ethanporcaro/eric-fulltext-meta huggingface dataset:
Early Detection and Stimulation of Multiple Intelligences in Kindergarten
Author: Agustin, Mubiar
Date: 2021-10-00
Type: Journal Articles
Subjects: Multiple Intelligences,Action Research,Intelligence,Kindergarten,Validity,Reliability,Learning Activities,Cooperation,Measures (Individuals),Child Behavior,Problem Solving,Discovery Learning,Child Development,Foreign Countries,Preschool Teachers,Researchers

This research aims at detecting and stimulating multiple intelligences of kindergarten children early by applying collaborative action research by academics and practitioners. This research moves from the most fundamental problem in early childhood education activities especially in kindergartens namely the teachers' mistreatment in learning activities. This research was conducted using collaborative action research between researchers and teachers using a qualitative approach. The subjects in this research were 40 kindergarten children's in groups 1 and 2. The research results produced multiple intelligences instruments for kindergarten children whose validity and reliability were tested. guidelines for the detection learning model and stimulation of multiple intelligences for kindergarten children. The measuring tool used is a multiple intelligences measuring tool for kindergarten children developed by Lazear (1995) based on four key instruments as follows: (a) Behavior Log; (b) Skill Games; (c) Intelligence Function; (d) Complex Problems and (e) Discovery. Also adopted from the concept of multiple intelligences developed by Armstrong (2004). Result of this research that the average stimulation of multiple intelligences of group 1 was 28.81 and group 2 was 29.38. Group 1 the largest gain was linguistic intelligence (33.84) and the lowest was interpersonal intelligence (23.89). Meanwhile. Group 2 the largest gain was linguistic intelligence (32.27) and the lowest were physical kinesthetic intelligence (24.50).
Effectiveness of Problem-Based Learning on Secondary Students&apos; Achievement in Science: A Meta-Analysis
Author: Funa, Aaron A.
Date: 2021-10-00
Type: Journal Articles
Subjects: Science Instruction,Problem Based Learning,Instructional Effectiveness,Secondary School Students,Science Achievement,Research Reports,Constructivism (Learning),Teaching Methods,Instructional Innovation,Meta Analysis,Comparative Analysis,Cross Cultural Studies,Foreign Countries

Preparing students for the real challenges in life is one of the most important goals in education. Constructivism is an approach that uses real-life experiences to construct knowledge. Problem-Based Learning (PBL), for almost five decades now, has been the most innovative constructivist pedagogy used worldwide. However, with the rising popularity, there is a need to revisit empirical studies regarding PBL to serve as a guide and basis for designing new studies, making institutional policies, and evaluating educational curricula. This need has led the researchers to do a meta-analysis to analyse the effectiveness of PBL on secondary students' achievement in different scientific disciplines. Following the set of inclusion and exclusion criteria, 11 studies in Eurasia, Africa, and America conducted from 2016 to 2020 have qualified for this study. Six of which focused on JHS (n = 1047) and five on SHS (n = 375). Studies were obtained from various meta-search engines including Google, ERIC, and JSTOR. Further, the researchers used Harzing's Publish and Perish software to exhaust the search process. Sample size, mean, and standard deviation were analysed using the Comprehensive Meta-Analysis version 3 to determine the effect sizes (Hedge's g) and the results of moderator analysis, forest plot, funnel plot, and Begg-Mazumdar test. Findings have shown that PBL, as an approach to teaching science, had a large and positive effect (ES = 0.871) on the achievement of secondary students. However, grade levels and various scientific disciplines did not influence students' learning achievement. The conduct of more studies on the different factors affecting PBL implementation and specific effects of PBL on various student domains is recommended to facilitate comparative educational research in the future.
The Influence of Situational Cues on Children&apos;s Creativity in an Alternative Uses Task and the Moderating Effect of Selective Attention
Author: van Dijk, Marloes
Date: 2020-00-00
Type: Journal Articles
Subjects: Cues,Attention,Attention Control,Children,Creativity,Task Analysis,Stimuli,Responses,Environmental Influences,Foreign Countries,Creativity Tests,Creative Thinking,Scores

Taking a perception-action perspective, we investigated how the presence of different real objects in children's immediate situation affected their creativity and whether this effect was moderated by their selective attention. Seventy children between ages 9 and 12 years old participated. Verbal responses on a visual Alternative Uses Task with a low stimulus and high stimulus condition were coded on fluency, flexibility, and originality. Selective attention was measured with a visual search task. Results showed that fluency was not affected by stimulus condition and was unrelated to selective attention. Flexibility was positively associated with selective attention. Originality, net of fluency and flexibility, showed a main effect of stimulus condition in an unexpected direction, as children gave more original responses in the low stimulus condition compared to the high stimulus condition. A significant moderation effect revealed that children with better selective attention skills benefitted from a low stimulus environment, whereas children with weaker selective attention performed better in a high stimulus environment. The findings demonstrate differential effects of the immediate situation and selective attention, and support the hypothesis that creativity is impacted by immediate situation and selective attention, yet in unexpected ways.
A Reappraisal of the Threshold Hypothesis of Creativity and Intelligence
Author: Weiss, Selina
Date: 2020-00-00
Type: Journal Articles
Subjects: Intelligence,Creativity,Prediction,Correlation,Comparative Analysis,Structural Equation Models,Multivariate Analysis,Theories

Intelligence has been declared as a necessary but not sufficient condition for creativity, which was subsequently (erroneously) translated into the so-called threshold hypothesis. This hypothesis predicts a change in the correlation between creativity and intelligence at around 1.33 standard deviations above the population mean. A closer inspection of previous inconclusive results suggests that the heterogeneity is mostly due to the use of suboptimal data analytical procedures. Herein, we applied and compared three methods that allowed us to handle intelligence as a continuous variable. In more detail, we examined the threshold of the creativity-intelligence relation with (a) scatterplots and heteroscedasticity analysis, (b) segmented regression analysis, and (c) local structural equation models in two multivariate studies (N[subscript 1] = 456; N[subscript 2] = 438). We found no evidence for the threshold hypothesis of creativity across different analytical procedures in both studies. Given the problematic history of the threshold hypothesis and its unequivocal rejection with appropriate multivariate methods, we recommend the total abandonment of the threshold.
Communicating Intelligence Research
Author: Wai, Jonathan
Date: 2020-00-00
Type: Journal Articles
Subjects: Communication (Thought Transfer),Intelligence,Educational Research,Communication Strategies,Research and Development,Theory Practice Relationship,Communication Skills

Despite intelligence research being among the most replicable bodies of empirical findings--a Rosetta stone across the social sciences--the communication of intelligence research with non-intelligence researchers and the public remains a challenge, especially given ongoing public controversies throughout the history of the field. Hunt argued that &quot;we have a communication problem.&quot; This article is a call for intelligence researchers to consider communication at multiple levels--communication with other intelligence researchers, communication with non-intelligence researchers, and communication with the public, defined here as policymakers, practitioners, students, and general readers. It discusses ongoing tensions between academic freedom and social responsibility and provides suggestions for thinking about communication and effective research translation and implementation of intelligence research from the frameworks of science and policy research communication. It concludes with some recommendations for effective communication and stresses the importance of incentivizing more scholars to responsibly seek to educate and engage with multiple publics about the science of intelligence.
Perception of Instructors&apos; and Their Implementation of Critical Thinking within Their Lectures
Author: Alandejani, Jehan A.
Date: 2021-10-00
Type: Journal Articles
Subjects: Teacher Attitudes,Critical Thinking,Teaching Methods,Foreign Countries,Multivariate Analysis,Gender Differences,Age Differences

A shared learning outcome for baccalaureate programs is for students to think critically and utilize critical thinking skills. However, education in Saudi Arabia seems to has focused more on rote memorization. Critical Thinking (CT), one of several essential skills regarded in college outcomes, has become a vital citizenry skill in Saudi. In this study, the researcher examined whether or not instructors apply CT or use its components in their teaching. This study offers professional development specialists insight on what to focus on when planning and developing critical thinking workshops. Participants in this study included instructors from a small-sized university in Saudi Arabia. A descriptive analysis, multiple regression, and MANOVA tests were implemented. The results of this study indicated that the majority of instructors use CT within their lectures. Furthermore, the results showed that younger instructors seem more likely to implement CT activities. There was no significant difference between science disciplines and humanities disciplines when implementing CT in their classes.
Written Network Communication: Communicative Needs and Ambiguity of Interpretations
Author: Sokol, Mariana
Date: 2021-00-00
Type: Journal Articles
Subjects: Written Language,Social Networks,Social Media,Intercultural Communication,Computer Mediated Communication,Communicative Competence (Languages),Intention,Language Usage,Layout (Publications),Visual Aids,Reading Comprehension,Ambiguity (Semantics)

Social networks are dynamic, accessible virtual planes of communication, through which users carry out the cross-border and transient exchange of information and emotions, meeting their communication needs. The article outlines the main aspects of written communication, its communicative needs, and the ambiguity of interpretations. The constant growth of the popularity of social networks with the simultaneous displacement of the importance of live, direct communication forces scientists in various fields, including the theory of communication, communicative linguistics, to rethink the phenomenon of &quot;communication&quot;. It is about creating a special discourse, which is caused by the specifics of the communication channel/code between communicators and the virtual chronotype. Attention has been drawn to written communication on social networks in terms of speakers' intentions, the interpretation of explicit and implicit information, its impact on the participants of communication, the formation of the special culture of communication (non-library), etc. Specificity in the written form of communication in the social media has been caused by many factors: the readiness or unreadiness of the virtual interlocutor to interact; dominance of visual perception, hence, special attention of recipients to the layout, structuring of the text, volume, photo accompaniment, etc.; knowledge of the latest trends in online communication (fashion clichés, abbreviations, slang, memes); replacement or substitution of non-verbal means by various means of paragraphemics, for example, smilies, stickers, pictures, animation, etc.; developing of a specific network chronotype, in which there are no time limits and which is constantly expanding in volume due to the multiplicity of accounts, texts, chats, groups. Not everyone who communicates on social media knows the intentions of other people. On the one hand, such communication generates the selectivity or concealment of true meanings in the author's texts and on the other hand, additional meanings are taken on during the recipients' interpretation.
Teaching the Creation of Batik Motifs to Foreign Students through Distance Learning
Author: Wibawanto, Wandah
Date: 2021-00-00
Type: Journal Articles
Subjects: Handicrafts,Art Products,Art Activities,Art Education,Cultural Background,Folk Culture,Literary Devices,Foreign Students,College Students,Distance Education,Online Courses,COVID-19,Pandemics,Computer Software,Videoconferencing,Instructional Effectiveness,Program Length,Foreign Countries

Implementing short courses on the complex process of batik creation for foreign students, which have to be conducted online due to the COVID-19 pandemic, presents a challenge. Therefore, this research aims to explore the implementation of batik art practices that involve online learning and digital technology. This study entails an online course involving twenty-six (26) foreign students to provide empirical evidence about the practical procedure for making batik motifs with digital applications. Consequently, it confirmed that the artistic practice of making batik motifs can be tought online, and participants can effectively make these designs by employing the Dbatik application.
Exploring Online Student Engagement during COVID-19 Pandemic in Mongolia
Author: Dembereldorj, Zoljargal
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Learner Engagement,COVID-19,Pandemics,Graduate Students,Undergraduate Students,Student Participation,Interaction,Skill Development,Gender Differences,Majors (Students),Internet,Access to Computers,Correlation,Public Colleges,Foreign Countries

Student online engagement has become a challenge for higher education in Mongolia during the COVID-19 pandemic. This study explores student engagement in online learning of Mongolian higher education during the lockdown period. The study assessed differences in student engagement across gender, the tools students used to study, their level of study, and their field of study. It also determined the associations between variables. The data were collected online using the questionnaire developed by Dixson (2015), the scale to measure student online engagement (OST) with four variables: skills, emotion, participation, and performance. The tests of Kruskal-Wallis, Shapiro-Wilk, Cramer's V, Point biserial as well as Spearman rho were used for the analyses. The most significant variables to measure student engagement were participation and performance. One of the important results was that the internet access was highly correlated with the performance variable (p=0.00). The study did not find any significant differences or correlation for &quot;emotion&quot; expressing the devotion and commitment to the online study.
A Study on the Development of Map and Globe Reading and Interpretation Skills in Early Childhood Education
Author: Tarman, Ilknur
Date: 2021-00-00
Type: Journal Articles
Subjects: Map Skills,Locational Skills (Social Studies),Geographic Concepts,Concept Formation,Spatial Ability,Developmentally Appropriate Practices,Preschool Education,Preschool Children,Private Schools,Program Length,Program Effectiveness,Foreign Countries

In this study, the impact of the Map and Globe Use Training Program on the map and globe reading and interpretation skills of five-year-olds continuing to a preschool program was examined. A semi-experimental model with a pretest/post-test control group was used to assess the impact of a 10-week map and globe use-training program in the preschools of three educational institutions in Turkey. In addition to the daily life experiences of the children selected for the experimental group in the study, the researchers applied the Education Program on the Use of Map and Globe, while the children in the control group continued to be given regular daily education programs by their teachers. The data were collected using the &quot;Map and Globe Reading and Interpretation Skills Assessment Test for Children Aged Five.&quot; As a result of the study, a statistically significant difference at the level of 0.05 was observed between the mean scores of the experimental and control group members' map and globe reading and interpretation skills. The result reveals that the applied program is effective and permanent in providing children with map and globe reading and interpretation skills.
Evidence-Based Course Modification to Support Learner-Centered and Student-Driven Teaching in a Pandemic: Leveraging Digital and Physical Space for Accessible, Equitable, and Motivating Experiential Learning and Scientific Inquiry in a First-Year Biology Course
Author: Robertson, Lisa
Date: 2021-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Student Centered Learning,COVID-19,Pandemics,Electronic Learning,Physical Environment,Virtual Classrooms,Space Utilization,Access to Education,Equal Education,Learning Motivation,Experiential Learning,Inquiry,College Science,College Freshmen,Biology,Sense of Community,Computer Mediated Communication,Discussion Groups,Well Being,Foreign Countries

The COVID-19 pandemic posed, and continues to pose, many challenges to teaching and learning, most notably the need to pivot from traditional in-person course instruction and experiences to entirely virtual course delivery while maintaining course rigor and quality. Our guiding principle for course modification was the critical need for an equitable, accessible, engaging, and motivating learning experience for students that maintained the learning outcomes and objectives of the course in a fully virtual and digitized format. This paper illustrates the evidence-based approach that the instructional team of a first-year biology experiential learning course took in response to the need for instruction to occur in virtual space and time for the Fall 2020 (September to December 2020) semester.
Development of Blended Learning Type and Flipped Classroom-Based Cultural Arts Subjects
Author: Nurhayati
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Software,Flipped Classroom,Blended Learning,Program Effectiveness,Educational Technology,Technology Uses in Education,Grade 11,Cultural Awareness

This research development is motivated by low learning outcomes Art Culture students of class XI software engineering 1 SMK Negeri 14 Medan. This study aims to (1) describe the design of blended learning development, (2) to describe the validity of the blended learning development result, and (3) to know the effectiveness of the use of blended learning on the subjects of Art Culture. The type of this research is development research using ADDIE model. Data in the study was collected using document recording method, questionnaire, and test. Instruments used in data collection are document recording reports, questionnaire sheets, and multiple-choice objectives. The collected data were analyzed by qualitative descriptive analysis technique, quantitative descriptive analysis technique, and inferential statistical analysis technique/inductive t-test. The results of the research show that (1) the design of blended learning development through ADDIE model consisting of analysis, design, development, implementation, and evaluation, (2) validation product validated from expert and user review with (a) subjects showed excellent predicated blended learning (90.53%); (b) the results of the design review indicated that blended learning was very good (93%); (c) the results of the media review indicated that blended learning was very good (95%); (d) individual trial results, small group trials, and field trials showed that blended learning predicate very good (98.82%), good (87.84%), and very good (92.55%), (3) on the efficacy test of blended learning shows that the result of t-count (22.07)&gt; t-table (2.007). This means, there are significant differences in student learning outcomes between before and after using blended. Thus blended learning is developed effectively to improve Art Culture learning outcomes.
The Effect of Story Wheel Method on Creative Writing Skills, Story Elements and Word Numbers
Author: Çetin, Hakan
Date: 2021-00-00
Type: Journal Articles
Subjects: Creative Writing,Writing Skills,Writing Instruction,Teaching Methods,Grade 3,Elementary School Students,Foreign Countries,Story Grammar,Instructional Effectiveness

The purpose of this research is to examine the effect of story wheel method on creative writing skills, story elements information and word number. The research was designed as an experimental model. It consisted of seven weeks, including pre and post tests. The research group consisted of 13 third grade students attending at a school in Siirt during the 2019-2020 academic year. The data collected using a story wheel material which was developed by researchers and Creative Writing Rubric (Ozturk, 2007). In the study, at the stage of obtaining the pre-test data, the students were asked to write a story according to their wishes and the number of words they used in this story, the significance level of the texts and which story elements they included were noted. During the post-test process, students were asked to write a story according to their wishes and the same procedures were carried out at this stage. Paired sample t-test was conducted in SPSS to investigate the relationship between story wheel method and creative writing skills. Descriptive statistics were used to analyze the data on story elements and word numbers. The findings show that story wheel method has a positive effect on students' creative writing skills, story elements information and word numbers.