ethanporcaro/eric-fulltext-meta huggingface dataset:
Growing Mathematics Teachers: Pre-Service Primary Teachers&apos; Relationships with Mathematics
Author: Ingram, Naomi
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,Mathematics Teachers,Pedagogical Content Knowledge,Knowledge Level,Beliefs,Undergraduate Students,Self Efficacy,Psychological Patterns,Attitude Change

The 83 primary pre-service teachers beginning their three-year programme in 2015 at the University Otago were participants in the Growing Mathematics Teachers' Project. In this longitudinal research, the pre-service teachers' mathematical content knowledge was examined, as well as other affective aspects of their relationships with mathematics, including beliefs and feelings about mathematics and teaching, and associated identities. At the beginning of their programme, 40% of the pre-service teachers did not meet the required standard for content knowledge, and other aspects of their relationships with mathematics were negative. Their programme was adjusted by supporting their content knowledge, teaching affective aspects explicitly, and positive role modelling. During their programme, the pre-service teachers' relationships with mathematics generally became more positive as their teaching identity grew, although their confidence remained somewhat conditional on their content knowledge and the age of the students they were placed with on professional experience.
Research Skills in the First-Year Biology Practical - Are They There?
Author: Torres, Lyn
Date: 2018-00-00
Type: Journal Articles
Subjects: College Freshmen,College Science,Biology,Research Skills,Skill Development,Science Curriculum,Science Laboratories,Science Process Skills,Personal Autonomy,Teacher Student Relationship

Laboratory practicals engage students in complex thinking to build their scientific knowledge and understanding. Surprisingly few studies connect the development of students' cognitive and metacognitive skills for learning in the laboratory practical with foundational skills for researching. Librarians strive to establish teaching partnerships with academics to contextualise research skills within curriculum content. However, pedagogical models to make research skills explicit and guide library-faculty collaborations are lacking. This study explores the Research Skill Development (RSD) framework (Willison &amp; O'Regan 2006/2018; see the first article in this issue) to extrapolate students' research skills in a first-year biology practical unit. A qualitative research design was applied to identify research skills in the unit's laboratory manual and in descriptive observations of students in five laboratory practicals. Results show students engaged in the research skills articulated by the RSD, yet these skills were implied rather than explicitly taught. Implications suggest that fundamental research skills which enable student preparedness for research can be overlooked in practical curricula. Research skills remaining unrecognised impacts learning and teaching, including the contribution librarians could make in this context. Findings demonstrated that the RSD is a useful theoretical construct and &quot;a priori&quot; framework to make research skills visible to educators. [To view the first article in this issue, see EJ1195982.]
Development of Web-Based Dental Health Ladder Snake Game for Public Elementary School Students in Indonesia
Author: Rikawarastuti, R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Dental Health,Elementary School Students,Dentistry,Educational Games,Grade 5,Health Promotion,Web Based Instruction,Multimedia Instruction,Educational Technology

Education of oral and dental hygiene for elementary students is often constrained by the nature of children who are easily saturated, so that media and games need to be an interactive, interesting and fun simulation that entices their interest and curiosity in learning. The purpose of this research is to develop a web-based dental health ladder snake game for oral health education of the elementary school students in Indonesia. The analysis, design, development, implementation and evaluation model approach is applied and tested by material and media experts. In this study, the fifth grade elementary students were participated as a trial group, and they were asked to use the designed ladder snake game. Questionnaire about the feasibility of learning media ladder snake game using a Likert scale was developed. The feasibility test results showed that the material experts were 80% (very good), media experts were 75% (Good) and 83% (excellent) for elementary students.
The Relationship between Technological Pedagogical Content Knowledge (TPACK) Self-Efficacy Belief Levels and the Usage of Web 2.0 Applications of Pre-Service Science Teachers
Author: Wright, Belgin
Date: 2018-00-00
Type: Journal Articles
Subjects: Technological Literacy,Pedagogical Content Knowledge,Web 2.0 Technologies,Science Teachers,Preservice Teachers,Self Efficacy,Correlation,Foreign Countries,Science Education,Teacher Education Programs

The purpose of this study is to determine the technological pedagogical content knowledge (TPACK) self-efficacy levels of pre-service science teachers with respect to variables in their use of Web 2.0 applications. A survey model has been conducted on a study group consisting of 344 final year pre-service science teachers at six different state universities in Turkey during the academic year of 2017-2018. The 'personal information form', the 'Web 2.0 applications usage situation survey' and the 'TPACK self-efficacy belief scale' were employed. Data obtained from the study group have been analysed with the 'SPSS Statistics 23' software, a t-test and the ANOVA test have been carried out, a Pearson correlation analysis and a Tamhane test has been conducted. The results show a significant relationship between TPACK self-efficacy belief levels and the variables involved in pre-service science teachers use of Web 2.0 applications.
The Impact of Integrated STEM Education on Academic Achievement, Reflective Thinking Skills towards Problem Solving and Permanence in Learning in Science Education
Author: Sarican, Gulcan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Effectiveness,STEM Education,Academic Achievement,Reflection,Thinking Skills,Problem Solving,Science Education,Pretests Posttests,Control Groups,Experimental Groups,Middle School Students,Achievement Tests,Integrated Curriculum

This research has been conducted to evaluate the effects of integrated science, technology, engineering and mathematics (STEM) education on academic achievement, reflective thinking skills towards problem solving and permanence in learning in science education. This study, which used pre-test-post-test and semi-experimental model with permanence test, control group as a research model, was conducted with 44 students attending to the 6th grade of a public school in 2015-2016 academic year. The study consisted of the control group with constructivist teaching and the experimental group with integrated STEM education. Academic achievement test and reflective thinking scale towards problem solving were applied. In SPSS 24 package program, analysis of quantitative data was performed using t-test and Mann-Whitney U test. In conclusion, the integrated STEM education does not significantly increase success, reflective thinking skills towards problem solving and their effects on permanence according to constructivist teaching, but provides positive contributions to academic achievement.
Education Hubs and Private Higher Education Expansion in Small Island Developing States Contexts: The Case of Mauritius
Author: Mariaye, Hyleen
Date: 2018-00-00
Type: Journal Articles
Subjects: Private Colleges,Educational Policy,Case Studies,Power Structure,Foreign Countries,State Universities,Distance Education,Multicampus Colleges,Marketing,Privatization,Educational Quality,Competition,Financial Support,International Cooperation,Educational Cooperation

Background: This article is located in the context of governments of small island developing states supporting education hubs in collaboration with local and global partners. Whilst current literature on the development of education hubs focuses on the macro policy perspectives looking at how education hub policies are designed and enacted upon at national level, there are relatively few studies on the micro perspective of the institutions. Aim: By comparing the agendas, experiences, potential and drawbacks of these institutions, the article explores the sustainability prospects of these variants of education hubs. Methods: We selected three case studies--a public distance education university, a local private university and an international branch university within the same broader environmental context to examine how a 'vision of possibilities' is played out within three different institutional agendas. Results: The case studies reveal that marketisation and privatisation marginalise the pursuit of quality which recedes in preference for securing international economic resources to activate the local developmental agendas and how the exercise privileges skewed power relations which maintain centre-periphery hegemonic hierarchies in the cross-border collaborations. Conclusion: The uptake of an education hub as a national target exemplifies how the uncritical and indiscriminate borrowing of policies normalises and is reframed to appear as 'moments of equity'. But in reality it promotes individual competitiveness at the expense of the common good.
Embodied Digital Technology and Transformation in Higher Education
Author: du Toit, Jean
Date: 2018-00-00
Type: Journal Articles
Subjects: Information Technology,Higher Education,Teaching Methods,Educational Change,Phenomenology,Foreign Countries,Barriers,Self Concept,Interpersonal Relationship,Alienation,Educational Philosophy,Human Body,Equal Education,Access to Education,Technology Uses in Education

Background: The use of digital technology in higher education is overwhelmingly positively assessed in most recent research literature. While some literature indicates certain challenges in this regard, in general, the emphasis is on an encouragement and promotion of digital technology in higher education. While we recognised the positive potential of the use of digital technology in higher education, we were cautious of an instrumentalist and disembodied understanding of (digital) technology and its potential impact on higher education -- as a sector of education and as a body of students. Aim: To re-conceptualise the way in which technology is understood for its use in the higher education sector, as is argued, would be of benefit for transformation in higher education. Setting: South African Higher Education sector. Methods: Phenomenology of embodiment. Results: An embodied understanding of technology through the embodied phenomenology of Merleau-Ponty and an explication of its potential for transformation in higher education via the working concept of the Embodied Screen leads to a full understanding of the student as embodied and socially-embedded individual. Conclusion: A more holistic and embodied understanding of digital technology serves to supplement transformation in higher education, especially if transformation is itself understood in concrete social and bodily terms as is the case in the South African context.
Evaluation of the Use of Nutrition Support Products in Taekwondo Athletes
Author: Seyhan, Sinan
Date: 2018-00-00
Type: Journal Articles
Subjects: Athletes,Physical Activities,Nutrition,Gender Differences,Fatigue (Biology),Pharmacy,Physicians,Friendship,Performance,Athletics,Health Behavior,Knowledge Level,Competition,Drug Use,Preferences

The purpose of this study was to determine the use of nutrition support products by male and female athletes who are involved in taekwondo and their level of knowledge in this respect. The sample group was formed with male and female (n=300) athletes who are actively involved in taekwondo. 300 of the collected questionnaires, which were determined to have been filled in correctly, were evaluated. Of the questionnaires evaluated, 108 belonged to female taekwondo athletes and 192 belonged to male taekwondo athletes. The arithmetic average, standard deviation and percent frequency (%) distributions of the obtained data were calculated. It was stated that 47.4% of male athletes and 41.7% of female athletes use the nutrition support products and the most preferred products by male athletes are protein powder (38%); amino acid (18.2%); vitamin (13.5%); mineral 8.9%; creatine (9.4%) and other nutrition support products (%12). It was found that female athletes also use the same products and these products are protein powder (30.6%); amino acid (15.7%); vitamin (18.5%); mineral 13%; creatine (8.3%) and other nutrition support products (13.9%). It was determined that the use of nutrition support products in male athletes was provided through doctor (20.8%), pharmacist (10.9%), friends (10.4%) and neighbors (3.6%), and in female athletes, through doctor (23.1%), pharmacist (16.7%), friends (6.5%) and neighbors (2.8%). Reasons for taekwondo athletes to use nutrition support products were to improve their athletic performance for 65.1% of males and 67.6% of females, and to cope with the fatigue for 17.2% of males and 17.6% of females. Our study results show that athletes who are involved in taekwondo use nutrition support products at a high level in order to increase their athletic performances. It is important for athletes using nutrition support products to use these products under the supervision of an expert for their health.
The Effectiveness of Designing and Using a Practical Interactive Lesson Based on ADDIE Model to Enhance Students&apos; Learning Performances in University of Tabuk
Author: Alnajdi, Sameer Mosa
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Effectiveness,Instructional Design,Models,Electronic Learning,College Freshmen,Males,Academic Achievement,College Instruction

Traditional teaching is one of the most common types of education, but with the explosive technologies, Traditional teaching could not be effective. Therefore, adopting and utilizing computer and communication technology in education became most important to make the learning more active, but before utilizing technology in education, instructors need to ensure of suiting the technology with the students' abilities and characteristics based on Instructional design models, With the tremendous development of technology and the enhancement of student performance. In this paper, an interactive lesson designed based on ADDIE Model. Students divided into two groups; a control group and experimental group each group had 36 students to evaluate the effectiveness of using the interactive lesson and its role in enhancing students' Learning Performance. The lesson had several stages; starting from having a useful design based on ADDIE Model, then provided a demo to the students to understand the knowledge. After that, the lesson presented in an interactive way, assistance's hints provided to students during their learning process and reviewing the initial demo was available for the whole lesson. The effectiveness of this design has been measured, and results in both groups in this study compared, the experimental group showed statistically significant on students' performances with a mean score of 5.45 versus 4.24 for the control group.
An Examination of the Courses for the Education of Exceptionally Talented Children in Special Education Teaching Programs in European Union Member States and Turkey
Author: Kayhan, Nilay
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Education Courses,Special Education,Teacher Education Programs,Undergraduate Study,Teacher Education Curriculum,Preservice Teacher Education,Gifted

Legal regulations about education and educational policies are important for the quality of the practices. It has been seen that many countries invest in the education of the individuals who will form a qualified society in the future and focus on the teacher training and quality. The teachers have a great role in determining the exceptionally talented individuals in Turkey, their education, directing their performances in accordance with their interests and talents, enabling them to benefit from support education. Accordingly, in order to determine what kind of competency the teachers gain regarding this pre-service area, the courses in the special education teaching undergraduate programs regarding the exceptionally talented area in European Union (EU) and Turkey have been investigated in terms of number, term and credit content. Qualitative research method and document analysis technique are used in the descriptive study which aims to determine an existing situation. The data were obtained from education reports published by EU member countries about their own education systems, United Nations Children Rights and Education reports and Council of Higher Education's Teacher Training Programs. For example, the preservice teachers are given theoretical information in the first classes, then receive education in which they can observe and show effective teaching skills with a mentor in the following years in the countries such as Belgium, the Czech Republic, Finland, Spain, Sweden, Luxemburg, and Malta.
Determination of the Success Orientations and Self-Consciousness Levels of the Students from the Faculty of Sports Science
Author: Kurtipek, Serkan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Success,Self Concept,College Students,Gender Differences,Age Differences,Departments,Instructional Program Divisions,Goal Orientation,Physical Education

The aim of this study is to determine the success orientations and self-consciousness levels of the students in the higher education institutions providing sports education and to examine these according to some variables. The sample of the study consists of 202 students, 90 female and 112 male students, attending Gazi University Faculty of Sports Sciences at different departments and class levels. In the direction of the findings obtained in the research, it is seen that the participants got the highest mean scores from the &quot;learning approach&quot; and &quot;learning avoidance&quot; sub-dimensions of &quot;Success Orientation Scale&quot; (X-bar=3.80, X-bar=3.05). In this respect it can be stated that the participants are eager to improve their knowledge and skill levels, they take into account the learning process and try to avoid making mistakes. When the sub-dimensions of the Self-Consciousness Scale are examined, it appears that the self-consciousness levels of participants are above the mean (X-bar=2.22). This result shows that participants have awareness of their own thoughts and feelings and that they think more towards themselves in their daily lives. In addition, it was determined that the participants' success orientations did not show any significant difference according to gender, department, class and age variables (p&gt;0.05). Furthermore, self-consciousness levels of participants did not show any significant difference according to gender, department, age variables, but they were significance in favor of the 1st grade participants according to class variable (p &lt;0.05).
Do Course-Based Service Learning Programs Offer More Benefits to Students than Non-Course-Based Programs? &quot;The Research Says &apos;Yes&apos;&quot;
Author: Walker, William
Date: 2018-00-00
Type: Journal Articles
Subjects: Service Learning,Educational Benefits,Teaching Methods,Higher Education,Educational Change,Volunteers,Comparative Analysis,Models

This article examines the qualitative and quantitative differences between course-based service learning programs and non-course-based service programs at the post-secondary level. A review of the research to date reveals greater benefits for students who participate in course-based community service compared to participation in non-course-based service. The course-based model's cognitive component of organized reflection appears to be the key contributing factor that produces benefits superior to the non course-based approach, both in number and quality. Based on these findings, post-secondary institutions using non-course-based service learning program should consider changing to the course-based model.
Community Gardens: Interactions between Communities, Schools, and Impact on Students
Author: Bice, Matthew R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Gardening,School Community Programs,Public Health,Food,Nutrition,Health Promotion,Well Being,Child Health,Elementary Schools,Middle Schools,Physical Activities,Mental Health

Considering over one-third of the United States' population is now considered obese, childhood obesity has become a highlighted public health concern. Educators and health professionals have spent a significant amount of time examining how to approach the obesity epidemic, specifically childhood obesity, yet there is still no clear solution. An alternative that could prove to be effective is the collaboration of community gardens and schools. Community gardens are indirectly organized to address public health agendas through community engagement and used for a broad spectrum of community needs ranging from enhanced food security, improved nutrition, increased levels of physical activity, heightened community desire for better social-economical relationships, and enriched psychological wellbeing. Community gardens are effective and the integration within schools could prove to be an effective means to promote health. The direct impacts of community gardens potentially provide a unique route to address childhood obesity through skill-based learning. This manuscript provides a commentary to advocate for the collaboration between community gardens organizations and local schools (elementary and middle) as an avenue to promote health.
Enhancing the Health of School Garden Programs and Youth: A Systematic Review
Author: Huelskamp, Amelia C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Gardening,Sustainability,Barriers,Child Health,Children,Adolescents,Program Effectiveness,School Community Relationship,Faculty Development,Curriculum,National Standards,Health Education

Schools often credit instructional gardens with improving fruit and vegetable consumption and physical activity in children. Many schools are able to obtain funding and supplies to establish a garden program, but there are challenges to program sustainability that often result in garden failure. This systematic review compares recommendations for garden sustainability to maximize the effects of gardens on child and adolescent health. Search terms (&quot;school garden&quot; OR &quot;instructional garden&quot; AND sustain* AND strategy OR practice) were applied to academic databases, including ProQuest Central, ERIC, Agricola, and Science Direct. Articles had to address strategies for sustaining gardens used for educational purposes. The search resulted in 694 peer-reviewed articles, of which 17 met the eligibility criteria. A review of article references resulted in two additional articles (n = 19). Most common recommendations included building a broad network of support in the community, providing professional development to teachers involved with the garden, and providing teachers with standards-based curricula to integrate the garden into multiple content areas. To increase the effect of gardens on student health behaviors, health educators should use the National Health Education Standards, Characteristics of an Effective Health Education Curriculum, and Healthy Behavioral Outcomes to integrate gardens into health education.