ethanporcaro/eric-fulltext-meta huggingface dataset:
An Analysis of the Learning Activities Covered in the 5th Grade Science Textbooks Based on 2005 and 2013 Turkish Science Curricula
Author: Aydogdu, Cemil
Date: 2015-00-00
Type: Journal Articles
Subjects: Science Education,Elementary School Science,Learning Activities,Textbook Content,Science Curriculum,Foreign Countries,Qualitative Research,Content Analysis,Textbook Preparation,Public Schools,Misconceptions,Grade 5

The aim of this study is to analyze the learning activities covered in 5th grade elementary science textbooks which depend on 2005 and 2013 elementary science curricula. Two elementary science textbooks [which] depend on 2005 science curriculum and two elementary science textbooks [which] depend on 2013 science curriculum were researched. The study is a qualitative research and the data were analysed through the document analysis technique. The findings revealed that textbooks based on 2005 science curriculum include more activities. In addition, these activities were found to be designed to evaluate student learning. There was no preparation for workbooks in 2013 science curriculum. Based on the findings obtained some suggestions are developed about the design of the textbooks.
Determining the Views and Adequacy of the Preschool Teachers Related to Science Activities
Author: Akçay, Nilüfer Okur
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Teachers,Student Teacher Attitudes,Scientific Attitudes,Science Activities,Science Education,Semi Structured Interviews,Likert Scales,Data Collection,Content Analysis,Self Efficacy,Science Instruction,Mixed Methods Research

In this study, it is aimed to determine the views and adequacy of the preschool teachers related to science activities. The study is based on descriptive survey model. The sample of the study consists of 47 preschool teachers working in Agri city center. Personal information form, semi-structured interview form to determine the views of the teachers related to science education and &quot;Teacher Proficiency Scale for Preschool Activities in Science (TPSPAS)&quot; developed by Özbey were used in the study as data collection tools. Frequency and percentage table in the analysis of the data obtained from the personal information form, ANOVA in the analysis of the data obtained from TPSPAS and content analysis in the analysis of the data obtained from the semi-structured interview form were used. As a result of the study, it was determined that the preschool teachers think that science activities are important for the children, however, they feel inadequate themselves about science topics. Moreover, it was determined with this study that there are differences between the adequacy scores of the preschool teachers related to science activities and the variables of age, seniority and the school they graduated in terms of the different dimensions of the scale.
Pre-Service Teachers' Conceptual Structures and Reasoning Patterns on Animal Classification
Author: Kiliç, Didem
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Process Skills,Classification,Animals,Science Education,Biology,Foreign Countries,Abstract Reasoning,Concept Formation,Qualitative Research,Semi Structured Interviews,Data Collection,Data Analysis,Morphology (Languages),Anatomy,Physiology,Ecology,Physical Environment,Evaluation Criteria

The main purpose of the study was to investigate pre-service teachers' perceptions of the criteria used to classify animals. In this regard, it was also aimed at exploring conceptual structures and reasoning patterns shaping the pre-service teachers' perceptions. The participants of the present study were 324 pre-service teachers attending science education and biology education departments in Turkey. With the aim of gaining insight into pre-service teachers' perceptions of animal classification, qualitative research method was followed in which the participants were interviewed. In addition to qualitative data, quantitative data were also collected by classification forms and in this way it was aimed to bring variety to analysis results and reinforce them. As a result of the study, the conceptual structures shaping the pre-service teachers' perceptions leading to their evaluations are subsumed under the categories of &quot;morphological, anatomic and physiologic characteristics&quot;, &quot;behaviour&quot;, &quot;habitat&quot; and &quot;systematic&quot;. In light of the findings of the current study, it can be argued that some characteristics of animals were given greater priority while classifying them and this leads to development of some erroneous information and alternative conceptions. More holistic evaluation of the characteristics of animals may allow the development of a better perception of animal classification.
Pre-Service Secondary Mathematics Teachers' Metacognitive Awareness and Metacognitive Behaviours in Problem Solving Processes
Author: Bas, Fatih
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Secondary School Teachers,Mathematics Teachers,Metacognition,Problem Solving,Mixed Methods Research,Measures (Individuals),Interviews,Gender Differences,Comparative Analysis,Likert Scales

This study aims to observe the pre-service secondary mathematics teachers' metacognitive awareness in terms of the variables gender and class level and determine their metacognitive behaviours which showed in the non-routine problems. A partially mixed sequential dominant status design was carried out with a total of 287 participants. The data of the qualitative part was collected with the Metacognitive Awareness Inventory and analysed descriptively and two-way ANOVA tests were conducted. The data of the quantitative part were collected with a non-routine problem within the scope of Multi-Method Interview and analysed descriptively. The findings showed that the levels of the pre-service secondary mathematics teachers' metacognitive awareness were medium or high and the levels are not different in terms of the variables of gender and class level. In addition, the participants showed metacognitive behaviours in the evaluation the most group and in the awareness group the least. Lastly, though the number of metacognitive behaviours showed by the fourth class pre-service teachers were higher than the other classes, there is not any difference in the order of their metacognitive behaviours in the class level.
Preliminary Results of Professional Development Program for School Science Research
Author: Wuttiprom, Sura
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Professional Development,Scientific Research,Science Teachers,Research Skills,Knowledge Level,Teacher Evaluation,Self Evaluation (Individuals),Teacher Competencies,Measures (Individuals),Pretests Posttests,Correlation,Questionnaires,Metacognition

Teachers need to design their courses to be as similar to real-life situations as possible as genuine learning emerges in real life as opposed to studying in class. Research-based learning is an innovative approach exploring many critical strategies for success in the twenty-first century. In it, students drive their own learning through inquiry, research, and projects that reflect their knowledge. This study aimed to compare research skills resulting from self-evaluations and from tests before and after a training program. The participants included 71 science teachers from the lower north-eastern part of Thailand who attended the Professional Development Program for School Science Research. The results from the self-evaluations indicated that the knowledge levels of research skills were highly relevant to the knowledge levels of research skills shown in the completion of the tests.
Evolution Perception with Metaphors
Author: Yilmaz, Fatih
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Theological Education,Teacher Education Programs,Evolution,Figurative Language,Scientific Concepts,Data Analysis,College Graduates,Questionnaires,Concept Formation,Qualitative Research,Epistemology,Scientific Attitudes,Religious Factors,Beliefs,Classification

The main objective of this research is to find out how the teacher candidates who graduated from the Faculty of Theology and study in pedagogical formation program perceive the theory of evolution. Having a descriptive characteristic, this research is conducted with 63 Faculty of Theology graduate teacher candidates of which 36 is women and 27 is men who study in pedagogical formation education program in the Ziya Gökalp Faculty of Education in Dicle University. For data collection, teacher candidates were asked to specify which metaphor they identify evolution with and explain why. For the analysis of data, descriptive analysis was used. 37 metaphors and 5 categories related to these metaphors were obtained in the research. In general, the participants do not accept evolution and they also specified that acceptance of evolution is not possible due to their religious beliefs. Besides, some of the participants stated that evolution is not in contradiction with their beliefs and they do believe in evolution.
The Use of Social Media for Blended Learning in Tertiary Education
Author: Chan, Winslet Ting Yan
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Media,Blended Learning,Undergraduate Students,Student Attitudes,Student Surveys,Likert Scales,Usability,Preferences,Cooperative Learning,Scores

The use of social media facilitates communication and collaboration among users to support the student-centered learning environment. In this study, Twitter was used to support blended learning activities in two university courses. A survey was conducted and the results showed that Twitter was easy to use and it could facilitate knowledge sharing among different learners. However, the text-based communication for a relatively simple exchange hindered the interaction among learners. Moreover, students preferred using social media such as Facebook with a higher degree of popularity.
Teaching Technique of Islamic Studies in Higher Learning Institutions for Non-Arabic Speakers: Experience of Faculty of Quranic and Sunnah Studies and Tamhidi Centre, Universiti Sains Islam Malaysia
Author: Aziz, Azniwati Abdul
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Islam,Global Approach,Language Usage,Semitic Languages,Language of Instruction,Teaching Methods,College Students,College Faculty,Second Language Learning,Technology Uses in Education,Lecture Method,Role Playing,Discussion (Teaching Technique),Questioning Techniques,Story Telling,Brainstorming,Drills (Practice)

Globalization causes educational institutions to encounter various challenges and demand, in which they need to play their roles in improving competitiveness and world-class quality education. Universiti Sains Islam Malaysia (USIM) as a university that integrates &quot;Naqli&quot; and &quot;Aqli&quot; knowledge has taken the globalization challenge by requiring the adoption of English and Arabic language as a teaching and learning medium with adaptability of knowledge discipline even though majority of the lecturer and students are non-speakers of those languages. For Islamic Studies field, the required medium is Arabic language since it is a discipline of al-Naqli knowledge which is based on knowledge in Arabic language where all the basic sources of Islamic studies namely al-Quran, Hadis and Thurath books are in Arabic language. The objective of this article is to study the teaching techniques applied by the non-Arabic speaking lecturers when they carry out teaching and learning process of Islamic studies to non-Arabic speaking students. This research was conducted based on experience of the lecturers of Islamic studies at Faculty of Quranic &amp; Sunnah Studies and Tamhidi Centre, USIM. From the research, it was found that each teaching method such as lecture session, tutorial and e-learning was conducted with different teaching techniques. Various techniques have been applied accordingly such as brainstorming, discussion, presentation, story-telling, role play, Q&amp;A, quiz, forum, and exercises. Result shows that the teaching techniques applied in teaching Islamic studies for non-Arabic speakers are suitable with the ability and basic knowledge of students. Result also found that the techniques used are significance in teaching process for non-Arabic speaking students in higher education level. Since the students of Faculty of Quranic &amp; Sunnah Studies and Tamhidi Centre have basic knowledge in Arabic language and Islamic studies while they were in high school, research suggests on pursuing these teaching techniques and enhancing them from time to time.
Developing a Scale for Perceptions of Competency in Teaching Quality
Author: Tasci, Guntay
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Measures (Individuals),Test Construction,Preservice Teachers,Student Teacher Attitudes,Teacher Competencies,Teacher Effectiveness,Educational Quality,Factor Analysis,Likert Scales,Construct Validity,Goodness of Fit,Reliability,Self Efficacy,Statistical Analysis,Factor Structure

The purpose of this study was to develop a measurement instrument for determining pre-service teachers' perceptions of competency in providing quality teaching. The initial phase of the instrument was consisted of 54 items that were composed based on theory and literature. The initial form was applied to 232 pre-service teachers. An exploratory factor analysis (EFA) was conducted on the data obtained from those students. The results of EFA showed that the scale has 5-factor construct with 30 items. In order to obtain evidence of construct validity for 5-factor scale, a confirmatory factor analysis (CFA) was conducted for the data collected from another group of 617 pre-service teachers. Regarding the fit indices and the modification indices obtained from the CFA, the final form was constructed. Cronbach's alpha and McDonald's omega reliability coefficients were calculated as approximately 0.931 and 0.953, respectively in the final form with 22 items. Based on the findings, it can be concluded that the scale developed is capable of exhibiting pre-service teachers' perceptions of self-competency in providing quality teaching in a valid and reliable manner.
Development of Taiwan Undergraduates' Volunteer Service Motivation Scale
Author: Ho-Tang, Wu
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Test Construction,Undergraduate Students,Student Volunteers,Student Motivation,Rating Scales,Factor Analysis,Item Analysis,Correlation,Interpersonal Relationship,Social Cognition,Identification (Psychology),Reliability,Validity,Goodness of Fit,Measures (Individuals),Questionnaires,Pretesting,Individual Development,Service Learning

This study aims to develop Taiwan undergraduates' volunteer service motivation scale. To begin with, item pool was proposed on the basis of literature. After discussing with three Taiwan undergraduates, item pool, exploratory factor analysis (EFA) (N = 150) was proceeded, where three tests were conducted EFA: 1. Item analysis: comparisons of extreme groups and correlation analysis were employed. The former's critical ratios are all more than 3, and reach significant standard, showing the 20 items have discriminating power. The latter shows that the r value of all items and the total score are all more than .60, and reach significant standard (p&lt;0.001), showing the items can measure the same concept. 2. Factor analysis: primary axis factoring and the promax method of oblique rotation were adopted. In the first EFA, the 5 items concerning interpersonal relationship were distributed to other factors; and, due to incompatibility with other factors, so this dimension of Interpersonal Relationship was deleted. The 2nd EFA's results are consistent with the original design, which is categorized into Self-Growth, Serving Others, and Social Identification, and has appropriate total variation and total reliability. In order to verify the stability of the EFA factors, another batch of samples (N = 452) were investigated through confirmatory factor analysis (CFA). In accordance with the CFA's results, the initial model's test are acceptable without offending estimations, the basic fit of the initial model is in good fitness (including individual reliability, composite reliability, the average variance extracted, construct discrimination). To conclude, these 15 items 3 factors of Taiwan Undergraduates' Volunteer Service Motivation Scale has acceptable reliability and validity; therefore, it can serve as the scale to investigate Taiwan undergraduates' volunteer service motivation for proceeding the relative studies.
Primary Pre-Service Teachers' Perspectives on Constructivism and Its Implementation in the Schools
Author: Savas Basturk
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Teacher Attitudes,Primary Education,Elementary School Teachers,Constructivism (Learning),Program Implementation,Semi Structured Interviews,Grade 2,Grade 3,Grade 4,Content Analysis,Knowledge Level,Teaching Experience,Motivation,Preservice Teacher Education,Self Efficacy,Data Analysis

The aim of this study was to determine pre-service teachers' perspectives on constructivism and its implementation in schools. In order to do this, a semi-structured interview was conducted with 12 primary pre-service teachers from the grades 2, 3, and 4. Four pre-service teachers were voluntarily selected from each grade for interview. Each interview lasted about 20 minutes. The recorded interviews were transferred to written texts and later analyzed. The responses were examined by descriptive and content analysis. According to the most significant results of the research, the pre-service teachers' knowledge of constructivism is general, theoretical, and limited. Although they are very positive about constructivism as a teaching and learning approach, they have major hesitations in its implementation in the schools due to the lack of experience in such an approach during their education and the lack of motivation for constructivism resulting from the weaknesses of knowledge. The pre-service teachers also think that the lessons and practices in the faculty of education are not very sufficient to become a constructivist teacher.
University Students Use of Computers and Mobile Devices for Learning and Their Reading Speed on Different Platforms
Author: Mpofu, Bongeka
Date: 2016-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Technology Uses in Education,College Students,Reading Rate,Educational Technology,Student Attitudes,Case Studies,Printed Materials,Computer Use,Use Studies,Eye Movements,Foreign Countries,Questionnaires,Student Characteristics,Content Validity

This research was aimed at the investigation of mobile device and computer use at a higher learning institution. The goal was to determine the current use of computers and mobile devices for learning and the students' reading speed on different platforms. The research was contextualised in a sample of students at the University of South Africa. Students indicated their use of computers and mobile devices for educational purposes in closed questions. The results of this case study showed that most students preferred reading from university supplied printed materials than from notes downloaded on computers or mobile devices. The percentages of students who use computers and mobile devices were calculated. Students currently use computers more than mobile devices for reading downloaded notes. A mobile eye tracker was used to analyse the students' reading speed on paper, and on a mobile device. Screen based eye tracking was also used to analyse the participants' reading speed when reading on a desktop screen. Participants who read on paper had the fastest reading speed than those who read on mobile device or computer screen.
Enrich the Physics Curriculum Scheduled for Students of Intermediate School E-Learning and Its Effectiveness in Scientific Thinking and Their Attitude towards the Development of Physics
Author: Hameed, Saddam Mohammed
Date: 2016-00-00
Type: Journal Articles
Subjects: Science Instruction,Science Curriculum,Physics,Middle School Students,Experimental Groups,Control Groups,Likert Scales,Statistical Analysis,Scores,Science Tests,Comparative Analysis,Educational Technology,Teaching Methods,Technology Uses in Education,Pretests Posttests,Hypothesis Testing,Foreign Countries

The current research aims know the effectiveness of enriching the physics curriculum for students in middle school electronic learning in the development of their thinking and scientific their direction towards physics, sample formed from second grade students in Sinae intermediate school 64 students (32) student as experimental group &amp; (32) student as control group. To achieve the goal of research that requires preparation tools, first test of scientific thinking which consisted of (7) skills which are: (a sense of the problem, identify the problem, the imposition of hypotheses, selecting hypotheses, the conclusion, application, and holds tremendous) that distributed to (3) positions The first (the job) and the second (static objects) and third (reflectance total). Each position on the (7) questions and four alternatives, second tool was a measure of the trend towards physics, which consisted of (22) paragraph and followed by (5) alternatives by Likert scale, with a degree (very large, large, medium, and few, very few). The researchers used statistical analysis t-test for two independent samples &amp; t-test for interrelated samples also Pearson correlation coefficient with (SPSS) statistical program. The equation of alpha-Cronbach (a-Cronbach) also used, the researchers found: 1. No statistically significant difference between the mean scores of the two tests dimensional search for members of the two groups (experimental and control) the experimental group better than control one, which was enriched with e-learning teaching method. 2. No statistically significant difference between the mean scores of the trend dimensional scale for members of the two groups of research (experimental and control) the experimental group better than control one, which was enriched with e-learning teaching method. The researchers applied conclusions &amp; number of recommendations including: Work on the provision of computers and the device (data show) in the classroom so as to allow sufficient time to use for teachers and students. As well as the proposal of some proposals, including: Enrich the physics curriculum for intermediate school with computer and its effectiveness in the development of deductive thinking and orientation towards physics.