ethanporcaro/eric-fulltext-meta huggingface dataset:
Effect of Emotive Cognition Strategies on Enhancing Meaningful Learning among B.Ed. Student-Teachers
Author: Kumar, A. Ananda
Date: 2020-12-00
Type: Journal Articles
Subjects: Cognitive Processes,Emotional Response,Teaching Methods,Preservice Teachers,Teacher Education Programs,Cognitive Development,Intervention,Program Effectiveness,Foreign Countries,Learning Processes,Psychological Patterns

The meaningful learning process of an individual is understood separately with his emotional aspect or cognitive aspect. Cognition and emotions are interrelated, and hence in the learning process it requires functions of both the domains. Cognition can be a basis for emotion and the emotional process can have cognitive outcome. Therefore the aim of the study is to examine the effect of emotive cognition strategies on enhancing meaningful learning. The investigator has employed experimental research with a pre-test-post-test-control group design. The size of the sample of the study is 90 first year B.Ed. Student-teachers, 45 in the experimental group and 45 in the control group. The researcher has implemented emotive cognition strategies application in teaching to the experimental group for enhancing their meaningful learning. The data have been collected before and after the intervention through the administration of the tools- A Scale for Assessing the Application of Emotive Cognition Strategies in Teaching and A Scale on Measuring Meaningful Learning of the Learners. The data have been analyzed through statistical techniques. The descriptive analysis shows that there is a significant mean difference between pre-test and posttest scores of the experimental group in emotive cognition application and meaningful learning. The experimental group which had intervention scored higher in the post-test in their meaningful learning. In contrast, the control group had the traditional method of teaching received a low score in the post-test. Correlation analysis shows that there is a significant relationship between emotive cognition application and meaningful learning.
A Comparative Analysis of TPS-Cooperative Learning Model over Conventional Teaching Method for Students&apos; Achievement in Environmental Science: An Indian Case Study
Author: Quazi, Afshan Naz
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Learning,Teaching Methods,Environmental Education,Secondary School Students,Instructional Effectiveness,Academic Achievement,Thinking Skills,Secondary School Science

The present study ascertains the effectiveness of the Think-Pair-Share (TPS) Cooperative Learning Model over the lecture-based conventional teaching of Environmental-Science (EVS) on a sample of 78 students at the secondary level. Pre-test-Post-test Intact group design was adopted for this purpose. TPS Cooperative learning Instructions were followed for 4 weeks with the experimental group and data collected through TPS based Lesson-plan and EVS-Achievement test. The Validity of the test was established through experts' opinions and its reliability was tested by Split-half-method and Spearman's Brown Prophecy formula obtaining reliability coefficients of 0.886 and 0.940, respectively. Pre-test and Post-test were administered on both groups to determine the difference in achievement levels before and after the intervention. Independent sample t-test, Dependent sample t-test and ANCOVA were performed at 0.05 significant level for testing the tenability of hypothesis. Results from the independent sample t-test revealed the significant difference in Posttest scores of both groups. A dependent sample t-test was run to differentiate the effect of the intervention on scores of the experimental group. The t-value obtained is significant for P= 0.000 (p&lt;0.05), showing a significant difference in Pre-test and Post-test scores before and after the treatment. ANCOVA on the Post-test mean scores of the samples reported a significant effect on the achievement levels with TPS-Cooperative learning mode. The findings reflected that learners who taught EVS using the TPS instructional-strategy gave outstanding performance when compared to the control group. The TPS strategy is thus recommended at different levels in various disciplines for better academic gain towards action-oriented participatory learning.
Teacher Attitudes toward the Principal of Multilingual Education: Advancing Research on Mother-Tongue Education in Turkey
Author: Aydin, Hasan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Public School Teachers,Multilingualism,Bilingual Education,Educational Policy,Native Language,Indo European Languages

The purpose of this study is to examine the attitudes of teacher toward heritage (mother tongue) languages based multilingual education and based on these findings to determine how teachers within public school settings perceive multilingual education. The sample comprised 150 teachers employed in public schools in Turkey. The survey method was used in this study, which used a 5-point Likert-type scale based on the multilingual education attitudes. The scale included 25 items and was prepared through the SurveyMonkey database. The survey was designed to determine the attitudes of teachers on heritage-language-based multilingual education and was conducted through the snowball sampling technique on teachers working in public schools in Turkey. A Cronbach's alpha reliability analysis on the data was conducted, and the reliability coefficient of the scale was 0.968. The results showed the positive attitudes of teachers concerning multilingual education policies.
Successful Instructional Reading Practices for African American Male Third-Grade Students
Author: Whaley, Kimberly D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Reading Instruction,Instructional Effectiveness,African American Students,Males,Elementary School Students,Grade 3,Children,Reading Achievement,High Achievement,Constructivism (Learning),Culturally Relevant Education,Reading Strategies,Teacher Collaboration,Communities of Practice,Educational Legislation,Federal Legislation,Teacher Expectations of Students,Teacher Student Relationship

African American male third graders in U.S Title I schools frequently fail to read on grade level. However, in three Title I schools in East Texas, this demographic demonstrated exceptionally high reading ability. This explanatory case study investigated the instructional strategies and practices linked to high reading achievement for these students. The study is grounded in Ladson-Billings's theory of culturally relevant pedagogy and supported by Vygotsky's theory of social and cognitive constructivism. The research questions were used to examine the instructional strategies and practices used on each campus that may have resulted in such high reading achievement. This study engenders a deeper understanding of effective instructional reading strategies and practices for African American boys at the elementary level.
Examining the Factors That Influence High School Chemistry Teachers&apos; Use of Curriculum Materials: From the Teachers&apos; Perspective
Author: Chen, Bo
Date: 2020-00-00
Type: Journal Articles
Subjects: Chemistry,Science Teachers,High School Teachers,Science Instruction,Teacher Attitudes,Teaching Methods,Class Size,Economic Development,Comparative Analysis,Teaching Experience,Curriculum Design,Instructional Materials,Foreign Countries

This research aimed to examine the impact of different factors on high school chemistry teachers' use of curriculum materials in China. The examination was conducted on a theoretical framework in which three aspects of curriculum materials and three ways of curriculum use are involved and nine factors are suggested. Through a questionnaire survey of 212 chemistry teachers, the findings included the following aspects. Firstly, the nine factors more induced teachers to supplement the teaching elements, but less affected teachers to delete the original contents in the curriculum materials. Secondly, among the nine factors, 'knowledge about students' was recognized as the core factor in the three dimensions of teaching objectives, teaching strategies, and teaching activities, whereas 'class size' was regarded as the peripheral factor in all three dimensions. 'Teaching resources' was another peripheral factor for the dimensions of teaching strategies and teaching activities. Thirdly, two factors were found to be significantly different among teachers who are in different areas of economic development: 'knowledge about students' and 'class size'. Fourthly, 'knowledge about curriculum' and 'knowledge about instructional strategies' were two factors that made significant differences in the comparison among teachers who have different years of teaching experience.
Improvements in Teachers&apos; Knowledge and Understanding of Basic Astronomy Concepts through Didactic Games
Author: Susman, Katarina
Date: 2020-00-00
Type: Journal Articles
Subjects: Knowledge Level,Pedagogical Content Knowledge,Astronomy,Concept Formation,Didacticism,Game Based Learning,Educational Games,Elementary School Teachers,Inservice Teacher Education,Teacher Attitudes,Direct Instruction,Instructional Effectiveness,Teacher Improvement,Foreign Countries,Science Instruction

Literature review shows that many primary school teachers have poor understanding of basic astronomy contents. Therefore, the aim of the study was to introduce specific astronomical content to in-service primary school teachers through two didactic games, to evaluate the didactic games and the teachers' knowledge and understanding before and after the implementation of the didactic games. The research included 24 in-service primary school teachers. The data were collected through the knowledge test (pre-post design) and questionnaires for each didactic game. The results showed that the teachers evaluated the didactic games as suitable for use in the classroom as they emphasized that they are educational, explicit and interesting. The implementation was identified as effective because the median for fractional gains was 0.54 and showed the medium gain in teachers' knowledge and understanding of selected astronomy contents. It was recognized that in-service primary school teachers do not feel competent for introducing complex astronomical contents to their students. However, the presented approach could encourage in-service primary school teachers to deepen their knowledge and to teach astronomy contents with a method that is closer to their students. University teachers could point out the advantages and disadvantages of didactic games in astronomy content and discuss them with pre-service primary school teachers.
Perspectives of STEM Education Regarding Serbian Secondary School Students&apos; Motivation for Career Choice
Author: Maksimovic, Jelena Ž.
Date: 2020-00-00
Type: Journal Articles
Subjects: Secondary School Students,STEM Education,Career Choice,Decision Making,Undergraduate Students,Majors (Students),Foreign Countries,Student Attitudes,Student Interests,Science Careers,Family Influence,Employment Opportunities,Preferences,Futures (of Society)

The research was motivated by the necessity to examine the perspectives of STEM professions in Serbia. The aim of this research was to study students' motives for career choices and their attitudes towards STEM sciences. The empirical scientific approach was applied, i.e. the quantitative and qualitative research method. The most frequently chosen undergraduate majors, the motives that determined that choice and the professional interests were examined by the interviewing technique in the first phase and the scaling and survey techniques in the second phase of the research. The participation in the research was voluntary and comprised of Serbian secondary school students. The research ascertained that a poor state of the national economy determined the students' decision to be trained for &quot;jobs of the future&quot; rather than attend the desired studies. The professions in the IT sector, engineering and sciences proved to be the most profitable ones. These results proved a growing popularity of STEM professions among the Serbian students, but they also implied the prospective necessity to promote mathematics and engineering within the education system considering the present insufficient interest in these academic studies. Regarding the fact that this type of scientific research is still rarely conducted by Serbian experts in the relevant field, this research contributes to a more comprehensive review of the STEM education.
Preschool Teachers&apos; Science Talks during Picture Storybook Telling
Author: Yurt Tarakçi, Özlem
Date: 2020-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Science Instruction,Story Telling,Scientific Concepts,Thinking Skills,Preschool Education,Classroom Communication,Teaching Methods,Faculty Development,Phenomenology,Teacher Attitudes,Foreign Countries,Picture Books

The aim of this research was to analyze preschool teachers' types of science talks and the variety of concept-related words they used during these talks in class. A picture storybook with a light related concept as the main theme, was chosen as a data collection tool. Teachers were asked to analyze this wordless picture storybook and children were asked in their classes if they approved it. Ten preschool teachers in-service participated in this research. Data were qualitatively collected; it was recorded during story telling. Research results showed that teachers included science explanations, declarative scientific knowledge, questions, comparisons, and evidence talks supporting thinking skills, among types of science talks according to their frequency order, whereas they did not include personal connections talk. Besides, it was determined that they included light related concepts (natural and artificial), vision related concepts (daylight/darkness, like difficulty in vision) and light direction related concepts, according to their frequency order. It can be stated that the results obtained from this research shall contribute to framing of contents of professional development particularly scientific activities of teachers.
The Effects of Critique-Driven Inquiry Intervention on Students&apos; Critical Thinking and Scientific Inquiry Competency
Author: Lu, Ying-Yan
Date: 2020-00-00
Type: Journal Articles
Subjects: Intervention,Teaching Methods,Critical Thinking,Comparative Analysis,Criticism,Elementary School Students,Secondary School Students,Foreign Countries,Grade 4,Grade 7,Science Instruction,Outcomes of Education,Scientific Research,Thinking Skills

The research aim was to examine the effects of a Critique-Driven Inquiry (CDI) intervention on primary and secondary school students' critical thinking and scientific inquiry competency. Twenty-five 4th grade Taiwanese students from a typical primary school were selected to participate in experimental group 1 (EG1), while 28 7th grade students from a typical secondary school were randomly selected to participate in experimental group 2 (EG2). For each group, a 2-semester CDI intervention was implemented. In addition, another 28 4th graders and 30 7th graders from the same two schools were selected to participate in, respectively, control group 1 (CG1) or control group 2 (CG2). Analyses of covariance, repeated measures analysis of variance, and content theme analyses were conducted to analyze the quantitative and qualitative data. Research results indicated that EG1 and EG2 students significantly outperformed their comparison counterparts in critical thinking and scientific inquiry competency both during and following the CDI intervention. The empirical evidence provides insight into the mechanisms of promoting primary and secondary school students' critical thinking and scientific inquiry competency.
Avoiding Publishing in Predatory Journals: An Evaluation Algorithm
Author: Berisha Qehaja, Albana
Date: 2020-00-00
Type: Journal Articles
Subjects: Periodicals,Writing for Publication,Publishing Industry,Scientific Research,Integrity,Researchers,Access to Information,Knowledge Level,Evaluation Methods,Quality Control,Ethics,Standards,Credibility,Deception,Reputation

Academics and scholars need to publish their research results. In addition, they are required to publish scientific papers to prove their research commitment and to achieve certain academic titles in higher education institutions. Globally, there are many scientific journals of well-known publishing houses/universities, which offer opportunities to publish scientific work. One of the recent topics in academic circles is the increasing number of invitations to publish articles via quick procedures, without going through the adequate review process. This phenomenon is threatening academic integrity, as these publishers/journals aim at financial benefits and not contributing to scientific development and progress. There is a gap in the knowledge of the scientific researchers regarding the journal selection to publish their work. Some of them are still unintentionally publishing in such journals, mainly as a lack of information about them. The main purpose of this study is awareness-raising, warning, and guidance of scientific researchers, particularly young researchers by providing information on how to avoid submitting manuscripts in these journals. To achieve this, we have consulted the recent literature and practices of different countries, summarized the most used tools/methods to identify predatory publishers and journals, and lastly, we have developed a guiding algorithm for evaluating them.
Science Teacher Candidates&apos; Attitudes and Opinions Concerning Nuclear Power Plants: A Nuclear Research Reactor Trip
Author: Yener, Dündar
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,College Seniors,Science Education,Elementary Secondary Education,Student Attitudes,Attitude Change,Field Trips,Nuclear Energy,Facilities,Science and Society,Conservation (Environment),Radiation,Risk,Informal Education,Instructional Effectiveness,Foreign Countries

When the fact that information changes and increases very quickly today is taken into account, individuals' ability to adapt to this change shows parallelism with the education they will receive. This study aims to determine the effect of a planned technical trip made to the Nuclear Research Reactor located in Istanbul Technical University Energy Institute campus on science teacher candidates' attitudes and opinions. The research, quantitative data of which were collected by the &quot;Nuclear Power Plants Attitude Scale&quot; developed by Özdemir and Çobanoglu (2008) and qualitative data of which were collected by a semi-structured interview form developed by the researchers, was designed as a mix-method research in which both methods are used together. In the study, a planned technical trip to a nuclear reactor was organized along with 17 teacher candidates studying in the 4th year (or senior year) of Science Teaching at Abant Izzet Baysal University. As a result of the research, a significant change was determined in teacher candidates' attitudes concerning nuclear power plants. In addition, 9 semi-structured interview questions were applied to the teacher candidates before and after the trip. As a result of the content analysis performed, 22 codes in total were identified under 4 theme titles, and a positive increase in terms of quality was determined in teacher candidates' opinions after the trip. Based on these findings, it can be said that candidate teachers' opinions on nuclear power plants to be established in our country changed for the establishment of nuclear power plants in our country by the effect of the technical trip made.
Effects of Teaching a Learning Psychology Course in Different Ways on the Student&apos;s Success and Attitudes
Author: Sahin, Seyma
Date: 2020-00-00
Type: Journal Articles
Subjects: Psychology,Teaching Methods,Student Attitudes,Academic Achievement,Success,Undergraduate Students,Counseling,Interaction,Lecture Method,Flipped Classroom,Educational Technology,Video Technology,Foreign Countries

The aim of this study is to determine the effect of teaching a learning psychology course in different ways on students' academic success and attitudes towards the course. The experimental research method was used in this research. The participants were students in the second year of a psychological counseling and guidance program in a state university in Turkey. The data were collected by Learning Psychology Course Achievement Test and student letters. ANOVA, Kruskal Wallis and Wilcoxon Signed Rows test were used in the analysis. Student letters were analyzed through content analysis. In the first group, the lecturer taught the class interactively each week with the presentations prepared by the researchers. In the second group, no lectures were made in this group. At the beginning of the lesson each week, students were given the outputs of the presentations and the lesson was carried out with two activities each week. In the third group, the flipped learning model was applied in this group. As a result of the study, it was concluded that the standard deviation was smaller in the group in which the flipped learning model was applied compared to the other two groups.
Understanding Pre-Service Teacher Conceptual Knowledge of Human Nutrition Processes through Drawings
Author: Reinoso, Roberto
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Concept Formation,Misconceptions,Physiology,Anatomy,Human Body,Elementary School Science,Pedagogical Content Knowledge,Knowledge Level,Nutrition,Freehand Drawing,Foreign Countries

Teachers' subject matter knowledge is a substantive component of the teaching-learning process. For a teacher to be able to transform and integrate into the classroom all the knowledge and experience they have acquired in the course of the professional activity, it is first necessary to acquire a deep and solid knowledge of the matter. The aim of the research was to analyse the understanding that pre-service teachers have about the physiology and anatomy of the human body. The alternative conceptions that pre-service teachers held about the nutritional function in living beings were also explored. The research was conducted on a biology course of the Primary Education Bachelor's Degree during the 2018/2019 academic year. Drawings and open-ended questions were collected from 96 pre-service teachers. The results reveal that the students surveyed have limited knowledge of the subject before entering university. The use of drawing proved to be an excellent tool for detecting previous conceptions and evaluating the progression made by the students in their learning. Numerous alternative conceptions were identified among the students, thus demonstrating the need to think about the scientific methodology used to teach these contents.