ethanporcaro/eric-fulltext-meta huggingface dataset:
Enhancing Students&apos; Higher Order Thinking Skills in Science through INSTAD Strategy
Author: Prayitno, Baskoro Adi
Date: 2018-00-00
Type: Journal Articles
Subjects: Thinking Skills,Skill Development,Teaching Methods,Science Education,Inquiry,Cooperative Learning,Instructional Effectiveness,Lecture Method,Grade 7,Secondary School Students,Junior High School Students,Foreign Countries,Active Learning

This research aimed to examine the effectiveness of the INSTAD strategy in comparison to other teaching strategies such as Inquiry, student team's achievement division (STAD), and lecture method, to reduce the gap of higher order thinking skills between Upper Academic (UA) and Lower Academic (LA) groups of students. The research participants were 136 7th grade students in total, which consisted of two groups of 36 UA and 36 LA students. The students were selected through a stratified random sampling from 27 Public Junior High Schools in Surakarta, Indonesia. The treatment classes were determined through an intact group. The research design employed pre-test-post-test non-equivalent control group of quasi experiment. The higher order thinking skills were measured by essay test sheet as an instrument. Data were analysed by utilizing ANCOVA with the pre-test score as the covariate. The findings revealed that INSTAD have optimally improved higher order thinking skills in comparison with the Inquiry, STAD, and lecture method. INSTAD's were proven able to reduce the gap of higher order thinking skills between UA and LA students rather than Inquiry, STAD, and lecture method as teaching strategies.
Identifying Mental Models of Students for Physical and Chemical Change
Author: Yildirir, Hasene Esra
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Instruction,Schemata (Cognition),Chemistry,Scientific Concepts,Misconceptions,Grade 6,Foreign Countries,Secondary School Students,Secondary School Science

The right and wrong mental models that learners have about the changes in the matter have a great importance in understanding the basis of the chemistry. Therefore, the main purpose of this research was to identify students' misconceptions with regard to physical and chemical change and to come up with models to explain their understanding of this topic. This research was qualitative descriptive with cross-sectional design. The participants were 148 6th graders in Kütahya which is a western city of Turkey. The data were collected through a questionnaire containing five openended questions. Additionally, for a more detailed analysis, 28 participants were interviewed to explore the mental models that emerged. Analysis of responses to the questionnaire generated four mental models (Particle Motion Model, Moving Away Particle Model, Particle Motion+Moving Away Particle Model, Macro Model) for physical change and three mental models for chemical change (Changing Particle Model, Moving Away Particle Model and Macro-Micro Change Model). Implications of these results for chemistry education were discussed. Mental models defined in the research can enable teachers of science and researchers to identify difficulties faced by students regarding physical and chemical changes; thus, they can effectively decide which approach to take on to devise scientific models.
Working Memory Model and Language Learning
Author: Demir, Bora
Date: 2021-09-00
Type: Journal Articles
Subjects: Short Term Memory,Cognitive Processes,Second Language Learning,Phonology,Visual Perception,Spatial Ability,Speech Communication,Executive Function,Models

Working Memory (WM) is an essential concept of cognitive science since many aspects of human learning depend on it. Primarily proposed by Baddeley and Hitch (1974) and developed by Baddeley (1986), the concept of WM comprises the number of subsystems involved during the process and the considerable emphasis on its key role in cognitive tasks such as learning, reasoning, and comprehension. As a complex and limited cognitive system, by enabling the input to be temporarily stored, monitored and manipulated understanding the sub mechanism under the WM model is crucial in specifying the factors that affect learning languages. By taking Baddeley's model of WM (2012) as reference, the aim of this study is to discuss the model of WM and demonstrate the relationship between its components and the processes that play an important role in understanding the underlying cognitive processes for language learning.
Utilization of Whatsapp Application as Discussion Media in Blended Learning
Author: Qamar, Kawakibul
Date: 2019-08-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Blended Learning,Technology Uses in Education,Discussion (Teaching Technique),Handheld Devices

The purpose of this study is to discuss about utilization of Whatsapp application as discussion media in Blended Learning. This study sought to integrate learning technologies to improve the quality of student's learning. Messenger application is used to communicate synchronously, so it can be positioned as a discussion media. This study focused on Whatsapp capabilities can be utilized to conduct in online learning of Blended Learning. This study aims to describe the discussion media. This study through the literature review that outlines the stages of Blended Learning using Whatsapp application as a discussion media by using qualitative methods. The result shows that Whatsapp application utilization as a discussion media in Blended Learning sessions initiated by offline using conventional methods, so the online session focused on the discussion as indicated by dialogue and interaction among participants.
Examining MOOC Videos in Terms of Learning Theories
Author: Ataizi, Murat
Date: 2019-00-00
Type: Journal Articles
Subjects: Online Courses,Video Technology,Technology Uses in Education,Learning Theories,Distance Education,Behavior Theories,Learning Processes,Constructivism (Learning),Cognitive Processes,Teacher Role,Student Role,Teaching Methods,Institutional Characteristics

The purpose of this study is to reveal the learning theories based on the videos on different MOOC platforms. Videos in this context were examined in terms of the nature of the information, the role of the teacher, the role of the student, learning, learning and teaching type, teaching strategies, educational environments and evaluation variables. The data were analyzed by descriptive analysis method and quantitative research method was used to analyze MOOC video contents. The behavioral learning theory was found to be predominant in the videos in the five MOOC sites examined. In addition, some variables were found to be based on cognitive learning theories.
Bibliographic Review. Existence of Virtual Museums for Educational Purposes Is Applied to the Professional Environment.
Author: Franceschi, Roberta Barban
Date: 2021-00-00
Type: Journal Articles
Subjects: Museums,Computer Uses in Education,Educational Research,Internet,Computer Simulation

Virtual museums are the answer a digital society, a new cultural, social, and economic system and a tool for educational innovation and digital learning. This article aims to collate all relevant evidence in virtual cultural museums with a teaching approach and detect what is published using the following question &quot;What is published about virtual museums for educational purposes?&quot;. Its objective is to verify what can be found in the academic field about virtual museums for didactic purposes applied to the professional environment. The research analyzes two hundred and twenty-three articles, of which seventeen were selected for their didactic and professional environment characteristics. The bibliographic review presents indicators that determine a virtual museum is an effective tool both in the field of reinforcing learning, as well as in the theoretical and practical development of activities that encourage creation by students.
Development of the Learning Management Systems Evaluation Scale Based on Transactional Distance Theory
Author: Barut Tugtekin, Esra
Date: 2021-00-00
Type: Journal Articles
Subjects: Integrated Learning Systems,Test Construction,Test Reliability,Goodness of Fit,Test Validity,Distance Education,Behavior Theories,Electronic Learning,Undergraduate Students,College Instruction,Rating Scales

This study aimed to develop the Learning Management Systems Evaluation Scale (LMSES) with reference to Transactional Distance Theory (TDT). At the first stage of the scale development, it was observed that 19 items with three factors explained 63.73% of the total variance. The variance amounts explained by the scale factors are Dialogue (D=8 items, 23.06%), Structure (S=7 items, 25.74%), and Autonomy (A=4 items, 14.93%). As a result of the confirmatory factor analysis performed at the second stage of the scale development, it was determined that the scale had a sufficient reliability coefficient (Cronbach's alpha S=0.90, D=0.89, A=0.82) and fit indices (X[superscript 2]=252.78; sd=146; X[superscript 2] /sd =1.73; CFI=0.95, NFI=0.90, GFI=0.89, AGFI=0.85, SRMR=0.06, RMSEA=0.06; p&lt;0.001). The overall Cronbach's alpha coefficient of the scale was calculated as 0.94. Furthermore, the structural reliability of the scale (S[subscript omega]=0.90, S[subscript AVE]=0.57; D[subscript omega]=0.88, D[subscript AVE]=0.49; A[subscript omega]=0.82, A[subscript AVE]=0.54) and the results of the HTMT (r[subscript S-D]=0.68, r[subscript A-D]=0.80, r[subscript A-S]=0.76) correlation ratio analysis were examined, and the evidence for the validity of the scale was supported. According to these research findings, the LMSES has the potential to provide a statistically verified measurement structure based on TDT and support advanced theoretical and statistical studies.
The Use of Learning Management System (LMS) Moodle in the Midst of COVID-19 Pandemic: Students&apos; Perspective
Author: Quansah, Rebecca Esi
Date: 2021-00-00
Type: Journal Articles
Subjects: Integrated Learning Systems,Educational Technology,Technology Uses in Education,Student Attitudes,Undergraduate Students,COVID-19,Pandemics,School Closing,Usability,Difficulty Level,Intention,Computer Use,Barriers,Access to Computers,Internet,Feedback (Response),Foreign Countries,Student Characteristics

This study reports on students' acceptance of Learning Management System (LMS) Moodle as e-Learning system at the University of Education, Winneba. The participants of the study were 392 undergraduate students purposively selected from the Department of Integrated Science Education. Technology Acceptance Model (TAM) instrument which has four factors; Perceived Usefulness, Perceived Ease of Use, the Behavioural Intention, and the Actual Use was the main instrument employed to collect the data. Findings from the descriptive analyses of data collected revealed a considerable high acceptance of the LMS Moodle by students. Although challenges like internet connectivity and lack of prompt feedback from lecturers were reported, students found the LMS Moodle as convenient and user-friendly. To promote effective teaching and learning in future, virtual learning should be integrated into the normal traditional classroom.
Building Critical Bridges: The Role of University Presidents in Collaborating with Undocumented Student Activists
Author: Freeman, Rachel E.
Date: 2021-09-00
Type: Journal Articles
Subjects: Administrator Role,College Presidents,Undocumented Immigrants,College Students,Activism,Cooperation,Equal Education,Program Development

Undocumented students across the country have powerfully organized for the development of equitable programs and policies for undocumented students in higher education. Presidents of colleges and universities play a key role in working with undocumented activists to influence the development of these programs. Our research team with The UndocuScholars Project at the University of California, Los Angeles (UCLA) spotlights university presidents who have been leaders in the field in working with undocumented students through the documentary film series College Presidents with Undocumented Students. In this article, we discuss the second film in the series showcasing President Elsa Núñez of the public university, Eastern Connecticut State University, and her work with the undocumented student organization on her campus, Freedom at Eastern. We discuss the nuances of collaboration between undocumented student organizers and university presidents, and provide recommendations to university leaders such as seeing student activists as their colleagues.
Building Institutional Support for Undocumented and DACA-Eligible College Students in Michigan
Author: Vasquez, John A.
Date: 2021-09-00
Type: Journal Articles
Subjects: Student Personnel Services,Undocumented Immigrants,School Policy,Student Financial Aid,Admission Criteria,Access to Education,Undergraduate Students,Graduate Students,Public Colleges,Communication Strategies,Scoring Rubrics,Residence Requirements,Community Colleges,Universities

In 2017, the state of Michigan operated, and continues to operate, in an unstipulated policy environment related to undocumented students. There is no higher education commission or policy coordinating body in Michigan nor has the state legislature passed any legislation related to undocumented students or students who are DACA-eligible. Under this unstipulated policy environment, postsecondary institutions have the discretion to establish their own admissions policies and practices, including tuition and financial aid guidelines for undocumented students. Some institutions have stated their public support of these students through what they identify as inclusive and supportive institutional practices via their websites. However, these polices have created a nebulous environment which has created additional barriers for undocumented and DACA-eligible students trying to access postsecondary education. The lack of clear and consistent financial aid and admission policies across the state has resulted in a convoluted environment for undocumented and DACA-eligible students in applying to institutions. In this paper, we highlight how a group of undergraduate and graduate University of Michigan student researchers, both documented and undocumented, developed an instrument to analyze institutional policies related to in-state resident tuition, admission, financial aid, as well as the availability of dedicated student support services for undocumented and DACA-eligible students in the state of Michigan during the Fall of 2017. The data for this project has been turned into a website with updated (as of 2020) and available at https:// uleadnet.org/mi-undocu-map.
&quot;Best Practices&quot;: Catalyzing Change for Undocumented Students at Post-Secondary Institutions in California
Author: Perez, Iliana G.
Date: 2021-09-00
Type: Journal Articles
Subjects: Postsecondary Education,Best Practices,Undocumented Immigrants,Public Colleges,College Students,At Risk Students,Student Financial Aid,Student Needs,Knowledge Level,Income,Entrepreneurship,Leadership Training,Student Leadership

This article highlights learning lessons and best practices from the California Campus Catalyst Fund (CCCF), a unique three-year, $14M grant and technical assistance initiative, which supports programs for undocumented students at 32 campuses within each of the public higher education segments in California (University of California, California State University, and California Community Colleges). The article focuses on three essential components of substantive changes for undocumented students attending CCCF campuses: (1) access to financial aid; (2) knowledge about income generation through entrepreneurship; and (3) student leadership development. Recommendations stemming from best practices and implementation of the CCCF are provided for multiple audiences, including postsecondary educators, policymakers, and the philanthropic sector, focused on increasing access and success of undocumented students.
Education Equity for Undocumented Graduate Students and the Key Role of My Undocumented Life
Author: Freeman, Rachel E.
Date: 2021-09-00
Type: Journal Articles
Subjects: Equal Education,Undocumented Immigrants,Graduate Students,Program Effectiveness,Technology Uses in Education,Barriers,Student Attitudes,Social Bias,Information Seeking,Sense of Community

An estimated 454,000 undocumented students are enrolled in higher education, with ten percent of these students (45,400 students) studying in graduate school. While the field of higher education has worked to develop equitable policy and practice for undocumented students at the undergraduate level, a focus on graduate school is imperative. In this article, we reflect on what we have learned working with undocumented students in graduate school through our work with My Undocumented Life (MUL), a website with almost two million views that provides up to date information and resources for undocumented immigrants. We discuss the challenges that undocumented students face in pursuing graduate school, such as charting pathways to graduate school in isolation, seeking information specific to undocumented students, decisions around whether to disclose one's immigration status, and lack of financial aid opportunities. We also provide recommendations for universities to build programs specifically for undocumented students in graduate school.
Pre-Service Teachers&apos; Beliefs about the Benefits and Challenges of STSE Based School-Industry Collaboration and Practices in Science Education
Author: Kousa, Päivi
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Beliefs,Foreign Countries,Science and Society,School Business Relationship,Industry,Science Instruction,Self Efficacy,Instructional Materials,Science Teachers

School-industry collaboration can be an effective way to implement STSE issues to teaching. However, teachers' negative beliefs, lack of knowledge, resources, support and opportunities to collaborate with companies can impede the efficient implementation. In this case-study, 42 Finnish and Slovenian pre-service teachers' STSE beliefs were first examined before and after the school-industry collaboration course by survey. After the course, beliefs of 8 Finnish pre-service teachers were analyzed in more detail by open-ended questionnaires and reflective writing. The pre-service teachers were more confident to teach STSE issues after the course in both countries. However, they needed more support and knowledge from the community members they collaborated with (i.e. representatives of industries, university teacher, student colleagues and school teachers). The industry-based teaching material was considered beneficiary especially for mixed-ability classrooms and the whole course was regarded useful for future practices. The results of this research highlight the importance of pre-service teacher education and practices with STSE issues. The positive and negative beliefs should be examined frequently already during the pre-service education in order to develop tools for teacher support and encouragement. This research promotes a practical example and ideas of a local school-company collaboration.
The Effectiveness of OIDDE Learning Model in the Improvement of Bioethics Knowledge, Ethical Decision, and Ethical Attitude of Biology Preservice Teachers
Author: Hudha, Atok Miftachul
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Models,Biology,Ethics,Science Instruction,Teaching Methods,Instructional Effectiveness,Decision Making Skills,Preservice Teachers,Foreign Countries

The aim of this research was to: (1) compare the effectiveness of OIDDE (Orientation, Identify, Discussion, Decision, and Engage in Behavior) learning model and conventional learning models in improving bioethics knowledge; (2) compare the effectiveness of OIDDE learning model and conventional learning models in improving ethical decision-making abilities; and (3) comparing the effectiveness of OIDDE learning model and conventional learning model in improving ethical attitudes. The research design was a quasi experimental non-equivalent control group design pretest post-test. The research population was the second semester students of the biology pre-service teachers' department of biology education of the FTTE Muhammadiyah University of Malang. Sampling was done by simple random sampling and obtained 76 students were divided into 37 students in the experimental group and 39 students in the control group. Data collecting is carried out through bioethical knowledge tests, and ethical decision- making, and scoring of ethical attitudes. Data were analyzed by ANCOVA, Kolmogorv-Smirnov, and unpaired T test. The results showed that there were significant differences in the effectiveness of achieving improved bioethics knowledge, ethical decision making, and ethical attitudes between OIDDE and conventional learning models, namely the effectiveness of OIDDE learning models higher than conventional learning models.
A Comparison of School Climate with TIMSS 2015 Science Achievement among South-East and East Asian Countries
Author: Lay, Yoon Fah
Date: 2021-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Educational Environment,Achievement Tests,International Assessment,Foreign Countries,Mathematics Tests,Science Achievement,Science Tests,Grade 8,Secondary School Students,Classroom Techniques,Sense of Community,Job Satisfaction,Student Attitudes

Since 1995, the International Association for the Evaluation of Educational Achievement (IEA) implemented the Trends in International Mathematics and Science Study (TIMSS) as an international comparative study. This article aims at identifying the correlations of science classroom instructions with TIMSS science achievement of eighth graders among countries in Southeast Asia and East Asia. The freely downloadable secondary data were analyzed using a plug-in for SPSS, i.e., the International Database (IDB) Analyzer (version 4.0) of IEA using an imputation methodology involving plausible values so that student's performance can be reported. This study found that Southeast and East Asian countries with high average science achievement adequately emphasized academic success, have teachers with job satisfactions well as facing few challenges, have students with sense of belonging to school. Based on the research findings, policy recommendations were made to the Malaysian Ministry of Education to boost Malaysian eighth graders' science performance in the forthcoming TIMSS studies.