ethanporcaro/eric-fulltext-meta huggingface dataset:
Social Invisibility and Socio Cultural Construction of Gender in Historical Narratives of Chilean High School Students
Author: Ortega-Sánchez, Delfín
Date: 2021-00-00
Type: Journal Articles
Subjects: Gender Differences,High School Students,Discourse Analysis,Student Attitudes,Inclusion,Personal Narratives,Content Analysis,Sex Stereotypes,History Instruction,Teaching Methods,Foreign Countries,Case Studies,Socioeconomic Status,Females,Politics,Authoritarianism,Social Systems,Public Officials,Presidents

This research seeks to evaluate the degree of inclusion of the gender perspective and the promotion of education in and for equality in the historical narratives of students in Chilean Secondary Education (n = 105). The study focuses on the analysis of the discursive-narrative mechanisms employed by the students and, in particular, of their representations of gender relations. To this end, the place given to men and women in past and present societies is analysed in the narratives generated by the students (n = 780). A mixed methodology is applied, combining quantitative (descriptive and inferential) and qualitative analyses of the manifest content. The results obtained report the persistence of stereotypical, exclusionary and androcentric perspectives, evidenced in hegemonic gender attributions and in the maintenance of the sex/gender system. These data confirm the need to implement specific teacher training programmes aimed at the acquisition of critical competences and the effective inclusion of the gender perspective in history education.
Enhancing Analytical Thinking in Tertiary Students Using Debates
Author: Spaska, Anastasiya M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Evaluative Thinking,Problem Solving,Decision Making,Thinking Skills,Skill Development,Debate,Persuasive Discourse,Instructional Effectiveness,Economics Education,Undergraduate Students,Positive Attitudes,Learner Engagement,Foreign Countries

The purpose of the study was to identify how debates effected the analytical thinking abilities of tertiary students and how the debates as an instructional approach were perceived by the students. The study used quantitative data collection methods such as tests and observation checklists and qualitative data collection methods such as a focus group discussion. The data was yielded from the measurements of students' analytical thinking, critical thinking, problem-solving skills, and decision-making skills. The pretest and posttest measurements were administered using the test of analytical skills, the quiz entitled &quot;Get Ready to Test Your Analytical Skills!&quot;, and the problem-solving test. The study found that the debates improve the students' analytical thinking abilities and are perceived positively by them. The pretest and posttest measurements results, observation reports, and a focus group discussion showed that the debate-driven instructional model brought positive change to students' analytical thinking, critical thinking, problem-solving skills, and decision-making skills which are supported by the statistically significant Mean differences in all the variables. The findings from observations implied that the lessons were organised in a way that could sufficiently challenge the students, engage them in the search of information, and presenting their findings based on the facts and statistics. The results obtained from the students' responses in the outline focus group discussion found that the students appreciated participation in the debates as they associated the experience with job benefits, the practical value of the debates, learning engagement, and research.
Ethics of Communication as an Important Component of Teacher Self-Branding in the Settings of the Digital Environment
Author: Trybulkevych, Kateryna H.
Date: 2021-00-00
Type: Journal Articles
Subjects: Ethics,Self Concept,Teacher Supervision,Information Technology,Check Lists,Decision Making,Advisory Committees,Intervention,Work Environment,Internet,Teacher Attitudes,Self Evaluation (Individuals),Professional Identity,Story Telling,Competition,Teacher Responsibility,Teacher Student Relationship,Foreign Countries,Professionalism,Computer Mediated Communication

The purpose of the study was to identify how the Personal Branding Marathon with the involvement of the Ethics Supervisory Committee could influence the teacher self-branding in the settings of the digital environment if the ethics of communication is given paramount importance. The study used qualitative and quantitative methods such as a semi-structured in-depth interview, a self-assessment checklist, and an expert assessment checklist. The Triangular Assessment Method was used to obtain participants' judgments about the importance of every specified component of the self-branding viewed from their perspective in terms of implementation. The yielded data were processed using the IBM SPSS Statistics 25.0.0.1. Software. The novelty of the study lies in the way the teacher self-branding was organised and delivered. The Marathon created a community of individuals with similar needs and the environment facilitated and assisted by the experts to put the teachers in the 'point of no return' situation. The Marathon with the involvement of the Ethics Supervisory Committee was found to positively influence the teacher self-branding in the settings of the digital environment if the ethics of communication is given paramount importance. The intervention raised the teachers' awareness of self-branding, enhanced/upgraded the tools and strategies of self-branding, and improved their communication and communication ethics, particularly. The teachers became more professionally advantaged, self-efficient, and confident as individuals. The intervention was found to help the teachers built-up a strong self-brand on the Internet and at the workplace. They also improved their communication skills in terms of ethics as the participants were assisted by the communication expert.
Exploring ELT Students&apos; Professional Identity Formation through the Perspectives of Critical Incidents
Author: Senel, Müfit
Date: 2021-00-00
Type: Journal Articles
Subjects: Professional Identity,Second Language Learning,Second Language Instruction,English (Second Language),Critical Incidents Method,Practicums,Student Attitudes,Foreign Countries,Language Teachers,Teacher Education Programs,High School Teachers,Teaching Methods,Classroom Techniques

This study aims at exploring the professional identities of six ELT students through the lens of critical incidents. For the sake of this aim, six ELT students took part in this research at an Anatolian High School in 2018-2019 spring semester. The teaching practicum process was conducted from April to mid of May 2019, once a week over six-week practicum. The main data collection of this study was the Critical Incident Questionnaire (CIQ). Additionally, two questions were asked to the participants to evaluate their actual and designated professional identities. The first question was answered before the practicum and the second one was answered at the end of the practicum process. The results showed that some internal and external factors influenced their professional identity. Additionally, it was found that critical incidents could be used to spot the changes in the participants' professional identity formation processes. Results of the study indicated that not only negative but also some positive critical incidents contributed to the participants' professional identity formation. As a result of the encountered incidents that influenced their formation of identities, it was observed that the actual identities of four students changed from positive to negative at the end of the process. Correspondingly, the findings of this study put forward that how the participants explored their identity formation process through the critical incidents.
University Students&apos; Perceptions toward the Use of an Online Student Response System in Game-Based Learning Experiences with Mobile Technology
Author: Perera, Víctor H.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Satisfaction,Student Motivation,Undergraduate Students,Preservice Teachers,Late Adolescents,Primary Education,Electronic Learning,Audience Response Systems,Technology Integration,Educational Technology,Teaching Methods,Learning Processes,Teacher Student Relationship,Foreign Countries

The progressive integration of mobile technology in the classroom is generating new scenarios to innovate teaching methods. The aim of this study was to analyse the perceptions of university students toward the use of Socrative and its implications in gamified learning situations. This is a descriptive-survey investigation, complemented with content analysis techniques. The data were collected using a questionnaire designed ad hoc by Quiroga-Estévez et al. and structured interviews. The sample consisted of undergraduate students (n=472) of the degree of Primary Education from the Faculty of Education Sciences of a Spanish university. The results show significant changes in the learning process of the students, in social relations and in the teaching methodology.
Model of Holistic Education-Based Boarding School: A Case Study at Senior High School
Author: Rianawaty, Ida
Date: 2021-00-00
Type: Journal Articles
Subjects: Holistic Approach,Boarding Schools,High School Students,Student Development,School Culture,Academic Achievement,Leadership Training,Entrepreneurship,Extracurricular Activities,Environmental Education,Scholarships,Program Implementation,Program Effectiveness,Teacher Attitudes,Administrator Attitudes,Principals,Barriers,Foreign Countries

This study aims to analyze the implementation of holistic education and determining its supporting and hindering factors at a boarding high school in Malang, Indonesia. The method of this research is qualitative descriptive with a case study approach in the State Senior High School 10 Malang, Indonesia. The data collection technique was done through interviews and observations. The data analysis employed data reduction, data presentation, and conclusions making. The results showed that holistic education in the State Senior High School 10 Malang included the academic, leadership program, extracurricular, youth entrepreneurship, and environment caring programs. The supporting factors of the holistic education were curriculum, professional teachers, principal leadership, learning process, facilities and infrastructure, school management, three educational centers, and school culture. Meanwhile, the inhibiting factors included the low number of boarding teachers and the high operational costs. The results suggest that all schools should provide equal access to qualified education services to the whole nation through holistic education programs to produce intelligent and competitive students.
Enhancing Scientific Discovery Learning by Just-in-Time Prompts in a Simulation-Assisted Inquiry Environment
Author: Hajian, Shiva
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Instruction,Instructional Effectiveness,Physics,Scientific Concepts,Web Based Instruction,Computer Simulation,Prompting,Guidance,Active Learning,Inquiry,Undergraduate Students,Discovery Learning,Foreign Countries

We investigated the effects of just-in-time guidance at various stages of inquiry learning by novice learners. Thirteen participants, randomly assigned to an intervention (n = 8) or control (n = 5) group, were observed as they learned about DC electric circuits using a web-based simulation. Just-in-time instructional prompts to observe, predict, explain, systematically test, collect evidence, and generate rules were strongly associated with diagnosing and correcting misconceptions, and constructing correct scientific concepts. Students' repeated use of predictions, systematic testing, and evidence-coordinated reasoning often led to formulating new principles, generalizing from observed patterns, verifying comprehension, and experiencing &quot;Aha!&quot; moments. Justin-time prompts helped learners manage embedded cognitive challenges in inquiry tasks, achieve a comprehensive understanding of the model represented in the simulation, and show significantly higher knowledge gain. Just-in-time prompts also promoted rejection of incorrect models of inquiry and construction of robust scientific mental models. The results suggest ways of customizing guidance to promote scientific learning within simulation environments.
Exploring Students&apos; Learning Strategies and Self-Regulated Learning in Solving Mathematical Higher-Order Thinking Problems
Author: Ansari, Bansu Irianto
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Strategies,Self Management,Problem Solving,Mathematics Activities,Thinking Skills,Foreign Countries,High School Students,Grade 10,Metacognition,Misconceptions

Considering the low achievement of Indonesian students in international studies (PISA), which measures Higher-Order Thinking Skill (HOTS) in solving the problem, improving the quality of mathematics learning in Indonesia is very important. The purpose of this research was conducted to explore the variations in students' learning strategies and students' Self-Regulated Learning (SRL) in solving mathematical HOT problems. The study employed a mixed-method, namely quantitative and qualitative methods were applied through five tests and seven interviews for over eight weeks. Two types of instruments were employed in this study, and they include tests and interviews. At the initial stage, we randomly selected 30 students from all those in grade 10 (Senior High School ), after which 12 were chosen purposively after the pre-test for an interview, having satisfied all complete group, middle group, and lower group. All of them were treated using metacognitive questions. Data analysis techniques used were percentage, data reduction, presentation, and conclusion. The quantitative results showed the students could generally use orientation, organization, and elaboration learning strategies as observed with 68.3%, 60%, and 56.7% for complete, middle, and lower groups. Moreover, the students were also observed to have conducted three cognitive processes in selecting the rules for solving the mathematical HOT problem, namely using models and drawing, written texts, and combining both. Furthermore, their final solution failures were affected by their misconceptions and errors in creating the mathematical model. The interview results on designing the learning procedures, monitoring the progress, and evaluating the outcomes, show that the students' SRL level is good for complete (89.3%), middle (75%), and lower groups (60.7%).
Is Peer Instruction in Primary School Feasible?: The Case Study in Slovenia
Author: Pavlin, Jerneja
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Peer Teaching,Teaching Methods,Elementary School Students,Grade 4,Science Instruction,Instructional Effectiveness,Student Attitudes,Elementary School Science,Misconceptions,Scientific Concepts,Concept Formation,Cooperative Learning

An evidence-based, interactive teaching method peer instruction (PI) is promoted to support effectiveness over more commonly used teaching methods. Usually it is proposed for the university and upper secondary school. The research reports on the implementation of the PI approach in teaching subject Science and Technology (S&amp;T) in the 4th grade of primary school. The aim of this research was to verify the feasibility of this approach for much younger students in primary school by evaluating the students' progress in the subject S&amp;T, identifying the differences in individual progress in relation to students' general learning success, and determining students' opinions about the approach and where no desired progress has been made. In a selected Slovenian primary school, a classroom with 26 students (age 9-10) was included in the study and 5 different content areas (Earth's motion, Matter, Magnetism, Forces and motion, and Electricity) were taught using this PI approach. Results show that students made progress in all content areas and no differences were identified in the progress of individual students in terms of general learning success. Students were satisfied with the approach, although more than half of them found the multiple-choice questions as too difficult. Although the PI approach is successful, teachers must be aware that some persistent and widespread misunderstandings may still remain and require additional intervention.
Lecturers&apos; Aptitudes, Attitudes and Professional Development in Higher Education at University of Cuenca
Author: Pacheco, Guillermo
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Faculty Development,Teacher Attitudes,Aptitude,Self Efficacy,Competence,Nontenured Faculty,Tenure,Student Attitudes,Graduate Students,Undergraduate Students,Majors (Students),Publish or Perish Issue,Public Colleges,Teacher Effectiveness,Foreign Countries

Continuous changes in social demand and development provide an acute and continuous pressure on universities. The question is whether higher education institutions (HEI) in Ecuador deliver graduates with the competences to provide timely economic, ecological, and sustainable solutions. Additionally, HEIs should prepare graduates to find employment in a society characterized by greater uncertainty, extensive use of information technology, speed, risk, complexity and interdisciplinary work. To face this challenge, universities need lecturers to possess a mix of aptitudes, attitudes, and professional development in teaching, research, and services. Unfortunately, knowledge is sparse about the readiness of their pupils to function effectively in a rapidly changing and increasingly globalized environment. Accordingly, this study uses an explanatory sequential mixed-methods approach to explore the impact of lecturers' aptitudes, attitudes, and professional development on teaching and student learning at the University of Cuenca. Lecturers' perceptions about their aptitudes and their attitudes are higher than the students' perceptions. Faculty representatives believe that untenured lecturers have a better attitude and aptitude than the tenured lecturers. A third part of lecturers have achieved one of the required criteria in research development. Students from biological sciences are more satisfied with their lecturers and the competence development that they receive than the students from social sciences or engineering. Understanding the likely implication of the variables, aptitudes, attitudes and professional development, on the quality of teaching and learning is fundamental for the design and carrying out of educational reforms.
Project-Based Assessment in Teaching Intercultural Communication Competence for Foreign Language Students in Higher Education: A Case Study
Author: Nguyen, Hong-Thu Thi
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Projects,Active Learning,Student Evaluation,Intercultural Communication,Communicative Competence (Languages),College Students,English (Second Language),Second Language Learning,Foreign Countries,Problem Solving,Critical Thinking,Student Motivation,Student Attitudes

As a part of learning process, project-based assessment (PBA) is determined to be a potential approach in higher education evaluation that focuses on developing the important objectives related to critical thinking, team working and problems solving skills. The aim of the paper is to find out students' reflection and teachers' beliefs towards using this project-based assessment method in teaching Intercultural Communication Competence (ICC). To collect the data, a project-based assessment design was applied for 124 English major students at B University in the 9 weeks ICC course. This project was implemented from the beginning of the course, and at the end of the course, learners' products were performed with specific activities regarding culture knowledge competition, online cultural community activities, talent performance, situational judgment ability, and eloquence skills. In addition, a set of questionnaires were delivered to the participants, plus the interviews with 36 teachers who have taught culture-related subjects from the universities in Vietnam, Thailand and Malaysia. The findings revealed that although there were certain challenges, using project-based assessment in teaching culture had satisfactory effects on students' intercultural competence, problem- solving skills, critical thinking, and learning motivation.
Implementation of Four-Tier Multiple-Choice Instruments Based on the Partial Credit Model in Evaluating Students&apos; Learning Progress
Author: Laliyo, Lukman Abdul Rauf
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Processes,Multiple Choice Tests,Models,Test Items,Test Validity,Summative Evaluation,Item Analysis,Academic Ability,Science Tests,Physics,Epistemology,Learning Strategies,Scientific Concepts,Scores

One of the issues that hinder the students' learning progress is the inability to construct an epistemological explanation of a scientific phenomenon. Four-tier multiple-choice (hereinafter, 4TMC) instrument and Partial-Credit Model were employed to elaborate on the diagnosis process of the aforementioned problem. This study was to develop and implement the four-tier multiple-choice instrument with Partial-Credit Model to evaluate students' learning progress in explaining the conceptual change of state of matter. This research applied a development research referring to the test development model by Wilson. The data were obtained through development and validation techniques on 20 4TMC items tested to 427 students. On each item, the study applied diagnostic-summative assessment and certainty response index. The students' conceptual understanding level was categorized based on the combination of their answer choices; the measurement generated Partial-Credit Model for 1 parameter logistic (IPL) data. Analysis of differences was based on the student level class using Analysis of Variants (One-way ANOVA). This study resulted in 20 valid and reliable 4TMC instruments. The result revealed that the integration of 4TMC test and Partial-Credit Model was effective to be treated as the instrument to measure students' learning progress. One-way ANOVA test indicated the differences among the students' competence based on the academic level. On top of that, it was discovered that low-ability students showed slow progress due to the lack of knowledge as well as a misconception in explaining the Concept of Change of State of Matter. All in all, the research regarded that the diagnostic information was necessary for teachers in prospective development of learning strategies and evaluation of science learning.