ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating the Impact of Interventions Using Concrete and Virtual Manipulatives on 3th Grade Students&apos; Fraction Concept and Motivation
Author: Ukdem, Serife
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Manipulative Materials,Computer Simulation,Fractions,Grade 3,Elementary School Students,Knowledge Level,Student Motivation,Conventional Instruction,Computer Assisted Instruction,Comprehension,Foreign Countries,Instructional Effectiveness

The purpose of this study is to examine the effect of using concrete and virtual manipulatives relevant fractions subject to 3rd grade students' understanding of fractions and motivation towards mathematics lessons. The study group consists of 61 students studying in three different classes at the 3rd grade level of a private primary school in Turkey. A quantitative research method, pretest and posttest, and a quasi-experimental research design including two experimental and one control group were adopted. The study was carried out by the experimental-1 group with concrete manipulative-assisted training, the experiment-2 group with virtual manipulative-assisted training, and the control group with the traditional teaching in the mathematics curriculum. Data collection tools were the Fraction Comprehension Test (FCT) developed originally with a cronbach alpha reliability coefficient of 0.874 and the Mathematics Lesson Motivation Scale (MLMS) for primary schools was used. One-way MANOVA was used for analysing the data. As far as the research findings; using manipulatives makes a statistically significant difference in the understanding of fractions of 3rd grade students (F[subscript (2-60)] = 9.171, p&lt;0.05), but it was detected that there was not statistically important difference (F[subscript (2-60)]= 0.163, p&gt;0.05) in motivation for mathematics lessons. It is seen that 24% of the change in comprehension is caused by using manipulative. Concrete manipulative use and virtual manipulative use have no superiority in terms of both fraction comprehension and mathematics motivation when compared to each other. It can be suggested that using manipulatives as complementary to each other may give better results.
Promoting Online Teaching Abilities of Computer Teacher Students through Remote Learning Activities with Competency-Simulated Classroom
Author: Sinlapaninman, Unyaparn
Date: 2022-00-00
Type: Journal Articles
Subjects: Distance Education,Competency Based Teacher Education,Simulation,Academic Achievement,Web Based Instruction,College Seniors,Teaching Skills,Preservice Teachers

This study aimed to 1) investigate the results of remote learning combined with competency-based classroom simulation activities, including academic achievement, the ability to teach online, and learning satisfaction, and 2) compare among the self-assessment, the lecturer's assessment, and the classmates' assessment of the pre-service computer teachers' online teaching ability. The samples consisted of 18 fourth-year students who were chosen by using a cluster random sampling lottery method. A unit is a group of classes. The statistics employed in the research were mean, standard deviation, t-test (Dependent Samples), and F-test (Oneway ANOVA). The findings were reported that students had post-test scores higher than pretest scores at the level of 0.05. The self-assessment, lecturer's assessment, and the classmates' assessment of the pre-service computer teachers' online teaching ability were at the highest level. The students' satisfaction with remote learning combined with competency-based classroom simulation activities teaching online by pre-service computer teachers was at the highest level, and in the overall aspect, the comparative results of the pre-service computer teachers' self-assessment, the lecturer's assessment, and the classmates' assessment were not different.
Teaching Urban Ambiance Design with Parametric Modeling
Author: Chougui, Ali
Date: 2022-00-00
Type: Journal Articles
Subjects: Urban Planning,Design,Building Design,Architectural Education,Studio Art,College Students,Foreign Countries,Housing,Sustainability,Models,Computer Assisted Design,Teaching Methods,Student Projects

This pedagogical paper presents an approach to urban design taught in the &quot;Complex Densities Studio&quot; CDS of the Institute of Architecture and Earth Sciences of Setif (IAST). This approach is based on urban analysis and scenario building, the use of parametric tools, and the constitution of reusable &quot;parametric actions&quot;. The parametric approach invites students to state their project intentions. Parametric computing allows building a digital model from certain parameters. The digital model aims to verify the interactions of the student project in the urban context dynamically and iteratively. It offers the possibility of identifying the most efficient models concerning the stated criteria. The urban typologies and ambiances are evaluated throughout the design process, thus allowing for permanent adjustments. The chosen context is the El-Harrach district in the city of Algiers: the population density and the rapid transformation of urban areas offer a stimulating framework to experiment with a parametric approach to the student project. The approach of the CDS is based on numerous and diverse data, transcribed in diagrams, pre-formal plans, and parametric models, allowing to move from an abstract and quantitative dimension to the formalization of urban ambiances in a progressive and qualitative way.
The Effects of Task Induced Involvement Load Hypothesis on Turkish EFL Learners&apos; Incidental Vocabulary Learning
Author: Yorganci, Mehtap
Date: 2022-00-00
Type: Journal Articles
Subjects: Vocabulary Development,English (Second Language),Second Language Instruction,Incidental Learning,Intentional Learning,Difficulty Level,College Students,Instructional Effectiveness,Receptive Language,Expressive Language

Recently vocabulary studies have mainly focused on two forms of vocabulary acquisition: incidental and intentional vocabulary acquisition. For incidental vocabulary acquisition, Task-induced Involvement Load Hypothesis (TILH) was put forward by Hulstijn and Laufer (2001) to investigate the vocabulary tasks by comparing their levels of involvement load to each other. To test this hypothesis, the current study utilized six different vocabulary tasks with varying levels of involvement load. On the other hand, in order to investigate the task type effect, each task with another task from the other task type group was compared. The last part of the study was designed specially to test the task type effect which was neglected by the hypothesis as the hypothesis suggested that only involvement load levels affect the results. The findings concluded that different involvement load levels yielded varying results most of which provided support for the hypothesis. However, task types did not provide evidence in favour of the hypothesis by not leading to similar results for the tasks who shared the same involvement load index. The study concluded with some pedagogical implications and suggestions for further studies.
How Do Undergraduates Conceptualize Campus? A Metaphor Analysis
Author: Hazar, Esin
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,College Environment,Campuses,Foreign Countries,Opinions,Figurative Language,Phenomenology,Student Experience,College Freshmen,College Seniors,Age Differences,Gender Differences,Student School Relationship

This research examines how Turkish undergraduates construct &quot;campus&quot; metaphors to represent their opinions about campus phenomenon in the context of a Turkish university. The present study adopted a phenomenological approach. The participants of this study were 92 students in the 2020-2021 academic year from different faculties and departments at a university in Turkey. For data collection, a short interview form was used to reveal the perspectives of undergraduates on the phenomenon they have created in their minds for the campus. The form contained a statement with blanks for students to produce a simile and justification. The metaphors generated by the undergraduates are gathered under sixteen conceptual categories after the analysis of metaphors. Among the sixteen conceptual categories, there was no prominent difference in conceptualizations of campus between the groups in terms of study years as regards campus as &quot;Involving diversities&quot;, Provider&quot;, &quot;Designing/manufacturing&quot;, &quot;Source of experience&quot;, &quot;Improver&quot;, &quot;Socializing force&quot;, &quot;Friendship&quot;, &quot;Belonging&quot;, &quot;Source of life&quot;, &quot;Source of different emotions&quot;. On the other hand, differences in terms of study year were marked concerning campus as &quot;Dynamic&quot;, &quot;Undesired&quot;, &quot;Trust&quot;, &quot;Valuable&quot;, &quot;Full of nature&quot;, and &quot;Having borders&quot;. While Freshmen/Sophomores perceived campus as &quot;Trust&quot;, &quot;Full of nature&quot; but &quot;Having borders&quot;, Juniors/Seniors considered campus as &quot;Dynamic&quot;, valuable but &quot;Undesired&quot;. Among the sixteen conceptual categories, there was no difference in conceptualizations of campus between the two groups in terms of gender as regards campus as &quot;Provider&quot;, &quot;Designing/manufacturing&quot;, &quot;Source of experience&quot;, &quot;Improver&quot;, &quot;Friendship&quot;, &quot;Belonging&quot;, &quot;Source of life&quot;, &quot;Source of different emotions&quot;. Nevertheless, differences in terms of gender were marked concerning campus as &quot;Socializing force&quot;, &quot;Dynamic&quot;, &quot;Undesired&quot;, &quot;Trust&quot;, &quot;Valuable&quot;, &quot;Full of nature&quot;, and &quot;Having borders&quot;. Female students perceived campus as a &quot;Socializing force&quot;, &quot;Dynamic&quot;, &quot;Trust&quot;, &quot;Valuable&quot;, and &quot;Full of nature&quot; whereas a male student considered it as &quot;Having borders&quot; like a country.
An Analysis of the Relationship between Pre-Service Secondary Mathematics Teachers&apos; Epistemological Beliefs towards Learning, Their Educational Beliefs, and Critical Thinking Dispositions
Author: Abali Öztürk, Yasemin
Date: 2022-00-00
Type: Journal Articles
Subjects: Correlation,Critical Thinking,Preservice Teachers,Secondary School Teachers,Mathematics Teachers,Epistemology,Student Attitudes,Educational Philosophy,Measures (Individuals),Foreign Countries,Learning Processes,Mathematics Instruction,Teacher Education Programs,Gender Differences,Parent Background,Educational Attainment,Academic Achievement,Progressive Education

This study attempts to identify the pre-service secondary mathematics teachers' epistemological beliefs towards learning, their educational beliefs, and critical thinking dispositions as well as the relationship between them. A relational survey model was employed and the study group consisted of 152 pre-service teachers. The study used Epistemological Beliefs Scale towards Learning (EBStL), The Educational Philosophy Tendencies Scale (EPTS), and Marmara Critical Thinking Dispositions Scale (MCTDS) as data collection tools. The results suggested that pre-service secondary mathematics teachers' epistemological beliefs and critical thinking dispositions were above the average value. Moreover, they were found to have progressive and reconstructivist tendencies. The results also revealed that the pre-service secondary mathematics teachers' epistemological beliefs towards learning did not differ across their gender, academic achievement, parents' educational level while significantly differed in terms of their grade level. The pre-service secondary mathematics' teachers' educational beliefs significantly varied across their gender, grade level while that was not the case for their academic achievement and parents' educational level. Besides, the results confirmed positive and significant relationships between the pre-service teachers' epistemological beliefs towards learning and their critical thinking disposition levels and progressivism, further positive and significant relationships were noted between the critical thinking dispositions and progressivism, reconstructionism and perennialism. Progressivism was found to be explained by epistemological beliefs towards learning and critical thinking dispositions; reconstructionism was found to be explained by critical thinking disposition; epistemological beliefs towards learning was determined to be explained by progressivism and critical thinking disposition, and critical thinking dispositions were identified to be explained by reconstructionism and perennialism.
An Investigation of the Relationship between the Parents&apos; Math Literacy Self-Efficacy and Their Math Anxieties
Author: Akkaya, Sümeyra
Date: 2022-00-00
Type: Journal Articles
Subjects: Parents,Mathematics Anxiety,Mathematics,Multiple Literacies,Self Efficacy,Achievement Tests,Foreign Countries,Secondary School Students,International Assessment,Instructional Program Divisions,Pandemics,COVID-19,Parent Attitudes,Distance Education

Mathematics anxiety can be defined as negative feelings towards mathematics and mathematical operations in general. Math anxiety is seen in many students, and even in parents. In fact, parents' own anxiety regarding mathematics may lead to their children experiencing angst over the subject as well. This can be a problem considering parents are considered one of the basic components of education and have important responsibilities to guide the education process of their children. Mathematical literacy is one of the research topics that have come into prominence in recent years due to PISA. Consequently, the purpose of this study is to determine the relationship between the parents' mathematical literacy self-efficacy and mathematics anxieties. Additionally, through examining the participation of parents in mathematic teaching during the COVID-19 pandemic, it is hoped to better understand their views and methodologies. All participants in this study are parents themselves. The study is designed with an explanatory sequential design among mixed method research designs. The grade in which the students are educated does not make any difference in the self-efficacy and anxiety perceptions of the parents regarding their mathematics literacy. Also, the parents' mathematical literacy self-efficacy and anxiety levels were high. [Paper presented at International Congress of Educational Research (13th, Hatay, Turkey, Sep 3-6, 2020).]
Social Studies for Democracy: Cultivating Communities of Inquiry for Filipino Students as Deliberative Citizens
Author: Canuto, Abigail Thea
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Citizenship Education,Democracy,Inquiry,Democratic Values,Communities of Practice,Elementary Secondary Education,Educational History,Colonialism

This paper provides an overview of the problematic state of Philippine democracy that has long been attributed to the nation's history of colonial rule, widespread poverty and inequality, oligarchic structures, and dysfunctional institutions. It focuses on the role of education and Social Studies Education, specifically, in cultivating in Filipino citizens skills and attitudes necessary for active participation in deliberative democracy. Drawing from Dewey's philosophy of progressivist and democratic education, Peirce's notion of community of inquiry, as well as Lipman's Philosophy for/with Children, it sketches how Social Studies situated in classroom communities of inquiry will help develop communitarian dispositions and inquiry skills that are indispensable in a healthy and vibrant democracy. While it is recognized that there are numerous other pedagogies that aim at similar purposes, it is argued that the community of inquiry enables a unique and robust learning process that allows students to think reflectively, explore various contexts and experiences, question their assumptions, identify their prejudices, and make their own conclusions through deliberative, intersubjective dialogue.
Comparison of Preservice Science and Social Studies Teachers&apos; Attitudes towards Socioscientific Issues
Author: Birinci Konur, Kader
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Social Studies,Science Teachers,Social Problems,Knowledge Level,Science and Society,Instructional Program Divisions,Departments,Gender Differences,Foreign Countries

In this study, the views and attitudes of pre-service science and social studies teachers towards socioscientific issues were examined. Descriptive research design was used in the study. The quantitative data were collected with the &quot;Attitude Scale towards Socioscientific Issues&quot; and the qualitative data of the research were collected with a questionnaire consisting of 5 open-ended questions. 215 science and 220 social studies teacher candidates participated in the research. While qualitative data were analysed descriptively, SPSS program was used in the analysis of quantitative data. As a result of the research, pre-service teachers did not consider their knowledge of sociological issues sufficient and that there were deficiencies in the education system. As a result of the analyses, a significant difference was uncovered in favour of science teacher candidates in the worry subdimension related to socioscientific issues and it was determined that the worry level of science teacher candidates was higher than social teacher teachers.
The Characteristics of Gifted Students&apos; Perceptions of Intelligence
Author: Beyaztas, Dilek Ilhan
Date: 2022-00-00
Type: Journal Articles
Subjects: Academically Gifted,Student Attitudes,Intelligence,Grade 5,Grade 7,Gifted Education,Gender Differences,Instructional Program Divisions,Grade 6

This study aims to determine the characteristics of gifted students' perceptions of intelligence and the effective factors in the formation of these perceptions. The research is based on the explanatory sequential mixed-methods design. The research group consists of gifted students studying general ability in the fifth and seventh grades at Erzincan Science and Art Center. According to quantitative data of the study, the arithmetic means of the incremental theory of intelligence were higher than those of the fixed theory of intelligence on the basis of gender and grade level variables. However, qualitative data indicated that 9 (75%) of 12 students perceived intelligence as fixed.
The Effects of the Mathematics Education Program Supported by Stories on the Mathematical Skills of 48-60-Month-Old Children
Author: Seker, Perihan Tugba
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Education,Preschool Education,Preschool Children,Mathematics Skills,Skill Development,Mathematics Instruction,Teaching Methods,Story Telling,Kindergarten,Mathematics Tests,Pretests Posttests,Scores,Instructional Effectiveness

This study aims to develop a mathematics education program supported by stories for 48-60-month-old children attending pre-school education institutions and examine its effect on children's early mathematics skills. The study group consists of 48-60-month-old-children who continue pre-school education in an independent kindergarten affiliated with the Ministry of National Education in Usak province, in 2020-2021. The study was carried out with 33 children, 18 in the experimental and 15 in the control group. A pretest-posttest quasi-experimental design with a control group was used in the study. Test of Early Mathematics Ability-3 (TEMA-3), developed by Ginsburg and Barody, was used to collect data. The test's adaptation, validity, and reliability to 48-60-month-old Turkish children had been conducted by Seker (2013). Regarding data collection, TEMA-3 was administered as a pre-test to the experimental and control group students before implementing the program. After the pre-test, the &quot;Mathematics Education Program Supported by Stories&quot; was instructed to the experimental group three (3) days a week for eight (8) weeks. During the implementation, &quot;Mathematics Education Program Supported by Stories&quot; was instructed to the children in the experimental group by the researcher; the daily education flow specified in the 2013 Pre-School Education Program was continued for the control group children. The data obtained from the research were analyzed with the SPSS statistical program. Independent and dependent t-tests were used to test the difference between the pre-test and post-test between and within groups. Based on the findings obtained from the analyzes, there was no significant difference between the pre-test scores. However, there was a significant difference between the post-test scores in favor of the experimental group. It was concluded that the mathematics education program supported by stories effectively improved children's mathematics skills.
Examination of Digital Literacy Levels of Science Teachers in the Distance Education Process
Author: Gökdas, Feride
Date: 2022-00-00
Type: Journal Articles
Subjects: Technological Literacy,Educational Technology,Science Teachers,Gender Differences,Teaching Experience,Distance Education,Correlation,Teaching Methods,Lecture Method,Foreign Countries,COVID-19,Pandemics,School Closing,Teacher Attitudes

Digital literacy skills could make important contributions to teachers' learning and teaching process and professional skills. The purpose of this article is to examine the level of science teachers' digital literacy skills in terms of gender and the duration of professional experience. The sample of the study consisted of 88 science teachers working in various districts of Turkey. Digital literacy scale and distance education evaluation interview form were used as data collection tools. The results showed that, no statistically significant difference was found in the digital literacy levels of female and male science teachers. However, digital literacy of teachers with less professional experience is more positive than teachers with more professional experience. Also, science teachers mostly prefer lecturing during distance education. The results show that distance education should be strengthened in terms of infrastructure, implementation, quality in Turkey. Within the scope of the research, it was suggested to organize various trainings to improve the digital literacy levels of teachers, to enrich the content of EBA used in the distance education, and to increase the in-service trainings to improve the distance education skills of teachers.