ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigation of the Ecological Footprint Awareness Levels of Classroom Teacher Candidates
Author: Uyanik, Gökhan
Date: 2020-00-00
Type: Journal Articles
Subjects: Ecology,Preservice Teachers,Knowledge Level,Foreign Countries,Gender Differences,Rural Urban Differences,Place of Residence,Sustainable Development,Environmental Education,Required Courses

The aim of this study is to investigate the ecological footprint awareness levels of classroom teacher candidates. Survey model have been used in this research. The study group consists of 349 prospective teachers who were studying in the first, second, third and fourth grade levels of Kastamonu University Faculty of Education classroom education undergraduate program in the spring term of 2018-2019 academic year. Ecological Footprint Awareness Scale was used as data gathering tool. In the analysis of the data, t-test for independent groups and one-way ANOVA were used for multiple comparisons. For the findings of research, ecological footprint awareness of teacher candidates were examined in terms of gender, class level and settlements variables. When the results obtained from this study were examined in general, it was determined that female teacher candidates had higher ecological footprint awareness than male teacher candidates. In addition, it was observed that pre-service teachers in the fourth grade had higher ecological footprint awareness than pre-service teachers who were at the other grade levels. However, it has been found that the pre-service teachers, who have been living in the city, have higher ecological footprint awareness than the pre-service teachers, who have been living in the village.
How Is the Environment in the Mind of the Gifted Elementary School Student? A Phenomenology Study
Author: Akar, Ibrahim
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Academically Gifted,Elementary School Students,Physical Environment,World Views,Environmental Education,Freehand Drawing,Phenomenology

The purpose of this phenomenology study is to elicit and understand the gifted elementary school students' opinions about environment. A total of three gifted elementary school students selected by means of the homogenous sampling technique participated in the current study conducted in line with the phenomenology design of quantitative research. The data were collected through the Draw-An-Environment Test and Rubric and one-to-one interviews conducted with the students. In the analysis of the collected data, textural and structural descriptions were used. In light of the findings of the current study, it can be said that the gifted students mainly used biotic elements in their drawings. In addition to this, the findings obtained from the drawings and interviews have revealed that the gifted students have a limited and anthropocentric perception of the environment. On the basis of the findings of the current study, it can be suggested that the number of environment-centred studies including gifted students as their participants should be increased and the environmental education to be given to gifted students should be focused on the inculcation of ecocentric conception of the environment in these students.
How Funding Sources Affect Academic Experiences and Involvement: Gulf Arab International Students in the US across the Disciplines
Author: Mayne, Dorothy
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Students,Arabs,Student Experience,Females,Graduate Students,Student Financial Aid,Land Grant Universities,Student Participation,Student College Relationship,Social Discrimination,Foreign Countries

This qualitative case study of female international students from Arab Gulf countries in the US explores participants' academic experiences in their graduate programs and focuses on how it was affected by their funding sources. Data were collected with participants during spring and summer semester in 2018 at a land-grant university in the Midwest US. Findings show that the interactions that participants had based on their funding (or lack thereof) affected their overall experience and involvement with campus and the extent to which they had access to campus involvement. The research finds that having an assistantship or not has some positive effects for some, has some negative effects for others, is a double-edged sword for some and quite unimportant to others. The degree to which participants' funding affected their experience was affected by how much experience through assistantships was common in their programs, options for gaining experience in their fields and integration on campus outside of assistantships, departmental contexts, and their long-term goals. Additionally, the role of discrimination in the campus involvement of students from marginalized identities is discussed.
Multicultural Education as a Framework for Educating English Language Learners in the United States
Author: Parker, Jerry L.
Date: 2019-00-00
Type: Journal Articles
Subjects: English Language Learners,Multicultural Education,Student Diversity,English (Second Language),Teacher Role,Culturally Relevant Education,Racial Bias,Equal Education,Student Empowerment,School Culture,Inclusion,Postsecondary Education

This article discusses the value of Multicultural Education as a framework for guiding the teaching and learning process in post-secondary education. The focus centers on English Language Learners in the United States throughout all disciplines. An analysis of the five dimensions of Critical Multicultural Education (Banks, 2019) is given along with further commentary on key areas of focus to best guide both English Language Learners and native-born students to a better understanding of the course content and each other. The ideas from this article serve as a starting place for faculty members and higher education administrators from all over the world and across disciplines who seek to re-conceptualize their classrooms and/or the college or university experience to accommodate the everdiversifying population of students via research in Multicultural Education.
Investigation of Pre-Service Science Teachers&apos; Behavior towards Sustainable Environmental Education
Author: Afacan, Özlem
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Environmental Education,Science Teachers,Gender Differences,Age Differences,Scores,Sustainable Development,Recycling

The purpose of this study is to investigate pre-service science teachers' sustainable environmental education behaviour and the factors affecting them in terms of some variables (gender and grade level). The study group of the current research is comprised of 206 pre-service teachers attending the Department of Science Education in the Faculty of Education of Kirsehir Ahi Evran University. The study employed the descriptive survey method, one of the quantitative research methods. As the data collection tool, &quot;The Sustainable Environmental Education Behavior Scale&quot; developed by Demirci Güler and Afacan (2012) was used in the study. The calculated Cronbach alpha value of the scale was found to be [alpha]=0.90. In the statistical analysis of the data, SPSS was used. In the analysis of the data, Independent Samples t-Test and One Way ANOVA were run. It was found that the pre-service science teachers' scores of behavior towards sustainable environmental education do not vary significantly by gender. In addition, a significant difference was found between the 2nd and 3rd grade pre-service science teachers' average scores in favor of 2nd grade in the Environment-Friendly and Recyclable Products sub-factor of the scale.
A Comparison of Gifted and Non-Gifted Students&apos; Perceptions Concerning Plants through Metaphors
Author: Ozarslan, Murat
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Academically Gifted,Student Attitudes,Knowledge Level,Plants (Botany),Figurative Language,Phenomenology

The aim of this study is to compare the perceptions of the gifted students and non-gifted students concerning plants through metaphors. The phenomenology design, which is one of the qualitative research designs, was used in this study. Participants were was comprised of 136 gifted students from the Science and Art Centers (BILSEM) in two different cities in the Marmara region and 136 non-gifted students studying at a secondary school in the Marmara region in the fall semester of the 2015-2016 academic year. The research group was selected through convenience sampling method. The data were collected using the sentence &quot;The plants are like / similar to .......; because .........&quot; that was completed by the participant students. The data were analyzed through the content analysis and the Chi-Square test of independence which is among the non-parametric statistical methods. As the conclusion of the research study, it was determined that the gifted students emphasized human, water, lungs, breath, and air metaphors concerning plants more compared to the non-gifted students, while the non-gifted students emphasized oxygen, sun, flower, friend, beautiful, meal and bead metaphors compared to the gifted students. In addition to these, it was determined that the non-gifted students emphasized the &quot;Plant, as the source of peace and happiness&quot; category more, while the gifted students were emphasizing the &quot;Plant structure&quot; category more. Moreover, it was observed that both student groups particularly emphasized the &quot;Plant analogous to the human&quot; category and that their perceptions concerning plants were shaped as anthropocentrically and in a self centered way. As the conclusion, it was found that there was not a significant difference between the perceptions of the gifted and non-gifted students concerning plants.
Analysis of the Problems Posed by Pre-Service Primary School Teachers with the Context of Environment
Author: Serin, Mehmet Koray
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Problem Solving,Word Problems (Mathematics),Context Effect,Physical Environment,Environmental Education,Foreign Countries

The current study is an inter-disciplinary study in which the problems posed by pre-service primary school teachers were analyzed within the context of both environment and mathematical processes. A total of 75 pre-service primary school teachers participated in the current study designed according to the case study design, one of the qualitative research methods. The data were collected through the math problems posed by the pre-service teachers with the context of the environment. The environmental contexts were analyzed by using the content analysis method while the problem posing processes were analyzed through the descriptive analysis approach. The results of the analyses have revealed that the pre-service teachers generally preferred to include more than one environmental context in the problems they posed and from among these contexts, the waste, garbage, forestation and air pollution contexts came to the fore. It was found that the problems posed were solvable to a great extent and were mostly real life problems in accordance with the structure of the context. However, it was observed that more than 30% of pre-service teachers could not correctly express the grade level of primary school in terms of both mathematical processes and the environmental context.
Introducing Taylor Series and Local Approximations Using a Historical and Semiotic Approach
Author: Kouki, Rahim
Date: 2020-00-00
Type: Journal Articles
Subjects: Semiotics,Mathematics Instruction,Teaching Methods,Learning Processes,Epistemology,Foreign Countries,Comparative Analysis,Educational History,Mathematics Curriculum,Textbooks,Semantics,Syntax,Calculus,Publishing Industry,High School Students,Content Analysis

In this article we present the results of a qualitative investigation into the teaching and learning of Taylor series and local approximations. In order to perform a comparative analysis, two investigations are conducted: the first is historical and epistemological, concerned with the pedagogical evolution of semantics, syntax and semiotics; the second is a contemporary institutional investigation, devoted to the results of a review of curricula, textbooks and course handouts in Tunisia and the United States. Our results show that contemporary curricula emphasize the algebraic and analytic approaches to the theory but omit the graphical and numerical registers, which both played a large role in the historical development. We contend that by presenting a more historically accurate didactic approach, student learning can be enriched to give a deeper and more conceptually accurate understanding of the topic.
Thematic Review of Some Studies about the Global Warming in Turkey
Author: Caymaz, Belkiz
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Climate,Student Attitudes,Opinions,Knowledge Level,Secondary School Students,Preservice Teachers,Information Sources,Misconceptions

The aim of this study is to analyze some studies conducted in Turkey on global warming, and to present these studies in an integrity. Document analysis method was used in the study. 20 scientific studies conducted between the years 2010-2018 have been thematically analyzed in terms of five elements (publication type of studies and distribution by years, objectives, methods, results, suggestions). The findings showed that the most publications were conducted in 2010 and 2013, the studies focused on secondary school students and teacher candidates. It was determined that scanning and special case study were the most preferred research methods, the data were mostly collected through semi-structured interview or survey, frequency/percentage/content analysis was mostly used as data analysis. In addition, it was determined that the students/teacher candidates acquired information about the subject from the media and did not have enough knowledge about global warming. In the studies, it has been suggested that information should be given mostly through the media, and that global warming should be given more place in the curriculum and textbooks. Based on the findings, some suggestions were made for future research on global warming.
Assessment of Students&apos; Conceptual Knowledge in Limit of Functions
Author: Sebsibe, Ashebir Sidelil
Date: 2020-00-00
Type: Journal Articles
Subjects: Knowledge Level,Concept Formation,Mathematical Concepts,Calculus,Barriers,Grade 12,Science Instruction,Natural Sciences,Cognitive Processes,Foreign Countries,Algebra,Misconceptions,High School Students

Conceptual understanding of calculus is crucial in the fields of applied sciences, business, and engineering and technology subjects. However, the current status indicates that students possess only procedural knowledge developed from rote learning of procedures in calculus without insight of core ideas. Hence, this paper aims to assess students' challenges and to get insight on common barriers towards attaining conceptual knowledge of calculus. A purposive sample of 238 grade 12 natural sciences students from four different schools in one administrative Zone of Ethiopia were selected to participate in this study. An open ended test about limit of functions at a point and at infinity was administered and analyzed quantitatively and qualitatively. The findings reveal a number of factors about students' knowledge such as: lack of conceptual knowledge in limit of functions, knowledge characterized by a static view of dynamic processes, over generalization, inconsistent cognitive structure, over dependence on procedural learning, lack of coherent and flexibility of reasoning, lack of procedural fluency and wrong interpretation of symbolic notations. Students' thinking strategies influencing these challenges originate from their arithmetic thinking rather than algebraic, linguistic ambiguities, compartmentalized learning, dependence on concept image than concept definition, focus in obtaining correct answers for wrong reasons, and attention given to lower level cognitive demanding exercises.
The Newton Fractal&apos;s Leonardo Sequence Study with the Google Colab
Author: Alves, Francisco Regis Vieira
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematical Concepts,Teaching Methods,Visualization,Educational Technology,Technology Uses in Education,Equations (Mathematics),Mathematical Formulas,Coding,Programming Languages

The work deals with the study of the roots of the characteristic polynomial derived from the Leonardo sequence, using the Newton fractal to perform a root search. Thus, Google Colab is used as a computational tool to facilitate this process. Initially, we conducted a study of the Leonardo sequence, addressing it fundamental recurrence, characteristic polynomial, and its relationship to the Fibonacci sequence. Following this study, the concept of fractal and Newton's method is approached, so that it can then use the computational tool as a way of visualizing this technique. Finally, a code is developed in the Phyton programming language to generate Newton's fractal, ending the research with the discussion and visual analysis of this figure. The study of this subject has been developed in the context of teacher education in Brazil.
Supporting Pro-Social Development of 60-66 Month Aged Children with the Drama Method
Author: Senol, Fatma Betül
Date: 2019-12-00
Type: Journal Articles
Subjects: Prosocial Behavior,Sharing Behavior,Drama,Program Descriptions,Program Effectiveness,Pretests Posttests,Comparative Analysis,Cooperative Learning,Scores,Teaching Methods,Preschool Education,Preschool Children,Interpersonal Competence

The purpose of this study is to reflect the effectiveness of a drama education program, identify the pro-social behaviour level of children, and determine the effects of the drama education program on the pro-social behaviours of children. In this study, experimental method with the pre-test, post-test retention control group design is adopted. General information form and a Collaboration-Cooperation-Sharing Observation Form are used as data collection tools. Under the scope of this study, a 12-week drama education program is applied. The results of the study show that there is a significant difference between pre-test/post-test and retention scores between the experiment and control group. It is seen that drama education is effective for children to gain collaboration, cooperation and sharing behaviour, to adopt these behaviours and to internalize them.
The Mediator Effect of Stress on Teachers&apos; Self-Efficacy Beliefs and Job Satisfaction
Author: Karabatak, Songül
Date: 2019-12-00
Type: Journal Articles
Subjects: Self Efficacy,Job Satisfaction,Stress Variables,Role,Teacher Attitudes,Foreign Countries,Measures (Individuals),Coping,Innovation,Teacher Behavior,Feedback (Response),Public School Teachers

This research aimed to determine the role of stress as a mediator in the effect of teachers' self-efficacy on their job satisfaction. To achieve this aim, correlational model was used in the research. The population of the research consists of the teachers working in the schools in Elazig province in Turkey in the academic year of 2017-2018. Simple random sampling method was used to identify the teachers who would participate in the research and 310 teachers were reached in this context. &quot;Stress Scale&quot;, &quot;Job Satisfaction Scale&quot; and &quot;Teacher Self-efficacy Scale&quot; were used to collect data. The predictive and mediating relationships between job satisfaction, stress, and teachers' self-efficacy beliefs were examined by Structural Equation Model (SEM). The simple mediation model was used in SEM. Research results show that teachers' self-efficacy (innovative behavior, coping behavior) has a positive effect on job satisfaction and stress has a negative effect on job satisfaction. Moreover, the stress is a mediator for teachers' self-efficacy variable in explaining job satisfaction.
The Views of ELT Pre-Service Teachers on Using Drama in Teaching English and on Their Practices Involved in Drama Course
Author: Baykal, Nazli
Date: 2019-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Grounded Theory,Teacher Education Programs,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Drama,Teaching Methods,Foreign Countries,Language Skills,Semiotics,Educational Practices,Faculty Development,Imagination,Positive Attitudes,Course Descriptions,Educational Benefits

Drama provides an opportunity for students to use their imagination to express themselves verbally and with body language and is concerned with the world of 'let's pretend'. It has been widely used to foster language skills in foreign language teaching and engages both students and the teachers affectively and cognitively. Apart from its motivational aspect, drama enhances students' socio-semiotic capabilities by enabling them to engage with various modes simultaneously. Considering the wide range of contributions of drama, its integration into foreign language teaching curriculum and investigating ELT pre-service teachers' (PSTs) views on this integration seem highly valuable. Therefore, the aim of this qualitative study is to find out the perceptions of junior ELT PSTs on using drama in English Language Teaching and on their practices in a drama course. The study included twentyeight junior ELT PSTs studying at a state school in Turkey. The participants were enrolled in &quot;Drama in ELT&quot; course in 2018, fall. This research adopted a Grounded Theory study design. Data were collected through an open-ended questionnaire and a semi-structured focus group interview with randomly chosen five participants in order to find out the participants' views on drama and their &quot;Drama in ELT&quot; course. The results revealed that ELT PSTs find Drama course useful for their professional development. Furthermore, they indicated positive feelings during the &quot;Drama in ELT&quot; course and the participants mostly stated that they will use drama as a part of their future English lessons. Therefore, drama courses offered by ELT curriculum has been found to contribute to ELT PSTs' academic development as well as professional development by freeing them from the conventional classroom environment and giving them opportunity to benefit from their own experiences and imagination. [This paper was presented at the Cukurova International ELT Teachers Conferences (CUELT) 2019.]