ethanporcaro/eric-fulltext-meta huggingface dataset:
Calculus Self-Efficacy Inventory: Its Development and Relationship with Approaches to Learning
Author: Zakariya, Yusuf F.
Date: 2019-00-00
Type: Journal Articles
Subjects: Calculus,Self Efficacy,Correlation,Psychometrics,Measures (Individuals),Higher Education,Problem Solving,Foreign Countries,College Freshmen,Engineering Education,Economics Education,Mathematics Instruction,College Mathematics

This study was framed within a quantitative research methodology to develop a concise measure of calculus self-efficacy with high psychometric properties. A survey research design was adopted in which 234 engineering and economics students rated their confidence in solving year-one calculus tasks on a 15-item inventory. The results of a series of exploratory factor analyses using minimum rank factor analysis for factor extraction, oblique promin rotation, and parallel analysis for retaining extracted factors revealed a one-factor solution of the model. The final 13-item inventory was unidimensional with all eigenvalues greater than 0.42, an average communality of 0.74, and a 62.55% variance of the items being accounted for by the latent factor, i.e., calculus self-efficacy. The inventory was found to be reliable with an ordinal coefficient alpha of 0.90. Using Spearman' rank coefficient, a significant positive correlation ?(95)= 0.27, p&lt; 0.05 (2-tailed) was found between the deep approach to learning and calculus self-efficacy, and a negative correlation ?(95)= -0.26, p&lt; 0.05 (2-tailed) was found between the surface approach to learning and calculus self-efficacy. These suggest that students who adopt the deep approach to learning are confident in dealing with calculus exam problems while those who adopt the surface approach to learning are less confident in solving calculus exam problems.
How Does Portfolio Assess Interprofessional Learning among Medical and Midwifery Students?
Author: Hermasari, Bulan Kakanita
Date: 2019-09-00
Type: Journal Articles
Subjects: Foreign Countries,Portfolio Assessment,Professional Education,Interprofessional Relationship,Medical Education,Medical Students,Obstetrics,Interdisciplinary Approach,College Students,Minimum Competencies,Evaluation Criteria,Student Evaluation

Top-quality maternal health care requires midwifery and medical students to work together in multidisciplinary interprofessional education (IPE). Achieving IPE learning competencies requires interprofessional assessment methods; one such is portfolio. Study on portfolio as interprofessional assessment is limited. To evaluate interprofessional core competencies illustrated by IPE portfolios. A qualitative design using content analysis to evaluate portfolios of midwifery and medical students attending three weeks' interprofessional learning in an Indonesian university. Sixty portfolios were analyzed for four IPE core competencies. Fifteen open-ended questionnaires were collected to confirm the data and further explore issues. Four interprofessional core competencies were illustrated in portfolios. While only three portfolios contained objective evidence of learning, over two-thirds of students could plan appropriate, concrete work based on interprofessional learning. The results indicate that the portfolio assesses interprofessional learning with student reflections that illustrate the achievement of four IPE core competencies. The validity of this competency achievement is also supported and confirmed by the evidence of learning and subsequent learning plans. Furthermore, portfolios also can encourage the students to prepare a concrete and appropriate work plan or study plan for students' interprofessional learning.
Learning Probability of 4th Grade Science Curriculum Learning Outcomes among Visually Impaired Students
Author: Zorluoglu, Seraceddin Levent
Date: 2019-09-00
Type: Journal Articles
Subjects: Probability,Grade 4,Science Curriculum,Outcomes of Education,Visual Impairments,Science Instruction,Foreign Countries,Content Analysis,Individual Differences,Science Teachers,Blindness

In this study, it is aimed to evaluating of learning probability of 4th grade science course curriculum learning outcomes by visually impaired students. Therefore, ability to gain learning outcomes has been examined. In addition to, in case of gaining of learning outcomes, &quot;how to gain?&quot; question was investigated. Document analysis method was used for this analysis. 46 learning outcomes were analyzed through descriptive analysis. As a result of analyzing, the confidence coefficients were found to be (0.72) greater than 0.70. From these findings, low vision students could gain 80.4% and partially gain 19.6% of learning outcomes; blind students could gain 58.7% and partly gain 26.1% and not gain 15.2% of learning outcomes. It is thought that great majority of learning outcomes can be gained by visually impaired students. Visually impaired students can gain to curriculum learning outcomes, however it is necessary to use promoters for these students during teaching.
Enhanced Oil Recovery by Polymer Flooding: Direct, Low-Cost Visualization in a Hele-Shaw Cell
Author: Tanino, Yukie
Date: 2019-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Plastics,Fuels,Teaching Methods,Science Activities,Models,Undergraduate Students,Graduate Students,Engineering Education,Water,Telecommunications,Handheld Devices,Photography,Recordkeeping,Comparative Analysis,Visualization,Laboratory Experiments,Foreign Countries

We designed a hands-on laboratory exercise to demonstrate why injecting an aqueous polymer solution into an oil reservoir (commonly known as &quot;polymer flooding&quot;) enhances oil production. Students are split into three groups of two to three. Each group is assigned to a packed Hele-Shaw cell pre-saturated with oil, our laboratory model of an oil reservoir, and is given an aqueous solution of known polymer concentration to inject into the model reservoir to &quot;push&quot; the oil out. At selected intervals, students record the oil produced, take photos of the cell using their smartphones, and demarcate the invading polymer front on an acetate sheet. There is ample time for students to observe the experiments of other groups and compare the different flow patterns that arise from different polymer concentrations. Students share their results with other groups at the end of the session, which require effective data presentation and communication. Both the in-session tasks and data sharing require team work. While this experiment was designed for a course on &quot;Enhanced Oil Recovery&quot; for final year undergraduate and MSc students in petroleum engineering, it can be readily adapted to courses on groundwater hydrology or subsurface transport by selecting different test fluids.
Multi-Timescale Education Program for Temporal Expansion in Ecocentric Education: Using Fixed-Point Time-Lapse Images for Phenology Observation
Author: Nakamura, Kazuhiko W.
Date: 2019-00-00
Type: Journal Articles
Subjects: Ecology,Climate,Time,Teaching Methods,Environmental Education,Foreign Countries,Natural Resources,Junior High School Students,Photography,Plants (Botany)

Ecocentric education programs should include a method for the in-depth understanding of multi-scale ecological time concepts. To accomplish this, the common restriction that ecocentric education should pertain only to realistic nature may have to be removed. The purpose of this research was to confirm the validity of a program featuring phenology observation, employing fixed-point time-lapse images as climate change learning, and to obtain suggestions on the influence of the program on the multi-timescale concepts of the learners. An observation sheet listing images of cherry flowering from 16 April to 15 March each year from 1996 to 2017 was created, and the 50-min educational program using the observation sheet was conducted with 189 third year junior high school students. The tendencies among students' answers to the two questions before and after the program suggest that the program contributed to the students acquiring the hundreds-year timescale concept based on the short-term timescale concept of dynamic nature. The contribution of this research is to visualize long-term and multi-scale ecological time concepts. By combining long-term time-lapse images with everyday nature experiences, the possibility of expanding such emotions as wonder and attachment to nature towards a long-term ecological timescale is achieved.
Study Approaches in Higher Education Mathematics: Investigating the Statistical Behaviour of an Instrument Translated into Norwegian
Author: Zakariya, Yusuf F.
Date: 2019-00-00
Type: Journal Articles
Subjects: College Mathematics,College Freshmen,Questionnaires,Learning Strategies,Construct Validity,Translation,Norwegian,Foreign Countries,Factor Structure

The revised two-factor study process questionnaire (R-SPQ-2F) has widely been considered valid and reliable in many contexts for measuring students' learning approaches. However, its cultural specificity has generated considerable discussion, with inconclusive results when translated to different languages. This paper provides more insights into the construct validity of a Norwegian version of this instrument. The R-SPQ-2F is composed of ten items designed to expose deep learning approaches and 10 items designed to expose surface learning approaches. A survey research design involving a sample of 253 first year university students in a mathematics course was adopted. Ten hypothesized models were compared using a series of confirmatory factor analyses following the model proposals reported in the literature. A weighted least square mean and variance adjusted (WLSMV) estimator was used to enhance model parameter estimations under multiple violations of assumptions inherent in ordinal data. The results favored a two first-order factor model with ten items measuring the deep approach and nine items measuring the surface approach including a deletion of one item from this instrument. The findings of this study provide empirical evidence for the cultural specificity of the instrument that is consistent with the literature. The R-SPQ-2F is therefore recommended to assess students' approaches to learning, and further studies into its cultural specificity are recommended.
Focusing on the Place Model for Optometrists
Author: McClelland, Julie F.
Date: 2019-00-00
Type: Journal Articles
Subjects: Optometry,Allied Health Occupations Education,Undergraduate Students,Allied Health Personnel,Models,Foreign Countries

Background: The Place Model was developed in order to conceptualize the various roles and career pathways of the teaching profession. It can be used to evaluate long-term professional career trajectories and to encourage the student-teacher to visualize their future personal and professional development. Methods: In the present study, the Place Model has been applied to the Optometric profession. The four categories of the place model have been discussed in terms of Optometry and a survey of undergraduate Optometrists highlights the perception of the model amongst pre-qualified professionals. Results: The majority of participants placed qualified optometrists in the Professional area on the Place Model (87%, n = 88) with the remainder placing qualified optometrists in the De-Professional area on the Place Model (13%, n = 13). There was no statistically significant difference between responses from male and female participants (t-test, p = 0.38). There was also no statistically significant difference between responses from participants in year 1, 2 or 3 of their undergraduate program (one-way analysis of variance [ANOVA], p = 0.10). Conclusion: The Place Model may be an opportunity to discuss with Optometry students their future career pathways and to ensure that we maintain a highly skilled and caring profession that provides high quality eyecare for the public.
Designing Adaptive Online Mathematics Course Based on Individualization Learning
Author: Konnova, Larisa
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,College Mathematics,Mathematics Education,Online Courses,Individualized Instruction,Electronic Learning,Instructional Design,Cognitive Processes,Student Educational Objectives,Mathematics Curriculum,Curriculum Development,Course Content,Instructional Materials

The article provides a possible option of how first-year students of Russian universities adapt to mastering higher mathematics. The purpose of the research is the development of methodological approaches to designing an online course that recaps school math material in a short period. The concept of individualization of educational activities is used as the main design method. Online training is used as the implementation technology. The article provides an overview of scientific papers on the use of an individual approach to learning and online resources in teaching mathematics. The social survey of first-year students confirmed the relevance of the stated purpose. The authors describe the design methodologies of the online training by taking into account age, social and psychological characteristics of students, and the opportunity for developing individual educational trajectories. The authors set the objectives of the course and structuralize each topic. Instructional content is developed in accordance with step-by-step leveling on mastering educational material. Extra attention is given toward presenting educational information in ways that take into account different types of cognitive processes. Foreign students who receive education in Russian universities are also welcomed to the online course to get familiar with the mathematical terminology in the Russian language.
All Animals Learn, but Only Humans Teach: The Professional Place of Teacher Educators
Author: Clarke, Linda
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Educators,Professionalism,Commercialization,Administrative Organization,Artificial Intelligence,Models,Teacher Role

The profession that creates all other professions has been subject to much debate in recent years. Largely invisible at times, teacher educators have recently been visible mainly in the negative headlines which have surrounded attempts to disrupt this important, but often unsung, profession in order to introduce neoliberal reforms. This paper uses both Eliot Freidson's three logics (adding artificial intelligence as a fourth logic) and Clarke's Place Model to deconstruct and map the contested place of the teacher educator in respect of status and career-long learning journey. The question, 'who is my teacher education professional'? is addressed, highlighting the complexity surrounding teacher educators' roles and realms. In a world where many animals learn but only humans teach, teaching teachers is poorly recognised for the singularly inclusive profession it might be.
A University Foreign Language Curriculum for Pre-Service Non-Language Subject Teacher Education
Author: Borzova, Elena
Date: 2019-00-00
Type: Journal Articles
Subjects: College Second Language Programs,Preservice Teachers,Preservice Teacher Education,Foreign Countries,Curriculum Development,Second Language Learning,English for Special Purposes,Curriculum Implementation,Course Content

The article focuses on the problems of teaching foreign languages (FL) to pre-service subject (other than foreign languages) teachers and highlights their possible solutions. A sustained discontent of both university teachers and students with the outcomes of FL classes gave impetus for a systematic, detailed study of the university FL education of the target group of learners. There was an acute need to develop well-grounded guidelines for the related course objectives, its content and adequate techniques intended for the target group of learners. The authors claim that the generally accepted English for Specific Purposes (ESP) or Content and Language Integrated Learning (CLIL) models of university FL education cannot be applied in this context for a number of reasons. A limited amount of classroom time, lack of updated teaching materials, mixed-ability classrooms, and unclear perspectives of the future application of the FL skills made the study urgent. Therefore, the teachers of the English Language Department of the Petrozavodsk State University (Russia) developed a project that is described in the article; 152 students and six teachers participated in its implementation. The objective of the project was to introduce reasonable changes into the approaches, the aims, the content, and the techniques for rational and effective FL teaching and learning in this context. The authors identified priorities of the university FL education in line with the context and the target learner characteristics. The article presents arguments in favor of the introduced changes, describes the phases of the project work, and gives details of all the constituents of the proposed curriculum. Based on the outcomes of the project, the authors conclude that it is necessary to undertake further research steps in this direction.
Future Teachers&apos; Smartphone Uses and Dependence
Author: Ruiz-Palmero, Julio
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Handheld Devices,Gender Differences,Telecommunications,Addictive Behavior,Student Attitudes,Preservice Teachers

Smartphones are indeed becoming an essential tool in the daily lives and relations of their users in recent years, thanks to their uses and potential. However, excessive and inappropriate use can lead to dependence syndromes. The objectives of our study were to ascertain how these devices are being used and whether students are at risk of addiction. The study was carried out based on a survey with students--future teachers--from two Spanish universities. A sample of 453 students between the ages of 18 and 47 was analyzed, 76.8% female and 23.2% male. Smartphones were found to be the preferred Internet connection device for 80% of students, 38% of students connect to the Internet five hours or more a day (which can be considered an addiction) and smartphones are used primarily to connect with others (social media and instant messaging). The abusive use of smartphones affects men's behavior more than women and can lead them to neglect other activities, while smartphones affect women more in the emotional field, in matters related to boredom, impatience, and irritability.
Language and Literacy: Issues and Considerations
Author: Hartman, Maria C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Language Acquisition,Literacy,English,Students with Disabilities,Children,Adolescents,Phonology,Word Recognition,Reading Comprehension,Assistive Technology,Educational Research

This article provides background on the major perspectives involving the development of English language and literacy with respect to the evolving demography of d/Deaf and hard-of-hearing children and adolescents. It synthesizes research and controversies on the developmental similarity hypothesis--that is, whether the acquisition of English language and literacy of d/Deaf and hard-of-hearing students is developmentally similar to that of typical language/literacy learners. The outcomes of this discussion have instructional implications and proffer guidelines for teacher preparation programs. The article concludes with directions for further research.
A Cross-Analysis of Block-Based and Visual Programming Apps with Computer Science Student-Teachers
Author: João, Piedade
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Oriented Programs,Programming,Computer Science Education,Student Teachers,Computation,Foreign Countries,Masters Programs,Preferences,Teaching Methods,Programming Languages

In the last few years, it has been pointed out that teaching programming is a strong strategy to develop pupils' competences in computational thinking (CT). In the Portuguese context, the curriculum changes in 2018 made programming and CT compulsory for every pupil in primary and secondary education. Nowadays, there is an information and communication technology (ICT) subject, taught by a computer science teacher in each school grade. In Portugal, to become a computer science teacher in primary and secondary education, it is compulsory to have a master's degree in computer science education. This article reports on a pedagogical activity developed with student-teachers of a Master in Teaching Informatics at the University of Lisbon. Within the activities of the master's program, we developed a cross-analysis of the core characteristics of 26 block-based and visual programming applications (apps) used to teach computational thinking and programming in school classes. In order to organize the analysis, a framework with several dimensions was developed and used by student-teachers to register the characteristics of each app. The product of this work is a comparative matrix mapping the core characteristics of each of the 26 apps that student-teachers used to select the most appropriate one for teaching programming and computational thinking according to each grade, age group and other characteristics.
The Socio-Linguistic Adaptation of Migrants: The Case of Oralman Students&apos; Studying in Kazakhstan
Author: Valieva, Fatima
Date: 2019-00-00
Type: Journal Articles
Subjects: Sociolinguistics,English (Second Language),Language Attitudes,Immigrants,Foreign Countries,Barriers,Second Language Learning,Second Language Instruction,Learning Motivation,Universities,Language of Instruction,Student Attitudes,Ethnic Groups,Social Adjustment,Language Proficiency,Language Tests,Turkic Languages,Emotional Adjustment,Student Adjustment,Language Role,Pragmatics,College Students

This article examines different aspects of the oralman students' socio-linguistic adaptation. Scientific research has identified various obstacles oralmen face when studying at Universities in Kazakhstan, especially in the context of the English language studying process. The data used in this paper explores certain peculiarities of oralman students' adaptation to new educational environments, their attitude towards English, and their difficulties in advancing in foreign language learning. The electronic questionnaires, which included the Likert scale, multiple choice and open-ended questions, were offered to 600 students, while interviews were conducted with 90 students in the last stage of the research. Descriptive statistics and one-way analysis of variance were used to analyze the data. The scientific findings indicated some unexpected difficulties in the oralman students' socio-linguistic adaptation, which decreased their motivation for learning the foreign language and reduced effectiveness of the teaching. However, certain noticeable discrepancies between the anticipated and real educational context were revealed. The interview and data analysis made it possible to uncover cultural, linguistic, social, and psychological problems. The scientific research suggests that the incorporation of some integrative effective methods and techniques into English classes would be useful for improvement of the oralman students' English language skills.