ethanporcaro/eric-fulltext-meta huggingface dataset:
Use of Digital Mind Maps in Technology Education: A Pilot Study with Pre-Service Science Teachers
Author: Debbag, Murat
Date: 2021-00-00
Type: Journal Articles
Subjects: Cognitive Mapping,Computer Uses in Education,Foreign Countries,Preservice Teachers,Science Teachers,Technology Education,Student Attitudes,Preservice Teacher Education

This case study aims at ensuring preservice science teachers to acquire experience by creating paper-based mind maps (PB-MM) and digital mind maps (D-MM) in technology education and to reveal their opinions on these mind mapping techniques. A total of 32 preservice science teachers, enrolled in the undergraduate program of Science Teaching at a university in Turkey, participated in this study. During the first three weeks of the six-week study, participants created PB-MM for certain subjects in science education. For the rest of the weeks, they created D-MM by using Coggle. As data collection tool, a form, consisting of open-ended questions, was used in this study. The obtained results demonstrated that the participants generally reported positive opinions including that mind maps are beneficial and useful tools in reinforcing, assessing and visualizing learning in general, making lessons more entertaining as well as offering ease of use. It was also concluded that students can also use mind maps in teaching of other topics such as &quot;Vitamins&quot;, &quot;The Earth and the Universe&quot; and &quot;Systems&quot; in particular, as well as in events like meetings, presentations, brainstorming. Advantages of D-MM were listed as the possibility of adding multimedia material, ease of correction processes and the visual richness, while its disadvantage was listed as experiencing technical problems. PB-MM contribute to psychomotor development of students as well as learning by performing/experiencing. The difficulty in processes such as deleting, editing, etc. and in adding videos and images constitute the restrictions of PB-MM technique.
Awareness of Using Radiology in Diagnosing COVID-19 among Radiological Students
Author: Alahmadi, Adnan A. S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Radiology,Allied Health Occupations Education,Clinical Diagnosis,Patients,Disease Control,COVID-19,Pandemics,Knowledge Level,Information Sources,Social Media,Credibility,Higher Education,Foreign Countries

The coronavirus (COVID-2019) has spread very rapidly over many countries around the world, producing an outbreak of acute infectious pneumonia. Medical imaging devices play a vital role in early diagnosis, evaluating severity and disease prognosis of confirmed patients with COVID-19. The aim of the study is to evaluate the awareness level of radiology students about COVID-19 and their understanding of the role of radiology devices in diagnosing COVID-19. An online cross-sectional questionnaire was conducted. Seventy-one students participated in this study. This study showed that students were properly aware of the basic knowledge of the COVID-19, 87 % of the students believed that radiology had an important role in diagnosing COVID-19. In addition, 50% of the students believed that CT was the most important modality in diagnosing COVID-19 and 32.35% believed that x-ray was the most important one. Lack of knowledge was found regarding the biomarkers that appear in radiological images in patients with COVID-19. 66.18 % of the students acquired the knowledge from their study in the radiology field and from social media (Twitter). The level of awareness among radiology students is high. There were two main reasons for this high level of awareness: gained education and social media, especially Twitter. The outbreak of the COVID-19 was not only about its health effects but also how the population persevered this pandemic. However, this level of awareness tended to be lower when discussing detailed findings of radiological images such as detailed biomarkers.
Investigating the Perceived Player Experience and Short-Term Learning of the Text-Based Java Programming Serious Game &quot;Rise of the Java Emperor&quot;
Author: Tsiotras, Dimitrios
Date: 2021-00-00
Type: Journal Articles
Subjects: Programming Languages,Teaching Methods,Graduate Students,Undergraduate Students,Student Attitudes,Computer Games,Computer Science Education,Instructional Effectiveness,Foreign Countries

There has been an active movement towards fun learning, using games in education. This article introduces the text-based serious game &quot;Rise of the Java Emperor&quot; that aims to support students in learning basic object-oriented programming concepts using Java. Information concerning the analysis, the design and the pilot evaluation of the game is presented. Thirty three undergraduate and postgraduate students of an Applied Informatics Department voluntarily played and answered a questionnaire based on the MEEGA+ model, in order to investigate the perceived player experience and short-term learning as well as the acceptance of a text-based programming game by students. The results of the evaluation show that text based games can be both fun and instructional for the field of computer programming. An important issue that requires further research is how this or other programming games can be successfully combined with traditional teaching methods for enhancing the learning of programming.
A Study of Pre-Service Primary Teachers&apos; Discourse When Solving Didactic-Mathematical Tasks
Author: Toscano, Rocío
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Problem Solving,Discourse Analysis,Preservice Teachers,Elementary School Teachers,Task Analysis,Audio Equipment,Communities of Practice,Group Discussion,State Universities,Language Usage,Foreign Countries,Teacher Student Relationship

From a commognitive approach, this article focuses on the discourse generated by preservice primary teachers who are solving didactic-mathematical tasks. Our aims are to study the characteristics of the aforementioned discourse and, through these characteristics, identify whether a discourse close to the one of primary teachers is beginning to emerge. The sources of data were audio-recordings of group discussions and group reports. Two different discourses were identified in our results. One is the discourse generated by pre-service teachers when adopt the role of students of any level who have to solve a task proposed in the classroom. The other discourse is linked to the adoption of a role close to their future professional work. If we consider that the acquisition of a specific discourse enables future teachers to integrate into the community of practice of primary teachers, the role of the different discourses becomes a relevant element in teacher education.
Information Literacy Practices and Perceptions of Community College Librarians in Florida and New York
Author: Julien, Heidi
Date: 2020-00-00
Type: Journal Articles
Subjects: Information Literacy,Library Instruction,Academic Libraries,Librarians,Librarian Attitudes,Community Colleges,Two Year College Students,Student Needs,Standards,Program Implementation,Library Associations,Influence of Technology

An online survey in Florida and New York of community college librarians with responsibility for information literacy instruction provides a snapshot of instructional objectives and practices, including librarians' beliefs about students' information literacy needs, strengths, and weaknesses. Survey results point to the influence of the Association of College and Research Libraries &quot;Framework&quot; in the community college context, the challenges librarians face as they work to implement it, and their successes in doing so. These data reveal opportunities to support and improve instruction and to prepare future librarians to work successfully in community college contexts.
Not a Blank Slate: Information Literacy Misconceptions in First-Year Experience Courses
Author: Keba, Michelle
Date: 2020-00-00
Type: Journal Articles
Subjects: Information Literacy,Misconceptions,First Year Seminars,College Freshmen,Student Attitudes,Academic Libraries,Librarians,Library Services,Credibility,Internet,Student Research,Library Instruction

Information literacy is the primary instructional focus of many librarians. With the development of a core set of information literacy threshold concepts, librarians often strive to impart these concepts to undergraduate students during their years of study. However, when students come to school, they are not blank slates. They arrive with preconceived ideas or misconceptions which can impede this process. In this article, the authors report on the results of focus groups held with first-year students at a private, liberal arts university. During the focus groups, participants were asked to share their perceptions of the misconceptions identified by Hinchliffe et al. (2018) in their information literacy misconception inventory. This study adds support for some of the misconceptions included in the Hinchliffe et al. inventory. However, it was not able to add support to all of them. In some cases, participants indicated conflicting results; in others their responses opposed the misconception.
Professional Development for Research-Writing Instructors: A Collaborative Approach
Author: Bowles-Terry, Melissa
Date: 2020-00-00
Type: Journal Articles
Subjects: Faculty Development,Writing Instruction,Writing Teachers,Academic Libraries,Library Instruction,Librarian Teacher Cooperation,Information Literacy,Expertise,Interdisciplinary Approach,Writing Across the Curriculum

Writing programs and academic libraries are frequent collaborators based on shared concerns about writing and research. However, in these collaborative relationships librarians often share their expertise with writing program administrators and individual instructors without developing the information literacy expertise of the majority of writing program instructors. At the University of Nevada, Las Vegas, the library instruction program and the writing program recognized that by facilitating collaborative professional development, they could together provide enhanced support for instructors teaching research-based writing courses. The authors present a case study of their local professional development institute that developed writing instructors' information literacy confidence and expertise. Based on this experience, the authors offer ways that libraries and writing programs can collaborate to develop writing instructors' information literacy expertise so that the instructors are better prepared to integrate research and writing into the writing curriculum and support students' research and writing learning needs.
Community Learning through Adversity and Disaster: An Australian Case Study of Rural Adaptation and Resilience beyond Paid Work
Author: Golding, Barry
Date: 2020-11-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Areas,Natural Disasters,Pandemics,COVID-19,Community Involvement,Adjustment (to Environment),Resilience (Psychology),Adult Education,Community Education,Lifelong Learning,Institutional Autonomy

Our paper uses a qualitative, case study approach to critically examine the role of community involvement in learning to adapt and develop resilience in the face of disaster. Within a decade, the already disadvantaged, small, Australian rural community of 'Bellbird' faced three catastrophic, human induced disasters: the Millennial Drought (1996 to 2010), a March 2013 bushfire and the COVID-19 epidemic of 2020. Our interviews were conducted during late 2019 and early 2020 with men and women shedders as well as their significant others in the usually vibrant and unusually gender inclusive 'Bellbird Men's Shed'. For at least six months following the interviews, the Bellbird Men's Shed was shut as a consequence of the COVID-19 lockdowns. We opportunistically reflect on the data from our interviews and emerging literature on the impact of the COVID-19 pandemic to critically interrogate the role local community learning plays in responding to and developing resilience in the face of locally experienced global disasters. We conclude that Bellbird is a good example of a small, rural community where formal, top down decision making approaches to adult and community education in 2020 in Australia are sometimes impossible or inappropriate. Bellbird in effect exercised agency to create its unique, place and needs-based form of lifelong and lifewide learning 'bottom up' at its atypical community Men's Shed. The practices and commitments the Shed adopted have provided the community with opportunities for developing personal and collective wellbeing and the necessary resilience for adapting to likely future shocks.
Educating Australian Adults in an Era of Social and Economic Change
Author: Billett, Stephen
Date: 2020-11-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Education,Adult Students,Student Needs,Adult Learning,Curriculum Development,Lifelong Learning,Educational Demand,Economic Factors,Social Change

The origins and focuses of adult education across Western countries are often about meeting adults' needs, and for purposes they have nominated, not those compelled by others. Unlike other sectors (e.g. schools, vocational colleges and universities) that were mainly initiated and sustained by church or state, adult education has long been grounded in communities and provided through hybrid institutions. Across Western countries, the term 'movement,' is often associated with adult education's origins, and it is sometimes regarded as a 'fourth sector' of education, apart from schools, vocational education and training and university studies. In recent times, the concept has expanded and diversified, however, making it more amorphous and less distinctive as an educational 'sector'. Nevertheless, one of the continuing features of 'adult education' has been its concern for adults' learning needs and preferences. This paper proposes that the formation and continuity of adult education have been based particularly on three key premises: (1) meeting adults' specific but heterogeneous learning needs; (2) educational purposes and purposes being understood in the local context; and (3) the enactment of adult education being shaped by local considerations. Furthermore, the values underpinning 'traditional' adult education have not only been sustained in what is now more commonly known as Adult and Community Education (ACE) but have expanded into other educational contexts. Informed by considerations of selected research projects the authors have been involved with in recent years, this paper identifies how the three premises have emerged as features of other educational provisions for adults.
Pre-Service Teachers Exploring the Role of Pattern-Based Reasoning in the Context of Algebraic Thinking
Author: Obara, Samuel
Date: 2019-00-00
Type: Journal Articles
Subjects: Thinking Skills,Algebra,Mathematics Skills,Mathematical Concepts,Preservice Teachers,Elementary School Teachers,Mathematics Teachers,Teacher Education Programs,Generalization,Problem Solving,Difficulty Level,Symbols (Mathematics),Learning Processes,Student Attitudes,Undergraduate Students

This paper explores how a group of pre-service elementary school teachers training to become mathematics teachers for elementary schools arrived at generalizations based on patterns. Two representative problems were investigated with these preservice teachers. The focus of this study was how these preservice teachers analyze and symbolize algebraically their generalizations during a problem-solving process. The results indicate that the preservice teachers had difficulty making use of input-output (having two variables in the table) relationships in a generalization process associated with developing symbolic functions. This study identifies the crucial need for introducing students to pattern activities early on in their lives.
Using a Reflective Practice Model to Teach STEM Education in a Blended Learning Environment
Author: ElSayary, Areej
Date: 2021-00-00
Type: Journal Articles
Subjects: Reflection,STEM Education,Blended Learning,Electronic Learning,Transformative Learning,Experiential Learning,Authentic Learning,Problem Based Learning,Active Learning,Student Projects,Inquiry,Teacher Attitudes,Attitude Change,Middle School Teachers,Private Schools,Learner Engagement,COVID-19,Pandemics,Foreign Countries

This study explores and explains teachers' perceptions and practices in using a reflective practice model to teach STEM education in a blended learning environment. The study was conducted before the COVID-19 lockdown and continued after the quarantine till the end of the semester. The transformative learning and the experiential learning theories are used as combined conceptual frameworks to form a reflective practice model that guided this study. The participants are middle school teachers (n=18) in a private school in the United Arab Emirates UAE. A sequential mixed-method approach using quantitative and qualitative data was used. An online survey with closed-ended items was adopted to collect quantitative data from teachers. The qualitative data was collected through teachers' semi-structured interviews using Zoom conference meeting. The study's results reveal that teachers' perceptions and practices about learning and skills needed in the future will be different from before COVID-19.
Engineering Students&apos; Approaches to Learning and Views on Collaboration: How Do Both Evolve in a PBL Environment and What Are Their Contributing and Constraining Factors?
Author: Du, Xiangyun
Date: 2019-00-00
Type: Journal Articles
Subjects: Engineering Education,Student Attitudes,Undergraduate Students,Cooperative Learning,Teamwork,Problem Based Learning,Student Projects,Active Learning,Correlation,Learning Strategies,Coping,Value Judgment,Questionnaires,Foreign Countries

Background: This study investigated the development of engineering students' approaches to learning and views on collaboration in a PBL environment. Material and methods: An explanatory mixed research approach was employed with participants from four PBL-implementing engineering courses in Qatar and China. 197 students responded to two surveys, and 168 students participated in group interviews. Results: While the study reveals increased adoption of deep approaches to learning on team projects, little influence on surface approaches to learning was found. The study also provides evidence supporting the positive relationship between students' adoption of deep learning approaches and their acknowledgement of values of collaboration in teamwork. Conclusions: This study suggests that while PBL characteristics may support deep learning, certain factors may underpin surface learning, including a feeling of insecurity during first experiences with it, lack of skills, and assessment methods that favor surface learning. Further efforts on engaging students with PBL may benefit both deep learning and team effectiveness.
Health Programme Evaluation and the Improvement of Quality of Care: An Orthogeriatrics Programme Case Study
Author: Pérez-Jorge, David
Date: 2019-00-00
Type: Journal Articles
Subjects: Rehabilitation Programs,Health Services,Program Evaluation,Geriatrics,Older Adults,Surgery,Hospitals,Quality of Life,Patients,Health Personnel,Gender Differences,Foreign Countries

The evaluation results of the Orthogeriatric Unit at Nuestra Señora de la Candelaria Hospital, Tenerife, Canary Islands, are set out in this paper. The fundamental aim has been the assessment of comprehensive rehabilitation and the improvement of quality of life, which would allow a faster discharge process for patients over 65 years of age. A transversal and longitudinal assessment has focused on its aims and its results, the reference criteria or quality standards and the contributions made by the working team. The longitudinal analysis shows that the days in hospital are considerably reduced, surgical interventions have increased and the waiting time between admittance and surgery is reduced, and the prescription of a rehabilitation process after surgery and discharges has increased. The transversal analysis reveals differences in length of rehabilitation between the Orthogeriatric Unit patients and the outpatient alternative, proving that a significant improvement and optimisation has been achieved.
Ideology in Science Textbooks for Japanese Students in East Asian Colonies: Focusing on Plant Species That Appear in Manchuria Textbooks
Author: Ikeda, Masafumi
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Plants (Botany),Textbooks,Content Analysis,Classification,Foreign Policy,Agriculture,Foreign Countries,Educational History,Cultural Influences,Elementary School Students

Colonial education worldwide has relied on various concepts, from trying to mirror the content of the sovereign country to developing unique content pertaining to the colonies themselves. In this paper, we examined the nature of colonial education for the Japanese in northeast China (&quot;Manchuria&quot;) during the colonial period from the viewpoint of the kinds of plants that were the subject of science textbooks. We categorized land plants based on their distribution range and/or usage and quantitatively evaluated their appearance frequencies. We found that useful plants appeared most frequently in the textbooks, suggesting a specific agricultural policy intent. From the perspective of species distribution, plant taxa that are distributed across both Japan and Manchuria frequently appeared, whereas only three Japanese endemic species were cited. Our study suggests the goal of educating students who were likely to be accepted in both the colony and the sovereign state.
The Journalistic Approach: Evaluating Web Sources in an Age of Mass Disinformation
Author: Elmwood, Victoria
Date: 2020-00-00
Type: Journal Articles
Subjects: Journalism,Questioning Techniques,Evaluative Thinking,Evaluation Criteria,Information Literacy,Information Sources,Web Sites,Credibility,Library Instruction,Elementary Secondary Education,Higher Education,Mass Media Effects

A new approach to teaching web source evaluation is necessary for an internet that is increasingly littered with sources of questionable merit and motivation. Initially pioneered by K-12 educational specialists, the journalistic model avoids the cognitive duality of the checklist and a reliance on opaque terms and concepts. Instead, it recommends students apply the six journalistic questions of what, who, where, when, why, and how when evaluating freely available web sources. This approach outlines an evaluative procedure that is open-ended, discursive, and analytic in nature as opposed to formulaic and binaristic. It also requires students to consider both the context of the information need and a source's potential use as central to its evaluation.
Teaching and User Satisfaction in an Academic Chat Reference Consortium
Author: Barrett, Kathryn
Date: 2020-00-00
Type: Journal Articles
Subjects: User Satisfaction (Information),Library Services,Academic Libraries,Computer Mediated Communication,Library Instruction,Consortia,Foreign Countries,Use Studies

This study investigated 299 chat reference interactions from an academic library consortium for instances of teaching and compared these against other characteristics of the chat, such as question content, staff type, user status, user satisfaction, institutional affiliation, length, and shift busyness. Statistical analysis revealed that teaching was more likely to occur when the chat was a research-related question or when the operator was a graduate student worker employed by the consortium but less likely when the operator was a paraprofessional. Chats with teaching were longer but were also associated with higher user satisfaction scores. Teaching rates did not differ by institutional affiliation, shift busyness, or user type. These results indicate that busy consortial services can offer comparable teaching service to single-institution services. The researchers recommend updating operator training to better emphasize teaching to increase user satisfaction.