ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysis of Studies in the Literature on Educational Robotics
Author: Auyelbek, Murat
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Robotics,Instructional Effectiveness,Research Reports,Databases,Content Analysis,Information Retrieval,Computer Science Education,Technology Integration,Intellectual Disciplines,Higher Education,Universities,College Faculty,Teacher Attitudes,Foreign Countries,Distance Education,Learning Management Systems

Based on the consistent development of technologization, robotics has become widely used in many fields of activity as a tool and an educational resource. This article presents some arguments about insufficiency, as well as the importance of further academic discourse, which can serve as a starting point for similar studies and the development of this dynamic direction. The purpose of this study is to reveal the direction of the most current studies on the educational robotics topic, published in some important databases. In order to detect the most common concepts of educational robotics research of the literature, a thematic analysis (descriptive content analysis) is done on the key concepts of educational robotics topic. The articles analyzed in this stud were only used sources from the Web of Science, Scopus and MDPI databases. The search in the database search engine was carried out by keywords: &quot;Educational robotics&quot;, &quot;Teaching educational robotics&quot;, &quot;Integration of robotics&quot;, &quot;Robotics in education&quot; and &quot;Education robotics&quot;. The data gathered from the reviewed articles are analyzed using descriptive statistical methods. In the findings obtained from the study, the keywords &quot;integration of robotics&quot; and &quot;robotics in education&quot; can be used most when searching for educational robotics. It has been concluded that the studies on educational robotics have increased gradually since 2018. At this point, the importance of studies on educational robotics is increasing day by day.
A Thematic Content Analysis of Gifted and Talented Students in Science Education in Türkiye
Author: Vildan, Bayar
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gifted,Talent,Science Education,Content Analysis,Research Reports,Educational Research,Journal Articles,Research Methodology,Geographic Location,Time,Students

The aim of the study was to comprehensively examine the theses studies and articles in the field of gifted and talented education in Türkiye between the years 2018-2021. Thematic content analysis was applied to a total of 37 articles and 28 theses studies according to criteria determined by the researchers. A total of 65 research were examined by considering the parameters of research types, university distributions, publication years, subject, aims, keywords used, research methods, samples (type and size), data collection tools, data analysis method, results and suggestions. Theses and articles were analyzed using matrix. The data gathered was analyzed using descriptive statistcs method and content analysis. The majorities of the studies examined were Master's theses and were designed with descriptive and mixed research methods. In the studies, STEM, module/programme/activity development, environmental education, problem-based learning and project-based learning were frequently encountered, and it was aimed to develop skills and affective areas in students in related subjects. It was observed that there was no consensus in the use of keywords in terms of the sample group in the studies examined. In line with all the findings, it is recommended to include values education in the activities, to carry out studies on problem-based learning, argumentation, environmental education and out-of-school learning environments. In addition, it is recommended to provide consensus on the use of sampling keywords (gifted, gifted and talented&lt; et al.) in order to facilitate the searches of researchers.
Trend and Visualization of Virtual Reality &amp; Augmented Reality in Physics Learning from 2002-2021
Author: Prahani, Binar Kurnia
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Instruction,Physics,Computer Simulation,Educational Technology,Educational Research,Bibliometrics,Trend Analysis,Information Retrieval,Preschool Education,Elementary Secondary Education,Intellectual Disciplines,Authors,Foreign Countries

Augmented Reality (AR) &amp; Virtual Reality (VR) are now wide open to all fields. The objectives of this study are to analyze the comparison of trend research on the top 200 cited AR and VR publications in all areas, to identify the comparison of trend mapping visualization on AR and VR publications in Physics learning research, to compare the top 10 most productive author of the AR and VR in Physics learning research, to determine the top-cited author, subject areas and affiliation of the AR and VR in Physics learning research, to analyze the comparison of the distribution of AR and VR publications in Physics learning research. This research analyzes bibliometrics on 'AR' and 'VR' keywords as general fields and specifies it to implement AR and VR in Physics education and compare them. The metadata gathered is from the Scopus database and investigated by VOSViewer. This research shows that the trend of research in AR and VR in all fields is increasing each year. The top keywords used in AR and VR to Physics learning are 'AR' and 'VR', with total link strengths of 479 and 1,882. AR and VR can be integrated into the classroom from toddler to secondary school. Implications of the review of the top 10 cited publications require more improvement and optimization of AR and VR stability.
&quot;Engineer&quot; Perception in Early Childhood
Author: Acar, Dilber
Date: 2022-00-00
Type: Journal Articles
Subjects: Engineering,Technical Occupations,Childrens Attitudes,Kindergarten,Young Children,Foreign Countries,Freehand Drawing

This study aimed to determine the &quot;engineer&quot; perception of 48- 72 month-old children in pre-school education. Phenomenological design, one of the qualitative research methods, was used in the study. The study group of the research consist of 52 children between the ages of 48 and 72 months attending pre-school at one private and one official kindergarten in Nigde province, Turkiye. The semi-structured interview form for determining children's perception of engineer, based on children's drawings of engineers at work, which was developed by the researcher, was used. Content analysis has been used in the analysis of data. The result suggested that the majority of the children have an insufficient perception of engineers and their work. Most of the children who want to be an engineer when they grow up do not know why they want to be an engineer, and the reasons for others vary according to their knowledge about engineering. On the other hand, children who want to be engineers when they grow up mostly want to do construction work such as house/ building. The children were most curious about the work engineers do. Most children professions that they encounter in daily life such as police, teacher and doctor. Most children who exhibited a perception of an engineer perceived an engineer as a civil engineer and as a male.
Development of a Circular Motion Concept Question Item Inventory for Use in Ugandan Science Education
Author: Kirya, Kent Robert
Date: 2022-00-00
Type: Journal Articles
Subjects: Motion,Scientific Concepts,Test Construction,Test Items,Test Validity,Undergraduate Students,Test Theory,Item Response Theory,Cultural Relevance,Physics,Science Education,Difficulty Level,Test Reliability

In this study, we administered and evaluated circular motion concept question items with a view to developing an inventory suitable for the Ugandan context. Before administering the circular concept items, six physics experts and ten undergraduate physics students carried out the face and content validation. One hundred eighteen undergraduate students responded to the 42 circular motion concept items. The data were analysed using the classical test theory (CTT) and item response curve (IRC) analyses. We calculated the difficulty level and index of discrimination and gauged the distraction efficiency of items. The IRCs revealed insights that were not evident from those provided by the CTT. Based on the IRCs, the circular concept items are classified into three categories: efficient, moderately efficient, and inefficient. This helped us better evaluate the quality of the items and their appropriateness for the population under consideration. We ended up with 22 circular motion concept question items which we call the circular motion concept inventory (CMCI). This inventory is particularly relevant to Ugandan context and may be useful to other countries in the East African region which share similar syllabi.
The Mediating Role of Motivation to Teach in Burnout Levels and Attitudes toward the Teaching Profession of Prospective Teachers
Author: Dikmen, Melih
Date: 2023-01-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Motivation,Burnout,Student Attitudes,Physical Education,Teaching (Occupation),Predictor Variables

This study aims to reveal the relationship between burnout levels, attitudes toward the teaching profession, and motivation to teach in prospective physical education and sports teaching. Accordingly, the mediating role of motivation to teach in the relationship between burnout levels and attitudes toward the teaching profession of prospective teachers was investigated. The data of the study were collected online from 685 prospective teachers who studied in the field of sports education in 12 state universities in Turkey. The data were collected by using &quot;Burnout,&quot; Attitudes toward Teaching Profession,&quot; and &quot;Motivation to Teach&quot; scales. Path analyses were conducted to test the direct prediction power of burnout and motivation to teach on the attitudes toward the teaching profession and the indirect prediction power of burnout on attitudes toward the teaching profession through motivation to teach. In conclusion, it was determined that burnout negatively predicted attitude toward the teaching profession and motivation to teach in a significant way, while motivation to teach predicted attitude toward the teaching profession positively in a significant way. Furthermore, it was determined that the negative effect of burnout on the attitude toward the teaching profession was reduced by the mediating role of motivation to teach.
Teaching for the Contextualised Learning of Science: A Checklist-Based Science Curriculum Analysis
Author: Morgado, Sofia
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Instruction,Science Curriculum,Check Lists,Science Teachers,Comparative Analysis,Relevance (Education),Teaching Methods,Learning Processes,Foreign Countries,21st Century Skills,Content Analysis,Reliability,Grade 7,Grade 8,Grade 9

Contextualised learning is required for learners to master successfully the 'big ideas' of science and to perceive the relevance of science education. Science curricula can either foster or impair teaching for contextualised learning depending on what science they plan to be taught and the way they recommend this to be done. This paper presents an analysis of the Portuguese science curriculum that aims at ascertaining whether it promotes science teaching for contextualised learning. Data collected through a checklist-based content analysis showed that the curricular documents analysed include instances related to the contextualisation of science. However, the analysis also revealed differences between the various curriculum documents, which can be puzzling for science teachers and limit the impact of the science curriculum recommendations on teachers' teaching practices. Thus, action should be taken to increase consistency among science curriculum documents so that the recommendations relative to teaching for contextualised learning become more effective for the benefit of 21st century pupils. This study made use of an original checklist that other researchers can use and modify to extend its scope and reliability.
Assessment of Motivation in Human Anatomy and Physiology Students
Author: Whitehead, Mary Claire
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Motivation,Anatomy,Physiology,Rewards,College Students,Learning Strategies,Questionnaires,Student Attitudes,Academic Achievement

Motivation is one of the keys to success in challenging courses such as human anatomy and physiology (A&amp;P) and may occur in the form of intrinsic motivation (IM, motivation for enjoyment), extrinsic motivation (EM, motivation for reward), and/or amotivation (AM, lack of motivation). The goal of this study was to identify ways of supporting student success in A&amp;P by identifying sources of motivation correlated with increased performance and determining if motivational efforts change. Three surveys, including the Motivated Strategies for Learning Questionnaire developed by Pintrich in 1990, were administered to students enrolled in A&amp;P I at the University of Mississippi during the fall semester of 2021. Relevant survey questions were categorized to source of motivation and summed motivation scores for each student were analyzed for correlations with student performance on major assessments in the course. EM was not correlated with any assessment score while AM (assessed only on the second survey) was negatively correlated with all assessment scores. IM scores from survey 1 were not correlated with any assessment score. IM scores from survey 2 were positively correlated with exam 1 and 4 scores as well as the total earned course score. IM scores from survey 3 were positively correlated will all assessment scores. For students accustomed to the rewards from EM, IM may be a latent variable that is only accessed by the individual when needed. Further, educators can promote student achievement by guiding students to identify and use IM early and consistently throughout the course.
Disparities in Prerequisites between Anatomy and Physiology for Health Majors and Physiology for Biology Majors
Author: Tran, Mark V.
Date: 2022-00-00
Type: Journal Articles
Subjects: Physiology,Science Education,Anatomy,Majors (Students),Biology,Chemistry,Allied Health Occupations Education,Prerequisites,College Students

Learning physiology requires students to apply physical and chemical principles to the study of biological systems. Unfortunately, many undergraduate anatomy and physiology (A&amp;P) students are unprepared for this due to a lack of prerequisite knowledge in physics and chemistry. This lack of prerequisite knowledge of chemistry and physics makes learning physiology especially difficult and may contribute to the high failure rates among A&amp;P courses nationwide. However, undergraduate physiology courses catering to biology majors often require more stringent chemistry and physics prerequisites that help prepare students to learn physiology. This study compared prerequisite requirements in chemistry and physics between A&amp;P classes for health-related majors and physiology classes for biology majors across numerous four-year institutions and found striking differences in prerequisite preparation between the two groups. 62% of physiology courses for biology majors required a chemistry prerequisite while only 18% of A&amp;P classes for health-related majors had the same requirement. As a result, students entering physiology courses for biology majors may have a better foundation upon which to learn physiology than students entering A&amp;P for health-related majors.
Making a Significant Mid-Career Change as a Female in STEM Academia
Author: VanPutte, Cinnamon L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Gender Differences,STEM Education,Females,Career Change,Adjustment (to Environment),College Faculty,Women Faculty,Gender Bias,Foreign Countries

A gender gap in science, technology, engineering, and mathematics (STEM) exists. Fewer females enter academia or advance to senior level positions in academia than the number of females who earn advanced degrees. There are many reasons for this, but common themes include disproportionate responsibilities for childcare and imposter syndrome. For some females, this may mean a reluctance to undertake a mid-career change. In this article, I relate my experience with a mid-career change and how I adapted to a new academic environment with new responsibilities. In doing so, I realized that my current approach is not much different than my previous approach and I was able to adjust to teaching professional students and mentoring graduate students in research after having spent 20 years at an undergraduate teaching institution.
Mind Map Technique in Physical Education: Development of Cognitive and Psychomotor Skills
Author: Temiz, Ceren Nur
Date: 2023-01-00
Type: Journal Articles
Subjects: Students,Physical Education,Cognitive Mapping,Thinking Skills,Psychomotor Skills,Team Sports,Control Groups,Teaching Methods,Instructional Effectiveness

This study aimed to measure the success of teaching volleyball in the physical education course with the mind map technique. The study employed a quasi-experimental pre-posttest design with an experimental group and a control group. The study was completed with a total of 66 students, including 33 students in the experimental group and 33 in the control group. A pretest was administered to the groups to explore the cognitive and psychomotor skill levels of the students in relevant subjects to be taught. The experimental group was taught using mind maps in 40-min classes every week for 9 weeks, while the control group was taught using conventional teaching methods. At the end of the 9-week period, the tests were administered again. To collect data, a Volleyball Knowledge Test and a Volleyball Skill Test were used. The posttest results showed that the cognitive domain, overhead pass, and bump pass scores of the experimental group were higher. In the comparisons of the cognitive and psychomotor skill levels of the two groups, a statistically significant difference was found in favor of the experimental group in the cognitive and psychomotor domains.
The Relationship between Learning-Centered Leadership and Professional Learning: A Study on SAC Teachers
Author: Aslan, Mahire
Date: 2023-01-00
Type: Journal Articles
Subjects: Principals,Instructional Leadership,Teacher Attitudes,Science Teachers,Art Teachers,Science Teaching Centers,Arts Centers,Faculty Development,Predictor Variables,Foreign Countries

In this study, the relationship between principals' learning-centered leadership and teachers' professional learning was examined according to the views of Science and Art Center (SAC) teachers. Although similar studies have been carried out before, it was thought that SAC teachers' perceptions as a different context could provide important implications. 112 SAC teachers participated in the research. Data were analyzed with descriptive statistics, correlation analysis, simple and multiple linear regression analysis. In line with the findings, it can be said that SAC teachers have high perceptions of learning-centered leadership and professional learning. As a result of the research, it was concluded that learning-centered leadership predicted teachers' professional learning. The dimensions of learning-centered leadership, building a learning vision and providing learning support, are related to professional learning. However, the dimension of managing the learning program and modelling does not predict professional learning. These findings reached within the scope of the research were interpreted, and their similarities and differences with similar studies in the literature were discussed. Suggestions were made that SAC principals should go through a training process before starting their duties and that SAC principals should be granted autonomy.
Fixed Mindset as a Challenge in Teaching Practice: A Pre-Service Teacher&apos;s Experiences of Received Feedback
Author: Lutovac, Sonja
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Feedback (Response),Student Reaction,Preservice Teacher Education,Supervision,Practicums,Foreign Countries

Teaching practice is a critical component in teacher education, and better understanding of how pre-service teachers experience and interpret the feedback received in this setting is needed to understand teacher development in initial teacher education. Arguably, the mindset theory can help explain pre-service teachers' responses to and reception of feedback. This narrative study examines one pre-service mathematics and science teacher's experiences of received feedback from her supervisors during teaching practice and discusses the impact of her mindset on her reception of feedback. Esteri displayed a so-called fixed mindset regarding her qualities as a teacher and towards the feedback received, which greatly hindered her reception of the feedback. Interestingly, we observed characteristics of fixed mindset also in the feedback given by her supervisors. We discuss the challenges that fixed mindset poses for feedback practices, and what narrated experiences of feedback can teach us about supporting teacher development of future teachers in teaching practice.
Comparison of Chemistry Test Performances between Learners Studying in Resourced and under Resourced Schools
Author: Chowdhury, Pinaki
Date: 2022-00-00
Type: Journal Articles
Subjects: Chemistry,Science Tests,Outcomes of Education,Advantaged,Disadvantaged Schools,Foreign Countries,High School Students,Grade 11,Textbooks,Visual Aids,Educational Quality,Access to Education

The purpose of this paper is to compare chemistry test performances between learners studying in resourced and under sourced schools. This has made many South Africans sensitive towards getting a better education for the upcoming generation. Common perception amongst the community is that private schools provide a better education due to their use of superior learning teaching support materials. Sending children to private schools imposing huge financial burden on parents and making their life more difficult at this time of global economic situation. This perception, which creates a center of belief that, the modern kind of LTSM can only provide a better education', raises doubts. The schools were chosen that one was using modern LTSM and the other was using traditional chalkboard to carry on their routine learning activities. A correlational, experimental method of quantitative data analysis was adopted for this study. Learners' performances from two different schools were empirically analyzed by using the data from a formal test conducted by the Department of Basic Education, Mpumalanga Government. The study revealed that there were no significant differences in their performances when comparing the performances of learners between two secondary schools in a chemistry test. Even though there was a difference in the availability of technology-based LTSM in those two schools, the study concludes that the use of modern LTSM is not a necessary pre-condition for improving quality of chemistry education in particular and science education in general.