ethanporcaro/eric-fulltext-meta huggingface dataset:
Black Lives Matter in Teaching Mathematics for Social Justice
Author: Leonard, Jacqueline
Date: 2020-07-00
Type: Journal Articles
Subjects: Social Justice,African Americans,Mathematics Instruction,Culturally Relevant Education,Genealogy,Identification (Psychology),Racial Identification

Prior to becoming a mathematics educator, I was a teacher in Prince George's County, Maryland. Because of the success I experienced with culturally relevant pedagogy (CRP), it became part of my research agenda along with teaching mathematics for social justice (TMfSJ). Databases like 23andme and Ancestry can be used as a context for CRP and TMfSJ. Data related to education, occupation, military service, and voting records can be accessed online. Our ancestors' experiences can shape our identity and serve as powerful tools for contextualizing mathematics.The stories and counter stories of African Americans can be problematized to show Black lives matter. [This article was first published in: S. Richardson, A. Davis, &amp; C. W. Lewis (Eds.), &quot;Proceedings of the Third International Conference on Urban Education&quot; (pp. 129-137). Urban Education Collaborative, 2018. https://1e1dd9d7-3209-48d8-90a2-7a4cef33595c.filesusr.com/ugd/a4a250_e4a5a6994b914a68975203db95e688ae.pdf.]
Evaluation of Interactive Game-Based Learning in Physics Domain
Author: Zeng, Hui
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Instruction,Physics,Game Based Learning,Educational Technology,Technology Uses in Education,Video Games,Instructional Effectiveness,Conventional Instruction,Feedback (Response),Secondary School Students,Foreign Countries,Secondary School Science,Grade 10

In recent years, game-based learning has attracted much attention in education; however, the effectiveness of game-based learning is still not solidly confirmed. In the present research, a game-based learning in the physics domain with guides provided direct and immediate feedback. The research was conducted among three different groups: the traditional group, the educational video group, and the game-based learning group. The result showed that the game-based learning group performed the best among the three groups, followed by the educational video group, and the traditional group performed the worst. Students in the game-based learning group were enrolled into an interview to study which types of guides enhanced students' game-based learning. From the interview, the prompts and the interactive characteristic of the game-based learning environment took the first two places. In addition, students benefited from the features of game-based learning including task requirements for execution, the tip prompt function, the feedback mechanism, and the story settings. Therefore, it is necessary to integrate applicable guides into the design of game-based learning according to students' perspectives for providing engaging learning experience.
Use of Twitter as an Educational Resource. Analysis of Concepts of Active and Trainee Teachers
Author: Higueras-Rodríguez, Lina
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Media,Educational Technology,Technology Uses in Education,Elementary School Teachers,Preservice Teachers,Computer Mediated Communication,Interpersonal Communication,Teacher Student Relationship,Interaction,Cooperative Learning,Communication Skills,Incidence,Training Methods

The use of innovative tools is a key element in the improvement of the educational process, and consequently, the use of social networks as a means of training to improve not only the learning of students, but also to improve the expectations of the teacher. Therefore, in this research we tried to investigate the incidence of social networks as facilitators of resources and didactic/playful experiences. Starting from a qualitative methodology, a descriptive-interpretative study of the information from 31 interviews with both primary education teachers and future teachers who were in training and in their last year of initial training was approached. The results indicate that the interviewees confirmed the great usefulness of social networks as educational resources and for teacher communication. The possibilities of social networks within the educational field are overly broad. They become a way of interaction between teacher and student, encourage dialogue, share didactic resources, favor collaborative learning, and develop communication skills in all aspects. In short, these are results that have a special incidence and impact on the field and social development, since we are referring fundamentally to the improvements that are produced in interpersonal relations.
The Feasibility of Attention Training for Reducing Mind-Wandering and Digital Multitasking in High Schools
Author: Mrazek, Alissa J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Attention Control,High School Students,Adolescents,Public Schools,Cognitive Processes,Time on Task,Online Courses,Training,Emotional Response,Stress Management,Program Effectiveness,Handheld Devices,Internet,Self Control

During academic activities, adolescents must manage both the internal distraction of mind-wandering and the external distraction of digital media. Attention training has emerged as a promising strategy for minimizing these distractions, but scalable interventions that can deliver effective attention training in high schools are still needed. The present investigation used a one-group pre-post design to examine the feasibility and outcomes of a digital attention training course at a public high school. The intervention was delivered with reasonably strong fidelity of implementation, with students completing 92% of the lessons and 79% of the daily exercises. At baseline, students reported mind-wandering more frequently during class than they multitasked, and mind-wandering was more negatively correlated with classroom focus. From pre-test to post-test (n = 229), students reported improved emotional regulation and reduced mind-wandering during daily life. Among the 76% of students who felt they paid attention in class less than they should, classroom focus improved significantly. During class, these students reported significantly less mind-wandering but slightly greater digital multitasking. During homework, they reported significantly less digital multitasking but only marginally reduced mind-wandering. Collectively, these results suggest that online interventions could be a scalable way of providing attention training in high schools, but that future work must consider the role of both mind-wandering and digital multitasking.
Mathematics Literacy, Identity Resilience, and Opportunity Sixty Years since &quot;Brown v. Board&quot;: Counternarratives of a Five-Generation Family
Author: Leonard, Jacqueline
Date: 2020-07-00
Type: Journal Articles
Subjects: Mathematics Education,Educational Attainment,African Americans,Females,Racial Bias,Racial Segregation,School Segregation,School Desegregation,School Resegregation,Numeracy,Resilience (Psychology),Educational History,African American History,Desegregation Litigation,Educational Opportunities,Personal Narratives,Generational Differences,Mathematics Achievement,Student Experience

In this chapter, the authors use Black Feminist Thought (BFT) to examine the mathematics education and the educational attainment of African American females in a matrilineal line that spans five generations. A cross analysis of school experiences, from a maternal great-great-grandmother to her great-great-granddaughter, reveal a portrait of segregation, desegregation, and resegregation. The impact of these educational contexts on the mathematics literacy and mathematics identity of four African American women and the hope and promise of a young girl in the class of 2026 are also presented. From sharecropper schools in Mississippi to prestigious universities in the eastern United States, the challenges and successes of one family's struggle to obtain mathematics literacy and the American dream are discussed through the historical lens of &quot;Brown v. Board of Education.&quot; Using this historical context, the specific experiences of these five family members encourage a dialogue about a larger narrative--the mathematics attainment of all Black children. [This article was first published in: J. Ballenger, B. Polnick, &amp; B. Irby (Eds.), &quot;Women of color in STEM: Navigating the workforce&quot; (pp. 79-107). Information Age Publishing, 2017.]
Cognitive Perceptions of Pre-Service Science Teacher for Environmental Pollution
Author: Kalayci, Serpil
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Science Teachers,Pollution,Conservation (Environment),Knowledge Level,Ecology,Foreign Countries

This research aims to determine cognitive structures about environmental pollution of pre-service science teachers and their perceptions of the most important environmental pollution in their lives. Data have been obtained from 33 pre-service science teachers. In this research, both quantitative and qualitative research methods were used together. Data is collected with word association test, open-ended questions, and drawing technique. The data obtained were analyzed using descriptive analysis and content analysis methods. According to the data obtained from the word association test, environmental pollution was put into four categories. These categories are 'sources of pollution', 'types of pollution', 'consequences caused by pollution' and 'those affected by pollution'. The pre-service teachers drew mostly air pollution and then water and soil pollution in their drawings. Similarly, pre-service teachers wrote mostly air and water pollution as the most important environmental pollution. The majority of the pre-service teachers were seen to have the perception that humans cause environmental pollution. However, it was determined that some pre-service teachers hardly mentioned the extent of pollution over other living things.
The Acquisition of Computational Thinking through Mentoring: An Exploratory Study
Author: Cervera, Núria
Date: 2020-00-00
Type: Journal Articles
Subjects: Thinking Skills,Mentors,Robotics,Educational Technology,Art Education,STEM Education,Programming,Computer Science Education,Experiential Learning,Elementary School Students,Young Children,Student Motivation,Program Effectiveness,Public Schools,Foreign Countries,Grade 4,Grade 2

Educational robotics are commonly present in kindergarten and primary school classrooms, particularly Bee-bot. Its ease of use allows the introduction of computer programming to young children in educational contexts from a science, technology, engineering, arts, and mathematics (STEAM) perspective. Despite this rise, there are still few investigations that collect evidence on the effectiveness of robotic interventions. Although mentoring experiences with robotics had been carried out in educational contexts, this work explores their effect on the acquisition of computational thinking skills through mentoring. Participants from the second grade, aged seven through eight years, were exposed to two sessions of robotics with Bee-bot in order to promote hands-on experimentation. The sessions were conducted by nine students of the fourth grade (the mentors), aged 10 to 11 years. A descriptive case-study methodology was employed for the analysis of the mentoring intervention. The effect of the mentoring experience was assessed in terms of motivation and computational thinking skills. Mixed quantitative and qualitative results show two important findings: (i) Mentoring is a powerful tool to be considered for improvement of the motivation and cooperation of students in their teaching-learning process, and (ii) computational thinking skills can be acquired by second-grade students through a mentoring process.
Applying the Cognitive Style-Based Learning Strategy in Elementary Schools to Improve Students&apos; Science Process Skills
Author: Sholahuddin, Arif
Date: 2020-06-00
Type: Journal Articles
Subjects: Cognitive Style,Science Process Skills,Elementary School Students,Science Instruction,Teaching Methods,Foreign Countries,Learning Strategies,Instructional Effectiveness,Pretests Posttests,Cognitive Development

Science process skills play an important role in the advancement of society because they contribute to the emergence of new knowledge and technology. In this study, researchers analyzed the effectiveness of the cognitive style-based learning strategy (CSBLS) in improving elementary students' science process skills. The CSBLS was implemented over five weeks in science classes at two elementary schools in Indonesia and evaluated using a pre-test-post-test method. The results showed that, overall, the students'science process skills increased from &quot;poor&quot; to &quot;good&quot; level. The weakest science process skill identified in the students was the ability to conduct experiments, including stating hypotheses or operational questions to be tested, identifying and controlling variables, and making operational definitions. The study demonstrates that the CSBLS accommodates students with different levels of cognitive development and cognitive styles (e.g., field dependent and field independent) to optimally improve their science process skills, providing a significant contribution to elementary education.
Interprofessional Collaborating: A Model That Prepares Undergraduate Teachers and Social Workers for Interprofessional Practice in Schools
Author: Testa, Doris
Date: 2020-00-00
Type: Journal Articles
Subjects: Interprofessional Relationship,Cooperation,Social Work,Preservice Teachers,Foreign Countries,Health Promotion,Academic Achievement,Well Being,High Schools,Student Attitudes

The Health Promoting School (HPS) premises its approach on interprofessional collaboration. Despite this, there are few studies into how Australian, Victorian social workers and teachers prepare for interprofessional collaboration within health promoting schools. There are few studies into how undergraduate social workers and teachers understand the HPS school setting and the role of social workers and teachers in promoting educational achievement and wellbeing within a HS school site. There are even fewer studies in how undergraduate social workers and teachers experience units of study delivered using interprofessional education (IPE) approaches.
Physics Language Anxiety among Students in Introductory Physics Course
Author: Taibu, Rex
Date: 2020-00-00
Type: Journal Articles
Subjects: Physics,Academic Language,Anxiety,Introductory Courses,Science Achievement,Native Speakers,English (Second Language),Communication (Thought Transfer),Undergraduate Students,Young Adults,Student Diversity,Science Tests,Likert Scales,Jargon,Correlation

In this research an instrument was developed to measure students' anxiety about the jargon of physics. Levels of anxiety were then compared with student content performance and general classroom anxiety. Anxiety levels were also compared based on students' language of origin (native vs. nonnative English speaking students). Statistical analyses indicated that the created instrument was reliable and that a larger percentage of students admitted that the vocabulary of physics creates anxiety in their physics learning and that fear of communication apprehension was prevalent than fear of peer evaluation. There was a negative but small correlation between anxiety about physics vocabulary and student course performance. The correlation between anxiety about physics vocabulary and general classroom anxiety was moderate. There was no significant difference in levels of anxiety between native and nonnative English-speaking students. A comparison between results of this research and previous studies (theories) sheds more light into the implications for conducting studies relating to academic anxiety.
The Effects of the Use of the Know-Want-Learn Strategy (KWL) on Fourth Grade Students&apos; Achievement in Science at Primary Stage and Their Attitudes towards It
Author: Alsalhi, Najeh Rajeh
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Strategies,Grade 4,Science Achievement,Student Attitudes,Scientific Attitudes,Elementary School Students,Foreign Countries,Instructional Effectiveness,Metacognition,Teaching Methods,Active Learning,Females

This study aimed at investigating the effects of KWL strategy in fourth grade students' achievement in science and their attitudes towards using it. It compares the results of different ways of teaching science topics, and students' attitudes towards their use. The study was conducted using a quasi-experimental design case study. The participants of the study were 62 students, divided into two groups: one an experimental group (n = 31) and the other a control group (n = 31). An achievement test and questionnaire were designed to confirm the study's validity and reliability. SPSS was used to analyze the data. The findings revealed that there were statistically significant differences between the experimental and the control groups, in favor of the experimental groups' and attitudes, were also more positive towards the using of KWL strategy. The study recommends further research into using the KWL strategy in primary stage education.
Interdisciplinary Education in Language Universities -- A Survey on Postgraduate Students&apos; Attitude and Its Implications
Author: Li, Qian
Date: 2020-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Student Attitudes,Foreign Countries,Second Language Learning,Graduate Students,Student Surveys,Multilingualism

The current rapid development of economy and technology calls for the cultivation of interdisciplinary talents in universities. When faced with this challenge, language universities, as a specialized type, need to take a range of factors into consideration, among which language students' attitudes play a crucial role for further course design. This present study carried out a survey among students in the major language universities in China, and analyzed the results to identify students' attitudes to interdisciplinary education. Results show half of the students are positive about the implementation of interdisciplinary education, however they lack the knowledge about what interdisciplinary education is and how it is carried out. The problems are discussed and a series of suggestions are proposed in order to promote the interdisciplinary program in language universities efficiently and effectively.
Video Complexity: Describing Videos Used for Teacher Learning
Author: Amador, Julie M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Video Technology,Professional Development,Teacher Collaboration,Discussion Groups,Scaffolding (Teaching Technique),Questioning Techniques,Misconceptions,Clubs,Mathematics Teachers,Middle School Students,Classroom Observation Techniques,Meetings,Cognitive Processes,Difficulty Level,Time Management

Video is a common tool to support teacher learning, as it provides opportunity for reflection on teaching practices. Video clubs are one professional learning experience that integrates video, providing teachers an opportunity to collaboratively discuss videos from their teaching. However, few research studies have focused on the characteristics of videos used for teacher learning. We engaged teachers in a video club over the course of an academic year and analyzed the relationships between the videos teachers discussed and the complexity of the videos. Findings indicate teachers were less likely to select videos with higher complexity for discussion; however, they commonly discussed videos that included multiple participation structures for students. Teachers also discussed videos that included teacher questioning and scaffolding, student misconceptions, and those in which student thinking initially seemed inflexible. We provide the Video Complexity Framework for teacher educators and researchers to use to describe the complexity of the videos in teacher education.
Final-Year Pre-Service Primary School Teachers&apos; Understanding of Inquiry-Based-Science Teaching
Author: Nhlengethwa, Khanyisile Brenda
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Inquiry,Elementary School Teachers,Elementary School Science,Preservice Teachers,Foreign Countries,Teacher Education Programs,Knowledge Level,Holistic Approach,Student Role

Teachers' accurate understanding of Inquiry-Based Science Teaching (IBST) is crucial for the proper enactment of this pedagogical approach. In this research, a qualitative case study design was used to explore and interpret pre-service teachers' understanding of IBST at the conclusion of their three-year primary diploma at a university in Swaziland. Data were collected using a semi-structured teaching scenario-based questionnaire in conjunction with individual semi-structured interviews. Thirty-four participants completed the questionnaire and eight of them were subsequently interviewed. The data were analyzed using a conceptual framework of IBST that outlines two dimensions of IBST; namely the cognitive and guidance dimensions. The results show that in the cognitive dimension, participants focused mainly on the procedural domain. With regard to the guidance dimension, they associated the pedagogical approach more with teacher-directed than learner-directed learning activities. This paper recommends that in training pre-service primary school teachers, teacher educators must broaden their focus from procedural aspects of IBST to include all its aspects; thereby developing their pre-service teachers' holistic and deep experiences of IBST.
The Role of Mentoring in Digital Literacy Development of Doctoral Students at British Universities
Author: Soltovets, Elena
Date: 2020-00-00
Type: Journal Articles
Subjects: Mentors,Technological Literacy,Educational Practices,Doctoral Students,Doctoral Programs,Academic Libraries,Universities,Professional Development,Foreign Countries,Role,Information Literacy,Web Sites,Librarians

The relevance of the study is due to the global digitalization and search for tools and practices fostering the process of doctoral students' training for independent quality research using the full range of available digital tools. Digital skills require continuous improvement. Thus, this article is aimed at identifying the possibilities of using mentoring for digital literacy development of British PhDs. Using comparison and terminological analysis the research considers the changing phenomenon of mentoring under the influence of information and digital transformations, identifies important digital skills being developed by doctoral students in the process of mastering the programs offered by UK university libraries. It is also justified that today librarians serve as mentors and can effectively develop digital literacy of doctoral students. The materials are valuable for doctoral students, teachers, mentors, academic librarians who provide professional development programs for researchers working with digital research tools.
Relevant Content for a Scientific Collaboration in Mathematics and Physics Education Research -- A Comparative Content Analysis of Handbooks and Conference Proceedings in Germany and Vietnam
Author: Krause, Eduard
Date: 2020-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Mathematics Education,Physics,Educational Research,Content Analysis,Foreign Countries,Conference Papers,Guides,STEM Education,Preservice Teachers,Preservice Teacher Education,Beliefs,Misconceptions,Models,Concept Formation,Scientific Concepts,Mathematical Concepts,Problem Solving

This article presents a possible framework for the cooperation of mathematics and physics education research domains. Moreover, the potential topics for such a scientific collaboration are explained by means of a structuring qualitative content analysis of current handbooks and conference proceedings in Germany and Vietnam. These topics can form a basis for further projects on the connection of subject-related didactics. One of these projects is an interdisciplinary course in teacher training at the Hanoi National University of Education (HNUE) as part of the Inter TeTra project between the HNUE and the University of Siegen.