ethanporcaro/eric-fulltext-meta huggingface dataset:
Creating Presentations on ICT Classes
Author: Marchis, Iuliana
Date: 2010-00-00
Type: Journal Articles
Subjects: Information Technology,Teaching Methods,Visual Aids,Computer Uses in Education,Essays,Undergraduate Students,Public Speaking,Student Projects,Demonstrations (Educational),Skill Development,Foreign Countries

The article focuses on the creation of presentations on ICT classes. The first part highlights the most important steps when creating a presentation. The main idea is, that the computer presentation shouldn't consist only from the technological part, i.e. the editing of the presentation in a computer program. There are many steps before and after this, and these are presented in the article. In the second part of the article the work of first year students is analyzed. These students were asked to write an essay on a computer related topic of their choice, to make a presentation and give a talk based on their essay.
College Students' Attitude toward the Medium of Instruction: Arabic versus English Dilemma
Author: Ellili-Cherif, Maha
Date: 2015-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Foreign Countries,Semitic Languages,English,Language of Instruction,Language Role,Questionnaires,Attitude Measures,Educational Policy,Bilingual Education,Business Administration Education,Language Attitudes,Language Maintenance,Factor Structure

In 2012, the Supreme Education Council of the State of Qatar decreed a change from English to Arabic as a medium of instruction in four of the colleges of Qatar University. This surprise move created much controversy, especially among the students, the first stakeholders to be affected by this decision, related to the impact this change would have on their futures. The aim of this study is to investigate the attitudes of college students at Qatar University concerning the shift from English to Arabic as the language of instruction. The sample includes 295 students from the four colleges affected by this decision. Data were collected using an Arabic version of the standardized Student Attitudes Towards the Instructional Medium questionnaire. The findings of the study are interpreted in the light of students' perceptions about the place of English in Qatari society, the role of Arabic and English in their educational careers, and the importance of each language for their futures. Findings are also interpreted in the light of a review of previous findings on the attitudes of students on this issue. Discussion and recommendations may inform language policy decisions.
Exploring the Adjustment Problems among International Graduate Students in Hawaii
Author: Yang, Stephanie
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Students,Adjustment (to Environment),Anxiety,Predictor Variables,Learning Problems,Stress Variables,Stress Management,Communication Skills,Teacher Student Relationship,Access to Education,Course Content,Difficulty Level,Financial Exigency,Interpersonal Relationship,Language Proficiency,Student Adjustment,Student Attitudes,Student Surveys,Graduate Students

Due to the advance of technology, the American society has become more diverse. A huge population of international students in the U.S. faces unique issues. According to the existing literature, the top-rated anxieties international student faces are generally caused by language anxiety, cultural adjustments, and learning differences and barriers. In the university campus that is being studied in Hawaii, the highest population of students is Asian. As a matter of fact, Hawaii is the only state in USA that does not have a majority of white population. This research study examined anxiety levels as international graduate students living in Hawaii, U.S. This study emphasizes on the wide variety of factors and whether it has an influence on the predicators of anxiety. Learning difficulties and life challenges for international graduate students in Hawaii were also examined. &quot;Communication ability&quot;, &quot;interactions with professors&quot;, &quot;limited course options&quot;, and &quot;course content difficulty&quot; were the most experienced learning difficulties. &quot;Financial crisis&quot;, &quot;quality of accommodation&quot;, &quot;relationship with people&quot;, and &quot;language&quot; were the most experienced life challenges. Understanding the experiences of the international graduate students is important on creating supporting programs to help them personally and academically to fit in the environment.
Brief Science Performance Evaluation on 8th Grade Students
Author: Mocanu, Gabriela
Date: 2010-00-00
Type: Journal Articles
Subjects: Performance Based Assessment,Grade 8,Science Achievement,Science Education,Grading,Thinking Skills,Cohort Analysis,Error Correction,Standardized Tests,Achievement Tests,Student Evaluation,Evaluation Methods,Statistical Analysis,Foreign Countries

This paper aims to provide some statistics concerning the science performance of a group of 59 8th graders, studying in three different classes (may be regarded as different study groups). Eight science items were used, two from each content domain: chemistry, biology, mathematics and physics. These items were taken from the 2007 edition of the TIMSS test and slightly adapted. Students were graded separately for a correct answer and for the explanation why they chose/gave the answer. Results of the applied test are presented in a graphical format. The authors did not develop a grading system and did not use the one provided by the TIMSS documentation because the number of items used is mall, and a parallel between the results in this study and the TIMSS would not be valid. A very good percentage of the students chose/gave the correct answer but a much lower percentage provided the correct and complete explanation for this answer. Also, from the interpretation of the results it seems that boys score slightly higher than girls and that the mathematics content was more accessible.
What Value Has Chemistry Outreach by a University Department to Secondary Schools? Teacher Perceptions of Bristol Chemlabs Outreach Events
Author: Shaw, A. J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Science Instruction,Outreach Programs,Chemistry,Secondary School Students,Interviews,Secondary School Teachers,Teacher Attitudes,College School Cooperation,Teacher Characteristics,Coding,Program Effectiveness,Teaching Methods,Foreign Countries

This paper explores teachers' objectives when engaging their students in University outreach programme. Their perceptions of the short-term and long-term effects of outreach engagement on their students are explored. Seven out of twelve teachers interviewed (all from state schools) believed there were long term effects such as a rise in students taking science at pre-university level. Three out of twelve believed it was too difficult to tell and two believed there were no effects (both from independent schools). However, all teachers believed the activities enhanced interest and would continue to participate. Further exploration of these general findings is presented.
Teaching Logic Using a State-of-the-Art Proof Assistant
Author: Hendriks, Maxim
Date: 2010-00-00
Type: Journal Articles
Subjects: Logical Thinking,Teaching Methods,Validity,Undergraduate Students,Computer Science,Educational Technology,Databases,Problem Solving,Computer Uses in Education,Foreign Countries,Computer Science Education

This article describes the system ProofWeb developed for teaching logic to undergraduate computer science students. The system is based on the higher order proof assistant Coq, and is made available to the students through an interactive web interface. Part of this system is a large database of logic problems. This database will also hold the solutions of the students. The students do not need to install anything to be able to use the system (not even a browser plug-in), and the teachers are able to centrally track progress of the students. The system makes the full power of Coq available to the students, but simultaneously presents the logic problems in a way that is customary in undergraduate logic courses. Both styles of presenting natural deduction proofs (Gentzen-style &quot;tree view&quot; and Fitch-style &quot;box view&quot;) are supported. Part of the system is a parser that indicates whether the students used the automation of Coq to solve their problems or that they solved it themselves using only the inference rules of the logic. For these inference rules dedicated tactics for Coq have been developed. The system has already been used in type theory courses and logic undergraduate courses. The ProofWeb system can be tried at http://proofweb.cs.ru.nl/.
Biology School Textbooks and Their Role for Students' Success in Learning Sciences
Author: Pop-Pacurar, Irina
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Biology,Science Instruction,Textbook Evaluation,College Students,Textbook Content,Secondary School Science,Elementary School Science

What is the quality of the Romanian biology textbooks? The article gives answers to this question by watching the evolution of a textbook and by suggesting an exercise for analyzing and assessing the alternative biology textbooks. The opportunity of this analysis has been offered to students, future teachers of biology, around the time when they will directly use the textbooks for preparing and teaching the lessons. The main objective of this coordinated exercise of exploring the quality of the alternative biology textbooks is the development of the students' abilities to critically analyze the textbooks which they will use in the near future and for which they will have to express alternative options. The interests of the authors are also focused on the role of the textbooks in the learning process, on the analysis of their contribution to the students' progress in the scientific knowledge but also to their personal development. The textbook, as a source of the basic knowledge of biology as a school subject, but also as a collector of methodological ideas, is a &quot;territory&quot; that is insufficiently explored by students in the initial teaching preparation.
Primary School Teachers' Self-Regulated Learning Skills
Author: Marchis, Iuliana
Date: 2011-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Metacognition,Problem Solving,Skill Development,Questionnaires,Likert Scales,Help Seeking,Teaching Methods,Teacher Attitudes,Mathematics Instruction,Mathematics Skills,Elementary School Students

Self-regulated learning (SRL) skills are very important in problem solving. It is important to develop these skills from the first years of school. Thus, it is essential that primary school teachers master self-regulated learning skills and they know how to develop these skills in their pupils. In this article, we present the results of a research made among 31 primary school teachers regarding their self-regulated learning skills. The tool is a questionnaire developed specially for this purpose. This questionnaire has 19 questions, 16 items are related with the topic of the research and they are affirmations, which have to be evaluated by the respondents on a 5-point Likert scale: from 1--not at all typical for me to 5--totally describes me. We have formulated the affirmations based on the theory of SRL. The results show that the respondents' problem analyzing and help-seeking skills are low, but their self-monitoring skills are good. When analyzing the problem, only one third of the respondents rephrases the text of it and makes drawings for a deeper understanding. The respondents has good self-monitoring skills, almost two third of them check if the solution is correct and three quarters of the teachers check if they have used all the data of the problem. The respondents help-seeking abilities are low, only less then half of them are searching for similar worked examples, and one third of them ask for the help of a colleague in case of unsuccesful problem solving. These results emphasize the necessity of developing primary school teachers' problem solving and self-regulated learning skills.
Students and the Interactive Whiteboard
Author: Biró, Piroska
Date: 2011-00-00
Type: Journal Articles
Subjects: Interaction,Educational Technology,Foreign Countries,Technology Uses in Education,Interactive Video,Teaching Methods,Teacher Student Relationship,Computer Mediated Communication,Qualitative Research,Statistical Analysis,Internet,Questionnaires,Secondary School Students,Elementary School Students,Student Attitudes,Student Motivation,Barriers

The spread of Interactive Whiteboards in Hungary has made students more curious, interested and motivated. The new digital generation claims reform and besides the traditional education they need digital material, extra knowledge since it is much easier to access extra information in connection with a particular curriculum. They spend a lot of time using their computers or surfing the net which is supported by the below survey. If the teacher raises their interest in the topic instead of providing them with material which is boring and difficult to understand, the teachers will be ready to search the topic on the internet and this way they can develop their knowledge. So we need a device which might be used to colour the lesson and the interactive whiteboard is perfect for this purpose. In this paper I present the opinion of 618 students in connection with the new device. I will describe their reaction to using the board and I will list their positive and negative experiences and their ideas about the future school.
The Development of Creativity in Preschoolers' Drawings through Task-Oriented Activities
Author: Dulama, Maria Eliza
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Creativity,Preschool Children,Childrens Art,Task Analysis,Class Activities,Qualitative Research

The goal of this paper is to plan working task for preschool children in order to deliver original and creative outputs. The theoretical background of the paper is set in defining creativity as &quot;the capacity to create something new, original, and adequate to reality&quot; (Roco, 2004; Jaoui, 1975; Rosca, 1981; Boden, 1992). The research hypothesis states that &quot;if preschoolers are asked to comply with some predefined working rules in drawing they will deliver original outputs.&quot; The independent variable is the working task and the dependent variable is the output. The empirical research involved children enrolled in preparatory group from Floresti Kindergarten (Cluj). The learning content involved elements from Math, Biology, and Decorative Art: circle, square, triangle, leaves, flowers. Children were involved 13 comparative experimental contexts. Therefore, their progress for each output was monitored. Preschoolers delivered original drawings, different from their peers' but similar in using the same decorative element. The research hypothesis confirmed. Results are to be judged with caution as future researches should use fewer tasks as the independent variable.
The Analysis of Detective Genre in Media Studies in the Student Audience
Author: Fedorov, Alexander
Date: 2011-00-00
Type: Journal Articles
Subjects: Media Literacy,Criticism,Comparative Analysis,Literary Genres,Films,Students,Foreign Countries

Development of skills for the critical analysis of media texts--an important task of media education. However, media literacy practice shows that students have the problems with the discussion/analysis of entertainment genres in the early stages of media studies, for example, the difficulties in the process of understanding and interpreting the author's conception, plot and genre features. This article substantiates the methodological approaches to the analysis skills of detective/thriller genre in media studies in the student audience.
Creating Interactive User Feedback in DGS Using Scripting Interfaces
Author: Fest, Andreas
Date: 2010-00-00
Type: Journal Articles
Subjects: Geometry,Computer Software,Mathematics Instruction,Feedback (Response),Geometric Concepts,Mathematics,Student Attitudes,College Students,Foreign Countries

Feedback is an important component of interactive learning software. A conclusion from cognitive learning theory is that good software must give the learner more information about what he did. Following the ideas of constructivist learning theory the user should be in control of both the time and the level of feedback he receives. At the same time the feedback system must identify and review different possible solution strategies in an open learning environment. The interactive geometry software Cinderella offers an easy-to-use programming interface. It can be used to implement application specific feedback by the author of learning units. In this paper we present two exemplary learning units implementing two kinds of interactive feedback: feedback on demand and immediate feedback. The presented units come from discrete mathematics and from the theory of line reflections and congruencies in geometry. The units are implemented in a process-oriented design. Various directly given or hidden hints help the students to understand the mathematical principles behind the given problems. Our tools analyses the student's solution processes automatically and generates additional feedback on demand. The second learning environment can also be used in conjunction with recording of user actions. This allows additional feedback given later by the teacher whenever the automatic feedback system fails in analyzing the users' learning processes. First experiences using the units in teaching are presented.
Learner Errors and Misconceptions in Elementary Analysis: A Case Study of a Grade 12 Class in South Africa
Author: Luneta, Kakoma
Date: 2010-00-00
Type: Journal Articles
Subjects: Case Studies,Grade 12,Foreign Countries,Error Patterns,Calculus,Mathematics Instruction,High School Students,Misconceptions,Classification,Algebra,Knowledge Level,Mathematics Skills,Coding,Qualitative Research

The paper focuses on analysing grade 12 learner errors and the misconceptions in calculus at a secondary school in Limpopo Province, South Africa. As part of the analysis the paper outlines the nature of mathematics errors and misconceptions. Coding of learners' errors was done through the lens of a typological framework. The analysis showed that most of the errors and misconceptions were due to knowledge gaps in basic algebra. Also noted was that errors and misconceptions in calculus were related to learners' over-dependence on procedural knowledge which had no conceptual basis. On the other hand, learners sometimes had sound conceptual knowledge for which they had not acquired allied procedural knowledge needed to perform in particular questions. Implications of the study to the wider mathematics education community are highlighted.
Secondary School Pupils' Self-Regulated Learning Skills
Author: Marchis, Iuliana
Date: 2010-00-00
Type: Journal Articles
Subjects: Secondary School Students,Metacognition,Learning Strategies,Self Efficacy,Mathematics Education,Student Attitudes,Student Interests,Self Evaluation (Individuals),Questionnaires,Likert Scales,Foreign Countries

This article presents a research on 258 secondary school pupils' (10-15 years old, 5th-8th grades) self-regulated learning skills as self-efficacy, self-judgement, self-reaction and their interest for studying Mathematics.
Explorations in Elementary Mathematical Modeling
Author: Shahin, Mazen
Date: 2010-00-00
Type: Journal Articles
Subjects: Elementary School Mathematics,Mathematical Models,Equations (Mathematics),Algebra,Computer Uses in Education,Educational Technology,Cooperative Learning,Inquiry,Small Group Instruction,Computer Software,Problem Solving,Finance Occupations,Economics,College Freshmen,College Mathematics,Liberal Arts

In this paper we will present the methodology and pedagogy of Elementary Mathematical Modeling as a one-semester course in the liberal arts core. We will focus on the elementary models in finance and business. The main mathematical tools in this course are the difference equations and matrix algebra. We also integrate computer technology and cooperative learning into this inquiry-based learning course where students work in small groups on carefully designed activities and utilize available software to support problem solving and understanding of real life situations. We emphasize the use of graphical and numerical techniques, rather than theoretical techniques, to investigate and analyze the behavior of the solutions of the difference equations. As an illustration of our approach, we will show a nontraditional and efficient way of introducing models from finance and economics. We will also present an interesting model of supply and demand with a lag time, which is called the cobweb theorem in economics. We introduce a sample of a research project on a technique of removing chaotic behavior from a chaotic system.
Using a Managerial Analogy for Making Mathematics More Attractive
Author: Hvorecký, Jozef
Date: 2010-00-00
Type: Journal Articles
Subjects: Mathematics Education,Student Attitudes,Educational Objectives,Marketing,Administration,Knowledge Management,Knowledge Level,Transfer of Training,Program Implementation,Teaching Methods

In many countries, Mathematics is among the least popular school subjects. Educators are spending a lot of time in searching methods that could change this unfortunate situation. The author, a lecturer at a School of Management, discusses the issue as a managerial problem. First, the popularity of mathematics is analyzed as a marketing problem. Marketing theories recommend increasing the market choice as a way of attracting more customers. Our first goal is therefore to expand the variety of problems. To do so, we consider Knowledge Management concepts to demonstrate an imbalance between tacit and explicit knowledge in traditional courses. Currently used educational methodologies favour the latter one. Examples of the approaches that might increase learners' tacit knowledge are our second goal.
Enhancing Mathematical Communication for Virtual Math Teams
Author: Stahl, Gerry
Date: 2010-00-00
Type: Journal Articles
Subjects: Algebra,Geometry,Calculus,Web Based Instruction,Educational Technology,Cooperative Learning,Communities of Practice,Technology Uses in Education,Mathematics Instruction,Problem Solving,Group Activities,Social Networks,Computer Mediated Communication,Web Browsers,Web Sites,Web 2.0 Technologies,Teaching Methods,Secondary School Mathematics,College Mathematics

The Math Forum is an online resource center for pre-algebra, algebra, geometry and pre-calculus. Its Virtual Math Teams (VMT) service provides an integrated web-based environment for small teams of people to discuss math and to work collaboratively on math problems or explore interesting mathematical micro-worlds together. The VMT Project studies the online math discourse that takes place during sessions of virtual math teams working on open-ended problem-solving tasks. In particular, it investigates methods of group cognition that are employed by teams in this setting. The VMT environment currently integrates social networking, synchronous text chat, a shared whiteboard for drawing, web browsers and an asynchronous wiki for exchanging findings within the larger community. A simple version of MathML is supported in the whiteboard, chat and wiki for displaying mathematical expressions. The VMT Project is currently integrating the dynamic mathematics application, GeoGebra, into its collaboration environment. This will create a multi-user version of GeoGebra, which can be used in concert with the chat, web browsers, curricular topics and wiki repository.