ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Brainstorming on Students&apos; Creative Thinking Skill in Learning Nutrition
Author: Hidayanti, Winda Ismi
Date: 2018-00-00
Type: Journal Articles
Subjects: Brainstorming,Creative Thinking,Thinking Skills,Nutrition,Nutrition Instruction,Grade 7,Junior High School Students,Creativity Tests,Creativity,Pretests Posttests,Experimental Groups,Control Groups,Foreign Countries

This research investigated the effect of brainstorming on students' creative thinking skills in learning nutrition. The method that was used in this research is quasi experimental with pretest posttest design. The sample was taken by purposive sampling technique where one group was assigned as experimental group (n=25 students) and the other one group was assigned as control group (n=25 students). The population was 7th grade students in Islamic International School in Bandung. The quantitative data in this research was obtained from objective test and verbal TTCT (Torrance Test of Creative Thinking), while the qualitative data was obtained from observation sheet. The findings of the study showed that there are statistical significant differences between experimental and control group in creative thinking skills test with the score of 0.000. The result is in the favor of the experimental group, indicating the effectiveness of brainstorming in developing students' creative thinking skills in learning nutrition.
Using Quantile Regression to Estimate Intervention Effects beyond the Mean
Author: Konstantopoulos, Spyros
Date: 2019-10-00
Type: Journal Articles
Subjects: Regression (Statistics),Statistical Analysis,Educational Research,Social Science Research,Least Squares Statistics,Intervention,Achievement Tests,Standardized Tests,Elementary Secondary Education,Computation,Scores

This study discusses quantile regression methodology and its usefulness in education and social science research. First, quantile regression is defined and its advantages vis-à-vis vis ordinary least squares regression are illustrated. Second, specific comparisons are made between ordinary least squares and quantile regression methods. Third, the applicability of quantile regression to empirical work to estimate intervention effects is demonstrated using education data from a large-scale experiment. The estimation of quantile treatment effects at various quantiles in the presence of dropouts is also discussed. Quantile regression is especially suitable in examining predictor effects at various locations of the outcome distribution (e.g., lower and upper tails).
An Action Research on Enhancing Grade 10 Student Creative Thinking Skills Using Argument-Driven Inquiry Model in the Topic of Chemical Environment
Author: Kumdang, Pitukpong
Date: 2018-00-00
Type: Journal Articles
Subjects: Action Research,Grade 10,Creative Thinking,Thinking Skills,Inquiry,Models,Foreign Countries,Chemistry

A goal of the 21st-century education is to enhance students' creative thinking skills as the basis for construction of innovations for developing countries. Generally, previous teaching tradition, teacher-centered approach, are used in many classrooms, however, failed the goal. Therefore, this study aims to promote Grade 10 Thai students' creative thinking by implementing Argument-Driven Inquiry (ADI) through three cycles of action research. There are 31 students participated in the study. The student data are collected using learning journals, artifacts and informal interviews then analyzed with content analysis and method triangulation. The findings indicate that students have a progression in creative thinking. They can develop skills of curiosity, originality, fluency, imagination, elaboration, and flexibility respectively. As a recommendation, it is necessary that teaching for that success needs integrations among chemical environment, geography, and art.
Students&apos; Cognitive and Attitude of Secondary School in Learning Global Warming Using Student Team Achievement Division (STAD) Based on Gender
Author: Aldila, Melvin
Date: 2018-00-00
Type: Journal Articles
Subjects: Secondary School Students,Student Attitudes,Climate,Gender Differences,Foreign Countries,Cognitive Processes,Cognitive Tests,Secondary School Science,Cooperative Learning,Attitude Measures,Scientific Attitudes

This study was intended to investigate students' cognitive and attitude of secondary school in learning global warming using Student Team Achievement Division (STAD) based on gender. This study was conducted at one of bilingual boarding school in Bandung. This study uses the quasi-experimental method with matching pretest-posttest comparison group design while the number of subject in the girl class is 15 (N=15) and in the boy class is 15 (N=15). Data was gained through a cognitive test which measured by Bloom's taxonomy cognitive level (C1-C6), a questionnaire which measured by Test of Science Related Attitude (TOSRA). The result shows that student who learns global warming using STAD has an improvement on their cognitive score, especially in the girl class. Meanwhile, girl class has higher students' attitude result in three scales of TOSRA that are; attitude to scientific inquiry, adoption of a scientific attitude, and enjoyment of science lessons. Along with the students' cognitive result, girl class also has a better science-related attitude than the boy class. Thus, it can be concluded that there is a significant difference between students' cognitive and attitude at the girl and boy class in learning global warming using STAD.
The Role of Visuospatial Representation to Improve Students&apos; Conceptual Mastery Based on Gender in Learning Human Urinary System
Author: Atikah
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Visual Perception,Spatial Ability,Mastery Learning,Gender Differences,Anatomy,Physiology,Human Body,Concept Formation,Biology,Junior High School Students

Study of this research investigates the role of visuospatial representation using Wimba model to improve student's conceptual mastery based on gender in learning Human Urinary System. The method used in this research was experimental research with matching pretest-posttest comparison group design. The sample was taken based on gender classes consisting of boys class (n=21) and girls class (n=9) in one of Bilingual School in Bandung. The quantitative data of this research was investigated through the objective test, while the supportive qualitative data gathered through &quot;Likert-Scale.&quot; The conceptual mastery of both classes measured based on Bloom's taxonomy cognitive domain through an objective test. Data processing was done by independent sample t-test. The result of this research shows that there are significant differences in conceptual mastery improvement between girl class and boy class by using visuospatial representation as a model. The research indicates that girl class is outperformed in conceptual mastery almost in each cognitive domain than boy class, and girl class also shows more positive responses toward learning using visuospatial representation than boy class.
Interactive E-Module Development through Chemistry Magazine on Kvisoft Flipbook Maker Application for Chemistry Learning in Second Semester at Second Grade Senior High School
Author: Linda, Roza
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Learning Modules,Chemistry,High Schools,Secondary School Science,Science Instruction,Teaching Methods,Instructional Materials

This research is an innovative development on teaching materials in order to intensify the movement of &quot;Satu Guru Satu Buku (SAGUSABU)&quot; and to prepare skillful media users on mastering Information and Communication Technologies (ICT). The resulting prototype is an interactive e-module named Chemistry Magazine which have two editions: ionic equilibrium and pH of buffer solution and solubility equilibrium. Applying research and development study design with Plomp model, assessment and suggestion by validator team on material substance aspect, instructional design, display (visual communication) and software utilization using validation sheet are in valid category. Percentage of legality score by media validator is 91.70% for ionic equilibrium and pH of buffer solution edition; and 94.18% for solubility equilibrium edition, whereas by material validator is 93.75% and 94.45% on each. Users response score rate through questionnaire for teachers and students on ionic equilibrium edition and pH of buffer solution edition are 87.08% and 88.45%; meanwhile 94,25% and 91,43% are obtained from solubility equilibrium edition.
The Development and Validation of Science Virtual Test to Assess 7th Grade Students&apos; Critical Thinking on Matter and Heat Topic
Author: Sya'bandari, Yustika
Date: 2017-00-00
Type: Journal Articles
Subjects: Grade 7,Critical Thinking,Scientific Concepts,Science Instruction,Test Construction,Student Evaluation,Test Reliability,Junior High School Students,Evaluation Methods,Heat,Student Attitudes,Science Tests,Computer Assisted Testing,Foreign Countries,Test Validity

An efficient way to improve the quality of education in critical thinking is developing the better tests. The test has been shifted towards the use of computer-based procedures. Lack of specific topic of critical thinking tests in science and the advanced of technology made the researcher intended to develop and validate a test to measure students' critical thinking in the matter and heat topic based on computer for seventh grade junior high school. The method that used in this research was descriptive. Generally, the process of developing and validating the test consists of 5 steps: (1) content analysis; (2) constructing multiple choice items; (3) readability test and expert validation; (4) limited tryout; and (5) larger application. Based on larger application, it is obtained the reliability value, difficulty level, discriminating power and distractor quality. The subject was 117 students of public Junior High School in Kabupaten Bandung. The instrument validation resulted 30 items that represent 8 elements and 21 sub-elements to measure students' critical thinking based on Inch in matter and heat topic. The instrument is further called as Science Virtual Test Matter and Heat (SVT-MH). The alpha Cronbach ([alpha]) is 0.642 which means that the instrument is sufficient to measure students' critical thinking matter and heat topic. The result also shows the profile of students in critical thinking is 73% categorized as 'moderate', while students respond the positive impression towards the use of SVT-MH.
Learning Electricity Using Arduino-Android Based Game to Improve STEM Literacy
Author: Yasin, Alifa Irna
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Instruction,STEM Education,Scientific Literacy,Educational Games,Energy,Educational Technology,Technology Uses in Education,Grade 8,Teaching Methods,Program Effectiveness,Junior High School Students,Private Schools,Scientific Concepts,Concept Formation

The STEM is an interdisciplinary approach provided learning atmosphere where students can use science, technology, engineering and math in daily life. The aim of the STEM is educating the students to be STEM Literate. This research goal was to implement STEM learning on electricity using Arduino-Android Game based experiment to 8th-grade students. STEM Learning was chosen as an approach in this research by the consideration that it was developed through Android Game, YWRobot, and Arduino Uno experiment lesson plan and worksheet. The analysis of this research was focused on the effect of STEM learning implementation through lesson plan and worksheet to 8th-grade students' STEM Literacy on electricity topic. The method used in this research was pre-experimental with one group pretest-posttest design. The data of this research was obtained from the STEM Literacy objective test (pretest and posttest) based on Allan Zollman. Then the data were analyzed based on each aspect of STEM Literacy such as science, technology, engineering, and mathematics. The result shows that the value of g-bar from students' STEM Literacy pretest-posttest are -0.06, -0.12, -0.06, -0.87 for science, technology, engineering and mathematics literacy respectively. The result implies that STEM Learning implementation was less optimal to improve science, mathematics, technology and engineering literacy. The reason was because STEM Learning implementation was not implement in continuously. Therefore, science, technology, engineering, and technology literacy regarding electricity topic are emphasized less optimally.
The Profile of Students&apos; Science Process Skill in Learning Human Muscle Tissue Experiment at Secondary School
Author: Widdina, Shofwa
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Process Skills,Science Instruction,Secondary School Science,Gender Differences,Science Laboratories,Achievement Tests,Foreign Countries,Science Tests,Junior High Schools,Junior High School Students

It is important for people absorbs and understand the information of how world their live in works, as human basic form of learning process, science process skills serve as the tools it is not used only by the scientist in the process of their discovery, but also by the people as tools to understand information about the world. The aim of this study was to profile students' basic science process skills, to profile students' integrated science process skills, and the profile of students' science process based on gender. In gaining the data this study uses observation method in students' laboratory activity. The results of the study indicated that students' basic science process skills used in the study categorized in a high category with index value above 60%, and integrated science process skills indicators science process used in this study categorized into two categories with; low (23%) and very high (90.7%). There are no differences more than 24% in the profile students science process skills based on gender other than male students did outperform female students.
Being Thrown under the Bus and Rising above the Fray: Maintaining Authenticity
Author: Quade, Kristine
Date: 2019-00-00
Type: Journal Articles
Subjects: Women Administrators,Administrator Attitudes,Labeling (of Persons),Leadership Styles,Psychological Patterns,Self Concept,Emotional Response,Organizations (Groups),Group Dynamics

This qualitative descriptive study was conducted to explore how female leaders describe remaining authentic when being scapegoated. The participants were 12 senior female leaders in either for-profit or nonprofit roles in Arizona. While not all women were able to maintain their authenticity during the scapegoating experience, the experience was transformational for all of them.
Preservice Teacher Experiences in Formal and Informal Co-Operative Learning Groups in a Mathematics Course
Author: Kopparla, Mahati
Date: 2019-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Group Activities,Preservice Teachers,Interaction,Discussion (Teaching Technique),Preservice Teacher Education,Student Attitudes,Self Efficacy,Program Effectiveness,Mathematics Instruction,Problem Solving

Co-operative group learning is known to be an effective instructional practice, especially for mathematics. While group work can be incorporated into the classroom in multiple ways, not every group is a co-operative learning community. In the current study, class observations and preservice teacher interviews were used to compare experiences during formal and informal group work. The findings indicate that formal co-operative learning groups, or prolonged interaction with the same group of people, develops a sense of strong community within the classroom, thereby providing a safe space and facilitating discussions. Preservice teachers involved in formal co-operative learning reported they learned better, gained confidence in the subject, and associated positively to using group work in their future classroom. However, preservice teachers involved in informal co-operative learning had neutral perceptions about group work. We suggest that prolonged interactions among the group members is required to establish effective co-operative learning groups.
Bridging Bible and Biology: The Impact of Faith Integration on the Spiritual Growth of Students in Christian Higher Education
Author: Savarirajan, Daisy
Date: 2019-00-00
Type: Journal Articles
Subjects: Biology,Science Instruction,Biblical Literature,Christianity,Higher Education,Religious Education,Health Services,World Views,Private Colleges,Church Related Colleges,Religious Factors,Beliefs,Spiritual Development,College Students,Diseases,Interdisciplinary Approach,Teaching Methods

The integration of faith and learning (IFL) is an integral part of Christian higher education. The recent years have seen a spate in published studies testifying to an intense pursuit of meaningful IFL by many institutions of Christian higher education. However, little scholarship has been devoted to explore the influence of faith integration in science and its effect on the spiritual growth of students. A private, Christian university in the Southwest United States, has integrated the Christian worldview (CWV) in at least 30% of courses in college programs. Instilling the core Christian convictions into each student's total college life has been one of the distinctive tasks of the University. The purpose of this study is twofold: (1) to understand how CWV develops in Biology and (2) how IFL affects the personal faith of students. The data was collected, over a period of three consecutive years 2016 to 2018, from students preparing for Health Care and Science careers. Using the survey design with open-ended questions, 489 participants provided responses to articulate the Christian worldview perspective of microorganisms and diseases. Findings reveal a positive impact of IFL on the personal faith of students. The results also indicate students demonstrating growth in their understanding of the biblical worldview within the context of Biology.
Self-Monitoring Influences Graduate Students&apos; Perceptions of Own-Group Conformity Pressure
Author: Roland-Jenkins, Takeesha
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Management,Graduate Students,Student Attitudes,Social Behavior,Ethnic Groups,Group Dynamics,Social Influences,Stereotypes,Counselor Training,School Psychology,Resilience (Psychology),Interpersonal Relationship

Own-group conformity pressure refers to experiencing pressure to conform to standards that a specific ethnic group established. The own-group conformity pressure theory posits that own-group norms subtly indicate how targeted individuals should behave socially. Ethnicity-related backlash is a form of harassment for violating ethnic stereotypes that elicits this form of conformity pressure. Self-monitoring helps thwart work-related backlash for gender deviance. This quantitative causal-comparative study investigated if there are any significant differences in own-group conformity pressure scores for 160 graduate students in APA accredited programs and CACREP accredited programs in the United States who have low self-monitoring scores or high self-monitoring scores. The participants took a Self-Monitoring Scale and Own-Group Conformity Pressure Scale survey, and a one-way MANOVA facilitated the simultaneous analysis of three research questions. The multivariate effect of self-monitoring (low or high) on the variables combined (style/interests and social relations), representing own-group conformity pressure, was not significant, Wilks' Lamba = 0.964, F(2, 157) = 2.971, p = 0.054, but this result was close to the criterion alpha. A significant between-subject effect was observed for social relations, F(1, 158) = 5.969, p = 0.016, with high-self monitors yielding a higher mean of 3.48, 95% CI [3.05, 3.91] for social relations than low self-monitors with a mean of 2.84, 95% CI [2.53, 3.15]. The significant result for own-group conformity pressure regarding social relations addressed a previous gap in the literature and demonstrated that self-monitoring skills influence students' perceptions of own-group conformity pressure, especially students who are high self-monitors.
Counselor Development as the Hero&apos;s Journey: Reflections from a Counselor Educator
Author: Kaufmann, Daniel A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Counselor Training,Counselor Educators,Reflection,Teacher Attitudes,Student Development,Figurative Language,Mythology,Graduate Students,Practicums,Professional Identity,Mentors,Professional Development

The use of the monomyth to shape the narratives of fiction with deep meanings, while feeling both new and recognizable, is consistently experienced across all cultures throughout time. As past publications have utilized this approach to subconscious symbolism to explain many experiences, it has not yet been utilized to explain the process of counselor development. The structures utilized in this exploration of the Hero's Journey concept include the seminal work &quot;Hero with a Thousand Faces &quot;by Joseph Campbell (1949) being applied to the structure of counseling development as reviewed by Rønnestad and Skovholt (2003). Each stage of the journey will be translated into an understanding of how students grow from before their master's program through their senior years as experts in the counseling field. The following article will engage this metaphor to explore the narrative of a counseling student on their quest to become a counseling professional through use of the stages from the monomyth as used to describe the Hero's Journey.
Flipping the Classroom to Teach the Evaluation of Research Articles and the Development of Scientific Literacy
Author: Monaghan-Geernaert, Pamela
Date: 2019-00-00
Type: Journal Articles
Subjects: Blended Learning,Information Literacy,Scientific Literacy,Journal Articles,Information Retrieval,Video Technology,Instructional Effectiveness,Student Satisfaction,Computer Assisted Instruction,Peer Evaluation,General Education,Group Activities,Undergraduate Students,Search Strategies,Skill Development

Scientific literacy is a key skill for college students. Flipped classroom techniques provide useful tools for students to learn material outside of the classroom to be applied during class time. In this study, students were assigned homework that entailed watching two video podcasts that explained the process for finding and reading peer-reviewed journal articles. Students then completed a survey corresponding to each video podcast asking about the effectiveness of the video podcast and their satisfaction with the perceived knowledge and skills they learned. In class, students worked in groups to practice the skills taught in the video. One hundred and six students completed both surveys. The results indicate that the students found the video podcasts very helpful in finding and reading the articles (89% Finding, 92% Reading). The students believed that watching the video podcasts would help them complete the in-class assignment (92%), that the information would be useful for other classes (90%), and that they preferred watching (and rewatching) the video podcasts on their own time instead of during class time (52%). The flipped classroom methodologies, specifically video podcasts, provide a formative tool for delivering visual instruction of how students can acquire skills in scientific literacy.