ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysing an Interactive Problem-Solving Task Through the Lens of Double Stimulation
Author: Romero, Margarida
Date: 2022-00-00
Type: Journal Articles
Subjects: Problem Solving,Stimuli,Stimulation,Decision Making,Task Analysis,Educational Technology,Robotics,Interaction,Affordances,Elementary School Students,Preservice Teachers,Learning Processes,Children,Adults,Learning Strategies

Problem-solving activities have been studied from a diversity of epistemological perspectives. In problem-solving activities, the initial tensions of a problematic situation led to a cognitive dissonance between conflicting motives and instruments to reach the activity goal. We analyze problem-solving in the continuation of Sannino and Laitinen's (2015) approach to the analysis of a decision-forming apparatus. The originality of this study is in consideration of the materialistic nature of double stimulation that appears during the activity of the CreaCube problem-solving task. This activity engages the participant in solving tasks with interactive robotic instruments. To solve a task, the subject is required to build interactive robotic modules into a specific configuration which will cause the artifact to move from an initial position to a predetermined final position. The conflict of stimuli in the CreaCube is strong and observable because of the tangibility of the artifact, which is manipulated by the participant into different configurations with the goal of solving the task. We discuss double stimulation in relation to the artifactual interactive affordances of educational robotics.
Investigating Characteristics of Learning Environments during the COVID-19 Pandemic: A Systematic Review
Author: Al-Ansi, Abdullah
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Technology,Technology Uses in Education,Interaction,Online Courses,Educational Change,Educational Environment,Teaching Methods,Curriculum,Student Attitudes,Teacher Attitudes,Educational Innovation,Teacher Role,Student Role,Information Storage,Learning Management Systems,Telecommunications,Handheld Devices,MOOCs,Open Educational Resources,Social Media

Dramatic change in learning environments during the COVID-19 pandemic highlighted the significance of virtual learning and led to more interactive learning environments. Quick adoption of online and social interactive learning in many universities around the world raised challenges and emphasized the importance of investigating different learning environments. This paper investigates the accelerated transition in education from traditional learning environments through online learning environments to social innovative learning environments, and the latest trends of this change. The stages of transition were divided into three parts: before, during, and after the COVID-19 pandemic, which was the reason for this accelerated change. Features and characteristics of each stage of transition were analyzed and discussed, based on the following factors: edu-space and classrooms, the learning and teaching process, curricular choices, information and communication technology applications, students' and educators' perceptions, edu-approaches, and knowledge transformation. A systematic review approach was used to investigate learning environments based on the literature reviews of previous publications. Analysis of these features revealed the main characteristics and differences in each stage. New trends in online learning environments and social innovative learning environments were identified including cloud platforms, massive open online courses, digital learning management systems, open educational resources, open educational practices, m-learning, and social network applications. Finally, this study makes two recommendations: 1) the adoption of online learning environments and social innovative learning environment applications to continue the e-learning process during the pandemic, and 2) the enhanced usage of online learning environments and social innovative learning environment applications in the future by educational institutions and governments.
Sustainability and Scalability of Digital tools for Learning: ABRACADABRA in Kenya
Author: Lysenko, Larysa
Date: 2022-00-00
Type: Journal Articles
Subjects: Sustainability,Intervention,Computer Software,Educational Technology,Teaching Methods,Pilot Projects,Elementary School Students,Correlation,Cost Effectiveness,Faculty Development,Foreign Countries,Literacy Education,Partnerships in Education,Teacher Education,Administrator Attitudes,Program Implementation

This paper explores factors to increase the likelihood that the implementation of ABRACADABRA, a technology-based approach to teaching and learning literacy, endures and expands beyond the initial research. Started as a pilot study in 12 classrooms, the implementation spread to more than 500 primary classrooms over six years in five areas of Kenya. Drawing from research about scalability and sustainability of educational interventions and value-expectancy-cost theory, an exploratory survey was designed to interview a range of actors involved in the software implementation. We used a combination of an a priori and data-driven coding approaches to analyse the narratives. We then built a model exploring the relationship between expectancy-value-cost beliefs and the factors associated with implementation and sustainability. The model explained an important portion of variance in the self-reported intent to use the software with the most significant contributions from policies, professional development, and students. These findings may be useful in the context of low- and medium-income countries where no research-proven principles exist to building sustainable and scalable educational interventions.
When in Doubt, Map It Out: Teachers&apos; Digital Storytelling Researched through Documentation
Author: Lemieux, Amélie
Date: 2022-00-00
Type: Journal Articles
Subjects: Story Telling,Educational Technology,Graduate Students,Foreign Countries,Documentation,Teacher Education,Cartography,Literacy Education,Faculty Development,Music Education,English Teachers

This article considers how documentation enriches literacies learning in higher education, specifically in a graduate course designed for language teachers. Building on a one-year research study with graduate students at a university in the Atlantic region of Canada, the authors demonstrate how participant-generated documentation, including cartography, presents relational understandings impacting literacies. Specifically, the authors look at a case study of two teachers enrolled in a graduate literacy course who crafted and designed digital stories using &quot;Scratch&quot; and used multimodal dimensions from music to animation and movement. Teachers' documentation challenges the idea that making is solely a question of doing, and considers instead long-lasting processes that influence teacher practice and development.
The Effects of the COVID-19 Pandemic Sequestration Period on Sight Translation Female Students&apos; Academic Performance at King Khalid University
Author: Alhaj, Ali Albashir Mohammed
Date: 2022-07-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Females,College Students,School Closing,Online Courses,Distance Education,Translation,English (Second Language),Academic Achievement

Many alma maters, colleges, graduate schools, and institutes of higher education around the world postponed lecture hall teaching because of the coronavirus disease outbreak and moved on to learning and teaching online. The recent study aims at scrutinizing the effects of the COVID nineteen pneumonia epidemic sequestration on the academic performance of sight translation female students at King Khalid University. Also, the study seeks to answer the following main question: has the COVID nineteen pneumonia (COVID-19) considerably impacted translation of female students' sight translation achievement?. The purposive sample of the study consisted of (47) female students of sight translation at the Dhahran al-Janoub female student campus, who attended lectures on different days and participated in the study. The main findings of the study revealed that the COVID nineteen pneumonia epidemic sequestration might have both positive impacts and adverse effects on translation female students' sight translation achievement.
Family Group Conferencing in Inclusive Preschool Classrooms during Distance Learning
Author: Chiappe, Jenny C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Education,Educational Cooperation,Teacher Attitudes,Special Education Teachers,Preschool Teachers,Parent Teacher Conferences,Distance Education,Teacher Collaboration,Outcomes of Education,Students with Disabilities,Inclusion,Parent School Relationship,Family Involvement

The purpose of this pilot study is to understand the impact of Family Group Conferencing (FGC) on the collaboration among general education and special education teachers, teachers' attitudes toward family outreach and perceived outcomes of preschool students with and without disabilities enrolled in inclusive classrooms during distance learning. FGC is an evidence-based model that aims to increase family engagement in a child's academic growth by enhancing the quantity and quality of teacher-parent interaction. Six special education teachers and six general education preschool teachers from six inclusive preschool classrooms participated in the study. Teachers received training on how to work collaboratively to develop shared goals and support to parents during the COVID-19 global pandemic. This study positively impacted the relationships between the general education and special education teacher pairs at each school. Teachers reported improved outcomes for students with and without disabilities. Implications include using FGC to build co-teachers relationship and reimagining the traditional parent-teacher conference to involve parents.
Using Children&apos;s Literature to Advance Antiracist Early Childhood Teaching and Learning
Author: Spencer, Tamara
Date: 2022-00-00
Type: Journal Articles
Subjects: Childrens Literature,Racism,Early Childhood Education,Social Justice,Faculty Development,Inquiry,Early Childhood Teachers,Teaching Methods,Diversity,Cultural Awareness,Teacher Attitudes

All too often, race and equity are not discussed in early childhood contexts for fear that children are too young or innocent to grapple with such topics. In this yearlong action research study, I examine how children's literature can be used to implement an antiracist pedagogy in early childhood classrooms. Through the enactment of a critical children's literature teacher inquiry group, I examine the relationship between the use of diverse children's literature and a teacher's development as a social justice educator. Over the course of the academic year, the eight teachers received books written for young children that explicitly addressed diversity, equity, and justice. Through participation in the inquiry group and the opportunity to deeply examine children's books, teachers further developed into their identities as educators committed to social justice. This research sheds light on how teachers can be actively engaged in a teaching practice that disrupts patterns of inequity by bringing meaningful and relevant content into the lives of all the children in their classrooms. Findings also provide recent examples of antiracist early childhood texts.
Development of an Item Bank for Measuring Students&apos; Conceptual Understanding of Real Functions
Author: Hrnjicic, Anela
Date: 2022-00-00
Type: Journal Articles
Subjects: Item Banks,Item Analysis,Test Items,College Freshmen,Foreign Countries,Misconceptions,Mathematical Concepts,Mathematics Tests,Content Validity,Psychometrics,Mathematics Skills,Introductory Courses,Test Reliability

It is known that students have many misconceptions about concepts related to function. By discovering misconceptions using an appropriate measurement instrument, we can determine what changes we need to make in the real functions curriculum to improve learning outcomes. Therefore, we designed an item bank for measuring conceptual understandings of real functions with items that require ability to move from one representation of the same concept to another. By surveying university professors, we conducted an expert judgment and content validity of the test. Altogether 36 multiple-choice items based on concepts related to real function with a single correct answer and three distractors have been field-tested by means of a paper and pencil survey, which included 80 freshman students from the Faculty of Science at the University of Sarajevo. By surveying students, we checked technical characteristics of items and their cognitive validity. Results from surveying university professors and students show that the test meets the requirements of content and cognitive validity. Results from the item analysis (item difficulty index, item discrimination index, and point-biserial coefficient) and test analysis (test reliability and Ferguson's delta) show that 32 out of 36 items have good psychometric characteristics, and they are reliable for measuring students' understanding and skills in introductory mathematics courses at universities. We noticed that students have a poor understanding of certain concepts, regardless of the representation, and that there is no coordination between representations of the same concept.
How Physics Courses Can Make Highly Valued Strategies and Dispositions Visible to Physics Teacher Students
Author: Engström, Susanne
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Instruction,Preservice Teachers,Science Teachers,Secondary School Science,Secondary School Teachers,Value Judgment,Student Attitudes,Teaching Methods,Foreign Countries,Mechanics (Physics),Cooperation,Individual Characteristics,Teacher Researchers

Students who aim to become physics teachers for secondary education partake in physics courses together with other physics students. The aim of this study is to understand what is valued, taken for granted, and possibly reproduced in physics teaching given for future secondary school physics teachers. This study is based on observations in classrooms, in two courses conducted over a three-year period. Field notes are thematically analyzed and themes emerge about dispositions and strategies that are valued in the teaching context. The courses' teachers are engaged in pedagogical development and explicitly dissociate themselves from traditional physics teaching. They stress the value of student participation. Physics is described as a difficult, important, and beautiful science. To be passionate about physics is highly valued, as is a willingness to work hard and collaborate. The modern physics researcher is put forward as an ideal. Students are encouraged to plan for a future in physics research, while teaching and pre-university physics are never mentioned as career options. Course teachers distance themselves from traditional teaching methods but stick to traditional views of learning outcomes and the students' future careers. This study shows, for example, how new teaching methods do not necessarily lead to new values. This could be seen as an implication for further research.
Determining the Cultural Delays in Academic Ethics: A Case Study from Turkey
Author: Sirem, Özgür
Date: 2022-10-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Practices,Ethics,Plagiarism,Definitions,Moral Values,Graduate Students,Student Attitudes,Cultural Influences

This study aims to determine academicians' and post-graduate students' views on violations of ethics. It is a qualitative study in the design of a case study. It was conducted using the criterion sampling method, and the study group was composed of 72 participants; 22 academicians and 50 post-graduate students. The research data were collected through a semi-structured interview form and were analyzed inductively. Accordingly, the findings from the perspective of academicians were described in three themes labeled as ethical definitions, experiences in violations of ethics, and suggestions for solutions in this respect. The findings obtained from the perspective of post-graduate students were also described in three themes. Thus, the conceptual definition of ethics and morals was made, the violations of ethics experienced by post-graduate students were determined, and the suggestions for solutions to the violations were made.
The Effectiveness of Cooperative Learning in Developing Grammar Skills
Author: Odehova, Nataliia
Date: 2022-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Cooperative Learning,Grammar,Foreign Countries,College Students,English (Second Language),Second Language Learning

The article presents the results of the experimental enquiry aimed at studying the impact of cooperative learning on improving grammar skills. The research focused on two interaction modes -- pair work and group work, which were compared in terms of their potential to address accuracy. The experiment was carried out in the first term of the 2020-2021 academic year (September-October). The participants included 23 third-year students of the Foreign Philology Faculty of H. S. Skovoroda Kharkiv National Pedagogical University and constituted two academic groups, with one being offered pair-work activities and the other working in small groups. The experimental study comprised three phases: pre-experiment testing, teaching, post-experiment testing. Both quantitative and qualitative methods were used. The results demonstrate the validity of the assumption about the efficacy of pair work and group work in promoting accuracy, at the same time indicating no statistically significant difference between the two modes. The presented evidence suggests that grammar instruction can clearly benefit from incorporating both pair work and group work into classroom practices, however further research might be advisable to maximize the effectiveness of these interaction patterns by refining the procedure involved and improving students' cooperative learning skills.
Interactive Map and Videosphere-Based Discovery Learning Model Design for Paleolithic Sites in South Kalimantan for History Learning
Author: Sulistyo, Wahyu Djoko
Date: 2022-10-00
Type: Journal Articles
Subjects: Discovery Learning,Foreign Countries,Historic Sites,History Instruction,Technology Uses in Education,Computer Simulation,Maps,Interaction,Archaeology,Student Centered Learning,High School Students

Technology in learning has a very important role. The history learning process will take place effectively with the use of technology. The limitation of learning resources in prehistoric learning is a problem that must be solved. This is the reason for developing a learning model based on roaming historical sites virtually, without having to go directly to the location. This is considered effective considering the remote location of the site, the lack of historical teaching aids, and the lack of analytical knowledge of students and teachers. The area that stores the location of historic sites in prehistoric times is in the province of South Kalimantan, where this province stores dozens of prehistoric sites that require conservation efforts, and the form of preservation is through education by digitizing sites with learning technology. This research uses development research with stages: analysis, design, development, implementation, evaluation (ADDIE). In this study developing a learning model that combines discovery learning with Jaraskala which is assisted by Petersphere media. The findings of this study include two things, first regarding prehistoric data in South Kalimantan, the second is the design of a history learning model using technology-based sites.
The Role of English for Academic Purposes in Maintaining Future Teachers&apos; Interest in Research
Author: Zabolotna, Oksana
Date: 2022-00-00
Type: Journal Articles
Subjects: Graduate Students,Masters Programs,English for Academic Purposes,Preservice Teachers,Student Interests,Teacher Researchers,Student Attitudes,Career Planning,Student Motivation,Second Language Learning,Credits,Time on Task,Educational Research

The university curriculum plays a role in motivating students to take up research. This 2-year action research explored the curriculum in English for Academic Purposes (EAP) and its influence on student further engagement in research work. The data were collected from University Master's students through two questionnaires given to them before and after studying the course. An explanatory framework for the course characteristics that affected students' attitudes towards research focused upon the students' profile (the students' age, gender, major and language proficiency), career orientation and research orientation. The shift in students' attitudes reinforced the complexity of factors that influenced their motivation to take up research after graduation. The authors draw a conclusion that future interventions to address issues with the Academic English course to raise the interest of University students should deal with restructuring the course in a way that the student should have more contact hours. The analysis of learning materials designed for the EAP course shows that most of them introduce students to theory- and research-informed perspectives and guide them in putting theory to use in real-world contexts which would be impossible in 30 contact hours as in the analysed case. Moreover, it should be linked to the students' school practice and their small-scale research in real classroom settings.
An Analysis of the Effects of the Early Mathematics Intervention Program on Early Mathematics Skills of Pre-School Children at Risk
Author: Yazicioglu, Tansel
Date: 2023-01-00
Type: Journal Articles
Subjects: Early Intervention,Mathematics Skills,Preschool Children,At Risk Students,Program Effectiveness,Preschool Education,Preschool Teachers,Special Education,Mathematics Instruction,Foreign Countries,Students with Disabilities

Supporting all children, particularly children with special needs, in the field of mathematics is important for their development. Therefore, it is necessary to develop and implement the necessary early intervention programs in relation to mathematics education. Studies indicate that early mathematics education intervention programs provide an increase in children's mathematical knowledge levels improving their mathematics performance. It is also reported that such programs are effective in increasing the mathematical achievement of children at risk and that their effects may last for a longer time. Therefore, it is considered important to support the mathematics skills of the children in the risk group with early mathematics intervention programs, to identify the children whose mathematical skills are deficient or who have not acquired these skills sufficiently in the early period. In this study the is aim to reveal the effectiveness of an intervention program developed in relation to the early mathematics skills to improve such skills of children in the pre-school period between 60-72 months of age, who are in the risk group in terms of mathematics skills. In this study, the multiple probe model inter-subjects, which is one of the single-subject research models, was used. The participants of the study were three kindergarten students from three different schools in Kirsehir, Türkiye. The study was carried out in the special education center located in the said city. The data collection tool is an early mathematics intervention program developed for teaching early mathematics skills. When we look at the findings obtained from the study in general, it appears that the early mathematics intervention program was effective in improving the early mathematics skills of all three students. For this reason, priority should be given to supporting the development of early mathematics skills in all children attending pre-school education institutions.