ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigation of the Effects of Pre-Service Teachers&apos; Socio-Economic Statuses and Personality Traits on Their Motivations
Author: Yüce, Gözde
Date: 2022-11-00
Type: Journal Articles
Subjects: Preservice Teachers,Socioeconomic Status,Personality Traits,Student Motivation,Foreign Countries,Personality Measures,Self Efficacy,Goal Orientation

Although self-regulated learning (SRL) in education is more often associated with student learning, recently it has been emphasized that teachers should be self-regulated individuals, as well. In this study focusing on motivation, one of the sub-dimensions of SRL, predictive power of socio-economic statuses and personality traits of pre-service teachers on their motivations was determined with hierarchical regression analysis. This study was conducted with survey model, which is one of the quantitative research methods. The study enrolled 712 preservice teachers studying at various departments of the Faculty of Education in a state university in Ankara, Türkiye. The Big Five Inventory, was used to determine the personality traits of pre-service teachers, while the Socio-economic Status Form was used to determine their socio-economic status. The General Self-Efficacy Scale, 2x2 Achievement Goal Orientations Scale, Success/Failure Attributions Scale, and Scientific Epistemological Beliefs Survey were used to determine the motivation of pre-service teachers. The results of hierarchical regression analysis, which was conducted with the data obtained in the study, showed low-level significant effects of socioeconomic status on some sub-dimensions of motivation. However, when personality traits were included in the analysis, it was found out that they have higher level significant effects on all sub-dimensions of motivation. In particular, the findings showed that motivation had a significant effect on self-efficacy and goal orientation sub-dimensions. The findings of the study are likely to provide useful information about the effect of upbringing environments of pre-service teachers, which shape their personality traits and personalities, on their motivations.
Examination of the Relationship between Childhood Trauma and Psychological Resilience in Preschool Teachers
Author: Ozaslan, Hatice
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Correlation,Trauma,Child Development,Resilience (Psychology),Age Differences,Child Abuse,Child Neglect,Sexual Abuse,Foreign Countries,Cultural Influences,Family Influence,Mental Health,Well Being

Background/purpose: This paper investigated the relationship between childhood trauma and psychological resilience in preschool teachers. The study also determined whether psychological resilience depended on age. Materials/methods: The study adopted a correlational survey model. The sample consisted of 268 preschool teachers. Data were collected using a demographic characteristics questionnaire named the Childhood Trauma Questionnaire (CTQ-33), and the Adult Resilience Measure (ARM-R). Results: The study's results showed that higher CTQ-33 emotional abuse, emotional neglect, sexual abuse, and total CTQ-33 subscale scores have correspondingly lower ARM-R total and subscale scores. The results also showed that higher physical abuse, physical neglect, and overprotection-overcontrol subscale scores have correspondingly lower ARM-R relational resources, personal resources, and familial resources subscale and total ARM-R scores. There was no correlation found between the CTQ-33 physical abuse, physical neglect, and overprotection-overcontrol subscale scores and the ARM-R cultural and contextual resources subscale scores. The results showed that age did not affect the participants' ARM-R subscale or total scores. Conclusion: The study's results revealed a negative correlation between childhood trauma and psychological resilience. Age did not affect psychological resilience levels.
Learner Engagement in Using Kahoot! Within a University English Proficiency Course
Author: Mat Husin, Mohd Zulfadli
Date: 2022-00-00
Type: Journal Articles
Subjects: Learner Engagement,English (Second Language),Second Language Learning,Second Language Instruction,Likert Scales,Reliability,Game Based Learning,Student Needs,Computer Games,Undergraduate Students,Student Attitudes,English for Academic Purposes,Language Tests,Learning Processes,Classroom Communication,Language Proficiency,State Universities,Foreign Countries

Background/purpose: Game-based learning is becoming increasingly popular among educators in higher institutions. However, it can be a daunting task for educators to ascertain which of the currently available game-based learning platforms best suits their learners' needs. This study explored the suitability of Kahoot! as one of the most commonly used game-based learning platforms in education. The aim of study was to determine whether Kahoot! can be used to engage learners and reinforce learning for academic purposes in higher education institutions. Materials/methods: Data were collected among 80 science and technology undergraduate students enrolled to an &quot;English for Academic Communication&quot; course, which is compulsory for English language proficiency at the participant university. The students were exposed to the use of Kahoot! through several predetermined quizzes conducted during their lessons over a single 14-week semester. The study employed a two-part, 24-item, Likert-type scale administered via Google Forms. The questionnaire was assessed using Cronbach alpha reliability analysis, which yielded a score of .97, confirming the questionnaire to be a reliable instrument. Results: The study's findings revealed that the participant students found Kahoot! to be fun, enjoyable, engaging, and interesting to use. Conclusion: The participant students also believed that Kahoot! was able to consolidate and reinforce learning in academic courses, which is integral to the higher education context in terms of creating better classroom dynamics.
Research Tendencies of Postgraduate Theses Related to Pre-Service Turkish Teachers/Candidates
Author: Maden, Asli
Date: 2022-11-00
Type: Journal Articles
Subjects: Preservice Teachers,Educational Research,Masters Theses,Doctoral Dissertations,Foreign Countries,Preservice Teacher Education,Universities,Research Methodology

In the study, it is aimed to determine the postgraduate theses related to pre-service Turkish teachers and their candidates and to reveal the research tendencies by analyzing them according to certain characteristics. For this purpose, the distribution of postgraduate theses on Turkish teacher candidates according to year, program type, university, subject, method and design characteristics was examined and thus their tendencies were revealed. This research was designed according to the qualitative research model. In the research, postgraduate theses on Turkish teacher candidates were scanned and the obtained documents were analyzed. As a result of the research, it has been determined that 84 postgraduate theses, 59 of which are postgraduate and 25 are doctoral dissertations, have been written from 2002 to 2022, related to Turkish teacher training and candidates before service. It has been observed that the most theses on the subject were completed in 2019, and these theses were mostly prepared in Gazi, Canakkale Onsekiz Mart and Atatürk Universities in Türkiye. In theses about Turkish teacher training and candidates, writing skills, professional competence, anxiety and attitudes, and self-efficacy perception were the most preferred subjects. In addition, quantitative research models are used more in theses on Turkish teacher training and candidates.
Teacher Mindset and Grit: How Do They Change by Teacher Training, Gender, and Subject Taught?
Author: Kaya, Sibel
Date: 2022-11-00
Type: Journal Articles
Subjects: Cognitive Structures,Resilience (Psychology),Preservice Teachers,Foreign Countries,Gender Differences,Intellectual Disciplines,College Freshmen,College Seniors,Preservice Teacher Education

This study explored the interplay between teacher mindsets and grit levels of Turkish pre-service teachers taking their year of study into account (i.e., first-year vs the fourth year), gender, and the subject taught in a Turkish higher education setting. Student teachers from various programmes at a public university in Turkey participated in the study (N = 321). The participants completed the Teacher Mindset Scale and Grit Scale online after receiving the approval of the university's ethics committee and signing the consent forms. The correlations between the components of teacher mindset and grit demonstrated that as growth teacher mindset scores increased, and effort scores also increased significantly. Furthermore, as fixed teacher mindset scores increased, interest scores decreased. First-year pre-service teachers had significantly higher fixed teacher mindset scores than the fourth year. In terms of grit, fourth-year pre-service teachers showed greater effort than the first year. There was no difference between female and male preservice teachers regarding fixed teacher mindset. However, female preservice teachers scored significantly higher on growth teacher mindset, interest, and effort scales. As for the subject taught, the Mathematics Education programme showed higher levels of fixed teacher mindset and the English Language Teaching programme showed lower levels of grit. Practical implications of our findings and limitations of the study are shared accordingly.
Teaching of Magnetism Unit Topics via Active Learning Applications
Author: Büyükbayraktar, Fatma Nur
Date: 2022-11-00
Type: Journal Articles
Subjects: Active Learning,Magnets,Units of Study,Science Instruction,Grade 11,High School Students,Secondary School Science,Academic Achievement,Instructional Effectiveness,Physics,Foreign Countries,Student Attitudes,Misconceptions

The aim of this study is to investigate the effect of active learning on students' achievement in the unit of magnetism. It is important to create proper teaching environments in order to ensure the active participation of students in learning processes. Many different methods and techniques may be used for active participation. Detailed information should be provided for the teachers on how these methods and techniques can be implemented. For this reason, an active learning environment was created in the present study by way of using worksheets accompanied by experiments, simulations, modelling, garden activity and games. It was explained how these activities are implemented for each of the acquisitions related with the magnetism unit topics. The study employed sequential explanatory mixed design. The subject of this study consisted of 98 eleventh grade students in a high school in Türkiye. The data were acquired via an open ended and multiple-choice conceptual achievement test, observation forms and interviews. The findings obtained illustrated that active learning applications increase academic achievements of students at a statistically significant level. In addition, it was concluded that active learning applications make a positive impact on the interest, attitude and motivations of the students towards the physics course. The results show that magnetism unit topics are effective in providing a conceptual change. It is suggested to use the applications shared in the present study for the teaching of abstract subjects such as magnetism. In this way, it may be possible to create learning environments that will enable instructors to reach the desired goals.
Educational Quality of Early Childhood Education in Bosnia and Herzegovina
Author: Camovic, Dženeta
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Education,Educational Quality,Public Policy,Educational Policy,Access to Education,Preschool Teachers,Preschools,Preschool Curriculum,Standards,Institutional Evaluation,Educational Administration,Educational Finance

This paper analyzes the key determinants of the quality of preschool education in Bosnia and Herzegovina. Based on the analysis of recent data, the paper indicates the status and development trends in this regard in the last decade. Although preschool education in Bosnia and Herzegovina has a long tradition, it is facing a number of challenges, mostly arising from the arrangement of the state system and post-war transition processes which have significantly impoverished this level of education. Therefore, the main goal of this paper is to point out the recent public policy efforts made in the attempt to ensure the quality of preschool education in Bosnia and Herzegovina, as well as the effects that are being achieved in this regard. Since quality can be approached from the aspects of structure and process, the elementary structural and process dimensions of preschool education will be taken as units of this analysis. Conceptualizing the results of this analysis, the status and quality of preschool education in Bosnia and Herzegovina will be positioned through an orientation towards the European framework for the quality and development trends of preschool education in Europe.
The Effect of Digital Stories on Primary School Students&apos; Listening Comprehension Skills
Author: Demirbas, Irem
Date: 2022-11-00
Type: Journal Articles
Subjects: Elementary School Students,Listening Comprehension,Listening Skills,Grade 4,Foreign Countries,Native Language Instruction,Turkish,Instructional Effectiveness,Multimedia Instruction,Academic Achievement

The purpose of this research is to determine the effect of digital stories on the listening comprehension skills of primary school 4th grade students. For this purpose, the research has carried out with a quasi-experimental design with pre-test post-test control group. The sample of the research consisted of 52 students studying in two different 4th grade branches of a public primary school in the second semester of the 2018-2019 academic year. The stories transferred to digital in the research have selected from the texts in 3 different Turkish textbooks at the 4th grade level of primary school published by the Ministry of National Education and taught to students in previous years. 8 narrative texts from the themes of &quot;My Beautiful Country Turkey&quot; and &quot;Production, Consumption and Efficiency&quot; in the textbooks have converted into digital through digital design programs. During the implementation process, the animations of 8 stories transferred to digital have watched by the students in the experimental group, and the students in the control group have read and listened to the same story texts by the teacher. The Listening Comprehension Test has used to determine the listening comprehension achievement scores of the students in the experimental and control groups at the beginning and end of the application process. As a result of the research, it has determined that there was a significant difference between the pre-test and post-test achievement scores of the students in the experimental group, where the stories have played digitally.
The Effects of Integrated STEM Education Practices on Problem Solving Skills, Scientific Creativity, and Critical Thinking Dispositions
Author: Hebebci, Mustafa Tevfik
Date: 2022-11-00
Type: Journal Articles
Subjects: STEM Education,Problem Solving,Creativity,Critical Thinking,Grade 8,Middle School Students,Instructional Effectiveness,Foreign Countries,Science Instruction,Private Schools

Today, the need for individuals who follow scientific and technological developments closely and who can adapt to these changes rapidly is increasing. These needs have made it necessary for countries to try various changes, reforms and current approaches required by the age in their education systems. One of these approaches is STEM education, which has frequently been encountered in the national and international literature in recent years. STEM (science, technology, engineering, and mathematics) education is an approach that emphasizes the 21st century skills, integrates science, technology, engineering, and mathematics disciplines, and covers formal and informal education at all education levels. In addition, the number of studies on STEM education is increasing daily. This research aims to integrate the 8th-grade science curriculum with STEM education practices and examine the effects of these practices on students' problem-solving (PS) skills, scientific creativity, and critical thinking dispositions. In this study conducted with quantitative methods, the pretest-posttest control group design of the quasi-experimental method was used. The study group of the research consists of students who took the 8th-grade science course at a private school. Research data were collected from both the classes before and after the experimental study. Descriptive statistics and covariance analysis (ANCOVA) were used in the data analysis. The research results revealed that integrated STEM education applications positively affect students' problem-solving skills, scientific creativity, and critical thinking dispositions. The collected results were discussed with the studies in the literature, and suggestions were made accordingly.
The Impact of the Argumentation-Flipped Learning Model on the Achievements and Scientific Process Skills of Students
Author: Tas, Erol
Date: 2022-11-00
Type: Journal Articles
Subjects: Persuasive Discourse,Flipped Classroom,Science Process Skills,Academic Achievement,Public Schools,Science Instruction,Instructional Effectiveness,Secondary School Students,Foreign Countries,Secondary School Science

The current study determined the impact of the Argumentation-Flipped Learning (AFL) Model on the scientific process skills and academic achievement of students by performing a quasi-experimental pretest-posttest and retention control group design. The data were collected by scientific process skills test and concept test from a total of 112 5th grade students randomly selected from a public school in the 2017-2018 academic year. In the curriculum, Experimental group-I and Experimental group-II students were taught the lesson by argumentation-flipped learning model and Flipped Teaching Method (FTM), respectively. The lessons in the control group were taught by the method where the teacher was the narrator. The information and the activities in the curriculum were presented directly. The study was applied in the &quot;Matter and Change&quot; unit. The data of the study were collected by scientific process skills and academic achievement test. SPSS 22.0 package program was used to analyze the data obtained from the study. Shapiro-Wilk Distribution Test and descriptive statistics were used to determine whether the data showed normal distribution. Furthermore, Analysis of Covariance (ANCOVA) was used. According to the study's results, it was determined that the methods applied to the groups did not make a significant difference in the levels of scientific process or in student's academic success.
Validating the Cognitive Diagnostic Assessment and Assessing Students&apos; Mastery of &quot;Parallel and Perpendicular Lines&quot; Using the Rasch Model
Author: Chin, Huan
Date: 2022-11-00
Type: Journal Articles
Subjects: Geometric Concepts,Cognitive Tests,Diagnostic Tests,Foreign Countries,Content Validity,Test Reliability,Elementary School Mathematics,Test Items,Elementary School Students,Grade 4

&quot;Parallel and Perpendicular Lines&quot; is an important topic that serves as a basis for the learning of a more advanced geometric concept in later years. Yet, this topic is hard to master by the students. To pinpoint students' weaknesses in this topic, this study sought to develop a cognitive diagnostic assessment (CDA) to assess students' mastery of &quot;Parallel and Perpendicular Lines&quot;. The validation of the CDA and the use of CDA in measuring students' mastery of &quot;Parallel and Perpendicular Lines&quot; was documented in this article. The content validation involved two subject matter experts, while the pilot test involved 154 Year Four students from Kedah state of Malaysia selected using cluster sampling. The experts' consensus on the relevancy of test items was captured by calculating the content validity index. The psychometric properties of items and reliability of assessment were analysed based on Rasch Measurement Model. The validity of the assessment content was supported with an acceptable content validity index of 1.00 (&gt;0.80). The findings of Rasch analysis span across all ranges of abilities level and hence fit students' competence well. With an acceptable person separation index of 1.58 (&gt; 1.50), person separation reliability of 0.74 (&gt;0.70), and KR-20 coefficient of 0.78 (&gt;0.70), the CDA developed is reliable. The findings of assessing students' mastery level highlighted their weaknesses in defining the properties of perpendicular lines and drawing perpendicular lines. The findings of this study would encourage practitioners to utilise it in the mathematics classroom for diagnosing students' weaknesses and hence plan for remedial instruction.
The Place of Education in Social Development and Its Sociological Foundations
Author: Öztürk, Eray
Date: 2022-08-00
Type: Journal Articles
Subjects: Social Development,Behavior,Economic Development,Problem Solving,Skill Development,Foreign Countries,Role of Education

Equipping people with desired behaviors, that is, educating them, has been the most important goal throughout the ages. Today, this phenomenon is becoming more and more complex and its effect is felt more intensely. However, unless a person's behavior develops in a valid and reliable way, it is not possible to reach a longed for life style. A person can be intertwined with all kinds of processes, from the most concrete and simple relationships to the most abstract and complex ones. He is the person who will plan, build, operate the future, distribute products, consume, process nature, take products from it, build houses, schools, roads, dams or all, create or solve problems in objects and phenomena. As such, people must equip with consistent behaviors, that is, with problem-solving knowledge and skills. In this study, a descriptive analysis of the subject has been made and the relationship between education and economic development has been examined.
Fathers Looking after Children in Türkiye in Public Settings
Author: Tutkun, Cansu
Date: 2022-08-00
Type: Journal Articles
Subjects: Foreign Countries,Fathers,Child Rearing,Parent Responsibility,Preschool Children,Mothers,Gender Differences,Cultural Influences,Parent Role,Parent Child Relationship,Community

This study was conducted to determine the situation in Türkiye in terms of fathers looking after their children in public settings. For this purpose, natural observations of parents who came to playgrounds, movie theaters, stores, toy stores, and restaurants with their children aged 3-5 years were made in the study. Observational data were collected from 522 children and parents who came to the shopping mall with their children in Ankara, the capital of Türkiye. The study found that mothers looked after their children in public settings more than fathers did. However, fathers spending time with the child varied depending on whether it was the weekend or a weekday. Fathers look after their children more on weekends than on weekdays. In the study, it was determined that the gender of children was influential in parents looking after them and that fathers mainly looked after boys and mothers mainly looked after girls, but the children's age had no effect. These results are significant in that they show that fathers in Türkiye maintain their traditional understanding of looking after their children less while looking after their sons more than mothers; however, they are experiencing a shift toward the new paternal role during weekends.