ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning Experience: An Alternative Understanding Inspired by Thinking through Confucius
Author: You, Yun
Date: 2020-03-00
Type: Journal Articles
Subjects: Learning Experience,Constructivism (Learning),Confucianism,Educational Philosophy,World Views,Moral Values,Aesthetics,Religion

Purpose: This article aims to provide an alternative understanding of learning experience in contrast to the dominant constructivist interpretation, and discuss its implication for pedagogy. Design/Approach/Methods: The aim is specifically achieved in the comparison between a review of how experience is understood in constructivism and its philosophical underpinnings and an exploration of how it can be understood alternatively inspired by Confucius' educational thought and premised on his ontology. Drawing on this philosophical discussion, learning experience is reinterpreted. Findings: Beyond rationally translating experience into knowledge or gaining knowledge on the basis of experience, learning leads students to immediately and consistently experience &quot;dao&quot; in which &quot;tian&quot; and &quot;ren&quot; harmoniously unit. This experience renders aesthetics and religiousness in learning and moral transformation in life events. Originality/Value: By illustrating this ontological alternative of learning experience, this article is an attempt to fundamentally decolonize thinking about pedagogy.
The Effect of Psychodrama Integrated Psycho-Education Program on Resilience and Divorce Adjustment of Children of Divorced Families
Author: Gurgan, Ugur
Date: 2020-00-00
Type: Journal Articles
Subjects: Divorce,Resilience (Psychology),Emotional Adjustment,Group Counseling,Program Effectiveness,Psychoeducational Methods,Foreign Countries,Secondary School Students,At Risk Students,Mental Health,Coping,School Psychology,Student Welfare,Adolescents

The aim of this study is to determine the effect of Psycho-drama Integrated Psycho-Education Program (PIPP) on divorce adaptation and resilience scores of children of divorced families. In this study, a 2x3 design with experimental and control groups and having pre-test, post-test and follow-up measurements was used. Nonparametric statistics were used in the analysis of the obtained data. Mann Whitney U test was adopted to determine the significance of the difference between the groups and Wilcoxon Signed-Ranks Test was utilized to find the significance of the difference between the measurements. The Child's Divorce Adjustment Inventory, Child and Youth Resilience Measure and Personal Information Form were used as data collection tools. Based on the results, it was seen that the PIPP had a highly significant effect on the increase in adaptation and resilience scores of children of divorced families and this effect was long-lasting.
Science, Technology, Engineering, and Mathematics Integration: Science Teachers&apos; Perceptions and Beliefs
Author: Firat, Esra Açikgül
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Teacher Attitudes,Concept Formation,Science Curriculum,Teacher Education,Pedagogical Content Knowledge,Science Teachers,Interdisciplinary Approach,Case Studies,Content Analysis,Teaching Methods,Self Efficacy,Science Instruction,Foreign Countries,Elementary Secondary Education

The purpose of this study was to determine the science teachers' perceptions of and beliefs about integrated science, technology, engineering, and mathematics (STEM) education in the science curriculum. A case study research method was used to determine teachers' perceptions and beliefs of integrated STEM education in the science curriculum. The research was conducted with the participation of ten science teachers who worked in secondary schools located in different regions of Turkey. In this study, semi-structured interviews were conducted for data collection. The data obtained from the study were analyzed using content analysis. During the content analysis process, open and axial coding steps that are based on grounded coding were followed. According to the findings, teachers' perceptions of STEM education knowledge were examined under three categories: STEM education concept knowledge, curriculum knowledge, and STEM education implementation knowledge. In the study, it was determined that most of the teachers considered themselves inadequately prepared for integrated STEM education in the science curriculum. When teachers' beliefs regarding the problems that might be encountered during an integrated STEM education process were examined, it was found that the emphasis was especially on teacher-based problems. Furthermore, teachers believed that integrated STEM education would have positive effects on teachers, students, and science education.
Investigating Students&apos; Experiences of Students as Partners (SaP) for Basic Need Fulfilment: A Self-Determination Theory Perspective
Author: Kaur, Amrita
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Self Determination,Student Experience,Student Motivation,Learner Engagement,Outcomes of Education,Personal Autonomy,Competence,Higher Education,Psychological Needs,Foreign Countries,Graduate Students,Evaluation Methods,College Faculty,Instructional Design

There is sufficient evidence that suggests Student as Partners' (SaP) practices promote student motivation, engagement, and learning outcomes. This study attempts to understand the underlying mechanism of SaP and its potential to provide the motivational foundation for the students who engage in it and produce quality outcomes. We employ the self-determination theory's (SDT) framework to explain how the processes of partnership lead to students' psychological need satisfaction (autonomy, competence, and relatedness) in order to develop and maintain motivation. The data for this proposition was utilised from the two case studies (Author et al 2018; Author et al., 2017) that were conducted in partnership with students. The three constructs, autonomy, competence, and relatedness served as the framework that guided the data analysis. The findings establish that the social contextual factors posited by SDT for students' need satisfaction fittingly resonate with the principles and practices of SaP. Implications for SaP practitioners are discussed on how SaP can motivate students and sustain engagement
Toward Weaving a &quot;Common Faith&quot; in the Age of Climate Change
Author: Li, Huey-li
Date: 2020-03-00
Type: Journal Articles
Subjects: Climate,Educational Philosophy,Change,Confucianism,Buddhism,Transformative Learning,Teaching Methods,Self Concept,Environmental Education,Correlation,Religious Factors,Futures (of Society),Cooperation,Cultural Pluralism

Purpose: First, the article offers a critical examination of the Deweyan conception of &quot;common faith&quot; in the context of climate change. Second, the article explores the conceptual linkages among the Confucian conception of the human-nature unity, the Buddhist doctrine of &quot;no-self,&quot; and the Deweyan conception of common faith. Third, the article proposes a transformative pedagogical praxis that welcomes and embraces the pursuit of the intra- and intergenerational justice in this Anthropocene Age of climate change. Design/Approach/Methods: This study is based on a philosophical inquiry into interrelated issues concerning the cultivation of common faith in the age of climate change. Findings: The Confucian conception of a human-nature unity, the Buddhist doctrine of &quot;no-self,&quot; and the Deweyan &quot;common faith,&quot; collectively in recognition of a coterminous coexistence of humans and the universe, can shed light on the development of a transformative climate pedagogy. Further, embracing a dialogical pluriversality, recognizing human fallibility, can cultivate a shared agency and ecological identity. Originality/Value: Grounded in the coterminous coexistence of humans and the universe, the conceptual linkages among the Confucian conception of the unity of humans and nature, the Buddhist doctrine of &quot;no-self,&quot; and the Deweyan common faith reveal the possibility of cross-cultural collaboration for our interdependent future.
A Corpus Comparison Approach for Estimating the Vocabulary Load of Medical Textbooks Using the GSL, AWL, and EAP Science Lists
Author: Quero, Betsy
Date: 2017-00-00
Type: Journal Articles
Subjects: Computational Linguistics,English for Academic Purposes,Second Language Learning,Second Language Instruction,Medical Education,Content Analysis,Vocabulary Skills,Native Language,Reading Comprehension,Comparative Analysis,Word Lists,Classification,Medicine,English for Special Purposes

The main goal of this study is to report on the number of words (vocabulary load) native and non-native readers of medical textbooks written in English need to know in order to be able to meet the lexical demands of this type of subject-specific (medical) texts. For estimating the vocabulary load of medical textbooks, a corpus comparison approach and some existing word lists, popular in ESP and EAP, were used. The present investigation aims to answer the following questions: (1) How many words are needed beyond the General Service List (GSL; West, 1953), the Academic Word List (AWL; Coxhead, 2000), and the EAP Science List (Coxhead and Hirsh, 2007) to achieve a good lexical text coverage? and (2) What is the vocabulary load of medical textbooks written in English? The implementation of this corpus comparison approach consisted of: (1) making a written medical corpus of 5.4 million tokens, (2) compiling a general written corpus of the same size (5.4 million tokens), (3) running both corpora (i.e., the medical and general) through some existing word lists (i.e., the GSL, the AWL, and the EAP Science List), and (4) creating new subject-specific (medical) word lists beyond the existing word lists used. The system for identifying medical words was based on Chung and Nation's (2003) criteria for classifying specialised vocabulary. The results of this investigation showed that there is a large number of subject-specific (medical) words in medical textbooks. For both native and non-native speakers of English training to be health professionals, this figure represents an enormous amount of vocabulary learning. This paper concludes by considering the value of creating specialised medical word lists for research, teaching and testing purposes.
Language Teachers&apos; Digital Mindsets: Links between Everyday Use and Professional Use of Technology
Author: Cementina, Sofia
Date: 2019-00-00
Type: Journal Articles
Subjects: Language Teachers,Second Language Instruction,Technological Literacy,Technology Uses in Education,Affordances,Educational Practices,Technology Integration,Training,Teacher Attitudes,High School Teachers

Innovations in digital technologies have the potential to alter how people think, learn, communicate, and collaborate with others. Whereas changes in technology and its affordances have transformed social contexts and learning environments, instructors' beliefs about digital technologies and pedagogy can affect technology integration behaviours and language teaching practices. This study used a two-phase approach to gain insights into teachers' digital mindsets and their personal and professional use of technology. In total, 50 teachers were surveyed regarding their technological beliefs and practices, and, among them, three second language teachers were selected and interviewed. Results illustrate that participants recognized and embraced the affordances of digital technologies in their own lives, yet they failed to see their significance in language teaching and learning. Their attitudes and intentions associated with technology uses were compartmentalized; while teachers' everyday practices were more digital and socially mediated, they struggled to adopt more technology-based teaching practices. Participants identified the lack of training in technology integration in language teaching hindered their use of digital resources, but findings indicate that the teachers' reluctance to explore emerging technologies and their own technological beliefs and experiences influenced their mindset and teaching practices. Implications and recommendations for second language instruction are discussed.
The Multimodal Effects of Voice-Based Asynchronous Technology-Mediated Communication on EAP Speaking Performance
Author: Sabbaghan, Soroush
Date: 2019-00-00
Type: Journal Articles
Subjects: Asynchronous Communication,English for Academic Purposes,English (Second Language),Second Language Instruction,Communication Skills,College Students,Speech Skills,Listening Skills,Program Effectiveness,Language Fluency,Accuracy,Comprehension,Feedback (Response),Video Technology,Foreign Countries

This study investigates how using a voice-based Asynchronous Technology-Mediated Communication framework (ATMC) can affect English for Academic Purposes (EAP) students' fluency, accuracy, and intelligibility. Research has highlighted the benefits of ATMC in improving various elements of spoken communication, but to date, its application to EAP contexts has been little studied. In EAP speaking/listening courses at a large Canadian university, a team of instructor-researchers developed a system to provide learners more speaking and listening practice opportunities and to give individualized video feedback (veedback) on speaking performance. The instructor-researchers used a practitioner enquiry research methodology to investigate the effectiveness of the voice-based ATMC for 14 participants, drawing upon qualitative data from student interviews and the instructor's qualitative and quantitative assessment of the students' responses to tasks. Findings indicate that the system resulted in overall gains in fluency, accuracy, and intelligibility due to a combination of the voice-based ATMC design, repetition and practice, and the veedback. Qualitative comments from participants indicate personalized feedback led to increased motivation. The framework described in this article, therefore, represents several important benefits for the application of voice-based ATMCs in EAP classrooms.
Socioscientific Reasoning Competencies and Nature of Science Conceptions of Undergraduate Students from Different Faculties
Author: Irmak, Meltem
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Scientific Principles,Thinking Skills,Science Instruction,Scores,Perspective Taking,Health Sciences,Engineering Education,Correlation,Student Attitudes,Scientific Literacy,Foreign Countries

Understanding undergraduate students' socioscientific reasoning (SSR) competencies and nature of science (NOS) conceptions are important for them to be informed citizens. Therefore, in this study, SSR competencies and NOS conceptions of 169 undergraduate students from five different faculties were investigated through survey research methodology. The descriptive analysis of the participants' scores indicated that their SSR competencies and NOS conceptions were at a moderate level. The participants struggled most with the dimensions of skepticism and inquiry in SSR and with the dimension of methods and methodological rules in NOS. However, they obtained better scores in perspective-taking in SSR and socio-institutional systems in NOS. When the differences among the faculties were investigated, science students were found to have significantly lower scores on both SSR and NOS. Conversely, health science and engineering students got better scores on both. Finally, there was no significant relationship between SSR and NOS scores of participants. The differences in participants' scores were discussed based on the differences in the curriculums of faculties and implications that were provided for educators. To develop SSR competencies and NOS conceptions of undergraduate students, different departments can collaborate by offering courses from different perspectives to other departments.
Developing Cosmopolitan Communicative Competence through Online Transnational Encounters
Author: Wu, Zhiwei
Date: 2019-00-00
Type: Journal Articles
Subjects: Communicative Competence (Languages),Teaching Methods,Computer Mediated Communication,Intercultural Communication,College Students,Computer Software,Cultural Differences,Learning Activities,Sociocultural Patterns,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Self Concept,Cultural Awareness,Computer Assisted Instruction,Course Descriptions,English for Academic Purposes,Writing Instruction,Program Descriptions,International Educational Exchange

This article reports on a study examining the extent to which pedagogical activities can affect students' cosmopolitan communicative competence (CCC) through online transnational encounters. A total of 58 students from a Hong Kong university and 25 students from an American university were divided into 25 transnational groups. They communicated with each other through Google Docs, sharing culturally rich texts, exchanging views on these texts, and discussing rhetorical and cultural preferences/differences. After analyzing 90,000-word communication transcripts, we found that most of the students demonstrated and developed their cosmopolitan dispositions, skills, and knowledge. Based on these findings, we discuss how the activity contributed to the students' CCC by addressing four dialectical relations: historicity-modernity, text-context, self-other, and universality-particularity. The participants were challenged to make seemingly culturally irrelevant texts relevant to the transnational peers by moving the (ancient) texts across time scales and sociocultural contexts. The online communication based on the culturally (ir)relevant texts was a valuable site for the learners to enhance understanding about self and other, and examine the intricacies between universal and particular norms, values, and beliefs. The four dialectical relations can function as a set of heuristics for practitioners and researchers to reframe digital English Language Teaching (ELT) practices from the perspective of cosmopolitanism.
How General Is the Vocabulary in a General English Language Textbook?
Author: McGarrell, Hedy
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Textbooks,Phrase Structure,Computational Linguistics,Vocabulary,Comparative Analysis,Discourse Analysis,Teaching Methods,Instructional Effectiveness,Correlation,Content Analysis,Textbook Preparation,Electronic Publishing

This study reports on the analysis of a widely used &quot;General English&quot; textbook to explore the relationship between lexical bundles included in the text and lexical bundles identified in relevant corpora to determine the appropriateness of the text's vocabulary in relation to its stated objective. Appropriateness is examined through the analysis of usefulness and functions, and the relationship between the two, by comparing the usefulness scores of various functions. The results show a relatively low level of usefulness of the lexical bundles in the textbook, meaning low frequency and small range of usage for the analysed items. The function analysis showed that textbook includes all the functions. The most common function was referential, followed by stance, special conversational, and discourse organizing functions. The current study offers an initial step for future research of lexical bundles and their functions, and usefulness in language teaching and teaching materials development; specifically, it suggests a possible methodology to be used in such research. Moreover, the results of this study provide insights into the value of lexical bundles in teaching and the development of teaching materials.
The Effectiveness of STEM Education for Overcoming Students&apos; Misconceptions in High School Physics: Engineering Viewpoint
Author: Hasanah, Uswatun
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,High School Students,Misconceptions,Science Instruction,Physics,Energy,Foreign Countries,Teaching Methods,Electronics,Science Activities,Secondary Schools,Engineering

In the present study, an experimental teaching material using a soundcard oscilloscope developed for science, technology, engineering, and mathematics (STEM) education considering the engineering viewpoint was applied to address student's misconceptions in the alternating current (AC) circuit topic in high school physics. Four experiments were conducted, and 13 conceptual understanding questions were used to explore the concept of the AC circuit among 192 secondary school students in Indonesia. This study concluded that the STEM system used in this study was considered to be useful to overcome the various misconceptions in high school physics. As a result of this study, it is recommended that more researchers should find, create, develop, and implement more teaching materials that support the understanding of students in AC circuits as well as the other parts of physics. Deeper investigations into the pre-conceptions of students would be another area of research that this study identified as an area of the focus needed in investigating cases of misconceptions.
Reading the Concept Map of Physics Teacher Candidates: A Case of Light
Author: Usta, Necla Dönmez
Date: 2020-00-00
Type: Journal Articles
Subjects: Concept Mapping,Preservice Teachers,Case Studies,Physics,Science Instruction,Foreign Countries,Science Teachers,Scientific Concepts,Light,Pedagogical Content Knowledge,Teacher Education Programs,Teaching Methods,Task Analysis

The aim of this study was to determine the ability of physics teacher candidates' to read a concept map previously prepared by the researchers about a light topic and then convert the concept map into the appropriate text. The study was carried out in the form of case study method in a Turkish University in the Black Sea Region with 32 physics teacher candidates in the 2016-2017 academic years. To collect data, the concept map about light was given to the physics teacher candidates and they were asked to convert this concept map into meaningful text. The meaningful texts that teacher candidates tried to transform according to the concept map were evaluated according to a reference text. The reference text was prepared by experts. When the findings obtained from the study were examined in general, it was concluded that 78.123% of these physics teacher candidates could read the concept map related to light subjects and concepts at medium level. According to the results of this study, it is recommended that studies related to reading concept maps should be studied for different subjects and concepts.