ethanporcaro/eric-fulltext-meta huggingface dataset:
Oceans of Inspiration: A Marine Based STEAM Project
Author: Boyle, Julie
Date: 2021-00-00
Type: Journal Articles
Subjects: Oceanography,STEM Education,Art Education,Active Learning,Student Projects,Physics,Foreign Countries,Secondary School Students,Learning Activities

This paper describes a set of project-based learning activities focused on a theme of the oceans and marine life. Whilst still providing a clear link to existing physics curricula, the STEAM (Science, Technology, Engineering, Art and Mathematics) design tasks embrace oceanography's interdisciplinary nature and its scope for allowing students to appreciate the complexity of the real world, affording connections to be made between science and art. By encouraging such links to be made, we exemplify how to effectively communicate to students that imagination and creativity is essential to successful scientific research and we highlight activities that can make physics more accessible, relevant, and interesting to a broader range of students. We also analyse the activities' effects upon the students' attitudes to physics and their spatial ability, manual dexterity, grit, patience and creativity.
Underrepresentation of Women STEM Leaders: Twelve Women on Different Journeys Using Their Voices to Shape the World through Science
Author: Stewart, Carletta A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Disproportionate Representation,Females,STEM Education,Leaders,Secondary School Teachers,College Faculty,Professional Personnel,Experience,Self Efficacy,Problem Solving,Attitudes,Mathematics Education

This study examined the conditions contributing to the underrepresentation of women leaders in science, technology, engineering, and mathematics (STEM) education. It was a qualitative phenomenological study of twelve women with twelve unique journeys. The women included secondary educators, postsecondary university professors, and professional STEM field careerists. This study examined the experiences of women in STEM through storytelling and identified four common themes shared by the twelve participants: (a) &quot;shaping of mental exploration&quot;; (b) &quot;math efficacy&quot;; (c) &quot;self-discovery through problem-solving regarding why and how things work&quot;; and (d) &quot;connection to an encouraging learning community.&quot; While numerous studies have uncovered systemic causes of underrepresentation, this qualitative inquiry sought to learn about the experiences of women in STEM through their own voices and therefore advance qualitative studies in this area. The study participants were limited to women in the fields of science, technology, engineering, and mathematics identified through convenience and snowball sampling in the geographical study area. This study aims to reveal how self-efficacy takes shape during adolescence and, in turn, influences the persistence of women leaders in STEM education and careers.
Tech Lunar Toilet: A STEM Project with High School Students
Author: Bustamante, David Guillermo
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,High School Students,Foreign Countries,Outreach Programs,Student Projects,Global Approach,Science and Society,Robotics,Design

We performed an innovative STEM outreach project. High school students from the Colombian robotics' designed a prototype of a Lunar Loo named Tech Lunar Toilet (TLT) that was part of the international HeroX-NASA Challenge. These experiences were possible thanks to a wonderful network of collaboration. As a result of this program, the students that participated were able to cultivate their curiosity, strengthen their scientific skills and increase their interest in pursuing careers in STEM fields. Simultaneously, they were able to contrast visual and instrumental data obtained from the robotics and new technologies that can be performed in the microgravity environments for future space explorations. The efficient TLT suction system will guarantee proper operation in both microgravity and lunar gravity. Most of the structure can be built in a 3D printer using PLA as a raw material. This polymer made from renewable resources with mechanical properties comparable to the petroleum-based ones will allow reducing the weight of the structure. We recognized that our project-based education is a powerful engine for development. We share our methodology for the construction of our TLT that can be used in microgravity. We also show the progression and impact of this innovative project of scientific dissemination.
Innovative Collaborative Instructional Strategies: It&apos;s Effect on Secondary School Students&apos; Achievement in Biology as Moderated by Verbal Ability
Author: Adejimi, Saheed
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Students,Biology,Verbal Ability,Cooperative Learning,Teaching Methods,Science Instruction,Science Achievement,Foreign Countries,Instructional Effectiveness

Education is changing rapidly. Schools are gradually shifting away from the traditional mode of instruction and toward a more active model of learning, in which students are collaborating on projects in small groups and then sharing their work with the class. Africa cannot afford to be left behind in this change. Though collaborative teaching and learning are quite popular in Africa, its variants/forms, consensus group and cooperative reflective journal writing are not. The effect of collaborative instructional strategies (consensus group and cooperative reflective journal writing) on students' achievement in biology as moderated by verbal ability was determined in this study. Three hundred five senior secondary school II students from two local governments' area within Ibadan Metropolis participated in the study. The Students' Biology Achievement Test (SBAT) and the Students' Verbal Ability Test (SVAT) were the main data collection tools used for this study. Data generated were analysed using Analysis of Covariance (ANCOVA) and Bonferonni post hoc test. Results show that both forms of collaborative instructional strategies improved students' achievement in biology. Results showed that students exposed to the cooperative reflective journal writing achieved more in biology followed by students in the consensus group strategy. Collaborative strategy can be a feasible alternative approach to teaching biology as it fairly addresses issues of interaction in the classroom. This has helped students develop their communication and also improve their socialisation skills in the classroom and beyond.
Elevator Speech: Students&apos; Discussions of Forces and Acceleration by Means of a Scale in an Elevator
Author: Johansen, Astrid
Date: 2022-00-00
Type: Journal Articles
Subjects: Physics,Secondary School Students,Secondary School Science,Group Activities,Science Instruction,Mechanics (Physics),Group Discussion,Problem Solving,Foreign Countries

Students' challenges in learning mechanics are well documented from test situations, and group discussions are considered a fruitful way to meet these challenges. In this paper, we present a study from an authentic teaching setting where upper secondary students in groups solve the task of calculating the acceleration of an elevator by means of a scale. The group work was audio recorded in three groups with different ability levels. Analysis was performed inductively using the analytical tool of semantic gravity and semantic waves. The results reveal multiple challenges solving the task, even among high-achieving secondary physics students. The study shows that for group discussions to be fruitful, students must be able to negotiate for meaning by alternating between different levels of semantic gravity. In this study, only the group consisting of relatively high-achieving students was able to do this. For the groups that did not succeed, this is found to be due to insufficient knowledge base, poor integration of the required concepts in their own language and inappropriate epistemological framing of the situation. It is concluded that more effort should be put into learning basic concepts than curricula and teaching traditions normally provide. This should include tasks carefully adapted to students' ability, where students can practice alternation between levels of semantic gravity.
Finding a Place to Thrive: Diversity, Equity, Inclusion, and Justice Considerations in the College Search Process
Author: Leggins, Shanell
Date: 2021-00-00
Type: Journal Articles
Subjects: Community Colleges,College Choice,School Counselors,College Admission,Access to Information,Diversity,Equal Education,Inclusion,Institutional Mission

Recent data published by the Academic Senate for California Community Colleges (ASCCC) found that campus community impacts student success by 44 percent. Students are more likely to thrive when they have access to people who understand and relate to them and when they can gain support from programs that value their culture and ideology. Including such factors in the college search process is imperative, and counselors play a critical role in guiding students and families as they weigh these important considerations. This article discusses how counselors can help prospective applicants determine if diversity, equity, and inclusion (DEI) is valued at a particular school; what counselors should do when schools aren't doing well in DEI; and how colleges can increase DEI on campus and the surrounding area to show they are committed to fostering cultural connections.
Evaluating Usability in Educational Technology: A Systematic Review from the Teaching of Mathematics
Author: Molina, Odiel Estrada
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Usability,Mathematics Instruction,Secondary School Mathematics,College Mathematics,Virtual Classrooms,Educational Resources,Game Based Learning,Standards,Norms,Educational Research

The objective of this article is to determine which are the international standards and norms of usability that are used in educational technology applied to the teaching of mathematics at secondary and higher education levels, focused on two scenarios: (1) digital educational resources and virtual learning environments (VLEs), and (2) game-based learning. The PRISMA protocol was used and the Scopus and IEEE Xplorer databases, the Springer publishing House and the ACM Digital Library were used for the search strategy. Forty-seven primary studies were selected, emphasizing the use of the ISO/IEC 9241-11 standard. However, the isolated use of criteria to usability assessment without achieving engineering integration is reflected. Primary studies in the teaching of mathematics mainly use the ISO 9241-11:2018 and ISO/IEC 9126-1:2004 standards. Game-based learning scenario uses ISO 9241-11:2018 standards and procedures that guarantee, at least, the integration between efficiency, effectiveness, and ease of use. Digital educational resources and VLEs scenario uses ISO/IEC 9126-1:2004 and ISO/IEC 9241-11:2018 standards, and procedures that guarantee at least the integration between efficiency and ease of use; effectiveness and ease of use; ease of use and accessibility; and effectiveness, ease of use, accessibility, and efficiency.
Factors of Academic Stress: Do They Impact English Academic Performance?
Author: Tibus, Erlinda D.
Date: 2021-12-00
Type: Journal Articles
Subjects: Anxiety,Academic Achievement,English (Second Language),Second Language Learning,College Students,Factor Analysis,Time Management

This study investigated the college students' level of academic performance and determined the impact of academic stress on their English academic performance. This employed a descriptive-exploratory research design with Exploratory Factor Analysis (EFA) and correlation analysis (Pearson r) as main analyses using statistical software. The result suggested that the students (N=250) have a moderate level of stress. Likewise, seven factors were generated through EFA but were reduced to four factors using parallel analysis, the factors are perceived personal stress, classroom stress, performance stress, and time management stress. In the correlation analysis, it was found out that perceived personal stress, classroom stress, and performance stress are significantly correlated except for time management stress. Moreover, these factors were found to have no significant relationship with the English grades of the students. With this result, it is concluded that despite having a moderate level of academic stress, students were able to manage them by using a plethora of coping mechanisms available. The institutions should offer prevention and intervention services that directly address the academic stress of the students to ensure academic success.
Students&apos; Perceptions of Self-Assessment and Their Approaches to Learning in University Mathematics
Author: Kangaslampi, Riikka
Date: 2022-00-00
Type: Journal Articles
Subjects: College Freshmen,Self Evaluation (Individuals),High Achievement,College Mathematics,Learning Processes,Outcomes of Education,Foreign Countries,Accuracy

This study aims at better understanding of the use of self-assessment to support high-achieving students in first-year university mathematics. The students, who had not previously self-assessed their skills and knowledge in mathematics, were given two self-assessment exercises during a calculus course: they assessed their prior knowledge and learning goals in the beginning of the course and the quality of their learning outcomes in the end. Their approaches to learning and perceptions of self-assessment were studied with questionnaires in the beginning and at the end of the course. The students felt that they were able to assess their performance and that self-assessment exercises helped them to learn. Their self-ratings agreed well with the teacher's grading. Self-assessment was implemented to support novice students to adopt a deep approach to learning, and the results showing a statistically significant decrease in unreflective approach give an encouraging signal.
A Calculus Student&apos;s Understanding of Graphical Approach to the Derivative through Quantitative Reasoning
Author: Ozaltun-Celik, Aytug
Date: 2021-00-00
Type: Journal Articles
Subjects: Calculus,Mathematical Concepts,Logical Thinking,Graphs,Cognitive Processes,Students

The concept of derivative is used in many areas including applied problems and requiring mathematical modelling in different disciplines. One of the most important approaches for teaching the derivative is to support students in visualizing the concept. Also, it is necessary to shift researchers and teachers' focuses to students' dynamic mental actions while learning derivative in order to conduct effective teaching process. With this necessity, I focused on the perspective of quantitative reasoning related to the graphical approach to the derivative. This study aims to reveal a calculus student's mental actions related to the graphical approach to the derivative. The data were collected from a first-year calculus student engaged in the task requiring graphical interpretation of the derivative. Results showed that the student's understanding of the slope shaped her inferences about the tangent line because the quantity of ratio is prior knowledge for learning the instantaneous rate of change. Besides, as the student had the idea of correspondence related to the concept of function, she had difficulties in interpreting the global view of the derivate. This result suggests that having global view of the derivative requires a strong understanding of function and rate.
High School Mathematics Teachers&apos; Competence on the Contents of a Quantitative Research Paper
Author: Dullas, Lany D.
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Teachers,Teacher Competencies,Knowledge Base for Teaching,Junior High School Teachers,Knowledge Level,Research Methodology,Faculty Development,Research Skills

Competence in research is an attractive feature that should be established for all practitioners because specialists with training and expertise in research will recognize strategic thinking, interpretation, and synthesizing more easily. Hence, this study aimed to describe the knowledge competency among junior high school mathematics teachers on the research processes applied on the contents of the various sections of a quantitative research paper. The descriptive method of research has been used to characterize the knowledge competence of 108 junior high school teachers on the research processes. The study used the research skill test, which was a researcher-made instrument, consisting of 50 multiple choice items with four choices each. The instrument went through the process of validity and reliability analysis obtaining a good result of 0.81. This study revealed that they were &quot;novice&quot; or had achieved the learning level of competency on the research processes applied on the contents of the different parts of a quantitative research paper. More so, they identified that interpretation of statistical results was a challenging part of doing a research paper.
A Model for Continued Professional Development with Focus on Inquiry-Based Learning in Science Education
Author: Kurtén, Berit
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Faculty Development,Inquiry,Active Learning,Science Education,Professional Continuing Education,Teacher Attitudes,Foreign Countries,Science Teachers

This is a qualitative study with a twofold aim. The first aim is to describe and analyse teachers' perceptions of advantages and challenges with a model for continued professional development (CPD) for primary school teachers. The CPD course was about inquiry-based learning (IBL) in science education. The second aim of the study is to analyse the teachers' thoughts after implementing inquiry-based methods in their own science teaching. The empirical data, in the form of video transcriptions, notes, interviews and results from electronic forms, were collected during and after four separate in-service courses for teachers (N=26). The analysis of the data is done through thematic analysis. As positive results, the teachers emphasised the implementation of IBL with their students and the individual mentoring, which were parts of the CPD model. Teachers highlighted the importance of students' possibilities to make investigations based on their own questions, which proved to have a positive impact on students' interest and motivation. Teachers also saw the importance of their own planning and goal setting. The results indicate that the teachers perceived a tension between having control and relinquishing control, which can become a challenge. Two other challenges were teachers' perceived lack of time for planning and implementing but also teachers' deficient subject knowledge.
Predictive Ability of Problem-Solving Efficacy Sources on Mathematics Achievement
Author: Dagdag, Januard D.
Date: 2021-12-00
Type: Journal Articles
Subjects: Prediction,Problem Solving,Self Efficacy,Mathematics Achievement,College Freshmen,Foreign Countries,Preservice Teachers

This study examined the relationship between mathematics achievement and mathematics problem-solving efficacy sources. A cluster sample of 123 first year prospective teachers of a Philippine higher education institution responded to a 30-item problem-solving efficacy scales and took the teacher-made tests in Mathematics in the Modern World course; namely, Non-Routine Problem Solving and Natures and Numbers Pattern Tracing (NRPSNNPT), Math Language and Symbols (MLS), and Data Management (DM). The research data was analyzed using Descriptive statistics, Pearson-r and Standard Multiple Regression. On the average, the respondents had satisfactory mathematics achievement. They reported a high level of social persuasion and somatic response and a low level of vicarious experience and mastery experience in mathematics problem-solving. Vicarious experience was directly associated with mastery experience while social persuasion and mastery experience were both inversely related to somatic responses. Among the four problem-solving efficacy sources, only social persuasion significantly predicted mathematics achievement specifically in the areas of NRPS-NNPT, MLS, and DM. Thus, becoming a trusted voice of encouragement and designing a persuasive and optimistic learning environment are highly recommended roles of schools to facilitate students' mathematics achievement.
A Study of Future Physics Teachers&apos; Knowledge for Teaching: A Case of a Decibel Sound Level Scale
Author: Milner-Bolotin, Marina
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Secondary School Teachers,Science Teachers,Physics,Knowledge Level,Acoustics,Scientific Concepts,Concept Formation,Knowledge Base for Teaching,Mathematics,Discussion (Teaching Technique)

This study examines future secondary physics teachers' knowledge related to the teaching of sound waves, and specifically the topics of sound level and sound intensity. The data is comprised of future teachers' responses to a task in which they had to compose a script for an imaginary dialogue between a teacher and a group of students and to provide a commentary elaborating on their instructional choices. The topics selected for the task were chosen intentionally as they provide authentic and rich opportunities to bridge mathematics and science concepts, while challenging future teachers to consider the logarithmic measurement scale and its role in science. The task provided the participants with the beginning of a dialogue that featured student confusion about the measurement of sound level using a decibel scale. Future physics teachers were asked to extend this dialogue through describing envisioned instructional interactions that could have ensued. The instructional interchange related to the relationship between sound intensity and sound level, and particular teachers' responses to the student ideas related to the meaning of a decibel sound level scale were analysed. These responses were categorized as featuring superficial or deep, and conceptual or procedural knowledge for teaching. We describe each category using illustrative excerpts from the participants' scripts. We conclude with highlighting the affordances of scriptwriting for teachers, teacher educators, and researchers.
A Systematic Review on Teaching Fraction for Understanding through Representation on Web of Science Database Using PRISMA
Author: Mohamed, Rosmawati
Date: 2021-00-00
Type: Journal Articles
Subjects: Fractions,Mathematics Instruction,Educational Research,Relevance (Education),Manipulative Materials,Visual Aids,Speech,Symbols (Mathematics),Outcomes of Education

Through a search executed on Web of Science database with general keywords pertaining to 'teaching fractions' or 'understanding fractions' and 'representation', this study utilized PRISMA's procedure in analysing previously published articles. This review reveals seven articles in inclusion criteria and seventeenth articles in exclusion criteria with reasons. The included articles were reviewed for (a) studies characteristics, (b) instructional focus, (c) representation elements: real-world situation, manipulative aids, pictures, spoken and written symbols, and (d) the outcomes of each study. The metadata was analysed to organise the outcomes. Most of these articles focus on grade 3 and above and Western countries' urban area. The result indicates most studies emphasize both conceptual and procedural understandings. Multi representations utilize sequential or parallel concept related to fractions improve students' knowledge, particularly in understanding fractions. Meanwhile, developing fraction learning through multiple explicit representations at the initial Grade level of fraction instruction is for elementary school. However, less attention has been given to explicit representations in learning fractions at such a level.