ethanporcaro/eric-fulltext-meta huggingface dataset:
Gender Differences in Students&apos; Achievements in Learning Concepts of Electricity via STEAM Integrated Approach Utilizing Scratch
Author: Tan, Wee-Ling
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,Academic Achievement,Energy,STEM Education,Art Education,Secondary School Students,Programming,Programming Languages,Achievement Tests,Science Achievement,Outcomes of Education,Interdisciplinary Approach

The main aim of the presented research was to examine the interaction between student's gender and achievements in learning concepts of electricity via STEAM integrated approach utilizing Scratch. This research was aimed to determine the gender disparity for lower-secondary school students in learning about the concepts of electricity. Quasi-experimental design involving male and female groups was used in this research. Students were required to utilize Scratch to design games and animated stories on electricity concepts. The Electricity Achievement Test (EAT) was administered for pre- and post-test. The findings proved that the STEAM integrated approach via Scratch could narrow the gap between male and female in learning concepts of electricity. The findings of ANCOVA indicated that the intervention had similar positive effects on male and female students' achievement in learning concepts of electricity. This research also provided a new method and an alternate connective framework for learning concepts of electricity via art and showed that both males and females were able to understand the topic of electricity, which reduced gender biases and disparity in the field of science.
Motivation to Learn Natural Sciences in the Context of a Training of Teachers Course
Author: Gomes de Freitas, Renata Texeira
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Motivation,Preservice Teachers,Natural Sciences,Science Education,Preservice Teacher Education,Learning Processes,Self Determination,Self Efficacy,Learning Activities,Teaching Methods,Grades (Scholastic)

The present research verified the role motivational factors play in the learning process, using an undergraduate Natural Sciences course. The overall aim was to evaluate the motivation of these students, determine if motivation varied with the number of years of university attended and identify which motivational factors influence the learning of Natural Sciences. In total, 73 students, during different course offerings from 2012 to 2017, participated in the research, which corresponded to 56.5% of the total enrollment from that time frame. A questionnaire, which was organized into two parts, was employed for data collection, and scored using the Likert scale. In the first part, the following motivational factors were assessed: intrinsic motivation, self-determination, career motivation, self-efficacy and grade motivation. In the second part, the teaching strategies and activities utilized during the course were evaluated with regards to their motivational character. It was found that a majority of students were motivated and that the level of motivation increased throughout the course, being driven by intrinsic factors, that indicated that the students were trying harder to learn scientific concepts, rather than seeking approval and rewards. Furthermore, it was found that participation in projects was the most motivational activity, followed by the academic week and internships.
Preschool Teachers&apos; Attitudes towards Children&apos;s Gender Roles: The Effects of Sociodemographic Characteristics and Personal Experiences of Gender Discrimination
Author: Rogošic, Silvia
Date: 2020-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Attitudes,Preschool Children,Sex Role,Gender Bias,Gender Discrimination,Teaching Experience,Foreign Countries,Social Differences,Teacher Characteristics,Individual Differences,Religion,Stereotypes

In line with the theory of planned behaviour, different factors influencing the formation of attitudes and beliefs indirectly affect the intentions that determine an individual's behaviour. Hence, it is important to examine the factors affecting the attitudes of preschool teachers towards children's gender roles considering that their own understanding of gender roles influences their behaviour towards children in kindergarten (which can be in agreement with the egalitarian or stereotypical attitudes of preschool teachers). Therefore, a quantitative research was conducted in Zagreb (Croatia) on a sample of 481 preschool teachers. The research was aimed at determining the effects of socio-demographic characteristics, religious (non) affiliation and personal experiences of gender discrimination during childhood on the attitudes of preschool teachers towards children's gender roles and on the frequency of noticing unequal treatment of boys and girls in kindergarten by other preschool teachers. The findings revealed that preschool teachers who have identified themselves as non-religious or religiously non-affiliated who were brought up in larger cities, with a personal experience of gender discrimination in childhood, more frequently notice unequal treatment of boys and girls in kindergarten (by other preschool teachers). Among the mentioned variables, the strongest effect on noticing unequal treatment of boys and girls in kindergarten has the variable experience of gender discrimination during childhood which confirms greater awareness of gender discrimination among persons who experienced such discrimination.
Significance of Teacher Professional Development in Response to the Current General Education Reforms in Vietnam: Perceptions of School Principals and Teachers
Author: Tran, Ngoc Hai
Date: 2020-00-00
Type: Journal Articles
Subjects: Professional Development,General Education,Principals,Administrator Attitudes,Teacher Attitudes,Foreign Countries,Elementary School Teachers,Secondary School Teachers,Teacher Effectiveness,Curriculum Implementation,Textbook Selection,Teaching Methods,Educational Improvement

Teacher professional development (TPD) plays a vital role in enhancing student achievement and the education quality improvement at general education schools. Vietnam is carrying out the general education reforms including the curriculum, teaching methodology and textbook replacement. In order to make those reforms succeed, a lot of things have been done so far in which TPD is considered a key measure. This qualitative case-study research aimed to find out the perceptions of principals and the teachers in three selected K12 schools on TPD in response to the education reforms implementation in Vietnam using the data from the open-ended interviews with the principals, the questionnaires from teachers, and the school policy-related documents. The importance of TPD related closely to the general education reforms implementation at three schools was highly perceived and highly appreciated by the principals and teachers in similar vein. These made a strong link between their beliefs and TPD practices at their schools for promoting the education reforms.
Examining International Students&apos; Attitudinal Learning in a Higher Education Course on Cultural and Language Learning
Author: Watson, William R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Foreign Students,College Students,Second Language Learning,Second Language Instruction,Cultural Awareness,Outcomes of Education,Exchange Programs,Prior Learning,Student Surveys,Course Descriptions,Language Proficiency,Attitude Change,English (Second Language),Student Adjustment,Social Support Groups,Cognitive Development,College Faculty,Teacher Student Relationship,Cultural Differences,Time Management,Goal Orientation,Behavior Change,Intercultural Communication,Peer Relationship

This study examined students' perceptions of attitudinal learning outcomes and instructional activities within a language and cultural exchange (LACE) course at a midwestern U.S. university and explored whether perceptions differed based on students' prior knowledge, major, and/or demographics. We utilized a mixed-methods approach to gather quantitative data from a survey sent out in Weeks 5 and 15 to 137 international students enrolled in multiple sections of a LACE course that gathered perceptions on attitudinal learning and the most impactful aspects of the course design. Follow-up structured interviews were conducted with 37 students. Results indicated students saw growth in their attitudinal learning, with the highest perceived gains regarding cognitive and then behavioral components. Data from student interviews provided specific examples of how student attitudes were changed in each of these four areas of learning. Limitations and future research are discussed. [See URL for appendix. https://www.ojed.org/index.php/jis/issue/view/86]
Flexible Inquiry-Based Science Teaching (FIBST): Activity Design for the Electricity Module and Its Applications
Author: Öztürk, Feride Eda
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Instruction,Energy,Teaching Methods,Inquiry,Science Teachers,Guidelines,Feedback (Response),Grade 5,Grade 6,Learning Activities,Misconceptions,Science Experiments,Foreign Countries,Safety,Student Evaluation

In this study, a new model termed as &quot;Flexible Inquiry Based Science Teaching&quot;, which is developed using the framework of the inquiry approach is proposed. Science teachers (n=2) who participated in the study were instructed on the inquiry approach and their in-class activity applications were examined. The &quot;electricity module&quot; in the annual plans of 5th and 6th grades was chosen to be the subject of the activity designs and applications. Activities were applied in various classes in the same grade level, which allowed activity designs to be improved by performing repetitive applications based on the feedbacks. Due to the &quot;flexible&quot; nature of the FIBST model, teachers were able to design and apply activities according to the varying conditions of the teaching environment. At the end of the process, they gained the ability to adapt any activity into an inquiry-based activity.
The Effects of Creative Drama Activities on Developing English Speaking Skills
Author: Göktürk, Özlem
Date: 2020-00-00
Type: Journal Articles
Subjects: Creativity,Drama,Teaching Methods,Attitude Measures,Positive Attitudes,Action Research,Grade 7,English (Second Language),Second Language Learning,Second Language Instruction,Speech Communication,Instructional Effectiveness,Skill Development,Role Playing,Language Attitudes,Student Attitudes,Elementary School Students,Lesson Plans

The aim of this action research is to examine the effects of creative drama activities used in a 7th grade English course to improve speaking skills. Accordingly, the study sought to answer the following research question: How can the students' speaking skills be improved? The idea that creative drama activities could improve speaking skills, and that this improvement may help students develop positive attitudes towards the course formed the theoretical foundations of the action plan. The study lasted 10 weeks. Before and after the implementation, an attitude scale and a speaking exam were administered to the students. Creative drama activities were implemented for 8 weeks. The quantitative data were analyzed through paired sample t-test. An inductive approach was adopted for the analysis of the qualitative data. It was found that the creative drama activities improved the speaking skills of students and this improvement positively affected the attitudes towards the course.
Developing a Technology-Supported Learning Model for Elementary Education Level
Author: Wang, Qiyun
Date: 2019-04-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Learner Engagement,Online Courses,Design,Instructional Design,Teaching Methods,Student Behavior,Emotional Development,Cognitive Processes

Technology has been increasingly used to promote students' engagement in online learning environments. Engagement refers to the students' commitment or effort involved in learning. Engagement often has various categories such as behavioral, emotional, and cognitive engagement. In this paper, a technology-supported learning model is proposed for the purpose of promoting students' engagement in online learning. This model is composed of three key components: pedagogical design, social design, and technical design. Pedagogical design aims to achieve predefined learning objectives through well-designed instructional strategies and learning activities so that students can be behaviorally engaged (e.g., high participation, active exploration) and cognitively engaged (e.g., asking questions, giving evaluative comments). Social design is to create a comfortable and friendly setting where students are willing to interact with peers and/or with the teacher so that emotional engagement (e.g., positive social relationship between students and the teacher) and cognitive engagement (e.g., knowledge construction) can be attained. Technical design intends to create a usable platform that students can easily manipulate without technical difficulties. All these designs must take the context (e.g., elementary education level) into careful consideration.
The Effects of Indexing Prompts on Problem-Solving in Case Library Learning
Author: Park, Jongchan
Date: 2020-00-00
Type: Journal Articles
Subjects: Case Method (Teaching Technique),Prompting,Problem Solving,Persuasive Discourse,Scaffolding (Teaching Technique),College Freshmen,Student Centered Learning,Foreign Countries,Career Planning

Researchers have suggested that case library learning is an effective instructional method that promotes argumentation skills for ill-structured problem-solving. However, little research has examined scaffolding strategies to implement effective case library learning. The aim of this research was to examine the effects of indexing prompts as scaffolds on argumentation skills during problem-solving in case library learning. A quasi-experimental design was employed for the research. A total of 111 first-year students in a university across three sections in a career development course participated in the experiment. Participants were provided with three different indexing prompts: explanation-based indexing prompts (focused on self-explaining anomalies of individual cases), difference-based indexing prompts (focused on self-explaining similarities and differences between cases), and no prompts (allowing spontaneous self-explanations when studying cases). Learners' argumentation essays comprising initial arguments, counterarguments, and rebuttals were collected. The results found that learners who were prompted to generate mental indices outperformed the learners in the control group when constructing argumentation. More specifically, explanation-based indices were beneficial in making counterarguments and rebuttals, and difference-based indices were helpful when making rebuttals. These findings suggest that indexing cases based on both exploration of the anomalies of each case and comparisons between cases improves argumentation by facilitating case retention, retrieval, and reuse.
Augmented Reality-Assisted Pictorial Storybook: Media to Enhance Discipline Character of Primary School Students
Author: Lubis, Azmil Hasan
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Simulation,Educational Technology,Technology Uses in Education,Elementary School Students,Grade 4,Picture Books,Discipline,Student Characteristics,Teaching Methods,Instructional Effectiveness,Moral Values

This research is intended to determine the effectiveness of Augmented Reality (AR)- assisted pictorial storybook in improving discipline character of primary school students. The population of this research was all state-run primary schools in in Sleman Regency, Special Region of Yogyakarta, Indonesia. Specifically, the samples were fourth-grade students from two primary schools, where each of them was selected to be control and experiment groups. The method used is an experimental research, while the sampling technique was cluster random sampling technique. The data collection technique was disciplinary character observation technique. Furthermore, the data were analyzed using t-test technique. The results of this research indicated that the value of sig. t-test was 0.00 (&lt;0.05). Thus, it can be concluded that AR-assisted picture storybook was considered effective in enhancing disciplinary character of primary school students. Therefore, it is recommended that the use of AR can be improved and disseminated to reach the learning objectives of primary school students, specifically in enhancing discipline character.
Was It Worth It? Using Student Loans to Finance a College Degree
Author: Nuckols, William L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Finance,Student Financial Aid,College Graduates,Psychological Patterns,Loan Repayment,Costs,Outcomes of Education,Money Management,Economics,Phenomenology,Educational Attitudes,Debt (Financial),Loan Default,Educational Attainment

This qualitative study explores the perceptions of value added to the lives of graduates who borrowed money to fund their college educations. Through the lens of cognitive dissonance theory, five themes emerged. Overall, the study participants agreed that the ability to take on student loans to fund their education was worth it, but on the other hand feel overburdened with the cost of paying back their loans. This paper also provides a foundation for future research and identifies public policy shortcomings and suggests solutions.
Tax Extenders Resurrected: Insights on Higher Education Tax Reform from the Recent Legislation on the Tuition and Fees Deduction
Author: Bartel, Anna C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Finance,Taxes,Finance Reform,Higher Education,Tuition,Tax Credits,Fees,Paying for College,Incentives,Financial Policy,Federal Legislation,Enrollment,Expenditures

U.S. legislators recently brought back thirty-four tax programs from legislative limbo, extending them for three years. This includes the tuition and fee deduction, used by taxpayers to save on college expenses. This regressive tax policy flows heavily towards higher-income levels, with almost a third of the deduction going to those with incomes between $100,000 and $200,000. Previous empirical research indicates the policy has had no effect on increasing college enrollment. It is imperative that researchers, policymakers, and practitioners remediate duplicative, fiscally irresponsible tax policy. To guide this remediation, I provide a legislative history of the tuition and fees deduction, duplicative effects of current education tax incentives, critiques against the current tax extender package, and recommendations for higher education tax reform.
The Relationships between State Community College Governance Centralization and Local Appropriations
Author: Hammond, Lindsey
Date: 2020-00-00
Type: Journal Articles
Subjects: Community Colleges,State Policy,Governance,Centralization,Educational Policy,Governing Boards,Educational Finance,State Aid

This two-way, fixed effects analysis examines the relationship between local appropriations and community college state governance structures while examining governance's moderating impact on state-level factors. We find that any type of state-level organization for community colleges does not impact local appropriations, and that in states with no formal coordinating authority, local appropriations are likely to be higher. Further, the absence of a state-level board, even one that includes four-year, primary, or secondary education, moderates the relationship between unemployment and appropriations. This relationship suggests that in states without a state-level board for community colleges, local governments invest in and leverage their community colleges in times of economic decline. Based on our findings, resisting centralization efforts might be to the benefit of community colleges in terms of finances and autonomy; however, this does not consider the impacts varying degrees of centralization might have on stakeholders outside of the local appropriations process.
Developing an Open Educational Resource and Exploring OER-Enabled Pedagogy in Higher Education
Author: Tillinghast, Beth
Date: 2020-00-00
Type: Journal Articles
Subjects: Open Educational Resources,Higher Education,Cost Effectiveness,Curriculum Implementation,Adoption (Ideas),Expectation,Self Efficacy,Technological Literacy,College Faculty,Teacher Attitudes,Undergraduate Study,Nutrition Instruction,Textbook Preparation,Material Development,Affordances,Usability

There is a growing trend in higher education to explore the various benefits of Open Educational Resources. This applies not only to the cost benefits, but also to potential pedagogical benefits as well. This study explores the process of developing and implementing an Open Educational Resource for an undergraduate course and experimenting with OER-enabled pedagogy. Interview data provide an account of this process, outlining challenges and highlighting insights, which might prove useful for other professionals contemplating the move toward developing Open Educational Resources. Interview data are also organized using the Unified Theory of Acceptance and Use of Technology constructs pertaining to attitude, performance expectancy, effort expectancy, social influence, technology self-efficacy, and facilitating conditions. A qualitative interpretive approach was then used to analyze the data. Analysis indicates that most of the constructs can strongly influence faculty to adopt Open Educational Resources but that &quot;social influence&quot; has no effect on adoption. Findings also include reflections on OER-enabled pedagogy as it was applied in the course. These findings indicate that OER-enabled pedagogy has the potential for increasing student engagement, though this potential has not yet been realized. Finally, findings provide an outline of recommendations that might guide others when considering developing and implementing Open Educational Resources.
The Effectiveness of Learning Basic Concepts of Art for Primary Teacher Education Students Using &quot;Nomor Acak&quot; Learning Models
Author: Zufriady
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Education Programs,Art Education,Models,Teaching Methods,Instructional Effectiveness,Active Learning

The &quot;nomor acak&quot; learning model is done by randomly giving number to each student and making them remember it from the beginning to the end of the lecture. The function was to make each student be more active in the teaching and learning activities, since they must be prepared with their respective material if the number was called. This research employed a quasi-experimental research method with one group pre-test/post-test design. The determinant coefficient data of the effect of &quot;nomor acak&quot; models on the effectiveness of primary teacher education students obtained a class A data of 58.21%, class B of 36% and class C of 23%. This research was conducted at the primary teacher education program for six months in the Basic Concepts of Art courses to students of 2018. It could be concluded that the &quot;nomor acak&quot; learning model could improve the learning outcomes of students of the primary teacher education program in the Basic Concepts of Art course.