ethanporcaro/eric-fulltext-meta huggingface dataset:
Enacting Cultural Literacy as a Dialogic Social Practice: The Role of Provisional Language in Classroom Talk
Author: Cook, Victoria
Date: 2022-00-00
Type: Journal Articles
Subjects: Critical Literacy,Dialogs (Language),Cognitive Style,Perspective Taking,Language Usage,Classroom Communication,Elementary School Students,Secondary School Students,Cooperative Learning,Democratic Values,Student Attitudes,Modeling (Psychology),Teaching Methods,Intercultural Communication,Foreign Countries,Teacher Student Relationship

The concept of cultural literacy as a dialogic social practice celebrates alternative perspectives. Navigating multiple perspectives in dialogue requires high 'tolerance of ambiguity' characterised by a positive, open and flexible attitude towards uncertainty. This article aims to explore how provisional language is used in classroom dialogue to enact tolerance of ambiguity and its associated democratic behaviours. It draws on data collected as part of a larger European-funded project in which children and young people used wordless texts as springboards to engage in discussions about cultural themes. We report findings from an in-depth qualitative analysis of two lessons (for 9-10-year-olds and 13-14-year-olds) chosen due to their use of provisional language and focus on multiple perspectives. We explore how the social element of provisional language enables students to enact key democratic behaviours as they learn to navigate multiple perspectives in small peer-group learning contexts. We find that teacher modelling and dual objectives in promoting such language are central to creating a safe dialogic space with inherent democratic potential that is not bound by solution-seeking goals. We consider the pedagogical implications of this by problematising the role of dialogue in enacting democratic behaviours through a critical exploration of the concept of 'voice'.
Investigating the Impacts of a Semester Long Growth Mindset Intervention on Students&apos; Academic Success in a Human Anatomy Course
Author: Stuart, Parker E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Intervention,Student Attitudes,Academic Achievement,Anatomy,Health Education,Undergraduate Students,Program Effectiveness

Human anatomy and physiology are challenging courses for many undergraduate students often leading to low rates of academic success and persistence. Implementation of growth mindset strategies has shown promise in improving academic success in challenging courses; however, few studies have focused specifically on anatomy and physiology courses. To investigate the impact of growth mindset interventions on academic success, lab sections of a human anatomy course were randomly assigned to an intervention or control group. Five growth mindset interventions were integrated into course material for the intervention group at multiple points over the course of the semester. Performance on quizzes and exams, and overall academic success were compared between the groups. The intervention group increased scores in their growth mindsets and performance on low-stake assessments. There was no difference between performance on high-stake assessments and overall academic success. Potential future studies should focus on understanding the impacts this intervention has on specific participant demographics.
The Art of Anatomy: Engaging Student Creativity in Undergraduate Anatomy Courses
Author: Platt, Kristen M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Anatomy,Undergraduate Students,Creativity,Creative Activities,Portfolio Assessment,Photography,Poetry,Art Activities,COVID-19,Pandemics,School Closing,Educational Technology

Creativity is widely accepted to be a valuable skill to hone, but it is often difficult to define and even more difficult to measure. Artistic endeavors and creativity have historically had a close relationship with the sciences. However, recent trends have largely removed creativity from scientific inquiry and education. This shift has led to a large proportion of the coursework in anatomy fields to be strictly delivered via textbook and lecture and learning only gauged through quizzes and examinations. In the current work, we examined the assigning of creative projects during two semesters of a large undergraduate anatomy course at the University of Kentucky. We describe the showcasing of these creative works in both in-person and virtual formats. Future work will explore long-term impacts on student humanitarianism and professionalism as a result of the creative assignments.
Dealing with Cheating in Online Exams: A Systematic Review of Proctored and Non-Proctored Exams
Author: Oncul, Bilal
Date: 2021-12-00
Type: Journal Articles
Subjects: Cheating,Computer Assisted Testing,Literature Reviews,Supervision,College Students,COVID-19,Pandemics,Distance Education,Electronic Learning

With the effect of the pandemic, higher education is maintained all over the world with the help of online education methods. How to make online exams, which are an important part of distance education processes, in a way to prevent cheating and illegal behavior is an important issue that brings with it discussions. This research, in which the solutions to this issue were discussed theoretically, evaluated in terms of educational sciences, and the studies carried out in this context were examined, was carried out in the form of a systematic review. Within the scope of the research, the data of 15 studies were evaluated. The findings of the research were evaluated in a way that will reveal the trends in this subject, the results of the researches and compare the proctored exams and unproctored exams. Based on the findings, it has been determined that the proctored exam application, in which various technology-based authentication and supervision methods are used in online education processes, is beneficial to use these methods with the same technological opportunities to prevent cheating. It can be said that these efforts can be effective for assessment and evaluation processes, and unproctored applications can be used in online education in various ways.
Effectiveness of Concept Map Presented Using Augmented Reality in Teaching Basic Features of Animals to Children with Intellectual Disabilities
Author: Yavuz, Mehmet
Date: 2021-12-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Concept Mapping,Computer Simulation,Animals,Zoology,Students with Disabilities,Intellectual Disability,Middle School Students,Grade 6,Foreign Countries

In this study, it was aimed to determine the effectiveness of the concept map presented by using augmented reality technology in the teaching of the basic features of animals to the 6th grade students with mild intellectual disability who benefit from inclusion interventions. Three students with mild intellectual disability who benefited from inclusion interventions participated in the research. One of the single-subject research models, the multiple probe design with probe conditions across subjects, was used in the study. While the dependent variable of the study is the level of learning the basic features of animals of students with intellectual disability, the independent variable of the research is the concept map method presented using augmented reality. The findings of the research shows that the concept map using augmented reality technology in teaching is effective in teaching the basic features of animals to the three participants who participated in the research. Besides, it was observed that the participants retained the basic features of the animals they learned one, three and four weeks after the end of the intervention, and exhibited what they learned when different individuals gave instructions. For the social validity of the research, the teachers of the participants were interviewed, and the they expressed positive opinions about both the target behaviors and the concept map method using augmented reality technology.
Assessment of Information and Communication Technology Competencies in Design-Based Learning Environments
Author: Çakir, Hasan
Date: 2021-00-00
Type: Journal Articles
Subjects: Information Technology,Design,21st Century Skills,Technology Uses in Education,Technological Literacy,Constructivism (Learning),Cooperative Learning

Design-based learning (DBL) enables 21st-century skills to be gained through design-oriented production processes. Jonassen's &quot;Designing Constructivist Learning Environments framework&quot; (CLEs) is a suitable model for designing a DBL environment. In such learning environments, students must have a certain level of information and communication technology (ICT) competencies in order to achieve learning goals. The aim of the study is to build on ICT competency areas that are likely to be used in each phase of CLEs and to develop a scale in order to assess the usage of these technologies by students. The study is of importance in terms of enabling teachers to evaluate learners and themselves technologically before education starts in such an environment. Literature review, expert opinion, and focus group interview were conducted to develop the scale. In order to determine the construct validity of the scale, principal component analysis was conducted for each technology competency area identified on the scale. As a result of the analysis, it was determined that the Cronbach's alpha values of the subscales of the measuring tool were between 0.817 and 0.993. Cronbach's alpha values above 0.80 indicate that the scale is adequately valid and reliable (Cronbach &amp; Meehl, 1956). In line with these results, the &quot;Design-based learning environments technological competencies scale&quot; is considered being a suitable tool for assessing the ICT competency of teachers and students before starting teaching in learning environments based on the constructivist approach.
Investigation of the Relationship between Pre-Service Teachers&apos; Technologies Self-Efficacy Perceptions, Attitudes towards the Use of Distance Education Environments, and Academic Procrastination Tendencies
Author: Caka, Cansu
Date: 2021-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Technological Literacy,Technology Uses in Education,Self Efficacy,Distance Education,Time Management,Foreign Countries,Student Attitudes,Gender Differences,Intellectual Disciplines,Student Behavior

The purpose of the current study is to investigate the relationship between pre-service teachers' technological self-efficacy perceptions, attitudes towards the use of distance education environments and academic procrastination tendencies. The sample of the study, which is designed in the relational survey model, consists of 246 pre-service teachers attending a state university and having distance education experiences. The data of the study were collected by using a demographic information form, the &quot;Scale of Self-Efficacy Perception of Online Technologies&quot;, the &quot;Attitude Scale Regarding the Use of Distance Education Environments in the Pandemic Process&quot; and the &quot;Aitken Procrastination Tendency Scale&quot;. In the analysis of the data, descriptive statistics, independent samples t-test, one-way analysis of variance and Pearson correlation analysis were used. The findings of the study have revealed that the pre-service teachers' self-efficacy perceptions of online technologies are at a high level, while their attitudes towards the use of distance education environments and their academic procrastination tendencies are at a medium level. While the gender variable is effective on self-efficacy perception and attitude, the department attended has no effect on the variables. There is a medium, positive, and significant correlation between the self-efficacy perceptions of online technologies and the attitudes towards the use of distance education environments and a medium, negative, and significant correlation between the attitudes towards the use of distance education environments and the academic procrastination tendencies.
The Perceptions of Gifted Students about Distance Education: A Metaphor Analysis
Author: Sever, Demet
Date: 2021-12-00
Type: Journal Articles
Subjects: Academically Gifted,Student Attitudes,Distance Education,Figurative Language,Program Effectiveness,Gifted Education,COVID-19,Pandemics,School Closing,Educational Technology,Foreign Countries

The purpose of this research was to identify gifted students' perceptions regarding the concept of distance education through metaphor analysis. In this research, &quot;phenomenology research design&quot;, which is one of the qualitative research designs, was used. The study group of the research consisted of 190 gifted students studying at Osmaniye Sehit Veli Demiryürek Science and Art Center and Kastamonu Science and Art Center in the 2019-2020 academic year. In line with the purpose of the research, the participants were asked to fill the sentence &quot;Distance education ………. similar/like, because …………… &quot; and the data obtained were analyzed using the analysis steps specific to metaphor studies via content analysis. According to the findings of the study, gifted students produced 168 valid metaphors about distance education and these metaphors were grouped under 9 themes with 5 different conceptual categories in terms of their common features. In this study, when the metaphors and justifications produced by gifted students for distance education were examined, it was concluded that distance education provided an effective learning opportunity by contributing to the facilitation, reinforcement and accessibility of gifted students' learning lives. It can be said that the metaphors produced in the research and the data obtained will be a guide for the distance education system for the needs of gifted students and extraordinary situations such as the pandemic process.
Decolonisation of Curriculum: The Case of Language Education Policy in Nepal
Author: Poudel, Prem Prasad
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Second Language Instruction,English (Second Language),Native Language,Indo European Languages,Indigenous Populations,Ethnic Groups,Language Maintenance,Land Settlement,Social Justice,Language Usage,Language of Instruction,Educational Legislation,Educational History,Government Role

While decolonisation is usually discussed in relation to countries that were formally colonised, countries that have not been formally colonised have also faced challenges related to colonialism. In this case, it is worth considering whether decolonial theory has more widespread applicability to respond to global challenges faced in the postcolonial era. This article documents the historical trajectories of colonisation and decolonisation of the school curriculum in Nepal. Although Nepal was never formally colonised, the introduction of modern schooling in Nepal was informed by the British colonisation of India, where local languages were replaced by English in the curriculum, diminishing the value of local languages and knowledges. Against this backdrop, the Nepal government issued a series of policies supporting Nepali supremacy, but the expansion of English was not significantly challenged. Rather, the policies resulted in a double colonisation of ethnic/Indigenous languages: external colonisation by English, and internal colonisation by the Nepali language. However, significant decolonisation efforts have recently made space for minoritised languages in the curriculum. This article illustrates these colonisation and decolonisation waves, shaped by the government, local communities and other actors. Drawing on Nepal's legislative and educational policies, the article relates language policy decisions and actions as decolonial efforts to support ethnic/Indigenous languages and explores the implications for understanding tensions around decolonisation of curriculum.
Education for Collaboration: The Influence of the Third Space on Professional Boundaries
Author: Knight, Laura
Date: 2022-00-00
Type: Journal Articles
Subjects: Graduate Study,Child Health,Health Services,Educational Innovation,Barriers,Communication (Thought Transfer),Power Structure,Professional Identity,Curriculum Design,Work Environment,Cooperative Learning,Interprofessional Relationship,Professional Education,Foreign Countries

The delivery of integrated care requires the establishment of effective professional relationships that foster collaborative working across health systems. Evidence for how to prepare practitioners to work in those settings is limited. By exploring an innovative postgraduate Programme for Integrated Child Health (PICH) this article highlights the conditions by which effective collaboration can be encouraged. Our qualitative evaluation of PICH involved one-to-one semi-structured interviews with 23 postgraduate general practice and paediatric trainees and their mentors. We analysed the data using the concept of the 'third space', where multiple discourses between individuals with diverse professional backgrounds occur, enabling creative exploration of tensions inherent in new ways of working in order to identify enablers and barriers to collaboration. Our analysis identified three themes that enabled collaboration: effective communication, boundary work and educational spaces; and four themes that were barriers: traditional hierarchical professional identities, curriculum design, financial systems and workplace spaces. PICH demonstrated the value of educational spaces and their role in enabling collaborative practice, as participants explored their professional identities and those of other disciplines. Structural factors in the workplace which inhibit collaborative practice were also evident. We conclude by proposing a model for collaborative learning in third spaces based upon the recognition that, while educational programmes alone will not lead to change, they have the potential to inform the development of productive workplace spaces that will be required if collaborative practice in healthcare is to become a reality.
An Overview of Indigenous Peoples in Chile and Their Struggle to Revitalise Their Native Languages: The Case of Mapudungun
Author: Moya-Santiagos, Paulina
Date: 2022-00-00
Type: Journal Articles
Subjects: American Indians,American Indian Languages,Native Language,American Indian Education,Foreign Countries,Educational Policy,Language of Instruction,Language Maintenance,National Curriculum,Educational Change,Bilingual Education Programs,Cultural Maintenance,American Indian Culture,Self Concept,Elementary Secondary Education

Languages are not just sets of words. They are powerful tools essential to carry history, traditions, culture and wisdom. In Latin America, Mapudungun, the native language of Mapuche people -- the largest ethnic group in Chile -- can be threatened. A substantial linguistic shift has characterised the panorama of native languages of the current territory. However, language and education policies have been insufficient for their preservation. This article analyses Mapudungun from a general historical perspective to define Indigenous communities' experience in the country: insufficient state support for revitalising their languages and decolonising the Chilean national curriculum. An overview of Mapudungun in the last century is provided by explaining relevant linguistic and educational policies. The PEIB (Intercultural Bilingual Education Programme), a linguistic and educational policy in Chile, is considered in depth. It aims to improve the quality and relevance of learning from curricular contextualisation. It also seeks to teach Indigenous children their culture, traditions and languages. However, the lack of support for traditional educators and the decontextualised curriculum have further impoverished their background and increased the gap between native peoples' languages and Chilean society. The article ends with a call to policymakers to recognise the importance of the construction of Chilean identities.
Investigation of the Relationship between the Attitudes of Physical Education and Sports Teacher Candidates towards E-Learning in Sports and Academic Success in the Distance Education Process
Author: Mutlu Bozkurt, Tugba
Date: 2022-04-00
Type: Journal Articles
Subjects: Student Attitudes,Physical Education,Preservice Teachers,Physical Education Teachers,Electronic Learning,Athletics,Academic Achievement,Distance Education,Foreign Countries

The aim of this research is to examine the relationship between the attitudes of university students receiving sports education towards e-learning in sports and academic success. The research group consisted of 227 (89 female, 138 male) volunteer students studying at the School of Physical Education and Sports of Bitlis Eren University with the hybrid (blended) learning method. As a data collection tool The &quot;Personal Information Form&quot; and the &quot;Attitude Scale Towards E-Learning in Sports&quot; form, which determines students' attitudes towards e-learning, were used. Analysis of the data was analyzed using SPSS statistical package program. Significance was accepted as p&lt;0.05. It has been determined that 37.9% of the participants of the research group prefer e-learning, 32.6% face-to-face, and 29.5% prefer blended learning. While it was determined that the majority of the research group had good or very good e-learning success for theoretical courses, the majority of the participants were determined to have low and medium e-learning success for practical courses. In addition, it is seen that 52% of the participants prefer visual, 26.9% tactile and 21.1% auditory learning. It was determined that there was no statistically significant difference between the gender variable of the research group and the attitude scale towards e-learning in sports (p&gt;0.05). While it was determined that there was a statistically significant difference between the students' preferred learning method, theoretical and practical courses, and the e-learning total score average in sports (p&lt;0.05), the type of sports practiced, the perceived income level and type of learning and the type of learning in sports. It was determined that there was no statistically significant difference between the e-learning total score averages (p&gt;0.05). In addition, according to the results of the correlation analysis; It has been determined that there is a statistically significant low level positive correlation between e-learning in sports and academic achievement. As a result; It has been seen that the hybrid teaching method applied in the distance education process has a positive effect on the academic achievement of the students.
Transmedia Storytelling Applied to Science, Technology and Society
Author: Viloria-Gonzalez, Gregorio
Date: 2022-01-00
Type: Journal Articles
Subjects: Story Telling,Secondary School Students,Public Schools,Foreign Countries,Educational Technology,Multimedia Instruction,Science Education,Science and Society

The article introduces the results of the work did in the formal education field with transmedia storytelling to Science, Technology and Society topics in students between 14 and 16 years-old from a public school in Cartagena, Colombia. The objective is to describe the phases in which the mentioned methodology consists. The study relied on the qualitative approach and virtual ethnography. At the end, the results of applying this methodology and the benefits that occur when students produce transmedia stories based on Science and Technology themes that impact society are analyzed.