ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Science Methods Online during COVID-19: Instructor&apos;s Segue into Online Learning
Author: Brown, Sherri
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Methods Courses,Online Courses,Electronic Learning,Distance Education,Science Education,Preservice Teacher Education,Professional Development Schools,College School Cooperation,Integrated Learning Systems,Biological Sciences,Outdoor Education,Teaching Methods,Elementary School Science

With the onset of the COVID-19 pandemic, the nation's universities and colleges required online learning and shelter-in-place/stay-at-home protocols for the end of Spring 2020 semester. This new reality resulted in the fact that my undergraduate elementary science methods course would not be held in our Title 1 urban elementary professional development school (PDS); so unfortunately, March 3, 2020 was the last time elementary science methods students (SMSs) and I met in person. Moving immediately from a class environment where SMSs were able to co-plan and co-teach several science lessons in the PDS classrooms to an online learning environment was a challenge I embraced. This paper reports on three different learning management systems employed during two specific life science class sessions. Initial coding of the 30 SMSs' video experiences indicates content learning with exploration of outside environments as doable during pandemic shelter-in-place conditions. Initial findings suggest repeated, purposeful observation and exploration of outdoor environments lessen fears of the natural world. Findings also suggest continuing positive outdoor exploration and research experiences in face-to-face or online learning environments to increase future teachers' abilities to conduct experiences in their future classrooms.
The Corona Research Super Project: A Virtual Transdisciplinary Research Project
Author: Sommers, Daniël
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Universities,Foreign Countries,Scientific Research,Science Laboratories,Educational Technology,College Students,Interdisciplinary Approach,Medical Research,Literature Reviews,Mathematical Models,Case Studies,Student Research,Research Projects

During the COVID-19 pandemic, laboratory research was not possible in different educational programs at Delft University of Technology and Erasmus University Medical Center due to the taken measures. Therefore, a team of faculty from both institutions developed an alternative transdisciplinary research group project that was fully performed online. The overall project was named the Corona Research Super Project. This project provided an opportunity for students to fulfil the requirements for their degree while complying with the guidelines of the University, Medical Center, and government. It also gave them an opportunity to participate in something that felt meaningful during a stressful time since all sub-projects contributed to developing knowledge on the current COVID-19 pandemic. This article describes the process of setting up this educational project, the resources provided to the students, and the format of transdisciplinary work. Furthermore, it also provides a theoretical view on how to think about research projects when you cannot be side by side in a laboratory and how to make this into meaningful research education. By sharing our experience of setting up this program in unprecedented times and providing a format, we hope that other universities will use this approach to develop comparable transdisciplinary educational programs. We believe that these sorts of programs are essential for in depth transdisciplinary training of scientists of the future
Academic&apos;s Views on Industry 4.0 within the Scope of Open and Distance Education
Author: Oz, Omer
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Expertise,Teacher Attitudes,Open Education,Distance Education,Technological Advancement,Influence of Technology,Technological Literacy,Industrialization,Delivery Systems,Specialization,Learning Analytics,Educational Resources,Instructional Design,Interaction,Educational Environment,Individualized Instruction,Educational Administration,Foreign Countries

The main purpose of this study is to explore the effects of Industry 4.0 on resources (specialization, rationalization, preparatory work, and capital-intensive techniques) in the field of open and distance learning. Industry 4.0 is a period in which a great and rapid change is experienced, has a wide and deep impact that can affect business lines all over the world, and changes in production, management and control systems. For this purpose, within the framework of Otto Peters' theory of Industrialization, the study is a case study based on the opinions of experts in the field of industry-related effects of open and distance learning. The study group consisted of 10 academicians working at Anadolu University Open Education Faculty as experts. For the determination of participants, purposive sampling was used. The purposes of selecting the Anadolu University in research are presenting open and distance learning services since 1982, having the only Distance Education master's and doctoral programs in Turkey and having lecturers who give a lecture about digital transformation and Industrialization. The research was a qualitative case study and the data were collected by a semi-structured interview form consisting of 6 questions by face-to-face interviews with experts. As a result of the analysis, industry 4.0 effects on resources, instructional design, distribution, interaction, learning environment and management components within the context of industrialization theory in open and distance education system. In this direction, it is necessary to eliminate the lack of infrastructure for Industry 4.0, increase digitalization studies and specialize in technological competences. Also, the deficiency of a standardized production concept in Industry 4.0 such as massive production emphasized personalization and individual production in distance education. The distribution of the course materials produced must be diversified and the post-Fordist approach should be preferred in mass production. While industry-wide technologies that trigger Industry 4.0 make it easier to offer different fields of study through distance learning, it affects the centralization and concentration factors in management. [This article was presented as an oral presentation at the International Open &amp; Distance learning Conference 2019 (IODL 2019), held in Anadolu University, Eskisehir, Turkey on November 14-16, 2019.]
Critical Thinking Attitude and Some Other Variables in Predicting Students&apos; Democratic Attitudes
Author: Akar, Cüneyit
Date: 2020-12-00
Type: Journal Articles
Subjects: Critical Thinking,Predictor Variables,Student Attitudes,Elementary School Students,Grade 4,Children,Democratic Values,Gender Differences,Socioeconomic Status,Educational Attainment,Parent Background,Family Income,Place of Residence,Rural Urban Differences,Reading Habits,Television Viewing,Time Management,Academic Achievement,Foreign Countries

This research was conducted to determine the effects of the attitudes towards critical thinking, gender, socioeconomic factors (education level of parents, income level, place of residence) as well as academic success, reading and television viewing habits in predicting the democratic attitudes of the fourth grade students. The research was carried out with the participation of 1066 students studying in the 4th grades of primary schools in the central districts of Diyarbakir in the 2017-2018 academic year. The study is descriptive and has a relational screening model. The &quot;Democratic Attitude Scale&quot; (DAS) developed by Erbil and Kocabas (2017) was employed to determine the students' democratic attitudes and the &quot;Critical Thinking Attitude Scale&quot; (CTAS) developed by Akar-Vural (2005) was used to measure their critical thinking attitudes. A Personal Information Form was used to get information about the students. As a result of the research, democratic attitudes of the students were found &quot;very good&quot; and their attitudes towards critical thinking were &quot;good&quot;. According to the results of the regression analysis, it was determined that all the independent variables of the study predicted the students' democratic attitudes at the level of 17%. It was found that critical thinking attitude scores (2.7%), socioeconomic factors (6.5%), and academic success, television viewing and reading habits (7.5%) significantly predicted the students' democratic attitudes. Considering the regression coefficients, it was seen that gender, maternal education level and reading habits did not contribute significantly to predicting democratic attitudes.
Preparing to Implement Evidence-Based Literacy Practices in the Co-Taught Classroom
Author: Wexler, Jade
Date: 2021-03-00
Type: Journal Articles
Subjects: Program Implementation,Evidence Based Practice,Middle Schools,Middle School Teachers,Special Education Teachers,Regular and Special Education Relationship,Literacy Education,Reading Instruction,Team Teaching,Educational Planning,Teacher Role,Reading Material Selection,Content Area Reading

It is essential that middle school content-area and special education co-teachers adopt evidence-based literacy practices that they can integrate into their content-area instruction to address the needs of all of the students in their classes. This article provides co-teachers with four planning tips to improve implementation of the practices they adopt. The planning tips are organized using the acronym FIRST: (a) monitor Fidelity of implementation of the adopted practices, (b) Integrate the practices into daily content-area instruction and across the year, (c) determine the Roles of each co-teacher when planning for and implementing instruction in the adopted practices, and (d) consider specific guidelines to Select Texts for each literacy-focused lesson. The planning tips are illustrated using examples related to the content-area literacy instruction (CALI) instructional framework, which is a set of evidence-based literacy practices and procedures designed to improve the literacy instruction middle school coteachers implement in their content-area classes.
Investigation of University Students&apos; Lifelong Learning Tendencies in Terms of Various Variables
Author: Ayçiçek, Burak
Date: 2021-02-00
Type: Journal Articles
Subjects: College Seniors,College Freshmen,Lifelong Learning,Predictor Variables,Student Characteristics,Student Motivation,Persistence,Personality Traits,Technological Literacy,Conferences (Gatherings),Student Participation,Self Management,Gender Differences,Majors (Students),Public Colleges,Foreign Countries

The paper aims to investigate lifelong learning tendencies of university students in terms of different variables. For this purpose, the survey method was employed. The sample of the study consisted of 500 university students studying at various undergraduate programs at a state university in Turkey during 2018-2019 academic year. The personal information form prepared by the researchers and the &quot;Lifelong Learning Tendency Scale&quot; was used to collect data. Descriptive statistics such as frequencies, means, and standard deviations were computed to display students' overall responses to the lifelong learning tendency scale items. The findings of the study showed that the lifelong learning tendency levels of students differed significantly according to variables as gender, grade, following developments in information and communication technologies, faculty and participation in activities such as conferences, panels, symposiums etc. held at the university. Results also indicated that lifelong learning tendencies of university students were at a moderate level.
Analysis of Anxiety, Guilt and Embarrassment Changes of University Students Who Do and Do Not Do Sports
Author: Yalçin, Yahya Gökhan
Date: 2021-01-00
Type: Journal Articles
Subjects: Anxiety,Depression (Psychology),Moral Values,Stress Management,Athletics,Student Participation,College Students,Gender Differences,Physical Development,Cognitive Development,Sex Role,Role Perception,Late Adolescents,Cultural Influences,Social Influences,Measures (Individuals),Foreign Countries

This study aims to analyze anxiety, guilt and embarrassment changes of university students who do and who do not do sports depending on some socio-demographic factors. In the study conducted with university students, a total of 585 university students are included, 307 of students whom do sports and 278 of students whom don't do sports. &quot;Beck Anxiety Inventory&quot;, developed by Beck et al. (1988) and adapted to Turkish and conducted reliability and validity studies by Ulusoy et al. (1998), has been used to determine depression levels and &quot;Guilt-Embarrassment Scale&quot; developed by Sahin and Sahin (1992) has been used to determine the levels of guilt and embarrassment. Independent sample t test for paired comparison, One-way ANOVA for multiple comparisons, Tukey HSD test to determine the source of difference were used. In the study, Cronbach's Alpha value has been determined as 0.75 for Beck Anxiety Inventory and 0.82 for Guilt-Embarrassment Scale. As a result, it has been determined that changes depending on doing sports and gender factors are statistically significant (p &lt; 0.05). No statistical change has been observed depending on shelter and income factors. In the light of these findings, it has been found that anxiety scores are higher in males while guilt scores are higher in females. It is thought that this result can be caused by the physical and mental changes between male and female, as well as the sociocultural structure, the social role and status given to female and male. It can also be said that the sport positively affects anxiety and does not have any effect on guilt and embarrassment.
Framing the Role of English in OER from a Social Justice Perspective: A Critical Lens on the (Dis)empowerment of Non-English Speaking Communities
Author: Karakaya, Kadir
Date: 2020-00-00
Type: Journal Articles
Subjects: Open Educational Resources,Open Education,Social Justice,English (Second Language),Limited English Speaking,Language of Instruction,Language Role,Cultural Influences,Inclusion,Access to Education,Educationally Disadvantaged,Empowerment,Difficulty Level,Barriers,Translation,Native Language,Developing Nations,Material Development,Adoption (Ideas)

Open Educational Resources (OER) have received considerable attention for their potential to provide equitable access to education for all. However, OER creation, use, and adoption among learners, practitioners, and educational circles have remained low. One significant factor leading to this low engagement arises from the language of instruction employed in OER, notably English. Drawing on Hodgkinson-Williams and Trotter's (2018) conceptual framework, this study examines the role of English in knowledge dissemination through OER and discusses three language-related concerns from a social justice perspective: (1) linguistic complexity in OER, (2) translation as a method of OER adaptation, and (3) lack of OER development in local languages. The paper concludes with several recommendations for practice, pedagogy, and policy in OER development.
Digital Learning Experience in Museums: Cultural Readings in a Virtual Environment
Author: Mamur, Nuray
Date: 2020-12-00
Type: Journal Articles
Subjects: Museums,Teaching Methods,Visual Arts,Art Teachers,Foreign Countries,Critical Reading,Computer Simulation,Inservice Teacher Education,Elementary School Teachers,Secondary School Teachers,Content Analysis,Diaries,Teacher Attitudes,Volunteers,Teacher Motivation,Social Environment,Learning Experience,Faculty Development,Art Education,Information Technology,Acoustics,Motion,Student Interests

This study revolves around primary and secondary school visual arts teachers' cultural and critical readings on their VR museum experience through object and representation. As part of the in-service training and research project, the study was carried out in the provinces of Çanakkale, Erzincan, Kayseri, Diyarbakir, Giresun, Mersin, Denizli, which were selected from seven regions of Turkey within a seven-month period. 508 primary and secondary school visual arts teachers participated in the study. The study is a case study and teachers' readings related to the object and representation in the virtual museum and their VR museum experiences formed the units of analysis in the study. The data of the study was collected through worksheets, pre-evaluation forms, participant diaries and focus group interviews with voluntary teachers and content analysis method was employed to analyse the data. In the study, teachers were motivated to incorporate social and personal contexts into their readings of the object-space-representation. The results denoted that the activity enhanced teachers' learning experiences in terms of personal and professional contexts. Although teachers highlighted that VR museum experiences could not offer much more rich experiences than the actual museum visits, they believed that it could be effective for visual arts classes and be blended with various learning activities given that the virtual museum experience offers the possibility of exploring a museum without a barrier of distance and incite enthusiasm and learning interest through digital technologies (e.g., sound, motion, immersive experience).
High School Entrance Exam System Evaluation from the Perspective of Mathematics Teachers
Author: Korkmaz, Ebru
Date: 2021-01-00
Type: Journal Articles
Subjects: Secondary School Teachers,Secondary School Students,Mathematics Teachers,Teacher Attitudes,Positive Attitudes,Negative Attitudes,Knowledge Level,Tests,Student Participation,Student Placement,Place of Residence,School Choice,Admission (School),Enrollment,Neighborhood Schools,High Schools,Foreign Countries

The aim of this study was to examine the opinions of secondary school math teachers regarding the examination system for the transition to high school which was implemented for the first time in 2017-2018 academic year in Turkey. The research was conducted in the second semester of 2018-2019 academic year, a semi-structured interview form was used as data collection tool. In addition, the sample of the study consisted of 30 math branch teachers working in central secondary schools across a province in Eastern Anatolia. The interview form consisted of 6 open-ended questions prepared by the researchers after receiving expert opinions. Content analysis method was used in analyzing the data. As a result of findings, it was understood that while some of the teachers had positive opinions about this new exam, some others had negative thoughts.
The Effect of Realistic Mathematics Education on Student Achievement in 8th Grades Geometric Objects Teaching
Author: Aksu, Hasan Huseyin
Date: 2021-01-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Activities,Mathematics Achievement,Grade 8,Geometric Concepts,Foreign Countries,High School Students,Pretests Posttests,Instructional Effectiveness

The purpose of this study is to answer if there is a reasonable difference on academical success of students who get education with traditional and RME approach question on &quot;Teaching geometrical objects to 8th grade students&quot; subject. Study group consists of 47 students which contains 21 experimental and 16 control group from &quot;Ordu Anadolu Imam Hatip High School Project School&quot; in Altinordu, Ordu. Experimental and control group have same academical success level, as the school which this study has runned is a school which accepts students with an exam only. After the experimental and control groups were created, a 25 question pre-test was performed to understand the level of knowledge of the group regarding geometrical objects. The same test was performed on the same groups 8 weeks later as retention test. To determine opinions of the students in experimental group regarding RME and related learning activities, semi-structured interviews are conducted. The data obtained from the pretest, posttest and retention tests were analyzed with t-test for independent samples and t-test for dependent samples and variance analysis for mixed measurements with 0.05 significance level. According to the results, it is seen that learning activities prepared according to RME approach are much more effective than learning activities prepared according to the traditional approach on students' academic success.
The Story of Josie: From Involvement to Influence
Author: Mansperger, Josie A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Communities of Practice,College Students,Mental Health,Mentors,Peer Teaching,Leadership,Wellness,College Faculty,Student Research

This is a personal account of the author's journey through involvement with learning communities (LCs). She began college with little exposure to mentoring and research. Six years later, she graduated with a master's degree, a trove of experience from LCs, and the confidence to take on a research role in her profession. The author's personal roles in LCs over the years have taken many forms, but mainly relate to the mental health of college students. LCs have served as a vehicle for launching the author's career by helping her gain valuable experience in peer mentoring, research projects, and student poster presentations as well as providing opportunities to network, engage in professional development, and hone leadership skills. Student involvement is valuable throughout the LC experience to foster growth and development of not only the student, but the LC as well. The author witnessed firsthand the benefits of a partnership between students and LC team, demonstrating how much LCs benefit from integrating student input.
Emergency Distance Education Process from the Perspectives of Academicians
Author: Durak, Gürhan
Date: 2020-00-00
Type: Journal Articles
Subjects: Distance Education,Electronic Learning,Integrated Learning Systems,Lecture Method,Usability,College Faculty,Negative Attitudes,Attitude Change,Public Colleges,Emergency Programs,Crisis Management,Pandemics,COVID-19,Computer Software Selection,Interaction,Foreign Countries

The COVID-19 pandemic, which was effective all over the world in early 2020, has deeply affected educational institutions. As a result, universities in Turkey quickly began their emergency distance education applications. Faculty members are the most important executors of this process. In this respect, the purpose of this study was to examine the views of faculty members about emergency distance education during the COVID-19 pandemic. In this qualitatively designed study, the views of 18 lecturers from a state university were determined. As the data collection tool, an online questionnaire form made up of open-ended questions was used. The data were analyzed using the content analysis method, and the themes were formed. According to the results, the academicians generally expressed their high level of dissatisfaction with the distance education policies of their university and with the distance education system used in the 2019-2020 Spring Term. In the 2020-2021 Fall semester, the university took these criticisms into account, changed their distance education policy, and succeeded in gaining the satisfaction of the academicians again by choosing Microsoft Teams, a more integrated system. Although the academicians were generally satisfied with the features of Microsoft Teams, they also reported some criticisms regarding the software such as the deficiency in its exam feature, connection problems, design deficiencies and difficulties in following the students. To conclude, all the academicians participating in the study stated that they wanted to continue to use distance education tools in an integrated manner in their lessons after the pandemic. [Note: The issue number (1) shown on the first page of the PDF is incorrect. The correct issue number is 2.]