ethanporcaro/eric-fulltext-meta huggingface dataset:
Self-Assessment in the Development of Mathematical Problem-Solving Skills
Author: Barana, Alice
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Problem Solving,Mathematics Skills,Accuracy,Grade 11,High School Students,Foreign Countries,Secondary School Mathematics,Mathematics Instruction,Computer Uses in Education,Educational Technology,Student Evaluation,College Students,Tutors

Self-assessment, in the education framework, is a methodology that motivates students to play an active role in reviewing their performance. It is defined as &quot;the evaluation or judgment of 'the worth' of one's performance and the identification of one's strengths and weaknesses with a view to improving one's learning outcomes&quot;. The goal of this research is to study the relationship between self-assessment and the development and improvement of problem-solving skills in Mathematics. In particular, the investigation focuses on how accurate the students' self-evaluations are when compared to external ones, and if (and how) the accuracy in self-assessment changed among the various processes involved in the problem-solving activity. Participants are grade 11 students (in all 182 participants) in school year 2020/2021 who were asked to solve 8 real-world mathematical problems using an Advanced Computing Environment (ACE). Each problem was assessed by a tutor and self-assessed by students themselves, according to a shared rubric with five indicators: Comprehension of the problematic situation, identification of the solving strategy, development of the solving process, argumentation of the chosen strategy, and appropriate and effective use of the ACE. Through a quantitative analysis, students' self-assessment and tutors' assessment were compared; data were cross-checked with students' answers to a questionnaire. The results show a general correlation between tutor assessment and self-assessment, with a tendency of students to underestimate their performance. Moreover, students were more precise in self-assessing in the indicators: Development of the solving process and use of the ACE, while they had major difficulties in self-assessment for the indicators: Comprehension of the problematic situation and argumentation.
Digital Learning Environment Values of Pre-Service Teachers as a Basis for Successful Professional Self-Realisation: A Case Study
Author: Yakovleva, Olga
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Educational Environment,Student Attitudes,Educational Technology,Electronic Learning,Instructional Design,Values,Foreign Countries

The paper analyses the value mindsets of pre-service teachers in terms of the digital learning environment (DLE). DLE is considered to be both a system of new tools and methods for teaching activity and a prospective educational eco-system for learning. The DLE value model is based on a psychodidactic approach, which concerns three main constructs--digital content values, communication values, and management values. The research involved 200 pre-service teachers who were asked to complete a questionnaire, evaluating 27 DLE values and opportunities. The results show that pre-service teachers value digital learning content but are not sufficiently ready for its creation; they develop tolerance in communication yet do not have enough skills to show empathy; they appreciate independence in learning management and still need training in professional digital self-presentation. Consequently, professional training and especially internships for pre-service teachers should include a synthesis of traditional (face-to-face) and virtual communication and interaction with children to facilitate mastering an expanded set of competencies for successful professional self-realisation. The findings can be beneficial in terms of e-learning practices, DLE design, and the organisation of internships.
Using Integrative Career Construction Counselling to Promote Autobiographicity and Transform Tension into Intention and Action
Author: Maree, Jacobus G.
Date: 2022-00-00
Type: Journal Articles
Subjects: Career Counseling,Academically Gifted,Females,Vocational Interests,Autobiographies,Personal Narratives,Career Choice,Secondary School Students,Decision Making

This article reports on the use of integrative career counselling to promote autobiographical reasoning in a purposively sampled gifted 16-year-old female learner with moratorium career identity status. I implemented an explanatory, mixed-methods (QUALITATIVE-quantitative; uppercase denoting the bigger weighting given to the qualitative aspect) research design and used qualitative and quantitative career construction counselling techniques and methods and quantitative career construction counselling techniques and methods and strategies to construct data. The &quot;Maree Career Matrix&quot; (MCM) was used to gather the participant's career interests (&quot;scores&quot;) quantitatively, and the &quot;Career Interest Profile&quot; (CIP) was used to elicit her micro-narratives (&quot;stories&quot;) qualitatively. An adapted version of thematic data analysis was used to analyse the data. The intervention promoted the participant's (self-)reflection and reflexivity, transformed her tension into intention, led to an increase in her career options, and helped her revitalise her sense of meaning, purpose, and positivity. While the findings are encouraging, future (longitudinal) research is needed to establish the long-term influence of the intervention espoused here.
Listening for Integrated STEM Discourse: Power and Positioning in a Teacher Professional Development Dataset Activity
Author: Schwortz, Andria C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Secondary School Teachers,Faculty Development,STEM Education,Feminism,Constructivism (Learning),Discourse Analysis,Mentors,Pedagogical Content Knowledge,Computer Uses in Education,Teacher Workshops,Equal Education,Females,Astronomy

The &quot;leaky pipeline&quot; in STEM remains an open issue. The integration of multiple STEM subjects, especially technology, is a promising approach, and pre-collegiate STEM teachers are particularly underprepared in this content area. In this case study, the authors explore and characterize the discussions of pre-collegiate STEM teachers among themselves when working with a large astronomy dataset using a web-based spreadsheet tool. The authors used a feminist social constructivism theoretical framework and obtained observational field notes on five, in-service, STEM primary and secondary teachers (purposefully selected from 15 potential groups). The participants were audio and video recorded as they worked on the activity for two hours. Discourse analysis was used as qualitative analysis. Results show that the participants positioned group members with higher social status (based on gender, degrees, experience, etc.) as peer mentors. The peer mentors controlled the computer and guided the others to develop pedagogical content knowledge. The computer was also used as a technological bridge between science and math concepts. Participants showed evidence of not only integrating STEM concepts in their discussion, but also made connections to the science-adjacent topics of geography and technical writing. Suggestions are made for teachers and professional development workshop organizers to help ameliorate inequity in this setting.
A Model of Scientific Data Reasoning
Author: Masnick, Amy M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Models,Science Process Skills,Data Interpretation,Cognitive Processes,Bias,Heuristics,Hypothesis Testing,Probability,Inferences,Scientific Methodology

Data reasoning is an essential component of scientific reasoning, as a component of evidence evaluation. In this paper, we outline a model of scientific data reasoning that describes how data sensemaking underlies data reasoning. Data sensemaking, a relatively automatic process rooted in perceptual mechanisms that summarize large quantities of information in the environment, begins early in development, and is refined with experience, knowledge, and improved strategy use. Summarizing data highlights set properties such as central tendency and variability, and these properties are used to draw inferences from data. However, both data sensemaking and data reasoning are subject to cognitive biases or heuristics that can lead to flawed conclusions. The tools of scientific reasoning, including external representations, scientific hypothesis testing, and drawing probabilistic conclusions, can help reduce the likelihood of such flaws and help improve data reasoning. Although data sensemaking and data reasoning are not supplanted by scientific data reasoning, scientific reasoning skills can be leveraged to improve learning about science and reasoning with data.
GESUS, an Interactive Computer Application for Teaching and Learning the Space Groups of Symmetry
Author: Miras, Adolfo
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Geometric Concepts,Computer Software,Science Instruction,Foreign Countries,Chemistry

This paper describes a digital application designed for learning Space Groups of Symmetry (SGS). It teaches how to recognize the operations performed by the symmetry elements, both point (or 2D) operators (proper and improper rotations, including mirroring, inversion, and other rotoinversions), and space (or 3D) operators (screw axes and glide planes), as well as their combinations with the translations of the lattice. The software applies a 3D space vision to identify the elements of symmetry compatible with the proposed structural models. The symbols of internationally accepted representation are used. The system, class, and space group of the crystal that agree with the proposed model are solved. Two settings are taken into account in the Monoclinic system. The application self-evaluates and assesses the knowledge acquired, allowing each exercise to be re-done until it is correctly completed with the appropriate recommendations. This application constitutes a useful and easy-to-use tool for SGS learning. It is aimed at beginner students of crystallography, with elementary knowledge about elements of symmetry, Bravais lattices, crystal classes, and wallpaper groups.
Conceptualising Creativity and Innovation in the Role of Primary Sector Headteachers
Author: Beresford-Dey, Marie
Date: 2022-00-00
Type: Journal Articles
Subjects: Creativity,Educational Innovation,Administrator Role,Principals,Elementary Schools,Leadership,Administrator Characteristics

Schools and policy makers face common challenges driven by external affairs such as economic uncertainty, globalisation, and advances in technology. Rapidly changing educational, societal, and political systems require school leaders to adopt creativity and innovation (Cr&amp;Inn) as an integral feature of their leadership. To understand what Cr&amp;Inn means to those in primary sector headteacher positions, this conceptual paper explores the following questions: How is Cr&amp;Inn defined regarding headteachers within the primary sector? What are the key characteristics of Cr&amp;Inn regarding primary sector headteachers? We incorporate a systematic literature review along with definitions from primary sector headteachers drawn from interview data. Whilst Cr&amp;Inn remain conceptually complex, we provide clarity by proposing a succinct definition and recognising the key characteristics involved which in turn, has the potential to strengthen effective leadership to improve learner outcomes through overcoming unusual challenges. We conclude with a discussion of how misconceptions may negatively influence creative and innovative practices, yet we recognise that Cr&amp;Inn have much to offer those in such dynamic and accountable roles, globally, particularly in times of uncertainty. Through our identification of the characteristics, we provide school leaders and policy makers with a framework to understand what Cr&amp;Inn entails.
Children&apos;s Perception and Utilization of ECEC Physical Environments
Author: Sando, Ole Johan
Date: 2022-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Child Care,Educational Environment,Physical Environment,Play,Social Environment,Student Attitudes,Foreign Countries,Urban Areas,Creativity

Early childhood education and care (ECEC) institutions play an important role in many young children's lives. Child-oriented research about the role of the physical ECEC environment in children's play is scarce. The present study aims to develop knowledge about what children consider crucial elements in the physical ECEC environment. Seventy-one children (3-6 years old) were interviewed to gain insight into their perspectives on the physical ECEC environment. This study indicates that children desire a physical ECEC environment with various affordances supporting different play possibilities and that the social context influences how children may interact with the physical environment. The design of the physical ECEC environment is crucial to children's everyday play experiences while in care.
Transforming a Didactic Lecture into a Student-Centered Active Learning Exercise--Teaching Equine Diarrhea to Fourth-Year Veterinary Students
Author: Gordon, Stuart J. G.
Date: 2022-00-00
Type: Journal Articles
Subjects: Lecture Method,Student Centered Learning,Active Learning,Learning Activities,Veterinary Medical Education,College Students,Foreign Countries

Problem-solving abilities, creative and critical thinking, communication skills, and teamwork are now recognized as fundamental determinants of professional success, especially in vocational professions, such as veterinary science. Tertiary education is now obliged to provide opportunities for students to become proficient in these qualities. With this in mind, the principal author, an equine science senior lecturer, attempted to increase student engagement by developing a new active learning, student-centered one-hour teaching episode on 'equine diarrhea', to replace the traditional didactic lecture format. The aim of the study, therefore, was to share the principal author's journey in the development and implementation of this active learning episode and to explain why it represents a simple but effective method of promoting student engagement. In addition, the adaptation of this method into an online teaching and learning format is briefly discussed. The effectiveness of this active learning method is also explored by comparing it with the traditional didactic method of delivery. Students in the active learning class reported that the learning activity had enhanced their skills in clinical reasoning, problem-solving, and communication. They also described themselves as active participants in the learning process. Students in the traditional didactic class reported that they were satisfied with the time allocated to the lecture, felt that the lecture was well organized and managed, and subsequently felt adequately prepared to answer conventional examination questions relating to equine diarrhea. Other issues, such as student resistance to changes in teaching formats, the effectiveness of group work or teamwork, levels of student confidence within an active learning environment, and the importance of high-quality facilitation during active learning activities, are also discussed in this paper. Although the active learning method described is not novel, the authors hope that fellow educators, across any tertiary discipline, might find that the method described represents a quick and simple method of transforming a single didactic lecture into an enjoyable and engaging learning activity.
Long-Term Impact of Living and Learning at High Altitude: An Altitude Physiology Class for Undergraduate Students
Author: Luetkemeier, Maurie J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Geographic Location,Physiology,Undergraduate Students,Student Research,Critical Thinking,Cooperative Learning,Student Attitudes,Outdoor Education

Alma College initiated an Altitude Physiology class in 1997 devoted to living and learning at high altitude (3440 m). The class incorporated several key elements of High-Impact Educational Practice including a strong student-research component and collaborative groups assignments. A retrospective survey was administered to alumni of the class to determine its long-term impact. Student responses ranged from &quot;agree&quot; to &quot;strongly agree&quot; with statements regarding the class's impact on positive learning outcomes such as critical thinking, knowledge acquisition, synthesis of knowledge, and understanding of research. Students generally favored non-traditional formats such as living at altitude for gaining understanding of environmental physiology.
Case Study: Teaching with Industry (TWI) Using New Videoconferencing Technology and Innovative Classroom Setups
Author: Jacobs, Francois
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Videoconferencing,Computer Mediated Communication,Teaching Methods,School Business Relationship,Student Attitudes,Classroom Environment,Team Teaching,Higher Education,College Students,Scores,Instructional Effectiveness,Industry,Teacher Attitudes

This paper describes a case study of a novel teaching method where the &quot;Teaching with Industry&quot; (TWI) model--industry practitioners incorporated as co-instructors in a semester-long classroom setting--is enhanced by using new videoconferencing technologies such as Zoom and Meeting Owl Pro, and innovative classroom setups. This enhanced model was developed with the intent to bridge the gap between information acquired in the classroom and the skills and competencies required in the industry. The different teaching platforms not only facilitated the teaching when industry practitioners were/are not able to be physically present in the classroom, but also led to efficient organization of the different activities carried out in class. Results obtained from end-course surveys showed that students had a positive experience using Zoom and Meeting Owl Pro welcoming the opportunity to engage with industry practitioners and gain better understanding of the practical usefulness of the course.
Lecturer Competence from the Perspective of Undergraduate Psychology Students: A Qualitative Pilot Study
Author: Di Battista, Silvia
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,College Faculty,Teacher Competencies,Pilot Projects,Psychology,Undergraduate Students,Student Attitudes,Teacher Characteristics,Social Emotional Learning,Foreign Countries,Student Evaluation of Teacher Performance,Task Analysis,Discourse Analysis,Computational Linguistics,Language Usage

Understanding what students mean by lecturer competence can be crucial in order to recognise indicators with which to assess these competences, improve the quality of university teaching and support lecturers in undertaking their role appropriately. This qualitative pilot study aimed to explore the meaning of competence in a convenience sample of Italian undergraduate psychology students (N = 122). We collected free-associations about what &quot;lecturer competence&quot; actually means for the students. The data corpus underwent a lexical Correspondence Analysis (CA) using the ASPAR procedure of SPAD-T. Two factors were extracted: &quot;socio-emotional dimension&quot; and &quot;task specialist.&quot; Students associated the competent lecturer with those who was involved with the achievement of the task goals, on the one hand or those who was engaged in the group's maintenance, on the other. Furthermore, Cluster Analysis identified four clusters: (1) the captivating lecturer; (2) the lecturer oriented to both task and socio-emotional aspects; (3) the rigorous lecturer; and (4) the benevolent lecturer. The preliminary results of this pilot study showed an articulated and multi-dimensional representation of the meanings of lecturer competence from the students' point of view and lay the foundations for a broader quantitative study on the conceptions concerning lecturer competence.
Alleviating the Challenges with Remote Learning during a Pandemic
Author: Morgan, Hani
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Distance Education,Barriers,Access to Computers,Educational Technology,Social Isolation,At Risk Students,Online Courses,Poverty,Low Income Students,Racial Bias,Ethnicity,Active Learning,Interaction

The COVID-19 pandemic has caused many challenges that resulted from the suspension of face-to-face classes. Some of these challenges involved the problems associated with remote learning. One problem with this approach to learning is that it can be didactic. Remote learning can contribute to loneliness as well, and the lack of access to reliable technological resources that many students from low-income families experience can contribute to learning setbacks. Although the pandemic has created challenges related to providing remote learning opportunities and keeping students emotionally and physically healthy, some schools and colleges have used various methods to alleviate these concerns. This study focuses on the challenges associated with remote learning when it is implemented during the suspension of face-to-face classes. It also explores the practices that can be used to alleviate the obstacles that may cause students to experience setbacks.
The Quality of Training Staff for the Digital Economy of Russia within the Framework of STEAM Education: Problems and Solutions in the Context of Distance Learning
Author: Anisimova, Tatyana
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Art Education,STEM Education,Distance Education,Technological Literacy,Computer Software,College Students,Student Attitudes,College Faculty,Teacher Attitudes,Educational Quality,Educational Technology,Technology Uses in Education

The purpose of this study is to analyze the problems of quality training of personnel for the digital economy of Russia during the pandemic within the framework of STEAM education and to identify their solutions with the help of the most effective distance learning tools. The research is based on a survey of 138 respondents (students of the Department of Mathematics and Natural Sciences of the Yelabuga Institute of the Kazan Federal University), who have mastered professional competencies in a distance learning format during the pandemic. The results of the survey confirmed the conclusion that distance learning tools such as Moodle, Google Classroom, and Microsoft Teams have shown their effectiveness and can be successfully used not only in the context of extreme situations, for example, a pandemic, but also as elements of blended learning while bringing variety to the forms of learning, and thereby strengthening the process of training STEAM education specialists. The scientific novelty of the study lies in a deep analysis of the distance learning tools used for training specialists for the digital economy of Russia, namely STEAM education specialists, based on the collection of information from students during the period of transformational changes in the pedagogical education system.