ethanporcaro/eric-fulltext-meta huggingface dataset:
Elevating the Voices for All Learners through Shared Stories of Science Learning
Author: Madden, Lauren
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Instruction,Personal Narratives,Teacher Education Programs,Preservice Teachers,Student Attitudes,Best Practices,Students with Disabilities,Inclusion,Learning Processes,Secondary School Teachers,Intellectual Disability,Career Education,Adult Education,Groups,Interviews,Learning Experience,Teaching Methods,Hands on Science,Science Experiments,Elementary Secondary Education

This study examines the science learning experiences across the lifespan of two groups of college students: adults with intellectual and/or developmental disabilities in a post-secondary inclusive program, and adults in a preservice secondary education teacher candidate program. Data, in the form of personal narrative science stories were collected using a paired-interview approach in which students from each group interviewed one another about their science learning across their lifespans, and recorded responses using an online form. Across the stories, several clear themes emerged. Similarities and differences were found across and within the groups and are shared in a narrative format. Trends that emerged both across and within groups are shared, and recommendations are made for current and future teachers for best practices in teaching science to all students, including those with a variety of disabilities.
Enhancing Students&apos; Critical Thinking through NASA Science as Interactive Multimedia in Learning Solar System
Author: Al-Mar'ati, Nurul Azizah
Date: 2021-00-00
Type: Journal Articles
Subjects: Critical Thinking,Public Agencies,Science Education,Multimedia Instruction,Astronomy,Metacognition,Student Centered Learning,Thinking Skills,Secondary School Students,Foreign Countries,Pretests Posttests

Science and technology advancement in the 21st Century requires several life skills that everyone must learn; critical thinking is one of them. Critical thinking is often defined as a process of metacognition that increases the chances of solving a problem. This research attempted to implement NASA Science as Interactive Multimedia to enhance students' critical thinking in learning Solar System. Interactive Multimedia is student-centered, allowing students to play an active role in learning to promote students' critical thinking skills. This study used a pre-experimental method with one group pretest-posttest design. The sampling used was convenience sampling, which participated in 42 7th grade students of a private school in Bandung. The Objective Test was used as a research instrument for both pretest and posttest. These test items were designed according to Facione's indicators of Critical Thinking Skills. Based on the analysis result, the value of &lt;g&gt; is 0.48. According to the Wilcoxon test, the hypothesis in this research is accepted. The value of Asymp. sig. (2-tailed) is 0.00, with a sig. [alpha] = 0.05. Thus, this research shows that: There is an enhancement of students' critical thinking after using NASA Science in learning Solar System.
Effect of Science Education Provided with Digital and In-Class Games on the Scientific Process Skills of Preschool Children
Author: Yildiz, Selin
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Instruction,Instructional Effectiveness,Teaching Methods,Game Based Learning,Educational Games,Computer Games,Science Process Skills,Skill Development,Elementary School Students,Young Children,Foreign Countries

In this research the effects of educational digital games and in-class educational games on scientific process skills of 6 years old children were investigated. The research was carried out with 70 preschool children who were educated in a primary school in Turkey. In the research, quasi-experimental design was used. Within the scope of the research, there are 3 groups including 2 experimental and 1 control groups. The educational digital games with the children in the Experiment I group were performed with in-class educational games with the children in the Experiment II group. The research covered a 10-week period. In order to test the hypotheses of the research, t test for the related samples, Wilcoxon Signed Sequence test, single factor ANOVA analysis for unrelated samples, Kruskal Wallis H-Test and Man Whitney U-Test were performed. According to the analysis results of the scientific process skill test scores of the groups after the application, it was found that there was no significant difference between experiment I and experiment II. It was determined that there was a significant difference between the experiment I and experiment II groups and the control group, and this difference was in favor of the experimental groups.
Augmented Reality Application-Based Teaching Material&apos;s Effect on Viscera Learning through Algorithmic Thinking
Author: Turan Güntepe, Ebru
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Simulation,Teaching Methods,Thinking Skills,Computation,Undergraduate Students,Teacher Education Programs,Human Body,Content Analysis,Models,Instructional Materials,Pretests Posttests,Foreign Countries,Science Instruction,Anatomy

The study aimed to examine AR-based teaching material's effect on viscera learning through algorithmic thinking by the primary school teacher candidates who are sophomores in the classroom teaching department in the spring term of the 2018-2019 academic year at a state university in the Eastern Black Sea and selected by convenience method. Viscera Information Form (VIF) and Application Process and AR Survey Form (APSF) were used as data collection tools in the study. VIF included subjects viscera in a human model and placed them in the skeletal structure. The other form, APSF, is about the application process and the material prepared with augmented reality. While the data obtained from VIF were analyzed under the researcher-defined categories regarding the participants' showing each viscera in a human torso model and placing them in the skeletal structure, the data obtained from APSF was processed with content analysis. The study results revealed that AR-based teaching material makes a positive contribution to the learning of viscera through algorithmic thinking. In addition, this is determined as AR-based teaching material contributes to understanding the related basic concepts through algorithmic thinking.
&quot;UDL Is the What, Design Thinking Is the How:&quot; Designing for Differentiation in Mathematics
Author: Lambert, Rachel
Date: 2021-00-00
Type: Journal Articles
Subjects: Access to Education,Mathematics Instruction,Individualized Instruction,Students with Disabilities,Mathematics Teachers,Experienced Teachers,Teacher Attitudes,Inclusion,Special Education,Elementary Secondary Education,Teacher Education,Knowledge Level,Summer Programs,Design,Empathy

In order to transform mathematics classrooms for students with disabilities, teachers must design based on learners at the margins. Universal Design for Learning (UDL) is a framework built on these principles (Meyer et al., 2014), but lacks a robust process through which educators can reimagine mathematics. We theorize that when educators merge the principles of Universal Design for Learning in mathematics with the process of Design Thinking, more accessible designs for curriculum, routines, tools, and spaces would result. Using design research methodology, we analysed a 6-week summer course for mathematics educators on UDL and Design Thinking. Data sources included class video recordings and transcripts, class artefacts, as well as pre- and post-participant surveys. Findings indicate shifts in participants' knowledge of UDL from a passive to an active role, empathy as a central guiding principle, and the potential of using Design Thinking as a process to enact UDL.
Field-Based Perspectives on Enacting Alternatives to Ability Grouping in Elementary Mathematics Instruction
Author: Webel, Corey
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Ability Grouping,Heterogeneous Grouping,Equal Education,Elementary School Teachers,Specialists,Institutes (Training Programs),Summer Programs,Graduate Study,Leadership Training,Action Research

Ability grouping is a common practice in elementary mathematics instruction, but some research suggests that grouping by ability can exacerbate existing inequities, and there is evidence that alternatives to grouping can improve learning experiences for all students. In this paper, we describe an effort to support teachers in using equitable teaching practices that was part of an Elementary Mathematics Specialist (EMS) certification program at a public university in the United States. We employ multiple perspectives in our collaborative action research approach: the first author was the director of the EMS program, the second author was a graduate researcher working to support the program, and the third, fourth, fifth, and sixth authors were all teachers in the program. We start by introducing efforts to address equity from the perspective of program designers, including specific activities used during a Summer Institute to prompt consideration of alternatives to ability grouping. Then we share several experiences of reducing ability grouping from the perspectives of four teachers who were participants in the program, noting successes and challenges. We conclude with implications for research and practice.
Pre-School Teaching Students&apos; Opinions on Distance Education: Preferences and Emotional States
Author: Akinci, Mehmet Sahin
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Education,Music Education,Preservice Teachers,Undergraduate Students,Late Adolescents,Preferences,Emotional Response,Distance Education,COVID-19,Pandemics,Correlation,Stress Variables,Financial Problems,News Reporting,Foreign Countries

The COVID-19 pandemic, which has created obstacles in all areas of social and daily life since 2020, has completely prevented educational activities and caused drastic changes. Following the start of the COVID-19 restrictions, preschool education undergraduate students continued to take their music lessons with the distance education applications. It can be said that all of the students continued their distance education activities in these conditions with different socio-economic characteristics, physical opportunities and emotional diversity. In this study, which aims to examine the distance education applications offered to undergraduate students who have taken music lessons through distance education, in terms of their individual preferences and emotional conditions, 103 preschool teaching students took part as participants. The data of the research were obtained through the questionnaire prepared by the researcher and studied with the descriptive survey model. Some of the findings obtained in the research were that 60.2% of the participants' would have preferred face-to-face education if they had a choice in the restrictions, and that there was a significant relationship between participants' being psychologically impacted from the news they watched, their longing for their lives before the lockdown days and their economic status.
Problem-Based Learning Supported by Arguments Scaffolding That Affect Critical Thinking Teacher Candidates
Author: Cahyono, Budi
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Persuasive Discourse,Scaffolding (Teaching Technique),Critical Thinking,Thinking Skills,Skill Development,Instructional Effectiveness,Preservice Teachers,Mathematics Education,Personality Traits,Gender Differences,Problem Solving,Foreign Countries

This study aims to determine the effect of the PBL model with argumentation scaffolding on changes in the critical thinking of teacher candidates teachers in terms of personality type and gender. This research is a quasi-experimental research with one group pretest-posttest design. 28 prospective teachers who take the algebraic structure course are the samples of this study. Critical thinking skills scores were analyzed descriptively and statistically with normality test and paired t-test. The results showed that the application of PBL with argumentation scaffolding was effective in increasing the critical thinking of prospective teachers from the criteria of &quot;less critical&quot; to &quot;critical enough&quot; and the n-gain results were categorized as moderate when viewed from the aspect of personality type. and gender. The existence of differences in critical thinking that is influenced by gender and personality type is a research finding that must be considered to determine the learning model.
Problems of Education of Legal Culture of Students
Author: Ashirova, Zhazira
Date: 2021-00-00
Type: Journal Articles
Subjects: Legal Education (Professions),Laws,Cultural Context,College Students,Social Values,Problem Solving,Moral Values,Foreign Countries

One of the features of a mature society is the existence of a perfect system of legal regulation. To have a solid system of legal regulations, students need to be trained beforehand, to make them prepared for the world of practice. The purpose of the article is to theoretically substantiate the problem of educating the legal culture of students, to contribute to solving legal problems. The basis of such a system is the high level of legal culture of the members of this society. In order to build a rule-of-law state, for the successful socio-economic development of the country, it is necessary to educate an active young man with a developed sense of justice. The study analyzes a series of student responses that were collected through interviews. In addition, comparative data were revealed in the study using methods such as thematic analysis. As a result of the experimental work, the level of students' legal culture and comparative data on the development of students' legal culture were revealed.
Formatting Data for One and Two Mode Undirected Social Network Analysis
Author: Boyd, Austin T.
Date: 2021-11-00
Type: Journal Articles
Subjects: Social Networks,Network Analysis,Data Analysis,Social Science Research,Evaluation Research,Evaluation Methods,Visual Aids,Sociometric Techniques

Social Network Analysis (SNA) is a statistical method used to analyze the social structure and interactions among individuals within a network. SNA is used extensively in a number of disciplines such as sociology, geography, and communications research. However, the use of SNA by practitioners and researchers in assessment and evaluation is much lower than their counterparts in other social science disciplines. One of the primary barriers to utilizing SNA in social science research is correctly formatting the data for use. The focus of this article is to provide researchers with a tool for restructuring long form data so that it can be used to conduct social network analyses and generate undirected sociograms.
Opinions of Secondary School Students on the Use of Mobile Augmented Reality Technology in Science Teaching
Author: Keçeci, Gonca
Date: 2021-00-00
Type: Journal Articles
Subjects: Middle School Students,Student Attitudes,Grade 6,Handheld Devices,Technology Integration,Science Instruction,Instructional Effectiveness,Anatomy,Access to Computers,Socioeconomic Status,Computer Simulation,Foreign Countries

Mobile augmented reality (MAR) draws attention in terms of providing a flexible learning process and environment. It is thought that learning environments can be more effective using MAR technology. The research aimed to determine the secondary school students' views on the use of MAR technology in science teaching. The research was conducted with 143 students studying in the sixth grade at two different secondary schools in Turkey. In the research, convergent parallel patterns from mixed-method patterns were used. For eight weeks, the research was carried out to cover the systems unit in our body, situated in the 6th - grade science course curriculum. During the process, the Anatomy 4D application was used in the experimental group during the procedure, and the science course curriculum was used in the control group. In this paper, a part of the mixed research, the qualitative data collected from the experimental group's semi-structured interview form and diaries were analyzed. Descriptive analysis was used to analyze the data. As a result of the research, although the students do not have a clear idea about AR and MAR technologies at the beginning of the application, it is observed that their thoughts change over time, and MAR applications are effective on the success of the course.
Model Criticism of Bayesian Networks in Educational Assessment: A Systematic Review
Author: Uglanova, Irina
Date: 2021-11-00
Type: Journal Articles
Subjects: Bayesian Statistics,Educational Assessment,Psychometrics,Criticism,Research Problems,Evaluation Methods,State of the Art Reviews,Prediction,Accuracy,Measurement,Models

There is increased use of Bayesian networks (BN) in educational assessment. In psychometrics, BN serves as a measurement model with high flexibility, suitable to model educational assessment data with a complex structure. BN is a novel psychometric approach and not all aspects of its application are well-known. The article aims to provide the systematization of BN model criticism methods in the field of educational assessment. The review revealed the diversity of model criticism methods and the shortages of specific research. The results demonstrate the state-of-the-art and help to navigate practitioners and researchers.
On the Use of Different Linkage Plans with Different Observed-Score Equipercentile Equating Methods
Author: Wiberg, Marie
Date: 2021-11-00
Type: Journal Articles
Subjects: Equated Scores,Test Items,Methods,College Entrance Examinations,Error of Measurement,Computation,Foreign Countries

The overall aim was to examine the equated values when using different linkage plans and different observed-score equipercentile equating methods with the equivalent groups (EG) design and the nonequivalent groups with anchor test (NEAT) design. Both real data from a college admissions test and simulated data were used with frequency estimation, chained equating, and kernel equating methods. The overall results were that different linkage plans gave different equated values and standard errors (SEs) both in the EG design and in the NEAT design, and there were some differences between the equating methods. The simulation study confirmed the empirical results and suggested that the kernel equating methods gave lower SEs in the examined conditions and had fewer differences that mattered compared with traditional equating methods when different linking plans were used. Finally, when one of the test forms was easier or if the ability of the test groups differed, the choice of linkage plan had more of an impact than when the test forms or test groups were more similar.
Text Readability Level Investigation about Biology Subjects-Related Units in &apos;Science 7 Textbook&apos;
Author: Gül, Seyda
Date: 2021-00-00
Type: Journal Articles
Subjects: Readability,Biology,Secondary School Science,Grade 7,Textbooks,Textbook Content,Difficulty Level,Science Materials,Foreign Countries

This study investigates text readability level investigation about biology subjects-related units in 'Science 7 Textbook'. A document analysis method was used in this study based on a qualitative research approach. The textbook, which has been used since the 2019-2020 academic year, has been selected as the study material. In the textbook, a total of 15 texts were randomly determined from two units related to biology subjects, one for each of the learning outcomes specified in the 2018 Science Course Curriculum. In calculating the readability levels of the texts, the 'Atesman Readability Formula' was used. The findings obtained as a result of the analysis showed that the overall readability levels of the texts in both units were in the 'medium difficulty' category. Furthermore, when the findings of each unit were examined on a subject basis, it was determined that the texts belonging to all of the topics included in both units (Cell and Divisions, Reproduction, Growth and Development in Living Beings) were found in the 'medium' category. These findings were interpreted as the science textbook prepared for the seventh grade for the student level in terms of readability.
The Effect of Nature Education Activities on Biophilia Levels of Science Teacher Candidates
Author: Sefali, Abdurrahman
Date: 2021-00-00
Type: Journal Articles
Subjects: Outdoor Education,Environmental Education,Science Education,Ecology,Preservice Teacher Education,Preservice Teachers,Science Teachers,Foreign Countries,Outcomes of Education,Knowledge Level,Scores,After School Programs,Class Activities,Science Activities,Hands on Science

As a result of increasing the level of interest in living and living systems (biophilia), it will be possible to educate more protectionist individuals against nature and the environment. This study was conducted to investigate the effect of nature education activities on biophilia levels of science teacher candidates. This research was conducted at public research university in Bayburt, Turkey, in the Department of Science Education during the spring semester of the 2017-2018 academic year. The activities were done in an integrated manner to the Environmental Science course. The study group included a total of 62 science teacher candidates. These students were distributed equally to the experiment and control group. The study was used a quasi-experimental method with a group of experiments and control. In the study, the Biophilia Scale was applied as a data collection tool. Independent samples t-tests and dependent samples t-tests were used for analyzing the data. As a result of the analysis, the findings indicated that nature education and in-class activities positively affected teacher candidates' biophilia levels. The findings also indicated that the knowledge and experience they gained due to students' scrutiny, touching, smelling, and even tasting the species at in-class and nature activities affected their biophilia levels.
The Effect of the Augmented Reality Applications in Science Class on Students&apos; 21st Century Skills and Basic Skills
Author: Dilmen, Irem
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Science Instruction,Simulated Environment,Technology Integration,21st Century Skills,Skill Development,Basic Skills,Communication Skills,Thinking Skills,Creativity,Innovation,Elementary School Students,Grade 4,Foreign Countries

This study investigates augmented reality (AR) applications on 21st-century skills and basic skills of elementary school students. The research method is determined as a mixed method. The sample group of the research consisted of 62 randomly selected elementary school 4th-grade students. In the experimental group, courses were taught using AR, and in the control group, the lessons were taught with activities included in the science class. In the research, the 21st-century learning and innovation scale and basic skills scale was used as a quantitative data collection tool, and semi-structured interview and researcher's journal were used as a qualitative data collection tool. According to the results, the study of science using augmented reality applications has positively affected the skills of elementary school 4th-grade students. The qualitative results of the research concluded that students' creativity and innovation, critical thinking, making inferences, problem-solving, collaboration, and communication skills developed. During the interviews with students and the classroom teacher, they stated that the AR application makes information more permanent by embodying the information in their minds. The lessons are fun and exciting; their interest in technology is increased and should be used in other lessons.