ethanporcaro/eric-fulltext-meta huggingface dataset:
Fostering 21st Century Competences through Computational Thinking and Active Learning: A Mixed Method Study
Author: Buitrago-Flórez, Francisco
Date: 2021-07-00
Type: Journal Articles
Subjects: 21st Century Skills,Skill Development,Competency Based Education,Computer Science Education,Thinking Skills,Critical Thinking,Communication Skills,Creativity,Cooperation,Active Learning,Problem Based Learning,Student Centered Curriculum,Instructional Effectiveness,High School Students,Adolescents,Grade 11,Private Schools,Foreign Countries

Traditionally, cognitive skills in mathematics and language have been described as key indicators for success. However, the social, technological, and economic changes that have occurred in the 21st century have made critical thinking, creativity, communication, and collaboration, key competences to face the challenges of a rapidly changing world. In this study, we developed a Computational Thinking (CT) curriculum based on student-centred pedagogical strategies to enhance these four competences. This curriculum was designed under the socio-cultural vision of learning, in which individuals interact in communities to build significant knowledge. An embedded mixed-method approach was implemented to evaluate improvements in competence development both in quantitative and qualitative ways in a sample of 42 students. The results indicate an encouraging increase in skills related to the competences of interest thanks to the implementation of a student-centred pedagogical curriculum based on CT. Additionally, by designing the curriculum under socio-cultural ideas of education the results show that the students and the teacher were able to form a community to facilitate teaching and learning.
Fostering System Thinking Learning by Combining Problem-Based Learning and Simulation-Based Learning Approaches
Author: do Amaral , João Alberto Arantes
Date: 2021-07-00
Type: Journal Articles
Subjects: Thinking Skills,Skill Development,Problem Based Learning,Graduate Students,Foreign Countries,Computer Simulation,Assignments,Student Attitudes

This article presents findings regarding a Systems Thinking graduate course that took place in 2019, involving 11 graduate students from the University of São Paulo. The course followed a combination of problem-based learning and simulation-based learning approaches. The students were challenged to model the dynamics portrayed in short-films, documentaries, and case studies. Comics were used to illustrate key points. Our research goal was to analyze the educational components of this program qualitatively. We collected qualitative data using questionnaires and in-deep interviews and analyzed following a systemic analysis. Our findings are: (a) Creating models of situations portraited in videos and case studies helped the learning of qualitative modeling tools by motivating the students and promoting knowledge sharing. b) Computer simulation improved the learning of quantitative modeling tools, fostered critical thinking skills, and increased the understanding of the system's structures and patterns of behavior. c) Comics helped the students to comprehend complex issues.
General Teachers&apos; Experience of the Brain&apos;s Natural Learning Systems-Based Instructional Approach in Inclusive Classroom
Author: Rasmitadila
Date: 2021-07-00
Type: Journal Articles
Subjects: Inclusion,Systems Approach,Teaching Methods,Brain Hemisphere Functions,Elementary School Students,Elementary School Teachers,Foreign Countries,Teacher Competencies,Learning Motivation,Instructional Design,Instructional Effectiveness,Learning Experience,Psychomotor Skills,Interpersonal Competence,Talent,Student Interests,General Education,Teacher Attitudes

The issues experienced by general teachers (GT) in instruction in an inclusive classroom in primary school are the difficulty of designing effective instructional strategies that can meet all students' needs with various uniqueness. This research investigates GTs' experiences of the brain's natural learning systems-based instructional approach in an inclusive classroom. The research involved ten teachers from ten inclusive primary schools in three cities in Indonesia. Data were gathered through observation in an inclusive classroom and open interviews. Qualitative data analysis is used to analyze data. The result found six major themes: learning motivation, learning experience, psychomotor, social skill, talent and interest, and general teacher competency. This study implied that teachers could develop their competence by designing effective instruction in inclusive classrooms to benefit all students. The instructional approach based on the brain's natural learning system can be used to manage inclusive classrooms to be more productive.
Improving Critical Thinking Skills of Geography Students with Spatial-Problem Based Learning (SPBL)
Author: Silviariza, Waode Yunia
Date: 2021-07-00
Type: Journal Articles
Subjects: Geography Instruction,Teaching Methods,Critical Thinking,Spatial Ability,Thinking Skills,State Universities,Undergraduate Students,Skill Development,Problem Based Learning,Pretests Posttests,Scores,Achievement Gains,Foreign Countries

The 21st century demands that geography students think critically about orientation processes and analyze problems from a spatial perspective. This experiment presents data on how much influence the SPBL model has on critical thinking students of geography. The learning procedure carried out by students is oriented towards spatial problems, then formulates spatial problems, then collects and compiles data/information, then analyzes, discusses the results, ends with building communication. 78 students of the Department of Geography, State University of Malang were the subjects of this study. The critical thinking indicator from Ennis becomes the basis for making test questions for data collection. The use of the Independent sample t-Test with SPSS 23 for data analysis purposes. Based on the research results, it was seen that there was an increase in students' critical thinking after learning with the SPBL model. As many as 25% of students were able to think very critically. However, based on the Gain-Score calculation, it shows effectiveness &lt;40%. Thus, it becomes a recommendation for teachers to apply relevant learning models so that students are more critical and active in the geography learning process. Another suggestion for designers is to further evaluate the effectiveness of the SPBL model so that the quality of this product is better and can have a more significant impact.
Influence of Classroom Soundscape on Learning Attitude
Author: Chan, Ying-Ngai
Date: 2021-07-00
Type: Journal Articles
Subjects: Acoustics,Auditory Stimuli,Auditory Perception,Classroom Environment,Learning Motivation,Student Attitudes,College Students,Environmental Influences,Foreign Countries

This study aims to investigate the interaction between acoustical and psychological features in the perception of soundscape to improve the learning attitude. Sound measurements were performed in nine classrooms in three Hong Kong's higher education institutions and questionnaires were used to collect responses from 209 students who attended lectures. The measured sound levels ranged from L[subscript Aeq] 55.20 to 73.55 dB. The corresponding values of loudness ranged from 2.78 to 12.5 sones and fluctuation strengths ranged from 1.17 to 2.33 vacils. Students indicated that anthropogenic sounds such as people shouting, playing, and talking were quite frequent and unpleasant. The results of structural equation modelling showed that classroom acoustical environments with lower sound levels, loudness, and fluctuation strengths would positively influence acoustical perceptions, encompassing acoustical comfort, acoustical calmness, acoustical satisfaction, and hearing of natural sounds while students' favourable acoustical perceptions promoted their learning attitude. The findings of the study confirmed that anthropogenic sounds negatively affected students' learning attitude in the higher education context.
Learners&apos; Mathematics Proficiency Levels on PISA 2018: A Comparative Study
Author: Kandeel, Refat Abdelsamad Abouelgheat
Date: 2021-07-00
Type: Journal Articles
Subjects: Comparative Education,Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Mathematics Achievement,Mathematics Tests,Cross Cultural Studies,Grades (Scholastic),School Entrance Age,Parent Background,Educational Attainment,Immigrants,Native Language,Parent Child Relationship

The study aimed to determine the levels of mathematics proficiency among Saudi learners and to compare them with the learners' levels of the first country globally (B-S-J-Z -- China) and regionally (UAE) according to the results of PISA 2018, as well as to identify some of the learners' characteristics that affected their results and their mathematics proficiency levels. The results indicated low levels of mathematics proficiency among Saudi and Emirati learners, who are concentrated at levels 0 and 1, as the levels of mathematics proficiency are very high among Chinese learners, who are concentrated at levels 5 and 6. However, the levels of Emirati learners are slightly higher than Saudi learners, especially at levels 3, 4, and 5. The study also found some characteristics of learners that have the greatest impact on learners' results and levels of mathematics proficiency.
Project Based E-Learning and Academic Procrastination of Students in Learning Chemistry
Author: Santyasa, I. Wayan
Date: 2021-07-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,High School Students,Student Projects,Active Learning,Critical Thinking,Thinking Skills,Teaching Methods,Comparative Analysis,Student Attitudes,Essay Tests,Study Habits,Science Achievement,Learning Processes,Multiple Choice Tests,Electronic Learning,Pretests Posttests,Foreign Countries

Chemistry learning in high school should encourage the application of knowledge learned to solve real-world problems around students without delay. This study aimed at analyzing the effect of the project based e-learning model (PjBeL) compared to direct e-learning (DeL) and academic procrastination (AP) on students' critical thinking skills and cognitive achievement. This quasiexperimental research used the pretest-posttest nonequivalent control group design. The study population was 5 classes (148 students) XI MIPA of SMAN 1 Bebandem. The sample was selected using the class rendom technique to determine 4 classes (120 students, or 81.1% of the population) as reseach samples. This technique is also used to determine 2 classes as the experimental group and the other 2 classes as the control group. Academic procrastination data were collected by using questionnaires, critical thinking skills data with essay tests, while learning achievement data with expanded multiple choice tests. The data were analyzed descriptively and multivariate analysis of covariance. The results showed that, (1) there were differences in critical thinking skills and student achievement between students who studied with those models, in which the students who studied with the PjBeL model showed a better result. (2) The differences of students' AP had an impact on students' achievement, but did not affect the achievement of their critical thinking skills. students with low academic procrastination (LAP) achieve higher learning achievement than those with high academic procrastination (HAP). (3) There is no interactive effect between the learning model (PjBeL v.s DeL) and academic procrastination (LAP v.s HAP) on both student achievement and critical thinking. The implication of this research is that in achieving students' achievement and their critical thinking, chemistry learning will be better using PjBeL.
Scientific Literacy Skills of Students: Problem of Biology Teaching in Junior High School in South Sulawesi, Indonesia
Author: Adnan
Date: 2021-07-00
Type: Journal Articles
Subjects: Biology,Science Instruction,Scientific Literacy,Junior High School Students,Teaching Methods,Inquiry,Foreign Countries,Constructivism (Learning),Science Tests,21st Century Skills

The aim of this study was to determine the scientific literacy skills of students at junior high school (JHS) in biology teaching in South Sulawesi, Indonesia. This research was a survey research. Sampling was selected through a progressive random sampling technique with stratification. The research samples were four junior high schools, they are: JHS 4 Makassar, JHS 26 Makassar, JHS 2 Maros, and JHS 4 Sinjai with the total samples were 235 students. Each school was represented by 2 classes. The results of research showed that the students of junior high school who were able to understand the inquiry method that leads to scientific knowledge as much as 17.02%, and ability to organize, analyse, and interpret the quantitative data and scientific information as much as 36.23%. Overall, the conclusion of this study was the scientific literacy of junior high school students in biology teaching was still low. The constructivist learning method should be used by the teacher, such us using inquiry method and completed by an innovative media and learning resources to enhance students' scientific literacy.
Students&apos; Perceived Invested Effort in the Italian National Assessment of Mathematics
Author: Doz, Daniel
Date: 2021-07-00
Type: Journal Articles
Subjects: Student Motivation,Mathematics Tests,Mathematics Achievement,Foreign Countries,Grading,Difficulty Level,Gender Differences,Student Attitudes,Standardized Tests,Correlation,Educational Policy

National assessments of mathematics are often used as an objective measurement of students' knowledge. However, various factors are believed to influence students' achievements on the national assessments, among which students' invested effort. Moreover, students' effort may vary between genders and might be influenced by the presence of external motivational factors, such as grades, or test difficulty. In Italy, no systematic research has studied students' perceived effort on the national assessment of the mathematical knowledge, in particular the relation between the invested effort, the test difficulty and the impact of the external motivational factors, such as grading the national assessment. With the present research, we aimed to investigate students' invested effort in the Italian national assessment of mathematics and its relation to the perceived test difficulty, gender and external motivational factors. Through an online questionnaire with 232 participants, we found that 25.4% of the students put little to no effort. Moreover, when asked about how much more effort would students put if the national assessment was graded, 78.5% of the participants stated they would put more effort than they actually did. The majority of the participants (69.8%) argued that they did not want their standardized test to be graded; however, students who put a greater amount of effort in taking the national assessment would like it to influence their final grade. Lastly, we investigated students' feelings about the test difficulty, finding a negative correlation between students' perception of the difficulty of the test and their invested effort: harder tests are solved with lower effort. Overall, this research suggests that we should carefully interpret the results of the Italian national assessment of mathematics and that policymakers should develop.
The Effectiveness of STLC (Science Technology Learning Cycle) to Empowering Critical Thinking Skills
Author: Patonah, Siti
Date: 2021-07-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Critical Thinking,Thinking Skills,Teaching Methods,Preservice Teachers,Skill Development,Foreign Countries

Critical thinking skills (CTS) is an important goal in higher education. The purpose of this study is to determine the practicality and effectiveness of the Science Technoloy Learning Cycle (STLC) model to empower CTS in the course of science concept development (SCD). This study is a pretest-posttest control group design by 4 theme in SCD course. The number of samples in this study was seventy-three students who were divided into experimental and control classes. By sampling technique, sample were from a population of students who took the SCD course in the department of elementary teacher education at PGRI University of Semarang in the academic year of 2018/2019. The results showed that the STLC model was practical or workable as indicated by the lecturer and students' activities classified into both good and very good categories. The STLC model was significantly effective in empowering CTS. For further research, the STLC as an alternative learning model that to empower critical thinking skills at various education level, especially in preparing teacher candidates.
Blended Learning Adoption in Higher Education: Presenting the Lived Experiences of Students in a Public University from a Developing Country
Author: Antwi-Boampong, Ahmed
Date: 2021-04-00
Type: Journal Articles
Subjects: Blended Learning,Electronic Learning,Integrated Learning Systems,Technology Integration,Internet,Barriers,Instructional Effectiveness,College Students,Student Attitudes,Public Colleges,Developing Nations,Usability,Cooperative Learning,Foreign Countries

The concept of Blended Learning (BL) is gaining widespread attention in Ghana as many public universities' switches into this delivery format. The paper investigates the BL experiences of students from a public university and among other things presents their views relative to the determinants of BL adoption and the barriers encountered out of the experience. The paper adopts a qualitative case study methodology and purposively interviews 15 students from a BL class of 57 students. The analysis was done using Thematic analysis techniques. The findings presented in this paper indicate that the students in the BL class hold a positive perception of BL. Insights into the perspective of the respondents show that students view BL as an approach that is convenient, flexible and among other things facilitate learning beyond the limitations imposed by the classrooms. Also, BL is viewed as an effective pedagogic tool that allows learning to take place in a socially constructive manner through the utility of Learning Management Systems. The contra-indications, however, are that inadequate infrastructure, internet connectivity in terms of cost and bandwidth as well as social distractions that affect students focus are viewed as challenges mitigating against students' successful adoption. The indications are that blended courses offer more convenience and flexibility than face to face delivery. These findings provide insights into the lived experiences of students that administrators and faculty members can tap into and when addressed will lead to successful BL implementations that ultimately lead to proving unique learning experiences and outcomes that students deserve and BL promises.
The Effect of Blended Project-Based Learning with STEM Approach to Spatial Thinking Ability and Geographic Skill
Author: Putra, Alfyananda Kurnia
Date: 2021-07-00
Type: Journal Articles
Subjects: Blended Learning,Student Projects,STEM Education,Spatial Ability,Thinking Skills,High School Students,Foreign Countries,Student Attitudes,Teaching Methods,Skill Development,Geography Instruction,Instructional Effectiveness,Educational Technology,Technology Uses in Education

The purpose of this study was to determine the effect of Blended Project-Based Learning (BPjBL) with the STEM approach to spatial thinking skill and geography skill and student's attitudes in implementing the learning. The research design used quasi-experimental research and independent t-test and paired t-test as data analysis. The selection of population was used random sampling techniques to second-year students of National Senior High School 1. Population in this study was the social science class at SMA Negeri 1 Kepanjen Malang, Indonesia. The students were divided into two groups, experimental group from social class 1, which used the BPjBL and control group from social class 3, which used the conventional method. The results showed that there was a significant influence of BPjBL with STEM approach to spatial thinking skill and geography skill. The changes in students' attitudes also shown significantly towards spatial thinking skill and geography skill. This research proved that the application of project-based learning could develop spatial thinking skill and geography skill as 21st-century learning objectives.
Instructors&apos; Perspectives on Teaching Massive Open Online Courses
Author: Aydin, Irem Erdem
Date: 2021-04-00
Type: Journal Articles
Subjects: Online Courses,COVID-19,Pandemics,Teacher Attitudes,Educational Technology,Technology Uses in Education,Open Educational Resources,Distance Education,Foreign Countries,College Faculty,Program Effectiveness,Teacher Motivation,Instructional Materials,Evaluation Methods,Teaching Methods

The massive open online courses (MOOCs) movement has gained its popularity during the COVID-19 Pandemic. The aim of this study is to explore the experiences of the instructors on teaching MOOCs during the pandemic. A case study design as one of the qualitative research approaches was used and content analysis was conducted to analyze the findings. Total 41 volunteer instructors have participated the study. In the present study, what the instructors think about MOOC practices, their motives for teaching, to what extent they could transfer the experiences they gained while teaching MOOCs to their regular courses during the pandemic, which materials and practices they have used more frequently, favorite features of their MOOCs, and what they suggest for the improvement of the MOOC portal they used were sought for. The analyses shown that the instructors found the MOOC quite useful, and they think that more resources should be allocated to improve and extent these courses. The primary motivations of the instructors to launch MOOCs were sharing their knowledge and experience, financial income, gaining experiences that will increase their effectiveness in face-to-face courses, and strengthening their professional visibility in the field. It was also emphasized that they used their experiences in MOOCs while they transfer to the emergency remote teaching during the pandemic. The instructors mostly used self-prepared online reading resources, self-recorded videos and self-prepared visuals. Instructors pointed out the gathering of learners with diverse characteristics, flexibility of time offered by the system and system's ease of use as their favorite features of the platform through which they offered their MOOCs, Namely, AKADEMA of Anadolu University. Their suggestions for the improvement of AKADEMA portal concentrated on the need for better promotion of the portal, and provision of ETCS equivalence and certification.