ethanporcaro/eric-fulltext-meta huggingface dataset:
Social Media among Thai Students: Narcissism, Self-Identity or Empowerment?
Author: Gulatee, Yuwanuch
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Media,Self Concept,College Students,Late Adolescents,Student Empowerment,Student Attitudes,Social Status,Social Life,Computer Use,Access to Information,Synchronous Communication,Telecommunications,Influence of Technology,Foreign Countries

Background: Social media has now become a ubiquitous part of everyday life, especially for young people. This technology is a double-edged sword and can be used to empower or isolate users. This research is designed to enhance our understanding of how social media is being used by young people, how it affects them and their attitudes towards it. Results: This paper reports on the findings of a follow-up study to explore student feelings and attitudes and student preferences and self-perceptions when using technology. Earlier research examined emerging trends and changes in how students and staff use technology for learning and teaching and ownership of technology. This part of the long-term research project explored student attitudes and self-perceptions when using social media for personal use. Findings confirmed that there is a high use of Facebook amongst the young people in this study and their attitudes toward social media are more positive than negative. Participants felt that social media helped them to communicate with people from around the world, was easy to use for communication and could be used anywhere and at any time. They used social media most often to communicate with friends, colleagues, family and significant others, rather than people they did not know personally. However, they did use social media to build an online presence or profile and used this online platform to raise their status and for self-promotion to the wider community. Participants also admitted that social media impaired concentration, listening and completing activities in the classroom and sometimes caused personal relationship problems. A mobile phone is the device they use most often to access social media. Results also indicate that young people using social media in Thailand do not have a high level of concern about third-party access to their data. However, results from the study do not clearly show that using social media affects the ability of young people to communicate face-to-face. Conclusion: The widespread use of Facebook amongst the Thai students taking part in this study was found to have both positive and negative effects on their communication, entertainment, academic and social lives, their sense of self and personal empowerment.
Evaluation of Mental Models of Prospective Science Teachers on Chemical Reactions
Author: Bilir, Volkan
Date: 2021-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Preservice Teachers,Student Attitudes,Phenomenology,Pedagogical Content Knowledge,Educational Attainment,Science Teachers,Scientific Concepts,Teacher Education Programs,Foreign Countries

The aim of this study is to examine prospective science teachers' (PSTs) mental models and meanings for the concept of chemical reaction. For this purpose, this study adopted a phenomenological research design including 48 PSTs. To determine the mental modeling about chemical reactions, PSTs were given an interview card showing the reaction between magnesium and oxygen gas, and were asked to draw and visualize this reaction and a semi-structured interview was held about the specified reaction. The results revealed that the majority of the PSTs used the particle atom model to model for the chemical reactions, and as their education level increased, the models they used shifted from the particle model to the atomic model. In addition, the explanations showed that all the PSTs explained the reaction of magnesium with oxygen gas at the macroscopic level in the first stage and when asked the evocative interview question, most of them explained the reaction at the microscopic level, but some PSTs continued to make explanations at the macroscopic level despite the hinted interview problem. It was also found that the transition from the macroscopic level to the microscopic level of the PSTs' explanations with the evocative interview question was influenced by the education level and their mental models regarding the reaction. In chemistry teaching starting from the high school senior year, it is recommended to use visual materials related to reactions based on atomic models instead of particle-based materials.
The Use of Narrative Resources in a Career-Counselling Course
Author: Verdis, Athanasios
Date: 2021-00-00
Type: Journal Articles
Subjects: Career Counseling,Foreign Countries,Social Work,Professional Education,Case Method (Teaching Technique),Films,Career Choice,Organizational Culture,Graduate Students

In this paper, we analyse the communication codes in two consecutive meetings of a postgraduate class on career counselling held at the Department of Philosophy-Pedagogy-Psychology of the University of Athens in winter semester of 2017. The basic idea in these meetings was to discuss real-world situations with the help of a teaching framework and short films produced within the context of a European project, called 'Narrative Resources for Socio-Professional Inclusion' (NARSPI). The dialogs that followed the presentations were analysed with the help a sociolinguistic framework known as 'Legitimation Code Theory' (LCT). The analysis showed that the verbal communication moved from the particularities of the videotaped stories to discipline-specific vocabularies. According to LCT proponents, such moves in the use of language create wavelike forms of communication codes based on different levels of semantic gravity and semantic density. Such 'sematic waves' allow new ideas to be integrated into existing ideas and finally legitimise membership and scholarship in an academic field.
Examining of the Emotional Mood about Their Online Education of First-Year Students Beginning Their University Education with Distance Education Because of COVID-19
Author: Güner, Halim
Date: 2021-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Distance Education,Electronic Learning,College Freshmen,COVID-19,Pandemics,Student Attitudes,Foreign Countries,Computer Mediated Communication

The Covid-19 pandemic continues to be negatively effective in many areas of life. It has also affected the face-to-face education of 2020 fall semester. In Turkey, Students who have recently entered the university in 2020 started their undergraduate education with distance education like upper grade students. However, the fact that the first graders fell into the distance education system before experiencing university life and without knowing their teachers and friends created different emotional mood. The aim of this study is to analyze the emotional mood of students who have just get into university and have to start their undergraduate education with distance education. Exploratory sequential mixed method is used as a method of this study. Phenomenology method is used the first stage of the method and the survey method is used as the second stage of the method. A total of 18 fresh students (12 female and 6 male) in the departments of Faculty of Education and Faculty of Sport Sciences of Mus Alparslan University were the sample group of the qualitative stage. And 141 students (87 female and 54 male) were the sample of the quantitative stage. As a result of the qualitative analysis, the emotional moods of the students were grouped under four sub-themes: emotion of shock, unfamiliarity with the system, emotion of curiosity and anxiety for the future. First-year students stated that they experienced feelings of shock such as sadness and anxiety when they learned that they would start university with distance education instead of face-to-face education. The students stated that they wondered about the method of teaching the lessons, whether the lessons would be efficient, how the exams would take place, that they were unfamiliar with the system, and that they were worried about the future due to all these uncertainties. According to the analyzes obtained from the survey, it is understood from the answers that the 141 participant students experienced emotional states similar to the results obtained in qualitative findings at a rate of 90% and above. Only the rate of students experiencing an emotion of shock was 64.5% and the rate of experiencing future anxiety was 85.8%. As a result, it was understood from the analyses that qualitative and quantitative results were parallel to each other.
Effects of Visual Communication on Memory Enhancement of Thai Undergraduate Students, Kasetsart University
Author: Vanichvasin, Patchara
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Recall (Psychology),Retention (Psychology),Memorization,Comprehension,Teaching Methods,Instructional Effectiveness,Communication Skills,Audiovisual Communications,Visual Aids,Video Technology,Animation,Graphic Arts,Color,Online Courses,Foreign Countries

Memory is important in a learning process. The more students can memorize or retain information from a learning process, the greater possibility students can perform better in their learning. Therefore, this research aimed to explore visual communication in terms of its effectiveness and effects on memory enhancement with 19 Thai undergraduate students by using a communication skills online course with visual communication, an evaluation questionnaire of the selected course, an effectiveness questionnaire of visual communication, and a memory test on the selected course. Mean, standard deviation, content analysis and a t-test for dependent samples were used to analyze data collected from all research instruments. The research findings indicated that using visual communication produced positive results in enhancing student memory and thus generating greater student learning, which can be concluded that visual communication has high potential to be implemented in class as an effective tool for teaching courses to enhance student memory and thus create better learning performance.
How Is Academic Performance Affected by Delay in Student Loan Disbursement in Kenyan Universities? A Case Study of Kenyatta University
Author: Bomer, Alvin
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Achievement,Grade Point Average,Performance Factors,Barriers,Student Loan Programs,Noninstructional Student Costs,Student Financial Aid,Expenditures,School Registration,Attendance,Correlation,College Students,Foreign Countries

The current research focused on the impact of delayed loan disbursement on performance. The study focused on Kenyatta University, situated in Nairobi, Kenya. In the study, the variables of class attendance, personal expenses, and course registration were evaluated as the main factors that impacted student performance due to delayed loans. A sample of 196 students were randomly selected from the population to take part in the study. The students were given questionnaires regarding higher education loan disbursement and the major variables being evaluated. The results revealed that students who experienced loan delays had problems covering their personal expenses, registering for courses, and attending classes. These challenges had a significant impact on the final performance in terms of grade point average. The study recommended that the government needs to release funds to the Higher Education Loans Board on time to facilitate fast disbursement of loans to the students. Also, it recommended closer collaboration between the Higher Education Loans Board and University administrations to ensure that students who are awaiting their loans are not denied to attend classes and register for courses.
Key Competencies of Physics Teachers
Author: Liu, Tingting
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,Physics,Teacher Competencies,Knowledge Level,Teaching Skills,Scientific Literacy,Humanistic Education,Information Literacy,Lifelong Learning,Faculty Development

In China, the main goal of basic education curriculum reform is to develop students' key competencies. The physics teaching directed by key competencies would not only aim at the memory and reappearance of physics knowledge but also the application of physics knowledge and methods. As teachers who guide students' learning and implement teaching activities, the improvement and development of their key competencies plays an important role in the development of students. The key competencies of physics teachers consist of physics literacy, education and teaching literacy, scientific literacy, humanistic literacy, information literacy, and life-long learning ability.
Measuring Building Height Using Point Cloud Data Derived from Unmanned Aerial System Imagery in an Undergraduate Geospatial Science Course
Author: Kulhavy, David
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Science Instruction,College Seniors,Capstone Experiences,Aerospace Education,Geographic Information Systems,Student Projects,Computer Software,Statistical Analysis,Hands on Science,Guidance,Natural Resources,Teaching Methods,Buildings,Satellites (Aerospace)

The use of Unmanned Aerial Systems (UAS), also known as drones is increasing in geospatial science curricula within the United States. Within the Arthur Temple College of Forestry and Agriculture (ATCOFA) at Stephen F. Austin State University, Texas, seniors in the geospatial science program complete capstone projects to evaluate current geospatial technology to investigate complex ecological, social and environmental issues. Under the umbrella of a student initiated and designed senior project, students designed a study to estimate height of buildings with UAS data incorporating UAS data, LP360 and ArcScene programs, and Pictometry web-based interface. Results from a statistical analysis of the data confirm that geospatial science height estimation techniques can provide accurate estimates of height remotely. The independence of the students completing the project with UAS data for LP360 and ArcScene estimations, and utilizing Pictometry as an on-onscreen measuring tool, point to the need to integrate remote sensing, statistical analysis and synthesis of data into undergraduate geospatial science curricula. This reinforces the hands-on learning approach within ATCOFA and provides guidance to integrate the use of UAS in natural resource education.
Motivational Factors for Learning English as a Second Language Acquisition in Canada
Author: Khan, Shahla Sattar
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Motivation,English (Second Language),Second Language Learning,Foreign Countries,Immigrants,Adult Students,Barriers

New immigrants' arrival in any country indeed brings new challenges to settle in the country. Learning the language of a new country is one of the major hassles in settling and starting a new life. In Canada, new immigrants must learn English as a second language because English is an official language and is also used day to day in almost all provinces except for a few states where the French language is more acceptable compared to English. Learning English requires motivation and there are some barriers in learning. Thus, this study addresses these barriers and assesses what motivational factors are there for new immigrants to learn English. It was a cross-sectional quantitative study conducted at a poly-cultural center, and Canada from June-2018 to December-2018. A total of 325 participants who registered and gave consent were included in this study. The results showed that factor 1 (Desire for career and economic enhancement) is significantly associated with age groups (P=0.001), gender (0.001), educational status (P=0.012), and time in Canada (P=0.027). Factor 2 (Desire to become a global citizen) is not significantly associated with all demographic data except for gender (P=0.027). Factor 3 (Desire to communicate and affiliate with foreigners) shows an association with all other demographic characteristics, except for gender (P=0.63), nationality (P=0.568), and educational status (P=0.091). In factor 4 (Desire for self-satisfaction), only educational status (P=0.046) has a significant association. Factor 5 (self-efficacy) and factor 6 (Desire to be integrated with other cultures) do not show any significant association with any demographic characteristics. In conclusion, the main motivating factors for new immigrants learning English as a second language acquisition is the desire for career and economic enhancement and the desire to communicate and affiliate with foreigners.
Opinions of Pre-Service Classroom Teachers about Academic Controversy Method
Author: Baydar, Askin
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Undergraduate Students,Teaching Methods,Instructional Effectiveness,Social Studies,Controversial Issues (Course Content),Classroom Techniques,Skill Development,Elementary Education,Public Colleges,Cooperative Learning,Foreign Countries

The aim of this study is to determine the opinions of pre-service classroom teachers about academic controversy, from the cooperative learning methods, implemented in social studies teaching course. Using the action research pattern from the qualitative research approaches, the study group for the research comprised 42 preservice teachers in third year attending the primary education department in a state university. Research data were collected from preservice teachers with an interview form asking open-ended questions Responses of preservice teachers to the questions included opinions about the positive and negative aspects of the academic controversy method; whether they would apply this method in future classes and why; and about the contribution of the method to social and individual development of students. Opinions of preservice teachers after implementing the method in the class environment were that the academic controversy method was fun and beneficial for peer teaching; increased in-class interaction, retention of knowledge and self-confidence; ensured effective participation in class, active learning and conflict management; provided democracy education, directed research, taught respect for differences, provided a multidimensional perspective, and reduced the need for authority; and that it developed self-control, self-expression, decision-making and problem-solving skills. Additionally, criticisms mentioned by preservice teachers included causing noise in the classroom, not being appropriate for all class levels, lessons or topics, being difficult to implement in crowded classrooms and that the duration was not sufficient for the implementation.
Obstacles of Teaching Science in Saudi Universities and the Proposed Solutions during the COVID-19
Author: Alnajjar, Eiad Abdulhalim Mohammad
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Barriers,Science Instruction,College Science,COVID-19,Pandemics,College Students,Grade Point Average,Educational Technology,Electronic Learning,Gender Differences,School Closing,Online Courses,College Faculty,Science Curriculum,Instructional Program Divisions,Place of Residence,Student Characteristics

This study aims to investigate the main obstacles and barriers that affect Teaching Science in Saudi Universities and the Proposed Solutions during the COVID-19. The sample consists of 94 male and female students chosen randomly from different year groups in the department of science at Al-Qunfudah College at Umm Al-Qura University in Saudi Arabia. Data was collected through a questionnaire developed by the researcher. The results showed that the ranking of the Obstacles, respectively, were: obstacles to the university, obstacles for students, obstacles in the curriculum, and at the last rank it was the obstacles of faculty members. We can say that there is no relation between GPA and obstacles of E-learning, as well the both of males and female students were homogeneous and agreed about existing of obstacles nearly in the same degree. Also, there is a positive relation between the study levels and some obstacles of E-learning.
Children&apos;s Participation from the Perspective of Teachers
Author: Akyol, Tugçe
Date: 2021-00-00
Type: Journal Articles
Subjects: Children,Childrens Rights,Self Expression,Class Activities,Student Participation,Preschool Teachers,Elementary School Teachers,Teacher Attitudes,Decision Making,Public Schools,Peer Relationship,Social Development,Emotional Development,Family Influence,Teacher Influence,Foreign Countries

The perception of a teacher with regards to a child's participation and their practices affect his/her participation in educational institutions. To provide effective participation, teacher's awareness and attitudes towards participation must be examined. This research aims to determine the views of Turkish pre-school and elementary teachers on children's participation in educational institutions. The participants of the study were comprised of 16 teachers employed in public preschools and elementary schools in a province in Turkey's Inner Aegean Region. The teachers' interview form is used as the data collection tool in this study. As a result of the research, it was determined that teachers had a positive perspective on children's participation, they allow for certain conditions to enable participation coupled with decision-making processes in a limited fashion. Furthermore, it was concluded that teachers had methodical difficulties in decision-making and they thought that they needed to improve themselves in promoting participation. Teachers also thought that the teacher, peer relations, and family are effective on the participation. [This study was presented as an oral presentation at the VI. International Eurasian Educational Research Congress, June 19-22, 2019, Ankara University, Ankara, Turkey.]
How Do Teachers Perceive Meaningful Leadership? Overview of a Qualitative Exploration
Author: Göçen, Ahmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Instructional Leadership,Leadership Qualities,Ethics,Motivation,Empathy,Models,Self Actualization

Leaders' self-realization and their intra-group behaviors at work are influenced by elements such as a sense of meaningful purpose and intrinsic motivation. This study aims to construct a model of meaningful leadership, based on the values, aspirations, and attitudes of a leader and how these qualities help them develop positive organizational cultures. The research, based on constructivist grounded theory design, utilized semi-structured interview technique with 15 teachers, examining their perceptions of meaningfulness and leadership. These interviews revealed ten core dimensions of meaningful leadership: An ultimate purpose in life, sharing meaning, understanding, linking the past, present, and future, wisdom, peacefulness, a sense of ethics, serving others, inner motivation, and fostering unity. These dimensions can be considered essential when identifying meaningful leaders. This proposed model of leadership, with a focus on meaningfulness, can play a pivotal role in an organization by contributing to self-realization of members and ensuring the unity of purpose. In educational organizations, a meaningful leadership approach can leverage leaders' efforts by providing an intrinsic motivation source for all school members.