ethanporcaro/eric-fulltext-meta huggingface dataset:
Cognitive and Metacognitive Strategies of 6th-Grade Students to Answer Multiple-Choice Questions on &quot;Human Body Systems&quot;
Author: Diken, Emine Hatun
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,Cognitive Processes,Human Body,Biology,Science Instruction,Multiple Choice Tests,Science Tests,Private Schools,Case Studies,Teacher Attitudes,Teaching Methods,Grade Point Average,Foreign Countries,Learning Strategies,Units of Study,Grade 6

This study aims to scrutinise the cognitive and metacognitive strategies of the 6th-grade students while answering multiple-choice questions on &quot;Human Body Systems&quot; within the domain of their Biology course. In determining these strategies, the characteristics of multiple-choice questions (figures, graphs, explanations, etc.) were also considered. Participants of the study included three 6th-grade students, who were studying in a private school located in the province of Kars. The study was designed as a qualitative &quot;case study&quot;. In the selection of the participants, purposive sampling method was adopted in that; the Science teachers' opinion was considered and the students whose overall grade point averages were &quot;Very Good&quot; became eligible. The data were collected during the implementation phase via multiple choice quizzes, video recordings, and semi-structured interviews. For the data analysis, the computer programs for qualitative data analysis were used. The results showed that, the participant students used a diverse range of cognitive strategies such as visualizing, expressing in their own words, analyzing figures, and comparing the given alternative options to answer the multiple-choice questions. Additionally, they also made use of such metacognitive strategies as re-examining the answer, underlining or circling the clues, marking the explanations in the text of the question, and eliminating the incorrect options. The features of the items (figures, graphics, explanations, etc.) were other factors affecting the use of cognitive and metacognitive strategies.
Instructional Practices of Science Teachers in Rural Learning Ecologies
Author: Ige, Olugbenga A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Science Teachers,Rural Areas,Foreign Countries,Faculty Development,Academic Achievement,Knowledge Base for Teaching,Teacher Effectiveness,Program Effectiveness,Learning Activities

The outcomes of IEA's Trends in International Mathematics and Science Study (TIMSS) conducted from 1995 to 2002 confirmed that there was no improvement in the learning outcomes of grade eight learners in Mathematics and Science. Additionally, the failure rate in Mathematics at the National Senior Certificate (NSC) Matriculation examination has increased from 2008 to 2018 in South African schools. It was consequent on this decline in performance that the South African National Roads Agency Limited (SANRAL) Chair in Science and Mathematics Education developed a short learning intervention programme for Mathematics teachers in South Africa in 2013 and 2014. This research reports post-intervention instructional practices of five teachers at Reitz who took part in the intervention programme. The teachers took part in the training workshops that were organised for participants at the University of the Free State, implemented the knowledge acquired from the programme in their respective schools, and compiled an evidence portfolios of their post-intervention instructional practices. The portfolios of evidence submitted by the teachers were thus analysed to give voice and meaning to their post-intervention instructional practices and reflections. The analyses provide evidences of which aspects of their instructional delivery worked well while other aspects did not work well.
Comparison of Inquiry-Based Instruction in Real and Virtual Laboratory Environments: Prospective Science Teachers&apos; Attitudes
Author: Mutlu, Ayfer
Date: 2020-00-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,Laboratory Experiments,Science Instruction,Preservice Teachers,College Freshmen,Student Teacher Attitudes,Chemistry,Virtual Classrooms,Instructional Effectiveness,Public Colleges,Foreign Countries,Science Laboratories

The aim of this experimental study was to compare the attitudes of prospective Science teachers towards Chemistry Laboratory and Chemistry Lesson delivered via inquiry-based instruction method in real and virtual laboratories. The study was conducted in 2013-2014 academic year and adopted Mixed Methods design based on both quantitative and qualitative data. The participants of the study comprised 34 freshman student teachers of Science at a faculty of Education in a state university in Turkey. The purposefully selected participants were assigned as Group-1 (N=17) and Group-2 (N=17). While the Group-1 was instructed via inquiry-based instruction in a real laboratory, the Group-2 was taught utilizing the same instruction method in a virtual laboratory. In the study, 8 different experiments were conducted in the both real and virtual laboratories using some related software. As the data collection tools, the Attitude Towards Chemistry Lesson Scale; the Attitude Towards Chemistry Laboratory Scale, and a semi-structured interview form were used. The results revealed that although all the prospective Science Teachers' (PST) attitudes toward Chemistry Lesson and Chemistry Laboratory improved significantly in both real and virtual laboratory environments, the improvement in their scores in a real laboratory environment was significantly higher than that in the virtual laboratory. The semi-structured interview results were coherent with the results of the scales.
How to Be Productive in PhD Level: A Needs Assessment Study for Doctoral Students&apos; Research Productivity
Author: Mavis Sevim, Özge
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Doctoral Programs,Student Research,Productivity,Needs Assessment,Writing Skills,Research Needs

The aim of the study is to conduct a needs assessment study to determine research productivity needs of doctoral students. A mixed method approach and fully mixed con-current dominant status design is used in the current study. The participants of the study included doctoral students, professors, and deans of (graduate schools) at a university in Turkey from the various Social and Natural Sciences Departments so that the needs of doctoral students from different disciplines could be examined. 'Needs assessment questionnaires' were administered to 35 doctoral students, 35 professors, and 4 deans; interviews were conducted with 7 doctoral students, 4 professors and 4 deans to collect the data. Findings of the study showed that academic writing skills were the most frequently mentioned skill that the doctoral students need to improve for their research productivity. In interviews, needs of the participants divided into personal factors like interest and positive attitudes towards research, intrinsic motivation, critical thinking and writing skills, scientific method and foreign language knowledge; institutional factors like support of advisor/professors, taking part in collaborative and interdisciplinary studies, joining the research projects, accessing easily to resources, elimination of bureaucratic obstacles, and environmental factors like support of individuals in immediate surroundings of doctoral students.
ELF in Thailand: Variants and Coinage in Spoken ELF in Tourism Encounters
Author: Jaroensak, Tiraporn
Date: 2019-00-00
Type: Journal Articles
Subjects: Tourism,Language Role,English (Second Language),Language Usage,Intercultural Communication,Second Language Learning,Thai,Native Speakers,Foreign Nationals,Pronunciation,Grammar,Context Effect,Foreign Countries,Language Variation

Globalisation has a great influence on the emergence of English as a lingua franca (ELF), particularly in tourism contexts. This paper reports on a piece of research that investigated variants and coinage in spoken ELF interactions between Thai locals and foreign tourists on Koh Lanta, Krabi. The nature of tourism encounters was brief and practical. That is to say, the primary focus was to exchange tourism information athough interactional encounters also occurred. In this study, the utterances in English produced by Thai locals when interacting with foreign tourists were collected and then analysed to identify distinctive features of pronunciation and lexicogrammar, including coinage which was used commonly. The findings provide that the forms of ELF in tourism contexts more or less vary from other contexts of ELF use. The findings of this study lie in the notion that the communicative practices of ELF are context-bound communication.
Identifying, Measuring and Addressing Language Learners&apos; Needs
Author: Polat, Murat
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Needs,Foreign Countries,Second Language Learning,Undergraduate Students,Psychological Patterns,Social Influences,Gender Differences,Individual Differences,English (Second Language),Academic Achievement

Most university students are confronted with the feeling of loneliness and face with a number of other personal psychological and social needs during their first years at university. Depending on the students' age, gender, faculty, socioeconomic status or emotional intelligence, these needs may change considerably and affect their academic success. As a consequence, objective and frequent assessment of the needs of university students (especially in their first years) is essential to provide more sustainable, effective and meaningful educational programs. The purpose of this study, therefore, is to explore psychological and social needs of foreign language preparatory schools' students in Turkey and to determine whether those needs differ according to a number of independent variables. The sample of the study consists of 1526 undergraduate students studying at 5 different state-universities' language schools in Ankara, Eskisehir and Izmir during 2018-2019 academic years. SNAS (Students' Needs Analysis Survey), a Turkish adapted version of the original scale the Survey of Student Needs (SSN) was used for data collection. Finally, the results of this study revealed that freshmen language learners primarily have psychological, social, academic and financial needs and these needs differ significantly according to gender, language proficiency level and academic achievement.
The Relationship between Revenge Behavior and Life Satisfaction of Students at a State University in Turkey
Author: Yayci, Levent
Date: 2020-00-00
Type: Journal Articles
Subjects: Antisocial Behavior,Life Satisfaction,College Students,Foreign Countries,Predictor Variables,Gender Differences,Conflict

This study aimed to investigate the relationship between revenge behavior and life satisfaction among students at a state university in Turkey, and to determine whether the revenge behavior and life satisfaction levels differed according to some variables such as gender and grade. A total number of 300 students; 178 female and 122 male, at the Faculty of Education participated in the study voluntarily. The participant students were selected randomly in the equal number of 75 from the1st, 2nd, 3rd, and 4th grades. The data collection tools administered were the Vengeance Scale and the Satisfaction with Life Scale. For the data analysis, Pearson's correlation coefficient, t-test, and one-way analysis of variance (ANOVA) were utilized. The results of the study revealed that there was a low negative correlation (r =-0.24) between the revenge behavior and the life satisfaction levels of the participants. In addition, the revenge and life satisfaction levels differed by gender variable; there was no significant difference between the grade levels and life satisfaction, and there was a significant difference among the grade levels regarding the revenge variable. It was also found out that the life satisfaction level of female students was significantly higher than male students while the revenge behavior levels of male students were significantly higher than those of female students. Among all participants in all grade levels the revenge behavior level of 3rdgrade students was found to be the highest.
The Use of Short Stories in English Language Teaching and Its Benefits on Grammar Learning
Author: Sentürk, Seval
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Literary Genres,Second Language Learning,Second Language Instruction,English (Second Language),Grammar,Instructional Effectiveness,Middle School Students,Comparative Analysis,Scores,Student Attitudes,Foreign Countries,Educational Benefits

In foreign language teaching, teachers generally depend on course books but many of the course books that are used by Turkish Ministry of Education do not contain authentic materials. However, literary texts are also authentic materials and they can be used to teach English. This study is conducted at a private school in Kütahya, in order to highlight the effectiveness of the use of literary texts in English teaching. The study examines the use of Short Stories with beginner levels studying at Middle School. To do so, a sample of 57 Turkish students were selected. The research design is two-sided, both descriptive and experimental. The experimental part is conducted for 3 weeks and a grammar test was administered to search the grammar improvement of students. In the descriptive part, a belief questionnaire was administered towards the inclusion of short stories to English lessons. The data were analyzed using SPSS software. The results showed a positive difference in grammar scores and in the beliefs of students towards the literary texts. Therefore, the findings in general, seem to convince that the inclusion of short stories to language teaching can boost the students' grammar knowledge.
Using Real Engagement in the Active Problem-Solving Model in Teaching Science: An Interpretive Pedagogical Content Knowledge Study of an Experienced Science Teacher
Author: Duruk, Ümit
Date: 2020-00-00
Type: Journal Articles
Subjects: Learner Engagement,Active Learning,Problem Solving,Models,Educational Strategies,Science Teachers,Pedagogical Content Knowledge,Experienced Teachers,Middle School Students,Grade 7,Rural Schools,Public Schools,Energy,Concept Formation,Curriculum Implementation,Foreign Countries

The study aimed to examine and interpret the experiences of an experienced science teacher in Real Engagement in Active Problem Solving Model (REAPS) implementation conducted within the Electricity Unit through a validated pedagogical content knowledge (PCK) framework. To this end, the study examined the efforts of an experienced middle school science teacher, in helping her seventh graders in a rural public school improve conceptual understandings of electricity. She was an information-rich teacher and agreed voluntarily participation in the study. The study was based on a basic qualitative study design. REAPS interview questions and guiding interview questions with prompts were employed as the data collection tools. The data were analysed via in-depth analysis of explicit PCK, enumerative approach, and constant comparisons. The results revealed various characteristics of the usage of REAPS Model, the interactions between the PCK components, and emerged critical incidents in teaching practice. Regarding the usage of REAPS Model, the science teaching experience of the participant teacher was expanded with the themes of engagement, real-life experiences, socialization in diverse cultural contexts, teaching in varied physical conditions through argumentation and retention. As an experienced teacher, the interactions between knowledge of learners and knowledge of instructional strategies were central in the teaching performance of the participant teacher. Self-efficacy was specifically found conducive for triggering these interactions together with knowledge of curriculum. However, her science teaching orientation impeded the interactions between most of the PCK components. Finally, critical incidents were found beneficial to the investigations looking for the interactions between three or more PCK components, in particular.
Underutilized Technology Solutions for Student Writing
Author: Rowland, Amber
Date: 2020-11-00
Type: Journal Articles
Subjects: Writing Instruction,Technology Integration,Technology Uses in Education,Educational Technology,Writing Strategies,Instructional Materials,Writing Processes,Media Selection

This article provides key considerations and step-by-step procedures useful for any teacher to use when planning to enhance their writing instruction with technology. This includes understanding current writing initiatives as well as recognizing the common behaviors of skilled and struggling writers. Four types of underutilized, yet commonly available technology families are described with associated online tool exemplars. These tools can be used during writing instruction across educational settings to support varying student needs. Recommendations are also made for a step-by-step approach to embedding technology within various components of writing (i.e., prewriting, research, drafting, editing, proofreading) that allows for implementation of writing strategies paired with commonly available technology. Finally, guidelines are shared to support teacher planning and implementation of effective writing strategies supported with technology.
Promoting Historical Thinking for Pre-Service Social Studies Teachers: A Case Study from Thailand
Author: Laksana, Kittisak
Date: 2020-00-00
Type: Journal Articles
Subjects: History Instruction,Thinking Skills,Undergraduate Students,Social Studies,Open Universities,Teaching Methods,Majors (Students),Lesson Plans,Foreign Countries,History,Preservice Teachers,Essay Tests,Skill Development

The present study analyzes the development of historical thinking among undergraduate students engaged in the cause and effect instruction model and majoring in social studies at an open-admission university in Bangkok, Thailand. The study participants included 30 undergraduate students enrolled in the course entitled &quot;Current Events for Social Studies Teachers&quot;. The research instruments included: Four lesson plans built on the cause and effect instruction model which lasted for 16 hours; and a historical thinking assessment form. Repeated measures ANOVA was employed to analyze the data. The study results reveal that both overall and for each criterion (i.e. historical significance; continuity and change; cause and consequence; and progress and decline) of historical thinking ability progressively improved at the four measurement periods, at a statistical significance level of 0.05.
Sample Issue for the Teaching of Socio-Scientific Issues: The Endangered Northern Bald Ibis
Author: Uzel, Nurcan
Date: 2020-00-00
Type: Journal Articles
Subjects: Science and Society,Wildlife,Geographic Regions,Place of Residence,High School Students,Grade 10,Biology,Public Schools,Program Effectiveness,Attitude Change,Consciousness Raising,Concept Formation,Knowledge Level,Poisoning,Ecological Factors,Environmental Education,Foreign Countries,Conservation (Environment)

The prominence of socioscientific issues (SSI), that combine society with science, in education has grown in recent years. The northern bald ibis is important for science and society since it is an endangered species, it only inhabits one region in Turkey and has a limited population worldwide. This study aims to ascertain the impact of the implemented SSI program on participating high school students from the area where the endangered northern bald ibis can be found, insofar as their conceptual knowledge and their opinions about the SSI. The study used a one group pretest-posttest design. The participants for the study were 75 students from a state high-school in the Birecik district of Sanliurfa province. The study used and SSI program centred around interaction. The conceptual knowledge form and the scenario called &quot;Northern Bald Ibis Under Threat&quot; were used as data collection tools before and after the SSI program. Quantitative data analysis was conducted using paired samples t test and content analysis was employed to analyse qualitative data. The quantitative findings of the study show that implementation of the SSI program enhanced the level of conceptual knowledge of the participating high students who live in the area inhabited by the northern bald ibis. The qualitative data obtained in the study show that the high school students' opinions changed following the SSI program. Before the SSI program the students stated that they though hunting was the reason the northern bald ibis was going extinct whereas after the SSI program the students stated opinions related to agricultural pesticides as a reason for extinction. When it comes to suggestions to protect the northern bald ibis, this study observed that student opinions shifted from suggestions related to taking better care of the species before the program, to protecting the environment after the program. It was also observed that at the end of the SSI program students had a broader perspective on the issue and evaluated the issue using more scientific terminology.
Traditional and Alternative Assessments in ELT: Students&apos; and Teachers&apos; Perceptions
Author: Phongsirikul, Marissa
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,Alternative Assessment,Second Language Learning,Second Language Instruction,Majors (Students),Learning Motivation,College Students,Portfolio Assessment,Language Tests,Validity,Reliability,Grammar,Comparative Analysis,Foreign Countries,Testing Problems

The study aimed to investigate teachers' and students' perceptions towards traditional and alternative types of assessment within a classroom context of an English course provided for English-majoring students at tertiary level. A combination of traditional and alternative assessment tools was implemented in the study. The researcher developed iPortfolio, WeCreate Activity, and iLearn &amp; Teach Project as alternative assessment tools, while paper-and-pencil quizzes and exams were used as traditional assessment tools. The questionnaires were used to gather the information concerning students' and teachers' perceptions towards the overall features of the assessment tools and their effectiveness. The participants consisted of 103 students and 5 teachers. The findings showed that both teachers and students generally place a higher value on traditional assessment tools especially in terms of their validity and reliability. However, they expressed ideas indicating the possibility of using alternative assessment tools as assessment tools and catalysts for learning motivation in other English skill courses.