ethanporcaro/eric-fulltext-meta huggingface dataset:
The Use of Educational Games within the Structure and Properties of Matter Unit in Science Class
Author: Eltem, Özlem
Date: 2021-04-00
Type: Journal Articles
Subjects: Educational Games,Scientific Concepts,Science Instruction,Game Based Learning,Grade 7,Middle School Students,Foreign Countries,Student Attitudes,Teaching Methods

Given the rapid pace of science today, we can feel the influence of it in all aspects of our lives. Therefore, it is aimed to raise individuals with advanced thinking skills who learn and use knowledge in science class and can combine science and technology. In line with such purposes, it is believed that different methods and techniques are required to be used within classes. In this study, educational game techniques have been used in teaching of the &quot;Structure and Properties of Matter&quot; unit in science class and the effects of this teaching technique have been researched to measure the academic success of students as well as the opinions of students and teachers. Mixed research design has been employed within the study. Control group pre-test - final test model has been preferred for the quantitative dimension of research. &quot;Academic success test on the structure and properties of matter&quot; developed by the researcher has been used for the collection of the quantitative data. In the qualitative dimension of the research, semi-structured interviews, researcher's observations and diaries, and science journals of students have been utilised. According to the findings obtained, educational game has positively affected the students, increased the course success (p&lt;.05) and participation in the course. A significant change has been observed in the success levels of the students and a positive change has been found in their views on the Science lesson.
Technological Formation Scale for Teachers (TFS): Development and Validation
Author: Erdogmus, Cavit
Date: 2021-04-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Test Construction,Test Validity,Measures (Individuals),Foreign Countries,Factor Analysis,Test Reliability

The aim of this study is to develop a valid and reliable Technological Formation Scale to measure Technological Knowledge (TK) and Technological Pedagogical Knowledge (TPK) which are main components of Technological Pedagogical Content Knowledge (TPACK). Technology seems to have an important place in teacher training and education. It is seen that only Pedagogical Content Knowledge (PCK) is not sufficient today. Therefore, the measurement tools including 21st century requirements which are the information and communication technologies skills, production and productive thinking are needed. Measuring technological and technological pedagogical knowledge of the teachers and teacher candidates is able to be possible by means of this measurement tool. Another aim of this study is to present a measurement tool within the TPACK framework, which is based on productivity for the researchers. The components of Technological Knowledge (TK) and Technological Pedagogical Knowledge (TPK) involve the productive thinking in this scale. Thus, it is aimed to obtain real-like results. The participants were 756 teachers and and teacher candidates from different regions of Turkey. Structure validity, item factor correlations, item discrimination, internal consistency and stability levels reveal that Technological Formation Scale is a valid and reliable measurement tool. As a result of the validity and reliability analysis, the scale has a 4-factor structure, namely &quot;Content Development&quot;, &quot;Interactive Object Development&quot;, &quot;Problem Solving&quot; and &quot;Creativity&quot; under the main headings of Production and Productive Thinking. While the reliability value of the whole scale is .972, the values of the factors are 0.972, 0.973, 0.937 and 0.850, respectively.
Assessment and Evaluation in Open Education System: Students&apos; Opinions about Open-Ended Question (OEQ) Practice
Author: Karadag, Nejdet
Date: 2021-01-00
Type: Journal Articles
Subjects: Test Format,Test Items,Response Style (Tests),Scoring,Difficulty Level,Knowledge Level,Student Attitudes,Undergraduate Students,Open Education,Distance Education,Age Differences,Gender Differences,Majors (Students),Value Judgment,Foreign Countries

The aim of this study is to determine students' opinions about open-ended question exam practice during 2018-2019 academic year for the following programs of Anadolu University Open Education System: Economy, Hospitality Management, Philosophy, History, Sociology, and Turkish Language and Literature. The study was designed as a quantitative study that describes an existing situation. The measurement tool developed to achieve that purpose includes 5 Likert type questions, 8 closed-ended question -- 3 of which are yes-no questions-, and 2 open-ended questions. The data were collected between February 14th 2020 and February 16th 2020 and 3236 students responded to the tool in total. Percentage-frequency tables and graphs were used for the analysis of the data collected. Since each question in the tool measured a different and independent dimension of the research, the tool was not taken as a scale, so each question was analyzed separately. The data were recoded for certain questions and chi-square analysis was done by using &quot;age&quot;, &quot;gender&quot; and &quot;the program they attend&quot; variables. The results of the study showed that majority of the participants find open-ended questions more difficult than multiple-choice questions and have negative opinions about open-ended questions in terms of measuring subject matter competency and fair assessment.
Correlation between Facebook Use, Mental Health and Learning Engagement: A Case of Universities in Surabaya City, Indonesia
Author: Ngussa, Baraka Manjale
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Online Courses,Distance Education,Electronic Learning,School Closing,Mental Health,Learner Engagement,College Students,Student Attitudes,Social Media,Gender Differences,Intellectual Disciplines,Anxiety,Coping,Student Participation,Extracurricular Activities,Athletics,Games,Stress Management

This study was propelled by the COVID 19 Global Pandemic which necessitates online platforms to replace traditional classrooms than ever before. The study investigated on the perception on and interrelationships between Facebook use, mental health and engagement in learning. Using Descriptive Correlational Design, the study used online questionnaire to collect data from a convenient sample of 253University students with varied demographic characteristics in Surabaya City. The mean age of respondents was 21.5. Cronbach's Alpha of above 0.7 was established for each variable prior to data analysis. The study established that students did not consider Facebook as a valuable platform for learning. Difference in Facebook use by gender and area of study was not significant. Students' preferred platforms included Google classroom, WhatsApp and Zoom. Students experienced anxiety and it was not easy for them to cope up with stressful moments. However, they concentrated in learning without any interference from Facebook and took active role in extra-curricular activities, sports and games. Mental health positively influenced students' engagement while Facebook use enhanced mental health. Therefore, it is recommended that educators should make use of Google Classroom, WhatsApp and Zoom to support students' engagement. Students need to actively engage in sports and games to overcome potential stressful moments. Educators should take advantage of students' engagement by introducing alternative social media platforms for further enhancement of learning engagement. Finally, Education stakeholders need to enhance mental health education in order to increase rates of students' engagement in learning.
Modeling the Contribution of Distance Education to Students&apos; Preparation for the Professions
Author: Cavus, Mustafa
Date: 2021-01-00
Type: Journal Articles
Subjects: Distance Education,Open Education,Undergraduate Students,Student Attitudes,Socioeconomic Status,Family Size,Gender Differences,Place of Residence,Predictor Variables,Education Work Relationship,Career Development,Economics Education,Business Administration Education,Goal Orientation,Foreign Countries

There is an increasing interest in predicting the contribution level of open and distance learning to students' career, in order to perceive the pathway for higher quality standards. For this purpose, Anadolu University Faculty of Open Education, which can be considered a leader in its field, to learners' professions and their career goals, organized a research project in which a questionnaire was conducted involving approximately 17,000 associate and undergraduate students to build a database of responses. The data was used to determine the contribution level of the open education programs. The five ordered-level contributions were recorded to a response variable. Demographical, educational and economic variables were successfully used in mapping the categorical responses using the ordinal logistic regression analysis method (OLR). The results, unlike other studies, indicate that there is a positive relationship between family size and the contribution level of distance education on students' preparation for the professions. In a novel way, the socioeconomic level of the students is considered in the OLR model as an economic factor. As a consequence, the students with moderate and higher socioeconomic levels demonstrated superior levels of contribution.
Building Comprehension Skills of Young Children with Autism One Storybook at a Time
Author: Fleury, Veronica P.
Date: 2021-01-00
Type: Journal Articles
Subjects: Reading Comprehension,Autism,Pervasive Developmental Disorders,Reading Strategies,Teaching Methods,Reading Skills,Decoding (Reading),Language Acquisition,Evidence Based Practice,Young Children,Story Reading,Attention,Vocabulary Development,Interpersonal Communication,Inferences,Language Skills

Purpose: Reading involves the ability to decode and draw meaning from printed text. Reading skill profiles vary widely among learners with autism spectrum disorder (ASD). One fairly common pattern is relative strength in decoding combined with weak comprehension skills--indicators of this profile emerge as early as the preschool years. In order for children with ASD to develop a facility with language that prepares them for reading success, practitioners must intentionally create and provide appropriate instruction practices. Method: In this tutorial, we describe ways in which practitioners can support language development and comprehension skills for children with ASD within the context of shared reading activities. We begin by providing known information about the reading performance of children with ASD using the Simple View of Reading as our guiding conceptual framework. Next, we present a number of practical, evidence-based strategies that educators can implement within the context of shared book reading activities. Case studies are embedded throughout the tutorial to demonstrate how practitioners may apply these strategies in their instructional settings. Conclusions: Shared book reading interventions are a well-studied, developmentally appropriate approach for bringing about change in language and literacy in early childhood. The success of shared reading depends upon rich communication and interaction between the adult reader and the child. Many children with ASD will require strategies to support social communication and emergent literacy skill development (e.g., vocabulary knowledge, language comprehension) that are specifically linked to future reading comprehension.
How Do Elementary Childhood Education Teachers Perceive Robotic Education in Kindergarten? A Qualitative Study
Author: Ugur-Erdogmus, Feray
Date: 2021-04-00
Type: Journal Articles
Subjects: Teacher Attitudes,Kindergarten,Preschool Teachers,Teaching Methods,Robotics,STEM Education,Teaching Experience,Knowledge Level,Student Characteristics,Faculty Development,Instructional Materials,Technical Support,Parent Education,Skill Development,Thinking Skills,Cognitive Development,Psychomotor Skills,Course Content,Classroom Environment

Robotic education is a popular topic in recent years. There are robotic education courses from pre-K to K-12 and these courses claim that they support STEM education. However, the teacher's perception of these activities and needs for this education is the missing part of the chain. The aim of this study to find out the perceptions and suggestions of early childhood teachers about robotic education in kindergartens. This is a qualitative phenomenological study. Ten early childhood education (ECE) teachers were the participants of this study. A semi-structured interview form was developed and in-depth interviews were conducted to collect qualitative data. After that codes and themes were defined through the content analysis process. The results of this study showed that ECE teachers have a positive attitude towards robotic education in kindergarten. The current status of kindergarten, perceived advantages/disadvantages of robotic education, and ideal robotic education were the emerged themes during data analysis. According to results, ECE teachers thought that there are many needs like teacher training, materials, curriculum, infrastructure, technical support, and parent education for implementing robotic education properly in kindergartens. Also, teachers underlined that robotics education could be beneficial for motivation, knowledge, thinking skills, development, and psychomotor skills of children. Results also revealed ECE teachers' suggestions about ideal robotic education in kindergartens. Suggestions for future studies and practitioners were also included.
Motivation and Attitudes towards English Language Learning in Thailand: A Large-Scale Survey of Secondary School Students
Author: Imsa-ard, Pariwat
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Needs,Student Educational Objectives,Learning Motivation,English (Second Language),Second Language Learning,Second Language Instruction,Anxiety,Parent Influence,Teacher Influence,Feedback (Response),Foreign Countries,Secondary School Students,Student Attitudes

Motivation and attitudes are believed to be significant factors in successful language learning. This study aims to investigate Thai EFL secondary school students' motivation and attitudes towards learning English. The participants of this study comprise 640 secondary school students from all over Thailand. Data was collected using a modified 34-item motivational survey adapted from Gardner's (2004) international version of Attitude/Motivation Test Battery (AMTB) and was analysed using descriptive statistics and content analysis. The findings revealed that Thai EFL students are highly motivated, and they are keen to learn and improve their English. However, most of them said that English language learning in classrooms does not meet their needs, and prevents them from improving English skills that are useful for their real-life situations. Based on the findings, some pedagogical implications are also demonstrated. It is hoped that the findings from this study will benefit English teachers in Thailand as well as helping those in similar EFL contexts to gain insights about how they can support students' motivation and attitudes in learning English.
Written Supervisory Feedback Strategies on Bachelor&apos;s Theses: Chinese EFL Supervisors&apos; Beliefs and Practices
Author: Lei, Zhibin
Date: 2020-00-00
Type: Journal Articles
Subjects: Feedback (Response),Theses,Academic Language,Revision (Written Composition),Error Correction,Supervisors,College Faculty,Preferences,Undergraduate Students,Majors (Students),Public Colleges,Scaffolding (Teaching Technique),Learner Engagement,Time Management,English (Second Language),Self Management,Foreign Countries

This study investigated the beliefs and practices of Chinese EFL supervisors regarding their written supervisory feedback strategies for undergraduate English majors' bachelor's thesis drafts at a Chinese public university. Qualitative data obtained from semi-structured interviews with six EFL supervisors and the text analysis results of the written feedback strategies used in six sets of first, second and third bachelors' thesis drafts showed matches between the supervisors' stated and actual written feedback strategies both in general and in different draft stages. In general, the supervisors believed in using an indirect strategy, and they provided written feedback indirectly in practice. For different draft stages, the supervisors believed in prioritizing indirect strategy in initial drafts and direct strategy in later drafts. In practice, they provided written feedback more indirectly for the first and second drafts, but they did so more directly for the third draft. These findings contrast with the literature and point towards some pedagogical recommendations.
Developing Language, Content, and Digital Competence through International Telecollaborative Project Work
Author: Casañ-Pitarch, Ricardo
Date: 2021-01-00
Type: Journal Articles
Subjects: Telecommunications,Technological Literacy,Language Skills,Educational Technology,Technology Uses in Education,Communication Skills,Cooperative Learning,Electronic Publishing,Web Sites,Recycling,Student Projects,Program Effectiveness,Skill Development,College Students,Foreign Countries,International Cooperation,English for Special Purposes,English (Second Language)

Telecollaboration seems to be a present emerging practice in education. In this sense, telecollaboration is wide and covers several areas of work and study, and it can also concern hybrid ones. This research focuses on developing learners' digital competence, English language skills for professional purposes, and knowledge on recycling matters through a telecollaborative project work. The framework for this study is based on Spiers and Bartlett's (2012) model on developing language, content, and digital skills, and it also focuses on the taxonomy of communication acts in professional contexts introduced by Lehman and DuFrene (2013). Students had to work collaboratively in groups of four students, from two different institutions and countries, and create a blog on the topic of recycling matters, analyzing the current problems and offering possible solutions. Students were tested before and after the project in order to measure their progress within the different areas of study. Results showed that this telecollaborative project work was potentially beneficial; the experimental group performed better in all the areas tested after this project. In conclusion, it seems that telecollaboration projects helped develop the target skills in this research following an integrated learning approach.
Underprivileged Students&apos; Second Language Motivation: Cases of Three Highly-Motivated Non-English Major Students
Author: Nattheeraphong, Anyarat
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Learning Motivation,Content Analysis,Self Concept,Learning Experience,Nonmajors,College Students,Student Attitudes,Foreign Countries,Disadvantaged

This article presents the main qualitative findings from a mixed-methods study which applied Zoltán Dörnyei's L2 Motivational Self System to explore the L2 motivation of 291 non-English major students in a regional university in Thailand. This article focuses on exploring three highly-motivated underprivileged students' English motivation to gain insights into the extent to which the students' possible L2-related selves and L2 learning experiences influence their L2 motivation. Also explored were the participants' significant others' perspectives on the participants' English learning in order to gain a more holistic picture of the phenomena under study and to ensure data triangulation. Data were collected using a range of methods including semi-structured interviews and Snake interviews with the three main participants. Unstructured interviews were conducted with the main participants' significant others. The interview transcripts were analyzed using content analysis. The findings revealed that there was a balance between the hope-for and feared selves, enabling the participants' possible selves to motivate them in their English learning. The results also showed that the students' L2 learning experience provided an immediate learning environment which fostered their development and motivated them in their English learning. These findings yielded important insights into how students' L2-related selves play a crucial role in motivating them in their L2 learning as well as how policy planners, educators, administrators, teachers and parents can help create an environment which promotes L2 learning and motivation in their respective contexts.
Does &quot;DynEd&quot; Affect Students&apos; Attitudes and Language Skills in EFL? A Case Study
Author: Shaikh, Güler
Date: 2021-01-00
Type: Journal Articles
Subjects: Case Studies,Language Skills,Middle School Students,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Student Attitudes,Gender Differences,Instructional Program Divisions,Computer Assisted Instruction,Instructional Effectiveness,Foreign Countries,Blended Learning

Computer-assisted language learning (CALL) is one of the developing approaches that can assist to improve the language skills (reading, writing, listening) of students in English as a foreign language (EFL). CALL has been used to teach EFL learners through language drills or skills practice to stimulate discussion and interaction, or as a tool to improve writing and research. This study aims to point out the effects of &quot;DynEd&quot; on attitudes and language skills in EFL of middle school students in Turkey. The study contributes to the area of EFL learning and fosters students' perceptions of EFL. The sample of this study, which utilized an ex-post facto design, recruited 136 middle school students as participants. According to the results, it can be said that, in addition to the conventional teaching environment, the use of &quot;DynEd&quot; significantly improved both the language skills and attitudes of the students in EFL. However, &quot;DynEd&quot; did not make any difference in students' attitudes towards EFL according to grade level and gender. Moreover, students using &quot;DynEd&quot; have expressed positive views about &quot;DynEd.&quot;