ethanporcaro/eric-fulltext-meta huggingface dataset:
Determination of Prospective Science Teachers&apos; Level of Knowledge about Thermodynamics and Their Reasoning with Daily Life Examples
Author: Ültay, Eser
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Knowledge Level,Thermodynamics,Thinking Skills,Foreign Countries,Environmental Education

This study aimed to determine the relationships that prospective science teachers have established between thermodynamics and environmental problems. The study was conducted with the case study method. The sample consisted of 74 senior prospective science teachers selected by purposive sampling and studied in Science Teaching Department in the faculty of education of a state university in Turkey in the spring semester of the 2018-2019 academic year. The data collection tool consisted of two parts: The first part included four open-ended questions. It was the questionnaire in which the prospective science teachers were asked to explain the laws of thermodynamics. In the second part, eleven open-ended questions were expected to be explained the given environmental problems by the laws of thermodynamics. As a result of the study, prospective science teachers were found to have difficulty applying thermodynamics laws to daily events or environmental problems.
Promoting Student&apos;s Problem-Solving Skills through STEM Project-Based Learning in Earth Layer and Disasters Topic
Author: Kartini, Firdha Sarah
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Solving,Skill Development,STEM Education,Active Learning,Student Projects,Earth Science,Natural Disasters,Geographic Regions,Risk,Instructional Effectiveness,Grade 7,Early Adolescents,Foreign Countries

Located in the Pacific Ring of Fire, Indonesia is endangered by natural disasters. Through the changing of learning activity in a proper way by the application of STEM Project-Based Learning, future generations are expected to develop the knowledge and thinking skill to solve the problem. Therefore, this study aimed to investigate implementing STEM Project-Based Learning on student's Problem-Solving Skills. This research used a Pre-Experiment method with a One-Group Pretest-Posttest design and essay questions as data collection tools. In this research, 30 7th-grade students at one school in Bandung, Indonesia, were chosen as the participants. The data analysis showed significant improvement between student's Problem-Solving skills pretest and post-test (N-Gain=0.73). In addition, Idea-Finding is the most significant improvement during the Fact-Finding on the lowest. Based on the result, STEM Project-Based Learning is recommended to improve students' Problem-Solving Skills since they can use their integrated knowledge to solve a real-world problem.
The Effectiveness of the Science Experimental Guidebook on the Conceptual Understanding of Students with Learning Disabilities
Author: Çoruhlu, Tülay Senel
Date: 2021-00-00
Type: Journal Articles
Subjects: Guides,Worksheets,Science Experiments,Scientific Concepts,Concept Formation,Students with Disabilities,Learning Disabilities,Elementary School Students,Grade 4,Instructional Effectiveness,Mainstreaming,Hands on Science,Active Learning,Technology Integration,Handheld Devices,Freehand Drawing,Foreign Countries

This study aimed to develop a science experiments guidebook (based on discussion method and enriched worksheet) for fourth grade mainstreamed students with learning disabilities and to investigate its effect on their conceptual understanding of the &quot;Matter and its Nature&quot;, &quot;Living Things and Life&quot;, &quot;Physical Events&quot; and &quot;Earth and The Universe&quot; learning domains. Furthermore, mixtures, sieving, filtration, magnetism (Matter and its Nature), recycling (Living Things and Life), simple electrical circuit (Physical Events), and fossil (Earth and The Universe) concepts/issues were determined. Since the aim is to investigate the conceptual understanding of five 4th grade students with learning disabilities, the case study method was used. Conceptual understanding tests, drawing tests, and semi-structured interviews were used as data collection tools. The science experiments guidebook was presented to the students in worksheet format. Besides, worksheets were enriched with avatar images, mobile applications (QR codes), hands-on experiments, and active learning techniques (brainstorming, buzz 22, aquarium, and snowball). As a result of the research, it can be said that the science experiments guidebook had a positive effect on the conceptual understanding of students with learning disabilities.
Differentiated Instruction in Information and Communications Technology Teaching and Effective Learning in Primary Education
Author: Palieraki, Stefania
Date: 2021-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Instructional Effectiveness,Information Technology,Foreign Countries,Student Evaluation,Learner Engagement,Teacher Attitudes,Elementary School Teachers

This article presents the findings of an action research study that evaluated the effectiveness of differentiated instruction in the subject of Information and Communications Technology (ICT) in primary education in Greek primary schools. Effective teaching poses a challenge to all educators in all educational levels. The subject of ICT poses multiple challenges to educators due to its applied nature, the limited allocated time and the diverse needs of the students. A differentiated teaching intervention was designed and applied from January to March 2020 to 113 upper elementary students from two elementary schools in Athens. The findings of the research highlight the improvement of the quality of the students' assessment and the level of students' active participation due to differentiated instruction. Furthermore, the strategy of flexible grouping, the technique of &quot;thumb it up&quot; cards and the applied differentiated working routine proved to be highly effective. Lastly, the implementation of asynchronous working combined with hierarchical learning activities proved to be challenging to the educator due to its complexity. Based on these findings, the article discusses the importance of further research in the systematic implementation of differentiated instruction in mixed ability classrooms and in multiple subjects.
Identifying Students at Risk to Academic Dropout in Higher Education
Author: Gallego, María Gómez
Date: 2021-00-00
Type: Journal Articles
Subjects: Identification,At Risk Students,Potential Dropouts,Cognitive Processes,Learning Strategies,Predictor Variables,Academic Achievement,College Freshmen,Foreign Countries,Intelligence Tests,Intelligence,Attention

A main goal of the university institution should be to reduce the desertion of its students, in fact, the dropout rate constitutes a basic indicator in the accreditation processes of university centers. Thus, evaluating the cognitive functions and learning skills of students with an increased risk of academic failure can be useful for the adoption of strategies for preventing and reducing school dropout. In this research, cognitive functions and learning skills in 284 university students were evaluated. Academic performance predictors were identified, and conglomerates analysis was carried out to establish groups according to those variables. The stability and validity of the conglomerates were tested with discriminant analyzes and comparison tests. The variables associated significantly to academic performance were: attention, intelligence, motivation, metacognition and affective components. The conglomerate analysis suggested a three-group solution: (1) students with cognitive skills of moderate to high, but deficient learning strategies; (2) students with cognitive and learning capabilities of moderate to high; (3) students with cognitive functions low and moderate learning capacity. Students from groups 1 and 3 showed worse academic performance; 83.3% of students at risk of desertion belonged to such groups. Two groups of students have been identified with the highest risk of academic failure: those with poor cognitive capacity and those with bad learning skills.
Career Exploration as Social and Emotional Learning: A Collaborative Ethnography with Spanish Children from Low-Income Contexts
Author: Romero-Rodríguez, Soledad
Date: 2021-00-00
Type: Journal Articles
Subjects: Career Exploration,Social Emotional Learning,Foreign Countries,Low Income Students,Psychological Patterns,Elementary School Students,Social Influences,Family Relationship

Children's career exploration is a critical aspect of career development. Through it, children explore the interplay between their different life roles, including those related to work (in a broad sense), learning, and education. Through career exploration, children can (re)construct the emotions derived from the interactions between personal and contextual factors by giving meaning to life experiences. This process involves cognitive and affective activities. Evidence suggests that children from low-income contexts are more likely to drop out of school and show lower educational aspirations. Providing career exploration interventions introduces an intentional learning that allows children to develop a higher level of career awareness and increase their aspirations for the future. The sample analyzed consisted of students between 6 and 8 years old from a low-income school in Seville (Spain). The data collection methods used have been those of collaborative ethnography (e.g., unstructured interviews, student productions, and photographs). Co-analysis was the chosen method for systematizing the information used in this research. Our results have revealed a system of influences which plays an important role in the different contexts and emotions that the children derive from their interactions with different spaces and socialization agents. In short, through career exploration, children mobilize exploratory behaviors, providing emotional responses. Collaborative ethnography has been shown to be a valid process for research on career exploration as social and emotional learning.
Exploring Academic Self-Concepts Depending on Acculturation Profile. Investigation of a Possible Factor for Immigrant Students&apos; School Success
Author: Lilla, Nanine
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Achievement,Self Concept,Acculturation,High School Students,Adolescents,Immigrants,Correlation,Grades (Scholastic),Gender Differences,Socioeconomic Background,Track System (Education),Secondary School Students,Grade 9,Foreign Countries

Academic achievement and academic self-concepts are reciprocally related; hence, investigating academic self-concepts should offer a potential approach for gaining a better understanding of immigrant students' (lack of) school success. Proposing that immigrant students' acculturation orientations need to be taken into account, in this study, we empirically investigate whether immigrant students' general and domain-specific academic self-concept facets differ from those of non-immigrant students depending on their acculturation profile. Based on data from the German National Educational Panel Study (NEPS), we find initial indications that immigrant students' academic self-concept facets are subject to their acculturation profile. The idea that acculturation may influence the known comparisons relevant for self-concept development will be discussed.
Delivering Music Education Training for Non-Specialist Teachers through Effective Partnership: A Kodály-Inspired Intervention to Improve Young Children&apos;s Development Outcomes
Author: Ibbotson, Lindsay
Date: 2021-00-00
Type: Journal Articles
Subjects: Music Education,Faculty Development,Lay Teachers,Program Effectiveness,Intervention,Young Children,Child Development,Foreign Countries,Partnerships in Education,Early Childhood Teachers,Teacher Attitudes

A priority area identified by the Department of Education (England) and the Economic Social and Research Council is the development of teachers, especially in primary music education where the limited opportunities for training offered by teacher training providers have raised concerns. This paper reports on an evaluation of a collaborative partnership training of non-specialist teachers, using a Kodály-inspired pedagogy to teach music in a classroom setting. Participants included 54 teachers (and 1492 pupils, aged 5-6), selected from 55 schools, as part of a large randomised control trial (RCT) in the north of England. This paper presents findings from a qualitative study that was conducted alongside the RCT, but which was not part of the RCT itself or the RCT's implementation and process evaluation. Results from the study, which include a pre-post survey of teachers, focus group interviews and reflective journals, suggest promising effects on teachers' pedagogical skills, their self-efficacy and competence, and children's self-confidence and disposition for learning.
Addressing Collaboration Challenges in Project-Based Learning: The Student&apos;s Perspective
Author: Hussein, Bassam
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Active Learning,Student Projects,Barriers,Student Attitudes,Graduate Students,Engineering Education,Management Systems,Soft Skills,Group Dynamics,Scheduling,Teamwork,Ambiguity (Context),Time Management,Needs Assessment,Foreign Countries

Project-based learning has been explored in a variety of contexts and different phases of education. Several implementation challenges are associated with project-based learning. Among these challenges is ensuring collaboration between students enrolled in a project assignment. The purpose of this study was to present several practical insights on how to tackle collaboration challenges in project-based learning. The study is based on the qualitative analysis of 67 reflections reports submitted by students who were enrolled in a project-based learning assignment in engineering education. The results suggest that collaboration challenges can be traced to priority conflicts between students as well as to the uncertainty in the project assignment. The results further suggest that these challenges can be successfully addressed by applying a structured project-management approach to planning, communication, and follow up. In addition, the findings suggest this structured approached should be supported by a mindset that recognizes the importance of adaptations and flexibility as the project develops. Moreover, the findings suggest that a collaboration environment based on inclusion, openness, and support enables students to respond to emerging problems and disagreements. The paper outlines several recommendations on how to improve students' collaboration ability within project teams in the context of project-based assignments.
Fostering Artistic Reflection Skills in Student Pre-School Educators Seen as Artistic Competence Development
Author: Savluk, Halyna
Date: 2021-00-00
Type: Journal Articles
Subjects: Reflection,Evaluative Thinking,Observation,Thinking Skills,Skill Development,Teaching Methods,Instructional Effectiveness,Preservice Teacher Education,Preservice Teachers,Undergraduate Students,Student Satisfaction,Preschool Education,Preschool Children,Measures (Individuals),Test Validity,Art Education,Competency Based Education,Foreign Countries

The purpose of the study is to identify how the instructional model influences students' reflective disposition and how the students perceived the intervention. The study addressed the research questions through the 'Artistic Reflection Scale' for student pre-school educators that consisted of four domains such as students' observation skills, critical analysis skills, evaluation skills, and the occupation application of artistic reflection, and the course satisfaction questionnaire. The study found that the technology of artistic reflection and image creation was effective in fostering students' artistic reflective thinking comprising observation skills, critical analysis, their art output evaluation skills with a focus on sharing their reflective experience with the preschoolers. The artistic reflection scale was proved to be a reliable instrument in measuring students' reflective thinking skills. The study found a change in the artistic reflective skills of the experimental group students was substantially greater than in the students of the control group. After the intervention, there was a shift from the basic level of artistic reflection to the higher levels in the experimental group students, and the proportion of the students being at this stage reduced, while the other proportions increased.
How Is the Origin of the Cold War Depicted in Turkish History Textbooks?
Author: Sungur, Hasan
Date: 2021-00-00
Type: Journal Articles
Subjects: War,World History,Foreign Countries,History Instruction,Textbooks,Textbook Evaluation,Secondary Education,International Relations

The primary purpose of this article is to analyze how the origin of the Cold War is represented in Turkish history textbooks for general secondary school education for the twelfth grade. The author examined three history textbooks, which are only approved by the Ministry of National Education (MoNE) for teaching the course of Contemporary Turkish and World History. This research applied content analysis, including narratives and visual interpretation of the origins of the Cold War, and also the events regarding the emergence of Soviet Bloc and Western Bloc in high school history textbooks in Turkey. Findings indicate that treatments of the origin of the Cold War in Turkish history textbooks are remarkably similar in many ways. The traditional approach of the origin of the Cold War, which depicts the Soviet Union as an aggressive power whose primary purpose was to expand Communism to the world, constitutes the dominant narrative in Turkish history textbooks. The representation of the United States is very positive. All textbooks underline that the United States played a crucial role in solving many problems in many different parts of the world to prevent the expansion of Communism.
Self-Regulated Learning Strategies of Learners of English in a Turkish State University to Improve Their Language Proficiency
Author: Tomak, Burak
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Strategies,Independent Study,English (Second Language),Second Language Learning,Foreign Countries,College Students,Language Proficiency,Language of Instruction,Measures (Individuals)

In today's world, it is recognized that learners should be in charge of their own learning. Therefore, language learners are expected to regulate their language learning process. This study aimed at investigating the self-regulation process a group of language learners at A1 level went through during a one-year English prep program they attended at a state university in Turkey. The students were to get English medium instruction (EMI) in their departments if they passed the English proficiency exam at the end of the year. Ten participants were selected based on the results of Strategy Inventory for language learning (SILL) (Oxford, &amp; Burry-Stock, 1995), which was applied on 169 English language students who started their language learning with A1 level. On the basis of the questionnaire results, three students were selected from the higher average learners, three students were selected from below average learners and four students were chosen from average learners. These ten participants were interviewed twice: at the end of the first term and the second term. It was found that learners who were highly self-regulated had both self-study time and evaluated their development in terms of linguistic competence. Based on the findings, it can be suggested that learners must monitor their language development and plan their own learnings accordingly.
Investigating Humor Integration in Tunisian Tertiary English Classes: A Comparative Study of Teachers&apos; and Learners&apos; Perceptions
Author: Fki, Najla
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Student Attitudes,Humor,Teaching Methods,College Faculty,College Students,English (Second Language),Majors (Students),Gender Differences,Instructional Effectiveness,Preferences,Teacher Improvement,Intellectual Disciplines

This study examines lecturers' and learners' perceptions on humor use in Tunisian tertiary classrooms, focusing specifically on the English major. The ultimate aim is to explore the types and frequency of humor use on the one hand and whether teachers regard humor in the same light as their students on the other. To this purpose, a mixed-methods approach consisting of questionnaires and semi-structured interviews is adopted to collect quantitative and qualitative data for analysis. The findings revealed that, in terms of frequency, humor is used by all interviewed teachers irrespective of their gender. Yet, the general percentage of humor use remains moderate and limited to specific oral subjects as confirmed by the students. The results also indicated the participants' agreement on the efficiency and preference of verbal, spontaneous and relevant humor types. However, it has been shown that the lecturers use a very limited repertoire of humor forms, neglecting jokes which are more appreciated by their students. Inconsistencies between the participants' responses are further traced at the level of their attitude towards humor use in class. While most of the teachers believe that the merits of humor are undeniable, they expressed skepticism and discomfort in dealing with this tool in class. To overcome these lacunas, this study builds on the students' recommendations to improve their teachers' practices and can therefore be a starting point for EFL curriculum designers in Tunisia to revise current materials for a better humor integration in higher education.
Australian Postgraduate Student Experiences and Anticipated Employability: A National Study from the Students&apos; Perspective
Author: Cook, Elizabeth J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Experience,Student Satisfaction,Employment Potential,Career Development,Career Guidance,Student College Relationship,Education Work Relationship,Self Efficacy,Academic Aspiration,Negative Attitudes,Foreign Countries

Postgraduate students are navigating a rapidly evolving landscape for their future careers. In this context, higher education providers are responsible for supporting and monitoring postgraduate (masters and doctoral) students' development for both education and employability contexts. This empirical research provides a rich analysis of feedback breakfasts, focus groups and interviews with 319 postgraduate student participants from 26 universities. Emergent themes highlight widespread lack of confidence in university-mediated student experiences, particularly in the context of employability, and pessimism regarding career outcomes. Students expressed a view that higher education providers need to direct further attention and relevant supports toward postgraduate education. Future career despondency was particularly prevalent among students with academic aspirations. The findings are discussed using the theoretical framework of eudemonia and flourishing as an approach to revitalising and improving both the process and outcomes of postgraduate education. The paper concludes with practical recommendations for universities to improve the postgraduate student experience in the context of employability.