ethanporcaro/eric-fulltext-meta huggingface dataset:
Problem-Based Scenario Method with Experiments: Determining the Prospective Science Teachers&apos; Biology Self-Efficacy and Critical Thinking Tendency
Author: Çeliker, Huriye Denis
Date: 2021-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Biology,Self Efficacy,Critical Thinking,Foreign Countries,Problem Solving,Science Experiments,Preservice Teacher Education,Vignettes,Science Instruction

The purpose of this research was to investigate the effect of problem-based scenario method with experiments on the biology self-efficacy and critical thinking tendency of the prospective science teachers. In the study, pre-test and post-test experimental design without any control group was used. The participants of the research were 108 second-grade prospective science teachers in an university in the west of Turkey. Throughout 12 weeks, prospective teachers were given scenarios and they designed experiments based on these scenarios in the Biology Laboratory II course. The biology self-efficacy scale and critical thinking tendency scale were used as a pre-test and post-test. In the analysis of data, Wilcoxon Signed-Rank Test for paired samples was used through SPSS-21. The findings showed that there was a statistically significant difference between biology self-efficacy scale pre-test and post-test of prospective teachers in favor of the post-test. There was also a statistically significant difference in critical thinking tendency scale in favor of the post-test. In the biology self-efficacy scale sub-factors of learning levels and problem-solving, there was a statistically significant difference on behalf of the post-test. However, there was not a statistically significant difference between pre-test and post-test concerning the laboratory activity sub-factor of the biology self-efficacy scale. On behalf of post-tests, there was also a statistically significant difference in critical thinking tendency scale's sub-factors as inquisitiveness, self-confidence, and systematicity. The results show that the problem-based scenario method with experiment certainly contributed to the biology self-efficacy and critical thinking tendency of pre-service science teachers. Based on these results, it is recommended that the problem-based scenario method with experiment be used in the laboratory lessons of prospective teachers.
Bridging Science and Language Development through Interdisciplinary and Interorganizational Collaboration: What Does It Take?
Author: Molle, Daniella
Date: 2021-05-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Science Instruction,Second Language Learning,Second Language Instruction,English (Second Language),Cultural Differences,Educational Quality,Science Teachers,Educational Resources,Multilingualism,Cooperation,Equal Education,Content and Language Integrated Learning,Academic Language,National Organizations,Decision Making,Meetings,Instructional Design

This study addressed the intractable issue of ensuring that all students, including those who are linguistically and culturally diverse, have access to high quality science education. We explored the efforts of two organizations in the United States (one that supports science teachers and one that focuses on language development) to design resources that can inform science instruction for multilingual learners. We used Bronstein's (2003) framework for interdisciplinary collaboration to shed light on the institutional, program, and interpersonal factors that defined and helped sustain the collaboration between the two organizations. The findings showcase what it takes to integrate equity, science, and language development considerations in resources designed to inform content-area instruction for multilingual learners. The paper adds to the nascent literature on the role of interdisciplinary collaboration in supporting the science education of multilingual students and is unique in its exploration of both the process and the product of this collaboration.
The Global Crisis Brought about by SARS-CoV-2 and Its Impacts on Education: An Overview of the Portuguese Panorama
Author: Sá, Maria José
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Foreign Countries,Online Courses,Educational Change,School Closing,Barriers,Distance Education,Strategic Planning,Crisis Management,Elementary Secondary Education,Higher Education

The emergence of COVID-19 caused by the SARS-CoV-2 virus at the end of 2019 changed the face of the world. Deep consequences are being felt across the whole world at all levels. This opinion piece aims to provide a picture of the Portuguese educational scenario, specifically the impact of COVID-19 in education and government measures to mitigate it, the hindrances and the challenges ahead.
Effectiveness of Autonomous Learning Materials for Students during the COVID-19 Pandemic: A Case Study of the Daxie Second Elementary School in Ningbo, Zhejiang, China
Author: Xie, Zhuodan
Date: 2020-00-00
Type: Journal Articles
Subjects: Personal Autonomy,Independent Study,Instructional Effectiveness,Instructional Materials,Audiovisual Aids,Video Technology,Academic Achievement,Performance Factors,Teaching Methods,Autoinstructional Aids,Elementary School Students,Public Schools,Grade 2,Grade 5,COVID-19,Pandemics,Electronic Learning,Foreign Countries

Autonomous learning materials play a vital role in developing students' autonomy. By providing students with appropriate autonomous learning materials to meet their self-diagnosis learning needs, this can effectively improve students' academic performance. During the COVID-19 pandemic, students' learning changed from offline to online. However, in this process, how should teachers and students choose in the face of the rich autonomous learning materials online? This study took students from two elementary schools in Ningbo of Zhejiang Province as the research objects to determine whether autonomous learning materials are conducive to students' autonomous learning. Further, under the same background, answered whether different autonomous learning materials have different effects on student performance. We selected a total of 449 students in the second and fifth grades of the two elementary schools, and after excluding extreme values, 229 were enrolled in the experimental group and 220 were in the control group. The study found that: (1) under the influence of COVID-19, the use of autonomous learning materials was effective for most disciplines; and (2) compared with audio and video learning materials, protocol-guided learning materials improved students' academic performance much higher. Based on this, we suggest that in the teaching process, teachers should select and use autonomous learning materials in a targeted manner to achieve the purpose of promoting learning.
Study on the Target Guidance in the Integration of Teaching Protocol
Author: Yu, Ying
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Models,Guidance,Teacher Student Relationship,Social Development,Educational Strategies,Goal Orientation,Foreign Countries,Classification,Educational Objectives,Elementary School Students,Middle School Students,Learning Theories,Child Development

Integration of teaching protocol is an original creation of China's basic education. This model emphasizes the balance between the student as the subject and the teacher as the dominant. &quot;Target-Guided Teaching&quot; refers to the use of target guidance strategy to improve teaching, enabling students to effectively use information tools and resources to improve their learning and adapt to social development. This paper studies the target guidance model based on the integration of teaching protocol. After analyzing the early studies, we defined the concepts related to the target guidance model based on the teaching protocol, and elaborated on the strategies for determining learning and using goals for the reference of front-line education workers.
Targeted Poverty Alleviation Model of China&apos;s Online Education Based on &quot;Triple Classroom&quot;: Take the &quot;Shi Shi Xiang Yun&quot; Online School in Chengdu, China as an Example
Author: Tian, Jian
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle Schools,Online Courses,Educational Technology,Technology Uses in Education,Educational Resources,Access to Education,Open Educational Resources,Poverty,Rural Areas,Virtual Schools,Networks,Synchronous Communication,Educational Quality,Program Effectiveness,Teacher Competencies,Faculty Development

The use of increasingly popularized information technology to improve education poverty and then promote the balanced development of education has become the development trend of world education. On the road to poverty alleviation, China has firmly grasped information technology to encourage school reform in areas with scarce educational resources. Among them, &quot;Triple Classroom&quot; was the accurate result of the deep integration of education, teaching, and information technology. Driven by the &quot;Triple Classroom&quot; project, the Shi Shi Middle School in Chengdu, Sichuan Province, built the online open course with the &quot;Shi Shi Xiang Yun (SSXY)&quot; online school as a platform. Thus, they send high-quality educational resources to areas with scarce educational resources and effectively promote education quality improvement in marginal areas.
The First-Year Library Instruction One-Shot: A Place for Caring
Author: Morin, Leah
Date: 2021-06-00
Type: Journal Articles
Subjects: College Freshmen,Library Instruction,Caring,Academic Libraries,Interpersonal Relationship,Feminism,Teaching Methods,Library Services

An academic librarian providing one-shot instruction sessions to first-year students is uniquely positioned to enact a feminist ethic of care in the classroom. First-year university students are particularly in need of caring. The library instruction session is often their introduction to and first impression of the library and an opportunity to inspire a relationship with the librarian and library. The instruction session, then, should be seen as an open door to a future relationship between librarian and student. The librarian is not the professor and, therefore, has the freedom to focus a primary learning objective on caring.
The Many Faces of Instruction: An Exploration of Academic Librarians&apos; Teaching Personas
Author: Azadbakht, Elena S.
Date: 2021-06-00
Type: Journal Articles
Subjects: Library Instruction,Academic Libraries,Librarians,Teacher Characteristics,Professional Identity,Career Development,Information Literacy,Interpersonal Relationship

While several studies explore whether librarians think of themselves as teachers, how librarians construct their teacher identities has received less attention in the literature. This project used semi-structured interviews with eighteen academic librarians in the United States to gain a sense of their teaching personas and how these have developed and evolved over time. The participants valued authenticity but were also able to quickly adapt their personas to different contexts. Librarians wish to be seen as friendly experts and develop their values-based teaching personas slowly over the course of their careers. The results of this study can help shape professional development efforts aimed at librarians who teach as well as provide guidance to library and information science students as they learn about information literacy instruction.
How Is Middle School Students&apos; Scientific Reasoning Ability Associated with Gender and Learning Environment?
Author: Bezci, Filiz
Date: 2021-05-00
Type: Journal Articles
Subjects: Middle School Students,Science Process Skills,Thinking Skills,Gender Differences,Educational Environment,Foreign Countries,Science Education,Logical Thinking,Grade 8

This study examined middle school students' scientific reasoning ability in relation to gender and learning environment perceptions. The data were obtained from 269 (148 girls and 121 boys) students. A two-tier multiple-choice test was used to assess students' scientific reasoning ability, while a Likert scale-type self-report questionnaire was used to assess students' learning environment perceptions. Results showed that there was no significant difference between girls and boys regarding their scientific reasoning abilities. On the other hand, students' scientific reasoning ability was found to be positively associated with involvement, task orientation, and teacher support, while it was negatively related to cooperation in science learning environments. Since students spent thousands of hours in classrooms, it is vital to examine and deepen the knowledge about the relationship between the learning environment and student outcomes. The current study presented and discussed considering the context of science education in Turkey; further studies can be conducted in different countries and contexts.
Problem-Based Learning Approach to Review the Green Chemistry Principles When Applied to a Polycondensation Reaction
Author: Salgado-Chavarría, David
Date: 2021-05-00
Type: Journal Articles
Subjects: Problem Based Learning,Chemistry,Science Instruction,Scientific Principles,Hazardous Materials,Conservation (Environment),Consciousness Raising,Chemical Engineering,Cooperative Learning,Teamwork,Student Projects,Skill Development,Undergraduate Students,Laboratory Experiments,Foreign Countries

A problem-based learning (PBL) methodology was implemented to a project, whose main objectives were to discuss and apply the Twelve Principles of Green Chemistry to the study of poly(vinyl alcohol)'s cross-linking reaction with dicarboxylic acids. The five participating students were oriented to be responsible for their own learning and the professor participated as an advisor. The problem was proposed and students planned all their activities to accomplish the objectives and goals, reviewed recent information in scientific literature and summarized it, made experimental work, prepared written reports, and were evaluated in seminars. The results obtained by the students were assessed through the generation of a final report and also with a final oral presentation in front of faculty members. The experience lived by the collaborative workgroup during the development and execution of the project, is described. This research is an example of how the PBL methodology can motivate the active participation of students when solving problems. The next step is to introduce this tool to teachers and students of other undergraduate courses or laboratories, since it causes a difference in the way education is being perceived in our university, because it emphasizes the application and understanding of concepts over simple memorization.
Determining the Effect of Science Teaching Using Mobile Augmented Reality Application on the Secondary School Students&apos; Attitudes of toward Science and Technology and Academic Achievement
Author: Keçeci, Gonca
Date: 2021-05-00
Type: Journal Articles
Subjects: Science Instruction,Instructional Effectiveness,Technology Integration,Handheld Devices,Computer Simulation,Internet,Scientific Attitudes,Secondary School Students,Grade 6,Institutional Characteristics,Socioeconomic Influences,Academic Achievement,Anatomy,Access to Computers,Foreign Countries

In this research, the effects of science education using mobile augmented reality (MAR) application on students' attitudes towards science and technology and their academic achievement were determined and two socioeconomic levels were compared. In this research, a parallel pattern mixed method is used. The research, was carried out 143 sixth grade students of two schools with different socioeconomic levels in Turkey. MAR application, was used in the experimental groups. Quantitative data were collected through the &quot;Science and Technology Attitude Scale&quot; and &quot;Systems Achievement Test.&quot; According to the ANCOVA results it was observed that the MAR application used in the processing of the lessons was effective in improving the academic achievement levels of the students but, not in attitudes towards science and technology. Results showed that the socioeconomic situation played an active role on the academic achievement of students but did not play an effective role on science and technology attitudes.
Do Not Believe Everything about Science Online: Revisiting the Fake Pacific Northwest Tree Octopus in an Introductory Biology College Course
Author: Unger, Shem
Date: 2021-05-00
Type: Journal Articles
Subjects: Misconceptions,Introductory Courses,Biology,Critical Thinking,College Freshmen,Credibility,Learning Activities,Web Sites,Evaluation Methods,Instructional Effectiveness

Evaluating the veracity and reliability of online media in science is an integral part of developing critical skills in science. Moreover, the 1st year biology courses should provide an avenue for students to acquire these skills for academic success. This study evaluated whether students (n = 90) exposed to an apparently credible website were able to distinguish whether a species existed as part of two short online activities. Surprisingly, a high number of students did not question the species in the initial activity and assumed it was real. However, most as part of the second assessment did report it was false. Some students failed to recognize the species as fake and thought the species was real even after watching a parody or satirical video on YouTube. All students agreed that critical thinking in science was important and the majority of students gave positive feedback on the activity. Potential explanations for students' inability to adequately assess information included students completing the assignment quickly and lack of further research. This kind of activity is recommended to expose the 1st year biology majors to critical thinking skills and accurate assessment of online information in science.
Use of Comic-Based Learning Module in Physics in Enhancing Students&apos; Achievement and Motivation
Author: Badeo, Jeah May O.
Date: 2021-05-00
Type: Journal Articles
Subjects: Cartoons,Learning Modules,Physics,Science Achievement,Student Motivation,Foreign Countries,Grade 8,Secondary School Students,Self Efficacy,Self Determination,Instructional Effectiveness,Pretests Posttests

This study investigated the effect of using a comic-based learning module in Physics as a learning tool on students' conceptual understanding and motivation. A mixed method approach using a quasi-experimental pre-test-post-test design was used in this study. An adapted 50-multiple choice test items and the physics version of the &quot;Science Motivation Questionnaire-II' (SMQ-II) were used to measure changes of students&quot; conceptual understanding and motivation respectively. Two intact classes of 68 Grade 8 students in a public school in Cavite, the Philippines participated in this study with corresponding parental consent. Quantitative data were analyzed using Paired-Sample t-test and qualitative data were gathered from students' interviews. After the integration of the comic-based learning module for 4 weeks, results showed that it provided significant increase on students' conceptual understanding in Physics. Meanwhile, the four components of students' motivation such as intrinsic motivation, self-efficacy, self-determination, and grade motivation showed significant increase. Finally, students' learning experience on the use of the module as revealed on focus group discussion showed that the module helped them to understand better the Physics topics being discussed and to become more motivated to learn Physics. Future studies would have to consider the appropriateness and suitability of comic-based learning module in other subject areas and grade levels.
Developing and Assessing Learning Progression for Botanical Literacy Using Rasch Analysis
Author: Pongsophon, Pongprapan
Date: 2021-05-00
Type: Journal Articles
Subjects: Botany,Science Instruction,Teaching Methods,Pretests Posttests,Preservice Teachers,Literacy,Science Tests,Multiple Choice Tests,Construct Validity,Goodness of Fit,Outcomes of Education,Biology,Teacher Education Programs,Foreign Countries

This study aimed to develop a learning progression (LP) for botanical literacy and assess the impact of a garden-based education course on Thai pre-service science teachers (n = 49). The inquiry- and community-based education course was taught over a 15-week period. To measure botanical literacy, a 50-item multiple-choice test was employed. A hypothetical model of the construct was proposed and validated using a dichotomous Rasch model. Results indicated that the model fits the data well. Thus, the hypothetical model was confirmed. The validated botanical literacy comprised conceptual and procedural domains. Each domain had several core ideas and subordinate concepts located on a linear construct and arranged by increasing difficulty. For example, in the conceptual domain, the core ideas arranged from the easiest to most difficult were plant diversity, plant morphology, and plant eco-physiology. The botanical literacy of the pre-service teachers was measured before and after the instruction. To measure the learning gain, we fixed the pre- and post-item difficulty and estimated the post-instruction person ability. The means of pre- and post-instruction person ability were compared using the Welch t-test. We found that learning gain was statistically significant (p &lt; 0.01). This study discusses implications of LP for botanical literacy in biology education.
Examination of Elementary School Students&apos; Scientific Attitudes and Intellectual Risk-Taking Behaviors
Author: Küçükaydin, Mensure Alkis
Date: 2021-05-00
Type: Journal Articles
Subjects: Elementary School Students,Scientific Attitudes,Risk,Student Behavior,Grade 4,Foreign Countries,Gender Differences,Individual Differences,Parent Background,Educational Attainment

In this study, the relationship between scientific attitudes and intellectual risk-taking behaviors of fourth-grade students in elementary school in Turkey was examined. A total of 184 students participated in the study, which was conducted based on a survey model. For data collection, the &quot;Scientific Attitude Inventory&quot; and the &quot;Intellectual Risk-Taking and Perceptions About Its Predictors Scale in Science Education&quot; were utilized. Descriptive statistical analyses and t-test, ANOVA, simple linear regression, and multiple regression analyses were utilized for the analysis of the data. As a result of this data analysis, it was observed that these elementary school students have scientific attitudes at the &quot;not sure&quot; level and have intellectual risk-taking behaviors at the &quot;mostly correct&quot; level. Gender was not observed to have an effect on scientific attitude; however, it was effective on intellectual risk-taking behavior. In addition, the analysis results demonstrated that there is a meaningful difference between intellectual risk-taking behaviors of students and the educational levels of their fathers. Moreover, when the relations between other pairs of variables were examined, the variables of intellectual risk-taking, gender, educational level of the mother, and educational level of the father together had low-level but meaningful relations with the scientific attitudes of elementary school students. It was indicated that teachers will contribute to students' adoption of positive scientific attitudes by introducing the lives and studies of scientists, and it was suggested that the effect of changes in educational patterns in classroom environments be examined through experimental studies on intellectual risk-taking behaviors of students. With the results obtained from this study, more light can be shed on what should be done to support students' intellectual risk-taking behaviors.