ethanporcaro/eric-fulltext-meta huggingface dataset:
The Mediating Role of Self-Alienation between Fear of COVID-19 and Smartphone Addiction
Author: Özok, Halil Ibrahim
Date: 2002-00-00
Type: Journal Articles
Subjects: Alienation,Fear,COVID-19,Pandemics,Handheld Devices,Addictive Behavior,College Students,Student Behavior,Student Attitudes,Telecommunications,Foreign Countries

The COVID-19 pandemic, which affected all areas of life, also continues to affect addiction situations. The present study was conducted to investigate the relationships among self-alienation, fear of COVID-19 and smartphone addiction. Within the scope of the research, 4 hypotheses were tested within the quantitative design. Using the &quot;Structural Equation Model&quot; (SEM), the mediating role of &quot;Self-alienation&quot; between &quot;Fear of COVID-19&quot; and &quot;Smartphone Addiction&quot; was examined. This study included 619 university students who were enrolled in the 2021-2022 academic year. These students were 429 (69.3%) female and 190 (30.7%) male. Participants are studying via distance education. Data were obtained with &quot;Personal Information Form&quot;, &quot;Fear of COVID-19 Scale&quot;, &quot;Alienation Scale&quot; and &quot;Smartphone Addiction Scale&quot;. As a result of the research, the mediating role of self-alienation was found. In addition, the participants got high level scores of &quot;Fear of COVID-19&quot;, &quot;Self-alienation&quot; and &quot;Smartphone Addiction&quot;, due to the epidemic.
Perceptions of Ghanaian Student Teachers on Benefits and Challenges of the Flipped Classroom: A Case Study
Author: Aidoo, Benjamin
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Student Teachers,Foreign Countries,Affordances,Barriers,Flipped Classroom,Chemistry,Student Experience,Cooperative Learning

The views of student teachers on using the flipped classroom approach were investigated in three Ghanaian colleges of education during the 2020/2021 academic year. A questionnaire with open-ended questions was used to collect data from 143 student teachers. Responses were analyzed using qualitative content analysis. In addition, a focus group interview was taken to examine some of the issues in more depth The flipped classroom approach allowed the students to feel that they were in control of their own learning by using self-paced and collaborative learning. The approach also deepened their conceptual understanding as well as their learning skills. The student teachers also experienced three interconnected challenges, including inadequate ICT infrastructures, such as poor internet connectivity, lack of skills to use ICT, and increased workload. The flipped classroom approach can positively impact students' learning, but educators planning to use the approach should consider the adequacy of the ICT infrastructure available.
Examining Pre-Service Teachers&apos; Views on Reasoning, Developing Reasoning and Importance of Reasoning Skills in Geometry
Author: Özdemir, Furkan
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Thinking Skills,Skill Development,Geometry,Foreign Countries,Game Based Learning

The aim of this study is to examine pre-service mathematics teachers' views on reasoning, importance of reasoning in geometry and development of reasoning skills. The study was designed in the phenomenological (phenomenological) design, one of the qualitative research methods. The study group of the study was conducted on 61 pre-service teachers who were studying in the elementary school mathematics teaching program of a university in the Southeastern Anatolia region of Turkey. In the study, a semi-structured interview form, developed by the researcher to collect data, was used to determine the opinions of pre-service teachers on the reasoning, types of reasoning and the importance of reasoning skills in geometry. The data obtained through this form were analyzed by content analysis method. When the research results are examined; It was determined that the pre-service teachers did not have sufficient knowledge about reasoning and the components of reasoning skills. The pre-service teachers stated that reasoning skills are important in geometry. In addition, the pre-service teachers expressed important and valuable views on what can be done to improve reasoning skills. Suggestions are presented depending on the results of the study.
Can We Talk? Promoting the Enactment of Instructional Strategies through Dialogic Feedback
Author: Hinojosa, Denisse M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Dialogs (Language),Feedback (Response),Preservice Teachers,Student Experience,Lesson Plans,Educational Planning

Prospective teachers (PTs) experience the complexity of teaching when they start developing their teaching practice in their field experiences. PTs express to have challenges when enacting instructional strategies from teaching preparation and professional development programs because in most cases, PTs lack supports that can guide them in the process of enactment. This study contributes to the efforts done to bridge the disconnect between university-based teacher education and field-based experiences at schools. This study explores how the types of feedback provided on lesson plans (i.e., in the form of questions, direct, and positive reinforcement with explanations) and planning sessions (i.e., starting questions, two-option questions, and clarification questions) supported PTs in enacting and appropriating instructional strategies from a professional development program in their field experiences. Further, this study describes attributes that these types of feedback have for PTs to consider it (i.e., balanced, in the form of suggestions, positive, in the form of dialogue).
Elite Level Athletes&apos; Perspective on Prohibited Substances for Performance Enhancement: A Cross-Sectional Study
Author: Gülü, Mehmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Athletes,Attitudes,Drug Use,Cheating,Gender Differences,Educational Attainment,Team Sports,Foreign Countries

The aim of this research was to explore the attitudes of elite athletes towards performance enhancement through banned substances. In this study, survey model, which is one of the quantitative research methods, was used. Purposive sampling method was used in the data collection process. Participants consisted of a sample group of elite athletes (n = 418: 49.3% female, 50.7% male;). Participants answered questions about sociodemographic characteristics as well as performance enhancement attitudes. A performance enhancement attitude scale was used to determine the participants' attitudes towards performance enhancement. Data were analyzed using SPSS Version 22.0 (IBM Corp., Armonk, NY, USA). Elite level athletes participating in the study were found to have low use of prohibited substances for performance enhancement. There was no difference between the attitudes of the participants to increase their performance according to their gender and educational status. Participation of the participants in individual or team sports did not lead to a difference between their performance enhancement attitudes. It was found that as the duration of being a national athlete of the participants in the study increased, their attitudes towards using prohibited substances for performance enhancement increased. From the point of view of elite athletes, the use of banned substances for performance enhancement was found to be low. However, as the duration of being an elite athlete increases, it has been found that the attitude towards the use of banned substances for performance enhancement increases. Policies should be developed to discourage elite athletes from using banned substances. Coaches and managers need to correctly manage success strategies at all levels of sports.
Competitive Higher Education Teacher for the Digital World
Author: Vachkova, Svetlana N.
Date: 2022-00-00
Type: Journal Articles
Subjects: Faculty Development,Digital Literacy,Technological Literacy,Pedagogical Content Knowledge,Competition,Teacher Effectiveness,Scientific Research,Higher Education,College Faculty,Teaching Methods,Web Based Instruction,Educational Needs,Foreign Countries

The world we live in today holds some uncertainties. The processes of automation, big data, the digital environment, global crises, and the interconnectedness of international society are changing common technological patterns and the educational system. Among the essential features of competitiveness of teachers in higher education are mobility, digital competencies, adaptability, participation in scientific networks and projects, and continuous acquisition of new technological skills. For this reason, teachers must continuously develop their professional skills to remain competitive and create professionals in higher education. Current conditions are fostering global demand for teachers who produce pedagogical and scientific developments. This article aims to solve the problem of defining the structure, content, and requirements of scientific and methodological support for higher education teachers' competitiveness in a digital world in the context of global challenges and risks. Theoretically, the problem is defined by the need for new approaches to explaining the concept of teacher competitiveness and the need to develop a psychological and teaching methodology for training and developing teacher competitiveness. In practice, we conclude that researchers must develop personal, professional, procedural, and technological enhancements to support higher education faculty competitiveness in a digital world.
Spanish Pre-Service EFL Teachers&apos; Perceptions of Emergency Remote Language Teaching
Author: Huertas-Abril, Cristina A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,English (Second Language),Second Language Instruction,Foreign Countries,COVID-19,Pandemics,School Closing,Distance Education,Gender Differences,Age Differences,Student Attitudes,Teaching Skills,Competence

This study examines the perceptions of pre-service English as a foreign language (EFL) teachers of their skills to face emergency remote language teaching (ERLT) situations, and to determine whether these vary according to gender, age, university, or course. A cross-sectional survey model was used with 332 pre-service EFL teachers studying in two Spanish universities, an onsite institution, and a distance university. After analyzing the results, it can be said that participants' ERLT skills are moderate, and they vary significantly according to age, course, and type of university, but no statistically significant differences are found regarding gender. The results can guide teacher trainers and researchers, as they reveal the needs of pre-service EFL teachers to teach effectively in ERLT situations.
Trends and Priorities of Educational Technology Research: A Delphi Study
Author: Wang, Xiaoman
Date: 2022-00-00
Type: Journal Articles
Subjects: Delphi Technique,Periodicals,Educational Technology,Distance Education,Teaching Methods,Learning Processes,Writing for Publication,Profiles,Editing,Trend Analysis,Educational Trends,Computer Assisted Instruction,Online Courses,Scholarship

As journal editors play an important role in defining and shaping academic discourse, knowing their opinions could likely prove beneficial for both current and future academic journal stakeholders. Within this vein, this study used the Delphi method to help build a profile on the trends and priorities within educational technology, from the unique perspective of the journals' editors-in-chief. This expert panel--initially built from 117 national and international research journals--concluded with 25 editors-in-chief who finished all three rounds of the survey. Results indicated five emerging themes for trends and priorities: computer-focused, teaching and learning, online and digital education, societal, and research and theory. By exploring these current trends and priorities within educational technology, this study may provide meaningful insights to better understand the field as a whole and may also help scholars in their goal of publishing relevant, high-quality academic scholarship.
Teachers&apos; Approaches to Student Errors in Mathematics Teaching and Noticing of Their Approaches
Author: Özdemir Baki, Gülsah
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Error Patterns,Error Correction,Logical Thinking,Middle School Teachers,Case Studies,Video Technology,Mathematics Teachers,Teacher Attitudes,Computer Mediated Communication,Intervention,Teacher Student Relationship,Student Centered Learning,Questioning Techniques,Peer Teaching,Foreign Countries

The aim of this study is to examine the error approach of middle school teachers and their noticing of their approaches. The study was designed as a case study, which is a qualitative research method, and conducted through four middle school mathematics teachers during the pandemic. The data regarding the study were gathered via in class video records and online interviews with the teachers. The videos from the lectures of middle school mathematics teachers were segmented and analysed, hence, their approaches to student errors were identified. Moreover, noticing of the participant teachers on their and their peers' approach were investigated by means of online interviews. The findings of the research indicated the participant teachers mostly opt for the intervention approaches that fall into the category of questioning, and they make delineative and explanatory comments concerning their approaches. Furthermore, it has been observed that the teachers reached deductions through the evaluation of their own approaches, however, most of the time they recommended their own error approaches to the students as an educatory proposition.
Examining the Scenarios Created by Pre-Service Teachers Regarding Misconceptions That May Occur in the Teaching Process
Author: Yazici, Nurullah
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Student Attitudes,Misconceptions,Mathematics Instruction,Generalization,Academic Standards,Number Concepts,Arithmetic

In this research, pre-service mathematics teachers were asked to prepare scenarios about what possible misconceptions might be in the classroom teaching process and how a solution strategy could be used based on the cognitive conflict approach in order to overcome these misconceptions. Based on these scenarios, it is aimed to determine what type of possible misconceptions may be related to which content standards. This research was conducted using an integrative mixed method design, which allows qualitative and quantitative methods to be used together or sequentially. The study group of the research consists of 60 primary school pre-service mathematics teachers who have successfully completed the &quot;Misconceptions in Mathematics Teaching&quot; and &quot;Teaching Practice&quot; courses. The data of this research consists of misconception scenarios created by pre-service teachers and a semi-structured interview form. In the analysis of the scenarios, correspondence analysis was used to evaluate the relationship between misconception types and content standards. Considering the research results based on misconception types, it was seen that the most common misconception type was overgeneralization, whereas the misconception type in the wrong translation did not emerge. When the research results are examined in the context of content standards of mathematics, it is seen that the misconceptions mostly belong to the subjects of numbers and operations.
Teaching Geometry through Didactical Situations: The Case of the Triangle Inequality
Author: Genc, Murat
Date: 2022-00-00
Type: Journal Articles
Subjects: Geometry,Mathematics Instruction,Video Technology,Grade 8,Educational Theories,Content Analysis,Student Behavior,Learning Processes,Problem Solving,Thinking Skills,Heterogeneous Grouping,Public Schools,Visual Aids,Freehand Drawing,Classroom Communication,Teaching Methods,Foreign Countries

This paper aims to discuss the use of Brousseau's Theory of Didactical Situations in mathematics (TDS) for eighth-graders to explore the concept of triangle inequality in Euclidean geometry. Data sources included observation notes, video recordings of lessons, and students' written work. Data analysis was done through a deductive content analysis approach that utilized the conceptual framework based on Brousseau's notion of didactical situations. Findings revealed that student behaviors that were expected to take place through situations occurred at every phase as stated in the theory. Mathematical ideas leading up to the construction of new knowledge were gradually formulated and justified as stages progress. Students worked out different methods of evaluation to solve an open-ended exploratory task and defended them in a way that invited other students to implement their chosen strategies. They developed their implicit informal knowledge by building on their thinking and the thinking of others through situations. All these results highlight how important it is to use didactical situations to pave the way for learning to learn, as it not only facilitates the purposeful exchange of ideas through whole-class discussion that ensures a common understanding of mathematical ideas but also allows students to create their own learning adventures.
Infographics and Their Applications in the Hybrid Learning Process
Author: Kumas, Ahmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Visual Aids,Blended Learning,Learning Processes,Technological Literacy,Scientific Literacy,High School Students,Physics,Foreign Countries

With the effective use of technological tools and equipment in all areas of life, the effective use of technological applications that will support the solution of daily life problems has become inevitable in order for science literacy to occur. The main purpose of this research is to determine the effect of infographic applications on the development of students' technological competencies and science literacy in the hybrid education process in high school physics courses. The study was carried out with 173 students in Turkey in the fall semester of the 2020-2021 academic years, for three weeks at school where the researcher taught. Quantitative and qualitative methods were used together within the scope of action research. Quantitative findings were evaluated with t-test and qualitative findings were evaluated with content analysis. In the hybrid education process, as a result of the infographic applications in the physics lesson, the technological competencies for educational purposes have developed in the students. As a result of students' effective use of infographic content in online and face-to-face educational applications, they have achieved advanced development in the dimensions of researching and questioning information, revealing the relationship between technological changes and science, and cognitive assimilation of information.
Preservice Elementary Teachers&apos; Mental Computation Strategy Use in Subtraction on Two-Digit Natural Numbers
Author: Månsson, Anders
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Mental Computation,Subtraction,Learning Strategies,Foreign Countries

In this paper it is investigated if the mental computation strategies in the research literature are enough to satisfactorily categorize the mental computation strategy use by preservice elementary teachers (PETs) in subtraction on two-digit natural numbers. The PETs' use of mental computation strategies is measured operationally with a written questionnaire. The paper indicates that the strategies used by PETs are generally seen contained in the research literature on elementary school pupils' mental computation strategy use, but that there are additional strategies used by PETs, which are presented and discussed in the paper.
Teaching Practicum: An Interplay between Ideal and Real in Pre-Service Teacher&apos;s Training
Author: Petre, Gianina-Estera
Date: 2022-00-00
Type: Journal Articles
Subjects: Practicums,Preservice Teacher Education,Preservice Teachers,Student Attitudes,Preschool Teachers,Elementary School Teachers,Teacher Education Programs,Case Studies,Teaching Methods,Theory Practice Relationship,International Cooperation,Educational Cooperation,Student Mobility,Study Abroad,Foreign Countries,Learning Experience,Educational Legislation,Teaching Experience

Teaching practicum has an essential contribution to the professional development of pre-service teachers. This study aimed to identify how the students enrolled in the Pedagogy of Preschool and Primary Education experienced the role of teaching practicum from the perspective of the theory learned during the courses and the reality in the educational institutions where they carried out the teaching practicum. Qualitative methodology was the choice to fit the purpose of the study with an embedded single case study research design, thus type 2 of a case study. The case was the teaching practicum, consisting of three groups of students in the PPPE academic program, second and third years, thus employing multiple units of analysis. The participants were 12 pre-service teachers chosen through purposive sampling from 53 students registered in the second and third academic years. Data collection methods comprised three FGDs and document analysis (16 pedagogical practice notebooks). Thematic coding was the option for data analysis after data was transcribed verbatim, conducted member checking, coded, grouped the codes into categories, and organized under themes. The themes revealed an interplay between theory and practice, ideal and real, regarding teaching practices.
The Effect of Supported Realistic Mathematics Education with Short Films on Conceptual and Procedural Knowledge
Author: Gun Sahin, Zuhal
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Mathematics Education,Films,Informal Education,Authentic Learning,Instructional Effectiveness,Fundamental Concepts,Problem Solving,Middle School Students,Grade 7,Equations (Mathematics)

In Realistic Mathematics Education (RME), students should reach formal mathematics knowledge and explore mathematics based on their informal knowledge. The problems chosen in the exploration process should apply mathematics to real-life situations and be suitable for students to explore and create mathematical structures. In the current study, the researchers presented real life problem situations with short films for getting students' attention, showing a mathematical subject in daily life, and increasing the effect of problems. In this manner, the purpose of this study was to the effects of enriched realistic mathematic education with short films on students' conceptual and procedural knowledge. Also, the researchers received participants' opinions about the teaching process. Therefore, the researchers selected 10 students as participants, who continued the 7th grade, and they examined the subject of &quot;Equality and Equations.&quot; For collecting data in this study, the researchers used worksheets, interviews, and study journals, and they used content analysis for analyzing the data. The result of the study showed that this teaching method affected the conceptual and procedural knowledge of the students positively, and they discovered with pleasure mathematics.