ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Alternative Ideas for Determining the Learning Curve on the Concept of Force
Author: Kotsis, Konstantinos T.
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Students,Middle School Students,High School Students,Preservice Teachers,Elementary School Teachers,Foreign Countries,Concept Formation,Scientific Concepts,Learning Processes,Age Groups,Age Differences,Misconceptions,Scientific Attitudes,Mechanics (Physics),Scientific Literacy,Knowledge Level,Kinetics

This study is empirical research about alternative ideas on the concept of force for five different age groups, primary school students (11), middle school students (15), high school students (17), students of the Department of Primary Education (21), and active teachers in primary education (27-50). We used the same questionnaire for all groups, which shows a relationship with the answers depending on their age. The analysis of the percentage of the correct answers concerning the age of subjects gives a sigmoid curve, which is the learning curve on the concept of force. For all the questions, there was a statistically significant correlation with age. That provides us with interesting information about the teaching of the force. In particular, our results suggest that the alternative conceptions of students and teachers, reflecting misconceptions and preconceptions, reduce with age or equivalently with the education level. Our study can be used in science teaching classrooms, on the design of curricula, and teachers' professional development.
Fostering Democratic Competences in Learners: An Interdisciplinary International Experience
Author: Rauschert, Petra
Date: 2022-10-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Democracy,Teaching Methods,Guidelines,Communication Skills,Mathematics Education,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Education Programs,Foreign Countries,Language Teachers,Exchange Programs,Computer Simulation,Intercultural Communication,Democratic Values,Story Telling,Multimedia Materials,Cooperative Learning,Outcomes of Education,Local Issues,Global Approach,Citizenship Education,International Education,State Universities,Undergraduate Students,Student Projects

This article presents an analysis of a teaching concept we developed based on the Reference Framework of Competences for Democratic Culture (RFCDC) (Council of Europe, 2018), that not only provides opportunities to practice communicative skills but puts a major focus on democratic competences. Mathematics students and TEFL (Teaching English as a Foreign Language) students from the USA and Germany engaged in a virtual exchange project to reflect upon local and global issues that can be seen from more than one perspective. The topics they chose are all related to the domain of 'values' in the RFCDC. The students created short stories in which they address these issues and collaborated in the production of a multimodal, digital storybook. The aim of this article is to examine how education for democracy can be fostered through interdisciplinary intercultural citizenship projects. The unit of analysis is the teaching concept, with a focus on the results of the interdisciplinary collaborative process and its outcomes.
Global Education as a Cross-Curricular Approach to Language Teaching for Democracy
Author: Cates, Kip A.
Date: 2022-10-00
Type: Journal Articles
Subjects: Global Education,Interdisciplinary Approach,Second Language Learning,Second Language Instruction,Problem Solving,Social Problems,Language Teachers,Democratic Values,Citizenship Education,Democracy,Teaching Methods,International Education,Cultural Awareness,Social Responsibility,Global Approach,Peace,International Organizations,Instructional Materials

Global education is a cross curricular discipline, originating in the 1970s and 1980s, developed for schools by international educators in the United Kingdom, Europe and North America. One definition describes it as &quot;education which promotes the knowledge, attitudes and skills relevant to living responsibly in a multicultural, interdependent world&quot; (Fisher &amp; Hicks, 1985, p. 8). Another definition states that &quot;global education consists of efforts to bring about changes in the content, methods and social context of education in order to better prepare students for citizenship in a global age&quot; (Kniep, 1985, p. 15). This article introduces the field of global education, describes its aims and objectives, and outlines the rationale for taking a global education approach to language teaching. It will describe and discuss a variety of initiatives undertaken by global language educators in classrooms, programs and schools around the world that promote democratic citizenship, foster social responsibility and engage students in working to solve local and global issues. It will conclude by encouraging language teachers to explore global education as a valuable cross-curricular approach to language teaching for democracy.
Higher Education Student Experience and a Portfolio for Developing Democratic Competences: Values and Reflections in an Internationalized Context
Author: Woodin, Jane
Date: 2022-10-00
Type: Journal Articles
Subjects: Graduate Students,Masters Programs,Foreign Countries,Portfolios (Background Materials),Democracy,Global Approach,Citizenship,Democratic Values,Cultural Awareness,Diversity

This article reports on Higher Education student experiences of engaging with the concepts, values and activities in an adapted pilot version of the Council of Europe's Portfolio of Competences for Democratic Culture. Our aim was to explore how this portfolio could serve as a learning tool in an internationalized context for higher education students. The contributions of 32 students undertaking Masters' programs in a UK university were analyzed by the authors. These are discussed in relation to student development of democratic competences, focusing on citizenship, values and the Portfolio as a learning tool. Participant contributions showed a strong emphasis on valuing cultural diversity together with development of awareness and confidence in owning both the concepts and the process of being a citizen. We conclude that the Portfolio can be seen as a tool for empowerment through validation of participants' personal experiences and as structural support in articulating these.
Addressing Digital Divide through Digital Literacy Training Programs: A Systematic Literature Review
Author: Choudhary, Heena
Date: 2022-06-00
Type: Journal Articles
Subjects: Access to Computers,Disadvantaged,Digital Literacy,Developed Nations,Developing Nations,Foreign Countries,Older Adults,Educational Attainment,Computer Science Education,Information Seeking,Outcomes of Education,Program Evaluation,Internet

Digital literacy training programs (DLTPs) are influential in developing digital skills to help build a more inclusive and participatory ecosystem. This study reviews 86 studies related to DLTPs for marginalised populations in developed and developing countries. It aims to understand (a) the profile of DLTPs, (b) the digital competences incorporated in the training curriculum and (c) tangible outcomes of Internet use post-training. The review indicated that developed countries focus more on developing digital literacy in elderly populations. In contrast, the focus still lies on developing digital literacy among people with low skills and education levels in developing countries. The training curricula focus mainly on developing information-seeking and communication competencies, besides the basic operations of digital devices. Most of the studies reported an increase in the personal-level outcomes around health, leisure and self-actualisation achieved post-training. This study can help policymakers, practitioners, and educational researchers improve the scope and quality of educational programs and contribute to people's digital empowerment and well-being.
A Systematic Literature Review of Augmented Reality in Engineering Education: Hardware, Software, Student Motivation &amp; Development Recommendations
Author: Vásquez-Carbonell, Mauricio
Date: 2022-06-00
Type: Journal Articles
Subjects: Computer Software,Computer Simulation,Artificial Intelligence,Engineering Education,Foreign Countries,Telecommunications,Handheld Devices,Student Motivation,Teaching Methods,Databases,Laptop Computers,Computers,Computer Peripherals

Augmented Reality (AR) is a technology that has benefited from the massification of computational devices, putting it in the focus of researchers as a novel teaching aid in engineering. For this very reason, a great amount of information about AR in engineering education is emerging constantly. To synthesize the information, a Systematic Literature Review (SLR) was carried out and 4 research questions were raised. It was found out the researcher´s trend for the development and testing of software that takes advantage of AR for engineering students. It was also found that Germany and India are the leading nations on investigations about the investigated topic. On the software side, Unity is the most used tool for creating applications and that the target hardware is smartphone. Finally, the high interest of researchers to increase motivation in students is evidenced in this SLR and recommendations were made based on the researcher's findings.
Exploring Teacher Development Courses in the Lens of Integrated STEM Education: A Holistic Multiple Case Study
Author: Mumcu, Filiz
Date: 2022-09-00
Type: Journal Articles
Subjects: Secondary School Teachers,Foreign Countries,Faculty Development,STEM Education,Integrated Curriculum,Curriculum Design,Technological Literacy,Educational Strategies,Knowledge Level,Pedagogical Content Knowledge,Teacher Attitudes,Opinions,Researchers,College Faculty

The implications of how teacher development courses (TDCs) should be designed for integrated STEM education are essential for in-class STEM education practices. This study compares the three TDCs accomplished to support teachers' professional development (PD) for integrated STEM education in terms of pedagogical knowledge, technological knowledge, and strategy. A holistic multiple-case study design was used in this study. Each TDC was considered a case study, and case-specific analyses were made. The findings obtained for each case were then compared. The first TDC included only computer science teachers and showed us the necessity of interdisciplinary work to enhance integrated STEM education. The second TDC demonstrated that this work could be accomplished by combining the content knowledge of teachers from various disciplines; however, the second TDC's drawbacks included identifying real-world problems, a lack of response to the engineering approach for science and mathematics teachers, and the rigidity of the collaborative working strategy. Then, we focused on the role and purpose of &quot;T&quot;echnology. Finally, we gave the teachers learning tasks to work collaboratively with teachers in their disciplines first and teachers from other disciplines later. This study shows how a TDC should be designed effectively to support teachers' PD for integrated STEM education.
Investigation of the Individual Characteristics that Predict Academic Resilience
Author: Avci, Süleyman
Date: 2022-09-00
Type: Journal Articles
Subjects: Individual Characteristics,Academic Achievement,Achievement Gap,Socioeconomic Status,Disadvantaged,Resilience (Psychology),Foreign Countries,Achievement Tests,Secondary School Students,International Assessment,Reading Achievement,Classification,Grade Repetition,Metacognition,Learning Strategies,Recreational Reading,Student Attitudes,Competition,Self Efficacy,Occupational Aspiration,Predictor Variables

The percentage of students with lower academic achievement than their peers due to their socio-economical disadvantages is globally accepted as an indicator of inequality. Some students, despite their disadvantages, are as successful as their advantaged peers. The family and individual characteristics and academic experiences of these students, who are referred to as academically resilient, provide useful information to the institutions that work to increase the academic success levels of other disadvantaged students. Accordingly, this study aims to determine the individual characteristics of academically resilient students, focusing on the PISA Turkey results. In line with the OECD criteria, an equal number of academically resilient (N=214) and academically disadvantaged (N=214) students participated in the study. Students whose economic, social, and cultural index values are amongst the bottom 25% were considered to be disadvantaged, and those who performed at level 3 and above in reading proficiency were regarded to be successful. Eighteen individual characteristics measured within the scope of PISA research were included in the study as independent variables. A binary logistic regression analysis was used in the analysis of the data. The regression model created in line with the findings predicted 67 percent of the variance in academic resilience and made an accurate classification of 85 percent. In order of their power, the predictors of academic resilience are grade repetition, use of metacognitive learning strategies (understanding, summarizing, evaluating credibility), reading for enjoyment, attitude towards academic competition, self-efficacy, and the desired occupation.
Analyzing TALIS Indicators and PISA Results with Data Envelopment: Comparison of EMS, DEAP, and R Software
Author: Büyükkidik, Serap
Date: 2022-09-00
Type: Journal Articles
Subjects: Administrator Surveys,Teacher Surveys,International Assessment,Achievement Tests,Secondary School Students,Foreign Countries,Educational Indicators,Comparative Education,Efficiency,Scores,Computer Software,Models,Benchmarking

The Teaching and Learning International Survey (TALIS) and the Programme for International Student Assessment (PISA) are large-scale measurements about teaching and learning. There is a link between TALIS indicators and PISA results. We investigated which countries are effective according to TALIS indicators as inputs and PISA 2015 mathematics, scientific, and reading literacy scores as outputs in this research. Common 24 countries' data from TALIS 2013 and PISA 2015 were analyzed. Data envelopment analysis was used in this quantitative research. Belgium, Denmark, Finland, Italy, Korea, Mexico, Netherlands, Norway, and Portugal were effective countries in EMS 1.3, DEAP-XP 2.1, and R-4.1.3 software according to the input-oriented Charnes, Cooper, and Rhodes (CCR) model. Belgium, Canada, Denmark, Estonia, Finland, Italy, Japan, Korea, Mexico, Netherlands, Norway, and Portugal were effective countries in EMS 1.3, DEAP-XP 2.1, and R-4.1.3 software according to the input-oriented Banker, Charnes, and Cooper (BCC) model. The results obtained from the BCC and CCR model differ partially. Italy and Norway should be taken as references mostly by ineffective countries for getting better PISA scores according to both models analyzing with EMS 1.3, DEAP-XP 2.1, and R-4.1.3.
Digital Media Literacy in the Age of Mis/Disinformation: The Case of Moroccan University Students
Author: Mrah, Isam
Date: 2022-06-00
Type: Journal Articles
Subjects: Media Literacy,Misinformation,Foreign Countries,Undergraduate Students,Social Media,Student Attitudes,Information Literacy

This paper set out to explore online users' perceptions, attitudes, and practices towards mis/disinformation on social networking sites and investigate how they engage with, identify, and evaluate information disorder on social networking sites. The correlation study provides empirical insights into the complex relationship between digital media literacy and online information processing. To this end, a web-based survey was administered to gauge Moroccan undergraduate students' digital media literacy skills, particularly in what regards their ability to identify and evaluate the credibility of information online. The data obtained are consistent with the hypothesis guiding this research that there is a significant relationship between digital media literacy skills (DMLS) and students' ability to identify information disorder online (IDO). Based on the empirical findings, important implications and strategies for higher education institutions are addressed to help students become more digitally media literate consumers of information.
Habits, Norms and Use of Technologies at Home from a Gender Perspective in Early Childhood
Author: Romero-Tena, Rosalía
Date: 2022-06-00
Type: Journal Articles
Subjects: Behavior Patterns,Norms,Use Studies,Gender Differences,Technology Uses in Education,Family Environment,Socioeconomic Status,Young Children,Handheld Devices,Cross Cultural Studies

The use of technologies at home directly influences how children perceive them for their learning at school. Numerous studies have focused on the different ways in which digital technologies are used at home and in schools. These studies attempt to explain how previous experience and knowledge can be linked to the use of technologies at school, the differences between home and school literacies, or how socio-economic status influences the availability of technology in these socio-educational institutions. All of them show that technology has become part of children's lives. Consequently, the aim of this study was to obtain information about the habits, norms and use of technology by children aged 2-6 years in their homes and the differences between genders. To this end, a validated questionnaire was created. A total of 1016 parents completed the questionnaire. The results show the most used technologies, the time of use and whom they are used with, as well as the rules imposed and their opinion about this use. Likewise, there are significant differences that lead to carry out and discuss proposals for STEAM work in Early Childhood Education classrooms in order to empower students.
Technology and Methodology: The &quot;MADE BY THEM TO THEM&quot; Approach in Early Childhood
Author: Quadros-Flores, Paula
Date: 2022-06-00
Type: Journal Articles
Subjects: Technology Uses in Education,Learning Processes,Early Childhood Education,Student Teachers,Prior Learning,Psychological Patterns,Well Being,Foreign Countries,Elementary School Students,Grade 1

Knowing that the Internet has opened doors to information and to the possibility of ubiquitous communication, there is now a need to review ways of teaching and learning. Learning to learn assumes a significant predominance in the methodological design due to the centrality of the student in the learning process. In this sense, this study aims to understand the approach &quot;Made by them to them: the students in the learning process&quot; in early childhood, assuming that it 1) activates prior knowledge; 2) promotes personal and collaborative efforts in the construction of the didactic resource; 3) creates emotion in the learning process. This is a multiple case study in different educational contexts and levels whose data collection was carried out by analyzing reflective narratives carried out by intern students from higher education institutions in public and private institutions. The results suggest that this approach, in addition to activating prior knowledge that is important for the construction of a robust structure of knowledge and significantly involving children in an emotional process of well-being, stimulates the natural articulation of knowledge in an inclusive environment. We conclude that situated and contextualized learning in a growing process of child involvement facilitates the understanding of reality and promotes inclusion and the construction of complex thoughts.
An Examination of Teachers&apos; Use of Metacognitive Strategies in Supporting the Reading Comprehension Skills of Children with Learning Disabilities
Author: Laçin, Emre
Date: 2022-09-00
Type: Journal Articles
Subjects: Metacognition,Reading Strategies,Reading Processes,Students with Disabilities,Learning Disabilities,Teacher Attitudes,Reading Comprehension,Reading Difficulties,Foreign Countries,Elementary School Teachers,Special Education Teachers,Language Teachers

Metacognitive reading strategies are to facilitate the reading processes of students, to give them the chance to monitor and control the reading process, and to regulate the reading process. While many typically developing children can acquire these cognitive processes, children with learning disabilities (LD) have difficulties. They also have more limited memory than typically developing children. It is an effective method for making it easier for children with limited memory and learning difficulties to remember the information in the text and thus increase their understanding. The most effective people in teaching metacognitive reading strategies are teachers. Teachers' knowledge level of metacognitive strategies affects the reading comprehension success of students with LD (Oslund et al., 2016). Therefore, in this study, it aims to examine the views of teachers on the teaching of metacognitive reading strategies to improve the reading comprehension of children with LD. The &quot;Metacognitive Reading Strategy Usage Scale&quot; (MRSUS) developed by Özen and Durkan (2016) was used to evaluate the teaching of metacognitive reading strategies that teachers use to improve reading comprehension. The MRSUS is a tool that evaluates a set of strategies that children use before, during, and after reading. MRSUS scores of 204 teachers participating in the study were examined. Got results; presented in the findings section.
The Impact of Screen Time and Mobile Dependency on Cognition, Socialization and Behaviour among Early Childhood Students during the COVID Pandemic--Perception of the Parents
Author: Joseph, Genimon Vadakkemulanjanal
Date: 2022-06-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Preschool Children,Computer Use,Interpersonal Relationship,Social Behavior,Child Behavior,Age Differences,Individual Characteristics,Foreign Countries,Child Development,Social Development,Behavior Development,Educational Technology,Television Viewing,Handheld Devices,Telecommunications

Digital technology systems are adopted rapidly throughout the globe for the virtual learning process especially with the outbreak of the COVID-19 pandemic. Digital screen-based gadgets are integrated to provide a seamless interactive medium of learning even before the initiation of formal education. Studies on the technology use of younger children are critical as uncontrolled gadget use affects their developmental stages yet these studies are still in the infancy stage. This study analyses the impact of extended use of digital gadgets and mobile dependency on early childhood manifested through their cognition, socialization and behaviour. This descriptive study is based on the random responses of 511 parents about their young children of 3-6 years distributed at five civil districts of Kerala State. From the analysis, it is found that the extended use of digital gadgets influenced young children's mobile dependency, socialization process, cognition and behaviour patterns. The young children exhibited alienation tendencies and behavioural deviations which are correlated to their screen time. Both male and female reported similar results. Significant differences were observed by the parents with respect to the age of the children and their parental characteristics. Their mobile dependency mediated their extended digital Screen Time to the Behaviour. Significant relation was predicted by extended Screen Time on Behaviour of the students with a partial sequential path through mobile Dependency, Cognition and Socialization. The study sheds light on the urgency of parental care and implementation of a balanced gadget usage system to reduce the detrimental impacts of gadget usage.