ethanporcaro/eric-fulltext-meta huggingface dataset:
Pedagogical Model for Decolonising, Indigenising and Transforming Science Education Curricula: A Case of South Africa
Author: Opoku, Maxwell Jnr
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Science Education,Curriculum Development,Culturally Relevant Education,Indigenous Knowledge,African Culture,High School Teachers,Science Teachers,Indigenous Populations,Sustainability,Cultural Maintenance,School Community Relationship,Computer Oriented Programs,Educational Technology,Technology Uses in Education,Cultural Awareness

In Africa, Science education curricula have been instrumental in promoting Western worldviews as being universal. An educational transformation and decolonisation of the school curriculum is required. A focus on an African worldview and an integration of the local context and community-based information is necessary for survival, i.e., Indigenous Knowledge System (IKS). While IKS is enshrined in the schooling curriculum, Educators experience challenges with implementing it, because the pedagogical strategies have not been clearly described. An in-depth qualitative study was conducted with the Indigenous Knowledge (IK) holders of the Zulu cultural group and Senior High School (SHS) Science teachers to explore how IK on environmental sustainability could be taught in South African science classrooms. The research employed an interpretivist, multisite ethnographic, qualitative approach, and naturalistic research style. In-depth interviews were used to generate data from the purposively selected community persons. The thematically analysed findings were used to develop a culturally specific pedagogical model on how to teach IK in science classrooms: touring cultural places; demystifying indigenous practices and perception; utilizing indigenous pedagogies; teaching wisdom behind indigenous practices etc. The research recommends that future studies be conducted on applying the model in different geographical and cultural schooling contexts.
Student, Parent and Teacher Perceptions on the Behavioral Characteristics of Scientific Creativity and the Implications to Enhance Students&apos; Scientific Creativity
Author: Lee, Insun
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Attitudes,Parent Attitudes,Student Behavior,Creativity,Academically Gifted,Gifted Education,Science Education,Science Teachers,Secondary School Students,Scientists,Inquiry,Science Experiments,Logical Thinking,Problem Solving,Foreign Countries

Teachers' and parents' perceptions of scientific creativity are assumed to be an important environmental factor for scientific creativity, so this research surveyed their perceptions of the behavioral characteristics of scientific creativity and compared their perceptions to those of students. This is achieved with a list of behavioral characteristics of creative physicists during their growth period. For this survey, 48 science teachers, 112 parents, and 145 science gifted students participated. Out of the 30 items of the list, they selected 10 items that were considered important indicators to become creative scientists in the future, and they ranked them according to their importance. The results showed that the three groups all perceived 'conducting experiments, asking questions, thinking logically to solve difficult problems, and sharing ideas' as important for scientific creativity. For the items that were perceived to be less important, it was discussed why these items might be necessary for scientific creativity. Comparative result showed that parents gave more importance to learning-related aspects, teachers to thinking-related aspects, and students to activities such as making and experimenting. This research showed the behavioral characteristics that should be encouraged to improve students' scientific creativity at school and at home.
Latinx Students&apos; Mathematics Anxiety and Their Study Habits: Exploring Their Relationship at the Postsecondary Level
Author: Fernández, Luis Miguel
Date: 2021-07-00
Type: Journal Articles
Subjects: Hispanic American Students,Study Habits,Mathematics Anxiety,Minority Serving Institutions,College Students,Predictor Variables,Student Characteristics,College Mathematics,Mathematics Instruction

Increasing Latinx students' success in college-level mathematics calls for exploration on their mathematics anxiety as it relates to study habits. Using a sample of Latinx students in a Hispanic Serving Institution and their levels of mathematics anxiety, pairwise analyses revealed significant differences among subgroups. Moreover, regression analyses showed Latinx students' study habits being predictive of mathematics anxiety. As a result, recommendations are provided that could alleviate mathematics anxiety and its effects on Latinx college students.
Comparison of Teacher and School Managers&apos; Assignment Policies between South Korea, Singapore, Japan, Finland and Turkey
Author: Aksoy, Mahmut
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Placement,Job Placement,Administrators,Personnel Policy,School Administration,Teacher Selection,Personnel Selection,Teacher Salaries,Teaching (Occupation),Teacher Certification,Principals,Salaries,Occupational Tests,Preservice Teacher Education,Teacher Recruitment,Administrator Education

In this study, South Korea, Singapore, Japan, Finland and Turkey Countries teachers and school administrators were compared in terms of assignment policies. In this research, a holistic multiple state pattern, which is one of the qualitative research types, was used. The reason for using this method has been examined in accordance with the problem situation of these countries and then compared with each other. The appointment policies of teachers and school administrators should be evaluated along with other processes. South Korea, Singapore, Japan, Finland countries excelled in PISA 2003, 2006, 2009 and 2012 exams. The selection of qualified teachers and school administrators plays an important role in this success of these countries. While choosing candidates for education faculties in these countries, exams measure their teaching skills via central exams. In the process of assigning teachers, central exams are conducted, but institutions again conduct exams that measure their teaching skills. Teaching appeal is a profession in these countries. Because in these countries, teaching has all the features such as respectability, high status, job guarantee and high salary. Teacher salaries in these countries are above the average of OECD countries. In addition, great importance is attached to the in-service training of school administrators and teachers in these countries. The salaries of teachers in Turkey is below the average of OECD countries.
COVID-19 Lockdown Challenges or New Era for Higher Education
Author: Didenko, Iryna
Date: 2021-01-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Higher Education,College Freshmen,Graduate Students,Foreign Countries,Distance Education,Online Courses,Student Satisfaction,Teacher Student Relationship,Interpersonal Communication,Problems,Student Evaluation

The COVID-19 lockdown caused hard time for higher education: unexpected shift to online. This research was conducted among 50 first-year Bachelor's Degree students and 50 first-year Master's Degree students of the Faculty of Economics of Taras Shevchenko National University of Kyiv. The objective of the study was to identify the challenges that each focus group faced and students' satisfaction rate in education under lockdown. Quantitative methods were used for collecting data and Excel tools for processing the results The findings demonstrated relatively average satisfaction rate among the 1st-year Bachelor level students due to a number of factors: lack of self-study skills, lack of background, lack of experience. However, 1st-year Master level students demonstrated relatively high satisfaction rate. The reason for this is that they are quite experienced and competent, therefore, they require less facilitation from the professors, their background knowledge is enough to allow them to search the necessary data in the Internet, their analytical and reasoning skills are developed enough to let them process obtained information, critically evaluate it and produce reasonable conclusions. The findings of this research allow to assume that after lockdown it might be worth reconsidering the format of learning for Master's Degree Programs and shift from conventional face-to-face learning to blended or even distance learning.
L&apos;OPERA: Layered Operations Practicing Embodiment, Reflection, and Analysis in the Performative Paradigm
Author: Upshaw, Allison
Date: 2020-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Preservice Teacher Education,Dance,Movement Education,Reader Text Relationship,Music,Poetry,Research Methodology,Educational Research

In this article, Allison Upshaw presents an interdisciplinary arts-based inquiry, an inquiry she undertook as part of the work for her PhD, focused on the instruction she offered her preservice teacher (PST) students in the integration of dance/movement with literacy practices. In this class, the movement was based explorations on the reading of an eco-mystery (an environmentally based mystery).
Discussing the Motives to Learn Russian as a Foreign Language during COVID-19 Pandemic: Psychopedagogical Aspect
Author: Nazartseva, Ekaterina
Date: 2021-01-00
Type: Journal Articles
Subjects: Russian,Second Language Learning,COVID-19,Pandemics,Learning Motivation,Foreign Students,College Students,Foreign Countries

The article shows that the coronavirus pandemic has led to a rapid modernization of Russian education due to the widespread introduction of online learning. The features of the modern educational environment are considered, its advantages and disadvantages are analyzed. It is proved that psychologists and teachers should pay special attention to the study of the motives of learning Russian as a foreign language at the pre-university stage of training. Maintaining motivation will contribute to the success of training, maintaining the prestige of Russian education and, as a result, attracting foreign applicants and students to study in Russian universities.
Broadening Educational Pathways to STEM Education through Online Teaching and Learning during COVID-19: Teachers&apos; Perspectives
Author: Dhurumraj, Thasmai
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Foreign Countries,Socioeconomic Influences,STEM Education,Teaching Methods,School Closing,Online Courses,Educational Technology,Technology Uses in Education,Pedagogical Content Knowledge,Technological Literacy,Muslims,Private Schools,Religious Schools,Teacher Attitudes

COVID-19 posed formidable challenges to the teaching and learning of subjects with abstract concepts such as Science, Technology, Engineering and Mathematics (STEM). The study explored how STEM teachers transformed their pedagogical practices as an integral part of the transition to online teaching and learning in response to COVID-19 and further examined the effectiveness of online teaching and learning. The study adopted an exploratory descriptive survey design and involved purposively selected STEM teachers from schools operating under the auspices of the Association of Muslim Schools. The Technological Pedagogical Content Knowledge (TPACK) framework underpinned the study. Quantitative data was collected through the administration of a Likert scale instrument. Data was analysed using inferential and descriptive statistics. Findings revealed that COVID-19 essentially compelled teachers to make a transition to online teaching and learning resulting in a concomitant profound impact on their pedagogical practices. Teachers provided various perspectives on the key modalities adopted to navigate online teaching and learning on virtual platforms in an attempt to ensure sustainable, equitable and inclusive teaching and learning. Implications for broadening educational pathways to STEM education through online teaching and learning on virtual platforms and sustainable teacher professional development on technology integration in teaching and learning are discussed.
Context Matters: Science, Technology and Mathematics Education Lecturers&apos; Reflections on Online Teaching and Learning during the COVID-19 Pandemic
Author: Singh-Pillay, Asheena
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,COVID-19,Pandemics,Online Courses,School Closing,Educational Technology,Technology Uses in Education,Higher Education,College Faculty,Teacher Attitudes,Foreign Countries,Teaching Methods,Barriers,Technological Literacy,Training,Cognitive Style,Family Work Relationship,Family Environment,Access to Computers,Internet

To limit the spread of the COVID-19 virus conditions of lockdown were enforced by countries globally. Universities and schools revised the mode of delivery from contact teaching to online teaching and learning. This qualitative research was conducted at one university in South Africa and explored STEM discipline lecturers' reflections on the use of online technologies and the factors which enable or constrain online teaching and learning. Three lecturers from STEM disciplines involved in online teaching were purposively selected to participate in this study. Data were generated via semi-structured interviews and reflective journals. The findings reveal that lecturers supplement the use of Moodle and Zoom with WhatsApp, the factor that enabled online teaching was the availability of data to lecturers and students. In contrast, the factors that constrained online teaching and learning were the technical training received for online teaching, the mismatch between pedagogy and students' learning styles, the pressure of balancing work-home life and assumptions made about the availability of conducive home environments for learning, connectivity, and availability of devices for online learning. These findings have implications for professional development for online teaching and recommend that universities adopt WhatsApp to be a formal platform for online teaching and learning.
COVID-19 as an Agent of Change in Teaching and Learning STEM Subjects
Author: Makamure, Chipo
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,STEM Education,Change Agents,Distance Education,Technology Uses in Education,Computer Mediated Communication,Teaching Methods,Teacher Attitudes,Secondary School Teachers,Foreign Countries,Web Based Instruction

The closing of schools due to COVID-19 has brought a dimension of uncertainty into STEM education. Despite the closing of schools due to the need to observe physical distancing, some schools have found ways to continue teaching and learning on virtual platforms enabled by increasingly pervasive fourth industrial revolution environments. In this study, the teaching of Ordinary level mathematics and science in pursuit of STEM education goals as enabled by the Internet of Things (IoT) in online classrooms was therefore, explored. Using an interpretive case study, relevant data were collected from two mathematics and three science teachers during semi-structured interviews. These participants communicated their experiences in transitioning from face-to-face to online classrooms as they worked to promote STEM education during the COVID-19 pandemic. The findings reveal teachers' experiences of this transition and their selection of particular Web 2.0 tools to establish online classrooms. Notably, mobile instant messaging tools proved to be a popular option for being cheap, user-friendly, temporal, and multimodal. The findings also revealed that teachers struggled to adapt the hands-on activities to suit online teaching resulting in the use of teacher-centred approaches.
Through the COVID-19 Looking Glass: Coping Skills for STEM Educators in the Time of a Pandemic and Beyond
Author: Lautenbach, Geoffrey
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Coping,STEM Education,Distance Education,Mental Health,Well Being,Teacher Attitudes,Foreign Countries

The 2020 pandemic led to the immediate lockdown of schools and universities worldwide with far-reaching implications for educators and learners. Individual stories of lockdown and isolation are documented using direct quotations from discussion forums, emails, live chats, and structured journal entries from the Blackboard learning management system. A 'qualitative sense' of a common narrative of turmoil and success within this 'new [ab] normal' is established. Educators' contrasting accounts of uncertainty and hope are highlighted. The notion of anticipatory anxiety as a result of social lockdown restrictions is covered in terms of its impact on mental health and wellbeing, with special reference to the neuroscience that underpins this phenomenon. Strategies for the management of stress-related autonomic nervous system activation, as well as for building resilience and coping skills in classrooms, are highlighted, along with the need to address issues of cognitive dissonance and fatigue caused by increased online/blended teaching demands during uncertain times. The online format was found to be potentially impersonal and cold without the essential 'human factor'. Despite technology in education there has to be human and social interaction, as well as support online. The most benefit was derived from live sessions and social interaction.
STEM Education during the COVID-19: Teachers&apos; Perspectives about Strategies, Challenges and Effects on Students&apos; Learning
Author: Baptista, Mónica
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Science Activities,COVID-19,Pandemics,Distance Education,Electronic Learning,Teacher Attitudes,Physics,Acoustics,Synchronous Communication,Instructional Effectiveness,Curriculum Implementation,Barriers,Context Effect,Student Motivation,Secondary School Students,Science Teachers,Foreign Countries,Grade 8

This research aims to examine: (1) how Physics teachers who participated in a STEM project, adopted and implemented a STEM activity in the context of a pandemic; (2) from the perspective of Physics teachers, what were the effects on students' learning of a STEM activity implemented in the context of the pandemic; and (3) what challenges had Physics teachers faced in implementing the STEM activity during the pandemic. A qualitative and interpretive methodology was used. The participants are four Physics teachers who implemented a STEM activity on sound, during the pandemic. Data were collected through interviews and written reflections. The study has shown how, in a crisis context such as COVID-19, which affected schools all around the world, teachers were able to deal with it and kept developing a STEM activity, revealing the main challenges and effects on student learning, from the teachers' points of view. Moreover, it was clear that carrying out with success a STEM activity, in such an adverse scenario, was strongly related with teachers who found new strategies and keep students motivated, by guiding them proficiently, and that requires to merge scientific and technological knowledge.
Map Literacy Skill in Social Sciences Curriculum of Turkey: The Gap between Theory and Practice
Author: Dönmez, Leyla
Date: 2021-00-00
Type: Journal Articles
Subjects: Map Skills,Skill Development,Geography Instruction,Geographic Concepts,Multiple Literacies,Secondary School Curriculum,Textbook Content,High School Students,Student Centered Learning,Instructional Program Divisions,Theory Practice Relationship,Foreign Countries,Social Studies

The aim of this study was to analyze the attainments of map literacy skills in the 2018 Social Studies course curriculum according to the learning areas and examine the applicability of the program. The research sought answers to the following questions: 1. How is the distribution of attainments related to map literacy skills in the 2018 Social Studies course curriculum by class levels and learning areas? 2. What is the level attainments associated with map literacy in the 2018 Social Studies course curriculum related to the lower dimensions of map skills in the high school geography curriculum? 3. What is the applicability level of map literacy skills in the 2018 Social Studies course curriculum for student-centered learning activities? Looking at the results of the study, it was found that at fourth-grade level, there was an improvement in the global connections learning area, where four skills were included with map writing in &quot;People and Places and Environments.&quot; At fifth-grade level, it was found there were two attainments linked to map literacy in &quot;People Places and Environments,&quot; while there was one attainment in &quot;Global Connections.&quot; According to the results of the research, it was found that at sixth-grade level, there were four achievements in &quot;People, Places and Environments,&quot; one achievement in &quot;Production, Distribution and Consumption,&quot; and three achievements related to map literacy skills in &quot;Global Connections.&quot; Finally, at the seventh-grade level, it was found there were two achievements related to map literacy skills in the field of learning &quot;People Places and Environments.&quot; When Social Studies textbooks were examined, it was observed that map literacy skills and application activities were at a limited level. In Social Studies course learning areas, the level of applicability in terms of map literacy skills is quite high. The recommendations to be developed on this issue are to teach both teachers and students about Geographic Information Systems, where students can find application areas, support map literacy skills.
Grade 6 &amp; 9 Student and Teacher Perceptions of Teaching and Learning Approaches in Relation to Student Perceived Interest/Enjoyment towards Science Learning
Author: Teppo, Moonika
Date: 2021-00-00
Type: Journal Articles
Subjects: Grade 6,Grade 9,Early Adolescents,Secondary School Students,Secondary School Teachers,Teacher Attitudes,Student Attitudes,Teaching Methods,Science Instruction,Science Interests,Student Centered Learning,Constructivism (Learning),Problem Solving,Decision Making,Cooperative Learning,Hands on Science,Foreign Countries

Student perceptions of science teaching could be expected to differ in grade 6 compared with teaching in grade 9, as could student interest in science learning. To compare Estonian grades 6 and 9, lower secondary school student and science teacher perceptions of teaching/ learning approaches as well as student perceived interests/enjoyment on science learning, an instrument was developed taken into account 18 different teaching approaches that could take place in science lessons. An analytical, exploratory structural equation modelling (ESEM) approach supported 4-factor models differentiating between teacher-centred and constructivist approaches for both teachers and students, each having acceptable model fits. Based on outcomes, a regression model was developed associating student interest to learn science with the frequency of teaching and learning approaches explored. Results indicated that approaches associated with teacher-centred approaches were those most frequently undertaken in science classes when compared with those seen as social constructivist and student-centred, both among science teachers and students. Regression analysis showed that there was a relationship between student interest/enjoyment towards science subjects and the frequency, in which different teaching and learning approaches took place in the classroom.