ethanporcaro/eric-fulltext-meta huggingface dataset:
LGBTQ+ Data Inclusion: Advancing Intersectional Equity in K-12 Education Systems. Issue Brief
Author: Washick, Bonnie
Date: 2022-00-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Students,Kindergarten,Young Children,LGBTQ People,Intersectionality,Equal Education,Inclusion,Data Use,Data Collection,Surveys,Design

Collecting data on lesbian, gay, bisexual, transgender, queer-plus (LGBTQ+) issues and the experiences of LGBTQ+ young people is essential both for enforcing civil rights protections and advancing racial, gender, and disability justice outcomes in K-12 education systems across the country. The absence of this data: (1) Is a barrier to full implementation of nondiscrimination protections; (2) Obscures disparities impacting LGBTQ+ young people in K-12 schools; Prevents educators from accessing the information they need to develop and evaluate the impact of programming on LGBTQ+ students and their non-LGBTQ+ peers; and (3) Limits the ability to assess the impact of laws, policies, and initiatives on the health and wellbeing of LGBTQ+ young people and young people with an LGBTQ+ parent, guardian, or family member. Leading scientists, researchers, and educators agree on the need for LGBTQ+ data inclusion. This brief explains why LGBTQ+ data inclusion is necessary to ensure all students have access to safe and inclusive schools and details policy recommendations for LGBTQ+ data inclusion in different contexts, such as: (1) School climate surveys administered by schools or local education agencies, including as part of statewide accountability system; (2) Surveys of teachers, administrators, and other staff; (3) Surveys of parents and families; (4) Federal surveys of young people in K-12 schools, including the Youth Risk Behavior Survey and the High School and Beyond longitudinal study; and (5) Administrative data collection, including the U.S. Department of Education's Civil Rights Data Collection.
Chambers&apos;s Practical Concentric Arithmetics: Book I
Author: Woodburn, W., Ed.
Date: 1914-00-00
Type: Historical Materials
Subjects: Arithmetic,Word Problems (Mathematics),Textbooks

This textbook is an arithmetic exercise book. It is the first in a series of five volumes and contains 45 exercises with problems to solve.
Chambers&apos;s Practical Concentric Arithmetics: Book II
Author: Woodburn, W., Ed.
Date: 1914-00-00
Type: Historical Materials
Subjects: Arithmetic,Word Problems (Mathematics),Textbooks

This textbook is an arithmetic exercise book. It is the second in a series of five volumes and contains 49 exercises with problems to solve. [For &quot;Chambers's Practical Concentric Arithmetics: Book I,&quot; see ED623160.]
Chambers&apos;s Practical Concentric Arithmetics: Book III
Author: Woodburn, W., Ed.
Date: 1914-00-00
Type: Historical Materials
Subjects: Arithmetic,Word Problems (Mathematics),Textbooks

This textbook is an arithmetic exercise book. It is the third in a series of five volumes and contains 48 exercises with problems to solve. [For &quot;Chambers's Practical Concentric Arithmetics: Book II,&quot; see ED623161.]
Chambers&apos;s Practical Concentric Arithmetics: Book IV
Author: Woodburn, W., Ed.
Date: 1914-00-00
Type: Historical Materials
Subjects: Arithmetic,Word Problems (Mathematics),Textbooks

This textbook is an arithmetic exercise book. It is the fourth in a series of five volumes and contains 59 exercises with problems to solve. [For &quot;Chambers's Practical Concentric Arithmetics: Book III,&quot; see ED623162.]
Chambers&apos;s Practical Concentric Arithmetics: Book V
Author: Woodburn, W., Ed.
Date: 1914-00-00
Type: Historical Materials
Subjects: Arithmetic,Word Problems (Mathematics),Textbooks

This textbook is an arithmetic exercise book. It is the fifth in a series of five volumes and contains 69 exercises with problems to solve. [For &quot;Chambers's Practical Concentric Arithmetics: Book IV,&quot; see ED623163.]
Easy French Reading: Being Selections of Historical Tales and Anecdotes. Sixth Edition. Carefully Revised
Author: Fisher, Edwward T.
Date: 1867-00-00
Type: Historical Materials
Subjects: Textbooks,French,Vocabulary Development,Grammar,Second Language Instruction

This textbook is a French reader containing translations of the principal words, a progressive development of the forms of the verb, designations of the use of prepositions and particles, and idioms. The design of this book is to interest the pupil in the task of acquiring a vocabulary by short historical anecdotes. The stories, although selected mainly with reference to their illustration of idioms and coincidence of verbal roots with similar English words, will be found to be chiefly drawn from noted modem writers of French.
Enhanced 7E Instructional Model towards Enriching Science Inquiry Skills
Author: Lubiano, Michael Leonard D.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Science Instruction,Teaching Methods,Inquiry,High School Students,Learning Processes,Educational Environment,Difficulty Level,Science Process Skills,Models,Chemistry,Grade 12,STEM Education,Science Teachers,Courseware,Science Tests,Test Validity,Test Reliability,Comparative Analysis,Learning Experience,Student Attitudes,Teacher Attitudes

This study enhanced the 7E instructional model towards enriching the science inquiry skills of senior high school learners in General Chemistry 1. A total of 136 Grade 12 learners enrolled in the Science, Technology, Engineering, and Mathematics (STEM) strand participated in the study. The study was composed of three phases. In Phase I, the generated themes nature of topics, learning environment, learner-related and teacher-related issues were found to be the causes of difficulty in science inquiry skill enrichment. The learners' meaningful learning experiences during the process were encapsulated in Phase II. Finally, Phase III used the generated themes in the enhancement of 7E instructional model promoting inquiry-based and constructive learning among senior high school learners. [For the full proceedings, see ED623149.]
Computer Engineering Students&apos; Views on Educational Use of YouTube Videos
Author: Sagbas, Omer Faruk
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Web 2.0 Technologies,Social Media,Engineering Education,Undergraduate Students,Student Attitudes,Video Technology,Student Characteristics,Educational Technology,Foreign Countries

Web 2.0 technologies have led to the development of social media platforms that enable users to produce and share their own content. YouTube is such a platform where people can deliver their video clips as well as watch and interpret what others have developed. This study aimed to reach the opinions of the computer engineering students about their YouTube usage profiles and the educational use of the videos published in YouTube. It was designed as a survey research. The sample included 100 undergraduate students from a state university in Turkey. According to the findings, most of the participants access the internet primarily from smart phone and interact with the internet for an average of 6.4 hours a day. The participants stated that YouTube was the most used social media (72%), they subscribed to channels that produce educational content (84%) and watched educational videos (99%). They use YouTube mostly for entertainment (84%) and academic (67%) purposes. They believe that YouTube videos have educational functions such as repetition, compensation, individual learning opportunities, and preparation for exams. No significant differences were found in students' views according to gender and grade level. [For the full proceedings, see ED623149.]
A Study on Using Matrix Laser Teaching Aids to Improve the Learning Effectiveness of Elementary School Students on the Moon Observation Unit
Author: Hsieh, Tian-Da
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Astronomy,Science Instruction,Elementary School Science,Elementary School Students,Grade 4,Foreign Countries,Instructional Effectiveness,Scientific Concepts,Concept Formation,Lasers

The purpose of this study is to use the matrix laser teaching aids to teach in the moon observation unit to explore the effectiveness of science learning of elementary school students. The subjects of the study were 367 fourth-grade students in an elementary school in New Taipei City, including 154 students in the experimental group and 213 students in the control group. In this study, we first designed a matrix laser teaching aids to produce parallel light like the sun, so as to provide moon observation unit for teaching, which can show the true changes of moon phase changes in teaching. Students in the experimental group received the instruction with the matrix laser teaching aids on the moon observation unit, while students in the control group received the conventional instruction. The research instrument is the Moon Observation Unit Achievement Test, and the reliability of the test is Cronbach [alpha]=0.72. The analysis of research data adopts covariate analysis. The results of the study found: (1) There is no significant difference between the experimental group and the control group in the learning effects on the concepts of the moon; (2) The experimental group did better than the control group on the understanding of observing the moon (F=10.211, p&lt;0.01); (3) The experimental group did better than the control group on the understanding of moon phase changes (F=10.220, p&lt;0.01).Therefore, it can be concluded that using matrix laser teaching aids is effectiveness for the moon observation unit in this study. [For the full proceedings, see ED623149.]
A Chemistry and Society Book with Experiments and Discussion of Climate Change
Author: Green, Michael E.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Chemistry,Science Instruction,Science Experiments,Scientific Concepts,Concept Formation,Measurement,Climate,Science Laboratories,Science and Society,Textbooks,College Science

In a chemistry course for students not majoring in science, there is more to learn than some memorized facts: the student can find, in most non-major chemistry texts, the definition of atomic number, something about chemical bonding, and names of some classes of chemical compounds. Where facts come from and how accurately they are known are often missing. A book is now available in which a number of experiments are included. The first two &quot;experiments&quot; can be done in class; they help the student to understand what is meant by experimental error, accuracy, and precision. The remaining experiments are real, and require a laboratory. In courses lacking labs, students can be given the results, as done by technicians. This was done when the course was most recently taught. Three repeats of measurements allowed an error estimate, to be included in a student's pseudo-lab report. Most lab reports indicated the students understood the material. The text included a qualitative introduction to thermodynamics and black-body radiation, to present some of the science behind climate change. pH is introduced with application to ocean acidification. A Chemistry and Society book should apply the science to the most pressing societal problem with a scientific basis. Also, the book starts with a much more considered introduction to what is usually passed over as &quot;scientific method&quot;. There is a fairly extended discussion of the distinction between hypothesis and well-established theory. There is a chapter on the history and philosophy of science, not going deeply into either, but setting out much more than is found in many books. The book is Chemistry and Society (M. E Green, 2018, Linus Publishers). Based on the final exam over 2/3 of the students understood the material. Overall, this did as well as standard texts, when used for the same course. [For the full proceedings, see ED623149.]
Study of Strength and Thermal Characteristics of University Nano-Satellites
Author: Nurgizat, Yerkebulan
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Models,Satellites (Aerospace),College Students,Teamwork,Science Instruction,Space Sciences,College Science,Structural Elements (Construction),Heat

This paper presents strength and thermal studies, as well as an analysis of the design material for the development of a nanosatellite model. By using the SolidWorks software environment, an effective solid-state finite-element model of a nanosatellite are developed, on the basis of which the stress-strain state of the nanosatellite is analyzed, as well as the criteria for evaluating the strength of nanosatellite structural elements made of composite materials. The strength reserves are determined, the maximum displacements of the structural elements are found. It is determined that the developed model of the nanosatellite meets the conditions of strength and thermal conditions. [For the full proceedings, see ED623149.]
Investigating Psychological Effects of E-Sports Games on Players
Author: Koc, Mustafa
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Video Games,Competition,Internet,High School Students,Addictive Behavior,Student Behavior,Gender Differences,Age Differences,Institutional Characteristics,Computer Games,Foreign Countries,College Students

E-sports games have recently become a popular internet game especially among young people and are played at a professional and amateur level. The effect of replacing traditional games with such digital games on the development of children and young people is hotly discussed among the parents and educators. This study aims to investigate psychological problems of players arising from playing e-sports games. The research was designed with a survey model. The sample consisted of 100 players that were accessed over the internet. The data were collected using an electronic questionnaire prepared by adapting the computer games addiction scales. The majority of the participants are high school students and their average age is 17.5 years. About half of them have e-sports experience of five years and above. It is seen that the participants have low level addiction problems in the dimensions of &quot;associating e-sport with real life&quot; and &quot;neglecting responsibilities because of e-sport&quot; and medium level addiction problems in the dimensions of &quot;preferring e-sport to other activities&quot; and &quot;can not giving up e-sport&quot;. Gender, age and school type have no effect on these dimensions. [For the full proceedings, see ED623149.]
The Use of Estimates in Solving Chemical Problems
Author: Green, Michael E.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Problem Solving,Computation,Chemistry,Science Instruction,Scientific Concepts,College Science,Undergraduate Study,Teaching Methods

The use of approximations in solving problems in sciences can be vital for students. Order of magnitude estimation also helps with physical understanding of the quantities involved in a calculation. For example, in the first exam in a first-year class in chemistry the student must find the mass in grams of an atom; a couple of students will multiply by Avogadro's number instead of dividing; for atomic weight around 100, this gives the order of magnitude of the mass of the moon; the moon is big, atoms are small. If the student considered the physical meaning of the mass, this would not be a possible mistake. Another example: calculate the total energy, and potential energy, of a system, and from these find the kinetic energy. If the kinetic energy comes out negative, something is wrong; the student should realize this. One place a student is taught an approximation in first year chemistry is finding the ionization of a weak acid; ionization is approximated by taking the square root of the dissociation constant times concentration, which only works if the concentration is large compared to the dissociation constant. If the student applies the approximation thoughtlessly, this produces an error. The adequacy of any approximation for accurate use is another concept that must be taught. Part of the use of approximations includes attaching error estimates to answers (sometimes expressed as significant figures). There is a second, related, matter that needs to be taught with the estimates; units must match. A book, &quot;The Use of Estimates in Solving Chemistry Problems&quot; (Green and Garland, 1991, Saunders) went through the quantitative parts of first year chemistry, showing how to estimate answers for all sections. A few examples from more advanced material are included too, as this kind of error persists past the first year. [For the full proceedings, see ED623149.]
Using Writing Assessment to Evaluate the Children&apos;s Understanding of Moon Phase Changes
Author: Hsieh, Tian-Da
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Astronomy,Scientific Concepts,Concept Formation,Elementary School Students,Writing (Composition),Age Differences,Instructional Program Divisions,Grade 3,Grade 4,Grade 5,Grade 6,Foreign Countries

The purpose of this study is to explore the children's understanding of moon phase changes. Study methods include qualitative and quantitative methods. The subjects of the study are 683 students from grade three to six in an elementary school in New Taipei City. This study uses the method of writing assessment to explore the ideas of elementary school children on the causes of the moon phase changes and analyze the explanations of the causes of the moon phase changes. Students' writing assessment were collected as the major source for the study. In the analysis of the study data, first evaluate and classify the content and explanation of the causes of the moon phases by the schoolchildren, then conduct descriptive statistics to analyze the frequency distribution and percentage, and compare them according to the grade level. The writing assessment processes and the reliability and validity of the study were confirmed by three science educators and senior teachers. The results of the study found: (1) When students explain the causes of the moon phases of the full moon, waxing moon, last quarter moon, and first quarter moon during the day, the 3th graders mostly consider their own relationship, while the 4th, 5th, and 6th graders hold more views of the sun, moon, and the earth; (2) In terms of the proportion of students that the formation of moon phases is related to the sun, except that the proportion of last quarter moon in the 5th grade is slightly higher than that in the 6th grade, the rest are the highest in the 6th grade, indicating that the higher grade students feel the sun more related to the formation of the moon phases. [For the full proceedings, see ED623149.]
The Role and Importance of Using Technology in Teaching
Author: Gaxhiqi, Behxhet
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Internet,Grade 6,Grade 7,Grade 8,Grade 9,Foreign Countries,Teacher Competencies,Teacher Education

This study aims to make an in-depth analysis of the prevalence and nature of the phenomenon of Internet use in teaching. The selected grades are grades VI to grade IX which in the literature are known as lower secondary education. The researcher has used the mixed method model, including qualitative and quantitative research strategies. The study involved n = 164 students and n = 117 teachers from eleven 9-year schools in the city of Prishtina, and n = 117 school staff. The results from the questionnaires with students that are quantitative in nature showed that the use of the Internet in schools is an integral part of the schools taken in the study. Most of the teachers stated that they had not received training to deal with the new models of application of technologies in teaching and a considerable part of them stated that they were unsure how to react in case an obstacle appeared in the non-functioning of technology during the lesson. The sample selected in the research consists of a total of 281 respondents, of which 117 were teachers and 164 students. There are a total of 117 employees and leaders of educational institutions and 164 students who will serve as samples. [For the full proceedings, see ED623149.]
Teaching the Big Scientific Data Analysis
Author: Sedunov, Boris
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Data Analysis,Scientific Research,Fuels,Spectroscopy,Molecular Structure,Chemistry,Thermodynamics,Physics,Energy,Science Instruction

The contemporary Human activity utilizes huge volumes of digital data to solve efficiently multiple socio-economic, scientific and technical problems. Now the big data analysis is mainly oriented to the socioeconomic sphere with a goal to lift the profit. The science and technology to penetrate deeper in the nature of objects and systems under investigation prefer to limit the analysis area, concentrating, for example, only on properties of extra pure materials or isolated systems. In science the analysis should be convergent and the initial data may be and should be regularized to diminish the input data errors. The clusters now are considered as a new or still unknown state of matter. The big thermophysical data analysis appears as the most informative way to discover the properties of clusters in pure real gases, because the continuous spectrum of bound states in clusters prevents from the spectroscopic way for clusters' properties evaluation. The goal of the paper is to teach the main principles of the scientific regular data convergent analysis basing on the author's experience to extract clusters' properties in pure real gases from regularized experimental thermophysical big data. [For the full proceedings, see ED623149.]
The Cluster Physics Chapter for Thermodynamics Education
Author: Sedunov, Boris
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Physics,Science Instruction,Thermodynamics,Scientific Concepts,Concept Formation,Chemistry,Science Experiments,Textbooks

Thermodynamics education is not easy both for students and teachers. But the Entropy, Chemical potential, Real gas structure, Fugacity, Molecular interaction, Supercritical phenomena chapters become more comprehensible, if introduced via the pure real gases' cluster physics chapter. A pure gas consists of the only one type of basic particles, therefore, the molar Gibbs energy G is universal for all basic particles. The monomer fraction Gibbs energy Gm logarithmically depends on the monomer fraction density, Dm, which is a perfect argument for thermophysical properties series expansions, named canonical for their correspondence to the fundamental Mass action law. Unlike virial expansions, the n-th canonical expansion coefficient reflects properties of the n-particle cluster. The canonical expansion of various thermodynamics functions, for which precise experimental data may be taken from the NIST Webbook, opens the clusters vision from different points of view. The potential energy of a gas provides the clusters' bond parameters cognition. The bond energy temperature dependence discovers different cluster isomers and the directional bonding. The near critical cluster fractions structure reflects the gas-to-liquid soft structural transition. For students it is useful to develop the canonical series expansion and the cluster structure analysis skills. [For the full proceedings, see ED623149.]