ethanporcaro/eric-fulltext-meta huggingface dataset:
Leisure Boredom Scale: A Research on University Students
Author: Korkutata, Abdulmenaf
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Leisure Time,Psychological Patterns,Likert Scales,Physical Education,Demography,Gender Differences,Socioeconomic Status,Income,Satisfaction

The aim of this research was to review the leisure boredom perceptions of students who study in the faculty of sports sciences by different variables. 1223 students voluntarily participated in this research. These students study in the faculty of sports sciences in three universities in Turkey and they were selected by random sampling method. 367 of participants were female (30%); 856 (70%) of participants were males. Leisure boredom scale (LBS) that was developed by Iso-Ahola and Weissinger (1990) was used in this research to collect the data. Kara, Gürbüz, and Öncü (2014) adapted this scale into Turkish. Besides, an information form that includes socio-demographic attributes was asked participants to fill. T-test, ANOVA test and descriptive statistical methods analyzed the data. While there was found a statistically significant difference (p&lt;0,05) in boredom sub-dimension in terms of gender variable, there was no statistically significant difference in satisfaction sub-dimension. About the monthly income variable, a statistically significant difference (p&lt;0,05) was observed in both boredom and satisfaction sub-dimensions. However, there was no statistically significant difference (p&gt;0,05) in leisure boredom perception based on the age variable.
Teaching Software Engineering in K-12 Education: A Systematic Mapping Study
Author: da Cruz Pinheiro, Fernando
Date: 2018-00-00
Type: Journal Articles
Subjects: Computer Software,Engineering,Computer Science Education,Elementary Secondary Education,Programming,State of the Art Reviews,Instructional Design,Units of Study,Methods,Competence

Diverse initiatives have emerged to popularize the teaching of computing in K-12 mainly through programming. This, however, may not cover other important core computing competencies, such as Software Engineering (SE). Thus, in order to obtain an overview of the state of the art and practice of teaching SE competences in K-12, we carried out a systematic mapping study. We identified 17 instructional units mostly adopting the waterfall model or agile methodologies focusing on the main phases of the software process. However, there seems to be a lack of details hindering large-scope adoption of these instructional units. Many articles also do not report how the units have been developed and/or evaluated. However, results demonstrating both the viability and the positive contribution of initiating SE education already in K-12, indicate a need for further research in order to improve computing education in schools contributing to the popularization of SE competencies.
To Assess or Not to Assess: Tensions Negotiated in Six Years of Teaching Teachers about Computational Thinking
Author: Hickmott, Daniel
Date: 2018-00-00
Type: Journal Articles
Subjects: Coding,Computation,Faculty Development,Constructivism (Learning),Programming,Pedagogical Content Knowledge,Instructional Design,Expertise,Novices,Learning Processes

Coding and computational thinking have recently become compulsory skills in many school systems globally. Teaching these new skills presents a challenge for many teachers. A notable example of professional development designed using Constructionist principles to address this challenge is &quot;ScratchEd&quot;. Upon reflecting on her experiences designing and running &quot;ScratchEd&quot;, Karen Brennan identified five tensions faced by professional development providers, and proposed that these tensions could be used for scrutinising and critiquing professional development. In this paper we analyse, through the lens of Brennan's tensions, the process we have followed to design, evaluate and improve professional development. We argue that while we have experienced the same tensions, the extent to which we assess learning is a new tension that extends those identified by Brennan. There are strong reasons to assess teachers' knowledge, however, quantitative measures of learning could be at odds with Constructionism: as Papert argued in &quot;Mindstorms&quot;, constructionist educators should study their learning environments as anthropologists. Consequently, we have called this new tension the &quot;tension between anthropology and assessment&quot;.
Using Facebook as Social Learning Environment
Author: Dogan, Dilek
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Media,Preservice Teachers,Preservice Teacher Education,Undergraduate Students,Blended Learning,Computer Software,Computer Uses in Education,Foreign Countries,Online Courses,Student Attitudes,Expectation,Technology Integration

It is important today to prepare pre-service teachers to integrate social media tools into their lessons and to teach them how to use social media as a learning environment for educational context. Based on this, an undergraduate course was designed to fulfil this need. Hence, the purpose of this study is to investigate the behaviours and perceptions of 27 pre-service teachers enrolled to a 14-week social-media enriched blended course. Facebook was used to support an out-of-class teaching and learning process. During the course, students developed educational content and were informed on how to use social media as a learning environment in an educational context. After implementation, they were asked to respond to an open-ended questionnaire related to the 14-week course process and social media usage in lessons. According to the findings, preservice teachers stated that the use of social media tools, in addition to face-to-face learning, can enhance the dissemination of announcements, communication between students and instructor, the sharing of instructional activities, discussions, and the use and creation of multimedia tools and applications 24x7, by extending the limits of normal class hours. Most also stated that they would use Facebook for material and announcement sharing once they were in-service teachers. In addition to Facebook, they emphasised that they would also use Prezi, Glogster, MindMeister and Edmodo for their lessons and that they had learnt new concepts and social media tools during the course. They also suggested increasing the number of course hours and reducing course content per course session.
Programming Approaches to Computational Thinking: Integrating Turtle Geometry, Dynamic Manipulation and 3D Space
Author: Kynigos, Chronis
Date: 2018-00-00
Type: Journal Articles
Subjects: Coding,Computation,Educational Technology,Technology Uses in Education,Programming,Computer Graphics,Problem Solving,Computer Software,Early Adolescents,Cooperative Learning,Design,Junior High School Students,Foreign Countries

During the last decade, coding has come to the foreground of educational trends as a strong mean for developing students' Computational Thinking (or CT). However, there is still limited research that looks at coding and Computational Thinking activities through the lens of constructionism. In this paper, we discuss how the knowledge we already have from other thinking paradigms and pedagogical theories, such as constructionism and mathematical thinking, can inform new integrated designs for the cultivation of Computational Thinking. In this context, we explore students' engagement with MaLT (Machine Lab Turtle-sphere) , an online environment of our design that integrates Logo textual programming with the affordances of dynamic manipulation, 3D graphics and camera navigation. We also present a study on how the integration of the above affordances can promote constructionist learning and lead to the development of CT skills along with the generation of meanings about programming concepts.
Pre-Service Teachers&apos; Experiences in Learning Robotics Design and Programming
Author: Kucuk, Sevda
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Experience,Student Attitudes,Robotics,Programming,Design,Foreign Countries,Preservice Teacher Education

The aim of this study was to reveal pre-service teachers' experiences in learning robotics design and programming. Data were collected from 15 pre-service teachers through semi-structured interviews and analyzed using the content analysis method. Three themes were identified in this study: Course process, professional development and teaching children. The pre-service teachers indicated that they found opportunities to learn by doing and experience, enjoyed doing robotics activities and felt in flow in this process. They also expressed that the robotics programming course positively influenced their attitudes towards programming and improved their programming skills. They emphasized the importance of keeping their intrinsic motivation high by maintaining their individual efforts to solve problems. Moreover, they made various suggestions for teaching robotics to children. Implications are discussed in terms of practices for educational robotics in teacher training, and further research directions.
An Adaptive Test Analysis Based on Students&apos; Motivation
Author: Yoshioka, Sérgio R. I.
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Motivation,Adaptive Testing,Computer Assisted Testing,Item Response Theory,Anxiety,Computer Attitudes,Test Theory,Test Reliability,Test Validity,Comparative Analysis,Item Banks

Computerized Adaptive Testing (CAT) is now widely used. However, inserting new items into the question bank of a CAT requires a great effort that makes impractical the wide application of CAT in classroom teaching. One solution would be to use the tacit knowledge of the teachers or experts for a pre-classification and calibrate during the execution of tests with these items. Thus, this research consists of a comparative case study between a Stratified Adaptive Test (SAT), based on the tacit knowledge of a teacher, and a CAT based on Item Response Theory (IRT). The tests were applied in seven Computer Networks courses. The results indicate that levels of &quot;anxiety&quot; expressed in the use of the SAT were better than those using the CAT, in addition to being simpler to implement. In this way, it is recommended the implementation of a SAT, where the strata are initially based on the tacit knowledge of the teacher and later, as a result of an IRT calibration.
Youth Go: An Approach to Gathering Youth Perspectives in Out-of-School Time Programs
Author: Stacy, Sara T.
Date: 2018-00-00
Type: Journal Articles
Subjects: After School Programs,Youth Programs,Student Attitudes,Developmentally Appropriate Practices,Program Development,Program Evaluation,Inclusion,Middle School Students,High School Students,Public Housing,Student Participation,Program Implementation,Organizational Change

Including youth in the development and evaluation of out-of-school time (OST) programs has positive effects on youth, the organizations that serve them, and the communities in which they live. Such involvement can improve young people's social competence, foster leadership and engagement, and empower groups. Youth provide unique perspectives on their lived experiences. gn with their resources and are easy to implement. This article describes Youth Generate and Organize (Youth GO), a structured, developmentally appropriate approach to gathering youth perspectives designed to be implemented with the time and resources available in most OST settings. The strengths, limitations, and feasibility of Youth GO are illustrated through its implementation in an OST program to support the academic success of youth living in public housing.
Analysis of Education Systems Performance in European Countries by Means of PCA-DEA
Author: Jakaitiene, Audrone
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Assessment,Factor Analysis,Data Analysis,Performance

Many countries have focused on the improvement of education system performance. Small number of studies consider system of a country as unit of assessment where indicators represent all levels of education system. In the paper, we propose the methodology for the performance analysis of education systems as a whole hybridizing Data Envelopment Analysis and Principal Component Analysis. Its applicability is illustrated by the analysis of the data collected for 29 European countries. In the analysis we used publicly available data from EUROSTAT and OECD which European Commission uses for the performance monitoring of education in European Union. No prior assumptions were made or expert judgements included. We demonstrated good performance of the method on limited data set. The proposed methodology of hybrid Data Envelopment Analysis and Principal Component Analysis allows researchers analyse education systems quantitatively. The recommendations for improvements and assessment of real world education systems should be based on the analysis of a sufficiently large data set comprehensively representing the considered education systems.
Computational Thinking Relationship with Digital Competence
Author: Juškeviciene, Anita
Date: 2018-00-00
Type: Journal Articles
Subjects: Computation,Thinking Skills,Computer Literacy,Skill Development,Constructivism (Learning),Lifelong Learning,Information Science,Problem Solving,Definitions

The European Commission Science Hub has been promoting Computational Thinking (CT) as an important 21st century skill or competence. However, „despite the high interest in developing computational thinking among schoolchildren and the large public and private investment in CT initiatives, there are a number of issues and challenges for the integration of CT in the school curricula&quot;. On the other hand, the Digital Competence (DC) Framework 2.0 (DigCom) is promoted in the same European Commission Science Hub portal. It shows that both topics have many things in common. Thus, there is the need of research on the relationship between CT and digital competence. The goal of this paper is to analyse and discuss the relationship between DC and CT, and to help educators as well as educational policy makers to make informed decisions about how CT and DC can be included in their local institutions. We begin by defining DC and CT and then discuss the current state of both phenomena in education in multiple countries in Europe. By analysing official documents, we try to find the underlying commonness in both DC and CT, and discover all possible connections between them. Possible interconnections between the component groups of approaches are presented in Fig. 1.
Learning Analytics -- New Flavor and Benefits for Educational Environments
Author: Klašnja-Milicevic, Aleksandra
Date: 2018-00-00
Type: Journal Articles
Subjects: Data Analysis,Learning,Technology Uses in Education,Higher Education,Integrated Learning Systems,Computer Oriented Programs

Amount of educational data has been constantly increasing for years in all domains and kinds of education (formal or informal) and educational activities (teaching, learning, assessment, use of social media and collaboration and so on). Accordingly, Learning Analytics (LA) become a powerful mechanism for supporting learners, instructors, teachers, learning system designers and developers to better understand educational processes and predict learners' needs and performances. In this paper, we analyze the important dimensions and objectives of LA, application possibilities and some challenges to the beneficial exploitation of educational data. The required skills and capabilities that make meaningful use of LA techniques and technologies in this domain are considered and identified. Presented findings can act as a valuable guide for setting up LA services in support of educational practice. Also, they can be used as learner guidance, in quality assurance, curriculum development, and in improving learning process effectiveness and efficiency. Finally, this paper proposes the unavoidable constraints that affect LA technologies in education.
Investigating Bloom&apos;s Learning for Mastery in Mathematics with Online Assessment
Author: Pelkola, Timo
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Program Implementation,Mastery Learning,Calculus,Mathematics Instruction,Academic Achievement,Engineering Education,Computer Assisted Testing,Undergraduate Students,College Mathematics

In this paper we report a study in which we have developed a teaching cycle based closely on Bloom's Learning for Mastery (LFM). The teaching cycle ameliorates some of the practical problems with LFM by making use of the STACK online assessment system to provide automated assessment and feedback to students. We report a clinical trial of this teaching cycle with groups of university level engineering students. Our results are modest, but positive: performance on the exercises predicted mastery according to the formative tests to a small extent. Students also report being supportive of the use of the new teaching cycle.
Computer Science Outreach Workshop and Interest Development: A Longitudinal Study
Author: Lakanen, Antti Jussi
Date: 2018-00-00
Type: Journal Articles
Subjects: Computer Science Education,Extracurricular Activities,Programming,Workshops,Secondary School Students,Outreach Programs,Student Interests,Novices,Computer Games,Learner Engagement,Outcomes of Education,Foreign Countries

This longitudinal study investigates the impact of an extra-curricular programming workshop in student interest development in computer science. The workshop was targeted at 12-18-year old youngsters. A survey was sent to all previous participants with a known home address; 31.5% responded the survey (n = 197). This data was then combined with pre-workshop survey data, and analyzed with mixed methods. Positive development of interest was discovered for 57% of the respondents, of which nearly all attributed their interest increase to the workshop at least partly (92%). Qualitative inspection revealed that the workshop provided three anchors that facilitated students' reengagement with programming and development of interest: disciplinary content, a concrete artifact built by students themselves, and tools. Neutral development and interest regress were also discovered, though the impact of the workshop on these interest trajectories remains unclear.
Integrating Computational Thinking with a Music Education Context
Author: Bell, Judith
Date: 2018-00-00
Type: Journal Articles
Subjects: Music,Music Education,Musical Instruments,Musical Composition,Computation,Thinking Skills,Logical Thinking,Music Teachers,Music Theory,Integrated Curriculum,Music Activities,Art Education

Computational thinking is becoming common in K-12 curricula, and at the same time there is interest in how STEM subjects can be integrated with the Arts (referred to as STEAM). There are some obvious connections between music and computation, but the idea of engaging with genuine computational thinking while also having authentic music learning experiences for students provides new opportunities. In this paper we consider ways to explore computational thinking ideas such as decomposition, patterns, abstraction and algorithms in a meaningful way while also exploring key concepts that a music educator would expect to work with. We review some existing ideas for doing this, and also provide novel approaches that connect computational thinking and music. This is done through a series of vignettes that describe creative ways to connect the two subjects using approaches that have been used successfully with school students. The first approach is based on the use of comparisons in sorting, which can be used to have students physically compare musical elements such as note pitches. The second uses simple programming on physical devices to represent music notation. Further examples include exploring binary representations using sound, writing programs for musical scales, understanding musical phrases in the context of programming, and using programming for music composition. Integrating the opportunity to learn about computational thinking and music at the same time has the benefit that some efficiency can be gained in teaching, but more importantly, students are able to experience the relevance of these two subjects to each other, when they might otherwise pigeonhole them into separate areas of their lives.
The Micro Temporal Arc: A Practical Planning Tool for Afterschool Student Engagement
Author: Eisenhauer, Scarlett
Date: 2018-00-00
Type: Journal Articles
Subjects: After School Programs,Theater Arts,Educational Planning,Learner Engagement,Program Development,Participant Observation,Ethnography,Student Participation,Youth Programs,Adolescents,Program Evaluation

For many youth, afterschool programs positively fill the time between school and home. Quality out-of-school time (OST) programs clearly can have beneficial social and academic effects on youth (Durlak, Weissberg, &amp; Pachan, 2010; Eccles, Barber, Stone, &amp; Hunt, 2003; Vandell et al., 2005). However, these outcomes are not guaranteed (Chen &amp; Harklau, 2017; Eccles et al., 2003). Realizing the potential for improved social and academic outcomes depends at least in part on the ways in which afterschool programs are structured. At the most basic level, in order to gain the potential benefits of afterschool programming, young people must participate. One common strategy is to structure program activities so that they build, over a semester or a year, to a culminating end product. Larson (2000) and Heath (2001) have referred to this pattern as a &quot;temporal arc.&quot; This article is based on a yearlong ethnographic study, consisting of over 240 hours of participant-observations during the 2015-2016 school year.
Investigation of Misconceptions and Errors about Division Operation in Fractions
Author: Üzel, Devrim
Date: 2018-00-00
Type: Journal Articles
Subjects: Misconceptions,Fractions,Generalization,Word Problems (Mathematics),Arithmetic,Multiplication,Subtraction,Error Patterns,Mathematics Instruction,Foreign Countries,Elementary School Students

This study reports errors and misconceptions about division operation in fractions made by eighth-grade students. To investigate these errors and misconceptions, the study examined students' understanding of division operation in fractions using a questionnaire and expectation table. Students' misconceptions were determined for each question and compared with the expectation table. Common misconceptions of this research are; misunderstanding of word problems, incorrectly generalization of learned rules for fractions, considering numerator and denominator as integer numbers, not conceptually learning of division operation in fractions, associating division with addition, subtraction and multiplication operations. Students made same misconceptions with the expectation table.