ethanporcaro/eric-fulltext-meta huggingface dataset:
The Power of Scripting: DGS Meets Programming
Author: Richter-Gebert, Jürgen
Date: 2010-00-00
Type: Journal Articles
Subjects: Geometry,Programming Languages,Programming,Teaching Methods,Research Methodology,Mathematics Education,Feedback (Response),Courseware,Vignettes,Physics,Computer Simulation,Computer System Design,Design Preferences

In this article we demonstrate how the combination of a system for dynamic geometry with a freely programmable scripting environment can be advantageously used in teaching and research. We explain the reasons behind various design decisions that were made by us when designing the language &quot;CindyScript&quot; and give examples that proof how they lead to easy and understandable code that can be used in education. We give several concrete application scenarios of the language that was developed by the authors and seamlessly interacts with the dynamic geometry system Cinderella.
Media Educational Practices in Teacher Training
Author: Fedorov, Alexander
Date: 2010-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Educational Media,Personality Traits,Teacher Education,Foreign Countries,Creativity,Teaching Methods,Creative Teaching,Educational Technology,Video Technology,Films,Role Playing,Simulation,Drama,Problem Solving,Television

This article described the methods of media education development of personality (including the audience's individual, &quot;creative critical thinking&quot; corresponding to &quot;conceptual&quot; (knowledge of media culture theory), &quot;sensory&quot; (intentional communication with mass media, orientational experience in genre and topical repertory flow), &quot;motivational&quot; (emotional, cognitive, moral, aesthetic motives of contact with media and media texts), &quot;evaluative&quot; (faculty for audiovisual thinking, analysis, synthesis of space-and-time form of media texts narrative, for self-identification with its character and author, for understanding and evaluation of the author's conception in the context of sound-and-visual media text structure); &quot;creative&quot; (creative self-expression in various activities) indicators. As a result of such set of studies a considerable part of the audience proceeds from the &quot;initial and secondary&quot; levels of media text perception to a higher level of &quot;complex identification,&quot; showing the students' ability to identify with the author's position.
User Interface Design for Dynamic Geometry Software
Author: Kortenkamp, Ulrich
Date: 2010-00-00
Type: Journal Articles
Subjects: Computer Software,Computer Interfaces,Geometry,Mathematics Instruction,Man Machine Systems,Usability,Computers,Visual Aids,Computer Uses in Education,Educational Technology,Cooperative Learning

In this article we describe long-standing user interface issues with Dynamic Geometry Software and common approaches to address them. We describe first prototypes of multi-touch-capable DGS. We also give some hints on the educational benefits of proper user interface design.
A Wider Role for Technicians in Science Practical Work with School Students?
Author: Helliar, Anne T.
Date: 2010-00-00
Type: Journal Articles
Subjects: Paraprofessional Personnel,Student Surveys,Teaching Methods,Student Attitudes,Science Activities,Hands on Science,Technical Support,Questionnaires,Secondary School Science,Science Instruction,Science Interests,Student Educational Objectives,Educational Practices,Educational Strategies,Program Effectiveness,Participant Satisfaction,High School Students,Foreign Countries,Qualitative Research,Statistical Analysis

This paper reports the results of a study made on the impact of improved deployment of science technicians in the classroom could directly benefit students in practical science investigations. Science technicians are skilled individuals whose understanding of practical work is a valuable resource not being used of in support of students understanding of science. Aspects of practical work and technician support were scrutinised, through information attained from a post-16 student survey to improve understanding about this teaching tool, to establish if it was being used to its full potential within science lessons. Analysis was also made of students' perceptions of school science. The main outcomes were that the majority of students enjoyed science practical work and felt that science could not be taught without it. Students studying science at pre-university level attained a greater understanding, through participating in relevant practical work, than students who had studied it at earlier, compulsory levels. Students reported that science technicians provide impact on student learning when contact time was the greatest.
The Role of School Technicians in Promoting Science through Practical Work
Author: Helliar, Anne T.
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Schools,Secondary School Science,Science Education,Secondary School Teachers,Faculty Development,Secondary School Students,Technical Occupations,Science Teachers

This is a review of the role of practical work in UK's secondary school science lessons, the impact that practical work has in the promotion of science, the challenges created through use of non-specialist science teachers and a possible additional role for science technicians. The paper considers how improved deployment of suitably experienced school science technicians and their recognition, by schools' management, for their involvement in the delivery of training in the use of practical work, for less experienced teachers, could benefit schools and their students. This together with its companion paper endeavours to show how the more effective use of practical work and technicians can encourage more students to select science at higher, non-compulsory levels.
Assessment of Students' Media Competence: Test Results Analysis
Author: Federov, Alexander
Date: 2011-00-00
Type: Journal Articles
Subjects: Competence,Media Literacy,College Students,Audience Analysis,Motivation,Incidence,Mass Media Use,Educational Indicators,Knowledge Level,Familiarity,Rating Scales,Achievement Rating,Foreign Countries,Comparative Analysis

Ascertaining levels of media competence (development in the field of media culture) of students is based on the classification of indicators developed by the author. In accordance with this classification, audience is invited to a basic blocks of questions and tasks. The targets are: to detect the levels of motivational indicators of audience's media competence (genre, thematic, psychological, therapeutic, emotional, cognitive, moral, intellectual, creative and aesthetic reasons which the audience contact with media texts); to identify the level of the user/contact rate (frequency of contacts with various kinds of media, user skills in relation to the media); to identify the level of cognitive/information index (knowledge of terminology, history and theory of media culture) of university students' media competence.
Developing Digital Competences Using an Educational Software. A Pedagogical Research
Author: Magdas, Ioana
Date: 2011-00-00
Type: Journal Articles
Subjects: Competence,Computer Literacy,Grade 12,Courseware,Computer Software,Computer Assisted Instruction,Experimental Groups,Control Groups,Technological Literacy,Vocational Schools,Technology Uses in Education,Pretests Posttests,Worksheets,Teaching Methods,Educational Strategies,Competency Based Education,Foreign Countries,Statistical Analysis

Many teachers and people in educational institutions consider it necessary to prepare children for living in a computerized society. The Internet offers an incredible number of opportunities for teachers. The Web offer of e-learning open source platforms reached an impressive configuration. In this article, we present an educational software for developing digital skills conducted on the open source platform Moodle. The educational software has been developed for grade XII students of a technical profile. It covers the unit Databases, namely, the Access application. The contents are particularly adapted for the students of Technical Colleges. We will also present a pedagogical research that demonstrates effectiveness of such an approach. We conducted the research at Technical College &quot;Iuliu Maniu&quot;, Carei, Satu-Mare County. The research hypothesis was: &quot;Using a software to develop skills of using Microsoft Access application leads to much better results among students from technological high-schools.&quot; Our research proves that the use of an educational software and computer assisted instruction in teaching and learning contributes to a significant increase of efficiency of education.
Mathematics Assistants: Meeting the Needs of Secondary School Physics Education
Author: Heck, André
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,STEM Education,Physics,Science Education,Teaching Methods,Secondary School Science,Computer Uses in Education,Educational Technology,Computer Software,Multimedia Instruction,Video Technology,Language Usage,Mathematics Education,Graphs

Coach is an activity-based, open computer environment for learning and doing mathematics, science, and technology in an inquiry approach, developed in the last twenty-five years at the AMSTEL Institute of the University of Amsterdam. It offers a versatile set of integrated tools for data collection, data analysis, modelling and simulation, and for multimedia authoring of activities. In this paper, we present the STOLE concept that underpins the design and implementation of systems like Coach. It is an example of how members from the physics education research community came to convergence on tools for doing investigative work and achieved integration of tools. Special attention goes further to the mathematical requirements of such a learning environment and to the computer support of various representations of one and the same phenomenon or scientific concept. We also discuss one of the most complicating factors in the implementation of an integrated learning environment for mathematics and science, namely that mathematical concepts are not always used the same in these fields. Differences between the use of variables, functions, and graphs in mathematics and physics are briefly discussed, and consequences for the design of a general-purpose learning environment are addressed.
University-School Partnerships: Polymer Chemistry Days Run at a University for 14-15 Year Olds and Their Impact on Attitudes to Science
Author: Shaw, A. J.
Date: 2010-00-00
Type: Journal Articles
Subjects: College School Cooperation,Partnerships in Education,Chemistry,Grade 10,Secondary School Science,Pretests Posttests,Questionnaires,Student Attitudes,Secondary School Students,Self Concept,Participation,Gender Differences,Attitude Change,Workshops,Scores,Foreign Countries,Science Instruction

Polymer Chemistry days run by Bristol ChemLabS at the School of Chemistry, University of Bristol for year 10 (14-15 year olds) school students are described. Pre and post questionnaires were analysed to determine the impact on attitudes to science. There was no change in attitudes to the importance of science or practical work in science, but increases were observed in attitudes to learning science in school, self-concept in science, science outside of school and future participation in science. Using a two-tailed t-test at the 2s level of significance (95% confidence level) or higher a &quot;combined interest in science&quot; (combining items from learning science in school, science outside of school and future participation in science) was significantly increased. Using a two-tailed t-test at the 3s level of significance (99% confidence level) or higher self concept in science was increased. Such an increase at such a high tolerance level is noteworthy. Both males and females attitudes to science increased as a result of the polymer workshops but scores for males were consistently higher than for females. Students studying individual science subjects (triple science) and combined science at GCSE (UK) both returned very high scores for enjoyment of the day. The results of these surveys are discussed in detail in the paper.
The Relationships among Imagination, Future Imagination Tendency, and Future Time Perspective of Junior High School Students
Author: Tsai, Min-Ying
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Junior High School Students,Imagination,Time Perspective,Questionnaires,Rating Scales,Correlation,Regression (Statistics),Predictor Variables,Socioeconomic Status,Psychological Patterns,Likert Scales

The main purpose of the study were to investigate the relationships among imagination, future imagination tendency, and future time perspective of junior high school students, then to explore the future time perspective which is predicted by background variables, imaginative qualities, and future imagination tendency. The subjects were 331 from the junior high school in Kaohsiung City. The main research tool is the Imagination Questionnaire, the Future imagination tendency Scale, and the Future Time Perspective Scale. The data collected was analyzed by SPSS 18.0 with descriptive statistical analysis, Pearson product-moment correlation coefficient, and multiple stepwise regression procedure. The findings of the study were follows: 1. It showed a high positive correlation between imagination and future imagination tendency. 2. It showed a middle positive correlation between imagination and future time perspective. 3. It showed a middle positive correlation between future imagination tendency and future time perspective. 4. Monthly exam results, socioeconomic status, beyond reality, past review and future prediction, emotion and value and plot construction could significantly predict future time perspective. According to the research findings, the researcher gave some suggestions for future implementations.
Practicing Teachers' Perceptions of Teacher Trainees: Implications for Teacher Education
Author: Kagoda, Alice Merab
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Preservice Teachers,Knowledge Level,Pedagogical Content Knowledge,Teaching Methods,Interpersonal Relationship,Extracurricular Activities,Questionnaires,Focus Groups,Ethics,Clothing,Teacher Participation,Teacher Role,Foreign Countries,Student Behavior,Dress Codes,Teacher Competencies,Qualitative Research,Mentors

Practicing teachers are partners in preparation of teacher trainees. However, little is known about their perceptions of the teacher trainees they receive every year in their schools. Ninety three practicing teachers from twenty schools participated in this study. The objectives were to find out the practicing teachers' perceptions of teacher trainees' behaviors and knowledge of subject content as well as teaching methods they use. Secondly, to find out how teacher trainees' relate to both teaching and non-teaching staff in the schools where they posted and to the students they teach. Thirdly, to assess teacher trainees' participation in extra-curricular activities and any other issues relating to their stay in the schools. Questionnaires and focus group discussions were used to collect data. Results show that practicing teachers perceive teacher trainees as follows; they are fairly good regarding professional ethics, they dress well except some girls who dress poorly, the majority of teacher trainees do not exhibit masterly of the subject matter in their respective subjects and most of them participate in school activities if assigned to do that. Researchers recommend that teacher trainees need more subject matter guidance from their subject lecturers and support from the subject teachers in schools where they do school practice. The idea of team work should be instilled in teacher trainees so that they support one another in schools where they practice from. The School of Education should intensify its relationship with practicing teachers in the process of preparing teachers. The course on professional ethics for teachers should be more practical so that the teacher trainees are properly guided before they graduate.
Investigating the School Teacher's Preparation in Mathematics Pedagogy in Ukraine
Author: Tarasenkova, N. A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Mathematics Instruction,Knowledge Base for Teaching,Pedagogical Content Knowledge,Secondary School Teachers,Teacher Attitudes,Algebra,Problem Solving,Mathematical Logic,Geometry,Numbers,Mathematics Skills,Teacher Competencies

Teacher education has become an area of considerable interest among policymakers in many countries over recent years. Teacher's knowledge and skills in qualified teaching is of great importance. The main purpose was to study the level and depth of the school mathematics and related teaching knowledge attained by prospective Ukrainian secondary teachers. Some analyses of the study results of prospective Ukrainian secondary teachers are given in the article.
Where Did We Go Wrong? Eight Characteristics of a Multicultural Schools
Author: Abington-Pitre, Aeve
Date: 2015-00-00
Type: Journal Articles
Subjects: Institutional Characteristics,Multicultural Education,Cultural Pluralism,Global Approach,Accountability,Culturally Relevant Education,Ethnic Diversity,Consciousness Raising,Teaching Methods,School Culture,School Policy

The goal of multicultural education was to ensure that all students have access to inclusive teaching and learning experiences. The design of these experiences should allow students to successfully take part in a rapidly changing world where cross-cultural understanding and intercultural communication skills are essential. This paper discusses the characteristics of a multicultural school, its personnel and the possible impact on children in our schools. It discusses the research-based &quot;Eight characteristics of the multicultural school&quot;; the two-step approach to global cultural education, assessing and maintaining effective multicultural schools. Followed by discussion on if &quot;we want to&quot; and if so, how do we increase use of these characteristics in schools?
Teaching Practice in the 21st Century: Emerging Trends, Challenges and Opportunities
Author: Jansen, Cecelia
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Technology,Teaching Methods,Student Teaching,Pedagogical Content Knowledge,Teaching Skills,Self Esteem,Student Teacher Attitudes,Technological Literacy,Technology Uses in Education,Secondary School Teachers,Foreign Countries,Qualitative Research,Semi Structured Interviews,Questionnaires,Barriers,Teaching Conditions,Learning Activities,Public Schools

Digital technology for teaching practice students means the ability of student teachers to use digital artefacts as integral part of their pedagogical content knowledge. Student teachers need to be also aware of what implications this has for teaching and learning strategies plus the building aspects in the lesson presentation. A new approach to teaching practice, calibrated for the 21st century, requires teachers to be willing to assist the student teachers in this regard. The teaching practice period is meant to expose student teachers to the most sobering technological frontier in history because they inherit a complex set of global dilemmas and this emphasise the rational of this study. The proposed study aims to prepare teaching practice students for the classrooms of the future. Teachers often expressed their lack of confidence in their digital technology skills and this can implicitly affect their attitudes towards the use of digital technology in their teaching. Therefore, the presenters argue that, the teaching practice student should be empowered in the fast-paced digital environment of the current millennium generation. Teachers often do not expect learners to be sharing knowledge through connections. This is a key aspect of learning in the digital age within a connectivist learning theory. The empirical research has been conducted in an interpretive qualitative paradigm underpinned by a complexity theory conceptual framework. Convenience sampling has been used in this study. One teacher from each of the three secondary schools in Gauteng has been selected to participate. This study has challenged the participating teachers to reflect on their own teaching praxis when using digital technology as an integrated part of their pedagogical content knowledge. One of the outputs of this research study is a model for teachers to use as an example for training the teaching practice students. This model can also be a source of information for digital technology literacy education. The intention is to guide teaching practice students to develop their own programmes for digital technology literacy to meet the teaching demands for the 21st century.
Pupil's Beliefs about the Transformations of Energy in Three Countries (Canada, France and Morocco)
Author: Métioui, Abdeljalil
Date: 2015-00-00
Type: Journal Articles
Subjects: Qualitative Research,Teacher Education,Science Education,Foreign Countries,Energy,Questionnaires,Student Attitudes,Elementary School Students,Sampling,Classification,Scientific Concepts,Concept Formation,Scientists,Cross Cultural Studies

A qualitative research approach was chosen to analyse the conceptions of pupils attending elementary school from Canada (N = 135), France (N = 30) and Morocco (N = 92) between 10 and 12 years of age. Their conceptions were identified while being mobilised on energy transformations during the working of a simple electric circuit made of a battery, a bulb and electric wires: light, thermal, electrical and chemical. With paper and pencil, they completed a questionnaire made up of six questions during a forty-five minute period. The analysis of the data of the experimentation demonstrates that the majority of the conceptions identified are naïve compared to those constructed by the scientists. It also shows that their conceptions are similar in spite of the different cultures. The results confirm the findings of the international community of researchers in didactics of sciences regarding the universality of children's conceptions about the working of simple electrical circuits. These findings have implications on teacher training, science teaching and learning in a multiple cultural environment.
The Effect of Coaching and Mentoring Programs to Improve Students Competencies: Case Study of Beastudi Etos Scholarship
Author: Udiutoma, Purwa
Date: 2015-00-00
Type: Journal Articles
Subjects: Coaching (Performance),Mentors,Foreign Countries,Poverty Areas,Competence,Case Studies,Human Resources,Evaluation Criteria,Curriculum Development,Scholarships,Academic Achievement,Student Motivation,Questionnaires,Likert Scales,College Students

Progress of a country largely determined by quality of its human resources and quality of human life is much influenced by educational factors. Chains of poverty absolutely cannot be separated from economic, health and educational factors. Therefore, one effort to break chains of poverty is to provide proper education. Dompet Dhuafa through Beastudi Etos had conducting educational empowerment with provide coaching, mentoring and financial assistance for poor students. With coaching and mentoring, scholarship recipients are expected not only can studying, but also have knowledge, skills and attitudes competency. This research aims to see the effect of Beastudi Etos's coaching and mentoring programs to improve students' competencies. Research methodology used is descriptive analytical by taking samples at five universities. The results showed that Beastudi Etos's coaching and mentoring programs can improve knowledge, skills and attitudes competency of students. Its significantly improve religious values, but less effect to IT skill.