ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Metacognitive Strategy-Based Geometry Education on Young Childrens&apos; Metacognitive and Executive Functions Skills
Author: Altan, Rukiyye Yildiz
Date: 2023-00-00
Type: Journal Articles
Subjects: Metacognition,Teaching Methods,Geometry,Mathematics Education,Executive Function,Instructional Effectiveness,Foreign Countries,Preschool Children,Preschool Education,Short Term Memory,Visual Perception

This study aims to investigate the effect of the Metacognitive Strategy-Based Geometry Education Program (McGEP) on children's metacognition and executive function skills and the permanence of this effect. The study was designed in a quasi-experimental design with pretest-posttest control group with a total of 27 children attending to kindergartens affiliated to the Ministry of National Education in Ankara City Center in the 2021-2022 academic year. WM, HTKS, FIST and Train Track Task were used to collect the data. Mann Whitney-U test, Wilcoxon signed-rank test and Friedman test statistics were used to analyze the data. As a result of the study, it was determined that the McGEP had significant effect on children's metacognitive skills of monitoring and control processes and that this effect was permanent. Moreover, it was found that the perseveration and distraction errors exhibited by the children decreased significantly after the implementation of the McGEP. In fact, it was found that there was significant difference in the three sub-tasks of the Train Track task in the sub-domains of Control, Metacognitive Skills, Perseveration and Distraction Errors, and Quality Score in favor of the children in the study group. Accordingly, it was found that the McGEP had significant effect on working memory, cognitive flexibility and inhibitory control skills among children's executive function skills and that this effect was permanent. Therefore, it was concluded that the McGEP significantly affected both metacognitive skills and executive function skills of children.
The Role of Basic Number Processing in High Mathematics Achievement in Primary School
Author: Bakker, Merel
Date: 2023-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Numbers,High Achievement,Mathematics Achievement,Elementary School Students,Spatial Ability,Short Term Memory,Grade 3,Grade 4,Foreign Countries,Children,Intelligence Tests

While symbolic number processing is an important correlate for typical and low mathematics achievement, it remains to be determined whether children with high mathematics achievement also have excellent symbolic number processing abilities. We investigated this question in 64 children (aged 8 to 10), i.e., 32 children with persistent high achievement in mathematics (above the 90th percentile) and 32 average-achieving peers (between the 25th and 75th percentile). Children completed measures of symbolic number processing (comparison and order). We additionally investigated the roles of spatial visualization and working memory. High mathematics achievers were faster and more accurate in order processing compared to average achievers, but no differences were found in magnitude comparison. High mathematics achievers demonstrated better spatial visualization ability, while group differences in working memory were less clear. Spatial visualization ability was the only significant predictor of group membership. Our results therefore highlight the role of high spatial visualization ability in high mathematics achievement.
Improving Students&apos; Metacognitive Abilities and Creative Thinking Skills through STEM-Based in Online Learning
Author: Wilis, Retno
Date: 2023-00-00
Type: Journal Articles
Subjects: Metacognition,Thinking Skills,Creative Thinking,STEM Education,Electronic Learning,Junior High School Students,Grade 9,Foreign Countries,Cognitive Ability,Student Improvement,Teaching Methods,Instructional Effectiveness

Creative thinking skills are crucial to current generations dealing with 21st-century challenges. However, studies on higher-order thinking skills remain limited. CTS can be easily empowered if students have good metacognitive abilities. This study analysed the effect of STEM-based online learning lesson plans on the CTS of students and metacognitive abilities on the inheritance of living things through online learning. The pretest-posttest research designs with a non-equivalent control group were used. The treatment given in the experimental class was the implementation of a STEM-based online learning lesson plan, while the control class was taught through traditional methods used by the teachers. The results of this study indicated that the CTS and metacognitive abilities of students in the experimental class were significantly higher than that of the control class [F(1,54) = 105.287, p = 0.000 and F(1,54) = 103.943, p = 0.000, respectively]. In conclusion, the STEM-based online learning lesson plan is effective in improving the CTS and metacognitive abilities of students.
Improving the Creative Thinking and Collaborative Skills of Prospective Biology Teachers Using the EMKONTAN Learning Model in Environmental Science Courses
Author: Nurwidodo, N.
Date: 2023-00-00
Type: Journal Articles
Subjects: Creative Thinking,Cooperation,Thinking Skills,Skill Development,Science Teachers,Preservice Teachers,Models,Science Education,Environmental Education,Student Centered Learning,Foreign Countries,Biology

The implementation of the Environmental Science learning process so far has shown a lack of encouragement to improve students' 4C skills. The EMKONTAN learning model is one of the models that is believed to improve students' creativity, collaboration skills, and environmental literacy. This study aims to analyze the effectiveness of the EMKONTAN learning model in improving critical thinking and collaborative skills for prospective biology teacher students. EMKONTAN is a student-centered learning model (students' active learning), oriented to creative learning, problem-based learning, collaborative learning, and provides opportunities for students to improve environmental learning. This research was conducted in the event semester of the 2020/2021 academic year at IKIP Budi Utomo Malang and FTTE Universitas Muhammadiyah Malang-Indonesia, involving 150 second-semester students through total sampling. Data was obtained through observation, questionnaires, and tests. The research used a pretest-posttest non-equivalent control group design. Data collection in this study was carried out using Google Forms, Google Classroom, Google Meet, and WhatsApp. Data analysis using statistical product and service solutions (SPSS) version 23 software. The analysis of covariance (ANCOVA) analysis results showed that EMKONTAN, PBL affected students' creativity and collaboration skills in biology teacher candidate students with a value of p&lt;0.005. The least significant difference (LSD) result was significantly different in improving students' creativities thinking, and collaboration skills. The EMKONTAN class gained the highest post-test score. Therefore, EMKONTAN could be applicable to improve students' creative thinking and collaborative skills outcomes in environmental learning.
Project-Based Learning Using a Laboratory Approach on Learning Outcomes and Critical Thinking in Marine Biology
Author: Tuaputty, Hasan
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Projects,Active Learning,Outcomes of Education,Teaching Methods,Critical Thinking,Marine Biology,College Students,Foreign Countries,Laboratories,Instructional Effectiveness,Knowledge Level,Regression (Statistics),Student Attitudes,Skill Development

The learning process must actively involve students and provide opportunities for them to study and prove the theories they learn. This study determined the influence of the application of Project-Besad Learning (PjBL) using a laboratory approach on learning outcomes and critical thinking in marine biology. This study used a descriptive quantitative method, with the independent variable being the implementation of PjBL with a laboratory approach and involved 32 students in the sixth semester of Biology Education at Pattimura University Indonesia enrolled in marine biology courses. The dependent variables were students' learning outcomes and critical thinking, and the data were collected by tests (knowledge and critical thinking) and observations (attitude and skill). The analysis revealed that the integration of the PjBL with a laboratory approach had a weak effect on knowledge (0.003 &lt;p 0.005), a moderate effect on attitude and skill (0.000 &lt;p 0.005), and a strong effect on critical thinking. The regression analysis showed that there was a correlation between the independent variable and student knowledge (R2 = 0.257 or 25%), attitude (R2 = 0.471 or 47.1%), psychomotor/skill (R2 = 0.470 or 47%), and critical thinking (R2 = 0.934 or 93.4%). In conclusion, the implementation of PjBL using a laboratory approach can improve student learning outcomes and critical thinking in marine biology.
Relationship between the Attitudes of Biology Education Students towards Statistics with Knowledge of Data Analysis
Author: Fauzi, Ahmad
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Attitudes,Biology,Statistics Education,Knowledge Level,Data Analysis,College Students,Foreign Countries

Students' knowledge of data analysis determines the quality of the research they report but they tend to perceive courses on statistics or data analysis as challenging and unappealing. The present study aimed to investigate the correlation between biology education students' attitudes toward statistics and their proficiency in determining various data analytical techniques. This study involved biology education students from the Universitas Muhammadiyah Malang who had completed a course in statistics, research methods, and data analysis. The Survey of Attitudes Toward Statistics (SATS) and the Statistics Assessment of Graduate Students (SAGS) were used sequentially as instruments for collecting data on student attitudes toward statistics and data analysis competencies. The results revealed that while most students had positive attitudes toward statistics, they perceived the subject as challenging to learn. Additionally, the students demonstrated low levels of competency in data analysis. The aspects of cognitive competence and difficulty from SATS correlate significantly with their SAGS score. These results suggest that there is a need for a revision of the biology education curriculum to better equip students with the skills and knowledge to increase their data analysis competencies.
Technological, Pedagogical, and Content Knowledge of Diploma in Professional Education Graduates Teaching Biology
Author: Loseñara, Jleian Mard
Date: 2023-00-00
Type: Journal Articles
Subjects: Technological Literacy,Pedagogical Content Knowledge,Biology,Science Instruction,Teacher Attitudes,Instructional Effectiveness,Teacher Competencies,Science Teachers,Faculty Development,Program Design,Career Change,High School Teachers,Foreign Countries,Teacher Characteristics,Teacher Certification,Teacher Qualifications,Professional Education

Content, pedagogy, and technology knowledge are central to effective teaching. Moreover, the interaction and integration of these knowledge bases challenge teachers, especially non-teacher education graduates including diploma professional education (DPE) graduates. Utilising adapted instruments, this study investigated the teaching competence of biology teachers who are DPE graduates, specifically their Technological, Pedagogical, Content Knowledge (TPACK) and Biology teaching competence to design a teacher professional development (TPD) programme. Most teachers were BS Nursing graduates with professional teaching licenses and teaching experience ranging from 3 to 10 years. Also, most teachers received between one to five TPDs focused on biology, pedagogy, and technology. Among the TPACK components, the teachers perceived that they were least competent in pedagogical knowledge (PK) and pedagogical content knowledge (PCK). Although the teachers agreed on their perceived overall TPACK competence, there is still an avenue to strengthen their TPACK. Teachers also believed that they were least competent in biological cellular processes. Need-based teacher professional development programmes are recommended to enhance Biology teachers' TPACK, and ultimately, biology education.
The Potential of Folklore as Biodiversity Learning Resources in High School
Author: Karmadi, Rexy Maulana Dwi
Date: 2023-00-00
Type: Journal Articles
Subjects: Folk Culture,Biodiversity,Educational Resources,High School Students,Teaching Methods,Foreign Countries,Place Based Education

Learning resources are everything that can be used to facilitate the learning process. Folklore is one of the cultural products that can be innovated as a biodiversity learning resource in high school. This study reviewed relevant literature regarding folklore from various regions of Indonesia to examine and analyse the potential of folklore as a learning resource for biodiversity. The descriptive analysis revealed that the contents of folklore can be used to study examples of the biodiversity level, the regional distribution of Indonesia's biodiversity, flora and fauna characteristics of Oriental, Australian, and Transitional, benefits of biodiversity and its conservation efforts. In addition, folklore as a learning resource also has the potential to develop student competencies such as environmental care, creative thinking, critical thinking, and problem-solving. However, the folklore content cannot describe all the material on biodiversity, therefore it must be combined with other learning resources for use in the biodiversity learning process.
The Project-Based Learning Model and Its Contribution to Life Skills in Biology Learning: A Systematic Literature Network Analysis
Author: Hizqiyah, Ida Yayu Nurul
Date: 2023-00-00
Type: Journal Articles
Subjects: Biology,Science Instruction,Student Projects,Active Learning,Teaching Methods,Educational Trends,Barriers,Databases,Research Reports,Blended Learning,Electronic Learning,Network Analysis,Bibliometrics,COVID-19,Pandemics

This review examines the potential of Project-Based Learning (PjBL) to enhance students' life skills in the field of biology, and analyzes the challenges that may hinder its implementation. Using a Systematic Literature Network Analysis (SLNA), which combines Bibliometrics Analysis (BA) and Systematic Literature Review (SLR), this study analyzed articles from SCOPUS that met specific criteria. The findings reveal that PjBL is associated with e-learning and blended learning, and that the majority of articles on PjBL were published in 2020, particularly in the Journal of Microbiology &amp; Biology Education. Additionally, this SLNA highlights the contributions of these articles to the developing of various life skills in biology learning. By identifying key trends and insights from existing literature, this study sheds light on the potential of PjBL to enhance students' biology education and their ability to apply it in their daily lives.
The Effect of Online Argumentation and Reflective Thinking-Based Science Teaching on Sixth Graders&apos; Cognitive Abilities
Author: Acar, Ömer
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 6,Computer Mediated Communication,Persuasive Discourse,Reflection,Cognitive Processes,Thinking Skills,Science Instruction,Cognitive Ability,Logical Thinking,Metacognition,Control Groups,Distance Education,Cognitive Development,Foreign Countries,Learning Processes

The effect of online argumentation and reflective thinking-based science teaching on sixth-grade students' epistemic cognition, metacognition, and logical thinking was explored in this study. The research was carried out in the 2020-2021 academic year when all teaching was online due to COVID-19. Students in the study sample were mostly from middle-class families. Students were divided into two groups for one semester; one received online argumentation and reflective thinking-based science teaching (experimental group) whereas the other received only online science teaching (control group). The exploratory factor analyses yielded two factors for epistemic cognition and metacognition questionnaires whereas the logical thinking test was found to be unidimensional. According to the results, experimental group students scored higher than control group students in post-test regulation of cognition and logical thinking. In addition, the experimental group developed knowledge of cognition, regulation of cognition, and logical thinking during the intervention. Although the experimental group scored higher than the control group on the set of post-test epistemic cognition factors, this significance did not appear amongst individual factors. As for the implications of this study, elements of distance learning that may have contributed to the development of students' cognitive abilities were discussed.
The WE-ARe Model&apos;s Potential to Enhance Digital Literacy of Preservice Biology Teachers
Author: Amin, Astuti Muh.
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Digital Literacy,Science Instruction,Biology,Comparative Analysis,Active Learning,Foreign Countries,Cooperative Learning,Science Teachers,Validity,Scores,Correlation,21st Century Skills,Measures (Individuals),Teacher Education Programs

In the era of globalization, digital literacy has become one of the competencies that students must possess. Rarely can one find research that examines the effect of the WE-ARe model on digital literacy in biology education. WE-ARe is a constructivist-based active learning model consisting of Warm-up, Exploring, Argumentation, and Resume phases that emphasize students' collaborative and elaborative qualities. The objective of the study was to determine the impact of the WE-ARe model on the digital literacy of future biology teacher candidates. This is a quasi-experimental study using the Pretest-Posttest Control Group Design. The research population comprised all Tadris Biology students from IAIN Ternate and STKIP Kie Raha in the City of Ternate, North Maluku, Indonesia. The research sample contained 60 fourth-semester students from the Department of Tadris Biology. The validity score for the literacy digital instrument was 3.89 (very valid), while the correlation value (r-calculated) was 0.585. The Cronbach-Alpha analysis showed a score of 0.939, indicating that the literacy digital instrument was valid and reliable for use in data collection. This study was conducted during the even semester of the 2021/2022 academic year. The data were analyzed through ANACOVA using 5% level of significance. The results demonstrated that the WE-ARe model had an impact on the preservice biology teachers' digital literacy. The findings of this study provide an insight on the use of a new learning model that can be used to enhance students' 21st century skills.
Exploring Physics Teachers&apos; Technological, Pedagogical and Content Knowledge and Their Learners&apos; Achievement in Electricity
Author: Kotoka, Jonas Kwadzo
Date: 2023-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Energy,Science Achievement,Correlation,Grade 11,Science Teachers,Foreign Countries,Student Attitudes,Technology Uses in Education,Educational Technology,Teacher Attitudes

The technological, pedagogical and content knowledge (TPACK) framework was developed incorporating content, pedagogical and technological knowledge. Studies used TPACK constructs and reported on teachers' TPACK and student learning, but none explored the correlation between teachers' TPACK and the achievement of their learners. This research followed an exploratory correlational research design involving 1423 Grade 11 learners and their 42 Physics teachers in a South African district after electricity was taught. A self-report questionnaire may not truly measure teachers' TPACK, therefore, learners' perceptions of their teachers' use of technology were explored. The correlation between the Physics teachers' TPACK and the achievement of their learners in electricity was established. Four validated research instruments were used, namely, the Learner Electricity Achievement Test (LEAT), the Learner Confirmatory Questionnaire (LCQ), the Teachers' Technological, Pedagogical and Content Knowledge Questionnaire (T-TPACKQ) and the Learners' Confirmation of the Teachers' Technological, Pedagogical and Content Knowledge Questionnaire (LC-T-TPACKQ). Findings indicate a statistically significant difference between teachers' views of their TPACK and the views of their learners. The correlation between teachers' TPACK and the achievement of their learners was not statistically significant. These results can influence the professional development of teachers in respect of the use of technology in teaching.
Views on Nature of Science and Attitudes toward Teaching Nature of Science among Chemistry Students in Saudi Universities
Author: Algarni, Norah A.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Scientific Principles,Chemistry,College Science,Science Instruction,Undergraduate Students,Student Attitudes,Theories,Scientific Methodology,Scientists,Instructional Program Divisions,Teacher Education Programs,College Faculty,Teacher Attitudes,Beliefs

Understanding nature of science (NOS) is a fundamental goal in science education standards. Due to the role of specialised and educational teachers' preparation programmes in developing their NOS concepts, this study aims to identify views on NOS and attitudes toward teaching NOS among Saudi undergraduate chemistry students and the differences between them according to their academic level and university affiliation. Views on science and education questionnaire were distributed among chemistry students in eight universities. Results found inaccurate views regarding the differences between theories and laws, and that pertaining to well-trained scientists as being detached from personal, social, and cultural values. Half of the sample disagreed on inventing theories and laws and the diversity of Scientists' methods and also rejected teaching a variety of methods and the influence of personal beliefs on Scientists' observations. No significant differences among students' views by academic level or universities were found, except that second-level students have more informed views than fifth-level students, and the UHB and JU students' views were more informed than IMSIU students. The authors recommend developing those NOS concepts which students had shortcomings in the sequential teachers' preparation programmes and suggest recognising chemistry department faculty members' attitudes to developing students' NOS concepts.