ethanporcaro/eric-fulltext-meta huggingface dataset:
Digital Story Map Learning for STEM Disciplines
Author: Groshans, Garth
Date: 2019-00-00
Type: Journal Articles
Subjects: STEM Education,Educational Technology,Technology Uses in Education,Teaching Methods,Story Telling,Maps,Climate,Soil Science,Gender Differences,Instructional Program Divisions,Majors (Students),Instructional Effectiveness,Student Attitudes,Undergraduate Students,Geographic Information Systems

Modern technological advances and trends require new pedagogy and delivery of mapping materials to prepare the future workforce in the disciplines of Science, Technology, Engineering, and Mathematics (STEM) for an increasingly technology-dominated society. The purpose of this study was to develop an Environmental Systems Research Institute (ESRI) Story Map &quot;Soil Forming Factors: Climate&quot; for multiple STEM disciplines based on the design guidelines from the Cognitive Theory of Multimedia Learning (CTML). The study incorporated a two-group post-test only design that utilized multiple methods of analysis, including a quality assessment of the ESRI Story Map using the five principles of effective storytelling, direct quantitative measures of learning (quiz), and surveys of participants' perceptions (PowerPoint presentation versus ESRI Story Map) using QualtricsTM. Survey results were summarized by gender, academic classification (year), and academic major program. The newly developed ESRI Story Map was an effective teaching tool as demonstrated by quiz scores and students' positive responses. Post-testing scores indicated that ESRI Story Maps were an effective way to learn and were viewed as effective as traditional teaching methods (e.g., PowerPoint). Additionally, students reported feeling comfortable using ESRI Story Maps. These positive responses were consistent by gender, major, and academic classification (year). This research indicates that adding audio may improve the use of this ESRI Story Map for educational concept delivery. Empirical studies such as this that include multifaceted quantitative and qualitative assessments are critical to understanding the benefits of new types of multimedia learning in an educational setting.
Comparing the Use of Two Different Model Approaches on Students&apos; Understanding of DNA Models
Author: Mierdel, Julia
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Instruction,Genetics,Models,Scientific Concepts,Concept Formation,Hands on Science,Logical Thinking,Comprehension,Grade 9,Science Laboratories,Outreach Programs,College School Cooperation,Inquiry,Cooperative Learning,Problem Solving

As effective methods to foster students' understanding of scientific models in science education are needed, increased reflection on thinking about models is regarded as a relevant competence associated with scientific literacy. Our study focuses on the influence of model-based approaches (modeling vs. model viewing) in an out-of-school laboratory module on the students' understanding of scientific models. A mixed method design examines three subsections of the construct: (1) students' reasoning about multiple models in science, (2) students' understanding of models as exact replicas, and (3) students' understanding of the changing nature of models. There were 293 ninth graders from Bavarian grammar schools that participated in our hands-on module using creative model-based tasks. An open-ended test item evaluated the students' understanding of &quot;multiple models&quot; (MM). We defined five categories with a majority of students arguing that the individuality of DNA structure leads to various DNA models (modelers = 36.3%, model viewers = 41.1%). Additionally, when applying two subscales of the quantitative instrument Students' Understanding of Models in Science (SUMS) at three testing points (before, after, and delayed-after participation), a short- and mid-term decrease for the subscale &quot;models as exact replicas&quot; (ER) appeared, while mean scores increased short- and mid-term for the subscale &quot;the changing nature of models&quot; (CNM). Despite the lack of differences between the two approaches, a positive impact of model-based learning on students' understanding of scientific models was observed.
An Examination of Reading Specialist Candidates&apos; Knowledge and Self-Efficacy in Behavior and Classroom Management: An Instrumental Case Study
Author: Beasley, Keshona T.
Date: 2019-00-00
Type: Journal Articles
Subjects: Reading Teachers,Reading Instruction,Specialists,Teacher Education Programs,Simulated Environment,Student Behavior,Behavior Problems,Behavior Modification,Reading Difficulties,Training,Students with Disabilities,Preservice Teachers

Today's reading specialists are faced with students who not only present reading problems but, the likelihood of behavior problems. Thus, reading specialists must be prepared to implement behavior management strategies that de-escalate these problems. Reading specialists' training programs are budding with the potential for innovative practices that could be launched for ground-breaking learning. However, current trends display training programs still utilize traditional methods for training. This qualitative instrumental case study examined a purposeful sample of reading specialist candidates at a small, private university in the United States. The study explored the effects of utilizing simulation as a new way to train and prepare reading specialist candidates with behavior management strategies when teaching children with reading problems. During the study, simulated exercises were utilized to train the candidates and explore their ability in identifying behavior, and their knowledge and use of appropriate strategies, and self-efficacy before and after the training program. The post-knowledge gained through the simulation classroom experience revealed, that not only did reading specialist candidates expand their arsenal of strategies, but they also gained understanding of the background knowledge and diagnostic implications that can contribute to various behaviors or disorders. Candidates reported that after training, they felt prepared to implement behavior strategies when faced with children who may display behavior problems.
Fostering Professional Competencies in Engineering Undergraduates with EPS@ISEP
Author: Malheiro, Benedita
Date: 2019-00-00
Type: Journal Articles
Subjects: Engineering Education,Undergraduate Students,Problem Solving,Professional Development,Teamwork,Cooperative Learning,Creativity,Innovation,Critical Thinking,Communication Skills,Capstone Experiences,Guidelines,Program Descriptions,Competence,Foreign Countries

Engineering education addresses the development of professional competencies in undergraduates. In this context, the core set of professional competencies includes critical thinking and problem solving, effective communication, collaboration and team building, and creativity and innovation--also known as the four Cs--as well as socio-professional ethics and sustainable development--referred in this paper as the two Ss. While the four Cs were identified by the associates of the American Management Association based on the needs of the society, professional associations, and businesses; this paper proposes the two S extension to ensure that future engineers contribute to the well-being of individuals and the preservation of life on Earth. It proposes a tangible framework--the 4C2S--and an application method to analyse the contributions made by engineering capstone programmes to the development of these core competencies in future engineering professionals. The method is applied to an engineering capstone programme--the European Project Semester (EPS) offered by the Instituto Superior de Engenharia do Porto (ISEP)--and a specific project case--EPS@ISEP Pet Tracker project developed in 2013, constituting, in addition, a road map for the application of the 4C2S framework to engineering capstone programmes. The results show that EPS@ISEP complies with the 4C2S framework.
Education-Migration Nexus: Understanding Youth Migration in Southern Ethiopia
Author: Semela, Tesfaye
Date: 2019-00-00
Type: Journal Articles
Subjects: Migration,Youth,Foreign Countries,Rural Areas,Adolescent Attitudes,Parent Attitudes,Teacher Attitudes,Administrator Attitudes,Principals,Role of Education,Dropouts,Migrants,At Risk Persons,Decision Making,Aspiration,Social Networks,Gender Differences

The purpose of this study is to unravel the education-migration nexus in the African context, specifically Ethiopia. It examines why young people terminate their education to migrate out of the country. The study applies de Haas' aspiration-capability framework and Turner's macro, meso and micro sociology as its analytical lenses. It offers unique insight into the terrain of youth migration in southern Ethiopia based on empirical data obtained from two rural sub-districts known for high levels of youth out-migration. Data are generated based on interviews with would-be migrant youth, parents, teachers and school principals. The findings reveal that education has both direct and indirect impacts on youth migration. On the other hand, the results indicate that though terminating school could have negative ramifications on human capital accumulation at micro and macro levels, migration can positively impact households and local communities through investments made by individual migrants, migrant-returnees, and remittance-receiving households in small businesses or community development projects, which included better resourced schools.
Czech Arts Therapies in Educational Institutions
Author: Kantor, Jirí
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Art Therapy,Music Therapy,Incidence,Learning Disabilities,Multiple Disabilities,Students with Disabilities,Theater Arts,Dance,Interdisciplinary Approach

The purpose of this paper was to better understand the current practice of arts therapy in educational institutions in the Czech Republic comparing it to that in health-care institutions and other working environments. The research goal was to analyze the prevalence of the different fields of arts therapy, the main difficulties of clients, the therapeutic forms, the ways of interdisciplinary cooperation, and the groups of therapists (according to their age and duration of practice). The data collected from the first national survey using &quot;The Practice of Arts Therapies&quot; questionnaire were analyzed with descriptive and inductive statistics (Chi-square test). The 142 respondents who participated in the study were contacted mainly through professional associations. The significant characteristics of arts therapies in educational environments are linked to the diffusion of the respective arts therapy fields (music therapy being the most prevalent), the main difficulties of pupils (learning difficulties/multiple disabilities or no obvious problems), and to the length of practice of the respondents. The results can be used for the creation of a research-based map of Czech arts therapies in educational institutions and for further development of this area.
Effects of Game-Based Instruction on the Results of Primary School Children Taking a Natural Science Course
Author: Chen, Ming-Hsiu Mia
Date: 2019-00-00
Type: Journal Articles
Subjects: Game Based Learning,Instructional Effectiveness,Elementary School Students,Elementary School Science,Natural Sciences,Vignettes,Computer Simulation,Textbooks,Electronic Learning,Academic Ability,Gender Differences,Student Improvement,Instructional Materials,Foreign Countries,Learning Motivation

This study explored the effects of scenario simulation games and e-textbooks on the learning outcomes of elementary school students. The study subjects were 60 primary school students classified into two groups: The experimental group was provided with scenario simulation course materials, and the control group received e-textbook materials. The learning outcomes were compared between the two groups, which were further divided by ability level and gender. The female subjects in the experimental group showed slightly less improvement than the experimental group males, who showed significantly greater improvement than the female control group subjects. Use of the e-textbook had a less positive effect on learning outcomes than the scenario simulation game-based instruction.
Landscape as Experienced Place and Worth Conserving in the Drawings of Finnish and Swedish Students
Author: Yli-Panula, Eija
Date: 2019-00-00
Type: Journal Articles
Subjects: Physical Environment,Freehand Drawing,Place Based Education,Foreign Countries,Natural Resources,Age Differences,Gender Differences,Cultural Context,Adolescent Attitudes,School Activities,International Cooperation,Childrens Attitudes,Conservation (Environment),Social Environment,Elementary School Students,Secondary School Students,Learning Experience

Children explore their environment through experiences and each experience is meaningful in developing their environmental consciousness and identity. On the basis of the drawn landscape experiences, the present qualitative study set out to find out what landscapes the participating students deemed worth conserving. The data consisted of the drawings of 11- to 16-year-old Finnish (n = 311) and Swedish (n = 246) students. Deductive and inductive content analyses were used to analyse the data. The results showed that all three landscape types; nature, built, and social were presented in the drawings. Nature and built landscapes were the most frequent types, with the proportion of nature landscapes increasing and that of built landscapes decreasing with age. There were gender and cultural preferences: boys drew built landscapes more often than girls; and Finnish students drew summer cottages, a cultural phenomenon typical of Finnish landscapes, which was not found in Swedish drawings. Similarities in Finnish and Swedish data were identified e.g., in forest and water and &quot;cultural landscapes&quot;. Some of the students displayed a more distant, observing role, whereas others adopted an active one in relation to all three landscape types. The results are discussed in connection to the landscape theories and earlier findings of the drawn environments.
eSports in K-12 and Post-Secondary Schools
Author: Rothwell, Gregory
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Competition,Skill Development,Elementary Secondary Education,Postsecondary Education,Athletics,Video Games,Simulated Environment,Computer Simulation,STEM Education,Teaching Methods,Extracurricular Activities,Careers,Job Skills

eSports is a rising modality of sports entertainment in the United States and has growing implications for education. Providing competitive eSports teams in schools satisfies the growing desire to train and educate students on the skills emphasized in STEM and Career Technical Education (CTE) education, as well as in programs such as English and Language Arts. eSports develop the soft skills universities and employers like to see in a student graduating from high school. As the market continues to grow for eSports, opportunities for post-secondary education as well as for prospective employment will increase. The popularity of eSports will continue to grow, and this popularity will be reflected in the schools.
Enhancing Student Motivation in Secondary School Mathematics Courses: A Methodological Approach
Author: Vergara, Diego
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Motivation,Mathematics Instruction,Secondary Schools,Secondary School Mathematics,High School Students,Mathematics Teachers,Problem Solving,Secondary School Teachers,Foreign Countries

In this paper, a teaching experience carried out within the framework of the subject of mathematics is presented. This subject is taught at several levels in secondary schools. In addition to some specific content related with mathematics (percentages, fractions, graphics, and bank interest), the methodology is designed in order to enhance the development of transversal skills (e.g., oral exposition, poster design and presentation, the analysis of social inequalities, etc.). Survey results based on the responses from over 110 students across four consecutive years, as well as the teacher's self-assessment, indicate that the proposed methodology enhanced the students' motivation and was helpful for developing mathematical content in a more pleasant way than in a conventional class based on a master class and problem-solving class.
Plant Species Recognition Skills in Finnish Students and Teachers
Author: Kaasinen, Arja
Date: 2019-00-00
Type: Journal Articles
Subjects: Plants (Botany),Identification,Age Differences,Elementary School Students,College Faculty,Knowledge Level,Foreign Countries,Outdoor Education,Teaching Methods,Student Teachers,High School Students,Secondary School Students,Taxonomy

Limited awareness about nature and its species can have a negative influence on children's relationship to nature. Plant species recognition and outdoor education are perhaps the easiest way to approach nature relationships and increase knowledge. Unfortunately, it has been shown that people do not recognize plant species very well. This phenomenon is called &quot;plant blindness&quot;. This study presents information about the phenomenon in Finland. The purpose of this research was to determine how well Finnish students from different age groups recognize plant species and which variables explain recognition of plant species in general education in Finland. The subjects were pupils from primary school to university teachers. A total of 754 people took part in the research. The results showed that Finnish pupils do not recognize plant species very well, with wide variations in responses between student levels. Species recognition skills improved from primary school to university teachers.
School Development in Culturally Diverse U.S. Schools: Balancing Evidence-Based Policies and Education Values
Author: Ylimaki, Rose
Date: 2019-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Cultural Pluralism,Student Diversity,Teamwork,Student Needs,Outcomes of Education,Grades (Scholastic),Democratic Values,Leadership Effectiveness,Participative Decision Making,Culturally Relevant Education,School Effectiveness,Capacity Building,Educational Policy

This article problematizes evidence-based policies in the USA, using Dewey's (1916) education theory and findings from a school development project in 71 culturally diverse Arizona schools. The study asked three questions: (1) How do formal and informal school leaders work in teams to mediate between evidence-based policy requirements at federal, state, and district levels and the needs of culturally diverse students? (2) What leadership team practices contribute to school development as measured by improved student outcomes in school letter grades? (3) What values from evidence-based policies and democratic education are evident in effective school development? Evaluation methods featured qualitative interviews with leadership team members in 71 schools as well as a descriptive analysis of school letter grades based primarily upon student outcomes. Results indicated improved student outcomes in letter grades and enhanced leadership capacity and democratic values as well as evidence-based values that contributed to school development. The article concludes with next steps to expand the project to another region of the USA and a call for a balanced use of evidence (including standardized test scores) constructed through Dewey's notion of democratic values of education.
ARCS and RGT Integrated High-Efficiency E-Books
Author: Chang, Yi-Hsing
Date: 2019-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Books,College Freshmen,Web Sites,Teaching Methods,Foreign Countries,Instructional Effectiveness,Educational Technology,Technology Uses in Education,Attention,Relevance (Education),Self Esteem,Student Satisfaction

This study used the attention, relevance, confidence, and satisfaction (ARCS) method and Kelly's repertory grid technique (RGT) to develop a high-efficiency e-book. Its main design concepts were to use the ARCS model to create a highly interactive human-machine interface and multimedia learning content that would enhance the learning motivation of users, and to use RGT and a knowledge map to supplement the learning strategy and help users effectively build personalized knowledge. This study adopted Taiwanese cherry blossoms as the learning objectives and recruited 70 freshmen from a university in Tainan as research participants. During the experiment, the students were divided into a control group, which used websites on cherry blossoms, and an experimental group, which used the system developed for this study. Learning outcome assessments and questionnaires were conducted on the pre- and post-learning test data of both groups. The learning outcomes were analyzed using a t-test. In the questionnaire, the assessments and discussions were focused on the four constructs of ARCS. The results show that the improvement of learning outcomes was more significant in the experimental group than in the control group. All dimensions of the questionnaire achieved significant results. Therefore, the learners provided positive reviews of the proposed high-efficiency e-book.
Using Cognitive Behavioural Techniques to Improve Academic Achievement in Student-Athletes
Author: Firth-Clark, Andrea
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Athletes,Academic Achievement,Student Improvement,Secondary School Students,Behavior Modification,Cognitive Restructuring,Intervention,Self Efficacy,Self Control,Metacognition,Biofeedback,Foreign Countries,Program Effectiveness

Improving academic grades within the core areas of English, Science and Mathematics has had a lot of previous research interest, but research has tended to mostly focus on students who are failing, non-athletically talented students or student athletes at collegiate level. The particular needs of athletically talented secondary school students who are academically underperforming have so far been neglected. This study addressed this issue by measuring the outcome of academic grades in these three core areas. Method: During a six week intervention programme, ninety four students were separated into 4 groups--control, heart rate variability biofeedback, performance psychology skills training and a combination of these two interventions. Changes in self-efficacy and self-regulation for all students were also measured. Results: Significant pre-post intervention differences in all academic subjects and generalised self-efficacy were found when compared to the control group. Results also showed that a combination of interventions with medium-large effect size was more effective in improving academic results than the single interventions on their own. All interventions improved self-efficacy, but were not significantly different from each other. Self-efficacy was found not to have any interaction effects. Conclusion: Sport psychological skills training can help student-athletes achieve higher scholastic grades and aid mindfulness intervention. Mindfulness on its own was not found to be the most effective intervention, and as such should be used as an adjunct to other psychological methods. Psychological skills training (PST) may help students generalize approaches used in sport to the academic arena.