ethanporcaro/eric-fulltext-meta huggingface dataset:
Virtual Laboratory Simulations in Biotechnology: A Systematic Review
Author: Mercado, Justine C.
Date: 2023-00-00
Type: Journal Articles
Subjects: Science Laboratories,Science Education,Biotechnology,Computer Simulation,COVID-19,Pandemics,Foreign Countries,Instructional Design,Educational Technology,Instructional Effectiveness,Teaching Methods,Inquiry,Active Learning,Technology Uses in Education

In biotechnology education, practical laboratory courses are vital. In having these practical courses, a lot of time and monetary resources are needed, it also requires the presence of the teacher and students and all the necessary equipment, which is currently not allowed in the Philippines due to the pandemic restrictions. Biotech virtual laboratries are useful in this time but what are the different research studies that has been done regarding this tool and what elements are important in terms of instructional design and technology? In this review, different types of technology and instructional design were examined, and overview of the previous research were highlighted in this paper. The study revealed that virtual laboratory simulations can be equally effective or better than hands on activity and said to be more effective compared to traditional teaching method. It was also found out that when the traditional teaching methods and virtual simulation laboratories yields better results in terms of performance. The included studies in this review utilized 2D, 3D, and VR technologies in having the virtual laboratory for the past few years. The review paper also identified different designs for instructions such as scaffolding and IBL (inquiry-based learnings). Biotech Virtual labs can be used as an effective alternative or complementary tool to an actual or physical conduct of laboratory experiment.
Technology as a Key Driver in Enhancing Scientific Education during the COVID-19 Era at the University of Namibia
Author: Kanyemba, Saara
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Technology,Science Education,COVID-19,Pandemics,Foreign Countries,Teaching Methods,Distance Education,Electronic Learning,College Students,Science Laboratories,Computer Literacy

Student profiling on the use of technology for teaching, learning and assessment has the potential to enable educators to enhance their transformational teaching strategies. Therefore, this study explored the views of students on use of technology to facilitate online learning during COVID-19. The study employed a quantitative approach to collect data using a Google Form questionnaire. Nineteen conveniently sampled respondents (38%) were drawn from a population of 50 students registered for first-year BSc Microbiology and BSc Environmental Biology in 2021. The collected data was analysed through descriptive statistics using Microsoft Excel 2010. The findings revealed that during online learning some students (63%) experienced challenges related to subject knowledge acquisition. A majority of the students (84%) preferred face-to-face or blended teaching learning and assessment to ensure pedagogic access. It is concluded that students' exposure to online learning helped improve skills, such as typing (79%), internet information searching (95%) and general computer skills (89%). Thus, it is recommended that academics and students should be assisted with training, and higher education curricula should encourage the use of digital technology, which prepares students to be relevant in the digital society.
Transitioning between Reform-Based Curricula: A Middle School Teacher&apos;s Construction of a Science Teaching Identity
Author: Kozoll, Richard H.
Date: 2023-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Science Teachers,Professional Identity,Individual Development,Curriculum Development,Educational Change,Grade 7,Experience,Decision Making,Values,Best Practices,Evidence Based Practice,Self Concept,Teacher Student Relationship,Curriculum Implementation

Research-based science curriculum has become a common means of supporting best practices in science teaching. In response to his middle school's transition from one such commercially available science curriculum to another, a seventh-grade science teacher elected to make certain changes to the newly adopted curriculum in its first year of use. These curricular adaptations took place despite a district directive to pilot the curriculum without making any such changes. The purpose of this phenomenological study was to understand this teacher's lived experience adapting the curriculum. The values that guided this teacher's curricular decisions situated his life world construction of a science teaching identity around an unremitting pedagogy that maintained his use of best practices. His identity construct further exposed certain self-understandings he held as a science teacher and understandings of his students as science learners. It was the intersection of these pedagogical values with those understandings of his students and himself that supported these curricular changes, providing the backdrop for his identity construct. Therefore, the construction of a science teaching identity, which relies on this intersection, offers deepened insight into teachers' implementation of reform-based curriculum.
Seeking Traces of Filters and Amplifiers as Pre-Service Teachers Perform Their Pedagogical Content Knowledge
Author: Sen, Mehmet
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Pedagogical Content Knowledge,Decision Making,Influences,Teaching Methods,Science Education,Science Instruction,Foreign Countries,Science Curriculum,Knowledge Level

This study examined how filters and amplifiers affect pre-service science teachers' pedagogical content knowledge (PCK) in a human and environment unit. The redefined consensus model for PCK and decision-making framework for identifying how personal and extrapersonal factors act as filters and amplifiers were selected as theoretical frameworks. Two pre-service science teachers participated in the study. While pre-interviews were used to determine participants' PCK before teaching, observations and post-interviews were used to reveal participants' PCK after teaching, and how filters and amplifiers influenced PCK. Data were analyzed deductively to examine teachers' PCK including interactions among components and the way filters and amplifiers act on PCK. Constant comparison analysis revealed five general assertions of how filters and amplifiers shaped the decision-making process when these teachers enacted their PCK. First, the number of amplifiers and filters affecting knowledge of instructional strategies (KOIS) was the highest. Second, the number of amplifiers and filters affecting knowledge of curriculum in science was the lowest. Third, the effect of filters and amplifiers on PCK components was idiosyncratic. Fourth, the more (or the less) the map was integrated; the less (or the more) amplifier and filter influenced the PCK. Fifth, the number of personal factors affecting KOIS was highest. Implications are suggested considering the effects of filters and amplifiers on teachers' PCK.
An Initial Assessment of Soft Skills Integration in Emergency Remote Learning during the COVID-19 Pandemic: A Learners&apos; Perspective
Author: Miano, Leomar C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Soft Skills,Distance Education,Electronic Learning,Technology Uses in Education,COVID-19,Pandemics,College Faculty,College Students,Business Administration Education,Foreign Countries,Academic Achievement

Faculty members' soft skills are vital for developing students' knowledge, understanding, values, and skills. How teachers integrate soft skills with the subject matter influences how their students acquire the skills they need in their academic life and beyond. Soft skills are a key factor for students' success--not just in their academic work, but also in their careers. These skills are also highly sought by employers when recruiting new graduates. The main purpose of this study was to determine students' perceptions of soft skills integration in emergency remote learning (ERL) during the COVID-19 pandemic. A self-constructed questionnaire distributed through Google forms was used for data collection. Forty-three Bachelor of Science in Business Administration (BSBA) first-year students from Southern Luzon State University (Philippines) participated in the study. It was found that most BSBA first-year students perceived that soft skills were &quot;moderately integrated&quot; during ERL. There was a mean of 3.16 for personal skills, 3.02 for character-building skills, and 2.95 for organisational skills. It was also found that there was no significant difference in students' perception of the integration of soft skills in emergency remote learning when the students were grouped according to gender and learning modalities. This paper suggests that further study should be conducted with a wider scope.
Parents&apos; Experience with Remote Learning during COVID-19 Lockdown in Zimbabwe
Author: Chitanana, Lockias
Date: 2022-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Distance Education,Electronic Learning,Technology Uses in Education,COVID-19,Pandemics,Foreign Countries,Parents as Teachers,Parent Participation,Internet

The closure of primary schools during the COVID-19 pandemic led to a rapid shift to remote learning, placing more responsibility for learning on parents and guardians. This study sought to explore parents' experience while engaging in their children's remote learning during that period. The study is particularly timely in light of a dramatic growth in remote learning due to the continued disruption of face-to-face learning in schools. A study of parents' experience may yield useful data and identify trends to inform the development of programmes and policies targeting parental needs and support in this emerging form of learning. A descriptive qualitative design was used to conduct this study so that relevant responses could be sought to get insights into parents' experience during the COVID-19 pandemic. Questionnaires and online interviews were used to collect data from a purposive sample of 25 parents, whose selection was based on their involvement in their children's home learning and access to internet connectivity in the home. The results revealed that parents found the sudden closure of schools extremely disturbing, and they were concerned about their children's routines. Parents highlighted that they had difficulties with balancing responsibilities, adjusting to remote learning, children's lack of motivation to learn, poor accessibility of learning material, lack of capacity to assist multiple children, and finding appropriate space for learning. The results of the study have important implications for policy, and generated strong recommendations for teachers, school authorities, and policymakers.
Exploring Individual and Group Financial Coaching for Building Financial Capability
Author: Silva, Ana C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Financial Education,Coaching (Performance),Intervention,Money Management,Behavior Change,Group Counseling,Experiential Learning,Service Learning,College Students,Outcomes of Education

This article summarizes a field-based experiment exploring an individual and small-group financial coaching intervention. Both types of coaching programs had the same goal: To develop clients' financial capability through a series of planned meetings focusing on client driven goals. Results indicated clients who were coached either individually or in groups demonstrated increases in financial knowledge, gains in confidence, reductions in stress, and positive changes in behavior. The findings provide support for coaching as an intervention for developing financial capability and suggests group coaching as an alternative for reaching more clients and spreading financial capability more widely in a cost-effective way.
Financial Education, Mathematical Confidence, and Financial Behavior
Author: Marley-Payne, Jack
Date: 2022-00-00
Type: Journal Articles
Subjects: Financial Education,Money Management,Mathematics Skills,Ability,Well Being,Self Efficacy

A significant ongoing initiative is to identify the conditions under which financial education is most effective, as it has been shown to work much better in some circumstances than others. One factor to consider is mathematical capability, as it has been linked to improved financial knowledge and financial outcomes. In this paper, we investigated one aspect of math capability: math confidence (that is, self-reported math ability). We examined how this factor interacts with financial education (measured by the number of financial education courses taken) with data from the 2018 National Financial Capability Survey (NFCS). We found that both mathematical confidence and financial education were positively associated with financial behaviors and, moreover, that the effects were largely independent rather than acting as substitutes -- suggesting that future intervention work should consider both factors.
Financial Knowledge and Financial Fragility: A Consideration of the Neighborhood Effect
Author: Kim, Kyoung Tae
Date: 2022-00-00
Type: Journal Articles
Subjects: Money Management,Knowledge Level,Social Influences,Neighborhoods,Family Income,Consumer Economics,Financial Education,Planning,Counseling Services

This study explores the association between financial knowledge and financial fragility. Data from the 2015 National Financial Capability Study were used to create an index of financial fragility. Relationships between this index and three different measures of financial knowledge were assessed. To mitigate potential endogeneity in the financial knowledge measures, such as neighborhood effect defined as social interactions or characteristics of communities that influence socioeconomic and health behaviors or outcomes of individuals, the neighborhood average education level in US zip code units was used as an instrumental variable. The results from the baseline Ordinary Least Squares regression models and Two Stage Least Squares (2SLS) regression models indicated a negative relationship between financial knowledge and financial fragility; the effect was greater when the instrumental variable was used. Our findings with the neighborhood effect suggest which groups could be a focus for future research as well as offering practical interventions. Further, when designing and implementing educational and behavioral interventions, the knowledge-based approach should gain continued support from financial education, planning, and counseling programs.
Student Debt and Healthcare Service Usage
Author: Pearson, Blain
Date: 2022-00-00
Type: Journal Articles
Subjects: Debt (Financial),Access to Health Care,Student Loan Programs,Correlation,Health Behavior,Health Insurance,Student Characteristics

This study investigated the association between student debt and healthcare service usage utilizing pooled data collected from the 2015 to 2018 waves of the National Financial Capability Study. The findings of this study suggest that, when compared to those without student debt, student debt holders have a lower likelihood of filling prescriptions for medicine, going to a doctor or clinic when they have a medical problem, and going to medical tests, treatments, and follow-up appointments. The findings and ensuing discussion add to the mounting evidence of the many challenges associated with student debt repayment.
Exploring Gender-and Race-Based Financial Stereotypes in Black And White College Students
Author: Dzokoto, Vivian
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,White Students,African American Students,Blacks,Sex Stereotypes,Stereotypes,Money Management,Gender Differences

Financial behavior disparities across race and gender persist in the United States. Historical and structural factors contribute to such disparities. It is important to understand the psychological mechanisms underlying these disparities to begin to achieve wealth equity. This study addressed one potentially relevant psychological construct: stereotypes about financial behaviors. Using a sample of 114 college students from a large public university, the study explored societally held beliefs about financial behaviors. The results showed that White men were generally viewed as more financially competent than White women, who were viewed as more financially competent than Black men and Black women. Implications for financial education and financial behaviors are discussed.
Financial Advice Use and Saving for Children&apos;s College Education: A Propensity Score Matching Approach
Author: Korankye, Thomas
Date: 2023-00-00
Type: Journal Articles
Subjects: Financial Education,Money Management,Financial Services,Paying for College,Resource Allocation,Student Loan Programs,Debt (Financial)

This study examines the effects of financial advice on college-saving decisions using data sets from the 2009 and 2012 U.S. National Financial Capability Study. After controlling for self-selection bias through propensity score matching, the findings show that receiving financial advice is associated positively with the likelihood of saving for children's college education. Other findings reveal that seeking specific types of financial advice relating to savings/investment, insurance, and tax planning is positively associated with a household's decision to allocate money for their children's postsecondary education. The ensuing discussion highlights that policies incentivizing households to seek financial advice could promote college savings and contribute to reduction in student loan dependence.
Financial Socialization Agents and Spending Behavior of Emerging Adults: Do Parents, Peers, Employment, and Media Matter?
Author: LeBaron-Black, Ashley B.
Date: 2023-00-00
Type: Journal Articles
Subjects: Young Adults,Consumer Economics,Expenditures,Financial Literacy,Socialization,Behavior,Parent Influence,Peer Influence,Employment Level,College Students,Mass Media Effects,Money Management

Using consumer socialization theory, this study examined the associations between perceived influence of parents, peers, employment, and media and spending behaviors of emerging adult college students from three different regions of the US: Northeast, South Atlantic, and Mountain regions. Data from the Emerging Adult Financial Capability Study (N = 2,322) were analyzed using structural equation modeling. Greater parental and employment influences perceived by the students were linked with more responsible spending behaviors, while greater peer and media influences were associated with less responsible spending behaviors. This study highlights the importance of the home and the workplace as the nexus for financial learning. This knowledge can help focus efforts to help future emerging adult college students learn responsible spending behaviors.
Using Cognitive Science and Technology to Enhance Financial Education: The Effect of Spaced Retrieval Practice
Author: Kang, Sean H. K.
Date: 2023-00-00
Type: Journal Articles
Subjects: Cognitive Science,Financial Education,Technology Uses in Education,Handheld Devices,Computer Oriented Programs,College Students,Workshops,Retention (Psychology),Transfer of Training,Knowledge Level,Metacognition

Financial literacy is an important life skill, yet the impact of financial education has often been found to be modest. We conducted a field experiment to assess the effectiveness of a postinstruction intervention using a smartphone app that incorporated cognitive science principles aimed at improving learning. College students who completed a required credit review workshop during their sophomore year used the smartphone app in one of three practice conditions: control (no practice), massed, or spaced retrieval practice with elaborative feedback. On a final assessment about 5 months later, students who engaged in spaced retrieval practice were superior to those in the control and massed practice conditions in terms of knowledge. Given the ubiquity of smartphones today, the results highlight the potential of harnessing easily accessible technology as learning tools to augment the retention and transfer of knowledge.
Exploring Cultural Practices Impeding Girls&apos; Secondary Education in Malawi: The Case of Lilongwe Rural West Education District (LRWED)
Author: Mkamanga, Esther
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Education,Females,Womens Education,Cultural Influences,Barriers,Equal Education,Gender Bias,Social Influences,Sexuality,Sex Education,Marriage,Dropouts,Childrens Rights,Beliefs

The purpose of this study was to investigate underlining cultural factors impeding girls' secondary education in Lilongwe Rural West Education Division (LRWED) of Malawi. Underperformance of girls in comparison to boys in their education persists. Hence the need to explore the underpinning social-cultural factors is there. The study employed a mixed methods research design. Using a multi-stage sampling approach, a sample of 295 respondents was selected from five cluster leader government secondary schools in LRWED comprising of headteachers, teachers, Form 4 female students, and parents. Data were generated through survey questionnaires, Key Informant Interviews and Focus Group Discussions (FGD). Findings indicated that key social-cultural factors affecting girls' education in LRWED include girls' initiation ceremonies, unplanned pregnancies, early marriages and poverty. Initiation ceremonies were found to contribute to early sex experimentation that undermined girls' continued interest and persistence in education through poor retention, repetition, and subsequent dropout. The findings further revealed that the absence of sex education in the schools' curriculum is the lead cause of parental dependence on local initiation ceremonies. This implies that the incorporation of cultural and sex education in schools' curricula or programs could help curb parental dependence on initiation ceremonies for girls' sex education and the challenges of early marriages and school dropout influenced by social-cultural factors.
Helping Minority Parents in Educating Their Children: Perspectives of Hong Kong Teachers
Author: Chan, Tak C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teachers,Teacher Attitudes,Parent Participation,Minority Groups,Family Programs,Social Support Groups,Teacher Effectiveness,Parent Background,Teacher Student Relationship,Islam,Religious Schools,Elementary School Teachers,Early Childhood Teachers,Kindergarten,Home Visits

The purpose of this study is to solicit teachers' perceptions of helping minority parents in educating their children. When teachers have a positive perception of minority parent involvement, they are more willing to take initiative toward helping the minority parents. A quantitative approach was taken in this study with the use of a researcher developed instrument. All the 30 teachers of a minority school in Hong Kong participated in the study. Results of data analysis indicated that teachers perceived minority parents not contributing enough to helping their children's study. Teachers indicated that they were willing to work with minority parents to get them involved in education However, the teachers admitted that they need to do more on their parts too.