ethanporcaro/eric-fulltext-meta huggingface dataset:
Integrating Computational Thinking into Mathematics Education through an Unplugged Computer Science Activity
Author: Mumcu, Filiz
Date: 2023-00-00
Type: Journal Articles
Subjects: Computation,Thinking Skills,Mathematics Education,Learning Activities,Computer Science Education,Preservice Teachers,Mathematics Teachers,Middle School Students,Student Attitudes,Cooperative Learning

Integrating computational thinking (CT) into various disciplines via computer science (CS) methods such as unplugged, block-based, text-based, and physical programming is a trending topic in educational sciences. This study presents a perspective on implementing an unplugged computer science activity to integrate CT into mathematics education. This study aims to examine the integration of CT into mathematics education, its classroom practice, and the opinions of students and pre-service teachers towards the unplugged CS activity. For this purpose, we developed an unplugged CS activity, which includes CT components, computer science and mathematics education achievements. The unplugged CS activity is a problem of transmitting data most efficiently and accurately between transmitter and receiver. The researchers trained twelve pre-service mathematics teachers to implement this activity in realclassroom environments. The pre-service teachers implemented the unplugged CS activity with 80 students in four classes. CT components were considered in the activity design. The students performed data collection, data analysis, decomposition, pattern recognition, algorithm design, and testing and debugging, which are components of CT, during the activity. Middle school students stated that they had enjoyed the activity and that this activity made the mathematics learning process satisfying. They established a relationship between the activity and mathematics education, besides, they needed help connecting it with CS concepts. Pre-service teachers stated that they had challenges in classroom management during the activity. Classroom management should be a part of teacher education in designing and implementing CT-integrated lessons. Courses containing classroom management, CS activity design and implementation should be developed for pre-service teachers based on theory and practice within their discipline.
Unplugged Activities as a Catalyst When Teaching Introductory Programming
Author: Munasinghe, Bhagya
Date: 2023-00-00
Type: Journal Articles
Subjects: Learning Activities,Programming,Introductory Courses,Computation,Thinking Skills,Teaching Methods,Mathematics Education,Elementary Secondary Education,Literature Reviews

An unplugged approach to teaching enables students to explore Computational Thinking without using a computer. It might appear that if students are to learn programming, they should focus on computer-based work; however, it appears that using &quot;unplugged&quot; activities before engaging in computer-based coding (programming) activities for each unit of work leads to better outcomes for students in the same amount of time. In this paper we explore why this could be the case, by reviewing literature that reports on these experiences, and also using different theoretical lenses (Notional Machines, Semantic Profiles, and the Zone of Proximal Development) to analyse how the combination of experiences can engage students. We also explore how the approach integrates with mathematics education.
What Challenges Emerge When Students Engage with Algorithmatizing Tasks?
Author: Tupouniua, John Griffith
Date: 2023-00-00
Type: Journal Articles
Subjects: Algorithms,Thinking Skills,Mathematics Skills,Task Analysis,Problem Solving,Accuracy,Testing,Computation,Mathematical Logic,College Students,Secondary School Students,Foreign Countries

A critical part of supporting the development of students' algorithmic thinking is understanding the challenges that emerge when students engage with algorithmatizing tasks--tasks that require the creation of an algorithm. Knowledge of these challenges can serve as a basis upon which educators can build effective strategies for enhancing students' algorithmic thinking skills. This paper presents three illustrative cases of emergent challenges evident as students grapple with the process of creating an algorithm. The first challenge highlights discrepancies between the method with which students solve a problem and the algorithm they create, and claim would, when implemented, solve the same problem. The second challenge pertains to the persistence of students' normatively incorrect algorithms, despite going through multiple iterations of testing and revising. Finally, the third challenge concerns issues around the use of test problems for supporting students in their creation of generalized algorithms. These three challenges are discussed using student data (illustrative cases) from three different mathematical algorithmatizing tasks. Suggestions are put forth for addressing some of these challenges, with a particular emphasis on practical pedagogical suggestions for cultivating students' mathematical thinking in the context of algorithmatizing tasks.
When Preservice and Inservice Teachers Join Forces: A Collaborative Way to Support the Enactment of New Coding Curricula in Mathematics Classrooms
Author: Broley, Laura
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Teachers,Preservice Teachers,Teacher Education,Faculty Development,Coding,Team Teaching,Mathematics Instruction,Facilitators (Individuals),Middle School Teachers,High School Teachers,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Educational Benefits,Barriers

The importance of computational thinking skills in mathematics has been recognized in educational research for a long time. More recently, this recognition has materialized in formal international recommendations (e.g., by PISA's 2022 Mathematics Framework) and in national or provincial curricular reforms (e.g., in France, Sweden, and Canada) that promote the incorporation of coding in mathematics classrooms. This has led to opportunities as well as challenges for mathematics teachers, and a pressing need for work on teacher training. To contribute to this emerging area, we report on a professional development experience in which 25 inservice teachers collaborated with 36 preservice teachers to plan, implement, and reflect on the implementation of coding-based mathematics activities (using Scratch or Python) with Gr. 5-9 school students. Teachers' reflections are shared as insights gained through the experience, which may be of interest to other teachers or policy makers engaged in the implementation of coding in school subjects such as mathematics. With other researchers and teacher educators in mind, participating teachers' reflections are also used as a springboard to evaluate the reported training approach, discuss the approach in the context of existing literature, and provide some perspectives for the future.
Beyond a Pedagogy of Reason: Exploring a Pedagogical Approach for a Non-Western Context
Author: Pasha, Aamna
Date: 2023-00-00
Type: Journal Articles
Subjects: Global Education,Teaching Methods,Non Western Civilization,Climate,Scientific Research,Religious Factors,Cultural Influences,Indigenous Knowledge,Social Justice,Social Change,Foreign Countries,Islam,Educational Policy,Values Education,Nationalism,Educational Change,Altruism,Postcolonialism,Cultural Differences,Educational Philosophy,Community Needs

Global education is a broad field associated with educational traditions rooted in the objective of preparing learners to engage with a complex and interdependent world, and to respond to the needs of the planet. This article explores existing pedagogical approaches to argue for the need, in non-Western contexts, to make greater connections with existing religio-cultural orientations -- specifically, to move beyond pedagogies of reason, that is, rational, linear, logical approaches that undervalue a range of human experiences and are independently insufficient in developing feelings of connection and commitment to issues of social justice in non-Western contexts. Examining an alternative pedagogical model, this article suggests that a framework for global education guided by the Islamic values of &quot;rahma&quot; (compassion and mercy) and &quot;adl&quot; (justice) in contexts such as that of Pakistan can prove valuable in developing commitment and encouraging action for social change.
Futures and Hope of Global Citizenship Education
Author: Tarozzi, Massimiliano
Date: 2023-00-00
Type: Journal Articles
Subjects: Citizenship Education,Global Approach,International Organizations,Educational Policy,Expectation,World Views,Transformative Learning,Technological Literacy,Justice,Neoliberalism,Social Change

This article provides a conceptual discussion of the role of hope in promoting global citizenship education (GCED) and argues that a global perspective in education requires a hopeful imaginative ethos to lay the foundations for a new transformative pedagogy. After introducing UNESCO's recent report &quot;Reimagining Our Futures Together,&quot; which addresses urgent global challenges and assigns a major role to a global perspective in education, the article discusses the meaning of GCED as a non-neutral transformative approach in education. While this report, as well as previous ones, has been criticised for its visionary over-idealism and lack of attention to the power dynamics governing education, it will be argued that hope has transformational power and can play a political role in education. The article will then highlight contrasting ideas in envisioning different images of the future promoted by international organisations that have a significant impact on global educational policies and the construction of the global discourse on education. Finally, drawing especially on the legacy of Freire's vision of critical education, radical hope is reviewed by comparing it with two related issues: utopia and optimism.
Possibilities and Challenges of Online ELL Classrooms as an Alternative: Initiative during the COVID Crisis
Author: Sajib, Md. Nasim Fardose
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Online Courses,School Closing,English (Second Language),Second Language Instruction,Higher Education,Educational Technology,Electronic Learning,College Faculty,Barriers,College Students,Teacher Attitudes,Student Attitudes

This study explores the possibilities and challenges of online English language classrooms as an alternative to traditional physical classrooms at the tertiary level. To cope with the challenges of the COVID-19 pandemic, UGC (University Grants Commission) implemented online classes to carry on regular educational activities when the government of Bangladesh shut down all educational institutions, including the universities, to stop the spread of the virus. This study examines the options, opportunities, and challenges of such classrooms from the perspectives of both teachers and learners. There are several studies on e-learning, online platform-based classes, and Massive Open Online Courses that mainly focused on supplementing regular classrooms to enhance English language learning. None of them is designed to replace the physical traditional language classrooms at the tertiary level. On the contrary, this study explicitly examines the gap by employing a quantitative study, particularly a Likert scale-based survey, to identify the prospects and challenges of online classes for tertiary students and teachers as an alternative to traditional English language classrooms. One hundred fourteen participants, including 29 teachers from 12 universities across the country, participated in the study. The results showcase the availability of smart and portable gadgets, the ability to create an interactive learning environment, flexibility, convenience in classroom management and evaluation systems, and many other positive prospects of online classrooms. To address additional challenges, the study identified the lack of training and motivation, psychological pressure, issues with internet connectivity, and adaptation to the new culture to adapt to the 'new normal' in the ELL context of Bangladesh.
The Effectiveness of Teacher Motivational Strategies in EFL Contexts: A Critical Review of the Literature
Author: Howard, Natalie-Jane
Date: 2023-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Teaching Methods,Motivation Techniques,Second Language Instruction,English (Second Language),Cultural Context

Many scholars in the field of language learning have reached the consensus that motivation plays a pivotal role in the success of students' language acquisition. This desk-based study examines the use of motivational interventions, namely teacher motivational strategies (TMSs), by drawing on theoretical concepts and existing quantitative and qualitative research. Insightful questions are posed to reveal how effective these strategies are in improving learner behaviour and achievement. Furthermore, the link between divergent cultural contexts and the efficacy of motivational strategies is explored. The comprehensive review supports the theoretical position that, essentially, intrinsic motivation is an imperative condition for EFL learner behaviour. Motivation can be successfully fostered by instructors if they consciously utilise and specifically tailor TMSs. In contrast, this review also presents significant secondary evidence for the limits cultural context may exert on TMS effectiveness. Moreover, the conclusion suggests that more research is needed to inform theory, especially with regard to the interconnectedness of TMSs and substantive learner achievement.
Learning History through Project-Based Learning
Author: Lim, Sin Wei
Date: 2023-02-00
Type: Journal Articles
Subjects: History Instruction,Active Learning,Student Projects,Secondary School Students,Foreign Countries,21st Century Skills,Student Attitudes

In a 21st century classroom, project-based learning (PBL) can be the key strategy in helping students become independent learners and thinkers. PBL provides a pedagogical approach that is appealing and can be used not only in the subject of history but also across different disciplines. This study examines the impact of project-based learning on students' understandings of Upper Secondary Brunei history lessons. Data was collected from a Year 10 Upper Secondary history classroom in one secondary school in Brunei through an action research method. The instruments used were lesson observations, semi-structured interviews and pre- and post-tests. The interview was conducted with eight students while classroom teaching of the subject teacher was observed. The pre- and post-tests were given to students before and after the intervention of PBL. The findings in this study showed that the students were still underperforming after the PBL intervention but had shown potential for further improvements with more exposure to project-based learning.
Non-Fungible Tokens, Decentralized Autonomous Organizations, Web 3.0, and the Metaverse in Education: From University to Metaversity
Author: Sutikno, Tole
Date: 2023-02-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Technology Uses in Education,Educational Technology,Artificial Intelligence,Learning Management Systems,Portfolios (Background Materials),Automation,Internet,Monetary Systems,Administrative Organization,Universities,Futures (of Society),Information Storage,Student Records,Test Results,Educational Benefits,Electronic Learning,Virtual Classrooms

The pandemic has accelerated technological advances in higher education. Learning management systems that make use of the persistent platform, a wide range of communication options, and profoundly immersive qualities quickly become the platform of choice for learning management systems. The blockchain enables non-fungible tokens (NFTs) and uses the blockchain architecture to validate college diplomas and transcripts, opening the way for a diverse variety of e-portfolios owned and shared by students and teachers. Another type of blockchain that is relatively new to the education scene is decentralized autonomous organizations (DAOs). Through this, technology courses, certificates, and more can become automated and authenticated on the blockchain. The current state of the web is rapidly evolving into what is known as Web 3.0. It is the emerging evolution of the internet to make it machine-readable, which includes leveraging technologies such as artificial intelligence (AI), the cloud, and distributed ledger technologies such as blockchain. From the perspectives of the university and the metaverse, this paper discusses the shift in education brought about by NFTs, DAOs, Web 3.0, and the metaverse. The powerful mix of Web 3.0 and the metaverse is about to revolutionize the way people learn and teach in the modern world.
Occupational Stress and Marital Contentment in the COVID-19 Era among Married Tutors of Colleges of Education
Author: Commey-Mintah, Priscilla
Date: 2023-02-00
Type: Journal Articles
Subjects: Stress Variables,Marital Satisfaction,Marital Instability,Correlation,COVID-19,Pandemics,Work Environment,College Faculty,Foreign Countries,Teaching Conditions,Teacher Characteristics,Gender Differences,Schools of Education

Occupational stress has been the subject of numerous research studies conducted across the globe due to its impact on our daily life. For instance, it can have a negative impact on teachers' psychological and normal functioning of the body at all levels as well as their performance. It can even impact adversely on their marriage and social lives as well. This study explored the relationships between occupational stress and marital contentment in the COVID-19 era. The current COVID-19 pandemic, which shook the foundations of labour, industries, and economies worldwide, has exacerbated the crisis of occupational stress among many people, including teachers. The demises, national lockdowns, and general unpredictability caused by the virus have disrupted workflow and made marriages more stressful. As a consequence, this study was based on the numerous sources of occupational stress and the association between occupational stress and marital contentment. With a sample size of 100 out of 132 married tutors from selected Ghanaian colleges of education, the research used a correlational descriptive research approach. The findings revealed that during COVID-19 married tutors faced stressful situations as a result of their expertise and talents not being fully exploited at work. Occupational stress and marital contentment were also found to be somewhat positively related (r=0.28). The study also found that there were no gender variations in occupational stress (P=0.156) and marital contentment (P=0.108) among married tutors.
Integrating Planetary Citizenship as a Cross-Curricular Theme and a Whole-School Approach: Using a Value-Creating Approach to Learning
Author: Sharma, Namrata
Date: 2023-00-00
Type: Journal Articles
Subjects: Citizenship Education,Interdisciplinary Approach,Climate,COVID-19,Pandemics,Indigenous Populations,Global Approach,Teaching Methods

This article reflects on the double planetary crises of climate impacts and COVID-19 from a study of certain Indigenous perspectives. An early review of the impact of these crises suggests the importance of resilience at the national and regional level to combat these challenges. Value-creating global citizenship education is a pedagogical approach developed from a study of certain Indigenous perspectives to enhance the United Nations 2030 Agenda for Sustainable Development, and beyond. The key focus of this approach is to build resilience and hope through engaged relationships between learners and their natural, social and educational environments. Using this approach, education for planetary citizenship is proposed as a cross-curricular theme, and a whole-school orientation for education across nation states, within formal and non-formal settings. Under this banner, the study of human relationship to Nature and its exploitation, risks such as climate change crisis, threats from global pandemics and lessons from Green Schools and Eco-Schools are suggested as focal points of study. In discussing these issues, this article enacts a dialogic engagement with multiple world views that brings into focus different ways of thinking about ourselves, society and Nature, such as reflected in the Earth Charter, which can enhance the intercultural dimension of education.
Situating Daisaku Ikeda&apos;s Essential Elements of Global Citizenship within Contemporary Scholarship: A Qualitative Meta-Synthesis
Author: Sherman, Paul
Date: 2023-00-00
Type: Journal Articles
Subjects: Global Approach,Citizenship,Meta Analysis,Speeches,Authors,Citations (References),Discourse Analysis,Buddhism,Cultural Awareness,Altruism,Research Reports,Information Retrieval,Empathy,Intergroup Relations,Perspective Taking,Cultural Differences

This article reports on meta-synthesis research that examined contemporary scholarship on global citizenship for the purpose of identifying a possible alignment with Daisaku Ikeda's views on global citizenship. Thirty relatively contemporary scholarly articles on the subject matter were examined using a qualitative meta-synthesis methodology. Ikeda's speech entitled 'Thoughts on education for global citizenship', delivered over 25 years ago at Columbia University's Teachers College, USA, contains his most frequently cited ideas on the salient conditions required for global citizenship. As Ikeda is a thoughtful and prolific author on the subject of global citizenship, there is merit in exploring the alignment of his ideas about this concept with those articulated in contemporary scholarship. Conducting a meta-synthesis through the lens of Ikeda's essential elements of global citizenship has helped to identify potentially useful contributions to the global citizenship discourse. This article highlights salient common themes of global citizenship uncovered through the meta-synthesis research, as well as providing an alternative definition of global citizenship gleaned from the findings.
Overview the Inquiry Learning Model: Attitudes, Student Characters, and Student Responses What&apos;s the Impact?
Author: Astalini
Date: 2023-02-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Teaching Models,High School Students,Student Reaction,Personality,Student Attitudes,Foreign Countries,Predictor Variables,Relationship,Physics,Science Instruction,Science Teachers

The purpose of this study was to find the differences and relationships between student responses, student character, and student attitudes towards the inquiry learning model for physics subjects. The contribution given in this study is useful if the student's response to learning is not good then there are problems in the learning taught by the teacher so that the teacher can improve better teaching techniques. This study uses mixed research methods designed with an explanatory design which is a combination of two methods, namely quantitative and qualitative research methods. The results of the t-test and correlation test of student variables, student character, and student responses can be said to be good but need to be improved optimally so that these variables are beneficial to students. The conclusion of this study is that there is a comparison and influence between students, student characters, and student responses at State Senior High School (SMA) 10 Jambi City on the inquiry learning model in physics subjects. The implication of this research is very important, namely the short-term impact of this research is useful and can be used as a benchmark to improve the quality of student responses, student character, and student attitudes, especially at the high school level.