ethanporcaro/eric-fulltext-meta huggingface dataset:
University Students&apos; Attitudes towards STEAM via a Thematic 3D Design Project
Author: Mou, Tsai-Yun
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,STEM Education,Art Education,Interdisciplinary Approach,Student Projects,Computer Simulation,Design,Learner Engagement,Performance,Intention

The development of STEAM education has captured researchers' attention due to its advantages for students' learning and interest in related subjects, specifically in kindergarten to grade 12 (K-12) educational settings. However, there is limited research on the inclusion of STEAM in higher education, and what university students think as they are on the professional training track. This study aimed to examine university students' attitudes towards STEAM via a 3D design project. Twenty-seven college students participated in this study. A questionnaire and focus group interviews were administered at the end of the course to uncover the students' learning enjoyment, conceptions of STEAM learning, and intentions of STEAM future design/ work involvement. The results show that the students enjoyed the 3D STEAM project regardless of their performance. High-performance students had higher conceptions of STEAM learning after the project. All of the students highly agreed that they could integrate interdisciplinary knowledge into their 3D designs. With regard to future intentions, they generally did not show an active attitude towards STEAM involvement. The students' learning enjoyment in the STEAM project did not have a strong positive correlation with their future intentions. Findings from this study could offer inspiration for artoriented courses that look for potential interdisciplinary integration and expression in STEAM.
Are Approximate Number System Representations Numerical?
Author: Pickering, Jayne
Date: 2023-00-00
Type: Journal Articles
Subjects: Number Concepts,Multiplication,Symbols (Mathematics),Mathematics Skills,Number Systems,Mathematics Achievement,Arithmetic,Mathematical Models,Accuracy,Prediction,Adults

Previous research suggests that the Approximate Number System (ANS) allows people to approximate the cardinality of a set. This ability to discern numerical quantities may explain how meaning becomes associated with number symbols. However, recently it has been argued that ANS representations are not directly numerical, but rather are formed by amalgamating perceptual features confounded with the set's cardinality. In this paper, we approach the question of whether ANS representations are numerical by studying the properties they have, rather than how they are formed. Across two pre-registered within-subjects studies, we measured 189 participants' ability to multiply the numbers between 2 and 8. Participants completed symbolic and nonsymbolic versions of the task. Results showed that participants succeeded at above-chance levels when multiplying nonsymbolic representations within the subitizing range (2-4) but were at chance levels when multiplying numbers within the ANS range (5-8). We conclude that, unlike Object Tracking System (OTS) representations, two ANS representations cannot be multiplied together. We suggest that investigating which numerical properties ANS representations possess may advance the debate over whether the ANS is a genuinely numerical system.
Ability to Compose Concept Maps and Student Cognitive Learning Outcomes in Animal Embryology and Reproduction Courses
Author: Susetyarini, Eko
Date: 2023-00-00
Type: Journal Articles
Subjects: Embryology,Animals,Birth,Critical Thinking,Thinking Skills,Concept Mapping,Outcomes of Education,Biology,Science Instruction,Foreign Countries,College Students

One of the learning outcomes of learning Animal Embryology and Reproduction is that students can explain concepts about reproduction or embryology theory. Since concept map-based learning can improve students' critical thinking skills and analysis, and support their interest in learning, this study analysed the ability of students enrolled in the 2019/2020 Animal Embryology and Reproduction course to construct concept maps and students' cognitive learning outcomes through assignments and tests. This descriptive study involved 127 students in semester VI enrolled in the Embryology and Animal Reproduction programme at the Department of Biology Education, FTTE at the Universitas Muhammadiyah Malang. The sampling technique was saturated sampling and the data were collected through the task of compiling concept maps and learning outcomes with tests. The drafting of concept maps was assessed by the concepts and ideas, relationships between concepts, hierarchies, propositions, and spelling, with cognitive learning assessed by tests. The results showed that most students had sufficient ability to compose a concept map and very good learning outcomes, indicating that concept maps can be used to learn biology in Animal Embryology and Reproduction courses.
Successful Discrimination of Tiny Numerical Differences
Author: Sanford, Emily M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Number Concepts,Numeracy,Perception,Discrimination Learning,Psychological Patterns,Accuracy,Maximum Likelihood Statistics,Prediction

Are there some differences so small that we cannot detect them? Are some quantities so similar (e.g., the number of spots on two speckled hens) that they simply look the same to us? Although modern psychophysical theories such as Signal Detection Theory would predict that, with enough trials, even minute differences would be perceptible at an above-chance rate, this prediction has rarely been empirically tested for any psychological dimension, and never for the domain of number perception. In an experiment with over 400 adults, we find that observers can distinguish which of two collections has more dots from a brief glance. Impressively, observers performed above chance on every numerical comparison tested, even when discriminating a comparison as difficult as 50 versus 51 dots. Thus, we present empirical evidence that numerical discrimination abilities, consistent with SDT, are remarkably fine-grained.
Developing System Thinking Skills through Project-Based Learning Loaded with Education for Sustainable Development
Author: Ekselsa, Ria Anita
Date: 2023-00-00
Type: Journal Articles
Subjects: Systems Approach,Thinking Skills,Skill Development,Active Learning,Student Projects,Sustainable Development,High School Students,Environmental Education,Foreign Countries

High school students need to be introduced to and trained in system thinking skills as one of the implementations of Education for Sustainable Development (ESD). This study aimed to develop high school students' systems thinking skills through ESD-laden project-based learning on environmental change material. A pre-experimental method was applied with the One Group Pretest Posttest Design to 35 class X high school students in Bandung Regency who were selected by non-random sampling. The data were collected through open questions to evaluate students' systems thinking skills and were processed by scoring student answers based on the rubric for assessing system thinking skills. The N-Gain value was calculated to determine the magnitude of the increase in students' systems thinking skills before and after learning. The results showed that the N-Gain value was 0.64, which means that students' systems thinking skills moderately developed after project-based learning containing ESD. The development of system thinking skills can train students to change paradigms to view a problem from various perspectives to find a sustainable solution, encouraging them to pay more attention to their activities and take more responsible actions.
The Correlates of Statistics Anxiety: Relationships with Spatial Anxiety, Mathematics Anxiety and Gender
Author: Gibeau, Rose-Marie
Date: 2023-00-00
Type: Journal Articles
Subjects: Anxiety,Statistics,Spatial Ability,Correlation,Foreign Countries,Mathematics Anxiety,Gender Differences,Undergraduate Students

This study investigates the correlates of statistics anxiety. Considering that statistics anxiety and spatial anxiety have been separately correlated with related constructs (e.g., mathematics anxiety, academic performance, etc.), the possibility that spatial anxiety plays a role in statistics anxiety is explored. When facing statistics or mathematics operations, people may imagine or visualize the task operations they must do to obtain the result. To examine this hypothesis, 778 students in a Social or Health Sciences program, enrolled in a--often mandatory--statistics course from Canadian, French and Belgian universities completed an online survey. The results show moderate to strong positive correlations between all three types of anxiety (spatial, mathematics, and statistics). In addition, a mediation analysis reveals the intermediate role played by mathematics anxiety in the relationship between spatial and statistics anxieties. Nonetheless, the direct link from spatial anxiety to statistics anxiety is non-negligible in the model. Finally, the results also indicate that women report higher levels of statistics anxiety, which may be partly explained by their higher level of spatial anxiety.
The Development and Assessment of Early Cardinal-Number Concepts
Author: Baroody, Arthur J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Number Concepts,Recall (Psychology),Task Analysis,Preschool Children,Computation,Mathematics Skills,Recognition (Psychology),Numeracy

Number-recognition tasks, such as the how-many task, involve set-to-word mapping, and number-creation tasks, such as the give-n task, entail word-to-set mapping. The present study involved comparing sixty 3-year-olds' performance on the two tasks with collections of one to three items over three time points about 3 weeks apart. Inconsistent with the sparse evidence indicating equivalent task performance, an omnibus test indicated that success differed significantly by task (and set size but not by time). A follow-up analysis indicated that the hypothesis that success emerges first on the how-many task was, in general, significantly superior to the hypothesis of simultaneous development. It further indicated the how-many-first hypothesis was superior to a give-n-first hypothesis for sets of three. A theoretical implication is that set-to-word mapping appears to develop before word-to-set mapping, especially in the case of three. A methodological implication is that the give-n task may underestimate a key aspect of children's cardinal understanding of small numbers. Another is that the traditional give-n task, which requires checking an initial response by one-to-one counting, confounds pre-counting and counting competencies.
The Effects of Operator Position and Superfluous Brackets on Student Performance in Simple Arithmetic
Author: Ngo, Vy
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Arithmetic,Symbols (Mathematics),Computation,Cognitive Processes,Problem Solving,Accuracy,Homework,Educational Technology,Assignments,Mastery Learning,Reaction Time,Elementary School Students,Grade 5,Algebra,Perceptual Development

For students to advance beyond arithmetic, they must learn how to attend to the structure of math notation. This process can be challenging due to students' left-to-right computing tendencies. Brackets are used in mathematics to indicate precedence but can also be used as superfluous cues and perceptual grouping mechanisms in instructional materials to direct students' attention and facilitate accurate and efficient problem solving. This online study examines the impact of operator position and superfluous brackets on students' performance solving arithmetic problems. A total of 528 students completed a baseline assessment of math knowledge, then were randomly assigned to one of six conditions that varied in the placement of higher-order operator and the presence or absence of superfluous brackets: [a] brackets-left (e.g., (5 * 4) + 2 + 3), [b] no brackets-left (e.g., 5 * 4 + 2 + 3), [c] brackets-center (e.g., 2 + (5 * 4) + 3), [d] no brackets-center (e.g., 2 + 5 * 4 + 3), [e] brackets-right (e.g., 2 + 3 + (5 * 4)), and [f] no brackets-right (e.g., 2 + 3 + 5 * 4). Participants simplified expressions in an online learning platform with the goal to &quot;master&quot; the content by answering three questions correctly in a row. Results showed that, on average, students were more accurate in problem solving when the higher-order operator was on the left side and less accurate when it was on the right compared to in the center. There was also a main effect of the presence of brackets on mastery speed. However, interaction effects showed that these main effects were driven by the center position: superfluous brackets only improved accuracy when students solved expressions with brackets with the operator in the center. This study advances research on perceptual learning in math by revealing how operator position and presence of superfluous brackets impact students' performance. Additionally, this research provides implications for instructors who can use perceptual cues to support students during problem solving.
The Development of Android-Based Learning Mobile App to Practice Critical Thinking Skills for Elementary School Students
Author: Isrokatun, I.
Date: 2023-00-00
Type: Journal Articles
Subjects: Handheld Devices,Computer Oriented Programs,Educational Technology,Critical Thinking,Thinking Skills,Elementary School Students,Grade 3,Student Attitudes,Skill Development,Foreign Countries,Technology Uses in Education

Today's increasingly rapid technological developments do not only appear in the field of communication but are also needed in education. In the education field, it is expected to instill students with adequate knowledge and critical thinking skills, which are needed for their future. Practicing critical thinking skills can be done with mobile applications because today's students are highly familiar with gadgets. In terms of education, students need a learning platform that is equipped with audio, images, and easy-to-understand text. To accommodate this, an Android-based application was designed to provide learning steps, such as analyzing, obtaining information, asking questions, and making conclusions. This study is a qualitative descriptive study using the ADDIE (analyzing, designing, developing, implementing, and evaluating) method. It includes material analysis, application design with smart apps creator (SAC), testing by media and materials experts, and overall evaluation. The trial of this application was carried out on 3rd-grade elementary school students with questionnaires and interviews. Based on the validation process by IT experts and elementary school teachers, the development of the situation-based learning (SBL) App was considered valid. In other words, this application was properly designed according to the development of lower-grade students. Furthermore, the students were interested in SBL App and found it easier to obtain information, come up with good questions, and draw conclusions from a material using the app. Therefore, it can be concluded that the SBL App developed in this study is feasible and effective to be used as an Android-based learning application to train elementary school students' critical thinking skills.
The Real Preschoolers of Orange County: Early Number Learning in a Diverse Group of Children
Author: Sarnecka, Barbara W.
Date: 2023-00-00
Type: Journal Articles
Subjects: Preschool Children,Mathematics Skills,Numeracy,Number Concepts,Computation,Bilingual Students,Monolingualism,Symbols (Mathematics),Spanish,English,Bilingualism,Receptive Language

The authors assessed a battery of number skills in a sample of over 500 preschoolers, including both monolingual and bilingual/ multilingual learners from households at a range of socio-economic levels. Receptive vocabulary was measured in English for all children, and also in Spanish for those who spoke it. The first goal of the study was to describe entailment relations among numeracy skills by analyzing patterns of co-occurrence. Findings indicated that transitive and intransitive counting skills are jointly present when children show understanding of cardinality and that cardinality and knowledge of written number symbols are jointly present when children successfully use number lines. The study's second goal was to describe relations between symbolic numeracy and language context (i.e., monolingual vs. bilingual contexts), separating these from well-documented socio-economic influences such as household income and parental education: Language context had only a modest effect on numeracy, with no differences detectable on most tasks. However, a difference did appear on the scaffolded number-line task, where bilingual learners performed slightly better than monolinguals. The third goal of the study was to find out whether symbolic number knowledge for one subset of children (Spanish/English bilingual learners from low-income households) differed when tested in their home language (Spanish) vs. their language of preschool instruction (English): Findings indicated that children performed as well or better in English than in Spanish for all measures, even when their receptive vocabulary scores in Spanish were higher than in English.
Improving Science Process Skills of Students with Mild Intellectual Disabilities
Author: Senel Çoruhlu, Tülay
Date: 2023-00-00
Type: Journal Articles
Subjects: Science Process Skills,Students with Disabilities,Mild Intellectual Disability,Grade 5,Elementary School Students,Skill Development,Foreign Countries,Worksheets,Instructional Materials,Instructional Effectiveness,Science Instruction,Student Improvement

Relevant literature has an unexplored question on how prediction-observation-explanation (POE) worksheets affect science process skills of students with mild intellectual disabilities (SMID). Therefore, this research aimed to examine the effect of POE worksheets developed for the &quot;matter and its nature&quot; subject on SMID's science process skills. Through pre-experimental research design, 12 fifth grade SMID participated in the research. To collect data, the researchers used science process skills development forms and rubrics to score their observations. During the teaching intervention, SMID implemented three POE worksheets, which included buzz 22 technique in the 'prediction' stage, hands-on experiments and QR codes in the 'observation' stage and snowball, learning gallery or card showing techniques in the 'evaluation' stage. The results indicated that the POE worksheets are effective at developing SMID's science process skills of the &quot;matter and its nature&quot; subject. This research recommends that future comparative research should unveil how the POE worksheets with/without active learning techniques impact the SMID's SPS.
Misconceptions on Basic Stoichiometry among the Selected Eleventh-Grade Students in the Urban Regions of the Gambia
Author: Jammeh, Abdou L. J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Misconceptions,Chemistry,Science Education,Urban Areas,Foreign Countries,Knowledge Level,Grade 11,Secondary School Students

The study complements previous research on a case study of chemistry lesson plans design and teaching. It has been found that chemistry education in the Gambia has been challenged by ineffective lesson plans design and teaching, and laboratory resources. The consequences have been unsatisfactory learning outcomes. However, what could lead to unsatisfactory learning outcomes in chemistry if basic stoichiometry is considered challenging? This has led the present study to develop a survey research method to assess students' misconceptions on basic stoichiometry. Through a systematic random sampling technique, 285-grade eleventh students were selected. The topics covered in the study included interpreting the pH of common substances, balancing basic stoichiometric equations, and inferences of experimental results. Students' responses to misconception survey questions were reviewed and analysed. The results indicated that students could be taught some basic principles of stoichiometry. Students who were challenged to correct inferences from experimental results need to develop their knowledge better. Accordingly, the study concluded that chemistry education can indicate the success of introducing basic stoichiometry, including referencing to the lower grades, rather than secondary grades. Nevertheless, what this study could recommend was to examine the possible source and cause of such misconceptions concerning basic stoichiometry reactions and balancing.
The Relation between Math Anxiety and Play Behaviors in 4- to 6-Year-Old Children
Author: DePascale, Mary
Date: 2023-00-00
Type: Journal Articles
Subjects: Young Children,Mathematics Anxiety,Play,Child Behavior,Persistence,Discovery Learning,Dialogs (Language),Relationship,Discourse Analysis,Sex,Educational Experience,Age

From a young age, children's math achievement is influenced by individual factors, such as math anxiety. While math anxiety has been linked to math avoidance, few studies have explored this link in young children, particularly in the context of play. Because play-based instruction is commonly used for math in early childhood classrooms, understanding the impact of math anxiety on children's engagement in math-related play may have important implications for children's early math learning. The current study examined the role of children's math anxiety in their persistence and exploration during a math toy play task. We observed wide variability in children's play behaviors, finding that children's actions during play did not relate to their math anxiety, but their talk related to math while playing with the toy did. There are also age and gender differences in math anxiety, school experience, and reasoning about the toy play task. These results suggest that math anxiety may influence certain aspects of children's engagement in math-related play, and that more research is needed to consider links between math anxiety and math avoidance in young children.
Secondary School Students&apos; Perceptions of Science Learning Environment and Self-Efficacy in South Korea: Gender Differences
Author: Kim, Sun Young
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Science Education,Educational Environment,Self Efficacy,Student Attitudes,Gender Differences,Metacognition,Urban Schools

This study examined students' perceptions of their science learning environment and how it relates to their metacognition and self-efficacy. An exploratory study (N=186 South Korean secondary science students from a large-city urban school) used two instruments: Outcomes-Based Education Learning Environment Questionnaire [OBLEQ]; Self-Efficacy and Metacognition Learning Inventory-Science [SEMLI-S]). Descriptive and inferential statistics revealed that that Korean students' mean score of science learning environment was 2.98, representing male students scored highest on Involvement (M=3.24), while female students scored highest on Cooperation (M=3.00). In addition, regarding students' perceptions on their self-efficacy and metacognition learning in science, the mean score of SEMLI-S was 3.16, with both male and female students' highest score on Learning Risks Awareness (3.34 and 3.25 respectively). Further, the students' perceptions on science learning environment predicted students' metacognition and self-efficacy. The Investigation subscale, which emphasizes processes of inquiry, was the dominant predictive factor for both male and female students' self-efficacy and metacognition. The subscale Involvement was the next best significant predictor of male students' metacognitive orientation. Personal Relevance, Responsibility for Own Learning, and Differentiation filled that role for female students.