ethanporcaro/eric-fulltext-meta huggingface dataset:
Inclination State on the Philippine Culture and Arts Using the Appraisal Theory: Factors of Progress and Deterioration
Author: Tabuena, Almighty C.
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,Advocacy,Art Appreciation,Culture,High School Students,High School Teachers,Government Employees,Art Education,Art Activities,Public Agencies

This study aimed to examine the inclination state among selected Filipinos using the Appraisal Theory in evaluating the appreciation level as an advocacy perspective towards the Philippine culture and arts. This study employed a transformative mixed method research design, both quantitative and qualitative views were considered through a survey questionnaire, an interview, and an assessment process conducted at Espiritu Santo Parochial School of Manila, Inc. and the National Commission for Culture and the Arts, Philippines. They were selected through convenience-quota and purposive sampling based on the subjects' basic knowledge and appreciation of Philippine culture and heritage. The data were analyzed using frequency distribution and content analysis. Hake factor analysis was also used to measure the appraisal level in terms of art awareness and appreciation. The results revealed that the respondents grasped a high appraisal of the Philippine culture and arts. This implied progress factors in terms of art as a form of communication, museums as the priority tool for preservation and promotion, and the country's identity and cultural history as to reframe art appreciation. On the contrary, they adapted more to the culture and arts of other countries than to cultural roots due to factors that cause it to deteriorate such as foreign cultures and modern technologies adaptation, lack of knowledge and participation, and the primordialism of ethnocentrism. The researchers assessed that the theory exposed understanding emotions as it is evident that the respondents can reframe others with their beliefs and values towards Philippine culture and arts.
The Learning Trajectory Construction of Elementary School Students in Solving Integer Word Problems
Author: Nur, Andi Saparuddin
Date: 2022-01-00
Type: Journal Articles
Subjects: Learning Processes,Elementary School Students,Grade 6,Preadolescents,Word Problems (Mathematics),Problem Solving,Sequential Approach,Computation,Arithmetic,Number Concepts,Concept Formation,Game Based Learning,Games,Culturally Relevant Education,Foreign Countries

The integer is a basic concept in studying arithmetic and algebra. However, students still frequently experience misconceptions, especially in negative integer, count operations. Traditional games are activities that are often carried out by students in coastal areas so that they are relevant to be used as a tool to construct learning trajectories in solving integer word problems. The aim of this study is to produce a learning trajectory that can be used to solve integer word problems using traditional games. This study used a design-based research. Participants in this study were five grade sixth elementary school students. There are 6 sub-topics studied, i.e., the concept of negative integers, sequence integers, addition and subtraction operations, division and multiplication operations, mixed count operations, and solving problems related to integers. The results of this study obtained student learning trajectories for each sub-topic including the free play, collecting data from the game results, making mathematical relationships, building concepts, and applying them to various problems. Students are able to do problem-solving based on the sequence of tasks but require intervention so they can apply it to other situations without engaging in activities. Further research is required for more in-depth exploration on thinking process, instruction types, and behaviours that students might display independently without using traditional games in solving integer word problems.
Overcoming Obstacles in Implementing 2013 Curriculum Policy
Author: Warman
Date: 2021-00-00
Type: Journal Articles
Subjects: Curriculum Implementation,Competency Based Education,Barriers,Teacher Attitudes,Junior High School Teachers,Lesson Plans,Active Learning,Student Projects,Discovery Learning,Media Selection,Educational Facilities,Assessment Literacy,Foreign Countries

Teachers as curriculum implementers face various obstacles in its implementation. This study reports on teachers' views on the implementation of curriculum policies 2013 (K-13), the obstacles encountered, and efforts to overcoming and managing obstacles. The number of participants is ten teachers who have implemented K-13. Data were collected through the group, individual interviews and questionnaires. Data were analysed using a percentage model, Likert scale measurement. The study results: the teacher's view of the implementation of the K-13 policy was classified as bad. Most of the teachers have difficulty implementing K-13. The obstacles faced are that the teacher has difficulty determining learning media, applying project-based learning methods, lack of infrastructure, and learning assessment difficulties. Recommendations for future improvements: need continuous training, adequate infrastructure, activate subject teacher deliberations, monitoring and evaluation.
A School Perspective on School-Embedded Initial Teacher Education
Author: Galvin, Anne T.
Date: 2021-06-00
Type: Journal Articles
Subjects: Preservice Teacher Education,College School Cooperation,Partnerships in Education,Foreign Countries,Preservice Teachers,Educational Innovation,Educational Change,Influences,Theory Practice Relationship

School-university partnerships have been developed to invigorate initial teacher education (ITE). Such partnerships potentially offer rich educational opportunities to pre-service teachers. This paper examines integrated and school-embedded approaches to ITE in the Australian context, drawing on a case study analysis of a three-year, ITE school-university-system partnership named inSITE. inSITE is explored from the perspective of the school educators directly involved in its design and delivery. Complexity science provided the theoretical framework for inSITE and signalled its principles of holism, integration and reflective practice. The factors that contributed to and inhibited school-based initial teacher education from a school's perspective are identified. The paper concludes that, given conducive conditions, an integrated, embedded and reflective approach can address the prevailing theory-practice dualism of ITE and may offer an important third way to prepare new teachers. The challenges and opportunities for school-embedded ITE in Australia are highlighted.
Do Preservice Teachers Believe They Use the Australian Professional Standards for Teachers to Inform Their Professional Learning?
Author: Call, Kairen
Date: 2021-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Professional Development,Standards,Alignment (Education),Knowledge Level,Positive Attitudes,Undergraduate Students,Accountability,Foreign Countries

Professional standards for teachers are being used around the globe to educate, certify, promote and regulate the ongoing professional practice and learning of teachers. In Australia, the Australian Professional Standards for Teachers (APST), in part, aim to support the professional learning of teachers from the Graduate to Lead Teacher career stages. Preservice teachers have been identified as being positive about the APST, and their uptake with the standards at the Graduate level appears to be increasing over time. However, our research shows that preservice teachers are not making the connection between the APST and their professional learning. This paper will present seminal research detailing trends in preservice teacher use of the APST aligned to their professional learning within the theoretical and practical components of their study.
Examining the Effects of Movement Activities of Coordinated Approach to Child Health (CATCH) Program on Locomotor and Manipulative Skills of 4-5 Years Old Children
Author: Kilic, Zeynep
Date: 2022-01-00
Type: Journal Articles
Subjects: Psychomotor Skills,Preschool Children,Preschool Education,Program Effectiveness,Measurement,Scores,Motor Development,Child Development,Age Differences,Training,Foreign Countries,Child Health,Physical Activity Level,Health Behavior,Risk Management,Intervention

The main objective of the research is to examine the impact of regular implementation of Education Program made of CATCH Program Movement Activities on the locomotor and manipulative skills of preschool children. Implementation of Education Program made of CATCH Program Movement Activities was carried out in an independent preschool located in Kadiköy District in Anatolian Side of Istanbul Province, Turkey. Purposeful sampling method was used to determine the school where the experimental designed study will be conducted. The study group of the research consists of 64 children, 32 in experiment group and 32 in control group. To determine the efficiency of Education Program made of CATCH Program Movement Activities, education program was implemented with experiment groups for two days a week during 9 weeks. According to the results of pre-test and post-test measurements of experiment and control groups, no significant difference was determined between the locomotor subdimension, manipulative subdimension of the measurement instrument and measurement instrument total scores in pre-test measurements of the children (p&gt;0.05). According to the analysis results of post-test measurements following movement program, it was determined that there is a significant difference in locomotor subdimension, manipulative subdimension of the measurement instrument and measurement instrument total scores of both 4 and 5 years old children in favour of the experiment group (p&lt;0.05).
Investigation of the Effect of Web 2.0 Supported 5E Learning Model on Students&apos; Success and Opinion in Teaching Pressure Unit in Distance Education
Author: Balci Comez, Ceyda
Date: 2022-01-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Educational Technology,Technology Integration,Distance Education,Instructional Effectiveness,Science Activities,Science Achievement,Physics,Student Attitudes,Secondary School Students,Public Schools,Grade 8,Constructivism (Learning),Foreign Countries

The purpose of this study is to examine the effects of using Web 2.0 tools in accordance with the 5E learning model on the academic success and views of students in teaching the Pressure unit to eighth-grade students in distance education. A total of 41 students, 21 of whom are in the experiment group and 20 of them are in the control group, studying in the eighth grade in a state secondary school in Sakarya, Turkey were included. The activities created with Web 2.0 tools in accordance with the 5E learning model were applied to the experimental group, and the activities in the science lesson curriculum were applied to the control group through distance education. Explanatory sequential mixed method design was used. The quantitative data of the research were collected by the Pressure Unit Achievement Test. The achievement test was applied to the both groups before and after the process. Qualitative data were collected with a structured interview form with all of the students in the experimental group at the end of the process. The quantitative data were analyzed with t-test and analysis of covariance (ANCOVA). Descriptive analysis was used for qualitative data. Based on the results, it was determined that the academic achievement of the experimental group students increased by showing a significant difference compared to the control group students. It was seen that the experimental group students' opinions about the activities created with web 2.0 tools are generally positive. In line with the results obtained as a result of the study, it is recommended that Web 2.0 tools are frequently used by teachers in the science course, and at the same time, researchers are recommended to study the effects of other learning models on success or other variables in different subjects and grade levels. [This paper was presented as an oral presentation at 3rd International Eurasian Educational Research Congress (EJER 2021) held in Aksaray (Turkey) on July 7-10, 2021.]
Teachers&apos; Attitudes and the Challenges They Experience Concerning Individualized Education Program (IEP): A Mixed Method Study
Author: Kozikoglu, Ishak
Date: 2022-01-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teaching Experience,Barriers,Individualized Education Programs,Foreign Countries,Positive Attitudes,Students with Disabilities

In this study, it was aimed to examine teachers' attitudes and challenges they experience concerning Individualized Education Program (IEP). Explanatory sequential design, one of the mixed methods, was used in this study. The study group of this study consists of 100 teachers working in the central districts of Van, Turkey within 2019-2020 academic year. In data collection, the scales of &quot;Determining the Attitudes towards IEP Preparation Process&quot;, &quot;Determining the Challenges Concerning IEP Preparation Process&quot; and a semi-structured interview form were used. Findings demonstrated that teachers have positive views about the IEP process, and the implementation of IEP is useful and essential. Concerning the challenges they experience during the IEP process, the teachers think that they do not have sufficient information about the planning, implementation and assessment/evaluation processes of IEP, the school/classroom is physically inadequate, and the classes are crowded in the implementation of IEP. In addition, it was found that as the positive attitudes of the teachers towards IEP increased, the challenges they encountered during the IEP process decreased. Based on the results of this study, it can be suggested that teachers should receive in-service training, physical conditions should be improved, the class size should be reduced, and cooperation should be provided between the family, classroom teachers and guidance counselor in order to conduct IEP in a healthier way.
Review of Problem-Solving Measurement: An Assessment Developed in the Indonesian Context
Author: Wicaksono, Azizul Ghofar Candra
Date: 2022-01-00
Type: Journal Articles
Subjects: Problem Solving,Educational Research,Test Construction,Test Validity,Test Reliability,Test Format,Mathematics Tests,Science Tests,High School Students,Undergraduate Students,Achievement Tests,Foreign Countries,International Assessment

The accuracy of learning results relies on the evaluation and assessment. The learning goals, including problem solving ability must be aligned with the valid standardized measurement tools. The study on exploring the nature of problem-solving, framework, and assessment in the Indonesian context will make contributions to problem solving assessment in Indonesian educational learning system. This review involved 32 studies that focus on problem-solving test development conducted in Indonesia and have the Indonesian version of the test. All tests are in the scope of certain subjects (mathematics, science, physics, and chemistry) and administered grade 7 to undergraduate level. Each test revealed a good value of reliability. Most of them have acceptable reliability score (r-value between 0.60 and 0.80) and high-reliability score (r &gt; 0.80). Besides, they also showed content and construct validity (acceptable r value in Pearson product moment analysis and INFIT MNSQ index), but additional analysis is needed to fully develop the tests' empirical evidence. All the tests are categorized as domain specific problem solving which focus on mathematics, science for junior high school, physics, chemistry, and biology. In addition, the topic coverage in the test should be improved and further studies about the measurement of problem-solving and test development are needed in the case of the Indonesian context.
The Effect of Using Web 2.0 Tools in the Primary School 4th-Grade Science Course on Various Variables
Author: Uysal, Mustafa Ziya
Date: 2022-01-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Animation,Technology Integration,Instructional Effectiveness,Science Instruction,Grade 4,Elementary School Students,Student Attitudes,Student Motivation,Science Achievement,Science Process Skills,Foreign Countries

In this study, we aimed to determine the effects of Web 2.0 animation tools for science education on 4th-graders' academic achievements and basic skills, as well as their attitudes and motivations towards science courses. The study was designed with pretest-posttest control group quasi-experimental pattern. The sample consisted of 4th-grade students studying at one of the primary schools in Selçuklu, Konya, Turkey. In the comparison of the pretest mean scores of the students in the data collection tools applied to the experimental and control groups as a pretest, it was determined that the groups were equivalent to each other in terms of their baseline characteristics. The topics in the experimental and control groups were taught in accordance with the methods-techniques prepared and recommended according to the 4th grade curriculum. Unlike the students in the control group who did not receive any additional intervention, the students in the experimental group watched animations prepared by the researcher. In the posttest mean scores of the students in the experimental and control groups, there was a significant difference in favor of the experimental group (t(55)achievement=-2.23, p&lt;0.05). Accordingly, the teaching process applied in the experimental group was more effective on academic achievement than the teaching process in the control group. In the comparison of the results of the test of basic process skills (t(55)Skill=-0.730, p&gt;0.05) applied as a posttest to the experimental and control groups at the end of the teaching processes and the posttest mean scores obtained by the students in terms of their attitude (t(55)attitude=-0.730, p&gt;0.05) and motivations (t(55)motivation=0.149, p&gt;0.05) towards science, no significant difference was found between the groups. In this respect, the teaching processes applied to the experimental and control groups did not create any difference in the students' basic skills, attitudes or motivations towards science
Examination of Turkish Middle School Students&apos; National Belonging Levels in Terms of Different Variables
Author: Ugurlu, Nihal Baloglu
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Nationalism,Gender Differences,Public Schools,Private Schools,Refugees,Social Studies,Identification (Psychology),Student Characteristics,Interpersonal Relationship,Social Development,Political Influences,Social Influences,Cultural Influences,Instructional Program Divisions

The purpose of this study was to determine middle school students' national belonging levels in terms of different variables. In this quantitative study, middle school students' views on national belonging were determined by the &quot;National Belonging Scale for Middle School Students&quot;. The study was conducted with 1318 middle school students in Nigde province of Turkey during the Spring term of the 2019-2020 academic year. Research data were collected through &quot;National Belonging Scale for Middle School Students&quot; and were analysed with SPSS 24 software package. According to the study results, middle school students had a high positive view of their national belonging. Their gender did not make a statistical difference in terms of both reasons and results of their national belonging. On the other hand, students' views on national belonging differed in terms of their grade level. Again, although there was no difference between the public and private schools in terms of reasons of their national belonging, there was a statistically significant difference between them in terms of the results of their national belonging in favor of the public school. Another difference was determined between Turkish and refugee students' national belonging. Turkish students' mean scores of reasons and results of their national belonging were statistically higher than the refugee students' mean scores. Considering national belonging in terms of each variable, middle school students' national belonging can be strengthened with some activities that can be done within the scope of the implicit program as well as the educational activities carried out within the curriculum at schools. Social Studies is the most important course into which works on this subject can be integrated.
Critical Thinking Skills of Environmental Changes: A Biological Instruction Using Guided Discovery Learning-Argument Mapping (GDL-AM)
Author: Ristanto, Rizhal Hendi
Date: 2022-01-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Environmental Education,Science Instruction,Discovery Learning,Persuasive Discourse,Problem Solving,Foreign Countries,High School Students,Grade 10

Based on the development of education in Indonesia today, teachers still teach in ways that make students memorize lessons. A learning model is needed that can support students to think critically. One of the learning models that can support students to think critically is through guided discovery learning model with argument mapping. This study aims to find out the influence of guided discovery learning models with an argument mapping to develop critical thinking skills. The research method used was quasi experimental and pretest-posttest control group design, the sample of the study consisted of 66 students drawn from 89 Senior High School Jakarta. This sample was divided into two groups to assign the experimental and control group. The experimental group was exposed to guided discovery learning and argument mapping, while the control group with conventional learning. The result of independent sample t-test with a significance level of [alpha] = 0.05 experimental group showed that p-value was 0.000. It can be concluded that there is the influence of the guided discovery learning with argument mapping on senior high school students' critical thinking skills. The result of Normalized gain also show that the experimental group was effective to develop critical thinking skills (N-gain = 0.45). Furthermore, the study found out that N-gain for each indicator of critical thinking skills in the experimental group was higher than the control group. Basic clarification (N-gain = 0.31), bases for decision (N-gain = 0.68), inference (N-gain = 0.19), and advance clarification (N-gain = 1.2) were reported. Guided discovery learning with argument mapping should be an alternative learning medium to develop critical thinking skills.