ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing Children&apos;s Computational Thinking through Physical Computing Lessons
Author: Min, Sun Hee
Date: 2020-12-00
Type: Journal Articles
Subjects: Computer Science Education,Computer Software,Grade 6,Elementary School Students,National Curriculum,Teaching Methods,Thinking Skills,Skill Development,Authentic Learning,Foreign Countries,Lesson Plans,Males,Computer Peripherals,Task Analysis,Scores

In this study, we designed and applied physical computing lessons for elementary 6th-grade students based on the software education guidelines in the Korean 2015 Revised National Curriculum (Ministry of Education, 2015a). The participants of this study were ten 6th-grade students of an elementary school in Gyeonggi-do province in Korea. The physical computing lessons used in this study supported the active interaction of the digital world and the physical world by constructing a physical model using specific media, and controlling it with a program. In order to understand the changes in the students' computational thinking after the class, we analyzed these changes in terms of computational concept, computational practice, and computational perception. Research has shown that physical computing lessons materialize students' computational concepts through computational practices, and improve their computational perspectives through the use of authentic contexts. We expect that the physical computing lessons and analysis tools developed through this study will provide educational implications for future software education.
School Principal Support in Teacher Professional Development
Author: Fatih Karacabey, Mehmet
Date: 2021-01-00
Type: Journal Articles
Subjects: Principals,Administrator Role,Teacher Administrator Relationship,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Inservice Teacher Education,Professional Development,Educational Resources,Gender Differences,Foreign Countries

Turkish education system has enacted a vision of 2023 which emphasizes that school principals create and organize professional learning activities based on the needs of students and teachers. This research aimed to evaluate this vision by determining the level of support provided by school principals in teachers' professional development. It was based on a cross-sectional survey design of the quantitative method. The data collected from the 4,729 teachers working in Sanliurfa province in Turkey were analyzed. The results suggested that the school principals supported the professional development of the teachers occasionally and only 25.5% of principals supported teachers' professional development sufficiently. School principals mostly followed relevant resources to support teachers' professional development and inform teachers about innovations related to education. In addition, school principals did not adequately perform activities that may support teacher professional development such as determining individual and group development programs, organizing a professional development monitoring form for teachers, organizing educational activities outside the seminar period, receiving enough help from the experts in the area, and giving enough individual reading and research tasks. The results also indicated that the principals of high school teachers supported their professional development more than the principals working in primary and secondary schools, the principals of the classroom teachers and the principals of male teachers supported the professional development of the teachers more than the principals of the female and branch teachers and teachers' level of education did not create any difference in the perceptions of the teachers.
Effect of Inquiry-Based Learning Method Supported by Metacognitive Strategies on Fourth-Grade Students&apos; Problem-Solving and Problem-Posing Skills: A Mixed Methods Research
Author: Divrik, Ramazan
Date: 2020-12-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Active Learning,Inquiry,Metacognition,Grade 4,Elementary School Students,Problem Solving,Teaching Methods,Teacher Attitudes,Educational Environment

This study aimed to evaluate the effectiveness of the inquiry-based learning method supported by metacognitive strategies on students' problem-solving and problem-posing skills. The research was conducted in two stages using an exploratory sequential design, which is one of the mixed methods research. The case study design was used in the first stage, while the quasi-experimental design with the pretest and posttest for control group was employed in the second stage. The method that is considered effective in students' gaining problem-solving and problem-posing skills was determined in the first stage. In the second stage, the designated method supported by metacognitive strategies was tested with 63 fourth-grade students. The data for the first stage of the study were collected through interviews held with 12 primary school teachers, the mathematics curriculum, and a group of 10 experts' opinions on the methods in the relevant literature. A content analysis and Lawshe's method were employed to analyze the data at hand. Data in the second stage were collected using the problem-solving skills test and problem-posing skills test. The Mann-Whitney U test was used in the analysis of unrelated measurements, whereas the Wilcoxon signed ranks test was employed in the analysis of related measurements. The analysis results in the first stage revealed that the inquiry-based learning method might be effective in improving students' problem-solving and problem-solving skills. Thus, it was decided to utilize this method in the second stage. The results of the analysis in the second stage showed that the inquiry-based learning method supported by metacognitive strategies and the inquiry-based learning method could be effective in developing students' problem solving and problem-posing skills. Moreover, it was concluded that the methods applied were more effective in developing problem-solving skills and structured problem-posing skills of the students from subdimensions compared to the control group, but not effective in the development of semi-structured and free problem-posing skills from sub-dimensions.
Expectancy Value Theory as a Tool to Explore Teacher Beliefs and Motivations in Elementary Mathematics Instruction
Author: Day, Corinne Thatcher
Date: 2020-12-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Motivation,Decision Making,Expectation,Values,Costs,Mathematics Instruction,Educational Change,Student Centered Learning,Context Effect,Self Efficacy,Academic Achievement,Personal Autonomy,Standardized Tests,Urban Schools,Public Schools,Elementary School Teachers

This case study explores the utility of Expectancy Value Theory (EVT) as a framework for studying elementary teachers' beliefs and motivations with respect to reformed mathematics instruction. A model for coding and evaluating qualitative data using EVT is proposed and illustrated using interviews with three primary school teachers in an urban school district in the United States. Results from the study indicate that anticipated costs associated with reform instruction, including not covering required content and not meeting district benchmarks, function as strong inhibitors to reform, even among teachers who value reform instruction, who exhibit a strong sense of self-efficacy, and who believe in their students' capacities to succeed with reform-oriented instruction.
Cooperative Learning to Foster Reading Skills
Author: Olaya, Marian Lissett
Date: 2020-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Reading Skills,Skill Development,Engineering Education,College Students,Student Projects,English (Second Language),Second Language Learning,Reading Strategies,Instructional Effectiveness,Foreign Countries

This paper reports an action research study on cooperative learning projects for engineering students at a public university. The research study is aimed at improving reading skills through the use of four cooperative learning projects implemented during the English classes. Data gathered from a survey, four group interviews, and the teacher's journal were collected and analyzed to determine the categories after coding the data. Findings suggest that working cooperatively has a higher effect on students' reading skills. Conclusions also highlight that cooperative learning strengthens English reading skills and fosters leadership, decision making, communication and problem-solving abilities. Additionally, it increases participation, motivation and goal achievement in students' language learning process.
Educational Innovation through ICT-Mediated Learning Strategies in the Initial Teacher Education of English Language Teachers
Author: Rincón-Ussa, Luis Jesús
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Foreign Countries,Action Research,Preservice Teacher Education,Private Colleges,Learning Strategies,Teaching Methods,Technology Integration,Information Technology,Undergraduate Students,Instructional Innovation,Independent Study,Preservice Teachers,Cooperative Learning,Personal Autonomy,Spanish,Technological Literacy,Pedagogical Content Knowledge,Program Descriptions

This paper describes the results of the first cycle of a co-joint action research study in methodological innovation in pre-service language teacher education at a private university in Bogotá, Colombia. The first part of the study consisted of implementing several ICT-mediated learning strategies that were designed considering the theoretical tenets of educational innovation, autonomy, and mediation. Strategies were implemented in three different academic spaces of a B.A. in Foreign Languages during the first semester of 2019. The purpose of this pedagogical implementation was to examine the value of ICT-mediated learning strategies for methodological innovation. The data analysis results, which were collected through a survey, indicate that ICT-mediated learning strategies play a fundamental role in methodological innovation because they promote collaborative and cooperative learning, foster autonomy, and self-directed learning. In addition, these strategies also seem to provide a range of possibilities for bolstering learning agency development on the part of the pre-service language teachers.
A Virtual Community Pharmacy Advanced Pharmacy Practice Experience (APPE) in Response to COVID-19
Author: Moorman-Li, Robin
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Simulation,Pharmaceutical Education,Experiential Learning,COVID-19,Pandemics,Distance Education,Required Courses,Graduate Students,Clinical Experience

The response to COVID-19 created a need to evaluate options and develop innovative solutions to assure students progressed towards graduation. Creating both a Community Pharmacy APPE Test-Out Option and a Virtual Community Pharmacy APPE was a positive experience which provided a vital resource for students who were unable to complete the traditional Community Pharmacy APPE due to the pandemic. This solution provided a unique opportunity to utilize the combined expertise of faculty to tailor the Community Pharmacy APPE based on the individual student's previous experience and educational needs and meet both ACPE and graduation requirements. Further development of this option could prove useful as we move forward in these unprecedented times.
Investigation of Mathematics-Specific Trend Variables in PISA Studies with Neural Networks and Linear Regression
Author: Koyuncu, Ilhan
Date: 2020-00-00
Type: Journal Articles
Subjects: International Assessment,Foreign Countries,Secondary School Students,Achievement Tests,Mathematics Achievement,Regression (Statistics),Artificial Intelligence,Predictor Variables

This study aimed to examine the importance levels of mathematics-specific trend variables in PISA (Programme for International Student Assessment) 2003 and 2012 in predicting mathematics performance across years with a two-step analysis method. The sample of the study was 9703 Turkish students (N[subscript 2003]=4855 and N[subscript 2012]=4848) selected by clustered and systematic sampling methods. As data analysis methods, multilayer perceptron and radial basis functions techniques of artificial neural networks and multiple linear regression were used. In the two-step analysis, first, the least erroneous model was selected as the analysis method. Then, variable importance analysis was performed with this method. The results with the lowest relative errors were obtained by the multilayer perceptron when compared to radial basis functions. The results of neural network analysis had similar or lower error rates when compared to multiple linear regression. In both PISA cycles, significant predictors were mathematics self-efficacy, mathematics interest, student-teacher relations in school, attitudes towards the school, mathematics self-concept, mathematics instrumental motivation, and teacher support in mathematics classes, respectively. The results were discussed in the light of relevant literature.
Literacy: Gateway to a World of Exploits
Author: Zua, Biale
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Literacy,Lifelong Learning,Economic Development,Gender Differences,Regional Characteristics,Differences,Adult Literacy,Developing Nations

The importance of literacy to the personal development of an individual and existence of any nation cannot be overemphasized. Literacy is the foundation for meaningful development of any nation. It is not a single entity but an interconnection of several fields--education, health, agriculture, and more. For example, a literate individual can have access to information relating to her career or business. However, not every individual in the society is literate enough to contribute to national development. Thus, strong literacy skills are necessary to function in today's contemporary society. This research examines literacy across African countries with a view of determining countries with high literacy rates. Countries in sub-Saharan Africa have low literacy rates with gender and regional disparity. Therefore, sub-Saharan Africa national governments need to develop strong literacy skills in their countries to participate effectively in the globalized society.
The Effect of Employing Electronic Static Infographic Technology on Developing University Students&apos; Comprehension of Instructional Design Concepts and ICT Literacy
Author: Alsaadoun, Abdulmajid
Date: 2021-01-00
Type: Journal Articles
Subjects: Instructional Design,Computer Literacy,Comprehension,Visual Aids,Foreign Countries,Instructional Effectiveness,Preservice Teachers,Pretests Posttests

The current study examined the effectiveness of the use of electronic static infographic (information graphic) technology to support university students' learning, to develop their comprehension of instructional design concepts and to improve their Information and Communication Technology (ICT) literacy. The researcher used an experimental design in which 64 students in an instructional design course in the second semester of the 2019-2020 were randomly divided into an experimental group and a control group. The students in the experimental group received treatment on instructional design concepts and ICT literacy with the aid of electronic static infographic technology while the students in the control group received instruction about the same topic using regular method of instruction without the aid of electronic static infographic technology. Pretest and post-tests were administrated for the students in the two groups. Analysis of the pretest and post-test scores revealed that the implementation of electronic static infographic to support students' learning contributed considerably in developing comprehension of instructional design concepts. There was significant difference at the level (0.05) between the post-test scores of the control and experimental groups with the benefit going to the experimental group. Based on the findings, the current study recommends the use of electronic static infographic technology to support students' learning in teaching instructional design courses.
The Effect of Student Centered Listening/Speaking Activities on Turkish Listening Speaking Skills of Bilingual Students
Author: Tunagür, Muhammed
Date: 2021-01-00
Type: Journal Articles
Subjects: Student Centered Learning,Speech Communication,Listening Skills,Speech Skills,Learning Activities,Bilingual Students,Turkish,Secondary School Students,Grade 6,Foreign Countries,Second Language Learning,Pretests Posttests

The aim of this study is to examine the effect of student-centered listening-speaking activities developed by the researcher on Turkish listening and speaking skills of bilingual Arabian students. In the study, control group experimental design was applied. The subjects were a group of Arabianic 6th graders at a secondary school in Bitlis, Turkey. Students in the experimental group (n=20) were given a total of 24 hours of training which took 12 weeks for 2 hours per week in the spring semester of the 2018-2019 academic year, utilizing listening-speaking training activities developed by the researcher. On the other hand in the control group (n=18), training was provided in accordance with the education curriculum of the Turkish Ministry of National Education (MEB) within the specified period. Listening Skills Self-Assessment Scale (LSSAS) and Turkish Speaking Skills Scale (TSSS) were used to collect pretest and post-test data. The Listening Skills Self-Assessment Scale (LSSAS), was completed by the students in the pre/posttest. The Turkish Speaking Skills Scale (LSSS) was completed by the researchers in the pretest and post-test while the students were making their speech. Based on the results of independent samples &quot;t&quot;-test, it was concluded that the listening-speaking training carried out with the student centered activities positively affected the Turkish speaking and listening skills of the bilingual Arabian students.
Perceived Physical Literacy Scale for Adolescents (PPLSA): Validity and Reliability Study
Author: Yilmaz, Aynur
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education,Literacy,Adolescents,Measures (Individuals),Factor Structure,Factor Analysis,Test Reliability,Construct Validity,Psychometrics

The aim of this study is to adapt the &quot;Perceived Physical Literacy Scale for Adolescents&quot; into Turkish version. The research was designed with the descriptive survey model. Research data were obtained from a total of 585 participants aged between 12 and 19 years. The research was carried out with data obtained from four different study groups in 2019. In the study, language validity was performed with 20, Explanatory Factor Analysis (EFA) 218, Confirmatory Factor Analysis (CFA) 300, and reliability (test-retest) analysis with data from 47 participants. AFA and CFA were made to test the construct validity. Pearson Correlation Analysis was used to determine the relationship between factors. For item discrimination, item test correlation and 27% lower-upper group comparison were determined. Convergent and divergent validity analysis were made. Cronbach's Alpha and test-retest analysis were used within the scope of reliability analysis. As a result of EFA, a structure with 3 factors and 9 items was determined. This structure has been verified by CFA. One-dimensional and three-dimensional models were tested for the scale structure, and it was determined that the fit indices of the 3-dimensional pattern were more significant. A positive significant relationship was found between physical literacy, which is a measured feature in the scale, and its sub-dimensions. Reliability analysis results showed that the measuring tool can measure reliably. Descriptive analysis (mean, standard deviation) showed that the perceived physical literacy scale for adolescents is high in general and in its sub-dimensions. Analyzes conducted within the context of the construct validity of the measuring tool show that the perceived physical literacy scale for adolescents is a valid and reliable instrument that can measure. Measurement tool is important in determining the physical literacy of adolescents. Specialists working in the field of physical education and sports can provide the necessary support with appropriate intervention programs in line with the determinants of the physical literacy of adolescents.
An Alternative Source of Development for Local Governments: Local Literacy
Author: Guven, Bulent
Date: 2021-01-00
Type: Journal Articles
Subjects: Local Government,Literacy Education,Historic Sites,Spiritual Development,Teaching Methods,Natural Resources,Knowledge Level,Place Based Education,Tourism,Social Responsibility,Local History,Cultural Awareness,Program Descriptions,Foreign Countries,Social Values

Local literacy could be defined as a process of gaining skills for the recognition of local assets, historical sites, places and literary works, which are important for countries in a national and spiritual sense (historical, cultural, touristic, economic, etc.) in the areas where citizens live, being aware of the basic characteristics of the local habitat, and when necessary, reporting the gained knowledge and skills to other people through presentations appropriately prepared (Güven, 2019). This conceptual article discusses opinions and suggestions about the introduction of local literacy skills, which are considered very necessary and profitable for local governments, education and training institutions. It also discusses the contributions provided with the gain of local literacy skills to local governments. The article presents ways in which students can be supported to learn about and adopt the material and spiritual items with a certain value, the individuals and institutions that provide community benefits, sites, natural resources, and the richness around them. Local governments are also provided with some considerations and suggestions about local literacy, which is considered necessary for local governments, and their contributions to local governments as an incentive to invest. [This paper was presented as a research paper at the International Congress on Organisational Management (2020).]