ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Conventional School Education on Students Creativity
Author: Page, Tom
Date: 2017-00-00
Type: Journal Articles
Subjects: Conventional Instruction,Creativity,Foreign Countries,Art Education,Design,Secondary School Students,Curriculum Evaluation,Higher Education

Many academics argue that 'we don't grow into creativity we grow out of it, or rather we get educated out of it.' This research work investigates the notion that the education system is to blame for a loss of creativity in adults. As a result of the attempts to stifle creativity in schools, subjects including Design and Technology (D&amp;T) face challenges in today's curriculum. Although the D&amp;T subject is highly regarded and celebrated by many, helped by successful names such as the designer Dyson, it still suffers a bit of an image problem. Interviews have been carried out with both teachers and students to identify how and why the subject is being affected. With numerous factors working against DT; finance, the government, universities, tradition and more, it is not surprising that the subject fails to attract the interest levels it deserves. However, increasingly design should attract a greater awareness may reserve, in response to a shift towards a Britain that needs to be acknowledged for design and innovation.
High School Science Teachers&apos; Confidence with Classroom Technology Integration
Author: Aljuzayri, Zahrah Hussain Binmubarak
Date: 2017-00-00
Type: Journal Articles
Subjects: High School Teachers,Science Teachers,Self Esteem,Technological Literacy,Technology Integration,Teacher Characteristics,Gender Differences,Age Differences,Teaching Experience,Intellectual Disciplines,Public Schools

Integrating technology in the science classroom can help support many teaching goals. However, research indicates that teachers need confidence in using technology to effectively integrate it into classrooms. The purpose of this study was to describe high school science teachers' confidence with integrating various forms of technology into their classrooms, and how that confidence varies by teaching discipline, gender, age, and teaching experience. This quantitative descriptive study used a four-point Likert scale survey to collect self-reported confidence data from 40 practicing high school science teachers in the Midwest region of the United States. Overall, 100% of the science teachers reported confidence in using the internet, and 90% or more reported confidence with computers, email, and powerpoint. Interestingly, these findings indicate that physics teachers reported lower confidence in using several types of technology compared to teachers of other disciplines. The author also found that males tended to report higher confidence in their use of technology than females did. While this study provides information for professional development opportunities that focus on improving confidence in classroom technology use by addressing skills and motivation for science teachers, we should note that the sample sizes were low and additional investigation is warranted. This research also leads to new questions about whether confidence translates to higher levels of technological use in the classroom.
Inclusion &amp; Marginalization: How Perceptions of Design Thinking Pedagogy Influence Computer, Electrical, and Software Engineering Identity
Author: Rodriguez, Sarah L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Design,Thinking Skills,Teaching Methods,Engineering Education,Undergraduate Students,Majors (Students),Self Concept,Case Studies,Disadvantaged,Gender Differences,Minority Group Students,Student Interests,Student Attitudes,Electronics,Computer Science Education,Educational Experience,Inclusion

Engineering identity plays a vital role in the persistence of engineering students, yet limited research exists on how particular pedagogical approaches influence engineering identity at the college level. This qualitative case study explored how undergraduate student perceptions of design thinking pedagogy influence computer, electrical, and software engineering identity. The study found that design thinking pedagogy reinforces the recognition of an engineering identity, particularly for those from historically marginalized groups (i.e., women, people of color). Intentional implementation, including organization and framing of design thinking pedagogy, was an essential foundation for fostering student interest in the course and connecting to their role as engineers. This study suggests that design thinking is a fruitful area to explore to create more inclusive engineering environments. This study's findings will assist educational stakeholders in understanding the design thinking pedagogy and engineering identity experiences of CES undergraduate engineering majors. Findings may encourage institutions to view the engineering curriculum in terms of identity development and understand how intersectional identities influence the ways students, particularly those from marginalized backgrounds, experience the environment.
Investigating Elementary Students&apos; Problem Solving and Teacher Scaffolding in Solving an Ill-Structured Problem
Author: Cho, Mi Kyung
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Students,Problem Solving,Scaffolding (Teaching Technique),Elementary School Mathematics,Foreign Countries,Metacognition,Mathematics Activities,Cooperative Learning,Mathematics Instruction

This study investigated the features of elementary students? problem solving skills, when teachers provide scaffolding in the process of solving an illstructured problem in an elementary school mathematics classroom in Seoul, South Korea. In this study, participants solved the ill-structured problem following the phases of Analyze, Browse, Create, Decision-making, and Evaluate. When problem solving was completed without the phase of the Evaluate, to provide metacognitive scaffolding helped to analyze the information of the problem in more depth by returning to identifying related information, which was the sub-phase of Analyze and Browse. When there were difficulties in deepening their understanding of the information from the problem situation, to provide strategic scaffolding helped to access information in an organized way and facilitated solving an ill-structured problem. Based on these results, this study draws implications about scaffolding that can help in the process of solving ill-structured problems, and ultimately suggests the direction to advance to improve problem solving ability in mathematics education.
Middle School Students&apos; Line Graph Skills and Affective States about Common Graph Types Used in Science Courses
Author: Bursal, Murat
Date: 2020-00-00
Type: Journal Articles
Subjects: Middle School Students,Science Process Skills,Graphs,Charts,Student Attitudes,Self Efficacy,Grade 7,Grade 8,Correlation,Foreign Countries

This study investigated the graphing skills and some affective states of middle school students about graphs by their gender, grade level, and the common graph types used in science courses. Participants' line graph skills, selfefficacy beliefs and attitudes toward graphs, and their personal literacy perceptions about different graph types (line, bar, and pie) are explored quantitatively. Qualitative data was collected about the views of participants about graphs in general, as well as about the factors that impact students like/dislike certain graph types. Based on the findings, while participants were found to lack line graph skills, they were found to hold high self-efficacy beliefs and positive attitudes toward graphs. No significant difference among the dependent variables was found based on gender; however, grade level and graph type variables were found to impact students' graph skills and personal graph literacy perceptions. Among the commonly used graphs in middle schools, a vast majority of students favored bar graphs, mostly due to the simplicity of them, and disliked pie charts, as finding them difficult to draw.
E-Assessment in Higher Education: Students&apos; Perspective
Author: Huda, S. S. M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Student Attitudes,Program Effectiveness,Technology Uses in Education,Technological Literacy,Foreign Countries,Undergraduate Students,Graduate Students,Psychological Patterns,Validity,Reliability

This paper aims to examine the effectiveness of e-assessment in higher education from the perspective of students, and it also examines the student's reaction to this method. There are many developing countries that have begun to explore technology-based assessment systems. The new assessment system has benefits to institutions and to students. The purpose of this paper is to understand the benefits students are receiving from e-assessment as well as the complications they are facing when institutions are adapting e-assessment and switching from traditional assessment. The paper is based on the views of a small sample of university students chosen randomly, which found mixed reactions to e-assessment. Although students appreciate the importance of e-assessment, they have some fears about technology-based examinations as all of them do not have an equal level of IT competence. Further research should be carried out to explore other aspects of e-assessment in the higher education context.
Enriching Performance of Mathematics in Secondary Schools Using Mobile Learning
Author: Ndume, Vitalis A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Telecommunications,Handheld Devices,Electronic Learning,Teaching Methods,Mathematics Achievement,Mathematics Instruction,Secondary School Mathematics,Student Attitudes,Access to Computers,Secondary School Students,Secondary School Teachers,Teacher Attitudes,Public Schools,Private Schools

To date, there has been limited understanding of how mobile learning could positively motivate teaching and learning in secondary education in Tanzania. More precisely, such an understanding could contribute significantly towards rescuing the poor performance in Mathematics that has been a typical feature characterizing the subject in Tanzania over the years. This paper reports on a study that aimed at exploring the methodology that could be adopted in Mobile Learning in order to improve performance in Mathematics in secondary schools in Tanzania. A cohort research design which involved students and teachers sampled from 10 private and public secondary schools in Ilala Municipality in Dar es Salaam region, was conducted over a period of four months. Questionnaires and documentary review were used as the instruments of data collection. Data were analyzed using the Statistical Package for Social Sciences (SPSS) software. Results showed that the majority of participants accept the concept of using Mobile learning in education. The results also indicate that the use of technology had no adverse impact on the culture. Moreover, preliminary results on the mobile learning model showed that students' understanding of Mathematics considerably improved.
Information and Communication Technologies (ICT) in Educational Research in Science Museums in Brazil
Author: Ovigli, Daniel Fernando Bovolenta
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Education,Museums,Educational Technology,Technology Uses in Education,Nonformal Education,Science Teaching Centers,Recreational Facilities,Doctoral Dissertations,Masters Theses

The last forty years have seen significant growth in the area of research in science education in Brazil. Faced with the volume of academic output, studies that present a descriptive character are necessary. However, &quot;states of knowledge surveys&quot; are still rarely found in the field of science education. In this context, the objective of the research presented in this article was to identify and describe the main characteristics and tendencies of Brazilian research on education in science museums, considering dissertations and thesis that address the use of information and communication technologies (ICT) in non-formal education spaces, as research problems. A mixed methods approach of qualitative and quantitative research was used, and a documentary analysis was carried out. Thirteen studies that focused on ICT in science museums were mapped, drawn from 11 dissertations and 2 theses that were produced in Brazil over a period of 25 years from 1991-2015. This is a theme that is not well explored nationally. In the paper we seek to contribute to the discussion with a view to listing possibilities for the development of new practices and investigations.
Exploring Evidence of Mathematical Tasks and Representations in the Drawings of Middle School Students
Author: Hatisaru, Vesife
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Middle School Students,Freehand Drawing,Learning Experience,Instructional Effectiveness,Learning Processes,Foreign Countries

The drive to explore students' experiences in mathematics classrooms remains imperative for mathematics education research in order to better understand how effective teaching and learning classroom practices lead to desirable learning outcomes. As part of a larger research project exploring a group of 120 Turkish middle school students' (grades 6 to 8, aged 11 to 14) perceptions of their mathematics classroom experiences, this article presents an analysis of the nature of mathematical tasks and the forms of mathematical representations depicted in students' drawings. An analysis of the data obtained from the students' drawing task (Draw a Mathematics Classroom Test) revealed little to no variety in students' classroom experiences in relation to the types of mathematical tasks and mathematical representations. The most common mathematical tasks were found to be tasks that focus on procedural skills, while the most common way students represented the mathematics was through symbolic representations. None of the student drawings involved physical or contextual representations. Findings raise concerns about whether Turkish students are well prepared for the demands of the 21st century.
How to Improve a Mathematics Teacher&apos;s Ways of Triggering and Considering Divergent Thoughts through Lesson Study
Author: Celik, Aytug Ozaltun
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Mathematics Instruction,Teaching Methods,Lesson Plans,Prompting,High School Teachers,Foreign Countries,Knowledge Level,Cooperative Planning

In this study, we aimed to examine a mathematics teacher's actions related to triggering and considering divergent thoughts on the lessons before, during, and after the lesson study process. The participant was a mathematics teacher who participated in a lesson study design. We focused on his lessons before, during, and after the lesson study. The data were collected from the teacher's lessons and these lessons were videotaped. The transcripts of these video records were analyzed in the context of triggering and considering divergent thoughts. The teacher's actions were interpreted and the evidences were provided from the excerpts of the lessons. Throughout the lesson study, the teacher's actions related to considering students' thinking were improved and also varied. We suppose that this study will be a guide for mathematics teachers and teacher educators on triggering and considering divergent ideas.
Assessment of the Impact of Computer Assisted Instruction on Teaching and Learning in Nigeria: A Theoretical Viewpoint
Author: Usman, Yunusa Dangara
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Assisted Instruction,Teaching Methods,Educational Technology,Educational Finance,Energy,Barriers,Financial Support,Faculty Development,Teacher Competencies,Technology Integration,Access to Computers,Maintenance,Teacher Attitudes

The objective of this study is to determine the impact of computer assisted instruction (CAI) on teaching and learning in Nigeria. The methodology adopted for the study is secondary data analysis. Two research questions were used to guide the study to a logical conclusion. The concept of CAI is discussed together with a review of some of the related literature on its impact on teaching and learning in Nigeria. CAI was assessed as having powerful features that could positively improve the performance of teachers and learners in Nigeria and thus transform the education system. However, the study identified some factors militating against the adoption and efficient use of CAI in Nigeria, such as, inadequate funding of the education sector, a poor maintenance culture and the lack of a constant supply of electrical power. Given the findings, the recommendations include the need for adequate funding of the education sector, proper training of staff on the application of CAI and regular supervision of schools to improve the adoption of CAI in the education system in Nigeria.
Using Personality-Based Propensity as a Guide for Teaching Practice
Author: Agler, Lin-Miao L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Personality Traits,Teaching Methods,Individual Characteristics,Learning Strategies,Cognitive Processes,Metacognition,Academic Achievement,Self Control,Reading Comprehension,College Entrance Examinations

The Big Five-Factor personality traits are examined in the present review. Individual characteristics and personality types may contribute differently to choices of learning strategies and overall cognitive performance. The purpose of this paper is twofold: (1) to provide a brief overview of consistent research findings on personality constructs as predictors of school-related factors, including academic ability, reading and math skills, metacognitive assessments, self-regulatory learning and processing strategies, and students' confidence; and (2) to highlight the applicable value of using personality-related propensities to guide teachers in the classroom. Inter-relationships among personality, cognition, metacognition, self-regulation, and learning outcomes are addressed. More importantly, in the end of the paper, practical teaching and learning applications are discussed and summarized in a table. The table is organized to highlight each personality trait, its significance based on research evidence, and its educational implications for specific teaching methods and strategies teachers can use to draw strengths from each personality trait and to maximize learning in the classroom.
Chinese College Students&apos; Attitude and Intention of Adopting Mobile Learning
Author: Lin, Xi
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Motivation,Student Attitudes,Intention,Telecommunications,Handheld Devices,Electronic Learning,Educational Technology,Affective Behavior,Student Needs,Social Influences,Recreational Activities,English (Second Language),Second Language Instruction,Learning Processes

This study examined the relationship between Chinese college students' motivational needs, their attitude as well as the intention to use mobile devices for learning. The relationship between their attitude and intention of adopting mobile learning (m-learning) was also investigated. A total number of 337 Chinese college students participated in the study. Results revealed that the needs of affective, social integrative, and entertainment positively influence their attitude and intention to adopt m-learning. Additionally, entertainment needs and their attitude enhance their intention to use mobile devices for learning. This study extends the understanding of what motivates Chinese college students to adopt m-learning and also provides higher education professionals with a new vision about what influences students' attitude to use mobile devices for learning.
Pre-Service Teachers&apos; Technological Pedagogical Content Knowledge (TPCK) Related to Calculator-Based Laboratory and Contextual Factors Influencing Their TPCK
Author: Karabuz, Ozge
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Technological Literacy,Pedagogical Content Knowledge,Graphing Calculators,Physics,Science Teachers,Laboratory Experiments,Technology Integration,Lesson Plans,Student Centered Learning

The purposes of this study were to determine pre-service physics teachers' TPCK related to Calculator-Based Laboratory and to examine influences of some contextual factors on their TPCK. This research was based on the transformative model of TPCK that conceptualizes TPCK as a unique body of knowledge. Multiple case study design was used. Both qualitative and quantitative research methods were implemented to collect data. Correlations between TPCK and contextual factors were calculated to seek statistical relationships. The participants of the study were senior pre-service physics teachers. Their knowledge, ability, and practice of TPCK were measured by using various methods including observations, lesson plans, and interviews. More data were collected associated with the participants teaching philosophies and their attitudes towards CBL technology by using individual interviews, reflective journals, and surveys to focus on context related factors. Results of this study conclude that pre-service physics teachers can reflect CBL technology integration skills into their practices more successfully than to their lesson plans. They can behave like an expert while using CBL technology in their teaching. In addition, pre-service physics teachers have high level TPCK related to CBL; hence, they have tendency to use CBL technology as a learning tool and have a coherent knowledge about this technology, pedagogy and content. This study also concludes that instructional philosophy and awareness of CBL technology usage have significant impacts on their TPCK related to CBL. Having student-centered instructional philosophy and awareness of the specific technology integrated into instruction would contribute performing sophisticated TPCK.
Using Coding Interviews as an Organizational and Evaluative Framework for a Graduate Course in Programming
Author: Samsa, Gregory
Date: 2020-00-00
Type: Journal Articles
Subjects: Programming,Computer Science Education,Interviews,Masters Programs,Coding,Graduate Students,Active Learning,Constructivism (Learning),Curriculum Design

Objective: In a Statistical Analysis System (SAS) coding interview, job applicants are typically presented with data management and data analysis problems and asked to solve them using the programming language of SAS. Interviewers not only assess technical competence, but also algorithm design and more generally how applicants approach computer programming. In the language of constructivism, the problems are designed to assess the depth and soundness of the applicant's mental model of SAS programming. We asked whether a SAS course, embedded within a Master of Biostatistics program, could reasonably be structured using a coding interview for the final examination as its organizing framework. Methods: This is a case study, where we describe how our content delivery was structured in order to prepare students for their coding interviews. It additionally relies on the metaphor of learning a second language through immersion. Results: Using a constructivist approach enhanced with active learning exercises, a course could in fact be designed around a coding interview. Course content can be mapped to the metaphor of foreign language immersion. Student response has been positive, and the formative evaluation has been encouraging to date.