ethanporcaro/eric-fulltext-meta huggingface dataset:
Constructing Scientific Explanations for Chemical Phenomena through Drawings among 8th-Grade Students
Author: De Andrade, Vanessa Figueiredo
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Instruction,Grade 8,Chemistry,Freehand Drawing,Scientific Concepts,Concept Formation,Teaching Methods,Correlation,Written Language

The current study examines the progress of 8th-grade student drawings and written explanations of chemical phenomenon, subsequent to being involved in an instructional strategy that explicitly involves drawing as a supportive toll to construct scientific explanations. Additionally, the study examines the association between the representation of specific conceptual elements, such as structure, motion, and interactions, and the explanatory level of students' written explanations. These goals were addressed by comparing the students' collected drawings and explanations by applying the same open-ended question before and after the instructional strategy. Results show that after the instructional strategy significantly more students created more accurate drawings and drawings depicting more conceptual elements. Additionally, the students' written explanations significantly changed, progressing from descriptive accounts to discussions of specific underlying mechanisms at the submicroscopic level. Furthermore, the association between students' written explanations and drawings was stronger after the strategy. This study strengthens the argument for drawing interaction in explanation construction.
Factors Affecting Secondary Schools Students&apos; Attitudes toward Learning Chemistry: A Review of Literature
Author: Musengimana, Jeannette
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Secondary School Students,Learning Motivation,Chemistry,Science Instruction,Databases,Research Reports,Gender Differences,Teaching Methods,Instructional Program Divisions,Student Interests,Learning Processes,Positive Attitudes

Science education is facing a challenge of students who are losing interest in learning science subjects including chemistry. This research provides a review of literature that emphasizes on the factors affecting secondary school students' attitudes toward chemistry. Thirty-six studies were selected in Google scholar and ERIC database in the time frame from 1977 to 2019. Gender, instructional methods, and grade level were found to be the most common factors positively affecting students' attitudes toward chemistry. However, students' interest, classroom environment, the relevance of curriculum, teachers' behavior, perceived difficulty and self-directed effort in the science subjects were also studied to check if there is any relation to the attitude of students while learning chemistry. The findings indicated that these factors have to be controlled to enrich positive attitudes toward chemistry among secondary students and to improve their performance in chemistry.
Flipping the Classroom for Optimizing Undergraduate Students&apos; Motivation and Understanding of Medical Physics Concepts
Author: Bawaneh, Ali Khaled
Date: 2020-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Student Motivation,Conventional Instruction,Electronic Learning,Physics,Medicine,College Students,Student Attitudes

The purpose of this study was to investigate the effects of the flipped classroom on optimizing students' motivation and understanding of medical physics concepts. This approach transfers teacher-fronted lessons out of class to be prepared by students at home and utilizes their class time for discussion and practice. The sample included 123 female students: 58 in a flipped classroom and 65 in a conventional classroom. Three instruments were developed: teachers' guide, an understanding test, and students' motivation questionnaire. Data were analyzed using the mean, standard deviation, ANCOVA - test, and size effect. The results showed that there were statistically significant differences among students' increased motivation and understanding of medical physics concepts in favor of the flipped classroom learning. Therefore, instructors and curriculum developers should restructure the contents of their courses according to flipped classroom principles to foster students' motivation and understanding of medical physics concepts.
Examining Preschool Teachers&apos; Beliefs about Writing and the Supports They Provide Children
Author: Myers, Joy
Date: 2020-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Attitudes,Writing Attitudes,Writing Instruction,Classroom Environment,Classroom Techniques,Modeling (Psychology),Scaffolding (Teaching Technique),Teaching Methods

This study examines the beliefs and practices, specific to writing, of six preschool teachers using observations, interviews, photographs, and surveys. Gerde, Bingham, and Pendergast's (2015) WRITE [Writing Resources and Interactions in Teaching Environments] protocol was used during observations, allowing researchers to focus on each classroom's writing environment and teachers' use of environmental print, modeling, scaffolding, and independent writing. Findings reveal that although the preschool teachers expressed strong beliefs about the importance of writing in their classrooms, their implementation of practices to support young writers varied. Implications for supporting the writing instruction of young children are discussed as well as the potential use of the WRITE protocol with pre-service and in-service teachers.
Efficacy of Inquiry-Based and &quot;Cookbook&quot; Labs at Human Physiology Lessons at University Level -- Is There an Impact in Relation to Acquirement of New Knowledge and Skills?
Author: Rokos, Lukas
Date: 2020-00-00
Type: Journal Articles
Subjects: Physiology,Biology,Science Instruction,Science Experiments,Teaching Methods,Nonmajors,Guides,Inquiry,College Students,Comparative Analysis,Skill Development,Instructional Effectiveness,Foreign Countries,Majors (Students)

The main objective of this study is to evaluate the efficacy of inquiry-based science education in Human biology lessons at the university level and compare this efficacy with traditional laboratory works using &quot;cookbook&quot; manuals written by teachers. Pre-tests and post-tests were used to measure the level of students' knowledge and scientific skills before the set of laboratory works and after. By knowledge, we understand the content knowledge of Human physiology, e.g., understanding of terms and phenomena, and by scientific skills, we understand operations students need to know to be able to design their own experiments, interpret their findings and set final conclusions. Biology major (N = 53) and non-biology major (N = 115) students of the University were involved in this study. They attended a one-term course and were divided into two groups, an experimental one (N = 98) with an inquiry-based science education (IBSE) approach and a control group (N = 70) based on traditional laboratory works where students follow step-by-step the instructions by the teacher. We found that IBSE led to a similar or slightly higher acquirement of knowledge in comparison to traditional labs, but this effect was not statistically different. A significant change was found in relation to the level of new skills acquirement of students where students from the experimental group with IBSE approach achieved better results. We also compared efficacy among non-biology and biology major students and no differences in IBSE efficacy based on the type of the study programme were found there.
Socio-Emotional Dimensions in Gifted Chilean High School Students with Interests in STEM: Influence of Gender and University Enrichment Program Participation
Author: Gómez-Arízaga, María P.
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Gender Bias,Gender Differences,Females,Academically Gifted,Student Attitudes,Foreign Countries,Self Concept,Enrichment Activities,Sex Stereotypes,Grade 10,Self Efficacy,Attitude Measures,Scientific Attitudes,Secondary School Students,High School Students

This article contributes to the study of the gender gap for women in STEM, by exploring the socio-emotional dimensions of gifted girls with positive attitudes toward math and science, as measured by the TOSRA and TOMRA. The variables of self-concept, self-efficacy, and gender stereotype identification were examined, using the Piers-Harris Self-Concept Scale, Sources of Science and Mathematics Self-Efficacy Scale, and Masculine-Feminine Inventory, based on gender and extracurricular enrichment program participation. The sample consisted of 103 Chilean students in 10th grade, identified as gifted using the Raven's Standard Progressive Matrices. Data were analyzed using Multivariate Analysis of Variance (MANOVA), Analysis of Variance (ANOVA), and t-tests to analyze the effects of gender and enrichment program participation. Results showed that self-concept for girls is lower than for boys, and lower for girls who attended enrichment programs, compared to girls who did not attend programs. Furthermore, an interaction effect was observed between gender and enrichment program attendance on the gender stereotype subscales of masculinity and submission. Implications for enrichment programs were discussed, suggesting the need to (a) focus on girls´ self-concept, (b) decrease the risk of stereotype threat, and (c) encourage gifted girls to identify how they experience and act upon gender stereotypes.
Validating of Knowledge, Attitudes, and Practices Questionnaire for Prevention of COVID-19 Infections among Undergraduate Students: A RASCH and Factor Analysis
Author: Saefi, Muhammad
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Knowledge Level,Student Attitudes,Health Behavior,Undergraduate Students,Test Validity,Questionnaires,Psychometrics,Factor Analysis,Test Reliability,Foreign Countries

Students' poor understanding of COVID-19 can contribute to an increase in the number of COVID-19 cases.. However, there is no validated instrument for measuring undergraduate student knowledge about COVID-19. This study is at the cutting edge of validating the psychometry of students' knowledge, attitudes, and practices (KAP) toward COVID-19. The assessment instrument consists of 18 items in the knowledge domain, 6 items in the attitude domain, and 12 items in the practice domain. This questionnaire underwent expert validation prior to being administered to 389 respondents. A RASCH model and Confirmatory Factor Analysis (CFA) were applied to evaluate the psychometric characteristics of the instrument. A four-factor model was tested for measurement model validity for knowledge domain, and two-factor model for attitude and practice domains by CFA. The results showed model yielded adequate goodness-of-fit values. In addition, results of RASCH model showed that the item content validity index was high. The item reliability for all the three domains was good, with a high separation index value. Thirty-six items were fitted to the model, based on recommended mean-square fit values, standardized Z-scores, and point-measure correlation coefficients. The response set in the questionnaire fit the Andrich threshold estimates well, and functioned as an appropriate model for the response category. The questionnaire thus shows excellent psychometric characteristics. Thus, this instrument can be used to measure undergraduate student KAP and can be implemented in future studies that want to assess the effectiveness of interventions to improve students' understanding of COVID-19.
Education Faculty as Knowledge Brokers: Competing for Access to New York State Print Media and Policy Influence
Author: Anderson, Gary
Date: 2021-02-01
Type: Journal Articles
Subjects: College Faculty,Mass Media Use,Printed Materials,Information Dissemination,Influences,Public Opinion,Policy,Educational Researchers

In an environment in which new policy entrepreneurs and networks are influencing policy and public opinion, many university faculty are increasingly seeking ways to mobilize knowledge beyond academic conferences and journals. Using New York state as a case, we searched &quot;Access World News&quot; to compare the level of media access of academics with other knowledge brokering organizations (KBOs; e.g. think tanks, teachers' unions, advocacy organizations, etc.). Our data shows relatively low levels of access for academics and provides profiles of those academics with high levels of access and what we might learn from them. We provide a discussion of the strategies of those academics who are successful at accessing the media and how disinvestment by the state from higher education and current incentive systems make it more difficult for academics to engage in knowledge mobilization beyond universities.
Reform Ripples: The Role of Recontextualization in Scaling Up
Author: Aderet-German, Tali
Date: 2021-01-25
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,School Districts,Teacher Leadership,Faculty Development,Educational Policy,Affordances,Sustainability,Outcomes of Education,Coaching (Performance),Supervision

This paper explores how educational interventions impact the districts they are implemented in above and beyond their intended outcomes. We argue that such unplanned &quot;ripple effects&quot;, in which program elements are recontextualized into other settings, are an important aspect of bringing educational interventions to scale. We analyze these phenomena in one Israeli district in which a teacher leadership and professional learning community initiative has been implemented and rapidly scaled up over the past five years. Extensive longitudinal ethnographic data were collected, including participant-observation in schools, professional development workshops, district management meetings and initiative-related events; 75 interviews with teachers and school and district management; and multiple informal conversations. We identify &quot;ripples&quot; in four arenas, and discuss the importance of individuals as mechanisms for transferring ideas across contexts, the role of ripples in advancing the initiative's ethos, and the ripples' long-term sustainability. Our findings suggest more attention should be paid to the impact of educational reforms on meaningful change beyond their original aims and settings. Alongside possible affordances these ripple effects have in the scaling up process, careful consideration should be given to their latent disadvantages, such as obscuring the program's primary agenda.
Impact of Public Wellness, Competitiveness, and Government Effectiveness on Quality of Education in Asian Countries
Author: Tanjung, Ellisa Fitri
Date: 2020-00-00
Type: Journal Articles
Subjects: Well Being,Public Health,Quality of Life,Government Role,Educational Policy,Educational Quality,Competition,Literacy,Population Growth,Correlation,Developing Nations,Asians,Foreign Countries

The present study attempts to examine the impact of Public wellness, competitiveness and government effectiveness along with Literacy rate and Population growth on quality of education. For this research, the panel data has been collected over the period of 25 years for 10 Asian countries including World Bank and Global Economy data base. The data is specific to employed variables. Different statistical tests like Heteroskedasticity, Autocorrelation, Cross-section dependence and Multicollinearity, and the estimation of static and dynamic GMM [General Methods of Movement] were applied on the valid data. The results show that, public wellness, Government effectiveness, literacy rate and population growth significantly impact the quality of education in Asian Countries. Whereas the insignificant impact of competiveness was evidenced from outcomes of the research. This study is associated with all type of key implications in terms of theoretical, methodological, and practical perspectives as well. Lastly, various limitations have been given along with the recommendations for in-depth findings by the future researchers.
Local Wisdom: Pillar Development of Multicultural Nations and National Education Values
Author: Suwito Eko, Pramono
Date: 2020-00-00
Type: Journal Articles
Subjects: Multicultural Education,Values Education,Student Attitudes,Principals,Administrator Attitudes,Teacher Attitudes,Indigenous Knowledge,Teaching Methods,Models,Elementary Secondary Education,Foreign Countries

This study aimed to analyse the factual models of national character values, establish a hypothetical model, test the feasibility and describe the determinants of character development and multicultural education based on local wisdom. This research was conducted with a research and development approach. The subjects of this research consisted of students, principals and teachers, while additional information came from various documents and events. The data were collected in numerous ways, namely by observation, interview, documentation, focus group discussion and intake from practitioners and experts, as well as questionnaires. The data analysis was held interactively as the compiled data were assorted. The results of the study showed that the factual models of the national character values development was carried out by integrating the characters in the subjects based on the learning implementation plan, the implementation of which is reflected in the functions of planning, implementation and evaluation. The feasibility of the national character development model and multicultural education based on local wisdom needs to be handled in a neat manner by planning, organising, implementing and supervising them properly. The determinant of character development needs to be assessed by focusing on the content, direction, goals, functions and principles of multicultural education, as well as on the functions and benefits of local wisdom through the input--process--output system approach.
The Use of Multiple Representations in Undergraduate Physics Education: What Do We Know and Where Do We Go from Here?
Author: Munfaridah, Nuril
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Physics,Science Instruction,Teaching Methods,Visual Aids,Graphs,Research Reports,Difficulty Level,Instructional Effectiveness,Computer Software,Computer Simulation,Textbooks,Outcomes of Education,Concept Formation,Scientific Concepts

Using multiple representations (MR) such as graphs, symbols, diagrams, and text, is central to teaching and learning in physics classrooms. While different studies have provided evidence of the positive impact of the use of MR on physics learning, a comprehensive overview of existing literature on the use of MR in physics education, especially at the undergraduate level, is missing. This manuscript addresses this gap in the literature by reporting on the outcomes of a systematic review study that aimed to provide an overview of the existing knowledge base, to identify gaps in the knowledge base, and to propose future research about the use of MR in the context of undergraduate physics education. For the purpose of this study, we reviewed 24 empirical studies published between 2002 and 2019 in scientific, peer-reviewed journals in the context of undergraduate physics education. The outcomes of this review study are discussed under these themes (a) In what ways does the use of MR in instruction support student learning? (b) What kinds of representations do students use? (c) What difficulties do students face in using MR? (d) What is the relation between students' use of MR and students' problem-solving skills? and, (e) What is the added value of technology integration in teaching with MR? We identify gaps in the existing knowledge base, and we propose future research directions in these three areas: (a) Exploring the use of MR in university physics textbooks; (b) Blending of different kinds of MR; and, (c) The use of virtual reality applications.
Investigation of the Correlation of Academic Motivation and Music Performance Anxiety Levels
Author: Atay, Bilge
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,Student Motivation,Music Activities,Anxiety,Preservice Teachers,Music Teachers,Foreign Countries,Learning Motivation,Measures (Individuals)

This research was carried out to measure the academic motivation levels of pre-service music teachers as well as the music performance anxiety levels to investigate potential correlations between them. The sample group of this scanning modelled study is comprised of 241 students studying at departments of music education at Nigde Ömer Halis Demir University, Pamukkale University, Konya Necmettin Erbakan University and Karadeniz Technical University. To determine the demographic features of the students taking part in the study, a demographic information form was used. In order to measure students' music performance anxiety and academic motivation levels, the data collected using the Music Performance Anxiety Scale and Academic Motivation Scale. The data was analyzed using percentage and frequency distributions. The Pearson Product Moments' Correlation technique, which is commonly used to calculate the correlation between the variables, was used. As the result of the findings obtained from the study, a significant positive correlation was found between music performance anxiety and academic motivation levels of the students. The anxiety and academic motivation levels of pre-service teachers were found to be moderate.
Managers&apos; Challenges on Implementing Inclusive Education: Technical Vocational Education and Training Colleges
Author: Delubom, Nosiphiwo Ethel
Date: 2020-00-00
Type: Journal Articles
Subjects: Vocational Education,Access to Education,Students with Disabilities,Equal Education,Barriers,Inclusion,Student Rights,College Administration,Postsecondary Education,Accessibility (for Disabled),Teacher Competencies,Educational Finance,School Personnel,Foreign Countries

Technical and Vocational Education and Training (TVET) colleges attract a diverse population of students with different backgrounds in terms of culture, social norms, language, disabilities, race, and family structures. All such students have the right to equal access to education. However, there is still limited access and support to students with disabilities in TVET colleges. This paper explores challenges faced by the management of TVET colleges concerning the implementation of inclusive education, specifically for students with disabilities. A case study design within a qualitative research approach was adopted for this study. Two TVET colleges were conveniently selected with ten participants being purposively sampled. Data was collected through interviews, observations and document analysis. Findings revealed that the management of TVET colleges experience challenges such as inadequate infrastructure, funding, lecturer-training, and shortage of staff to support students with disabilities. It was recommended that TVET colleges establish Disability Service Units and recruit trained lecturers or they must train current lecturers to facilitate the learning process of disabled students.