Proceedings of The World Conference on Research in Education最新文献

{"title":"Layers of Mathematical Understanding and Folding Back of Prospective Teachers on Arithmetic Sequence and Series","authors":"Reni Albertin Putri","doi":"10.33422/worldcre.v1i1.214","DOIUrl":"https://doi.org/10.33422/worldcre.v1i1.214","url":null,"abstract":"Mathematical understanding is one of the objectives of learning mathematics, so students need to master it. The success of the process of growing students' mathematical understanding is inseparable from the role of the teacher. Therefore, student teacher candidates must have a complete mathematical understanding structure. This is what prompted him to carry out research to describe the layers of mathematical understanding and folding back prospective teacher students on the material of arithmetic sequences and series. The researcher took 18 sixth-semester students of S1 Mathematics Education at the State University of Malang. A purposive sampling technique was used to determine the participants. So, one subject was chosen in each category of mathematical understanding. Researchers used a descriptive approach with three stages of research procedures including planning, implementing, and drawing conclusions. The instruments used consisted of test questions and interview guidelines. Based on analysis carried out using indicators for each layer of mathematical understanding, information was obtained that subjects with high abilities were able to achieve layering arrangement and perform effective folding back independently. Subjects with moderate abilities were able to reach the observation layer and fold back effectively but needed help. Meanwhile, subjects with low abilities were able to reach the formalization layer but had not been able to fold back effectively. It can be concluded that subjects with better mathematical understanding have a more complete layered structure of mathematical understanding and can fold back independently and effectively.","PeriodicalId":375367,"journal":{"name":"Proceedings of The World Conference on Research in Education","volume":"117 34","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141124248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Proposal for the World Conference on Research in Education Role of motivation and self-regulation in students’ English writing performance","authors":"Barry Bai","doi":"10.33422/worldcre.2019.08.455","DOIUrl":"https://doi.org/10.33422/worldcre.2019.08.455","url":null,"abstract":"Little is known about the contribution of motivational variables to self-regulated writing strategy use and writing competence among primary students in English as a second/foreign language (ESL/EFL) contexts. This study therefore aimed to examine the relationship between a series of motivational variables, selfregulated writing strategies, and writing performance. Participants were 511 4 Cantonese speaking students (8-12 years old, mean = 9.67, SD = .62) in Hong Kong. It was found that high writing achievers reported a higher level of motivation, i.e., self-efficacy, growth mindset, and perceived interest and utility of English writing than low writing achievers. High achievers also use various self-regulated writing strategies more frequently than low achievers. Results of structural equation modeling showed that selfefficacy and growth mindset were important predictors of strategy use, while the impacts of interest and utility values were weaker. The results indicated that self-regulated learning and performance in English writing can be improved through the promotion of motivational variables. Implications for English teachers to promote students’ strategy use and writing competence are discussed.","PeriodicalId":375367,"journal":{"name":"Proceedings of The World Conference on Research in Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127512915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impacts of Thai higher education instructors’ digital literacy on their TPACK and teaching practices: An investigation on current status and preparedness","authors":"S. Chanunan, Michael Brückner","doi":"10.33422/worldcre.2019.08.453","DOIUrl":"https://doi.org/10.33422/worldcre.2019.08.453","url":null,"abstract":"","PeriodicalId":375367,"journal":{"name":"Proceedings of The World Conference on Research in Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126467234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Inspiration Learning Promotion among Undergraduate Students by using Passions Driven","authors":"Anucha Kornpuang","doi":"10.33422/worldcre.2019.08.460","DOIUrl":"https://doi.org/10.33422/worldcre.2019.08.460","url":null,"abstract":"Current and future technology and information changes transformed the promotion of learner skills both of cognitive skills and non-cognitive skills. This research aimed to build development of life skills for undergraduate students by using their passions driven. The samples were 640 undergraduate students of Naresuan University, Thailand who enrolled in the Life Skills course ) 001237 (in the first semester of the 2018 academic year .The study followed the classroom action research (CAR) steps in research method . The students )10 students per group (were assigned to do a project on their passions to create a mission they thought the world would need in one month and present their project through social media, and lesson learn by using After Action Review )AAR(, respectively .The qualitative data were collected and analyzed by coding analysis technique .The findings from the projects done by 67 groups divided into five major groups of project were 1) New generation of people and 2) Inquiry 3) Handmade, Art 4) Natural Environment Conservation and 5) Volunteer. It found that students’ existing passions will be loved, liked and good at called a being inspired-by inspiration. After beginning to do projects, a being inspired-to inspiration will be occurred to inspire thinking and fun, not stop on the way, and happy when others accept and help the others and community. It can summarize that projects using passion dynamic could enhance learners’ 21century skills especially learning in themselves and others, communication skill, collaboration as a team, and leadership development.","PeriodicalId":375367,"journal":{"name":"Proceedings of The World Conference on Research in Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116437633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Review: Can Social Media Teach English as a Foreign Language?","authors":"Dilek Çanakçı","doi":"10.33422/worldcre.2019.08.461","DOIUrl":"https://doi.org/10.33422/worldcre.2019.08.461","url":null,"abstract":"","PeriodicalId":375367,"journal":{"name":"Proceedings of The World Conference on Research in Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123384522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Analysis of High School Teachers’ Level of Using Information Technologies","authors":"Melike Özyurt, Nermin Eroğlu","doi":"10.33422/worldcre.2019.08.457","DOIUrl":"https://doi.org/10.33422/worldcre.2019.08.457","url":null,"abstract":"The overall this research is to analyze the levels of using information technologies of the teachers at secondary level in terms of gender, branch, school type, length of seniority, class size, in-service training in using information technologies, variety of technological tools present at school. The design of the research in which mixed research method is used is sequential explanatory design. The sample of the study is comprised of totally 513 teachers serving at fifteen schools affiliated to the District Directorates of National Education of Sahinbey and Sehitkamil in Gaziantep province in the 2018-2019 academic year specified through stratified sampling. \"The Scale of Designating Teachers' Levels of Using Information Technologies\" and an interview form were used as the data collection tools of the study. Percentage, frequency, independent samples t-test and One-Way Anova Analysis were used in the analysis of the quantitative data of the research. On the other hand, content analysis was used in that of the qualitative data of the research. As a result, it was determined that the level of using information technologies decreases as the teachers get older and years of seniority go up and as the variety of technological tools increases, the levels of teachers' using information technologies go up. Furthermore, teachers' levels of using information technologies differ significantly in the variables of gender and attending in-service trainings and this difference is in favor of male teachers between male and female teachers and of the teachers attending in-service training when compared to those who haven't. However, no significant difference in teachers' level of using information technologies was found in terms of branch, class size and school type. In the analysis of the quantitative findings of the research, it was settled that teacher utilize information technologies in the academic process to enhance the effectiveness of the lessons and offer visual quality. The reason why information technologies are not used is teachers' lack of information and practice. It is suggested that the training provided to the teachers in this subject be directed and practice, the participation of teachers in these trainings be increased and followed up.","PeriodicalId":375367,"journal":{"name":"Proceedings of The World Conference on Research in Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114902069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Factors affecting to physical activity of game-addicted children","authors":"Phong ek Suksai, Narongsak Noosorn","doi":"10.33422/worldcre.2019.08.454","DOIUrl":"https://doi.org/10.33422/worldcre.2019.08.454","url":null,"abstract":"New generation children nowadays have higher risk of game addiction. When they are addicted to playing game, they could not control themselves for time management. If they are told or forced to stop playing they might refuse to do so and have negative behaviors. Game addition has negative impact on children behaviors and minds. It can affect their learning or even cause some problems with social interaction. More importantly, it can also affect children’s body movement. The purpose of this research was to examine the factors affecting children’s body physical activity of game addicted children. The samples were 400 of 13 to 19-year-old children who were game-addicted, obtained by using sampling analysis from Hsieh (1998) and Multi Stage Sampling technique. The data were collected by using the developed questionnaire which asking the questions about personal information, family factors, game factors, psychological factors and physical activity, then the obtained data were analyzed by using basic statistics such as percentage, median, standard deviation and Chi-Square analysis. The result shows that 59 % of game addicted-children have been found at high level of physical activity whereas other 41 % of game addicted-children have been found at low level of physical activity. For comparison, it is found that the game-related factors, such as game types and psychological factors including attitude about exercise, have statistically different levels of physical activity (p-value <0.05). For correlation analysis, it is found that the game-related factors, such as game types, and psychological factors such as attitudes about exercise have statistically significant correlation with physical activity (p-value<0.05). The results of the present study about factor affecting to physical activity of game addicted-children could be used as basic information for designing the activities in solving the movement problems of the target group of game addicted children or can be used for further studies about how to solve the problems about game addition behavior.","PeriodicalId":375367,"journal":{"name":"Proceedings of The World Conference on Research in Education","volume":"320 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115918323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The students’ perception in Primary Education about conflict in their school","authors":"Alejandra Alexia Díaz Pino, María del Rosario Rosario González, Marian García de Rivera Hurtado, Lourdes Pérez González","doi":"10.33422/worldcre.2019.08.463","DOIUrl":"https://doi.org/10.33422/worldcre.2019.08.463","url":null,"abstract":"Coexisting in school from a positive perspective, implies having students ready and willing to interact with each other following this approach. However, this determination could be limited due to their perception of concepts that are highly relevant to coexistence such as conflict, so it seems necessary to know the student's ideas about it. Thus, this research, through a descriptive study, aims to identify the perception of 206 students of Primary Education of Madrid Region in their school about conflict, especially that which involves violence. The results show that although most frequent conflicts in school are those that involve psychological violence, the students have a remarkable difficulty to recognize as a violent situation the one that does not involve physical harm. Students perceive as well “conflict” as something negative to avoid and they highlighting the relevance of dialogue and teachers’ intervention to solve it. Consequently, it seems necessary to develop training programs that allow students to think about their own ideas of conflict and its potential influence on coexistence.","PeriodicalId":375367,"journal":{"name":"Proceedings of The World Conference on Research in Education","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126322974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evidence Based Assessment – Policy, Principle and Practice Perspective","authors":"Vineet Joshi, S. Parashar, Priyanka Sharma","doi":"10.33422/worldcre.2019.08.459","DOIUrl":"https://doi.org/10.33422/worldcre.2019.08.459","url":null,"abstract":"Application of general principles of drawing conclusion based on evidence forms the foundation of Evidence-based Assessment (EBA). EBA is not a novel method or technique or model rather it is a systematic approach of constructing educational assessment based on evidence-driven reasoning from learning sciences, cognitive sciences, measurement models and other sources of evidence from assessment related disciplines. Educational assessments of all kinds try to draw reason from test takers and draw conclusions about their knowledge and abilities. Rooting these conclusions on evidence and using them to support conclusions is what forms the core of EBA. Over the years, several assessment methods, including latent trait theories like IRT have evolved to improve the validity of conclusions drawn from the test scores, in a more scientific manner. This paper discusses the significance and usage of variety of evidence from various sources, at different stages of educational testing to improve the quality of the test, especially validity of the conclusion drawn on the basis of the test scores about test takers. It is not limited to, but briefly touches the principle and practices of Evidence-Centered Design (ECD), and tries to establish linkages at various points of the testing cycle. It extends to using evidence from measurement models from Classical Test Theory and Item Response Theory. The intent is to produce usable evidence and present evidence in simpler form to users, who may be great subject experts and instruction designers or policy makers but may not be great measurement experts.","PeriodicalId":375367,"journal":{"name":"Proceedings of The World Conference on Research in Education","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132141958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effects of Lego Based Educational Robotic Practices on Spatial Visualization and Mental Rotation Performance of Students","authors":"Sevde Taşdemir, R. Çakır","doi":"10.33422/worldcre.2019.08.462","DOIUrl":"https://doi.org/10.33422/worldcre.2019.08.462","url":null,"abstract":"As in many disciplines, technological developments are followed in order to keep up with the digital age in education-teaching processes. With the developing technology, new approaches and trends in education and training are emerging. In order to educate individuals who can read and write entrepreneurship and technology appropriate for 21st century skills, different education systems have been emerged. One of them is Lego-Based educational robotic applications. The aim of this study is to reveal the effects of Lego-based educational applications on students’ spatial visualization and mental rotation skills. Research was conducted on 6th grade students at a private school in Amasya, Turkey, within the scope of information technologies courses. The research was conducted pre-test post-test with control group quasi-experimental design and 26 students participated. At the end of the study, there were differences in the measured variables between the groups. At the same time, there were statistically significant differences in mental rotation performance of students who took the course with Lego-based educational applications. Moreover, results show that there is significant difference between groups in spatial visualization skills of the students in favor of experimental group. In light of the findings of the study, it is recommended that this study conducted on different levels of student groups for longer periods.","PeriodicalId":375367,"journal":{"name":"Proceedings of The World Conference on Research in Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123444094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}