ethanporcaro/eric-fulltext-meta huggingface dataset:
Game-Based Assessment of School Readiness Domains of 3-8-Year-Old-Children: A Scoping Review
Author: Amukune, Stephen
Date: 2022-00-00
Type: Journal Articles
Subjects: Game Based Learning,Evaluation Methods,Student Evaluation,School Readiness,Literature Reviews,Preschool Education,Preschool Children,Measures (Individuals),Data Analysis,Foreign Countries

Precise assessment of school readiness is critical because it has practical and theoretical implications for children's school and life success. However, school readiness assessment mainly relies on teacher reports and a few direct evaluations requiring a trained examiner. Studies indicate that 80% of games and apps target preschool children and education, suggesting that apps are familiar and fun for this age group. Previous reviews have focused on these apps' training capability but not on their assessment of school readiness. This Scoping review examines 31 studies published from 2011-2019. The Evidence Centred Design (ECD) framework was used to evaluate game-based assessment (GBA) suitability to assess school readiness domains. Results show that it is possible to assess school readiness using GBA. Most studies assessed cognitive domains in school settings and adopted an external assessment of the tasks. However, most studies only evaluated one competency, and few intervention strategies targeted the enhancement of school readiness. Besides, few studies followed the ECD framework strictly. Implications include expanding the assessment to other school readiness domains with a real-time inbuilt assessment that conforms to the ECD framework. GBA provides a new approach to assess school readiness outside or inside the school settings in this online era.
Teachers&apos; Perception on Quality Assurance in Teacher Education Programmes in Nigerian Universitiies
Author: Okunloye, William Rotimi
Date: 2019-05-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Educational Quality,Quality Assurance,Preservice Teacher Education,Teacher Educators,Teacher Attitudes

The expectation of the labour market on the quality of graduates produced by Faculties of Education in Nigeria universities has become a burning issue that many stakeholders in the education sector felt unsatisfactory. It becomes imperative to assess the challenges of quality assurance in teacher education. This study therefore assessed quality assurance in teacher education in Nigerian universities: challenges and way forward. A descriptive survey research design was adopted for the study. The population of the study was all university teachers in Faculties of Education in universities in Kwara State, Nigeria. A purposive sampling technique was used to select 240 university teachers. A researcher-design questionnaire was used for data collection for the study. The data collected were analysed using means ranking and standard deviation. The findings of the study showed that the provision of teachers with adequate academic and professional formative experience for teaching and control of examination system with clear procedures as well as ethics of confidentiality and impartiality are the most needed qualities to be assured in teacher education. Overcrowding that leads to poor classroom management and control; instability of academic calendar and adoption of outdated curriculum and inadequate exposure to practical teaching that ensure professionalism are the major challenges in the teacher education. Broadening the curriculum of research methodology to improve the student's project writing skills and emphasis on the acquisition of knowledge in the teaching subject pedagogy, entrepreneurial studies, and computer literacy for functional education need to be considered. Based on the findings, it was recommended among others that internal quality assessment in teacher education should be strengthened in the Faculties of Education that would allow for improved pre-service teacher quality products in Teacher Education in Nigerian universities.
Personal Management of Digital Information in University Students from a Gender Perspective
Author: López Vicent, Patricia
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,Information Management,Information Technology,Self Efficacy,Computer Use,Internet,Online Searching,Technological Literacy,Search Strategies,Information Seeking,College Seniors,Technology Uses in Education,Electronic Publishing,Social Media

The purpose of the present study is to delve into the process of personal management of digital information among Spanish university students in their final year and to analyze whether there are similarities or differences regarding students' gender. A non-experimental methodological design has been implemented of an exploratory type and based on a questionnaire as a single data collection instrument. The instrument was validated by means of experts' judgement, cognitive interview, and construct validity. A total of 2,054 students' surveys were collected, sourced from all areas of knowledge, in 75 public and private universities. These surveys made it possible to obtain information about the information search, selection, organization, processing, and creation processes. The results revealed that university students have a positive self-concept about their own competence for personal management of information. However, they fail to take advantage of all the possibilities that the digital world offers them. Women search the Internet for more diverse resources than men. They have better judgment when it comes to selecting and processing the information they need. Male students rely more often than female ones on digital mediums when organizing and creating information and choose to publish the information in less complex and more popular formats than their female counterparts. The conclusions of the present study match those of the majority of reviewed studies, namely regarding the organization of information, contextual and social factors which influence the management of information, such as third-party support, and also in relation to the increasing implementation of digital technologies in information management processes.
The Pragmalinguistic Character of Intonation Units in Discourse
Author: Bazarbayeva, Z. M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Speech Communication,Discourse Analysis,Pragmatics,Intonation,Radio,Interviews,Applied Linguistics,Acoustics,Phonetics,Foreign Countries,Suprasegmentals,Turkic Languages,Interpersonal Communication

Speech discourse is the communication between people, that is, the speaker seeks to influence the recipient in a conversation, using deep thoughts and meaningful words, expecting to receive a response from the addressee. In modern Kazakh linguistics, speech discourse is being explored in various ways as a reflection of people's relationships and actions. This research aims to study intonation of the text in the form of official radio interview and to reveal pragmalinguistic peculiarities of it. We used methods of audit, experimental and electro-acoustic analysis for this research. In the article, speech discourse is analyzed pragmalinguistically and its intonation features are investigated by experimental research. Consequently, we took unprepared speech for experimental research, where the participant of interview was informed about the topic of the conversation. However, despite the fact that the theme of the issue was given, the discourse in the form of a previously unprepared radio interview is provided as the subject of research. Among other findings, the results of the study showed that it is advisable to use appropriate pauses, especially the pauses of hesitation, while speaking.
Digital Leisure: An Opportunity for Intergenerational Well-Being in Times of Pandemic?
Author: Alonso Ruiz, Rosa Ana
Date: 2022-00-00
Type: Journal Articles
Subjects: Internet,Intergenerational Programs,Well Being,COVID-19,Pandemics,Grandparents,Grandchildren,Foreign Countries,Leisure Time,Social Media,Computer Mediated Communication,Video Games

Leisure activities shared by grandparents and grandchildren provide important benefits. The health and humanitarian crisis caused by the coronavirus (COVID-19) pandemic has made it necessary to use digital tools to alleviate the lack of contact between adults and children. This paper had as its aim to identify the digital leisure shared by grandparents and their pre-adolescent grandchildren (10-12 years old) before and during the pandemic, as well as its contribution to intergenerational well-being from a holistic paradigm, ultimately aiming to determine whether that digital leisure constitutes an experience of human development for young and old people alike. The sample was made up of 153 grandparents of 10-to-12-year-old children living in the north of Spain. Alongside the use of an &quot;ad hoc&quot; questionnaire, descriptive and inferential analyses were carried out. Most intergenerational leisure activities ceased to be performed during the lockdown, except for those that could be carried out remotely, thanks to information and communication technologies, which ensured the continuity of social and family interactions. Technological connectivity between generations provided greater support to communication and meaningful relationships, additionally facilitating active aging processes.
Sharing Love for a Common World on and off Screen. A Pedagogical and Technocentric Account
Author: Vlieghe, Joris
Date: 2022-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Influence of Technology,Educational Trends,Instruction,Educational Objectives,Educational Technology

This contribution deals with the impact of digitisation on what it means to educate and to be educated, especially in the wake of the massive switch to on-screen learning during the COVID-19 crisis. It is argued that we can only adequately relate to this phenomenon if it is based on a strong pedagogical and technocentric account of (school) education. Drawing from authors such as Arendt, Lahire, Stiegler and Serres, the argument is made that four basic pedagogical operations (sharing love for the world, showing newcomers that there is a common world, drawing attention to things that matter, creating the student experience and sense of belonging within a new generation) is under considerable threat. At least, this is the case if we don't try to conceive of new digital technologies in a pedagogically meaningful manner, instead of unreflectively relying on existing conferencing technologies.
Preservice Science and Mathematics Teachers&apos; Mathematics Anxiety and Beliefs about the Nature of Mathematics
Author: Butun, Mesut
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Mathematics Teachers,Mathematics Anxiety,Teacher Education Programs,Student Attitudes,Beliefs,Correlation,Mathematics,Philosophy

The aim of the research is to examine preservice science and preservice mathematics teachers' mathematics anxiety and beliefs about the nature of mathematics, as well as to reveal whether they differ according to the teacher training program. Moreover, this study investigates whether there is a relationship between beliefs about the nature of mathematics and mathematics anxiety. The study consisted of a survey research and was carried out with 213 junior and senior preservice elementary science and mathematics teachers. Data collection tools were Philosophical Thoughts about the Nature of Mathematics Scale (PTNM) and Mathematics Anxiety Scale (MAS). Both descriptive and inferential statistics were used to analyze mathematics anxiety and beliefs scores of preservice elementary teachers. The study revealed that most of the preservice teachers' scores on beliefs about the nature of mathematics were high and their mathematics anxiety scores were low. The results indicated that there were significant differences in both belief scores and mathematics anxiety scores in favor of preservice mathematics teachers. In addition, there was a high negative correlation between preservice teachers' PTNM and MAS scores.
The Effects of Inquiry-Based Learning on Students&apos; Learner Autonomy and Conceptions of Learning
Author: Feyzioglu, Eylem Yildiz
Date: 2021-00-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Science Instruction,Student Attitudes,Comparative Analysis,Science Curriculum,Student Role,Personal Autonomy,Independent Study,Outcomes of Education,Concept Formation,Science Tests,Scientific Concepts,Elementary School Students,Foreign Countries

The purpose of this study is to compare the effects of inquiry-based learning and the regular science curriculum on students' learner autonomy and conceptions of learning. The students in the experimental group engaged in inquiry beginning with structured, continuing with guided and ending with open, while the students in the comparison group followed the materials used in the regular science curriculum. All students individually participated in three times 40-minute weekly sessions during a 14-week period. Data were gathered through individual interviews which were conducted with six students in total (three from the experimental group and three from the control group). Results showed that the inquiry-based learning caused students to move from participatory roles towards constructive ones, whereas the regular science curriculum did not alter participatory roles. Inquiry-based learning also enabled students' reproductive conceptions to change towards constructive conceptions. Students in the control group did not change their reproductive conceptions.
A Comparative Study of Self-Regulation Levels and Academic Performance among STEM and Non-STEM University Students Using Multivariate Analysis of Variance
Author: Bene, Konabe
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Self Management,Predictor Variables,Grade Point Average,Majors (Students),Intellectual Disciplines,Self Efficacy,Student Motivation,Arabs,Foreign Countries,Undergraduate Students,Males

Based on the assumption that STEM students may exhibit higher self-regulation levels than non-STEM students, this study compared the levels of self-regulation variable across four fields of study. By employing multivariate analysis, it was found that differences in self-regulation levels among STEM and non-STEM students predict students' GPA. STEM students reported higher self-regulation levels than non-STEM students. However, among the STEM fields, only engineering students displayed statistically significant difference in self-regulation levels when compared to non-STEM fields of study. Computer science students displayed a significantly higher GPA than law and business administration students, with engineering students displaying the second-highest and statistically nonsignificant GPA. A regression analysis revealed that students' self-regulation levels significantly predicted students' GPA. The findings add value to the psychological concept as an important element in the context of learning in higher education. It was concluded that self-regulation remains an essential skill that enhances students' effectiveness and needs to be emphasized in the orientation for life in college.
Determination of the Contribution of Station Technique in Informal Learning Environments (STiIL) to Learning Domains
Author: Yigit, Nevzat
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,Grade 11,Science Instruction,Biology,Secondary School Science,Foreign Countries,Informal Education,Learning Centers (Classroom),Instructional Effectiveness,Physiology,Cognitive Ability,Psychological Patterns,Daily Living Skills

The informal learning environment and the station technique provide students with learning environments where they can be active and materialize the abstract terms. With this regard, the purpose of the study was to determine the contribution of activities, which are carried out through the station technique in informal learning environments (STiIL), to the cognitive, affective, and life skills of eleventh-grade high school students. The participants of the study are 26 eleventh-grade students. The &quot;Musculoskeletal System&quot; topic within the scope of the study is addressed through the station technique in the 2018-2019 educational year. The data-gathering tools for the study are semi-structured questionnaires, focus group interviews, and researcher journals. Deductive and descriptive analyses were performed together on the qualitative data. Results showed that teaching with STiIL increases learning and retention of knowledge in the cognitive domain. It improves the affective skills of students in terms of eagerness to learn and makes the teaching and learning process entertaining. Self-confidence and communication skills stand out in the life skills domain.
Development of a Diagnostic Assessment Test to Evaluate Science Misconceptions in Terms of School Grades: A Rasch Measurement Approach
Author: Soeharto, Soeharto
Date: 2021-00-00
Type: Journal Articles
Subjects: Grade 12,High School Students,Scientific Attitudes,Misconceptions,Science Education,Psychometrics,Grade 10,Grade 11,Gender Differences,Science Tests,Diagnostic Tests,Multiple Choice Tests,Test Validity,Test Reliability,Scoring,Foreign Countries

This study aims to evaluate the psychometric properties of the developed diagnostic assessment test and to identify student misconceptions in science in terms of school grades. 153 students were gathered by using random sample from 10th to 12th grade in senior high schools. The 32 items of the two-tier multiple-choice diagnostic test were administered to assess student misconceptions in science using the online system (eDia) and paper-based test. The results confirmed the validity and reliability of the developed test based on Rasch measurement. Student misconceptions in science were found statistically significant among school grades, [F(2, 152) = 10.93, p &lt;0.01]. The 12th-grade students have higher misconceptions than the students at 10th- and 11th-grade. No statistically significant difference was found between boys and girls for all grade level (p&gt; 0.05). The Stepwise multiple regression confirmed that the grades are the predictor of student misconception in science, [F(152) = 10.208, p &lt;0.01], explaining 25,2% variances of student misconception in science. This study gave preliminary evidence that the developed test well measured student misconceptions and evaluated students' misconception in science concepts.
High School Students&apos; Levels of Relating the Chemistry Knowledge to Daily Life: Acid-Base Example
Author: Yadigaroglu, Mustafa
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Knowledge Level,Chemistry,Scientific Concepts,Authentic Learning,Correlation,Misconceptions

This study aims to determine to what extent high school students are able to associate their knowledge of acid-base concepts with daily life. A form consisting of six open-ended questions was used to collect data in line with the specified purpose. Case study design, which is one of the qualitative research methods, was preferred as a method. Participants of the study consist of a total of 158 Anatolian High School students from 10th and 11th grade classes, 77 males, and 81 females (who ages were 16-17 years old), studying in a medium-sized district in the Central Anatolia Region in Turkey. Student responses obtained from the data collection form were categorized as understanding, partial understanding, misunderstanding, and unanswered. This study determined that the students could not adequately correlate their knowledge about acid-base concepts with the acid-base events they encounter in daily life. Recommendations were made based on the results obtained in the study.
A Different Perspective on Preschool STEM Education: STEM Education and Views on Engineering
Author: Karademir, Abdulhamit
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Preservice Teachers,Preschool Teachers,Phenomenology,Content Analysis,Student Attitudes,Definitions,Civil Engineering,Sex Stereotypes,Engineering,Undergraduate Students,Misconceptions,Computer Science

This study aimed to determine the views of thirty preservice preschool teachers recruited using convenience sampling on STEM education and engineering. Phenomenology was the design of choice. Data were collected using a semi-structured interview form and analyzed using inductive content analysis. Participants offered different definitions of STEM education and thought that it could have contributions in numerous aspects. They also remarked that preschool STEM education on civil and computer engineering skills made teachers better equipped. They mentioned designs and projects for preschool STEM education as well. However, they had the stereotypical image of engineering as a dirty job for men working in construction sites and carrying sand. Results suggest that preschool undergraduate education should integrate STEM activities and offer workshops and trainings to change preservice preschool teachers' misconceptions about engineering.
An Adaptation Study for the Measurement of Scientific Process Skills for Gifted Students in Science: The Diet Cola Test
Author: Ülger, Bestami Bugra
Date: 2021-00-00
Type: Journal Articles
Subjects: Academically Gifted,Gifted Education,Science Process Skills,Science Instruction,Foreign Countries,Science Tests,Test Validity,Test Reliability,Grade 5,Grade 6,Science Experiments

The Fowler Diet Cola Test (DCT) was originally developed to assess the scientific process skills of students in science classrooms. The use of the test is generally suggested for gifted students in science. There are considerable number of Scientific Process Skills (SPS) tests that the researchers developed for different student population. The necessity of a test that measure the gifted students' scientific skills in Turkey is the major reason to conduct this study. This study investigated the reliability and validity of the test for the Turkish context. The test itself contains two scientific problems as Form A and Form B. We examined and resulted the reliability estimates and translation procedures which are interrater reliability, equivalent forms and criterion validity. Also, we presented the validity results to show this test can be helpful and suited for gifted students in 5th and 6th grade science classes. The results suggest that DCT is a suitable instrument for assessing students' science process skills identified as talented in 5th and 6th grade students.