ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Simulation on Project Based Learning in Minangkabau Culture Subject
Author: Zulfa
Date: 2022-01-00
Type: Journal Articles
Subjects: Student Projects,Active Learning,Higher Education,Models,Validity,Specialists,Statistical Analysis,Integrated Learning Systems,Learning Processes,Simulation,Foreign Countries,Needs Assessment,College Faculty,History Instruction,College Students,Cultural Education

This study aims to find a simulation project-based learning model for the Minangkabau Natural Culture subject in higher education. This research method uses the research and development (R and D) development procedure using the Plomp development design that goes through 3 steps, namely: Preliminary Research, Prototyping Phase, and Assessment Phase. Samples were taken using purposive sampling technique. The research data were obtained using questionnaires, interview guides, tests, observation guides and validation sheets for each set of models developed. The research instrument was validated by an expert or expert. The data collected was processed and analyzed quantitatively and qualitatively. The PBPS model effectiveness test used parametric statistical analysis with the two-way ANOVA test. The results of this study indicate that the PBPS learning model in Minangkabau Natural Culture learning is valid based on the characteristics of the content, graphics and language in the PBPS learning model support system. The practicality test results on the one-to-one evaluation and the small group evaluation of the PBPS learning model tools meet practical criteria. The practicality of the PBPS model was felt by students, especially in several ways, including; (1) the stages of the learning process are easy to understand, (2) student books are very helpful for studying and understanding the Minangkabau Natural Culture material, and (3) the PBPS model tools are interesting to read and study.
Investigating Seventh-Grade Students&apos; Slope Preconceptions
Author: Dolores-Flores, Crisólogo
Date: 2021-00-00
Type: Journal Articles
Subjects: Grade 7,Mathematical Concepts,Middle School Students,Knowledge Level,Foreign Countries,Misconceptions

This paper reports the results of research in which the objective was to explore the preconceptions of slope in seventh-grade students. Preconceptions are understood as students' knowledge prior to the formal teaching of a certain concept. For data collection, task-based interviews composed of ten tasks applied to 21 Mexican students were used. The data analysis was carried out using the Thematic Analysis method. Results indicate that the students have several preconceptions in which they consider the slope as any of the following: an intersection with the X or Y-axis, an arithmetic operation, a length, an object, a height, and &quot;something to do.&quot; These findings pose the challenge of achieving conceptual changes from these preconceptions. In this sense, science education has been the field most exploited in mathematics education; a collaboration between teachers and researchers from both fields could contribute to finding strategies to face this challenge.
The Evaluation of JIDI (Jigsaw Discovery) Learning Model in the Course of Qur&apos;an Tafsir
Author: Affandi, Yuyun
Date: 2022-01-00
Type: Journal Articles
Subjects: Islam,Religious Education,Teaching Methods,Models,Student Needs,Teacher Attitudes,Student Attitudes,Undergraduate Students,Communications,College Faculty,Time Management,Instructional Materials,Foreign Countries

This study aims (1) to develop JIDI learning model in the course of Qur'an tafsir; (2) to evaluate JIDI learning model in the course of Qur'an tafsir. The approach of study uses mixed method with a descriptive-evaluative and experiment research designs to evaluate the JIDI learning model in the course of Qur'an tafsir. The population of study are all first semester students of Islamic Communication &amp; Broadcasting Department, the Faculty of Da'wah and Communication at UIN Walisongo Semarang. The samples were class A to class H with amount 7 class first semester students. It uses stratified random sampling. Techniques in collecting data are questionnaire, interview, and test of Qur'an tafsir ability. The developing result of the learning model is carried out based on research about students' and lecturer's needs related to JIDI learning model. The evaluation of JIDI learning model is carried out based on the expert's assessment, the responses of lecturer and students, and suggestions from education practitioners until it is stated to be appropriate. The test result of Qur'an tafsir ability will be analyzed using t-test which has been tested for normality and homogeneity. Statistically, both Qur'an tafsir ability scores are different because F [subscript calculation] is 16.5875 while F [subscript table] is 3.91 at the significance level = 0.05. Since F [subscript calculation] &gt; F [subscript table], it can be concluded that JIDI learning model gives significant influence in improving Qur'an tafsir ability. The implication of this study is that learning using JIDI model needs a long time, so it is suitable for the learning material with time allotment of eight meetings.
Mathematics Education Students&apos; Understanding of Binomial Series Expansion Based on the APOS Theory
Author: Tatira, Benjamin
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Mathematics Education,Cognitive Processes,Cognitive Structures,Mathematical Concepts,Calculus,Schemata (Cognition),Difficulty Level,Constructivism (Learning),Computation

Undergraduate students study the topic of binomial series expansion as part of their Calculus course. The purpose of this study was to explore the mental constructions of binomial series expansion of a class of 159 students. Data were collected through a written assessment task by each member of the class. A convenient sample of eleven students from the class was selected to undertake semi-structured interviews. The Action-Process-Object-Schema theory which was used depicts development of understanding of mathematics concepts through the hierarchical growth of mental constructions. Students in the study coped well with questions requiring action-level engagements but grappled with those calling for higher-level mental constructions, namely, processes and objects. Developing an object conception for a mathematical concept is the pinnacle for all teaching but also the most difficult to develop. Thus, this study underlines the significance of helping students construct object conceptions in binomial series expansion.
Plan CEIBAL and the Incorporation of Digital Tools and Platforms in the Teaching of Mathematics According to the Teachers&apos; Perceptions
Author: Vaillant, Denise
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Mathematics Instruction,Teacher Attitudes,Mathematics Teachers,Secondary School Teachers,Teaching Methods,Teacher Surveys,Barriers,Computer Software,Computer Software Evaluation

This article is based on research in which the three authors participated. The main objective is to identify, describe and analyze the practices of using digital tools and platforms for teaching mathematics in lower secondary education. Framed within a set of ICT policies promoted since 2007 by Plan CEIBAL in Uruguay, a mixed study was conducted, 176 teachers participated in a digital survey, and 15 of the participants were interviewed. Among the study's main results, it is worth mentioning that mathematics teachers reported a low-frequency use of digital tools and platforms, and mainly an instrumental use of digital technology. It is necessary to foster and boost the development of best practices on the use of digital tools with pedagogical meaning in the context of teacher education degree courses through more prescriptive proposals that give meaning to innovation.
Preservice Chemistry Teachers&apos; Epistemic Beliefs after a Student-Centred Approach Training Programme
Author: López-Banet, Luisa
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Chemistry,Preservice Teachers,Student Attitudes,Science Teachers,Teacher Education Programs,Secondary School Teachers,Teacher Competencies,Student Centered Learning,Inquiry,Active Learning,Modeling (Psychology),Game Based Learning,Persuasive Discourse,Pedagogical Content Knowledge

Recent studies in science education have recognized a possible link between teachers' beliefs about scientific knowledge and its practice in the classroom. Therefore, it is essential to promote the evolution of the pre-service teachers' initial beliefs about methodologies for the teaching of chemistry in accordance with the discipline foundations and current recommendations on science teaching. We present the implementation and evaluation of a sequence of activities with a student-centred teaching approach for the training of pre-service science secondary education teachers. Inquiry, modelling, argumentation, as well as game-based learning are examples of the methodologies used. The results show a change of orientation from the epistemic beliefs prior to the programme implementation and highlight significant differences with respect to the relevance given by the teachers to carrying out research activities. For future teachers to develop professional competence, it is necessary to offer them opportunities to experience alternative methodologies during their training.
Training Pedagogical Skills: Evaluation of Lecturers and Teacher Training Students at Educational Universities in Vietnam
Author: Ha, Huong Thi Lan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Quality,Teacher Education Programs,Preservice Teachers,Teacher Educators,Teacher Attitudes,Student Attitudes,Teaching Skills,Teacher Competencies,Program Effectiveness,Teacher Characteristics,Values,Self Evaluation (Individuals)

The most critical requirement in Vietnam is improving the quality of training teachers by developing professional skills to meet the requirements of the national innovation in education. This study aims to investigate lecturers' and pre-service teachers' evaluation of the process of teaching pedagogical skills in educational institutions in Vietnam. This is a cross-sectional school-based study using the survey to collect data from 448 pre-service teachers and 85 lecturers. The questionnaire was designed based on the research objectives and the standard regulations of the Vietnam Ministry of Education and Training. Cronbach's alpha of the questionnaire was 0.83. The results of this study are evidence of the inadequacy of learners' needs in pedagogical training programs in teacher training institutions in Vietnam. Educational universities need to improve their training plans, contents, and curriculum to maximize professional skills practice, facilitate soft skills development, and support interaction between lecturers and pre-service teachers. Enhancing professional skills for lecturers and monitoring their teaching process is also recommended.
Validation of the Mathematical Modeling Attitude Scale for Malaysian Mathematics Teachers
Author: Hidayat, Riyan
Date: 2021-00-00
Type: Journal Articles
Subjects: Factor Analysis,Student Motivation,Student Interests,Constructivism (Learning),Factor Structure,Attitude Measures,Mathematical Models,Teacher Attitudes,Validity,Reliability,Case Studies,Mathematics Teachers,Elementary Secondary Education,Foreign Countries,Mathematics Instruction

This work sets out to examine the validity and reliability of the Mathematical Modeling Attitude Scale (MMAS), a instrument measuring teachers' attitude towards mathematical modeling. A cross-sectional survey research was utilised to describe the validity and reliability of the MMAS. The population of the present study focused on Malaysian mathematics teacher in primary and secondary schools (N = 171) and this was achieved using convenience sampling. Exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and Rasch analysis were utilised in analysing the data in the present work. EFA revealed that the data from the teachers had a four-factor structure: constructivism, relevance and real-life, understanding and motivation and interest. The CFA confirmed that the model fit indices established the four-factor structure of the first- and second-order model. Although the Rasch analysis generally supported the finding of EFA and CFA, there was still room for improvement in terms of the rating scale and DIF criterion.
E-Book, Audio-Book, or E-Audio-Book: The Effects of Multiple Modalities on EFL Comprehension
Author: Kim, Na-Young
Date: 2021-00-00
Type: Journal Articles
Subjects: Audio Equipment,Second Language Learning,Second Language Instruction,English (Second Language),Comparative Analysis,Undergraduate Students,Pretests Posttests,Teaching Methods,Foreign Countries,Audio Books,Electronic Publishing,Instructional Effectiveness,Listening Comprehension,Reading Comprehension

This study explores effects of e-book and audio-book on EFL comprehension. It was conducted at a university in Korea with 75 college students. The whole experiment lasted for five weeks in 2020. To determine effectiveness of multiple modalities, participants were assigned to three different experimental groups: e-book, audio-book, and e-audiobook (a combination of e-book and audio-book) groups. While the e-book group was provided with passages in a text format, the audio group received the same passages in an audio format. The e-audio-book group was given both text and audio formats. At the beginning and end of the treatment, pretest and posttest were administered. As expected, the e-audio-book group benefited more than the other two groups in listening comprehension. However, they showed better performance in reading comprehension than the audio-book group only. Additionally, the e-book group performed better in reading comprehension compared to the audio-book group. Based on these findings, pedagogical implications are made.
EFL College Learners&apos; Expectation on and Experience in Online English-Medium Instruction
Author: Kang, AeJin
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Language of Instruction,College Students,Online Courses,Peer Relationship,Teacher Student Relationship,Videoconferencing,Student Attitudes,Course Evaluation,Computer Mediated Communication,Interaction,Educational Experience,Expectation,Foreign Countries

This study investigated EFL college-level learners' expectation on and their experience in an online English-medium instruction (EMI) course focusing on how participants interacted with their classmates and the instructor in their online class (zoom session) based on assumptions and rationales of Interaction Hypothesis and classroom interaction research. Analyses of questionnaire, observation, and interview data revealed that participants' experience of interaction and their perception of interaction opportunities in the zoom session were significantly related to how they would evaluate the course-taking experience. It was also found that cognitive strategy such as participants' preparation for each class rather than L2 confidence was more relevant to their level of satisfaction with the course. Results of analyses suggested that an online class could be more effective than a face-to-face class in terms of engaging EFL adult learners in an academic course offered in participants' L2, English. Based on study results, suggestions on how to increase interaction opportunities in online EMI course are made.
Student Perceptions of Mobile Automated Speech Recognition for Pronunciation Study and Testing
Author: Dillon, Thomas
Date: 2021-00-00
Type: Journal Articles
Subjects: Pronunciation Instruction,Audio Equipment,Second Language Learning,Second Language Instruction,English (Second Language),Telecommunications,Handheld Devices,Models,Usability,Student Attitudes,Speech Communication,Teaching Methods,Language Tests,Testing,College Students,Foreign Countries

This study utilized Automated Speech Recognition technology to determine the potential utility and acceptance of such technology in the English as a Foreign Language classroom. Learners were made aware of the Automatic Speech Recognition potential of their mobile devices and provided with some direction in, and incentive for, its use. Participants were then scored on their assessment of the technology according to the Technology Acceptance Model. Participants showed a marked appreciation for the ease and utility of the technology with over 72% agreeing that the technology was both accessible and useful. Support for the use of Automatic Speech Recognition as a testing method was somewhat mixed, with 75% of participants agreeing that the testing was fair, but only 60% reporting that they felt they did well on the test. As a secondary point of interest, this study examined the potential use of Automatic Speech Recognition technology for teaching and testing pronunciation.
Attitudes of Prospective French Teachers towards School Experience and Teaching Practice Courses
Author: Gungor, Zuhre Yilmaz
Date: 2021-12-00
Type: Journal Articles
Subjects: Language Teachers,Student Attitudes,Preservice Teachers,French,Second Language Learning,Second Language Instruction,Foreign Countries,Universities,Teacher Student Relationship,Likert Scales,Teacher Role,Gender Differences,Teaching Methods,Teacher Education Programs,Outcomes of Education,Educational Experience

Education is an important concept that prepares society for change and pushes development. The teacher, who is one of the basic elements of the education phenomenon, has important duties. Accordingly, the teacher has a very important place in the life of the students. The aim of this study is to determine the attitudes of the prospective French teachers towards School Experience and Teaching Practice courses and to reveal whether their attitudes differ according to the gender factor. The research has been conducted by means of a descriptive survey model and was carried out with the participation of 18 volunteer students (10 females, 8 males) studying at the department of French Language Teaching of the Faculty of Education at Anadolu University. The quantitative data of the study has been collected with a 5-point Likert-type scale consisting of 30 items. Moreover, in addition to the scale, the opinions of the students on the School experience and Teaching Practice courses have been collected by means of 5 open-ended questions drawn up by the researcher. The qualitative data acquired in this study has been reviewed through the document analysis method. According to the obtained data, it has been determined that the students had positive opinions about these courses. In addition, their attitudes towards 'School Experience' and 'Teaching Practice' courses have a very high average. This research shows that, these courses make significant contributions to the professional development of students. However, no significant difference was observed in terms of the gender factor based on the opinions of the participants with respect to the aforementioned courses.
Benefits and Challenges of Online Teaching during the COVID-19 Pandemic at Rundu Campus of the University of Namibia
Author: Mbongo, Emilia N.
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,Educational Technology,Technology Uses in Education,Program Effectiveness,Barriers,College Faculty,Teacher Attitudes,Higher Education,COVID-19,Pandemics,Technological Literacy,Teaching Methods

This paper presents the benefits and challenges of online teaching during the COVID-19 pandemic experienced by educators at the Rundu Campus of the University of Namibia. Researchers used a structured interview guide to collect data from 14 conveniently selected lecturers from a population of 65. Findings of the study indicate that the benefits of using online teaching and learning include flexibility, ability to teach large classes; increased interaction and engagement between lecturers and students; and increased learning opportunities for lecturers. The study further found that some of the significant challenges lecturers experienced with online teaching and learning include lack of information and technology skills, internet connectivity and availability; poor student attendance; and loneliness. The study provided crucial information on lecturers' progress within the framework of online teaching and learning mode. The paper recommends that lecturers receive formal training on online teaching and learning tools to minimise the limitations. The study also suggests increased psychosocial support for lecturers to curb feelings of isolation and loneness during this time.
The Effect of Outdoor Learning Method on Elementary Students&apos; Motivation and Achievement in Geometry
Author: Pambudi, Didik Sugeng
Date: 2022-01-00
Type: Journal Articles
Subjects: Outdoor Education,Elementary School Students,Student Motivation,Mathematics Achievement,Geometry,Foreign Countries,Grade 4,Predictor Variables

Mastering mathematics in elementary school is essential for students because it provides the foundation to learn the subject at the secondary school and university levels. This study aimed to examine the effect of implementing the Outdoor Learning in Mathematics (OLM) method to increase elementary students' motivation and learning achievements in geometry. This study was carried out at one of the public elementary schools in Jember, East Java, Indonesia using an experimental research design. Participants were 54 grade 4 students consisting of class 4A and 4B, equally divided into the experimental and control groups, respectively. The experimental group was treated in the form of learning geometry topics using the OLM method, while the control group used conventional methods. Data were collected using questionnaires, observation, and tests. The obtained data were analysed using non-parametric statistics with SPSS software. The results showed that students' opinions were very positive and supported the application of the OLM method in elementary schools. In addition, the OLM method triggers the students' motivation, as well as student learning achievements in geometry. Thus, it can be concluded that the Outdoor Learning method has a positive effect on elementary students' motivation and learning achievement in geometry. From these results, it is necessary to conduct further researches involving a large number of participants, develop teacher modules, and incorporate the OLM method into the mathematics curriculum. It is hoped that students will like mathematics more, so that their motivation and learning achievements can be improved.