ethanporcaro/eric-fulltext-meta huggingface dataset:
Designing a New Course with a Spring Break Study Abroad Research Experience Benefits STEM Commuter Students
Author: Halpin, Patricia A.
Date: 2020-12-00
Type: Journal Articles
Subjects: Curriculum Development,Study Abroad,Student Research,Student Experience,STEM Education,Commuting Students,Foreign Countries,Undergraduate Students,Student Journals,Student Attitudes

To increase our students' access to study abroad opportunities, a full semester course was designed that embedded a study abroad trip to Belize during spring break. The course fulfills both an upper level science course for both biology and biotechnology majors and an elective course for the Global Studies minor. Ten students enrolled in the course, and students' financial aid packages covered all or partial cost of the trip for seven students. The students were divided into four groups to study the coral reef, mangrove forest, and either the rain forest of Belmopan or Punta Gorda. Guest speakers came to class prior to the trip and provided information on the flora, fauna, and marine ecosystems of Central America. In Belize, students completed a research experience, learned about Mayan and Garifuna culture, and traveled extensively within the country. In addition to learning about the ecosystems and culture of Belize, many stated they learned more about themselves and felt more prepared to step out of their comfort zones to travel internationally again. After this positive learning experience all students agreed that they would recommend the course to a friend. The students wrote blogs and presented their research findings in poster and video format at the Undergraduate Research Conference (URC).
Academic Self-Control Scale for Secondary School Students: Validity and Reliability Study
Author: Büyük, Hanife
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Control,Secondary School Students,Test Validity,Test Reliability,Test Construction,Foreign Countries,Academic Persistence,Factor Analysis,Middle School Students,Attention Control

Academic self-control refers to the individual's self-control behaviors in the academic field. The study reported in this article aims to develop a valid and reliable instrument for evaluating the academic self-control behaviors of secondary school students between the ages of 11-14. The study sample consists of 1087 students (female n = 545; male n = 539; unreported n = 3) in Ankara, Turkey. As a result of the Principal Component Analysis (PCA) conducted to evaluate the construct validity of the Academic Self-Control Scale (ASCS), two factors named &quot;academic perseverance&quot; and &quot;academic attention&quot; were determined. These factors explained 47.11% of the variance in the participants' academic self-control scores. Additionally, Confirmatory Factor Analysis (CFA) results confirmed the suitability of the factor structure. The Academic Perseverance Scale was used for criterion validity, and a positive correlation (0.74) was found. The internal consistency reliability measured using Cronbach Alpha was found 0.81. The test-retest reliability result was 0.93. These findings indicate that the ASCS could be used to assess academic self-control of secondary school students.
Modulators of Test-Enhanced Learning in Post-Secondary Biology
Author: St. Clair, Bryn
Date: 2020-12-00
Type: Journal Articles
Subjects: Science Instruction,Biology,Recall (Psychology),Science Tests,College Students,Error Correction,Feedback (Response),Individual Differences,Science Achievement,Teaching Methods,Incentives,Decision Making

Cognitive scientists and psychology researchers have given growing attention to evidence of the testing effect, that is, the improvement of students' recall through memory-retrieval practice in the form of quizzes and exams. While laboratory experiments consistently show dramatic positive effects on learning through the testing effect, discipline-specific education researchers have sought to generalize these findings in real, instead of simulated classrooms. Our objective in this review was to survey recent findings on the testing effect in post-secondary biology education and synthesize how those findings may modulate learning in the post-secondary biology classroom. We found that: (a) Increased exam frequency increases the testing effect; (b) Corrective feedback on exams may enhance the testing effect; (c) Incentives, such as points, may decrease the positive outcome of learning through the testing effect, though little research in actual classrooms on this widely used practice is found; and (d) Individual differences in student achievement and preparation may moderate the effect. We consider how further research on the testing effect may be useful for instructors' decisions regarding its use.
An Investigation of Teacher and Teacher Candidates&apos; Views on the Course of School Experience
Author: Akkus, Emine Begüm
Date: 2021-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Attitudes,Student Attitudes,Educational Experience,Foreign Countries,Teaching Experience,Faculty Advisers,Cooperating Teachers,Practicum Supervision

One of the most important elements involved in the development of countries is teachers. Therefore, developing countries should pay attention to training good teachers. Thus, the purpose of this study was to present the opinions of teachers and prospective teachers on the &quot;teaching experience&quot; course. The study is based on a qualitative research. The data were collected from 84 teachers in Sanliurfa, an eastern city of Turkey and 88 prospective teachers (undergraduate seniors) studying at Mersin University, Turkey. Semi-structured interview form was utilized to collect the required data. Besides, content analysis was applied in the study. The data have been expressed in numbers. Results have displayed that there are problems arising from the stakeholders in the &quot;teaching experience&quot; lesson. The types of schools attending internships are not inclusive. Not all stakeholders are working cooperatively. Moreover, the following suggestions were accordingly put forward: 1) The internship duration can be extended; 2) Applications covering all types of schools should be added; and 3) Stakeholders should be encouraged to work in a collaborative way.
The Influence of Habitat Complexity on Crayfish Foraging Behavior
Author: Darling, Randi A.
Date: 2020-12-00
Type: Journal Articles
Subjects: Animal Behavior,Science Instruction,Student Research,Undergraduate Students,Laboratory Experiments,Inquiry,Ecology,Biology,Teaching Methods,Research Projects

I teach an animal behavior course where students conduct independent research projects; however, using live animals for research is challenging at a small university. Often, students choose to conduct a laboratory project over a field project believing that it will be easier to observe animals and control variables, but it can be difficult and expensive to acquire and maintain animals. If students work with vertebrates, there are added complications such as obtaining Institutional Animal Care and Use Committee (IACUC) approval and training. Additionally, following IACUC regulations often involves resources that we do not have. Because of these complications, I suggest to students that they consider an invertebrate species for their projects. In particular, crayfish are a species that are easy to obtain and care for, have low mortality, and exhibit interesting behavior that can be observed over several weeks. This article describes an inquiry-based research activity examining the influence of habitat complexity on crayfish foraging. This activity is well suited for students in ecology, animal behavior, or invertebrate biology classes and gives students flexibility in the hypothesis they test and the methods they use, while providing a framework that lets them successfully complete a behavior project.
Assessing Students&apos; Errors in Mathematical Translation: From Symbolic to Verbal and Graphic Representations
Author: Nurrahmawati
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Junior High School Students,Mathematics Skills,Error Patterns,Equations (Mathematics),Mathematical Concepts,Graphs,Symbols (Mathematics),Problem Solving

Translation skills are very important possessed by students, but currently, there are still many students who have difficulty in translating between representations. The purpose of this study is to analyze students' errors in translating from symbolic representations to verbal and graphic representations. This research was descriptive study with qualitative approach. Tests are given to junior high school students. From the results of data analysis, it is obtained that in translating from symbolic to verbal forms (problems in daily life) that are following the given system of equations, students are still unable to make representations correctly. When students are asked to translate into graphical form, students are still unable to draw complete graphs and errors made by students are misinterpretation and implementation errors, so they cannot maintain the semantic congruence between source representation and target representation. Based on this, it is necessary to make a learning plan that can improve students' ability to translate between representations.
Attitudinal Factors among Elementary School Teacher Education Students
Author: Kaltsum, Honest Ummi
Date: 2021-03-00
Type: Journal Articles
Subjects: Student Attitudes,Elementary School Teachers,Preservice Teachers,Preservice Teacher Education,English (Second Language),Second Language Learning,Foreign Countries,Student Experience

In second or foreign language learning, attitudinal factors were one of the key factors that determine language success and achievement. In Indonesia, foreign language (English) has been taught since elementary school, however research showed most Indonesian language learners in English showed unsatisfactorily result. This research aimed at disclosing the students' attitudinal factors in learning foreign language by exploring their first experience in learning foreign language. This qualitative study employed exploratory case study design to interview students' attitudinal factors by exploring the students past experience at first time learning foreign language. These students were from different education unit background when they were in elementary school. This study applied thematic analysis to interpret and analyze the data. The findings showed in case of attitudinal factors were categorized into three components that were cognitive, affective, and behavior. In case of cognitive and affective components, those who had good experiences felt happy in their first experience in foreign language and the vice versa. However, both were having similar learning behavior when they serve as an English teacher, they adopted particular learning behavior that was able to make students enjoy the foreign language learning.
College Students&apos; Perceived Self-Efficacy and Use of Information and Communication Technologies in EFL Learning
Author: Ngo, Hong
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,English (Second Language),Second Language Instruction,Educational Technology,Technology Uses in Education,Foreign Countries,Self Efficacy,Student Attitudes,Technological Literacy,Language Proficiency

This study examines Vietnamese, non-English major college students' perceived self-efficacy and their comfort in using information and communication technologies (ICTs) in learning English as a foreign language. A survey was completed by 975 students. Findings revealed that half of the students ranked themselves as basic EFL users, and fewer rated themselves as independent users or proficient users. Inferential statistics analysis found students' perceived self-efficacy differed by their comfort levels in using ICTs. Specifically, those with a high to very high comfort level were more self-efficacious in their learning of English compared to those with an average or low level. These findings may help explain the issue of limited proficiency in EFL learning among non-English major college students in Vietnam, in relation to how comfortable they are using ICTs. Further investigation is needed however to clarify the relationship between technology comfort levels and self-efficacy among EFL learners.
Computer-Assisted Instruction Tools: A Model to Guide Use in Low- and Middle-Income Countries
Author: Kaye, Thomas
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Teaching Methods,Intervention,Outcomes of Education,Educational Change,Models,Instructional Design,Educational Resources,Specialists,Teacher Attitudes,Learner Engagement,Research Reports,Course Content

Learning outcomes in low- and lower-middle-income countries (LMICs) require significant improvement. With traditional reform efforts taking many years to realise results, education practitioners in LMICs are searching for innovative ways to rapidly strengthen learning outcomes. One tool showing promise is computer-assisted instruction (CAI). While a growing number of studies document CAI's positive impacts on learning outcomes, others have found nil or negative effects. Research has yet to identify why these differences occur, and, most importantly, which factors must be in place to ensure that CAI contributes to improving learning outcomes. The aim of our research was to fill this gap in the research by developing a model highlighting those factors influencing the results of CAI interventions. Adopting a realist-informed methodology, we analysed 21 resources shared by 13 experts from around the world. We used the results of this analysis to develop a model that outlines key trends that facilitate and/or impede the deployment of CAI tools in LMICs. We find that key factors that should be considered when designing CAI interventions include the operating environment; stakeholder engagement; infrastructure; technological trust; CAI tool design; content curation/creation; student engagement; classroom integration; teacher capacity; student capacity; and data collection and use. This model highlights both these individual elements as well as noting how these elements interact. The model provides a foundation that can guide future research in this under-examined area.
The Effects of Smartphones on Multiple Dimensions of Student Learning and Engagement in an Introductory Biology Laboratory
Author: Prestholdt, T. E.
Date: 2020-12-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Photography,Technology Integration,Learner Engagement,Ecology,Biology,Introductory Courses,Undergraduate Students,Time Management,Notetaking,Peer Relationship,Science Laboratories,Instructional Effectiveness

Faculty at all types of colleges and universities struggle with how smartphone use may enhance or diminish their pedagogy, in part because evidence-based data is lacking for most types of classrooms. Thus, we conducted a thorough investigation in an introductory biology lab course to determine how smartphones affected myriad aspects of student learning and engagement. There were no significant differences in exam scores, the amount of time spent studying, occasions students were off task, or questions asked to the instructor. There were, however, significant differences in several measures of engagement and time management; students allowed to use their smartphones spent 64% less time in peer-to-peer interactions, 46% less time taking notes, 70% less time handling specimens, and 31% less time in lab compared to students who were not allowed to use smartphones. Because these behaviors, in particular peer engagement and note taking, are fundamental skills best developed early in a successful undergraduate career, our results suggest smartphone use should be minimized in introductory biology laboratories.
Analyzing the Effectiveness of a Program Aimed at Preventing Partner Violence among Adolescents
Author: Parlak, Simel
Date: 2021-00-00
Type: Journal Articles
Subjects: Violence,Intimacy,Dating (Social),Program Effectiveness,Prevention,Skill Development,Aggression,Psychological Patterns,Foreign Countries,Late Adolescents,Interpersonal Competence,Interpersonal Communication

The purpose of this study was to test the effectiveness of a program aimed at preventing partner violence among adolescents. The effect of the program on perceptions and attitudes toward intimate partner violence was examined with the pretest-posttest quasi-experimental method with a control group. The study group consists of 10 volunteers at the age of 18, who had not previously participated in any group study on intimate partner violence. The program consists of eight sessions; the Acceptance of Dating Violence Scale and Attitudes Towards Dating Violence Scales were applied to the experimental and control groups as a pre-test and posttest. In addition, a rating scale and process analysis were used in each session to support quantitative data; in the last session, qualitative questions were also applied to the participants. Posttest scores of the participants in the experimental group indicated that the acceptance of dating violence decreased at all levels compared to the control group.
An Investigation of Pre-Service Teachers&apos; Motives for Using Instagram
Author: Ramazanoglu, Mehmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Motivation,Social Media,Photography,Foreign Countries,Gender Differences,Individual Differences,Use Studies

The aim of the study was to determine the motivations of pre-service teachers to use Instagram program, which is one of the common social media tools, in the context of developments in information and communication technologies in order to achieve sustainable learning and examine them according to various variables. The study was designed via descriptive survey model in the quantitative method. The population of the research consisted of pre-service teachers who pursued their education at the Faculty of Education of Siirt University in the spring term of 2018-2019 academic year. In the study, convenient sampling (easily accessible) and criterion sampling methods were utilized. In this context, 384 of the 495 scales distributed were returned and 56 of them were excluded from the research because they were not properly filled, 163 of them were excluded from the research because they did not meet the criteria; therefore, opinions of 165 preservice teachers were included in the research and analysed. Personal demographic form and Instagram usage motivation scale were used as data collection tool of the research. The results obtained in the research showed that pre-service teachers use Instagram for social escape / relaxation and personal development / self-expression the most with respect to their motivations to use Instagram while they use it with the purpose of entertainment / habit the least. It was observed that Instagram using motivations of pre-service teachers show significant differences in different factors according to gender, age, department and daily time spent in Instagram variables. In addition, it was found out that pre-service teachers should be able to use the Instagram program, which is one of the world-renowned social networking software, for a sustainable education and training life more dynamically and effectively.
A Sustainable Learning Approach: Design Thinking in Teacher Education
Author: Girgin, Derya
Date: 2021-00-00
Type: Journal Articles
Subjects: Sustainability,Design,Thinking Skills,21st Century Skills,Teaching Methods,Student Teachers,Student Teacher Attitudes,Phenomenology,Teacher Education Programs,Foreign Countries,Learning Processes

In the 21st century individuals are expected to use their knowledge to find user-centric solutions in a variety of circumstances, places and times. Design thinking is a human-centric process application compatible with 21st century skills such as innovation, creativity, problem solving, critical thinking, communication, and cooperation. Design thinking takes the theoretical structure of thinking and turns it into action. The design thinking approach is a tool to raise individuals who solve problems, question situations and create products. Design thinking asks students to solve complex problems with more than one applicable solution and evaluates the students in a flexible and dynamic structure. This study aimed to ascertain student teachers' opinions about the concept of design thinking before they started to work as teachers. The phenomenology approach, which is a qualitative research design was used in the study. The participants of this study comprised 28 student teachers in different departments of the selected faculty of education. The purposeful criterion sampling method and maximum variation sampling method were used to identify the participants. Semi-structured and non-directive focus group interviews were conducted to collect the data. During the focus group interview, the data were enriched and deepened through social interaction and group dynamics. The opinions were obtained via the focus group interviews qualitatively in accordance with the content analysis and presented through the program Maxqda-20. The results showed that student teachers saw design thinking as a flexible and dynamic structure that could facilitate high quality cooperative interaction. Also, in the changing and developing structure of a world with ever more complex problems, the student teachers found design thinking to be a strong alternative to combat challenges. The findings, additionally, indicated that looking into the concept of design thinking as a sustainable learning tool in teacher training was very important to raise students with a focus on design thinking. [This study was presented as an oral presentation at the 6th International Conference on Lifelong Education and Leadership for All (ICLEL, 2020) held in Sakarya on 16-17 July 2020.]
Contextualizing Micro-Learning Deployment: An Evaluation Report of Platforms for the Higher Education Institutions in Tanzania
Author: Ghasia, Mohamed Abdulrahman
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Higher Education,Educational Technology,Technology Uses in Education,Learning Activities,Informal Education,Distance Education,Computer Software,Telecommunications,Handheld Devices

Micro-learning is a modern learning approach hailed for improved course completion by learners and retention capability. Micro-learning relies on technologies of various types to offer improved learning experiences to learners anywhere and anytime. Micro-learning platforms of various types offer course managers and educators features for managing courses, collaborating with learners as well as monitoring their progress. Unfortunately, due to the novelty of micro-learning as an area of research, there is a scarcity of literature guiding institutions and decision-makers concerning technological choices for the right deployment. This paper proposes eleven platforms for micro-learning deployment in higher learning institutions (HEIs), particularly in Tanzania. The paper is influenced by the Design Science Research approach and the Critical Theory of Technologies. A stage-based methodology for software evaluation was used in the current study. Specifically, thirty-seven platforms from key industry trends were evaluated. The proposed eleven platforms are generically relevant for the Tanzanian context as they are affordable, customizable, and functionally able to offer quality micro-learning services. The paper adds knowledge to the micro-learning deployment domain as well as offers practical guidance to those intending to deploy micro-learning services.