ethanporcaro/eric-fulltext-meta huggingface dataset:
Causes and Effects of the Division Algorithm Applied in Ecuadorian Education
Author: José, Mendoza Velazco Derling
Date: 2020-07-00
Type: Journal Articles
Subjects: Division,Instructional Effectiveness,Mathematics Instruction,Foreign Countries,Elementary School Students,Elementary School Teachers,Grade 3,Grade 4,Numbers,Teaching Methods,Critical Thinking

The objective of this research was to analyze the causes and consequences of the systematic process of teaching and learning of the division of whole numbers, a study aimed at students and teachers of the 3rd and 4th level of basic education. For its development the qualitative paradigm was used through the modality of field research. As informants, twenty (20) students and two (2) teachers participated. All participants are enrolled in the 3rd and 4th level of the Giordano Bruno School located in the city of Quito, Ecuador. To collect the information, the observation technique and the semi-structured interview were used, and the instruments were subjected to a validity process, where the triangulation was applied. The results were analyzed to give an answer to the proposed objective of the manuscript, where the teaching-learning method applied to the students is presented as a critical-constructivist model, but in reality, a mechanic-academicist education system is used. It was evidenced that teachers shorten the logical processes of the division of whole numbers, by the time-space factor.
The Correlation of Scientific Knowledge-Science Process Skills and Scientific Creativity in Creative Responsibility Based Learning
Author: Zainuddin
Date: 2020-07-00
Type: Journal Articles
Subjects: Science Process Skills,Knowledge Level,Correlation,Science Instruction,Instructional Effectiveness,College Students,Creativity,Problem Solving,Student Responsibility,Cooperative Learning,Foreign Countries,Physics

The purpose of this study was to find out the correlation between scientific knowledge and science process skills with scientific creativity in Creative Responsibility Based Learning (CRBL). This study involved 83 students of science, physics, chemistry and biology education at Lambung Mangkurat University, Indonesia. The process of data collection used scientific knowledge tests, science process skills tests, and scientific creativity tests. The results of the study show that: (1) scientific knowledge and scientific creativity have a positive, but not significant, relationship. Even though, the mastery of scientific knowledge was needed as a connector of science process skills with scientific creativity; (2) science process skills were positively and significantly correlated with scientific creativity; and (3) both scientific knowledge and science process skills had a simultaneous correlation to scientific creativity.
Unplugged Coding Using Flowblocks for Promoting Computational Thinking and Programming among Secondary School Students
Author: Threekunprapa, Arinchaya
Date: 2020-07-00
Type: Journal Articles
Subjects: Computation,Thinking Skills,Coding,Flow Charts,Programming,Self Efficacy,Secondary School Students,21st Century Skills,Game Based Learning,Outcomes of Education,Teaching Methods,Programming Languages

Computational thinking (CT) has become a necessary skill of students in the 21st century. Various learning approaches have been developed to foster CT among school students. However, these approaches predominantly rely on computer devices and internet connection and fail to promote advanced computer concepts necessary for programming. Therefore, this study developed an unplugged coding activity using flowblocks, the term is coined to represent modified Blockly based on flowcharts with user-friendly syntaxes, as a visual and programming tool, delivered in the form of game-based learning. The activity included a series of game missions to develop five programming concepts. The unplugged coding activity was implemented based on a pre and post intervention design with 160 secondary students who had no prior experience about programming. Statistical analyses showed that students' conceptual understanding of coding and CT increased significantly after participation. In addition, the perceptions of their ability to learn programming, namely self-efficacy, statistically grew in the posttest. It is therefore recommended for school teachers teaching basic programming and CT to consider using this offline, engaging and cost-effective approach as an alternative to computer-based methods of programming.
The Analysis of Using Active Learning Technology in Institutions of Secondary Vocational Education
Author: Bochkareva, Tatyana Nikolaevna
Date: 2020-07-00
Type: Journal Articles
Subjects: Active Learning,Educational Technology,Vocational Education,Secondary Education,Instructional Effectiveness,Student Motivation,Career Choice,Academic Achievement,Teaching Methods,Foreign Countries

The purpose of the research is to analyse the use of active learning technologies in training students and to assess the effectiveness of their use in the teaching process in secondary vocational education. In order to verify the effectiveness of the developed pedagogical methods, methods of experimental work and analysis of the obtained data were applied. The authors also used survey and testing methods among students of an educational organization for professional motivation, obtaining a significant amount of data. In order to identify the resulting changes, testing of students was repeated at the final stage of the study. The authors have substantiated the use of active learning technologies in the formation of career motivation of students of secondary vocational education. The essence of technology is in enhancement of the student's position as a subject in the educational process. The effectiveness of pedagogical environment for active learning technologies in the formation of career motivation in secondary vocational education students has been experimentally substantiated.
Academic Perspectives and Approaches to Social Media Use in Higher Education: A Pilot Study
Author: Sutherland, Karen
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Social Media,Technology Uses in Education,Higher Education,Foreign Countries,Computer Mediated Communication,Privacy,Teaching Methods

Previous studies have confirmed the prevalence of social media adoption by university students. However, research has focused predominantly on student perspectives of social media's impact on learning and teaching, student engagement, and recruitment. This pilot study explores the methods, attitudes, and perceptions of academics regarding social media use in their teaching while investigating strategies used to navigate perceived challenges posed by social media technology. The survey of 53 academics from an Australian university found that 49% used social media in their teaching and did so due to its speed and accessibility in communicating with students. Yet, this communication was largely to broadcast information, neglecting social media's two-way functionality. Concerns regarding privacy, bullying, and time scarcity in relation to social media were key themes present in the data. Setting rules with students at the beginning of social media use was a common strategy employed by academics to address these challenges.
Analyzing Factors Influencing the Paragraph Organization in English Language Writing of Intermediate Students
Author: Siddiqui, Kamran Akhtar
Date: 2020-00-00
Type: Journal Articles
Subjects: Paragraph Composition,English (Second Language),Language Proficiency,Writing Difficulties,Second Language Learning,Foreign Countries,Writing Instruction,Feedback (Response),Teacher Student Relationship,Instructional Effectiveness,College Students,Rote Learning,Grammar,Writing Skills

Writing in English holds great importance throughout the world, especially when it comes to academic and professional excellence. Therefore, writing in English is given due status in Pakistan too. However, despite learning English for years, Pakistani students face difficulty in writing like other foreign language learners. One of the major issues in their writing is organization of ideas in a paragraph to convey the desired sense. The present qualitative study was, thus, conducted to analyze the factors that influence paragraph organization in the English language writing of students at the intermediate level. In this regard, semi-structured interviews were conducted from six participants belonging to different cities, and their writing samples were also collected and were later analyzed using a thematic analysis technique. The findings reveal that rote learning, more focus on grammar, and surface level feedback from teachers were the key factors at play. Hence, the students are unable to produce a well-organized text.
Enhancing Reflective Practice of Student Physical Therapists through Video-Assisted Self and Peer-Assessment: A Pilot Study
Author: Ebert, Jeffrey G.
Date: 2020-00-00
Type: Journal Articles
Subjects: Reflection,Physical Therapy,Allied Health Occupations Education,Video Technology,Peer Evaluation,Self Evaluation (Individuals),College Students,Student Attitudes,Verbal Ability,Nonverbal Ability,Feedback (Response),Psychomotor Skills

Reflective practice, in its comprehensive intent, allows a practitioner to make meaning of complex situations. While opportunities for developing reflective thinking are readily available in health professional education programs, opportunities for developing reflective practice abilities are limited. This pilot study was undertaken to address that gap and assess student physical therapists' perceptions of a series of non-graded, video-recorded practice experiences on developing their reflective practice abilities. The study used a quasi-experimental design with collection of quantitative and qualitative data. Physical therapy students reported an increased awareness of their verbal and nonverbal strengths and areas for improvement, their ability to give and receive feedback to a peer, and ways to improve their psychomotor skill performance. Students identified that they would have liked to have initiated this type of self- and peer-assessment earlier in the curriculum. The assignment served as a specific method of teaching reflective practice in the physical therapy curriculum and has broader application for other healthcare and higher education programs.
Reflection or Description: A Document Analysis on ELT Student Teachers&apos; Reflective Journals
Author: Ilin, Gülden
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Student Teachers,Language Teachers,Reflection,Journal Writing,Preservice Teachers,Teacher Education Programs,Student Teacher Attitudes,Mentors,Teaching Methods,Classroom Techniques,Error Correction,Trust (Psychology),Teacher Supervision,Supervisors,Time Management,Foreign Countries

This documentary study analyses the levels of reflection in the reflective journals written by 59 ELT student teachers from a Turkish university upon their experiences at practice schools. During the practicum, each student teacher wrote four reflective journals on pre-determined topics for observation. The foci of journals were on the lesson observed, the mentor's classroom management strategies, classroom context and language, blackboard use and error correction. In this study, the journals were analyzed on the basis of Hattan and Smith's (1995) reflective writing styles and categorized under reflective models by Taggart and Wilson (2005). The analysis reveals that student teachers used a descriptive tone in writing their journals rather than a reflective one. The majority of the reflective statements used were in technical level followed by contextual level. In the journals, as compared to descriptions and reflections in technical and contextual levels, we detect rarer reflections in dialectical level. To shed more light to the study, interviews were held with eleven student teachers selected by convenience sampling method and the results of the analysis were discussed. Not being familiar with the word reflection, time constraint, lack of motivation, the nature of tasks and finally, distrust in the probability of supervisors' reading the journals were the reasons why the student teachers did not much care about how they wrote the journals.
Speech Intonation and Music: A Look at Their Dynamics within the Song Format
Author: Marchenko, Valentyna
Date: 2020-00-00
Type: Journal Articles
Subjects: Intonation,Speech Communication,Singing,Poetry,Music,Acoustics,Pragmatics,Emotional Response,Auditory Perception,Computer Software,Phonetics,Poets,Suprasegmentals

In the present research we look into the mechanisms which facilitate integrated functioning of speech and music components within a song. To understand the underlying mechanisms of such interaction we investigate poems set to music, analyzing the components of both speech and music intonation. The study is performed within the scope of Speech Energetic Theory and employs its idea of the emotional-and-pragmatic potential, which is believed to precisely convey the idea of a poem and therefore further facilitate successful speech-music interaction within a song. During the experiment the levels of emotional-and-pragmatic potential in poems and songs were firstly determined perceptively by the informants and afterwards verified instrumentally by using specifically developed formula for the evaluation of emotional-and-pragmatic potential. The values of the intonation components were obtained with the help of PRAAT software. Overall, the results demonstrated that that speech and music profoundly correlate on the prosodic level, possessing some common auditive and acoustic features.
Authentic Assessment for Speaking Skills: Problem and Solution for English Secondary School Teachers in Indonesia
Author: Zaim, M.
Date: 2020-07-00
Type: Journal Articles
Subjects: Foreign Countries,Performance Based Assessment,Speech Skills,Secondary School Teachers,Second Language Instruction,English (Second Language),Student Evaluation,Junior High School Students,Needs Assessment,Scoring Rubrics

Although authentic assessment is obligatory in the 2013 Curriculum in Indonesia, teachers find many practical problems in English classrooms, especially when assessing students' speaking ability. This research aims to reveal the teachers' problems on authentic assessment to evaluate the English speaking skills of junior high school students, to find out teachers' need on the authentic assessment of speaking skill, and to develop a model of authentic assessment suitable with teachers' need and characteristics of the learners. This study was a research and development study using the ADDIE Model. The data of the study were obtained from teachers' responses on the questionnaires regarding the students' needs on the use of authentic assessment for English speaking skills. The finding shows (1) the problems faced by teachers regarding the assessment of specific language functions, (2) teachers' needs on the authentic assessment regarding the language functions, activities, and scoring rubrics for speaking skills, (3) the model of authentic assessment suitable with teachers' need related to language function, activities, and scoring rubrics The appropriate need analysis can be used effectively in developing authentic assessment for speaking skills.
The Effectiveness of L1 Use in Promoting Oral Production in L2 across Different Proficiency Levels
Author: Yüzlü, Muhammet Yasar
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Usage,English Language Learners,Native Language,Language Skills,Oral Language,High School Students,Teaching Methods,Foreign Countries,Communicative Competence (Languages)

The current study examines the impact of L1 use on EFL learners' L2 speaking skills as well as their perceptions of L1 use in fostering oral production in L2. The study was conducted for 10 weeks with 60 low intermediate and the high intermediate students at a high school of science in Turkey in 2018-2019 spring term. In each group, half of the students were designated as the experimental group and the other half as the control group. The experimental groups in each level group were exposed to a 10-week (40 hours of teaching) of L1 use in order to promote speaking skills in L2 while the control groups were taught through communicative language approach. In the study, the explanatory sequential mixed methods design was utilized. The analysis of a Paired-Sample t-test indicated that L1 use played a pivotal role in ameliorating students' L2 speaking skills. Semi-structured interviews revealed that students favoured L1 use through which they could attenuate cognitive load and experience stress-free classroom environment in order to improve speaking skills in L2. Lastly, the students exposed to judicious and systematic L1 use outperformed the students exposed to only L2 at low intermediate and high intermediate level as regards boosting oral production in L2 and developing students' positive perception of L2.Pedagogical implications are discussed.
The Effects of the Synchronous Discussion and Reflection System (SDRS) in Perception of Knowledge Building and Learning Outcomes
Author: Indrastyawati, Cinthya
Date: 2020-07-00
Type: Journal Articles
Subjects: Synchronous Communication,Student Attitudes,Elementary School Students,Educational Environment,Foreign Countries,Reflection,Cooperative Learning,Science and Society,Genetics,Food,Group Discussion,Knowledge Level,Outcomes of Education,Computer Assisted Instruction,Computer Mediated Communication,Independent Study

The purposes of this study are to understand the effects of using Synchronous Discussion and Reflection System (SDRS) platform in the elementary students' perception of the learning environment and students' cognitive outcomes regarding the Genetically Modified Food (GMF). A total of 22 students from Elementary School in Taichung Taiwan joined this study, consisted of 10 students in the experimental group and 12 students in the control group. The results of the study showed: (1) The experimental group using SDRS have advantages in self-directed discussion and reflection than the control group by teacher guidance; (2) students' perception in the KB-Based learning environment from the experimental group is as good as the control group; (3) learning outcomes in the experimental group are better than the control group. So this study concludes that the Knowledge Building-Based Learning using SDRS as a platform for self-directed discussion and reflection was equally more effective than with using the discussion guide by the teacher in class. This study also suggests that elementary school students need more time to adapt using the platform in KB-based learning to get better result both in their perception of the learning environment and their learning outcomes.
Ready to Leave the Nest? Education Graduate Students&apos; Voices on Publishing
Author: Syeda, Maisha
Date: 2020-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Research,Student Experience,Writing for Publication,Student Attitudes,Mentors,Experiential Learning,Needs Assessment,Foreign Countries,Doctoral Students,Barriers

Graduate programs typically expect students to publish their scholarly work; however, few researchers have investigated their experiences in publishing. What literature does exist suggests that mentorship through co-authorship is helpful in supporting the development of emerging scholars. Importantly, there were no studies exploring the perspectives of education graduate students regarding their publication experience. The researchers of this article were all affiliated with an education journal run by and for graduate students who encountered student-authors who were not well prepared to engage in the publication process. In order to understand these student-authors' needs, the researchers conducted a needs assessment through the framework of Experiential Learning Theory (Kolb, 2014). Specifically, this needs assessment provided voice to thirty education graduate students regarding their career aspirations, previous publishing experience, helpful influences, barriers, and needed supports to engage in the publication process. The findings suggested that the students in this needs assessment lacked formal instruction on how to navigate the publication process, and they perceived mentorship from supervisors, when it existed, as helpful. Implications for graduate training based on the findings are also discussed.
Usage of English Speech Like Expressions in Turkish Students&apos; Written Works
Author: Aytaç-Demirçivi, Kadriye
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Usage,Writing (Composition),College Students,Writing Assignments,Speech Acts,Nouns,Verbs,Syntax,Form Classes (Languages),Sentences

The present study investigates the usage of speech like expressions in written works of Turkish learners of English. It also aims to find out the differences between C1 and B1 level learners in terms of the frequency and types of speech like expressions. The participants in this study were 21 B1 and 33 C1 level students at a state university in Turkey. For this study, students' writing assignments were collected. For the frequency analysis, manual counting of the words was used. For the types of speech like expressions, the data were divided into different groups of speech like expressions based on the framework of previous studies. The analysis of the data showed that B1 level learners use speech like expressions much more commonly than C1 level learners. In addition, there were also some differences in terms of the types of the speech like expressions used by C1 and B1 level learners.
Enhancing the Academic Writing Abilities of First-Year Bachelor of Education Students in a Blended Learning Environment
Author: Scott, David
Date: 2020-00-00
Type: Journal Articles
Subjects: Writing Ability,College Freshmen,Blended Learning,Foreign Countries,Writing Instruction,Instructional Effectiveness,Feedback (Response),Instructional Design,Writing Improvement,Technology Uses in Education,Collaborative Writing,Formative Evaluation,Writing Evaluation,Computer Mediated Communication,Tutoring,Video Technology

Funded by a Scholarship of Teaching and Learning grant from a University in western Canada, this paper reports on findings from an educational design research study (McKenney &amp; Reeves, 2012) investigating the ways, and the extent to which, particular technological supports and other interventions impacted the acquisition of academic writing skills for Bachelor of Education students working within a blended learning environment. Among the various findings, students emphasized the importance of integrating writing interventions in coordination with one another, as well as introducing a variety of effective pedagogical practices tailored to meet the needs of specific course assignments. Instructors found that by incorporating student feedback into the design and then redesigning the course, they were able to improve students' academic writing abilities without sacrificing course content.