ethanporcaro/eric-fulltext-meta huggingface dataset:
Emergent Course Curriculum: Adapting to the Novel Coronavirus
Author: Setterdahl, Aaron T.
Date: 2021-04-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Biochemistry,Undergraduate Students,Science Education,Online Courses,Computer Assisted Testing,Computer Mediated Communication,Synchronous Communication,Educational Technology

The severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) causing the 2019 coronavirus disease (COVID-19) pandemic is tragic, yet we can still learn a great deal about the virus and its effects. The biochemistry of the virus is rather interesting despite its ill effects, and it is important to know how it works to understand how to defeat it. In the spring 2020 semester, I was teaching a senior level biochemistry course that would normally cover topics of DNA replication, RNA replication, protein synthesis, gene regulation, and other biomolecular metabolic pathways. Upon the first call for suspending face-to-face classroom study, my course, with the enthusiastic support of the students in it, changed our focus to understanding these topics in relation to viruses. The course structure was modified to include online quizzes, instead of a written exam, and 5-min videos made by each student describing the biochemical nature of a virus of their choosing, instead of a traditional presentation. The class met through synchronous online meetings on Zoom to discuss topics of virus structure, genomes, replication, and potential treatments and prevention methods such as how vaccines are made. This format allowed both myself and the students in the course to learn a great deal about this current threat and treatments in modern medicine. Concepts and ideas learned here will hopefully plant the seed in the students' minds so they will be strong advocates for science and education.
A Learning Trajectory for Probability: A Case of Game-Based Learning
Author: Wijaya, Ariyadi
Date: 2021-01-00
Type: Journal Articles
Subjects: Probability,Game Based Learning,Games,Learning Activities,Mathematical Concepts,Concept Formation,Junior High School Students,Grade 8,Early Adolescents,Public Schools,Urban Schools,Foreign Countries

This research is aimed to describe a learning trajectory for probability through game-based learning. The research employed design research consisting of three stages: preparing for the experiment, design experiment, and retrospective analysis. A hypothetical learning trajectory (HLT) using Sudoku and Snake-and-ladder games was developed by collecting data through documentation, interviews, and classroom observations. The HLT was implemented in the classroom to investigate students' actual learning trajectory. The results of this research indicate that the games helped students understand the concept of probability. The learning trajectory for probability based on game-based learning is seen from the perspective of four levels of emergent modeling. In the first level -- 'situational level' -- Sudoku and Ladder-and-Snake games were played by students. The second level is the 'referential level' where the rules of the games were used as a starting point to learn the concept of probability. Communication during game playing stimulated students' knowledge about random events, sample spaces, sample points, and events. At the third level -- 'general level' -- students used tree and table diagrams to generalize possible outcomes of an experiment and develop an understanding of sample spaces and sample points. Lastly, at the 'formal level' students developed their informal knowledge into formal concepts of probabilities.
Mathematics Educators&apos; Perspectives on Cultural Relevance of Basic Level Mathematics in Nepal
Author: Acharya, Bed Raj
Date: 2021-01-00
Type: Journal Articles
Subjects: Mathematics Teachers,Teacher Educators,Teacher Attitudes,Culturally Relevant Education,Elementary School Mathematics,Secondary School Mathematics,National Curriculum,Curriculum Design,Ethnic Diversity,Indigenous Knowledge,Language of Instruction,Native Language,Cultural Background,Multicultural Education,Foreign Countries

The main purpose of this paper was to explore mathematics educators' perception of the cultural relevance of basic level mathematics in Nepal. The design of this study involved an interpretive qualitative approach by administering in-depth interviews with five purposively selected mathematics educators teaching at five higher education institutions in the Kathmandu valley. Each interview was audio-recorded and transcribed for coding and constructing themes. The major themes that emerged were teaching in a mother language, contextualized Ethnomathematics, and the local knowledge in the curriculum as a teaching approach. The findings of the study can be helpful to curriculum designers and teachers at the basic level of mathematics. The study also adds to the literature of cultural aspects of mathematics teaching and learning and curriculum design.
Lingual Expressions in the COVID-19-Related Ecolexicons in Indonesian Online-Media Coverage
Author: Khotimah, Khusnul
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Language Role,Mass Media,Internet,Indonesian,English (Second Language),Linguistic Borrowing,Vocabulary,News Reporting,Foreign Countries

Language may represent everything related to COVID-19 and, at the same time, being a tool to recognize and prevent the virus. This current research applied the ecolinguistic theory and a qualitative descriptive approach, aiming at researching new terms or lexicons related to the COVID-19 pandemic that existed in Indonesian online mass media. The technique used to collect the data was observation. The results showed that COVID-19 news triggered the emergence of exciting language dynamics. COVID-19 was depicted through dynamic forms of language. Reality coding also occurred dynamically. It was found out that the new health ecolexicons were in the forms of English terms (e.g., lockdown, swab test), synonym forms (e.g., &quot;isolasi,&quot; &quot;karantina&quot;), Indonesian abbreviations (e.g., PPE, KLB), and English abbreviations (e.g., WFH, PCR), and acronym forms (e.g., COVID19, Sars-Cov-2). The identified ecolexicons could be grouped into physical/biological reality, social reality, and symbolic/ideological reality.
Methodology of Literary Text Approaches in High Schools Analysis and Models
Author: Poroçani, Natasha
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,Teaching Methods,Textbooks,Publishing Industry,Literature,Scoring Rubrics,Italian,French,Second Language Learning,Second Language Instruction,Textbook Evaluation,Grade 10,French Literature,Italian Literature,Foreign Countries,Reading Comprehension,Ambiguity (Semantics),Comparative Analysis

In this paper, we have reviewed and analyzed literature textbooks at the pre-university level, respectively in the high school. In this research, we have examined the way these texts are analyzed (the pedagogical apparatus as it is otherwise called). Such work is done considering the requirements of the latter to fulfill certain competencies provided by the program on which the text is drafted. The method we used is based on two parallel directions. One is about the aforementioned comparison of the required competencies and those realized in the pedagogical apparatus of the textbooks of different publishing houses, which have gained the right to be part of the textbooks that can be selected by different schools for the treatment of the subject of literature. This is seen according to the rubrics provided by the program, those currently implemented, and the competencies suggested by us, which we do not see implemented by the first two. In parallel, we have identified the problems in terms of simple text analysis, in a stylistic, pragmatic-reflective plane, giving our suggestions for each case. About 80% of the textbooks show problems with the way the rubrics are constructed and almost 90% of the rubrics are constructed with questions that may go beyond the rubric topic. The paper is accompanied by a concrete example of text analysis suggested to the professional network of literature teachers. This model is based on the experience of Italian and French textbooks.
Mora in Basrah Arabic: A Morpho-Phonological Approach
Author: Abdulatif Al-Basri, Majid
Date: 2021-00-00
Type: Journal Articles
Subjects: Semitic Languages,Morphology (Languages),Phonology,Syllables,Verbs,Nouns,Form Classes (Languages),Language Research,Models,Vowels,Speech Communication,Spelling,Dialects

This paper has been written to fall within the orbit of the moraic framework of the syllable, particularly the syllable weight, of Basrah Arabic. Universal as its nature is, mora, when studied and then applied, has, metaphorically speaking, the power of casting its phonological 'spell' over the problems of the morphophonology of Basrah tri-segmental verbs, adjectives, and nouns which have popped up in the context of investigating the behavior of Basrah syllabicity, and thus the mora 'spell' gets these problematic issues easily solvable and surmountable. The problems overcome by applying the moraic model are of two facets: some of them are phonologically-based problems and others are morphologically-based ones. Either case, mora is manipulated to throw its shadow on them equally and adequately. With this in mind, the application of moraic aspects to some Basrah verbs presupposes a drastic shift in segmental durations, namely, vowel ones when occurred word-medially. Among different results reached by this paper is that Basrah Arabic syllabic templates of certain verbs, adjectives, and nouns need to be pinpointed from the mora-tier angle other than from the CVtier and X-tier angles.
Teaching and Learning of Genetics Using Concept Maps: An Experimental Study among Midwifery Students in Ghana
Author: Cofie, Reubena
Date: 2021-00-00
Type: Journal Articles
Subjects: Genetics,Concept Mapping,Obstetrics,Foreign Countries,Allied Health Occupations Education,Teaching Methods,Pretests Posttests

Students' understanding of genetics and its associated mechanisms can be a difficult task. Though there are several instructional approaches to enhance the teaching and learning of genetics among medical, nursing, midwifery, and other allied health students in Ghana, little is known about the use of concept mapping as a teaching strategy. This study aimed to investigate the effect of using concept maps to enhance the teaching and learning of genetics among midwifery students in Ghana. We conducted an experimental study using the pre-test/post-test control group design. Fifty-one (51) midwifery students (females) in Ghana were voluntarily recruited and randomly assigned into either experimental or control groups using a 'balloting method.' In the pretest phase, the groups were first administered a Genetics Achievement Test (GAT) to measure their understanding of basic genetic concepts. The experimental and control groups received two (2)-weeks of lessons in genetics using concept mapping and lecture methods respectively during the intervention phase. Following the intervention phase, a posttest (GAT) was administered a week after the intervention to determine whether concept-mapping as a teaching strategy significantly improved the learning and achievement of students. Data analysis was conducted using JASP software (Version 0.14.1). Results showed that there was no significant difference in GAT scores between the groups during the pretest phase, (t = 0.763, df = 45, ? = 0.194, d = 0.214). However, the experiment group performed better in the GAT than the control group, (t = 9.402, df = 45, ? &lt; 0.001, d = 2.634). In conclusion, the concept mapping teaching strategy is recommended as a useful approach for the teaching and learning of genetics. Teachers can blend this method with the traditional lecture approach to improve learning outcomes among nursing students.
Social Status of a Teacher in Ancient Rome
Author: Kudinov, Dmytro V.
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Status,Teaching (Occupation),Educational History,World History,Foreign Countries,Power Structure,Academic Rank (Professional),Teacher Salaries

The source base of the study consists of literary works of fiction and publicistic genre, letters of the Republic citizens and subjects of ancient Roman emperors, who bear witness of the attitude of contemporaries to the profession of a teacher, determine its prestige and social significance. This preconditioned the aim of the study to determine the social status of a Roman teacher. The authors claim that the latter depended on both formal and informal factors. However, personal level of professional achievements, attractive individual traits, morality, support from influential people were more important than belonging to a particular class of mentors or state regulation of education. The teacher's authority regulated his right to corporal punishment of students and influenced the amount of remuneration. The researchers believe, that a certain criterion to determine the prestige of the profession is the quantitative indicator of payment, as well as the regularity of its implementation. The teacher's wealth increased his place in the system of social relations and, conversely, was a consequence of patronage by the authorities. However, the incomes of most teachers remained low, which, in combination with other criteria of prestige of the job, allows to conditionally establish the status of a teacher at a level &quot;below average&quot;.
Emotion Regulation and Its Relationship to Social Competence among Kindergarten Children in Jordan
Author: Hamaidi, Diala A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Emotional Adjustment,Emotional Development,Social Development,Interpersonal Competence,Peer Relationship,Adults,Young Children,Kindergarten,Private Schools,Correlation,Gender Differences,Foreign Countries

The study aimed at exploring the levels of emotional regulation and social competence among kindergarten children. Further, the relationship between emotional regulation and social competence and its sub-domains: (overall emotional adjustment, social interactions with peers, and social interaction with adults). Furthermore, the significant differences in the relationship between emotional regulation and social competence that are caused by gender. The study researchers used the descriptive and relational approaches to answer the study questions. After ensuring the validity and reliability of the two research instruments, they were applied among 220 (110 females, 110 males) Jordanian kindergarten children: The Social Competence and Behavior Evaluation Preschool Edition (SCBE) and the Emotion Regulation Checklist (ERC). The study results revealed that there is an average level of emotion regulation and an average level of social competence among the participants. There was a statistically significant relationship between children's emotion regulation competence and their social competence, as a correlation between emotion regulation and each of the social competence subscales (general adaptation, overall emotional adjustment, social interactions with peers, and social interactions with adults) was high and statistically significant. Finally, the results revealed that there was no statistically significant gender discrepancy in the relationship between emotion regulation and social competence. Implications and future research recommendations were discussed.
The Effectiveness of Science, Technology, Engineering, and Mathematics Inquiry Learning for 15-16 Years Old Students Based on K-13 Indonesian Curriculum: The Impact on the Critical Thinking Skills
Author: Pahrudin, Agus
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Science Instruction,Physics,Scientific Concepts,STEM Education,Active Learning,Inquiry,Adolescents,High School Students,Grade 10,National Curriculum,Critical Thinking,Thinking Skills,Foreign Countries

Industrial revolution 4.0 is currently present in various countries, including Indonesia. Indonesia responded quickly through technological developments, especially education. The actions of the Indonesian government to deal with industrial 4.0 are contained in the 4C principle, one of which is Critical Thinking. The Science, Technology, Engineering, and Mathematics (STEM) learning approach has become an alternative in building critical thinking skills, especially in science learning. The purpose of this study is to quantitatively measure the impact of the STEM-inquiry model based on the K-13 Indonesian Curriculum towards critical thinking skills of 15-16 years old students. This study employed quasi-experimental with non-equivalent control group design at SMAN 1 (State Senior High School) Padang Cermin, Lampung, Indonesia. The research subjects consisted of 50 students. The critical thinking skill was measured through 10 items of an essay question on the momentum and impulse material. Based on the results of the non-parametric statistical hypothesis test Mann Whitney, the significance level of 0.004 was obtained (sig &lt;0.05). The results of the hypothetical test showed that the student's critical thinking skills before and after using the STEM-based inquiry model were different. It can be concluded that the application of the STEM-based inquiry model was effective in increasing students' critical thinking skills.
Online Student Education in a Pandemic: New Challenges and Risks
Author: Frolova, Elena V.
Date: 2021-00-00
Type: Journal Articles
Subjects: Web Based Instruction,Distance Education,COVID-19,Pandemics,Educational Change,Foreign Countries,College Students,Access to Computers,Student Attitudes,Feedback (Response),Teacher Student Relationship

The epidemiological crisis made it necessary to transform the practice of higher education in the conditions of transition to remote mode. Online training has become an alternative to the face-to-face format of classes, which updates the analysis of key risks and problems of the educational process in the context of the pandemic. The leading research method was a questionnaire survey of students with online learning experience (N = 146 people). The survey was conducted in May 2020. For a deeper interpretation of a number of conclusions, the authors conducted a focus group in September 2020 (N = 12 people), which included students of 2-3 years of study at Russian universities. The authors set a goal to study the degree of adaptation of students to new learning conditions, the specifics of their perception of various aspects of learning in an online environment, problems and risks. The results of the study showed that every fourth student when switching to online mode could not successfully adapt to the new format of training. It is concluded that the key risks of online learning are associated with the lack of direct communication channels, the spread of the practice of imitating students' learning activities in the context of reducing the control function of the teacher. The lack of readiness of students to maintain the necessary level of self-organization led to a decrease in students' requirements for themselves as an active participant in the educational process, while increasing requirements for digital competencies and personal qualities of the teacher. In terms of online learning, students demonstrate the need for additional measures to maintain interest in learning: game context, network interaction in the &quot;student-student&quot; system, charismatic presentation of material.
International Students Cultural Diversity Clustering for Building HEI&apos;s Adaptive Academic Environment
Author: Ten, Yulia P.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Students,Cultural Differences,College Students,Foreign Countries,Multivariate Analysis,Regression (Statistics),Barriers,Identification (Psychology),Cultural Traits

The relevance of this study is due to the increasing importance and role of universities in the context of growing competition in the international market of educational services. Higher education institutions face the problem of needing to adapt their educational and socio-cultural environment for international students from different countries. Therefore, the aim of this study is to classify the national cultures of students so as to formulate recommendations for universities regarding the development of effective strategies for helping foreigners adapt to their host sociocultural and educational environments. The study is interdisciplinary in nature and based on international concepts, approaches and methods from the philosophy of education, sociology, theory of intercultural communication and cross-cultural management. The authors use system-structural and comparative methods of culture analysis, as well as cluster analysis techniques. The authors' sociological survey of international students studying in Russia during the 2019-2020 academic year formed the empirical base of the research. The regression analysis was applied to reveal correlation relations between indicators such as the degree of socio-cultural adaptation, learning adaptation, and degree of external locus of control of international students. The article presents culture as a multilevel system, with individual, organizational, national and global tiers. Based on the experience gained in scientific literature on the typology of cultures, we can see that students from different countries can be grouped based on two main criteria: Geographic and Mental/Cultural. Detailed recommendations are given for host universities wishing to develop an adaptive socio-cultural and educational environment.
Reflexive Teacher: Main Difficulties of the Reflexive Activity of Teachers with Various Pedagogical Work Experience
Author: Biktagirova, Gulnara F.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Teaching Experience,Instructional Effectiveness,Difficulty Level,Semantics,Skill Development,Reflective Teaching,Work Experience,Teacher Attitudes,Faculty Development,Foreign Countries

The relevance of the study is due to the need to identify the position of teachers in their professional activities, the manifestation of its reflective activity. A special attitude of the teacher to his own activity, when the very content of this activity is for the teacher as an object of analysis, reflection and evaluation, characterizes the reflective teacher. It is important that each teacher takes a similar position. In the modern conditions, the modernization of the national education takes on a special significance of the teacher's reflection. Without a reflective view of yourself, your activity and its effectiveness, it is not possible for the teacher to develop personally, to identify and comprehend the reasons for his successes and failures, and hence a successful solution. The purpose of this article is to investigate the difficulties in the reflective activity of teachers with different teaching experience. Research methods: In the process of research, an analysis of the scientific literature, included observation, ascertaining the pedagogical experiment, testing, expert survey, analysis of the results of the experimental work of the empirical study, as well as statistical processing of quantitative research results. Results of the study: Diagnosis of the difficulty level in reflexive activity was carried out with the help of the author's test questionnaire &quot;My reflexive difficulties&quot;. The questionnaire includes 6 components of reflexive activity difficulties and reveals the difficulties of the theoretical-methodological, motivational, value-semantic, emotional, process-activity and research character. Relevance of the study: The study showed the need to identify reflexive difficulties and the formation of reflexive skills. Awareness of the need for reflexive activity in practical comprehension is developed by the installation for constant introspection, assessment and self-assessment, as well as analysis of the results obtained. Thus a reflexive teacher is formed. The materials of the article can be useful for teachers, teachers of higher educational institutions, researchers for teaching reflexive activity.