ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluation of Competency Based Medical Education Curriculum
Author: Ilhan, Elif
Date: 2021-00-00
Type: Journal Articles
Subjects: Curriculum Evaluation,Competency Based Education,Medical Education,Foreign Countries,Medical Students,College Faculty,Student Attitudes,Teacher Attitudes

There is an increasing interest in competency based medical education (CBME) due to the developments and changes in medical education and many medical schools have begun to apply it recently. Although its popularity in both practice and theoretical studies, there is a lack of studies focusing on evaluation of CBME curriculum. In that study, it is aimed to evaluate competency based medical education curriculum. This qualitative study is designed as a case study. It is also a curriculum evaluation study carried out systematically via Stufflebeam's CIPP model. The study group consisted of fifteen faculty members and fifty students of a medical school in Turkey. The data was collected via semi-structured interview forms and analysed applying content analysis. Some of the important results reached in that study are the followings: The students have had mostly negative ideas about the competencies and the teaching-learning process while the faculty members have been satisfied with their practices. Both the students and the faculty members thought the CBME contributed to students' academic and vocational developments. It is concluded that in order for CBME to provide the opportunities in medical education context, it needs to be developed, implemented and then evaluated in the frame of theoretical backgrounds and principals. Otherwise, because of the problems/deficiency in the development and implementation process, the efforts might end in vain. In the light of the results, it can be suggested that the faculty members should be supported on how to determine/write the competencies and the content; on effective teaching/learning methods. Also, CBME should be evaluated and revised regularly involving the faculty members and the students in the process.
Instructor Views on Technology Use and Coding Training
Author: Gökbulut, Bayram
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Technology Uses in Education,Programming,Computer Science Education,Elementary School Students,Middle School Students,Foreign Countries,Faculty Development

With the inclusion of the Information Technology and Software course in elementary and middle school curricula in Turkey, the Ministry of National Education has started to offer Technology Use and Coding courses. In this study, opinions of 12 instructors who taught Technology Use and Coding courses were consulted. The study aimed to determine the level of comprehension of the trainees through the evaluation of in-service training. The study was conducted as a case study, one of the qualitative research designs, and the data were collected using a semi-structured interview form. The data were analyzed using the MaxQDA 2020 software. As a result, it was determined that the trainees who attended the courses voluntarily were more willing to learn. The trainees who voluntarily attended these courses stated that they preferred these courses due to the popularity of coding training. While the duration of the course was found to be sufficient, it was determined that offering the courses after work hours caused a decrease in the motivation of the trainees. Inconvenience of training centers, lack of educational materials and insufficient number of instructors were stated as problems encountered in courses. It was observed that the attendees of the course liked the algorithm and block-based coding subjects, and that the instructors did not give enough importance to the subject of coding without computers.
Intervention for Social Anxiety among University Students with a Solution-Focused Group Counseling Program
Author: Sagar, Mehmet Enes
Date: 2021-00-00
Type: Journal Articles
Subjects: Anxiety,Social Adjustment,College Students,Group Counseling,Counseling Techniques,Problem Solving,Counseling Effectiveness,Intervention,Foreign Countries

The aim of the research is to investigate the effect of a solution-focused group counseling program on reducing social anxiety of university students. The study group consists of 30 (16 female, 14 male) students who volunteered among 224 students who continue their education at Afyon Kocatepe University in the 2019-2020 academic year. The research had a 2x3 mixed pattern with experiment and control groups and pretest, posttest and follow-up measures. The Liebowitz Social Anxiety Scale (LSAS) was used as data collection tool. University students in the experimental group attended a 6- session solution-focused group counseling program about reducing social anxiety, while the control group did not participate in any study. After completing experimental processes, both groups underwent posttest and then follow-up measures at the end of 3 months. Data were analyzed with the two-way analysis of variance technique for mixed patterns. Results revealed that the solution-focused group counseling program was effective in reducing the social anxiety of university students and the efficacy continued during follow-up at the end of three months.
Innovative Technology Applications in Science Education: Digital Holography
Author: Turk, Hanne
Date: 2021-00-00
Type: Journal Articles
Subjects: Technology Integration,Photography,Science Instruction,Instructional Effectiveness,Student Motivation,Secondary School Students,Public Schools,Science Achievement,Correlation,Attitude Measures,Student Attitudes,Foreign Countries,Instructional Innovation

The use of technology in education gained importance in the 21st century and the use of innovative technologies in education-technology integration came to the agenda. This study examines students' attitudes, thoughts, suggestions and opinions about digital hologram, which is one of the innovative technologies. The method used in the study was sequential explanatory approach, which is a mixed research method in which quantitative and qualitative methods are used together. The study was carried out with 418 students from six different public secondary schools affiliated to the Provincial Directorate of National Education in the Aegean Region. During the application process of the study, biodiversity, cells and divisions, DNA and genetic code, systems in our body topics, which are included in the science curriculum of the 5th, 6th, 7th and 8th grades were supported with digital holograms in a five-week period. Digital hologram attitude scale (DHAS) and digital hologram reflection form (DHRF) developed by researchers were used to collect data. Independent samples t-test and one-way analysis of variance (ANOVA) were used in the analysis of the data obtained from DHAS, whereas content analysis was used in the analysis of the data obtained from DHRF. As a result of the research, students' attitudes towards digital hologram were found to be positive. In addition, students' attitudes towards digital hologram did not differ significantly according to gender, grade, and school, but they differed according to science course academic achievement score in favor of students with a score between 85-100. Moreover, students evaluated the digital hologram as a useful tool that can contribute to academic learning and can be used in science class in the topics such as solar system and planets, space research, and living creatures. Based on these results, it is recommended to use the digital hologram at all grade levels and for the topics covered by science curriculum.
The Development and Validation of the Spatial Anxiety Scale for Secondary School Student
Author: Sumen, Özlem Özcakir
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Spatial Ability,Anxiety,STEM Education,Secondary School Students,Public Schools,Foreign Countries

This study aims to develop a scale for determining the anxiety levels of secondary school students in situations that require them to use their spatial skills. The scale was developed in three stages. In the first stage, after expert assessments, a pilot study was conducted. In the second stage, the scale was applied to all students (N=348) studying in a secondary school selected by random sampling for exploratory factor analysis, and results supported a structure with two sub-dimensions consisting of 14 items. For confirmatory factor analysis, the scale was applied to a different group of students (N=206), and analysis results confirmed the two-factor structure of the scale. The first factor, including spatial relations and orientation items, was named Anxiety of Spatial Relations and Orientation, and the second was named Anxiety of Spatial Visualization. In the third stage, Cronbach's alpha reliability of the scale was found to be ,82 for the whole scale and ,81 and ,72 for sub-dimensions. The McDonald's omega was also calculated as ,97 for the whole scale and ,96 and ,91 for sub-dimensions of it. The results revealed that the scale measures the spatial anxiety level of students validly and reliably.
The Examination of the Postgraduate Theses on Models and Modelling in Science Education in Turkey
Author: Ünal, Suat
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Masters Theses,Doctoral Dissertations,Science Education,Models,Teaching Methods,Educational Research,Research Methodology,Data Collection

The models and modelling takes an important place in the teaching of science. The purpose of this research was to examine the postgraduate theses made in Turkey about models and modelling in the science education field by using the content analysis method. When the postgraduate theses were examined in respect to the purpose of the research, it has been determined that the number of the experimental research studies which were aimed to examine the efficiency of the model/modelling based teaching method was more than the others. In the examined theses, it has been identified that quantitative methods were more preferred as a research method. In the sense of the research sample, it has been determined that the number of research studies on the middle school level, especially those on 7th grade students was numerically more. It was seen that the most used data collection tool was conceptual test. The most examined variables in the theses were the achievement level and the mental model of the participants. The most preferred subjects were the &quot;Atom and its structure&quot; and the &quot;Astronomy&quot;. Based on the results, some suggestions were presented to future research studies related to models and modelling in science education.
Pre-Service Teachers&apos; Cognitive and Metacognitive Processes in Integrated STEM Modeling Activity
Author: Kandemir, Mehmet Ali
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Cognitive Processes,Metacognition,STEM Education,Integrated Activities,Mathematical Models,Foreign Countries,Problem Solving,Pedagogical Content Knowledge,Mathematics Education

This study was conducted during two educational technology courses in spring term of 2016-2017 academic years. The participants of the study were pre-service teachers who were in mathematics teaching program in a university located at the west part of Turkey. Pre-service teachers were asked to solve a complex problem that requires mathematical model eliciting activities and report their solution. While pre-service teachers were solving the problem and writing their report, they were audio recorded. Additionally, their solutions and reports for problem were collected as data sources. All three various data sources used for triangulation to make the data collection process more reliable. The problem-solving behavior from the study conducted by Kim et al. (2013) was used as the theoretical framework. First, the behavior is classified as cognitive or metacognitive. Then the behavior (either cognitive or metacognitive) is also classified as at individual, social, or environmental levels. Additionally, Lesh Translation Model was used to decide the representations of mathematical content knowledge codes for metacognitive activities. The implications of this study are the developed metacognitive activities for pre-service teachers. Additionally, there is potential usage of technology for the role of metacognition in mathematics education.
Examination of the Postgraduate Theses on Teachers&apos; Views of Values Education in Turkey: A Meta Synthesis Study
Author: Cengizhan, Sibel
Date: 2021-00-00
Type: Journal Articles
Subjects: Theses,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Values Education,Social Values,Educational Research,Barriers,Problem Solving,Teaching Methods,Instructional Effectiveness,Behavior Change,Student Behavior,Foreign Countries

This research study carried out to examine the postgraduate theses on teachers' views of the values education in Turkey was designed as a meta synthesis study. Postgraduate theses were obtained from the National Thesis Center of the Council of Higher Education. During the research process, these steps were followed;(1) determining the research subject, (2) selecting the studies to be included in the study, (3) picking and presenting the data, (4) ensuring validity and reliability and (5) analyzing the data and explaining the synthesis. Content analysis was used in the analysis of the data. The qualitative findings of the 24 theses included in the study were examined singly and as a result of the examination three main themes were determined; Applications practiced to gain values education and problems encountered, The values that should be gained by the students according to the teachers and the factors effective in gaining these values, The problems that the values education can deliver solution and the behavioral changes observed in the students after the values education practices. From the findings of the research, it was concluded that the teachers mostly used the drama method to gain of values education, that there were problems experienced caused by the family in practice, and that the practices could solve the problem of injustice the most.
Investigation of the Effect of Different Teaching Methods on Students&apos; Engagement and Scientific Process Skills
Author: Kurt, Uluhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Teaching Methods,Problem Based Learning,Peer Teaching,Multiple Intelligences,Learner Engagement,Science Process Skills,Skill Development,Scientific Concepts,Concept Teaching,Secondary School Students,Grade 7,Foreign Countries

The aim of this study is to compare the effects of using different teaching methods in &quot;Cell and Division&quot; and &quot;Force and Energy&quot; units on students' engagement in the lesson and scientific process skills. In each of the five randomly selected groups, the lessons were taught with Multiple Intelligence, Problem Based Learning, Peer Instruction, Combined and the method proposed by MONE (2017). In the research, quasi-experimental method, one of the quantitative research approaches, was used. The sample of the study consists of 185 seventh grade students studying in two secondary schools in Yakutiye district of Erzurum province. As a data collection tool in the research; Student Engagement Scale and Scientific Process Skills Test were used. As a result of the analysis, statistical difference was determined in the engagement levels and scientific process skills of students studying in different groups. In terms of the variable of engagement to the lesson, a significant difference was statistically determined in favor of the groups in which Peer Instruction and Combined Method were used. Also in this study in terms of scientific process skills, a statistically significant difference was found in favor of Problem Based Learning and Combined Method groups.
Why Some Adolescents Engage in Risk-Taking Behavior
Author: Ajisuksmo, Clara R. P.
Date: 2021-06-00
Type: Journal Articles
Subjects: Adolescents,Risk,Parent Child Relationship,Parent Background,Adolescent Attitudes,Age Differences,Gender Differences,Peer Influence,Family Influence,Personality Traits,Mass Media Effects,Religious Factors,Fear,Urban Youth,Slums,Poverty,Health Behavior,Foreign Countries

This study explored adolescents' reasons for involving themselves, or not, in risktaking behavior, in two vulnerable areas of North Jakarta. The sample was purposively selected among households with adolescents ranging from 12 to 18 years old living in the two areas. The study involved 401 parents (8% female; 92% male; mean age 45.3 years) and 414 adolescents (57.49% female; 42.51% male; mean age 14.9 years). Parents' demographic data included educational level, employment status, family income, and expenditure. Adolescents were asked about their perceptions of their relationships with their parents, whether they had been involved in eight risky behaviors (smoking, consuming alcohol, substance use, brawling, crime, physical fighting, heavy petting, and premarital sex), and reasons for engaging in risky behaviors or not. The comparison of proportions of eight risky behavior was tested by different test procedures, namely Z test, Chi-Square and Marascuillo multiple comparison. Results revealed that older adolescents were more likely to be involved in risk-taking, and boys were more likely to engage in risky behaviors than girls. The study also indicated that curiosity and peer pressure were the main reasons adolescents engaged in risky behaviors. Advice from family members, fear of God, and fear of being sinful were reasons adolescents did not engage in risky behaviors.
Use of 3D Printers for Teacher Training and Sample Activities
Author: Arslan, Ayten
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Peripherals,Preservice Teachers,Self Efficacy,Pedagogical Content Knowledge,Technological Literacy,Student Attitudes,Computer Uses in Education

The aim of this study was to determine the effects of 3D (3-dimensional) printing activities on pre-service teachers' self-efficacy in technological pedagogical content knowledge (TPCK) and their views of 3D printing activities. The study sample consisted of 39 students of science education, classroom teaching and preschool teaching departments of the faculty of education. An exploratory sequential mixed method design was used. In the quantitative part, a one group pre-test post-test design was used, and data were analysed using statistical methods. In the qualitative part, phenomenology was used, and data were analysed using content analysis. Results showed that 3D printing activities improved participants' self-efficacy in TPCK. Participants stated that 3D printers helped them develop skills in many areas and that 3D printer teaching materials contributed to both learning and teaching. The majority of participants had positive views on the effect of 3D objects on learning. They stated that 3D objects turned abstract concepts into concrete visual representations, facilitated learning, made lessons enjoyable, provided learning retention, encouraged them to learn more about their fields, increased their interest, and helped them develop creative thinking and design skills, and thus, create different content-specific educational materials.
Two Interventions to Improve Knowledge of Scientific and Dissemination Articles in First-Year University Students
Author: Zorzo, Candela
Date: 2021-06-00
Type: Journal Articles
Subjects: Intervention,Knowledge Level,Information Dissemination,College Freshmen,Science Education,Information Literacy,Program Effectiveness

The Representations of science in mass media have shown a significant increase in the last years. However, mass media dissemination activities can extend to pseudoscience due to the fact that not all scientific news are published with the same rigour. Thus, we aimed to develop two theoretical-practical interventions among first-year university students with the purpose of improving their knowledge about scientific studies and original scientific sources, as well as to critically analyze dissemination of scientific research in media. The interventions had a positive impact on knowledge about scientific information sources, particularly Pubmed, in addition to reducing the number of incorrect features linked to both scientific and dissemination articles, suggesting the importance of interventions focused on misconceptions. However, students showed knowledge of correct features of scientific articles, independently of our intervention, and they made more mistakes when attributing incorrect features to scientific articles when compared to dissemination ones.
Investigation of the Statistical Anxiety Rating Scale Psychometric Properties with a Sample of Greek Students
Author: Lavidas, Konstantinos
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Anxiety,Rating Scales,College Students,Psychometrics,Test Validity,Test Reliability,Factor Structure,Statistics,Fear,Test Anxiety,Computation,Self Concept,Teachers

The purpose of this study was to adapt the Statistics Anxiety Rating Scale (STARS) for a Greek student population. The STARS was administered to 890 Tertiary Education students in two Greek universities. It was performed a cross-validation study to examine the factorial structure and the psychometric properties with a series of confirmatory factor analyses. Results revealed a correlated six first-order factor model which provided the best fit to the data compared to a six-factor model with one superordinate factor. All six factors of the Greek version of the STARS presented convergent and discriminant validity and were internally consistent. Implications and limitations are discussed.
Finnish Primary School Teachers&apos; Emotional Coping in Student-Related Stressful Situations
Author: Go, Wooryeon
Date: 2021-06-00
Type: Journal Articles
Subjects: Elementary School Teachers,Elementary School Students,Teacher Student Relationship,Student Behavior,Behavior Problems,Emotional Response,Coping,Stress Variables,Context Effect,Correlation,Religious Factors,Metacognition,Social Support Groups,Family Relationship,Self Concept,Foreign Countries

The current study aimed to explore primary schoolteacher's emotional stress-coping strategy and to examine its possible relationships with stressful situations caused by pupils' misbehaviours in Finland context. A total of 12 items in four subscales with second-order model was the most appropriate structure to understand teachers' emotional coping strategy. In the student-related stressful situations, the most relevant emotional coping strategies were religion/mindfulness, social support from family members, and self-blame. In addition, when teachers use self-blame to acknowledge their stressful emotions, they use another emotional strategy simultaneously, and vice versa. Those results showed significance of future studies on understanding more effective emotional strategies for student-related stress and investigating how teachers use several types of emotional coping strategies coincidently.