ethanporcaro/eric-fulltext-meta huggingface dataset:
Identifying Cell-Related Misconceptions among Fifth Graders and Removing Misconceptions Using a Microscope
Author: Hasiloglu, Mehmet Akif
Date: 2017-00-00
Type: Journal Articles
Subjects: Misconceptions,Scientific Concepts,Middle School Students,Grade 5,Case Studies,Science Tests,Freehand Drawing,Cytology,Laboratory Equipment,Teaching Methods,Foreign Countries,Qualitative Research,Biological Sciences

The aim of this study is to identify cell-related misconceptions among fifth graders attending middle schools in Turkey and examine the impact of microscopy on the elimination of these misconceptions. The study was conducted with the participation of 87 fifth grade students (schoolchildren are nearly 11 years old) attending a middle school in Agri province of Turkey in the academic year 2015-2016. The research was designed as a case study and data were collected using a test with 4 diagnostic and drawing items. Data analysis showed that the students had cell-related misconceptions. Prior to instruction with a microscope, most students thought an onion cell was shaped like an onion and it was a cooking ingredient their mothers used. They said that a leaf cell was shaped like a leaf and described it as a leaf on a tree. They described bacteria as living things with organs and limbs, like animals. They drew and described bread mold as a loaf of bread. Most of these misconceptions were found to disappear after learning with a microscope.
The Effect of a Flipped Classroom Model on Academic Achievement, Self-Directed Learning Readiness, Motivation and Retention
Author: Alsancak Sirakaya, Didem
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Homework,Video Technology,Academic Achievement,Learning Readiness,Student Motivation,Scientific Research,Experimental Groups,Control Groups,College Students,Blended Learning,Achievement Tests,Student Surveys,Statistical Analysis,Comparative Analysis,Pretests Posttests,Multivariate Analysis,Quasiexperimental Design

This study examined the effect of a flipped classroom model on students' academic achievement, self-directed learning readiness and motivation. The participants of this study were a total of 66 students who took the &quot;Scientific Research Methods&quot; course and were studying in two different classes in the Faculty of Education at Ahi Evran University in the fall term of the 2014-2015 academic year. One class was designated as an experimental group and the other one was the control group. We applied the flipped classroom model to the experimental group while a classical blended learning method was applied to the control group. An achievement test, a self-directed learning readiness scale and a motivation scale were used as data collection tools. To analyze the collected data, this study used the t-test, MANOVA and ANCOVA analyses. Study findings showed that there was a significant difference between groups in terms of academic achievement, motivation and retention. However, no significant difference between the experimental and control groups in terms of self directed learning readiness was found.
The Effect of Dynamic Web Technologies on Student Academic Achievement in Problem-Based Collaborative Learning Environment
Author: Korucu, Agâh Tugrul
Date: 2018-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Educational Environment,Academic Achievement,Cooperative Learning,Problem Solving,Technology Uses in Education,Pretests Posttests,Control Groups,Experimental Groups,Preservice Teacher Education,Preservice Teachers,Achievement Tests,Comparative Analysis,Achievement Gains,Teaching Methods,Instructional Effectiveness,Foreign Countries,Statistical Analysis

Some of the 21st century proficiencies expected from people are determined as collaborative working and problem solving. One way to gain these proficiencies is by using collaborative problem solving based on social constructivism theory. Collaborative problem solving is one of the methods allowing for social constructivism in the class. In education systems where constructivist education programs are common, dynamic Web technologies which support teachers and students in the teaching and learning processes have an important contribution to the IT integration process. In this study, the &quot;Semi-experimental Design model with Pre-test-Post-test Control group&quot; was used. The research aimed at determining the effect of dynamic web technologies on academic achievement in the problem-based collaborative learning environment. In the research, the &quot;Academic Success Test&quot; was applied as pre test-post test as a data collecting tool. This research was conducted during the application period of 8 weeks in 2012-2013. The working group of the research was formed from 104 teacher candidates, 53 of whom were in second teaching (evening classes) and 51 of whom were in first teaching (day-time classes) in the 3rd class of the Education Faculty Computer and Teaching Technologies Teaching department of a state university located in a metropolitan city. The results suggest that students who learned with dynamic web technologies are more successful.
The Intention to Use GeoGebra in the Teaching of Mathematics among Malaysian Teachers
Author: Belgheis, Soheila
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Intention,Mathematics Instruction,Teaching Methods,Teacher Competencies,Online Surveys,Teacher Workshops,Courseware,Correlation,Gender Differences,Educational Technology,Standardized Tests,Technology Uses in Education,Statistical Analysis

This quantitative study examined Malaysian teachers' perception towards using GeoGebra in mathematics teaching. The relationship between teachers' Perceived Current Competencies (PCC) of GeoGebra, and Intention to Use (IU) it as well as the difference between male and female teachers and between users and non-users of GeoGebra were investigated. An online survey was administered on 132 teachers who had already participated in GeoGebra workshops in Malaysia. The results of correlation and independent t-test revealed a positive relationship between teachers' perceived current competencies with their intention to use GeoGebra in teaching mathematics. There were no significant differences between male and female teachers in their intention to use GeoGebra in teaching mathematics. On the other hand, significant differences were observed between users and non-users of GeoGebra in their intention to use GeoGebra in their mathematics classrooms.
The Impact of Distributed Leadership Behaviors of School Principals on the Organizational Commitment of Teachers
Author: Akdemir, Öznur Atas
Date: 2017-00-00
Type: Journal Articles
Subjects: Leadership Styles,Organizational Climate,Organizational Culture,Participative Decision Making,Transformational Leadership,Principals,Correlation,Secondary School Teachers,Teacher Surveys,Predictor Variables,Administrator Behavior,Teacher Attitudes,Teacher Administrator Relationship,Foreign Countries,Multiple Regression Analysis,Statistical Analysis

This study aims to investigate the effect of school principals' distributed leadership behaviors on teachers' organizational commitment. For this purpose, correlational survey model has been used in this study. The study group consists of 772 teachers working at secondary schools of Erzurum. The data of the study has been collected by using Distributed Leadership Inventory which was developed by Hulpia, Devos and Rosseel (2009a) and adapted to Turkish by Baloglu (2012), and Organizational Commitment Scale for Teachers which was developed by Üstüner (2009). The data has been analyzed with SPSS programme. Some descriptive statistics such as frequencies, percentages, arithmetic mean and standard deviation have been used. Besides, Pearson Moment Correlation has been used in order to determine the relationships among the variables; and multiple linear regression analysis has been used to investigate predictive power of distributed leadership. According to the findings of the study, it is determined that teachers' perceptions towards school principals' distributed leadership behaviors and organizational commitment are at moderate level. The findings of the study have revealed that there is a positive and significant relationship between school principals' distributed leadership behaviors and teachers' organizational commitment. Besides, school principals' distributed leadership behaviors significantly predict teachers' organizational commitment.
The Latitudinal Analysis of Secondary School Students&apos; Motivations towards Science Course
Author: Aydin, Suleyman
Date: 2017-00-00
Type: Journal Articles
Subjects: Secondary School Students,Science Instruction,Student Motivation,Learning Motivation,Statistical Analysis,Reliability,Case Studies,Foreign Countries,Comparative Analysis,Classification

The aim of this research was to investigate the comparison of different categories of secondary schools students' motivations for science lessons. In this research, the case study method was used latitudinally and it was carried out in the center schools of Agri in 2015-2016 academic years. The sample of the study was composed of totally 649 students; 161 students from 5th Class, 174 from 6th class, 152 from 7th class and 162 from 8th class. A &quot;Motivation Scale Test&quot; taken from the literature was used as data collection tool in the study. Cronbach Alpha reliability coefficient of the test was recalculated as 0,77 by applying it on 115 6th grade students. SPSS 21,0 program was used to analyze the data and the results were assessed on 0,05 significant level of independent t-test. In the study, it was determined that the average points of students' motivation were getting smaller while their class level getting bigger. In the study, the decrease between the consecutive class levels was not found statistically significant (5th and 6th p&gt;0,05; 6th and 7th p&gt;0,05; 7th and 8th p&gt;0,05), but the difference between 5th class and 8th class students' average motivation points was found statically significant (p = 0.017; p&lt;0,05).
Investigation of the Human Rights Attitudes in Sport among Physical Education Teacher and Coaching Candidates
Author: Semsek, Önder
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Civil Rights,College Students,Physical Education,Athletic Coaches,Student Surveys,Questionnaires,Athletics,Statistical Analysis,Gender Differences,Social Influences,Preservice Teachers,Instructional Program Divisions,Personality Traits

Aim of the study is to investigate human rights attitudes in sport among the students who are studying physical education and coaching in Turkey. The research method of this study was survey. 232 physical education students (116 male and 116 female) and 200 coaching students (141 male and 59 female) voluntarily participated in this study. Data was gathered by using the Human Right Attitude in Sport Questionnaire which was built up by Sadik and Mirzeoglu in 2014. The Independent Samples T-Test was applied to analyze the differences between groups at a significant level of p&lt;0.005. Findings showed there was no difference in the Human Rights Attitudes in Sport of physical education teacher candidates between genders whereas it was found that coaching candidates differed only in social rights sub dimension. On the other hand, while the human rights attitudes in sport of physical education teacher candidates differed only in the solidarity rights sub dimension according to their grade level, similar difference was found only in the social right sub dimension of coaching candidates considering grade level. Moreover, it was reported that there was a significant difference between physical education teacher and coaching candidates in personality and social rights sub dimensions, but no difference was found in the solidarity rights sub dimension.
Mind Maps as a Lifelong Learning Tool
Author: Erdem, Aliye
Date: 2017-00-00
Type: Journal Articles
Subjects: Cognitive Mapping,Concept Mapping,Learning Strategies,Lifelong Learning,College Students,Student Attitudes,Constructivism (Learning),Semi Structured Interviews,Foreign Countries,Content Analysis,Notetaking,Educational Benefits,Qualitative Research

Mind map, which was developed by Tony Buzan as a note-taking technique, is an application which has the power of uncovering the thoughts which the brain has about a subject from different viewpoints and which activate the right and left lobes of the brain together as an alternative to linear thought. It is known that mind maps have benefits such as recalling, improving the creativity, solving problem, focusing on a subject and organizing the thoughts. It is considered that mind maps have an important place as a lifelong learning tool nowadays when constructivist approach is used as base in the learning-teaching process. From this consideration forth, the objective of this study is to determine the opinions of university students with respect to using of mind maps and developing processes in preparing mind maps. This study was conducted according to interview technique which is among qualitative research methods. A total of 31 students who attend to five different licence programmes at Ankara University Faculty of Educational Sciences in fall semester of 2016-2017 academic year constitute the work group of the study. Semi-structured interview form which was developed by the researcher was used as data collection tool in the study. Data was analysed and interpreted by content analysis technique.
Investigation of the Lifelong Learning Tendency of College Students
Author: Aksoy, Hamit
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Lifelong Learning,Learning Motivation,Academic Persistence,Measures (Individuals),Student Surveys,Scores,Demography,Prior Learning,Departments,Intellectual Disciplines,Comparative Analysis,Statistical Analysis,Gender Differences,Age Differences

The concept of &quot;lifelong learning (LLL)&quot; has emerged because of the necessity of renewing earlier and immemorial information in time. LLL is involved in a various kind of international foundations' works. European Union is perceived as more efficient in comparison with international companies in terms of lifelong learning practices. European Commission defines the lifelong learning as not only knowledge and aptitude, but also a beneficial opportunity in order to survive individual, social and economic life or in every single field of learning skills and activities. The important place of lifelong learning in the world is utilized to identify the tendency of exact learning levels. In this study, &quot;Lifelong Learning Tendency Scale&quot; has been enforced as a survey to students who studied in different departments for 2016-2017 Spring year. There were 148 vocational school students from 5 different departments. In this study, 4 sub-categories have been determined as motivation, perseverance, the absence of organizing learning and the absence of curious with the demographic information of participants. According to the scale results which was carried out on 5 different departments, it was received that while the highest score of lifelong learning tendency was considered as management, the lowest score was agreed as computer programming.
Effect of &quot;Tell Me More&quot; on EFL Undergraduate Students&apos; English Language Achievement
Author: Gyamfi, George
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,English (Second Language),Undergraduate Students,Online Courses,Teaching Methods,Program Effectiveness,Achievement Tests,Scores,Language Proficiency,Statistical Analysis,Computer Assisted Instruction,Educational Technology,Asynchronous Communication,Tests

This descriptive study aimed at finding the impact of Tell Me More (TMM), an online language-learning program, on English as a foreign language (EFL) undergraduate learners' achievement in a University in Thailand. The study also looked at whether the time of use of TMM had an effect on learners' achievement. Data was collected from the scores of students at four proficiency levels who did the placement, progress and achievement tests in the TMM program for the 2015 academic year. The analysis of the data indicated an improvement in English language achievement for the beginner and advanced proficiency levels after the use of the TMM program. However, TMM did not have any effect on students of intermediate+ and intermediate proficiency levels. The ANOVA and pairwise comparison analysis revealed a significant difference between the proficiency levels. The analysis of the time on task was striking. It raises concerns about the use of time as the sole indicator for assessment. The findings suggest that learning goals and assessment have the capacity to influence the use of computer-assisted language learning technologies. The study therefore will guide instructors on how to design curriculums for autonomous online learning and improve ways of assessment.
Fractal: An Educational Model for the Convergence of Formal and Non-Formal Education
Author: Enríquez, Larisa
Date: 2017-00-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Technology Uses in Education,Higher Education,Instruction,Knowledge Level,Individual Development,Access to Education,Student Centered Learning,Concept Formation,Curriculum Design,Self Determination,Models,Geometric Concepts

For the last two decades, different authors have mentioned the need to have new pedagogies that respond better to current times, which are surrounded by a complex set of issues such as mobility, interculturality, curricular flexibility, accreditation and academic coverage. Fractal is an educational model proposal for online learning that is formed by four basic elements that allow higher education institutions to advance in four different dimensions: teaching, knowledge, personal development and access. The elements that make up the model are: student-centered teaching, concept-based curriculum design, heutagogy, and openness. The present work describes the educational model and two possible applications of it in the area of Education, thus giving rise to an option that could transform the curriculum of a degree, while integrating in the formal environment of online education, the space for non-formal education.
Mainstreaming Use of Open Educational Resources (OER) in an African Context
Author: Mays, Tony John
Date: 2017-00-00
Type: Journal Articles
Subjects: Resource Units,Shared Resources and Services,Instructional Materials,Technology Uses in Education,Educational Technology,Distance Education,Focus Groups,Observation,Interviews,Documentation,Content Analysis,Foreign Countries,Hermeneutics,Barriers,College Faculty,Administrators,Higher Education,Action Research

The study derives from a multi-year project implemented by OER Africa. The project sought to understand how OER might be used as a catalyst for pedagogical transformation in African universities. Within a nondeterminist and interpretivist theoretical framework and an over-arching project methodology of participatory action research, the study made use of an analytical autoethnographic approach to capture and analyse data and to make recommendations. The approach was informed primarily by hermeneutics and systems thinking and involved multiple in-country engagements and the triangulation of information derived from document review, observation and iterative focus group discussions and individual interviews. The key finding of this study is the suggestion that engagement with OER is unlikely to move from being an individual to an institutional focus unless such engagement is aligned with the overall vision, mission and business model of the university.
Learning the Psychology of the Tip-of-the-Tongue Phenomenon through On-Line Practice
Author: Ruiz, Marcos
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Psychology,Majors (Students),Recall (Psychology),Memory,Distance Education,Electronic Learning,Task Analysis,Laboratory Procedures,Learning Strategies,Mnemonics,Comprehension,STEM Education,Statistical Analysis

Psychology undergraduates can benefit from direct experiences with laboratory procedures of psychological phenomena. However, they are not always available for students within a distance education program. The present study included students from the Spanish National Distance Education University (UNED) that were to take part in a Basic Psychology examination session. They participated in web-sessions on a tip-of-the-tongue (TOT) laboratory procedure. The aim was to study whether their performance at TOT-related items would be differentially improved. Our results support the conclusion that practicing with the TOT application was effective in improving the TOT comprehension among students. Study A showed that the performance level was higher for the TOT-practiced participants relative to the non-practiced ones. Study B showed significant group by item-type interaction. Also, there was a significant effect of group, and item-type. The results are contextualized in the psychological institutions' mainstream effort for Psychology to be viewed as a STEM discipline by students, the political representatives, and the society.
Student Views on the Cost of and Access to Textbooks: An Investigation at University of Otago (New Zealand)
Author: Stein, Sarah
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Costs,Student Attitudes,Course Selection (Students),Student Behavior,Undergraduate Students,Influences,Study Habits,Questionnaires,Purchasing,Value Judgment,Educational Resources,Student Surveys,Focus Groups

The rising cost of textbooks is influencing students' choice of courses, as well as the quality of their learning experience once they are enrolled in a course, according to recent studies. This paper builds on those studies by exploring the possible effects that textbook costs may be having on study behaviours of students at one New Zealand tertiary institution: University of Otago. Perceptions of undergraduate students (n-811) about cost of, and access to, textbooks and possible influences on their study behaviours were gathered through a questionnaire. Results showed that students: are more likely to buy textbooks than access them through libraries; experienced purchasing expensive textbooks that were rarely used; questioned the value of textbooks; described alternative resource-seeking behaviours; and are heavily reliant on alternatives suggested by lecturers. Perceptions about affordability and academic value, access issues and consequential influences on study-related behaviours and attitudes are discussed.
The Effect of Game-Assisted Mathematics Education on Academic Achievement in Turkey: A Meta-Analysis Study
Author: Turgut, Sedat
Date: 2017-12-00
Type: Journal Articles
Subjects: Educational Games,Teaching Methods,Mathematics Achievement,Meta Analysis,Effect Size,Computation,Educational Attainment,Program Implementation,Sample Size,Statistical Analysis,Foreign Countries,Educational Technology,Technology Uses in Education,Coding,Instructional Program Divisions,Preschool Education,Elementary Schools,Middle Schools,High Schools,Computer Games,Music

In this research, the effects of using game in mathematics teaching process on academic achievement in Turkey were examined by metaanalysis method. For this purpose, the average effect size value and the average effect size values of the moderator variables (education level, the field of education, game type, implementation period and sample size) were calculated. MetaWin and Comprehensive MetaAnalysis (CMA) statistical programs were used for the analysis. Based on the inclusion criteria, 31 effect size values for 26 studies were calculated. Hedges's g coefficient was used when the effect sizes were calculated and the confidence level was accepted as 95%. The average effect size value was 0.792 with 0.077 standard error which was calculated by random-effects model. As a result, the effects of using game on academic achievement is medium and positive in mathematics teaching process.