ethanporcaro/eric-fulltext-meta huggingface dataset:
Didactic Potential of Using Mobile Technologies in the Development of Mathematical Thinking
Author: Soboleva, Elena V.
Date: 2020-00-00
Type: Journal Articles
Subjects: Telecommunications,Educational Technology,Technology Uses in Education,Mathematical Logic,Problem Solving,Thinking Skills,Student Projects,Soft Skills,Learning Activities,Foreign Countries,Higher Education,Handheld Devices,Mathematics Education,Science Education

The relevance of the research is due to additional opportunities to improve the quality of teaching mathematics in a digital school, support professional orientation and self-determination of young people through the inclusion of mobile services and platforms in mathematical activities. The research problem is determined by the following contradictions: 1) between the capabilities of modern digital technologies in terms of improving the quality of mathematical training, the formation of universal skills required by the economy of the future, and the model implemented by educational institutions; 2) between the need to provide resources for solving problems of a socio-economic nature in the conditions of the fourth industrial revolution and the insufficient level of mathematical literacy of graduates. The purpose of this research is to study the didactic potential of mobile technologies to support mathematical education in a digital school while preparing specialists of the future. Moreover, the research offers a methodological approach to organize project activities of developing applications in terms of increasing the effectiveness of teaching mathematics and vocational guidance. The article clarifies the concepts &quot;mathematical thinking&quot;, &quot;mathematical literacy&quot; for a digital school and describes the didactic principles of incorporating mobile resources into the educational space which increase the efficiency of training engineers of the future, support vocational guidance and self-determination. The author offers methodological methods and recommendations for organizing creative interdisciplinary project activities in order to develop mobile applications that contribute to the formation of qualities and skills forming the basis of mathematical thinking. The materials of the article can be used: firstly, to ensure the personalization of mathematical training in the course of creative, interdisciplinary, cognitive research activities of students while developing mobile applications, social integration and vocational guidance; secondly, to change the concept of mathematical education at school; thirdly, to improve the implemented model of education based on the traditional trajectory &quot;preschool education-school-university-additional education&quot; in the context of the new requirements of business, society, and the state for the training of highly qualified professionals in the professions of the future.
Gems on the Path: The Perspectives and Practices of 12 Educator Proponents of Teaching for Creativity
Author: King, Fiona
Date: 2020-00-00
Type: Journal Articles
Subjects: Creative Teaching,Teacher Attitudes,Music Teachers,Elementary School Teachers,Music Education,Outcomes of Education,Creativity,Teaching Methods,Music,Student Interests,Educational Benefits,Foreign Countries

The purpose of this paper is to share the initial outcomes of a doctoral study about teaching for creativity in primary schools. The investigation inquired into how and why educators teach for creativity and implement creative processes in music, performing arts and generalist classrooms. The key outcomes discussed in this paper refer specifically to the perspectives and practices of 12 interviewed participants. The study was mixed methods in approach and adopted a pragmatic worldview. Data collection consisted of a survey and semi-structured interviews. The 12 interviewed participants comprised five classroom music teachers, five performing arts teachers and two generalists, drawn from eleven State primary schools across Melbourne. The outcomes of the investigation demonstrate that the purposeful fostering of children's creative development in the classroom environment is multi-faceted. The beliefs, actions, views and expectations of the educators contributed significantly to their teaching approaches. The 12 participants demonstrated a belief in the benefits of creativity for the development of children's life skills and individuality. These aspects formed a steady undercurrent which influenced their practices. The teachers promoted self-directed learning by establishing high-level motivation driven by the musical interests of the children and by fostering child-led learning in performance-focused music tasks. The shared perspectives and practices of the teachers in the study provides insight into teaching for creativity in the primary school setting and highlights the benefits of creativity as the gems on the path of a lifelong journey in music.
A Systematic Review on Mathematical Language Learning Using PRISMA in Scopus Database
Author: Mohamed, Rosmawati
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics,Academic Language,Educational Research,Bibliographic Databases,Journal Articles,Authors,Geographic Location,Foreign Countries

Through a search executed on Scopus database with general keywords such as 'mathematical language' and related terms, this study reveals the analysis of previous published articles based on PRISMA's procedure where it guides researchers' self-regulated learning on online platform. This review exhibits both inclusion and exclusion criteria in the publication distribution. Whilst, all included documents are articles in English language; the excluded articles are those from medicine subject area. The distribution of articles published specifically by years, subject areas, authors, countries and authors' affiliated universities were examined. The varied of findings show Scopus database provides essential information pertaining to mathematical language and approach carried out involving students from various level. The study also reveals there are wide-ranging articles related to mathematical language and technology approach in the database. Meanwhile, developing student's mathematical language learning using technology is one of the effective strategies. However, less attention has been given to such approach.
Academic Motivation among Traditional and Online University Students
Author: Malinauskas, Romualdas K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Motivation,College Students,Conventional Instruction,Distance Education,Learning Motivation,Measures (Individuals),Gender Differences,COVID-19,Pandemics,Electronic Learning,Self Determination,Individual Differences

In this paper, the differences in academic motivation between university students of traditional (in-classroom) and online (distance) education were investigated. It has been hypothesized that online (distance) students possess stronger intrinsic motivation than traditional (in-classroom) students. The random sample consisted of 386 students. Participants comprised 189 male and 197 female students; 194 of them were traditional students, and 192 of them were online students. The cross-sectional research design was used in this study. A 21 item Academic Motivation Scale (SAMS-21) was used to measure three types of extrinsic motivation (intrinsic motivation to know, to accomplish things, and to experience stimulation), three types of extrinsic motivation (external, introjected, and identified regulation) and amotivation in university students. The findings indicated that students' intrinsic motivation scores were higher in online students than in students who attend traditional face-to-face classes. The results did not reveal significant differences between male and female students in terms of academic motivation. This study made a novel contribution to the literature, because the present study has compared academic motivation between university students of traditional and online education in a new context. i.e. before COVID-19 pandemic and during it. Recommendations are provided for further research into areas not covered by this study.
Factors Influencing the Creation of a Positive Climate in Natural Science Lessons from the Perspective of Pupils
Author: Grecmanová, Helena
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Student Motivation,Elementary School Students,Secondary School Students,Children,Adolescents,Classroom Environment,Science Education,Teacher Influence,Positive Attitudes,Gender Differences,Foreign Countries,Natural Sciences

A positive teaching climate has an important impact on pupils' attitude to learning subjects. The object of our research was to identify the factors affecting the climate of science subjects teaching. The research sample consisted of 454 primary and secondary school pupils. A questionnaire with 26 items was used as a research tool. Obtained data were subjected to factor analysis with loading factor of 0.45. Based on our research, four factors with a statistically significant impact on the climate of natural science subjects teaching was identified. At the same time, it was found that neither sex nor age of pupils has a statistically significant effect on the climate perception of natural science subjects teaching.
Integration of Science Disciplinary Core Ideas and Environmental Themes through Constructivist Teaching Practices
Author: Holley, Dorothy
Date: 2020-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Scientific Concepts,Science Education,Environmental Education,Integrated Curriculum,Physical Sciences,Instructional Effectiveness,Science Achievement,Scientific Literacy,Self Efficacy,Positive Attitudes,High School Students,Grade 10,Public Schools

A descriptive, mixed methods study investigated learning outcomes and processes of integrating environmental education (EE) and science education (SE). Specifically, this study examined the impact of EE-based constructivist science teaching approach on students' science achievement scores, environmental self-efficacy, course completion rate, and perceptions of their learning experiences. Participants of the study (N=46) included students in a Physical Science course at one public high school in a southeastern state of the United States. Data sources included the students' final exam scores, standardized unit test scores, self-efficacy measurements, course completion data, and student written reflections. Data analysis indicated that students with an EE-based constructivist science teaching approach (N=23) performed higher on science achievement tests and developed statistically higher environmental self-efficacy than those in a traditional teaching classroom (N=23). More students passed the final exam (96%) and the mean final exam score was four points higher (82) in EE-based constructivist teaching approach classes. Students who were in the EE-based constructivist science teaching approach classroom tended to perceive their learning experiences in more positive ways.
Earthquake and Its Impacts on Education: Aftermath Nepal Quake 2015
Author: Basnet, Bal Krishna
Date: 2020-00-00
Type: Journal Articles
Subjects: Natural Disasters,Emergency Programs,Simulation,Foreign Countries,Safety,Resilience (Psychology),Student Attitudes,Teacher Attitudes,Administrator Attitudes,Nongovernmental Organizations,Content Analysis,Secondary School Curriculum,Textbooks,Grade 9,Grade 10,Futures (of Society),Trauma,Faculty Development,Counseling Services,Risk,Prevention,Multilingualism,Program Descriptions

Although earthquakes themselves do not kill people, they highlight the critical importance of physical infrastructure resilience, safety measures and preparedness for natural disasters. Earthquakes are one of several environmental crises that can be categorized as a natural hazard/disaster. This study uses the qualitative method of research. The semi-structured interview with follow up questions among the educational actors like students, head/teachers, officials from the district education office and the local NGO staff working in the field of education before and immediately after the earthquake. The content analyses of curriculum of secondary level and textbooks of grade IX and X as well as field visit/observation were carried out during the study. The result and the conclusion of this study show that following the 2015 earthquake, the preparation of emergency bags helped children and their families gather essential items in a ready-to-go bag specifically designed for disaster situations. Simulation activities in schools helped prepare students for future disasters, and there were also many initiatives to reduce student and teacher trauma following the 2015 quake, including the development of a credited 5-hour teacher professional development (TPD) counselling programme. The inclusion of school disaster risk reduction (DRR) education in the curriculum and textbooks containing information on earthquakes, their cause, effects and preventive measures have now been disseminated in many languages including Nepali and English.
Investigating Preservice Elementary Teachers&apos; Subject-Specific Self-Efficacy in Teaching Science
Author: Al Sultan, Adam Ali
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Science,Biology,Earth Science,Chemistry,Physics,Self Efficacy,Student Attitudes,Educational Experience,Knowledge Level,Teaching Experience,Scientific Concepts,Concept Teaching,Relevance (Education)

Self-efficacy plays a key role in determining teaching practices. Still, concerns regarding the low science self-efficacy beliefs held by elementary teachers have raised questions about the effectiveness of teacher preparation programs. Previous research has been restricted to labeling preservice elementary teachers as having high, medium, or low science teaching self-efficacy. Few extended efforts have been made to clearly distinguish preservice elementary teachers' subject-specific lack of confidence in teaching science. The present study aimed to investigate preservice elementary teachers' subject-specific self-efficacy in teaching science using a mixed-method research design. The participants included 55 preservice elementary teachers at a university in the United States. Quantitative data were collected using the Beliefs About Teaching instrument, and interviews were used to collect qualitative data. The results showed that the participants had the highest self-efficacy level in biology, followed by earth science, chemistry, and physics. Four themes emerged from the participants' reasons for feeling more confident in teaching biology concepts than physics: education experience, teacher experience, subject comprehension, and subject relevance. This study highlights the essential role played by teacher preparation programs in providing ample opportunities for preservice elementary teachers to develop a strong understanding of the content and teaching methods of all science subjects.
The Influence of Process Oriented Guided Inquiry Learning (POGIL) Model Assisted by Realia Media to Improve Scientific Literacy and Critical Thinking Skill of Primary School Students
Author: Aiman, Ummu
Date: 2020-00-00
Type: Journal Articles
Subjects: Inquiry,Teaching Methods,Scientific Literacy,Critical Thinking,Thinking Skills,Elementary School Students,Science Instruction,Foreign Countries,Nonprint Media

This research aimed at analyzing the influence of 'Process Oriented Guided Inquiry Learning' model assisted by realia media, in which it was to improve the scientific literacy and critical thinking skill of primary school students, especially for the material of energy. This quasi-experiment research used single factor independent groups design. The research sample of this research were fourth grade students of SD Inpres Oeba 2 Kupang City, East Nusa Tenggara Province, of which students were in the academic year of 2019/2020. The technique of sample collection was carried out purposive sampling for 2 classes. The IVA class was used as the experimental class (POGIL model assisted by the realia media), in which it consisted of 30 students and the IVB class was used as the control class (expository learning) that consisted of 28 students. The learning was carried out in four meetings. The data of scientific literacy and the results test of critical thinking were collected by means of objective test on the energy material. Multivariate Analysis of Variance (MANOVA) was used to analyze the data using significance level of 0.05. The results indicate that (1) There is a significant difference between the students' scientific literacy who gain the POGIL learning assisted by the realia media and the students' scientific literacy who get the expository learning; and (2) There is a significant difference between the critical thinking of students who get POGIL learning assisted by realia media and the students who get the expository learning. It can be concluded that there is a significant difference between the scientific literacy and the students' critical thinking taught by the POGIL learning that assisted by realia media to the students who use expository learning. Since there is a significant difference, it means that the POGIL learning assisted by realia media has an influence on the students' scientific literacy and critical thinking.
The Influence of School Entry Skills in Literacy and Numeracy on the Science Achievement of Fourth Grade Students and Schools in Asian Regions
Author: Chen, Yu
Date: 2020-00-00
Type: Journal Articles
Subjects: Emergent Literacy,Numeracy,Elementary School Students,Grade 4,Children,Science Achievement,Academic Achievement,Expectation,School Readiness,Science Interests,Self Concept,Family Influence,Parent Attitudes,Cognitive Processes,Gender Differences,Discipline Problems,Foreign Countries,Achievement Tests,International Assessment,Science Tests

This study examined the associations between school entry skills and science achievement at both the student and school levels among fourth-grade students in South Korea, Singapore, Japan, Chinese Taipei, and Hong Kong. Data of the five Asian regions in the 2015 Trends in International Mathematics and Science Study (TIMSS) were analysed. Variables included Interest, Self-concept, School entry skills - reported by parents, Cognitive activities, Parent attitudes toward mathematics and science, Home educational resources, and Gender, all at the student level, and Emphasis on academic success, Discipline problems, and School entry skills -- reported by principals at the school level. Results of the multilevel path analysis indicated that School entry skills positively and directly influenced science achievement, and simultaneously mediated the influence from cognitive activities to science achievement at the student level. These findings were consistent among the five Asian regions. At the school level, it was found that compared to School entry skills, School emphasis on academic success was the stronger predictor of science achievement among students for most Asian regions. Implications for improving primary school students' science learning are discussed.
Children&apos;s Understanding of the Rainbow: A Trajectory of Conceptual Development across Middle Childhood
Author: Hast, Michael
Date: 2020-00-00
Type: Journal Articles
Subjects: Concept Formation,Scientific Concepts,Elementary School Students,Age Differences,Comprehension,Science Instruction,Misconceptions,Foreign Countries,Elementary School Science,Meteorology

Background: Surprisingly little is known from a research perspective about the conceptual development of children's understanding of rainbows and rainbow formation. Yet research has shown that teachers tend to overestimate the proportion of students' correct answers in this domain. The present cross-sectional study aims to rectify this shortcoming. Material and Methods: Primary school children aged 5, 8 and 11 years responded to various questions around rainbows and rainbow formation. The youngest children were also asked to draw pictures. Answers and drawings were evaluated in terms of scientific accuracy. Results: The outcomes demonstrate age-related increase in reference to scientific explanations of rainbows and their formation. While younger children's understanding was largely inaccurate or limited, the oldest children were more able to demonstrate more sophisticated forms of understanding. Conclusions: This clarification of the actual levels of conceptual understanding may serve useful when conceptualising pedagogy, lesson plans, or more general curricula in the early science classroom. Even in non-science domains, such as art or storytelling, recognising the differentiation between fact and myth in relation to rainbows could be of value.
Bench to Bedside: The Effectiveness of a Professional Development Program Focused on Biomedical Sciences and Action Research
Author: Darwiche, Houda A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Mentors,Faculty Development,Action Research,Criticism,Biomedicine,Science Instruction,Biotechnology,Entrepreneurship,Medical Research,Medical Schools,Feedback (Response),Networks,Research Skills,Science Teachers,Summer Programs,Teaching Skills,Teaching Methods,Program Implementation,Program Evaluation,Scientists

A three-year, National Institutes of Health-funded residential project at a southeastern research university immersed 83 secondary science teachers in a summer institute called &quot;Bench to Bedside.&quot; Teachers were provided with knowledge, skills, experiences, and incentives to improve their science teaching skills and increase their awareness of scientific processes, technologies, and careers through examination of the translational medicine continuum of basic to clinical research. This was done with the help of medical school researchers, clinical personnel, biotechnology entrepreneurs, program mentors, and participants from the previous year. A critical component of the institute was the preparation and implementation of an action research project that reflected teachers' newly acquired knowledge and skills. Action research proposals were critiqued by project team members and feedback was provided prior to action research implementation in schools during the following year. Teachers shared their action research with colleagues and the project team at a symposium and online as a critical step in networking the teachers. Results of a mixed methods program evaluation strategy, including data derived from open and closed survey items as well as program observations, indicate that the program produced significant gains in teachers' confidence to explain advanced biosciences topics, development of action research skills, and formation of a statewide biosciences network of key stakeholders.