ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing 21st Century Competencies among Youth through an Online Learning Program: BE a Global Citizen
Author: Celume, Macarena-Paz
Date: 2022-00-00
Type: Journal Articles
Subjects: 21st Century Skills,Skill Development,Online Courses,Global Approach,Secondary School Students,Late Adolescents,Program Effectiveness,Social Emotional Learning,Citizenship Education,Educational Technology,Foreign Countries

Background: Within the current labor market, continuously changing and accelerating since the COVID-19 crisis (World Economic Forum, 2021), the educational system must offer a pedagogical alternative to face and anticipate these 21st century changes and demands (OECD, 2018). Based on the four-dimensional education framework, from the Center for Curriculum Redesign (CCR), the online learning literature, and students' perspectives, the Beyond Education (BE) organization has proposed a series of interactive online pedagogical programs aiming to develop 21st-century competencies in school-age students. Methods: The aim of this paper is to propose both quantitative and qualitative data analyses of the first pilot program: &quot;BE a Global Citizen&quot; through a semi-experimental study, using a mixed-method approach, analyzing the pre- and post-tests results of 26 students aged 16 to 18 years old. Results: Analyses presented evidence of the program's efficacy at developing 21st century competencies in students, particularly those competencies targeted by the program, which were significantly increased. Conclusions: Although these are promising results, a replicability study needs to be done on a larger sample in order to generalize the results.
An Investigation of Psychological Well-Being of Primary School Athlete Students
Author: Ilhan, Aydin
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Students,Mental Health,Well Being,Athletes,Foreign Countries,Student Attitudes,Environmental Influences

A sport is a branch of science that improves and affects people physically, as well as increases the quality and quality of their behavior psychologically. Good peer relations and social environment at school are also effective in the student's sports success. School has an important place in the life of every athlete in terms of features such as the discovery, development, and upbringing of children. Talented athletes with a sports culture will emerge with the cooperation of a family who guides the student correctly and a teacher who acts in accordance with the development of the student. The aim of this research is to examine the psychological well-being of the athlete students who continue their primary school education. The study group of the research consists of 11 men and 4 women, totally 15 primary school students and athletes. The research was conducted with the qualitative study method. The data collection method was carried out using a semi-structured interview form. In the study, 4-item questions prepared by the researchers were used. The questions were asked to the participants face-to-face in the form of semi-structured interviews. All the interviews were recorded with a voice recorder, informing the participants, and then transcribed. In the analysis of the data, the ideas obtained with the semi-structured interview form were evaluated with the inductive method. As a result of the research, when we look at the psychological well-being of primary school athletes, it is seen that environmental factors are more determinant besides the performance results of the athletes. It is seen that the psychological states of the athletes, family structure, parental attitudes and the effects of sisters and siblings are at the forefront.
The Effectiveness of Multimedia Learning for Distance Education toward Early Childhood Critical Thinking during the COVID-19 Pandemic
Author: Choiriyah
Date: 2022-00-00
Type: Journal Articles
Subjects: Young Children,Early Childhood Education,Distance Education,Multimedia Instruction,Instructional Effectiveness,COVID-19,Pandemics,Critical Thinking,Thinking Skills,Foreign Countries

The government has imposed social restrictions during the COVID-19 pandemic, affecting the education sector, including the early childhood school. Distance education offers different methods from the conventional methods, as the students are expected to gain the same skills, including critical thinking skills. Therefore, teachers must provide distance learning innovations using relevant learning media, such as multimedia-based learning. This research aims to assess the efficacy of multimedia learning in early childhood distance learning. This research is a quantitative model with a quasi-experimental pretest and posttest design. The data collection technique utilized questionnaires given to 30 samples of early childhood children. The data were statistically analyzed using SPSS software. The results confirmed that multimedia-based learning for distance learning could develop critical thinking skills in early childhood children during the COVID-19 pandemic. The results of this study offer exploration of learning strategies to improve children's critical thinking.
Student Teachers and Online Microteaching: Overcoming Challenges in the Age of the Pandemic
Author: Kokkinos, Theodoros
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Teachers,Electronic Learning,Microteaching,Barriers,COVID-19,Pandemics,Foreign Countries,Undergraduate Students,Distance Education,Student Attitudes

Recent changes due to the COVID-19 pandemic have forced higher education institutions worldwide to transition to online courses. The challenges that the pandemic poses for microteaching are very significant, as it is highly application-based and complicates online implementation. The current study aims to examine prospective teachers' experiences with online microteaching. The participants (N = 21) were Greek university undergraduate students. Specifically, their experiences with online microteaching were examined through reflective texts and follow-up interviews. Data were analyzed based on a mixed-methods approach (quantitative and qualitative) by two independent reviewers. The findings showed that the main advantage of the specific process is the collaboration with fellow students, while the main challenges concern technical difficulties and anxiety. Qualitative analysis revealed that anxiety overlapped with collaboration, while more detailed aspects of the process (e.g., video rehearsals and retakes) provided a unique framework.
Investigating Preservice Teachers&apos; Interpretations and Discussion of Real-Life Examples: Focusing on the Use of Percent
Author: Lee, Ji-Eun
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Mathematical Concepts,Group Discussion,Mathematics Instruction,Student Attitudes

The objective of this study is to examine the characteristics of PSTs' selection of real-life examples for discussion, the aspects they attended to during the discussion, and their reflection on facilitating the discussion. A total of 46 elementary PSTs in the US joined in the study. We gathered data from a three-phase task using an online course management platform and restricted the real-life contexts using percent. The collected data were analyzed using enumerative and ethnographic content analysis. The findings revealed that while we detected some shifting features in PSTs' selection of real-life contexts compared to prior studies, we found their static preference of contexts around consumer practices over others (e.g., contexts related to science and critical literacy). The findings also revealed that PSTs tended to pay attention to the contexts with critical views when the context was not straightforward and direct computations were not readily feasible to get the final answer. Moreover, the vague contexts helped encourage PSTs to view the situations critically, but they had difficulties having meaningful mathematical discussions in such contexts. We provided suggestions and implications for future research based on these findings.
Learning Motivation, Democratic Parenting, and Peer Relations Predict Academic Self-Concept
Author: Ningsih, Risaniatin
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Motivation,Parenting Styles,Peer Relationship,Self Concept,Predictor Variables,Junior High School Students,Foreign Countries

Students' academic self-concept is a concerning concept in educational research. The purpose of this research is to examine the simultaneous influence and relationship of learning motivation, democratic parenting, and peer relations with academic self-concept in students. This is a correlational research with a cluster random sampling method used to collect data from 962 students. The result showed that learning motivation, democratic parenting, and peer relations had a partial and simultaneous relationship with students' academic self-concept. Furthermore, support from guidance and counselors, homeroom teachers, and parents is essential for students to actualize and develop their character optimally and effectively.
Math Mindsets and Academic Grit: How are They Related to Primary Math Achievement?
Author: Kaya, Sibel
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 4,Elementary School Students,Mathematics Achievement,Resilience (Psychology),Persistence,Individual Characteristics,World Views

In recent years, Dweck (2014) and Duckworth (2016) introduced two important concepts in student learning: mindsets and grit. These variables can drastically change the way individuals handle a learning situation, the degree of effort and persistence they display, and eventually, their level of achievement. Recent literature on self-theories recommends using domain-specific rather than domain-general instruments to explain school achievement. Furthermore, child samples are relatively understudied compared to adolescent and youth samples in terms of self-theories and achievement relations. This study focuses on math mindsets, academic grit, and their relation to math achievement at the primary school level. Math mindsets scale, academic grit scale, and a math achievement test were used as data collection instruments. Data were collected from purposively selected 225 4th grade students in Istanbul, Turkey. A cross-sectional causal model has been tested through structural equation modeling (SEM). There was not a direct effect of growth math mindset but a significant negative effect of fixed math mindset on math achievement. The indirect effect of growth math mindset on math achievement mediated by academic grit was positive and significant; the indirect effect of fixed math mindset was non-significant. Finally, the effect of academic grit on math achievement was positive and significant. The SEM model explained 36% of the variance in math achievement and 64% of academic grit. School-based interventions are recommended to promote a growth math mindset and academic grit. Practical and theoretical implications are discussed in detail.
Preliminary Development of an Item Bank and an Adaptive Test in Mathematical Knowledge for University Students
Author: Ghio, Fernanda Belén
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Items,Item Banks,Adaptive Testing,Mathematics Tests,College Students,Item Response Theory,Simulation,Computer Assisted Testing,Educational Strategies,Foreign Countries

In the last decades, the development of computerized adaptive testing (CAT) has allowed more precise measurements with a smaller number of items. In this study, we develop an item bank (IB) to generate the adaptive algorithm and simulate the functioning of CAT to assess the domains of mathematical knowledge in Argentinian university students (N=773). Data were analyzed from the Rasch model. A simulation design created with the R software was used to determine the necessary items of the IB to estimate examinee ability. Our results indicate that the IB in the domains of mathematical knowledge is adequate to be applied in CAT, especially to estimate average ability levels. The use of CAT is recommended for rapidly generating indicators of the knowledge acquired by students and to design educational strategies that enhance student performance. Results, constrains, and implications of this study are discussed.
How Scaffolding Integrated with Problem Based Learning Can Improve Creative Thinking in Chemistry?
Author: Ernawati, M. Dwi Wiwik
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Chemistry,Science Instruction,Problem Based Learning,Scaffolding (Teaching Technique),Creative Thinking,Thinking Skills,Integrated Activities,Undergraduate Students,Skill Development

This study aimed to describe the differences in students' creative thinking skills in a problem-based learning model with scaffolding in the biochemistry course. This study was designed using a quantitative explanatory research design with a sample of 113 students of the Jambi University Chemistry Education Study Program. In this study, the researcher used the experimental class and control class. The sampling technique used is total sampling and purposive sampling. The research data was taken by observation, test, and interview methods. The quantitative data analysis used was the ANOVA test and continued with the Post-Hoc Scheffe's test. The findings of this study indicate that the results of the ANOVA test indicate a significant difference in the average creative thinking results in terms of psychomotor aspects with the acquisition of significance scores of 0.000. In addition, the results of this study indicate that class A students have higher creative thinking skills than class B and class C. This is because class A students use a problem-based learning model integrated with scaffolding in their learning.
Investigating the Implementation of Universal Design for Learning in Greek Secondary and Second Chance Schools through Teachers&apos; Reflections Dayle Learning
Author: Markou, Paraskevi
Date: 2022-00-00
Type: Journal Articles
Subjects: Access to Education,Secondary School Teachers,Foreign Countries,Teacher Attitudes,Program Implementation,Expectation,Nontraditional Education,Adult Education,Special Education Teachers,Secondary Education

In the last decades, the notion of universal design for learning (UDL) has gained prominence in the Greek educational scene (former government plan in education, projects based on UDL). This educational philosophy is essentially a necessary inclusive practice given the new conditions, the extreme heterogeneity of the student population due to socio-political and economic factors, and the exceptional circumstances due to COVID-19 pandemic. The UDL aims to ensure access and equity in learning for all learners despite differentiating characteristics. With our study, we seek to investigate whether teachers in secondary and second chance schools (SCS) are ready to implement UDL, what their expectations are, what obstacles they face, and the results of implementation through their records in reflection journals, a practice that is fully consistent with the context of UDL.
Learning Management System in Developing Countries: A Bibliometric Analysis between 2005 and 2020
Author: Pham, Phuong-Tam
Date: 2022-00-00
Type: Journal Articles
Subjects: Integrated Learning Systems,Developing Nations,COVID-19,Pandemics,Educational Change,Bibliometrics,Distance Education,Access to Education,Authors,Research Reports,International Cooperation,Periodicals,Conference Papers,Educational Technology,Teaching Methods,Journal Articles,Electronic Learning

The learning management system (LMS) is a crucial component of the e-learning transformation which is becoming more urgent amid the Coronavirus disease (COVID-19) outbreak. The issue of adopting LMS is even more decisive in developing countries, where lots of efforts have been put out to broaden educational opportunities. However, there has not yet been any comprehensive analysis of how LMS-related issues are examined in these countries. To address this gap, this study uses the bibliometric method to construct an overview of research on this topic. The results unveil the distribution of the literature, prominent actors, and dominant themes in the literature of LMS in developing countries. In summary, the topic is a robustly potential research matter. Future researchers can use this study as a starter when investigating relevant subjects.
Impact of Educational Comics on Division Concept in Primary Schools
Author: Canbulut, Dürdane
Date: 2022-00-00
Type: Journal Articles
Subjects: Cartoons,Division,Elementary School Mathematics,Elementary School Students,Grade 2,Foreign Countries,Mathematics Achievement,Teaching Methods,Instructional Effectiveness,Conventional Instruction,Student Motivation

Comics engage students in learning mathematics through their interactive nature and the relatively simple language they use. Not only that, it also helps expand students' thinking through the introduction of contextualized mathematics. This is also in line with the latest math education trend to engage students with math problems in a real-world context. As a result, there is a great potential for the use of comics as a teaching tool in primary school mathematics lessons. The current research works pointed out that comics increase the efficiency of teaching and strengthen the relationship between teacher and students. The purpose of this study is to determine the effect of educational comics-supported instruction on academic achievement of primary school students in division concept. The study used quasi-experimental design with pretest-posttest control group. The study group consists of 42 second grade pupils (21 for experimental and 21 for control group) studying in a public primary school located in Nigde, Turkey. As for data collection, academic achievement test was developed based on the learning outcomes of the mathematics curriculum. The pilot study was conducted to determine the statistics and the quality of test items. In order to ensure the validity of this test, evidences were collected and the reliability of the test calculated. The results of this study showed that the students who learn division via educational comics-supported instruction is more successful than the students who learn division via traditional instruction. Two of the reasons could be listed as (1) division is a complex and abstract concept so that traditional instruction have some difficulty in making the understanding easier, (2) educational comics strengthen the communication between student and teacher, attract attention of the students. This study is considered important in terms of emphasizing that educational comics are a preferred tool for some concepts of mathematics instruction.
Related Factors in Undergraduate Students&apos; Motivation towards Social Entrepreneurship in Malaysia
Author: Samsudin, Norsamsinar
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Motivation,Entrepreneurship,Foreign Countries,Self Efficacy,Social Support Groups,Public Policy,Policy Formation

Education based on social entrepreneurship (SE) practices is of importance at this time to shape the personality of students who are more responsible towards the surrounding environment. This SE requires high motivation from students to ensure success in education based on social entrepreneurship can be achieved. However, the factors that support the motivation for social entrepreneurship are still poorly identified, particularly in the setting of undergraduate students in Malaysia. Data were collected from 15 selected Malaysian universities involving undergraduate students who are actively involved in the Enactus program. A set of questionnaires was administered to 294 respondents online. The data analysis involved confirmatory factor analysis (CFA) to measure the construct validity of the measurement model, and covariance-based structural equation modelling (CB-SEM) to establish the relationship between the independent variables and dependent variables. The results revealed self-efficacy and entrepreneurship education provide a relationship in motivation toward social entrepreneurship by undergraduate students. However, social support does not relate to motivation toward social entrepreneurship. Overall, this study adds to the notion of factors that influence social entrepreneurship motivation by supplementing the literature in the areas of educational management and entrepreneurship. In practice, this study contributes significantly to the formation of government policies to further strengthen the motivation of social entrepreneurship that can enhance the community economy and local communities.
Systemic Thinking Skills: Relationship to Epistemological Beliefs and Mathematical Beliefs
Author: Khaled, Elballah A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Thinking Skills,Beliefs,Mathematics,Secondary School Students,Foreign Countries,Gender Differences,Epistemology,Student Attitudes,Self Efficacy,Mathematics Teachers,Teacher Competencies

Systemic thinking skills are an increasingly important aspect of contemporary life for all students. Therefore, the first aim of the present study was to investigate the relationship between systemic thinking skills, epistemological beliefs, and mathematical beliefs in a sample of 120 secondary school students aged 16-18 years in Saudi Arabia. The second objective was to examine gender differences in these three variables. Participants answered scales measuring the Systemic Thinking Inventory (STI) and the Mathematical Beliefs Scale (MBS) created by the researcher. Additionally, participants answered the Epistemic Belief Inventory (EBI). Results showed a positive correlation between systemic thinking skills, epistemological beliefs, and mathematical beliefs. In addition, significant differences were found in favor of men on the systemic thinking skills on the holistic vision of the system and systemic synthesis skills subscales and females on the systemic analysis subscale. Significant differences were found in epistemological beliefs. A particular difference was innate knowledge and omniscient authority in favor of males, simple knowledge, certain knowledge, and rapid learning in favor of females. In addition, differences were found for mathematics teacher competence and self-efficacy beliefs in favor of males and the usefulness of learning mathematics, difficulty in mathematics, and enjoyment of mathematics in favor of females. The results are discussed in light of the relevant literature, and suggestions are made.
The Effectiveness of Collaborative Learning on Critical Thinking, Creative Thinking, and Metacognitive Skill Ability: Meta-Analysis on Biological Learning
Author: Ramdani, Dani
Date: 2022-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Group Dynamics,Critical Thinking,Thinking Skills,Metacognition,Creative Thinking,Biology,Learning Processes,Research

This review explores research into the effects of collaborative learning interventions on critical thinking, creative thinking, and metacognitive skill ability on biological learning. The search was conducted from 2000 to 2021. We found 36 critical thinking studies, 18 creative thinking studies, and 14 metacognitive skill studies that met the criteria. The results showed that collaborative learning influences large categories (ES=4.23) on critical thinking, influences large categories (ES= 7.84) on creative thinking, and influences large categories (ES= 8.70) on metacognitive skill. The study's findings show that collaborative learning interventions have the highest impact on metacognitive abilities. Based on these findings, we provide insights for education research and practitioners on collaborative learning interventions that seem to benefit the empowerment of high levels of thinking at various levels of education to be combined with various other interventions in the future. The type of intervention, level of education, materials used, and study quality criteria were included in the study.