ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Optimism -- Grading of an Experiential Learning Project
Author: Ahmad, Nawaz
Date: 2020-06-00
Type: Journal Articles
Subjects: Positive Attitudes,Student Attitudes,Experiential Learning,Grades (Scholastic),Foreign Countries,College Students,Comparative Analysis,Expectation,Gender Differences,Teaching Methods

In order to obtain good grades, students involve themselves in hard work according to the best of their ability, yet an experiential learning project makes it even harder to attain the grades that the students are aiming for. Researches have shown that students are generally optimistic about their grades, yet no research has been found in Pakistan to gauge student optimism in grades with regard to experiential learning projects. This study is an attempt to gauge an empirical attempt to gauge students' optimism towards their grades in an experiential learning project. A sample of 106 students is obtained via purposive sampling technique enrolled in the same university and same course. After being involved in an experiential learning project, they were asked their expected marks which were compared later with their actually obtained marks. Pair sample t-test is applied to figure out whether the average of perceived marks is statistically different than the average of actually obtained marks. The average of expected marks exceeds by 2.14 which is statistically significant at 99.9% confidence interval.
Young Children&apos;s Ideas about Astronomy
Author: Callanan, Maureen A.
Date: 2019-12-00
Type: Journal Articles
Subjects: Astronomy,Diaries,Parent Attitudes,Parent Child Relationship,Preschool Children,Whites,Hispanic Americans,Cross Cultural Studies,Age Differences,Gender Differences,Teacher Student Relationship,Learner Engagement,Science Education,Informal Education,Environment

Young children express interest and understanding about science topics through everyday conversations with parents. Little is known about how much interest preschool-aged children show in astronomy. Using a diary report methodology, we asked parents in three communities in coastal California to keep track of conversations with their three to five-year-old children about nature. The communities varied in demographics, including one community with predominantly European-American families, one community with predominantly Latinx families, and one community with families from a variety of backgrounds. Overall, young children showed interest in astronomy through initiation and engagement in conversations about a variety of astronomical objects and events; this was consistent across gender, age, and community. Across all three communities, conversations about astronomy accounted for approximately 15% of the conversations about nature, ranking in the top three most frequent topics for each group. Children initiated the vast majority of conversations with their parents, including those about astronomy. Within astronomy, children were most interested in the sun, moon, stars, and day or night sky. Thus, while science educators may see astronomy as too complex for young children, children observe and comment on astronomical phenomena as part of their everyday life. Finding ways to support educators and parents in talking with children about these observations may productively build on this early astronomy interest and position children for greater understanding and engagement in this domain.
A Hybrid Hands-On and Computer Simulation Laboratory Activity for the Teaching of Astronomical Parallax
Author: Ladd, Ned
Date: 2019-12-00
Type: Journal Articles
Subjects: Hands on Science,Computer Simulation,Science Laboratories,Astronomy,Scientific Concepts,Science Instruction,Undergraduate Students,Instructional Effectiveness,Science Equipment,Introductory Courses,Student Reaction,Misconceptions

As computer-based visualization techniques are becoming more important across the landscape of astronomy education, this pre-test/post-test study using the Size, Scale, and Structure Concept Inventory (S3CI) looked at the impact of using a hybrid combination of hands-on and computer-based activities on the learning of five semesters of non-science majoring undergraduates learning about the concept of astronomical parallax. The hybrid laboratory activity comprises an outdoor component where students use the parallax method to determine the distances to nearby objects, and a computer visualization component using the American Astronomical Society's WorldWide Telescope astronomical visualization software. This activity was implemented as part of an undergraduate astronomy course for non-science majors. Based on an analysis of student responses, we conclude that this activity can help students understand the parallax method as applied in the astronomical realm. However, even after instruction, students had difficulty recognizing this method as the primary means for determining distances in astronomy.
Family Orientation and Achievement Goal Orientations among the Children of Immigrant and Non-Immigrant Families
Author: Kim, Jung-In
Date: 2020-00-00
Type: Journal Articles
Subjects: Family Relationship,Goal Orientation,Achievement Need,Children,Immigrants,High School Students,Adolescents,Parent Aspiration,Student Attitudes,Predictor Variables,Student Diversity,Cultural Background,Classroom Environment,Expectation,Generational Differences,Surveys,Mathematics Achievement,Student Motivation

The current study examined the role of family orientations on the achievement motivations (i.e., achievement goal orientations and intrinsic motivation) of high school youths of different generational status (i.e., from immigrant or non-immigrant families) when their perception of their parents' goals and classroom goal structures were tested simultaneously as predictors. A total of 331 high school students (ninth grade; ages 13-16, with 96% of the students in the ages of 14 or 15; 141 boys and 187 girls) from one high school in the United States participated in the study, completing a series of assessments with regard to their math classes. The findings show the complex role of the family contexts (parent goals and family orientations) on the adaptive mastery goals for children of immigrant families, going beyond previous studies that reported the relationships between family orientation and performance-approach or less adaptive performance-avoidance goals. This study still found that students' family orientations strongly predicted their desire to win over their peers with certain levels of internal pressure in order to meet their parents' expectations, aligned with previous literature. Through examining a context beyond the classroom context, studies should continue to examine the larger family and cultural context in understanding students with diverse backgrounds.
&quot;Einstein Worked His Socks Off&quot;. Conceptions of Intelligence in University Teaching Staff
Author: Matias-Garcia, Jose Antonio
Date: 2020-06-00
Type: Journal Articles
Subjects: Intelligence,College Faculty,Teacher Attitudes,Theories,Gender Differences,Individual Differences,Intelligence Tests

There is vast amount of research that links implicit theories of intelligence with several learning-relevant variables in both learners and teachers alike. However, there is a gap in the literature, as there is almost no research done with university teachers. Furthermore, most scientific research polarizes incremental and fixed views of intelligence in spite of data that show there is heterogeneity in participants' views. This study explores the implicit theories of intelligence of university teachers (N = 20), employing a category system for the analysis of semi-structured interviews designed to capture heterogeneity. Participants were asked to express their opinion about several small vignettes regarding intelligence. The number of participants' explanations related to intelligence and the complexity in their argumentation was considered. Results show differences in both measures among different fields of knowledge and gender, but not in relation to years of teaching experience. Future implications for research, intervention, and implicit theories measurement are discussed.
Neurocognitive Evidence for Different Problem-Solving Processes between Engineering and Liberal Arts Students
Author: Liu, Yu-Cheng
Date: 2020-06-00
Type: Journal Articles
Subjects: Problem Solving,Engineering Education,Spatial Ability,Liberal Arts,Comparative Analysis,Foreign Countries,Educational Background,Brain Hemisphere Functions,Verbal Ability,Task Analysis,Familiarity,Intelligence,Computation,Cognitive Processes,Thinking Skills,Mathematics Skills,Diagnostic Tests,College Students

Differences exist between engineering and liberal arts students because of their educational backgrounds. Therefore, they solve problems differently. This study examined the brain activation of these two groups of students when they responded to 12 questions of verbal, numerical, or spatial intelligence. A total of 25 engineering and 25 liberal arts students in Taiwan participated in the experiment. The results were as follows. (i) During verbal intelligence tasks, differences between the two groups were observed in the information flows of verbal message comprehension and contextual familiarity detection in the problem-identifying phase, whereas no significant differences were found in the resolution-reaching phase. (ii) During numerical intelligence tasks, differences between the two groups were observed in the information flows of mental calculation and message comprehension in the problem-identifying phase and those of verbal perception and analogical reasoning in the resolution-reaching phase. (iii) During spatial intelligence tasks, differences between the two groups were observed in the information flows of spatial relation integration and spatial context memory retrieval in the problem-identifying phase and those of spatial attention and contextual relation integration in the resolution-reaching phase.
Infusing Service Learning into the Counselor Education Curriculum
Author: Langellier, Kristen Arla
Date: 2020-00-00
Type: Journal Articles
Subjects: Service Learning,Counselor Training,Curriculum Development,Advocacy,Skill Development,Core Curriculum,Social Justice,Ethics,Standards,Program Effectiveness,Student Development,Graduate Students

Counselors are frequently called upon to be advocates for their clients and, more broadly, to advocate for the counseling profession. However, many new counselors struggle with integrating advocacy work in their counseling practice. This article provides an overview of service learning and identifies ways counselor educators may foster advocacy skills among counselors-in-training through the use of planned service learning experiences in the counselor education curriculum. The authors then provide examples of service learning activities for use within the Council for Accreditation of Counseling and Related Educational Programs (CACREP) 2016 core curricular areas, including professional orientation and ethical practice, social and cultural diversity, career development, helping relationships, and group work.
Preservice Teachers&apos; Knowledge Levels, Risk Perceptions and Intentions to Use Renewable Energy: A Structural Equation Model
Author: Demirbag, Mehmet
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Knowledge Level,Risk,Student Attitudes,Intention,Energy Conservation,Undergraduate Students,Correlation,Science Education,Environmental Education,Sustainable Development,Foreign Countries,Public Opinion

In today's world, energy consumption constitutes a topic on countries' main agendas. In parallel with the military, technological and scientific developments associated with the increasing population, countries are generating policies that highlight energy sources that play a part in global competition. As with many innovations, factors such as the public's knowledge levels regarding the innovations, social acceptance, attitudes, intentions and risk perceptions are seen to be directly related to the use of renewable energy. For this reason, the aim of this study was to test the relationships among the knowledge levels, risk perceptions and intentions of preservice teachers regarding renewable energy sources using structural equation model analysis. 642 preservice teachers studying in 3rd and 4th grades, and selected by convenience sampling, participated in the study. According to the results of the structural equation model analysis, the knowledge levels of the preservice teachers related to renewable energy sources negatively predicted their risk perceptions regarding renewable energy sources. Furthermore, while individuals' risk perceptions negatively predicted some of the theory of planned behavior components related to renewable energy sources, the theory of planned behavior components related to attitude, subjective norms and perceived behavioral control positively predicted the intention to use renewable energy sources. These analyses related to the structural equation model findings are discussed in detail.
Serving Students in Foster Care: Implications and Interventions for School Counselors
Author: Brinser, Hannah
Date: 2020-00-00
Type: Journal Articles
Subjects: Foster Care,School Counselors,School Counseling,Intervention,Educational Environment,School Culture,Equal Education,Planning,Stakeholders,Inclusion,Counselor Client Relationship,Attachment Behavior,Grief,Group Counseling,Mentors,Family School Relationship,Mental Health Programs,Self Advocacy

Students in foster care frequently experience barriers that influence their personal, social, and academic success. These challenges may include trauma, abuse, neglect, and loss--all of which influence a student's ability to be successful in school. Combined with these experiences, students in foster care lack the same access to resources and support as their peers. To this end, school counselors have the opportunity to utilize their unique position within the school community to effectively serve and address the complex needs of students in foster care. This paper addresses the current research, presenting problems, implications, and interventions school counselors can utilize when working with this population.
The Effect of Problem-Based Learning on 7th-Grade Students&apos; Environmental Knowledge, Attitudes, and Reflective Thinking Skills in Environmental Education
Author: Ural, Evrim
Date: 2020-00-00
Type: Journal Articles
Subjects: Reflection,Grade 7,Thinking Skills,Measures (Individuals),Comparative Analysis,Teaching Methods,Environmental Education,Knowledge Level,Tests,Student Attitudes,Problem Based Learning,Learning Activities,Authentic Learning,Science Education,Technology Education,Pretests Posttests,Foreign Countries,Elementary School Students

The study aimed to investigate the effect of authentic problem-based learning (PBL) activities in the unit of &quot;Human and Environment&quot; on 7th graders' environmental information, their reflective thinking skills and their environmental attitudes. The sample of the study consisted of 53 7th grade students from two different classes attending Science and Technology Course at a government school in Turkey. One of the groups was attended as control group the other one was attended as experimental groups. Reflective Thinking Skills Scale, Environmental Knowledge Test, and Environmental Attitude Scale were used as data collection tools. The research design of the study was quasi experimental pre-test post-test control group design. The experimental group was taught by PBL and the control group was taught by didactic teaching method. The results of the study displayed that PBL had significant effect on 7th graders' environmental knowledge; environmental attitudes but it had no significant effect on students' reflective thinking skills.
Using Virtual Reality in the Classroom: Reflections of STEM Teachers on the Use of Teaching and Learning Tools
Author: Yildirim, Bekir
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Computer Simulation,Educational Technology,Technology Uses in Education,STEM Education,Teaching Methods,Student Interests,Creativity,Student Motivation,Technological Literacy,Individualized Instruction,Concept Formation,Safety,Access to Computers,Foreign Countries,Secondary School Teachers,Elementary School Teachers

The purpose of the study was to determine teachers' opinions about virtual reality (VR). Virtual Reality Interview Form (VRIF) administered to seven teachers after the implementation of VR practices. Teachers received three weeks of intensive training. Afterward, teachers applied VR for two months in their classrooms. Later, interviews held with them. Findings indicated that different VR practices, including Google Cardboard, were used in the classroom. According to the teachers, using virtual reality in the classroom captured students' interest, increased their creativity, allowed students to take virtual trips, increased students' motivation, improved students' technology literacy, individualized learning; made students easier to understand difficult concepts. The potential problems of using VR were not asked the teachers; however, teachers mentioned that online safety and security, student access, and technology gaps were the problems they faced. The findings of this study suggest that the use of VR allows teachers to visualize abstract topics and enrich instruction. A VR orientation module would be provided teachers with opportunities to learn, practice, and apply their VR skills before being placed in the classroom.
Tagging Tabletops: How Children&apos;s Drawings on School Furniture Offer Insight into Their Learning
Author: Rufo, David
Date: 2020-06-11
Type: Journal Articles
Subjects: Freehand Drawing,Grade 4,Grade 5,Elementary School Students,Teaching Methods,Photography,Video Technology,Electronic Mail,Journal Writing,Teacher Attitudes,Furniture,Personal Autonomy,Systems Approach,Creativity,Learning Processes

In the spring of 2011, a teacher allowed his fourth and fifth grade students to draw and write on their classroom tables. What began as a few names eventually turned into a series of frenetic marks that completely covered the tabletops. Over the course of two years, new groups of students brought with them another cycle of marking that evolved in the form of notations, designs, and even carvings. The teacher documented this process over the years collecting data in the form of digital photographs, video clips, email communiqués, and teacher journal entries. This paper presents an analysis of the data, a discussion on the effects of allowing general elementary classroom students a significant degree of creative agency, and the pedagogical impacts of that agency.
Drama in Education for Sustainability: Becoming Connected through Embodiment
Author: Lehtonen, Anna
Date: 2020-07-01
Type: Journal Articles
Subjects: Drama,Climate,Sustainability,Environmental Education,Cooperation,Transformative Learning,Workshops,Professional Development,Adult Students,Foreign Countries,Student Attitudes,Reflection,Outcomes of Education

In this article, we argue that drama can serve as an interconnecting method for climate change education. In this study, we elaborate the practice of drama and participation experiences through three drama workshops: 1) process drama work on the global, social, and individual aspects of climate change, 2) outdoor drama practice on relations to nature, and 3) reflections through drama practice. The human dimension of the sustainability issues, conditions of interdependence, and collaboration were explored and manifested through the drama practices, which created frames for embodied, creative and cognitive dialogues between people with different perspectives. Being differently--as experienced through the embodied, collective, and creative practices of drama--seemed to promote experiences of interconnectedness, widen perspectives of sustainability, and motivate acting differently.
Perfectionism and Academic Self-Handicapped among Gifted Students: An Explanatory Mode
Author: Alodat, Ali M.
Date: 2020-06-00
Type: Journal Articles
Subjects: Academically Gifted,Personality Traits,Academic Achievement,Foreign Countries,Correlation,High School Students,Academic Failure,Self Concept,Expectation,Adolescents,Behavior Patterns,Competition,Cultural Influences,Social Influences,Parent Influence,Context Effect

This study aimed to examine the relationship between perfectionism and academic self-handicapping strategies among gifted students in Jordan. This study used a mixed-method approach to explore the relationship as well as exploring any other factors associated with using such strategies. The Revised Almost Perfect Scale (APSR) and the Academic Self-Handicapping Strategies Scale were used to measure perfectionism and academic self-handicapping among 242 gifted students on a high school for gifted learners. Subsequently, the researchers conducted four focus group discussions with 23 gifted students to identify the factors that may lead those students to use self-handicapping strategies. The results showed that Self-handicapped students were 4.58 times more likely to be maladaptive perfectionists than non-selfhandicapped students. The results also revealed a combination of environmental, personal, and cultural factors that contributed to the use of these strategies by gifted students. This study has proposed an explanatory model to illustrate the relationship between perfectionism, academic self-handicapping, and factors that might be related. Finally, this study provided a range of educational implications that can be used in the field of gifted education.
Comparison of Strength Values of Professional Footballers According to Their Positions before Football Season
Author: Bagis, Yunus Emre
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Muscular Strength,Athletes,Team Sports,Measurement,Physical Characteristics,Body Composition,Body Height,Body Weight,Psychomotor Skills,Tests,Exercise Physiology

The purpose of the present study was to compare the strength values of professional footballers according to their positions before the football season. The study group consisted of 27 professional footballers of Sanliurfaspor Football Club in the 2nd League of Turkey. The mean height of the Study Group was 180.92±6.18 (cm), mean body weight was 80.18±1.5 (kg), and the mean age was 26.40±4.4 (years). The inclusion criteria for the study was being volunteers, and the necessary permissions were obtained from the players, club managers and coaches. The Precor-brand device was used to measure the differences of strengths according to the positions of the footballers. &quot;1 RM&quot; measurements were made from shoulder press, latt pully, leg curl, leg extension, and leg press machines in the footballers. The SPSS 24.00 Program was used in the statistical analysis of the study data. The descriptive statistics were given as mean, standard deviation, and minimum and maximum values. The normality test of the data was analyzed with the Shapiro-Wilk Test. One-Way Anova Test was used to identify the differences between the players and the positions. The significance level was determined as 0.05. According to the results obtained in the study, no significant differences were detected in strength values between goalkeeper, defender, midfielder, and striker positions (p &gt; 0.05). As a result, among the biomotoric properties, strength is important, and quite necessary for a footballer to perform at a high level. These values obtained from 2nd League football players are important for being taken as reference values, and it can be argued that these values obtained in the pre-season prepared the basis for the lack of qualitative differences. In future studies, data that will be obtained from different league levels and training stages will lead to research being considered differently.