ethanporcaro/eric-fulltext-meta huggingface dataset:
#Education: The Potential Impact of Social Media and Hashtag Ideology on the Classroom
Author: Watson, Ellen
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Media,Educational Technology,Technology Uses in Education,Elementary Secondary Education,Teaching Methods,Ideology,Student Participation,Telecommunications,Student Attitudes,Interpersonal Relationship,Networks,Constructivism (Learning)

Common on social media platforms, the hashtag (#) organizes users' ideas, emotions, and comments. Originally used to create a searchable platform, the hashtag and its ideology present interesting considerations for changes to education. As students using social media today most certainly use hashtags to converse, hashtag-informed teaching could connect education to students' worlds instead of forcing students to fit into the pre-defined world of education. Prevalent in post-secondary education, K-12 educators have recently begun to integrate social media tools into their classrooms, but what are the pedagogical implications of the ideologies of these tools? In response, this study asked the following question: &quot;How can the hashtag inform the K-12 classroom?&quot; Using a systematic literature review and thematic analysis, this study analyzed eight articles that discussed the use of hashtags with K-12 students. Findings indicated four themes that could inform the alignment of K-12 classrooms with hashtag ideology: encouraging voice and user-generated content, the potential of self-organization, network hetero/homogeneity, and connecting to space without a common physical space. Suggestions are provided as to how classrooms (and education) may consider restructuring to better reflect hashtag ideology, meeting students in their social media-driven world.
Multidimensional Analysis of the Teaching Process of the Critical Thinking Skills
Author: Polat, Seyat
Date: 2020-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Statistical Analysis,Educational Practices,Elementary School Students,Foreign Countries,Gender Differences,Individual Differences,Class Activities,Measures (Individuals),Concept Formation,Teacher Attitudes,Observation

This study aims to evaluate critical thinking skills in a multidimensional way. Based on this objective, the level of teachers' critical thinking skills, how they conceptualize critical thinking, their practices of critical thinking in the classroom, and if the critical thinking is referred enough in the curriculum are analyzed in this research. In terms of the research objective, this study is mixed-method: The relational model was used for the quantitative part of the research, and the case study method was used for the qualitative part. The research data was collected in the academic year 2013-2014. The study group from which quantitative data was collected consists of 323 males and 377 females, totaling 700 teachers, and the other study group from which the qualitative data was collected involves 16 teachers working at two primary and two elementary schools.
Conceptions in Making Sense of Multiplication
Author: Chin, Kin Eng
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Multiplication,Secondary School Teachers,Mathematical Concepts,Concept Formation,Word Problems (Mathematics),Mathematical Logic

This paper aims to explore how three secondary school teachers make sense of multiplication based on their conceptions of multiplication. The framework of supportive and problematic conceptions in making sense of mathematics proposed by Chin (2013) is exemplified in this study. Initially, data were collected through a survey assessment that consists of a set of mathematical tasks. Then follow-up interviews were conducted with these participants. Three secondary school teachers (Jessica, Sarah and Claire -- pseudonyms) participated in this study. Findings revealed that the changes of meanings in multiplication have impacted the sense-making of Sarah and Claire. On the other hand, Jessica who sensed these mathematical changes could talk about multiplication sensibly.
Constructs Evaluation of Student Attitudes towards Science
Author: Huang, Liu
Date: 2019-00-00
Type: Journal Articles
Subjects: Scientific Attitudes,Student Attitudes,High School Students,Grade 11,Attitude Measures,Psychometrics,Foreign Countries,Relevance (Education),Science Interests,Self Efficacy,Construct Validity,Value Judgment

Students' attitudes towards science (SAS) is a prominent research area as evident in the science education literature. Many SAS studies incorporated science confidence (SC), science enjoyment (SE) and importance of science (IS) into the study of SAS. However, the incorporation of these constructs often depends on the subjective judgment of the researchers. This study examines the incorporation of the three constructs in the measure of SAS based on the Asian Student Attitudes Towards Science Class (ASATSC) instrument. A total of 1,133 7th to 11th graders from China completed a survey of the three constructs. Data was collectively assessed in terms of fit to the Rasch model that requires invariant and consistent response category functioning. Results indicated that SC was not correlated well with IS whilst SC and SE were consistent with each other in the measure of SAS. Recommendations were provided on how constructs on the measurement of SAS can be better designed.
How Focus Creates Engagement in Primary Design and Technology Education: The Effect of Well-Defined Tasks and Joint Presentations on a Class of Nine to Twelve Years Old Pupils
Author: Looijenga, Annemarie
Date: 2020-06-00
Type: Journal Articles
Subjects: Learner Engagement,Elementary School Students,Preadolescents,Technology Education,Instructional Effectiveness,Montessori Method,Experiential Learning,Creative Thinking,Design Crafts,Furniture,Cooperative Learning,Attention,Art Education,STEM Education

During a Design and Technology class, engagement is both required to start creative hands-on work and a sign of pupil's creative thinking. To find ways to achieve engagement, we can look to the Montessori tradition. Due to the fact that learning is regarded as feeding insight through experimenting, tasks have to offer pupils the opportunity to gain knowledge about isolated details of the learning situation. This is realised by brief, simple and objective tasks combined with liberty to approach the hands-on work in one's own way. Applied to Design and Technology, we can define brief, simple and objective tasks with a focus on a technique as an isolated detail of the learning situation. Offering liberty during hands-on work enables creative thinking. The deployment of well-defined tasks with a focus on a technique is possible by dividing a complex assignment into a collection of brief tasks with single problems and working towards single objectives in the topic, making use of a single technique. Such a collection is a format that has the potential to enable ongoing engagement. This case-study researches the actual effect of a stepwise organised collection of tasks on the design performance of pupils of nine to twelve years old. The results show that the tasks turned out to be useful in initiating engagement. In combination with joint presentations, ongoing engagement was achieved resulting in well-considered designs and products. In addition, dialogue with disengaged pupils delivered solutions towards engagement. As a side-effect of dialogue the teacher-pupil relationships and the pupil-pupil relationships improved.
Virtual Lab Implementation in Science Literacy: Emirati Science Teachers&apos; Perspectives
Author: Alneyadi, Saif Saeed
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Simulation,Science Experiments,Scientific Literacy,Foreign Countries,Science Teachers,Teacher Attitudes,Electronic Learning,Instructional Effectiveness,Teaching Methods,Science Process Skills,Robotics

Background: This study explored science teachers' views about the nature and frequency of virtual lab implementation conducted by students and its contribution to developing science instruction and research in the United Arab Emirates (UAE). Material and Methods: Focus group was employed to collect data through structured interviews. The sample comprised 45 science teachers from 10 intermediate schools. Two questions inquiring into the goals of virtual practical work and its frequency were developed to guide the study. Results and Conclusions: The results showed that virtual labs had reasonable effects on students' knowledge, skills, attitudes, and achievement as well as innovation. Nonetheless, virtual labs were not used regularly and were only used at a narrow scale; however, they increased students' engagement, motivation, and achievement. Results are discussed in light of reexamining the current practices in terms of implementation, frequency, and country-level large-scale use. It is recommended to maximize virtual labs' use and effectiveness.
A Literature Review on the Use of Music in Architectural Design Education
Author: Ölgen, Burcu
Date: 2020-06-00
Type: Journal Articles
Subjects: Role,Music,Architectural Education,Imagination,Design,Creativity,Educational Benefits,Higher Education,Interdisciplinary Approach

In order to improve creative thinking in architectural design education, it is useful to interact with other disciplines such as music. There are many works of this interdisciplinary approach between architecture and music in the literature. These studies focus on new methods of creating forms with music for basic architectural education. The common aim is using music as a creative perspective for designing forms before proceeding to architectural design. Various structural forms designed by students are examined within these studies. It is concluded that designing with music could improve students' imagination and could be benefit to architectural design education. Furthermore, these approaches could be improved, not only in basic form design, but also to be applied in an entire architectural project from space to façade. Music could be used as an inspiration to be transformed into a product, an interior or an architectural structure, and this could be useful for architectural design studio courses. Therefore, this review aims to underline the benefit of music in architectural education by examining the existing studies in the field, and it is a preliminary research for the further study of a method of designing with music.
How Do Students Experience Choice? Exploring STEM Course-Offerings and Course-Taking Patterns in Texas Charter and Non-Charter Public Schools
Author: David, Bernard G.
Date: 2020-08-17
Type: Journal Articles
Subjects: Student Experience,Course Selection (Students),Behavior Patterns,STEM Education,Charter Schools,Public Schools,School Choice,Secondary School Students,Transfer Students,Outcomes of Education,Economically Disadvantaged,Racial Differences,Track System (Education),Ability Grouping,Special Education,College Preparation,Advanced Courses,Student Characteristics,Enrollment Influences

Charter schools are positioned by proponents as a key component of reform efforts striving to expand school choice. Proponents argue that charter schools have the flexibility to experiment with novel curricular and instructional models outside the constraints of the traditional public education system, and therefore have the potential to transform students' experiences. Influential reports over the last three decades have highlighted the need to improve students' preparation in STEM, and charter schools have emerged as a reform with the potential to do so. This work uses methods from social network analysis and logistic regression to investigate how course-taking patterns in Texas charter and non-charter schools either promote or constrain student engagement within the STEM disciplines by: 1) exploring STEM course offerings in Texas charter and non-charter public secondary schools; and 2) identifying students' STEM course-taking patterns in these schools. Findings suggest charter schools are less likely than non-charter public schools to offer STEM courses tailored for special education students and that charter school students' coursetaking patterns tend to be either slightly more advanced or more basic than the course-taking patterns of students in non-charter schools. In addition, students in charter schools tend to be more mobile (e.g., transfer between schools) than students in non-charter public schools.
Contributing to Reading Comprehension through Science and Technology Education
Author: van Keulen, Hanno
Date: 2020-06-00
Type: Journal Articles
Subjects: Reading Comprehension,Science Education,Technology Education,Outcomes of Education,Design,Elementary School Students,Inquiry,Teaching Methods,Comparative Analysis,Oral Language,Reading Instruction,Scoring Rubrics,Self Efficacy,Teacher Attitudes,Communities of Practice,Faculty Development,Scores,Foreign Countries,Elementary School Teachers,Student Attitudes

In this study, an educational development approach is investigated aiming at improving reading comprehension outcomes in primary education through inquiry and design-based Science &amp; Technology teaching. The context is societal pressure to increase the likelihood that more students, later in their life, will aspire for careers in technology-intensive professions. However, schools are under more pressure to focus on core subjects, such as language. Integrated Science &amp; Technology and Language education may overcome this problem. In this study, students from Years/Grades 3-6 (9- to 12-year-olds) received an experimental treatment, in which regular reading comprehension lessons were replaced by inquiry and design-based projects with a strong focus on oral language. Before and after, their performance on tests for reading comprehension was measured. No significant differences were found from performance in a control group, who received the regular reading comprehension lessons, but hardly any Science &amp; Technology lessons. In the experimental group, teachers used the Skills Rubric Inquiry and Design and reported that students' skills for inquiry and design improved considerably. Substantial professional support in the form of weekly meetings in a professional learning community was necessary to achieve these goals. Initially, the teachers involved had little knowledge of Science &amp; Technology and low self-efficacy with regard to teaching this subject, but teacher attitude towards teaching Science &amp; Technology improved considerably during the project. It was concluded that integrating Science &amp; Technology and language education is a complicated yet rewarding approach.
Technical or Not? Investigating the Self-Image of Girls Aged 9 to 12 When Participating in Primary Technology Education
Author: Sultan, Ulrika Napoleon
Date: 2020-06-00
Type: Journal Articles
Subjects: Self Concept,Preadolescents,Elementary School Students,Technology Education,Females,Learner Engagement,Student Participation,Student Interests,Gender Issues,Urban Schools,Student Empowerment,Sex Stereotypes,Self Efficacy,Technological Literacy,Foreign Countries,Femininity

Variance in interest and engagement by gender is a complex and long-standing research agenda in the field of technology education. Studies report that girls are more reluctant to participate in technology education, less interested in the subject and more negative towards technology than boys. It is argued that specific attitudes and roles hinder girls from engaging in technology education because technology is presented as a predominantly male domain, which fuels ideas about what technological agency is as well as whose interest in technology and what kind of technology are regarded as legitimate. There is, however, the potential to improve female engagement if we can gain knowledge about what girls do during lessons and how they think about themselves when learning technology. Therefore, the aim of this study is to examine the self-image of girls aged 9 to 12 when participating in primary technology education, by using Harding's (1986) three gender levels: the symbolic, the structural and the individual. The methods used for this study were participant observations during technology classes followed by a focus group interview. From the perspective of Harding's three levels of gender, the analysis of the observations and the focus group interview reveals that girls confirm the prevailing male norms and conceptions that are linked to what technology is and what it means &quot;to be technical&quot;, despite the fact that the teacher introduces gender-neutral activities. However, there is an ambiguity in our findings because the girls also resist the self-image of not being technical, especially when they work together and have ownership of their work with and learning about technology.
The Impact of Teacher-Initiated Activities on Identifying and Verbalizing Ways of Metacognitive Monitoring and Control in Six-Year-Old Children
Author: Monkeviciene, Ona
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,Teaching Methods,Self Control,Learning Activities,Verbal Communication,Learning Strategies,Preschool Children

The qualitative research presented in this article attempts to show the impact of teacher initiated activities on six-year-old children's metacognitive monitoring and control abilities. The metacognitive model is discussed, research findings that substantiate the development of separate components of metacognitive regulation are analyzed, and the educational ways that promote metacognitive development in children are systematized. The outcomes of the research show that teacher-initiated activities stimulate and encourage children to find and apply more diverse ways of metacognitive monitoring and control. After teacher-initiated activities, the target group children demonstrated, identified, and verbalized the following ways of acting and learning that had not been noticed in their self-initiated activities in the area of metacognitive monitoring, namely, thinking while doing, modelling, acting by scheme/without a scheme, and activity by self-created strategies. In the area of metacognitive control, the children showed the ability to challenge themselves to do better than before, think and do as a continuous, unbroken control and implementation process, and control performance consistency.
The Relationship between Family Involvement and Academic Variables: A Systematic Review
Author: Camarero-Figuerola, Marta
Date: 2020-00-00
Type: Journal Articles
Subjects: Family Involvement,Parent Participation,Adolescents,Secondary School Students,Family School Relationship,Academic Failure,Academic Achievement,Minority Group Students

Family involvement refers to the different activities and actions that families can do to provide support to their offspring in education. In recent years, studies that evaluate the influence of family involvement on education have increased. Therefore, a review of the literature was carried out to examine the scientific evidence on this subject. Specifically, the review focused on adolescence because this is a possibly conflictive time in schooling, in which family-adolescent relationships usually go through large changes. The study results suggest that family participation is a variable that protects against academic failure. This relationship is stronger in vulnerable populations and ethnic minorities.
Unravelling Cooperative Learning in Higher Education: A Review of Research
Author: Loh, Raymond Chee-Yen
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,Teaching Methods,Cooperative Learning,Learning Processes,Active Learning,Teaching Styles,Evidence,Educational Theories,Outcomes of Education

Teaching and learning have evolved over the years. While the use of lecture is still the dominant mode of teaching in educational institutions, there has been consensus that students need to be active in learning, for which traditional styles of teaching may not be well suited. This calls for an alternative instructional mode: cooperative learning to promote active learning among students. In higher education, interest in cooperative learning has gained momentum since the early 1980s, and this kind of teaching and learning can be conducted in many ways. The purpose of this study is to provide an overview of existing evidence pertinent to cooperative learning. In this review, cooperative learning is defined and elements inherent in this pedagogy are discussed. Theoretical perspectives relating to cooperative learning are also outlined. The outcomes pertaining to cooperative learning are then presented, followed by the influence of context on cooperative learning. This review is organized and structured as such to serve as a basis of reference for further research in the field.
Development of Formative Assessment Tool for a Primary, Technology Classroom
Author: R. R., Swathi
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Elementary School Students,Student Evaluation,Evaluation Methods,Formative Evaluation,Technological Literacy,Technology Education,Beginning Teachers,Experienced Teachers,Instructional Effectiveness

Teachers and students' interactions in the classroom include a large number of questions, some of which are a key part of formative assessment. Questions can lead to an extended dialogue between the teacher and the student, potentially facilitating a better understanding of the students' conceptions and providing teachers with information to guide student learning. Technology Observation and Conversation Framework (TOCF) was identified as a framework of questions specially designed for a technology classroom. In this qualitative, design-based research, the TOCF was modified for alignment with the New Zealand curriculum and provided to two primary teachers teaching ages 9-10. The version of TOCF reported in this article was developed through an iterative process in an authentic environment. The teachers were interviewed periodically, and modifications were made to the format of the framework. The findings in this paper focus on the outputs of the iterative process and the feedback given by the teachers on the TOCF. While teachers in the study found the questions crucial to deepen student thinking in technology, they faced some constraints in using the TOCF in the classroom. The findings suggest that any introduction of a new resource should proceed slowly in the classroom and time needs to be given for increasing familiarity with the new resource. It is also possible that inexperienced teachers could find adoption of questioning practice quite tricky and would need to be supported extensively to change their practice.