ethanporcaro/eric-fulltext-meta huggingface dataset:
Pre-Service Physics Teachers' Content Knowledge of Electric and Magnetic Field Concepts: Conceptual Facets and Their Balance
Author: Nousiainen, Maija
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Pedagogical Content Knowledge,Science Instruction,Science Teachers,Physics,Scientific Concepts,Magnets,Energy,Knowledge Level,Mixed Methods Research,Epistemology

The concepts of electricity and magnetism in physics are complex and demanding to learn because their meaning builds through several different phenomenological areas. Each of the phenomenological areas adds a certain facet of the meaning of the concept. All standard physics textbooks discuss at least 1) force, 2) energy and work, and 3) electric charge and current, which are different phenomenological facets of the field and which also are implicitly covered in instruction. It is of interest to ask, how these three facets are actually reflected in university students' declarative (expressed and communicated) knowledge of electric and magnetic field concepts. Here this problem is addressed using recently introduced concept networks as a research tool. Using these concept networks, pre-service physics teachers have represented their views how electric and magnetic field concepts are linked to other concepts and conceptual elements in electricity and magnetism. The results suggest that more extensive is the students' basis of content knowledge the more balanced are the facets, while students with less extensive basis of content knowledge tend to favour forcebased understanding of the electric and magnetic fields. The implications of the findings on teaching and instruction are discussed.
What Happens When a Climber Falls? Young Climbers Mathematise a Climbing Situation
Author: Fyhn, Anne Birgitte
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Algebra,Geometric Concepts,Mathematics,Student Development,Mathematical Concepts,Student Experience,Teaching Methods,Mathematics Activities,Case Studies,Mathematics Education,Secondary School Students,Secondary School Mathematics

Students in Norway and other countries experience vectors as a difficult topic. Four young skilled climbers, who all did well in mathematics at school, participated in the Vector Study (VS). They participated for free and each lesson lasted until the students decided it was over. The idea was to investigate how climbing may function as a basis for students' development of a vector concept. The teaching goal was the parallelogram law of vector addition. The students investigated what happens when a climber falls. They discussed the situation, and they tested it out in practice. They also performed a supporting activity, a rope-pulling situation, which provides insight into what happens in the climbing situation. The students' development is analysed by identifying a) Bishop's six basic activities, b) the role of angles, and c) manipulation of mental objects. The analysis reveals that relations between a vector's magnitude and direction was central in the students' investigations. It is important that students develop two aspects of vectors before the parallelogram law of addition is introduced. These are a) relations between angles and vectors, and b) the zero vector.
The Coexistence Claim and Its Possible Implications for Success in Teaching for Conceptual &quot;Change&quot;
Author: Potvin, Patrice
Date: 2017-00-00
Type: Journal Articles
Subjects: Science Instruction,Scientific Concepts,Biology,Incidence,Concept Formation,Misconceptions

This article presents recent research results in mental chronometry and neuroimaging that support the coexistence of multiple conceptions. It then presents and elaborates on six possible implications for an adherence to the coexistence claim within the context of scientific conceptual learning: (1) stop the war on misconceptions; (2) use a different chronology for students with lower background knowledge; (3) give cognitive conflict a new function; (4) avoid personal prejudice; (5) reaffirm the importance of the durability of &quot;change&quot;; and (6) teach science as early on as possible. A discussion of these implications and a biology-based analogy about conceptual understanding is also proposed.
Exploring Techniques of Developing Writing Skill in IELTS Preparatory Courses: A Data-Driven Study
Author: Ostovar-Namaghi, Seyyed Ali
Date: 2017-00-00
Type: Journal Articles
Subjects: Writing Skills,Writing Strategies,Experienced Teachers,Educational Strategies,Teaching Methods,Interviews,Educational Practices,Teacher Attitudes,Vocabulary Development,Grammar,Demonstrations (Educational),Phrase Structure,Scoring Formulas,Content Area Writing,English (Second Language),Second Language Instruction,Test Preparation,Language Tests,Second Language Learning,Grounded Theory

Being driven by the hypothetico-deductive mode of inquiry, previous studies have tested the effectiveness of theory-driven interventions under controlled experimental conditions to come up with universally applicable generalizations. To make a case in the opposite direction, this data-driven study aims at uncovering techniques and strategies experienced teachers use in developing IELTS candidates' writing skill rather than testing the effect of externally imposed interventions. Following the constructivist grounded theory procedures, participants' perspectives on techniques of teaching writing in IELTS preparatory courses were theoretically sampled through open-ended interviews. Iterative data collection and analysis revealed techniques such as exposing candidates to sample answers, teaching grammar and vocabulary as a prerequisite to writing, teaching prefabricated patterns, raising candidates' awareness of scoring criteria, teaching discourse markers, and encouraging learners to develop their content knowledge. The findings have clear implications for both test takers who look for effective techniques of developing their writing skills and practitioners who strive to develop candidates' writing skills in IELTS preparatory courses.
Content Analysis of a Facebook Group as a Form of Mentoring for EFL Teachers
Author: Cinkara, Emrah
Date: 2017-00-00
Type: Journal Articles
Subjects: Content Analysis,Social Media,Web 2.0 Technologies,Mentors,English (Second Language),Second Language Instruction,Language Teachers,Training Methods,Faculty Development,Qualitative Research,Statistical Analysis,Informal Education,Communities of Practice,Electronic Learning,Pedagogical Content Knowledge,Educational Resources,Career Development,Teacher Collaboration

Mentoring, a main constituent of teacher education, has taken new shape in recent years, with educators incorporating technology and social media into their practices. This study investigated the use of a Facebook group as a form of informal mentoring among teachers with reference to qualitative and quantitative data collected from the entries, responses and comments of group members. Findings included a list of mentoring topics along with the number of comments and words for each entry. In this way, we were able to analyse quantitatively the contents of each mentoring topic and provide as qualitative evidence clear examples from member comments and exchanges. The findings revealed that EFL teachers shared experiences and knowledge on various topics such as pedagogical knowledge, pedagogical content knowledge, content knowledge, resources and career development.
On Improving Text Readability by Creating a Personal Writing Style
Author: Shen, Yuru
Date: 2017-00-00
Type: Journal Articles
Subjects: Readability,Readability Formulas,Writing Strategies,College Students,Text Structure,Literary Styles,English (Second Language),College Second Language Programs,Writing Improvement,Teaching Methods,Foreign Countries

English writing is one of the four indispensable skills that English learners need to master, but unfortunately, many Chinese college students have much difficulty composing clear, concise and coherent essays although they have studied English for at least over six years. To address the problem, the researchers and teachers in China have tried various methods, which have undoubtedly more or less played a role in helping students improve their writing, but with no obvious result. Besides, although much research has been done on readability formulas, the main factors that influence text readability, and so on, little research has been done on how to improve text readability, or how to produce readable writing. This paper, based on a brief introduction to readability and a brief account of the studies on readability and an analysis of the factors that affect text readability, proposes that we can improve the readability of a text by creating our own writing style.
On Interactive Teaching Model of Translation Course Based on Wechat
Author: Lin, Wang
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Models,Translation,Constructivism (Learning),Courseware,Instructional Effectiveness,Educational Practices,College Programs,Foreign Countries,Computer Mediated Communication

Constructivism is a theory related to knowledge and learning, focusing on learners' subjective initiative, based on which the interactive approach has been proved to play a crucial role in language learning. Accordingly, the interactive approach can also be applied to translation teaching since translation itself is a bilingual transformational and communicative act. For a long period of time, there are a few universities in China having made use of network for translation teaching, but it is a pity that the most popular communicative software Wechat has not been attached importance to. This paper aims to elaborate the problems in current translation teaching and construct a new model for translation teaching through Wechat so as to further improve students' subjective initiative and the teaching efficiency.
Visual Learning: A Learner Centered Approach to Enhance English Language Teaching
Author: Philominraj, Andrew
Date: 2017-00-00
Type: Journal Articles
Subjects: Visual Learning,English (Second Language),Second Language Instruction,Secondary School Students,Teaching Methods,Questionnaires,Pretests Posttests,Predictor Variables,Student Surveys,Learning Strategies,Second Language Learning,Foreign Countries

This article presents an empirical study carried out among the students of higher secondary schools to find out how English language learning occurs naturally in an environment where learners are encouraged by an appropriate method such as visual learning. The primary data was collected from 504 students with different pretested questionnaires. A selection of a series of variables is taken into consideration in the survey, which is measured and information of each one is collected to describe what is researched. The results indicate that visual learning is an essential part of the overall experience that the learners gain towards their process of language learning. Also, it constitutes a vital process of &quot;Input and Interaction&quot; for the learner ensuring that his needs, necessities and aspirations are taken into account and by making him involved, produce genuine learning.
An Analysis of Errors in Written English Sentences: A Case Study of Thai EFL Students
Author: Sermsook, Kanyakorn
Date: 2017-00-00
Type: Journal Articles
Subjects: Error Analysis (Language),Error Patterns,Sentences,English (Second Language),Case Studies,Second Language Learning,Second Language Instruction,College Second Language Programs,Interviews,Student Attitudes,Grading,Incidence,Foreign Countries

The purposes of the present study were to examine the language errors in a writing of English major students in a Thai university and to explore the sources of the errors. This study focused mainly on sentences because the researcher found that errors in Thai EFL students' sentence construction may lead to miscommunication. 104 pieces of writing written by 26 second-year English major students who enrolled in the Writing II course were collected and analyzed. Results showed that the most frequently committed errors were punctuation, articles, subject-verb agreement, spelling, capitalization, and fragment, respectively. Interlingual interference, intralingual interference, limited knowledge of English grammar and vocabulary, and carelessness of the students were found to be the major sources of the errors. It is suggested that intensive knowledge of English grammar and vocabulary be taught to Thai EFL students. Moreover, the negative transfer of students' first language should be taken into account in English writing classes. This finding also implies that explicit feedback on students' writing errors is genuinely needed.
Evaluation Study for Secondary Stage EFL Textbook: EFL Teachers' Perspectives
Author: Al Harbi, Abdullah Abdul Muhsen
Date: 2017-00-00
Type: Journal Articles
Subjects: Textbook Evaluation,English (Second Language),Behavioral Objectives,Public Schools,Teaching Methods,Learning Activities,Layout (Publications),Secondary School Curriculum,Teacher Surveys,Teacher Attitudes,Skill Analysis,Student Evaluation,Statistical Significance,Language Skills,Questionnaires,Foreign Countries,Likert Scales,Statistical Analysis

This study aimed at evaluating EFL textbook for secondary stage in Saudi Public schools. Participants consisted of (100) male teachers and (73) female teachers teaching secondary stage students in two cities: Madinah and Dowadmi. The tool of the study designed to cover five dimensions: layout and design, the objectives of the textbook, teaching methods and activities, language skills, and evaluation. The results revealed that EFL textbook for Saudi secondary schools needs more development to be more effective in learning and teaching EFL. Clarity of the textbook objectives was one of teachers' negative comments about the current textbook especially female teachers who disagreed that the objectives were treated effectively in the current course. The content of the textbook is not helpful in applying teaching theories and practices. In addition, the content of the textbook has no helpful tests or procedures to evaluate the achievement of the students effectively.
Evaluation in Moves: An Integrated Analysis of Chinese MA Thesis Literature Reviews
Author: Xie, Jianping
Date: 2017-00-00
Type: Journal Articles
Subjects: Literature Reviews,Masters Theses,English (Second Language),College Second Language Programs,Evaluation Methods,Research Methodology,Text Structure,Attitude Measures,Grading,Incidence,Scoring Formulas,Foreign Countries

The ultimate communicative purpose of literature reviews is to convince the reader of the worthiness of the writer's research, which is realized stage by stage and evaluation plays an important role in achieving this end. However, concerns about evaluation demonstration in novice academic writers' literature reviews have been repeatedly voiced in academia. This study examines how Chinese English-major MA students utilize evaluative resources in different rhetorical stages in thesis literature reviews and whether in a way that facilitates building a coherent argument for their own studies. To achieve this, an integrated appraisal analysis applying Martin and White's (2005) appraisal framework with a move analysis based on Kwan's (2006) model of the move structure of thesis literature reviews is undertaken. Results show that the Chinese students generally manipulate evaluative resources in a way that is beneficial for realizing the purposes of different rhetorical stages in thesis literature reviews. However, they also have problems in deploying generic structure and constructing evaluative stances, which hamper weaving a strong argument in the texts. Findings of this study provide implications for teaching English academic writing in China and in other L2 contexts as well.
Chinese Secondary EFL Learners' and Teachers' Preferences for Types of Written Corrective Feedback
Author: Li, Haishan
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Preferences,Error Correction,Feedback (Response),Teaching Methods,Correlation,Student Attitudes,Secondary School Students,Secondary School Teachers,Foreign Countries,Written Language,Gender Differences,Language Proficiency,Grades (Scholastic),Statistical Analysis,Metalinguistics,Teacher Attitudes

How learners perceive written corrective feedback (CF) associates with its effectiveness in language learning. This research investigates students' preferences for three types of written CF, i.e., direct, indirect and metalinguistic written CF, and explores the factors that encourage the teachers to employ these CFs in teaching practice. The findings include: (1) indirect written CF is preferred by most Chinese secondary EFL learners and there exist significant differences among their preferences, (2) gender difference significantly influences learners' preference for metalinguistic written CF and proficiency differences significantly influence their preference for indirect written CF, (3) indirect written CF is most commonly used by the teachers of secondary levels and (4) there are no significant differences between learners' preferences and teachers' practice in Chinese secondary schools. This research thus presents a new acquaintance with learners' preferences and teachers' justification for their execution.
The Effect of English Language Learning on Creative Thinking Skills: A Mixed Methods Case Study
Author: Sehic, Sandro
Date: 2017-00-00
Type: Journal Articles
Subjects: Mixed Methods Research,English (Second Language),Second Language Learning,Creative Thinking,Language Skills,Creativity,Case Studies,Pretests Posttests,Attitude Measures,Monolingualism,Interviews,Immigrants,Refugees,Experimental Groups,Control Groups,Questionnaires

The purpose of this sequential explanatory mixed-methods case study was to investigate the effects of English language learning on creative thinking skills in the domains of fluency, flexibility, originality, and elaboration as measured with the Alternate Uses Test. Unlike the previous research studies that investigated the links between English language learning and cognitive skills and had large numbers of participants, this research study relied on small group of participants to provide detailed information about the effects of English language learning on their creative thinking skills in the domains of fluency, flexibility, originality, and elaboration as measured with the Alternate Uses Test. This study involved the collection of quantitative data at the pretest and posttest stages and the explanation of the quantitative data using qualitative data. The quantitative findings of this sequential explanatory mixed-method case study indicated that there were no statistically significant differences between the pretest and posttest results in the domains of fluency, flexibility, originality, and elaboration as measured with the Alternate Uses Test.
Using Pecha Kucha as Formative Assessment in Two Undergraduate Modules. (Re)conceptualising &quot;The Right Lines&quot;
Author: Hirst, Nicky
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Public Speaking,Visual Aids,Formative Evaluation,Learning Modules,Feedback (Response),Student Attitudes,Teacher Attitudes,Tutors,Evaluation Methods,Critical Thinking,Questionnaires,Discourse Analysis,Foreign Countries,Action Research

The discourses around feedback and assessment within higher education are often proliferated as critical to student learning, and attention to student (dis)&quot;satisfaction&quot; is often high on the agenda. As academics spend extensive time and effort on the production of summative feedback, this paper draws on the initial findings from a small-scale study of the use of &quot;Pecha Kucha&quot; as a methodology for formative assessment within two undergraduate modules. The dominant themes suggest some disparity between staff and students regarding the &quot;purpose&quot; of formative assessment and the paper argues that &quot;Pecha Kucha&quot; can be used as a platform to develop assessment dialogues, with the subsequent development of a pedagogic literacy around feedback practices. Furthermore, the value of listening to different narratives from research studies, students and tutors supports the reframing of assessment as a supportive mechanism beyond the elicitation of &quot;proof&quot; of learning.
Embedding Key Transferable Employability Skills for Lifelong Success through Blending an Innovative Portfolio to Complement Traditional Assessment
Author: Hooker, Joanne
Date: 2016-00-00
Type: Journal Articles
Subjects: Employment Potential,Skill Development,Daily Living Skills,Foreign Students,Curriculum Design,Feedback (Response),Portfolio Assessment,Lifelong Learning,English for Academic Purposes,English (Second Language),Curriculum Enrichment,College Second Language Programs,Student Satisfaction,Foreign Countries

Southampton Solent University has been running the unit ENG195 Applied and Academic English Advanced for international students since 2008 as part of the Institution-Wide Language Programme. Following the implementation of a new employability strategy in 2013, the unit was revalidated in July 2014, which led to a major redesign of the curriculum for delivery from the academic year 2014-2015. In addition to having updated academic content, it now has a specific focus on employability skills and their transferability to the real world. In particular, this paper evaluates the assessment practice on this unit in terms of the embedding of employability into the three assessed elements which consist of a Reading Test, a Speaking Test and an online Portfolio. Student feedback so far has been very positive, highlighting the usefulness of the unit, not just for academic study whilst at university, but for the world of work.
Joining the Pieces: Using Concept Maps for Integrated Learning and Assessment in an Introductory Management Course
Author: Connolly, Heather
Date: 2016-00-00
Type: Journal Articles
Subjects: Introductory Courses,Concept Mapping,Administrator Education,Summative Evaluation,Integrated Activities,Learning Activities,College Freshmen,Prior Learning,Instructional Effectiveness,Student Attitudes,Teacher Attitudes,College Faculty

This paper reports on and evaluates the use of concept mapping as a learning tool in a large first year Management course. The goal was to help students make personal sense of course learning and to build their understanding of links and relationships between key course ideas. Concept mapping was used for three summative assessment pieces, including the final exam, and results indicated that concept mapping enhanced student understanding and personal articulation of connections between course ideas. The integration of concept mapping into all teaching and a number of assessments enabled the teaching team to ascertain students' prior knowledge, monitor progress, and adapt teaching so as to be responsive to learners' perspectives.