ethanporcaro/eric-fulltext-meta huggingface dataset:
Model of the Students' Key Competences Development through Interactive Whiteboard in the Subject of Technology
Author: Brecka, Peter
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Computer Uses in Education,Educational Technology,Technology Education,Teaching Methods,Models,Teamwork,Interpersonal Competence,Problem Solving,Reading Comprehension,Communication Skills,Minimum Competencies,Multimedia Instruction,Pilot Projects,Grade 6,Grade 8

The basis of the submitted study are the continuously rising demands to alter the curricula with the aim to develop students' key competences in order to increase their professional versatility. The lack of scientific research and discussions show that little investigation has been done on the issue of development of key competences. Therefore, the primary objective of our study is to present the teaching methodology, the process of creating the educational model and the pilot verification aimed at the development of key competences through interactive whiteboard in the subject of Technology. The partial results of the pilot research conducted on the research sample of 6th and 8th grade students of primary schools on Slovakia show its usefulness especially in the development of teamwork, in terms of interpersonal competences, problem solving in terms of learning competences and reading comprehension in terms of communication competences. The presented educational model reflects the contemporary requirements in terms of using information and communication technologies in the teaching of the subject of Technology, in which the acquisition of key competences becomes considerably important.
Exploring Bebras Tasks Content and Performance: A Multinational Study
Author: Izu, Cruz
Date: 2017-00-00
Type: Journal Articles
Subjects: Computation,Thinking Skills,Elementary Secondary Education,Performance,Information Science,Difficulty Level,Gender Differences,Competition,Foreign Countries,Qualitative Research,Statistical Analysis

Although there is no universal agreement that students should learn programming, many countries have reached a consensus on the need to expose K-12 students to Computational Thinking (CT). When, what and how to teach CT in schools are open questions and we attempt to address them by examining how well students around the world solved problems in recent Bebras challenges. We collected and analyzed performance data on Bebras tasks from 115,400 students in grades 3-12 in seven countries. Our study provides further insight into a range of questions addressed in smaller-scale inquiries, in particular about the possible impact of schools systems and gender on students' success rate. In addition to analyzing performance data of a large population, we have classified the considered tasks in terms of CT categories, which should account for the learning implications of the challenge. Algorithms and data representation dominate the challenge, accounting for 75-90% of the tasks, while other categories such as abstraction, parallelization and problem decomposition are sometimes represented by one or two questions at various age groups. This classification can be a starting point for using online Bebras tasks to support the effective learning of CT concepts in the classroom.
Application of Resource Description Framework to Personalise Learning: Systematic Review and Methodology
Author: Jevsikova, Tatjana
Date: 2017-00-00
Type: Journal Articles
Subjects: Metadata,Individualized Instruction,Models,Cognitive Style,Learning Activities,Technology Uses in Education

The paper is aimed to present a methodology of learning personalisation based on applying Resource Description Framework (RDF) standard model. Research results are two-fold: first, the results of systematic literature review on Linked Data, RDF &quot;subject-predicate-object&quot; triples, and Web Ontology Language (OWL) application in education are presented, and, second, RDF triples-based learning personalisation methodology is proposed. The review revealed that OWL, Linked Data, and triples-based RDF standard model could be successfully used in education. On the other hand, although OWL, Linked Data approach and RDF standard model are already well-known in scientific literature, only few authors have analysed its application to personalise learning process, but many authors agree that OWL, Linked Data and RDF-based learning personalisation trends should be further analysed. The main scientific contribution of the paper is presentation of original methodology to create personalised RDF triples to further development of corresponding OWL-based ontologies and recommender system. According to this methodology, RDF-based personalisation of learning should be based on applying students' learning styles and intelligent technologies. The main advantages of this approach are analyses of interlinks between students' learning styles according to Felder-Silverman learning styles model and suitable learning components (learning objects and learning activities). There are three RDF triples used while creating the methodology: &quot;student's learning style--requires--suitable learning objects&quot;, &quot;student's learning style--requires--suitable learning activities&quot;, and &quot;suitable learning activities--require--suitable learning objects&quot;. In the last triple, &quot;suitable learning activities&quot; being the object in the 2nd triple, becomes the subject in the 3rd triple. The methodology is based on applying pedagogically sound vocabularies of learning components (i.e. learning objects and learning activities), experts' collective intelligence to identify learning objects and learning methods / activities that are most suitable for particular students, and intelligent technologies (i.e. ontologies and recommender system). This methodology based on applying personalised RDF triples is aimed at improving learning quality and effectiveness.
Teaching the Anxiety of Learning a Foreign Language That Influences High School Students in Learning French as a Second Foreign Language &quot;The Case of Denizli&quot;
Author: Kusçu, Ertan
Date: 2017-00-00
Type: Journal Articles
Subjects: French,Second Language Learning,Second Language Instruction,Anxiety,High School Students,Teaching Methods,Learning Processes,Gender Differences,Parent Background,Educational Attainment,Occupations,Academic Achievement,Correlation,Foreign Countries,Educational Research,Language Teachers,Interviews,Teacher Attitudes,Measures (Individuals),Statistical Analysis,Student Attitudes,Instructional Program Divisions,Nonparametric Statistics

The purpose of this study is to determine the reasons of anxiety levels of high school students who learn French as a second foreign language. The sample of the study consisted of four hundred fifty-six students from two high schools in Denizli province in 2015-2016 academic year. In this study, the effects of variables such as learners' gender, class level, parents' educational background and occupation on the level of foreign language anxiety are examined. The results revealed that learners' anxiety levels are not affected by above-mentioned factors. However, it was found that medium- and low-level of anxiety have a positive impact on the student's learning processes. It was observed that anxiety levels of secondary school students influenced their academic performance. In conclusion, it was found in line with the literature that, depending on the level, anxiety has both positive and negative effects upon foreign language learning/teaching processes.
The Use of EPOSTL to Determine the Self-Efficacy of Prospective EFL Teachers: Raising Awareness in English Language Teacher Education
Author: Bergil, Ayfer Su
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Likert Scales,Student Attitudes,Computer Software,Portfolios (Background Materials),Reflection,Teaching Methods,Affective Behavior,Self Efficacy,Guidelines,Teacher Education Programs,Foreign Countries,Measurement Techniques,Statistical Analysis

The current practices in the field of foreign language teacher education have a heavy inclination to make use of traditional means especially throughout the assessment process of student teachers at foreign language departments. Observing the world in terms of teacher education makes it urgent to include more reflective and objective tools in teaching practices courses. Since the success and the level of affective factors play a huge importance in teacher education as well as cognitive factors while preparing the student teachers to their real life experiences, taking into consideration of their self-efficacy and an attempt to increase the level of self-efficacy comes on the scene of teacher education. Thus, this study aims to determine the self-efficacy levels of 4th grade prospective ELT program teachers studying at Hacettepe University, Faculty of Education. For this purpose, the European Portfolio for Student Teachers of Languages (EPOSTL) was adapted into 5 point Likert-type scale and filled by 38 prospective teachers in the fall semester of 2014. The collected data was analyzed via SPSS 17.00 package program for social sciences. In the light of the findings, it is proposed that the EPOSTL should be integrated into teacher education programmes which will make this process more reflective and convenient for the prospective teachers by using it also as a scale for raising their self-efficacy level.
The Request Speech Act in Emails by Arab University Students in the UAE
Author: Deveci, Tanju
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Speech Acts,Electronic Mail,Computer Mediated Communication,Arabs,English,Native Speakers,English (Second Language),Second Language Learning,Comparative Analysis,Pragmatics,Teacher Student Relationship,Content Analysis

Advanced computer technology has transformed the way instruction is designed and delivered at all education levels including college. However, today's younger &quot;digital-native&quot; generation may often take their computer skills for granted, which impacts their interaction patterns with university professors who often encourage electronic communication when communication is required. This appears to put strain on students who are not accustomed to composing formal emails. The deficiency in students' skills may also have undesirable effects on their professors. The situation can be even more serious for students studying in a foreign language. Given the significance of requestive emails, the current study investigated how the request speech act set is realized by both native speakers of English and Arab university students in an English-medium university in the UAE, as well as whether or not instruction in formal email writing improves students' pragmatic competence. Data were collected using a discourse completion task requiring the participants to write an email to their professors requesting feedback. Findings revealed that there were some significant differences between the data sets from native speakers of English and Arab learners of English in terms of discourse structure, strategy type, and modifiers employed. It was also found that teaching email conventions in the context of an academic environment has a significant impact on students' pragmatic competence. The results are discussed, and recommendations are made.
Interdisciplinary Project Experiences: Collaboration between Majors and Non-Majors
Author: Smarkusky, Debra L.
Date: 2014-05-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Cooperative Learning,Student Projects,Computer Science Education,Information Technology,Problem Solving,Undergraduate Students,Majors (Students),Nonmajors,Active Learning,Creativity,Feedback (Response),Competency Based Education,Learner Engagement,Teamwork,Music Education,Student Attitudes,Student Surveys,Likert Scales,Programming

Students in computer science and information technology should be engaged in solving real-world problems received from government and industry as well as those that expose them to various areas of application. In this paper, we discuss interdisciplinary project experiences between majors and non-majors that offered a creative and innovative opportunity for collaborative learning. Active-learning exercises allowed students to express their creativity and apply concepts learned from each discipline. Feedback from this effort resulted in the development of the Seven C's (Competencies) for collaborative learning that were ascertained for successful completion of an interdisciplinary project. We feel that these interdisciplinary and collaborative efforts increased student appreciation, enhanced team skills, and created a positive learning environment for the application of concepts.
Confronting the Issues of Programming in Information Systems Curricula: The Goal Is Success
Author: Babb, Jeffry
Date: 2014-01-00
Type: Journal Articles
Subjects: Information Systems,Information Science Education,Programming,Undergraduate Students,Enrollment Trends,Graduation Rate,Job Skills,Business Schools,Outcomes of Education,Curriculum,Data Analysis,Educational Objectives,Coaching (Performance),College Faculty,Problem Solving,Teaching Methods

Computer programming has been part of Information Systems (IS) curricula since the first model curriculum. It is with programming that computers are instructed how to implement our ideas into reality. Yet, over the last decade numbers of computing undergraduates have significantly declined in North American academic programs. In addition, high failure rates persist in beginning and even advanced programming courses representing losses of students to the anticipated of production of future professionals. Perhaps the main reason the current model curriculum in undergraduate information systems education has removed programming is to enable a higher degree of success with higher rates of program completion. Ironically, in the face of this decision, national skills expectations demand programming abilities from graduates of computing programs. Further, most all IS programs business schools require programming, and all ABET-accredited IS programs have multiple courses in programming. While there are challenges in a programming sequence, there is evidence that multiple approaches can be taken to improve the outcomes and perception of success. There is the perception that the problems with this sequence will be improved significantly.
Swipe In, Tap Out: Advancing Student Entrepreneurship in the CIS Sandbox
Author: Charlebois, Conner
Date: 2014-01-00
Type: Journal Articles
Subjects: Entrepreneurship,Business Schools,Information Systems,Information Science Education,Cooperative Learning,Student Attitudes,Computer Software,Telecommunications,Handheld Devices,Internet,Student Motivation,Innovation,Productivity,Tutors,Tutoring,Undergraduate Students,Graduate Students,Computer Centers,Usability,Computer System Design

The Computer Information Systems Learning and Technology Sandbox (CIS Sandbox) opened as a collaborative learning lab during the fall 2011 semester at a New England business university. The facility employs 24 student workers, who, in addition to providing core tutoring services, are encouraged to explore new technologies and take on special projects to support or enhance the day-to-day operations of the CIS Sandbox. Doing so creates a culture of entrepreneurship and encourages innovation among the student workers and their peers. This paper follows up on previous results by describing a student-initiated development project to rewrite a card-swipe desktop application that tracks student usage, as an integrated suite of web and mobile apps. The paper presents the architecture of the new system along with perceptions from the student developers around their motivations to contribute to the CIS Sandbox technology infrastructure. Initial use of the prototype suggests it will improve productivity among tutors and provide faculty with easier access to tutoring data.
A Comparison of Faculty and Student Perceptions of Cyberbullying
Author: Molluzzo, John C.
Date: 2014-03-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,College Students,College Faculty,Attitude Measures,Urban Schools,Victims,Social Media,Handheld Devices,Surveys,Gender Differences,Individual Characteristics,Urban Areas,Suburbs

Cyberbullying is a concern for any college or university. Digital harassment incidents continue to be featured frequently in the news. The authors of this study compare the perceptions of faculty and students on cyberbullying at an urban university. From the findings of surveys distributed to faculty and students in all schools of the university, the authors learn of high levels of perceptions on incidents as an issue, but low levels of perceptions on infrastructural and instructional methods of preemption and resolution, at the university. This study will be beneficial to field researchers, as cyberbullying is considered an issue more often in high schools than in colleges and universities.
Perceived Problem Solving Skills: As a Predictor of Prospective Teachers' Scientific Epistemological Beliefs
Author: Temel, Senar
Date: 2016-00-00
Type: Journal Articles
Subjects: Problem Solving,Preservice Teachers,Epistemology,Scientific Attitudes,Science Education,Student Attitudes,Correlation,Foreign Countries,Multiple Regression Analysis,Likert Scales

This study aims to determine the level of perceived problem solving skills of prospective teachers and the relations between these skills and their scientific epistemological beliefs. The study was conducted in the fall semester of 2015-2016 academic year. Prospective teachers were applied Problem Solving Inventory which was developed by Heppner and Petersen (1982) and adapted into Turkish by Savasir and Sahin (1997) to determine their level of perceived problem solving skills. Also their epistemological beliefs were determined by using The Scientific Epistemological Beliefs Survey which was developed by Pomeroy (1993) and adapted into Turkish by Deryakulu and Hazir Bikmaz (2003). The correlational model was used in this study. Obtained data were analyzed by regression analyses and results were discussed.
Preservice Teachers' Alternative Conceptions in Elementary Science Concepts
Author: Koc, Isil
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Scientific Concepts,Elementary School Science,Elementary School Teachers,Science Teachers,Science Instruction,Preservice Teacher Education,Scientific Methodology,Questionnaires,Interviews,Statistical Analysis,Qualitative Research

This study was conducted to investigate the extent to which preservice teachers held alternative conceptions in elementary science concepts. Eighty-six preservice elementary teachers participated in this study. Twelve preservice elementary teachers participated in follow-up interviews. Data were collected through the use of Alternative Conceptions in Science Instrument (Schoon, &amp; Boone, 1998), a participant information form and utilization of interviews. The results indicated that the majority of preservice elementary teachers (67.4%) held a number of alternative conceptions, mostly in the physical sciences. Various sources of alternative conceptions emerged during the interviews. Findings from the study also confirmed that science courses completed do not seem to have influenced participants' alternative conceptions. Overall, the results of the study suggest that more consideration should be given to identifying and modifying of the alternative conceptions of science so that teachers can better help their students to arrive at more accurate conceptions.
An Examination of the Special Education Teacher Training Programs in Turkey and European Union Member Countries in Terms of Language Development and Communication Education
Author: Akmese, Pelin Pistav
Date: 2016-00-00
Type: Journal Articles
Subjects: Special Education,Special Education Teachers,Teacher Education Programs,Educational Policy,Undergraduate Study,Foreign Countries,Hearing Impairments,Intellectual Disability,Gifted,Talent,Visual Impairments,Multiple Disabilities,Communication Skills,Language Acquisition,Teaching Methods

The academic terms and the periods of the courses related to the language development and communication differs considerably in the programs of the countries which train teachers for the special education department. The aim of this study is to examine the contents and credits of the communication and the language development courses in Teacher Education Programs for hearing-impaired, intellectual disability, gifted and talented multiple disabilities, visual impairment education at the special education department. In this study in which the descriptive research method is used, the data have been collected from the sources of Turkey and European Union member countries, called Agencies of the European Union, Eurydice-Network on Education Systems and Policies in Europe. The courses in Special Education Teacher Training undergraduate programs of higher education institutions of each country stated in the reports of National Education System Descriptions have been examined to reach these data. While there are undergraduate programs for four years of study related to each disability type in Turkey, it has been seen that the department of hearing impaired education teacher training is the department which mainly includes the language development and communication skills courses among mentioned programs. The countries such as Luxembourg, Sweden, Greece, Belgium, Ireland, Finland, and Lithuania give common ground courses of special education department to the preservice teachers in 6 to 7 academic terms.
Determination of Preservice Special Education Teachers' Views on Early Childhood Intervention
Author: Baglama, Basak
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Special Education Teachers,Student Attitudes,Statistical Analysis,Questionnaires,Early Intervention,Early Childhood Education,Foreign Countries,At Risk Students,Disabilities,Knowledge Level,Teacher Competencies

Experiences in early childhood have a great influence on a child's physical and mental development. Early childhood interventions are widely accepted as an effective way to prevent learning difficulties and to promote healthy development for children with special needs. For this reason, it is important for teachers who will work with children with special needs or children who are at risk to have sufficient knowledge about early childhood intervention and be competent in this area. Therefore, the present study aims to determine the views of preservice special education teachers about early childhood intervention. This study used quantitative research method and a questionnaire form was used to collect the data. The results are discussed in detail with reference to relevant literature. Implications and recommendations for further research are also provided in order to improve the quality of education policies, programs and practices related with early childhood intervention and increase awareness and knowledge related with early childhood interventions among teacher candidates.