ethanporcaro/eric-fulltext-meta huggingface dataset:
Utilising STEM-Based Practices to Enhance Mathematics Teaching in Vietnam: Developing Students&apos; Real-World Problem Solving and 21st Century Skills
Author: Tuong, Hoa Anh
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,STEM Education,Mathematics Instruction,21st Century Skills,Problem Solving,Skill Development,Trigonometry,Teacher Attitudes,Student Attitudes,Art Education,Barriers,Grade 9,Secondary Education

In Vietnam, STEM-based teaching approaches have been recommended for schools since 2018 with the integration of multiple courses in schools. Teachers' perspectives on integrated STEM education, and how to design a STEM lesson that supports students' learning are critical for ensuring that an integrated STEM curriculum is to be implemented successfully. This paper aims to describe a study examining STEM education practices in teaching Mathematics, in particular &quot;Trigonometry ratio of an acute angle&quot; in Vietnam. This study utilized mixed methods approaches with three phases: the first stage employed a quantitative phase to examine Vietnamese teachers' perspectives on STEM education. The second phase was an experiment on teaching while applying STEM education to design and organize a mathematics lesson, and the third, final phase, was to employ a qualitative study to explore the Vietnamese students' experiences of STEM education connected with real-world problem-solving and 21st-century skills development. A total of 47 teachers and 85 students participated in this study and data was collected from multiple research tools such as questionnaires and semi-structured interviews. Findings showed Vietnamese teachers' perspectives on the necessity and importance of applying STEM education practices; however, they reported facing numerous challenges. A lesson designed as a STEM education application and the students' feedback in relation to real-world problems. Learning outcomes connected with 21st-century skills in this study were expected to provide further knowledge for further discussions and practices to enhance teaching and learning STEM and mathematics education in Vietnam.
Analysis of the Effectiveness of Using Kahoot! In University Degrees in Building Engineering
Author: Bienvenido-Huertas, David
Date: 2023-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Audience Response Systems,College Students,Engineering Education,Gamification,Academic Achievement,Foreign Countries

Gamification is increasingly used for better content assimilation. However, it is hardly used in theoretical and technical courses related to building and architecture. This study focuses on assessing the use of gamification with Kahoot! to arouse students' interest and to ease content assimilation. Experimentation was undertaken during the 2020/2021 and 2021/2022 academic years. All students enrolled in the course participated in experimentation: 67 and 65 students, respectively. Gamification sessions took place in the middle and at the end of each academic year (the week before partial exams). Students were also surveyed to assess their degree of satisfaction with gamification sessions. The results showed that gamification dynamics improved students' performance in exams, obtaining a lower percentage of failures and increasing higher marks. Cluster analysis results also showed that students' performance in Kahoot! is not a clear indicative of their performance in exams, so it is useful as a self-assessment tool. Moreover, most students positively assessed gamification sessions for better content assimilation. This study stresses the implementation potential of Kahoot! in teaching dynamics in university degrees in architecture and building engineering.
Application of the Flipped Classroom Model to Stimulate University Students&apos; Learning with Online Education
Author: Cuetos, Maria Jose
Date: 2023-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Models,Online Courses,Undergraduate Study,Elementary Education,Educational Technology,Video Technology,Mathematics Education,Student Attitudes,Interaction,Student Interests

This work sets out the results of a teaching innovation project applying the flipped classroom model in the Knowledge of Mathematics module on a bachelor's degree in primary education over two consecutive years at a university that exclusively uses online teaching. This model is used with the aim of stimulating the students' working methods and improve their intrinsic motivation. The research evaluates the impact of the flipped classroom on academic performance in the subject and collects information on student satisfaction with the development of the experiment. This is a pioneering study as it analyses learning outcomes with mathematical content in university-level classes delivered online synchronously on a permanent basis and not owing to exceptional circumstances such as the COVID-19 pandemic. To do this, specific videos were developed, which students had to watch, with various practical exercises embedded in them to be done before classes. The marks from these exercises along with the final grades for the course are considered to assess the learning outcomes throughout the semester. The results obtained were clearly positive both in performance and in terms of students' motivation and awareness of their own learning process, as well as the contribution of this proposal to improving their teaching-learning process, essentially through greater student involvement in and commitment to the subject.
Bibliometric Mapping of Research on Thinking Skills and Creativity in Education
Author: Sahin, Aykut
Date: 2023-00-00
Type: Journal Articles
Subjects: Bibliometrics,Critical Thinking,Creativity,Databases,Thinking Skills,Research Reports,Metadata,Citations (References),Teaching Methods

The present study is undertaken to investigate research towards thinking skills and creativity in the field of education by utilizing the bibliometric mapping method. The metadata of a total of 326 studies completed between the years 1975-2021 retrieved from the Web of Science (WoS) database constitute the scope of the study. In this context, the program VOSViewer was used to reveal the most used keywords and common citations. The findings present a systematic map demonstrating the increasing interest in thinking skills and creativity in education. The findings demonstrate that the majority of the studies consist of papers and articles of Indonesian, Chinese, and American origin written in English. In addition, the results highlight that the number of studies in the relevant field increased rapidly between 2012 and 2021. King Abdulaziz University and The Hong Kong Polytechnic University have been identified as the leading educational institutions in terms of thinking skills and creativity in education. The results of the current study appeal not only to the academic community but also to educators and politicians to strengthen the spirit of thinking skills and creativity in education, design effective policy tools, and ultimately improve social well-being. In addition, it was observed that the academics who conducted research in this field explained the theme of thinking skills and creativity by associating it with various teaching processes and technology-supported elements at different levels of education. Therefore, it is predicted that our study will contribute to the field of thinking skills and creativity in education as a guide.
The Educational Process of Ukrainian University Students Following the Full-Scale Russian Invasion
Author: Polovko, Olena
Date: 2023-00-00
Type: Journal Articles
Subjects: War,Higher Education,Educational Experience,Personal Narratives,Student Attitudes,Universities,Self Management,Educational Change,Online Courses,Independent Study,Access to Education,Distance Education,Foreign Countries,Student Adjustment,Learning Processes,Internet,Barriers

On 24 February 2022, Russia launched a full-scale invasion of Ukraine, which is now in its second year. The invasion disrupted higher education institutions across the country and forced both staff and students to adapt to the new reality. This article focuses on the experiences of university students to understand how their educational process was impacted by the invasion. The research data comprise written testimonies from 81 students at the Taras Shevchenko National University of Kyiv. Thematic analysis of the data resulted in three themes: organisation of studies by the university; self-organisation of studies; and personal experiences. The article concludes that the invasion shifted the educational process online; however, students are often prevented from accessing the virtual classrooms due to constant air raids, power outages and connectivity issues with the internet, thus leading students towards more self-studying.
Developing Trauma-Informed Teacher Education in England
Author: Boylan, Mark
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Trauma Informed Approach,Preservice Teacher Education,Teacher Educators,Educational Development,Barriers,Educational Change,Educational Policy

Trauma-informed practice in education is an area of growing interest in England and internationally. Embracing trauma-informed practice in schools requires trauma and related content to be included in teacher education. Over a period of eight years, a short course was developed and incorporated into the teacher preparation programmes at a large university in England. Through methods of teacher educator self-study and autoethnography, we examine the process of the course's development and identify mechanisms, enablers and barriers to change in the current policy context of teacher education in England. Important factors that supported change were the gradual development, external collaboration, positive outcomes as a warrant and source of motivation, the development of champions and enthusiasts for trauma-informed practice, and departmental leadership support. Barriers to the development were the constraints of prescribed content on initial teacher education courses, prevailing practices in some schools and settings, challenges in adapting material suitably for all education phases, and some beginning teachers' responses to personally relevant course content. The successful introduction of the short course demonstrates that inclusion of trauma-informed content in initial teacher education is possible even in an unfavourable policy environment.
Concept Difficulty in Secondary School Chemistry -- An Intra-Play of Gender, School Location and School Type
Author: Oladejo, Adekunle Ibrahim
Date: 2023-00-00
Type: Journal Articles
Subjects: Secondary School Science,Chemistry,Gender Differences,Geographic Location,Ownership,Student Attitudes,Difficulty Level,Secondary School Students,Institutional Characteristics,Fear,Foreign Countries,Scientific Concepts,Concept Formation

This study focused on addressing underperformance in chemistry in Anglophone West African countries. The main purpose of the study was to determine if factors such as gender, school location and ownership impact students' perception of the difficulty of chemistry concepts and to suggest how these difficult concepts can be made easy to learn from the perspectives of the students. A mixed-methods approach was adopted. Participants were 1,292 chemistry students from nine public and 12 private secondary schools in Nigeria and Ghana with about three-quarters of the schools from urban areas. About 51% of the participants were females. Twenty-four students were interviewed to gather qualitative data. The Difficult Concept in Chemistry Questionnaire (DCCQ) and the Difficult Concepts in Chemistry Interview Guide (DCCIG) were used for data collection. The test-retest reliability coefficient of the DCCQ was 0.88. We found a slight difference in the perception of male and female students while school type came as a major determinant factor on students' perception of difficult concepts in chemistry, just as school location. Phobia for calculations came out as a major cause of difficulty in the top five perceived difficult concepts. Findings on causes of learning difficulties were reported as well as suggestions for improvement as viewed by the students. Recommendations were made for improving the teaching and learning of chemistry in Anglophone West African schools.
Chemistry Project-Based Learning for Secondary Metabolite Course with Ethno-STEM Approach to Improve Students&apos; Conservation and Entrepreneurial Character in the 21st Century
Author: Sudarmin
Date: 2023-00-00
Type: Journal Articles
Subjects: Chemistry,Student Projects,Active Learning,STEM Education,Persistence,Self Management,Creativity,Foreign Countries,Entrepreneurship,21st Century Skills,Cultural Relevance,College Students,Scientific Concepts

This research aims to develop chemistry project-based learning with an Integrated Ethnoscience Approach in Science, Technology, Engineering, and Mathematics (Ethno-STEM) to improve students' conservation and entrepreneurial character. The research method refers to the Research and Development (R&amp;D) model with the Four D. The research samples are chemistry education students from Universitas Negeri Semarang. The model effectiveness test was conducted in secondary metabolite lectures at the Department of Chemistry, Faculty of Mathematics and Natural Science, Universitas Negeri Semarang, Indonesia. Data collection techniques used expert validation sheets to assess the feasibility of the model and observation sheets and questionnaires to measure students' conservation and entrepreneurial character. Based on the results of research, it was concluded that a chemical project-based learning model for the secondary metabolites course on essential oils and terpenes and learning tools with an Ethno-STEM approach was feasible and effective for improving students' conservation and entrepreneurial character with moderate and high criteria based on the N-gain score. Entrepreneurial characters, which include persistence, discipline, and creativity, have been developed so that students can produce attractive and worthy chemical batik products for sale.
Critical Thinking Skills of Chemistry Students by Integrating Design Thinking with STEAM-PjBL
Author: Ananda, Lintang Rizkyta
Date: 2023-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Chemistry,Science Instruction,STEM Education,Art Education,Grade 10,High School Students,Educational Technology,Design,Foreign Countries,Water,Pollution,Empathy,Problem Solving,Reflection

This project seeks to foster students' critical thinking abilities through the incorporation of Design Thinking with STEAM-PjBL in a chemistry redox process. 41 grade 10 students from a high school in Rangkasbitung, Banten, Indonesia participated in this study. Learning was facilitated by using a variety of online platforms, including Edmodo, Google Jamboard, and Zoom Meetings. Interviews, observations, journal reflection procedures, and researcher notes were used to gather qualitative data. The five steps of Design Thinking: empathize, define, ideate, prototype, and test, were used to facilitate learning (Plattner, 2010). Critical thinking skills were assessed through the indicators of Framing The Problem, Solution Finding, Self-Regulation, and Reflection, developed by Ucson and Rizona (2018). Based on the categories of Information Search, Creative Interpretation and Reasoning, Reflection, and Self-Regulation, the results demonstrate the development of students' critical thinking abilities to the advanced level. Design Thinking provides a way to more easily and actively create project-based solutions in solving contextual problems related to redox reaction of water pollution in the Ciujung River due to the use of detergent waste. Understanding the relationship of chemical concepts to daily life challenges the application of this approach. To challenge students' learning and help them acquire 21st-century abilities, STEAM-PjBL may be integrated with Design Thinking.
Development of a Formative Sequence for Prospective Science Teachers: The Challenge of Improving Teaching with Analogies through the Integration of Infographics and Augmented Reality
Author: González-Pérez, Paula
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Masters Degrees,Science Teachers,Science Education,Simulated Environment,Information Technology,Computer Simulation,Logical Thinking,Artificial Intelligence,Graduate Students,Didacticism,Preservice Teachers,Brainstorming,Group Discussion,Visual Aids,Questionnaires,Data Analysis,Preservice Teacher Education,Teaching Methods

Teachers often use analogies to introduce unfamiliar or complex concepts. However, several studies have found that their knowledge on how to use them is limited or superficial. Similarly, the integration of technological resources in the teaching-learning processes is not always carried out efficiently, which evidences the need to improve teachers' digital competence. This paper provides a formative sequence on the use of analogies in teaching through mediation of technological resources, implemented in the context of the initial training of secondary education teachers. The results show a positive assessment by the students, a change in their perceptions on the subject and some progress in their classroom proposal designs. The conclusion is that it is necessary to train future teachers to deal with common teaching problems in a reflective, comprehensive and innovative way, which will undoubtedly be one of the challenges of education in the 21st century.
Advantages and Challenges of STEM Education in K-12: Systematic Review and Research Synthesis
Author: Sungur Gül, Kibar
Date: 2023-00-00
Type: Journal Articles
Subjects: STEM Education,Elementary Secondary Education,Educational Research,Intellectual Disciplines,Intervention,21st Century Skills,Barriers,Instructional Materials,Educational Trends

This study presents a systematic review of the literature on STEM education. We investigated the trends of STEM education, as well as its main advantages and challenges in K-12 settings. A total of 118 empirical studies published between 2013 and 2021 in refereed journals were included in the analysis. The findings indicate a steady increase in the number of STEM studies over the past nine years. The dominant discipline on the studies is science, while the most common level of education is upper secondary education. Most STEM interventions take place in formal settings and uses mixed research methods. The most popular educational material is simple tools, and the most measured variable is learner achievement. The most reported advantage is that STEM education helps develop of 21st century skills. On the other hand, the most reported challenge is that STEM activities are difficult to design. Further, the study discusses other advantages and challenges in detail, to map the opportunities and difficulties for students, teachers, and researchers. Finally, the study highlights some research gaps, as well as some suggestions for future research.
Insights to Improve Online Content and Language Integrated Learning (CLIL) Sessions on Biorefineries: A Case Study for University Students in Spain
Author: Nogales-Delgado, Sergio
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Improvement,Content and Language Integrated Learning,Second Language Learning,Second Language Instruction,COVID-19,Pandemics,Foreign Countries,Universities,Online Courses,Course Descriptions,Chemistry,Fuels,Chemical Engineering,Engineering Education,English for Academic Purposes,Grammar,Vocabulary Development,Undergraduate Students,Group Discussion,Student Participation,Oral Language,Student Motivation,Teaching Methods,Academic Achievement,Student Attitudes,English (Second Language)

The implementation of educational programs that tackle specific contents and promote English skills is convenient, especially in areas where English skills are not properly developed at universities, such as Spain. Indeed, some subjects are currently presented in English for this purpose. CLIL (Content and Language Integrated Learning), where students learn English as a part of specific subject goals of their degree, could be a suitable way to improve English skills while acquiring the corresponding competences. Moreover, online lessons are becoming important, especially during the COVID-19 outbreak, when it was an alternative for face-to-face teaching. The aim of this work was the implementation of an online CLIL course about biorefineries for chemistry, chemical engineering, and mechanical industrial engineering students. The course was a first approach presented as a specialization course that could be merged with related subjects in the future. The main objective of this session was the gradual introduction of English grammar and vocabulary (specific terms) and the promotion of students' participation on oral discussions. The results were successful, showing that the students got motivated and obtained good grades. As possible improvements, the introduction of terms should be less continuous, otherwise the students could lose track of the lesson.
Learning Flow and Continuous Intention toward Online Remote Learning: An Integrated Framework
Author: Chiu, Yu-Ping
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learner Engagement,Student Satisfaction,Online Courses,Distance Education,Videoconferencing,Technology Uses in Education,COVID-19,Pandemics,Learning Experience,Intention,College Students

During the COVID-19 pandemic, higher education institutions adopted several technology-driven platforms (such as Google Meet) as an alternative to traditional in-person classrooms. Researchers have been concerned about the evaluation of learning satisfaction and continuous learning intentions. As such, the purpose of this research was to investigate how the implementation of Google Meet affected the learning flow experience of Taiwan students amid the pandemic. The hedonic (perceived enjoyment, perceived vividness, perceived interactivity) and utilitarian (system quality, service quality, information quality) factors were integrated into the perspective of learning flow. Furthermore, this study also examined how flow experiences influence satisfaction and continuous learning intention. The structural equation modeling was employed to analyze the data gathered from a sample of 213 students. According to the findings, hedonic and utilitarian factors all significantly influenced flow experiences. As learning flow increased in remote learning, satisfaction and continuous learning intention were also increased. The results can provide significant implications for flow and learning theory, and offer concrete suggestions for teaching practices and education learning platforms.