ethanporcaro/eric-fulltext-meta huggingface dataset:
Bringing Mythical Forests to Life in Early Childhood Education
Author: Sintonen, Sara
Date: 2020-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Environmental Education,Imagination,Natural Resources,Beliefs,Play,Aesthetics,Story Telling,Folk Culture,Foreign Countries,Oral Tradition

In this article, I have sought to develop an understanding of the contribution of imaginative and nature appreciation in early childhood environmental education dealing with old, cultural nature myths and beliefs. The argument rests on the belief that the basis of a child-environmental education is in imagination which resonates with play, aesthetics and storytelling as old, historical nature myths have a story-like power to transform human perception of the world and our relationship to it. The thinking of the old nature myths and development of early childhood environmental education is in this article relying on new materialism and posthumanist thinking of intra-action (Barad 2003; 2007). This article specifically considers the usage of material &quot;Whisper of the Spirit,&quot; which places educators in the position of examining their environmental education practices as relative, evolving and emergent situations in which the old nature myths and the existing material components could have their role and significance.
Everyday Learning Opportunities of Young Children with and without Developmental Disabilities or Delays
Author: Dunst, Carl J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Young Children,Developmental Delays,Developmental Disabilities,Educational Opportunities,Informal Education,Natural Resources,Outdoor Education,Learning Activities,Educational Legislation,Equal Education,Federal Legislation,Individual Characteristics,Interests,Parent Influence,Interpersonal Relationship,Community Resources

Young children birth to 6-years of age and their families were each studied for 6 months to identify the everyday family and community activities that were sources of informal everyday learning opportunities. The participants included 115 children with identified disabilities or developmental delays and 91 children without disabilities or delays. Including children with and without disabilities or delays permitted an assessment of similarities and differences in patterns of participation in everyday activities. The investigation was conducted at 14 research sites in eight states to insure geographic, economic, racial, and ethnic diversity. This involved in-vivo observations, interviews of the children's parents or other primary caregivers, collection of artifactual evidence, and other sources of information to identify the make-up of each child's everyday learning opportunities. Results showed that both groups of children routinely participated in the same number of everyday family and community activities. The family activities afforded both groups of children the same number of learning opportunities. Children without disabilities or delays were afforded more learning opportunities in community activities compared to children with disabilities or delays. Descriptive analysis of the learning opportunities found that the children participated in a variety of informal environmental learning activities involving nature, animals, insects and bugs, water, plants, natural play structures, and soil (sand, dirt, etc.) in different learning places (forests, meadows, parks, playgrounds, etc.). Implications for practice are described.
&quot;You Don&apos;t Wanna Teach Little Kids about Climate Change&quot;: Beliefs and Barriers to Sustainability Education in Early Childhood
Author: Ginsburg, Julia L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Climate,Environmental Education,Sustainable Development,Beliefs,Barriers,Preschool Children,Preschool Education,Outdoor Education,Teacher Attitudes,Conservation (Environment),Pedagogical Content Knowledge,Physical Environment,Parent Attitudes,Child Safety,Risk,Play

To support a sustainable planet, preschools need to engage young children with sustainability education. In the United States of America (USA), nature-based preschool programs are likely to promote environmental science and nature education, given their outdoor curricula, but very little is known about how these programs might also cultivate sustainability education. The purpose of the present study was to investigate nature-based preschool teachers' craft knowledge (Grimmett &amp; MacKinnon, 1992) about sustainability education within curricula as they presently exist. We interviewed 22 early childhood educators and administrators across nine early childhood nature-based education centers in the Northeastern United States. Following Davis' (2010) differentiation of education &quot;in,&quot; &quot;about,&quot; and &quot;for&quot; the environment, we found that most participants promoted activities &quot;in&quot; the environment, such as children spending time outdoors in the woods. Educators reasoned that they focused on promoting &quot;in-nature&quot; based activities because they believed that caring for and loving nature were foundational to promoting sustainability practices. Also, the educators promoted simple everyday pro-environmental behaviors, such as reusing containers, as they believed such acts lead to lifelong sustainable behaviors. Ultimately, we found that almost all of the teachers who participated in our study &quot;wanted&quot; to include sustainability education within their pedagogical approaches, and they did so by focusing on &quot;every-day sustainability practices,&quot; but felt they could not engage in more ethically-driven sustainability practices due to curricular and parental barriers.
Development of Scientific Inquiry Skills of Science Teaching through Argument-Focused Virtual Laboratory Applications
Author: Topalsan, Aysegul Kinik
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Inquiry,Persuasive Discourse,Science Laboratories,Educational Technology,Computer Simulation,Foreign Countries,Secondary School Teachers,Secondary School Science,Teacher Attitudes,Barriers,Secondary School Students,Student Attitudes

This research designed within the scope of a TUBITAK 4005 project aimed to give science teachers training on argumentation-based learning, to provide them with scientific inquiry experience, to ensure that they gain skills to develop argumentation-based experimental learning methods. Throughout the research, 100 science teachers were given a four-day (28 hours in total) training program in virtual labs that would enable them to make scientific inquiries through argumentation-based experimental activities developed in accordance with the science curriculum. The &quot;Opinion Scale for the Virtual Lab&quot; and the &quot;Principles of Scientific Inquiry-Teacher&quot; were applied to the participants as a pre-test and post-test. Following the implementation phase, the &quot;Assessing Argumentation-based Science Learning Activities- Scale&quot; was applied to the participating students and teachers. In addition, semi-structured interviews were conducted with randomly selected 15 teachers and 15 students. When all the obtained data were evaluated qualitatively and quantitatively, a statistically moderate effect was determined on the teachers' post-test scores from the &quot;Opinion Scale for the Virtual Lab&quot; and the &quot;Principles of Scientific Inquiry-Teacher.&quot; Also, the participating students and teachers mostly expressed positive views in the &quot;Assessing Argumentation-based Science Learning Activities- Scale&quot; applied after the implementation phase.
Exploring the Effects of Guidance in a Computer Detective Game for Science Education
Author: Tsai, Fu-Hsing
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Games,Game Based Learning,Guidance,Problem Solving,Secondary School Students,Grade 9,Instructional Design,Performance Factors,Cognitive Processes,Difficulty Level,Foreign Countries,Computer Simulation,Prompting,Physics,Instructional Effectiveness,Science Instruction,Active Learning,Inquiry,Student Attitudes

This research aimed to develop a computer detective game for science education to provide students in experiencing real-world problem-solving after learning electricity-related knowledge, and to explore the effects of designing the guidance of process constraints and prompts into this game. To explore the effects of guidance, two different game tasks with and without the guidance of process constraints and prompts were integrated into this game. At the same time, to understand appropriate prompt guidance, two different versions of the first game task with and without real-time prompts were also designed. Two ninth-grade classes from a lower secondary school were randomly assigned to use different versions of game with different real-time guidance prompts. The research findings indicate that students had significantly better problem-solving performance in first game task with the guidance of process constraints and prompts than those in second game task without guidance. The results also indicate that the design of real-time prompts may not only enhance students' problem-solving performance and knowledge acquisition, but also lower students' cognitive load.
A Different Kind of Agitation
Author: Coons, Jayda
Date: 2020-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Specialization,Standards,Creativity,Problem Solving,Interdisciplinary Approach,College Faculty,Cooperation,Barriers,Professionalism,Work Environment,Higher Education

Responding to Patricia J. Smith's essay on the appropriateness of professionalizing honors education, the author argues that discussions of specialization and standardization across honors programs should be suspended until academia has sufficiently dealt with the endemic problem of undercompensated contingent labor. The author further suggests that, rather than invite increased administrative procedures, faculty and staff exercise the characteristics most often ascribed to honors education--flexibility, creativity, community-based problem-solving, interdisciplinarity, and collaboration--to reimagine current professional practices in honors and advocate more forcefully for fair, dignified labor.
Influencing Factors of 10th Grade Students&apos; Science Career Expectations: A Structural Equation Model
Author: Wang, Jingying
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Careers,Expectation,Grade 10,High School Students,Adolescents,Self Efficacy,Science Interests,Social Support Groups,Parent Influence,Teacher Influence,Value Judgment,Foreign Countries,Predictor Variables

Science career expectations can be affected by personal science beliefs and social supports. Framed in Expectancy-Value Models, this research studied the influence of science beliefs (science interest belief, self-efficacy belief and value belief) and social supports (parents and teachers) on students' science career expectations by the survey of 798 10th grade students. Based on Structural Equation Model, it was found that: 1) science interest belief, self-efficacy belief, value belief and parents' support can directly predict students' expectations of science careers; 2) the effect of student's perception from parents and teachers support on science choice preferences and career engagement are mediated through the effects on students' interest, self-efficacy and value in science. Therefore, teachers and parents should enhance students' science beliefs and identity for the improvement of their science career expectations.
Factors Affecting Academic Performance of First-Year University Students: A Case of a Vietnamese University
Author: Le, Hien Thu Thi
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Achievement,College Freshmen,Foreign Countries,Student Motivation,Pedagogical Content Knowledge,Educational Resources,Course Organization,Factor Analysis,Influences

Having research-informed and evidence-based information into factors that impact students' academic performance is crucial for institutions to be able to identify gaps in the provision of training and support for students. This study is motivated by the need to determine and analyse such factors at a university that has been experiencing high academic failure and dropout rates. The study employed quantitative research methods with the leading research instrument being a survey administered to 397 first-year students from 13 disciplines and 7 faculties. Exploratory Factor Analysis (EFA) and multiple linear regression were used to identify the underlying relationships between variables. According to the research findings, there are five key factors that contribute to academic performance and success of first-year university students, namely, students' motivation, lecturers' pedagogical knowledge and skills, lecturers' professional knowledge and credential, learning resources and conditions and course structure. . These factors have been ranked from the one with the most substantial effect to the one that confers least impact. The findings can have important implications for proposing measures to improve academic performance for the university as well as other institutions in the higher education sector.
The New Model for Teaching Collaboration between Universities and Enterprises: In the Case of Vietnam
Author: Nguyen D., Minh
Date: 2020-00-00
Type: Journal Articles
Subjects: Universities,Barriers,Models,Partnerships in Education,Educational Philosophy,School Business Relationship,Case Studies,Developing Nations,Foreign Countries,Institutional Cooperation,Educational Quality

The current collaboration between universities-enterprises in Vietnam has faced various challenges especially in its teaching model and motivation system. We find that Vietnamese enterprises have minimal interest in engaging in both short and long-term collaborations. Likewise, universities are struggling to set up a sustainable collaboration system which will attract enterprises. To overcome these challenges, this paper aims to propose a new model for teaching collaborations between universities and enterprises, based on the lean thinking approach and a sustainably developed partnership. Data collected from questionnaires and in-depth interviews were used to analyze the conventional teaching model and current situation of the university-enterprise collaboration. Based on this data, we proposed a new model. A transparent benefit allocation scheme and synchronized teaching philosophies and methodologies are critical preconditions for the successful teaching collaboration between universities and enterprises. Finally, we confirmed the feasibility of the new model through a successful case study. This research may also be used as reference and consideration for other developing countries.
The Level of Behavior Modification Techniques Utilized by Academic Advisors in Public Elementary Schools
Author: Saddiq, Lina Omar Bin
Date: 2020-00-00
Type: Journal Articles
Subjects: Behavior Modification,School Administration,Academic Advising,Cooperation,Elementary School Students,Public Schools,Counselor Attitudes,Measures (Individuals),Reinforcement,Punishment,Comparative Analysis,Counselor Characteristics,Foreign Countries

The current study aims to identify the level of behavior modification techniques utilized by academic advisors among elementary students of public schools in the city of Mecca, Saudi Arabia, according to years of experience and specialization. The descriptive survey approach was applied to (30) intentionally selected academic advisors through purposive sampling technique. The researcher prepared a 39-item scale comprising (3) domains, i.e. Cognitive, Action, and Evaluation domains. The study results indicated a high degree of utilizing the Cognitive domain of behavior modification by academic advisors, followed by the Action and the Evaluation domains, respectively. In terms of behavior modification techniques utilized by academic advisors, artificial reinforcement was ranked first, while punishment was ranked last. Moreover, there were no statistically significant differences in the participants' responses attributed to years of experience or specialization in all domains. The study recommends boosting cooperation between school administrations and academic advisors to develop and implement behavior modification plans based on student behavior evaluation and appropriate modification techniques.
Effect of Field Training on the Attitude of Students towards Persons with Disabilities in Special Education Centers
Author: Alorani, Omar
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Attitudes toward Disabilities,Disabilities,Gender Differences,Experience,Teacher Competencies,Inclusion,Foreign Countries,Special Education,Special Schools,Preservice Teachers

This study investigated the effect of field training on undergrad students' attitude towards people with disabilities. This study took place in Amman, Jordan, and consisted of six centers for children with disabilities in Amman, Jordan. This study used a quasiexperimental design. Two groups of students completed a survey. Data from the Attitude toward Disabled Persons (ATDP) were collected on 79 Participants at the beginning and at the end of four months of training. The experimental group received intensive training in special education while the control group did not. Findings revealed that there were significant difference between experimental group and control group regarding their attitude to children with disability; but, there were no significant difference between gender and previous experience and their attitude to people with disability. Based on the findings, it is recommended that undergrad students need to be well prepared to work with children and youth with disabilities to reduce negative attitudes. Educators still need to work on including all children in public schools. This study recommends the method of integrating both children of disabilities and without disabilities in the same classroom or same environments for optimal results. Teaching children with different types of disabilities in the same environment of children without disabilities may aid in changing the negative attitudes given to the children with disabilities. This in turn, gives children with disabilities confidence to communicate, interact, and integrate into society.
Teachers&apos; Perceptions of Using the Blended Learning Approach for STEM-Related Subjects within the Fourth Industrial Revolution
Author: Naidoo, Jayaluxmi
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Blended Learning,STEM Education,Foreign Countries,Technology Uses in Education,Faculty Development,Communities of Practice,Educational Theories,Graduate Students,Secondary School Teachers,Workshops,Access to Computers,Learner Engagement

Globally, as society enters the Fourth Industrial Revolution, we require a transformation in pedagogy. Science, Technology, Engineering and Mathematics (STEM) related subjects are vital to succeeding within the Fourth Industrial Revolution. To provide quality STEM education, teachers' perceptions related to the teaching and learning of STEM-related subjects is essential to understand. This qualitative research took place at one university in KwaZuluNatal, South Africa and explored teachers' perceptions of using blended learning for STEM-related subjects. Wenger's Communities of Practice Theory framed this research. Data were generated from workshops and semi-structured interviews. The results of this research indicated that blended learning is impeded by the lack of technology-based tools; is hampered by teacher professional development; offered the use of virtual hours for consultation and feedback and increased engagement and collaboration within STEM-related milieus. These results provide a glimpse of what teachers perceive regarding the use of blended learning for secondary school mathematics and technology. Globally, these results have relevance when considering the importance of teachers' perceptions of using blended learning for STEM-related subjects, as society embraces the Fourth Industrial Revolution.
Gender and Entry Background Differences in Postgraduate Distance Learners&apos; Achievement in the Field of Educational Technology
Author: Adedapo, Adeyemi
Date: 2020-07-00
Type: Journal Articles
Subjects: Graduate Students,Distance Education,Academic Achievement,Educational Technology,Gender Differences,Educational Background,Predictor Variables,Open Universities,Foreign Countries

Several factors have been attributed to learners' underachievement in postgraduate programmes. Two of such factors are gender and entry background of postgraduate distance learners which previous studies have identified in isolation of one another. No previous studies have been reported to have investigated a combination of gender and entry background differences in educational technology. The present study, therefore, investigated the influence of gender and entry background of postgraduate distance learners' achievement in educational technology. The ex-post facto research design was adopted. Three hundred and twenty-three postgraduate distance learners who registered and sat for examinations of Master of Education in Educational Technology of National Open University of Nigeria, during the first semester of 2019_1 of 2018/2019 academic session were purposively selected from 74 study centres. The participants were made up of 215 males and 108 females. Three null hypotheses were formulated to guide the study and tested at 0.05 level of significance. The results of participants in 2019_1 first semester were analysed using t-test and analysis of variance (ANOVA). There was a significant difference in the mean achievement scores of male and female postgraduate distance learners in educational technology in favour of male distance learners while no significant difference was established in respect of postgraduate distance learners' entry background. The implications of this study are that gender difference is a factor of prediction to academic achievement in educational technology but entry background does not influence postgraduate distance learners' achievement in courses. Recommendations were made among others that there is need to create co-operative learning activities sensitive to preferences of female distance learners.