ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relation between ICT and Science in PISA 2015 for Bulgarian and Finnish Students
Author: Odell, Bryce
Date: 2020-00-00
Type: Journal Articles
Subjects: Information Technology,Science Education,Science Achievement,Learning Processes,Scores,Technology Uses in Education,Influence of Technology,Achievement Tests,Foreign Countries,Secondary School Students,International Assessment,Self Efficacy

The relationship between Information and Communication Technology (ICT) and science performance has been the focus of much recent research, especially due to the prevalence of ICT in our digital society. However, the exploration of this relationship has yielded mixed results. Thus, the current study aims to uncover the learning processes that are linked to students' science performance by investigating the effect of ICT variables on science for 15-year-old students in two countries with contrasting levels of technology implementation (&quot;Bulgaria&quot; n = 5,928 and &quot;Finland&quot; n = 5,882). The study analyzed PISA 2015 data using structural equation modeling to assess the impact of ICT use, availability, and comfort on students' science scores, controlling for students' socio-economic status. In both countries, results revealed that (1) ICT use and availability were associated with lower science scores and (2) students who were more comfortable with ICT performed better in science. This study can inform practical implementations of ICT in classrooms that consider the differential effect of ICT and it can advance theoretical knowledge around technology, learning, and cultural context.
Interested, Disinterested, or Neutral: Exploring STEM Interest Profiles and Pathways in a Low-Income Urban Community
Author: Staus, Nancy L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Urban Youth,STEM Education,Adolescents,Gender Differences,Self Concept,Student Interests,Middle School Students,Parent Attitudes,Scientific Attitudes,Grade 6,Grade 7,Science Interests,Persistence

To better understand STEM interest development during adolescence in an urban community, we examined how &quot;STEM Interested&quot; youth differed from disinterested youth and how interest changed over time from age 11/12 to 12/13. We surveyed youth to measure interest in four components of STEM, used cluster analysis to categorize youth based on STEM interest, and examined how interest profiles and pathways differed for several explanatory factors (e.g., parental support, gender). Three STEM interest profiles emerged from the analysis: Stem Interested, Math Disinterested, and STEM Disinterested. Only STEM Disinterested youth lost interest in science, technology/engineering, and mathematics while the remaining 76% of youth remained at least somewhat interested in science and technology/engineering. Girls were just as likely as boys to identify as STEM Interested. Participation in out-of-school STEM activities and positive parental attitudes toward science were significant predictors of persistent STEM interest. Decreases in STEM interest were associated with declines in science self-concept and perceived parental attitudes toward science. Results suggested that declining STEM interest may not be the norm for urban youth. The findings also revealed factors that may influence declining STEM interest and reinforced the importance of out-of-school factors in developing and sustaining STEM interest during adolescence.
Computational Thinking in K-12: An Analysis with Mathematics Teachers
Author: Reichert, Janice Teresinha
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computation,Thinking Skills,Mathematics Teachers,Elementary Secondary Education,Continuing Education,Mathematics Instruction,Teaching Methods,National Curriculum,Mathematics Curriculum,Constructivism (Learning),Knowledge Base for Teaching,Problem Solving,Educational Technology,Robotics,Programming

The article highlights and discusses aspects about the initial perceptions of Computational Thinking of a group of Mathematics teachers in K-12, estimates the contributions of a continuing education course on the subject and addresses possible changes in the participants' way of teaching. The case study was conducted through continuing education course and focused on the application of questionnaires with open and closed questions, as well as reports on the inclusion of activities, by the participants, in their teaching practice. The answers were analyzed from a qualitative perspective and the results obtained point to an initial lack of knowledge of the participants about the subject, especially in their relations with the field of mathematics. The offering of the course led to a significant learning on the subject, development of methodologies for the introduction of Computational Thinking in mathematics classes and reflections on how to teach and learn.
The Experiences and Identity Structures of Teacher-Researcher Hybrid Professionals in a Primary School Mathematics Context
Author: Russo, James Anthony
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Researchers,Elementary School Teachers,Elementary School Mathematics,Professional Identity,Experience,Foreign Countries

There is frequently a substantial disconnect reported between educational research and classroom practice. It has been proposed that individuals operating at the intersection of research and practice can potentially strengthen the relationship between the two communities through transcending institutional boundaries. The current study involved semi-structured interviews with three such 'hybrid professionals', who were all currently working as teachers in Australian primary schools and had completed PhDs in mathematics education. The purpose of the interviews was to gain insight into their experiences, and associated professional identity structures. Thematic analysis revealed that all participants were motivated to pursue higher-degree research to enhance their practice through the opportunity to specialise and work with an expert in their field. Consequently, rather than the proposed disconnect, there was evidence that at least some researchers within primary mathematics education were viewed as exemplifying expert practice. By contrast, participant professional identity structures did not converge, but remained idiosyncratic. In particular, participants varied in relation to the complexity of their researcher identity when in the classroom teacher role. Several possible directions for future research are outlined.
Comparing Models of Problem and Project-Based Learning (PBL) Courses and Student Engagement in Civil Engineering in Qatar
Author: Naji, Khalid Kamal
Date: 2020-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Active Learning,Student Projects,Learner Engagement,Civil Engineering,Engineering Education,Undergraduate Students,Males,Personal Autonomy,Emotional Response,Teamwork,Group Dynamics,Prior Learning,Foreign Countries,Student Experience

Background: While improved student engagement has been highlighted as an essential goal and a major outcome of Problem and Project-Based learning (PBL), little empirical evidence has been provided regarding types and forms of student engagement. Material and method: The study explored forms of student engagement in PBL settings, drawing on empirical data of observations and group interviews with 23 project teams (116 students) in four different PBL undergraduate civil engineering courses at Qatar University. Results: The study identified four patterns of student engagement in a PBL setting. Participants reported significant indicators of the first two patterns - engagement as autonomy and as connection. Regarding the other two indicators, namely relational and emotional engagement, they reported positive yet slightly fewer indicators. Three factors were identified that influenced student engagement in a project teams, namely PBL types and its appropriateness to the nature of the course, students' prior experiences with PBL, and team dynamics. Conclusions: These results facilitate the establishment of an institutional framework supporting a progressive approach to embracing PBL. In this framework PBL implementation begins with diverse practices at the course level and has systemic change as its ultimate goal. This framework particularly aims to support an institutionalized approach to transition to PBL in a socio-cultural context (e.g., a non-western context) where instructors are as the primary and authoritative source of knowledge. The overall outcome of the study supports management of change from a lecture-based mode to PBL in a non-western context.
Grade 9 Mathematics Learners&apos; Strategies in Solving Number-Pattern Problems
Author: Spangenberg, Erica Dorethea
Date: 2020-00-00
Type: Journal Articles
Subjects: Grade 9,Secondary School Mathematics,Secondary School Students,Adolescents,Learning Strategies,Problem Solving,Number Concepts,Pattern Recognition,Rural Schools,Foreign Countries

Many Grade 9 mathematics learners face difficulties in solving number-pattern problems due to insufficient exposure to strategies in solving such problems. The aim of this exploratory qualitative study was to investigate Grade 9 mathematics learners' strategies in solving number-pattern problems. The problem-solving conceptual framework of Singer and Voica (2013) highlighting four indicators, namely decoding, representing, processing and implementing, underpinned the study. Ninety Grade 9 learners were purposively selected from three rural schools (30 from each school) to participate. Qualitative data were collected through a written activity and semi-structured one-on-one interviews. The study found that learners utilise four main strategies to solve number-pattern problems, namely: (1) direct counting; (2) direct proportion; (3) recursive strategy; and (4) mental image representation. Knowledge about learners' strategies can assist teachers in their pedagogies to teach number-pattern problems. The study adds to the research on problem solving, specifically pertaining to number patterns.
Evolutionary Content Knowledge, Religiosity and Educational Background of Slovene Preschool and Primary School Pre-Service Teachers
Author: Torkar, Gregor
Date: 2020-00-00
Type: Journal Articles
Subjects: Evolution,Biology,Science Education,Educational Background,Religious Factors,Pedagogical Content Knowledge,Knowledge Level,Primary Education,Preschool Education,Preservice Teachers,Undergraduate Students,Correlation,Foreign Countries

Evolution by natural selection is the fundamental backbone of the life sciences. Therefore, it is important for teacher education programs to ensure graduates possess a strong knowledge of evolution in order to teach at all levels of biology education. The main aim was to investigate the impacts of the Slovene pre-service preschool and primary school teachers' religiosity and educational background on their evolutionary content knowledge. In the present study, understanding of five evolutionary topics, religiosity and educational background of 269 students was studied. Results show that students have a very poor understanding of evolution. They very often use teleological reasoning. Although many pieces of research have shown that religiosity can be in conflict with evolutionary theory, our findings show that religiosity does not significantly correlate with evolutionary knowledge nor to the educational background of students. However, for students' understanding of evolution, it is important how many years of biology lessons they had in secondary school. This should be better taken into account by educational policymakers because evolutionary principles are becoming increasingly relevant in medicine, agriculture and other socio-scientific topics.
Knowing the Audience: Music Performance Anxiety and Other Performance Experiences of a Primary School Choir
Author: Miles, Michaela
Date: 2020-00-00
Type: Journal Articles
Subjects: Audience Awareness,Music Activities,Singing,Performance,Anxiety,Elementary School Students,Grade 5,Grade 6,Preadolescents,Student Experience,Foreign Countries,Gender Differences

Research has shown that an audience can make a great difference to a musical performance but limited research has explored this with primary school-aged children. Using an action research study, participants from a primary school choir, students in fifth and sixth class formed into a choir through a compulsory singing programme, were surveyed to discover their experiences of performing for an audience. The study was completed during a busy period in the school calendar when participants competed in an eisteddfod and performed at the annual school Open Day concert. The events occurred three days apart and featured a performance of two pieces by the choir, the same repertoire being performed for both audiences. The eisteddfod audience included an adjudicator, eight competing choirs and their conductors, with family and friends from each choir also in attendance. The audience for the second performance, Open Day, was made up mostly of family, friends and other school students. This audience could be considered a known audience. Given the two different audiences, the opportunity to discover how the children felt was discovered through a survey prior to and after the events. Surprisingly, participants were more concerned about performing for a known audience, with 25% acknowledging this as difficult with only 9% indicating Music Performance Anxiety (MPA) about performing for an unknown audience. Further exploration suggested the audience expectations of repertoire and performance technique further influenced the choristers experience of MPA. Following this experience, data was collected prior to the annual Speech Night presentation, again for a known audience with repertoire expectations. Implications for conductors include understanding the sign and symptoms of MPA in students in their care, repertoire selection, preparing students for performances and assisting young singers to present to an audience rather than worry about the expectations of the audience.
An Empirical Study about the Intention to Hoard Food during COVID-19 Pandemic
Author: Long, Nguyen Ngoc
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Food,Intention,Risk,Beliefs,Attitudes,Behavior Theories,Emotional Response,Social Attitudes,Social Influences,Foreign Countries,Antisocial Behavior

This study examines the expanded TPB model with the risk perception variable of intention to hoard food under the COVID-19 pandemic condition. All assumptions are supported by the traditional independent variables of the TPB model that affect the hoarding intention of food. However, the results of this study are completely different from previous studies when using the risk perception variable in the planned behavior theory model. In previous studies, the risk perception variable always negatively affected attitude and perceived behavior and buying intention. In this study, in contrast, the higher the risk perception the consumers get, the stronger the attitude the consumers purchase reserve goods. This demonstrates that a high-risk perception, in the case of COVID-19 pandemic or other civil unrests, will cause the intention to buy goods that no longer follows the common sense. This paper added a new perspective on the negative aspects of risk perception.
Student Preferences for Group Size in a Language Development Course
Author: Cohen, Joshua
Date: 2020-09-00
Type: Journal Articles
Subjects: Student Attitudes,Preferences,Group Activities,English (Second Language),Second Language Instruction,Individual Activities,College Students,Foreign Countries,Second Language Learning

Student preferences for group size were investigated. Pre- and post-study surveys, student written comments, and teacher observations were used to record changes in attitude and perception of group work while learning English over an eight-week period. In this study, I observed how arrangement impacted my students' impressions of individual, pair, and group activities. My purpose for focusing on student configuration was twofold: firstly, I wanted to learn more about my students' preferences for group size, and secondly; I wanted to find out whether certain combinations of students affected their perceptions of learning more than others.
Physics Teachers&apos; Views and Practices on the Assessment of Students&apos; Practical Work Skills
Author: Zezekwa, Nicholas
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,Teacher Attitudes,Physics,Student Evaluation,Advanced Students,Science Process Skills,Performance Based Assessment

Practical work must be assessed in a way that will promote the development of key skills necessary for destinations beyond the physics school laboratory. This paper reports on a study which sought to find out teachers' views and practices on the assessment of Advanced Level ('A' level) physics students' practical work skills. Individual interviews and focus group discussions were conducted to get physics teachers' views and practices on practical work skills assessment. The views of physics teachers were that the current method of practical work assessment used by the Zimbabwe Schools Examination Council (Zimsec) is not efficient in encouraging students to develop a variety of practical work skills as students concentrated on mastering presentation and analysis skills at the expense of other crucial practical work skills like equipment manipulation, observational, planning and designing. The study recommends that alternative methods of practical work assessment that integrates both direct assessment of practical work skills (DAPS) and indirect assessment of practical work skills (IAPS) should be used to ensure valid and reliable assessment of practical work skills of 'A' level physics students.
Optimizing Pre-Service Chemistry Teachers Understanding in Reaction Related Concepts of Alipahtic Hydrocarbons
Author: Belachew, Woldie
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Teachers,Preservice Teachers,Scientific Concepts,Concept Formation,Foreign Countries,Teaching Methods,Organic Chemistry,Change,Prior Learning,Intervention,Knowledge Level

The prime purpose of this investigation was to improve Pre-service Chemistry Teachers (PCTs) understanding of reaction related concepts of Aliphatic Hydrocarbons (AHCs). Participants were 12 PCTs selected from a pool of 87 second year PCTs taking Introductory Organic Chemistry course in Arbaminch college of Teachers Education, Southern Nations, Nationalities and Peoples Regional State (SNNPRS), Ethiopia. The study was carried out in 2017 G.C. The selection of partakers was made on random basis. Case study method was employed in this in-depth investigation. The study was conducted in 7 weeks duration covering all concepts of AHCs. Conventional Instructional Approach (CIA) was employed in the Comparison Group (CG) and Conceptual Change Instructional Approach (CCIA) through the use Conceptual Change Texts (CCTs) was used in the Intervention Group (IG). A semi-structured interview was used for evaluating understanding of PCTs in relation to reactions of AHCs. To analyze the interview data, a framework analysis approach was followed. Analyses showed that the PCTs in IG had improved gaining of reaction related concepts of AHCs than those in CG. Participants in the IG reflected reduced Alternative Conceptions (ACs) and more Correct Conceptions (CoCs) than those in the CG. Reduced ACs and more CoCs from analyses of detailed recordings of PCTs responses confirmed enhanced understanding of reactions of AHCs in the IG.
Prospective Teachers&apos; Online Learning Mathematics Activities in the Age of COVID-19: A Cluster Analysis Approach
Author: Mulenga, Eddie M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Online Courses,Mathematics Activities,COVID-19,Pandemics,Foreign Countries,School Closing,Mathematics Education,Multivariate Analysis,Technology Uses in Education,Teacher Attitudes

The learning situation in the Zambian education sector has changed in the age of COVID-19 when the first two cases of COVID-19 infection were detected in the country rising to 45 local and at least 1.8 million infections globally by 13th April, 2020. Zambia became one of the many countries globally that has prematurely closed all schools. This study examines prospective teachers' online learning mathematics activities in the age of COVID-19 pandemic. Cluster analysis results revealed that online learning mathematics activities have significant mean differences in clustering. Cluster 2 recorded the best performance, implying that students in this cluster exhibited excellent online learning skills for mathematics in technology-rich environments in which they will be forced to study and work in the future. The study reviews various available online platforms and indicates the one that will be opened by the government which is the Educational Channel on TV.
Analysis of Kindergarten Teachers on Pedagogical Content Knowledge
Author: Dewi, Mutiara Sari
Date: 2020-00-00
Type: Journal Articles
Subjects: Kindergarten,Preschool Teachers,Women Faculty,Early Childhood Education,Pedagogical Content Knowledge,Correlation,Learning Strategies,Beliefs,Young Children,Teacher Competencies,Foreign Countries

This research aims to determine the relationship between the seven components of Pedagogical Content Knowledge possessed by kindergarten teachers. The animal theme was chosen to determine the pedagogical content knowledge component profile of 30 kindergarten teachers, with data obtained through classroom observation, interviews, learning plan documentation. This study employed a mixed-method design, a type of sequential explanatory research with the structural equation modeling-partial least squares and descriptive tests used to quantitative and qualitatively analyze the data obtained. The result showed that: the relationship between the components is specified in the context of using themes to learn in the kindergarten; analysis of the relationships between the components is carried out separately, such as the relationship of all 7 (seven) components to 1 (one) pedagogical content knowledge component of kindergarten teachers; Orientation of teaching has the strongest relationship with Knowledge of Instructional Strategies for Teaching; Knowledge of assessment of early childhood education has the weakest relationship with knowledge of early childhood education subject matter; pedagogical content knowledge components for kindergarten teachers that are often found and associated with other components in a learning episode are orientation of teaching, knowledge of early childhood education curriculum, and knowledge of instructional strategies; there are pedagogical content knowledge component for kindergarten teacher that often found and connection with other component in a learning episode.