ethanporcaro/eric-fulltext-meta huggingface dataset:
Drawing as a Space for Social-Cognitive Interaction
Author: De Andrade, Vanessa
Date: 2022-00-00
Type: Journal Articles
Subjects: Freehand Drawing,Group Activities,Middle School Students,Science Education,Cognitive Processes,Grade 8,Chemistry,Interpersonal Relationship,Interpersonal Communication

Drawing is recognized as a powerful tool to learn science. Although current research has enriched our understanding of the potential of learning through drawing, scarce attention has been given to the social-cognitive interactions that occur when students jointly create drawings to understand and explain phenomena in science. This article is based on the distributed and embodied cognition theories and it adopted the notion of &quot;we-space,&quot; defined as a complex social-cognitive space, dynamically established and managed during the ongoing interactions of the individuals, when they manipulate and exploit a shared space. The goal of the study was to explore the role that collaborative drawing plays in shaping the social-cognitive interaction among students. We examine this by a fine-grain multimodal analysis of a pair of middle school students, who jointly attempted to understand and explain a chemical phenomenon by creating drawings and thinking with them. Our findings suggest that collaborative drawing played a key role in: (1) establishing a genuine shared-action space, a &quot;we-space,&quot; and that within this &quot;we-space&quot; it had two major functions; (2) enabling collective thinking-in-action; and (3) simplifying communication. We argue that drawing, as a joint activity, has a potential for learning, not restricted to the cognitive process related to the activity of creating external visual representations on paper; instead, the benefits of drawing lie in action in space. Creating these representations is more than a process of externalization of thought: it is part of a process of collective thinking-in-action.
&quot;Everything Is so Different…&quot;: African Students&apos; Voices on the Challenges of Doing a PhD at a Portuguese University
Author: Pinto, Susana
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Students,Doctoral Students,Psychological Patterns,Doctoral Programs,International Education,Foreign Countries,Universities,Barriers,Student Attitudes,Cultural Differences,African Culture,Second Language Learning,Portuguese,Student Adjustment,Financial Problems,Psychology,Language Proficiency,Student Mobility

In the scope of higher education internationalization, Portuguese universities have been receiving an increasing number of students from Portuguese-speaking countries, namely African countries, at the level of PhD studies. As highlighted in research, pursuing a PhD in an overseas context entails critical challenges for students, supervisors, and higher education institutions. Against this background, this article reports on the challenges faced by international African students attending a PhD program in education at a Portuguese university. I conducted semi-structured interviews with seven students, and results from thematic analysis show that the main challenges relate to language, integration into a different pedagogical/academic culture, adaptation to a different research culture, loneliness/homesickness, and financial difficulties. Implications of findings for institutional policy and practice are put forward.
Increasing Students Awareness of Mobile Privacy and Security Using Modules
Author: Ghemri, Lila
Date: 2019-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Computer Software,Computer Security,Privacy,Learning Modules,Program Effectiveness,Experiential Learning,Higher Education

Mobile devices are fast becoming the dominant computing platform for an increasing number of people. Indeed millions of people are using their mobile phones as the main way to access the internet and social and entertainment media. This surge in mobile devices usage has been accompanied by an increase in malware specifically designed to infect mobile devices. From an educational standpoint, it is then becoming imperative to inform students about the risks and threats of mobile devices, not only as users but also as developers of mobile software. However, the Computer Science and other IT related disciplines are suffering from an overcrowding of their respective curricula with an ever increasing number of topics and courses that need to be covered within a limited amount of time. A possible solution to this issue is the use of teaching modules. Modular teaching provides a framework in which new skills can be introduced with little time commitment on the part of the student and the instructor alike. It is also ideal for introducing subjects that are important to know and could fit within different subjects. This paper presents an experience in modular teaching of mobile security and privacy. Two modules have been designed and presented to two cohorts of students (n=14, n=10) and learning assessed through tests and surveys. Results show that the modular approach is indeed beneficial in filling students' knowledge gaps in mobile security and that interleaving hands-on activities with instructional material can yield better retention and understanding of the topic.
Attitude to Distance Learning of Schoolchildren and Students: Subjective Assessments of Advantages and Disadvantages
Author: Belousova, Alla
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Distance Education,Affordances,Barriers,College Students,Foreign Countries,Middle School Students,High School Students,COVID-19,Pandemics,Student Motivation

Currently, during the pandemic, the forced transition to distance learning carries a number of problems. These problems affect various aspects of education, including the study of students' attitudes to distance learning. The purpose of this research is to study the features of the subjective attitude of schoolchildren and students to distance learning. This research involved 140 secondary school students (average age M = 10.7, SD = 7.2 (66.3% men)) and 30 university students (average age M = 22.5, SD = 2.4 (20% men)). The methods used were a questionnaire, Chi-square test and Criterion [phi]. Fisher angular transformation. The study showed that schoolchildren do not intend to continue studying in the distance form if they choose, with a generally positive attitude towards distance learning. The self-assessment of motivation to study in a distance format has not changed, both among schoolchildren and students. Students are more likely to have a positive attitude to distance learning than schoolchildren. The variety of choices of advantages and disadvantages of distance learning is greater among students than among schoolchildren. The perspective of this study is thus to study the factors that determine the positive and negative attitudes to distance learning.
A Process Evaluation of a Learning Community Program: Implemented as Designed?
Author: Lanphier, Tonya Scott
Date: 2022-00-00
Type: Journal Articles
Subjects: Communities of Practice,College Freshmen,Remedial Reading,Two Year College Students,Community Colleges,Program Implementation,Fidelity

Learning communities can be useful to counter some of the challenges encountered by first-semester students as they transition to college. This 2-year process evaluation examines the launch of a campus-wide learning community initiative for developmental reading students at a community college in the USA. Students, instructors, and administrators were interviewed about the implementation of the program, and program-related materials were reviewed. Findings suggested ways to enhance the effectiveness of learning communities of the linked-course variety through program implementation that is more faithful to key design aspects. Suggestions include (1) implement team-teaching across linked courses; (2) carry out an integrated curriculum across courses; (3) provide in-depth and continued instructor training as well as specialized resources; (4) expand support services available to students and require them to use at least some; and (5) create tools/methods for instructors and administrators to regularly assess processual aspects rather than just program outcomes.
Leadership for Development: Re-Shaping Higher Education Futures and Sustainability in Africa
Author: Makoe, Mpine
Date: 2021-00-00
Type: Journal Articles
Subjects: Sustainability,Information Technology,African Culture,Postcolonialism,Universities,Educational Change,African Languages,Indigenous Knowledge,Teaching Methods,Online Courses,COVID-19,Pandemics,Trend Analysis,Distance Education,Higher Education,Foreign Policy,Futures (of Society),Human Dignity,Instructional Leadership,Educational Philosophy

Leading change in higher education has been a major challenge in countries of limited resources, such as those in Sub-Saharan Africa. Most African universities have struggled with this transition mainly due to lack of the requisite information and communication technology (ICT) infrastructure, inadequate expertise for online pedagogies and inability to provide computers to their students and staff. When faced with the recent changes, caused mainly by the COVID-19 pandemic that forced every person to work and learn remotely, many academic leaders were completely ill-prepared to deal with changes of this magnitude. The aim of this paper is to provide recommendations for shaping the future of higher education in Africa going forward. This will be done by analysing trends and opportunities created by these changes with the aim of accentuating the need for a renewed Pan-African Ubuntu that embraces the future, respects the unique dignity, cultures, languages and heritage of nations pre- and post-colonialism, and inspires the African Union Agenda 2063, The Africa we Want.
Mathematical and Experimental Science Education from the School Garden: A Review of the Literature and Recommendations for Practice
Author: Monferrer, Lidón
Date: 2022-00-00
Type: Journal Articles
Subjects: Gardening,Health Promotion,Science Education,Mathematics Education,Educational Research,Nutrition,Interdisciplinary Approach,Foreign Countries,Preschool Children,Preschool Education,Elementary Education,Preadolescents,Elementary School Students

The much-needed interest in promoting a healthy lifestyle among school-age students has found a context for development: school gardens. There are numerous studies where using gardens as a teaching-learning context also improves students' performance in the experimental sciences. In this study, we proposed another interest that sets it apart and adds motivation: combining curricular mathematics with experimental science content in this context. The search for possible studies in the scientific literature has gave rise to the review presented herein. From this review, we obtained 21 studies, from which we extracted a series of categories: whether research was undertaken and with which tools; which curricular contents were covered and the impact produced; the ages of the participants and duration of the project; and, finally, whether the garden was cultivated. The main conclusion of this search was the lack of a clear line of research linking school gardens, the experimental sciences, and mathematics, in addition to the scant presence of studies framed in this context. For that reason, we send a call to action to the scientific community encouraging the interdisciplinarity of the two aforementioned subjects within the context of school gardens.
Outside Training of Spanish University Students of Education for the Didactic Application of Cinema: Formal, Non-Formal, and Informal Perspectives
Author: Lorenzo-Lledó, Alejandro
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Films,Teacher Education Programs,Informal Education,Educational Quality,Foreign Countries,Active Learning,Teaching Methods,Preschool Education,Elementary School Students,Preservice Teacher Education

Nowadays, audiovisual media play a central role in access to information and in personal relationships. Among the audiovisual media is cinema, which due to its heterogeneous nature, can fulfill diverse educational functions. The objective of this study was to learn about the training that future teachers in Spain receive outside of their teaching degree for the didactic use of cinema. In addition, we sought to understand the influence of training on perceptions regarding the educational potential of cinema and the predisposition to its use. Using a quantitative approach, information was collected from 4659 students from 58 Spanish universities. The questionnaire used covered perceptions about the potencialities of cinema as a didactic resource in pre-school and primary classrooms (PECID). The results showed that 95.1% of the students had not received training. In addition, we found a significant influence of training on their perceptions of the educational possibilities of cinema. Furthermore, we found an influence on their predisposition to use training in their future teaching practice. Overall, it is necessary to implement training actions to fill the gaps detected in favor of a quality education with active learning and linked to society.
Learning Development&apos;s Role in Supporting Academic Synergies through Co-Evolution of Teaching Excellence and Practice
Author: Donnelly, Roisin
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Effectiveness,Evidence Based Practice,College Instruction,College Faculty,Research and Development,Theory Practice Relationship,Teacher Researchers,Educational Research,Evolution,Models

This report from the field discusses a new approach taken to the co-evolution of teaching excellence and evidence-based practice in the context of learning development in a Technological University in Ireland. It explores supporting faculty in their exploration of pedagogic inquiry and teaching excellence and how this can co-evolve to generate synergies in academic productivity (the core activity sets of the faculty). A key part of this learning development work is understanding how integrating inquiry and teaching can drive excellence and pedagogic innovation in practice.
Computational Thinking and Educational Technology: A Scoping Review of the Literature
Author: Acevedo-Borrega, Jesús
Date: 2022-00-00
Type: Journal Articles
Subjects: Computation,Thinking Skills,Educational Technology,Literature Reviews,Problem Solving,21st Century Skills,Preschool Education,Elementary Secondary Education,Higher Education

Interest in computational thinking (CT) in the scientific community has increased significantly in the last 4 years, as evidenced by the numerous systematic reviews carried out. However, there is a lack of reviews that update the emerging conceptualization of CT and which also examine the roles of the school curriculum and teachers in the face of CT. A systematic literature review (SLR) consists of a collection of research conducted according to previous criteria with the aim of answering research questions with validity and quality. For this reason, the PRISMA-ScR statement was followed. Articles published in scientific journals, from Scopus and WoS, between January 2018 and August 2021 were included, in the English or Spanish language. The initial search resulted in 492 articles, to which the inclusion-exclusion criteria were applied. The final sample of texts for the present systematic review was n = 145. The texts were analyzed from three perspectives: conceptual, documentary and pedagogical. Thus, a renewal of previous literature reviews was carried out, updating the situation with research from recent years and new data, obtained to contribute to the collective intelligence on methodological strategies (80% of the sample was divided into &quot;plugged&quot; and &quot;unplugged&quot;); educational (more than 50% studied CT evaluation); and resources, including a collection of more than 119 educational resources.
Factors Inhibiting Sports Lecturer&apos;s Publication Productivity in International Journals
Author: Hanief, Yulingga Nanda
Date: 2021-00-00
Type: Journal Articles
Subjects: Athletics,Faculty Publishing,Periodicals,Writing Skills,Costs,Barriers,Gender Differences,Time,Grants,Foreign Countries,College Faculty,Productivity,Language Skills

Scientific publication is an essential part of research dissemination, irrespective of the productivity effects on lecturers' careers. Therefore, this study aims to determine the internal and external factors inhibiting the productivity of sports lecturers' publication in international journals. This is qualitative descriptive research with a survey method and questionnaire used to collect data from 74 sports lecturers in Indonesia by using Google form. The data were further analysed to reduce the number of the original variables using the factor analysis method with the validity tests includes KMO (Kaiser Meyer Olkin), Bartlett, and MSA (Measure of Sampling Adequacy) used for reliability. The results showed that the sports lecturer's writing ability and cost are responsible for inhibiting publications' productivity in international journals as opposed to gender analysis. The majority had limited time to write because most of their activities were carried out in the field. Grants offered by both the government and universities are expected to be absorbed to support the sports lecturers' publication activities in Indonesia. Further studies need to be carried out by analysing the college type, academic position, and age as considerations for stakeholders to take strategic steps to overcome publication challenges.
Factors Affecting the Perceptions and Practices of Differentiated Curricula and Pedagogies for Gifted and Talented Students
Author: Kaplan, Sandra N.
Date: 2022-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Academically Gifted,Gifted Education,Generalization,Transfer of Training,Conflict of Interest,Student Attitudes

The definitions and implementation of differentiated curricula and instruction for gifted and talented students have been affected by a myriad of philosophical and institutional factors defined by educators, community members, and gifted and talented students. The ramifications of these factors affect the focus and subsequent objectives and outcomes of differentiated curricula and instruction for gifted and talented students. A set of questions regarding the structure and implications of differentiated curricula and instruction for gifted and talented students are presented. Concepts such as specificity versus generalization, transfer of training, and conflict of interests are discussed and exemplified theoretically, philosophically, and pragmatically to respond to these questions.
&apos;The Game of the Sea&apos;: An Interdisciplinary Educational Board Game on the Marine Environment and Ocean Awareness for Primary and Secondary Students
Author: Arboleya-García, Elena
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Games,Marine Biology,Oceanography,Teaching Methods,Interdisciplinary Approach,Science Instruction,Program Effectiveness,Knowledge Level,Children,Adults,Conservation (Environment),Game Based Learning,Foreign Countries

Games are a proven tool for learning at all ages and in many contexts. They increase the attractiveness of learning processes through arousing interest and enhancing motivation, and aid with the development of social skills. Educational games provide teachers with different approaches to teaching. 'The Game of the Sea' is an interdisciplinary board game, specifically designed to teach its players about the marine environment, regardless of their age. Through its 68 sections, coloured according to particular topics and organised as a fish shape, players encounter a wide range of questions and activities. Through playing this game, players acquire a broad knowledge of science, the marine environment and its importance, and literature. The game uses an interdisciplinary approach with question cards on a variety of topics (including maths, physics, biology, chemistry, art, etc.). A total of 222 players (111 children, aged 11-15, and 111 adults, aged 18-72) tested the game. These players were enrolled in different formal and non-formal educational contexts and had different educational backgrounds. For a qualitative analysis of game sessions (participant observation), researchers acted as game moderators and, while doing so, made subtle observations of players playing the game. On top of this, the value of the game, as a didactic tool, was evaluated with a test that players took before and after the game. After playing the game, knowledge of the marine environment, increased in both children and adults, with a slightly higher increase in children. Therefore, 'The Game of the Sea' is suitable for teaching all ages about the marine environment. Further, this game can impart to its players the importance of the marine environment and the importance of protecting this environment.
Barriers to the Quality of Emergency Online Pedagogies in Higher Education during the COVID-19 Pandemic: A Case Study from the University of Namibia
Author: Kadhila, Ngepathimo
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Barriers,Online Courses,School Closing,COVID-19,Pandemics,Student Attitudes,College Students,Educational Technology,Technology Uses in Education,Educational Quality,Quality Assurance,Access to Computers,Internet,Ownership

Using the TIPEC framework, this study undertook a critical literature analysis, and student survey to explore challenges experienced by higher education institutions during emergency online pedagogies because of disruptions from the COVID-19 outbreak. The study revealed that most higher education institutions are still grappling with getting technicalities in place such as reliable network connectivity, IT capacity, clear navigation to learning content, timetabling, and session scheduling, and reliable hardware and software required to access online learning platforms to keep teaching and learning afloat. However, little attention is placed on the provision of quality online learning. Therefore, there is a need to move towards enabling epistemological access through the use of online tools in a pedagogically sound and inclusive manner to enable students to develop critical thinking skills. The current quality assurance practices also need to transform to effectively respond to the learning needs of the new normal. Students also need to be equipped with skills that will empower them to effectively use the online system.
Implementation of Problem Based Learning to Increase Scientific Explanation Skill in Biology Learning about the Environment
Author: Laksmi, Monika Lintang
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Science Instruction,Essay Tests,Teaching Methods,Action Research,Science Process Skills,Student Attitudes,Instructional Effectiveness,Student Improvement,Biology,High School Students,Foreign Countries,Evidence,Scores,Thinking Skills

This research aimed to describe and find out whether implementation of Problem-Based Learning can improve scientific explanation skills in biology learning about the environment. The research method was Classroom Action Research through the implementation of Problem-Based Learning. This classroom action research consisted of two cycles, which were concluded by planning, acting, observing and reflecting. The research subject was a natural science class consisting of 34 students. Data were collected by essay test, observation method, interviews and documentation. Data were validated by the triangulation technique consisting of three components: data reduction, data presentation and conclusion. The research results showed improvement in the scientific explanation skills of students on the implementation of Problem Based Learning. The percentage improvement of students' scientific explanation was 61% in claim, 53% in evidence, and 51% in reasoning.