ethanporcaro/eric-fulltext-meta huggingface dataset:
Development and Validation of a Short-Form Inventory to Identify Personality Types: The Personality Identity Estimator (PIE)
Author: Conti, Gary J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Personality Measures,Personality Traits,Validity,Reliability,Self Evaluation (Individuals),Metacognition,Multivariate Analysis,Self Concept,Factor Analysis,Scoring,Correlation

The use of personality inventories has been limited because of their cost and the length. To overcome these limitations, this study created the Personality Identity Estimator (PIE), an easy-to-use inventory to estimate personality types that can be used at no cost. PIE is a categorical inventory containing 12 items with 3 items for each of the 4 personality-type dimensions in Jungian theory. A sample of 1,104 was used to create PIE. Validity was established through multivariate analyses using data from the administration of the Myers-Briggs Type Indicator to 553 of the sample. Reliability was established by test-retest. Consequently, PIE is a new short-form instrument to estimate personality type following Jung's concept of personality types. PIE can be completed quickly, is easy to score and interpret, and can be used for self-assessment of personality types. PIE can be used to address individual differences, to increase self-awareness, and as an interactive instructional tool. Thus, PIE is a new valid and reliable tool that can be used in both instructional and research settings confidently and at no charge. Permission is granted to use the Personality Identity Estimator in practice and research. A printable copy of PIE is appended.
The Development of Mathematical Problem-Solving and Reasoning Abilities of Sixth Graders by Organizing Learning Activities Using Open Approach
Author: Seepiwsiw, Karuna
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Education,Problem Solving,Thinking Skills,Grade 6,Learning Activities,Foreign Countries,Teaching Methods,Secondary School Students

The researchers found that sixth-grade students at Traimit Pattana Suksa School had limited problem-solving and mathematical reasoning skills, which was attributed to the way their learning activities were organized by their teachers. The traditional approach did not allow students the freedom to think and practice solving a variety of problems in unconventional ways that mirror everyday life. To address this, the researchers applied an open approach to organizing activities and developed learning activities that fostered problem-solving and mathematical reasoning skills of the students. The goal of the study was to achieve an average score of not less than 70% using action research based on the concepts of Kemmis and McTaggart. Data were collected using a Sub-test at the end of the operating spiral, Mathematical Problem-Solving Ability Test, Math Reasoning Ability Test, and student behavior observation form. The data were analyzed using descriptive statistics, including percentage, mean, and standard deviation. The findings showed that the open approach to organizing activities can effectively develop the mathematical problem-solving and reasoning capabilities of students. The students were able to create work pieces, explain different types of 3D geometric shapes, show how to find the volume of a rectangular shape from given problem situations, and provide reasons to verify their ideas. According to the test results, 13 students (81.25% of the total number of students) had the ability to solve mathematics problems at 70% or higher, and 15 students (93.75% of the total number of students) had mathematical reasoning ability that met the criteria of 70% or higher.
Postmodernism in Visual Arts Lesson and Its Reflections on Students
Author: Tetikci, Ismail
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Postmodernism,Visual Arts,Art Education,High School Teachers,Art Teachers,Student Interests,Student Attitudes,High School Students,Grade 11,Grade 12

Postmodernism emerged as a movement that opposed the dominant views of modernism in the field of art. Postmodernism, which originated in architecture and gradually influenced many areas of art, is discussed in this study with a focus on painting and visual arts education. In high school programs in Turkey, it is important for students to be able to examine the past, embrace the present, the era, and the postmodern way of thinking. When the relevant literature was reviewed, it was determined that there is no research on how postmodernism is used in art education in terms of student learning outcomes. The aim of this research is to determine how high school visual arts teachers incorporate the postmodernism movement into their teaching and to identify any changes in students' interest levels in the course. In this study, a qualitative research method was used, specifically the case study design. The sample of the study consisted of four visual arts teachers who work in one central and three district schools in Yalova province. Two semi-structured interview forms and document analysis were used as data collection tools. The findings were analyzed using thematic analysis. According to the research findings, it was determined that the participating teachers conveyed the artistic and intellectual structure of postmodernism to students through various teaching methods during the lesson process. However, they were unable to achieve all the learning outcomes related to postmodernism. The study also revealed that students demonstrated changes in the methods they preferred to employ in their artwork after learning about postmodernism and being exposed to examples of postmodern art. Moreover, students provided both positive and negative critiques, reflecting their aesthetic perspectives on postmodern artworks. This research is considered important in terms of serving as an example for teachers and contributing to the literature.
STEM Integrated Curriculums in Early Childhood Education: An Exploration of Teachers&apos; Pedagogical Beliefs and Practices
Author: Movahedazarhouligh, Sara
Date: 2023-06-00
Type: Journal Articles
Subjects: Early Childhood Education,Early Childhood Teachers,Beliefs,STEM Education,Curriculum,Educational Practices,Teacher Behavior,Integrated Curriculum,Instruction

Young children are perfectly adapted to learning STEM concepts. A growing body of research indicates that experiences with science, Technology, Engineering, and Mathematics (STEM) are critical in preparing young children to think critically and creatively and solve problems. These are valuable skills young children need to succeed in school, work, and life. This raising awareness of STEM education needs has pushed for STEM integration in early childhood (EC) settings while giving limited attention to the teaching of STEM in the EC field and targeted STEM professional development programs. This qualitative study aimed to explore the EC teachers' pedagogical beliefs and practices about STEM-integrated curriculums and STEM teaching in pre-K settings after attending a series of STEM integration teacher professional development programs in an eastern state in the United States. Five EC teachers participated in in-person interviews after attending a series of professional development sessions designed to help teachers develop both content knowledge and pedagogical knowledge related to the STEM curriculum. A qualitative inductive approach was used for the data analysis. The analysis of data collected from interviews with EC teachers revealed that they were positively impacted by the STEM-integrated professional development, resources, and materials available to implement the STEM units. According to the teachers' beliefs, children were also positively impacted by their teacher's professional learning and high confidence in teaching STEM-related topics and activities. A discussion of the findings and implications for future research and practice is presented. Recommendations are also discussed for how teachers can effectively teach integrated STEM education.
The Walled Garden of Pedagogy: Leveraging Protection and Risk in Education
Author: Robertson, Nicola
Date: 2023-06-00
Type: Journal Articles
Subjects: Risk,Teaching Methods,Foundations of Education,Safety,Criticism,Educational Philosophy,Child Rearing,Child Development,Teacher Responsibility

This conceptual paper introduces the idea of the walled garden of pedagogy. I will come to delineate it as a desirable and necessary feature of education given that it offers a protective space for pedagogical practice and rehearsal. This paper critiques a previous conceptualisation of a walled garden introduced by unschooling advocate John Holt (in relation to the raising of children), in which such a metaphorical construction is described as a prison. The limitations of Holt's conceptualisation are used to then build upon the concepts of pedagogical reduction and Yves Chevallard's notion of &quot;la transposition didactique&quot; to argue that educators in practice inevitably build walled gardens from pedagogical foundations. It is argued, and thus recommended, that it is the gradual introduction of risk that separates the pedagogical walled garden from the conceptualisation of the childhood prison. It is imperative that educators understand their responsibility for leveraging the inevitable protective element and the necessary risk required in education.
Examination of Dynamic Mental Constructs and Their Change Regarding Phases of the Moon
Author: Sagdiç, Ali
Date: 2023-00-00
Type: Journal Articles
Subjects: Astronomy,Science Instruction,Concept Formation,Scientific Concepts,Preservice Teachers,Teacher Education Programs,Science Teachers,Schemata (Cognition),Physics,Student Attitudes,Learning Processes,Freehand Drawing,Earth Science

An immense body of literature on astronomy studies has provided evidence that individuals perceive the lunar phases concept as difficult. Furthermore, many studies have shown erroneous explanations or alternative conceptions of lunar phases. However, there is also a need to understand how individuals construct an explanation of the Moon's phases. This paper aims to explore pre-service science teachers' construction process of their explanations regarding lunar phases through clinical interviews. The data were obtained from fourteen pre-service science teachers and analyzed, identifying their nodes and dynamic mental constructs. The results indicated that most pre-service science teachers did not organize their nodes in a manner consistent with normative scientific explanations. In addition, pre-service science teachers changed their dynamic mental constructs while explaining different lunar phases, utilizing different media such as drawing and three-dimensional models, and responding to prompted questions. It was suggested that different opportunities, including technology-enriched activities regarding phases of the Moon, should be provided for pre-service science teachers to reorganize their nodes.
Examination of Pedagogical Content Knowledge of Pre-Service Primary School Teachers towards STEM
Author: Sari, Kevser
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,STEM Education,Pedagogical Content Knowledge,High Schools,Science Achievement,Student Attitudes,Gender Differences,Educational Technology,Instructional Program Divisions,Competence,Mathematics Achievement,Self Efficacy,Teacher Education Programs,Foreign Countries

This study examines the pedagogical content knowledge of pre-service primary school teachers towards STEM. The research's study group consists of 202 pre-service primary school teachers studying at the faculty of education of two universities in the 2021-2022 academic year. The mixed method was used in the study. The survey model was used in the quantitative dimension of the study, and the case study was used in the qualitative dimension. The study's data were collected using the &quot;STEM Pedagogical Content Knowledge Scale&quot; and the &quot;semi-structured interview form&quot; developed by the researcher. A statistics program was used to analyze quantitative data, and content analysis was used to analyze qualitative data. According to the quantitative results of the study, the pedagogical content knowledge of pre-service primary school teachers towards STEM did not show the difference in terms of the variables of graduated high school, science proficiency, and desire to receive STEM education. In addition, differences were observed between the gender and technology sub-dimension, grade level and science and mathematics sub-dimension, having STEM knowledge and science sub-dimension, STEM competence and mathematics sub-dimension. According to the qualitative results of the study, it was determined that pre-service primary school teachers' perspectives toward STEM education were positive. However, they considered themselves inadequate because they did not receive training.
The Effect of Science-Based Courses on Student Teachers&apos; Biophilia Levels
Author: Ozay Kose, Esra
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Teachers,Teacher Education Programs,Science Instruction,Science Teachers,Environmental Education,Comparative Analysis,State Universities,Measures (Individuals),Student Attitudes,Gender Differences,Outcomes of Education,Scientific Attitudes,Environment,Foreign Countries

This study examines the effect of science-based courses on student teachers' biophilia levels. Based on the quantitative research approach, this study was conducted using a quasi-experimental method. The sample of the study consists of 146 student teachers studying at the education faculty of a state university in the fall semester of the 2022-2023 academic year. The sample group was conducted with student teachers who chose four different science-based courses and voluntarily participated in the study. The Biophilia Scale with 25 items was used as a data collection tool. The findings showed that the biophilia levels of the participants in all four courses showed significant differences in favor of the post-tests. The findings also showed that the &quot;environmental science&quot; course's scale scores significantly differed from the other courses. In other words, the biophilia levels of student teachers who attended environmental science courses increased less than in the other courses. When the increase in biophilia level of student teachers according to their genders is examined, no difference was observed. As a result of the findings, it was suggested that more activities should be included in science-based lessons to increase students' biophilia levels.
Analyzing Students&apos; Difficulties in Learning to Write
Author: Astuti, Theresia Mundi
Date: 2023-06-00
Type: Journal Articles
Subjects: Writing Difficulties,English (Second Language),Social Media,Second Language Learning,Second Language Instruction,Student Attitudes,Writing Attitudes,College Students,Preferences,Learning Processes,Teaching Methods,Writing Instruction,Foreign Countries

The study aims to identify the students' perception of learning writing in the literature college. The method applied in the study was quantitative. The number of participants recruited purposively was 40 students. The findings indicated that, despite being considered necessary, most of the students perceived that writing belongs to the most challenging subject. The participants also perceived that learning from the newspaper could provide the most current news to the participants. Lastly, in terms of writing sources, they still considered that the learning sources provided by the teachers were essential for them. However, they also expected that they could learn from other sites, such as social media, as this media could provide them with the most current sources in writing and more flexible and exciting sources.
A Textual Analysis of President Akufo-Addo&apos;s 12th COVID-19 Address
Author: Rockson, Kweku
Date: 2023-06-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Presidents,Public Speaking,Public Health,Language Usage,Sociolinguistics,Semantics,Figurative Language,Persuasive Discourse,Personal Narratives

The study examined the social and political circumstances in Ghana which evolved because of the pandemic created by COVID-19, and the extent to which President Akufo-Addo was able to effectively use the medium of speech to manage this global health emergency. This study focused on the stylistic choices of the speech and investigated how different sentence structures, repetitions, political jargon, and other linguistic characteristics were deployed. Textual analysis involves the appreciation of a text while explaining its ideological and cultural dimensions (Fursich, 2009). This study was underpinned by the Narrative Paradigm Theory and Sociolinguistics. Under Narrative Paradigm Theory, narratives have a plot and characters that are involved in an interaction and can therefore be seen as a narrative in form and function. Sociolinguistics shows how language can be presented in specific contexts of social life, and how it reflects and then includes meaning and structure in those contexts (Schiffrin, 1997). Also, textual analysis as a qualitative research methodology was used for this study, and as an interpretive approach, it concentrated on the embedded cultural and ideological positions on the material. The findings from this study showed that the speech that was in a narrative mood incorporated all the achievements and challenges identified during the pandemic. It also provided cases of semantic analysis of words and meaning, relations among words that included metaphors, semantics, argumentative, narrative, and cognitive frames.
Learning Foreign Languages Online: A Case of Chinese Language Learners in Ghana in the Era of COVID-19
Author: Nkrumah, Bright
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Educational Technology,Chinese,Second Language Instruction,College Students,Online Courses,Student Attitudes,Program Effectiveness,Technological Literacy

E-learning has gained prominence in education institutions across the world. Teaching and learning of the Chinese language at the University of Ghana has been done online due to the university's announcement to use e-learning to curb the spread of the coronavirus. The aim of this paper is to investigate the online experiences of students learning Chinese language at the University of Ghana in the era of COVID-19. A structured questionnaire was employed using a simple descriptive case study to obtain the research information. The study selected two hundred and fifty (250) Chinese language learners who responded to the research questionnaires. Findings showed that the majority of the students desired to have training in e-learning because they considered it very useful since it enabled them to learn at their own pace and convenience. Most students shared that they have adequate skills in computing. The study also established that e-learning has become a new way of teaching and the study recommends adaptability in studying Chinese language through the internet.
Learning Loss: Impact of the COVID-19 Pandemic on the Students&apos; Psychosocial Condition
Author: Maba, Wayan
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Achievement Gains,Foreign Countries,School Closing,Online Courses,Electronic Learning,Barriers,Teacher Attitudes,Psychological Patterns,Fear,Anxiety

Learning loss occurs when students lose knowledge and skills generally or specifically or there is an academic impediment due to prolonged gaps or the discontinuation of the educational process. This study aims to examine learning loss during and after the COVID-19 pandemic and its psychological impact on students. Qualitative research was carried out comprehensively in schools in Indonesia by conducting interviews with teachers who were selected as the subjects of this research. The results of this study indicated that there was a learning loss during and after the COVID-19 pandemic and had an impact on students' psychological conditions in learning. Therefore, this research implies that teachers must consider the conditions of student learning loss and always try to find the right solution to improve students' abilities to reduce the learning loss.
The Enactment of the Colombian National Bilingual Program: Equal Access to Language Capital?
Author: Cardona-Escobar, Diego
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Bilingual Education Programs,Grade 5,Elementary School Students,Access to Education,Equal Education,Educational Finance,Educational Policy,English (Second Language),Second Language Learning,Second Language Instruction,Public Schools,Barriers,Academic Achievement,Student Attitudes,Teacher Attitudes,Institutional Characteristics

Drawing upon Bourdieu's concept of capital, this article examines the enactment of the &quot;Programa Nacional de Bilingüismo&quot; (National Bilingual Program), a policy that aims to provide Colombian students equal opportunities to learn English. In this exploratory, sequential mixed-methods study, data were collected from teachers and students from three Grade 5 classrooms of public schools in Colombia. The findings revealed that the plan's differentiated enactment generates unequal access to opportunities to build language capital and unequal levels of academic language achievement among the three schools. We argue that the enactment of the plan to equalize opportunities and achievement and therefore build the language capital of Colombian students is obstructed by existing funding structures.
Constructing Community Knowledge by Exploring a Group of High School Students&apos; Funds of Knowledge
Author: Castillo, Karol
Date: 2023-00-00
Type: Journal Articles
Subjects: Cultural Background,Urban Schools,Rural Schools,Diaries,Audio Equipment,Personal Narratives,Action Research,Foreign Countries,Teaching Methods,School Community Relationship,Indigenous Knowledge,Cultural Awareness,Secondary School Students,Self Concept,Student Attitudes

This two-cycle action research explores how Colombian students from rural and urban areas construct community knowledge by exploring funds of knowledge using dialogue journals. Thirty-three seventh graders from an urban school participated in the first phase and 19 sixth graders from a rural school and 18 eighth graders from an urban school in the second phase. Data were gathered through journals, artifacts, audio recordings, narratives, focus groups, and interviews. Results revealed how students learned to see and re-signify their communities and territory by exploring the knowledge held by their families and community members. Then dialogue journals were valuable tools to verbalize and communicate their perceptions and understandings about their communities and funds of knowledge.
Resisting Hegemonic Discourses on the Relation between Teaching Second Languages and Socioeconomic Development
Author: Cruz-Arcila, Ferney
Date: 2023-00-00
Type: Journal Articles
Subjects: Correlation,Second Language Learning,Second Language Instruction,English (Second Language),Socioeconomic Influences,Language Teachers,Teacher Attitudes,French,Italian,German,Portuguese,Language Role,Undergraduate Students,College Second Language Programs,Economic Development,Employment Opportunities,Foreign Countries

This study examines hegemonic discourses on English and socioeconomic development from teachers' perspectives. Specifically, it scrutinizes the sorts of positions a group of 36 teachers of English, French, Italian, German, and Portuguese in an undergraduate program of modern languages take towards both the predominant narrative of English as the language of development and the role that the languages they teach may also play. Using postdevelopment as a theoretical framework, teachers' social representations around the languages they teach are analyzed. Findings suggest that, although there is a strong tendency to uncritically accept and accommodate instrumental and Anglo normative views of development, &quot;small hopes&quot; for configuring plural, locally sensitive, less instrumental, and ecological understandings are also emerging.