ethanporcaro/eric-fulltext-meta huggingface dataset:
Trigonometric Concepts: Pre-Service Teachers&apos; Perceptions and Knowledge
Author: Nabie, Michael J.
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Knowledge Level,Trigonometry,Mathematical Concepts,Mathematics Teachers,Teacher Competencies

This paper explored pre-service teachers' perceptions and knowledge of trigonometric concepts. Convenience sampling technique was used to select a sample of 119 (25 females, 94 males) second year science/mathematics pre-service teachers from two Colleges of Education in the Northern Region of Ghana. Trigonometry Perception Questionnaire (TPQ) and Trigonometry Assessment Test (TAT) were used to collect data on pre-service teachers' perceptions and conceptual knowledge of trigonometry. Data were coded and keyed into Statistical Package for Service Solutions (SPSS version 20) and analysed using descriptive statistics. The results suggested that pre-service teachers perceived trigonometry as abstract, difficult and boring to learn; and had limited conceptual knowledge of basic trigonometric concepts. Consequently, more that 50% of them were unable to construct and reconstruct the appropriate mental structures for meaningful understanding to enable them respond to important basic trigonometry tasks. To achieve quality mathematics education, teacher educators must change their instructional practice and teach for understanding. Since understanding is the key to teacher's instructional actions, processes and knowledge, we recommend teaching trigonometry for understanding during teacher preparation.
Intercultural Sensitivity Assessment of the Postgraduates Majoring in English: A Case Study of Guangxi Normal University
Author: Zhao, Guangcun
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Majors (Students),English (Second Language),Second Language Learning,Employment Level,Experience,Cultural Differences,Interaction,Self Esteem,Familiarity,Cultural Awareness,Friendship,Work Environment,Asian Culture

This study is using Chen and Starosta's Intercultural Sensitivity Scale (ISS hereafter) to assess the intercultural sensitivity (ICS hereafter) level of postgraduates of Grade 2016 majoring in English from the College of Foreign Studies in Guangxi Normal University (GXNU hereafter) and try to discover what individual factors, such as Work Experience, Work Types and so on, influence their ICS level. The research questions are: 1) what is the postgraduates' ICS level like? 2) What individual factors influence the postgraduates' ICS? By analyzing the 102 copies of valid questionnaires, this study gets the following findings. 1) The subjects' general ICS level is moderate for their mean ICS total score is 88.63, within the range of 80-100. 2) Among the five factors of ICS, the value of Respect for Cultural Difference is the highest while Interaction Confidence is the lowest. 3) Among the subjects' individual factors, Work Experience, Having Friends from Different Cultures and Having Passed TEM8 exert significant influence on the subjects' ICS level, while factors such as Work Types, IC Courses Offered during the Undergraduate Study, Working as Volunteers, and Work Length, have no significantly statistical effect on the subjects' ICS level. The above findings successfully answer the two research questions. Then, based on the subjects' real situations, this study analyzes the underlying causes for the findings from two perspectives. Firstly, Chinese students are greatly affected by the collectivism-oriented cultural value. Secondly, the subjects lack chances of intercultural practice and experience. In the end, four tentative suggestions are put forward to improve the subjects' ICS level and intercultural communication competence.
Developing PISA-Like Mathematics Problem Using the 2018 Asian Games Football and Table Tennis Context
Author: Nizar, Harisman
Date: 2018-07-00
Type: Journal Articles
Subjects: Mathematics Instruction,Problem Solving,Grade 10,Secondary School Mathematics,High School Students,Mathematics Skills,Word Problems (Mathematics),Athletics,Games,Achievement Tests,Foreign Countries

The objective of this study was to produce valid and practical PISA-like mathematics problems on the content of uncertainty and data using football and table tennis contexts in the 2018 Asian Games. This study also aimed to find out the potential effect of the problems on the tenth-grade students' mathematical literacy capability of the senior high school. This study was a design research with the type of development studies consisting of two stages, the preliminary and the formative evaluation. We obtained the data using walk-through, document, observation, interview, and test methods. We assessed the validity of the problems by using the validator assessment results towards the content, constructs, and language of the problems and also from the comments/suggestions of the students in one-to-one phase on the clarity/readability of the problems. The indicator of the problems' practicality was reflected when the students were able to understand the problems well and it was shown in the small group phase. The answers of 33 students involved in the field test showed that the problems had the potential effect, showing the capability of communication and representation. On the problem with football context, six students answered with communication capability and three students with representation capability. On the problem with table tennis context, twenty students answered with communication capability, while five students with representation capability.
Water: Turkish Prospective Biology Teachers&apos; Conceptual Structures and Semantic Attitudes towards Water
Author: Kurt, Hakan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Biology,Preservice Teachers,Science Teachers,Water,Semantics,Cognitive Processes,Scientific Concepts,Misconceptions

This study was prepared to investigate prospective biology teachers' cognitive structures related to &quot;water&quot;. As the research design of the study, the case study was applied. The data were collected from 44 prospective biology teachers. The free word-association test, the drawing-writing technique and the semantic differential attitude scale were used as data collection instruments. The data were subject to content analysis and divided into categories through coding. In the analysis, the categories were formed and determined through the results of word-association test and drawing-writing test which were completed by the prospective biology teachers. With the help of these categories, the cognitive structures of prospective biology teachers were explained. These categories were determined as &quot;the place and importance of water in life, the definition and chemical properties of water and water and metabolism&quot;. It was determined that prospective biology teachers' semantic attitudes towards water were at a positive level in terms of mean scores of all adjectives considered; However based on each and every adjective, they mostly perceive water as compulsory, valuable and necessary. Moreover, the data collected through three data collection instruments indicated that prospective biology teachers had misconceptions about water considering the categories determined.
PISA-Like: Football Context in Asian Games
Author: Permatasari, Ranni
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Problem Solving,Grade 10,Secondary School Mathematics,High School Students,Mathematics Skills,Word Problems (Mathematics),Athletics,Games,Achievement Tests,Team Sports

This study aimed to develop a set of PISA-like mathematics problems on uncertainty and data content using football as a context which was valid, practical and had potential effects on students' mathematical literacy ability. The method used in this study is design research with development studies type which had two stage: the preliminary and formative evaluation. Tenth-grade students of senior high schools in Palembang were involved in this research. This study produced a set of PISA-like mathematics problems at 3, 4, and 5 level. In this case, student's strategies used some ability in solving one of the problems, namely mathematizing, representation, and communication ability. There were 16 out of 35 students using mathematizing and communication ability, 10 out of 35 students using representation and communication ability, and 9 out of 35 students only using communication ability. Also, the results of the interview with some students showed that they liked to do such PISA-like mathematics problems because they could improve their literacy ability in solving the PISA-like problem.
How Does Pre-Service Mathematics Teacher Prove the Limit of a Function by Formal Definition?
Author: Oktaviyanthi, Rina
Date: 2018-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Mathematical Concepts,Mathematical Logic,Mathematics Education,Foreign Countries,Learning Strategies,Problem Solving,Definitions,Equations (Mathematics)

The purpose of this study was to investigate the flow of thought of the pre-service mathematics teachers through the answers of a function limit evaluation by formal definition. This study used a qualitative approach with descriptive method. The research subjects were the students of mathematics education department of Universitas Serang Raya, Indonesia. After analyzing the students' written answers, we interviewed the subjects to get further explanation on their strategies and common mistakes. This study found that based on the students' results in the function limit evaluation by formal definition, there were common strategies, i.e. (1) preparing the proof and (2) proving. The stage of preparing the proof consisted of (1) determining delta value by the final statement of formal definition, (2) substituting the given f(x) and L process, (3) simplifying value in the absolute sign, (4) solving the inequality, and (5) finding the delta value. The stage of proving consisted of (1) stating positive epsilon, (2) defining delta, (3) stating positive delta, (4) substituting the constants and delta values in the initial statement of formal definition, and (5) solving the inequality to create the final inequality statement of the formal definition.
Developing Bilingual Scientific-Worksheet for Indefinite Integral
Author: Sagita, Laela
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,Calculus,Academic Achievement,Bilingual Instructional Materials,Scientific Concepts,Mathematical Concepts,Student Improvement,Mathematics Education,College Mathematics,Achievement Tests

The purpose of this research was to develop a valid, practice and effective a bilingual scientific-worksheet of the indefinite integrals. This research is development research with 1) Preliminary investigation phase, 2) Prototyping phase, 3) Assessment phase. Data were collected from test and questionnaire and analyzed to examine validity, practicality, and effectiveness the worksheet. The result of this research was producing bilingual scientific-worksheet of indefinite integral materials that oriented for learning achievement improvement. The validity obtained content, language, and illustration from expert judgment. The practicality was on the relation, attention, belief, and student satisfaction. The effectiveness based on the result of achievement test on indefinite integral.
Neurolinguistic Programming and Regular Verbs Past Tense Pronunciation Teaching
Author: Caballero, David R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Neurolinguistics,English (Second Language),Second Language Learning,College Students,Pronunciation,Oral Language,Student Satisfaction,Student Attitudes,Program Effectiveness,Spanish,Foreign Countries,Verbs,Teaching Methods

A troublesome pronunciation issue for Spanish EFL learners is the past -ed ending of regular verbs. Neuro linguistic Programming (NLP) is a perspective integrating neurology, language and programming which are key for processing information and for responding to learners' styles with the potential to help EFL teachers address this pronunciation issue. This paper reports a study conducted in two subsequent terms with 43 students at a university language institute: two groups taught using standard pronunciation techniques and two using NLP techniques preceded by oral tasks in which they were encouraged to pronounce regular verbs in the past. Data collected included students self-recorded pronunciation tasks, a survey to elicit students' motivation and satisfaction and a teacher's log with insights about students' attitude and response to the strategy. Analysis of the data showed that after the first implementation, the NLP group improved their pronunciation a 30%, the standard one improved a 10%. During the second implementation, the NLP group showed an improvement of 23.7% pronunciation accuracy in task 1 and a 24.6% in task two compared to the standard group. The findings suggest that teacher's use of NLP techniques into their classroom instruction have a positive impact on students' pronunciation of the past ending of regular verbs.
Exploring the Explanation of Pre-Service Teacher in Mathematics Teaching Practice
Author: Murtafiah, Wasilatul
Date: 2018-07-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Foreign Countries,Field Experience Programs,Mathematical Concepts,Mathematics Teachers,Preservice Teachers,Pedagogical Content Knowledge

This study aims to describe the types of explanations made by pre-service teachers in mathematics learning. In this research, the types of explanations are used to describe the explanatory trends used by pre-service teachers in mathematics teaching. The descriptive qualitative research was chosen in this research. The research subjects are preservice teacher as the students of Mathematics Education of PGRI Madiun University and Madura University who are studying Field Experience Practice. Of the 105 mathematics student, five students with a cumulative grade achievement of more than 3.50 were observed during the teaching practice at the school for approximately five meetings. The research data was obtained from observation, video recording, and interview. Data analysis was done through data condensation, data presentation, and conclusion/verification focused on pre-service teacher explanation on mathematics learning activity. The research findings indicate that the explanation used by the pre-service teacher in the mathematics learning starting from the most frequently used is the descriptive explanation (51,7%), giving of reason (36,2%) and interpretative (12,1%). Descriptive explanations are used to describe mathematical procedures. The type of reasongiving explanation is used to explain reasons based on mathematical principles. Furthermore, the interpretative explanation is used to explain the concepts and facts of mathematics.
The Impact of Achievement Motivation on Project-Based Autonomous Learning -- &quot;An Empirical Study on the 2017 NBEPC&quot;
Author: Zhou, Ruiqi
Date: 2018-00-00
Type: Journal Articles
Subjects: Academic Achievement,Student Projects,Learning Strategies,Student Motivation,Active Learning,Independent Study,Learning Motivation,Competition,Foreign Countries,Educational Change,Business English,English (Second Language),Second Language Learning,Second Language Instruction,College Students

In an era where information and knowledge are updated ever faster, learners' autonomous learning ability becomes more and more important and is even regarded as one of the key factors to pedagogical success and lifelong learning. While project-based learning is widely adopted in higher education worldwide, learners' motivation, especially achievement motivation, in adopting autonomous learning strategies to proceed with such kind of projects seems a field relatively less touched. To test the role of achievement motivation in the adoption of autonomous learning strategies in contests, the authors conducted an experiment to 70 participants in 10 contest teams who were involved in the preliminary contest of 2017 NBEPC. Questionnaire survey method was adopted and the result indicates that: 1) teams with high achievement motivation have better application of autonomous learning strategies in the contest; 2) students using more autonomous learning strategies score higher in the contest results; 3) all three phases of autonomous learning have significant relevance with the contest result; 4) all seven types of autonomous learning strategies show significant relevance with the contest result. Despite the limitation of the study, the result is quite significant in learning practice.
Aligning with Complexity: System-Theoretical Principles for Research on Differentiated Instruction
Author: Smets, Wouter
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Individualized Instruction,Influences,Educational Research,Research Design,Interaction,Reflection,Student Diversity,Formative Evaluation,Instructional Design

Differentiated instruction is a teaching philosophy and practice that deals with responding appropriately to student heterogeneity. In order to gain deep understanding of this complex concept, research methodology is challenged to use appropriate data collection and data analysis. The aim of this paper is to reflect on how system theory may be used as ontological and epistemic grounding for research on differentiated instruction. Three challenges for this research are presented: to focus on the interplay between the individual and complex collective behaviour; to acknowledge the external influences in research design; and to describe patterns of non-linear causality and emergence. Three design principles for research on differentiated instruction are presented to address these challenges: organic design, interaction and reflectivity. By using these principles, we believe research on differentiated instruction would be aligned with the theoretical foundations of the concept.
Developing Flipbook Multimedia: The Achievement of Informal Deductive Thinking Level
Author: Andini, Swastika
Date: 2018-07-00
Type: Journal Articles
Subjects: Mathematics Instruction,Logical Thinking,Instructional Materials,Multimedia Materials,Geometry,Grade 6,Problem Solving,Academic Achievement,Achievement Tests,Geometric Concepts,Mathematics Curriculum,Elementary School Students,Experimental Groups,Control Groups,Foreign Countries,Pretests Posttests

The geometry in flipbook multimedia can improve the necessary skills of the 6th graders, so that they achieve the highest level of geometric thinking that is informal deductive. The flipbook which uses technology with flipping experience, animation, video, and music is different than the ordinary printed book. Also, it looks more exciting and interactive for students. The aim of this research measures flipbook effectiveness on limited-scale and wide scale tryout, it is reviewed from Skill Gist Competence domain (KI-4) of Curriculum 2013 on geometry primary skill indicator, also examining flipbook efficacy if it is compared with the printed book which has been used before. The instrument used on a limited-scale tryout and wide-scale tryout is a rubric assessment of product based and performance-based. However, the tool used on the efficacy test is an achievement test which consists of twenty questions of multiple choice. The test material in the achievement test is about quadrilateral and problem solving. Based on statistic analysis result on the efficacy test, the research result shows that student's capability who uses flipbook is better than the student who doesn't, in learning geometry. Furthermore, the conclusion is that flipbook multimedia is more efficacy than before product.
Development of a Three Dimensional Geometric Thinking Test for Early Graders
Author: Denizli, Zeynep Akkurt
Date: 2018-07-00
Type: Journal Articles
Subjects: Geometry,Mathematics Instruction,Spatial Ability,Teaching Methods,Geometric Concepts,Foreign Countries,Thinking Skills,Elementary School Students,Content Validity,Elementary School Mathematics,Test Reliability,Test Items

This study aimed to develop a three-dimensional geometric thinking test to determine the geometric thinking of early graders in the paper-pencil environment. First, we determined the components of three-dimensional geometric thinking and prepared questions for each component. Then, we conducted the pilot studies of the test at three stages in six state schools located in the city of Ankara in Turkey. The first draft test consisting of 54 items was administered to 384 students; the second draft test consisting of 53 items was administered to 120 students and the third draft test consisting of 45 items was administered to 268 students. In order to establish the content validity of the test, prior to all the administrations, it was subsumed to the review of 13 experts and by considering the content validity rates, the items to be included in the test were determined. As the items in the test are scored as correct/false (1/0), KR-20 reliability coefficient was used in the calculation of the reliability of the test. In the last administration, KR-20 reliability coefficient was found to be 0.87; thus, it was concluded that the test is reliable.
Ageism and the Counseling Profession: Causes, Consequences, and Methods for Counteraction
Author: Fullen, Matthew C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Age Discrimination,Aging (Individuals),Aging Education,Counselor Training,Counseling,Gerontology,Older Adults,Stereotypes,Social Bias,Incidence,Counselor Attitudes,Well Being,Advocacy

As the number of older adults increases, it is important to understand how attitudes toward aging influence society, the aging process, and the counseling profession. Ageism--defined as social stigma associated with old age or older people--has deleterious effects on older adults' physical health, psychological well-being, and self-perception. In spite of research indicating that the pervasiveness of ageism is growing, there are few studies, whether conceptual or empirical, related to the impact of ageism within the practice of counseling. This article includes an overview of existing literature on the prevalence and impact of ageism, systemic and practitioner-level consequences of ageism, and specific implications for the counseling profession. Discussion of how members of the counseling profession can resist ageism within the contexts of counselor education, gerontological counseling, advocacy, and future research will be addressed.
Becoming a Gatekeeper: Recommendations for Preparing Doctoral Students in Counselor Education
Author: Rapp, Marisa C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Graduate Students,Counselor Training,Selective Admission,Student Role,Power Structure,Ethics,Decision Making,Cultural Awareness,Cultural Influences,Cultural Differences,Student Rights,Educational Legislation,Privacy,Parent Rights,Student Records,Disabilities,Civil Rights Legislation,Federal Legislation

The Council for Accreditation of Counseling &amp; Related Educational Programs (CACREP) standards call for doctoral preparation programs to graduate students who are competent in gatekeeping functions. Despite these standards, little is understood regarding the development and training of doctoral students in their roles as gatekeepers. We propose a call for further investigation into doctoral student gatekeeper development and training in gatekeeping practices. Additionally, we provide training and programmatic curriculum recommendations derived from current literature for counselor education programs. Finally, we discuss implications of gatekeeping training in counselor education along with future areas of research for the profession.