ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Hands-On-Approach on Student Academic Performance in Basic Science and Mathematics
Author: Ekwueme, Cecilia O.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Science Achievement,Mathematics Achievement,Experiential Learning,Student Attitudes,Correlation,Feedback (Response),Pretests Posttests,Scientific Concepts,Mathematical Concepts,Geometry,Secondary School Students,Measurement,Mathematics Instruction,Science Instruction,Measures (Individuals),Chemistry,Questionnaires,Interviews

Children can learn mathematics and sciences effectively even before being exposed to formal school curriculum if basic Mathematics and Sciences concepts are communicated to them early using activity oriented (Hands-on) method of teaching. Mathematics and Science are practical and activity oriented and can best be learnt through inquiry (Okebukola in Mandor, 2002) and through intelligent manipulation of objects and symbols (Ekwueme, 2007). The study tries to ascertain the impact of Hands-on-approach on the students' academic performance and the students' opinion about this activity-based methodology. The general objective is to assess the impact and provide another platform for students to display their understanding of what they have learnt other than the usual written tests with memorized formulae. The activity focuses on Mensuration and Geometry (with 25% questions in each area) and separation of mixtures (pure and impure substances). This paper includes the analysis of the feedback of the pre-test and post-test scores of the students before and after the Hands-on-approach was given as well as students' interview responses. The study showed positive improvement on both the students' performance and participation on mathematics and basic science activities and willingness on the part of the teachers to use Hands-on-approach in communicating mathematical and scientific concepts to their students.
Exploring the Use of Faded Worked Examples as a Problem Solving Approach for Underprepared Students
Author: Hesser, Tiffany L.
Date: 2015-00-00
Type: Journal Articles
Subjects: College Students,College Readiness,Problem Solving,Chemistry,College Science,Mathematics,Instructional Materials,Student Attitudes,Science Instruction,Student Surveys

It is not uncommon for students to find themselves underprepared when entering a post secondary institution. In additional to lower levels of academic achievement, underprepared students may not be aware that they lack the skills needed to be successful and effectively acquire and process information. Because of this, students that enter post-secondary institutions underprepared often require more support in and out of the college classroom. In computational based classes, such as math, engineering, chemistry or physics, this support often includes an introduction to effective problem solving strategies. This study introduced faded worked examples as a problem solving approach to students identified as mathematically underprepared in a college chemistry course. Faded worked examples are similar to worked examples but fade out steps for students to complete, allowing support within the problem solving approach as learning improves. The goal of this study was to explore students' perceptions of this problem solving approach and their belief in its potential to enhance their learning, particularly with students identified as academically underprepared. Overall, students reported that faded worked examples enhanced their overall learning and problem solving abilities in chemistry and the step by step process allowed for a better understanding of the course material.
Teaching to Intellectual Disability Individuals the Shopping Skill through iPad
Author: Cakmak, Salih
Date: 2015-00-00
Type: Journal Articles
Subjects: Intellectual Disability,Teaching Methods,Experiential Learning,Daily Living Skills,Handheld Devices,Educational Technology,Technology Uses in Education,Autism,High School Students,Late Adolescents,Foreign Countries,Vocational Education,Observation,Skill Development

Because of the importance of intellectual disability teenagers fulfilling the daily life skills by themselves, an animation that shows the intellectual disability and autistic high school students an interactive shopping skill by means of iPad was played and its effect on providing them with the independent shopping skill was analyzed. 3 intellectual disability and autistic students attending the Umit Kaplan Vocational Education Center that offers a High School-Level Training in Ankara have participated in the research in 2013-2014 School Year. The ages of the students range between 17-19 years. The dependent variable of the research is the participants' levels of performing the shopping skills from a supermarket. The independent variable is, however, the animation practices that indicate the interactional shopping skills presented through iPad. The design of the research is the &quot;multiple probe design across subjects&quot; which is one of the single-subject designs.
Patterns of Parental Involvement in Selected OECD Countries: Cross-National Analyses of PISA
Author: Hartas, Dimitra
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parents,Parent Participation,Parent Child Relationship,Child Rearing,Family Environment,International Assessment,Achievement Tests,Secondary School Students,Measures (Individuals),Factor Analysis,Parent Background,Educational Attainment,Regression (Statistics)

Using data from the Programme for International Student Assessment (PISA), patterns of parental involvement were examined in selected OECD countries. The findings showed that, irrespective of educational qualifications, parents were frequently involved in their children's learning at the start of primary school and at age 15. Cross-national analyses showed that a high percentage of parents were frequently involved in various ways with their children's learning, with some OECD countries showing parental involvement to be very common. Less instrumental, more subtle forms of parental involvement such as parent-child conversations about topical social issues emerged as the strongest predictor for continuing parental literacy support at age 15. These findings have important implications for understanding patterns and forms of parenting and for guiding family policy to consider cultural, economic and educational explanations about the nature of parental involvement in children's education.
Farm Education and the Effect of a Farm Visit on Children's Conception of Agriculture
Author: Smeds, Pia
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Field Trips,Agriculture,Student Attitudes,Mass Media Effects,Intervention,Semi Structured Interviews,Grade 5,Elementary School Students,Childrens Art,Freehand Drawing,Pretests Posttests,Content Analysis

Personal connections to agriculture have decreased considerably in Finland during the last few decades due to structural changes in agriculture. In this study, we will elucidate the understanding and conception of agriculture amongst urban pupils who have grown up during the 21st century. The research strategy consists of intervention in form of a farm visit, with pre- and post-assessment. The methods for collecting data were drawings for gaining a diversified understanding of how pupils understand, experience and conceptualise agriculture. The drawings were analysed by visual content analysis. In addition, interviews, analysed by inductive content analysis method, were used to clarify the results. Qualities of farms as authentic learning environments are defined and studied The study revealed that many pupils had irrational conceptions of agriculture before the farm visit (38%), but decreased significantly after the visit. One of the explaining factors for these irrational conceptions was considered to be the influence of media sources. Farms as educational learning environments were able to correct pupils' false conceptions. A realistic image of agriculture is of significant value for becoming an aware and responsible consumer as well as choosing a career in agriculture.
What Do Teachers Do When They Say They Are Doing Learning Rounds? Scotland's Experience of Instructional Rounds
Author: Philpott, Carey
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Professional Development,Cooperation,Educational Practices,Classroom Observation Techniques,Transcripts (Written Records),Data Analysis,Coding,Outcomes of Education,Models

This paper reports on research into the practice of learning rounds in Scotland. Learning rounds are a form of collaborative professional development for teachers based on the instructional rounds practice developed in the USA. In recent years learning rounds have gained high profile official support within education in Scotland. The research finds that what teachers in Scotland do when they say they are doing learning rounds varies widely from school to school and deviates significantly from the practice of instructional rounds. The implications of this for who is learning what in the practice of learning rounds is considered. The wider implications of the Scottish experience for the development of instructional rounds practice in other countries is also considered as are the implications for promoting collaborative professional development practice more generally.
E-­Learning as a Teaching Strategy Actively Used in FATIH Project
Author: Eryilmaz, Selami
Date: 2015-00-00
Type: Journal Articles
Subjects: Electronic Learning,Teaching Methods,Qualitative Research,Database Management Systems,Technology Uses in Education,Courseware,Improvement Programs,Program Implementation,Instructional Effectiveness,Instructional Innovation,Educational Practices,Educational Change,Foreign Countries

The changes and innovations in information and communication technologies influence the economic and social lives of the societies to a great degree. The countries accordingly take new decisions to benefit effectively from these technologies. The new media system scrolling traditional educational paradigms has also required changes in educational systems. Thanks to the new media-equipped education system in which equality of facility and opportunity parallel to world standards is provided and technologic improvement is individualized, a new generation student profile will emerge who has global competitive skill and individual conscious and awareness. The new generation student profile has to carry the skills of problem solving, using the language eloquently, creativity, critical thinking, life-long learning, media, technology and information literacy, social responsibility and teamwork. Notebooks, projectors and internet infrastructure are aimed to provide for the six hundred thousand classes of all the schools in preschools, primary-elementary and high schools to ensure equality of opportunity, amend the technology in schools and make it possible to use more effective use of CT media in teaching-learning process, which will address more senses. The studies on the issue are still continuing. This study is based on qualitative research methods and techniques in which scanning model is used. The actual case has been presented by doing examinations on FATIH project, Turkish education system, teaching strategies used, e-learning and management information systems and a study is executed on teaching strategies of FATIH project in the light of this information.
Teaching English Phrases through SMS
Author: Cig, Enes Kurtay
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Handheld Devices,Telecommunications,Vocabulary Development,College Students,Experiments,Correlation,Language Teachers,College Faculty,Language Tests,Electronic Learning,Computer Software

Achieving the maximum efficiency in teaching a second language (L2) has always been an important issue for educators. Current globalization processes, development of international business relations, political integrations among the various countries throughout the world, and the abilities of latest information and communications technologies (ICT) dictate the more significance of knowledge of foreign languages. All living conditions should be constructed according to the mentioned surrounding changes during the ICT era. Correspondingly, teaching methodologies are also being adapted in order to teach people more efficiently. This paper studies how cellular phones (cell phones) can be used in learning English phrases. In order to examine the impact of cell phones on learning a language an experiment was run among the college and university students in Kazakhstan, supported by GSM Network of KCell (Kazakhstan). This paper discusses the experiment results, in which 126 college and university students participated, and makes some suggestions based on the experimental mobile learning. Study reveals that users could make noticeable improvements learning through their cell phones after the conducted experiment. Positive improvements were noticed on the results of general tests of English language those conducted among all participants of the research.
Unpacking the Discrepancy between Learner and Teacher Beliefs: What Should Be the Role of Grammar in Language Classes?
Author: Hos, Rabia
Date: 2015-00-00
Type: Journal Articles
Subjects: Grammar,Role,Teacher Attitudes,Student Attitudes,Second Language Learning,English (Second Language),College Faculty,College Students,Foreign Countries,Second Language Instruction,Error Correction,Native Language,Language Usage,Questionnaires,Interviews,Qualitative Research,Teaching Methods

Learner and teacher beliefs play an important role in second language (L2) learning. Furthermore, the role of grammar instruction and error correction in the L2 classroom is a topic that is still debated in the literature. This study explored the beliefs of EFL learners and teachers regarding the controversial role of grammar instruction and error correction. A total of 17 instructors and 60 students at a private Turkish university participated in the study. The participants completed an open-ended questionnaire and interviewed regarding their beliefs about grammar instruction and error correction. Themes emerging from the qualitative data were identified. As a result of this study, it can be said that both learners and teachers believed in the importance of grammar in language and error correction, however there were some differences between the learners and teachers regarding the use of native language in grammar teaching and other areas of grammar teaching.
Determination of Factors Effected Dietary Glycemic Index in Turkish University Students
Author: Gumus, Huseyin
Date: 2014-00-00
Type: Journal Articles
Subjects: Smoking,Body Composition,Body Weight,Body Height,Dormitories,College Students,Dietetics,Nutrition Instruction,Physical Activities,Foreign Countries,Females,Questionnaires,Measurement,Statistical Analysis,Prevention,Obesity,Diabetes

We aimed to determine how factors such as smoking, regular activity, etc. affected dietary glycemic index in university students. Methods: This study was carried out at Gazi University, Ankara, Turkey. The participants were 577 randomly selected Turkish healthy female university students aged 17-32 years. The survey included a questionnaire that assessed demographic, 3-day self-reported nutrient intake. The dietary intake was based on the recipients. The 3 days included 1 weekend day and the previous or next 2 days (Sunday, Monday, Tuesday or Thursday, Friday, Saturday). A weighted GI was designed to the diet of the participants with the use of values from the 2002 international table of GI values. BMI was calculated from measurements of height and weight. The differences between living area (house or dormitory)/ regular physical activity (do or not)/smoking/nutrition education and mean dietary glycemic index was determined by Independent Sample t-Test. Results: Dietary glycemic index was found high (&gt;70) in 98.4% of participants. Mean dietary glycemic index was found 85.1 ± 6.80 and it was significantly (p&lt;0.05) differences between participants staying house or dormitory, doing physical activity or not, smoking or not and educated on nutrition or not. Participant's who are smoking, staying dormitory, sedentary and not educated about nutrition dietary glycemic index was found high than who are not smoking, staying house, doing regular physical activity and educated on nutrition. Conclusion and Implication: It's important that educated students on health and nutrition to prevent their diets content high glycemic index. It can be help to prevent obesity in the future.
Field Dependency and Performance in Mathematics
Author: Onwumere, Onyebuchi
Date: 2014-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Cognitive Processes,Difficulty Level,Short Term Memory,Mathematics Achievement,Age Differences,Gender Differences,Secondary School Students,Secondary School Mathematics,Correlation,Cognitive Style,Foreign Countries,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11

Mathematics is an important school subject but one which often poses problems for learners. It has been found that learners do not possess the cognitive capacity to handle understanding procedures, representations, concepts, and applications at the same time. while the extent of field dependency may hold the key to one way by which the working memory can be used more efficiently. This study aims to explore the concept of field dependency which may offer a way forward in reducing the cognitive demands of finite working memory capacity, thus enabling higher performance to be attained. Age and gender were considered. With a sample of 120 secondary school students, the importance of working memory in relation to mathematics performance was confirmed (r = 0.55 ). The extent of field dependency was measured with a larger sample of 547, drawn from five age groups. The outcomes were related to the performance in mathematics examinations, a correlation of 0.32 being obtained overall, with every age group showing positive significant correlations. In this, the more field independent perform much better. The outcomes are interpreted in terms of the increased efficiency in the use of finite working memory capacity resources. It was found that students become more field independent with age but the rate of growth of independence declines with age. Girls tended to be slightly more field-independent than boys, perhaps reflecting maturity or their greater commitment during their years of adolescence. The findings are interpreted in terms of the way the brain processes information and the implications for mathematics education are discussed briefly.
Consolidation of Science Education in Ethnically Divided Postwar Bosnia and Herzegovina
Author: Šorgo, Andrej
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Education,Ethnicity,War,Core Curriculum,Integrated Curriculum,National Standards,Alignment (Education),Outcome Based Education,Politics of Education,Elementary Secondary Education,Early Childhood Education,Educational Change

Because of war and civil war on the territory of Bosnia and Herzegovina, education in ethnically divided country has become fragmented. Because of postwar divisions thirteen different ministries of education or similar bodies are responsible for education, resulting in inefficiency and low quality. To overcome differences, a committee of experts has prepared an outcome-based common core curriculum for science education from preschool to the upper secondary school level. Since the working group comprised representatives from all major entities, ethnic and religious groups, and school levels, as well as teachers from Biology, Chemistry, Geography and Physics, a positive outcome for the consolidation of science education can be expected.
Effect of Web Assisted Education Supported by Six Thinking Hats on Students' Academic Achievement in Science and Technology Classes
Author: Ercan, Orhan
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Web Based Instruction,Teaching Methods,Academic Achievement,Science Education,Mathematics Education,Pretests Posttests,Control Groups,Experimental Groups,Comparative Analysis,Computer Attitudes,Student Attitudes,Scientific Attitudes,Grade 7,Secondary School Students,Statistical Analysis,Gender Differences,Access to Computers,Parents,Parent Background,Educational Attainment,Critical Thinking,Creative Thinking,Demography,Student Characteristics,Predictor Variables

Advances in computer technologies and adoption of related methods and techniques in education have developed parallel to each other. This study focuses on the need to utilize more than one teaching method and technique in education rather than focusing on a single teaching method. By using the pre-test post-test and control group semi-experimental research model, this study examined the effects of the web-assisted education method supported by six thinking hats technique on student achievement, on students' attitudes towards science and their attitudes towards the use of computers in science classes. The working group of the study was composed of 7th graders in a state secondary school in the 2013-2014 academic year. A working group consists of two randomly selected classes assigned as the experimental and control groups. The working group comprised of 50 students with 25 experimental and 25 control group students. Paired samples t-test, independent samples t-test and ANOVA techniques were used in analyzing the data collected via data collection tools to compare the experimental and control groups. The results showed that web-assisted education materials prepared with the use of the six thinking hats technique increased student attitudes towards science and computers. Students' attitudes towards computers were similar based on the variables of owning a computer and gender. Paternal education levels had no significant effects on student attitudes towards computers and their academic achievement.
Concepts of Plants Held by Young Brazilian Children: An Exploratory Study
Author: Bartoszeck, Amauri Betini
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Plants (Botany),Young Children,Children,Kindergarten,Elementary School Students,Freehand Drawing,Knowledge Level,Experiential Learning,Concept Formation,Interviews,Scientific Concepts,Biology

Children from southern and northern Brazil have a basic knowledge of plants, which they observe during their everyday life. Children ages between 3 to 10 years old (kindergarten &amp; primary school), but the majority of them in the age group of 4-5 (total 145) were asked to draw what they think is a plant (total sample = 332). Afterwards, a equal number of boys and girls randomly chosen were interviewed individually (mix ability) to list plants they said they knew and where they had seen them. Then they were asked to give exemplars of the local plants which they had seen. These data from the exploratory study show that pupils are in touch with their environment and recognize plants that are part of it. The everyday experiences of these children in school and out of school, at home and in leisure activities with family and friends, contribute to their knowledge about plants and such knowledge is complemented in the preschool and primary school classes by appropriate teaching. Educational implications of these findings are discussed.