ethanporcaro/eric-fulltext-meta huggingface dataset:
Working in Groups on Practical Engineering Activities with Young Children
Author: Cerovac, Milorad
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,Engineering,Learning Activities,Cooperative Learning,Young Children,Problem Solving,Experiential Learning,Group Activities,Inferences,Innovation,Spatial Ability,Gender Differences,Age Differences,Self Esteem

Australia has a long-standing interest in fostering innovation capabilities to drive its future prosperity. However, it has only been in recent years that an emphasis on developing these capabilities has been formally extended into the classroom through the introduction of the Australian Curriculum Technologies. In 2017, the State Government of Victoria implemented its version of this national curriculum for the Technologies domain. For educators, this recent implementation could be considered problematic, for unlike the traditions of literacy and numeracy, methods to assist classroom teachers in diagnosing developmental indicators, for applied spatial problem-solving among children appears to be lacking in the Technologies area. Without such methods of diagnosis, it can be argued that teachers may struggle to develop appropriately targeted lessons, that demand of the student, the ability to comprehend applied spatial problem-solving, such as with hands-on engineering activities. Our research aims to investigate how a child's applied spatial inferential reasoning capabilities, vary by developmental age. To answer this question, we have adopted a two-stage process. Stage One involves a pilot study testing and refining the key research instruments. Stage Two incorporates the main study involving a larger number of participants. This paper summarises early insights from a mixed-method pilot study involving 15 students (9 boys, 6 girls) from Years 3-12. Students enrolled in this study undertook one of three hands-on problem-based engineering activities categorised as simple, complicated or complex; working in small groups of three. We noted that gender makeup of the group, and age levels of participating students appeared to be variables that impacted on organisation, communication and the solution produced. These preliminary observations assisted to refine the key indicators for observing students in preparation for the main study. Key interests in this study include the student's capacity for inference-making and abstraction with respect to spatial problem-solving. A review of the relevant literature and the need for further research in spatial reasoning is discussed.
Young Children&apos;s Representational Structures of Robots&apos; Behaviors
Author: Mioduser, David
Date: 2020-06-00
Type: Journal Articles
Subjects: Kindergarten,Robotics,Information Technology,Programming,Scientific Concepts,Behavior,Design,Foreign Countries,Student Attitudes,Concept Formation,Grade 1,Preschool Children,Elementary School Students

Despite the fact that the sophisticated technologies are a substantial component of children's everyday environment, of the space within which they act, play and learn--the world of complex technological systems (their characteristics, and the knowledge and skills involved in operating, designing and programming them) is almost ignored in the preschool and elementary school curriculum. The study reported in this paper is part of a research plan embedded in the implementation of a comprehensive curriculum aiming to support the development of technological thinking in kindergartens, including knowledge and skills in areas such as design, the artifacts in our material culture, smart artifacts and robotic systems, or programming. This particular study aimed to address young children's (aged 5-8) perception of the adaptive behavior of a robot and the representational structures (or functioning schemes) they adopt to think about how its behaviors are generated and controlled. When children think about the robot's behavior, they may adopt different perspectives that translate into different representational structures, (e.g., one-time episodic representation; a script that can became a reusable routine; a universal representation such as a rule of behavior). The findings evidence the ability of young children engaged in programming to think in terms of abstract rules and to use these for programming and designing a robot's behavior.
Scaffolding Problem Solving in Teaching and Learning the DPACE Model -- A Design Thinking Approach
Author: Govindasamy, Malliga K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Problem Solving,Models,Preservice Teachers,Preservice Teacher Education,Teacher Educators,Design,Constructivism (Learning),Foreign Countries,Computation,Thinking Skills,Learning Activities

Problem solving is a basic skill needed to function effectively in the working environment. Teachers are no exception to this professional demand. It is of utmost importance for teacher education programs to prepare pre-service teachers with this fundamental competency. The DPACE model is a preliminary effort by two teacher educators to enhance the problem-solving skills among pre-service teachers. The model was developed using the design thinking approach with reference to Vygotsky's constructivism and grounded by questions as scaffolds to facilitate internalization of knowledge that teachers need to assist them in addressing and expanding their problem-solving boundaries. The main structure of the model consists of five domains developed with reference to computational thinking concepts. Each domain consists of open-ended questions formulated according to Bloom's ordering of cognitive skills, taking pre-service teachers progressively toward better understanding of the problem and creating an efficient solution. This model was applied among 62 pre-service teachers enrolled in the TSLB3152 course at the Teacher Education Institute International Languages Campus, Kuala Lumpur, Malaysia. In total, 86.67% of the respondents reported that the DPACE model helped them in their problem-solving task and almost 78% of them scored an A grade in their coursework tasks facilitated using the DPACE model. Efforts are needed to further refine the questions and field test the model in other courses or situations with the hope that this ongoing teacher education effort will create a paradigm shift in the quest toward mastery of 21st century skills among pre-service teachers.
State Educational Agencies in an Uncertain Environment: Understanding State-Provided Networks of English Language Arts Curricular Resources
Author: Salloum, Serena J.
Date: 2020-08-17
Type: Journal Articles
Subjects: State Departments of Education,Instructional Materials,Language Arts,Common Core State Standards,Educational Legislation,Federal Aid,Federal Programs,Federal Legislation,State Standards,Secondary Education,Social Networks,Network Analysis,Curriculum Development,Educational Policy

Rapid adoption of the Common Core State Standards (CCSS), the Race to the Top (RTTT) competition, and backlash around these policies created widespread uncertainty among state educational agencies (SEAs). SEAs may have not had a clear direction about how to support standards implementation in a new context, and therefore, may have looked to their professional networks, their geographic neighbors or other highly regarded SEAs, or other sources for information and resources to guide their decisions about where to send teachers for information about standards. Drawing on institutional theory (Meyer &amp; Rowan, 1977) and isomorphism specifically (DiMaggio &amp; Powell, 1983), we posit that coercive forces (primarily due to RTTT application and CCSS status) as compared to mimetic and normative forces influenced the organizations to which SEAs turn for curriculum materials. Using Multiple Regression Quadratic Assignment Procedure and a data set of over 2,000 state-provided resources for secondary English Language Arts teachers from all 50 states and Washington, D.C., we indeed found that coercive forces had a relationship with shared organizational ties, demonstrating that RTTT application and CCSS adoption influenced resource provision.
An Analytic Study on Constructional Relationship of Intrapersonal Factors Fostering Innovation Competency: From Taiwanese Students&apos; Perspective
Author: Hsiao, Wei-Ting
Date: 2019-00-00
Type: Journal Articles
Subjects: Innovation,Student Attitudes,Design,Correlation,College Students,Professionalism,Foreign Countries,Interdisciplinary Approach,Interpersonal Competence,Teamwork,Context Effect,Student Characteristics,Young Adults

The objective of this study was to determine the relationship among some intrapersonal factors including individual professional competency, interdisplinary ability, social skills, and team cohesion. Results showed that each of these factors could influence the innovation competency of students enrolled in design programs. To scrutinize effects of these factors on innovation competency, this study examined their correlations with innovation competency and their internal structure in order to comprehensively understand influential processes and paths for innovation competency enhancement in design education. The validated questionnaire was delivered to 296 students enrolled in design programs of universities in Taiwan. SPSS 18.0 and AMOS statistics were used to analyze collected data. To address research questions of this study, t-test, one-way analysis of variance (ANOVA), Pearson correlation analysis, Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM) were performed. The following crucial conclusions were reached: (1) Students enrolled in design programs generally possessed high levels of professional competency, interdisplinary ability, social skills capability, team cohesion, thinking style, and innovation competency; (2) There were significant and positive relationships among these factors. This implies that these intrapersonal factors are highly relied on each other because they co-exist and interact with each other. Thus, any change in one factor would create chain effects; and (3) These highly correlated intrapersonal factors can be developed in real environment through understanding their interactive, hierarchical, and consecutive processes rather than through focusing on effects of a single factor. These conclusions could provide several suggestions for professionals, managers, and, more importantly, school educators in relevant fields. Two suggestions are provided for future high quality and comprehensive research to further understand and improve strategies needed for design education.
Comparison of Misconceptions about Human Digestive System of Turkish, Albanian and Bosnian 12th Grade High School Students
Author: Çuçin, Arzu
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Misconceptions,Knowledge Level,Human Body,Anatomy,Biology,Physiology,Freehand Drawing,High School Students,Grade 12

Information that is different from scientific knowledge, consistent and resistant to change, can be expressed as misconceptions. Misconceptions are one of the critical factors that prevent students from understanding in Biology education. This study was conducted in Kosovo with high school 12th-grade students of three different ethnic origins. It is aimed to determine the misconceptions that students have about &quot;Digestive System in Human&quot; comparatively. The study was carried out with 150 12th grade students in Kosovo in the 2016/2017 academic year. The research was carried out with qualitative research techniques as a data collection tool consisting of student drawings and explanations, and true/false items used. A descriptive analysis made. The findings showed that the students had many misconceptions about the human digestive system. Some Turkish students have drawn the digestive system with the kidney and intestine compared to other ethnic groups. Albanian and Bosnian students generally draw the digestive system after the stomach for separate solids for liquids. This misconception may be related to the concept of image (prima de perception) (Bachelard, 1938). Also, cultural misconceptions stemming from language encountered. Bosnian students use the concept of &quot;boiling&quot; instead of &quot;digestion&quot;.
Teaching Challenges and Perceptions on STEM Implementation for Schools in Saudi Arabia
Author: Madani, Rehaf Anas
Date: 2020-00-00
Type: Journal Articles
Subjects: Barriers,Teacher Attitudes,STEM Education,Curriculum Implementation,Foreign Countries,Mathematics Teachers,Science Teachers,Educational Change,Readiness,Observation,Teaching Methods

STEM education has become one of the most rapidly growing sectors in educational reform all over the world. Whilst the program has been successfully implemented in most countries, unfortunately it has not been introduced as successfully in Saudi Arabia on account of lack of clarity of the general description of the meaning of STEM and its purpose and framework of application. In 2009, the Ministry of Education (MOE) introduced a new mathematics and science curriculum, in collaboration with Obeikan Research Development Company, as an adapted series of science and mathematics textbooks produced by an American publishing company McGraw Hill. The adapted curricula attempt to make meaningful connection between student's lives and their educational experiences through the implementation of new teaching practices which include student-centred investigation strategies and problem-based learning. The study was limited to Jeddah, Saudi Arabia and used the interviews of high school mathematics and science teachers and class observational methods as a means of qualitative research in order to address the following research questions: (1) What are the major aspects of the new mathematics and science curricula that serve as a means of the implementation of STEM education in Saudi Arabia? (2) What are the perceptions of teachers on the implementation of the newly adapted science and mathematics curricula? and (3) How are the newly adapted mathematics and science curricula delivered in the classrooms as form of STEM education? Results revealed that even though there is haziness in mathematics and science teachers on the actual meaning of the concept of STEM education and its practice, the new teaching strategies that are required by the MOE for the successful implementation of the adjusted curricula, were found to be equivalent to teaching practices that have been proven effective in the implementation of STEM education.
Migration and Integration in Germany -- A Multi- and Transcultural, Critical Experiential Learning Approach toward 21st Century Global Civic Skills
Author: Hirschauer, Sabine
Date: 2019-00-00
Type: Journal Articles
Subjects: Immigrants,Social Integration,Refugees,Study Abroad,Experiential Learning,Social Justice,Foreign Countries,Grounded Theory,Political Issues,Social Problems,Service Learning,Acculturation,College Students,Program Descriptions,Nongovernmental Organizations,Futures (of Society),Global Approach,Citizen Participation,21st Century Skills,Student Attitudes

This two-year quantitative study analyzes students' experiences during migration experiential learning study-abroad programs in 2017 and 2018 in Munich, Germany. U.S. students worked with German refugee organizations to gain a more comprehensive understanding about the political, social, and cultural complexity of Europe's current migration debate. Grounded-theory-based, this study's inferences expand on Dan Butin's innovative 2015 practice-to-theory critical service-learning approach toward multi- and transcultural adaptability, balanced reciprocity, and social justice.
Subversive Service Learning: Shifting the Locus of the Problem
Author: Doerr, Neriko Musha
Date: 2019-00-00
Type: Journal Articles
Subjects: Service Learning,Critical Theory,Social Change,Social Justice,Disproportionate Representation,Social Values,Indigenous Populations,American Indians,Student Projects,Social Problems,College Instruction,College Students

This article introduces subversive service learning, a new type of critical service learning that shifts the locus of the &quot;problem&quot; from the marginalized group to the mainstream society, subverting both mainstream perspectives and the deficit model of a community being &quot;helped.&quot; Inspired by Whiteness studies, it pursues social change through service learning. This article illustrates how this subversive service learning works in three cases from the author's college 200-level class in Fall 2016.
Wielding Social Media in the Cyber-Arena: Globalism, Nationalism, and Civic Education
Author: White, Charles S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Media,Global Approach,Nationalism,Citizenship Education,Technology Uses in Education,Internet,Deception,Information Literacy,Democracy,Immigration,Government Role,Racial Discrimination,Political Attitudes,Media Literacy

Information technology is a tool, and its effects on global citizenship education (GCED) depend on who uses the technology, how it is employed, and for what purpose. In theory, technology use &quot;could&quot; provide significant benefits toward achievement of GCED goals. Globalization has demanded an educational response -- to prepare the young for productive engagement with the emerging global community. Technology &quot;could&quot; play a positive role in effective GCED. But globalization has come at a cost; it has produced winners and losers. Among the losers are those economically displaced as manufacturing jobs move elsewhere; they are resentful of foreigner and fearful of an uncertain future. For them, global citizenship is anathema. They are susceptible to manipulation by malign forces eager to exploit any perceived rifts in the postwar world order. For them, technology is a weapon, as easily aimed at the aspirations of GCED as another apparent enemy. Identifying how technology can be employed positively in GCED is important, but not enough. Young people must also understand the conflict between globalization and alt-right nationalist populism, much of it carried out in the cyber-arena of the Internet and social media. New technologies have armed adversaries with tools to manipulate opinion and foment disorder, undermining global citizenship education and Western democracies in general. Young people should be able to recognize the gladiatorial combat between globalization and nationalist populism --between democracy and authoritarianism -- in the cyber-arena. This article explores how technology is a double-edged sword -- a tool for good and a tool for mischief. It draws from current research and news reporting on methods and effects of online manipulation. The article concludes by describing international efforts to defend against social media assaults on democracy and by identifying the new knowledge and skills citizens must acquire for positive civic engagement in the global cyber-arena.
Towards Building Academic Entrepreneurial Programs at Saudi Universities: Predicting Future Jobs in Light of the NEOM Project
Author: Alghamdi, Ghadi O.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Entrepreneurship,Universities,Emerging Occupations,Futures (of Society),Expertise,Technological Advancement

The purpose of the current study was to examine the type and form of future jobs, in light of the modern technological trends of the NEOM project. To achieve its objectives, the study utilized descriptive statistics with the Delphi method. The researchers convened a sample of ten experts in the fields of Science and Technology, Human Resources Planning, and Educational Administration and Planning, who participated in three scientific rounds. The findings from these rounds provide a suggested model for future jobs in the Kingdom of Saudi Arabia, in light of the modern technological trends of the NEOM project. This proposed model consists of twenty types of future jobs expected to achieve high degrees of importance over the next decade. Examining the study hypothesis yielded no statistically significant differences at the level ([alpha] [greater than or equal to] 0.05) between the second and third scientific-round averages, confirming the stability of the experts' responses and their approval of this list of future jobs. The study recommends directing Saudi universities to develop academic programs to meet the needs of the NEOM project in the disciplines of Mechatronics Engineering, Using Technology in Surgery, and Software Engineering. Building academic programs with specific learning outcomes will ensure that graduates can acquire the necessary entrepreneurial skills, especially in disciplines such as Computerized Quantity Encrypted Engineering, Virtual Reality Technologies Design, and Three-Dimensional Printing Specialization. These programs will reduce acceptance of traditional academic programs that do not match the future requirements of the labor market, the Saudi 2030 Vision initiatives, and projects such as the NEOM project. The benefit from seats in more closely related programs will include the development of all programs in various universities and colleges to be entrepreneurial, supporting the new and expected technical trends in the labor market and all promising sectors of investment, such as the NEOM project.
Local Instruction Theories at the University Level: An Example in a Linear Algebra Course
Author: Cárcamo, Andrea
Date: 2019-00-00
Type: Journal Articles
Subjects: Algebra,Instructional Design,Learning Theories,Mathematical Concepts,College Freshmen,Engineering Education,Concept Teaching,Foreign Countries,Mathematical Models

In order to promote the design of innovative instructional activities at the Linear Algebra, we perform a design-based research project to explore how to teach Linear Algebra at the university level. In this article, we present the results of three cycles of a teaching experiment that we carried out to design, try out, and improve a local instruction theory (LIT) on the teaching of the concepts of spanning set and span in Linear Algebra with first-year engineering students. In a retrospective analysis, we looked for patterns in the data set of all the experiments, and we identified key learning moment of the students. Based on these patterns, we formulated a LIT to support the construction of the concepts of spanning set and span.
Bard College: An Ecosystem of Engagement
Author: Becker, Jonathan
Date: 2019-00-00
Type: Journal Articles
Subjects: Private Colleges,School Community Relationship,Civics,Liberal Arts,Institutional Mission,Partnerships in Education,International Cooperation,International Education,Ecology,Student Participation

Despite its moderate size and rural location, Bard's civic engagement efforts resonate locally, nationally, and internationally, and have significant public policy impacts. Bard has achieved success by making engagement central to its institutional mission, viewing liberal arts and sciences education as both a means and an end of civic engagement efforts, and forging an &quot;ecosystem of engagement&quot; that encourages organizational engineers, links student-led and institutional initiatives, and unites a network of partners across the globe.
The Relationship between Perceived Institutional Support and Student Experience for Employer Selection, Employee Persistence, and Career Path among Community-Engaged Faculty and Staff Members
Author: Lewing, James Morgan
Date: 2019-00-00
Type: Journal Articles
Subjects: Faculty College Relationship,College Faculty,Decision Making,Service Learning,Correlation,School Community Relationship,Student Experience,Undergraduate Students,Career Development,Employment,Faculty Recruitment,Persistence,Personnel Selection,Citizen Participation

The purpose of this cross-sectional study was to explore the potential relationship between the employment decisions of faculty and staff members who participate in community engagement and their perceptions of organizational support for community engagement. Findings indicated that perceptions of organizational support can influence employment decisions, especially for individuals who participated in community engagement activities as students.