ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of the High School Wave Optics Test
Author: Balta, Nuri
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Construction,Multiple Choice Tests,Test Items,High School Students,Secondary School Science,Science Education,Foreign Countries,Test Validity,Scientific Concepts,Concept Formation,Physics,Misconceptions,Optics

In this paper, we described the development of the High School Wave Optics Test (HSWOT). Firstly, 56 conceptual, multiple-choice items with a single correct answer and three distractors were created. Next, we conducted an initial review of the items which resulted in reducing the item pool to 44 highest quality items. Validity evidence and feedback on the quality of these 44 items were collected through an expert survey and small-scale item try-out which included 3 subject-matter experts and 13 high school students, respectively. This process helped us to reduce our item pool to 30 technically improved conceptual items, which were eventually administered to 164 high-school students, from Kazakhstan. Finally, a Rasch analysis of the students' answers resulted in a 24-item scale for measuring conceptual understanding in high-school students. The item reliability proved to be good, person reliability was acceptable, and the difficulty of items was approximately person-independent. All distractors were chosen by at least 5% of students and 8 distracters were chosen by more than 35% of students. We could conclude that HSWOT may be effectively used for measuring conceptual understanding in advanced high-school physics courses and for identifying students' misconceptions in wave optics, in general.
Effects of the Context-Based Learning Approach on the Teaching of Chemical Changes Unit
Author: Yilmaz, Sibel Sadi
Date: 2022-00-00
Type: Journal Articles
Subjects: Chemistry,Teaching Methods,Science Instruction,Science Tests,Achievement Tests,Constructivism (Learning),Units of Study,Student Motivation,Transfer of Training,Student Attitudes,Comparative Analysis,Teacher Attitudes,College Entrance Examinations,High School Students,Grade 9,Scores,Educational Environment,Foreign Countries

In this study, the effects of context-based teaching (CBT) on the teaching of 'chemical change unit' (CCU) was examined under five main headings: student motivation, constructivist learning environment, student achievement, transferring chemistry knowledge to the subjects of daily life, and student and teachers' opinions on the implementation. The effects of CBT on the experimental and control group students were determined by Chemistry Motivation Questionnaire (CMQ), Constructivist Learning Environment Questionnaire (CLEQ), Chemical Changes Achievement Test (CCAT), and Chemical Changes-Context-Based Questions (CC-CBQ). At the end of the study, the only significant difference found in favour of the experimental group was the results of CBCBQ. Opinions of students and teachers are generally pleasing but they stated that CBT is not suitable for the university entrance exam. In the assessment of the students, CBT would attract more attention if the exams taken contained context-based questions.
An Analysis of Turkish and English Foreign Language Teaching Books in Terms of Multiculturalism
Author: Kara Özkan, Nese
Date: 2022-00-00
Type: Journal Articles
Subjects: Textbook Evaluation,Turkish,English (Second Language),Second Language Instruction,Multicultural Education,Multicultural Textbooks,Elementary Secondary Education,Interpersonal Relationship

The research is carried out to determine multiculturalism in foreign language education. For this purpose &quot;Yedi Iklim Turkish Teaching Set&quot; is used and in order to evaluate multiculturalism in English teaching &quot;English File English Teaching Set&quot; is used. What is in common for English File English and Yedi Iklim Turkish Textbooks is that the elements of multiculturalism are mostly seen in values, beliefs and attitudes and national geography categories, in both. On the other hand, any element of multiculturalism in the body language category is not determined in both foreign language teaching sets. Moreover, it is seen that the number the multiculturalism elements in interpersonal relations category is very close to each other in both of the teaching sets. It is observed that the only category that Yedi Iklim Turkish teaching set has more multiculturalism elements than English File English teaching set is ceremonial behaviors. It is found that English File textbooks include more multiculturalism elements in the categories of daily life, living conditions, social traditions and standardization than Yedi Iklim Turkish textbooks. With reference to the findings of the research emphasized the importance of multiculturalism in foreign language teaching in the globalizing world, some suggestions are offered.
A Research of Middle School Students&apos; Attitudes towards STEM Education in Terms of Some Variables: Which Variables Had the Greatest Impact on Attitudes?
Author: Durakovic, Amra
Date: 2022-00-00
Type: Journal Articles
Subjects: Middle School Students,Student Attitudes,STEM Education,Predictor Variables,Grade 7,Grade 8,Grade 9,Gender Differences,Academic Achievement,Mathematics Achievement

The aim of this paper is to examine the attitudes of upper grades of middle school towards the STEM field depending on several variables. An empirical-non-experimental research was conducted without any treatment on participants. The research included 246 students of seventh, eighth and ninth grade students (ages between 12 and 15) from one public middle school. The obtained results indicate that the students' attitudes with advancing to upper grades are becoming more negative. The results also show the existence of a statistically significant difference in the attitudes between boys and girls, and that the grade/mathematics achievements and grade point average have a significant effect on students' attitudes towards the STEM field.
Boosting Students&apos; Reading Comprehension Attainment with Flipped Classroom Model: A Pilot Study at State Polytechnic of Sriwijaya
Author: Ardiansyah, Welly
Date: 2022-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Achievement,Flipped Classroom,Undergraduate Students,Accounting,Student Satisfaction,Foreign Countries,Reading Instruction,Instructional Effectiveness

The study investigated the impact of the flipped classroom on the second semester students in accounting class. Participants (n=50) were assigned to a control group (using traditional instruction) or an experimental group (using flipped classroom model). A quasi-experiment in reading comprehension course on the second semester in academic year 2021-2022 was used. The Kolmogorov-Smirnov and Shapiro-Wilk test were 0.083 and 0.156 for pre-test control group, 0.200 and 0.787 for post-test control group, 0.119 and 0.185 for pre-test experimental group, and 0.095 and 0.101 for post-test experimental group suggesting normal distributions (p&gt;0.05). Homogeneity tests based on mean, median, median and with adjusted df, and trimmed mean were 0.857, 0.827, 0.827, and 0.857 indicating that Homogeneity tests were &gt;0.05. Pre-test scores of both groups compared by using independent t-test revealed no significant difference between these groups (0.505&gt;0.05), while post-test scores of both groups showed significant difference (0.000&lt;0.05). ANCOVA was conducted to see an interaction between the treatment and the post-test scores in which F=38.642, p&lt;0.05 means that the experimental group outperformed the control group. Likert Scale Questionnaire revealed that the students were highly satisfied with the flipped classroom. This also confirmed the difference between the control and experimental groups.
The Effect of Visual Media-Supported Classroom Discussion on 8th Grade Students&apos; Attitudes towards Socio-Scientific Issues, towards Research and Inquiry and on Their Decision Making
Author: Usta, Sibel
Date: 2022-00-00
Type: Journal Articles
Subjects: Grade 8,Student Attitudes,Discussion (Teaching Technique),Secondary School Students,Science Instruction,Secondary School Science,Scientific Research,Inquiry,Decision Making,Foreign Countries,Mass Media,Visual Aids,Science Curriculum

The current study aimed to investigate the effect of visual media-supported classroom discussions on 8th grade students' attitudes towards socio-scientific issues, towards research and inquiry and on their decision making. The study was conducted in a secondary school located in a city in the western part of Turkey in the fall term of the 2021-2022 school year. The study group is comprised of a total of 51 eighth grade students; 25 in the experimental group and 26 in the control group. The study employed the quasi-experimental pretest-posttest control group design, one of the quantitative research methods. The study lasted for 9 weeks. As the data collection tools, the adolescent decision-making scale, the scale of attitudes towards socio-scientific issues and the scale of attitudes towards research and inquiry were used in the study. Classroom activities defined in the science curriculum were conducted with the control group students while visual media-supported classroom discussions in addition to the activities defined in the curriculum were conducted with the experimental group students. At the end of the study, a statistically significant difference was found between the pretest and posttest mean scores of the experimental and control group students taken from the scales of attitudes towards socio-scientific issues and research and inquiry in favour of the experimental group students. While no significant difference was observed between the pretest and posttest mean scores of the control group students taken from the adolescent decision-making scale, a statistically significant difference was observed between the pretest and posttest mean scores of the experimental group students taken from the adolescent decision-making scale's sub-scales of self-esteem, vigilance and cope out whereas no significant difference was observed between the pretest and posttest mean scores taken from the sub-scales of complacency and panic.
The Views of Pre-Service Teachers about Today and Future of Current World Problems
Author: Akkurt Çaglar, Ayse
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Student Attitudes,World Affairs,Current Events,Futures (of Society),Foreign Countries

This study aims to examine the opinions of social sciences pre-service teachers on the present and future of world problems. The study is a qualitative one and modeled according to the phenomenological research. The participants consist of pre-service teachers in the social sciences teaching undergraduates in Turkey. A survey that consists of open-ended questions developed by the researcher was used to collect the data. The data were analyzed using the qualitative descriptive analysis method. According to the research results, most of the participants stated that they were mostly concerned about human-based world problems. The world problem they are affected mainly by was women's issues when they hear these problems from the news or experience these problems in their personal lives. Most of the pre-service teachers stated that education was the most important factor in solving the world problems and that women's problems, which emerged as the most important problem, could also be solved by education. In their predictions for the future, they put forward that 50 years later, the world's most important problem would be water scarcity, and most of the future problems would be related to nature.
Using a Crossing Method as an Alternative Approach for Teaching Systems of Linear Equations in Secondary Schools
Author: Deogratias, Emmanuel
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Equations (Mathematics),Teaching Methods,Secondary School Teachers,Mathematics Teachers,Secondary School Mathematics,Problem Solving,Instructional Effectiveness

This paper presents an alternative approach of teaching systems of two linear equations to the students in Tanzanian ordinary secondary schools. I conducted a desk-based research on methods that have been used by in-service mathematics teachers for teaching systems of two linear equations in ordinary secondary schools. It was found that five common methods (substitution, elimination, graphical, inverse matrix, Cramer's rule) have been used for teaching a system of two linear equations and all methods yield the same answer regardless of having different ways of approaching the system. I realized that a crossing method (alternative approach) is not found in the literature and yet not used by teachers for teaching students a system of two linear equations. But this crossing method yields similar answers with that resulted when using the five common methods. I present this alternative method in this paper by comparing with the answers obtained using five methods while focusing on two systems of two linear equations. This new approach has implications in teaching, learning and solving systems of two linear equations in ordinary secondary schools, including mathematics teachers and educators can use this method for teaching students in solving systems of two linear equations.
Uzbek Learners&apos; Opinions on the Effect of Dialect and Cultural Similarity on the Process of Foreign Language Learning
Author: Albayrak, Fatma
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Turkish,Second Language Learning,Dialects,Cultural Influences,Higher Education,Cultural Awareness,Correlation,Proximity,Grammar,Vocabulary

The aim of this research is to determine the effect of Uzbeks' views towards Turkish language and Turkish culture on language learning processes. In the study, which was designed according to the qualitative research model, a semi-structured interview form was used as a data collection tool. Interviews were held with 33 B1-level Uzbek learners who study Turkish language in language teaching centers affiliated to higher education institutions in Turkey. After the data obtained through semi-structured interviews were transcribed, the researchers carried out coding, categorization and classification according to themes on the raw data. According to the results of the study, it was revealed that Uzbek learners generally had a positive perception of Turkish language learning processes, life in Turkey and Turkish culture, and this situation was directly related to the perception that Turkey provided historical closeness, religion, language, cultural similarity and quality education and life opportunities in today's conditions for Uzbeks. In addition, it was seen that learners developed a positive attitude towards learning because they thought that they were advantageous as speakers of the same language dialects in the language learning process, and they also supported their positive view of language with the facilitating effect of vocabulary and grammatical similarity.
The Use of Drama Pedagogy in Teaching Morality in a Chinese Primary School
Author: Feng, Mengyu
Date: 2022-06-00
Type: Journal Articles
Subjects: Foreign Countries,Drama,Teaching Methods,Moral Development,Program Effectiveness,Empathy,Thinking Skills,Elementary School Students,Values Education,Imagination

Purpose: This paper aims to explore the potential of the drama pedagogy that may contribute to primary children's moral growth in the Chinese educational context. It argues that drama may offer an ensemble-based, dialogic, and narrative pedagogy for teaching morality to complement the didactic traditional model. Design/Approach/Methods: The methodological approach is that of case study research, using different methods to assess the effects and effectiveness of the author's teaching. The fieldwork was undertaken in a public primary school in Beijing, in which the drama workshop The Boat was taught to 16 children on a voluntary basis. Findings: The study demonstrates that drama can be seen to some extent to assist pupils in aspects of their empathetic attitudes, dialogic thinking abilities, and autonomous thinking capacities. Originality/Value: The author hopes the study might stimulate more and deeper research in similar contexts and that this may further extend the understanding of Chinese teachers of this resourceful new pedagogy.
The Post-Instruction Conceptions about Conservation of Mechanical Energy: Findings from a Survey Research with High School and University Students
Author: Halilovic, Asila
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Science,College Science,High School Students,Foreign Countries,Scientific Concepts,Concept Formation,Mechanics (Physics),Energy,College Freshmen,Kinetics

In this study, our aim was to identify high school and university students' post-instruction conceptions about the law of conservation of mechanical energy (LCME). A cross-sectional survey design was used. Firstly, a test consisting of 14 multiple-choice questions was developed. 23 physics teachers analysed the test and concluded that our questions are useful for measuring understanding about the LCME. Next, the test was administered to a convenient sample of high school and university students who had already received conventional instruction about the energy concept. The sample consisted of 138 students from the University of Zagreb (Croatia), and 115 high school students from two different schools in Sarajevo (Bosnia and Herzegovina). While the distribution of item difficulties was good, the reliability of test scores proved to be barely acceptable. Therefore, we primarily focused on analysing how frequently the students chose the individual distractors and drew corresponding conclusions about students' conceptions. It has been shown that many students associate conservation of mechanical energy with certain surface features of physical problems (e.g., &quot;pulley problems&quot;), instead of reasoning about the processes a chosen system undergoes over time. Students often believe that mechanical energy is conserved even for phenomena in which air resistance cannot be neglected. Similarly, they sometimes do not recognize that most collisions of everyday objects necessarily include the conversion of mechanical energy into thermal energy. We could conclude that many students from all educational levels in Bosnia and Herzegovina and Croatia still fail to apply a system-based approach to energy analysis.
The Effect of Socioscientific Issues-Based Discussion Activities on the Attitudes of Primary School Teacher Candidates to the Life Science Teaching
Author: Karakas, Hamdi
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Preservice Teachers,Elementary School Teachers,Science Instruction,Biological Sciences,Foreign Countries,Science and Society,Discussion (Teaching Technique),Preservice Teacher Education,Value Judgment

The study aims to determine the effect of socioscientific issues-based activities on the attitudes of primary school teacher candidates' about life science teaching. In this research, 78 primary school teacher candidates (52 females, 26 male) determined by criterion sampling method participated. Attitude Scale of Life Science Teaching was used as pre-and post-test. While the courses with the teacher candidates in the control group were given based on the curriculum determined by the Council of Higher Education (YÖK), the experimental group teacher candidates held socioscientific discussion activities for eight weeks. The difference between the pre-and post-test mean scores of the primary school teacher candidates in the experimental and control groups was analyzed using the dependent and independent groups t-tests. The effect size was calculated (eta squared (n2)) according to the variances between the scores. As a result of the research, it was determined that the difference between the pre-test and post-test average scores of the primary school teacher candidates in the experimental and control groups on life science teaching attitudes was not statistically significant. However, a statistically significant difference was found between the experimental group mean scores of their attitudes about life science teaching before and after the socioscientific issues-based discussion activities. The effect size (n2) of the difference between pre-test and post-test mean scores was calculated as moderate. Socioscientific issues-based teaching activities, which are mostly used in researches on science courses, were used by the researcher in terms of life science teaching in this study.
The Effect of a STEM Education Workshop on Science Teachers&apos; Instructional Practices
Author: Cinar, Sinan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,STEM Education,Interdisciplinary Approach,Workshops,Science Teachers,Faculty Development,Program Effectiveness,Intellectual Disciplines,Knowledge Level,Lesson Plans,Planning,Design

Interdisciplinary STEM education is a particular pedagogical methodology in which learners learn the association and connection of the knowledge of science and mathematics through particular technological engineering. To achieve this, specific interdisciplinary STEM-based educational curricula should be developed, and teachers should be qualified appropriately before any implementation process. Therefore, the aims of the research are both to (a) reveal the effect of the STEM workshop on science teachers' awareness of the relationship between science and other disciplines and to (b) examine its transferring contribution to their lesson planning approach. The case study method was used to get the essential data of research with 40 science teachers. The data were gathered via the Questionnaire for Interdisciplinary Association of Science, the lesson plans, and semi-structured interviews. As a result of the research, less variation is found in disciplines associated with science such as mathematics, technology-design, social studies, engineering, visual arts, Turkish languages, and music, etc. compared to data tools that they applied before and after workshop sessions. Besides, the post-applied data tool results revealed that the participants provided more comprehensive explanations regarding the direction of the interdisciplinary association, which suggests a better understanding of the relationship of science with other disciplines in the latter case. In addition, it was determined that most of the teachers designed their lesson plans based on an interdisciplinary approach and used the Engineering Design Process (EDP) as a teaching method to create the learning environment.