ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining Change in Perceptions of Science Teachers about E-STEM
Author: Aydogdu, Bulent
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Teachers,Teacher Attitudes,STEM Education,Faculty Development,Program Effectiveness,Foreign Countries,Definitions,Interdisciplinary Approach,Entrepreneurship,Teacher Collaboration,Teamwork,Disadvantaged Schools

Professional development programs might affect teachers' perceptions of how STEM disciplines are interconnected. The purpose of this research was to examine the change in perceptions of science teachers particularly in disadvantageous schools, who participated in a practice-based professional development program offered in Turkey, about STEM, entrepreneurship, and E-STEM, and their experiences related to E-STEM. This qualitative research had a phenomenological design. The participants were totally 30 science teachers who were teaching in each of the seven geographical regions of Turkey. The data were collected through semi-structured pre- and post-focus group interview forms finalized after the expert review and pilot study. Furthermore, the science teachers were asked to keep a diary about the implementation process throughout the research. The data collected through focus group interviews were examined using content analysis and the data collected through the diaries were examined using descriptive analysis. The findings of the study indicate that the science teachers defined E-STEM as a process containing the aspects of entrepreneurship (communication, perseverance and determination, self-confidence, motivation, risk-taking, presentation, and marketing) more comprehensively compared to the pre-interviews.
Teachers&apos; Perceptions towards Promoting Intercultural Communicative Competence in the EFL Classroom
Author: Banjongjit, Boontharika
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Language Teachers,College Faculty,Intercultural Communication,Communicative Competence (Languages),Cultural Awareness,Global Approach,Second Language Instruction,Second Language Learning,Instructional Effectiveness,Role Playing,Student Centered Learning,Teacher Student Relationship,Foreign Countries,English for Special Purposes,Work Environment

In language teaching, linguistic competence has typically been the main curricular focus. However, in this era of globalization, in which people from all over the world are interconnected, simply equipping learners with linguistic competence may not be sufficient. In addition, the effectiveness and appropriateness of communication play important roles in language learning. As a result, promoting intercultural communicative competence in the language classroom has become of interest to many scholars. This study was conducted to investigate the perceptions of EFL teachers towards promoting intercultural communicative competence (ICC) in EFL classes, and the strategies they use to promote ICC. The participants of the study included seven Thai teachers from an English for Workplace Communication course at KMUTT. The qualitative data from the semi-structured interviews was analyzed using Deardorff's ICC framework (2006). The findings revealed that most of the teachers perceived ICC as the ability to communicate effectively and appropriately with people from different cultures, and the ability to be aware of cultural diversity. Desired external outcome, skills, knowledge and requisite attitude towards cultural differences are the aspects of ICC that teachers have typically focused upon. Nonetheless, teachers have different perceptions towards culture, and as such their respective understandings of ICC vary slightly. The preferred strategies that most of the teachers used to promote ICC are anecdotes from the teachers' direct experience, asking students to read and discuss, and student role-play. Role-play is the most effective way to promote ICC, in the teachers' opinion.
Intercultural Communication-Based Lessons through Songs: Effects on the Intercultural Competence Development of Thai Tertiary Students
Author: Ayuthaya, Jaruda Rajani Na
Date: 2018-00-00
Type: Journal Articles
Subjects: Singing,Profiles,Second Language Learning,Second Language Instruction,English (Second Language),Intercultural Communication,Communicative Competence (Languages),Cognitive Ability,Affective Behavior,Language Usage,Language Variation,Educational Policy,Foreign Countries,Cultural Awareness,Undergraduate Students,Pretests Posttests,Learning Motivation,Course Descriptions,Comparative Analysis,Content Analysis

The changing of the English profile to English as an International Language (EIL) has broadened the definition of competent users of English around the world to include the ability to shuffle between English in local contexts (Canagarajah, 2013). However, Thai EFL learners continue to show an inability to understand and use English in intercultural communication. This problem is rooted in ineffective pedagogical practices primarily informed by native-speaking (NS) linguistic and cultural norms in English language teaching (ELT) policies in Thailand (Boriboon, 2011). As a result, Thai learners tend to lack the cultural awareness, knowledge and skills needed for success in communicating in cross-cultural contexts, leading them to have low confidence, fear of speaking English, and frequent intercultural communication failures. This study aims to investigate the use of songs as a means to increase students' Intercultural Communication Competence (ICC). By incorporating ICC through songs in the English as a Foreign Language (EFL) classroom, it is believed that students will develop higher ICC, which includes cognitive, skill, and affective aspects. Quasi-experimental research with 43 third and fourth-year students at one government university in Bangkok was undertaken over 17 weeks in an English through Songs course. ICC questionnaires were used as a pretest and posttest to determine ICC levels, while focus group interviews yielded supplementary data. Means, SD, T-test results and content analysis were used for data analysis, showing a significant increase in ICC levels resulting from the ICC-based instruction through songs. Therefore, this study concluded that songs can be an effective technique to incorporate ICC into classroom practice and increase ICC levels, while also boosting L2 learning motivation.
Exploring Relations among Pre-Service Science Teachers&apos; Motivational Beliefs, Learning Strategies and Constructivist Learning Environment Perceptions through Unsupervised Data Mining
Author: Kingir, Sevgi
Date: 2020-00-00
Type: Journal Articles
Subjects: Data Analysis,Preservice Teachers,Science Teachers,Motivation,Beliefs,Learning Strategies,Constructivism (Learning),Educational Environment,Student Attitudes,Questionnaires,Surveys,Likert Scales,Student Characteristics,Gender Differences,Foreign Countries

Educational data mining is a developing research trend for exploring hidden patterns and natural associations among a set of student, teacher or school related variables. Discovering profiles of preservice science teachers using data mining methods would give important information about quality of teacher education programs and future science teachers' performance. The aim of this research was to describe characteristics of preservice science teachers and to explore the relations among their motivational beliefs, learning strategy use, and constructivist learning environment perceptions. Participants included 480 preservice science teachers in their final semester of the teacher education program. Data were gathered using Demographic Questionnaire, Motivated Strategies for Learning Questionnaire, Achievement Goal Questionnaire and Constructivist Learning Environment Scale. Findings of clustering analysis revealed gender as a discriminating factor between the obtained two natural groups. Preservice science teachers' characteristics including background characteristics, motivational beliefs, strategy use and constructivist learning environment perceptions were grouped into two clusters, namely males and females. Moreover, the association rules mining analysis revealed strong relations among preservice science teachers' motivational beliefs, learning strategy use, and constructivist learning environment perceptions. This research provided many important findings that can be useful for further decision-making strategies.
Physical Education and Sports: Bibliometric Analysis of the ERIC Database
Author: Gümüs, Hikmet
Date: 2020-00-00
Type: Journal Articles
Subjects: Physical Education,Athletics,Databases,Bibliometrics,Journal Articles,Educational Research,Periodicals,Physical Activities,Physical Activity Level,Learning,Instruction,Coaching (Performance)

In respect to the growing interest in physical education and sports, the state of this large number of scientific literature and the bibliometric analysis has not been conducted. The purpose of this study to investigate the literature involved physical education and sports topics regarding the descriptive bibliometric analysis. We gathered the open-access data from ERIC within the permission of this database for non-commercial data usages. After a systematic query whole, ERIC database scrapped between the 2010-2019 year and retrieved a total of 365861 journal articles considered of 25573 articles as physical education and sports-related. There were 7581 articles published at the top 25 journals (% 29.64). Subjects analysis according to &quot;Physical education&quot; was the commonly associated topic in this field. The findings of this study observed that the ERIC database covered a huge number of articles regarding PE and sports topics. Dynamics of the research literature suggest the US was the first contributor country to both authors and articles. Hence, we conducted a descriptive analysis of the literature indexed in the ERIC database theme include physical education and sports. This study provided a bibliometric analysis of an enormous number of articles after filtering the biggest education basis database.
STEM Embedded in the Dujiangyan Irrigation System: A Descriptive-Interpretive Analysis to Design STEM Course
Author: Hong, Jon-Chao
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Foreign Countries,History Instruction,Science History,Asian Culture,Secondary School Curriculum,Cultural Education,Grade 10,Integrated Curriculum

STEM (science, technology, engineering, and mathematics) education is recognized as the world's top education program. However, few STEM programs have been designed based on cultural-historical events. To explore this issue, the present study drew on the cultural-historical activity theory and the content analysis method by adopting the descriptive-interpretative approach to explore the STEM content of the Dujiangyan Irrigation System (DIS) in present-day Sichuan, China. As early as 2,275 years ago during the Warring States period, Li Bing, the governor of Shu Shire in the Qin state, implicitly implemented the STEM concept when building the irrigation system. The results of this study indicate that the DIS incorporates Science (e.g., the hydraulic principle), Technology (e.g., making a large cobblestone Bamboo-Cage for building Fish Mouth), Engineering (e.g., water-level measurement) and Mathematics (e.g., Calculation of sand discharge). Adopting an educational pedagogy proposed by UNESCO which emphasized learning concepts from daily life, the present study draws on a cultural-historical event to inform STEM learning. The method and results of this study can be applied in the design of STEM programs based on other cultural-historical events from around the world.
Problem Posing and Problem Solving with Scientific Approach in Geometry Learning
Author: Andika, Fajar
Date: 2020-00-00
Type: Journal Articles
Subjects: Geometry,Mathematics Instruction,Teaching Methods,Problem Solving,Difficulty Level,Junior High School Students,Comparative Analysis,Grade 7,Models,Mathematics Skills,Thinking Skills,Foreign Countries,Science Process Skills,Logical Thinking

Geometry subject that prosecute students to comprehend abstracts things is one of the causes of students' difficulties in mathematics learning. This study aims to determine the effect of Problem Posing and Problem Solving learning models with the Scientific Approach to students' adaptive reasoning on plane figure materials. It was conducted at the State Junior High School (SMPN) 4 Magetan, Indonesia. It employed quasi-experimental research methods. The populations were the seventh grade students with a total sample of 64 students who were divided into 34 students as experimental 1 class and the other as experimental 2 class. The simple random sampling method was chosen as the sampling technique. Moreover, normality test was the Lilliefors method; homogeneity was the Bartlett test; and t-test for research results analysis. The results revealed that the Problem Posing learning model with the Scientific Approach was better than Problem Solving with the Scientific Approach. It significantly enhanced students' adaptive reasoning on plane figure materials. The Problem Posing learning model with the Scientific Approach provided the needed skills to build knowledge, where students performed the process of observation, clarification, measurement, prediction, and hypotheses. Therefore, the model was appropriate for mathematics learning, especially on plane figure materials to increase students' adaptive reasoning and achievement.
The Effect of Critical Thinking Skills and Emotional Intelligence on the Epistemological Beliefs of Students in a Child Development Program
Author: Ulu-Kalin, Özlem
Date: 2020-00-00
Type: Journal Articles
Subjects: Critical Thinking,Child Development,Emotional Intelligence,Measures (Individuals),Epistemology,Decision Making,College Students,Majors (Students),Student Attitudes,State Universities,Foreign Countries

The scientific and technological advances in the current information era have given rise to the need for qualified work force. Individuals are expected to assess their strengths and weaknesses, to have curiosity, to be able to think rapidly and to make accurate decisions, in broader terms, they should have the abilities to think critically, to use emotions in ingenious, sensitive, beneficial and sensible ways, and should be aware of the significance of epistemology. The present study was intended to measure the effect of critical thinking skills and emotional intelligence on the epistemological beliefs of the students enrolled in a Child Development program in a higher education institution. Given such an objective, the Emotional Intelligence Scale, the Critical Thinking Scale and the Epistemological Belief Scale were administered to 102 participant students who were selected via convenient sampling model in the Child Development program of a Vocational School of Health Services in a state university in Turkey. In the data analysis stage, the scale sub-dimensions of skewness and kurtosis values were initially examined in and later on the multivariate normality analysis, multi correlation tests between variables and multiple linear regression tests were performed. The findings revealed that when the &quot;perception&quot; sub-dimension, one of the six dimensions of emotional intelligence increased, the &quot;effort&quot; sub-dimension in epistemological beliefs decreased.
The Effect of Outdoor Lessons in Natural Sciences on Students&apos; Knowledge, through Tablets and Experiential Learning
Author: Cotic, Nastja
Date: 2020-00-00
Type: Journal Articles
Subjects: Outdoor Education,Marine Biology,Science Instruction,Instructional Effectiveness,Experiential Learning,Knowledge Level,Concept Formation,Problem Solving,Handheld Devices,Technology Integration,Elementary School Students,Grade 4,Science Achievement,Foreign Countries

Experiential learning was introduced to support a child's concept development towards evolution scientific literacy. This study examined the effect of an experiential learning model (The Mobile Natural Science Learning -- MNSL) on the knowledge of 4th grade primary school students in Slovenia, during natural science school lessons at the seashore through the use of tablets. Mobile technology provides authentic learning, assisting outdoor lessons providing material and environmental context in learning, which support the experience of a learner. In the experimental group (N=95), outdoor learning in the seashore included Kolb's experiential learning cycle with the integration of tablets. In the control group (N=97), the teachers used concrete experience for exploring the seashore, excluding the Kolb's cycle. The data were collected by using two science knowledge pre and post-tests. The test items were classified into three TIMSS' cognitive domains: (1) factual knowledge, (2) conceptual understanding, and (3) reasoning and analysis. Differences between groups were analysed through Mann-Whitney U-test and showed that the experimental group had better learning outcomes than the control group. Findings indicate that the MNSL-model had a positive effect on students' achievement in science, more precisely in knowledge on marine organisms and life at the seashore.
When Beautiful Thai Smiles Do Not Count: CLT for Receiving Compliments in English
Author: Pongsirijan, Manasawee
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Second Language Learning,English (Second Language),Communicative Competence (Languages),College Students,Majors (Students),Intercultural Communication,Standard Spoken Usage,North American English,Peer Teaching,Teaching Methods,Speech Acts

Differences in how one says the same thing in two distinct languages often give rise to challenges for second language learners, which when addressed, allow them to become more competent language users. The present study investigates the use of communicative language teaching (CLT) on compliment responses in Standard American English for English major students at a university in Northeast Thailand. Results from analysis of the data from the pretest, posttest and questionnaires indicate that not only do the CLT lessons designed with blended mechanical, meaningful, and communicative activities help students improve skills in responding to compliments in Standard American English, but these activities together with peer teaching also provide them with plenty of opportunities to practice other skills in English which they previously acquired. The discussion of these findings offers practical suggestions for optimal use of CLT in Thai EFL teaching contexts. [Note: Two of the authors' names (Supath Kookiatikul and Oranuch Puangsak) shown on the first page are spelled incorrectly. The author section on page 55 shows the correct spelling (Supath Kookiattikoon and Oranuch Puangsuk).]
A Bibliometric Analysis of the Articles about Values Education
Author: Sökmen, Yavuz
Date: 2020-00-00
Type: Journal Articles
Subjects: Values Education,Educational Research,Social Studies,Authors,Periodicals,Information Retrieval,Moral Values,Ethical Instruction,Foreign Countries,Language Usage,Ethics,Democratic Values

This study aims to conduct a bibliometric analysis of the articles about values education in the Web of Science database. To this end, analyzes were provided of 254 articles deemed suitable for the analysis from the articles collected from the database. Bibliometric analysis was performed for the most used keywords, the most used words in the abstract, the most cited authors, the most cited countries, the most cited journals about values education via the VOSviewer program. Furthermore, the articles' publication years and languages were identified. Values education, values, education, moral education are the most used keywords. Data, level, and program are the most commonly used words in the abstract. The most cited writers (cocitation) in values education are Lovat, Thornberg and Kohlberg. According to both co-citation and citation analysis of the most cited journal, it is the Journal of Moral Education. The countries that are most cited are the United States, Australia, and England. Even though the first study in this field was conducted in 1970, the majority of researches were performed in 2019. The publication language of the articles has been discovered to be predominantly English. It is assumed that the findings obtained would provide the researchers with a general framework in this field. Suggestions for further studies are brought in as a result of the study.
A Comparative Evaluation on Silent and Read-Aloud Revisions of Written Drafts
Author: Çetinkaya, Gökhan
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Revision (Written Composition),Writing (Composition),Writing Evaluation,Reading Aloud to Others,Self Evaluation (Individuals),Foreign Countries,Silent Reading,Semantics

This study aimed to explore the effect of silent and read-aloud revision methods on revising the written drafts of students. In the study, 50 fourth-grade university students took part as the participants of the research. The participant students were asked to write two different drafts with 250-300 words each during data collection process. Consequently, they were asked to revise the first text silently and the second one aloud. The drafts written were copied and reviewed by two different experts, and deviations to be corrected or improved were marked on the papers and annotations were added where necessary. Marks and annotations provided by the two experts were recorded on the &quot;form for identifying and classifying the deviations in written texts&quot; previously developed by the researchers. The participants' self-evaluations of their own texts were recorded on the same form. The data noted on the form were transferred to the statistical program to analyze. Frequency, percentage, mean scores, paired samples t-test were utilized in the data analysis, and p=.05 was set to be the significance level in the interpretation of the results. The result of the data analysis illustrated that the participants had moderate revision skills; their read-aloud revision as a surface evaluation and their silent revision as a semantic evaluation were found more functional.