ethanporcaro/eric-fulltext-meta huggingface dataset:
A Meta-Analysis of the Effects of Arduino-Based Education in Korean Primary and Secondary Schools in Engineering Education
Author: Lee, Eunsang
Date: 2020-00-00
Type: Journal Articles
Subjects: Meta Analysis,Elementary Secondary Education,Engineering Education,Effect Size,Foreign Countries,Teaching Methods,Periodicals,Doctoral Dissertations,Gifted,Programming Languages,Computer Peripherals,Computer Software,Instructional Effectiveness

The Arduino microcontroller enables ordinary people to perform professional tasks that only traditional engineering professionals could perform. Recently, several educational cases have been applied to primary and secondary schools, which is a desirable attempt to popularize engineering education. This study meta-analyzed the effects of Arduino-based education in primary and secondary schools in Korea from the perspective of engineering education. Accordingly, 16 academic journals and dissertations were selected that verified educational effects by Arduino-based education to primary and secondary students in Korea, and 31 effect sizes were confirmed. According to the results of this study, the overall average effect size was 0.656, which confirmed that Arduino-based education had a positive educational effect. Furthermore, this study calculated the effect size as measured by categorical and continuous variables such as school level, the inclusion of curriculum, giftedness, publication status, the programming language used, publication year, number of sessions, and number of students. Implications were suggested from the perspective of engineering education. This study is meaningful because it suggests the application of Arduino to primary and secondary schools in engineering education by confirming the positive educational effect of Arduino-based education.
Investigating Work-Based Learning Influences, Outcomes and Sustainability: A Conceptual Model
Author: Finn, Frances Louise
Date: 2020-00-00
Type: Journal Articles
Subjects: Graduate Students,Nursing Students,Nursing Education,Work Experience Programs,Models,Outcomes of Education,Transformative Learning,Communities of Practice,Case Studies,Work Environment,Social Theories,Foreign Countries

Due to policy changes across Europe, work-based learning pedagogies are on the increase in Higher Education programmes. This paper discusses the development of a theoretical framework and conceptual model used to underpin an investigation of work-based learning in postgraduate nurse education. An original conceptual model for analyzing the influences and outcomes of work-based learning and studying these concerns from a social learning theory perspective is presented. The model is based on the assumption that individuals learn within and across communities of practice, yet also recognizes the duality of individual and social contributions required for successful work-based learning. The research aimed to explore how different cultural tools and processes, in addition to social and personal contributions, influenced and sustained outcomes during and following work-based learning. A qualitative case study was employed to investigate the experiences and perceptions of WBL students and those in support roles, using interviews and documentary analysis. Four main categories of data emerged from the thematic analysis: navigating workplace cultures and contexts; learning within and across practices; practitioner trajectories and transformations; and practice transformations. The findings support the conceptual model proposed in this paper as a means of investigating, understanding and promoting discourse concerning the interrelated influences and outcomes of WBL in differing contexts.
The Mobility of Education Policy in the 21st Century: Lessons from Other Fields
Author: Ruby, Alan
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Policy,Policy Formation,Technology Transfer,Public Policy

This paper seeks to connect the work on policy mobility in education and that in other fields through a review of literature. Drawing on material from political science, international relations, geography, and economic and social development, it discusses different forms of policy mobility like traveling policies, policy borrowing, and silent borrowing. It concludes that policy transfer is a more dynamic process than the bounded cyclical and linear models often used in education policy debates.
Change in Knowledge and Awareness in Teacher Education on Satoyama Environmental Learning: Through a Blend of Learning Spaces, Methods and Media
Author: Miyaji, Isao
Date: 2020-00-00
Type: Journal Articles
Subjects: Environmental Education,Natural Resources,Undergraduate Students,Educational Technology,Blended Learning,Inquiry,Experiential Learning,Knowledge Level,Vocabulary,Self Efficacy,Ability,Self Concept,Foreign Countries

Lessons on Satoyama environmental education were held for undergraduate students who are training to be educators. The lessons blend inquiry-based learning through research using ICT tools and experiential learning in a complementary manner. Students learn about the underlying concepts about the environment from a global perspective through inquiry-based learning; experiential learning can encourage students to get involved with the environment at the local level and also develop abilities and skills to conduct classes in environmental education. This paper investigated how the lessons influenced the students in these areas: knowledge of technical terms related to Satoyama environmental education, students' confidence and desire to engage in environmental education, and how awareness of their own abilities were improved through the lessons. To understand the impact of the lessons quantitatively, survey contents of the subjective awareness etc. were printed on A4 paper medium and were distributed. The medium were collected after filling them during class. The data are analyzed using Wilcoxon signed-rank test, Wilcoxon rank sum test, and cluster analysis. As a result, overall recognition of technical terms increases on post-survey. There is an increase in the mean score for all items on confidence and desire to engage in environmental education. For the awareness on abilities, students feel that their abilities increased overall across all items.
Let&apos;s Go Girls!: Evaluating the Effectiveness of Tutoring and Scholarships on Primary School Girls&apos; Attendance and Academic Performance in the Democratic Republic of the Congo (DRC)
Author: Randall, Jennifer
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Literacy,Numeracy,Scholarships,Tutoring,Faculty Development,Elementary School Students,Elementary School Teachers,Reading Achievement,Mathematics Achievement,Women Faculty,Student Attitudes,Program Effectiveness,Enrollment Trends,Equal Education,Gender Bias,Intervention

The Democratic Republic of the Congo continues to balance a commitment to education in general, and girls' education more specifically, and additional challenges brought about through cyclical conflict. The Valorisation de la Scholarisation de la Fille project aimed to improve literacy and numeracy by providing scholarships, tutoring, and comprehensive professional development for teachers. Using a randomized control design (RCT), we tracked both the achievement and attendance outcomes of these girls over a period of three years. Several factors positively influenced student growth in reading and mathematics, including the proportion of female teachers in the school, girls' perceptions of the school environment, receipt of a scholarship, and tutoring (math only). Household survey data suggest that the project minimized/reduced an already existing gap between enrollment in school for control and intervention communities; and school data suggest increased enrollment for girls in upper primary school. The findings suggest that programs designed to provide increased access to education may be the most successful in improving outcomes for students.
Framing Undergraduate Perspectives on Experiential Learning within Soka Education Theory
Author: Sherman, Paul
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Experiential Learning,Values Education,Social Values,Educational Theories,College Faculty,Value Judgment,Student Satisfaction,Student Development,Transformative Learning,Well Being,Foreign Countries

This article reports findings on two studies that explored undergraduate perspectives of experiential learning as a pedagogy that can produce impactful outcomes that align with Makiguchi's concept of Soka (value-creating) education. The twin studies examined perspectives of undergraduate faculty and students by investigating how experiential learning is viewed in terms of its impact on students' sense of happiness and satisfaction, acquired knowledge and skills, and potential for positively contributing to societal welfare. The article addresses how experiential learning provides critical opportunities for students to create value for making significant impact on the wellbeing of both the students and the wider society. Ten instructors and twelve students from a small university in Toronto, Canada, answered a series of identical questions in confidential semi-structured interviews. The data were analyzed for themes related to Makiguchi's values of beauty, gain, and good. A key finding from the analysis suggests that instructors and students agree on the primary importance that experiential learning holds for the value of personal gain (among other things knowledge and skill acquisition), while the values of beauty and social good were seen to be important, but of lesser significance. It is noted that while certain limitations to the research exist, nevertheless, it is suggested that incorporating value creating principles within undergraduate course learning objectives may provide opportunities for encouraging more transformative reflection and action for learners, not only in the pursuit of their own individual happiness, but also for the broader societal context.
Seoul Destination: A Mixed-Methods Study on the Pull Factors of Inbound Exchange Students at a Korean University
Author: Stewart, William H.
Date: 2020-00-00
Type: Journal Articles
Subjects: Study Abroad,Student Exchange Programs,Program Length,Foreign Students,Student Mobility,Student Attitudes,College Students,Young Adults,International Studies,College Choice,Enrollment Influences,Cultural Influences,Popular Culture,Learning Experience,Foreign Countries

The number of international students studying in the Republic of Korea has increased tremendously over the last 20 years, marking a change in regional student mobility trends. While most international degree students tend to originate in countries in Asia, signifying regionalization versus internationalization, exchange students are diverse by nationality/region. This concurrent nested mixed-methods study sought to investigate the pull factors of a Korean university among exchange students. 564 students completed an electronic questionnaire and through on campus interviews. Quantitative results suggested that exchange students found characteristics about Korea attractive (e.g., K-pop) as well as wanting international and/or cross-cultural experiences, to be the most appealing. 10 students participated in interviews, and findings showed that students became interested in Korea by exposure to popular media, as well as wanting a diverse, international study environment. The implications of these findings are discussed in terms of university inbound program promotion/marketing and program design/development for short-term mobility, along with areas for future research.
Arguments for Construct Validity of the Self-Efficacy Beliefs of Interdisciplinary Science Teaching (SElf-ST) Instrument
Author: Handtke, Kevin
Date: 2020-00-00
Type: Journal Articles
Subjects: Construct Validity,Self Efficacy,Science Instruction,Interdisciplinary Approach,Secondary School Science,Preservice Teachers,Science Teachers,Biology,Chemistry,Physics,Pedagogical Content Knowledge,Stress Variables,Correlation,Foreign Countries

: Current research on self-efficacy beliefs of interdisciplinary science teaching indicates shortcomings in facing recent teaching challenges in secondary education and corresponding valid instruments. Thus, we designed the Self-Efficacy Beliefs of Interdisciplinary Science Teaching (SElf-ST) instrument based on a pedagogical content knowledge model for science teaching. We ensured the factorial validity of ten factors. To bring construct validity down to a round figure, we examined convergent and divergent validity in this paper. For answering the overall research question regarding arguments for the convergent and divergent validity of the interpretation of the SElf-ST instrument's test values (and related hypotheses), we analyzed data of pre-service, trainee, and in-service biology, chemistry, and physics teachers (n = 590) in a cross-sectional study. While the strong latent correlations of the ten SElf-ST factors with self-efficacy beliefs of interdisciplinary science teaching in primary education (r = 0.40 - 0.63, p &lt; 0.01) indicate convergent validity, the rather weak correlations with self-efficacy beliefs of general teaching (r = 0.17 - 0.54, p &lt; 0.01), self-rated content knowledge in science (r = 0.13 - 0.40, p &lt; 0.01), and perceived stress (r = -0.13 - -0.19, p &lt; 0.01) support different divergent validity intensities. Thus, assumed relations within the nomological net surrounding the self-efficacy beliefs of interdisciplinary science teaching construct were confirmed for secondary education. In sum, we shed light on a rarely explored aspect of construct validity in science education research regarding self-efficacy beliefs. Doing so, we gained strong arguments that the SElf-ST instrument's test values can serve as indicators of self-efficacy beliefs of interdisciplinary science teaching in secondary education.
Service-Learning as Global Citizenship Education: Acting Locally on Global Challenges and Concerns
Author: Adarlo, Genejane M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Service Learning,Citizenship Education,Teaching Methods,Social Justice,Higher Education,Ethnography,Self Concept,Foreign Countries,Journal Writing,Student Attitudes,Literacy,Mothers,Health Education,Poverty,Disadvantaged,Socioeconomic Status,Political Influences,Personal Autonomy,Social Problems,Transformative Learning,College Students,Moral Development,Early Childhood Education,Majors (Students)

Service-learning is a method of teaching that is increasingly used in higher education. Studies are few though on how local placements in service-learning can bring about global citizenship and promote social justice. Hence, this study used multi-sited ethnography to examine the teaching-learning process of service-learning to better understand the construction of civic identity and sense of agency among students when this method of teaching was approached within the larger context of social justice. Study participants included students taking part in service-learning efforts for literacy and maternal health from Miriam College and Ateneo de Manila University, respectively. Data were gathered and analyzed from observation notes during classroom and field visits, entries from reflection journals of students, and verbatim transcripts from semi-structured interviews of study participants. Findings suggest an explicit and deliberate emphasis on social justice is imperative when a critical understanding of global citizenship is expected out of service-learning. As students were guided to understand the socio-economic and political realities of those in their respective service-learning community and examine their previously held assumptions about poverty, these study participants began to recognize how they continue to benefit from their privilege at the expense of the marginalized and disenfranchised. Furthermore, the relationships formed with those from the community helped the students gain a sense of agency to act on the root causes of social problems even in simple ways through their chosen discipline. These findings have theoretical and practical contributions to growing literature on the use of service-learning for global citizenship education.
In Search of a New Sympoiesis: A Review of Higher Education Admissions in Uzbekistan
Author: Semyonov, Aleksey
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Change,College Admission,Trend Analysis,Educational Trends,Student Recruitment,Foreign Countries,Futures (of Society),College Applicants,Enrollment Trends,Marketing,Public Policy,Educational Legislation,Age Groups

Current comprehensive changes in the field of higher education in Uzbekistan have a potential impact on the overall enrollment in higher education (PP-4359, 2019). Rigid admission quotas in Uzbekistan are slowly conceding to a more market-based admissions and student recruitment to support reforms implementation. Cursory glance at the reforms fails to explain unprecedented growth of application numbers to higher education in 2019/20 (PP-4359, 2019; &quot;STC comments on the delay of test results publication&quot;, 2019) or conjecture about future application patterns. Research presented in this paper aims to investigate the trends in higher education admissions in Uzbekistan through document analysis. It further draws on the effects of the government policy and legislation changes on the admission numbers in Uzbekistan and attempts to shed light on the future dynamics of student recruitment in higher education. The findings suggest that profound all-encompassing reforms in Uzbekistan have, firstly, precipitously increased relevant-age application numbers for 2019/20 academic year, but analysis suggests that this trend is unlikely to continue in the future.
Social Support for International Students in Foreign Language Classroom Communities of Practice
Author: Kojima, Takuya
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Support Groups,Communities of Practice,Vignettes,Educational Benefits,Foreign Students,Japanese,Second Language Learning,Second Language Instruction,College Students,Foreign Countries,Well Being,Emotional Experience,Case Studies,Introductory Courses,Student Attitudes

Drawing on communities of practice, this article considers social support for international students in Japanese as a foreign language classroom at an Australian university. Social support, which is a means of promoting well-being, is often set outside international students' day-to-day routines, especially outside classrooms in that academic support is a primary concern. Language education studies concerning student emotional experiences acknowledge that classrooms are venues for emotional turmoil and thus call for more attention on classrooms to better understand and support student learning. Yet, in-class social support has been under-discussed to date. This qualitative case study focused on four international students in an introductory Japanese course within a Japanese program community of practice and analyzed the data collected over a 13-week semester using a reflexive thematic analysis to write four vignettes. The vignettes highlight that the students felt stressed in their daily and academic lives, and built, gave, received, and benefited from social support in the classroom. The social support impacted not only their Japanese learning, but also their study for other subjects; that is, it enhanced their overall well-being as students. Exploring in-class social support using a community of practice perspective helped elucidate how educators can promote social support in foreign language classrooms. Further, it prompted us to reconsider what classrooms are for, and underlined the importance of paying attention to such support to enhance the well-being of international students who are likely to face challenges frequently.
Peculiarities of Engineering Thinking Formation Using 3D Technology
Author: Bushmeleva, Natalia A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Engineering Education,Thinking Skills,Creativity,Information Technology,Computer Software,Personality Traits,Teaching Methods,Reliability,Computer Science Education,Models,Foreign Countries,Student Research,Undergraduate Students,Design

The problem of the research is due to the need to create a special engineering style of thinking within the digital educational space, which implies readiness for research, creativity, responsibility, and supported by modern high-tech tools in order to provide resources for solving the problems of Industry 4.0. The purpose of the study is to theoretically substantiate and experimentally verify the effectiveness of using 3D technologies for the formation of engineering thinking as an important competence of a high-demand specialist in the digital society. The research methodology is a theoretical and methodological analysis and generalization of fundamental scientific works in the field of digitalization of education, training of engineering and technical personnel, three-dimensional modeling, application of software for the development of thinking. The pedagogical experiment uses the example of assessing the formation of personality qualities and skills that form the basis of engineering thinking. The sign criterion G is used as a method of statistical processing and verification of the reliability of the obtained results. Research results. The authors clarify the concept &quot;engineering thinking&quot; in the context of training specialists for Industry 4.0 and substantiate the potential of 3D technologies for the formation of engineering thinking. They formulate the principles and supporting directions of the mentor of students' research activities in 3D modeling. The authors present a system of work on an interdisciplinary project underlining skills significant for the formation of engineering thinking. The authors come to the conclusion that the use of 3D-technologies in training creates additional conditions for the development of qualities and skills that ensure the integrity of engineering thinking formation as a universal competence of a high-demand professional of the future.