ethanporcaro/eric-fulltext-meta huggingface dataset:
I Suck at This Game: &quot;Let&apos;s Play&quot; Videos, Think-Alouds, and the Pedagogy of Bad Feelings
Author: Mason, Derritt
Date: 2021-00-00
Type: Journal Articles
Subjects: Video Games,Video Technology,Protocol Analysis,Assignments,English Literature,College Instruction,Childrens Literature,Psychological Patterns,Undergraduate Students,Graduate Students,Critical Thinking

This article explores the pedagogical usefulness of &quot;Let's Play&quot; videos (LPs), a wildly popular paratext in which video gamers record and narrate their gameplay. I designed and implemented an LP creation assignment in two English Literature classes that focused on digital children's literature and culture. I imagined my LP assignment as a variation on a cognitive &quot;think-aloud&quot; activity, wherein students and/or instructors vocalize their approach to solving a particular problem. I was curious how these habits of mind might differ when students engage with interactive digital texts as opposed to print literature. What this study exposed is the centrality of feelings--in particular, &quot;bad&quot; feelings like anxiety and frustration, and the silences that often accompany these feelings--to the initial stages of critical thinking. When students contemplated bad feelings and their origins, eventually they were able to offer incisive analyses of their digital texts. Ultimately, this study argues that cognitive &quot;and&quot; affective &quot;think-and-feel-aloud&quot; activities such as the LP exercise, which allow students to dwell momentarily in bad feelings and silence, create rich teaching and learning opportunities.
Learning about Landslide Disaster Mitigation Based on a Role-Playing Method Assisted by the Disaster Education Pocket Book
Author: Suharini, Erni
Date: 2020-00-00
Type: Journal Articles
Subjects: Natural Disasters,Emergency Programs,Teaching Methods,Role Playing,Foreign Countries,Geography Instruction,Active Learning,Instructional Materials,High School Students

The importance of understanding disaster issues affecting Indonesia encourages the integration of disaster mitigation into the education system. For instance, the inclusion of disaster mitigation occurs in the subject of geography. However, the implementation of disaster mitigation learning still faces several obstacles. The aim of this study is to describe the implementation of a role-playing learning method assisted by the disaster education pocketbook and to analyze its effectiveness. This research was conducted at SMAN 11 Semarang. The samples of this study were XI IPS 2 as the experimental class and XI IPS 3 as the control class. The variable of this research was the role-playing learning method assisted by the disaster education pocketbook. The sub-variables include teacher performance, learning outcomes, and students' responses. The study found that implementation of the experimental class obtained teacher performance scores of 89 percent and control classes obtained teacher performance scores of 86 percent. Both scores were very good. The comparison of cognitive learning outcomes showed that disaster mitigation learning with a role-playing method and assisted by a pocketbook about disaster education was more effective than learning through lectures and discussion methods. Responses to a questionnaire showed an average score of 82.7 percent, stating that students were very interested in such learning. The results of this study indicate that disaster mitigation learning must be implemented with a method that involves active student participation and is also complemented by interesting learning materials such as the role-playing method assisted by use of a disaster education pocketbook.
Relationship between the Attitudes of Pre-School Teacher Candidates towards Environmental Issues and Their Self-Efficacy Beliefs about Environmental Education
Author: Tanik Önal, Nagihan
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,Preschool Education,Preservice Teachers,Student Attitudes,Knowledge Level,Self Efficacy,Prior Learning,Environmental Education,Conservation (Environment),Public Colleges,Foreign Countries

This study aims to determine the self-efficacy beliefs and attitudes of pre-school teacher candidates towards environmental education and to examine the relationship between these two variables. The research was conducted based on an exploratory sequential mixed-methods design. The participants of the study are 114 pre-school teacher candidates studying at a state university in the central Anatolia region during the 2019-2020 academic year. In the study, quantitative data was collected using the attitude scale towards environmental issues, and a self-efficacy scale for environmental education, while qualitative data was collected through semi-structured interviews with 35 teacher candidates. Quantitative data were analyzed in the SPSS program using statistical analyses suitable for research problems. Qualitative data were subjected to content analysis. As a result, it was found that the self-efficacy beliefs and attitudes of pre-school teacher candidates in environmental education were moderate. While these factors do not show a significant difference by gender, they show a significant difference compared to the variables of self-efficacy in taking previous courses related to environmental education and giving a course related to environmental education in the future. In addition, it has been found that there is a positive relationship between self-efficacy beliefs in environmental education and in attitudes towards environmental issues. The results obtained in the interviews are consistent with these results. As a result of the research, recommendations were made such as providing courses related to environmental education at all levels of education; and providing opportunities for pre-school teacher candidates to practice environmental education in the process of their university education.
Determination of Pre-Service Teachers&apos; Sensitivity to Violence against Children
Author: Kula, Sultan Selen
Date: 2021-00-00
Type: Journal Articles
Subjects: Violence,Child Abuse,Foreign Countries,Bullying,Preservice Teachers,Computer Mediated Communication,Sexual Abuse,Empathy,Economic Factors,Child Labor,Psychological Patterns,Emotional Response,Student Attitudes

Purpose: Violence against children in the world and Turkey is increasing day by day, and this alarming increase harms the development of children and the future of society. Therefore, pre-service teachers' sensitivity to violence against children is of great importance in terms of revealing the violence and conducting preventive and directive services. This study aimed to determine pre-service teachers' sensitivity to violence against children. Research Methods: This was a case study using a qualitative research design. The study group consisted of sixteen pre-service teachers who were studying in eight different departments, in the third and fourth grades of the Faculty of Education in a state university in Central Anatolia. The content analysis method was used for data analysis. Findings: It was observed that pre-service teachers have moderate sensitivity to physical and cyberbullying against children; and high sensitivity to psychological, economic, and sexual violence. Implications for Research and Practice: In this research, it is seen that pre-service teachers show insensitivity to psychological and economic violence. Also, they stated that they could use punishment methods against violence. In this respect, training on violence and effective behavior change is recommended.
Examination of the Relationships between the Psychological Contract, Organisational Cynicism, and Turnover Intention
Author: Alev, Sedat
Date: 2021-00-00
Type: Journal Articles
Subjects: Industrial Psychology,Organizational Climate,Work Environment,Negative Attitudes,Expectation,Trust (Psychology),Justice,Teacher Responsibility,Faculty Mobility,Intention,Elementary School Teachers,Predictor Variables,Foreign Countries

Purpose: The present study aimed to examine the relationship between the psychological contract, teachers' turnover intentions, and their cynicism behaviours. Research Methods: This study sample consists of 345 teachers in 24 schools, selected randomly from the schools at Gaziantep's Sahinbey and Sehitkamil district in the 2018-2019 academic year. The psychological contract Scale, Organisational Cynicism Scale, and Turnover Intention Scale were used to collect the data. Findings: According to the results of this study, the levels of teachers' adherence to the psychological contract were high, whereas the organisational cynicism and turnover intention levels were low. There is a negative relationship between adherence to the psychological contract and organisational cynicism and turnover intention. Additionally, there was a positive and statistically significant relationship between organisational cynicism and turnover intention. Implications for Research and Practice: Schools that meet teachers' expectations while actualising their own objectives will increase adherence to the psychological contract and prevent negative emotions and behaviours towards the school. It can be asserted that teachers will not feel the turnover intention and will work at the same school for longer periods since their commitment to the school will increase due to the lack of negative emotions.
Students&apos; Perceptions about the Use of Minimalist Robotic Games in Geography Education
Author: Bikar, Soon Singh
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Attitude Change,Secondary School Students,Student Motivation,Student Interests,Geography Instruction,Instructional Effectiveness,Science Fairs,Robotics,Educational Games,Game Based Learning,STEM Education,Student Developed Materials,Foreign Countries

Recent trends show the number of students studying geography in upper secondary school is declining. Among the reasons identified is that geography is perceived as a very tedious and difficult subject to study. With the rapid development of technology in the twenty-first century, the use of multi-media tools and technologies in education have given a new dimension to the process of teaching and learning. One of the most widely used technological tool is robots. Therefore, this study was conducted to evaluate the perceptions of high school students who are using minimalist robotic games for teaching and learning activities in Geography. Qualitative research methods were used to collect the research data. In total there are 15 groups of students participating in the Science Technology Engineering and Mathematics (STEM) Education Carnival; each group consists of three to six members who have created a minimalist robot game for the subject of Science, Mathematics and Social Sciences. However, there are only two groups of students consisting of two male and four female students who created games for Geography. Therefore, a purposive sampling method was used to select students from these two groups. Six students who participated in the development of a minimalist robotic game for Geography in the STEM education carnival were selected and interviewed. Semi-structured interviews were conducted at the end of the carnival. The data analysis of the interview shows five out of six students had a very positive perception of using minimalist robotics in Geography education. In addition, this study also showed that the use of minimalist robotics in the teaching and learning of Geography also changed the interest and attitudes of students towards learning Geography. The application of minimalist robotics also enhances students' intrinsic motivation to study Geography. implications of this study suggest that minimalist robotics games are an alternative technology teacher can integrate into teaching and learning activities for Geography in schools to enhance students' interest in learning about this subject.
Teacher Candidates&apos; Views about Land Art in Geographical Education
Author: Kayacilar, Cengiz
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Student Attitudes,Knowledge Level,Geography Instruction,Instructional Effectiveness,Social Studies,Interdisciplinary Approach,Extracurricular Activities,Physical Environment,Aesthetics,Spatial Ability,Art Products,Art Activities,Art Materials,Instructional Materials,Outdoor Education,Field Trips,Parks,Foreign Countries

This study aims to present the views of teacher candidates about the use of Land Art in geographical education, which is an aesthetic application of spatial knowledge. The main reasons for the birth of this research relate to the lack of studies conducted on the use of Land Art practices in the educational environment, together with the idea that its use will contribute to geographical education. In the 2018-2019 academic year, during Spring semester, 23 teacher candidates participated in the study. This working group took the second-grade mountain-geography elective course for a Social Studies teaching program at a Faculty of Education in a Turkish university. This research, in which teacher candidates worked in five separate groups to create a land art product, was conducted in the field at Nigde Aladaglar National Park-Emli Valley. At the end of the fieldwork, opinions of the teacher candidates about the land art activity were obtained through inviting their responses to an open-ended questionnaire. Descriptive analysis of the survey data reveals five separate categories including: 'the status of participant knowledge about land art'; 'land art, and formats able to make us of land art in the teaching of Geography in Social Studies'; 'association of art with other disciplines'; 'contribution of Land Art to the teaching of Geography in Social Studies'; and 'Land Art that participants choose as an activity in their professional lives outside of school'. At the end of the field applications, each group filled out the Land Art Product Evaluation Form as the second data collection tool of the research. In the study, it was found that teacher candidates associated Land Art activities with nine courses: Geography; Art and aesthetics; History; Science; Anthropology; Social Studies; Sociology; Archaeology; and Philosophy. At the end of the study, it was observed that all teacher candidates would prefer Land Art activities in their professional lives for various reasons. such as providing permanent learning, providing a fun learning environment, and making the student an active and willing learner.
The Social-Constructivist Concept of Space in a German Geography Education Context: Status-Quo and Potential
Author: Weiss, Günther
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geography Instruction,Teaching Methods,Secondary Education,Curriculum,Textbooks,Instructional Materials,Social Influences,Textbook Content,Human Geography,Space Utilization,Geographic Location,Spatial Ability

The present paper attempts to reason that social-constructivist spatial theory represents an essential approach for contemporary geography teaching. This approach is essential to show learners how space contributes to the organization of society. By contrast, German geography didactics and teaching practice, which are examined closely here by means of a content analysis based on curricula, textbooks, and classroom material, show that social-constructivist approaches are underrepresented and limited to a light-weight version of space as construct. This contribution concludes with a plea to grant the concept of space as a social construct with greater central significance and potential in teaching practice.
Maternal and Environmental Influences on Perinatal and Infant Development
Author: O'Sullivan, Alexandra
Date: 2020-00-00
Type: Journal Articles
Subjects: Mothers,Infants,Child Development,Environmental Influences,Parent Influence,Perinatal Influences,Diseases,Brain,Neurological Organization,Mental Health,Poverty,Social Influences,Nutrition,Pollution,Physical Health,Genetics,Sensory Experience,Intervention,Psychotherapy

Mother and child wellbeing are intimately connected during pregnancy and the first 12 months of the infant's life. The fetus and child directly experience the mother's life and are shaped by it. A mother's environmental experiences, physical health, and psychological distress affect her interactions with her infant, which in turn have physiological, neurological, and psychological consequences that extend far into the future. In this article, Alexandra O'Sullivan and Catherine Monk explore the biological and behavioral pathways through which the physical and psychological toll of environmental experiences such as poverty, trauma, pollution, lack of access to good nutrition, and systemic disadvantage is transmitted from mother to child, thus impairing fetal and infant neurobiological and emotional development. Fortunately, there are ways to buffer these risks and reorient both the child and the mother-child pair toward a strong developmental trajectory. The authors examine promising avenues for policy makers to pursue. Chief among these are policies that increase access to health care, including mental health care, and those that reduce family stress during pregnancy and the postpartum period, for example, by boosting family income or allowing parents to take paid leave to care for their newborn children.
Parental Sensitivity and Nurturance
Author: DePasquale, Carrie E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Child Rearing,Parenting Styles,Child Development,Attachment Behavior,Infants,Toddlers,Preschool Children,Parent Child Relationship,Cultural Differences,Personality Traits,Individual Differences,Self Control,Socioeconomic Status,Environmental Influences,Emotional Development,Emotional Response,Well Being,Resilience (Psychology),Stress Variables,Brain,Cognitive Development,At Risk Persons,Social Influences,Child Abuse,Poverty,Racial Differences

Parental sensitivity and nurturance are important mechanisms for establishing biological, emotional, and social functioning in childhood. Sensitive, nurturing care is most critical during the first three years of life, when attachment relationships form and parental care shapes foundational neural and physiological systems, with lifelong consequences. Sensitive, nurturing care also buffers children from the negative effects of growing up in difficult circumstances such as poverty. In this article, Carrie DePasquale and Megan Gunnar examine several interventions that directly or indirectly target parental sensitivity and nurturance, and demonstrate the causal role that this type of care plays in children's development, especially during the first three years of life. They note that even though sensitive, nurturing care is still helpful after infancy and early childhood, it doesn't completely mitigate the effects of not receiving this type of care early in life. And because sensitive care involves knowing when to respond and when to let the child manage more independently, excessive responsiveness, overinvolvement, and intrusiveness are also forms of insensitive care. Sensitive and nurturing parent behaviors vary across cultures, and numerous other factors influence parental sensitivity as well. For example, children's temperament and emotional reactivity may affect parents' behavior and/or alter the effects of parenting behavior on children's development. Physiological, cognitive, and emotional self-regulatory capabilities, as well as socioeconomic and environmental factors, can also affect a parent's ability to provide sensitive, nurturing care. Based on the expansive research related to parental sensitivity and nurturance, the authors recommend that policy makers should aim to increase family and community access to programs that enhance sensitive, nurturing care and support parents so they can provide high-quality care to their children.
Investigation of Variables Predicting Depression in College Students
Author: Sahin Baltaci, Hülya
Date: 2021-00-00
Type: Journal Articles
Subjects: Predictor Variables,Depression (Psychology),Anxiety Disorders,Mental Health,College Students,At Risk Students,Public Colleges,Counseling Services,Coping,Measures (Individuals),Foreign Countries

Purpose: In this study, the role of social anxiety, state, and trait anxiety in depression among college students was investigated. Research Methods: Research group consisted of 439 college students (341 females and 98 males) having consulted to a state university's counselling centre between 2018-2019. Counselling Centre Application Form, The Beck Depression Inventory, Liebowitz Social Phobia Scale, and State and Trait Anxiety Scale were used to collect data. Multiple linear regression analysis was carried out to determine the predictive power of social anxiety, state, and trait anxiety. Findings Regarding the findings of the present study, social anxiety, state, and trait anxiety positively and significantly predicted depression in college students consulting to counselling centre. The total variance rate of predictor variables related to depression was 58% (R2 = 0.585, F(3.473) = 203.862, p &lt;0.001). Implications for Research and Practice: It is discussed whether the findings demonstrate consistency with the related literature and suggestions were made for researchers and counsellors working in higher education institutions, for academic and administrative staff working in higher education institutions, and for policymakers who may facilitate taking necessary steps to create a protective atmosphere at university campuses. For practitioners, it is advised that self-help brochures, psychoeducational studies, individual and group counselling, and awareness-raising activities on online platforms to help college students cope with anxiety may also reduce their anxiety levels, and thus decrease the number of people who are at a risk group for depression. Limitations of the research and suggestions for future studies were shared.
Parental Language and Learning Directed to the Young Child
Author: Kapengut, Dina
Date: 2020-00-00
Type: Journal Articles
Subjects: Family Environment,Language Acquisition,Young Children,Child Development,Brain,Cognitive Development,Socioeconomic Influences,Disadvantaged Youth,Environmental Influences,At Risk Persons,Intervention,Parent Role,Evidence Based Practice,Language Usage,Interaction,Interpersonal Relationship,Infants,Toddlers,Interpersonal Communication,Literacy,Parenting Styles,Books,Reading,Parenting Skills

The early home language environment, and parents in particular, form the foundation of children's language development. In this article, Dina Kapengut and Kimberly Noble explore the intersection of neuroscience and developmental psychology to explain how language experiences in the home, and the &quot;home learning environment&quot; more broadly, shape young children's brains and, ultimately, their developmental and academic outcomes. Brain plasticity during childhood makes the brain particularly sensitive to environmental influence. Because socioeconomic inequality is associated with variation in environmental exposures and experiences that are particularly powerful in predicting children's outcomes, the authors write, children from socially and economically disadvantaged backgrounds are at a profoundly increased risk for negative physical, socioemotional, cognitive, and academic outcomes. This harmful pattern emerges early, compounds over time, and persists into adulthood. Fortunately, a number of interventions show promise for helping parents improve the home learning environment. Kapengut and Noble highlight several evidence-based programs, most of which focus on the concept of &quot;language nutrition&quot;--a term created by pediatricians to explain to caregivers that exposure to language that's rich in quality and quantity and delivered in the context of social interactions is crucial for children's development and health. They also note the limitations of existing programs and of the research behind them, and they suggest where policy makers, practitioners, and researchers could look to narrow socioeconomic-related differences in home learning environments.