ethanporcaro/eric-fulltext-meta huggingface dataset:
Adopting Educational Robotics to Enhance Undergraduate Students&apos; Self-Efficacy Levels of Computational Thinking
Author: Aristawati, Feri Ardiana
Date: 2018-12-00
Type: Journal Articles
Subjects: Educational Technology,Robotics,Programming,Thinking Skills,Self Efficacy,21st Century Skills,Problem Solving,Constructivism (Learning),STEM Education,Undergraduate Students

Computational Thinking (CT) skill, as an essential 21st -century skill, is an important problem-solving and survival abilities in the era of disruption. Universal principles generating a pattern of abstraction develop step-by-step troubleshooting instructions in solving similar problems, perceiving similarities/differences between the patterns, and making a complex problem solvable. The skill could be applied to various engineering fields by emphasising efficiency, accuracy, and capability of problem-solving. Recently, robot enthusiasts in Science, Technology, Engineering and Math (STEM) learning that involves 'assembling, programming and testing' activities, underscore CT skills. This research explores the CT pattern along with participants-developed robotics activities.
Identifying Students&apos; Misconceptions of Acid-Base Concepts Using a Three-Tier Diagnostic Test: A Case of Indonesia and Thailand
Author: Mubarokah, Febriati Dian
Date: 2018-12-00
Type: Journal Articles
Subjects: Misconceptions,Scientific Concepts,Chemistry,Concept Formation,Diagnostic Tests,Grade 12,High School Seniors,Comparative Education,Foreign Countries

Through a descriptive exploratory research design, the current study purposed to diagnose students' misconceptions of acid-base concepts. A Three-Tier Diagnostic Test (TTDT) with 20 items was administered to 72 Thai and 64 Indonesian grade 12 students in the science program. The semi-structured interview was used to probe their responses to the interview questions. Then, their misconceptions were classified under four categories. The result indicated that the Thai and Indonesian students' misconceptions were similar to each other. Most of the students had misconceptions of such concepts as acid-base theories, the strength of acids and bases, pH concept in electrolyte and non-electrolyte characteristics of acids and bases. The results shed more light on students' conceptual understanding. Students should be encouraged to overcome their misconceptions and change them scientific conceptions.
Implementation of E-Learning Based-STEM on Quantum Physics Subject to Student HOTS Ability
Author: Yusuf, Irfan
Date: 2018-12-00
Type: Journal Articles
Subjects: Electronic Learning,STEM Education,Physics,Thinking Skills,Skill Development,Preservice Teachers,Reference Materials,Instructional Materials,Instructional Effectiveness,Virtual Classrooms,Computer Simulation,Laboratory Experiments,Scientific Concepts,Concept Formation,Foreign Countries

E-learning media is one effective solution as a learning tool that could be implemented anytime and anywhere. Science, Technology, Engineering, and Mathematics (STEM) approach through the use of e-learning is expected to develop students Higher Order Thinking Skills (HOTS). This study aimed to measure students HOTS abilities through the use of e-learning based-STEM media in quantum physics courses. Through purposive sampling technique set sample research that is students who are in the program of quantum physics courses for ten people in the even semester 2017-2018 in Jurusan Pendidikan Fisika Universitas Papua. The instruments used are eight numbers of HOTS questions in the form of essays and questionnaires of student responses given after the lesson. The data analysis technique used was gain test to see if there was the improvement of HOTS student ability and hypothesis test through SPSS to know the difference of HOTS ability before and after learning, while student response questionnaire analysis is done through Rash modeling using the Winstep program. The results showed that the value of N-gain (0.7) high category and Wilcoxon test significance value (0.004) indicating that learning of quantum physics through e-learning based on the STEM can improve students HOTS capability. Rasch modeling showed that in general the students strongly agree on the learning done. Therefore, the implementation of e-learning based on the STEM in quantum physics course could be used as one of the references to develop students HOTS capability. [Note: The page range (67-75) shown on the PDF is incorrect. The correct page range for this article is p67-74.]
Applying an Experiential Learning Cycle with the Aid of Finite Element Analysis in Engineering Education
Author: Widiastuti, Indah
Date: 2018-12-00
Type: Journal Articles
Subjects: Engineering Education,Active Learning,Experiential Learning,Learning Modules,Heat,Thermodynamics,Computer Software,Concept Formation,Foreign Countries

To enhance student's understanding of basic engineering concepts, engineering education should include more active learning in its curricula. This article purposed to develop an active learning module for mechanical engineering students through a commercial finite element package. Kolb Learning Cycle was employed as the fundamental pedagogic of the module. This paper outlined how Kolb's theory of the experiential learning was used to improve a learning module for 'Heat Transfer' course in mechanical engineering education. This model, which covered three topics (steady state heat conduction, transient heat conduction and thermal stress), briefly summarized, and reviewed Kolb's stages of the experiential learning. A commercial finite element software was chosen to facilitate students' understanding of difficult mathematical concepts. Each stage of the learning module was highlighted. Recommendations were made for future evaluation and research.
The Effects of Holistic Diagnostic Feedback Intervention on Improving Struggling Readers&apos; Reading Skills
Author: van der Boom, Edith H.
Date: 2018-12-00
Type: Journal Articles
Subjects: Holistic Approach,Intervention,Feedback (Response),Individualized Instruction,Diagnostic Teaching,Reading Difficulties,Reading Skills,Elementary School Students,Self Management,Goal Orientation,Mastery Learning,Self Evaluation (Individuals),Metacognition,Learning Motivation,Learning Strategies,Public Schools,Literacy,Foreign Countries

The present study examined ways in which young readers respond to customized diagnostic feedback interventions. Individualized feedback and intervention support were provided to six junior elementary students whose profiles were developed based on multiple data sources which considered students' interests, learning preferences, and reading readiness levels. A multiple case study approach was applied to examine how each of the students uniquely responded to the diagnostic feedback intervention. The study findings show that providing students with individualized feedback that is skill-based and provides strategies to target chosen areas gives them a far greater understanding of their strengths and weaknesses and how to best target these areas over simply providing an achievement level. Assessment which informs students' current skills of reading comprehension can support students' learning. Intervention that moves between teacher and student allows for the adjustment of students' cognitive and metacognitive processes. Providing students with skills and strategies through feedback allows them to increase their self-regulation and motivation to learn.
Emergent Professional Learning Communities in Higher Education: Integrating Faculty Development, Educational Innovation, and Organizational Change at a Canadian College
Author: Mooney, Julie A.
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,Communities of Practice,Higher Education,College Faculty,Faculty Development,Educational Innovation,Organizational Change,Educational Change,Workshops,Conferences (Gatherings),Educational Policy,Vignettes

Centres for teaching and learning at postsecondary educational institutions in Canada seek to serve the professional development needs of faculty members throughout the college or university. Recognizing the limits of conventional frameworks for faculty development, such as one-time workshops, pedagogical conferences, and lunchtime discussion sessions, this interpretive inquiry explores learning communities as an additional framework for serving faculty development and cross-institutional professional development needs. The study asks: &quot;what does it mean for faculty, educational developers, support staff, and administrators to participate in a learning community at a college in Canada?&quot; Data collected through individual inquiry conversations (semi-structured interviews) and research memos were used to develop narrative descriptions representing the participants' respective experiences of a learning community in a large, urban college context in Canada. These narrative descriptions offer portraits of the meaning that learning community members made of their own experience, revealing that the learning communities served not only as sites for professional development, but also formed microcultures within the institution, which, over time, influenced educational (academic) and organizational (administrative) change, both in policy and in practice.
There Is, Probably, No Need for a Design Framework
Author: de Lange, Jan
Date: 2021-05-00
Type: Journal Articles
Subjects: Learning Processes,Mathematics Instruction,Instructional Design,Task Analysis,Teaching Methods,Evidence Based Practice,STEM Education,Preschool Education,Animals,Creative Thinking,Mathematical Concepts,Concept Formation,Classification,Purchasing,Food,Elementary Secondary Education,Algebra,Geometry,Maps

I present my perspective on the design process in this article, arguing for a focus on student learning and &quot;slow design&quot; that stems from knowledge of mathematics and their support system in the learning process. I have a question about the design process academization and task design research direction. Numerous examples from my work at the Freudenthal Institute are used to illustrate this paper.
Indonesian Mathematics Teachers&apos; Knowledge of Content and Students of Area and Perimeter of Rectangle
Author: Yunianto, Wahid
Date: 2021-05-00
Type: Journal Articles
Subjects: Mathematics Teachers,Knowledge Level,Pedagogical Content Knowledge,Geometric Concepts,Concept Formation,Misconceptions,Problem Solving,Lesson Plans,Teacher Competencies,Grade 7,Grade 8,Grade 9,Foreign Countries

Measuring teachers' skills and competencies is necessary to ensure teacher quality and contribute to education quality. Research has shown teachers competencies and skills influence students' performances. Previous studies explored teachers' knowledge through testing. Teachers' knowledge of the topic of area-perimeter and teaching strategies has been assessed through testing. In general, items or tasks to assess mathematics teacher knowledge in the previous studies were dominated by subject matter knowledge problems. Thus, it seems that the assessment has not fully covered the full range of teacher knowledge and competencies. In this study, the researchers investigated mathematics teachers' Knowledge of Content and Students (KCS) through lesson plans developed by the teachers. To accommodate the gap in the previous studies, this study focuses on KCS on the topic of areaperimeter through their designed lesson plans. Twenty-nine mathematics teachers attended a professional development activity voluntarily participated in this study. Two teachers were selected to be the focus of this case study. Content analysis of the lesson plan and semi-structured interviews were conducted, and then data were analyzed. It revealed that the participating teachers were challenged when making predictions of students' possible responses. They seemed unaware of the ordinary students' strategies used to solve maximizing area from a given perimeter. With limited knowledge of students' possible strategies and mistakes, these teachers were poorly prepared to support student learning.
Exploring Disproportionate Discipline for Latinx Students with and without Disabilities: A National Analysis
Author: Gage, Nicholas A.
Date: 2021-11-00
Type: Journal Articles
Subjects: Disproportionate Representation,Discipline,Hispanic American Students,Students with Disabilities,Suspension,Expulsion,National Surveys,Public Schools,Elementary Secondary Education,Data Analysis

The Latinx population is the largest group of racially and ethnically diverse students in the United States. Although disproportionality in school discipline has been documented for Latinx students, findings related to such disparities have been inconsistent. We examined disciplinary exclusion practices involving students with and without disabilities who are Latinx across the United States using risk ratios (RR) and weighted mixed-effect models. We leveraged data from the Civil Rights Data Collection (CRDC) data set for the 2015 to 2016 academic school year, which included data from more than 94,000 schools. The CRDC is collected by the U.S. Department of Education's Office of Civil Rights every 2 years. All U.S. public schools are required to submit data to the CRDC. Results suggest that Latinx students with and without disabilities were statistically significantly more likely to receive exclusionary discipline than White students, but less likely than Black students. Implications for research and practice are provided.
National Picture of the Self-Determination Characteristics of Secondary School English Learners with Disabilities
Author: Newman, Lynn A.
Date: 2021-11-00
Type: Journal Articles
Subjects: Self Determination,English Language Learners,Students with Disabilities,Age Differences,Secondary School Students,Longitudinal Studies,Intervention,Student Characteristics,Family Characteristics,Academic Aspiration,Postsecondary Education,Student Attitudes,Comparative Analysis,Student Empowerment,Special Education,Transitional Programs,Gender Differences

We examined the self-determination of English learners with disabilities in secondary school, based on a secondary analysis of the National Longitudinal Transition Study 2012 (NLTS 2012). Self-determination characteristics of English learners with disabilities differed significantly from those of other students with disabilities, and of English learner students and students who are not English learners in the general population, including their being less likely to act autonomously or report empowerment-related or self-realization-related behaviors. Multivariate analyses identified several student and family characteristics associated with variations in aspects of self-determination, including age, gender, and postsecondary expectations. Implications for practice and research are discussed, including the importance of considering these factors when selecting, implementing, and evaluating self-determination interventions for English learners with disabilities. [For the grantee submission, see ED610146.]
Science Teachers&apos; Practical Knowledge of Inquiry-Based Learning
Author: Ngaisah, Fatih
Date: 2018-12-00
Type: Journal Articles
Subjects: Science Teachers,Junior High School Teachers,Pedagogical Content Knowledge,Knowledge Level,Scientific Concepts,Concept Teaching,Active Learning,Inquiry,Personal Autonomy,Science Process Skills,Foreign Countries

Science teachers' practical knowledge of inquiry-based learning influence their beliefs about science teaching and learning. The Indonesian Curriculum released in 2013 has required teachers to teach science via inquiry-based approaches. In fact, some previous studies have found that teachers have difficulties in practically implementing the requirements suggested by the curriculum. It is believed that teachers' practical knowledge may influence their real teaching practices. This research aimed to analyze how teachers employed their practical knowledge in teaching inquiry-based science by selecting an appropriate type of inquiry in science topics. 105 science teachers purposefully drawn from the regular meeting of Science Teachers Association of Surakarta City in February 2017 voluntarily participated in the survey. A nine-item questionnaire originally developed by W.W. Cobern et al (2104) was administered to measure the most appropriate type of inquiry in various science topics. The teachers' options represent their practical knowledge of inquiry-based learning. It is expected that teachers will choose the best appropriate type of inquiry focusing on student's autonomy, i.e an open inquiry. The results showed that the teachers differently interpreted the inquiry-based learning. Teachers mostly used guided-inquiry (32.8%) and open-inquiry (32.08%) to teach the science topics in the questionnaire. It was elicited that 12.17% of them selected didactic direct inquiry, whilst 22.65% of them chose active direct one. It is recommended that future studies should handle the results of the current study to appropriately formulate in-service curriculum and education for science teachers.
Teachers&apos; Perception on Digital Teaching Material Development in Social Science Education
Author: Sariyatun
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Social Sciences,Instructional Materials,Teacher Competencies,Teacher Attitudes,Junior High School Teachers,Teacher Characteristics,Material Development

A form of technology application in learning in the class is digital teaching material development. Social science teachers need to be prepared for mastering technical skills and have pedagogic ability in utilizing digital technology in learning. This study aimed to describe teachers' perception on social science digital teaching material development. Qualitative approach was employed in this study. Case study was conducted in Surakarta City, Indonesia. Data was collected by interview and interview from to explore the respondents' perspectives on the development of social science digital teaching material. The interviewees who agreed to participate in this study were 40 social science teachers at junior high school. The participants were selected with purposive sampling. The teachers were selected according to the criteria of educational background, gender, and experience of scientific activities. Data analysis was carried out using an interactive analysis. The findings of research showed that social science teachers in Surakarta had positive perception on digital teaching material development. The main constraint that the teachers had to encounter was related to time and access to technological equipment.
The Effect of Picture Storybook Based on Scientific Approach through Inquiry Method toward Student&apos;s Inference Skill
Author: Atikoh, Nur
Date: 2018-12-00
Type: Journal Articles
Subjects: Picture Books,Story Reading,Textbooks,Teaching Methods,Science Instruction,Instructional Effectiveness,Active Learning,Inquiry,Science Process Skills,Skill Development,Grade 5,Elementary School Students,Foreign Countries

Many recent studies have reported that picture storybook plays a very important to make a meaningful learning. However, there is lack of the picture storybook that supports the learning process using a scientific approach. Thus, the student's scientific process skill will not develop optimally if the presentation of the material is less interesting and the students are not directly involved in the learning process. This study aimed to examine the difference of students' inference skill after they were taught using picture storybook based on scientific approach through inquiry method and using textbook of curriculum 2013. The used research design was quasi-experiment with the model of pre-test and posttest control group design. The population of research used in this research was grade 5 students of the elementary school in Bantul, Yogyakarta. The sample of research consisted of 47 students. 23 students as experiment class using picture storybook based on scientific approach through inquiry method, whereas 24 students as control class using textbook of curriculum 2013. The result of research showed that there was a significant difference in learning student's inference skill using picture storybook based on scientific approach through inquiry method and using textbook of curriculum 2013. It could be seen from the significance value (Sig.) lower than the significance level ([alpha]), (0,01 &lt; 0,05). The implication of this research is the learning design will be more creative, innovative, and comprehensive.
CLIL Approach in Encouraging Self-Efficacy amongst Malaysian Gifted Students for Arabic Tasks Accomplishment
Author: Kamis, Mohd Sham
Date: 2021-00-00
Type: Journal Articles
Subjects: Content and Language Integrated Learning,Self Efficacy,Foreign Countries,Academically Gifted,Semitic Languages,Second Language Learning,Religious Factors,Secondary School Students,Student Attitudes

CLIL approach refers to Content and Language Integrated Learning. This paper discusses the self-efficacy of Malaysian Gifted Students (MGS) at GENIUS@Pintar Negara in understanding Arabic tasks in the classroom, for example, understanding the Arabic terms in the lesson of Haji. These terms are; a) dam tertib and takdir, b) dam tertib and ta'dil, c) dam takhyir and takdir, d) dam takhyir and ta'dil. Besides, by employing the CLIL, the MGS can improve themselves because the CLIL approach encourages their self-efficacy to completely deal with the language task. The present study employs; qualitative study by using an interview, verbal report, and observation. This method is an instrument to answer two research questions. a) How the individual of MGS adapts his/ her situation to understand the four Arabic terms of the dam in Haji after undergo the three principles stages of classroom task in CLIL? b) What is the best method to memorize the four Arabic terms of the dam in Haji? In this study, three participants took part in the pilot study, and seven participants took part in the actual study. The present study revealed that the MGS in the Pusat GENIUS@Pintar Negara prefer to be independent learners by using the internet to understand the four Arabic terms and memorize by using keywords related to the four Arabic terms in performing Haji.