ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Socioscientific Topics on Discourse within an Online Game Designed to Engage Middle School Students in Scientific Argumentation
Author: Craig-Hare, Jana
Date: 2017-00-00
Type: Journal Articles
Subjects: Middle School Students,Scientific Concepts,Scientific Literacy,Persuasive Discourse,Computer Games,Discourse Analysis,Educational Games,Science and Society,Computer Mediated Communication,Transcripts (Written Records),Discourse Modes,Vocabulary Skills

The purpose of this study was to investigate the types of argumentation discourse displayed by students when they engaged in chat as part of an online multiplayer game about both socioscientific and scientific topics. Specifically, this study analyzed discourse episodes created by middle school students as they discussed scientific and socioscientific topics within an online, multiplayer game. Using a Discourse Analysis Scoring Guide, student discussions were coded based on the type of interaction or statements made. Analysis included a comparison between the types of topics (scientific vs. socioscientific) and the student author's justification for their decision to accept, reject or withhold judgement about the claim; teammate comments related to the author's justification; an overall rating of the discourse episode interaction; and frequency of argumentation vocabulary use throughout the discourse episode. Results indicated that socioscientific topics produced collaborative discourse episodes that were positive, supportive, and civil within an argumentation framework.
The Babushka Concept--An Instructional Sequence to Enhance Laboratory Learning in Science Education
Author: Gårdebjer, Sofie
Date: 2017-00-00
Type: Journal Articles
Subjects: Science Education,Sequential Approach,Instructional Innovation,Lecture Method,Laboratory Training,Questioning Techniques,Masters Programs,Intervention,Student Attitudes,Achievement Gains,Instructional Effectiveness,Units of Study,Mixed Methods Research,Integrated Activities,Pharmaceutical Education,Foreign Countries,Semi Structured Interviews,Pretests Posttests

This paper deals with a novel method for improving the traditional &quot;verification&quot; laboratory in science education. Drawing on the idea of integrated instructional units, we describe an instructional sequence which we call the Babushka concept. This concept consists of three integrated instructional units: a start-up lecture, a laboratory session and a wrap-up lecture. Like the Russian nested doll, the sequence has a nested conceptual structure, moving from &quot;bigger&quot; questions to &quot;smaller&quot; ones. The students are actively involved during the lectures by answering reflective questions. This careful sequencing of ideas and activities aims to help the students to relate new ideas to prior knowledge, and to understand the purpose of the laboratory activity. The Babushka concept was implemented in a master's course in pharmaceutical technology and its impact was evaluated using both qualitative and quantitative methods. The evaluation focused on the students' perceptions of the intervention as well as their learning gains. A majority of the students found the Babushka concept helpful for their learning and agreed that this concept should be used in other courses. Moreover, the number of correct answers on the final written exam increased by 10%. We briefly discuss one way to enhance the Babushka concept.
Broad-Based Participatory Inquiry into the Definition and Scope of Disaster
Author: Ozturk Tasci, Fulya
Date: 2017-00-00
Type: Journal Articles
Subjects: Inquiry,Definitions,Natural Disasters,Statistical Analysis,Demography,Familiarity,Knowledge Level,Secondary School Students,Student Surveys,Participant Characteristics,Student Attitudes,Foreign Countries,College Students

Understanding what disaster means will not only raise our awareness but will also bring us closer to knowing how to protect ourselves in the face of their destructive effects. The aim of this study is to understand how the concept of disaster is perceived in different demographics/subgroups of the population and by defining the term, to determine its scope and contribute in the long term to the content and effectiveness of the disaster education in the school settings. The sample for the study, which was of survey design, comprised 1600 individuals. A &quot;Disaster Definition and Scope Scale [DDSS]&quot; developed by the researchers to inquire into the definition and scope of disasters was used as a data collection instrument. The Cronbach Alpha reliability coefficient for the internal consistency of the scale is 0.83. The frequency analysis method of statistical analysis was used to examine the participants' demographic features. The responses of the participants to the open-ended questions on the definition of disaster were examined under 4 main themes that categorized the responses as nature-based, people-based, belief-based and outcome-based. The third section made up of 25 items on the scope of the term disaster was analyzed using the one-way analysis of variance and the Scheffe's test was employed to ascertain the source of the significant differences between the groups in an inter-group post-hoc comparison. The conclusion of the study is that the concept of disaster is generally confused with natural phenomena in every aspects of the population and that the participants in the research were not even aware of the existence of institutions, associations and civil defense organizations that conduct disaster emergency operations. The media tools occupy an important place in providing the public with right disaster understanding.
Analysis of the Misconceptions of 7th Grade Students on Polygons and Specific Quadrilaterals
Author: Ozkan, Mustafa
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Grade 7,Student Attitudes,Misconceptions,Geometric Concepts,Statistical Analysis,Freehand Drawing,Mathematics Achievement,Mathematics Tests,Diagnostic Tests,Test Results,Outcomes of Education,Qualitative Research,Mathematics Instruction

Purpose: This study will find out student misconceptions about geometrical figures, particularly polygons and quadrilaterals. Thus, it will offer insights into teaching these concepts. The objective of this study, the question of &quot;What are the misconceptions of seventh grade students on polygons and quadrilaterals?&quot; constitutes the problem sentence of the research. Research Methods: The study was conducted in five different schools in Gaziantep, and the data consist of 229 students who are in the seventh grade. In the quantitative part, descriptive statistics, t-tests and one-way ANOVA tests were applied by using SPSS 17.0 software. Findings: The results indicate that students display various misconceptions about polygons and special quadrilaterals. When the students were asked to draw squares, rectangles, trapezoids and equilateral quadrangles, almost all the participants drew prototype figures. It was discovered that, as the level of academic success increased, the risk of misconception decreased in return. Implications for Research and Practice: In the research, students displayed certain misconceptions when questions about the concept of diagonals were presented. Furthermore, in diagnostic test results, the outcome that the intermediate-level students had more misconceptions compared to low-level students might be because the low-level students left more questions blank. By means of conducting qualitative studies, it is possible to determine the thoughts that cause misconceptions. In the lesson content, permanent formula and prototype figures should be avoided. Instead, lessons should be imparted in the manner that reflects actuality and that expresses the core of the perceived subject.
Effect of Health Warnings on Cigarette Pockets on Behaviour: Educational Perspective
Author: Gercek, Cem
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Smoking,Health Promotion,Merchandise Information,Health Behavior,Correlation,Undergraduate Students,Path Analysis,Multiple Regression Analysis,Health Education,Self Efficacy,Probability,Risk,Fear,Questionnaires,Comparative Analysis,Written Language,Responses,Outcomes of Education,Graphic Arts

Purpose: Health warnings printed on cigarette packets are an important vehicle in that they demonstrate and inform people of the threats and health risks related to smoking. Increasing the effectiveness of this vehicle is one of the purposes of this study. Research Methods: Since this research aims to describe the associations between dependent and independent variables and determine whether or not independent variables influence dependent variables, it is a correlational study in the category of descriptive research. The research group was composed of 848 randomly chosen undergraduate students. The data were collected through a questionnaire used in similar research. Path analysis and logistic regression analysis were employed in the analysis of the data. Findings: According to the findings, the variables of response efficacy, self-efficacy, probability of harm and the severity of harm have high rates of explanation in both groups, but are higher in the combined warning group. It is apparent that the severity of harm and probability of harm will not be influential in behaviours in both groups without the variable of the instrument of fear. The reason for this is that fear can be associated with the function of the moderator. Implications for Research and Practice: In conclusion, it may be stated that the written text warnings and combined warnings printed on cigarette packets can be influential (and combined warnings are more influential) in preventing individuals from smoking. Enlarging this project and applying it to different groups is important in terms of understanding the durability of the relevant behaviour.
The Effects of Early Childhood Classroom Size and Duration on Development of Children
Author: Canbeldek, Merve
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Class Size,Day Programs,Statistical Analysis,Child Development,Scores,Language Acquisition,Cognitive Development,Statistical Significance,Outcomes of Education,Measures (Individuals)

Purpose: The numbers of early childhood education programs are dramatically increasing throughout Turkey, and the regulations to ensure quality are frequently changing. A very limited number of studies have examined the quality of Turkish ECE programs on children's development. Therefore, the purpose of this study is to identify the effects of classroom size and duration on the development of children. Research Methods: This is a relational survey study that was realized with 836 children attending 55 public early childhood programs in Denizli. These children were selected through a cluster sampling method. Data were collected through the &quot;Ankara Developmental Screening Inventory&quot; and &quot;Informational questionnaire.&quot; Data were analyzed using repeated ANOVAs, factorial ANOVA (2X4) and independent t-test techniques. Findings: This research revealed that there were statistically significant interactions between children's development and the structural quality components of classroom size and duration of education. Our findings showed that classrooms containing 20 to 24 children had higher developmental scores than other groups. Additionally, the results indicated that children enrolled in full-day programs scored higher on the language and cognitive development subscale and total ADSI. Implications for Research and Practice: The findings revealed that the children attending full-day programs with classroom sizes averaging 20 to 24 differed significantly from the children in other groups. This suggests that full-day programs have positive effects on children's development; therefore, it is important to increase the number of full-day programs in Turkey.
Forgiveness of Others and Self-Forgiveness: The Predictive Role of Cognitive Distortions, Empathy, and Rumination
Author: Ascioglu Onal, Asli
Date: 2017-00-00
Type: Journal Articles
Subjects: Empathy,Multiple Regression Analysis,Foreign Countries,Undergraduate Students,Perspective Taking,Rejection (Psychology),Interpersonal Relationship,Coping,Correlation,Predictor Variables,Measures (Individuals),Rating Scales,Statistical Analysis

Purpose: People encounter many hurtful experiences in daily life. Hurtful experiences lead to negative emotions such as anger, revenge, shame, and guilt, and people need to overcome these experiences effectively in order to protect their mental health. Unforgiveness proves to be one of the most important sources of stress in an individual's life, and forgiveness, on the other hand, is acknowledged as an effective coping mechanism that can be utilised in coping with this stressful mood. The purpose of this study was to investigate the predictive role of interpersonal cognitive distortions, empathy, and rumination on levels of self-forgiveness and forgiveness of others. Research Methods: The study was carried out with 527 university students. The Heartland Forgiveness Scale, Interpersonal Reactivity Index, short form of Rumination Scale, Interpersonal Cognitive Distortions Scale, and Personal Information Form were used in order to collect data for the study. Stepwise Multiple Regression Analysis was used to analyze the data. Findings: The results showed that where forgiveness of others was taken as a dependent variable in the regression model, cognitive distortions for interpersonal rejection, perspective taking, and empathic concern were significant predictors of forgiveness of others. Furthermore, in the model where self-forgiveness was chosen as a dependent variable, rumination and personal distress were found to be significant predictors of self-forgiveness. Implications for Research and Practice: Based on the results, during the forgiveness-based counseling interventions or psychoeducational programs, it can be more effective that practitioners consider related features or create modules based on these psychological constructs.
Investigation of the Nature of Metaconceptual Processes of Pre-Service Biology Teachers
Author: Yuruk, Nejla
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Biology,Metacognition,Cognitive Processes,Learning Activities,Journal Writing,Pretests Posttests,Content Analysis,Qualitative Research,Intervention,Plants (Botany),Scientific Concepts,Case Studies,Concept Mapping

Purpose of Study: The aim of this study is to investigate the nature of pre-service biology teachers' metaconceptual processes that were active as they participated in metaconceptual teaching activities. Methods: Several instructional activities, including poster drawing, concept mapping, group and class discussions, and journal writing, were carried out to activate the metaconceptual processes of 32 second-grade, pre-service biology teachers in order to change their alternative conceptions regarding seed plants. Case study was used as a research method. Among the 32 participants, five participants who activated rich and diverse metaconceptual processes and who reflected well and clearly on their mental processes in their journals were selected for the case study. The journal entries written by these five students before, during, and after the teaching activities were used as a data source. Content analysis was used to code the journals of the preservice teachers according to the types and the content of metaconceptual processes. Results and Conclusions: The results indicated that students engaged in several types of metaconceptual activities, which can be classified under metaconceptual awareness, metaconceptual monitoring, and metaconceptual evaluation. Metaconceptual processes were activated interdependently in different forms, ranging from simpler first-order metaconceptual awareness to more sophisticated metaconceptual evaluations. Recommendations: In designing metaconceptual teaching activities, teachers should take the interdependent and multifaceted nature of these processes into consideration.
A Study on Basic Process Skills of Turkish Primary School Students
Author: Aydogdu, Bulent
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Process Skills,Basic Skills,Elementary School Students,Predictor Variables,Academic Achievement,Student Surveys,Science Tests,Performance Based Assessment,Skill Analysis,Statistical Analysis,Multivariate Analysis

Purpose: The purpose of this study was to find out primary school students' basic process skills (BPSs) in terms of select variables. In addition, this study aims to investigate the relationship between BPSs and academic achievement. Research Methods: The study had a survey design and was conducted with 1272 primary school students. The study data were obtained from the &quot;Test of Basic Process Skills-- BAPS.&quot; BAPS was originally developed by Padilla, Cronin and Twiest (1985) and adapted to Turkish by Aydogdu and Karakus (2015). Findings: The results indicated that the BAPS scores of primary school students are not at a satisfactory level. Moreover, results indicated that the BAPS scores of primary school students were higher among the upper grades than the lower grade levels. Other results indicated that the BAPS scores of primary school students were higher among students coming from better socio-economic levels than those with low level socio-economic backgrounds. Furthermore, the BAPS scores of primary school students were higher among primary school students in urban areas than those living in rural areas. Finally, the results indicated that a positively significant relationship was found between primary school students' basic process skills and achievement in science courses. Implications for Research and Practice: Teachers have the great responsibility to develop the BPSs of students. The socio-economic levels of students must be taken into account during in-class activities that are the focus of BPSs. The results suggest that the more BPSs primary school students acquire, the more academically successful they will be.
An Investigation of Maternal Emotion Socialization Behaviors, Children's Self-Perceptions, and Social Problem-Solving Skills
Author: Ozkan, Hurside Kubra
Date: 2017-00-00
Type: Journal Articles
Subjects: Mothers,Psychological Patterns,Emotional Response,Socialization,Preschool Children,Self Concept,Problem Solving,Foreign Countries,Social Development,Child Development,Self Concept Measures,Statistical Analysis,Parent Child Relationship,Parent Influence,Multiple Regression Analysis

Purpose: The present study aims to investigate maternal emotion socialization, children's self-perception, and social problem-solving skills. In addition, this study describes the association between the levels of children's self-perception and social problem-solving skills. Research Methods: This is a quantitative study adopting a relational research design. The study group consists of 109 children aged 5-6 years, attending preschool in Kirklareli city center in the 2014-2015 school year, and their mothers. &quot;The Coping with Children's Negative Emotions Scale (CCNES),&quot;; &quot;Demoulin Self Perception Test for Children,&quot;; &quot;Wally Social Problem-Solving Test (WSPST),&quot; and a Personal Information Form were used to collect data. The collected data were analyzed through the SPSS 20.0 package program. Findings: The results of the current study demonstrated that there was a positive and high association between the total scores of children's self-perception and social problem-solving skills. As a result of the study, it was concluded that mothers' supportive and unsupportive reactions could not statistically explain their children's self-perception level and social problem-solving skills. Implications for Research and Practice: The results suggest that children's solving problems with their peers or with the individuals in their immediate environment by developing adequate strategies enables them to adopt a positive attitude about their self-perception. In addition, further studies on the process of children's emotion socialization can contribute to the relevant literature by investigating variables such as children's disposition, cultural traits, the social context in which they live, and socio-economic status of their family.
Occupational Socialization Processes of Classroom Teachers
Author: Kucukbayram, Canan
Date: 2017-00-00
Type: Journal Articles
Subjects: Socialization,Foreign Countries,Preservice Teachers,Elementary School Teachers,Organizational Culture,Student Attitudes,Statistical Analysis,Multiple Regression Analysis,Comparative Analysis,Preservice Teacher Education

Purpose: Occupational socialization is a process by which individuals internalize occupational culture. The aim of the present study was to ascertain the views and perceptions of classroom teachers regarding the efficiency of occupational socialization periods and the level of their occupational socialization, and to describe the same by sex and seniority variables. Research Methods: The sample of the study was comprised on 608 classroom teachers in service in Ankara province. The &quot;Occupational Socialization Period Efficiency Scale&quot; and &quot;Occupational Socialization Level Scale&quot; were developed by the researcher as data collection tools. Findings: The classroom teachers perceived the pre-service period as &quot;mostly&quot; efficient, and said period was perceived as the most efficient compared to the other occupational socialization periods. It was found that the classroom teachers with regard to the level of occupational socialization had high levels of perception. It was found as a result of multiple regression analysis that the induction period had no significant effect on the occupational socialization levels of the teachers. Implications for Research and Practice: The pre-service period was considered the most effective occupational socialization period by the classroom teachers. It was seen that classroom teachers had higher perception rates with respect to occupational socialization levels, and that female teachers had higher positive perception rates concerning occupational socialization levels compared to male teachers. The reasons of intersexual professional perception differences should be studied and precautions should be taken via activities at the faculty education level.