ethanporcaro/eric-fulltext-meta huggingface dataset:
Promoting Problem-Solving Skills among Secondary Science Students through Problem Based Learning
Author: Magaji, Adewale
Date: 2021-10-00
Type: Journal Articles
Subjects: Secondary School Science,Secondary School Students,Science Instruction,Problem Solving,Problem Based Learning,Early Adolescents,Prior Learning,Cooperative Learning,Modeling (Psychology),Feedback (Response),Pedagogical Content Knowledge,Secondary School Teachers,Time,Barriers,Foreign Countries,Critical Thinking

This research was informed by a constructivist approach to learning, with a focus on answering the research question: what skills can science teachers promote and encourage among students through designing and implementing problem-based learning in their classrooms? The research was carried out in a co-education secondary school in England and involved fifty-two Key Stage 3 students (second year of secondary education), aged 13 years old. It utilized a theoretical framework of the 3C3R model (3C- content, context, and connection, and 3R- researching, reasoning, and reflecting) in problem-based learning (PBL). Data were collected through lesson observations, interviews, and focus groups. It was analyzed using thematic analysis and the recurrent themes were coded by creating relationships and links to the problem-solving skills promoted by PBL. The study found that the application of prior knowledge, collaborative learning, modeling and eliciting feedback were the skills promoted by PBL and these are valuable in problem-solving. However, collaborative learning was the dominant skill promoted by PBL. Teachers' pedagogical knowledge and the time students spent researching were limiting factors in promoting problem-based learning, thereby suggesting the need for continuing professional development for teachers and further integration of blended PBL to maximize learning time.
Communication Games: Their Contribution to Developing Speaking Skills
Author: Hernández-Chérrez, Elsa
Date: 2021-10-00
Type: Journal Articles
Subjects: Game Based Learning,Speech Skills,English (Second Language),Second Language Learning,Grade 10,High School Students,Foreign Countries,Pretests Posttests,Student Motivation

The current work was based on a project that aimed to enhance the English-speaking skill development in tenth graders of a public high school in Ambato, a city of the Andean Region of Ecuador. The population involved 145 students who were surveyed to detect their impression about the use of Communication Games in the English as a Foreign Language (EFL) classroom. Additionally, a pre-test was used to determine the students' English level before implementing certain games selected from a handbook created especially for this study. After that, a post-test and an exit survey were used to measure the effects of communication games. It was found that students consider using games in the classroom beneficial for their learning. Likewise, it was evident that communication games contributed significantly to the students' oral production, which showed an increased level of vocabulary, more accuracy and fluency, and a more relaxed interaction with their peers and their teacher, after the intervention.
Relationship between Total Personal Quality, Service Quality and Student Satisfaction on Higher Education System
Author: Sitanggang, Nathanael
Date: 2021-10-00
Type: Journal Articles
Subjects: Correlation,Educational Quality,Quality Assurance,Student Satisfaction,Student Characteristics,College Students,College Faculty,Teacher Effectiveness,Universities,Foreign Countries

Efforts to increase student satisfaction as higher education customers need to be made, since student satisfaction is related to the university quality. This research aimed to study the model of student satisfaction as university customers by using survey method. The sample was determined to be 208 people who were obtained by proportional random sampling. The instrument used was a questionnaire with questions of total student quality, quality of lecturer service, and student satisfaction as higher education customers, with the reliability coefficients of 0.82, 0.84, and 0.86, respectively. Moreover, SEM analysis techniques using AMOS tools were conducted. Based on the results of the confirmatory factor analysis, Several points have been obtained, such as: (1) personal leadership is the strongest indicator (69.38%) to form the total quality student variable, (2) responsiveness is the strongest indicator (81.90%) to form the quality of lecturer service variable, and (3) satisfaction is the strongest indicator (78.49%) to form the student satisfaction as university customers variable. Furthermore, the analysis result found that the total personal quality of students had no significant effect on the testing of student satisfaction variables as university customers, However, the service quality variable had a positive effect on the student satisfaction. The results of this study will strengthen the student satisfaction model in higher education management and contribute to the education management science.
Self-Efficacy as a Personality Predictor of the Career Orientations of College Students
Author: Kotova, Svetlana
Date: 2021-10-00
Type: Journal Articles
Subjects: Self Efficacy,Personality Traits,Career Choice,Undergraduate Students,Student Attitudes,Foreign Countries,Predictor Variables,Program Implementation

In the context of the modern dynamic socio-economic environment, career-related issues are becoming relevant to psychological and pedagogical sciences as it is professional development that enables people to realize their abilities, capabilities, and needs. Career orientation should be identified as early as possible in order to obtain significant achievements. An important issue is related to career orientation predictors, which determine future achievements and career choice. The study discusses conceptual provisions and methodological approaches to assessing the career orientations of college students with different levels of self-efficacy. The purpose of the research is to study theoretical and methodological approaches and aspects of the psychological assessment of self-efficacy as a personality predictor of the career orientations of college students. The study was conducted with the participation of a representative sample of 558 third-year students aged 18 to 20 on the campus of the Ural State College named after I. Polzunov (Ekaterinburg) (average age is 18.7 years). The practical significance of the study arises from the possibility to use the results obtained in order to implement programs aimed at improving self-efficacy in adolescents. The research is of practical value for organizational psychologists, educational psychologists, and teachers.
Do Non-Decision Times Mediate the Association between Age and Intelligence across Different Content and Process Domains?
Author: von Krause, Mischa
Date: 2020-00-00
Type: Journal Articles
Subjects: Reaction Time,Intelligence Tests,Age Differences,Intelligence Differences,Decision Making,Young Adults,Adults,Older Adults

In comparison to young adults, middle-aged and old people show lower scores in intelligence tests and slower response times in elementary cognitive tasks. Whether these well-documented findings can both be attributed to a general cognitive slow-down across the life-span has become subject to debate in the last years. The drift diffusion model can disentangle three main process components of binary decisions, namely the speed of information processing, the conservatism of the decision criterion and the non-decision time (i.e., time needed for processes such as encoding and motor response execution). All three components provide possible explanations for the association between response times and age. We present data from a broad study using 18 different response time tasks from three different content domains (figural, numeric, verbal). Our sample included people between 18 to 62 years of age, thus allowing us to study age differences across young-adulthood and mid-adulthood. Older adults generally showed longer non-decision times and more conservative decision criteria. For speed of information processing, we found a more complex pattern that differed between tasks. We estimated mediation models to investigate whether age differences in diffusion model parameters account for the negative relation between age and intelligence, across different intelligence process domains (processing capacity, memory, psychometric speed) and different intelligence content domains (figural, numeric, verbal). In most cases, age differences in intelligence were accounted for by age differences in non-decision time. Content domain-general, but not content domain-specific aspects of non-decision time were related to age. We discuss the implications of these findings on how cognitive decline and age differences in mental speed might be related.
Accuracy in Judging Others&apos; Personalities: The Role of Emotion Recognition, Emotion Understanding, and Trait Emotional Intelligence
Author: Jaksic, Cyril
Date: 2020-00-00
Type: Journal Articles
Subjects: Accuracy,Evaluative Thinking,Personality Traits,Recognition (Psychology),Emotional Intelligence,Interpersonal Competence,Gender Differences,College Students,Foreign Countries,Personality Measures

The ability to accurately judge others' personality and the ability to accurately recognize others' emotions are both part of the broader construct of interpersonal accuracy (IPA). However, little research has examined the association between these two IPA domains. Little is also known about the relationship between personality judgment accuracy and other socio-emotional skills and traits. In the present study, 121 participants judged eight traits (Big Five, intelligence, cooperativeness, and empathy) in each of 30 targets who were presented either in a photograph, a muted video, or a video with sound. The videos were 30 second excerpts from negotiations that the targets had engaged in. Participants also completed standard tests of emotion recognition ability, emotion understanding, and trait emotional intelligence. Results showed that personality judgment accuracy, when indexed as trait accuracy and distinctive profile accuracy, positively correlated with emotion recognition ability and was unrelated to emotion understanding and trait emotional intelligence. Female participants were more accurate in judging targets' personality than men. These results provide support for IPA as a set of correlated domain-specific skills and encourage further research on personality judgment accuracy as a meaningful individual difference variable.
Effect Sizes, Power, and Biases in Intelligence Research: A Meta-Meta-Analysis
Author: Nuijten, Michèle B.
Date: 2020-00-00
Type: Journal Articles
Subjects: Effect Size,Meta Analysis,Intelligence,Statistical Analysis,Bias,Research

In this meta-study, we analyzed 2442 effect sizes from 131 meta-analyses in intelligence research, published from 1984 to 2014, to estimate the average effect size, median power, and evidence for bias. We found that the average effect size in intelligence research was a Pearson's correlation of 0.26, and the median sample size was 60. Furthermore, across primary studies, we found a median power of 11.9% to detect a small effect, 54.5% to detect a medium effect, and 93.9% to detect a large effect. We documented differences in average effect size and median estimated power between different types of intelligence studies (correlational studies, studies of group differences, experiments, toxicology, and behavior genetics). On average, across all meta-analyses (but not in every meta-analysis), we found evidence for small-study effects, potentially indicating publication bias and overestimated effects. We found no differences in small-study effects between different study types. We also found no convincing evidence for the decline effect, US effect, or citation bias across meta-analyses. We concluded that intelligence research does show signs of low power and publication bias, but that these problems seem less severe than in many other scientific fields.
Rapid Reviews as an Emerging Approach to Evidence Synthesis in Education
Author: Wollscheid, Sabine
Date: 2021-12-00
Type: Journal Articles
Subjects: Literature Reviews,Evidence Based Practice,Educational Research,Methods

Rapid reviews using abbreviated systematic review methods are of increasing importance for evidence-informed decision-making in education, although there is little guidance about the most suitable approach. Three recently completed rapid review reports are compared to inform discussions on the utility of this type of review in education and to highlight appropriate methods for producing evidence syntheses in a limited time frame. Rapid review methods need to be chosen to fit the needs of the review, which involves: thinking broadly about different kinds of team experience and expertise; estimating the size and nature of the literature to be reviewed; considering the review purpose and nature of the topic; choosing an appropriate synthesis method for the review purpose, evidence base and reviewers' expertise; fully describing the review approach, and discussing the potential limitations of chosen methods; and understanding the anticipated audiences and tailoring outputs accordingly. Rapid reviews to address urgent and high-priority questions provide the benefits of timeliness and reduced resource requirements. However, it is crucial to understand caveats and limitations to the rapid conduct of evidence syntheses for decision-making purposes. This article offers guidance to support researchers, postgraduate students and commissioners who wish to conduct rapid reviews in a transparent and systematic way, addressing complex questions of relevance to evidence-informed decision-making in education.
Addressing Mismatch between TVET Programs and Skill Needs in the Finance and Banking Sector -- A Case Study from Qatar
Author: Said, Ziad
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Job Skills,Finance Occupations,Banking,Labor Market,Postsecondary Education,21st Century Skills,Employer Attitudes,Administrator Attitudes,Human Capital,School Business Relationship,Secondary Education

Links between Qatar's labor market and post-secondary education are not fully effective and often result in neglected or duplicated development of human capital. Therefore, most development efforts occur in isolation involving outmoded programs with many complacent faculty unaware of new technologies and developments relevant to labor market sectors. Analyses of secondary data from government departments and international studies were combined with a survey on &quot;Improving and enriching the Human Capital of the State of Qatar through Identification and Development of 21st Century Skills&quot;. This explored perception of both employers and TVET program leaders toward the skills needed for economic and social development in a changing world by meeting human capital needs through 21st century skills. A total of 85 managers and professionals completed the survey, together with 35 TVET program leaders from one university and five government TVET institutions (the survey was adapted to fit the context of TVET institutions surveyed). Thirty-two of the industry managers and professionals were from Hydrocarbon and Energy, 26 from Built Environment and 27 from Banking &amp; Finance sectors. Subsequently, 32 semi-structured interviews were conducted. Descriptive statistics using T-test and effect size for comparison, showed a major mismatch between perceptions of TVET program leaders and business &amp; finance sector' managers and professionals in many aspects of 21st century skills requirements. These were mainly in social skills and some specific technology skills. Significantly, the study indicated weak links between employers and TVET institutions. To address these issues, minimizing the skills' mismatch can be achieved by placing greater emphasis on reforming the curricula of Qatar's TVET institutions, to facilitate faster transitions into the workplace.
Negotiation Efficacy in Conflicts between Students: Results from a Portuguese Study
Author: Cunha, Pedro
Date: 2021-00-00
Type: Journal Articles
Subjects: Conflict Resolution,Elementary School Students,Persuasive Discourse,Student Attitudes,Foreign Countries,Gender Differences,Age Differences,Student Evaluation,Time Management,Study Habits,Violence,Prevention,Educational Practices

Negotiation is one of the most used conflict management procedures in the school context, since through an effective solution against violence is reached. This investigation considers personal and scholars variables that can influence negotiation efficacy in conflicts between elementary school students, namely sex, school grade, number of failures, study time school goals, and evaluation. Following a quantitative approach, the sample consisted of 874 Portuguese students from elementary schools, 452 males and 422 females with ages ranged between 10 and 18 years. The instruments applied were a personal questionnaire, and the School Conflicts Negotiation Efficacy Questionnaire (SCNEQ). The results show that sex, number of failures, and study time have an influence on the students' negotiation efficacy, as well as on student´s evaluations. The limitations of the study and practical implications for conflict management in schools are also presented, namely that the development of students' negotiation abilities is relevant.
Does the Flipped Classroom Boost Student Science Learning and Satisfaction? A Pilot Study from the UAE
Author: Shana, Zuhrieh
Date: 2021-10-00
Type: Journal Articles
Subjects: Flipped Classroom,Technology Integration,Video Technology,Science Achievement,Science Instruction,Instructional Effectiveness,Student Satisfaction,Middle School Students,Grade 6,Foreign Countries

This study investigated the impact of the flipped classroom on grade six students' academic achievements and perceptions in science class. Participants (n = 39) were assigned to a control group (using traditional instruction) or an experimental group (using flipped instruction). Data analysis was done using Statistical Package for the Social Sciences (SPSS). Pre-test scores of both groups were compared by using independent t-test. The obtained &quot;t&quot; value of 1.22 was found to be insignificant at p=0.229 (&gt; 0.05) which revealed no significant difference between these groups at the beginning. After three weeks, their post-test scores in science were again compared to examine the impact of different instructional interventions. The obtained &quot;t&quot; value of both groups' post-test score comparison was 2.646 which was found to be significant at p=0.012 (&lt; 0.05). Likert Scale Questionnaire was also employed to explore if students had valued the experimental intervention. It was revealed that the students were highly satisfied with the flipped classroom. This confirmed the difference between the control and experimental groups. Mean scores of flipped and traditional instruction groups further assured that flipped instruction had an impact on students' learning performance and perceptions.
Preservice Mathematics Teachers&apos; Knowledge about the Potential of Tasks to Promote Students&apos; Mathematical Reasoning
Author: Oliveira, Hélia
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Pedagogical Content Knowledge,Mathematics Skills,Thinking Skills,Mathematics Activities,Grade 8,Secondary School Mathematics

The use of tasks to promote mathematical reasoning (MR) in teaching practice is essential to meet curricular goals. However, that practice is often a huge challenge for teachers, and particularly for prospective teachers and thus it is essential to highlight it as a goal for initial teacher education. This study focuses on preservice mathematics teachers' (PTs) knowledge about the potential of mathematical tasks to promote students' MR, in a teacher education course. Results show that PTs were able to justify their option for a mathematical task with potential to promote students' MR, and through its implementation in one 8th grade classroom they have deepen their knowledge and gave greater meaning to task design principles and acknowledging their students' knowledge. Thus, the activity of selecting and adapting a task, although less demanding than the design of a new task, can still provide PT with important reflection and knowledge about its potential to promote students' MR. The study stresses the relevance for initial teacher education of considering four domains associated with the recognition of the potential of tasks to promote MR.
Pre-Service Science Teachers&apos; Perceptions of Their Pedagogical Knowledge and Pedagogical Content Knowledge
Author: Guler-Nalbantoglu, Fulden
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Science Instruction,Pedagogical Content Knowledge,Instructional Program Divisions,Teacher Competencies,Knowledge Level,Classroom Techniques,Planning,Student Evaluation,Instruction,Student Characteristics,Foreign Countries

The purpose of the present study was to investigate pre-service science teachers' perceptions of science teaching. To this end the participants' perceptions of their pedagogical knowledge (PK) and pedagogical content knowledge (PCK) were examined. Furthermore, it was aimed to investigate how pre-service science teachers' perceptions were differed according to their level of achievement regarding PK and PCK. 176 fourth year pre-service science teachers participated in the study. The design of the study was planned as a survey and three scales were given to the participants to collect data. The data obtained from the scales were analyzed using both descriptive and inferential statistics. The results of the study revealed that pre-service science teachers perceived themselves as competent in terms of both PK and PCK. When components of PK were examined, participants' perceptions were high regarding classroom management, learners and learning, lesson planning and assessment. With respect to components of PCK, participants perceived that they had high level knowledge of science instructional strategies, knowledge of science learners, knowledge of science misconceptions, knowledge of science curriculum and knowledge of science assessment. Moreover, it was observed that level of achievement did not show any differences on pre-service science teachers' perceptions of PK and PCK.
Promoting Girls in Science -- A Longitudinal Study of Self-Concept in Profile Classes
Author: Schulte, Alena
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Concept,Females,Gender Differences,Student Interests,Student Development,Sciences,Science Instruction,Foreign Countries,Secondary School Students,Grade 5,Grade 6,Grade 7,Program Effectiveness,Ability

Previous studies show that girls have a lower scientific self-concept than boys. Since interest starts declining over the course of lower secondary school, this exacerbates the issue that fewer girls aspire to choose a scientific profession. In this article, we present the concept of scientific profile classes. Profile classes pursue the goal of promoting girls by way of supporting their scientific self-concept. A longitudinal study was conducted to examine the self-concept of students in profile classes (Sample I N=53; Sample II N=54). The development of girls in profile classes was compared to both boys in profile classes and girls in the regular classes. Our results show that there is no gender difference in self-concept between girls and boys in the profile class. This study provides initial indications of how girls in profile classes develop in terms of their self-concept.