ethanporcaro/eric-fulltext-meta huggingface dataset:
Towards the Revolution and Democratization of Education: A Framework to Overcome Challenges and Explore Opportunities through Industry 4.0
Author: Costa, Ana Carolina Ferreira
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Change,Educational Quality,Educational Improvement,Democracy,Industry,Access to Education,Technology Integration,Models,Elementary Secondary Education,Educational Legislation,Federal Legislation,Intellectual Property,Foreign Countries,Educational Development

Education 4.0 (E4) aims to improve the teaching-learning process and democratize access to quality education by using Industry 4.0 technologies in educational environments. The main objective of this article is to propose a framework containing a package of policies and initiatives for the drivers of society (industry, government, and academia) to develop E4. The framework was elaborated through systematic review based on good practices, challenges, and opportunities of E4, which were systematized considering the technical-scientific literature and the authors' experience. The main scientific contribution of this work is the creation of a new block of knowledge about E4 that expands and at the same time deepens the existing literature and can support new research and foster initiatives on the subject. Its main applied contribution is to increase access to quality education through the development of E4.
The Expectancy-Value-Cost Light Scale to Measure Motivation of Students in Computing Courses
Author: Schoeffel, Pablo
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Motivation,Computer Science Education,Factor Analysis,Student Attitudes,Correlation,Reliability,Rating Scales,Dropout Rate,Academic Failure,Undergraduate Students,Item Analysis,State Universities,Private Colleges,Foreign Countries

This paper proposes and validates a short and simple Expectancy-Value-Cost scale, called EVC Light. The scale measures the motivation of students in computing courses, allowing the easy and weekly application across a course. One of the factors related directly to the high rate of failure and dropout in computing courses is student motivation. However, measuring motivation is complex, there are several scales already carried out to do that job, but only a few of them consider the longitudinal follow-up of motivation throughout the courses. The EVC Light was applied to 245 undergraduate students from four universities. The Omega coefficient, scale items intercorrelation, item-total correlation, and factor analysis are used to validate and measure the reliability of the instrument. Confirmatory and exploratory factor analyses supported the structure, consistency, and validity of the EVC Light scale. Moreover, a significant relationship between motivation and student results was identified, based mainly on the Expectancy and Cost factors.
Learning Analytics and Collaborative Groups of Learners in Distance Education: A Systematic Mapping Study
Author: da Silva, Lidia M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Analytics,Cooperative Learning,Distance Education,Electronic Learning,Evaluation Methods,Data Collection,Integrated Learning Systems,Student Records,Educational Benefits

Advances in information and communication technologies have contributed to the increasing use of virtual learning environments as support tools in teaching and learning processes. Virtual platforms generate a large volume of educational data, and the analysis of this data allows useful information discoveries to improve learning and assist institutions in reducing disqualifications and dropouts in distance education courses. This article presents the results of a systematic mapping study aiming to identify how educational data mining, learning analytics, and collaborative groups have been applied in distance education environments. Articles were searched from 2010 to June 2020, initially resulting in 55,832 works. The selection of 51 articles for complete reading in order to answer the research questions considered a group of inclusion and exclusion criteria. Main results indicated that 53% of articles (27/51) offered intelligent services in the field of distance education, 47% (24/51) applied methods and analysis techniques in distance education environments, 21% (11/51) applied methods and analysis techniques focused on virtual learning environments logs and 5% (3/51) presented intelligent collaborative services for identification and creation of groups. This article also identified research interest clusters with highlights for the terms recommendation systems, data analysis, e-learning, educational data mining, e-learning platform and learning management system.
What Does Black-Body Radiation Mean for Pre-Service Physics Teachers?
Author: Bezen, Sevim
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Scientific Concepts,Radiation,Physics,Concept Formation,Energy,Magnets,Science Teachers,Light

This study aims to determine pre-service teachers' conceptual understanding of black-body radiation. Designed as a qualitative study, it employed a case study design, which is one of the descriptive research methods. The study group consists of 18 pre-service physics teachers enrolled as seniors. An opinion form and a concept map were used as data collection tools. In other words, results were intended to be comparatively examined by using two different qualitative data collection methods. Pre-service teachers' answers were analysed with the help of answer sculptures. At the end of the study, it was determined that while pre-service teachers generally have the correct conceptual structure, they still have some specific gaps in knowledge. It was seen that pre-service teachers have problems with understanding, especially the Wien law and electromagnetic radiation taking place in black-body radiation.
A Meta-Synthesis Research on Knowledge of Pre-And In-Service Science Teachers in Turkey
Author: Kasapoglu, Koray
Date: 2021-00-00
Type: Journal Articles
Subjects: Meta Analysis,Preservice Teachers,Science Teachers,Pedagogical Content Knowledge,Foreign Countries,Technological Literacy,Masters Theses,Doctoral Dissertations,Research Reports,Journal Articles,Databases,Science Instruction,Knowledge Base for Teaching

This research aims to analyses qualitative/mixed studies done between 2015 and 2019 on the knowledge of pre- and in-service science teachers in Turkey. For this meta-synthesis research, 10 Master's and 10 PhD theses, which are available in the archives of Higher Education Council National Thesis Centre, and two full-text articles published in the journals indexed in Google Scholar provided the data. In this research, the contents of these theses and articles are analyzed and synthesized in depth. Results revealed mixed method was mostly used in the studies selected, participants of the studies were mostly pre-service science teachers, the studies especially put more focus on the &quot;technological pedagogical content knowledge&quot; of the pre- and in-service science teachers, and the studies discussed mostly the knowledge levels of pre- and in-service science teachers. The findings of this meta-synthesis call for future qualitative studies which examine the growth of in-service science teachers' &quot;technological pedagogical content knowledge&quot; in particular as well as the level and development of other types of knowledge (&quot;curriculum knowledge&quot;, &quot;knowledge of learners and their characteristics&quot;, &quot;knowledge of educational contexts&quot;, &quot;knowledge of educational ends, purposes, and values and their philosophical and historical grounds&quot;, &quot;technological knowledge&quot;, &quot;technological content knowledge&quot;, and &quot;technological pedagogical knowledge&quot;) of pre- and in-service science teachers.
Assessing Energy Literacy of Iranian Ninth-Grade Students
Author: Bahrami, Samira
Date: 2021-00-00
Type: Journal Articles
Subjects: Energy,Literacy,Science Instruction,Knowledge Level,Grade 9,Rural Schools,Urban Schools,Gender Differences,Parent Background,Educational Attainment,Foreign Countries,Questionnaires,Secondary School Students,Energy Conservation,Student Attitudes,Student Behavior

The extent to which people understand the role of energy in everyday life is called energy literacy. The purpose of this study is to investigate the levels of energy literacy among 393 Iranian 9th-grade students using the 'Energy Literacy Questionnaire' (ELQ) and study the effective factors on their energy literacy. The Mann-Whitney U test, Spearman product-moment correlation, and Z test were used to analyze the data. The results showed that the level of energy knowledge of students is discouragingly low, but students were aware of energy-saving behaviours and they had relatively good attitudes and values towards the energy issues. Gender, school location, and the level of parent's education were the effective factors in the level of energy literacy of students. Male students were better than female students in the behaviour part and rural students had more positive attitudes and values than urban students. Parents' education level was an effective factor in students' level of knowledge in energy.
Effectiveness of Hands-On Activities to Develop Chemistry Learners&apos; Curiosity in Community Secondary Schools in Tanzania
Author: Kibga, Esther S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Chemistry,Hands on Science,Science Instruction,Teaching Methods,Learning Motivation,Secondary School Students,Cooperative Learning,Student Attitudes,Learning Processes,Foreign Countries

Learners' curiosity is among the affective domains of learning that has a great potential to take learning to higher levels and meet the demands of the 21st-century teaching and learning process. This paper assesses how hands-on activities performed using learning materials from learners' immediate environment can enhance learners' curiosity in chemistry lessons. Observing students' hands-on activities during chemistry lessons enabled researchers to monitor the development and expression of curiosity in the actual learning environment. The study involved 169 senior three chemistry students purposively selected from three intact science classes in three community secondary schools from Dar es salaam, Tanzania. We performed a Design-Based Research (DBR) in a convergent mixed method design following a pragmatic stance. We found that learners can better express their curiosity when they collaboratively learn using materials that they are familiar with. Besides, the paired samples t-test performed on the means curiosity indicators from pre and post-intervention Students Self-Reporting Questionnaire (SSRQ) gave t (127) = 22.25, p&lt;0.0005, and the effect size of 0.80 while pre and post-intervention Teacher Rating Scale (TRS) shown t (168) = 13.427, p&lt;0.0005 and effect size of 0.62. Based on these findings it is recommended that educators should put learners at the center of every step of the learning process through hands-on activities to stimulate their learning curiosity.
Effect of 7E Instructional Strategy on the Achievement and Retention of Students in Biology in Public Secondary Schools in Adamawa State, Nigeria
Author: Abdullahi, Shuaibu
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Academic Achievement,Retention (Psychology),Biology,Public Schools,Secondary School Students,Foreign Countries,Grade 11

The abstract should be in Palatino Linotype as the font type, 9 pt., between 150-250 words. The aim of this study was to investigate the effect of the 7E instructional strategy on the achievement and retention of SS II (11th grade) Biology students in public secondary schools in Nigeria. Intact classes of 60 students were randomly selected and denoted as the experimental group, which was taught with the 7E instructional strategy, and the control group, which was taught using the traditional, teacher-centered instruction methods. The data were collected via Biology Achievement in Respiration Test (BART), and analyzed using descriptive statistics and Independent Samples t-test for both variables. The results of the independent-sample t-test for the post-test scores indicated a significant value of p &lt; 0.05 for the achievement variable. Similarly, the statistic indicated a p &lt; 0.05 for students' retention, when taught by the 7E instructional approach. The implication of these findings suggest that the adoption of the 7E instructional approach enhances students' achievement in Biology. The findings also imply that students are able to remember what they were taught, after a time lapse, which enhances their chance of passing examinations. The retention test was administered a month after the post-test.
Relationship between Students&apos; Engagement with Academic Performance among Non-Food Science Students Enrolled in Food Science Course
Author: Sukor, Rashidah
Date: 2021-00-00
Type: Journal Articles
Subjects: Foods Instruction,Learner Engagement,Academic Achievement,Undergraduate Students,Student Attitudes,Public Colleges,Nonmajors

This paper aims to determine the influence of students' engagement on academic performance. A total of 84 non-food science students enrolled in a food science course were chosen to answer the questionnaire. The overall mean of students' engagement was found to be 3.63 (SD = 0.24). Respondents were found to be more engaged in social engagement ([x-bar]= 3.98, SD = 0.63), followed by emotional engagement ([x-bar]= 3.96, SD = 0.52), behavioural engagement ([x-bar]= 3.46, SD = 0.44) and cognitive engagement ([x-bar]= 2.80, SD = 0.28). Results showed significant positive relationship between overall students' engagements with academic performance (r = 0.312; p &lt; 0.001). Two components of students' engagement, i.e., emotional engagement (r = 0.529**; p &lt; 0.001) and cognitive engagement (r = 0.391; p &lt; 0.001), both showed positive relationship to academic performance. Multiple linear regression analysis showed that emotional domain contributed to 38.6% of variation on students' performance, hence plays a vital role in students' academic performance.
Examination of High School Students&apos; Engineering Design Skills: Example of Electromagnetism
Author: Ergül, N. Remziye
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,Engineering Education,Design,Content Analysis,Case Studies,Physics,Science Programs,Problem Solving,Grade 11,Creativity,Foreign Countries,Student Attitudes

In the secondary and high school science program implemented in Turkey in 2018, the importance of engineering and design skills is underlined under domain-specific skills. The purpose of this study, in which case study method, one of the qualitative research methods, is used to examine the engineering design skills of high school students within the scope of a real-life problem. In the study, an engineering design-based problem of making electromagnets was given to high school students, and the study was carried out five weeks. During the solution process of the problem, the students were expected to accept themselves as an engineer and solve the given daily life-based problem from this perspective. The study group consists of 28 volunteer high school students attending at the 11th grade in a state high school. The data of the study (written documents) were evaluated by the researchers with a content analysis approach. According to the results, it was determined that the students were able to deal with the real-life problem from different dimensions and come up with appropriate solutions. In addition, when the students' drawings were examined, it was observed that they exhibited their creativity. Still, it was observed that the applicability of these drawings was low and far from technical details. Another finding is that they are not successful in using scientific knowledge and making calculations. [This study was presented as an oral presentation of the International Conference on Science, Mathematics, Entrepreneurship and Technology Education, held in Izmir, Turkey on 12-14 April 2019.]
Technological, Pedagogical, Content Knowledge (TPACK) Research Trends: A Systematic Literature Review of Publications between 2010-2020
Author: Dewi, Novi Ratna
Date: 2021-00-00
Type: Journal Articles
Subjects: Technological Literacy,Pedagogical Content Knowledge,Trend Analysis,Science Education,Faculty Development,Technology Integration,Information Technology,Teaching Methods,Periodicals,Research Reports,Citation Analysis,Authors,Foreign Countries

The objective of the article review was to investigate research trends related to the TPACK topic, which is particularly useful for developing teacher learning abilities in line with the period of the industrial revolution 4.0, which uses a lot of technology integration in learning. This study is a TPACK systematic literature review out of 184 journal articles indexed by Scopus, published between 2010 and 2020. Findings show the countries that are the most TPACK research areas are Turkey and the United States. TPACK's research-related articles are published mostly in technology-based education-oriented journals. There are still a few journals based on science education research that publish articles on TPACK. Topics about the components of knowledge in TPACK are the most researched, namely Knowledge, Technology, Content, and Pedagogical. The least studied is development and integration, which means that these two topics have not been of much interest to researchers in the last ten years. From several analyses in this literature review, we suggest various references and reference centers of TPACK in science education and formulate what topics need to be researched for further research.
Gender Differences in Omani Students&apos; Perception of the Pedagogical Content Knowledge of Their Science Teachers as Appeared in Reality and Students&apos; Preferences
Author: Ambusaidi, Abdullah K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Preferences,Gender Differences,Pedagogical Content Knowledge,Student Attitudes,Foreign Countries,Grade 10,High School Students,Teacher Characteristics,Personality Traits,Science Achievement,Educational Environment,Science Instruction,Science Teachers

The purpose of this study was to investigate gender differences in Omani 10th-grade students' perception of their science teachers' Pedagogical Content Knowledge (PCK) in both realities and as they desired. Two versions of electronic questionnaires consisting of sixteen main items were designed to achieve the aims of this study. These two versions were administrated to 1445 randomly selected students from various schools at four educational governorates in Oman. For the first version, 46.7% of the participants were female students and 53.3% were male students; whereas, for the second version, 54.7% were female and 45.3% were male. The results showed that Omani male students gave a higher appreciation of &quot;the actual PCK&quot; in most elements compared to female students for &quot;the actual pedagogical knowledge of their teachers&quot; except for two elements which were &quot;fun and simple in their personality&quot; and &quot;inform students' parents about their progress and achievement in science&quot;. This estimation seemed to be unrealistic for male students because it did not reflect their real achievement. The results also demonstrated variation in preferences related to the learning environment between male and female students. Male students preferred a competitive environment, while female students preferred a collaborative and open environment. In the light of current research's results, some recommendations were proposed such as conducting teacher training programs about supportive learning environments in their classroom and doing furthermore studies related to PCK in the science field.
HOTs Multiple Choice and Essay Questions: A Validated Instrument to Measure Higher-Order Thinking Skills of Prospective Teachers
Author: Maryani, Ika
Date: 2021-00-00
Type: Journal Articles
Subjects: Thinking Skills,Multiple Choice Tests,Essay Tests,Preservice Teachers,Elementary School Teachers,Science Tests,Natural Sciences,Test Construction,Content Validity,Construct Validity,Test Reliability,Item Response Theory,Test Items,Goodness of Fit,Difficulty Level

Higher-order thinking skills (HOTs) are very crucial thinking skills needed by teachers to train students to develop 21st-century learning. This study aimed to develop Multiple Choice and Essay Questions to measure the HOTs of the prospective teachers of the elementary school education department. This study used a 4-D model by Thiagarajan which involved experts at natural science, evaluation studies, and primary school pedagogy in the content validation. We also involved 156 prospective teachers as the test subjects. The assessment of instrument quality by experts showed that the question quality was very good. This research succeeded in developing 10 multiple choice questions and 5 essays. The validity test by Rasch Model showed that there were 7 multiple choice questions classified as fit, and 3 questions were classified as a misfit, while the 2 essay questions are invalid and the other (3 questions) as valid. The reliability test with KR-20 on multiple-choice questions and Cronbach's alpha for the essay questions resulted reliable questions. The discrimination index showed discarded, sufficient, good, and very good. The item difficulty index showed that 3 questions are moderate (num 7, 1, 5) and 7 questions are difficult (num 4, 10, 6, 3, 2, 8, 9). The distractor efficiency showed that 59.2% of distractors worked, and 40.8% did not work. This instrument can be used to analyze prospective teachers' HOTs. This data can be used as the reference for developing competency improvement programs for prospective teachers, for example through the HOTs-oriented learning models.
Investigating the Effects of Argument-Driven Inquiry Method in Science Course on Secondary School Students&apos; Levels of Conceptual Understanding
Author: Kacar, Sevinç
Date: 2021-00-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Science Instruction,Concept Formation,Scientific Concepts,Energy,Physics,Comparative Analysis,Secondary School Students,Science Tests,Teaching Methods,Content Analysis,Correlation,Cooperative Learning,Persuasive Discourse,Foreign Countries

This study aimed to determine the effects of the argument-driven inquiry learning method on students' conceptual learning in science education. The study is conducted with embedded mixed-methods research design from mixed research methods. The study was conducted with 64 7th-grade students consisting of 31 students in the experimental group and 33 students in the control group from a public school in the Aegean Region in Turkey. The unit &quot;electrical energy&quot; was taught using the argument-driven inquiry learning method in the experiment group, and the 2013 science curriculum and activities in the control group. The quantitative data collection tool used in this research was the &quot;Conceptual Learning Test&quot; while the qualitative data collection tools used were daily student reflections, research observation notes. To determine students' conceptual learning, of non-parametric tests, the Wilcoxon Z test was used for within-group comparisons and the Mann-Whitney U test was used to compare groups. For qualitative data analysis, descriptive analysis and content analysis were used based on the situation. According to the analysis of data, a significant difference in favor of the experiment group was observed in students' conceptual learning. The reason for the positive change in experiment group students' conceptual understanding was that the method presents an opportunity for students to explore information (the conceptual relationships by exploring the effects of the variables within the cases), discuss information within the group and out-group peers, and structurize. In conclusion, the current study might contribute to using the argument-driven inquiry learning method in a science course to literature and shed light on new studies.