ethanporcaro/eric-fulltext-meta huggingface dataset:
Preservice Teachers&apos; Online Self-Regulated Learning: Does Digital Readiness Matter?
Author: Fuchs, Katharina
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Metacognition,Online Courses,Teacher Education Programs,Technological Literacy,Pedagogical Content Knowledge,Foreign Countries,Teacher Competencies,Student Attitudes,Faculty Development,Teacher Educators,Teaching Methods,Student Surveys,Kindergarten,Elementary Secondary Education,Learning Strategies

(1) Background: Teaching in today's schools asks teachers to foster self-regulated learning and digital competences in children and young people. In order to do so, teachers first need to acquire and use these competences themselves. (2) Methods: Based on a mixed-methods approach, the study investigates self-regulated learning in online courses of N = 129 preservice teachers at a German university. (3) Results and conclusions: Perceiving their digital readiness as generally high, preservice teachers appear to not overly self-regulate their learning in the online environment. Finally, preservice teachers' digital readiness was related only weakly to their online self-regulated learning. A discussion is offered which shows teacher education as a broader phenomenon and implies the need for professional development for teacher educators. Additionally, it is argued to link research on self-regulated learning more closely to research on online learning environments in teacher education.
A Novel, Modular Robot for Educational Robotics Developed Using Action Research Evaluated on Technology Acceptance Model
Author: Chatzopoulos, Avraam
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Robotics,Action Research,Technology Integration,Foreign Countries,Undergraduate Students,Models,STEM Education,Computer Attitudes

This research evaluates a novel, modular, open-source, and low-cost educational robotic platform in Educational Robotics and STEM Education. It is the sequel of an action research cycle on which the development of this robot is based. The impetus for the need to develop this came from the evaluation of qualitative and quantitative research data collected during an educational robotics event with significant participation of students in Athens, which showed an intense interest in students in participating in educational robotics activities, but--at the same time--recorded their low involvement due to the high cost of educational robots and robotic platforms. Based on the research's findings, this robot was designed to suit the whole educational community; its specifications came from its members' needs and the processing and analysis of qualitative and quantitative data. This paper presents an evaluation of the robot using the Technology Acceptance Model. The robot was exposed to 116 undergraduate students attending a pedagogical university department to evaluate its handling according to the model's factors. Research results were promising and showed a high degree of acceptance of the robot by these students and future teachers, providing the impetus for further research.
The Importance of Professional Development in a Programmatic Assessment System: One Medical School&apos;s Experience
Author: Colbert, Colleen Y.
Date: 2022-00-00
Type: Journal Articles
Subjects: Medical Education,Medical Students,Medical Schools,Undergraduate Students,Professional Development,Competence,Curriculum Design,Self Evaluation (Individuals),Feedback (Response),Portfolios (Background Materials),Portfolio Assessment,Competency Based Education,Student Development

The Cleveland Clinic Lerner College of Medicine of Case Western Reserve University (CCLCM) was created in 2004 as a 5-year undergraduate medical education program with a mission to produce future physician-investigators. CCLCM's assessment system aligns with the principles of programmatic assessment. The curriculum is organized around nine competencies, where each competency has milestones that students use to self-assess their progress and performance. Throughout the program, students receive low-stakes feedback from a myriad of assessors across courses and contexts. With support of advisors, students construct portfolios to document their progress and performance. A separate promotion committee makes high-stakes promotion decisions after reviewing students' portfolios. This case study describes a systematic approach to provide both student and faculty professional development essential for programmatic assessment. Facilitators, barriers, lessons learned, and future directions are discussed.
Primary Pupils&apos; Multimodal Representations in Worksheets--Text Work in Science Education
Author: Jeppsson, Fredrik
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Students,Science Education,Worksheets,Hands on Science,Grade 5,Scientific Concepts,Freehand Drawing,Science Instruction,Teaching Methods,Concept Formation,Written Language,Content Analysis

Worksheets are common in science classrooms with an aim to support pupils' meaning-making, e.g., for guiding them in performing hands-on activities and documenting their experiences of such activities. Yet, there have been few systematic studies of pupils' disciplinary representations in worksheets. Drawing on systemic functional linguistics, we have analyzed fifth grade pupils' (age 10-11) multimodal texts in worksheets (n = 25) when they were working with shadow formation as part of their regular classroom activities. In the worksheets they were asked to first explain in writing why or why not a shadow was formed and then explain shadow formation through a drawing. At an overall level, we found that a majority of the pupils managed to express in writing why a shadow is formed, though it appeared to be more challenging for them to explain why a shadow is not formed. In their drawings, quite a few pupils managed to include several key aspects of shadow formation, at least when combining image with writing. For all tasks, the explanatory parts of the pupils' responses were often implicit. Based on our results, we suggest that pupils may benefit from teaching practices that integrate a parallel focus on form and content as a way to raise their awareness of, for instance, the affordances of different resources and how explanations can be structured. Such practices may support pupils to be able to consider and choose appropriate resources in their disciplinary texts.
Mapping Enabling Conditions for High-Quality PBL: A Collaboratory Approach
Author: Potvin, Ashley Seidel
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Projects,Active Learning,Educational Quality,Program Implementation,Teacher Empowerment,Teaching Methods,Decision Making,Learner Engagement,Concept Mapping,Case Studies,Research Projects,Universities,Language Arts,Elementary School Science,Secondary Education

This paper explores enabling conditions for scaling high-quality project-based learning (PBL) to understand factors that influence how PBL spreads, whether and how it can be sustained and the extent to which it informs meaningful change in schools. We report on a year-long collaboration across three research projects. Each project team analyzed qualitative data from their individual project and then aggregated data across projects to understand similarities and variations in conditions that support the long-term implementation goals of PBL. We used systems mapping as a methodological tool and a case study approach to test and refine the map. We focus on two enabling conditions for PBL that emerged across all contexts: teacher agency and productive disciplinary engagement (PDE). Teachers reported having agency and described making instructional decisions and adapting PBL to support students' needs. PDE motivated teachers to deepen PBL practices. While the studied collaboratory is not the first to pursue shared goals, to our knowledge it is the first to produce research that aggregates knowledge and data across projects. While scaling innovations in schools is complex, the results suggest that certain conditions enable PBL to be implemented with greater depth and can be generalized across contexts. We discuss the implications of this approach for researchers, stakeholders, and practitioners.
An ESP Approach to Teaching Nursing Note Writing to University Nursing Students
Author: Su, Shiou-Mai
Date: 2022-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Teaching Methods,Notetaking,Nursing Students,College Students,Nursing Education,Foreign Countries,Writing Instruction,Instructional Effectiveness,Student Satisfaction,Action Research,Revision (Written Composition),Peer Evaluation,Writing Evaluation,Writing Skills,Feedback (Response),Course Evaluation,Computer Mediated Communication

For nursing students in the vocational education system in Taiwan, English-language writing skills, whether for general or specific purposes, have long been ignored, which may jeopardize their success in medical-oriented courses and their future careers. This study designed a nursing note-writing course (NNWC) for university nursing students and explored the teaching outcomes of its implementation. The three main objectives were to (a) examine the effectiveness of the NNWC in enhancing learners' competencies; (b) survey learners' satisfaction with the NNWC, and (c) investigate learners' perceptions of the NNWC. In this action research, 49 students practiced five writing tasks while guided with five teaching tools, namely an online writing platform, multiple revisions, peer-review activities, and direct and indirect teacher feedback, for a semester. External examiners included a language teacher and a nursing professional, and the data-collection instruments used included a writing competence scale and a course satisfaction questionnaire. The results showed that the learners' writing competence significantly improved after the NNWC. They also demonstrated a fair level of satisfaction toward the NNWC. A total of 90% of the learners preferred online writing compared to traditional handwriting. The learners also indicated a preference for feedback from the teacher rather than from peers, and they perceived vocabulary capability to be crucial. ESP/ENP teachers are advised to consider the implementation of the NNWC when designing syllabi.
Teaching Innovation in STEM Education Using an Unmanned Aerial Vehicle (UAV)
Author: Bolick, Madeleine M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Instructional Innovation,STEM Education,Aviation Technology,Electronic Learning,Geographic Information Systems,Distance Education,Computer Simulation,Instructional Effectiveness,Teaching Methods,Data Collection,College Students,Forestry

The use of unmanned aerial vehicles (UAVs) has increased in the science, technology, engineering, and mathematics (STEM) professions. This means there is a growing need to integrate UAV training into STEM education. This study aimed to develop and evaluate a UAV education module and laboratory exercise for natural resource science students. The study used a series of reusable learning objects (RLOs) to assess students' prior knowledge of remote sensing and UAVs. Students were taught the steps of UAV data acquisition and processing through lectures and UAV simulation videos. Students applied this knowledge by completing a laboratory exercise that used previously collected UAV data. Student knowledge retention and understanding were evaluated using an online quiz to determine the effectiveness of the education module. The average quiz score was 92%, indicating that the UAV laboratory exercise effectively taught students about UAV data acquisition and processing for natural resource research. Overall, students expressed positive opinions about the UAV education module. Student feedback indicated that the laboratory exercise was engaging, but some students would have preferred a hands-on experience for some parts of the exercise. However, in-person UAV instruction may not be accessible for all educators because of UAV cost or lack of instructor training. This study provides educators with crucial recommendations for designing UAV exercises to improve access to UAV-related educational content. This study indicates that online training can effectively introduce students to UAVs. Given the wide range of UAV uses across STEM fields, students in many STEM disciplines would benefit from UAV education.
Embedding Sustainability in Learning and Teaching: Lessons Learned and Moving Forward--Approaches in STEM Higher Education Programmes
Author: Gamage, Kelum A. A.
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Higher Education,Sustainable Development,College Faculty,Teaching Methods,Sustainability,Teacher Attitudes,Developing Nations,Foreign Countries

Embedding sustainability into pedagogical approaches is a key priority in higher education. Equipping students with knowledge, understanding, and skills, and developing the next generation of innovators and leaders, can potentially provide the change needed and create a real impact in the journey to a sustainable future. Advancement in Science, Technology, Engineering, and Mathematics (STEM), and corresponding industries can be seen as vital for the success of meeting a majority of the sustainable development goals, and hence the approaches taken to embed sustainability in learning and teaching in STEM higher education programmes can be considered significant in many ways. This paper is based on published literature over the last two decades and a semi-structured interview with 12 university academics from a developing country. Hence, the paper reviews approaches taken to embed sustainability in learning, teaching and assessments in STEM programmes. It also aims to investigate the actions taken by universities to integrate sustainability in STEM education and the remedies taken to minimise the impact of the pandemic on the effectiveness of the learning pedagogies used to integrate sustainability concepts.
Student Grade Evaluation, Survey Feedback, and Lessons Learned during the COVID-19 Pandemic: A Comparative Study of Virtual vs. In-Person Offering of a Freshman-Level General Chemistry II Course in Summer at Xavier University of Louisiana
Author: Goyal, Navneet
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Evaluation,Grades (Scholastic),Feedback (Response),COVID-19,Pandemics,Comparative Analysis,Electronic Learning,Online Courses,In Person Learning,Chemistry,Summer Programs,Internet,Distance Education,Student Surveys,Outcomes of Education,Course Content,Black Colleges,Academic Achievement

A primary motivation for this study was to compare student perceptions and performance within a virtual learning environment to the traditional in-person learning experience for the General Chemistry II course taught during a 5-week summer session at Xavier University of Louisiana, a minority serving institution. The authors present quantitative and qualitative analyses including the comparison of student performance on exams during the COVID-19 remote learning experience with exam performance over a 3-year period of conventional in-person instruction. In this article, student grades, survey feedback, and learning outcomes are outlined. This study was performed to assist the faculty in improving and enriching the course content and its delivery, as they coped with the transition to a virtual learning environment imposed by the COVID-19 pandemic.
Learning about Pesticide Use Adapted from Ethnoscience as a Contribution to Green and Sustainable Chemistry Education
Author: Zidny, Robby
Date: 2022-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Indigenous Knowledge,Cultural Influences,Plants (Botany),Sustainable Development,Natural Resources,Foreign Countries,College Science,Science Laboratories

This study shows how students can learn about green and sustainable chemistry by using the knowledge perspective of a local indigenous culture as a starting point. This learning approach encourages students to learn chemistry by connecting culture with learning about green chemistry. The cultural context selects the use of a phytochemical agent (d-limonene) from a local plant (&quot;Citrus grandis&quot;), which is a traditional botanical pesticide that is used by the Baduy tribe in Western Java, Indonesia. A simple low-cost extraction method that uses a kitchen microwave was chosen to introduce modern green extraction methods to learners. This facilitates the students' ability to evaluate the &quot;greenness&quot; of this method, as compared to more conventional extraction methods, such as Soxhlet and steam distillation. The learning activities were conducted during the COVID-19 pandemic with the help of an online learning management system (SPADA) and Google Meet. The students' feedback and selected results are discussed below.
An Investigation of the 21st Century Skills in English Language Teaching (ELT) Programs in Turkey
Author: Ataberk, Berna
Date: 2022-00-00
Type: Journal Articles
Subjects: 21st Century Skills,English (Second Language),Second Language Instruction,Foreign Countries,Teacher Education,Instructional Effectiveness,Skill Development,Preservice Teachers,Student Attitudes

The rapidly developing technology has affected our lives in many ways. The Internet has now directly affected our daily and business life, our education system and even our social life. For this reason, there is a need to develop some new skills required by our age in education. The concepts such as &quot;Life and Career Skills&quot;, &quot;Learning and Innovation Skills&quot;, &quot;Information, Media and Technology Skills&quot; have also entered our lives as the 21st century skills. This study aimed to investigate to what extent the 21st century skills were included in English language teacher training programs; to compare the perspectives of students and academics of the related programs with the program and to discuss the effectiveness of the program in terms of developing the 21st century skills. For this purpose, the study adopted mixed methods research design based on both qualitative and quantitative data. The data were collected using triangulation method via document analysis, questionnaires for students and academics and face to face interviews. In addition, the ELT department programs of randomly selected Faculties of Education of 4 different universities were examined. The results have revealed that the curriculum provided by the Council of Higher Education are applied in all the participating ELT departments, and it aims to develop the 21st century skills in prospective EFL teachers at some points. However, the course contents of the curricula in those departments are limited to some of the skills which may break the integrity of the 21st century skills in professional life reflections. The participant academics and students believe that some of the components of the 21st century skills are included in their course contents but not completely. The students do not feel confident about handling the 21st century skills in a real-life implementation.
Instructional Innovations in College-Level Molecular Bioscience Labs during the Pandemic-Induced Shift to Online Learning
Author: Yu, Alder
Date: 2022-00-00
Type: Journal Articles
Subjects: Instructional Innovation,College Science,Molecular Biology,COVID-19,Pandemics,Distance Education,Electronic Learning,Educational Change,Undergraduate Students,Graduate Students,Genetics

The COVID-19 pandemic ushered in an unprecedented period of both crisis and innovation in higher education. The shift to an online learning environment was particularly problematic for courses in which students learn disciplinary practices. Scientific practice requires hands-on training and collaborative engagement with instructors and peers, dimensions of the learning environment that were challenging to recreate online. Here, we describe the resulting instructional innovations and challenges experienced in shifting multiple undergraduate- and graduate-level molecular bioscience labs, including Genetics, Cell Biology, Bioinformatics, and Advanced Microscopy, to an online learning environment. Instructors pursued novel approaches, techniques, and at-home lab tools with varying success. Many innovations were retained after the transition back to an in-person learning environment because they uniquely supported previously overlooked aspects of student learning. Consistent with other reports, we found that marginalized students pursuing science were disproportionately burdened by COVID-19 and the shift to an online learning environment. A description of what worked for online learning, what didn't, and what is worth holding onto in the future is valuable for constructing learning environments that effectively support learners in their disciplinary practice.
A Psychosocial Analysis on the Relationship of Education and Other Areas of Life with Sports
Author: Afacan, Ersin
Date: 2022-00-00
Type: Journal Articles
Subjects: Athletics,Physical Education,Education,Learning Processes,Ethics,Civil Rights,Professionalism,Health,Economics,Relationship,Role

What is life? Life is the process between birth and death. This process, which is also accepted as the state of being alive, contains many parts. These parts are called life. Life encompasses one's experiences of the conditions that one encounters. These lives are interrelated. The longer and more harmonious these relationships are, the higher and more balanced the person's quality of life will be. For this, education and learning methods with scientific and philosophical foundations should be used. One of the parts of life in life is sports. Therefore, in this study, the subjects of morality, right, mistake, education, professionalism, health, mentality and economy in life will be associated with sports. Because sports is a human right that emerged from basic needs, it is associated with many areas of life. For this reason, some concepts that express our lives and the conditions we live in will be tried to be associated with sports. In this descriptive study, document analysis was carried out. The collected data were blended from sources in different fields such as education, sociology, psychology, education and philosophy. It is thought that this study, which is one of the rare studies on the subject, will be an example for similar studies to be done in the future.
Design and Engineering: A Classification and Commentary
Author: Osgood, Libby
Date: 2022-00-00
Type: Journal Articles
Subjects: Design,Engineering,Engineering Education,Interdisciplinary Approach,Problem Solving,Classification,Ownership,Holistic Approach,Sustainability

There are myriad understandings of design that have evolved over time and vary by the industries and disciplines that practice it. In the engineering context, design is often described as a process or problem-solving ability. Through interviews with 12 experienced engineers, it was found that there are diverse understandings of the relationship between design and engineering. This qualitative study presented a classification of their perspectives through three emergent categories: the relationship between design and engineering, the proportion of design tasks within a job, and the level or stage of development where design occurs. A synthesis of the data revealed that engineers demonstrate an ownership of design within engineering and there are diverse understandings of how design occurs within engineering. The implications of these findings were discussed and recommendations were offered for engineering educators, researchers, and industry. Engineering educators can help prepare designers as catalysts to produce a more inclusive, holistic, and sustainably minded profession.