ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining the Effect of Principals&apos; Inclusive Leadership Practices on Organizational Hypocrisy through the Mediating Role of Trust in Principal
Author: Agalday, Bünyamin
Date: 2022-09-00
Type: Journal Articles
Subjects: Principals,Inclusion,Leadership Styles,Trust (Psychology),Organizational Climate,Elementary School Teachers,Secondary School Teachers,Preschool Teachers,Teacher Attitudes,Foreign Countries

This study aims to explore the effect of inclusive leadership and trust in principal on organizational hypocrisy in schools. We employed a quantitative methodology and used a cross-sectional survey design and Structural Equation Modelling to determine the relationships between inclusive leadership, trust in principal, and organizational hypocrisy. The research sample consisted of 408 teachers working in preschool, primary, secondary and high schools in different regions of Türkiye. We collected the data of the study through &quot;Inclusive Leadership Scale,&quot; &quot;Organizational Hypocrisy Scale,&quot; and &quot;Trust in Principal Scale.&quot; The results showed that inclusive leadership, directly and indirectly, affected organizational hypocrisy. According to the total effect, inclusive leadership had a significant, negative, and large impact on organizational hypocrisy and explained 75% of the variance in organizational hypocrisy. Results also indicated a direct effect of inclusive leadership on trust in principal and of trust in principal on organizational hypocrisy. In addition, trust in principal had a mediator effect between inclusive leadership and organizational hypocrisy. Consequently, inclusive leadership and trust in principal were important variables in reducing organizational hypocrisy in schools. In this context, principals need to increase trust in principal by displaying inclusive leadership behaviors to reduce organizational hypocrisy that causes negative consequences in schools.
Elaboration of Practical Diagnostic Competence in Context of Students&apos; Conceptions on Plant Nutrition
Author: Michelsen, Malte
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Knowledge Level,Plants (Botany),Nutrition,Freehand Drawing,Assignments,Student Evaluation,Concept Formation,Figurative Language,Instructional Design,Science Education,Online Courses,Electronic Learning

Dealing with students' conceptions is one of the central elements of student-oriented teaching. To be able to organize learning processes efficiently, it is necessary to look at the learners in a differentiated way and to approach their conceptions individually. The first necessary step is the individual diagnosis of each student's conceptions. This article presents a qualitative study (n = 8) that focused on the development of drawing assignments for the diagnosis of conceptions on the topic of plant nutrition. Based on the conceptual metaphor theory (CMT), features were identified that are beneficial for the diagnosis of the conceptions. To achieve this goal, it was crucial to reliably diagnose existing conceptions with valid assignments, which can also be carried out in schools. Research about task design and the proceeding diagnosis of conceptions in the light of the CMT has received little attention so far. This article, therefore, deals predominantly with the question about the design of assignments in the context of conceptual change. Based on this, guidelines were derived for the design of assignments for practical use in science education. This study represents the basis for developing a Moodle-based digital learning environment for working with students' conceptions on the topic of plant nutrition in schools.
Developing Prospective Science Teachers&apos; Using of Chemical Knowledge with Flipped Learning Approach in the Context of Environmental Problems
Author: Candas, Bahar
Date: 2022-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Chemistry,Conservation (Environment),Environment,Science Teachers,Preservice Teachers,Foreign Countries,Pollution,Hazardous Materials,Science Laboratories,Student Attitudes,Instructional Effectiveness

This study aimed to investigate the effect of the analytical chemistry laboratory (ACL) course, designed, and conducted according to the flipped learning approach (FL) on prospective science teachers' (PSTs) meaningful understanding and interpretation of knowledge in the context of the environment. Seventy-three second grade PSTs participated in this action research, and the interventions lasted for 13 weeks. The ACL course was reorganized by replacing the traditional laboratory approach with the FL approach that established the context with the environment. The data were obtained through a conceptual understanding test (CUT) which was developed by the researchers, which consisted of five open-ended questions. The CUT was used as a pre-test and post-test along with an interview form. Results showed that the reorganization of the traditional laboratory course in accordance with the nature of action research and its integration with the FL approach had a positive effect on the prospective teachers' learning and opinions about the course. Furthermore, it was determined that PSTs' interpretation ability related to environmental problems in the chemical dimension improved significantly. However, despite this increase, it was concluded that they could not reach a sufficient level in terms of producing solutions to environmental problems. Considering that the effectiveness of FL practices both teaching subjects and environmental problems in ACL course, it is thought to be beneficial to use this approach in another laboratory course.
Digital Storytelling in Science Teacher Education: Evaluation of Digital Stories
Author: Orhan Göksün, Derya
Date: 2022-00-00
Type: Journal Articles
Subjects: Story Telling,Technology Uses in Education,Educational Technology,Science Teachers,Preservice Teachers,Preservice Teacher Education,Evaluation,Student Projects,Technological Literacy

The aim of the study was to evaluate digital stories prepared by preservice teachers in the frame of their planning, content, mechanics, story structure, and use of technology dimensions. In addition, the study aimed to reveal differences among the aforementioned dimensions' scores. To achieve this, the study's participants attended a course on theoretical and technological process and tools implemented in digital story creation. A total of 46 digital stories were scored through a rubric and then analyzed. From the analysis, only the content dimension received a high score, while all other dimensions were scored at the medium level. The results revealed a significant difference among the digital storytelling dimensions, with mechanics, story structure, and use of technology dimensions negatively differentiated from content and planning. These findings support the use of digital storytelling content that is primarily based on the use of technology and basic digital storytelling principles for science teacher education programs. From this point of view, it can be strongly said that both in field education courses and for instructional technology and vocational courses, the potential for preservice teachers to graduate with having acquired higher skill levels may be realized through digital storytelling. Hence, teacher education programs should be supported by digital storytelling activities and instructions.
The Effectiveness of POGIL on High School Student Chemistry End-of-Course Examinations
Author: Mata, Lawrence Edward
Date: 2022-00-00
Type: Journal Articles
Subjects: High School Students,Science Achievement,Science Tests,Achievement Tests,Chemistry,Inquiry,Active Learning,Science Instruction,Teaching Methods,Instructional Effectiveness,Scores

The purpose of this quantitative, causal-comparative research study was to determine if and to what extent there were differences in chemistry end-of-course (EOC) examination scores between high school chemistry students taught using POGIL pedagogy and non-POGIL pedagogy in the state of Utah. Piaget's cognitive development theory and Johnstone's cognitive load theory served as the theoretical foundations. A large, public school district in the state of Utah provided the deidentified, archival data for this study, which consisted of students that took a chemistry course and chemistry EOC examination in 2015-2016 or 2016-2017. The research question sought to find whether there was a statistically significant difference in chemistry EOC examination scores for high school students in both groups. A one-way ANOVA demonstrated a statistically significant difference between the POGIL and non-POGIL student groups on the dependent variable of chemistry EOC examination scores, F(1, 314) = 29.91, p &lt; 0.001, partial [eta][superscript 2] = 0.087, (p &lt; 0.05). This study supported POGIL pedagogy as an effective instructional strategy for improving student chemistry EOC examination scores.
The Effect of Problem-Based STEM Education on the Students&apos; Critical Thinking Tendencies and Their Perceptions for Problem Solving Skills
Author: Topsaka, Irfan
Date: 2022-00-00
Type: Journal Articles
Subjects: Middle School Students,STEM Education,Problem Based Learning,Problem Solving,Critical Thinking,Thinking Skills,Student Attitudes,Cognitive Processes,Student Behavior,Emotional Response,Foreign Countries

This research aimed to explore the effect of problem-based STEM activities on middle school students' perceptions related to problem-solving skills and their critical thinking tendencies. The sample consisted of 81 students. A mixed method was employed in the research. The quantitative data collection tools were the &quot;Critical Thinking Tendency Scale&quot; and &quot;The Perception Scale for Problem Solving Skill.&quot; The qualitative tools were a Semi-structured Interview Form and Experience diaries developed by the researcher considering the quantitative scales. While the quantitative data, obtained in the research, were analyzed with one-way ANOVA, the statistical method; and the qualitative data were analyzed with the content analysis. At the end of the research, a significant difference was detected in favor of experimental groups in the students' perceptions of their problem-solving skills and critical thinking tendencies. On the other hand, in the qualitative results, it was reported that the problem-based STEM education created a positive effect as cognitive maturity and innovativeness in the students' feelings, thought, and behaviors. It was concluded that the students used the inter-disciplinary knowledge with the problem-based STEM activities; found the problem solving, understanding the problem and working with their friends favorably. According to these results, it can be claimed that STEM education is highly effective in developing the skills that are expected from individuals in the 21st century such as problem-solving, critical thinking, and social interaction.
The Effect of Using Different Teaching Methods on High-Level Skills in Science Lessons
Author: Kurt, Uluhan
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Science Instruction,Skill Development,Metacognition,Learning Processes,Critical Thinking,Science Achievement,Cytology,Grade 7,Energy,Physics,Prediction,Multiple Intelligences,Problem Based Learning,Peer Teaching,Correlation,Secondary School Students,Measures (Individuals),Learning Strategies,School Districts,Science Process Skills,Science Tests,Foreign Countries

The aim of this study was to determine the relationship between students' metacognitive learning, critical thinking, scientific process skills, and academic achievements after the &quot;Cell and Divisions&quot; and &quot;Force and Energy&quot; units which have been processed according to different teaching methods. Furthermore, in this study, it is aimed to determine the variables that predict academic achievement. In the study, five different groups were selected from 7th grade students. In these groups, lessons were taught according to the Multiple Intelligence Approach, Problem-Based Learning, Peer Instruction, and Combined Method and the method recommended by the Ministry of National Education (2017). The sample of the study, in which the correlational survey method, one of the quantitative research approaches, was used, consists of 185 seventh grade students studying in two secondary schools in the Yakutiye district of Erzurum. As a data collection tool in research; Metacognitive Learning Strategies Scale, Critical Thinking Tendency Scale, Scientific Process Skills Test, and Academic Achievement Tests were used. As a result of the analyses made on the data of the students in different groups and the whole study group, significant relationships between variables were determined in terms of group specific and all data. In addition, in the hierarchical regression analysis, it was determined that scientific process skills were the most predictive skills for academic achievement for each group.
Caught between Silence &amp; Safe Spaces: Examining Learning and Communication Practices in the Midst of Sociocultural Tensions in the University Classroom
Author: Montero-Hernandez, Virginia
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,College Faculty,Discussion (Teaching Technique),Discourse Analysis,Controversial Issues (Course Content),Classroom Communication,Classroom Environment,Culturally Relevant Education,Conflict,Emotional Response,Social Influences,Cultural Influences,Trust (Psychology)

College classroom communication in the United States is linked to critical issues that are constructed in the larger sociopolitical and political background. As social conflicts and the unstable political environment in the U.S. continue to escalate, universities are caught in the midst of agitated public debates where identity politics continue to be at the center. Within this context, both faculty and students seem to be trapped in classroom dynamics where silence, taboo topics, stereotyping, and self-censorship are hijacking authentic opportunities for learning, critical debate, and human development. It is against this backdrop that this study takes place, with the aim to analyze students' and faculty's construction of communicative relationships within culturally diverse classrooms and a climate where sociocultural tensions continue to grow. The findings suggest that participants move between two communicative modalities or dispositions: (1) the avoidance of conflict by creating silence; and (2) the engagement of productive discomfort by creating trust. Participants agreed that the construction of the classroom as a safe place was a collective project toward the humanization of social interactions; however, they emphasized that the instructor played a critical role in moderating difficult conversations and helping students achieve moral imagination.
Teachers Perceptions of One-to-One Laptop Implementation: Suggestions for the Role of School Librarians.
Author: Smith, Daniella LaShaun
Date: 2022-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Library Role,High School Teachers,Laptop Computers,Educational Technology,Computer Uses in Education,Teacher Attitudes,Professional Development,Technology Integration

The purpose of this study was to examine variables related to teachers' perceptions of the impact of a one-to-one laptop program on learning. The participants were fifty-three high school teachers who taught at a school with a one-to-one laptop program. A mixed-methods design was implemented using a survey designed to determine the teachers' self-reported level of technology adoption, demographic variables, professional development needs, and perception of the impact of one-to-one laptop availability on student academic performance. Findings indicate that most teachers identified themselves as Early Majority Adopters. A significant relationship was not found between the demographic variables and the participants' perception of their level of technology adoption. An increase in the participants' self-perceived level of technology adoption was positively related to their belief that students' academic performance improved with the use of laptops. In addition, there was a significant positive relationship between the participants' belief that they had adequate professional development for incorporating the laptops in instruction and learning, and the belief that laptops assisted students with improving the quality of their work. While the findings are not generalizable, results suggest that school librarians must support one-to-one device implementation through student training, teacher professional development, and ongoing technical support.
Modeling as a Tool to Improve Second Language Learners&apos; Descriptions of Non-Spontaneous Chemistry Concepts
Author: Widing, Lizette
Date: 2022-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Second Language Learning,Second Language Instruction,Scientific Concepts,Concept Formation,Secondary School Students,Multilingualism,Student Attitudes,Native Language,Content Analysis,Foreign Countries,Swedish,Modeling (Psychology),Plastics,Visualization,Teaching Methods

This study investigated how modeling in chemistry affect second language learners' descriptions of polymeric concepts. The aim was to investigate how chemistry discussions mediated by representations, contribute to second language students' development in the language of chemistry. The study took place in three multilingual upper secondary classes. Participating students were (n = 16) second language learners and (n = 14) first language learners. There were in total eight different first languages represented. Data comprised polymeric concept descriptions, audio recordings, and photos taken during modeling. The concept descriptions were analyzed by an inductive content analysis which was then used for a deductive analysis of the modeling-activity. The results show that 65% of second language learners' concept descriptions showed an increased clarity, and 45% showed increased use of chemical concepts after the modeling-activity. This study highlights how students in a multilingual context develop their language of chemistry by discussing chemistry scaffolded by representations. The results show that second language learners in a multilingual context benefited from the modeling-activity. As such, the study acknowledges that modeling contexts can be used in teacher education, both in-service and pre-service, to highlight the importance of the role of representations when teaching in the multilingual context.
Panorama and Perspectives of the Teaching of Radiation and Radioactivity at the High School Level
Author: Santos Silva, Guilherme Paulino
Date: 2022-00-00
Type: Journal Articles
Subjects: High Schools,Radiation,Scientific Concepts,Science Instruction,Educational Methods,Physics,Science Curriculum,Misconceptions,Intervention,Science and Society

This paper presents a perspective of how the radiation and radioactivity themes have been discussed at the high school level in several locations around the world. In this context, scientific journals, academic journals, theses, dissertations, and media materials were analyzed. Recent research has shown that the concern with the discussion about radiation and radioactivity in basic education is a current and global issue. The discussion on the radiation and radioactivity themes in different contexts in this paper was presented in four parts: (i) The representations used to deal with the themes; (ii) how the high school curriculum deals with the topic; (iii) the common alternative conceptions; and (iv) intervention proposals to address the issues. Based on a literature review, to collaborate in the teaching of radiation and radioactivity topics, the main objective of this work is to understand the current scenario on these topics, identify some challenges to understand them, and present possible interventions to overcome them.
Students&apos; Perception on Web-Based Technology in Teaching Biology in College of Education
Author: Asare, Isaac
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Educational Technology,Web Based Instruction,Biology,Schools of Education,Foreign Countries,Computer Software,Technology Uses in Education,Science Achievement,Individualized Instruction

The perception of students in six (6) Southern Colleges of Education in Ghana on the use of web-based technology software for teaching and learning of biology was studied using 120 students. A questionnaire was used to collect data from the students on the perception they have about the use of web-based technology. The data from the questionnaire were analyzed using descriptive statistics. The findings revealed that the use of web-based technology instructional approach during lessons delivery and accessing the internet to search for information during instructional hours provided opportunities for students to access internet information at their own pace. It also came to light that the use of web-based instruction improved students' understanding in biology concepts, stimulated students' interest and thinking, and was not a waste of instructional time. The study revealed that students could use web-based software without any difficulties, the use of web-based instruction was not boring, the use of web-based instructions individualized learning and finally, the use of web-based technology for biology instruction was not time-consuming. Therefore, science tutors especially biology tutors should use web-based technology software for teaching and learning of biology concepts to make learning meaningful to students.
The Challenges of Providing Science Education to Disadvantaged Pupils in Nigeria
Author: Oyelekan, Oloyede Solomon
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Education,Disadvantaged,Foreign Countries,Migrants,Access to Education,Elementary Schools,Language Proficiency,Barriers,Poverty,Educational Facilities

Disadvantaged pupils are those pupils whose ability to learn in school is impeded by their family, social or economic situations which are often times beyond their control. Without adequate intervention, there are chances that this group of pupils could drop out of school. In Nigeria, there are many categories of disadvantaged pupils into which a vast majority of pupils can be grouped. Providing science education requires a lot of resources and organization. By its nature, the engagement of children in science education under an ideal environment is a huge task, let alone for pupils who are disadvantaged and must learn science under abnormal circumstances. The gravity of the disadvantage suffered by these pupils vary, hence, this paper focuses on two very critical groups of disadvantaged pupils in Nigeria (the pastoralist nomads and the Almajiris) and describes the challenges faced by educators in providing science education to them. The paper further presents a critical appraisal of some national and international educational programs which are designed to assist educationally disadvantaged pupils with an intention to explore the successes and failures of such programs within the Nigerian context. Some recommendations on how to tackle the identified challenges are proposed.