ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigated Effects of Guided Inquiry-Based Learning Approach on Students&apos; Conceptual Change and Durability
Author: Sarioglan, Ayberk Bostan
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Teacher Guidance,Active Learning,Inquiry,Middle School Students,Grade 6,Scientific Concepts,Concept Formation,Public Schools,Retention (Psychology),Preadolescents,Misconceptions,Foreign Countries

This study aims to investigate the effect of guided inquiry-based learning approach on conceptual change and durability of sixth-grade middle school students regarding density concept. In this study, qualitative research methods were used. The study group consisted of 26 students studying in the sixth grade of a state middle school in the western part of Turkey. The data collection tool Test of Conceptual Understanding of Density (TCUD), including three open-ended questions, was used. TCUD was administered to the students in the study group before, immediately after, 6 weeks after and 24 weeks after the instruction. The results showed that the rate of giving scientific answers about the density concept of increased, whereas the rate of misconceptions decreased. It was also determined that the students were able to preserve scientific knowledge 6 and 24 weeks after the instruction, even if it was not the same as after the instruction. The effect of the course content which was prepared by following the guided inquiry-based learning approach on students' conceptual change and durability regarding the concept of density was discussed within the scope of the relevant literature and suggestions were made for further studies.
The Effectiveness of a Fully Gamified Programming Course after Combining with Serious Games
Author: Kiraly, Sandor
Date: 2020-00-00
Type: Journal Articles
Subjects: Programming,Computer Science Education,Educational Games,Online Courses,Instructional Effectiveness,Game Based Learning,Learner Engagement,Problem Solving,Computer Simulation,Young Adults

Our online programming language courses have been developed for youngsters who are interested in computer programming. The courses were gamified with some common gamification elements: points, badges, incentives, immediate feedback and leaderboard. The developed Learning Management System (LMS) for our learning portal provides the chance to monitor all users' activities. After examining our registered users' progress in the courses, we tried to increase the effectiveness of the courses (C+, C# and Java) with developing educational game programs that cannot only foster motivation during the playing process but provide faster understanding, since students play with what they need to learn and understand. We compared the performance of the last 200 students who registered and completed the last chapter in the curriculum before the game programs had been added into the Java course, and the first 200 students, who registered and completed the last chapter in the curriculum, after the addition of the games in the supported coding tasks. The results were impressive and proved that with our thematic didactic game programs, users were able to solve coding tasks more effectively.
School Principals and Human Relations = Okul Müdürü ve Insani Iliskiler
Author: Armagan, Yasir
Date: 2020-00-00
Type: Journal Articles
Subjects: Principals,Human Relations,Foreign Countries,Teacher Administrator Relationship,Interpersonal Relationship,Parents,Students,Power Structure,Administrator Role,Elementary Schools,Middle Schools,High Schools,Educational Environment,Work Environment,Empathy,Trust (Psychology),Interpersonal Communication,Caring,Motivation,Administrator Qualifications,Administrator Behavior,Barriers,Educational Finance,Parent Participation,Advisory Committees

The purpose of this study was to develop an understanding of what human relations mean for school principals. The following questions were examined in the present study: &quot;On what bases are human relations established by school principals both inside and outside the school?&quot; and &quot;Which meaning patterns are apparent in these relations?&quot; Conducted in phenomenological design, the sample consisted of 51 school principals, who were working in the selected from 19 provinces, including at least one province from each of the 26 sub-regions of 2nd level classification, which was determined by the Turkish Statistical Institute (TUIK). Data indicated two bases on which human relations actualized: sympathetic and political bases. On sympathetic basis, patterns of meaning such as constructing belonging, building trust, building motivation, accessibility, consultation and restorative approach emerged; however, on political basis, patterns of meaning as acceptance, providing role balance, exceeding the form, authority representation and elimination of financial needs became visible.
The Mediating Role of Prospective Mathematics Teachers&apos; Beliefs on the Relationship between Perceptions and Attitudes
Author: Cantürk Günhan, Berna
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Beliefs,Correlation,Public Colleges,Pedagogical Content Knowledge,Mathematics Education,Elementary Education,Teacher Attitudes,Self Efficacy,Foreign Countries

The aim of this study is to investigate the mediation effects of prospective mathematics teachers' beliefs about mathematics on the relationship between perception of pedagogical content knowledge and attitude towards mathematics teaching. Data of the study was collected from 295 prospective mathematics teachers who study at elementary mathematics teaching in education faculty of a state university. Three scales were used for the variables mentioned in this subject. The relation between these variables was analyzed through statistical methods such as regression analysis and sobel tests. As a result of the study, it was determined that the prospective mathematics teachers' perceptions of pedagogical content knowledge affect their attitudes toward mathematics teaching positively. It was also found that the relationship between perception of pedagogical content knowledge and attitude toward mathematics teaching was fully mediated by their beliefs about mathematics.
Influence of Time-of-Day of Instruction on the Performance of Senior School Students in Physics in Ilorin, Nigeria
Author: Akanbi, Abdulrasaq Oladimeji
Date: 2020-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Secondary School Students,Public Schools,Gender Differences,Scores,Student Characteristics,Time Factors (Learning),Scheduling,Physiology,Performance Factors,Foreign Countries

The study examined the influence of time-of-day of instruction on students' performance in physics.The study was a descriptive research and 578 senior secondary two (SS II) students were randomly selected from twenty co-educational public secondary schools based on the time-of-day physics.Proforma, questionnaire and physics lesson timetable were the instruments used. Percentage was used to answer the research questions raised and the hypotheses were tested with t-test at 0.05 level of significance. The findings revealed that students who received physics instruction at times-of-day akin to their peak time-of-day outperformed those who received the instruction at times other than their peak time-of-day. Gender and score levels influenced the time-of-day of instruction on the performance of students in physics. It was recommended among others that school management, especially of the schools that enrol male students only, should construct the timetable and place physics lessons in accordance with the time-of-day that is congruent to the majority of the students.
Normative Aspects of Instructional Planning Activities of Mathematics Teacher Candidates
Author: Güven Akdeniz, Dilsad
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Preservice Teachers,Mathematics Instruction,Pedagogical Content Knowledge,Educational Environment,Teacher Education Programs,Foreign Countries,Educational Quality,Lesson Plans,Teaching Methods,Observation,Case Studies,Grounded Theory,Language Usage

It is quite difficult to adequately describe and evaluate the developmental processes of teachers without knowing and analyzing the pedagogical communities they participate in. Teachers acquire their own professional knowledge by carrying their experiences to the educational environment. Therefore, classroom microcultures experienced by teachers and teacher candidates are important for the formation and improvement of their professional knowledge. In this context, the quality of the classroom microcultures constituted by the teacher training programs come to the forefront. Within this context, in the present study, classroom microculture belonging to mathematics education course (Methods of Teaching Mathematics-II (MTM)) which has an important place in the teacher education was examined within the framework of the classroom norms. In other words, the classroom norms regulating the instructional planning activities performed by teacher candidates were investigated and the qualities of these norms were discussed. The data of the study were obtained through observing the learning environments of the MTM course in a mathematics teacher education program at a state university in Turkey. The data of the study, which is a case study, were analyzed through constant comparative analysis method. According to the findings of the study, it can be said that teacher candidates had difficulty in sustaining and participating the norms which are related to assessment-evaluation, teaching knowledge, specifying objectives and social language used.
Examining the Relationship between 5-8th Grade Students&apos; Test Anxiety and Mathematics Anxiety
Author: Arslan, Çigdem
Date: 2020-00-00
Type: Journal Articles
Subjects: Grade 5,Grade 6,Grade 7,Grade 8,Test Anxiety,Mathematics Anxiety,Middle School Students,Foreign Countries,Gender Differences,Age Differences

The purpose of this study was to examine the relationship between test anxiety and math anxiety and determining whether some of the variables have differences in test anxiety and mathematics anxiety scores of 5th, 6th, 7th, and 8th grade students. The study was conducted with 337 students in two middle school selected by random sampling method in Istanbul during the 2016-2017 academic year. The data of the study was collected with the Test Anxiety Scale for Children, Mathematical Anxiety Scale and Personal Information Form, and the scores were tested for mean, t-test, F-test (ANOVA) and correlation coefficient analysis and when it was necessary, the Scheffe test was done. As a result of the research, middle school students' math anxiety points average and test anxiety points average were found to be moderate. It is observed that the students' math anxiety averages point, and test anxiety point averages are increased according to the level of classroom they are in and they are unchanged according to gender. At the same time, there is a positive relationship between students' math anxiety and test anxiety.
Improving Students Graphing Skills and Conceptual Understanding Using Explicit Graphical Physics Instructions
Author: Bahtaji, Michael Allan A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Graphs,Skill Development,Physics,Scores,Achievement Tests,Teaching Methods,College Freshmen,Introductory Courses,Intervention,Outcomes of Education,Critical Thinking,Problem Solving

The study presented investigates the effects of supportive graphical interventions on the graphing skills and conceptual understanding of students in physics. In this study, the first group of participants was presented with ready-made graphs during the instruction, the second group was instructed on the proper construction and extraction of graphs, while the third group was instructed to construct graphs independently. The groups were compared with respect to their scores in the graphing skills and achievement tests before and after the instructions. The group that received supportive intervention in construction and extraction of graphs attained the highest number of high-level graphs constructed and obtained the highest increase in the achievement test scores after the instruction. The results revealed that the use of the supportive graphical intervention in the construction and extraction of graphs improved the graphing skills and conceptual understanding of students, especially for those who experienced difficulties in dealing graphs.
International View on the Evolution of the E-Learning in the Romanian Higher Education Institutions
Author: Tudorache, Petronela
Date: 2020-00-00
Type: Journal Articles
Subjects: Electronic Learning,Higher Education,Information Technology,Teaching Methods,Technology Integration,Universities,Foreign Countries,Distance Education,Educational History

In the present society, students are highly technology oriented and become the most active unit of society in the usage of digital technology and tools applications. The aim of the article is to present an evolution of the e-learning field on the Romanian education sector. The present paper is based on an exploratory research which analysis relevant articles in the field of e-learning implemented in the Romanian Higher Education institutions. The research question: How was the e-learning integrated in Romanian Higher Education system? The added value of this article is supported by the implementation of various e-learning tools by universities and researchers. Such tools are important in developing knowledge, skilss and in facilitating adjustment to digital education.
A Model Test towards University Students&apos; Cheating Behaviour in the Context of the Theory of Planned Behaviour
Author: Koc, Sevgi
Date: 2020-00-00
Type: Journal Articles
Subjects: Cheating,Student Behavior,Behavior Theories,Student Attitudes,Behavior Standards,Intention,College Seniors,Foreign Countries,Ethics,Predictor Variables,Student Responsibility,Moral Values

This study aimed to identify the causal relationships amongst attitude, subjective norms, perceived behavioural control, moral obligation and intention towards cheating by the Theory of Planned Behaviour. The study sample (n = 1,220) consists of senior students at the faculties of Van Yuzuncu Yil University, Turkey. The data were collected with the scales; attitude, subjective norms, perceived behavioural control, moral obligation and intention towards cheating, which were developed by researchers of the study. The data were analysed by the exploratory factor analysis, confirmatory factor analysis and path analysis. It can be concluded that the Theory of Planned Behaviour is capable of explaining the attitude, subjective norms, perceived behavioural control, moral obligation and intention variables towards cheating, and it is confirmed in a good model fit with this study. According to the path analysis results, the attitude towards cheating has a strong and significant effect for cheating intention, and subjective norms and the perceived behavioural control towards cheating have no significant effect for cheating intention. [Note: The page range (727-748) shown on the PDF is incorrect. The correct page range for this article is p727-747.]
Teaching Recurrent Sequences in Brazil Using Historical Facts and Graphical Illustrations
Author: Alves, Francisco Regis Vieira
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,History,Mathematical Concepts,Mathematical Formulas,Equations (Mathematics),Difficulty Level,International Cooperation,Researchers,Foreign Countries,Graphs,Illustrations

The present work presents a proposal for study and investigation, in the context of the teaching of Mathematics, through the history of linear and recurrent 2nd order sequences, indicated by: Fibonacci, Lucas, Pell, Jacobsthal, Leonardo, Oresme, Mersenne, Padovan, Perrin and Narayana. Undoubtedly, starting from the Fibonacci sequence, representing the most popular in the referred scenario of numerical sequences, it was possible to notice the emergence of other sequences. In some cases, being derived from Fibonacci, in others, changing the order of the sequence, we thus have the historical study, with the use of mathematical rigor. Besides, their respective recurrence formulas and characteristic equations are checked, observing their roots and the relationship with the number of gold, silver, bronze and others. The results indicated represent an example of international research cooperation involving researchers from Brazil and Portugal.
Analysis of Study Skills Employed by Ghanaian High School Science Students
Author: Aboagye, Godwin Kwame
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Study Skills,High School Students,Gender Differences,Learning Strategies,Academic Achievement,Adolescents,Memory,Time Management,Notetaking,Test Anxiety,Reading Comprehension,Student Motivation,Student Attitudes,Writing Skills,Cognitive Style

This study was motivated by the desire to explore the study skills employed by science students in senior high schools (SHS) in the Cape Coast metropolis across the Central Region of Ghana. A total of 600 SHS second-year science students, 354 males, and 244 females, took part in the investigation. The study adopted a cross-sectional survey design. The &quot;Study Skills Scale&quot; questionnaire was utilised for data collection to determine the kind of study skills employed by the science students, across gender, age range, and school-type. The arithmetic mean was used to establish the degree to which students employ study skills strategies in their learning. Similarly, the consequence of gender, age range, and school-type on the eight subscales of study skills strategies was determined using a one-way multivariate examination of variance. Findings from the investigation indicated that SHS science learners employ study skills strategies in their learning to a large extent for all the subscales of study skills strategies. However, female students employ the memory and concentration study skills strategies more effectively than their male counterparts; demographic variables, such as age range and school-type, do not influence students' study skills significantly. The implications for this study for policy and practice were discussed.
Reflective Thinking and Probabilistic Thinking: An Example of Elementary School Students
Author: Ozyildirim-Gumus, Feride
Date: 2020-00-00
Type: Journal Articles
Subjects: Reflection,Probability,Thinking Skills,Elementary School Students,Problem Solving,Grade 8,Mathematics Education,Gender Differences,Scores,Correlation,Foreign Countries

Reflective thinking, problem solving and probabilistic thinking are important processes in mathematics education and considered to what extent those processes can be carried out by elementary school students is essential. The study is conducted with 188 eighth grade students. As a result, no significant difference is observed in reflective thinking towards problem solving and probabilistic thinking scores according to gender. Also, no significant relationship is found between reflective thinking and probabilistic thinking. However, based on gender, random similarity dimension of probabilistic thinking test shows a low relationship with questioning dimension of Reflective Thinking Skill Scale Towards Problem Solving in terms of females.
Determination of Students&apos; Performance in Tessellations
Author: Aydin-Güç, Funda
Date: 2020-00-00
Type: Journal Articles
Subjects: Geometric Concepts,Pattern Recognition,Mathematics Skills,Mathematics Achievement,Middle School Students,Grade 8,Mathematics Tests,Transformations (Mathematics),Foreign Countries

The purpose of this study was to investigate the tessellation performance of 8th-grade students and factors affecting their performance. Student performances have been examined in two dimensions: identification and completion of tessellation. In this context, a diagnostic test containing two main questions with the content of determining whether the motifs are tessellations and completing the tessellations was prepared. The test was applied to 40 eighth grade students. The findings show that students exhibited good performances in determining whether a pattern is tessellation and their performances were close to each other according to tessellation types. It was found that students' completion performances of the tessellation varied according to the tessellation types. In addition, the factors affecting these performances were also revealed as a result of the study.
Learning Science in Preschool by Using Research Approach
Author: Golubovic-Ilic, Irena
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Instruction,Preschool Children,Preschool Education,Play,Scientific Concepts,Magnets,Student Motivation,Thinking Skills,Logical Thinking,Concept Formation,Learning Activities,Inquiry,Foreign Countries

This paper emphasizes the possibilities and effects of using research approach (discovering scientific concepts through play) as one of the innovative ways of teaching pre-school children. Apart from the fundamental characteristics and importance of using research approach, the paper also presents the results of an empirical research aimed at the influence of different ways of implementing focused activities on children's motivation and curiosity as well as developing thinking and reasoning skills. The research was carried out in the field of Basics of Science, specifically contents about magnetism and it was performed using a method of theoretical analysis, experimental research method (experiment with parallel groups) and interviewing technique. The research results show the existence of differences in children's motivation for discovering scientific concepts through play and their curiosity. On the other hand, their thinking and reasoning skills were not measured in this research because it was not possible in their age due to their inability to read and write.
Integrated Teaching Approach of the Curriculum in Readiness Grade
Author: Popa, Carmen Alina
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Integrated Curriculum,Integrated Activities,Program Effectiveness,Intervention,Readiness,Cooperative Learning,Classroom Environment,Foreign Countries,Middle School Students

The hereby research study is intended to assess the effectiveness of an intervention program built on the integrated teaching strategies of the unit contents in readiness grade by using integrated lesson projects and cooperative group methods that should lead to the development of cooperative skills, positive interpersonal relationship, but also the development of learning abilities and skills, for the subject children in the experimental lot (n=21) as compared to those in the control one (n=22). The research tools were The Classroom Life Survey, designed by Johnson&amp;Johnson (1983, 1996) and adapted for the Romanian population by C. Popa (2010) and Assessment Report for the Development of Children in Readiness Grade.The intervention program was conducted on a six-week period, with a 2-day frequency per week, thus including 14 lesson projects of integrated activities, implemented for school subjects from the readiness grade curriculum, following the timetable of the school days chosen for this program. The research findings show that the integrated approach in the activities with the readiness grade leads to an improvement of cooperation between children, of the interpersonal relationship and of the learning abilities and skills.