ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Ideation Discussion Activities in Design Thinking to Develop EFL Students&apos; Speaking and Critical Thinking Abilities
Author: Buphate, Thammanoon
Date: 2022-00-00
Type: Journal Articles
Subjects: Design,Critical Thinking,Thinking Skills,Creative Thinking,Second Language Learning,Second Language Instruction,English (Second Language),Essays,Undergraduate Students,Foreign Countries,Speech Communication,Discussion (Teaching Technique),Student Attitudes

Ideation, a phase of Design Thinking, merged with discussion activities is one innovative tool to encourage learners to speak and think critically towards a given topic. This research was conducted primarily to investigate the effects of ideation discussion activities in Design Thinking to speaking and critical thinking abilities of English as a Foreign Language (EFL) learners as well as their perception towards the concept. There were eight participants in the research study. Pre-test and post-test in speaking and critical thinking abilities, a set of survey forms, and participants' reflective essays were the instruments used in the study. Descriptive statistics, paired sample T-test, and content analysis were employed to measure the data gathered after the participants attended the 84-hour sessions of ideation discussion activities in Design Thinking course at Rajamangala University of Technology Lanna (RMUTL), Chiang Mai. Results revealed that these ideation discussion activities in Design Thinking were relevant to enhance EFL learners' speaking and critical thinking abilities. The level of agreement and the satisfaction of learners were high after they attended the sessions. It could be said that ideation discussion activities in Design Thinking could possibly enhance speaking and critical thinking abilities of EFL learners.
Integrating Geogebra into the Flipped Learning Approach to Improve Students&apos; Self-Regulated Learning during the COVID-19 Pandemic
Author: Ishartono, Naufal
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Flipped Classroom,Independent Study,School Closing,Distance Education,Mathematics Instruction,Educational Technology,Technology Uses in Education,College Students,Online Courses,Foreign Countries,Teaching Methods,Blended Learning

The COVID-19 pandemic has forced an immediate transition from face-to-face learning in classrooms to online learning, including math learning. Mathematics with abstract working objects is not easy to learn online. So, an excellent self-regulated learning ability is required. So far, many efforts have been made to improve self-regulated learning in mathematics learning. However, there are still gaps in improving students' self-regulated learning ability in online mathematics learning, especially in relation to the integration of GeoGebra into the Flipped Learning approach. The purpose of this study is to examine the effectiveness of integrating GeoGebra into the Flipped Learning approach to improve students' self-regulated learning ability in learning mathematics online during the COVID-19 pandemic. This research is a quasi-experimental study with a pretest-posttest control group design to compare the effectiveness of a GeoGebra-integrated Flipped Learning approach. A conventional Flipped Learning approach and a conventional learning approach increase students' self-regulated learning level in constructing their understanding of mathematical concepts during online learning in the COVID-19 pandemic. The study involved 60 students randomly selected from one of Indonesia's private universities. They were divided into three groups representing each approach. Pretest and posttest results were quantitatively analyzed using Normalized Gain (N-Gain) Score, Cohen's d effect size, and statistical descriptive. The analysis results revealed that GeoGebra-integrated Flipped Learning is more effective in increasing students' self-regulated learning level in online mathematics learning than the other two approaches. It is expected that the results of this study can provide insights into alternative solutions for improving the quality of online mathematics learning by increasing the level of self-regulated learning of students.
Secondary School Teachers&apos; Perceptions of STEM Pedagogical Content Knowledge
Author: Rahman, Noor Anita
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Teacher Attitudes,Pedagogical Content Knowledge,STEM Education,Foreign Countries,21st Century Skills,Knowledge Level

Preparing students with knowledge and expertise in science, technology, engineering, and mathematics (STEM) is vital in meeting the demand for digital age career opportunities. Nevertheless, there is sparse research on teachers' views of student preparedness and teachers' knowledge of STEM in classroom instruction. The present study examines secondary school teachers' perceptions of STEM pedagogical content knowledge (STEMPCK). An online survey was administered to 66 Malaysian secondary school teachers through Google Forms to determine their perspectives of STEMPCK. Data were collected and analyzed using IBM SPSS Statistics Version 20.0. The descriptive analysis showed that the selected teachers highly agreed on the pedagogical knowledge and knowledge of 21st century skill components of STEMPCK. However, the non-parametric analysis showed no significant mean differences in STEMPCK scores based on gender, educational qualification, and teaching experience. The study's implications suggest that teachers in these fields should be equipped with the necessary knowledge to be more confident in implementing STEM teaching in their respective schools.
Analysis of Anxiety, Motivation, and Confidence of STEM Students during the COVID-19 Pandemic
Author: Soysal, Dilek
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Learning Motivation,Self Efficacy,Undergraduate Students,Calculus,COVID-19,Pandemics,STEM Education

The current COVID-19 pandemic has largely impacted the academic performance of several college students. The present study is concerned with the effects of the COVID-19 pandemic on students pursuing a STEM (science, technology, engineering, and mathematics) degree. We collected weekly survey data (w=9) of students (n=53) taking calculus courses during the COVID-19 pandemic. Using the self-reported survey data, we investigated the temporal variations in the levels of anxiety, motivation, and confidence of STEM students. Studies on temporal changes to math anxiety are scarce. The present work aims to fill this gap by analyzing longitudinal survey data associated with math anxiety. Furthermore, using descriptive and inferential statistical methods such as one-way ANOVA, we analyzed the data with respect to gender and academic level. Our results indicated that male and freshman/sophomore (F/Sp) STEM students had higher levels of increased anxiety due to COVID-19. Female and F/Sp STEM students had higher levels of motivation, whereas junior/senior (J/S) and male students exhibited higher levels of confidence. Time series analysis of the data indicated that the levels of motivation and confidence significantly dropped toward the end of the semester, whereas the level of anxiety increased in all groups. Also, the use of math resources (such as tutoring and supplemental instruction) has significantly reduced during the COVID-19 pandemic.
A Corpus-Driven Cross-Disciplinary Study of Inclusive and Exclusive &quot;We&quot; in Research Article Abstracts
Author: Dogan-Uçar, Asiye
Date: 2022-00-00
Type: Journal Articles
Subjects: Computational Linguistics,Research Reports,Interdisciplinary Approach,Language Usage,Form Classes (Languages),Authors,Engineering,Computer Software,Psychology,Sociology,Biology,Writing (Composition),Discourse Analysis

With its distinct characteristics, the research article (hereafter RA) abstract has been a major area of interest within the field of metadiscourse. Investigating authorial presence displayed in RA abstracts can play an important role in illuminating the nature of the interaction among the writer, the text, and the reader. This study aimed to shed light on the disciplinary variation on how much, and for what purposes, authorial presence is shown in RA abstracts through the use of the first-person plural pronoun &quot;we&quot; as an engagement marker (the inclusive form) and a self-mention device (the exclusive form) using a corpus of RA abstracts in the fields of Bioengineering and Software Engineering (hard sciences), and Psychology and Sociology (soft sciences). The inclusive &quot;we&quot; was found to be very rare, therefore, the majority of the analysis focused on the exclusive &quot;we.&quot; The results indicated a considerable variation across the sampled disciplines and a general tendency to use self-mention when explaining purposes, procedures, and results, but not when introducing and concluding, or elaborating arguments. The findings of this study will contribute to a deeper understanding of the disciplinary variation in the use and communicative functions of &quot;we,&quot; which could enhance academic writing practices.
A Development of a Teaching Module for Enhancing Interactional and Intercultural Competence of Aviation Undergraduate Students
Author: Higgins, Jirajittra
Date: 2022-00-00
Type: Journal Articles
Subjects: Curriculum Development,Learning Modules,Interpersonal Competence,Cultural Awareness,Aviation Education,Undergraduate Students,English (Second Language),Second Language Learning,Foreign Countries,Discourse Analysis

The study aimed to develop a teaching module based on conversation analysis in order to promote aviation students' interactional and intercultural competence. Firstly, the needs analysis was conducted to investigate the communication problems and English skills in terms of interactional and intercultural competence needed in the aviation industry in Thailand among aviation personnel working at Suvarnabhumi Bangkok International Airport by using questionnaires and interviews. The teaching module was then developed by employing the needs analysis results in conjunction with the principle of conversation analysis (Sacks et al., 1974): turn-taking, adjacency pairs, sequences and repairs and intercultural competence (Barrett et al., 2013). The implementation of the teaching module was later conducted in the course called English for Aviation Communication with undergraduate students for the period of 10 weeks through the cycles of interactional learning practice (Wong &amp; Waring, 2010) and the cycles of intercultural learning practice (Liddicoat &amp; Scarino, 2013). The findings of the t-test demonstrated that there was a statistically significant difference between the mean of the pre-scores and the post-scores which implied that the teaching module developed based on the principles of conversation analysis could promote aviation students' interactional and intercultural competence. Moreover, the teacher's reflective notes, the students' opinions from the questionnaire and interviews towards the implementation of the teaching module were positive showing the teaching module helped enhance students' English skills in terms of their interactional and intercultural competence. The learning and communication practices presented in this study can be applied as tools for helping learners communicate effectively and successfully in terms of interactional and intercultural communication competence.
A Multimodal Critical Discourse Analysis of Online Soft Drink Advertisements
Author: Suphaborwornrat, Waluga
Date: 2022-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Marketing,Merchandise Information,Advertising,Phonetics,Semiotics,Internet,Food,Social Media,Color,Layout (Publications),Visual Stimuli,Masculinity,Cultural Influences,Religious Factors

The objectives of this study are to investigate verbal and visual semiotic resources employed as well as the cultural aspects embedded in the online soft drink advertisements. The data of this study was selected from the U.S. official soft drink brand Coca-Cola Instagram account (@cocacola), and a total of 58 advertisements were analyzed. Three analytical frameworks were employed to analyze the data. First, Nilsen (1979)'s phonetic devices framework was used for verbal resources analysis. Second, Kress &amp; van Leeuwen (2006)'s and Harrison (2008)'s social semiotics frameworks were adapted for analyzing visual resources. Third, Hofstede et al. (2010)'s cultural dimensional model was employed to discuss the cultural aspects in the advertisements. The analysis of the verbal resources in the advertisements reveal two types of phonetic devices: alliteration and assonance. For the visual analysis, the advertisements tend to use the brand's color, red, instead of a logo to make the brand memorable. The representative participants (RP)' positions and gazes also give the sense of equality between the viewers and the brand. Most of the advertisements use visual resources that complement the verbal resources in order for the advertisements to be coherent as well as being able to convey the embedded cultural aspects. Two cultural aspects out of six were found: masculinity and indulgence. In addition, the study also found religious aspects embedded in the data.
Application of Swalesian Genre Analysis to Academic Writing Pedagogy: A Corpus Perspective
Author: Flowerdew, Lynne
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Academic Language,Writing (Composition),Computational Linguistics,Graduate Students,Research Papers (Students),Literary Genres,Language Styles,Grammar,Language Usage,Vocabulary,Student Needs,Intellectual Disciplines,Writing Instruction

This short article reviews key corpus-based pedagogic initiatives in the spirit of the Swalesian tradition of genre analysis. Pedagogic genres covered include report writing, thesis writing, writing a grant proposal and legal essay writing. More recently, attention has been paid to the writing of research articles by postgraduate students for whom published articles are becoming a prerequisite for a PhD to be awarded. These pedagogic endeavours invariably commence from a top-down perspective. Genre moves are first identified followed by more bottom-up corpus searches for the identification of prototypical lexico-grammatical patterning for specific move structures. In a few cases, relevant sub-sections of freely available corpora, such as the Michigan Corpus of Upper-level Student Papers (MICUSP), are used. However, most pedagogic initiatives make use of self-compiled specialised corpora to meet the needs of students from a specific discipline. Genre-based research findings can also usefully inform classroom-based corpus activities.
An Examination of Students&apos; Views about an International Math Contest
Author: Ozdemir, Duygu
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Mathematics Education,Competition,Gifted Education,Role,Elementary School Students,Secondary School Students,Goal Orientation,Problem Solving,Learning Activities,Computer Mediated Communication,International Cooperation,Puzzles,Computer Assisted Testing

Nowadays, mathematics education providing challenging, interesting, interactive and technology-oriented learning experiences to students attracts attention both in research and practice. Among those experiences, competitions, due to their role of integrating the interest and desire of students to compete in education, challenging their potentials and facilitating their adaptation to daily life, are notable issues. In that sense, in the present study, it was aimed to explore the contest-related views of the students participating in a worldwide online mathematics competition and examine these experiences from the gifted education perspective. Based on this aim, 597 third to eleventh-grade students who took part in this international mathematics contest held in 2018- 2019 educational year from 28 different countries constituted the participants of the study. Students' ideas regarding their contest-related experiences were evaluated and then these ideas were examined on whether the contest serves the purpose of students needing extra materials/studies in mathematics, like gifted ones. Findings reflected that 15.7% of the students' views about such an international, digital math contest are unfavorable while 63.5% of them are favorable as well as 20.8% of them indicate their suggestions. Many of the students mentioned that they liked the challenge in the contest, thanked and found it as fun or awesome. It was seen that the contest mostly serves the students who request and desire challenge in their tasks. It was also concluded that the contest can attain the goals of mathematically gifted students searching for extra services in mathematics by providing them challenging problem-solving tasks or game-based interactive math activities in such a different, worldwide platform.
Construction of Student Mathematics Resilience through the Development of Sainsmatika-Based Teaching Materials
Author: Agustin, Neli
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Resilience (Psychology),Instructional Materials,Material Development,Linguistics,Language Usage,Specialists,Geometry,Instructional Material Evaluation,Researchers,Foreign Countries

Mathematical resilience is an internal factor in students that is important to have in dealing with learning mathematics. This study aims to design efforts to construct mathematical resilience and develop sainsmatika-based teaching materials in constructing students' mathematical resilience. The research method used is the design method (&quot;design research&quot;) with a qualitative approach. The design of this study uses the model proposed by Plomp and Nieveen (2007) which includes &quot;preliminary research,&quot; namely analyzing the level of students' mathematical resilience, conducting a literature review, and developing a conceptual or theoretical framework for research. &quot;Prototyping stage,&quot; the process of designing teaching materials that is developed repeatedly is the design of the Pythagorean module based on sainsmatika. The last is the &quot;assessment phase,&quot; by evaluating the extent to which the modules designed provide solutions in constructing students' mathematical resilience. The validation results show that the module category is at a very feasible level for use with a percentage of 89.84%, covering aspects of content feasibility assessment of 92.43%, presentation feasibility of 91.66%, language feasibility of 84.25%, and assessment of sainsmatika elements. by 91.68%. So that the module that has been designed is very feasible to use as a form of constructing students' mathematical resilience.
Are Women Nursing Academics Represented in University Leadership Positions?
Author: Livesay, Karen
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Medical School Faculty,Women Faculty,Nursing Education,Leadership,Gender Differences,Disproportionate Representation,Incidence

The nursing workforce constitutes the largest professional health workforce in Australia. Nursing is traditionally a female dominated profession. This study reviewed Australian universities that provide entry to practice nursing education. The study identified the distribution of females and males in leadership in nursing education, the positioning of the discipline in the university, and where nurses occupy leadership roles above the nursing discipline (faculty/college). Of the 37 universities that offered entry to practice nursing, more females were evident. However, more men were evident in academia than the proportion of men in nursing outside of the academic setting. Leadership nomenclature varied within each nursing discipline group reviewed. This study demonstrated that the number of nursing academics has decreased since the late 1990's. The nursing workforce is still a significant contributor to the academic workforce and yet numbers of nurse academics working in roles senior to their discipline were few. This paper discusses how the nursing workforce as predominantly female, has implications to both females and males, and may impact opportunities for leadership and promotion to senior roles. [Note: The page range (107-121) shown on the PDF is incorrect. The correct page range is 107-119.]
Costa Rican Preservice Mathematics Teachers&apos; Readiness to Teach
Author: Alfaro Víquez, Helen
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Thinking Skills,Foreign Countries,Pedagogical Content Knowledge,Knowledge Base for Teaching,Teacher Education Programs,Student Attitudes,Mathematics Instruction,Educational Quality

Mathematics teachers' knowledge for teaching mathematics has been broadly studied in recent years, and many theoretical frameworks and instruments have been created to measure and improve knowledge and competencies to teach mathematics. The knowledge gained from these studies has been crucial in understanding and determining what mathematics teachers should learn. In Costa Rica, there is a lack of regulations regarding the training that mathematics teachers receive and the knowledge and competencies they acquire in the different teacher education programs. This study investigates the knowledge for teaching mathematics of Costa Rican preservice teachers using the Teacher Education and Development Study in Mathematics (TEDS-M) instrument to identify strengths and weaknesses in their training. A mixed-method analysis of the responses of 79 participants revealed that they were well prepared for cognitive application skills but showed weaknesses in the development of reasoning skills. Additionally, the solutions highlighted significant deficiencies in participants' monitoring of their own work and in the ability to provide feedback on students' work. We hope that our findings could inform universities and policy makers to improve the quality of teacher education programs.
Experiences of Female Academics in Australia during COVID-19: Opportunities and Challenges
Author: Watson, Rashmi
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Females,Foreign Countries,Higher Education,Work Life Expectancy,Gender Bias,Faculty Workload,College Faculty,Motivation,Teacher Attitudes,Teaching Experience

An online survey collected data on a range of female academic experiences globally gaining 260 responses with 144 Australian specific academics' responses (55% of total responses). The pandemic has highlighted positive opportunities such as online teaching and skill development, flexibility, time efficiency, increased collaboration, and time for research. In terms of challenges identified responses indicate an increased workload, less motivation for career progression, and perceptions of greater and obvious gender disparity and bias against female academics. Australia is often referred to as a 'lucky country' which can further be enriched though fostering its rich and diverse female academic community into the future. Rapid measures to support women immediately and with a longer-term solutions that address gender equity is critical for female academics to ensure future engagement of female academics for positive economic and social growth as a nation. [Note: The page range (176-198) shown on the PDF is incorrect. The correct page range is 176-196.]