ethanporcaro/eric-fulltext-meta huggingface dataset:
Quality of L2 Input and Cognitive Skills Predict L2 Grammar Comprehension in Instructed SLA Independently
Author: Kersten, Kristin
Date: 2021-00-00
Type: Journal Articles
Subjects: Grammar,Linguistic Input,Second Language Learning,Second Language Instruction,Language Tests,Case Studies,Cognitive Ability,Grade 4,German,Native Language,Foreign Countries,Immersion Programs,Elementary School Students,Teacher Student Relationship,Language Processing,Classroom Observation Techniques,Linguistic Theory,Phonological Awareness,Short Term Memory,Nonverbal Ability,Correlation,Standardized Tests,Intelligence,Language Teachers,Teacher Characteristics,Metalinguistics

Input is considered one of the most important factors in the acquisition of lexical and grammatical skills. Input has been found to interact with other factors, such as learner cognitive skills and the circumstances where language is heard. Language learning itself has sometimes been found to enhance cognitive skills. Indeed, intensive contact with another language has been found to sometimes boost cognitive skills, even in intensive instructed settings, such as immersion programs (bilingual advantage hypothesis). In this paper, we report a cross-sectional study to assess grammar learning of 79 fourth grade German students learning L2 English in two immersion schools. Verbal teacher input was assessed using the Teacher Input Observation Scheme (TIOS, Items 14-25), and the learners' L2 grammar comprehension was tested with the ELIAS Grammar Test II. Cognitive skills, including phonological awareness, working memory, and non-verbal intelligence, were determined using standardized assessment procedures. The results show that verbal input quantity and quality correlated significantly with the learners' L2 grammar comprehension. None of the cognitive skills moderated the effect of input on grammar comprehension but all predicted it independently. The combination of L2 input and phonological awareness was found to be the most robust predictor of L2 grammar comprehension.
Prior Knowledge about Science from Drawings by a Group of Deaf Students
Author: Araujo Florentino, Carla Patricia
Date: 2023-06-12
Type: Speeches/Meeting Papers
Subjects: Deafness,Grade 7,Elementary School Students,Science Education,Freehand Drawing,Science Curriculum,Science Instruction,Foreign Countries

The construction of a concept can be developed from the students' prior knowledge. Regarding deaf students, it is considered their conceptions conceived through vision. Given this, the present research was conducted with a group of deaf students in the 7th year of elementary school with the aim of verifying what ideas these students had about science. The research was carried out with a qualitative approach, using action research. For data collection, an activity was proposed with the elaboration of drawings, carried out in three stages: (1) initial conversation and elaboration of the drawings; (2) explanation of the drawings (in Libras); (3) closure of the activity. Drawings were prepared, speeches (in Libras) transcribed and notes from the logbook were used for analysis. The analyzed data revealed three categories in which students conceived decontextualized views, also demonstrating a distance from science and applications in everyday life. In relation to the visuality of the deaf student, the difficulty was evidenced in selecting and interpreting the various information that was conveyed around them. [For the full proceedings, see ED629086.]
Fundamental and Basic Cognitive Skills Required for Teachers to Effectively Use Chatbots in Education
Author: Kerneža, Maja
Date: 2023-06-12
Type: Speeches/Meeting Papers
Subjects: Thinking Skills,Educational Technology,Computer Mediated Communication,Artificial Intelligence,Computer Assisted Instruction,Curriculum Development,Teaching Skills,Preservice Teachers,Instructional Design,Foreign Countries

With the rapid advancement of technology, education is undergoing a transformational change. Chatbots have become increasingly popular in recent years and are being utilized as teaching assistants to support teachers and students in various ways. However, little research has been done on the skills required by teachers to prepare curriculum content using chatbots. The research aims to identify the skills teachers need to prepare curriculum content with chatbots. It examines the fundamental and cognitive skills individuals need to interpret content generated by chatbots and explores the difference between self-assessment and evaluator-based assessment. Fifty-eight third-year students, pre-service teachers, in the Elementary education program attempted to write a lesson plan using ChatGPT and completed a questionnaire to assess the skills required. Their communication with the chatbot as well as their prepared lesson plans were reviewed by an evaluator who rated the skills of the participating pre-service teachers. Results indicate that preservice teachers tend to overestimate their skills required to interpret chatbot-generated content compared to the evaluator's ratings. Such discrepancies could lead to inaccurate or incomplete assessments of their skills, which could hinder their potential for growth and development. [For the full proceedings, see ED629086.]
Increasing the Students&apos; Interest in Science by Implementing a Science Action Dedicated to Plastics Biodegradability
Author: Olteanu, Radu Lucian
Date: 2023-06-12
Type: Speeches/Meeting Papers
Subjects: Science Education,Science Interests,Plastics,Likert Scales,Student Attitudes,Feedback (Response),Foreign Countries,Teaching Methods,Scientific Concepts,Self Esteem,Student Interests,Faculty Development,Secondary School Students,Program Descriptions,Conservation (Concept),Recycling

Science actions represent specific initiatives and demarches that involve investigation, experimentation, and even research, for raising the interest of the young generation in science, through particular approaches of STEM education. Important topics are promoted to students in various approaches, addressing nowadays problems, answering scientific questions, or trying to make them aware of sensible issues. In this respect, the topic of plastics biodegradability embraced the clothes of a Science action, a format based on the Care-Know-Do model, proposed in the frame of the CONNECT project. Having the view to evaluating the students' interest in science after the implementation of the project-designed science actions, the partnership proposed a 5-point Likert scale instrument. In Romania, 373 students who participated in the Biodegradable Plastics action expressed their feedback, underlining--in an important proportion--their strong confidence in science, being ready to participate in collaborative science projects or benefit from their family support who consider that understanding and knowing science is useful for the entire life. Moreover, the students offered positive feedback related to teachers' ability to emphasize the importance of science for their life and future, but also in society, in general. [For the full proceedings, see ED629086.]
The Public&apos;s Understanding of &quot;Evolution&quot; as Seen through Online Spaces
Author: Park, Hyoung-Yong
Date: 2023-06-12
Type: Speeches/Meeting Papers
Subjects: Evolution,Scientific Concepts,Computer Mediated Communication,Classification,Beliefs,Creationism,Information Sources,Foreign Countries,Science Education,Content Analysis,Biology,Concept Formation,Information Dissemination,Biological Sciences,Social Networks,Network Analysis,Trend Analysis

Evolution is a central concept that unifies all areas of life sciences. Despite longstanding scientific efforts in science education, the public's scientific awareness of evolution still needs to improve. Furthermore, teaching evolution is subject to recurring controversy. This study aimed to investigate the gap between public understanding of evolution seen through online spaces and contents in a school curriculum and explore its reasons. A content analysis was conducted using data mining on a major online portal in Korea. It examined the characteristics of creating and consuming content on evolution through the online portal service based on analyzing the number of posts related to biological evolution and active participants. It also discussed the feasibility of automatic document classification to distinguish between scientific understanding and nonscientific beliefs on the evolution and related online circulating contents. The results show that there are tactics for public exposure and dissemination of creationism through online discussions. [For the full proceedings, see ED629086.]
Transformation of Education: From Dehumanization to Re-Humanization of Society
Author: Aberšek, Boris
Date: 2023-06-12
Type: Speeches/Meeting Papers
Subjects: Educational Change,Educational Quality,Quality Assurance,Social Change,Neoliberalism,Humanism,Cognitive Science,Technological Advancement,Pollution,Population Growth,Social Systems,Educational Philosophy,Knowledge Economy,Futures (of Society),Artificial Intelligence,Influence of Technology,Science and Society,Robotics

With the approach of constant changes and quality assurance in education, we have reached an optimum that no longer justifies all further investments in such changes, as the results of these investments are (and will be) minimal and insufficient. We have reached a stage where we must shift from evolution to revolution, from constant changes in education to its complete transformation. Here, we must point out that we must reverse the flow of systemic changes from the dehumanization of society as that in Industry 4.0 or, in a slightly softer form, the Japanese vision of Society 5.0. This reverse flow offers us the re-humanization of society's development and it can be called Society 6.0 or, historically, also Society 1.1 (back to the past, to the first industrial revolution). [For the full proceedings, see ED629086.]
Learners&apos; Misconceptions in Periodic Table: An Analysis of Cognitive Skills Development
Author: Chowdhury, Pinaki
Date: 2022-00-00
Type: Reports - Research
Subjects: High School Students,Misconceptions,Chemistry,Scientific Concepts,Cognitive Development,Skill Development,Nuclear Physics,Molecular Structure,Science Tests,Test Items,Thinking Skills,Foreign Countries,Comparative Education

Development of cognitive skills is critical for developing the right conceptual ideas in chemistry. Atomic structure, bonding, and associated properties are taught as parts of high school chemistry courses worldwide. The cumulative build-up of misconceptions about the periodic table is to blame for students' poor performance on atoms and bonding-related topics. This is primarily due to a lack of appropriate cognitive abilities. The periodic table is a fundamental organizing principle in chemistry that high school students are introduced to. The purpose of this study is to determine the commonalities among learners' misconceptions about various aspects of the periodic table in two distinct countries. This study had two objectives. To begin with, it demonstrated if learners from different locations developed the same type of alternate concepts. Second, it aided in discovering the most prevalent alternate conceptions in learners' minds regarding the periodic table. This study enrolled 97 students from India and 78 students from South Africa. The quantitative data for this investigation were gathered using a modified BRI. It is noticed that, despite disparities in their social environments, high school students generally possess similar alternate conceptions that act as a learning barrier at their higher level of learning.
Students&apos; Perceptions and Attitudes Regarding Science Following the Implementation of the &quot;Rewilding&quot; Science Action
Author: Gorghiu, Gabriel
Date: 2023-06-12
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Science Education,Scientific Concepts,Scientific Literacy,Foreign Countries,Curriculum Development,Curriculum Implementation,Secondary School Students

The performance of any economy is based on scientific knowledge and technological innovation. Consequently, a highly motivated workforce with skills in science and engineering is key to any prosperous economy. Science education has a critical role in providing scientific literacy to students, as well as in training young people to choose careers linked to STEM education. Understanding the science concepts and their application is nowadays challenging for students, due to lack of interest and motivation. &quot;Science is not for me&quot; is, unfortunately, a frequent phrase heard when discussing with young people. It is clear that the way science is taught must be adapted to the student's profile and needs. In this respect, in Romania, the CONNECT project comes to meet this gap by designing and implementing four structured scenarios, embracing the format of Science actions. In order to evaluate the impact of each Science action in terms of students' perceptions and attitudes concerning science, an instrument based on a 5-point Likert scale was developed in the frame of the project partnership. The feedback of 83 students who participated in the Rewilding Science action was collected, being emphasized that students are feeling more confident to solve problems in science and consider that learning science is enjoyable, even learning science is not easy. Although the majority of the respondents would like to do projects with others using science to improve the world, they -- in the same ratio -- would not like to be seen as experts in science. [For the full proceedings, see ED629086.]
The Application of Interactive Learning Tasks Made by Using Digital Hybrid Illustrations in the Topic &quot;Hydrocarbons&quot; in Eighth-Grade Organic Chemistry Classes
Author: Sedlar, Agneš R.
Date: 2023-06-12
Type: Speeches/Meeting Papers
Subjects: Interaction,Scientific Concepts,Science Education,Grade 8,Organic Chemistry,Illustrations,Elementary School Students,Foreign Countries,Handheld Devices,Electronic Learning

The content of organic chemistry is closely related to our everyday life, to nature, and to the human body. Illustrations play a big role in the acquisition of the course material, especially if those help to make the interpretation of the textual content easier. Hybrid illustrations are made up of combinations of realistic images (photographs, drawings) with abstract conventional elements (symbols, models, chemical equations). This type of illustration fuses difficult-tointerpret symbols often found in chemistry with everyday images that bring students closer to the content. The following study examines the use of digitally edited hybrid illustrations in interactive learning tasks that were used in the review and practice lessons on the Hydrocarbons topic in eighth-grade organic chemistry classes. The research took place in an experimental group of students from primary school in Novi Sad (Republic of Serbia), during which the students solved the given tasks on their cell phones via the Moodle platform. In the control group, teaching and learning took place in the traditional, or conventional way applying a lecture and a discussion method. After processing the Hydrocarbons topic, the experimental and control groups underwent the same testing process, the results of which prove the advantages of using the tasks created with the help of digital hybrid illustrations in the abstract parts of the curriculum. [For the full proceedings, see ED629086.]
Differences in Graphic Illustrations in the Contents of Natural Sciences in Regular Textbooks and Textbooks for Students with Special Educational Needs in the Republic of Serbia
Author: Horvat, Saša A.
Date: 2023-06-12
Type: Speeches/Meeting Papers
Subjects: Textbooks,Textbook Content,Students with Disabilities,Illustrations,Foreign Countries,Elementary Education,Physics,Grade 6,Science Education,Natural Sciences,Visual Aids

The most important source of knowledge in primary school teaching is the textbook. This research aimed to determine the differences in graphic illustrations in the contents of natural sciences in a regular textbook and a textbook for children with special educational needs in the Republic of Serbia. As the number of subjects that deal with the contents of natural sciences for children with special educational needs is small, as well as the number of schools that implement this type of teaching, physics is taken as a subject, because the number of common topics is quite similar. The research aim was to analyze illustrations in selected physics textbooks for the 6th grade of primary education, by the criteria for dividing illustrations by types, for determining abstractness and relative representation of illustrations. In addition, a supplementary classification of illustrations was applied. The obtained results indicate that the number of illustrations concerning the number of words is higher in textbooks for children with special educational needs, as well as that the most represented are illustrations from everyday life and greater abstraction compared to regular textbooks. Since the physics textbook for children with disabilities is quite old, these results can be examined in practice among teachers and help future textbook authors to write the best quality textbook taking into account the needs of teachers and children with special educational needs. [For the full proceedings, see ED629086.]
Students&apos; Perception of an Inquiry-Based Metavisual Activity about Concepts of Chemical Kinetics
Author: Shimada, Marcella Seika
Date: 2023-06-12
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Undergraduate Students,Inquiry,Visualization,Foreign Countries,Scientific Concepts,Chemistry,Kinetics,Program Effectiveness,Concept Formation

Students' perceptions of an activity involving visualization are important in assessing their learning of the task. In view of this, this study was developed with undergraduate students from different courses at a public Brazilian university. The research objective was to determine how three students, who are majoring in different courses (chemistry graduation and engineering), perceive their participation in an inquiry-based metavisual activity (IBMA). For this, the students were interviewed and data were categorized according to similarities and differences in the reports. The findings indicate that the IBMA was able to facilitate the reconstruction of concepts with an emphasis at the submicro level, for the students that were majoring in chemistry. The engineering student reported a partial construction of concepts. The student's learning may have been compromised due to the smaller repertoire that he had in chemistry and on models at the submicro level. [For the full proceedings, see ED629086.]
The Influence of a Project-Based Club Program on Middle School Students&apos; Action Competency in Responding to Climate Change
Author: Shin, Young-Joon
Date: 2023-06-12
Type: Speeches/Meeting Papers
Subjects: Active Learning,Student Projects,Clubs,After School Programs,Middle School Students,Climate,Change,Activism,Males,Single Sex Schools,Environmental Education,Knowledge Level,Student Attitudes

Incorporating climate change into education is critical for building a sustainable future and empowering the next generation to take action. This study aims to explore how a project-based club program influences middle school students' action competency in responding to climate change. For this aim, ten students who participated in a project-based club program in a boys' middle school were selected. A pre-test on relevant knowledge was surveyed, students' behaviors during the program were observed, and in-depth interviews were conducted after the program. The results revealed that students showed a better understanding of climate change and carbon neutrality concepts, increased sensitivities to climate change, deepened reflections on climate change activities, improved communication and decision-making abilities, and improved willingness to take action in climate change mitigation activities. It was concluded that the project-based club program has positively influenced students' action competency in responding to climate change. [For the full proceedings, see ED629086.]
Is There a National Teacher Shortage? A Systematic Examination of Reports of Teacher Shortages in the United States. EdWorkingPaper No. 22-631
Author: Nguyen, Tuan D.
Date: 2022-08-00
Type: Reports - Research
Subjects: Teacher Shortage,Geographic Location,Teacher Qualifications,Employment Opportunities,Elementary Secondary Education,Teacher Recruitment,Teacher Persistence,Teacher Supply and Demand,Teacher Education Programs

Teachers are critical to student learning, but adequately staffing classrooms has been challenging in many parts of the country. Even though teacher shortages are being reported across the U.S., teacher shortages are poorly understood. Determining and addressing teacher shortages is difficult due to the lack of data. Neither the federal government nor the majority of states have provided sufficient information on teacher shortages. To address this gap, we systematically examine news reports, department of education data, and publicly-available information on teacher shortages for every state in the U.S. We find there are at least 36,000 vacant positions along with at least 163,000 positions being held by underqualified teachers, both of which are conservative estimates of the extent of teacher shortages nationally. We discuss the implications of our findings for a robust data system, including more specific and consistent reporting of shortage, as well as implications for teacher preparation and education in the United States.
Spillover Effects of Black Teachers on White Teachers&apos; Racial Competency: Mixed Methods Evidence from North Carolina. EdWorkingPaper No. 23-794
Author: Gershenson, Seth
Date: 2023-06-00
Type: Reports - Research
Subjects: White Teachers,Blacks,African American Teachers,Racial Attitudes,Influences,Teacher Competencies,Peer Influence,Interprofessional Relationship,Academic Achievement,Suspension,Beginning Teachers,Public School Teachers,Racial Factors,Peer Teaching,Achievement Gap,Teacher Effectiveness,Teacher Improvement,Hispanic American Students,Hispanic Americans,Minority Group Teachers

The US teaching force remains disproportionately white while the student body grows more diverse. It is therefore important to understand how and under what conditions white teachers learn racial competency. This study applies a mixed-methods approach to investigate the hypothesis that Black peers improve white teachers' effectiveness when teaching Black students. The quantitative portion of this study relies on longitudinal data from North Carolina to show that having a Black same-grade peer significantly improves the achievement and reduces the suspension rates of white teachers' Black students. These effects are persistent over time and largest for novice teachers. Qualitative evidence from open-ended interviews of North Carolina public school teachers reaffirms these findings. Broadly, our findings suggest that the positive impact of Black teachers' ability to successfully teach Black students is not limited to their direct interaction with Black students but is augmented by spillover effects on early-career white teachers, likely through peer learning.
The Properties of Students&apos; Personal Development Skills Report Card Ratings. Publication 16.17
Author: Lamb, Lindsay M.
Date: 2017-02-00
Type: Reports - Evaluative
Subjects: School Districts,Elementary School Students,Student Development,Report Cards,Academic Achievement,Educational Trends,Skill Development,Self Management,Interpersonal Competence,Cooperation,Student Responsibility,Instructional Program Divisions,Gender Differences,Economically Disadvantaged

Analyses presented in this report suggest that elementary school students' personal development skill ratings were fairly stable over time at the student, teacher, and grade levels. Students' personal development skill ratings also were positively related to students' achievement.