ethanporcaro/eric-fulltext-meta huggingface dataset:
Natural Sciences Teachers&apos; Experiences on Teaching Planet Earth and beyond Knowledge Strand
Author: Nkanyani, Tebogo E.
Date: 2019-12-00
Type: Journal Articles
Subjects: Natural Sciences,Science Teachers,Knowledge Base for Teaching,Teacher Competencies,Teaching Methods,Inservice Teacher Education,Foreign Countries,High School Teachers,Secondary School Science,Science Instruction,Misconceptions,Scientific Concepts

The aim of this study was to explore the teaching of senior phase of Natural Sciences with a focus on the Planet Earth and beyond knowledge strand. A qualitative case study design was used. Semi-structured interviews and observations were employed to collect data from two purposefully chosen teachers. The results of the study showed that some Natural Sciences teachers might lack the appropriate subject matter knowledge for the planet Earth and beyond knowledge strand for meaningful teaching. Moreover, teachers indicated poor knowledge of the context in specific aims and assessment strategies and chose poor and irrelevant instructional strategies. Furthermore, the teachers saw themselves as the authority figure in class and hence applied a dominantly teacher-centered approach. Therefore, it is recommended that there is a need to refocus on the in-service teacher training to improve teachers? subject matter knowledge as well as pedagogic content knowledge. The authors also recommend a large-scale study on the same strand.
Creative Drama in Science Education: The Effects on Situational Interest, Career Interest, and Science-Related Attitudes of Science Majors and Non-Science Majors
Author: Ong, Kiah-Ju
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Education,Vocational Interests,Scientific Attitudes,Instructional Effectiveness,Student Attitudes,Nonmajors,Majors (Students),Attitude Measures,Attitude Change,Art Education,Dramatics,Learner Engagement,Adolescents,High School Students,Foreign Countries,Science Careers,21st Century Skills,Skill Development

This research investigated the effects of creative drama on situational interest, career interest, and science-related attitudes of science majors and non-science majors. Also investigated were students' perception toward creative drama. 55 science majors and 28 non-science majors from five high schools in Malaysia voluntarily participated in this 5-day creative drama activity held in Taiwan. They completed pre-tests on &quot;The Individual Interest Questionnaire&quot; and &quot;Test of Science-Related Attitudes&quot;. They designed, prepared, and presented their creative drama during the 5-day. A post-test was administered after the activity. Creative drama was found to have triggered the situational interest in science within both majors. The career interest and science-related attitudes of science majors were found to have significant improvement; some students' perception toward science careers and science have changed after the activity. Some students commented that creative drama had developed their courage, social skills, teamwork, creativity, self-reflection, presentation skills, critical thinking, and problem-solving skills.
A Qualitative Meta-Synthesis of Science Education Studies Regarding Pedagogical Content Knowledge
Author: Alkis Küçükaydin, Mensure
Date: 2019-09-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Science Education,Teacher Competencies,Beliefs,Teacher Attitudes,Science Teachers,Knowledge Base for Teaching,Foreign Countries,Teacher Education,Faculty Development

This meta-synthesis aims to address themes and codes of pedagogical content knowledge (PCK) studies in science education. The PCK studies in science education were synthesized and systematically analyzed. A total of 12 studies were examined via the criteria. Three main themes were identified: the development and engagement of the PCK, the relationships between PCK components, and other relationships (belief, attitude, perception etc). The synthesis elicited two dimensions, namely the background and development of the PCK. Also, the results revealed that teachers demonstrated different developmental levels of the PCK and their PCK levels gradually progressed. In addition, it was found that each component of the PCK evolved in different forms. The meta-synthesis emerged two recommended categories of further research on the PCK and its relationships.
Determining Students&apos; Intention: The Role of Students&apos; Attitude and Science Curriculum
Author: Alwahaibi, Samata Mohammed Humaid
Date: 2019-09-00
Type: Journal Articles
Subjects: Foreign Countries,Intention,Student Attitudes,Secondary School Students,Science Curriculum,Correlation,Postsecondary Education

The objectives of the present study are to determine the role of students' attitude and how science curriculum influences their intention to learn science subjects. A quantitative correlational research design was used. Data were collected through the survey method by using a questionnaire distributed randomly to 341 secondary school students of seven post-basic schools from Al-Sharkiyaha North governorate in Oman. The data were analysed using SPSS version 23.0. Pearson correlation findings revealed that students' attitude and science curriculum had a significant positive relationship in enhancing students' intention to learn science in post-basic education. This study offers insights for policymakers, school administrators and teachers on understanding the role of students' attitude towards learning science subjects, and the nature and design of the science curriculum on students' intention to continue learning science subjects in post-secondary education. The findings indicated that by employing effective instructional strategies and engaging curriculum, school teachers could facilitate students to develop positive intentions to continue learning science subjects in post-secondary education.
Professional Action Competences through Experiences with Augmented Reality
Author: Diaz-Noguera, María Dolores
Date: 2019-12-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Competence,Computer Simulation,Educational Technology,Early Childhood Education,Elementary Education,Preservice Teachers,Teaching Skills,Teacher Competencies,Student Characteristics,Foreign Countries

This empirical study presents university students' perceptions of professional competences through the use of such technologies as Augmented Reality (AR). The possibilities offered by this technology allow designing educational environments with different contexts that involve nontraditional practices. An online questionnaire was used to gather the data about their opinions of the use of the AR and the factors supporting the development of good professional practices. The sample consisted of 1920 students from the departments of Early Childhood Education, Primary Education and Pedagogy in the 2015/16 and 2016/17 academic years. To analyse the data, the statistical software SPSS 23.0TM was used. Descriptive, inferential and multilevel analyses were conducted. Three researchers analyzed and categorized the students' comments, suggestions, opinions and critics before and after the teaching intervention with the AR. Then, Cohen's kappa of 0,70 coefficient was used to calculate interrater reliability value. The results indicate that we must improve our learning design by incorporating simplicity and flexibility to it. On the other hand, we have managed to activate the professional skills of our students. We propose improvements in relation to the activity that should be intuitive, comfortable and easy. We add that personalized work is a very relevant aspect.
Thematic Analysis of Conducted Studies Regarding Preschool Science Education in Turkey
Author: Ormanci, Ümmühan
Date: 2019-09-00
Type: Journal Articles
Subjects: Preschool Education,Science Education,Foreign Countries,Educational Research,Educational Trends,Scientific Concepts,Science Activities,Instructional Effectiveness,Classroom Techniques,Environmental Education,Preschool Children,Research Methodology,Sampling,Data Collection,Journal Articles

In this study, it is aimed to investigate the conducted researches in Turkey in the field of preschool science education in a comprehensive manner between the years 2016-2019. In this study, thematic content analysis method was used and the journals were examined which were indexed by DergiPark databases and published in social and human sciences. While the surveys were conducted, the conducted studies in 2016 and beyond were scanned and 88 articles were subjected to thematic content analysis. The articles in the study were analyzed through the thematic analysis matrix. The obtained data were analyzed by using descriptive and content analysis method. According to the findings of the study, pre-school science education started to gain importance and there was a significant increase in the conducted studies in each year. In the study; The most common aims were to determine the ideas/information related to science concepts and to examine the effects of science activities in the classroom in the analyzed articles. In this context, it is thought that in-depth studies on preschool science education will be important for the literature.
Science Student Teachers&apos; Views and Conceptions of the Interdisciplinary Sexual Health Education
Author: Mertoglu, Hatice
Date: 2019-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Student Attitudes,Interdisciplinary Approach,Sex Education,Cooperative Learning,Misconceptions,Foreign Countries,Sexually Transmitted Diseases,Sexuality

This research aims to determine science student teachers' views and conceptions of the interdisciplinary sexual health education course. Also, the current study inferiorly purposes to eliminate their misconceptions after the course. Data were obtained from in-class student products, course evaluation forms and course field notes. Within a qualitative methodology, they were descriptively evaluated and analyzed. The science student teachers under investigation stated that the interdisciplinary sexual health education course was very effective at freely talking about sexuality. Further, they depicted that they were able to easily get more accurate, reliable and memorable information from primary sources by asking the specialists/experts during the course. Overall, it can be concluded that the course remedied their misconceptions of the sexuality.
A Requiem for Certification, a Song of Honors
Author: Portnoy, Jeffrey A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Certification,Accreditation (Institutions),Professional Recognition,Ethics,Politics of Education,Collegiality,Educational Change

This essay rejects any notion of professionalization in honors programs and colleges as well as any plan for the National Collegiate Honors Council (NCHC) that is connected to implementing a process of certification or accreditation. The author offers historical details about the machinations of a small group of powerful NCHC officers who tried to turn the organization into an accrediting or certifying body and how they were successfully blocked by grassroots opposition from the membership and by a large group of NCHC past presidents who recognized the ill will and divisiveness that would result. The author discusses the damage that certification would do to the organization by fracturing the collegial spirit and workings of the organization and the honors community it has nourished for over fifty years. As part of the &quot;JNCHC&quot; Forum initiated by Patricia J. Smith's &quot;The Professionalization of Honors Education,&quot; this response takes issue with Smith's application of sociologist Theodore Caplow's theory of professionalization to NCHC and the honors community and with her implicit endorsement of certification. The essay asserts that evidence for professionalism in honors at the collegiate level is to be found in the structure and resources of NCHC's national office; the skilled and thoughtful practitioners of honors education at their home institutions; and the scholarship, intellection, and commitment found in NCHC's monograph series and refereed journals.
Institutional Type, Organizational Pathways, and Student Engagement: Deepening Student Engagement and the Benefit Use Paradox in Formal Engagement Spaces
Author: Kehal, Prabhdeep Singh
Date: 2020-00-00
Type: Journal Articles
Subjects: Learner Engagement,Institutional Characteristics,Disadvantaged,Student Characteristics,Service Learning,Citizen Participation,Student Surveys,Religious Education,State Universities,Private Colleges,Black Colleges,Student Attitudes,College Students

We explore how institutional types relate to individual students' depth and breadth of engagement, and the degree to which organizational pathways can increase the presence of marginalized students in formal engagement structures. Institutional type and organizational pathways increase student engagement, particularly for marginalized students; however, students who participate at high levels are majority white and middle class. This illuminates how institutional type and organizational pathways operate jointly, and not as substitutes.
Rethinking Service Learning: Reciprocity and Power Dynamics in Community Engagement
Author: Wollschleger, Jason
Date: 2020-00-00
Type: Journal Articles
Subjects: Service Learning,Power Structure,Student Centered Learning,Student Empowerment,Community Organizations,Courses,Teacher Student Relationship,School Community Relationship

This article seeks to challenge existing power dynamics both within the service-learning classroom and between the classroom and community by offering a model of an alternative approach to community engagement. The class partnered with a community organization, at their request, to engage their community as the organization worked through a change in focus and identity. Within the classroom, the research project was led, designed, implemented, and ultimately written solely by the students.
(Not) Minding the Gap: Negotiating Social Distance across Service-Learning Experiences
Author: Brewster, Kendra R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Distance,Service Learning,Learning Experience,Critical Theory,Group Dynamics,Social Bias,Stereotypes,Power Structure,College Students,Interpersonal Relationship,Student Attitudes,Reflection

The qualitative analysis of the experiences of a small study of 23 service learners indicated that individuals negotiate social distance as they: (1) ascribe agency in action and affect to themselves and others; (2) consider whether they belong on-site and connect with others; and (3) grapple with the structural inequalities that shape social life. In discussing the multiple dimensions of social distance, this analysis ends with questions that critical service learning practices and pedagogies can address. [Note: The issue number (3) shown on the PDF is incorrect. The correct citation for this article is v12 n1.]
A Theoretical Inquiry into the Ethics of Mathematics Teaching
Author: Ernest, Paul
Date: 2019-10-00
Type: Journal Articles
Subjects: Ethics,Mathematics Teachers,Mathematics Instruction,Teacher Student Relationship,Teacher Responsibility,Teacher Education,Student Diversity

This paper explores the ethics of the mathematics teacher, starting from the ethical obligations that all human being and professionals share towards those in their care. Most notably this involves a duty of care for students, since teachers can be the most influential persons after their parents. The ethics of mathematics teaching is analysed as concerning the aims of school mathematics, the selection of pedagogy, and the selection of content. The equal treatment of all students is also a central principle, although there are ethical dilemmas posed by the spread of achievement levels in mathematics. The ethical content of school mathematics itself is also considered, although this is a controversial issue. The paper notes that the modern tendency is for teachers to be viewed almost as technicians delivering the centrally decided mathematics curriculum. This paper argues that teachers have ethical agency which can and should still be exercised while meeting professional and institutional obligations.
Differences of Visual, Auditorial, Kinesthetic Students in Understanding Mathematics Problems
Author: Sulisawati, Dwi Noviani
Date: 2019-10-00
Type: Journal Articles
Subjects: Cognitive Style,Learning Modalities,Aural Learning,Visual Learning,Kinesthetic Perception,Student Characteristics,Problem Solving,Junior High School Students,Grade 8,Foreign Countries,Mathematics Education,Comprehension

Characteristics of students who are diverse, such as different learning styles will also lead to the possibility of differences in students' ability to understand the learning material and every problem given, especially at the stage of understanding the problem given, because this stage is the most important step to determine the next problem solving step. Therefore this study aims to reveal and illustrate how different characteristics of visual, audio and kinesthetic students in understanding problems. Data retrieval was done in class VIII of Arjasa 1 Junior High School with test methods, interviews, and questionnaires. Data were analyzed through stages of data reduction, analysis, and decision making. Furthermore, based on the data analysis that has been done, it can be concluded that there are differences in the characteristics of understanding problems for visual, auditory and kinesthetic students in terms of completeness and regularity of information writing, quantity of repetition of reading questions, marking important information and activity/movement habits done during the process of understanding the problem.
Creative Thinking Skills Students in Physics on Solid Material Elasticity
Author: Batlolona, John Rafafy
Date: 2019-03-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Grade 11,Thinking Skills,Critical Thinking,Science Process Skills,Physics,Problem Based Learning,Scores,Scientific Concepts

The research mixed method aims to investigate students' creative thinking skills about elasticity in physics. The students' creative thinking skills were measured by diagnostic tests developed by researchers and validated by theoretical physics. The instrument included several indicators of critical thinking skills including fluency, flexibility, originality, and elaboration. This study involved 58 students of 11th grade of public senior high school 8, Malang. The research findings showed that students who were learning with the PBL and conventional approach had good scores in originality and fluency. Particularly in the PBL classes, the highest scores of critical thinking skills were achieved on parallel and parallel spring topics, while in conventional classrooms, the highest scores of critical thinking skills were achieved on the stress, tension, and topic of Young's modulus. Both the PBL and conventional classes got the lowest score on Hooke's law topic. The t-test results showed that there was no difference between the pretest score of PBL students and the conventional student's pretest score. However, the difference was found in post-test scores. In conclusion, the PBL was recommended to develop or enhance students' creative thinking. Future research was expected to fully examine the effect of the PBL on student motivation, and high-level thinking with or without moderator variables. In addition, it was also necessary to conduct other researches that aims to analyze the relationship between pretest and post-test students in creative thinking after engaging in the PBL classes.
Pre-Service Physics Teachers&apos; Research Activities by Research-Based Learning
Author: Yanti, Fitri April
Date: 2019-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Physics,Teaching Methods,Student Research,Learning Processes,Foreign Countries,Learning Activities,Research Skills

The activities of prospective teachers in the learning process are very important to show the quality of the learning process, particulary research activities. This paper is intended to analyse the research activities of pre-service teachers and their responses in the learning process using research-based learning models. Descriptive qualitative designs were tested by applying qualitative approaches and case studies. Furthermore, data was collected from observations, field notes, interviews, and questionnaires given to 20 pre-service teachers at private universities in Lampung, Indonesia. Data taken from observations and questionnaires were analysed descriptively and then categorised into various categories ranging from very bad to very good. Data collected from interviews were analysed through interactive models, data reduction, data exposures and additions. The findings indicate that pre-service teacher research activities include: identifying problems, formulating hypotheses, preparing research plans, analysing data, drawing conclusions, increasing for three meetings and developing significantly in general. In addition, the research activities of pre-service teachers are considered good. This research is important for the scientific education community, especially in developing future teacher research skills.
Inquiry-Based Learning in Indonesia: Portraying Supports, Situational Beliefs, and Chemistry Teachers&apos; Adoptions
Author: Effendi-Hasibuan, Muhammad Haris
Date: 2019-12-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,Foreign Countries,Chemistry,Science Teachers,Curriculum Implementation,Teaching Conditions,Achievement Tests,International Assessment,Secondary School Students,Teacher Attitudes,Public Schools,Educational Resources,Adoption (Ideas),Secondary School Science,Science Instruction

This study aimed at portraying the implementation of inquiry-based chemistry learning in the city of Jambi, Indonesia during the curriculum reformation era. The study included pre-existing supports for and situational beliefs towards the use of the strategy. The results of a questionnaire (n=99) revealed that inquiry had been minimally adopted in these areas. Improper supports and beliefs were identified and significantly contributed (p&lt; 0.05) to the low adoption of the strategy (r= 0.56**, [beta]= 0.32; and r= 0.57**, [beta]= 0.35). These findings might explain the limited success of the Indonesian curriculum and low science achievement of the Indonesian students in the Program for International Student Assessment (PISA). This study recommends that the supportive learning conditions are needed to promote the teachers shift their own instructional strategies and improve the Indonesian students' science competencies.