ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effectiveness of Using Mind Mapping on Tenth Grade Students&apos; Immediate Achievement and Retention of Electric Energy Concepts
Author: Bawaneh, Ali Khaled
Date: 2019-03-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Grade 10,High School Students,Science Achievement,Retention (Psychology),Energy,Science Instruction,Teaching Methods,Foreign Countries,Gender Differences,Concept Mapping,Scientific Concepts

The purpose of this study was to compare the effects of the Mind Maps Teaching Method and the Conventional Teaching Method on tenth graders' immediate achievement and retention of electric energy concepts in Jordan. Participants (N=111 students; M=52, F=59) were randomly selected from Bani Kenanah region, north of Jordan. One group was assigned to the Mind Maps Teaching Method (n=54) and other group was assigned to the Conventional Teaching Method (n=57). A multiple-choice physics concept test and open-ended questions were developed and used. The results showed that the Mind Maps Teaching Method was more effective than the Conventional Teaching Method in immediate achievement and retention of electric energy concepts. There was a significant difference for students' gender on immediate achievement but not on retention. The findings recommended that curriculum developers and textbook authors should consider the characteristics of brain parts and their information process in any curriculum design and textbook development. Mind mapping should not be separated from any pedagogical practice in physics instruction.
Critical Thinking Competence as Regard of Self-Concept and Gender Differences
Author: Sadikin
Date: 2019-05-00
Type: Journal Articles
Subjects: Critical Thinking,Competence,Self Concept,Gender Differences,Mathematics Instruction,High School Students,Foreign Countries,Secondary School Mathematics

The study was a qualitative research that focused to describe students' critical thinking competence in mathematics. The subjects were six students from the X MIA-2 class of SMA 11 Kendari consisted of one male student categorized has a high self-concept, one male student categorized has a moderate self-concept, one male student categorized has a low self-concept, one female student categorized has a high self-concept, one female student categorized has a moderate self-concept, and one male student categorized has a low self-concept. In collecting data, the researcher used test instrument and questionnaire which were critical thinking competence test and self-concept questionnaire. Furthermore, the data collected were analyzed based on five phases of students' critical thinking ability in mathematics. The result of the study revealed that male students had better critical thinking abilities than female students. A better self-concept category will contribute to enhance student's critical thinking in mathematics.
Perceptions of Teachers, Principals and School Supervisors on Students&apos; Skills Using ICT in Learning in the Senior High School
Author: Rahmatina, Desi
Date: 2019-05-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Administrator Attitudes,Principals,Supervisors,High School Students,High School Teachers,High Schools,Information Technology,Technological Literacy,Educational Technology,Technology Uses in Education,Public Schools,Private Schools,Internet

This study examined on status of school (public and private school) differences for the perceptions of participants (teachers, principals and school supervisors ) in eleven senior high school on the students skills of Information and Communication Technology (ICT) in Tanjungpinang city, Kepulauan Riau Province, Indonesia. Data was taken by the use of online survey in 2016 who conducted by the Directorate General of Primary and Secondary Education of the Republic of Indonesia. We accumulate data from 310 respondents, they are 11 principals, 9 supervisors and 290 teachers on the eleven senior high school of Tanjungpinang district, Kepulauan Riau Province, Indonesia. Data analysis was done using quantitative analysis, the first using descriptive statistics mainly percentages perceptions of the principal, supervisor and teachers toward skill's students using ICT in learning, the second to inferential statistical analysis of non parametric statistics Mann Whitney to test alternative hypothesis that there are significant difference skill's students among public school and private school. SPSS software was used to analyze data. The results of the study shown that no different significantly on the students skill on use of computer in learning between public and private school (sig = 0.057), and there are different significantly on the students skill on use of mobile phone in learning between public and private school (sig = 0.001) and last result showed that there are different significantly on the students skill on use of internet in learning between public and private school (sig = 0.026).
The Effects of a DLSCL Approach on Students Conceptual Understanding in an Undergraduate Introductory Physics Lab
Author: Riaz, Muhammad
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Introductory Courses,Physics,Science Laboratories,Discovery Learning,Concept Formation,Scientific Concepts,Instructional Effectiveness,Active Learning,Inquiry,Science Tests,Cooperative Learning,Private Colleges

This study investigated the effects of Discovery Learning Scientific Community Laboratories (DL-SCL) and traditional non-DLSCL laboratories on students' conceptual understanding in a Physics-1 lab. At many universities, physics programs use a traditional lab style, despite research on the benefits for reform-oriented physics labs. This DL-SCL approach included features of &quot;inquiry-based learning&quot; (e.g., students generated hypotheses and designed experiments) and &quot;scientific community labs&quot; (e.g., students discussed designs and findings). This study used a quasi-experimental design with quantitative-method data collection and analysis procedures. Twelve sections of a Physics I lab were assigned to two groups: Treatment (DL-SCL) and Control (non-DLSCL). In Treatment and Control sections, conceptual understanding was measured pre/post using the Mechanics Baseline Test (MBT) and the Force Concept Inventory (FCI). Study findings indicated that DL-SCL approach in teaching Physics Lab-1 significantly improved students' conceptual understanding.
Analyzing Korean Elementary School Teachers&apos; Arm Muscle Models as Scientific Models
Author: Kim, Dongryeul
Date: 2019-03-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Elementary School Teachers,Models,Human Body,Scientific Concepts,Concept Formation,Science Instruction,Elementary School Science,Biology,Visual Aids

The aim of this study was to analyze pre-service elementary school teachers' Arm Muscle models and elementary school teachers' evaluation viewpoints of their Arm Muscle models as scientific models. The sample of this study consisted of 24 pre-service elementary school and 12 elementary school teachers. Preservice elementary school teachers, who were divided into three groups, directly developed 3 Arm Muscle models. 12 elementary school teachers evaluated their developed 3 Arm Muscle models as scientific models. Most of elementary school teachers suggested that three models helped pre-service elementary school teachers conceptually understand the relationship between muscles and bone. Also, the results indicated that pre-service elementary school teachers made three models by visually imitating the shapes of real bone and muscle tendons. Further, elementary school teachers evaluated pre-service elementary school teachers' efforts given visual similarities between actual bone and muscle tendons Most of elementary school teachers addressed that these 3 Arm Muscle models were practically good at acting as an automatic model. The current study recommends that modifying these models may increase their scientific values in the future.
Understanding Factors Related to Undergraduate Student Decision-Making about a Complex Socio-Scientific Issue: Mountain Lion Management
Author: Alred, Ashley R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Decision Making,Science and Society,Scientific Literacy,Values,Controversial Issues (Course Content),STEM Education,Wildlife,Conservation (Environment),Ecology,Ethics

We outline an instructional strategy for supporting students' science literacy skills using a structured decision-making tool in an interdisciplinary undergraduate course. Instructional tools support basing complex socioscientific issues decisions on a reasoned analysis of tradeoffs among multiple conflicting values rather than heuristics, such as social norms. We explored the factors related to students' decision-making about mountain lion management by examining if students' value orientations, identity, or knowledge predicted their management decisions before, during, and after engaging in structured decision-making where they performed a tradeoffs analysis. We found that student decision-making may align more closely to students' value orientations and identity at the beginning of the course, suggesting that by the end of the course, students were less likely to make decisions centered in social norms and simplified single-value heuristics. A structured decision-making tool can be an effective way to support students' examination of value tradeoffs when solving complex socioscientific issues.
Identifying Prospective Primary School Teachers&apos; Ontologically Categorized Misconceptions on the Topic of &quot;Force and Motion&quot;
Author: Kinik Topalsan, Aysegül
Date: 2019-03-00
Type: Journal Articles
Subjects: Elementary School Teachers,Elementary School Science,Scientific Concepts,Misconceptions,Physics,Energy,Preservice Teachers,Foreign Countries,Science Instruction,Motion

This research aims to reveal the misconceptions of prospective primary school teachers on the fundamental physics concepts such as force, frictional force, work, conservation of energy, mechanical energy, kinetic energy, potential energy, energy stored in springs on the topic of &quot;Force and Motion&quot; and to assess the misconceptions based on ontological view. In order to reveal the prospective primary school teachers' misconceptions, a two-tired &quot;Concept Test on the Topic of Force and Motion&quot; has been developed and used which consists of 17 items. The Cronbach's alpha value of the concept test was found to be 0.71. The study group of the research was 35 prospective primary school teachers at a foundation university (30 female and 5 male students) who were sophomore at primary school teacher education program. This research is characterized as a descriptive study. In the study, the misconceptions were assessed according to ontological categories, thus the reasons that lead these misconceptions were revealed based on ontology. Knowing the causes of misconceptions is very important for science education. Misconceptions can only be removed by planning and applying enough teaching methods focusing on causes of students' misconception. Therefore, identifying students' misconceptions based on ontological categories are very important because they facilitate revealing the causes of misconceptions. In the research, students' misconceptions related to the topic of force and motion were identified and discussed according to ontological categories. Analysis of concept test items revealed that the teacher candidates had 301 misconceptions that can be placed to upper categories, and 150 misconceptions that can be placed to the lateral categories and suggestions were provided based on the results of study.
Analyzing Students&apos; Misconceptions about Newton&apos;s Laws through Four-Tier Newtonian Test (FTNT)
Author: Kaniawati, Ida
Date: 2019-03-00
Type: Journal Articles
Subjects: Misconceptions,Physics,Scientific Concepts,High School Students,Foreign Countries,Evaluation Methods,Student Evaluation,Knowledge Level

This research aimed at analyzing student misconceptions about Newton's Laws through Four-Tier Newtonian Test (FTNT). The research involved 30 students (15 boys and 15 girls, whose ages were middling of 16 years-old) at one of Senior High School in Bandung, Indonesia. The data were analyzed through mixed methods. Based on the quantitative analysis, the highest percentage of student misconceptions through four-tier test was 66% and through two-tier test was 100%. According to qualitative analysis, it was found student misconceptions about Newton's Laws. From the research, it can be concluded that FTNT can be used in analyzing student misconceptions on Newton's Laws concepts and more effective than using the two-tier test. Teachers or researchers can expand the concepts of Newton's Laws that are used in designing diagnostic test and developed for other physics concepts.
The Development of a Resource Guide in Assessing Students&apos; Science Manipulative Skills at Secondary Schools
Author: Fadzil, Hidayah Mohd
Date: 2019-06-00
Type: Journal Articles
Subjects: Resource Materials,Material Development,Student Evaluation,Science Process Skills,Secondary School Students,Manipulative Materials,Hands on Science,Assessment Literacy,Scoring Rubrics,Psychomotor Skills,Science Laboratories,Competence,Foreign Countries,Experienced Teachers,Science Teachers,Instructional Design,Guides

Manipulative skills and abilities include skills in the handling and manipulation of materials and apparatus in the context of scientific investigation. Science teachers appeared to be struggling with the mode of assessment in making authentic evaluation of manipulative skills in laboratories. One of the contributing factors is due to the lack of instrument developed to assess these skills. This paper explains the development of a resource guide in assessing students? manipulative skills at secondary schools. This study employed a qualitative research methodology. The development of a resource guide in assessing students? manipulative skills involved three phases; (i) analysis, (ii) design and development, and (iii) implementation and evaluation. The evaluation of this guide was conducted qualitatively with 40 science teachers. Findings showed that the development of this resource guide is advantageous and beneficial to facilitate teachers in determining students? manipulative skills competency during practical work so that students can be more prepared for the implementation of the upcoming science practical examination. The findings may contribute towards enriching research on assessment of manipulative skills at the secondary school level. Science educators, either pre-service or in-service, may use this resource guide to improve their instruction during practical work.
The Influence of an Inquiry-Based Approach on Grade Four Learners&apos; Understanding of the Particulate Nature of Matter in the Gaseous Phase: A Case Study
Author: Mamombe, Charles
Date: 2020-00-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,Grade 4,Elementary School Students,Concept Formation,Scientific Concepts,Misconceptions,Instructional Effectiveness,Rural Schools,Foreign Countries,Chemistry,Science Instruction,Direct Instruction,Freehand Drawing,Lecture Method,Children

A qualitative pre-/post-test case study was conducted to explore the influence of inquiry-based education in eliciting learners' understanding of the particulate nature of matter in the gaseous phase. Two grade four classes (n=116) were conveniently and purposively sampled from two farm schools in Pretoria, South Africa. Data was collected through pre-test, initial group interviews, post-test, final group interviews and field notes. The pre-intervention data indicated that the continuous, continuous-animistic and the continuous empty models of matter in the gaseous phase dominated learners' understanding in all the four classes. A considerable decrease in the continuous model was observed in the inquiry classes rather than in the lecture classes post-intervention.
Enhanced Learning through Analogy in the Teaching of Cardiovascular System
Author: Paul, Ankhi
Date: 2019-06-00
Type: Journal Articles
Subjects: Biology,Science Instruction,Logical Thinking,Teaching Methods,Grade 10,Secondary School Science,Scientific Concepts,Concept Formation,Critical Thinking,Knowledge Level,Foreign Countries

This study examined the use of analogies incorporated in biology teaching for the topic &quot;transport in humans&quot;. An action research approach was utilized, comprising both quantitative and qualitative analyses, in a 10th grade secondary school classroom setting. Parameters such as mean, standard deviation and the covariance analysis from both pre and post tests disseminated revealed that using analogy, as a method of teaching was statistically significant in improving the students' conceptual understandings and their critical thinking in constructing knowledge from their environment. The quantitative findings were qualitatively supported with the students' worksheets and outcomes from the interviews. The ability of the students to think critically was observed in the intervention. With the guidance from the teacher, students can reflect upon scientific concept that they learned by successfully bridging between the target and the analogue.
Training Practices of Self-Efficacy on Critical Thinking Skills and Literacy: Importance-Performance Matrix Analysis
Author: Lin, Shinyi
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Efficacy,Critical Thinking,Information Technology,Pretests Posttests,Mastery Learning,Persuasive Discourse,Design,Industry,College Faculty,Comparative Analysis,Online Courses,Employee Attitudes,Teacher Attitudes,Verbal Communication,Talent Development,Transfer of Training,Literacy,Training Methods,Structural Equation Models

This study, which is rooted in design thinking, explores how participants in both academia and industry settings vary in their perceived self-efficacy in critical thinking after using online training units with information and communication technologies (ICTs). Based on the quasi-experimental pre-post research design with stratified sampling, the researchers completed an empirical validation administered to 739 research participants with a valid return of 75%. Perceived self-efficacy increases critical thinking skills. Therefore, the research indicates that enactive mastery of domain knowledge is directly influenced by vicarious modeling and sense of arousal. In addition, it is indirectly influenced by verbal persuasion. The three determinants tend to be equally performed. However, vicarious modeling is of high importance compared to verbal persuasion and sense of arousal. Related to the training practices and effectiveness assessment, the research finding is aligned to the issues of training transfer and talent development in bridging academic candidates to industry professionals.
The Importance of the Concept of Water in Biology Education
Author: Özalemdar, Lütfiye
Date: 2019-06-00
Type: Journal Articles
Subjects: Biology,Science Instruction,Secondary School Science,Water,Textbooks,Textbook Content,Scientific Concepts,Foreign Countries,Grade 9,Grade 10,Grade 11,Grade 12

The purpose of this study is to disclose the units and topics including the concept of water within 9th, 10th, 11th and 12th grades' biology textbooks that were chosen by the Ministry of National Education (MoNE) Head Council of Education and Morality (HCEM), and provide an overview of the whole content that mentions the concept of water. This qualitative study employed the document review method. The ratio of the number of units including the concept of water in the reviewed biology textbooks/&quot;total number of units-number of topics&quot;/total number of topics are, respectively 3/3-9/9 for 9th grade, 2/3-8/11 for 10th grade, 3/3-10/12 for 11th grade and 4/4-8/9 for 12th grade. In general, it has been observed that these units/topics address the structure and characteristics of water; its role on nutrition, respiration, circulation, excretory, reproduction, movement, behaviour, energy flow and metabolic events; its significance on living structure, natural resources, energy resources, living spaces, environmental problems and health; and its relationship with osmotic pressure, enzymes, hormones, professional areas and some structures of living beings. Findings revealed that water has a special place in biology education and biology education is an important tool in conveying the significance of water for the living beings. Further studies may focus on the place of water in teaching various disciplines.
Difference of Learning Mathematics between Open Question Model and Conventional Model
Author: Afandi, Ahmad
Date: 2018-05-00
Type: Journal Articles
Subjects: Foreign Countries,Problem Solving,Junior High School Students,Grade 8,Mathematics Instruction,Instructional Effectiveness,Questioning Techniques,Conventional Instruction,Learning Processes

Open learning model as well as conventional learning model is a learning model that is able to enable students in acquiring knowledge and learning experiences. The purpose of this research is to know the difference of learning result between students taught by using model of open matter problem and conventional learning model on the subject of wake up space. This research was conducted at SMP Al Badri Arjasa Jember in February 2018. The research subjects were 70 students in two classes namely class VIII - A and class VIII - B. This research uses experimental design that is, one experiment class and one control class. The results obtained in the study are learning outcomes using open-ended learning model and conventional learning model. T-test conducted shows that there are differences. Average learning outcomes of experimental class students after treatment was 69.657 while the control class learning outcome was 56.886. The conclusion that can be drawn from data analysis and discussion result is difference of student learning result by using model of open learning problem with conventional learning model, and model of open learning problem is suitable to be applied to the subject of student room of SMP Al Badri Arjasa Jember.
Improving Students&apos; Mathematics Self-Efficacy through Problem Based Learning
Author: Masitoh, Lisda Fitriana
Date: 2018-05-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Skills,Self Efficacy,Problem Based Learning,Teaching Methods,Grade 8,Foreign Countries,Instructional Effectiveness

One of the important affective factors for students in mathematics learning is self-efficacy. The students should have high mathematics self-efficacy. So, it can support the success of learning process. The facts that indicated the low of students' mathematics self-efficacy, encouraging the efforts to improve self-efficacy through the improvement of the learning process. One of them is by applying the problem based learning approach. This research was a classroom action research by applying problem based learning approach to improve students' mathematics self-efficacy. The classroom action research was done in two cycles. Each cycle consists of planning, action, observation, and reflection. The findings of this research revealed that the problem based learning approach could improve student's mathematics self-efficacy. At the end of the first cycle, the students' mathematics self-efficacy was still in the medium category and increased at the end of the second cycle, which students' mathematics self-efficacy has been in high category.