ethanporcaro/eric-fulltext-meta huggingface dataset:
Predicting Key Factors Affecting Secondary School Students&apos; Computational Thinking Skills under the Smart Classroom Environment: Evidence from the Science Course
Author: Xing, Danxia
Date: 2022-00-00
Type: Journal Articles
Subjects: Predictor Variables,Secondary School Students,Computation,Thinking Skills,Classroom Environment,Technology Uses in Education,Science Education,Foreign Countries,Internet,Self Efficacy,Student Attitudes

The main purpose of this research was to explore the key factors influencing secondary school students' computational thinking skills within the smart classroom environment. Data were collected from 420 students in 4 secondary schools in B city, China. The optimal fitting results of the structural equation model showed that internet attitudes, internet self-efficacy, and internet use are the key factors directly related to students' computational thinking skills. Furthermore, there are indirect effects between students' attitudes towards the internet and computational thinking skills through internet self-efficacy and internet use as mediators. These internet-related characteristics were confirmed to be significantly associated and simultaneously affected their computational thinking skills. After reviewing and reflecting on the research conclusions, this study proposed several measures to improve secondary school students' computational thinking skills while taking into account the complicated interplay of internet psychology and behavior characteristics.
RQA Integrated with ADI: Empowering Students&apos; Ability in Posing Higher-Order Thinking Skill Questions
Author: Amin, Astuti Muh
Date: 2019-11-00
Type: Journal Articles
Subjects: Thinking Skills,Science Instruction,Biology,College Science,Preservice Teachers,Questioning Techniques,Critical Thinking,Foreign Countries,Inquiry,Learning Strategies

Questions serve as an element that can be used to access and stimulate students' thinking ability. This research aimed at analyzing the students' ability to pose Higher-Order Thinking Skills (HOTS) questions during the learning process. This research was a survey research using a descriptive quantitative approach. The samples used in the research were biology education students of UIN Alauddin Makassar and Universitas Muslim Maros, South Sulawesi with the total of 92 students. The instrument used in this research was an observation sheet of questioning skills for the biology pre-service teachers. The results of this research showed that the implementations of RQA, ADI, and RQA integrated with ADI learning strategies were dominated with HOTS questions, while the learning using the conventional learning strategy was dominated with the Lower-Order Thinking Skills (LOTS) questions. The percentages of the HOTS questions in the learning using RQA, ADI, RQA integrated with ADI, and the conventional learning strategy were 60.53%, 55.71%, 64.91%, and 19.35% respectively. This finding indicates that the RQA integrated with ADI strategy contributes the significant impact in stimulating students' ability in posing HOTS questions in the classroom.
Students&apos; Curiosity Profile in Excretion System Topic Taught Using Authentic Inquiry Learning
Author: Mouromadhoni, Kasyfi Rifqi
Date: 2019-11-00
Type: Journal Articles
Subjects: Personality Traits,Inquiry,Grade 8,Foreign Countries,Junior High School Students,Science Instruction,Anatomy,Student Attitudes,Student Behavior,Learner Engagement,Attention

Curiosity is a basic important aspect encourages students in finding various information which, in turn, aid them to encompass the concept learnt. This descriptive research aimed at elaborating the curiosity profile of junior high school students in science learning, particularly in excretion system topic who were taught using the authentic inquiry learning. This research was conducted at SMP Negeri 14 Yogyakarta with 32 of eighth graders as the subjects. The instrument used was curiosity response questionnaire. The data obtained was analyzed using percentage. The results showed that the average of curiosity achievement obtained was categorized as strong (75%). However, the comparison of implementations between the authentic inquiry learning and the other learning models are needed to get more comprehensive information.
The Effectiveness of Animal Physiology Practical Book Based on Guided Inquiry Model
Author: Widiana, Rina
Date: 2019-11-00
Type: Journal Articles
Subjects: Animals,Physiology,Textbooks,Inquiry,College Students,College Science,Knowledge Level,Practicums,Science Instruction,Biology,Foreign Countries,Scientific Concepts,Concept Formation,Teaching Methods

The effectiveness of animal physiology practical book based on guided inquiry model is the essential factor to achievement student understanding a about animal physiology concepts. The purpose of this study was to observe the effectiveness of animal physiology practical book based on guided inquiry model in Padang State University. The variables measured were affective, cognitive, psychomotor, and students' activities. The data of this pre-experimental research were analyzed using averaged, percentage and standardized with Institutional assessment criteria. The results showed that the mean values were: 90.56 for affective competency (Criteria A), 82 for knowledge (Criteria A), and 89.66 for skills (Criteria A). Meanwhile, the percentage of student activities was 90.74% with very active category. It can be concluded that the effectiveness of practical book based on guided inquiry model was very effective to optimized student competences.
New Digital Competence for Science Technology and Engineering Education
Author: Kordigel Aberšek, Metka
Date: 2022-00-00
Type: Journal Articles
Subjects: Distance Education,COVID-19,Pandemics,Foreign Countries,Educational Technology,Technology Uses in Education,Technological Literacy,Competence,Teacher Qualifications,Employment Qualifications,Teacher Attitudes,Student Attitudes,Motivation,Interpersonal Competence,Communication Skills,Job Skills,Preservice Teachers,Teacher Educators

In the years 2019-2021 a significant step was made in terms of distance learning, which would have otherwise, in normal circumstances, taken several years. While the solutions applied were the best in the given situation, the question arises of what these solutions imply in terms of long-term, systematic changes. The presented research touches upon three key areas that characterize today's schools: motivation, atmosphere, and competences of teachers and teacher-training students. The starting point of this research is the premise that the pre-crisis digital competences are simply not good enough for today's situation, or for the near future. Research results show that such fast-tracked changes and the transition to distance education have led to a significant decrease in the motivation of both, teachers and students, that the general atmosphere has worsened, and that there is a significant decrease in competences to be perceived, especially with regard to social and communication competences. The research shows also that neither teachers nor students are sufficiently qualified to work in the society of the future, in society 5.0. What is needed are actual, real changes in the field of digital literacy and digital competences, also indicated in this research.
Profiling Students&apos; Environmental Care Attitudes Taught Using Sasak Tribe Local Wisdom-Integrated Model
Author: Hunaepi, H.
Date: 2019-11-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Student Attitudes,Conservation (Environment),Grade 7,Foreign Countries,Place of Residence,Urban Areas,Suburbs,Rural Areas,Junior High School Students,Cultural Influences,Social Influences,Values,Attitude Change

Sasak Tribe possesses unique local wisdom which is potential to be utilized in term of improving students' care attitudes toward the environment. This study aimed at profiling students' evironmental attitudes who were taught using Sasak Tribe local wisdom-integrated model. This descriptive research was designed with a one-shot case study. The sample used in this study was 140 VII graders chosen using random sampling technique. The sample comprised of 3 classes of SMPN 2 Gunung Sari and 3 classes of SMPN 3 Lingsar placed in West Nusa Tenggara-Indonesia. The data analysis technique used was descriptive statistics in term of central tendency. The measured indicators were cognitive component (CC), affective component (AC), and conative component (ConC). The results showed that the students live in suburb area tended to have better environmental care attitudes, in which the mean values were 86.66 (CC), 75.69 (AC), and 42.66 (ConC) compared to those who live in urban area in which the mean values were 68.73 (CC), 57.07 (AC), and 30.62 (ConC). Based on this findings, further evaluation in several aspects should be done.
The Mapping of Science Teacher Candidate&apos;s Prior Knowledge in Cellular Respiration Topic
Author: Dewi, Safira Permata
Date: 2019-11-00
Type: Journal Articles
Subjects: Cytology,Preservice Teachers,Science Teachers,Teacher Education Programs,Misconceptions,Learning Strategies,Prior Learning,Teaching Methods,Science Instruction,Science Tests,Concept Formation,Scientific Concepts,Foreign Countries

The proper learning strategy, mainly in cellular respiration topic, can be determined as mapping teacher candidate's prior knowledge was done. This study aimed to get the profile of prior knowledge of teacher candidates in cellular respiration topic. This survey research used four-tier diagnostic test as data collection instrument. The number of samples was 183 of teacher candidates from three study programs in Faculty of Teacher Training and Education, Universitas Sriwijaya. The data was analyzed using percentage. The results showed that the best understanding of the concept was in the utilization of carbohydrates, proteins, and fats during cellular respiration process. The highest misconception tended to occur in general concept of cellular respiration. Thus, the studies which emphasize the undergirding reasons of the high misconception occurred.
Students&apos; Perceptions Concerning the Learning Environment Based on Biology Teachers&apos; TPACK
Author: Nurina, Cut Intan Evtia
Date: 2019-11-00
Type: Journal Articles
Subjects: Student Attitudes,Science Teachers,Technological Literacy,Pedagogical Content Knowledge,Biology,Teaching Methods,Professionalism,Scores,Science Tests,Multiple Choice Tests,Likert Scales,Science Instruction,Educational Environment,Technology Integration,Foreign Countries

Research about students' perceptions concerning the learning environment based on biology teachers' TPACK still limited. The purpose of this study was to obtain information about the impact of biology teachers' TPACK on students' perceptions concerning their learning environment. TPACK scores were obtained from instrument in the form of multiple-choice test questions. Furthermore, students' perceptions of their learning environment were obtained using a Likert scale questionnaire. Two biology teachers were used as research samples determined by purposive sampling, which is referring to their TPACK score. Furthermore, students who became the research sample were students from those two teachers that consists of 64 students. The analysis results show that teachers have different TPACK ability at the level of TPACK forming components. Furthermore, there are differences in students' perceptions based on their teachers' TPACK ability. The results were indicated teacher professionalism, in this case, TPACK has the impact on learning environment. Therefore, teachers, schools, government, and education providers are expected to give special attention to teacher professionalism.
The Effect of Intention to Act and Knowledge of Environmental Issues on Environmental Behavior
Author: Iman, Fauzul
Date: 2019-11-00
Type: Journal Articles
Subjects: Intention,Conservation (Environment),Ecology,Behavior,Correlation,Knowledge Level,Science Teachers,Foreign Countries,High School Teachers

Intention to act and environmental issues knowledge has been assumed as the two variables which affect people's environmental behavior. This study aimed at determining the correlations between variables (i.e. intention to act, environmental issues knowledge, and environmental behavior) on biology teachers in State High Schools of Pandeglang Regency. This survey research used quantitative approach. The sample was 51 teachers chosen using simple random sampling. Meanwhile, the population was 61 teachers in State High Schools of Pandeglang Regency. The data gained were analyzed using path analysis. The results showed that environmental knowledge gives direct impact on environmental behavior with coefficient value was 0.472. The same phenomena were also occurred in the intention to act towards the teachers' environmental behavior (0.508). In addition, the intention to act was directly influenced by environmental knowledge (0.364), while the environmental behavior was indirectly affected by environmental knowledge (0.185). Thus, the findings of this study can be basic information to determine the most proper strategy to cultivate a good environmental behavior.
A Corpus-Based Study of the Use of Temporal Markers in English Writing of Thai EFL Writers
Author: Sophea, Yin
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Writing (Composition),Essays,Time,Language Usage,Sentences,Writing Instruction,Language Proficiency,Sentence Structure,Writing Skills,College Students,Professional Personnel

The current study aimed to investigate the tendency to use temporal markers (TMs) in English writing by three different levels of Thai writers. Data used in this study were based on the Corpus of Thai Writers of English. The corpus size of approximately 8,800,000 words consisted of essay writing produced by intermediate and advanced student writers and professional writers from two Thai English newspapers. Fraser's (2005) taxonomy of temporal markers was used as an analytical framework. Microsoft Excel was used to calculate the frequency of occurrences, while a Statistical Package for the Social Sciences (SPSS) was the primary research tool for data analysis. A one-way ANOVA reveals a statistical difference in the use of TMs among three groups of writers (p =0.000). The intermediate and professional writers were found to prefer using temporal markers at a comparable ratio. However, the intermediate group used temporal markers in a more diverse attitude than the advanced ones. Six temporal markers (&quot;as soon as,&quot; &quot;immediately,&quot; &quot;meantime,&quot; &quot;meanwhile,&quot; &quot;originally,&quot; and &quot;subsequently&quot;) were hardly utilized in writing by all groups of writers. However, no significant differences were found regarding preferences on the position of the TM in the sentences. The findings improve teaching and learning of cohesive devices, especially temporal markers, in EFL writing classes.
Identifying Key Elements of a Sentence for Key Idea with the Help of Connectives under Constructivism
Author: Yu, Shuying
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Constructivism (Learning),Reading Materials,Reading Rate,Reading Processes,Reading Comprehension,Syntax,Sentences,Language Proficiency,Grammar,Form Classes (Languages),Undergraduate Students,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Learning Theories

Most people want to be able to read their reading materials quicker and remember them effectively. Covering a large quantity of reading materials at a normal speed requires much more time than is usually available. Good readers, however, can cover a lot of materials by identifying key elements of a sentence for key idea with the help of connectives when skimming. Constructivism theory emphasizes that students need to actively construct the meaning of their knowledge they have learned, and actively explore and discover knowledge. Syntax is the core of the whole language system with syntactic structure occupying a macroscopic and important position in improving students' language ability and language level in a real sense. This paper introduces and analyzes how to identify key elements of a sentence for key idea with the help of connectives under constructivism so as to find a practical and feasible reading strategy when skimming. It is advised that readers glance at secondary sentences by reading the connectives as they are helpful in getting possible additional information while successfully identifying key elements of a sentence for key idea. The method fundamentally helps students improve their reading speed and develop their skimming understanding ability. The research methods of this paper are the ones of experience, literature review, theoretical basis, the main language order and keen analysis. This paper concludes by understanding the method of identifying key elements of a sentence for key idea with the help of connectives in skimming practice when reading under constructivism theory and its role is to guide readers to apply the knowledge of subject-predicate-object grammatical rule as the main language order in the skimming practice to help readers to get the general meaning of a sentence, paragraph, passage and a text.
The Reproduction of Visual Pictures in Poetry Translation
Author: Zheng, Xinning
Date: 2022-00-00
Type: Journal Articles
Subjects: Visual Aids,Poetry,Translation,Aesthetics

It is generally recognized that poetry is the most difficult genre of literature to translate because linguistic competence alone does not guarantee an overall transference of all poetic factors. The soul of poetry is its aesthetic sense which can be conveyed in the light of picture reproduction to achieve aesthetic harmony and evoke similar emotional response in target readers. To achieve this goal, a descriptive analysis of translated poems from two perspectives, namely, reproduction of formal beauty and inner beauty, reproduction of static and motional pictures, are discussed in this paper.
Engaging Novice Writers in Online Collaborative Review through Peer-Review Circles
Author: Nur, Sahril
Date: 2022-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Writing Instruction,COVID-19,Pandemics,Cooperative Learning,Academic Language,Doctoral Students,Novices,Group Discussion,Computer Mediated Communication,English for Academic Purposes,Second Language Learning,Second Language Instruction,Feedback (Response),Writing Processes,Writing for Publication,Dialogs (Language),Case Studies,Videoconferencing

In response to the COVID-19 pandemic, this article presents online Peer-Review Circles (PRC) as an innovative and collaborative approach to academic writing, mainly proofreading and copy-editing processes. It aims to engage novice second language (L2) writers in online joint review and increase their understanding of pre-reviewing scholarly papers before submission. The authors had observed that a large number of doctoral students are still considered novice writers. Therefore, there was a need for a practical approach to improve their review skills and engage them in online PRC activities. Grounded in Monologue-Dialogue-Discussion (MDD) Circles (Manning &amp; Jobbitt, 2018), this article extends its potential to be adopted and used beyond the classroom and mandatory ELT contexts. MDD requires three consecutive stages: 1) primary reviewer's monologue, 2) primary and secondary reviewer's dialogue, and 3) writer and the reviewers perform a group discussion. These activities will help the writers to look after the manuscripts simultaneously from a PRC perspective. We also developed peer review Feedback Questions (FQs) to guide the reviewers to perform meaningful discussions. The output of the PRCs will likely be an initial review or a pre-evaluation process to improve the manuscript quality, readability, and publishability.
Improving Academic Vocabulary for Adolescent Students with Disabilities: A Replication Study
Author: Sanchez, Victoria M.
Date: 2022-04-00
Type: Journal Articles
Subjects: Academic Language,Vocabulary Development,Intervention,Middle School Students,Students with Disabilities,Grade 6,Special Education,Language Arts,Program Effectiveness,Reading Comprehension,Teaching Methods,Knowledge Level

Creating Habits That Accelerate the Academic Language of Students (CHAAOS) is a vocabulary intervention developed by O'Connor et al. to improve the academic vocabulary of middle school students with disabilities. This study was designed as a replication of O'Connor et al.'s study; CHAAOS lessons were taught to 33 sixth graders who received special education services for disabilities in English/Language Arts classes. Researcher-designed vocabulary and comprehension assessments for the taught words were administered pre- and post-instruction. The performance of students in this study was compared with the performance of students in O'Connor et al.'s study. Results demonstrated that the present students made similar gains in vocabulary and comprehension compared with the previous CHAAOS students and scored significantly higher than the previous comparison students who did not receive any instruction on the words. These findings support the use of CHAAOS for improving the academic vocabulary of students with disabilities.
An Action Research on Infusing Moral and Political Education into College English Teaching from the Perspective of New Liberal Arts
Author: Wang, Xiaohui
Date: 2022-00-00
Type: Journal Articles
Subjects: Action Research,Moral Values,Curriculum Evaluation,Liberal Arts,Second Language Learning,Second Language Instruction,Teaching Methods,English (Second Language),Higher Education,Political Influences,Student Attitudes,Political Science,Educational Objectives,Language Teachers,Standards,Instructional Design,Models,Teacher Attitudes,College Faculty

Under the background of new liberal arts, the era of &quot;great foreign languages&quot; requires college English teaching in local applied colleges and universities to break through the barriers of result-centred traditional teaching and bravely shoulder the important task of &quot;moral and political education&quot;. In order to guide teachers to carry out this key task effectively, the present study preliminarily builds a teaching model in which four links of curriculum moral and political goals, teaching content, implementation steps and curriculum evaluation are interrelated. After a semester of teaching practice, the students participants are not satisfied with such an English teaching model integrated with moral and political education. The teacher participants do not understand the connotation of curriculum moral and political education, how to integrate moral and political goals with knowledge and ability goals, on how much degree to integrate moral and political education with college English teaching, and what is the standard to evaluate such a comprehensive course. Most of them hope to be guided by experts and learn from the demo courses. Therefore, this study further accurately sets teaching goals, determines systematic teaching content, highlights the gradual teaching process, and integrates teaching evaluation methods to reconstruct a dynamic and systematic teaching model of moral and political education into the course of college English, in order to provide teachers with standards and norms of moral and political education in the course of college English, and help teachers design excellent courses of moral and political education in the course of college English, so as to provide a guarantee for local colleges and universities to train applied and qualified talents.