ethanporcaro/eric-fulltext-meta huggingface dataset:
Peculiarities of Educational Challenges Implementing Project-Based Learning
Author: Vasiliene-Vasiliauskiene, Virgilija
Date: 2020-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Authentic Learning,21st Century Skills,Curriculum Implementation,Barriers,Educational Research,School Business Relationship,Innovation,Student Centered Learning,Higher Education

It has long been acknowledged that effective learning is grounded on opportunities to explore problems and think critically, thus creating solid base for knowledge economy development. In this vein, there have been concentrated reform initiatives across many content areas that have integrated authentic and student-driven instructional approaches. Within the context of the 21st century education paradigm, the acquisition and development of new competencies and technical skills require new authentic learning methods. The growing popularity of the project-based learning paradigm, is related to extended opportunities in terms of knowledge attainment, facilitating the acquisition of several transversal competences such as team work, search and collection of information and synthesis and analysis abilities. However, PBL learning strategies should be developed in compliance with the educational challenges faced by the new technique's implementation. In the light of this reasoning, this paper presents a literature review on PBL and discusses PBL's implementation opportunities and challenges faced by academic staff, business representatives and students. A key point is to highlight the concept of networking among teachers, students and the business sector.
Engineering and Science Faculty Students Perceptions Regarding Learner Autonomy
Author: Mahasneh, Ahmad
Date: 2020-09-00
Type: Journal Articles
Subjects: Engineering Education,Science Education,Undergraduate Students,Student Attitudes,Student Characteristics,Majors (Students),Personal Autonomy,Foreign Countries,Academic Achievement,Self Efficacy

The objective of the current study is to investigate the autonomy of learners among engineering and science students at the Hashemite University in Jordan and to define whether there are statistically significant differences in the levels of learner autonomy due to variables of gender, faculty, and academic level. The participants of the current study consisted of 433 undergraduate students at the Hashemite University, the dual-faculty sample was chosen using the purposive sampling method, and the Autonomous Learning Scale(ALS) was also used. The results of the study showed that the level of learner autonomy was medium, and found no statistically significant differences in the level of academic self-efficacy attributed to students' gender and academic level. However, the results of the study showed statistically significant differences in the levels of learner autonomy attributed to students' faculty in favor of science students.
The Effect of Online Gamification on EFL Learners&apos; Writing Anxiety Levels: A Process-Based Approach
Author: Yavuz, Fatih
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Games,Second Language Learning,Second Language Instruction,English (Second Language),Comparative Analysis,Anxiety,Writing (Composition),Computer Software,Measures (Individuals),Student Attitudes,Likert Scales,Tourism,College Students,Vocational English (Second Language),Process Approach (Writing),Writing Instruction,Teaching Methods,Foreign Countries

Writing is one of the most difficult and neglected skills for EFL learners. Gamification, the use of game elements to increase user experience and interest in non-game content, can be used to deal with writing anxiety which is considered as a hindering affective factor in successful language learning. Within this scope, this study aims to investigate the effect of the online gamification tool 'Edmodo' on EFL learners' writing anxiety levels. The experimental design, one of the quantitative methods, was preferred. Data were collected through a background questionnaire and the Second Language Writing Anxiety Scale, involving 22 items scored on a five-point Likert response scale. Data were analysed with the Statistical Package for Social Sciences software. The results showed that the students who completed the activities and who were graded through Edmodo had significantly lower anxiety levels than the students using the traditional pen and paper.
Effect of Database Technology on Some Cognitive Variables in Learning of Physics at Undergraduate Level
Author: Nandhakumar, R.
Date: 2020-10-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Science Instruction,Physics,Computer Assisted Instruction,Individualized Instruction,Databases,Courseware,Undergraduate Students,Student Characteristics,Problem Solving,Foreign Countries

Education for sustainable development is an emerging concept that encompasses a new vision in physics education that empowers the learner to assume responsibility for creating a sustainable future. Physics education is still struggling to adapt to the personalized approach in learning. Personalized learning thrives in this technology-rich environment, but it is not enough to revolutionize the learning experience. Physics is a challenging subject to learn at higher education level due to its heavy emphasis on problem-solving. Technologies in learning physics create a learner-centered learning environment that is individualized and interactive. The authors attempted to develop the software using database technology for assisting learners to keep their learning materials for learning physics step by step. Database tools are primarily used for storing, modifying, extracting and searching for information within the database. The tool used for this research was the Database software (CVLP) which was made available on the cloud platform. This tool was designed by using the relational database model. The researcher has used the experimental method in studying its effectiveness in learning physics. The samples selected for this study comprised of the students studying an undergraduate course in four colleges at Tamilnadu, India. In this study, t-Test was the statistical technique applied to draw conclusion. The higher difference in mean scores between the experimental group and control group indicates that the database software was effectively utilized by the learners. The results revealed that the database software developed by the researcher helped the learners in learning physics concepts and solving physics problems.
The Effect of Mentimeter and Kahoot Applications on University Students&apos; E-Learning
Author: Gokbulut, Bayram
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Game Based Learning,Electronic Learning,Web 2.0 Technologies,Preservice Teacher Education,Preservice Teachers,Primary Education,Student Attitudes,Undergraduate Students,Public Colleges,Foreign Countries,Technology Integration

In the digital age, where technology is developing rapidly, there is a need for technology and game-based e-learning environments that students appreciate instead of traditional instruction. Interactive Web 2.0 tools can be utilised to develop e-learning environments. In this study, Kahoot and Mentimeter applications, interactive and game-based Web 2.0 tools, were used. The effect of Kahoot and Mentimeter applications on e-learning was investigated. This study was carried out at a state university in the Western Black Sea Region. It was carried out with prospective teachers studying in the Department of Primary School Education. This experimental study was conducted with 29 prospective teachers in the experimental group and 27 in the control group. Attitude Scale Against e-Learning was applied to prospective teachers before and after the application. Traditional methods were applied to the control group. Kahoot's evaluation feature and the word cloud feature of the Mentimeter program were used in the experimental group.
The Effectiveness of the Creative Reversal Act (CREACT) on Students&apos; Creative Thinking: Further Evidence from Turkey
Author: Akar, Ibrahim
Date: 2013-10-00
Type: Journal Articles
Subjects: Creative Thinking,Foreign Countries,Freehand Drawing,Pretests Posttests,Instructional Effectiveness,Grade 5,Elementary School Students

CREACT is a teaching tool that was developed based on the Janusian process and it can be used to improve students' creative thinking performance. Depending on the evidence of previous research which was carried out in language arts, it is found that CREACT is effective in improving students' creative thinking abilities. The purpose of this research study was to investigate the effectiveness of CREACT on students' creative thinking in drawing arts. The one group pretest-posttest design was used to carry out this research study. Nine lessons, including nine different concepts for each lesson, were designed and instructed by using CREACT during students' free time activities classes in a three week period. Participants were twenty-three 5th grade students from a public primary school. Findings indicated that CREACT is effective on developing students' creative thinking performance in drawing arts.
A Toolkit for Practice-Based Learning of Mechanisms in Industrial Design Education: An Application of a Method Combining Deductive and Inductive Learning
Author: Yavuzcan, H. Güçlü
Date: 2020-10-00
Type: Journal Articles
Subjects: Industrial Arts,Design,Teaching Methods,Interdisciplinary Approach,Outcomes of Education,Holistic Approach,Logical Thinking,Self Evaluation (Individuals),Student Attitudes,Undergraduate Students,Foreign Countries,Experiential Learning

Industrial design education is focused on teaching a combination of various interdisciplinary competencies. One of these projected learning outcomes is to be able to design mechanisms in order to fulfil certain mechanical constraints in products. Studies show that theoretical knowledge supported by practice helps to teach industrial design students the mechanisms. In the current situation in Turkey, practice-based courses are designed with a similar purpose. However, graduates severely lack mechanical design skills. In this study, a two-staged toolkit of a holistic flow is introduced to prevent the deficiency mentioned above. In the toolkit, mechanisms are taught by combining deductive and inductive approaches, instead of a directly inductive conventional approach. The toolkit is applied to 36 sophomore year students. Assessments of the students and their self-evaluations are collected and analysed. Findings show that the toolkit can be beneficial for teaching of mechanisms to ID students through some revisions.
The Effect of Transformative Blog Pages to Solve Real-World Physics Problems
Author: Thohir, M. Anas
Date: 2020-09-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Authentic Learning,Problem Solving,Physics,Science Instruction,College Students,Foreign Countries,Technological Literacy,Pedagogical Content Knowledge,Technology Uses in Education

A blog page is a vital tool to share and discuss information in real-world problem-solving. Unfortunately, this potential of blogs rarely was used to facilitate the problem-solving in specific physics topics. This study aimed to describe and examine a blog transformation in improving students' problem-solving. Through 40 university students, this study compared two physics learning sessions using transformation blogs and modules as resources. The results showed the advantages of blog transformation. We also discussed the differences between students' cognitive levels based on the new taxonomy of educational objectives. Instructors can model this study in designing a transformative technology to solve, map, and improve students' problem-solving skills in the semiconductor topic.
Comparison of Collaborative and Individual Learning in Online Learning
Author: Ozkara, Betul Ozaydin
Date: 2020-10-00
Type: Journal Articles
Subjects: Cooperative Learning,Independent Study,Electronic Learning,Distance Education,Computer Mediated Communication,Vocational Education,College Students,Public Colleges,Academic Achievement,Student Motivation,Student Satisfaction,Communities of Practice,Inquiry,Problem Based Learning,Foreign Countries

In the online learning environment, it is seen that problems arise in the absence of interaction. In order to prevent these problems, this study, which was carried out by taking into consideration the principles that are formed using the community of inquiry framework, took place during the 2014-2015 Spring Semester using 30 students from a vocational college located in the Turkish Mediterranean Region who enrolled in the &quot;Graphic Animation&quot; course. The study was used a pretest-posttest control group design. The control group constituted of students working with online problem based individual methods while the experimental group constituted of students working with online problem based collaborative learning methods. The groups were compared in terms of academic success, motivation and satisfaction. It was determined that the motivation was higher in the experimental group, while there was no difference in the achievement and satisfaction in the experimental group and the control group.
Integrating PBI in the Flipped Classroom: A Framework for Effective Instruction
Author: Diningrat, Syaiputra Wahyuda Meisa
Date: 2020-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Learning Activities,Teaching Methods,Flipped Classroom,Instructional Effectiveness,Higher Education,Student Centered Learning

The existence of the flipped classroom has gained attention among scholars and teachers, particularly in higher education. This instructional model appeals much concern due to its capability not only to shift the instructional process from teacher-centered to student-centered but also to transform university classrooms into an active learning environment where students have the opportunity to apply concepts to solve the problems. However, the current pieces of evidence showed that teachers implementing the flipped classroom instructional model still encounter issues that raise additional concerns, such as technical difficulty, design gaps between pre-class and in-class learning activity, and little study on robust frameworks have been developed for this instructional. Consequently, teachers generate an inadequate learning activity design in the flipped classroom. Therefore, this study aims to develop a vigorous framework for the flipped classroom model by integrating problem-based instructional strategy. After reviewing relevant theories and empirical findings, the result of the study provides a foundation framework for the flipped classroom design. This framework consists of two circles of learning activity design that coherence between pre-class and in-class. The theoretical framework provided in this study is considered as initial study, thus, further researches are highly suggested for future scholars to explore its effectiveness.
Internet Gaming Disorder: Remarks of Psychiatrists
Author: Yesilyurt, Ferahim
Date: 2020-00-00
Type: Journal Articles
Subjects: Psychiatry,Allied Health Personnel,Internet,Behavior Disorders,Clinical Diagnosis,Mental Disorders,Depression (Psychology),Anxiety,Attention Deficit Hyperactivity Disorder,Drug Therapy,Cognitive Restructuring,Behavior Modification,Intervention,Symptoms (Individual Disorders),Foreign Countries,Addictive Behavior

Psychiatrists were interviewed to elicit their remarks on and clinical experiences with Internet Gaming Disorder (IGD). A case study design with four open-ended questions was chosen. Psychiatrists were asked to answer questions related to the clinical cases they encountered, what they have gone through and what they think about the diagnosis of IGD. Purposive sampling was employed and eight psychiatrists working in Istanbul made up the study sample. There have been numerous studies focusing on its prevalence and treatment but, to the best of author's knowledge, there are no studies on psychiatrists' experiences with and remarks on IGD. Therefore, the current study will contribute to the literature by shedding light on practical knowledge and experience, which is as much important as theory. The findings showed that psychiatrists diagnosed a few of the patients suspected of IGD with depression, anxiety disorder and attention-deficit/hyperactivity disorder as comorbidities. Medications were often used to treat comorbidities and cognitive behavioural therapy in some cases. They also stated that they had difficulties while applying the criteria for diagnosis and paid attention to various symptoms. Functionality was reported as the most important criterion and it was suggested to be coded separately in clinical trials.
Development of Teacher Education Students&apos; Pedagogical Content Knowledge (PCK) through Reflection and a Learning-by-Doing Approach in Craft and Technology Education
Author: Niiranen, Sonja
Date: 2020-10-00
Type: Journal Articles
Subjects: Technological Literacy,Pedagogical Content Knowledge,Student Attitudes,Foreign Countries,Handicrafts,Technology Education,Teacher Education Programs,Universities,Reflection,Educational Philosophy,Teaching Methods,Learning Processes,Active Learning

The approaches of learning by doing and making have always been inherent components of Finnish craft and technology education. Craft is a practical subject that involves many hands-on activities during which students actively practice experimentation, investigation, invention, problem-solving and designing skills. The same ideology is utilised in craft and technology teacher education courses at the University of Jyväskylä. The overall purpose of this study was to increase our understanding of the development of teacher education students' pedagogical content knowledge (PCK) in craft and technology education through reflection and the learning-by-doing approach. To achieve this goal, students were asked to fill out a reflective questionnaire after one of their hands-on working sessions. The open-ended questionnaire was formulated on the basis of Roberts' (2012) four philosophical stances so that each of them were equally able to provide representative information in relation to students' reflections on it. During the academic year 2019-2020, a total of 115 students responded to the questionnaire while taking the 'Pedagogy of Multi-material Craft and Technology Basic Course'. Data were analysed by identifying themes based on the frequency of their occurrence. Philosophical stances of 'knowledge acquisition is inherently interactive' and 'examining things based on practical consequences' proposed by Roberts (2012) were the most evident ones in teacher education students' reflections. This study demonstrates how the learning-by-doing approach and use of a reflective tool can facilitate the development of students' PCK in craft and technology education.
Involving Students in Sharing and Clarifying Learning Intentions Related to 21st Century Skills in Primary Design and Technology Education
Author: Klapwijk, Remke
Date: 2020-10-00
Type: Journal Articles
Subjects: 21st Century Skills,Design,Creative Thinking,Elementary School Students,Brainstorming,Active Learning,Formative Evaluation,Behavioral Objectives,Foreign Countries,Visual Aids,Self Evaluation (Individuals)

Design and Technology Education is an excellent vehicle for the development of the so-called 21st-Century skills, such as creativity, critical thinking and cooperation. However, the development of these skills through design projects does not yet reach its full potential. Formative assessment is able to support the learning of 21st-Century skills. In a case study a teacher shares and clarifies the goal of divergent thinking with her class of 11- and 12-year old's using a newly developed interactive approach. Small drawings were made collectively to visualize the skill. Half-way during the brainstorm session, students were asked to assess their brainstorm results and divergent thinking skills in a collective reflection. The results show that the interactive visual approach led students to understand how to be successful in divergent thinking. They collectively developed expressions to talk about how sound divergent thinking looks and this enabled them to diagnose strengths and weaknesses in divergent thinking. All interviewed students reported an improvement in divergent thinking after the collective reflection. This indicates that active involvement of students in clarifying learning intentions enables the development of relevant feedback. Although this result was only achieved in one class with one particular teacher, it underlines the value of the interactive visualization tool. Furthermore, it shows that the formative assessment strategy of sharing, clarifying and understanding learning intentions and success criteria related to 21st century skills in the context of real-life design projects supports self-evaluation and feedback uptake.
Necessity of Using Problem Based Learning (PBL) and Structural Physical Models on an Educating Structural Course: Case Study of a Structural Systems Course, Master Degree Architecture Students
Author: Vojdanzade, Ladan
Date: 2020-10-00
Type: Journal Articles
Subjects: Teaching Methods,Architectural Education,Problem Based Learning,Masters Programs,Workshops,Graduate Students,Foreign Countries,Universities,Education Work Relationship,Case Studies,Student Projects

Teaching structure to architecture students is an important part of the architecture curriculum in faculties. Weak points of architecture students in using their knowledge and data in real environments has caused many problems in professional activities or withheld their essential skills. In this situation they cannot use their abilities and success in their job positions. In this study, we aimed to promote learning structural behavior in a structural systems course, by using a method that is a blend of a Problem Based Learning (PBL) model and a physical model. This was undertaken in structural studies for master degree students in the University of Tehran. In the recent experiment, the theoretical class changed to a workshop and practical class and they learned and studied by working in a group and through hands-on activities to increase their skills and demonstrate abilities, so they are prepared for parallel situations in future. The research method which has been used in this paper is based on the description of the subject feature. According to the research, a PBL model and Structural Physical Model are appropriate ways of understanding the structural behavior without using complicated mathematical formulas. It also provides the best technique for students' preparation and learning.