ethanporcaro/eric-fulltext-meta huggingface dataset:
No Need to Renew: The End of Japan&apos;s Teacher License Renewal System and the Future
Author: Chapple, Julian
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Certification,Futures (of Society),Educational Change,Educational Policy,Teacher Education

In 2007, the Japanese Ministry of Education revised the Education Law to pave the way for the introduction of a teaching license renewal system in 2009. The reform required all teachers to complete at least 30 hours of training in specially tailored university courses as a prerequisite for renewal of their teaching licenses every 10 years. In late 2021, however, the government abruptly announced it was ending the scheme in 2022 in a policy about face reminiscent of the abolition of &quot;yutori kyoiku&quot; (&quot;education without pressure&quot;) in 2007. This qualitative study aims to examine the background, outline and issues of Japan's license renewal system in order to understand the reasons for its demise and illustrate the similarities with the &quot;yutori kyoiku&quot; experiment. Drawing on interview data and reflections from the author's experiences with the system over 12 years, it looks at some of Japan's unique training opportunities and, employing examples from other countries, examines what kind of 'training' is needed moving forward. It concludes by calling for a widening of the interpretation of 'training,' and indeed, the license itself, so as to increase diversity in what is a considerably restrictive employment sector.
The Contribution of the Hidden Curriculum to Gender Inequality in Teaching and Learning Materials: Experiences from Tanzania
Author: Losioki, Bertha Erasto
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Bias,Hidden Curriculum,Equal Education,Instructional Materials,Elementary Education,Social Studies,Textbook Content,Sex Role,Sex Stereotypes,Disproportionate Representation

This study aimed to examine the contribution of the hidden curriculum to gender inequality in teaching and learning materials. Despite the efforts to have an official curriculum through school textbooks and learning materials. The hidden curriculum continued to encourage gender inequality through teaching and learning materials. The study examined the content and portrayal of males and females in primary school social studies textbooks. The study used a qualitative research approach and the documentary review method was used to gather information from books, published articles, and policy documents. The findings show that there was an improvement in addressing gender inequality in textbooks and learning materials. The findings show that the visibility and representation of females in textbooks have increased. However, gender roles were portrayed in stereotypical ideas and images that encourage gender bias. The study concluded that teaching and learning materials encourage a hidden curriculum that facilitates the underrepresentation of females and males in textbooks. Therefore, the Government in collaboration with the relevant authorities should ensure that the development of teaching and learning materials considers gender-responsive content and gender balance in role allocation. There is a need to increase awareness among reviewers and book authors on gender sensitivity in the preparation of teaching and learning materials in order to ensure adherence to gender equality principles.
Investigation of Middle School Teachers&apos; Open-Ended Question Writing Skills
Author: Ozturk, Hatice Kumandas
Date: 2023-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Questioning Techniques,Writing Skills,Foreign Countries,Grammar,Concept Formation,Outcomes of Education,Language Skills

In this study, the skills of middle school teachers to write open-ended questions that measure higher-order mental skills were examined. For this purpose, 18 middle school teachers who worked in Artvin, Turkey and volunteered to participate in the study were asked to write questions. Teachers wrote open-ended questions for a total of 4 courses (Sciences, Mathematics, Turkish, and Social Studies) in accordance with the specified outcomes. In the study designed in the document review pattern of qualitative research methods, questions were analyzed using an evaluation form. As a result of the evaluations, it was observed that teachers were more concerned with the content dimension of the outcomes while writing questions but disregarded the cognitive level of the outcome. It was also found that teachers were inadequate in terms of language and expression in all branches, showed a tendency to copy questions from a source, or could not move away from the question writing style they adopted. However, it was determined that there were especially expression errors, subject-verb agreement problems, and punctuation marks were not used correctly in the questions written.
Students&apos; and Examiners&apos; Perception of Feedback Practices Following OSCE in Uniport
Author: Alex-Hart, Balafama Abinye
Date: 2023-00-00
Type: Journal Articles
Subjects: Feedback (Response),Performance,Foreign Countries,Medical Students,Medicine,Clinical Experience

The Objective Structured Clinical Examination (OSCE) offers several opportunities for effective feedback to be given to students to improve their performance. This study aimed to evaluate the feedback practices following OSCE in the University of Port Harcourt (Uniport). This was descriptive research involving the administration of semi-structured questionnaires to examiners in the Faculty of Clinical Sciences and final year medical students in Uniport. Information sought centred on their perception of feedback practices following OSCE. Data was analysed using descriptive statistics and Chi-square. The result showed that 114 examiners participated in the study. There were 72 (63.16%) male and 42 (36.84%) female examiners with male to female ratio of 1.7:1. Ninety students participated in the study. There were 49 (54.44%) males and 41 (45.56%) females. Their mean age was 25.42±2.36. There were significant differences between the examiners and students perception of feedback practices following OSCE in Uniport in terms of whether (P=0.009) and when (P=0.0014) it is provided. Majority of the examiners (58.49%) and almost all the students (91.49%) reported that feedback resulted in improved performance. The stud y showed that about half of the students claimed that feedback is given following OSCE in Uniport. Feedback practice following OSCE in Uniport is satisfactory in some aspects and deficient in some other aspects. Incorporate quality feedback practices into the OSCE process in all medical schools will improve skills development and learning.
The Role of Wonder in Students&apos; Conception of and Learning about Evolution
Author: Sundberg, Bodil
Date: 2023-00-00
Type: Journal Articles
Subjects: Evolution,Science Education,Student Interests,Scientific Concepts,Concept Formation,Learner Engagement,Foreign Countries,Grade 7,Secondary School Students,Biology,Aesthetics,Expectation,Student Attitudes,Personality Traits

Learning about evolution can be challenging for students, as a full understanding may require them to see the world in new ways, to master a disciplinary language and to understand complex processes. Drawing on a long line of theoretically grounded arguments of philosophers and researchers for including wonder in science teaching, we report on the results of an empirical study with the primary aim of investigating the role of wonder in students' learning about evolution. The study was carried out through a formative intervention in which two researchers in science education collaborated with a seventh-grade teacher. Over a period of six weeks, 45 students participated in lessons and workshops aimed at eliciting a sense of wonder in relation to concepts that are known to impact the learning of evolution. We incorporated four 'triggers' to elicit students' wonder in the science class: &quot;aesthetic experiences,&quot; &quot;defiance of expectations,&quot; &quot;agency and awareness of a mystery within the ordinary.&quot; Logbook entries and interviews with student pairs provided empirical material for a qualitative analysis of the role of wonder in the students' meaning-making about, learning of and engagement in evolution. The results show that it is possible to design science teaching that triggers students' wonder in relation to an intended learning object. The results also reveal that the participating students described their sense of wonder in qualitatively different ways and that they still struggled to make sense of the concept of evolution after six weeks of teaching.
The Impact of Exploring Sexual Selection on Primary School Students&apos; Understanding of Evolution
Author: Sá-Pinto, Xana
Date: 2023-00-00
Type: Journal Articles
Subjects: Evolution,Elementary School Students,Elementary School Science,Science Instruction,Grade 3,Grade 4,Program Effectiveness,Sexuality,Foreign Countries,Biology,Scientific Concepts

Several researchers and scientific institutions argue that evolution should be explored from the first school years. However, few studies have analysed primary school students' understanding of evolutionary processes or evaluated the impact of educational activities on such knowledge. The available data: (1) suggest that primary school students can learn about evolution; and (2) identify differential reproduction as the key evolution concept less often used by students to make and justify evolutionary predictions. In the present study, we evaluate the impact of an educational programme on primary school students' level of understanding of evolution by sexual selection and on their ability to employ differential reproduction to propose and justify evolutionary predictions. An evaluation framework was applied to estimate primary school students' level of understanding of evolution by sexual selection in third- and fourth-grade classes, before and after the students were exposed to the educational programme. A significant increase in the level of understanding of evolution by sexual selection was observed in the target classes, but not in the control classes. This result was primarily driven by a significant increase in the students' justifications employing the concept of differential reproduction. The results suggest that activities that model and simulate biological evolution through sexual selection can contribute to primary school students' understanding of evolutionary processes
Relationships between Epistemological Beliefs and Conceptual Understanding of Evolution by Natural Selection
Author: Baytelman, Andreani
Date: 2023-00-00
Type: Journal Articles
Subjects: Grade 12,High School Seniors,Beliefs,Scientific Concepts,Evolution,High School Students,Foreign Countries,Science Education,Correlation,Concept Formation,Intervention,Inquiry,Program Effectiveness,Attitude Change,Student Attitudes

This study researches relationships between 12th-grade students' epistemological beliefs towards science and their conceptual understanding of evolution by natural selection. Forty-two 12th-grade students in a suburban high school in Cyprus, who participated in a biology course, completed measures of their: (1) epistemological beliefs towards science before the intervention of being taught evolution; (2) conceptual understanding of evolution by natural selection after evolution intervention; and (3) epistemological beliefs towards science after evolution intervention. Based on previous research, we hypothesised there would be a significant relationship between students' epistemological beliefs and their conceptual understanding of evolution by natural selection after the evolution intervention. We also hypothesised that inquiry-based intervention on evolution by natural selection would foster students' epistemological beliefs. Our results indicate that participants' initial epistemological beliefs predict very modestly and statistically non-significant learning achievements on conceptual understanding of evolution by natural selection. However, our results show a significant improvement in participants' epistemological beliefs after engagement in an inquiry-based intervention on evolution by natural selection. The educational significance of this and its implications are discussed
Evolution in the Spanish Primary Education Autonomic Curricula and Textbooks. A Geographic Analysis
Author: Ortuzar Iragorri, Mª Arritokieta
Date: 2023-00-00
Type: Journal Articles
Subjects: Evolution,Biology,Science Education,Elementary Education,Elementary School Curriculum,Scientific Concepts,Textbooks,Textbook Content,Natural Sciences,Social Sciences,Foreign Countries,Science Process Skills

Evolution by natural selection is a theory that constitutes a powerful paradigm capable of conveying the teaching-learning of multiple concepts in biology. However, it has been controversial from its formulation to the present, which also affects education. For instance, while some of the basic curricula of primary education in Europe are arranged around the concepts that are considered necessary for structuring the scientific model of evolution (i.e., Sweden), other curricula do not contemplate such concepts. The last is the case of the basic curriculum of primary education in Spain. However, in Spain, on the basis of such a curriculum, there are 17 different primary education curricula corresponding to each of the autonomous communities of the state. The objective of this work is to state a detailed geographical picture of the presence of the concepts necessary to articulate the model of evolution through the analysis of the autonomic curricula of Spain. With such an aim, words that represent such concepts (evolution, inheritance, selection, adaptation and biodiversity, etc.) have been searched for in the natural sciences and social sciences areas of the autonomous curricula of primary education. Furthermore, a search for such evolution-related concepts has also been performed in the activities of eighteen Spanish primary education textbooks on natural and social science subjects. For this purpose, two aspects were considered: characterisation and scientific skills. Both the autonomous curricula of primary education and the textbooks hold important gaps when addressing evolution. The texts include activities that prioritise basic cognitive skills over the more demanding ones associated with scientific competence.
Not by Design Alone! Modelling Practices to Identify Students&apos; Frameworks of Evolution in Real-Life Contexts
Author: Ageitos, Noa
Date: 2023-00-00
Type: Journal Articles
Subjects: Evolution,Biology,Science Education,Scientific Concepts,Student Attitudes,Entomology,Models,Foreign Countries,High School Students,Science Activities

Despite being a fundamental concept in biology, evolution continues to be one of the most challenging topics to teach in science education. Ideas of evolution emphasising anatomical or behavioural features of individuals, as opposed to the interplay between genetics and the environment, are reinforced through language and culture, making them robust and persistent in the student population at all educational levels. Model-based reasoning has been reported to be useful for students to make sense of process-based science content, combining epistemological with linguistic and value dimensions. However, there is a dearth of evidence in biology education showing how modelling can instigate epistemological maturity, specifically about issues of agency and design in evolution by natural selection. Drawing on this perspective, this study focuses on describing the nature of students' ideas while modelling the resistance developed by a population of mosquitoes in a lagoon after an insecticide is introduced. Data collection includes students' written reports and drawings, which were analysed with content and discourse analysis. The findings show that, at first, students believed adaptation to feature at will was a behavioural characteristic instigated by a pre-existing design. After modelling the process of natural selection, the explanations appeared to improve (from Lamarckian to Neo-Darwinian views), and most groups showed accurate explanations about adaptation.
Measuring Satisfaction with Distance Education: A Scale Development Study for Secondary and High School Students
Author: Zeytinli Ünal, Melike
Date: 2023-00-00
Type: Journal Articles
Subjects: Distance Education,Test Construction,Test Validity,Test Reliability,Secondary School Students,Student Satisfaction,Teacher Student Relationship,Peer Relationship,Instructional Materials,Teaching Methods,Student Attitudes,Electronic Learning,Foreign Countries,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Student Behavior

The efficiency of the distance education process can be evaluated from various aspects. One of the most important indicators in revealing the effectiveness of the distance education process is the satisfaction level of the learners. This study aimed to develop a valid and reliable satisfaction with distance education scale for secondary and high school students. In this context, first of all, the studies on distance education and student satisfaction with distance education were examined, and the appropriate items for secondary and high school students used in these studies were determined. Afterwards, a 26-item initial scale was prepared by the researchers to evaluate the satisfaction levels of the students in the distance education process. This initial scale was applied to a total of 1142 students, 691 females and 451 males, at different grade levels in secondary and high schools. 8 items were removed from the scale as a result of the exploratory and confirmatory factor analyses. The Cronbach alpha reliability coefficient of the final version of the scale was determined as 0.76. The final version of the scale consisted of 18 items and 5 dimensions: &quot;personal compliance&quot;, &quot;teacher-student and student-student interaction&quot;, &quot;materials and communication tools&quot;, &quot;teaching process&quot;, &quot;attitude towards e-lessons&quot;. It was concluded that the scale developed in this study can be considered reliable in determining the level of the satisfaction with distance education of secondary and high school students, and it is recommended to be used in future research and applications.
Printing out Loud: Perceptions of Teachers on Print Form of Modular Instruction amid COVID-19 Crisis
Author: Cahapay, Michael B.
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Teacher Attitudes,Developing Nations,Parent Participation,Foreign Countries,Teaching Methods,Learning Modules,Elementary School Teachers,Secondary School Teachers,Printed Materials

The COVID-19 crisis impaired the educational systems all over the world. Within the context of developing countries characterized by structural challenges, a remote instructional modality through low media technology is adopted to continue education amidst the virulent time. This study aimed to describe the perceptions of the teachers on the print form of modular instruction. Using parallel mixed methods research, it involved 474 teachers in the Philippines. The data were treated using descriptive statistics and thematic analysis. The converged results showed that print form of modular instruction promotes holistic parent involvement in child learning; develops independence in learning; suits learners with poor learning resources; allows flexibility for learners to work at their pace; ensures safe modality from health risks; and promotes education continuity despite pandemic. However, it raises issues on validity of learning assessment; presents difficulty in delivering abstract and practical contents; does not support retention and permanence of learning; demands lots of resources to produce materials; limits quality of teaching and learning process; and requires independent reading skill to succeed in learning. Based on these results, recommendations are offered at the end of the paper.
Generative Artificial Intelligence (AI) Powered Conversational Educational Agents: The Inevitable Paradigm Shift
Author: Bozkurt, Aras
Date: 2023-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Technology Uses in Education,Man Machine Systems,Computer Mediated Communication,Responsibility,Natural Language Processing

Generative AI, specifically ChatGPT, represents a significant technological advancement in natural language processing (NLP) large language models (LLM) with far-reaching implications in many dimensions of our lives, including education. This paper discusses the prospects of generative AI in utilizing language and its potential role as a conversational agent within the educational realm. Emulating the most advanced human technology, language, generative AI's success relies on understanding and generating human-like text. However, its comprehension is solely based on patterns and structures it learns from its training data. With the advent of AI-driven conversational agents, prompt engineering emerges as a vital form of digital literacy. The convergence of general and educational technologies necessitates preparedness for a future dominated by AI. This paper highlights the importance of vigilance and prudence in harnessing the potential of generative AI technologies, emphasizing the responsibility of humans, as creators, in mitigating any potential mishaps. In conclusion, this paper suggests that preparedness for a future dominated by AI is essential, as generative AI technologies have the potential to profoundly impact teaching and learning methods, and necessitate new ways of thinking.
Connecting Afterschool Program Quality to Social, Emotional, and Literacy Skill Development
Author: Naftzger, Neil
Date: 2023-00-00
Type: Journal Articles
Subjects: After School Programs,21st Century Skills,Social Development,Emotional Development,Literacy,Self Management,Persistence,Critical Thinking,Student Participation,Leadership,Program Effectiveness,Reading Skills,Student Characteristics,Elementary School Students,Literacy Education,Reading Fluency,Interaction,Interpersonal Competence

This descriptive study explored the relationship between sustained attendance in high-quality 21st Century Community Learning Centers (CCLC)-- funded programs and key child outcomes. The key hypothesis was that high-quality programming is associated with the development of social and emotional skills, which in turn may be related to academic skills such as literacy. The study found that growth in five social and emotional skills measured by the Survey of Academic and Youth Outcomes the teacher version (SAYO-T)--self-regulation, perseverance, critical thinking, engagement in learning, and leadership--was greater for children who were enrolled in higher-quality programs, attended more regularly, or both. In turn, growth in these skills was significantly related to improvement in the number of words children could read on the Oral Reading Fluency (ORF) test.