ethanporcaro/eric-fulltext-meta huggingface dataset:
Building Social Capital through Community-Based Service-Learning in Teacher Education
Author: Tinkler, Alan
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Capital,Service Learning,Program Effectiveness,Preservice Teachers,Preservice Teacher Education,School Community Programs,English Language Learners,Partnerships in Education,Teacher Educators,Secondary Education,Refugees,Community Organizations,Adolescents

In order to build connections with the community, the authors of this study undertook a participatory process for developing a comprehensive service-learning initiative within a teacher education program. This case study examines the impact of the service-learning initiative on building social capital for the community and preservice teachers. The results show that using participatory processes that seek to provide reciprocal benefits for the university and community can build bridging social capital.
Children&apos;s Engineering Design Thinking Processes: The Magic of the ROBOTS and the Power of BLOCKS (Electronics)
Author: Kewalramani, Sarika
Date: 2020-00-00
Type: Journal Articles
Subjects: Engineering,Design,Robotics,Electronics,STEM Education,Preschool Education,Preschool Children,Foreign Countries,Toys,Play,Magnets,Active Learning,Inquiry,Creativity,Vocabulary Development,21st Century Skills,Skill Development,Manipulative Materials,Learner Engagement,Critical Thinking,Technology Integration,Scientific Literacy

This paper presents findings from an on-going international study of Early Childhood (EC) teachers' and children's use of Internet of Toys (IoToys) to understand possibilities for developing children's cognitive capacities (e.g., creativity, inquiry, engineering design thinking). The study employed a Design Based Research (DBR) method, where teachers intentionally plan and deliver technologically constructed Science Technology Engineering and Mathematics (STEM) experiences for preschoolers. Using Australia as a case study, data collection involved participant observation of three teachers' and 17 children's technology constructed play experiences with robotic toys, littleBits electronic magnetic blocks, alongside pre and post semi-structured interviews with teachers and children's photo voice sessions were video recorded. Analysing the findings using embodied cognition theory showed that the teachers, although novice in their own technological pedagogical knowledge engaged children's play with the robotic toys, and co-learn with the children. Integration of STEM-focused playful experiences supported children's scientific inquiry, design thinking and creativity as well as vocabulary targeted at interdisciplinary STEM concepts. With the ever increasing focus on developing children's 21st century skills, this study recommends engineering habits of mind, creativity and inquiry dispositions should now be taken into account in teaching and learning situations with young children and to develop STEM engagement.
Investigation on the Effects of Activity-Based Science Teaching Practices in the Acquisition of Problem Solving Skills for 5-6 Year Old Pre-School Children
Author: Bahar, Mehmet
Date: 2020-03-00
Type: Journal Articles
Subjects: Science Activities,Instructional Effectiveness,Science Instruction,Problem Solving,Skill Development,Foreign Countries,Preschool Education,Preschool Children,National Curriculum,Science Process Skills,Hands on Science

This research study was conducted to examine the effectiveness of activity-based science teaching practices on the acquisition of problem-solving skills for 5-6 year old preschool children. A total of 32 children were included in this research study. The Personal Information Form and 4-7 Age Problem Solving Ability Scale were used as the data collection tools in the study. Pre-test-post-test control group design was employed. In the experimental group, activity-based science teaching practices prepared by researchers of this study were implemented in 12 weeks (24 integrated activities). In the control group, there was no specific implementation related to problem solving skills other than the Turkish Ministry of National Education Preschool Curriculum. In the analysis of the data, Mann-Whitney U and Wilcoxon Signed-Rank tests were administered. Results showed that activity-based science teaching practices were effective in improving preschool children's problem solving skills.
Learning through Assessment and Feedback Practices: A Critical Review of Engineering Education Settings
Author: Subheesh, N. P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Feedback (Response),Engineering Education,Teaching Methods,Learning Processes,College Faculty,Student Evaluation,Evaluation Methods,Grading,Quality Assurance,Higher Education,College Students

'Assessment' and 'feedback' are inherently embedded in a course curriculum of engineering education settings. These components are indispensable for the teaching-learning processes. It is observed that engineering faculty members do not require any 'teacher-training' to join the engineering institutions across the globe. Hence, they may not have adequate experience in assessing students' performances and providing feedback to students. Only a few research studies have been carried out on assessment and feedback from the engineering education context. Therefore, this paper attempts to critically analyse the literature pertaining to learning through different types and methods of assessment practices in the engineering education settings. Further, it examines the significance of qualitative feedback in assessment and the principles of good feedback practice. It highlights the implications of assessing student performance and providing feedback from the engineering education perspective. Finally, the paper offers some recommendations on assessment and feedback practices in the engineering education settings.
The Effect of Student-Centered Teaching and Problem-Based Learning on Academic Achievement in Science
Author: Bara, Gezim
Date: 2020-06-00
Type: Journal Articles
Subjects: Student Centered Learning,Problem Based Learning,Academic Achievement,Science Achievement,Correlation,Undergraduate Students,Instructional Effectiveness,Science Instruction

The study aimed to investigate the relationships between student-centered teaching approach, problem-based learning, and academic achievement in science teaching. The quantitative quasi-experimental research approach was adopted in this study. The data of the study was collected by a structured questionnaire. The sample of the study consisted an experimental group students (N= 215) and a control group students (N=204) by cluster random sampling. The results showed a significant difference in the student-centered teaching approach, problem-based learning, and academic achievement scores for experimental and control group of students. It is found that there is a low positive correlation between student-centered teaching approach and academic achievement, although there are significant differences between the experimental and control group. The study revealed that there is a medium positive correlation between problem-based learning and academic achievement, although there are significant differences between the experimental and control group. At the same time, it is revealed that the total variance of academic achievement levels explained by the student-centered teaching approach and problem- based learning is relatively a high percentage.
Examining the Effect of an Online Formative Assessment Tool (OFAT) of Students&apos; Motivation and Achievement for a University Science Education
Author: González-Gómez, David
Date: 2020-00-00
Type: Journal Articles
Subjects: Internet,Formative Evaluation,Student Motivation,Science Achievement,College Science,Undergraduate Students,Feedback (Response),Student Evaluation,Foreign Countries,Educational Technology,Electronic Learning,Assignments,Student Attitudes

Online formative assessment is still challenging although it is getting an increased attention as a significant tool for diagnosing and analysing students' motivation and achievement in various education domains. This research examines the effects of an online formative assessment tool (OFAT) about science motivation and achievement in second-year students' university education during four consecutive academic years, 2014 to 2018. A research on the basis of a randomized experimental design was conducted that assigned groups used an OFAT along with various assessments that students participated. A total of 311 students enrolled in the subject take part in the research, respectively 94, 89, 59 and 71 students. Particularly, the OFAT is offering feedback from students, feedback from lecturers and adaptive assignments. Here, data contained student motivation survey data, standardized achievement pre- and post-test data and students' log records. The results of multiple tier analyses exposed positive effects about students' motivation and achievement. Based on usage measurements, students' intensity offers the positive effects about students' motivation and achievement. Furthermore, along with overall students' improved performance, the effects of high-performing students' achievement were higher. Therefore, the results acquired meaningfully contribute to recover main drawbacks and difficulties of traditional science learning programs.
Review of Trends in Physics Education Research Using Topic Modeling
Author: Yun, Eunjeong
Date: 2020-00-00
Type: Journal Articles
Subjects: Physics,Educational Research,Science Education,Periodicals,Introductory Courses,Problem Solving,Gender Differences,Pedagogical Content Knowledge,Trend Analysis,Teacher Education,Science Achievement,Thinking Skills,Journal Articles,Educational Trends,Models,High School Students,College Students

For both physicists who teach students in university and physics educators, how physics should be taught is a vital question. This study reviewed the trends of research in the field of physics education to identify the status of physics education research and help researchers in future studies. 2,959 articles were collected from the American Journal of Physics (AJP) and 745 articles from the Physics Review Physics Education Research (PRPER). Abstracts of the collected articles were used for the study. After preprocessing the texts of the abstracts, topics were extracted from the texts using topic modeling. The Late Dirichlet Allocation (LDA) model of Mallet was used for topic modeling. A total of 13 topics were extracted from the two journals. In recent years, &quot;pedagogical content of knowledge (PCK),&quot; &quot;assessment&quot; of achievement and &quot;gender&quot; of student have been topics of increasing interest; &quot;teacher education&quot; and &quot;students' reasoning process&quot; have been topics with continuous high interest, and &quot;introductory physics&quot; and &quot;problem solving&quot; in physics have been topics with decreasing interest.
Inquiry-Based Science Education as a Revision Strategy
Author: Sotáková, Ivana
Date: 2020-00-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,Science Education,Curriculum Development,Chemistry,Secondary School Science,Grade 8,Foreign Countries,Cognitive Processes,Scientific Literacy,Early Adolescents,Achievement Tests,Secondary School Students,International Assessment,Instructional Effectiveness,Cooperative Learning

The research aim was to identify the effect of revising the thematic unit &quot;Changes in Chemical Reactions&quot; using IBSE (based on confirmation inquiry) in the 8th grade of secondary school. This thematic unit is taught in chemistry lessons in the 2nd term of the 7th grade. A set of activities verified by a piece of pilot research was used to implement IBSE based on confirmation inquiry using the 5E Educational Model. The research was performed in ten Slovak secondary schools during the 1st term of the 2017/2018 school year. This research employed the quasi-experimental methodology involving pre-test--post-test two-group design. The research sample consisted of 292 8th grade students. They were divided randomly into a control (n=149) and experimental (n=143) group, and the intervention took place during 10 lessons. Cognitive tests based on the revised Bloom's taxonomy were used to measure students' knowledge and skills before and after revision. The results indicate that using IBSE (based on confirmation inquiry) in the revision phase is more effective than teaching without using IBSE in terms of developing conceptual understanding. It affects the lower and higher cognitive processes (understanding, application, and analysis) and stimulates learning mainly in students with lower academic performance.
The CoViBE: An Innovating Self-Paced Elearning to Teach Virtually Bench-Top Practice
Author: Hammoud, Aya Abou
Date: 2020-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Pacing,Electronic Learning,Cartoons,Undergraduate Students,Science Instruction,Science Experiments,Hands on Science,Cytology,College Science,Foreign Countries

COVID-19 pandemic is a disaster and prolonged crisis that has disrupted the education of millions of students with the closure of schools and universities in world-wide. This hard situation rises the necessity to develop a new teaching method to solve the problem of the massive disruption specially to practice work access. The goal of this paper is to set-up an innovative teaching approach for practical work. The comic as a new self-paced e-learning product to teach bench-top practice: the &quot;CoViBE'' which means Comic Virtual Bench-top Elearning. For using comics to transform practical work sessions by distance you should at first list all the steps that you need to perform your experiment. Then, you choose the actors and material images. For the third step, you have to decide how many frames you need to your comic trip to develop the following instructions: How to do, What to do, What not to do and What to ask. Moreover, you need to provide flashbacks to remind students what kind of knowledges they need to carry on their experiment; the final step is to include humor. Using online survey, positive feedbacks of 179 students on the CoViBE impact about their learning of practical work allowed us to determine around 80% of satisfaction. Finally, during any other situations for the training period, the CoViBE concept could be used in the future to complete practical work session for revisions, for the internationalization of this education system through distance work and for a hybrid education system.
Improving Secondary School Students Physics Achievement Using Reciprocal Peer Tutoring: A Multi-Level Quasi-Experimental Study
Author: Alemu, Mekbib
Date: 2020-00-00
Type: Journal Articles
Subjects: Secondary School Students,Physics,Science Instruction,Peer Teaching,Comparative Analysis,Direct Instruction,Teaching Methods,Science Achievement,Grade 9,High Stakes Tests,Pretests Posttests,Gender Differences,Outcomes of Education,Foreign Countries

The purpose of this study was to test the best mix of reciprocal peer tutoring with direct teaching methods to improve students' achievement in secondary school physics teaching in content-focused and high-stake examination-oriented curriculum. Data was gathered from three equivalent grade-9 sections and assigned to three different intervention groups in pre-test post-test multi-level quasi-experimental design. The three groups used reciprocal peer tutoring once a week (N=46), twice a week (N=46) and three lessons in a week (N=51) for 9 weeks in two physics units. Results were that reciprocal peer tutoring helped in improving physics achievement of secondary school students (R2=0.316) in favour of low achieving (P=0.001) and female students (P=0.038) when it is used as a unilateral pedagogy. The conclusion is that reciprocal peer tutoring used as a unitary classroom pedagogy helped all students and differentially less able and female secondary school students to enhance their physics achievement to some extent without negatively impacting their learning. Further replication research with a comparison group was recommended to find a conclusive evidence if the observed failure of mixing pedagogy persists.
&quot;Miang&quot; Culture: The Community Resources Management through &quot;Design-Based Learning&quot; for Self-Reliance of Highland Communities in the Upper Northern Thailand
Author: Piriyatachagul, Grit
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Self Concept,Foreign Countries,Community Resources,Participative Decision Making,Community Education,Community Involvement,Asian Culture,Sustainable Development

The purpose of this article is to describe the formation of Miang resource management of the highland communities in the Upper Northern Thailand through design-based learning which is the mechanism to learning the management of the communities' resource for self-reliance derived from the solid and strong foundation of the communities. The method utilized in the quality research, collecting the information from the documentary study, participatory and non-participatory observation, and the deep interview with the community philosopher, and the data is analyzed by using the content analysis method. The research found that most of the highland communities in the Upper Northern Thailand located at the west of Phi Pan Nam Mountains have a lifestyle that connects with the participatory Miang resource management, have wisdom which is the innovation of design-based learning for self-reliance of the communities through the accumulating and the transfer of the knowledge from generation to a generation called &quot;Miang Culture&quot; which is created from the systematic design-based learning process through the wisely utilization of Miang resource existing in the community, and to cause the maximum sustainability based on the participation of the community without causing the trouble or breaching other's right.
A Comparative Perspective of Teaching Skill Acquisition in Pre-Service Physics Teacher (PSPT) Training Program in China and Nigeria
Author: Komolafe, Blessing F.
Date: 2020-00-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Teaching Skills,Preservice Teachers,Physics,Science Teachers,Teacher Education Programs,Psychomotor Skills,Taxonomy,Microteaching,Teaching Methods,Teacher Educators,Educational Change,Foreign Countries,Science Instruction,Teacher Attitudes

Microteaching practice is an important part of Pre-Service Physics Teacher (PsPT) Training Program adopting different approaches to inspire the acquisition of teaching skills by prospective teachers. Using psychomotor domain aspect of revised Bloom's taxonomy to explore microteaching practice as it relates to physics teaching, this research examined the significant influences of the two approaches (Nigeria and China) identified on the teaching skill of PsPT and suggests the best ways of improving the teaching skill of PsPT through micro-teaching practices. Data were collected using the mixed-method research design of administering descriptive survey questionnaire on final year PsPT while a structured interview question was used to interview the teachers. It was found that the two approaches had significant influences on the teaching skill acquisition of PsPT through microteaching practices with respect to physics as a subject that requires motor skill, and that this can be improved through micro-teaching by a combination of theory with practice. Also, physics teacher educators need to focus on developing PsPTs' psychomotor domain in line with time reform in microteaching practices to accommodate more time for PsPTs' to master the subject concept of physics as a psycho motive subject.
Digital Practices &amp; Applications in a COVID-19 Culture
Author: Romero-Ivanova, Christina
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Electronic Learning,COVID-19,Pandemics,College Faculty,Preservice Teachers,Technology Uses in Education,Student Centered Learning,Computer Mediated Communication,Synchronous Communication,Asynchronous Communication,Teaching Methods,School Closing,Integrated Learning Systems,Web Based Instruction,Teacher Student Relationship,Video Technology,Teaching Experience,Student Experience

This article addresses reflections of one University instructor's teaching and her pre-teacher education students' innovative digital learning practices during the COVID-19 pandemic in Spring 2020. The question of &quot;How has one instructor embedded digital practices in her virtual teaching to engage and purposefully introduce and connect pre-teacher education students with diverse technologies and multimodalities of learning during a mandatory virtual instruction time?&quot; will be addressed and discussed. Student-centered practices such as group work, pair work, the use of Zoom breakout rooms, and multimodal literary responses through technology applications such as Flipgrid and Google Docs will be described and reflected upon. The instructor's own teaching practices that have included weekly mentoring meetings with her education students and continuing individual coffee meetings in diverse settings will be highlighted as ways of demonstrating care and encouragement toward face-to-face students who have been transitioned as online students. The reflections outlined in this abstract draw upon the notion of technologies as providers of active interactions and will include snapshots of an instructors' students' digital artifacts such as Flipgrid, video-recorded monologues, and Google Doc news stories with students reflecting on the uses of multimodal technologies in their own future teaching practices. This manuscript will also include student reflections and a sidebar of suggestions for using Zoom with virtual teaching.
Triangle Generator for Online Mathematical E-Learning
Author: Yavich, Roman
Date: 2020-00-00
Type: Journal Articles
Subjects: Geometric Concepts,Electronic Learning,Mathematics Education,Computation,Computer Oriented Programs,Simulation,Mathematics,Problem Solving,Technology Uses in Education

What constitutes learning in the 21st century is the capacity for e-learning. Integral components of e-education are training content management systems. Existing content generators more transform content than create original content. Creating a methodology and technology for generating original content is important and relevant. In order to form adequate methods for generating content, primarily for mathematical and related disciplines, the problem of generating a triangle, together with its many attributes, is considered as the simplest object of elementary mathematics. We create a simulation model that describes the properties of the object and apply modified methods of optimization and corresponding algorithms to it. The current algorithmic layout demonstrates the performance of the developed system. It generates triangles in any configurations matching the given parameters and demonstrates their properties.