational Climate,Industrial Psychology,Work Environment,Trust (Psychology),Organizational Communication,Athletics,Physical Education Teachers,High School Teachers,Gender Differences,Questionnaires,Teacher Characteristics,Foreign Countries

Job satisfaction and organizational trust emerge as just two of the important factors that can lead all institutions to success today. The objective of this research is to analyse, the relationship between job satisfaction and organizational trust of physical education and sports teachers pursuant to some demographic variables. The research group consists of 146 physical education and sports teachers working in schools. Personal information forms, &quot;Minnesota Satisfaction Questionnaire&quot; and &quot;Organizational Trust of School Scale&quot; have been used as data collection tools. Pearson moments correlation coefficients have been tackled for the relationship between organizational trust and job satisfaction. It has been observed that there was a positive, significant relationship between job satisfaction and organizational trust in the research findings (p&lt;0.05). As a result of the research, it has been predicted that factors such as the individual's location, psychological and environmental factors, working conditions, and communication have an active role in determining the relationship between job satisfaction and organizational trust.
EFL Teachers&apos; Assessment Literacy of Young Learners: Findings from a Small-Scale Study
Author: Yesilcinar, Sabahattin
Date: 2020-07-00
Type: Journal Articles
Subjects: Language Teachers,Grade 5,Preadolescents,English (Second Language),Second Language Instruction,Second Language Learning,Assessment Literacy,Speech Skills,Writing Skills,Teacher Attitudes,Barriers,Teacher Education,Educational Needs,Theory Practice Relationship,Professional Identity,Foreign Countries

Assessing language skills is crucial for checking the quality of teaching. Teacher assessment literacy plays a vital role in deciding on the quality of classroom assessment. Although assessment is a time-taking process, the assessment of foreign language speaking and writing with their unique characteristics requires more time, effort, and expertise. Moreover, assessing the language production of young learners requires much more attention because the assessment is a part of teaching and has cognitive and socio-cultural foundations. Therefore, this small-scale qualitative research investigated three English teacher's views and practices on how they assess their young learners' speaking and writing skills. Data were collected via semi-structured interviews and subjected to content analysis. The findings revealed the mismatches between teachers' views and practices. It was found that the teachers did not adopt the assessor identity due to various barriers; namely, problems in teacher training and development, avoiding assessing productive skills, and the necessity for rater training. The findings suggest that the assessment literacy of the teachers needs to be improved. Therefore, pre-service teacher education programs should emphasise the identity development of language teachers as assessors. Additionally, in-service training is required for enhancing the assessment literacy of the language teachers.
Examining the Problems Faced by Teachers: The Case of Sanliurfa
Author: Bozkus, Kivanc
Date: 2020-07-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Rights,Teaching Load,Problems,Gender Differences,Age Differences,Teaching Experience,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Stress Variables,Vocational Education,Correlation,Teacher Characteristics,Organizational Climate,Teaching Conditions,Educational Policy,Reputation

The purpose of this research is to identify the problems experienced by teachers. The research was carried out with a survey pattern. Data were collected online from 4657 teachers working in Sanliurfa province. According to the results of the research, teachers often experience problems related to their personal rights, workload and education system. While there are sometimes problems regarding vocational education and respect, there are no problems based on school climate. It was determined that men had more problems in their personal rights than women and less problems in the school climate. As age increases, there are more problems in personal rights, workload, respect and school climate, and less problems in the education system and vocational education. As seniority increases, there are more problems in personal rights, workload, respect and school climate. Teachers working in kindergarten have less problems in all dimensions compared to other teachers. High school teachers are more respected than primary and secondary school teachers. It has been determined that graduates of postgraduate education perceive more workload. As a result of the research, it was suggested that reducing the workloads of teachers, eliminating the negativities that cause teachers to experience stress at school, the pre-service and in-service training of teachers towards need and practice, increasing the prestige of the teaching profession.