ethanporcaro/eric-fulltext-meta huggingface dataset:
The Exponential Function Meaning in Mathematical Modeling Activities: A Semiotic Approach
Author: da Silva, Karina Alessandra Pessoa
Date: 2018-06-00
Type: Journal Articles
Subjects: Semiotics,Mathematical Models,Familiarity,Mathematics Instruction,Learning Activities,Correlation,Guidelines,Undergraduate Students,Majors (Students),Teaching Methods,Numbers,Foreign Countries,Classroom Communication,Discourse Analysis,Qualitative Research

In this article we present a reflection about the meaning attribution to the mathematical object &quot;exponential function&quot; that emerges from two mathematical modeling activities. The theoretical framework of the text contemplates considerations on Mathematical Modeling and elements of semiotics as theorized by Charles Sanders Peirce. The empirical research refers to the development of two modeling activities carried out by different groups of students. We analyzed the interpretant signs produced by students working in groups on two activities. The analysis indicates that exponential function meaning in mathematical modeling activities is associated with the &quot;familiarity&quot; that the interpreter reveals to have in relation to the object; the interpreter's &quot;intention&quot; in signifying the object; the identification, by the interpreter, of the possibility to refer to the object in other circumstances or in future situations; and the &quot;collateral experience&quot; of the interpreter with the object. In addition, the significance of the exponential function in modeling activities is also associated with the specificities of the problem as well as with the pertinent systems of practices and contexts of use of this function.
The Relationship between Teacher Candidates&apos; Views of the Nature of Science and Their Problem Solving Skills
Author: Ocak, Ijlal
Date: 2018-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Scientific Principles,Problem Solving,Correlation,Student Attitudes,Statistical Analysis,Gender Differences,Instructional Program Divisions,Surveys,Foreign Countries,Regression (Statistics)

The aim of this research is to examine the teacher candidates' views of the nature of science and their problem-solving skills in terms of various variables and, the relationship between them. 'Science-Technology-Society Scale (VOSTS)? developed by Aikenhead, Ryan &amp; Fleming (1989) and adapted by Ari (2010) through choosing 22 items (VOSTS-TR) and 'Problem Solving Inventory (PSI)' developed by Heppner &amp; Peterson (1982) and adapted by Sahin, Sahin &amp; Heppner (1993) were used as data collection instruments. While teacher candidates' views differed in the sub-dimension of the VOSTS-TR, their level of problem solving skills was found to be medium and high. According to two-way ANOVA results, the interaction of problem solving skills between gender does not create a significant difference on teacher candidates' views of nature of science and its characteristic features of scientific information sub-dimension. However, the interaction of problem solving skills between educational stage that they will serve create a significant differences on teacher candidates' views of nature of science. Teacher candidates' views of the nature of science were significantly predicted by their problem solving skills. In conclusion, the teacher candidates' views of the nature of science are not at a sufficient level and their views of the nature of science affected by problem solving skills.
Think-Talk-Write Model for Improving Students&apos; Abilities in Mathematical Representation
Author: Supandi, Supandi
Date: 2018-07-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Self Efficacy,Learning Processes,Control Groups,Grade 8,Geometry,Spatial Ability,Junior High School Students,Experimental Groups,Comparative Analysis,Problem Solving,Self Motivation,Correlation,Quasiexperimental Design,Tests,Learning Strategies,Foreign Countries,Scoring,Guidelines,Statistical Analysis

Mathematical representation is an important skill in mathematics learning that enables students to interpret and solve problems with ease. However, building confidence in such a skill can be difficult for some students, especially for those who lack self-motivation skills. Therefore, this study examines the effects of the think-talk-write strategy and the expository strategy on students' abilities in mathematical representation in order to understand the relationship between mathematical representation and self-efficacy. In this study, a Quasi-Experiment design comprising the experiment group and the control group was applied. Learning process by Think-talk-write (TTW) strategy was implemented in the experiment group only. On the other hand, the learning process in the control group was accomplished without the TTW strategy. The sample in this study comprised students of the eighth grade studying geometry and spatial relations at a public junior high school. For the purpose of this study, two groups were created: 1) an experimental group, in which the think-talk-write strategy was employed, and 2) a control group, in which the expository approach was applied. In addition, mathematical representation ability and self-efficacy scale tests were used as the instruments of this quasi-experimental study.
Relationship between 21st Century Skills, Speaking and Writing Skills: A Structural Equation Modelling Approach
Author: Motallebzadeh, Khalil
Date: 2018-07-00
Type: Journal Articles
Subjects: Correlation,Structural Equation Models,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Literacy,Questionnaires,Critical Thinking,Problem Solving,Communication Skills,Interpersonal Competence,Leadership,Technological Literacy,Writing Evaluation,Scores,Oral Language

Teaching and learning in the 21st century is dealt with challenges and novelties. This study was conducted to investigate the relationship between 21st century skills, EFL learners' speaking and writing skills. The participants comprised 122 EFL learners from three private language institutes of Mashhad. Their selection was based on convenience sampling and the participation was entirely voluntary. The instruments used in this study consisted of 21st century skills questionnaire developed by Ashraf, Motallebzadeh, and Arabshahi (2014). Pearson's correlation coefficient, independent sample t-test, and structural equation modeling (SEM) were run to analyze the relationships among the 21st century skills components. Results of Structural Equation Modeling indicated that 21st century skills had a significant relationship with students writing and speaking. The interrelationship among five sub-constructs of 21st Century Skills Questionnaire (critical thinking and problem solving, communication and collaboration, interpersonal skills, leadership, and technology literacy) were analyzed on speaking and writing scores. Among five sub-constructs of 21st century skills questionnaire communication and collaboration had the highest correlation with foreign language speaking score and technology literacy had the highest correlation with foreign language writing score.
Multiple Strategies Approach and EFL Reading Comprehension of Learners with Dyslexia: Teachers&apos; Perceptions
Author: Awada, Ghada
Date: 2018-06-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Reading Comprehension,Dyslexia,Teacher Attitudes,Inclusion,Special Education,Foreign Countries,Reading Difficulties,Reading Strategies,Grade 7,Grade 8,Grade 9,Qualitative Research,Reading Skills

The present study reports the perceptions that the teachers have of the usefulness of a combined strategy instruction for the improvement of the reading comprehension skill in students with dyslexia. These students are placed in regular classes on a full-time basis (inclusion) and their situation has not been changed for the purpose of this study. The strategy instruction includes graphic organizers, visual displays, mnemonic illustrations, movie maker journaling and movie use, prediction, inference, text structure awareness, main idea identification, summarization, and questioning. The findings of the qualitative analysis indicate that all those strategies help students improve the reading comprehension of narrative texts. However, teachers explain that each strategy has positive aspects as well as drawbacks. This study will help teachers to design appropriate syllabus as well as sets of activities to groups of students in inclusive settings.
Raising Environmental Awareness of Future Teachers
Author: Nazarenko, Alexander V.
Date: 2018-07-00
Type: Journal Articles
Subjects: Environmental Education,Professional Training,Holistic Approach,Ecology,Interviews,Skill Analysis,Preservice Teachers,Preservice Teacher Education,Consciousness Raising,Familiarity,Knowledge Level,Minimum Competency Testing,Questionnaires,Control Groups,Experimental Groups,Student Surveys,Student Teacher Attitudes

This paper provides new and effective modes of professional environmental training for future teachers. We have designed a model of environmental awareness. It was used in the pedagogical experiment to develop a holistic view regarding its significance in the overall structure of professional competence of future ecology experts. We have interviewed 47 students of pedagogical university in order to assess their level of theoretical knowledge and environmental skills. Applying environmental training modes and methods and gaining particular experience allowed effectively organizing the pedagogical process that would promote the development of environmental awareness and attitudes. Our original techniques were used to stimulate intellectual activity of students in this specific field, facilitate the process of identifying personal potential and its activation in the field of nature and resource management, environmental protection.
Emotional Intelligence and Peer Cyber-Victimisation in Adolescents: Gender as Moderator
Author: Rey, Lourdes
Date: 2018-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Bullying,Mass Media Effects,Mass Media Use,Social Media,Psychological Characteristics,Gender Differences,Victims,Emotional Adjustment,Secondary School Students,Questionnaires,Likert Scales,Predictive Validity,Influences,Adolescent Attitudes,Foreign Countries

Elucidating personal factors that may protect against the adverse psychological outcomes of cyberbullying victimisation might help guide more effective screening and school intervention. No studies have yet examined the role of emotional intelligence (EI) and gender in adolescent victims of cyberbullying and how these dimensions might interact in explaining cybervictimisation experiences. The main aim of this study was to examine the relationship between EI and cybervictimisation, and the interactive link involving EI skills and gender as predictors of cyberbullying victimisation in a sample of 1,645 Spanish adolescents (50.6% female), aged between 12 and 18 years. Regarding the prevalence of cybervictimisation, our results indicated that over 83.95% of the sample were considered non-cybervictims, while 16.05% experienced occasional or severe cybervictimisation. Additionally, findings indicated that deficits in EI and its dimensions were positively associated with cybervictimisation in both genders, but were stronger in females. Besides, a significant emotion regulation x gender association was found in explaining cybervictimisation experiences. While no interaction was found for males, for females the deficits of emotion regulation were significantly associated with greater victimisation. Our findings provide empirical support for theoretical work connecting EI skills, gender and cybervictimisation, suggesting emotion regulation skills might be considered as valuable resources, as well as their inclusion in new gender-tailored cybervictimisation prevention programmes.
Excessive Use of Social Networks: Psychosocial Profile of Spanish Adolescents
Author: Malo-Cerrato, Sara
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Networks,Social Support Groups,Self Concept,Mothers,Siblings,Personality Traits,Neurosis,Conceptual Tempo,Prediction,Prevention,Addictive Behavior,Bullying,Computer Mediated Communication,Psychological Patterns,Adolescents,Family Relationship,Information Technology,Family Environment,Gender Differences,Parenting Styles,Academic Ability,Profiles,Intervention,Mental Disorders,Incidence,Foreign Countries,Personality Measures,Self Concept Measures,Statistical Analysis

Understanding the factors that predict excessive use of social networks in adolescence can help prevent problems such as addictive behaviours, loneliness or cyberbullying. The main aim was to ascertain the psychological and social profile of adolescents whose use of SNSS is excessive. Participants comprised 1,102 adolescents aged between 11 and 18 from Girona (Spain). Those who made excessive use of social networks were grouped together. Their personality and social profiles were explored, the former using NEO FFI, NEO PI-R and Self-Concept AF5, and the latter through the use of Social Support Appraisals, self-attributed type of ICT use in the family and rules regarding ICT use at home. The prevalence of excessive use was 12.8%, being higher among girls. The personality profile was characterized by neuroticism, impulsivity and a lower family, academic and emotional self-concept. The social profile was defined by the perception of high ICT consumption in the mother and siblings, and a lack of rules. The protective factors were conscientiousness, the existence of rules, and being a boy; risk factors were the use of SNSS as a distraction and for fun, and the perception of high sibling consumption. Interventions based on gender and working on responsible ICT use within the family environment are proposed to prevent more serious psychological problems.
The Effect of Metacognitive Teaching and Mathematical Prior Knowledge on Mathematical Logical Thinking Ability and Self-Regulated Learning
Author: Aminah, Mimih
Date: 2018-07-00
Type: Journal Articles
Subjects: Metacognition,Mathematical Logic,Mathematics Instruction,Teaching Methods,Quasiexperimental Design,Role,Learning Processes,Prior Learning,Thinking Skills,Grade 10,High School Students,Control Groups,Experimental Groups,Comparative Analysis,Essay Tests,Mathematics Tests,Correlation,Cognitive Style,Grades (Scholastic),Foreign Countries

This paper reports the findings of a quasi-experiment that aims to investigate the role of metacognitive teaching-learning (MTL) and mathematical prior knowledge (MPK) on students' mathematical logical thinking ability (MLTA) and self-regulated learning (SRL). The subject of the study was 70 tenth-grade students inSumedang, Indonesia. One experimental group and one control group were used, and the students were grouped into three categories based on their mathematical prior knowledge (high, medium and low). The instruments of this study were a short-answer-MPK test, an essay MLTA test, and a SRL scale. The data were analyzed by using Anova, t-test, Mann-Whitney test, and Kruskal-Wallis test. The study find that compared to conventional learning, MTL gave better influence on students with medium MPK in MLTA and gave an overall better effect on students in SRL. However, for entirely students, the students' grades of SRL are fairly good, but the students' grades of MLTA are still low. There is no interaction between learning approaches and MPK on improving MLTA, and there is an interaction between learning approaches and MPK on improving SRL.
The Impacts of Enhancing Emotional Intelligence on the Development of Reading Skill
Author: Ebrahimi, Mohammad Reza
Date: 2018-07-00
Type: Journal Articles
Subjects: Emotional Intelligence,English (Second Language),Second Language Learning,Foreign Countries,Reading Skills,Reading Tests,Scores,Statistical Analysis,Experimental Groups,Hypothesis Testing,Quasiexperimental Design,College Students,Questionnaires,Likert Scales,Language Tests,Pretests Posttests

English language is an important international language and a considerable part of time and expenses is devoted to learning it. Since many academicians and common people invest a lot of time on learning it, an increase in learning speed is certainly an urgent need. The current study tried to empirically examine the influence of an affective factor namely Emotional Intelligence on Reading Skill as affective factors play a role in learning in general and language learning in particular. Intermediate EFL learners in Iran were given an IELTS test for evaluating their reading proficiency. Next, the Emotional Quotient of the subjects were calculated and after that teaching Emotional Intelligence was started. The subjects received instructions for one year on both Emotional Intelligence and Reading Skill. The difference in scores of both Emotional Intelligence and IELTS tests were then statistically calculated to observe the progress in each issue. The findings of the study showed a significant progress both in Emotional Intelligence and Reading Skill of the subjects in the experimental group, but no significance was observed in the control group. The results of the present research could help develop the knowledge on Emotional Intelligence enhancement and its possible effect(s) on language learning.
Online Risk Perception in Young People and Its Effects on Digital Behaviour
Author: Ramos-Soler, Irene
Date: 2018-00-00
Type: Journal Articles
Subjects: Risk,Information Technology,Computer Use,Classification,Preadolescents,Adolescents,Questionnaires,Foreign Countries,Internet,Factor Analysis,Individual Characteristics,Safety,Parent Role,Standards,Child Rearing,Time,Statistical Analysis

An important part of current research regarding online risks is aimed at analysing cyber aggression according to its frequency and type. By contrast, there is less scientific knowledge available on risk perception, the analysis of its components, and the measurement and impact on the behaviour of minors on the Internet. Therefore, the main objective of this study is to establish a classification of minors based on their perception of risk, digital consumption habits, family and/or educational protection factors, and the flow of communication. A structured questionnaire was used from a sample of 865 minors aged 10 to 17 from the Autonomous Region of Madrid. Data were processed using SPSS 15.0 and SPAD 5.0. After a factor and classification analysis was conducted, seven different groups were obtained. The predominant profile, in 42% of the cases, is that of a 'prudent person', characterized by a high perception of risk, not spending an excessive amount of time on the Internet, avoiding unsafe behaviour, talking with parents about online difficulties, receiving advice, and having clear rules on Internet use. The perception of risk is shown as a relevant construct in relation to other indicators such as child-rearing techniques used by parents, the time children spend on Internet, dependency on the device, and the type of digital behavior involved.
The Effects of Lexical Chunks Teaching on EFL Intermediate Learners&apos; Speaking Fluency
Author: Mohammadi, Mohammad
Date: 2018-07-00
Type: Journal Articles
Subjects: Language Fluency,English (Second Language),Second Language Learning,Second Language Instruction,Statistical Analysis,Experimental Groups,Control Groups,Phrase Structure,Comparative Analysis,Interviews,Foreign Countries,Speech Communication,Adolescents,Student Placement,Language Tests,Figurative Language,Teaching Methods,Pretests Posttests

The present study aimed at investigating the effects of learning lexical chunks on the speaking fluency of EFL Iranian learners (between the ages of 13 and 17) and at the same time taking into consideration the examining participants' use of lexical chunks and their knowledge of them. To this end, after administrating the Quick Placement Test (QPT), 60 intermediate L2 learners were selected at random out of 120, and then assigned to two experimental and control groups. The learners were assigned an interview of ten questions as a pretest. After that some lessons of lexical chunks using (&quot;Collocation in Use&quot; and &quot;Common Idioms in English&quot;) books were thought as the treatment to the experimental group. After the instruction, an interview was conducted on both the experimental and control group as the post test. The T-test analyzed data of the post test revealed that after the treatment, the participants' fluency in the experimental group was significantly improved. The results also showed that the participants in the experimental group had positive attitudes toward explicit instruction of lexical chunks. The study has theoretical and pedagogical implications in the field of foreign/second language teaching and learning.
The Effects of Numbered Heads Together-Assurance Relevance Interest Assessment Satisfaction on Students&apos; Motivation
Author: Mustami, Muh Khalifah
Date: 2018-07-00
Type: Journal Articles
Subjects: Student Motivation,Cooperative Learning,Learning Motivation,Quasiexperimental Design,Pretests Posttests,Comparative Analysis,Control Groups,Experimental Groups,Grade 11,High School Students,Foreign Countries,Teaching Methods,Statistical Analysis,Attention,Questionnaires,Student Attitudes,Learning Strategies,Sampling,Student Interests

The purpose of this study was to investigate the effects of the Assurance Relevance Interest Assessment Satisfaction (ARIAS) strategies set with Numbered Heads Together (NHT) on students' learning motivation. This quasi experimental study employed a pretest-post test nonequivalent control group design. The population of the research was all the eleventh graders who were enrolled in the science classes of public senior high schools (SMA) in Makassar, Indonesia. There were 21 schools in total. Random sampling technique was used to select 78 participants who were divided into two groups of treatment: 39 students for each treatment. Research instruments were developed based on the Attention, Relevance, Confident, Satisfaction (ARCS) model. Data on students' learning motivation was collected using a questionnaire that was distributed before and after learning. Research data was analyzed using a descriptive statistic and the analysis of covariate (ANCOVA) statistic. The results of the research suggest that learning strategies have an effect on students' motivation. Compared to ARIAS direct learning model, NHT-ARIAS is more potential to improve students' motivation.
Striking Gold: Introducing Drama-Maths
Author: Coleman, Claire
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Creative Teaching,Mathematics Instruction,Learner Engagement,Maps,Spatial Ability,Measurement,Drama,Practicums,Elementary Education,Participant Observation,Focus Groups,Preservice Teachers,Foreign Countries

Conducted within a Masters in Teaching and Learning, this article details an inquiry which sought to offer meaningful purpose to learning within a fictional frame to engage students in level two mathematics. After considering various ideas for a suitable theme we settled on a pirate adventure. Enticing students with a mysterious treasure map and creating various obstacles and amusing characters along the way. As a frame for mathematics, pirates provided an additional opportunity to invite incidental thinking about mapping, position and measurement. As a preservice primary school teacher and research advisor, we have written collaboratively to reflect the shared research experience. While adopting different roles within the research, we share a passion for exploring new pedagogies, valuing student voice and collegiality. This short overview identifies our initial positions within this research.