ethanporcaro/eric-fulltext-meta huggingface dataset:
Features of Student Employment in the Hungarian-Romanian Cross Border Area
Author: Kocsis, Zsófia
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Employment,Part Time Employment,Undergraduate Students,Student Characteristics,Student Motivation,Socioeconomic Background,Cultural Background,Correlation,Academic Achievement,Academic Persistence,Student College Relationship,Institutional Characteristics,Foreign Countries

The aim of the research is to examine student employment, which plays an important role in the lives of university students. According to previous research results, paid work is characterized by an increasing tendency, with occasional and holiday work being characteristic of students, as well as regular work during the semester too. Current research focuses on the characteristics of gainful employment in the Hungarian-Romanian border region. The database PERSIST 2019 (N = 2199) was used, the research took place in higher education institutions in the eastern region of Hungary and in higher education institutions bordering the country. We investigate the differences between the demographic, social and institutional backgrounds of working students. We also analyze the relationships between effectiveness, engagement and student employment. According to our results there are differences between the institutions both in the frequency of employment and in the horizontal fit of work. Hungarian students take up work more often than Romanian students, but study-related work is more typical for Romanian students. However, paid work does not hinder the academic performance of the students and the building of relationships within the institution, it even has a positive impact on the students' university career.
Kindergarten Teachers&apos; Representations for Their Socio-Cognitive Practices during the Natural Sciences Activities
Author: Draganoudi, Aikaterini
Date: 2021-00-00
Type: Journal Articles
Subjects: Kindergarten,Preschool Teachers,Teaching Methods,Natural Sciences,Science Instruction,Social Cognition,Preschool Education,Foreign Countries,Educational Practices

The aim of the current paper is to investigate the traces of socio-cognitive influences in kindergarten teachers' representations about the practices they tend to follow when they develop Natural Sciences activities in kindergarten. A quantitative approach was used, with the research tool being an electronic questionnaire that was completed online by 94 kindergarten teachers served in public Kindergartens. The questionnaire was firstly used in a pilot survey where receiving feedback it was further developed for the main research. Research analysis showed that kindergarten teachers' representations concerning their teaching choices and actions of their students are characterized by practices that are influenced by the socio-cognitive teaching strategy. These practices are followed from both teachers and their students from moderate to large extent.
Prospective Preschool and Primary School Teachers&apos; Knowledge and Opinion about Gamification
Author: Opri?, Edina-Timea
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Game Based Learning,Teaching Methods,Preservice Teachers,Preschool Teachers,Elementary School Teachers,Student Attitudes,Technology Uses in Education,Barriers,Program Effectiveness,Student Motivation,Cooperation

Gamification is a rather new method in education and unfortunately is not a widely known method among Hungarian primary school teachers in Romania. This paper presents the knowledge and opinion of pre-service preschool and primary school teachers about gamification and its use in education. In this study 81 Primary and Preschool Pedagogy students from Babe?-Bolyai University were participated, 80 of them were female and 1 male. 40 students are in first year and 41 in second year of their studies. The research was carried out during February-March 2020 at Babe?-Bolyai University, Romania. To get to know their point of view and knowledge about gamification, an online questionnaire was developed by the authors. The obtained data was quantitatively (closed questions) and qualitatively (open questions) analyzed. According to the results, half of the students think that there is no difference between gamification and game-based learning and for three quarter it is difficult to see the differences. This is surprising as students were taught about gamification before filling in the questionnaire. Students perceive a high level of utility of gamification in education. The most frequently mentioned benefits by the participants are that gamification motivates and actively involves students. Even if participants gave many advantages of integrating gamification in education, the biggest disadvantage is related with the time necessary for preparation of a gamified lesson and for the time-allocation during the lesson. As obstacles of using gamification, they mentioned the negative attitude or/and lack of methodological knowledge of some teachers and the constrains of the curriculum. Most of the preservice teachers prefer both paper-pencil based and technology-aid gamification. They consider solving exercises the most suitable for gamification.
Teachers&apos; Beliefs about Classroom Practices That Develop Students&apos; Metacognition and Self-Regulated Learning Skills
Author: ?uteu, Lavinia
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Classroom Techniques,Metacognition,Self Control,Educational Planning,Progress Monitoring,Elementary School Teachers,Middle School Teachers,High School Teachers,Foreign Countries,Teaching Methods

Teachers have an important role in promoting the development of metacognition and self-regulated learning in students. This study aims to reveal the beliefs and practices of pre-university teachers regarding the best teaching strategies that can be used in the classroom to facilitate the development of students' metacognition and self-regulated learning skills. Teachers from pre-primary and school levels (ISCED 02-3) (&quot;International Standard Classification of Education (ISCED) - Statistics Explained (europa.eu)&quot; participated in this research. Participants, 120 teachers, had to filled in an online form of the adapted version of the 'Self-Regulated Learning Opportunities Questionnaire', developed by Vrieling, Bastiaens, and Stijnen (2012), and to answer three open-ended questions. The questionnaire assessed the extent to which teachers use the following two strategies to promote metacognition and self-regulated learning in their classroom: planning (including goal-setting, metacognitive knowledge activation, task value activation, and time management) and monitoring of the learning process (including metacognitive awareness and monitoring of cognition). The open-ended questions aimed to reveal the participants' opinions about the best teaching practices that facilitate the development of metacognition and self-regulated skills of students, the factors that hinder the development of these skills and how teachers can promote self-regulated learning in their classrooms. Data were analyzed using the SPSS software for the quantitative data, and the thematic-analysis for the qualitative ones. Results show that teachers create some opportunities for students to develop their self-regulated learning skills, but face various problems in trying to develop these skills in the classroom context. The results of this study are discussed in relation to both classroom and school contexts, and the broader level of educational policies.
Identification and Analysis of Core Topics in Educational Artificial Intelligence Research: A Bibliometric Analysis
Author: Pua, Song
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Research,Artificial Intelligence,Educational Technology,Computer Uses in Education,Bibliometrics,Information Retrieval

Educational artificial intelligence (EAI) means an integration of artificial intelligence (AI) and educational science that is going to serve as an authoritative element of the education system in the future. However, limited bibliographic analysis study have been carried out with the purpose of conceptualising the advancements in this field of educational billiography This study aim is to identify and analysis the core topics using keywords. The method of study is using the Keywords and cluster analysis by conducting a bibliometric review of 8,660 articles that have been published from 2000 to 2020 with the help of CiteSpace software. The results reveal that EAI research primarily encompasses three controversial topics. There is controversy about the AI application to students, AI does not replace teachers and AI algorithms have great contribution in the development of education sector. Study concluded that, AI applications can improve the effectiveness of students' learning, AI can replace part of the teachers' work, the relationship between the teacher and the machine should be cooperation, not the relationship between replacement and being replaced, under the premise that teachers give full play to their initiative and innovation.
Impact of Teacher Written vs. Audio Feedback on EFL Undergraduates&apos; Writing
Author: Alharbi, Mohammed Abdullah
Date: 2021-00-00
Type: Journal Articles
Subjects: Written Language,Feedback (Response),Audiovisual Communications,English (Second Language),Second Language Learning,Undergraduate Students,Writing Instruction,Instructional Effectiveness,Writing Achievement,Student Attitudes,Foreign Countries,College Students

Research comparing written and audio feedback from feedback analysis and students' perspectives showed the effectiveness of audio feedback in learning writing. Yet, there is a rarity of research on the impact of written and audio feedback in students' performance in writing. Therefore, the present study aimed to compare between teacher written and audio feedback in terms of its impact on students' performance in argumentative writing and students' perception of feedback. The results of this experimental study obtained from the scores of undergraduates in argumentative essays revealed that the experimental/audio feedback group of students (n.40) outperformed the control/written feedback group (n.40) in argumentative writing, which implies that audio feedback was more effective than written feedback in enhancing students' writing. Moreover, the results of the students' responses to the survey and their comments on the open questions showed that students perceived both types of feedback equally satisfactory and accessible. However, while audio feedback was more efficient in details, clarifications and personalization, written feedback was perceived clearer and easier to understand and interpret.
The Effect of Realistic Mathematics Education on Sixth Grade Students&apos; Statistical Thinking
Author: Altaylar, Bedriye
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Grade 6,Statistics,Thinking Skills,Middle School Students,Skill Development,Instructional Effectiveness,Foreign Countries,Mathematics Activities

Purpose of the study is to investigate the effectiveness of the use of Realistic Mathematics Education (RME) approach on sixth grade students' statistical thinking levels. Mooney's (2002) statistical thinking framework describing four thinking levels across four different statistical thinking processes was used. This study utilized a quasi-experimental pretest-posttest design. In the experimental group, the data handling unit was taught using RME approach whereas in the control group lessons were taught traditionally using a mathematics textbook and direct instruction. A statistical thinking test composed of seven open-ended questions was prepared and applied to both groups as pretest and posttest. The change of students' statistical thinking levels in pretest and posttest were analyzed and compared in both groups as well as between groups. The data analysis showed that the overall growth at Level 4 across statistical thinking processes was higher for the students who were taught using the RME approach than for those taught traditionally.
The &quot;Traffic Light&quot; Method in the Context Evaluation -- Self-Evaluation of Preschoolers
Author: Stan, Loredana-Alina
Date: 2021-00-00
Type: Journal Articles
Subjects: Evaluation Methods,Self Evaluation (Individuals),Preschool Children,Kindergarten,Formative Evaluation

This article focuses on the results of an investigation about the &quot;traffic light&quot; method in kindergarten, which is used as a self-assessment method, a strategy by which the preschoolers evaluate their own progress in achieving the learning objectives, and the teacher obtains an immediate feedback regarding the level of understanding of the preschoolers during the activity. Formative assessment is the most effective because it comes from the learner's own initiative, developing its self-assessment capabilities. Self-assessment is not only a challenge for children, the teacher is also committed to the spirit of evaluation that develops and promotes children's autonomy, knowing not only what the child has to learn in the classroom, but also his own level of knowledge that he has. [This paper was presented at the TDID Doctoral Students' Conference, 14-16 May 2020.]
The Examination of Argumentation Based Problem Solving Processes of 10th Grade Students in the Context of Quadratic Equations
Author: Sengül, Sare
Date: 2021-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Problem Solving,Grade 10,Algebra,Mathematics Instruction,Foreign Countries,High School Students,Student Attitudes,Teaching Methods

The aim of this study is to examine the argumentation-based problem solving processes of 10th grade students in the context of quadratic equations. The study was carried out in a public high school in Istanbul. The study group consists of three male students selected by the method of &quot;homogeneous sampling&quot;. In the research, special case study, one of the qualitative research models, was used. The data in the application process were collected with two problem-solving activities related to quadratic equations. The students tried to solve the problems together by doing group work with one week interval for both problems. The problem solving processes of the students were recorded with the video recorder and the discussions between the students were analyzed according to Toulmin's argumentation model. According to the findings of the research, it was determined that the students used the argument (65), least rebuttal (3) and qualitative (3) components among the argumentation components. Students produced less arguments in the first problem solutions than the second problem. For this reason, differences were observed in students' ability to produce arguments according to the qualifications of the questions. In addition, after the argumentation study, the students stated that the problem solving process contributed in the context of understanding the problem for themselves, expressing their thoughts, persuading their opinions by defending their ideas, and communicating together and they want to be found again in similar working environments.
Gamification in Economics and Its Impact on Students&apos; Achievement: Lesson from COVID-19 in Indonesia
Author: Wardoyo, Cipto
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Economics Education,Teaching Methods,Game Based Learning,Educational Technology,Distance Education,High School Students,Educational Games,Academic Achievement,Instructional Effectiveness

Providing teaching and learning activities during the Covid-19 pandemic has been a global challenge, and the government has responded to this issue by conducting distance learning using technology. This study introduces and evaluates gamification learning in economics employing to enhance the students' achievements. This study elaborates on a new learning model, &quot;ecrowdwar mobile game,&quot; that can be used for distance learning activities. This research adopted classroom action research to gain an understanding of the implementation of this new model for students' achievement. The work involved senior high school students in several regions in East Java of Indonesia. Accordingly, the data were analyzed using both quantitative and qualitative approaches. The findings indicate that the implementation of gamification learning faces some difficulties in both teachers and students. However, this new model outperforms the conventional learning model with the teacher-centered approach, and it can be considered an alternative learning model for distance learning using technology.
Class Teachers, Subject Teachers and Double Qualified: Conceptions of Teachers&apos; Skills in Early Foreign Language Learning in Finland
Author: Hahl, Kaisa
Date: 2021-06-00
Type: Journal Articles
Subjects: Teacher Qualifications,Second Language Learning,Second Language Instruction,Content Analysis,Teacher Attitudes,Foreign Countries,Teacher Competencies,Teaching Skills,Essays,Inservice Teacher Education,Language Teachers,Early Childhood Education,Preschool Teachers,Teaching Methods

The shift to an earlier start in foreign language teaching in Finland took place nationwide in 2020. Both class teachers and subject teachers faced a new situation. They would be teaching children younger than before, or they would be teaching a completely new subject for them. This article examines teachers' conceptions of the skills and competencies, including required language skills, that are important for a teacher in early foreign language teaching. The data for this study were gathered through essays that teachers (n=44, subject teachers, class teachers, and double qualified teachers) turned in as tasks during an in-service teacher training for early teaching of foreign languages. The essays were analyzed with content analysis. The findings show that teachers found it the most essential that early foreign language teachers have enthusiasm for the job and are able to inspire learners. They also considered it important that teachers focus on learners and the learning environment, as well as have skills for early years pedagogy. The teachers did not consider foreign language education or language skills as important as the other skills but yet wished for teachers to be able to communicate in the target language in the class.
Impacts of Inquiry Learning Model on Students&apos; Cognitive and Critical Thinking Ability
Author: Adnan, Gunawan
Date: 2021-00-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Teaching Methods,Cognitive Development,Critical Thinking,Thinking Skills,College Students,Instructional Effectiveness,Foreign Countries,Islam,Religious Colleges,Educational Philosophy

This article describes the effects of inquiry learning model on college students' cognitive and critical thinking skills. The research aims at understanding the extent inquiry learning model improves the college students' cognitive and critical thinking skills in the lessons of educational philosophy and exploring students' responses to the model. This is a pre-experimental research design, using the one group pretest-posttest design. The samples of the study were an intact class, the experimental group and no control group is needed. The data was analysed using independent test samples t-test and Normalized Gain test. The Research found that the inquiry model is effective in improving college students' cognitive and critical thinking ability in an educational philosophy class. Overall, the N-Gain indicator of cognitive ability increased by an average of 0.66, and the N-Gain indicator of critical thinking skills increased by an average of 0.63.
Hands-On Learning of Hardware and Systems Security
Author: Yang, Shuo
Date: 2021-00-00
Type: Journal Articles
Subjects: Engineering Education,Computer Science Education,Computer Security,Information Security,Computer Software,Risk,Learning Experience,Computer Peripherals,Computer Networks,Universities,Units of Study,Course Descriptions,Course Evaluation,Online Courses,Student Attitudes,Student Interests,Undergraduate Students,Ethics,Experiential Learning,Laboratory Experiments

Hardware security is one of the most researched areas in the field of security. It focuses on discovering and understanding attacks and countermeasures for electronic hardware that provides the &quot;root-of-trust&quot; for modern computing systems upon which the software stack is built. The increasing reliance on electronic devices in our everyday life has also escalated the risks of experiencing security threats on these technologies. Students today are exposed to these devices and thus require a hands-on learning experience to be aware of the threats, solutions, and future research challenges in hardware security. Currently, there are limited opportunities for students to learn and understand hardware security. A significant factor limiting exposure to these topics is the lack of an accessible, low-cost, flexible, and ready-made platform for training students on the innards of a computing system and the spectrum of security issues/solutions at the hardware-level. In this paper, we introduce the motivation and efforts behind a course named &quot;Hands-on Hardware Security.&quot; The Department of Electrical and Computer Engineering at the University of Florida has been offering this course for the past three years in providing experiential learning of hardware security through a set of well-designed experiments performed on a custom hardware module. We also present, in detail, the idea of a custom-designed, easy-to-understand, flexible hardware module with fundamental building blocks that can emulate a computer system and create a network of connected devices. We refer to the module as &quot;HaHa SEP&quot; (Hardware Hacking Security Education Platform), and it encourages students to learn and exercise &quot;ethical hacking,&quot; a critical concept in the hardware security field. It is the first and only known lab course offered online, where students can perform ethical hacking of a computing system using a dedicated hardware module. This paper also provides a brief introduction to the experiments performed using this module, highlighting their significance in the field of Hardware Security. Finally, it concludes with a compilation of course evaluation survey results discussing the success of this course in engaging students' interest in the subject matter and determining the accomplishment of maintaining a balance between their expectation and the effort required towards the course.