ethanporcaro/eric-fulltext-meta huggingface dataset:
Technology in Foreign Language Teaching: A Needs Analysis
Author: Armut, Mustafa
Date: 2020-00-00
Type: Journal Articles
Subjects: Needs Assessment,Second Language Learning,Second Language Instruction,Teaching Methods,Foreign Countries,Information Technology,Turkish,Technological Literacy,Student Attitudes,Language Teachers,Teacher Attitudes,Language Skills,Foreign Students,State Universities,Educational Technology,Technology Integration

The main aim of this study was to explore the technology-based language-learning needs of individuals learning Turkish as a foreign language. In this scope, the study sought to identify the reasons the participants chose to learn Turkish, the language-learning areas that they found the most difficult, the language-learning areas that required most support, their reasons for needing technology, their competencies in using technology, the pathways followed, the technological materials/tools required, and whether there was a need for a specific curriculum of study. The study included 312 students registered in Turkish language teaching centres at five different universities, as well as eight instructors in these language centres. The results revealed that the participants chose to study in Turkey due to the high-quality educational opportunities, their appreciation for the country, and the scholarship opportunities available. The participants indicated that writing was the most difficult skill in learning Turkish. On the other hand, reading was the less difficult skill. The findings revealed that technology was much-needed by both the students and instructors. In particular, technological support was required for listening and speaking skills. The study also showed that the instructors needed a curriculum of study in order to teach Turkish as a foreign language.
YouTubers&apos; Effect on Children&apos;s Values: Parents&apos; Views
Author: Yasaroglu, Cihat
Date: 2020-12-00
Type: Journal Articles
Subjects: Social Media,Video Technology,Values,Parent Attitudes,Social Influences,Role Models,Negative Attitudes,Moral Values,Moral Development,Elementary School Students

Introduction: Values are the criteria that affect a person's adequate knowledge, emotion, and behavior. Values education should include an effort to acquire values and prosocial behaviors in education. Role models are also an important resource in values education. Children's cognition, emotion, and behaviors are widely affected by YouTubers who are considered as symbolic role models. Parents, the other important figure in character education, try to mediate between family/social values and popular culture. This paper focuses on portraying parents' views on YouTubers' effect on children's values. Method: 365 parents participated in this research, and the survey research design based on a quantitative research was used. A questionnaire with three parts was developed by researchers, which is used for data collection. The first part is used to determine demographic information, the second part gathers information on parents' views about their children's daily routines and the time spend on YouTube, and the third part shows the effect of YouTubers on values. Based on the analysis carried out, the data collected by descriptive analysis such as mean and standard deviation were analyzed. Results: The findings reveal that YouTubers are not considered as role models. Parents have a negative attitude towards you tubers, and they worry about the time their children spend on YouTube.
Preservice Teachers&apos; Use of Computational Thinking to Facilitate Inquiry-Based Practical Work in Multiple-Deprived Classrooms
Author: Tsakeni, Maria
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Computation,Thinking Skills,Inquiry,Active Learning,Science Education,Science Teachers,Science Instruction,Preservice Teacher Education,Disadvantaged,Problem Solving,Physical Sciences,Lesson Plans,Simulation,Reflective Teaching,Program Implementation,Science Process Skills

Inquiry-based practical work (IBPW) is one of the innovative instructional strategies in science education. Science teacher preparation programmes play a role in preparing preservice teachers to facilitate IBPW in classrooms located in different school settings, including multiple-deprived classrooms. The adverse conditions against the successful implementation of IBPW found in multiple-deprived classrooms provide problems that preservice teachers will have to solve in their future classrooms. It is against this background that this study explored how preservice science teachers used computational thinking as a problem-solving strategy when facilitating IBPW in multiple-deprived classrooms. Using a single-case exploratory study, the experiences of 16 preservice physical sciences teachers were elicited through lesson planning, simulated teaching, and reflection. The data collected were analysed through thematic-content-analysis techniques. Findings indicate how through the use of computational thinking, participants were able to solve problems that had the potential to inhibit the implementation of IBPW.
Using Culturally Relevant Transformational Reading in a COVID-Era Online Science Teacher Preparation Class
Author: McCollough, Cherie
Date: 2020-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Transformative Learning,COVID-19,Pandemics,Web Based Instruction,Science Teachers,Preservice Teachers,Student Attitudes,Reading Assignments,Writing Assignments,Science Activities

As classrooms increasingly become more diverse, teacher education programs should include opportunities for open discussions and authentic implementation of culturally relevant teaching. However, the current teaching climate no longer involves face to face teaching as much of the curriculum in our colleges has been converted to online teaching. As hard as faculty try to make these online lessons intentional and meaningful, lessons can still feel very two dimensional and lack impact. This study explores how preservice teachers (PSTs) in a science content/methods class, use reading, reflecting and writing in an innovative sequence outlined as a lesson plan called a Transformational Reading Exercise (TRE). TREs require that PSTs read culturally relevant teaching literature and science literature, reflect on their reading, and write their reflective responses rather than simply summarizing the reading. Results show a significant increase in PSTs appreciating culturally relevant teaching pedagogy and changes in PSTs personal perceptions regarding culture. Recommendations include reforming education courses to include use of structured reading/reflecting/writing sequences with intentional, authentic venues that incorporate meaningful culturally relevant experiences.
The Role of Cognitive Factors in Year Five Pupils&apos; Algebraic Thinking: A Structural Equation Modelling Analysis
Author: Somasundram, Piriya
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Elementary School Mathematics,Mathematics Skills,Algebra,Cognitive Processes,Thinking Skills,Arithmetic,Number Concepts,Symbols (Mathematics),Mathematics Instruction,Generalization,Pattern Recognition

Algebraic thinking in children can bridge the cognitive gap between arithmetic and algebra. This quantitative study aimed to develop and test a cognitive model that examines the cognitive factors influencing algebraic thinking among Year Five pupils. A total of 720 Year Five pupils from randomly selected national schools in Malaysia participated in this study. Two mathematics instruments were used to evaluate the participants' number, symbol, operation, and pattern senses and their algebraic thinking respectively. Data was analysed using a structural equation modelling and Partial Least Squares regression. The results indicated that the proposed cognitive factors influence algebraic thinking significantly, with the most influential factor being symbol sense followed by pattern sense, number sense, and operation sense. The finding implies that educators should consider implementing activities related to these cognitive factors when teaching mathematics to enhance the pupils' transition from arithmetic to algebra.
Anecdotal Records: A Successful Tool in the English Language Teaching and Learning
Author: Whitehead, Evangelin Arulselvi
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Learning Processes,Grades (Scholastic),Student Records,Language Tests,Learning Motivation,Student Attitudes,Cognitive Style,Foreign Countries,Undergraduate Students

A variety of strategies and tools are used to assess students' learning on an ongoing basis in the context of everyday classroom experiences. Assessment information provides the foundation for decision making and planning for instruction and learning. This paper discusses about using Anecdotal Records as a tool to observe students' progress in the learning of English language. Taken regularly, anecdotal records become not only a vehicle for planning instruction and documenting progress, but they also tell the story of every student. Students scored average and below average marks are the target participants of this study. The average and below average students of a particular course were selected based on their marks obtained in Quiz I and proper anecdotal records were maintained for these students to analyze their progress in studies throughout one full semester. The overall observation of the survey reveals the fact that maintaining anecdotal records is likely to encourage them to learn English language.
Effects of Anticipation Guide Use on Visual Attention Distribution in a Multimedia Environment: An Eye Tracking Study
Author: Valle, Natercia
Date: 2020-00-00
Type: Journal Articles
Subjects: Eye Movements,Multimedia Instruction,Teaching Methods,Attention Control,Prior Learning,Units of Study,Learning Motivation,Prediction,Learning Processes,Outcomes of Education,Learning Strategies,Undergraduate Students,Comparative Analysis,Metacognition,Child Caregivers,Early Childhood Education,Majors (Students)

Anticipation Guides (AGs) help learners to activate prior knowledge before an instructional unit. As a pre-learning strategy, AGs motivate learners to explore learning materials by challenging, activating, or corroborating their prior knowledge and predictions about a subject. While AGs have mostly been used in reading instruction, in this study, we evaluated the extent to which their use can influence visual attention distribution and learning in a multimedia environment. Eye tracking data from 17 participants randomly assigned to a treatment (with AG) or control group (without AG) demonstrated a significant difference in visual attention distribution but not on learning outcomes. Learners who used the AG exhibited larger numbers of transitions between text and images on the screen. The relevance of this study is two-fold: a) it contributes to the literature on anticipation guides as a learning strategy to activate prior knowledge; and b) it contributes to the literature on eye tracking methodology to support research on allocation of visual attention distribution in a multimedia learning environment.
The Impact of Participating in a STEM Academy on Girls&apos; STEM Attitudes and Self-Efficacy
Author: George, Betty Thomas
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Student Attitudes,Student Participation,Scientific Attitudes,Self Efficacy,Females,Grade 6,Middle School Students,Teacher Influence,Program Effectiveness,Sex Stereotypes,Urban Schools

The purpose of this mixed methods study was to examine the influence of participating in a STEM Academy (STEMA) on girls' mathematics, science, engineering, and technology self-efficacy and STEM attitudes. Twenty-eight sixth grade girls participating in a STEMA were individually matched with sixth grade girls not participating in a STEMA. Both participant groups were administered the &quot;Student Attitudes toward STEM&quot; (S-STEM) -- &quot;Middle and High School Survey&quot; and the STEMA group also participated in a focus group. The results indicated that the STEMA program did positively influence girls' mathematics and science self-efficacy but not their engineering, technology, or STEM self-efficacy. Self-efficacy perceptions were positively influenced by their participation and the teachers in the STEMA program.
The Relationship between Integrating Educational Technology in Mathematics Education and the Mathematics Achievement of German Students
Author: Saal, Petronella Elize
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,Technology Integration,Educational Technology,Mathematics Education,Mathematics Achievement,Mathematics Teachers,Teacher Attitudes,Barriers,Computer Use,Handheld Devices,Internet,Family Environment,Performance Factors,Grade 4,Elementary School Students,Rural Schools,Achievement Tests,International Assessment,Foreign Countries,Mathematics Tests

The Education system in Germany recently invested five billion euro in digital infrastructure for about 40 000 schools. Therefore, this mixed-method study explored the relationship between integrating educational technology in mathematics education and the mathematics achievement of Grade 4 German students. Descriptive statistics and two-level Hierarchical Linear Models (HLM) were used to analyse the Trends in Mathematics and Science Study (TIMSS) 2015 questionnaire data of students, their parents, mathematics teachers and principals. Semi-structured interviews and classroom observations were also used to collect data at two schools, which were conveniently and purposefully selected. Findings from HLM revealed that students who owned a mobile phone, a computer/tablet as well as those who used computers/tablets 'every or almost every day' at home, at school and other places for schoolwork, achieved lower mathematics scores than their counterparts. While the shared use of a computer/tablet and an internet connection positively and significantly predict student performances.
Mathematics for Computer Science: A Flipped Classroom with an Optional Project
Author: Judy Dori, Yehudit Judy
Date: 2020-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Teaching Methods,Problem Solving,Mathematics Instruction,Computer Science Education,Student Projects,Active Learning,Required Courses,Undergraduate Students,Teamwork,Cooperative Learning,Probability,Comparative Analysis,Peer Groups,Outcomes of Education,STEM Education,Student Attitudes,Teaching Assistants

The Mathematics for Computer Science mandatory course was conducted in a flipped classroom (FC) setting with an optional, voluntary, project-based learning (PBL) component. The objective of this study was to examine the effect of studying in an FC setting, with and without PBL, on students' problem-solving performance, conceptual understanding, and affective perceptions. Participants were 374 undergraduate freshmen and sophomores, of whom 20% elected to participate in an optional probability PBL. The most significant finding was the reinforcement of collaboration, as reflected by teamwork on problem solving during the FC class time. The PBL students demonstrated an advantage in their performance over their peers in probability--the topic they explored, and in their positive responses regarding studying in the FC setting, with an emphasis on the collaborative learning component. The research demonstrates the importance of active engagement in a technology-based environment in which STEM undergraduate students solve problems and implement projects.
Generation Z Support to Autonomy in Education in Turkey: Evaluation of Teacher Candidates&apos; Views
Author: Çankaya, Ibrahim
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Generational Differences,Preservice Teachers,Student Attitudes,Institutional Autonomy,School Role,Decision Making,Government Role,Gender Differences,Age Differences,Teacher Salaries,Budgets,Discipline,Textbook Selection,Courses,Student Evaluation,Admission (School),Teacher Selection

The aim of this study was to demonstrate the opinions of teacher candidates, who were born after 2000 and called Generation Z, about the concept of school autonomy. This quantitative research was conducted according to the descriptive survey model. The data obtained is based on the responses given by teacher candidates to the &quot;School Autonomy&quot; questionnaire that was prepared for school administrators as part of the 2012 PISA exam. Generation Z teacher candidates in general hold the opinion that the authority to make decisions should lie with the school when it comes to determining the annual school budget, making disciplinary decisions about students, evaluating students' success, accepting students to school, choosing textbooks and determining the courses to be taught. Teacher candidates also believe that the ministry, provincial education directorates and schools should cooperate in the selection of schools and determination of their annual salaries.
The State of South African Mathematics Education: Situating the Hidden Promise of Multiple-Solution Tasks
Author: Mahlaba, Sfiso Cebolenkosi
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Education,Situated Learning,Task Analysis,Teaching Methods,Constructivism (Learning),Learning Theories,Creativity,Geometry,Mathematics Curriculum,Gifted,Thinking Skills,Problem Solving

We live in the challenging times of the 21st-century with the increased need for humans to possess specific skills that will help them to be successful in this era. This means that education should in learners, develop these skills effectively. Different global countries have begun to recognize the significance of multiple solutions tasks in the teaching and learning of mathematics in the 21st-century. However, this practice is not visible in South Africa. Hence, the current study explores and synthetize the sparsely available literature on MSTs to answer the question: What is the significance of multiple-solution tasks (MSTs) in mathematics education and why is it relevant for South African mathematics education to make the exercise of producing multiple solutions accessible to learners? The literature that is being synthetized here is viewed through the optic lens of the social constructivism theory as proposed by Vygotsky and explicated in Jean Lave and Etienne Wenger's &quot;Situated learning: Legitimate peripheral participation.&quot; In the conclusion I engage in an argumentation that illuminates the significance of MSTs in mathematics education and provide reasons why it would be beneficial for the South African mathematics curriculum to incorporate MSTs.
Gender Differences in Student Attitudes towards Science in Secondary School Classrooms with and without NSF GK-12 Resident Scientists
Author: Hanson, Lisa M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Gender Differences,Student Attitudes,Secondary School Science,Science Instruction,Middle School Students,Scientists,Program Effectiveness,Doctoral Students,College School Cooperation,Partnerships in Education,Value Judgment,Stereotypes

The purpose of this three-year study was to examine middle school female and male students' attitudes about science in four different categories before and after being with PhD science graduate students, &quot;resident scientists,&quot; in their classrooms every week. The study was based upon a National Science Foundation (NSF) program called &quot;Project Flowing Waters,&quot; a five-year NSF Graduate STEM Fellows in K-12 Education (GK-12) program. This study covers the final two years of the program, Year 4, Year 5, and also includes a control year, Year 6, that occurred after the program and thus, lacked resident scientists. In Year 4 and 5, the program funded 17 doctoral students, known as NSF GK-12 fellows, who served as bi-weekly resident scientists in science classrooms in local schools. A newly developed science attitude survey, &quot;My Attitude Toward Science Scale&quot; (MATS) (Hillman, Zeeman, Tilburg &amp; List 2016) was used to survey student attitudes in four categories. Matched pre- and post- student attitude surveys were obtained. Seventeen resident scientist/teacher partnerships were analyzed, involving [n=1075 students] in the 2011/12 (Year 4) and 2012/13 (Year 5) school years and 366 students in 2015/16 (Year 6-Control) school years using the survey. Results indicated significant gender differences in attitudes only in Year 5, with male students being more positive than female students about their attitudes towards science, desire to be a scientist, value of science to society and holding less stereotypical perceptions of scientists.
Synthesizing Results from Empirical Research on Engineering Design Process in Science Education: A Systematic Literature Review
Author: Winarno, Nanang
Date: 2020-00-00
Type: Journal Articles
Subjects: Engineering Education,Design,Curriculum Implementation,Science Education,STEM Education,Chemistry,Biology,Physics,Educational Benefits,Educational Research,Research Methodology,Publications,Elementary Secondary Education,Higher Education,Foreign Countries

We reviewed 48 articles related to the engineering design process in science education published from 2010 to 2020. There are several previous literature review studies that analyzed the engineering design process in science education. However, we have not found any that investigates projects, discussed topics, as well as the benefits of the implementation of the engineering design process in science education. The research method used was a systematic literature review. This study analyzed the characteristics of the content based on year of publication, type of publications, countries that implement it, research approach, educational stage, and science content. The findings show that the projects used in the implementation of the engineering design processes in science education varied according to the discussed topics. The benefits of the implementation of the engineering design process in science education include cognitive benefits, procedural (skills) benefits, attitudinal benefits, and a combination of the three benefits.
Toward Understanding the Structure of the Historical Controversy: Atomic Models as an Exemplar
Author: Kwon, Sangwoon
Date: 2020-00-00
Type: Journal Articles
Subjects: Science History,Controversial Issues (Course Content),Science Instruction,Nuclear Physics,Conflict,Knowledge Level,Beliefs

Many researchers have suggested that incorporating history and philosophy of science in the science curriculum can be helpful for students' understanding of scientific concepts and effective for developing their scientific thinking. Recently, in this context, there have been studies on historical controversies which show that history of science promotes debate and controversy and thus sustains students' effort to understand what is being taught. However, existing studies have only searched and selected what the historical controversial issues exist and have not dealt with more practical issues such as how to use them in the classroom. In this study, for finding guide to teach controversial issues in history of science, we analyzed controversial issues related to the structure of the atom to understand their structure by using the 'framework of knowledge and belief'. As a result, it was confirmed that the structures of the historical controversies consisted of various forms from the conceptual level to the belief level. Finally, the implications related to the use of the result of this study in the classroom, and to science education research were discussed.