ethanporcaro/eric-fulltext-meta huggingface dataset:
Information Technologies in Teaching Humanitarian Disciplines
Author: Morozova, Irina M.
Date: 2021-01-00
Type: Journal Articles
Subjects: Humanities Instruction,Computer Uses in Education,College Instruction,College Freshmen,Outcomes of Education,Influence of Technology,Competence

The use of information technology in teaching humanitarian disciplines contributes to the formation of highly qualified, competitive specialists who can adapt to rapidly changing conditions, possessing a high level of development of critical and creative thinking, ready for professional self-development and self-improvement, for the implementation of reflection, capable of setting goals and systematically achieving them. The work actualizes the importance of information technology in the training of highly qualified competitive specialists capable of implementing professional activities at a high level. The purpose of the article is to analyze the experience of implementing information technologies in teaching humanitarian disciplines. Smart boards, multimedia installations, document cameras, electronic textbooks, electronic educational platforms and others were used as information technologies used in the teaching of the humanities. The study made it possible to reveal the influence of information technologies on the level of formation of students' competencies.
Levels and Criteria for Understanding of the Scientific Text in the Pre-University Period
Author: Olga, Kharitonova
Date: 2021-01-00
Type: Journal Articles
Subjects: Scientific and Technical Information,Reading Comprehension,Foreign Students,Russian,Second Language Learning,College Preparation

The article covers the issues concerning the levels and criteria of preparatory department students' understanding of the scientific text. Teaching scientific language presupposes work with scientific texts at a language proficiency level of A1. When teaching how to work with the scientific text, one should consider its pragmatic, contents and cognitive discourse functions. Understanding is a multi-level psychological category, which determines foreign students' way of reading the scientific text. Each of the levels forms certain skills of text understanding. The article proves that comprehension of the depths of meaning is one of the criteria of scientific text understanding.
Correlations between Teaching Strategies in Biology, Learning Styles, and Student School Achievement: Implications for Inquiry Based Teaching
Author: Gajic, Milica M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Biology,Science Instruction,Science Achievement,Teaching Methods,Active Learning,Inquiry,Cognitive Style,Secondary School Students,Teacher Student Relationship,Gender Differences,Measures (Individuals),Foreign Countries

Research studies aimed at finding a more efficient model of teaching biology are still sporadic and inconsistent in the contemporary literature. The main aim of the research was to examine the correlation between the application of teaching strategies in biology teaching and students' school achievements, depending on how much the teacher respects their learning styles. The method of theoretical analysis and descriptive method were applied in the research. The sample consisted of 151 third-grade students (39.7% male and 60.3% female) of upper-secondary school. Kolb's Inventory of Learning Styles and Questionnaire for Assessing the Teaching Strategies of Biology Teachers were used as data gathering tools. Independent t-test, X[superscript 2]- square test, and One-way analysis of variance (ANOVA) were used to analyze data. The results showed that there was a statistically significant correlation between teaching strategies, learning styles, and students' school achievement in biology learning. At the same time, students perceived the applied teaching strategies differently, and manifested different dimensions of learning styles. This was followed by the conclusion that students achieved better school achievements in biology teaching when they were taught in the ways that corresponded to their learning styles, which pointed to certain implications for inquiry-based teaching, as well as in education of future biology teachers.
Curiosity towards STEM Education: A Questionnaire for Primary School Students
Author: Ahmad, Jamilah
Date: 2021-00-00
Type: Journal Articles
Subjects: Personality Traits,STEM Education,Questionnaires,Elementary School Students,Grade 5,Foreign Countries,Test Validity,Test Reliability,Item Response Theory

There are limited research studies about the development of questionnaire to assess the level of primary school students' curiosity towards STEM education. In this research, curiosity towards STEM Education Questionnaire (CQ-STEM) instrument was developed based on Berlyne's Theory of Curiosity. CQ-STEM consisted of 10 items measuring the two constructs of curiosity towards STEM, namely exploration and acceptance. A total of 166 fifth graders aged 10 to 11 years enrolled in five urban schools in Sabah, Malaysia made up the research sample. Rasch Measurement Model was applied to determine the validity and reliability of CQ-STEM. The validity of the CQ-STEM instrument was well established among the constructs of exploration and acceptance through the person fit, item fit, item polarity, unidimensionality, and variable map. The CQ-STEM instrument was found to have a high reliability with a Cronbach's alpha value (KR-20) of 0.93. CQ-STEM has an excellent item reliability and moderate high item separation value of 0.96 and 4.83 respectively. In conclusion, CQ-STEM has good validity and high reliability in measuring curiosity towards STEM Education among primary school students.
Self-Efficacy, Affective Well-Being, and Intent-to-Leave by Science and Mathematics Teachers: A Structural Equation Model
Author: Karakus, Mehmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Efficacy,Well Being,Intention,Teacher Persistence,Secondary School Teachers,Science Teachers,Mathematics Teachers,Teacher Burnout,Stress Variables,Coping,Correlation,Depression (Psychology),Measures (Individuals),Faculty Mobility,Foreign Countries

The current research aims to explore the impact of Science and Mathematics teachers' self-efficacy on their intentions to leave through the mediating effects of their affective wellbeing (stress, burnout, and depression). Data were collected from 329 teachers of Science and Mathematics who were selected randomly with a clustered sampling method from 232 secondary schools in South and East Anatolia, Turkey. The structural equation model that yielded the best fit indicated that as teachers' self-efficacy levels increase, their stress, burnout, depression, and intent-to-leave levels decrease. Teachers with high self-efficacy are less likely to develop intention-to-leave because of their positive affective well-being indicators. Results suggest that maths and science teachers who have optimistic beliefs in their capabilities can more easily cope with the stressors at work and have better affective well-being, and consequently, a lower level of intention-to-leave. The results provide educational leaders with insights as to how better to retain qualified Science and Mathematics teachers.
Teaching Upper-Secondary Students about Conservation of Mechanical Energy: Two Variants of the System Approach to Energy Analysis
Author: Halilovic, Asila
Date: 2021-00-00
Type: Journal Articles
Subjects: Energy Conservation,Science Instruction,Teaching Methods,Systems Approach,High School Students,Transfer of Training,Pretests Posttests,Comparative Analysis,Science Tests,Thermodynamics,Concept Formation,Foreign Countries,Physics,Online Courses

Conventional teaching about the law of conservation of mechanical energy (LCME) often results with students trying to solve problems by remembering similar problems they already covered in classes. Consequently, many students fail to transfer their knowledge to simplest real-life problems. Therefore, a pre-test-post-test quasi-experiment was conducted to evaluate the effects of an alternative, system-based approach to teaching about LCME. The study included 70 upper-secondary students from the First Bosniak Gymnasium Sarajevo, Bosnia and Herzegovina. Firstly, all students learned about energy in a conventional way. Then they wrote a test on LCME and had three additional hours of teaching about this topic, where one group of students learned in line with the forces-variant of the system approach (e.g., discussing conservative and non-conservative forces) and the other group with the process-variant of the same approach (e.g., discussing system's states and processes like in thermodynamics). For both variants, only three hours of system-based teaching proved to substantially improve the students' level of LCME understanding compared to the level of understanding they had after conventional teaching. It follows that the system approach may work well at the upper-secondary level, if it is introduced through the scaffolding-and-fading technique.
Modern Technologies in Working with Gifted Students
Author: Rudenko, Irina V.
Date: 2021-01-00
Type: Journal Articles
Subjects: Academically Gifted,Educational Technology,Gifted Education,Technology Integration,Active Learning,Student Projects,Game Based Learning,Foreign Countries,Cooperative Learning

Intellectual potential acts as a driving force of social and economic development of the modern state. In a high-tech society, there is a significant increase in interest in identifying and implementing the intellectual abilities of young people. The purpose of the article is to review the experience of using modern educational technologies in working with gifted students. The paper explores the implementation of innovative technologies, including games, projects, and collaborative learning technologies. The use of project and game technologies allows to develop the creative potential of students, to form an experience of research and creative activity, to activate cognitive interest by combining theory and practice. Modern educational technologies expand the opportunities for the formation and development of children's giftedness. Giftedness is a high level of development of any abilities. They are a special resource that forms the basis of the country's competitiveness and potential, which is updated as socially significant in the context of the analysis of fundamental documents in the field of education. Educational technologies allow not only to have a purposeful educational impact on students but also to create a variable, enriched, individualized educational environment that promotes the development of independence and self-learning ability.
Motivation of Foreign Students to Study at Preparatory Departments as a Social Psychological Problem
Author: Olga, Fisenko
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,College Students,Student Motivation,Russian,Second Language Learning

The article contains a social psychological research of foreign students' motivation to study at Russian universities. The author reviews the psychological concepts of studying motivation. The author analyses foreign students' motives of building communication skills, as well as the role motivation plays in educational activities.
Peculiarities of Indian English as a Separate Language
Author: Grishechko, Elizaveta Georgievna
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Language Variation,English (Second Language),Pronunciation,Dialects,Official Languages,Vocabulary,Translation,Indo European Languages

The following paper will reveal the varieties of English pronunciation in India, its features and characteristics. This research helped us to consider the history of occurrence of English in India, the influence of local languages on it, the birth of its own unique English, which is used in India now. The research highlights the impact of English on Indians in general and its modification as the individual language differs from other English variants. The paper illustrates the features of translation and vocabulary in Indian English, which will explore the specification uses of it. The research also provides variations of Indian English as dialect and pronunciation in India because it changes from north to south and east to west. To complete our study, we used a lot of methods, such as observation, comparative, elicitation approaches, collection and analysis of diverse information. Such topic and results of this research could help us to learn the differences in language implementation in different countries and could give some ideas to improve teaching methods that are used in schools and universities all over the world. In conclusion, we found out that the English language has considerably changed since its occurrence, and all these transformations are results of globalisation, the realisation of new technologies, development of media and strengthening of communication between different countries.
Constructive or Disruptive? How Active Learning Environments Shape Instructional Decision-Making
Author: Williams, Mathew L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Active Learning,Educational Environment,Decision Making,College Faculty,Teacher Attitudes,Cooperative Learning,Educational Change,Instructional Improvement

This study examined instructional shifts associated with teaching in environments optimized for active learning, including how faculty made decisions about teaching and their perceptions of how students responded to those changes. The interviews and subsequent analysis reveal a broad range of course changes, from small modifications of existing activities to large shifts towards collaborative learning, many of which emerged during the term rather than being planned in advance. The faculty discuss several factors that influenced their decisions, including prior experience, professional identity, student engagement, as well as perceived and realized affordances of the environments.
Exploring Faculty Barriers in a New Active Learning Classroom: A Divide and Conquer Approach to Support
Author: McCorkle, Sarah
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Barriers,Active Learning,Classroom Environment,Teacher Attitudes,Classroom Techniques,Faculty Development,Interprofessional Relationship

This qualitative study uses an emergent design to explore the experiences of faculty teaching in a newly renovated, large-capacity Active Learning Classroom (ALC). The present study takes first- and second-order barriers (Ertmer, 1999) into consideration for a specific type of technology-integrated classroom, the ALC, and looks at faculty barriers to implementing active learning and utilizing active learning spaces. By acknowledging barriers and identifying those which are extrinsic and intrinsic, faculty and faculty support staff can begin to address barriers more effectively.
Belonging, the Physical Space of the University Campus and How It Is Perceived by Students: A Quantitative Analysis among a Diverse Student Group
Author: Mulrooney, Hilda Mary
Date: 2021-00-00
Type: Journal Articles
Subjects: Physical Environment,College Environment,Social Environment,Campuses,School Space,Space Utilization,Educational Facilities Design,Sense of Community,Crowding,Student Attitudes,Undergraduate Students,Young Adults,Gender Differences,Racial Differences,Foreign Countries

The physical space of campus may influence student belonging. Quantitative data were collected using a bespoke questionnaire among a diverse group of students at a post-92 UK university. A total of 635 students, primarily female, undergraduate and of diverse ethnicity participated. Overall sense of belonging and agreement that campus space was important were high, with no differences by study or demographic characteristics. The main functions identified were academic or social, as were the spaces students considered most important. Gender and ethnicity differences in the extent to which the campus matched expectations were seen.
Student Anxiety in Active Learning Classrooms: Apprehensions and Acceptance of Formal Learning Environments
Author: Baepler, Paul
Date: 2021-00-00
Type: Journal Articles
Subjects: Anxiety,Active Learning,Undergraduate Students,Anxiety Disorders,Students with Disabilities,Academic Accommodations (Disabilities),Learning Experience,Classroom Environment,Student Attitudes

The number of undergraduate students who report having at least one disability has been on the rise since the 1970s. With the advent of Active Learning Classrooms (ALCs), understanding how these students experience ALCs is critical to creating a fair and equitable experience for all students. This report examines one subset of this population: students with some form of diagnosed Anxiety Disorder. Although over a quarter of U.S. undergraduates report a diagnosis of some kind of Anxiety Disorder, this study focused on those who sought disability accommodations in their ALC classes. Using structured interviews, this paper identifies 11 elements of the classroom and learning experience that affect such students in these spaces. The paper concludes with recommendations instructors can take to improve the learning experience for students with anxiety and anxiety disorders.
In-Class versus Out-of-Class Flipped Classroom Models in English as a Foreign Language Writing
Author: Sengul, Fatma
Date: 2021-01-00
Type: Journal Articles
Subjects: Flipped Classroom,Models,English (Second Language),Second Language Learning,Writing Instruction,Class Activities,Homework,College Students,Student Attitudes,Foreign Countries

A flipped classroom model is an indispensable part of the English as a foreign language (EFL) writing courses as it helps the instructor to advance the learners' writing proficiency levels (Pavanelli, 2018). However, EFL students' attitudes toward the in-class and out-of-class writing models in a flipped classroom process are unknown. Understanding these issues have a vital importance as these will help educators arrange their writing classes based on the flipped classroom models in order to have an effective writing course in line with EFL students' needs (Abaeian &amp; Samadi, 2016). Therefore, this study purposed to investigate the EFL students' attitudes toward in-class and out-of-class writing models in a flipped classroom. A quantitative research design was employed through the use of a questionnaire which was employed to 30 EFL students studying at a private university's English language teaching department. As the findings showed, although the EFL students had positive attitudes towards both flipped classroom models for writing, they preferred the out-of-class model and the majority of them stated that they prefer to produce their written work out-of-class settings. As a consequence of these, EFL educators should use an out-of-class flipped classroom model for writing, if they give priority to their EFL students' attitudes towards the writing models on account of having an effective writing course.
The Link between Learning Spaces and Employability Outcomes
Author: Selvaratnam, Ratna
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,School Space,Educational Facilities Design,Employment Potential,Outcomes of Education,Job Skills,21st Century Skills,Skill Development,Educational Innovation,Active Learning,Interaction,College Environment,Universities

Universities are investing considerable funds in designing and building innovative learning spaces without knowing the positive impact on student learning and their achievement of employability skills for the 21st century. There is a possibility of designing these new generation learning spaces to enable active and deep learning approaches to be employed to improve student learning outcomes and their achievement of employability skills. This paper proposes that an evaluative framework for innovative learning spaces and tools to measure the impact of these learning spaces on students' achievement of employability skills is a worthy endeavor. Best practice innovative active learning strategies can then be identified and incorporated into a professional learning module for academics teaching in higher education. The outcomes can guide universities in developing learning spaces that maximize student learning consistent with 21st century employability skills.
Interethnic Tolerance Development Ways among Pedagogical Students at University
Author: Soldatchenko, Aleksandr L.
Date: 2021-01-00
Type: Journal Articles
Subjects: Preservice Teachers,Intergroup Relations,Student Development,Foreign Countries,Preservice Teacher Education,Educational Environment

The presented article is devoted to interethnic tolerance development among pedagogical students at a university. Based on the works by B. Barber, J. Berry, A. G. Asmolov, M. S. Mirimanov, V. A. Lektorsky, G. U. Soldatov and other researchers, the authors clarified the goal and objectives of interethnic tolerance development among future teachers, and also systematized its main criteria and indicators. Also, the article presents the author's complex of pedagogical conditions that ensure the development of interethnic tolerance among pedagogical students at a university. The complex includes the following components: the use of active didactic forms and interactive teaching methods in the educational process that contribute to the formation of a tolerant worldview of students; organization of interpersonal interaction of pedagogical students by their inclusion in research activities; actualization of tolerant interethnic communication experience among future teachers through the introduction of tolerance episodes into the educational process; the development of competence among pedagogical students in the field of interethnic tolerance development among schoolchildren during the educational process are reported.
The Role of Motivation in the Formation of Professional Competence in Foreign Students in the Pre-University Period
Author: Evgeniya, Kositsyna
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Students,Student Motivation,Professional Development,Russian,Second Language Learning,Competency Based Education,Educational Environment,Foreign Countries,College Students

The article analyzes the role of motivation in the professional development of a person. The article proves that the formation of professional competence should begin in the period of training foreign students. The author studies the concept of professional competence and its components. The article explains the role and significance of motivational processes in the formation of professional competence. The key role in the formation of professional competence in the conditions of preparatory departments is played by Russian as a foreign language. Russian as a foreign language becomes a motivational regulator of educational activity. Knowledge of the Russian language helps a foreign student to consider educational goals as personally significant.