ethanporcaro/eric-fulltext-meta huggingface dataset:
Educational Strategies during the COVID-19 Pandemic: Systematic Review
Author: Sánchez-Pérez, María Angélica
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Strategies,COVID-19,Pandemics,Research Reports,Educational Change,Teaching Methods,Videoconferencing,Online Courses,Computer Software,Distance Education,Student Attitudes,Preferences,Learning Management Systems,Asynchronous Communication,Higher Education,Educational Improvement,College Students,Mental Health

This is a qualitative research article; a systematic review of more than 15 texts was carried out. Its objective is to identify the findings related to educational strategies during the COVID-19 pandemic in studies published since 2020. The research is based on the subjective knowledge of the strategies that were implemented in the educational system at a global level to face the health crisis and the impact of these methods on the student. As main findings, an increased use of ICTs was observed, a fact that was not considered before the pandemic, synchronous platforms such as Zoom, Cisco Webex, Microsoft Teams, and Google meet were the first choice for live classes with students, which allowed interaction through chat, camera, and screen presentation, among others. On the other hand, the use of asynchronous digital platforms that complemented online education, such as Moodle, was evident. However, because it was a sudden change that was experienced in education, most of the strategies were applied in an improvised way and without taking into account the achievement of learning, reflected in student dissatisfaction. Concluding Higher Education Institutions should evaluate the way in which the new educational strategies were implemented during that period and take measures for improvement since these tools became an essential component in the educational system.
Knowledge Assessment Using a Games-Based Learning Platform
Author: Castrillon, Sir-Alexci Suarez
Date: 2022-00-00
Type: Journal Articles
Subjects: Evaluation Methods,Knowledge Level,Educational Games,Computer Games,Game Based Learning,Formative Evaluation

This research presents an analysis of the use of the Kahoot platform as an evaluation system for programming students, using two groups, the first is evaluated in a traditional way through a written exam and serves as a control group, and the test group through the Kahoot platform, where they can also observe their grade at the end of the test, obtaining statistics of which is the best, which becomes a competition for them. The population was 58 students, where the test group obtained a superior performance of 15.24% over the control group, demonstrating that the students who used Kahoot feel more motivated, due to the process that generates a game, where they compete with each other, and also to the methodology of the platform that allows repeating the concepts seen in the classes.
A Rating Scale Development Study for the Evaluation of Lesson Plans and Teaching Practices on Argumentation-Based Inquiry
Author: Yesildag Hasancebi, Funda
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Rating Scales,Test Construction,Test Validity,Test Reliability,Program Evaluation,Lesson Plans,Teaching Methods,Persuasive Discourse,Inquiry,Preservice Teachers,Science Teachers,Content Validity,Interrater Reliability,Scores

The purpose of this study was to develop a reliable and valid rating scale for the use of the assessment and evaluation of lesson plans and teaching practices that are based on argumentation-based inquiry (ABI). The study covered two academic years (four academic semesters). Qualitative and quantitative methods were utilized throughout the development of the rating scale including data collection and data analyses. A purposive sample of 72 pre-service science teachers (PSTs) who were enrolled in a public university located in East Black Sea region of Turkey constituted the sample of the study. Content Validity Ratio (CVR=0.80) and Content Validity Index (CVI=0.94) values were calculated as measures of content validity. Pearson Correlation Coefficient (r=0.96) and Cohen's Kappa value ([kappa] value was between 0.60 and 1.00) were calculated to test inter-rater reliability of the scores obtained by the rating scale. Findings provided evidence for the reliability and the validity of the ABI rating scale. ABI lesson plan template and ABI rating scale developed for the assessment and evaluation of ABI lesson plans and subsequent teaching practices are provided to the readers. Contributions to the field are discussed.
Non-Routine Problems for Sixth Grade Activities That Improve Learning of School Mathematics
Author: Castillo, Jorge Rincón
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Activities,Mathematics Activities,Mathematical Concepts,Concept Formation,Mathematics Instruction,Grade 6,Foreign Countries,Fractions,Arithmetic,Problem Solving

This article aims to show some activities based on non-routine problems with different levels of difficulty and from different classes that are integrated into the curriculum, additionally two spaces were opened for students to interact with recreational mathematics activities with the purpose of providing opportunities to all students access the robust construction of the concepts involved. These activities showed significant improvements in the learning of some mathematical concepts such as: operations with fractions, order in fractions, part of a number, ratios and proportions, percentages. In addition, there was evidence of an increase in the opportunities that students found to participate and favor the autonomy of mathematical thinking. This research was carried out in a public school in the city of Bogotá Colombia of low strata in the sixth grade of basic education, the activities designed in order to strengthen the robust concepts of fractions and decimals through different challenging problems will be shown, also called non-routine problems.
Academic Performance and Beliefs about Mathematics in College Students
Author: Leal, Pastor Ramírez
Date: 2022-00-00
Type: Journal Articles
Subjects: Academic Achievement,Mathematics Achievement,Student Attitudes,College Students,Beliefs,Calculus,Foreign Countries,Mathematics Education

The objective of this research is to consider the possible relationship between academic performance and university students' beliefs about Mathematics, particularly in the subject of Integral Calculus. The methodology employed is quantitative, descriptive and correlational, based on a non-experimental design. The instrument used for the collection of information was based on a structured questionnaire of questions with Likert scale type answers, whose validity and reliability were studied, applied to 30 Mechanical Engineering students of the Universidad Francisco de Paula Santander, Cúcuta, Norte de Santander, Colombia, selected by non-probabilistic sampling. For academic performance, the grades of the first pre-test (corresponding to 23.33 % of the final grade of the subject) of Integral Calculus were used. The results strengthen the conclusion that beliefs about Mathematics, from the students' perspective, are related to their academic performance in this area.
Investigation of the Effect of Parameter Estimation and Classification Accuracy in Mixture IRT Models under Different Conditions
Author: Saatcioglu, Fatima Munevver
Date: 2022-00-00
Type: Journal Articles
Subjects: Accuracy,Classification,Item Response Theory,Programming Languages,Simulation,Item Analysis,Computer Software,Data Analysis,Difficulty Level,Guessing (Tests),Sample Size,Correlation,Test Items,Responses

This study aims to examine the effects of mixture item response theory (IRT) models on item parameter estimation and classification accuracy under different conditions. The manipulated variables of the simulation study are set as mixture IRT models (Rasch, 2PL, 3PL); sample size (600, 1000); the number of items (10, 30); the number of latent classes (2, 3); missing data type (complete, missing at random (MAR) and missing not at random (MNAR)), and the percentage of missing data (10%, 20%). Data were generated for each of the three mixture IRT models using the code written in R program. &quot;MplusAutomation&quot; package, which provides the automation of R and Mplus program, was used to analyze the data. The mean RMSE values for item difficulty, item discrimination, and guessing parameter estimation were determined. The mean RMSE values as to the Mixture Rasch model were found to be lower than those of the Mixture 2PL and Mixture 3PL models. Percentages of classification accuracy were also computed. It was noted that the Mixture Rasch model with 30 items, 2 classes, 1000 sample size, and complete data conditions had the highest classification accuracy percentage. Additionally, a factorial ANOVA was used to evaluate each factor's main effects and interaction effects.
Accompanying Teachers in Training: Tutors&apos; Discourses on Pedagogical Practices in Context
Author: Suárez, Audin Aloiso Gamboa
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Teaching Methods,State Universities,Feedback (Response),Education Work Relationship,Foreign Countries,Teacher Qualifications,Undergraduate Students,Teacher Attitudes,Early Childhood Education,Teacher Educators,Teaching Skills

The professional training processes within the undergraduate programs must be mediated by qualified teachers, with a broad theoretical background and significant recognition. These statements are the basis of this research article that aims to understand the stories of tutors who accompany the pedagogical practices of teachers in training at a public university in Norte de Santander -- Colombia. The methodological approach is oriented from the qualitative-interpretative paradigm using focus groups as a data collection technique. The conclusions of the study show that teachers who assume the monitoring and mediation of practices within the degree programs must be directly linked to the current context of the educational system in which they perform their work activity, given that in it they can be in constant assertive feedback regarding the teaching role, which can be observed in the practice classrooms of trainee teachers.
Using Rasch Analysis to Examine Raters&apos; Expertise Turkish Teacher Candidates&apos; Competency Levels in Writing Different Types of Test Items
Author: Sayin, Ayfer
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Item Response Theory,Evaluators,Expertise,Preservice Teachers,Test Construction,Teacher Made Tests,Test Items,Test Format,Scoring Rubrics,Teacher Competencies,Reliability

The aim of the present study was to examine Turkish teacher candidates' competency levels in writing different types of test items by utilizing Rasch analysis. In addition, the effect of the expertise of the raters scoring the items written by the teacher candidates was examined within the scope of the study. 84 Turkish teacher candidates participated in the present study, which was conducted using the relational survey model, one of the quantitative research methods. Three experts participated in the rating process: an expert in Turkish education, an expert in measurement and evaluation, and an expert in both Turkish education and measurement and evaluation. The teacher candidates wrote true-false, short response, multiple choice and open-ended types of items in accordance with the Test Item Development Form, and the raters scored each item type by designating a score between 1 and 5 based on the item evaluation scoring rubric prepared for each item type. The study revealed that Turkish teacher candidates had the highest level of competency in writing true-false items, while they had the lowest competency in writing multiple-choice items. Moreover, it was revealed that raters' expertise had an effect on teacher candidates' competencies in writing different types of items. Finally, it was found that the rater who was an expert in both Turkish education and measurement and evaluation had the highest level of scoring reliability, while the rater who solely had expertise in measurement and evaluation had the relatively lowest level of scoring reliability.
Views of Academician Examiners on the Testing Accommodations of the Measurement, Selection and Placement Center for Disabled Test Takers
Author: Ilhan, Mustafa
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Testing Accommodations,Students with Disabilities,Foreign Countries,High Stakes Tests,Supervision,College Faculty,Test Items,Educational Facilities,Barriers

The Measurement, Selection and Placement Center--MSPC (original acronym: Ölçme, Seçme ve Yerlestirme Merkezi--ÖSYM) administers many of the high-stake examinations applied in Türkiye. In order to support equality of opportunity in education and create a fair evaluation system, MSPC actualizes various testing accommodations by adjusting the standardization protocol for disabled test takers. In this research, we examined the views of academicians who served in the halls where disabled candidates take the test in the examinations held by MSPC about the testing accommodations for the disabled. The study design was in the basic qualitative research model. The participants consisted of 12 academicians working at a state university in Türkiye, who had served at least three times in the examination halls reserved for disabled test takers by MSPC. We collected the data via an interview form which included four items and administered it to the participants according to the drop-off and pick-up later method. The research results revealed that academician examiners have various positive opinions about MSPC's testing accommodations for disabled test takers. However, the participants also expressed that current accommodations have certain limitations that should be revised.
What Do Institutions Teach for in Borderline Settings: Students&apos; Views on Curricular Relevance in Elementary and Middle School Education?
Author: Gamboa Suárez, Audin Aloiso
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Relevance (Education),Elementary School Students,Middle School Students,Foreign Countries

This research article reports the findings of a study that sought to identify the opinion of students on the curricular relevance in elementary and secondary education in institutions located in Colombian and Venezuelan border contexts. The methodological approach is framed within the quantitative-descriptive paradigm. The conclusions of the study show that the relationship between curriculum, pedagogical practice, student, and context, does not exempt the responsibility assumed by the members of the educational community towards education but allows for generating spaces of agreement where the social and economic context is the most significant bulwark to define the sense through which education will be dynamized.
Developing Competencies in the Field of Early Childhood Education: Stories of Teacher Trainees in Times of Crisis
Author: Núñez, Raúl Prada
Date: 2022-00-00
Type: Journal Articles
Subjects: Early Childhood Teachers,Teacher Competencies,Trainees,Teaching Skills,Skill Development,Early Childhood Education,COVID-19,Pandemics,Learning Processes,Play,Instructional Innovation

Teachers in training require curricular elements and pedagogical skills that motivate their teaching qualifications to contribute to their good professional performance. These arguments encourage the present study, which aims to show the different views that teachers in training have on the competencies that a teacher in training should have in the field of early childhood education. The epistemological framework of the research is oriented from the qualitative-interpretative approach, using the focus group as a collection technique. The results show that the conception of the teacher must evolve, having as a fundamental basis the current reality of the society he/she expects to educate, which leads to the need to establish spaces for training and qualification in methodological aspects that allow implementing learning experiences focused on the development of skills and competencies that have an impact on the use of the digital society in a responsible and ratified way in school autonomy and strategies designed to strengthen the learning pace of schoolchildren.
Development of Transversal Learning: Self-Perception in Undergraduate Business Students
Author: Avendaño, William R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Business Administration Education,Transfer of Training,Self Concept,Business Schools,Critical Reading,Writing Skills,Communication Skills,Assertiveness,Thinking Skills,Citizenship,Responsibility,Information Technology,Technological Literacy,Foreign Countries

The objective of the study was to recognize the self-perception of students linked to undergraduate programs of a faculty of business sciences regarding the development of transversal learning. It corresponds to research designed under the empirical-analytical paradigm, the quantitative approach and the nonexperimental deductive method - transectional of descriptive level. Considering a population of 4,000 individuals enrolled in the School of Business Sciences, the sample was estimated at 369 participants -95% reliability and 5% margin of error-. An instrument of 32 items with five dimensions was used for data collection: critical reading and writing, assertive communication, quantitative reasoning, citizenship exercise and responsibility, and appropriation/use of information and communication technologies. The data were processed and analyzed through descriptive statistical procedures. The findings show that most of the study participants were located in the 'moderately developed' options for each of the formulated items, which shows that cross-cutting learning requires further strengthening from the pedagogical strategies of teachers for comprehensive training. Therefore, it is concluded that the transversal learning of students enrolled in programs in the area of business sciences for the context of study requires further development and strengthening, especially those associated with critical reading and writing both in the mother tongue and in a second language, assertive communication in a second language, and quantitative reasoning.
Planning and Building Children&apos;s Outdoor Play Zones for Multiple Affordances: A Community-Engaged Process
Author: Brown, Sheri L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Recreational Facilities,Play,Affordances,Facility Planning,Parks,Early Childhood Education,Community Involvement

A robust emergence of outdoor nature-based play areas in several European, Australian, Asian countries, as well as North America Canadian provinces, has occurred recently. This study explored the rationale for and construction of different play zones and affordances for children at a United States Central Kentucky local arboretum and research forest. The study provided background information and guidance for constructing an outdoor nature-based play zone for various learning venues (e.g., nature centers, schools, city parks, day-care centers, etc.). The study used a convenience sampling technique wherein two planning personnel were interviewed during nine site visits (6 inperson; 3 virtual) for a total of nine hours of audio/video recordings. Exploratory qualitative methods were used to code planning documents and 114 pages of transcription. The data indicated five themes: organic relationships, play self-reflection, site research/experimenting, site accessibility/safety/risk affordance, and fiscal opportunities. This study outlined several factors (e.g., access, materials, use, personnel, risk, funding) to consider during the planning phase prior to construction as well as during the actual building phase. It also supported the idea of embracing &quot;failure and change&quot; in that some of the affordances may not work during or after construction.
Digital Transformation in the Education Sector Due to the Impact of COVID-19
Author: Jimenez-Pitre, Iris
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,COVID-19,Pandemics,Technology Uses in Education,Educational Research,Foreign Countries,Geographic Location,Intellectual Disciplines,Publications

A documentary review was conducted on the production and publication of research papers on studying the variable Digital Transformation, Education and COVID-19. The bibliometric analysis proposed in this document aims to know the main characteristics of the volume of publications registered in the Scopus database from 2020 to 2022, achieving the identification of 464 publications in total. The information provided by this platform was organized using tables and figures, categorizing the information by Year of Publication, Country of Origin, Area of Knowledge and Type of Publication. Once these characteristics were described, the position of different authors regarding the proposed topic was referenced through qualitative analysis. Among the main findings of this research, it is found that Spain, with 49 publications, was the country with the highest global production. The area of knowledge that made the most significant contribution to the construction of bibliographic material related to the study of Digital Transformation, Education and COVID-19 was the area of Social Sciences with 253 published documents, and the type of publication that was most used during the period mentioned above was the journal article, representing 54% of the total scientific production.
Investigation of Metaphoric Perceptions of Primary Mathematics Teachers on the Concept of Game
Author: Yazici, Nurullah
Date: 2023-00-00
Type: Journal Articles
Subjects: Figurative Language,Elementary School Teachers,Mathematics Teachers,Games,Concept Formation,Game Based Learning,Teaching Methods,Foreign Countries,Teaching Experience,Individual Differences

The purpose of this research is to examine the meanings that primary school mathematics teachers attribute to the concept of &quot;game&quot; by using metaphorical expressions. In this study, phenomenology design, one of the qualitative research methods, was used to examine the metaphorical perceptions of primary school mathematics teachers about the concept of game. The study group of the research consists of 329 primary school mathematics teachers. In order to collect the data of the research, the participants were asked the question &quot;the game is similar to …, because…&quot;. In addition, the participants were asked to draw pictures suitable for their answers to the questions. The data obtained within the scope of the research were subjected to content analysis and Chi-square tests. When the metaphors developed by primary school mathematics teachers regarding the concept of play were examined, it was seen that most of the teachers perceived the game as &quot;a child-specific activity (41%)&quot;. On the other hand, it has been observed that approximately one fifth of the teachers see the game as a &quot;teaching method (18%)&quot;. In the study, it was determined that the professional seniority of the mathematics teachers had an effect on the metaphors they developed regarding the concept of game. In addition, it was observed that the level of mathematics teachers' involvement in the game in their professional lives had an effect on their development of metaphor as a teaching method.