ethanporcaro/eric-fulltext-meta huggingface dataset:
Kaizen Perspective in Curriculum Development
Author: Duran, Volkan
Date: 2020-00-00
Type: Journal Articles
Subjects: Curriculum Development,Educational Improvement,Educational Principles,Foreign Countries,Total Quality Management,Models,Philosophy,Asian Culture,Extracurricular Activities,National Curriculum,Collectivism,Teacher Empowerment,Student Empowerment

Kaizen is the combination of the words kai (change) and zen (better) in Japanese. It means change for the better, continuous improvement (Albayrak, 2019). In Japan, Kaizen is a task for all staff and stakeholders. Kaizen can be regarded as the reflection of two different perspectives on management in terms of two distinct cultures. The difference between these two approaches is that the Western perspective focuses on the result of the premise while Japanese perspective zeroes on the process. While it is aimed to solve the problems by the stakeholders in different positions in terms of Western perspective, it is common to solve them together in Kaizen philosophy. This kind of habit of putting the hand under the stone has brought success in competition for Japan in business and manufacture. Hence, in this study it is aimed to investigate the basic principles of the Kaizen approach in terms of curriculum development and its principles, so the questions given as follows are sought: 1. What are the core principles of the Kaizen approach? 2. How the Kaizen approach is applied in different branches as well as education? 3. What kind of a curriculum development model can be suggested to improve the Kaizen approach in curriculum and development process? Therefore, Kaizen principles will be examined through document analysis technique in order to reveal core principles of it in the context of curriculum development models as well as proposing curriculum development model based on Kaizen approach. It can be inferred that the core principles of the Kaizen approach have many similarities and differences with curriculum and development approaches.
Evaluation of Preservice Teachers&apos; Skills in Solving Non-Routine Mathematical Problems through Various Strategies
Author: Usta, Neslihan
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Evaluation,Preservice Teachers,Mathematics Skills,Problem Solving,Secondary School Teachers,Mathematics Teachers,Foreign Countries,Word Problems (Mathematics)

This study aims to investigate how the different solutions, problem-solving strategies, and the number of strategies used by the preservice secondary school mathematics teachers on non-routine mathematical problems change according to grade levels. This study was conducted with 152 preservice teachers studying at the department of elementary mathematics education of a state university located in the Western Black Sea region in Turkey. The purposeful sampling method was used to select the participants. A 12-question test with non-routine problems was used as the data collection tool. Content analysis, one of the qualitative data analysis techniques, was used for analyzing the data. The results indicated that the preservice teachers at each grade level generally proposed single solution and more than half of them had difficulties in finding solutions to the problems. It has been observed that the most used strategies of the preservice teachers are the strategies of reasoning, prediction-control, finding a correlation, formation-testing, systematic listing, drawing, and forming equations in all grade levels.
Investigation of Self-Esteem Levels of the Candidates Participated in Special Talent Exam
Author: Ozmutlu, Ilker
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Esteem,Foreign Countries,College Students,Self Concept Measures,Talent Identification,Aptitude Tests,Gender Differences,Student Evaluation

The purpose of study is to investigate the self-esteem levels of the candidates who participated in the special talent exam (STE) through various variables. The study group consists of 129 female and 649 male, 778 participants in total attending STE conducted by Tekirdag Namik Kemal University School of Physical Education and Sport in 2018. In the research conducted with the relational screening model method, personal information form developed by the researcher and &quot;Rosenberg Self-Esteem Scale&quot; developed by Rosenberg (1965) whose Turkish adaptation studies were carried out by Cuhadaroglu (1986) have been used in order to determinate self-esteem levels of the participants in STE. The scale consists of 10 items in 4 point Likert type. Cronbach Alpha coefficient for reliability is 0.81. At the end of the study; it was found that there was no significant relationship between the self-esteem levels of the candidates and gender variable, TYT (Basic Proficiency Test) score, geographical region of residence and the high school type of graduation. A positive and low level of relationship was found between the self-esteem levels of the candidates and the sports branch variable.
Teachers&apos; Readiness for a Statewide Change to PjBL in Primary Education in Qatar
Author: Du, Xiangyun
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,Readiness,Educational Change,Curriculum Implementation,Active Learning,Student Projects,Public Schools,Educational Policy,Elementary School Teachers,Self Efficacy,Teacher Competencies,Positive Attitudes,Teacher Attitudes,Administrator Attitudes,Principals,Professional Development,Barriers,Teaching Conditions,Adjustment (to Environment)

This study investigated the readiness of teachers towards implementing project-based learning (PjBL), mandated by a top-down policy at the national level, in Qatari government primary schools. With multiple qualitative data, the study reported a lack of readiness among teachers at the initial stage of change. Despite good intentions, the change message was not successfully communicated to the change recipients, i.e., teachers. Teachers' lack of understanding of PjBL served as a major reason for difficulties encountered, including their low confidence in implementing PjBL and their inability to recognize the appropriateness or acknowledge its potential benefits. Nevertheless, teachers from a supportive school environment reported positive attitudes and perceptions of valence. Accordingly, system support and effective professional development are crucial for teacher readiness to implement PjBL.
Traumatic Experiences and Collectivist Coping Styles of University Students in Turkey
Author: Altun, Fatma
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Trauma,Coping,Undergraduate Students,Family Influence,Religion,Natural Disasters,Death,Health,Gender Differences,Sexual Abuse,Violence,Accidents,Injuries,Crime,Emotional Response,Student Behavior,Collectivism

Several taxonomies have been suggested to classsify coping styles, yet collectivist and individualist are the two fundamental types currently being adopted in research on coping styles. In this respect, the main purpose of this study was to examine the collectivist coping styles of university students who have traumatic life experiences. The sample of the study consisted of 508 (Female=333, Male=161, Unspecified=14) undergraduate students in Turkey. The findings of the study revealed that the most frequently experienced traumatic life events were &quot;death/illness of a loved one&quot;, &quot;breakup with significant others&quot;, &quot;unwanted sexual activity/coercion/sexual assault&quot; and &quot;academic pressure/suspension of school&quot;, respectively. One striking finding of the study was that 65.6% of the participants experienced only one traumatic event, 16.1% had two incidents, 10.6% had three and 7.7% had four or more traumatic events. Another noteworthy finding of the the study revealed that &quot;Family Support&quot; and &quot;Religion and Spirituality&quot; styles were referred with the lowest frequency in traumatic events of sexual content; however, these two styles were highly preferred and effective in traumatic events such as natural disaster, death of a loved one, and personal illness. It was further found that women experienced significantly more traumatic events involving sexual and physical violence, whereas men experienced major accident, natural disaster, or witness to an injury of another person or physical violence. It was found that women who had traumatic experience used &quot;Religion and Spirituality&quot; dimension significantly more than men. The results revealed that collectivist coping styles are widely used among Turkish university students and that the preferred coping style differs depending on gender and the traumatic situation.
Thinking Critically about Critical Thinking and Problem-Based Learning in Higher Education: A Scoping Review
Author: Thorndahl, Kathrine Liedtke
Date: 2020-03-00
Type: Journal Articles
Subjects: Critical Thinking,Problem Based Learning,Higher Education,Databases,Correlation,Teaching Methods,Search Strategies,Research Reports,Classification,Thinking Skills,Instructional Effectiveness

It is often assumed that problem-based learning is an effective approach for fostering the development and/or improvement of students' critical thinking. To shed light on the connection between problem-based learning and critical thinking, this scoping review maps out how the notion of critical thinking is conceptualized in relation to problem-based learning in the literature about problem-based learning in the context of higher education. Eight academic databases were searched and a total of 66 peer-reviewed articles were identified as eligible for review. Our findings indicate that there is a plurality of positions regarding the meaning of critical thinking and the concept's relation to problem-based learning. What is more, more often than not, no explicit explanation for why this connection is thought to exist is presented.
Problem-Oriented Project Work and Problem-Based Learning: &quot;Mind the Gap!&quot;
Author: Servant-Miklos, Virginie
Date: 2020-03-00
Type: Journal Articles
Subjects: Student Projects,Active Learning,Teaching Methods,Problem Based Learning,Small Group Instruction,Comparative Analysis,Models,Medical Education,Engineering Education,Teacher Role,Comparative Education,Foreign Countries,Program Descriptions,Learning Processes,College Faculty,Educational Principles,Case Studies,Universities,Higher Education

This paper addresses one of the major confusions in the study and practice of problem-based learning today, namely the use of the term &quot;problem-based learning&quot; to refer to both the small-group tutorial method pioneered by McMaster University and Maastricht University in medical education, and the problem-oriented project-work method developed in Denmark at the universities of Roskilde and Aalborg, which has gained prominence in recent years in the field of engineering education. This paper offers a comparison of the models using a thematic analysis of key elements of PBL, namely the nature of problems, the role of teachers, the nature of the educational process, and the underlying principles of the method, to conclude on a discussion of the causes of the confusion taking place today, and its potential ramifications for the study and practice of PBL in the future.
Bridging Academic Disciplines with Interdisciplinary Project-Based Learning: Challenges and Opportunities
Author: Warr, Melissa
Date: 2020-03-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Student Projects,Active Learning,Teaching Methods,Creativity,Problem Solving,Skill Development,Design,Studio Art,Student Motivation,Communication Skills,Cooperative Learning,Social Change,Program Descriptions,Foreign Countries,Poverty,Travel,Academic Libraries,College Faculty,Communications,Business Administration Education,College Students,Student Attitudes,Educational Experience,Mentors,Time Management,Teamwork,Learning Motivation,Interpersonal Competence,Editing,Authentic Learning,Computer Games

This article describes the implementation of an interdisciplinary design studio as a means to teach creative problem-solving through project-based learning. &quot;Learning and Innovation Skills&quot; has been designated as a core skill that students need to be successful in today's world, and project-based learning is one approach to helping students develop these skills. After describing the early genesis and development of the interdisciplinary design studio, the article describes results of initial research into the students' experiences in studio courses. Students described courses as flexible and reported high levels of motivation stemming from the authenticity of the problems. Because of the interdisciplinary nature of the studio, some students described deepening disciplinary skills while at the same time being exposed to cross-disciplinary skills. They believed the courses helped develop interdisciplinary collaboration, creativity, and communication skills.
Comparing How Different Inquiry-Based Approaches Impact Learning Outcomes
Author: Tawfik, Andrew A.
Date: 2020-03-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,Outcomes of Education,Problem Based Learning,Case Method (Teaching Technique),Lecture Method,Knowledge Level,Thinking Skills,Self Efficacy,Concept Formation,Undergraduate Students,Problem Solving,Teacher Guidance,Student Centered Learning

To date, there are currently many variations of inquiry-based instruction including problem-based learning (PBL), lecture prior to problem solving, and case-based learning (CBL). While each claim to support problem-solving, they also include different levels of student-centeredness and instructor support. From an educational perspective, further clarity is needed to determine which model best supports learning outcomes such as conceptual knowledge, causal reasoning, and self-efficacy. While various meta-analyses have been conducted to ascertain how inquiry-based instruction compares with lecture-based approaches, there are few studies that directly compare these methods. To address this gap, this study looked at the effects of PBL, lecture prior to problem-solving, and CBL on students conceptual knowledge, causal reasoning, and self-efficacy (N = 91). While no significant difference was found on self-efficacy, the results found that learners in the PBL group performed highest on conceptual knowledge. In terms of causal reasoning, the PBL group outperformed other conditions on correctly identified connections. However, the PBL condition also had the highest number of incorrectly identified concepts. Implications for theory and practice are also discussed.
Design, Development, and Evaluation of a Teacher Workshop Enhanced with DNA Instructional Cases to Impact Content Knowledge and Confidence
Author: Shuster, Michèle
Date: 2020-03-00
Type: Journal Articles
Subjects: Workshops,Genetics,Case Method (Teaching Technique),Pedagogical Content Knowledge,Self Efficacy,Professional Development,Inservice Teacher Education,STEM Education,Relevance (Education),Program Effectiveness,Problem Based Learning,Active Learning,Summer Programs,Elementary School Teachers,Middle School Teachers,Biological Sciences,Expertise,Curriculum Implementation,Hispanic American Students,Learner Engagement,Teacher Attitudes

In an effort to address K-8 teacher confidence in STEM and increase basic genetics knowledge to a level consistent with its importance in society, we have developed, implemented, and evaluated a 7-day teacher professional development workshop. The overarching goal of our workshop is to facilitate the implementation of innovative DNA-based classroom activities in K-8 classrooms by (i) increasing teacher content knowledge, (ii) increasing teacher confidence in teaching STEM, and (iii) developing teacher interest in using engaging activities, so they are empowered to teach new content in compelling ways. We relied on case-based learning to provide relevance and context to scientific content that was not initially familiar to many of the teachers. Here we describe the workshop and its evaluation. Overall results suggest positive gains in teacher learning, confidence, and interest in the scientific content, as well as the intention to incorporate the scientific content and activities into their teaching.
The Role of Perceived Quality of Problems in the Association between Achievement Goals and Motivation in Problem-Based Learning
Author: Noordzij, Gera
Date: 2020-03-00
Type: Journal Articles
Subjects: Educational Quality,Problem Based Learning,Student Motivation,Academic Achievement,Learning Strategies,Familiarity,Student Interests,Cooperative Learning,Educational Objectives,Critical Thinking,College Freshmen,Foreign Countries

The purpose of this study was to investigate the role of perceived problem quality in the relationship between students' (N = 226) achievement goals and autonomous motivation to study in a problem-based learning (PBL) environment. Specifically, the relationships between students' achievement goals (mastery-approach, performance-approach, performance-avoidance, and mastery-avoidance goals), problem quality-related characteristics (triggering interest, familiarity, stimulating collaborative learning, resulting in intended learning objectives, and promoting critical reasoning), and autonomous motivation to study were investigated. The findings indicate that the perceived quality of problems (i.e., familiarity, resulting in intended learning objectives, promoting critical reasoning, and by that triggering interest) fosters autonomous motivation to study and that the perception of this quality is influenced by students' achievement goals. Therefore, the quality of problems and students' achievement goals should be taken into account in a PBL environment.
Exploring Teachers&apos; Citizenship Behavior at Public Universities of the Punjab
Author: Sajid, Sajid Mahmood
Date: 2020-04-00
Type: Journal Articles
Subjects: Teacher Behavior,Public Colleges,Foreign Countries,College Faculty,Teacher Characteristics,Teaching Experience,Faculty College Relationship,Organizational Climate,Gender Differences

The study was designed to explore the citizenship behavior of public sector university teachers. The study was quantitative in nature. The public sector universities of the Punjab province were population of the study. The researchers adopted multistage sampling technique and randomly selected six universities and from those six universities, 400 university teachers were selected proportionately. A survey questionnaire in the form of five point Likert scale was distributed to collect data. The compiled data were analyzed by employing MS-Excel 2010 along with Statistical Package for Social Sciences (SPSS) version 20. The university teachers' citizenship behavior was tabulated by calculating Mean scores of the respondents. It was explored that the teachers showed strong citizenship behavior at public sector universities of the Punjab. The researchers recommended that the citizenship behavior may also be investigated, recognized and acknowledged at all other levels of educational institutions and organizations of Pakistan.
Exploring the Impact of Demographic Variables Gender, Parental Education and Locality on Science Achievement at 8th and 9th Grades
Author: Shah, Zubair Ahmad
Date: 2020-04-00
Type: Journal Articles
Subjects: Science Achievement,Performance Factors,Foreign Countries,Student Characteristics,Public Schools,Parent Background,Gender Differences,Educational Attainment,High School Students,Middle School Students,Grade 8,Grade 9,Rural Urban Differences,Occupations,Parent Participation,Mothers

Quality of science education is under the consideration of educationists and researchers. Achievement in science subjects, which is one of the indicators of quality of science education, determines not only the students' performance but it also helps the teachers to evaluate their teaching strategies. This study is an effort to explore the factors related to science achievement in Pakistani perspective. In this survey, science achievement scores of the students of 8th grade decide their entrance in science subjects at 9thgrade. Sample of 1149 students of 8th and 9th grade students of high and elementary government schools were taken randomly for data collection. Major results were that parental qualification and maternal job status effect significantly students' science achievement. Female students were significantly higher than male students, and 8thgrade students were significantly higher than 9th grade students in their science achievement scores. It is recommended that teachers of secondary schools and rural schools during parent teacher meeting may motivate the parents to supervise their children during studies at home and they themselves study books at home.
Building Engineering Awareness: Problem-Based Learning Approach for STEM Integration
Author: Rehmat, Abeera P.
Date: 2020-03-00
Type: Journal Articles
Subjects: Engineering Education,Problem Based Learning,STEM Education,Knowledge Level,Critical Thinking,Constructivism (Learning),Instructional Effectiveness,Grade 4,Elementary School Students

Educators in the twenty-first century need to think of innovative ways to engage and prepare students for current and future challenges while cultivating an interest among students in STEM disciplines. This study sought to investigate the impact of problem-based learning on students' content knowledge and critical thinking towards STEM. This study employed a quasi-experimental repeated measure design. Instruments such as STEM content assessments and a standardized critical thinking test were employed for data collection. Analysis was conducted using a mixed repeated measure between-within subject analysis of variance (ANOVA). The results revealed a significant difference (p &lt; 0.05) between problem-based learning and traditional learning groups in regard to their content knowledge and critical thinking skills.
Challenges of Communication Skills Transfer of Medical Students in the Cultural Context of Indonesia
Author: Claramita, Mora
Date: 2020-03-00
Type: Journal Articles
Subjects: Communication Skills,Transfer of Training,Medical Students,Cultural Context,Foreign Countries,Interpersonal Communication,Problem Based Learning,Peer Relationship,Student Characteristics,Interaction,School Orientation,Mentors,Group Discussion,Student Centered Learning,Physician Patient Relationship,Speech Communication,Novices

Medical schools worldwide are promoting a student-centered and patient-centered care curriculum by using problem-based learning (PBL) strategy, emphasizing group dynamics and discussions. This approach facilitates student engagement, participation, and partnership interaction. However, in the context of the wide power-distance or the existence of socio-hierarchical gaps in Indonesia, two-way dialogue is limited. Few studies describe the one-way paternalistic communication styles between physician-patient, teacher-student, and parents-children, which can lead to less effective learning and healthcare environments. In this study, we investigated if students in an Indonesian medical school, who have been learning and practicing a partnership style of communication in a PBL curriculum for three years, are using the same style of communication with their junior peers outside the classroom. We examined the communication style between senior and new medical students, using surveys, observations, and focus group discussions, during a three-day orientation at the beginning of medical education. The results indicated that senior students used a one-sided communication style with their juniors, whereas new students expressed the need for egalitarian interaction with seniors. A classic dilemma of nature versus nurture was found and discussed. To change the traditional values, robust, constructive, and systematic formative training is key.