ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of the Challenge Based Learning Model on Critical Thinking Skills and Learning Outcomes
Author: Farizi, Shohib Furqon
Date: 2023-04-00
Type: Journal Articles
Subjects: Teaching Methods,Critical Thinking,Thinking Skills,Outcomes of Education,History Instruction,Foreign Countries,Problem Based Learning,Instructional Effectiveness

This study aims to examine the effect of the Challenge based learning model on Critical thinking skills and learning outcomes in History learning. This research type is a quasi-experimental design with a Pretest-Posttest Non-Equivalent Control Group. The population were students of class X IPA 1, X IPA 2, X IPA 3, X IPA 4 and X IPA 5 at SMA Unggulan Haf-Sa Zainul Hasan BPPT Genggong. Determination of the research sample using simple random sampling to determine the control and experimental classes. Based on the results of homogeneity test of the five classes, the control class and the experimental class were determined, namely Class X MIPA 4 and Class X MIPA 3. In the experimental class, treatment was given using the Challenge based learning model and Control Class using problem-based learning. The research data used product assessment instruments and learning outcomes tests. The data analysis technique used ANCOVA. The results of ANCOVA analysis concluded that the Challenge Based Learning model had a significant effect on Critical thinking skills and student learning outcomes in History learning with a value (sig 0.00 &lt;0.05) because Challenge Based Learning emphasized thinking skills to create new knowledge from learning experiences and Challenges Based learning which can instruct students' thinking skills. This study recommends the implementation of Challenge Based learning model as an alternative innovation in the history learning process.
Comparison of the Efficacy between Game-Based Learning and Pamphlet on Enhancing Recognition of Common Cutaneous Malignancies in Thai Younger Adults
Author: Mettarikanon, Dichitchai
Date: 2023-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Instructional Effectiveness,Game Based Learning,Pamphlets,Identification,Cancer,Foreign Countries,Young Adults,Attitudes

Cutaneous malignancy is one of the leading causes of cancer-related morbidities and mortalities. Patient self-screening is helpful for early detection. Among educational pedagogies, game-based learning (GBL) has received increasing attention in recent years. We appraised the effectiveness of GBL, using Wordwall, to enhance cognitive performances pertaining to fundamental knowledge of cutaneous malignancies and perspectives on the intervention compared with a digital pamphlet. This multi-center study utilized a quasi-experimental research design and was conducted between February and April 2022. Participants were recruited and randomly assigned into a game group and a pamphlet group with a 1:1 ratio. Fundamental knowledge of cutaneous malignancies was assessed with pre- and post-intervention tests consisting of ten multiple choice questions with four alternative answers. These tests asked about prominent or pathognomonic features of cutaneous malignancies. During the five-day intervention period, recognition scores of participants in the game group were recorded. Perspectives on the interventions were also collected for analysis. A total of 94 participants were included, 60 (63.8%) were female. The mean age was 19.8 years (standard deviation [SD]=0.8). The increase in knowledge scores of the participants in the game group and pamphlet group was 2.57 (SD=1.30) and 2.36 (SD=1.52), respectively. In the game group, the mean best recognition score (13.89, SD=2.83) was significantly higher than the mean first recognition score (9.53, SD=2.48) with a pvalue &lt;0.001. The overall satisfaction among the participants in the game group and pamphlet group was 4.41 (SD=0.57) and 4.23 (SD=0.59), respectively. This study suggests potentiality of GBL to enhance knowledge and recognition performances of common cutaneous malignancies with high satisfaction. Embedding this approach in the primary prevention of cutaneous malignancies might be a promising option to prevent cancer-related morbidities and mortalities.
The Effects of Flipped Classroom Strategy Based on &quot;Addie Model&quot; for Algebraic Skill Development
Author: Alzoebi, Ali Mohammad
Date: 2023-04-00
Type: Journal Articles
Subjects: Flipped Classroom,College Students,Algebra,Mathematical Logic,Thinking Skills,Foreign Countries,Models,Program Effectiveness,Mathematical Concepts

The study aimed to investigate the effect of the flipped classroom strategy based on ADDIE Model on Prince Faisal College students' development of algebraic thinking skills. To achieve the goal of the study, the researchers developed a measure of development of algebraic thinking skills. The study used the quasi-experimental approach with a pre-post design, and the study was applied to (53) students, who were divided into two groups: an experimental group of (27) students, and a control group of (26) students. The results showed there is an effect of the strategy on the dimensional measurement of the test of developing all algebraic thinking skill. Flipped Classroom helped develop algebraic thinking skills. The study recommended using the stages of ADDIE model in applying the flipped classroom strategy, and flipped classroom based on ADDIE model enhances student learning, because the strategy integrates student learning at home and in the classroom.
Developing Media of Virtual Laboratory of Science: To Support as a Pioneer of Cyber-University
Author: Yuliastrin, Adisti
Date: 2023-00-00
Type: Journal Articles
Subjects: Virtual Universities,Open Universities,Science Laboratories,Computer Simulation,Material Development,Foreign Countries,Models,Textbook Preparation

The Open University is a university that has been around for a long time, so that it is able to develop a learning process that demands the development of science and technology, both online and offline independently. Therefore, this study aims to describe and analyze the process and results of the development of a virtual science laboratory to support UT's role as a pioneer of cyber-university in Indonesia. This research is a development-research that uses the ADDIE model. The instruments used were validation sheets filled in by 64 validators, practicality sheets and effectiveness sheets filled out by 237 respondents. The data analysis used to answer the research objectives was descriptive and inferential statistical tests using the IBM SPSS 23.00 program. The results showed that product development in the form of textbooks based on the virtual laboratory of science met the valid, practical and effective criteria for use in the process learning. The results of this study have implications for stakeholders and teachers to be able to implement this media in a more appropriate and interesting learning process and can be a source of inspiration for conducting current research.
Uncovering the Dynamics That Drive Non-Formal Online Educational Activities: The Beaver Scouts Case Study
Author: do Amaral, João Alberto Arantes
Date: 2023-04-00
Type: Journal Articles
Subjects: Nonformal Education,Electronic Learning,Clubs,Youth Clubs,Extracurricular Activities,Play,Problem Based Learning,Learning Activities,Children,Foreign Countries,Active Learning,COVID-19,Pandemics,Feedback (Response)

In this article we present our findings regarding of providing online educational activities, delivered by six adults, during 13 weeks (first semester 2020) to 15 children aging from 5 to 7 (the Beaver scouts), on a non-formal education context. The activities combined guided play and problem-based learning activities. Our research objective was to analyzed the method followed, uncovering the dynamics the drove the activities and the consequences. We followed an action research approach in order to understand the feedback loops present in the delivery of online educational activities. The data was collected from the minutes of the meetings, the activities' plans and the notes taken from observations of the online activities and notes taken during the debriefing activities. We analyzed the data by means of a systemic analysis. Our findings are: 1) The diversification of activities (physical, artistic, and social) provided by the leaders and the parent´s support and participation fostered the children engagement and motivation to learn. 2) The continuous improvement of the teach and learning techniques and the right use of IT tools, facilitated the communication and the delivery of meaningful online activities.
Language Learning Autobiographies, Identity Texts, and Critical Teacher Education
Author: Shin, Hyunjung
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,Self Concept,Second Language Learning,Second Language Instruction,Professional Identity,English (Second Language),Private Education,Autobiographies,Teacher Education Programs,Preservice Teachers,Reflective Teaching,Learning Experience,Undergraduate Students,Elementary School Teachers,State Universities,Student Attitudes,Metalinguistics,Critical Theory,Teaching Methods

This paper explores possibilities of using language learning autobiographies as a form of identity texts in order to produce suggestions for critical teacher education. Specifically, we examined what insights we might gain by reframing Korean pre-service teachers' autobiographies as a form of identity texts to develop reflective teachers, who affirm their identities and language learning histories. We thematically analyzed autobiographical reflection papers on English learning experiences of 73 undergraduate students enrolled in a compulsory elementary English education course at a public university in South Korea. The analysis revealed the predominance of referral to English private education experiences and a sense of linguistic insecurity felt by these pre-service teachers, who would later teach in public schools. Based on these findings, we provide suggestions for critical teacher education to foster critical language awareness and identity investment for the students. We conclude that language learning autobiographies, while incorporating characteristics of identity texts, might be a useful tool for critical pedagogies.
Perceptions of L1 and L2 Speakers on Task Difficulty of Pragmatic Tasks
Author: Kim, Hyunjoo
Date: 2023-00-00
Type: Journal Articles
Subjects: Pragmatics,Difficulty Level,Native Language,Second Language Learning,Second Language Instruction,Task Analysis,English (Second Language),Korean,Language Proficiency,Role Playing,Graduate Students,Undergraduate Students,Language Tests,Foreign Countries,Teacher Attitudes,Student Attitudes,Language Teachers,Comparative Analysis

In L2 pragmatics, only a few studies have examined task complexity. Furthermore, the existing studies have predominantly focused on the cognitive dimension and have lacked consistent findings. González-Lloret and Ortega (2018) and Pallotti (2019) have thereby contended that socio-interactional features be incorporated into task design. Along this line, this study investigated perceptions of L1 and L2 speakers of English regarding the difficulty of four role-play tasks with differentiated degrees of (dis)preference and imposition. Participants included 33 L1 speakers and 63 Korean L2 speakers at intermediate-level (n = 32) and high-level (n = 31). Results showed that participants' perceived difficulty matched the design intentions exclusively affected by request size, responsibility for the problem, and persuasion across complex versions of the tasks. Moreover, the linguistic consequences of such factors entailed challenges among L2 speakers. There were also various factors that emerged for task difficulty other than the manipulated task design features, underscoring the importance of participants' explanatory comments in L2 pragmatics.
The Use of Teachers&apos; Repetitions in One-on-One EFL Tutoring Interactions: A Case Study of a Korean English Learner
Author: Ko, Jieun
Date: 2023-00-00
Type: Journal Articles
Subjects: Repetition,English (Second Language),Second Language Instruction,Tutoring,Secondary School Students,Language Skills,Foreign Countries,Interaction,Error Correction,Teacher Student Relationship,Middle School Students

Adopting a conversation analytic framework, this paper examined the delay and potential indeterminacy of teacher's repetition as an other-initiated repair (OIR) strategy, which took place at the third turn of the Initiation-Response-Evaluation (IRE) sequence in one-on-one tutoring sessions. Tutor-tutee interactions for a Korean secondary student were transcribed and analyzed along with notes used in the class. Data showed that when repetition was used as an OIR strategy, it was delayed and inaccurate. The learner was sometimes unsure whether the teacher's repetition constituted a repair initiation regarding her prior turn. Furthermore, the learner could not successfully recognize which part of the repeated phrase should be repaired. Prior studies have confirmed that repetition can promote learners' interactions rather than simply highlighting error while also giving learners an opportunity to correct their errors themselves. However, the analysis in this paper suggests a potential risk associated with using repetition as an OIR strategy at feedback turn in instructional discourse.
Active Learning Strategies for an Effective Mathematics Teaching and Learning
Author: Vale, Isabel
Date: 2023-00-00
Type: Journal Articles
Subjects: Active Learning,Mathematics Education,Preservice Teachers,Learning Strategies,Elementary School Teachers,Teaching Methods

Learning is an active enterprise, where three dimensions stand out, cognitive, social, and physical, and, in addition, not all students learn in the same way. Grounded on these ideas, this article reports a study that aims to understand and characterize the performance of pre-service teachers when experiencing active learning strategies during their mathematics classes. The participants were 48 future teachers of primary education (3-12 years old) that experienced paper folding, a gallery walk, and a math trail as active learning strategies. We followed a qualitative methodology, collecting data though observations, written productions, and photographic records. The analysis involved a qualitative and inductive approach resorting to content analysis. The results of the study show that the participants valued these experiences, due to their potential in the development of a diversity of mathematical concepts and abilities, and throughout them showed traits of cognitive, social, and physical engagement. Active learning provided collaborative work and mathematical communication enabling the emergence of different strategies to solve the proposed tasks. The participants were able to reflect and be aware of their ideas, mistakes, and difficulties, as well as of others, in a non-threatening environment, where movement was highlighted for not being a popular dimension in mathematics classes. Although more research is needed, the results encourage the use of active learning strategies as a valuable approach to teaching and learning.
Pre-Service Mathematics Teachers&apos; Views of Nature of Science in the Context of COVID-19
Author: Sengul, Ozden
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Scientific Principles,COVID-19,Pandemics,Elementary Schools,Secondary Schools,Science Education,Foreign Countries

A framework for K-12 science education (National Research Council [NRC], 2012) supports science learning on social and political issues to make informed decisions and solve problems. Socio-scientific issues have been considered as a context to teach characteristics of nature of science (NOS). This study is a qualitative study in nature to examine how pre-service mathematics teachers define science and address different aspects of science and scientific literacy in the context of coronavirus (COVID-19). Data sources included written reports and reflections on basic science-related questions. Responses from 50 pre-service mathematics teachers were analyzed through thematic analysis. The results indicated that pre-service mathematics teachers defined science as a product in the form of systematic knowledge, fact or theories-laws-models, and they provided informed or partially informed views on empirical, sociocultural, tentativeness, and subjectivity aspects by referring to cognitive, developmental, and sociocultural dimensions of science literacy. Pre-service mathematics teachers' definition of science as accumulated knowledge was not aligned with their desirable views on aspects of NOS. The study suggests possible implications for further studies.
ChatGPT in Education: Strategies for Responsible Implementation
Author: Halaweh, Mohanad
Date: 2023-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Technology Uses in Education,Technology Integration,Teaching Methods,Plagiarism,Ethics,Educational Responsibility

Since the launch of ChatGPT for public use, educators have expressed a variety of concerns about its integration into educational settings. This paper has been written to provide an indepth examination of these issues and explore the potential use of ChatGPT in educational contexts. Specifically, it aims to (i) present an argument in favor of incorporating ChatGPT into education and (ii) provide educators with a set of strategies and techniques to ensure responsible and successful implementation of ChatGPT in teaching or research. By doing so, this paper aims to promote a more informed discussion around the use of ChatGPT in education.
Are Beliefs Believable? An Investigation of Novice Mathematics Teachers&apos; Beliefs and Teaching Practices
Author: Guler, Mustafa
Date: 2023-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Mathematics Teachers,Teacher Attitudes,Beliefs,Teaching Methods,Mathematics Instruction,Foreign Countries,Grade 6,Grade 8,Grade 5,Elementary School Teachers,Correlation

Observing 17 teachers for a total of 116 hours, this paper examined whether a relationship between the beliefs of novice mathematics teachers and their classroom practices exists. A Spearman correlation analysis showed a modest relation between beliefs about the nature of mathematics and about learning mathematics, while the relationship between beliefs about mathematics achievement and these other two components was weak and statistically insignificant. Unexpectedly, the relationship between teachers' beliefs and their teaching practices has been found to be much different than anticipated, and in some cases, the relationships were even negative. The researchers conclude with a discussion of further implications.
Classroom Observations of a Cross-Age Peer Tutoring Mathematics Program in Elementary and Middle Schools
Author: Barahona, Elba
Date: 2023-00-00
Type: Journal Articles
Subjects: Observation,Peer Teaching,Tutoring,Mathematics Education,Elementary School Students,Middle School Students,Program Implementation,Hispanic American Students,Program Evaluation,Program Effectiveness,Mixed Age Grouping,Teaching Methods,Teacher Behavior,Student Behavior,Classroom Environment

A growing body of research has shown the positive effects of peer tutoring on students' academic achievement, self-concept, attitude, social, and behavioral outcomes. There is, however, a paucity of research that focuses on peer-tutoring interventions for Hispanic students. The current study examined classroom practices, as well as program teachers' and students' behaviors within a cross-age peer-tutoring program implemented in elementary and middle schools that serve predominantly Hispanic students. Classroom observations were used to investigate the implementation of the peer-tutoring program. The results indicated that the program's strengths included the development of positive emotions and relationships among students and a classroom environment that fostered warm and supportive relationships. The findings also indicated several weaknesses in the implementation of the program. Practitioners can use the findings to improve the effectiveness of future peer-tutoring programs in mathematics
A Systematic Literature Review on Augmented Reality in Mathematics Education
Author: Bulut, Mehmet
Date: 2023-00-00
Type: Journal Articles
Subjects: Literature Reviews,Computer Simulation,Mathematics Education,Meta Analysis,Educational Technology,Geometry,Mathematical Concepts,Instructional Effectiveness

Technology, in particular augmented reality (AR), has the potential to greatly enhance interactive learning environments for mathematics in both classrooms and other teaching environments. The purpose of the present study was to investigate existing literature on AR in mathematics education. We selected papers from 10 databases, Scopus, Web of Science Core Collection, ERIC, IEEE Xplore Digital Library, Teacher Reference Center, SpringerLink, zbMATH Open, Taylor &amp; Francis Online Journals, JSTOR, and MathSciNet. From these databases, 42 related studies were selected by the method of preferred reporting items for systematic reviews and meta-analysis (PRISMA2020). The results from all the papers showed positive outcomes as a result of AR implementation in mathematics education. They were also analyzed into different themes according to quantitative and qualitative criteria. The advantages and challenges of AR usage in mathematics education are also discussed in detail.
A Qualitative Study of Indonesian Teacher&apos;s Perspective about School Accreditation
Author: Afriliandhi, Cucu
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Accreditation (Institutions),Quality Assurance,Principals,Administrator Attitudes,Community Involvement,Decision Making

School accreditation as a quality assurance system for education in Indonesia aims to assure the entire community that education is professional and quality. The accreditation process requires serious efforts from all relevant parties so that the accreditation value becomes a reflection of the quality of the school being assessed. This study explores teachers' views on school accreditation as a quality assurance system for education in Indonesia based on their experiences. The problem of this research is how Indonesian teachers view school accreditation based on their experiences. This study used qualitative research methods. Participants were determined by purposive sampling, namely as many as two principals and eight teachers. We collected the data through individual in-depth interviews. The results of the study show that, in general: (1) the participants view that fulfilling the evidence of accreditation performance is not easy; (2) school accreditation as a school quality assurance system has been carried out according to standards and is transparent; and (3) the value of school accreditation plays a role in influencing public interest in making decisions about the destination school where their children study. Thus, all participants recognize the school accreditation system as a quality assurance system trusted by process and results.