ethanporcaro/eric-fulltext-meta huggingface dataset:
Methodology for Preparing Biology Students for Environmental and Local Study Activities
Author: Umirzakova, Nagima
Date: 2022-00-00
Type: Journal Articles
Subjects: Biology,Science Instruction,Environmental Education,Teaching Methods,Science Teachers,Foreign Countries,College Students,Place Based Education,Readiness,Research Skills,Student Research

The current situation in education is characterized by an increased role for the environmental dimension. The purpose of our research is to develop an experimental verification and an effective methodology for shaping the readiness of students of biology, for environmental and local study activities. The research involved theoretical and experimental teaching methods. The participants for the experiment consisted of 105 students in the experimental group and 98 students in the control group. As a result of experimental training, it turned out that we developed a model of the methodology for the formation of environmental and local study activities in the training of biologist students, in the system of advanced training of biologist specialists. The article has scientific interest to teachers and researchers of pedagogical universities who want to ensure an effective educational process.
A Qualitative Examination of Parents&apos; Views on the Applicability of the Project-Based Learning Approach in Science Courses
Author: Kiliç, Ismail
Date: 2022-06-00
Type: Journal Articles
Subjects: Parent Attitudes,Student Projects,Active Learning,Parent Role,Program Effectiveness,Skill Development,Parent Participation,Assignments,Informal Education,Parents as Teachers,Student Role,Science Education,Foreign Countries,Secondary School Students

This study was conducted to investigate the role of the parents of students in the science and technology lessons of the project-based teaching approach. The research was carried out through a case study, one of the qualitative research methods. The data of the study were obtained from semi-structured interviews with 24 students' parents. As a result of the research, it was understood that the parents of the students saw the project as a study aimed at increasing the students' hand skills, thinking skills, and productivity to prepare something new. As a result, it was seen that after the project assignment was given by the teachers, the parents were involved in the process to help their children complete the projects. At the end of the process of doing the project assignments, it was concluded that the parents received informal training, both in one-on-one interviews with the parents who helped their children and in the observations made during the project exhibitions at the school. This situation was important in terms of the informal education of parents. It was also determined that the parents helped their children during the setup and presentation of the project and that they wanted to complete it when wrong or incomplete explanations were made. It was observed that as the contribution of the parents increased during the completion of the projects, the role of the students in the projects decreased and they did not take responsibility. It was concluded that the students thought of family aids as a tool to achieve higher academic success than the project assignments, and therefore the homework deviated from its purpose.
A Study on Interdisciplinary Teaching Practices: Primary and Secondary Education Curricula
Author: Kanmaz, Ahmet
Date: 2022-06-00
Type: Journal Articles
Subjects: Teacher Attitudes,Interdisciplinary Approach,Teaching Methods,Elementary Secondary Education,Foreign Countries,Instructional Effectiveness

This study addresses the views of teachers about the benefits of interdisciplinary teaching practices in primary and secondary school education curricula, the level of the use of interdisciplinary approach and the place of interdisciplinary approach in the curriculum. The study seeks to examine the views of teachers about the interdisciplinary approach and their level of use of this approach in primary and secondary education curricula. To this end, the explanatory mixed design was employed in the study. A descriptive scanning model was employed for the quantitative dimension of the study. In the quantitative dimension, the phenomenological method was used. The Interdisciplinary Teaching Approach Questionnaire was utilized to gather quantitative data, and qualitative data were gathered through a semi-structured interview form. The sample of the research is composed of 413 classroom and branch teachers working in official primary and secondary schools in the central districts of Denizli. Consequentially, it can be argued that teachers have positive views on the interdisciplinary approach. Further, the teachers found the interdisciplinary approach relatively useful, however, they did not effectively implement it in in-class activities as this approach was not sufficiently incorporated into the curriculum. Teachers' views on the interdisciplinary approach differed by the variables of professional seniority and teaching level, whereas the gender variable was not found to be a significant predictor.
A Study on the Possibility of a Change in Culture and Arts Education Curriculum by Shooting &quot;METACLASSROOM&quot; in the COVID19 Pandemic Era
Author: Yong, Yoo Ji
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,Graduate Study,College Faculty,Artificial Intelligence,Computer Simulation,Online Courses,Educational Technology,Electronic Learning,Foreign Countries,COVID-19,Pandemics,Theater Arts,Computer Mediated Communication,Film Study,Interdisciplinary Approach

This study was intended to hear from experts. Meta-classroom is a university curriculum in the field of culture and arts. The research area is a Korean university lecture room. The target audience is the master's program, doctoral program and related experts, and the departments are performing arts, media communication, and film department. Outside were educators and experts. Due to the COVID-19 environment, meta-classrooms were provided to the educational environment. The purpose is to find the Meta-classroom and the possibility of curriculum progress. The content of the curriculum consists of knowledge VR, AR, AI and big data. The research tool did a regression analysis, found to have an impact on, they are online education is 0.28 (%), metaverse classroom is 20.6 (%), knowledge system is 12.5 (%), Meta-class is overall influence 33.38 (%). It had a positive impact on a new educational curriculum in the field of culture and art.
Meeting Students&apos; Needs: ESP Teaching at the Department of Political Sciences
Author: Hadj Djelloul, Khadidja
Date: 2022-05-00
Type: Journal Articles
Subjects: Foreign Countries,English for Special Purposes,College Faculty,College Students,Graduate Students,Political Science,English (Second Language),Student Attitudes,Instructional Effectiveness,Curriculum Evaluation

This paper examines the current situation of learning ESP in a non-English Department at the University of Saida, Algeria. Data were collected from the targeted population which was an ESP teacher and a group of 46 first-year License-Master-Doctorate political sciences students. Three methods of data collection were used to investigate the suitability of the designed curriculum in meeting students' needs, to analyze the teacher's methods and to see whether they are effective in boosting active ESP learning. The study uncovers the students' learning deficiencies. Results suggested that curriculum designers need to clarify some components and point out the importance of reconsidering some teaching practices in relation to needs analysis. Eventually, some recommendations are suggested to conduct ESP teaching and make it a beneficial learning opportunity.
Entrepreneurial Creativity and Intention: Structural Equation Modelling among University Students
Author: Firman, Firman
Date: 2022-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Creativity,Intention,Structural Equation Models,Undergraduate Students

The context of this research aims to analyse the effects of entrepreneurial creativity (EC) empirically on entrepreneurial intention through structural equation modelling by proposing and testing the model that has been developed previously developed. The goal of this study is to understand some of the determinants of entrepreneurial intention among university students consisting of 1,035 respondents. The research findings by testing EC and entrepreneurial intention (EI) models show that student creativity at the university has a very high level of significance in influencing students' own entrepreneurial intention. Moreover, it is followed by creativity within family and the individuals' creativity. The research findings will later become recommendations and options for campus policy in fostering student EI, especially for university students.
Addressing Pre-Service Teachers&apos; Misconceptions and Promoting Conceptual Understanding through the Conceptual Change Model
Author: Addido, Johannes
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Misconceptions,Scientific Concepts,Concept Formation,Concept Teaching,Educational Change,Teaching Models

Teaching science concepts for conceptual understanding has its challenges. Bringing about conceptual change in the science classroom can be difficult because most concepts are complicated and often counter-intuitive in the teaching and learning of science concepts. A review of the literature indicates that the conceptual change model, CCM can be an effective teaching technique in addressing misconceptions and improving conceptual understanding when it comes to science instruction. The aim of this research was to find out the effect of the conceptual change model on pre-service teachers' conceptual understanding regarding the topic of forces and motion. Using data from tests and questionnaires, the research questions were answered by quantitatively analyzing the collected data. The analysis revealed that there is a statistically significant correlation between the conceptual change model and the conceptual understanding of the pre-service teacher participants. Overall, the results provide evidence in support of the effectiveness of the conceptual change model, CCM in addressing misconceptions and promoting conceptual understanding of forces and motion among the pre-service teacher participants that volunteered for this research. The results also indicate that the CCM is a teaching model which must be considered by science educators and teachers as they seek to address issues related to misconceptions and conceptual understanding in the teaching of science topics.
Using Multimodal Approach to Interpreting Performance Evaluation: Taking 2016 Cross-Strait Chinese-English Interpreting Contest as an Example
Author: Cen, Xinqiao
Date: 2022-00-00
Type: Journal Articles
Subjects: Translation,Chinese,English (Second Language),Second Language Learning,Teaching Methods,Educational Research,Language Proficiency,Program Development,Competition,Evaluation Methods,Comparative Analysis,Kinetics,Language Processing,Second Languages,Language Usage,Scoring Rubrics,Dialogs (Language),Nonverbal Communication,Verbal Communication,Video Technology,Computational Linguistics,Poetry,Pronunciation,Articulation (Speech),Professionalism,Human Posture,Universities

Since the establishment and development of translation and interpreting discipline in universities around the world, interpreting contests are held to (1) raise wild interests in interpreting activities; (2) promote interpreting training programs and interpreting pedagogy research; and (3) enhance individual's language proficiency and interpreting skills. This paper, with an eye to the rubrics on Chinese-English dialogue interpreting performance in interpreting contests, adopts a multimodal approach to the examination and comparison of interpreting performance in the 2016 Cross-strait Chinese-English Interpreting Contest--The Final Round. Compared to the monomodal interpreting evaluation of language proficiency, this paper proposes a multimodal interpretation evaluation model from linguistic mode, aural mode, visual images, spatial arrangement, and kinetic movement (The New London Group, 1996). Following a comprehensive analysis of multimodalities in terms of type, orientation and value, the study shows that linguistic mode, aural mode, visual images, spatial arrangement, and kinetic movement can all contribute to the meaning-making and meaning transfer process. This paper proposes a multimodal interpreting evaluation model (MIEM) and argues that all these meaning-making and meaning transfer parameters should be taken into account in interpreting performance evaluation. The paper sheds some light on the methodological innovation for Chinese-English interpreting contest rubrics, as well as implies novel insight for interpreting evaluation in a broad sense.
Exploring Educational Designs by Schematic Models: Visualizing Educational Value and Critical Issues of Recognition and Socio-Material Frames
Author: Sofkova Hashemi, Sylvana
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Design,Blended Learning,Educational Development,International Cooperation,Native Language,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Intermode Differences,Learning Modalities,Multimedia Instruction,Educational Technology

Drawing on experiences from a large-scale Nordic co-design research project, this paper explores the development of cross-border blended education with the aim to strengthen students' Nordic identity and knowledge of neighboring Nordic languages illuminating the flow of didactical designs students were offered to engage in, i.e. the knowledge content, activities, spaces and resources. The iterative, three-year educational development of designing for learning proved to provide space for shared and collaborative knowledge development involving students in rich, authentic, and goal-oriented inter-Nordic comprehension practices on multiple levels, addressing content-related as well as contextual frames in teaching situations. Schematic models of the didactical designs revealed initial dis-alignment and diverse appropriation of modes and media in parallel cooperative activities combined with collaborative cross-border face-to-face talk promoting students to take perspective, compare, and contrast. Addressing the socio-material frames of teaching gave an opportunity to discover new learning goals and design activities in new adequate arrangements of the physical classroom and the digital space. The analysis demonstrates that students developed linguistic, cultural, critical, and digital competences of varied educational value based on the teams' divergent approaches to knowledge processes to incorporate digital technologies in teaching practice. The study highlights the critical factors of recognizing digital, multimodal meaning-making and informal skills as means to promote learning and schools' remaining insufficient provision of digital infrastructure for learning activities in blended learning environments.
Problems and Solutions in Researching Computer Game Assisted Dialogues for Persons with Aphasia
Author: Backman, Ylva
Date: 2022-00-00
Type: Journal Articles
Subjects: Aphasia,Computer Games,Handheld Devices,Telecommunications,Communication Skills,Persuasive Discourse,Head Injuries,Brain,Neurological Impairments,Program Effectiveness

In this paper, we describe technological advances for supporting persons with aphasia in philosophical dialogues about personally relevant and contestable questions. A computer game-based application for iPads is developed and researched through Living Lab inspired workshops in order to promote the target group's communicative participation during group argumentation. We outline some central parts of the background theory of the application and some of its main features, which are related to needs of the target group. Methodological issues connected to the design and use of Living Labs with persons with aphasia are discussed. We describe a few problems with researching development of communicative participation during group argumentation using an app assisted intervention for the target group and suggest some possible solutions.
Using Analytics for Activity Awareness in Learning Systems
Author: Laffey, James M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Learning Analytics,Integrated Learning Systems,Computer Software,Information Systems,Computer Science Education,Doctoral Dissertations,Futures (of Society),Federal Aid,Barriers,Teaching Methods,Kindergarten,Elementary Secondary Education,Socialization,Computer Assisted Instruction,Doctoral Students

The purpose of this design case is to tell the story of our work to design context-aware activity notification for learning management systems. The story of the design experience is not simple, in that it includes research and development, conceptual evolution, implementation and extinction, and multiple phases, including inspiration for future products. The main character in our story is the Context-aware Activity Notification System (CANS). CANS was created by researchers and students in a university laboratory and started (as do many designs) while doing something else; became a dissertation; drew FIPSE (Fund for the Improvement of Postsecondary Education) funding; was implemented over a number of years in a localized setting; eventually could no longer be supported; and continues to provide inspiration for visions of new forms of online learning. The design process is described across three phases: 1) initial design as part of a dissertation, 2) extensions to CANS enabled by a grant, and 3) future visions for the impact of CANS.
Creating Minimalist Instruction
Author: Carroll, John M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Instructional Design,Employees,Computers,Teaching Methods,Independent Study,Prior Learning,Motivation,Clerical Workers,Teaching Guides,Job Training

The early 1980s were disruptive for computing. In many countries, the set of persons who regularly used computing expanded rapidly from a tiny and homogeneous set of data processing professionals to include nearly everyone. The dawn of the &quot;new user&quot; entrained challenges for training and instructional design: the economics of smaller systems ruled out vendor-provided, face-to-face training, which was succeeded by the paradigm of self-instruction. Our group at IBM's Watson Research Center was in the cross hairs of this challenge: IBM wanted to expand office systems toward microcomputer platforms, and to enter the personal computing business. Our initial studies focused on office workers using standard self-instruction materials to learn these new systems. We identified key problems in self-instruction, and created alternative designs, such as the Minimal Manual and the Training Wheels Displaywriter, to address them. Our &quot;minimalist&quot; designs sought to leverage user initiative and prior knowledge, instead of controlling it through warnings and ordered steps. It emphasized that users typically bring much expertise and insight to this learning, for example, knowledge about the task domain, and that such knowledge could be a resource to instructional designers. Minimalism leveraged episodes of error recognition, diagnosis, and recovery, instead of attempting to merely forestall error. It framed troubleshooting and recovery as learning opportunities instead of as aberrations.
Evaluation of University Students in Terms of Psychological Health Brought about by Technology
Author: Bakhtygalievna, Imanbekova Gulbarshin
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Mental Health,Technology,Student Attitudes,Attitude Change,Internet,Influence of Technology

Throughout history, society and technology have always interacted with each other. It has emerged as a result of development in information and communication technologies (ICT), which is called the Information Revolution in the world. The modern society has been replaced by the information society. The use of the Internet, which has become one of the indispensable habits of our age, thanks to the developing technologies in the information society, facilitates our lives in many areas, such as our daily life, business and education life. In addition to many advantages, such as saving time by providing fast communication, reaching sufficient and satisfying information and shortening distances, this technological phenomenon, which brings with it many sociological and psychological negativities when not used consciously, has become more controversial in recent years. In this research, it is aimed to determine the opinions of university students in terms of psychological health, one of the disadvantages brought by technology. As a result of the findings obtained from this study, which was conducted with 82 students in the 2021-2022 fall semester, it was concluded that the students are dependent on the use of technological equipment; the duration of use is quite high; and they will not quit even if they know that they will become psychologically ill.
A Responsive Approach to Curricular Needs of Turkish Educational System: Curriculum Based on Reason, Values and Culture
Author: Akinci, Muhammed
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Curriculum,Culturally Relevant Education,Curriculum Development,Curriculum Evaluation,Barriers,Preschool Education,Elementary Secondary Education,Postsecondary Education,Teacher Characteristics,Student Characteristics,Values,Context Effect,Teacher Qualifications

The purpose of this research is to identify problems with formal curricula at different levels of education in Türkiye and to present an approach that offers solutions in line with these problems. In accordance with this purpose, document analysis design within the framework of systematic review was used in the research. In this context, the curriculum evaluation studies carried out between the years 2012-2021 were examined by using content analysis. In addition, the commonplaces of different curriculum approaches from various sources have been revealed. Curriculum evaluation studies conducted in Türkiye show that the curricula have various problems in terms of commonplaces such as teacher, learner, subject matter, context, and curriculum making. Moreover, in these studies it has been suggested that comprehensive updates be made in the curricula to solve the identified problems. Based on these findings, a curriculum approach has been proposed, which is believed to contribute to the solution of the curriculum problems. &quot;The Reason, Values, and Culture-Based Approach&quot; is a responsive approach that aims to train individuals who attach importance to mental and cultural values. In addition to the solution proposals in the approach put forward, various suggestions were presented to the institutions responsible for the curriculum development process in Türkiye and to researchers who will study corresponding issues. [This article includes an extended summary in Turkish.]