ethanporcaro/eric-fulltext-meta huggingface dataset:
A Bibliometric Analysis of Educational Studies about &quot;Museum Education&quot;
Author: Bozdogan, Kerem
Date: 2020-12-00
Type: Journal Articles
Subjects: Bibliometrics,Museums,Educational Research,Periodicals,Journal Articles,Citations (References)

This study aimed at analyzing the scientific publications about museum education with regard to bibliometric indicators. The study was carried out as a case study, one of the qualitative research methods. The bibliometric data were taken from the WoS database produced by Clarivate Analytics. An online scanning was performed in WoS database. The scan interval involved the dates between 1975 and April 4, 2020. 359 studies related to the museum education were detected in this scan. It was determined that out of these records, 148 of them (%41,22) were included in education/educational research category. The analyses revealed that the type of publications which was encountered mostly were academic articles with 148 studies. In addition to this, it was found that 109 articles were published in the last five years. This rate exhibits that the educational research about the museum education has gained acceleration in recent years. It was detected in the analyses that a total of 470 different key words were used in 148 articles. Moreover, the analyses revealed that the most effective journal was &quot;Journal of Museum Education&quot;. It was determined by the analyses that the researchers from 25 different countries published articles that made contributions to the field. Within this context, it was found that the most active country was the USA and it was followed by Italy, Canada and England. Turkey is ranked 6 out of 25 countries with 7 publications and this shows that serious contributions are made in this field.
The Development of Self-Directed Learning Skills of Teacher Candidates through Community-Based Recreation Program
Author: Noklang, Sumate
Date: 2020-12-00
Type: Journal Articles
Subjects: Self Management,Preservice Teachers,Undergraduate Students,Late Adolescents,Community Recreation Programs,Program Effectiveness,Skill Development,Individual Development,Student Satisfaction,Foreign Countries,Situated Learning

The purposes of this experimental study with pretest-posttest control group design were to examine the effect of community-based recreation program (CBRP) in developing of self-directed learning skills (SDLS) among teacher candidates and to evaluate their satisfaction of CBRP. The samples were 60 teacher candidates from Srinakharinwirot University. They were divided equally into two groups (experimental and control group) by using multi-stage sampling. Research instruments were: a CBRP for SDLS development of teacher candidates, which face validity was approved by five experts; and two questionnaires designed by researcher to evaluate teacher candidates' satisfaction of CBRP and assess their SDLS. Both questionnaires using IOC = 0.8-1.0 on all item with five experts also approved the content validity. Cronbach's Alpha on all item were 0.80 or higher respectively for coefficient of reliability. Data was analysed by means, S.D., and dependent t-test, independent t-test, and effect size (Cohen's d). The results indicated that: 1) after the CBRP was completed, the experimental group scored better in both overall and each item of SDLS than before joining the program with significant differences of 0.05, 2) there was no significant difference in the overall and each item of SDLS in the control group between before and after the CBRP was completed; 3) after the CBRP was completed, the experimental group SDLS's scores were better in both overall and each item than control group at the significant differences of 0.05. Finally, the effect size (Cohen's d) of this study indicated that the experimental group is large enough to have an influence on the population (d = 18.52); 4) the experimental group scored the highest on the satisfaction evaluation for the CBRP.
Teaching Creativity across the Curriculum through Design Education?
Author: Page, Tom
Date: 2017-00-00
Type: Journal Articles
Subjects: Creativity,Teaching Methods,Design,Instructional Effectiveness,Definitions,Teacher Attitudes,Role,Higher Education,Secondary School Teachers,Foreign Countries

This article examines the effectiveness of design as a subject fulfilling its role of developing creativity within students by allowing and supporting the behaviour and its expression. Creativity in education has been a pressing issue for many countries throughout recent history, once again resurfacing as a key topic for discussion, yet the term is still surrounded by mystery and discrepancies. This study attempts to establish teachers' understandings and definitions of creativity, outlining their methods for nurturance, through a triangulation of research. Evidence returned inconclusive of exact definition held by a majority, however multiple themes arose throughout, demystifying and adding to areas of the current body of knowledge. Implications for greater acknowledgment to the creative process rather than exclusively to product that abides by restrictive criteria, were highlighted as steps in the right direction for effective development of creativity within design as a subject, in educational institutions.
Nuancing: Fidelity and Flexible Adaptivity in the Implementation of Technology-Rich Innovations
Author: Thomas, Michael K.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Public Schools,Technology Integration,Barriers,Educational Innovation,Alignment (Education),Program Implementation,Grounded Theory,Teaching Methods,Instructional Design,Foreign Countries,Elementary Education

This manuscript reports on two studies on the implementation of a technology-rich innovation in public schools. This technology-rich innovation was an online quasi-video game environment that used 'through-the-window' virtual reality and a robust back story to situate learning activities in the virtual world for children. The first study examined the reasons why teachers chose to implement the innovation as well as the core challenges and supports necessary for the successful implementation of the innovation. This study used case study methodology and found that the innovation required a great degree of alignment between project goals and existing teacher needs and concerns. The second study re-examined data from the first study to explore how the innovation was actually implemented. The second study employed classic grounded theory methods for analysis and theory building. Nuancing theory emerged as the core category that arose as a result of the inductive grounded theory analysis procedures. This paper elaborates nuancing theory and addresses its possible applications to the problem of designing, developing, and implementing technology-rich innovations for situating learning activity in schools.
The Mediator Effect of Reading Comprehension in the Relationship between Logical Reasoning and Word Problem Solving
Author: Can, Derya
Date: 2020-12-00
Type: Journal Articles
Subjects: Reading Comprehension,Logical Thinking,Problem Solving,Word Problems (Mathematics),Mathematics Skills,Elementary School Students,Grade 4,Foreign Countries,Correlation,Skill Development,Cognitive Tests,Reading Tests,Mathematics Tests

Reading comprehension skill is seen as a predictor of word problem-solving performance, and the close relationship between reading comprehension and mathematical skills is accentuated. On the other hand, more research is needed as to determine how logical thinking and word problem solving are related to each other and to analyze the role of reading comprehension in this relationship. The aim of the study is to examine the role of reading comprehension in the relation between logical reasoning and word problem-solving in 158 fourth grade primary school students. The data were collected through the administration of logical reasoning, syllogistic reasoning, and reading comprehension tests, and word problems. In this research, which makes use of a predictive correlational research model, the regression analysis was used to test the direct and indirect relationships between word problem solving, logical reasoning, inference making, and reading comprehension skills. As a result of the research, the relationships between the variables were found to be positively significant. Besides, reading comprehension seems to play a partial mediating role in the relationship between logical reasoning and word problem-solving. The positive correlation between word problem solving and logical reasoning skills suggests that activities to improve word problem-solving performance should be supported by logical reasoning- and inference making-related activities. The fact that reading comprehension skills play a mediating role between these two performances reveals the importance of linguistic skills such as reading comprehension in the development of logical and mathematical thinking.
Establishing Positive Culture and Climate in the Online Classroom: Pathways for Instructors
Author: Cicco, Gina
Date: 2017-00-00
Type: Journal Articles
Subjects: Virtual Classrooms,Classroom Environment,Online Courses,School Culture,Teacher Student Relationship,Learner Engagement,Interaction,Instructional Effectiveness,Communication Skills,Course Descriptions,Higher Education

This article will discuss the importance of conscientious and purposeful establishment of positive culture and climate within online courses, particularly those offered within higher education and graduate programs. School culture and climate have been linked to student and faculty performance, satisfaction, efficacy, and overall learning and teaching experiences (Cicco, 2015; Gruenert and Whitaker, 2015). The online course instructor plays a key role in laying a strong foundation for the formation of positive relationships, effective instructional strategies, fair assessment practices, and consistent communication patterns within the virtual classroom, ultimately impacting the development of both culture and climate. Students' feelings of safety and trust in their ability to seek and receive help in difficult situations have also been tied to culture and climate (Cicco, 2015; Negis-Isik and Gursel, 2013). While organizational culture and climate are valuable indicators of academic success, these constructs are also evident and measurable within an individual classroom, whether offered in face-to-face, hybrid, or fully online format. This article will discuss culture and climate within the context of the online classroom. Pathways for creating optimal faculty-student relationships, healthy, and consistent student engagement and interaction, and developing best practices for online courses will be addressed with the aim of assisting instructors in the effort to establish positive culture and climate.
Entanglements of Teachers, Artists, and Researchers in Pedagogical Environments: A New Materialist and Arts-Based Approach to an Educational Design Research Team
Author: Jusslin, Sofia
Date: 2020-09-14
Type: Journal Articles
Subjects: Educational Practices,Cooperation,Teacher Collaboration,Dance Education,Artists,Researchers,Instructional Design,Research Projects,Grade 5,Elementary School Students,Teaching Methods,Teamwork,Reading Processes,Writing Processes,Trust (Psychology),Safety,Meetings,Guidelines,Faculty Development,Swedish,Native Language,Foreign Countries,Interdisciplinary Approach

This study investigates the collaboration between two teachers, a dance teaching artist, and a researcher within an educational design research project, that integrated creative dance into fifth-graders' reading and writing processes. To study this design team, we draw on the theoretical field of new materialism and the methodological field of arts-based research. Performing a diffractive analysis, we identify five entanglements in the design team and discuss how they affect the pedagogical realities and knowledge generation. Considerations on how to create a safe environment, relate to data equipment, build trust, and reserve enough time for lessons and design meetings can act as guidelines when collaborating in design teams. (Re)considering and (re)thinking &quot;who&quot; the team members are, &quot;how&quot; they work together, and &quot;why&quot; they enter a design research project can provide deeper understanding of and respect for the important &quot;what&quot; aspect in EDR-developing valuable knowledge for educational practices.
Development and Validation of Robotic Coding Attitude Scale
Author: Yalcin, Sema Altun
Date: 2020-00-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Robotics,Coding,Test Reliability,Secondary School Students,Student Attitudes,Grade 7,Foreign Countries,Student Interests,Self Efficacy,Student Motivation,Attitude Measures

This study aimed to develop a reliable and valid instrument to measure secondary school students' attitude towards robotic coding and the results of the analyses regarding the Robotic Coding Attitude Scale (RCAS) developed for this purpose were reported in the current study. To test the construct validity of the first version of the RCAS consisting of 29 items, Exploratory Factor Analysis (EFA) was performed on the data from 196 seventh-grade secondary school students (who had received robotic coding education already) enrolled in the public schools in a city in the northeastern Turkey. As a result of the EFA, the 22-item five-factor model was extracted. Then, the 22- item five-factor model obtained from EFA was cross-validated using Confirmatory Factor Analysis (CFA) and the results indicated acceptable model fits where X[superscript 2]/(df = 197) = 1.827, NFI = 0.825, CFI = 0.911, RMSEA = 0.065. Cronbach's Alpha coefficient which was calculated to show whether the RCAS is a reliable scale was found to be 0.91. In sum, the results indicated that RCAS can be used as a reliable and valid instrument to measure secondary school students' attitude towards robotic coding.
The Views and Adoption Levels of Primary School Teachers on Gamification, Problems and Possible Solutions
Author: Yasar, Hüseyin
Date: 2020-12-00
Type: Journal Articles
Subjects: Teacher Attitudes,Elementary School Teachers,Adoption (Ideas),Educational Games,Misconceptions,Teaching Methods,Reading Habits,Achievement Gains,Student Motivation,Competition,Peer Relationship,Barriers,Awards

In this research, it is aimed to determine the ideas of primary school teachers about the concept of gamification, the elements of gamification they use, the criteria they take into consideration while using the elements of gamification, the reasons for using them in gamification, the problems they face when using gamification and solutions to these problems. Phenomenology design, a qualitative research design is referred to in the research. The participants of the research consist of twelve primary school teachers who work at different schools and who teach different grades. In this research, semi-structured interview form, which was prepared by the researchers as a data collecting tool was used. The data acquired from the interviews done with the participants, was analyzed through content analysis. According to the results of the research, it was determined that majority of the primary school teachers perceive the concept of gamification as an educational game. Badges and leader boards were determined as the mostly used elements of gamification by primary school teachers. It was observed that the foremost criteria that primary school teachers consider while using the elements of gamification were reading books, starting reading at the first grade and success level in the lessons. Improving the success of the students and increasing their motivation in lessons were determined as the reason for using gamification elements. The foremost problem that primary school teachers face while the using gamification elements is the overcompetitive behavior occurring amongst the students. As the second, the problem of regression in the students whose levels are low is stated. As for solving the problems faced, using the gamification elements taking into consideration some other actions- not success in lessons- is determined to be the most effective solution.
Augmented Reality Application Classroom Development: New Technology and New Media, Education and Intelligent Classrooms
Author: Squires, David
Date: 2017-00-00
Type: Journal Articles
Subjects: Computer Simulation,Educational Technology,Technology Uses in Education,Telecommunications,Handheld Devices,Teaching Methods,Cognitive Ability,Short Term Memory,Help Seeking,Spatial Ability,College Students,Online Courses,Student Attitudes

Mobile technology is one of the fastest developing communications tools in the history of humankind. Perhaps now more than ever, one of the biggest questions educators and instructors face is how to engage learners in the digital age as mobile technology rapidly evolves. Current research indicates that Augmented Reality (AR) mobile learning applications, when functioning as electronic performance support systems, can increase student's spatial and working memory, response times, and has a significant impact on student engagement. With pedagogically enhanced support systems, AR-enabled courses increase learner's cognitive ability, their response to behavioral demands, and overall positively influence learner's working memory. The significance of this study will help illustrate how assistive and mobile devices are facilitating learning and autonomous help-seeking behavior in technology-enhanced learning environments. The longitudinal study utilizing Augmented Reality screen reading applications indicates that mobile AR technology can function as assistive and help-seeking instruments to increase user visual and spatial memory recall while simultaneously providing learners with tailored and systematized learning content. The study applies mixed methodologies, utilizing quantitative and qualitative data to aid in triangulation. The results show that Augmented Reality applications offer a uniquely beneficial learning context compared to the traditional computer lab setup due to the nature of mobile application's ability to unlock content anywhere and anytime versus traditional electronic learning methods.
From Novice to Expert: The Perceived Self-Efficacy of Teachers Implementing Orton-Gillingham with Children with Dyslexia -- A Case Study
Author: Bernadowski, Carianne
Date: 2017-00-00
Type: Journal Articles
Subjects: Self Efficacy,Dyslexia,Reading Difficulties,Reading Instruction,Phonetics,Faculty Development,Self Esteem,Teaching Methods,Reading Teachers,Elementary School Teachers,Knowledge Level

In a time of increased accountability for U.S. schools, teachers are working tirelessly to meet the needs of their ever-changing and diverse classroom populations. Many of these children come to school with a myriad of learning differences and disabilities. The most noted reading disability in many U.S. classrooms is dyslexia. This qualitative case study examined the self-efficacy of teachers who were trained and used a structured literacy tutoring program that utilized the Orton-Gillingham method of phonetic instruction. The results indicate that with sufficient training teachers' self-confidence improved significantly. Knowledge in teaching strategies may have the greatest impact on teachers' self-efficacy, which in turn, effects instructional planning, instructional implementation, and student achievement.
Developing a Scale to Assess Teachers&apos; Perceptions towards Using Web 2.0 Tools in Lectures (TPUWL Scale)
Author: Yildirim, Bekir
Date: 2020-12-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Test Reliability,Attitude Measures,Teacher Attitudes,Science Teachers,Web 2.0 Technologies,Technology Integration,Teacher Competencies,Self Efficacy,Teacher Characteristics,Gender Differences,Foreign Countries,Elementary Secondary Education,Higher Education

Web 2.0 tools are the tools helping individuals share information online. Although there are scales which determine the opinions of teachers on using web 2.0 tools there is no scale developed to determine the perceptions of teachers towards using Web 2.0 tools. Thus, aim of this research was to develop a scale to assess the teachers' perceptions related to using Web 2.0 tools at lectures (TPUWL) and determine the factors affecting the perception of teachers. For scale development purpose data was gathered from 240 teachers. Exploratory factor analyses were carried out to find out the structure of the TPUWL. Analyses revealed that TPUWL's structure had two factors. First factor had 12 items and was entitled &quot;Perception towards Using&quot; while second factor had 10 items and was called &quot;Professional Competence Perception&quot;. For confirmatory factor analyses data was gathered from 220 teachers. Thereupon, total sample of the study consisted of 460 teachers. Data analyses revealed that TPUWL scale is a reliable and valid assessment tool. Scale's Cronbach's alpha reliability coefficient was found as 0.95. After confirming the validity and reliability of the scale, analyses were carried out to determine the factors which might affect the teachers' perceptions on using Web 2.0 tools with respect to age, education level, experience and gender factors. Analyses revealed that age, education level and experience factors had no statistically significant effect on teachers' perception toward using Web 2.0 tools. On the other hand, it was revealed by the study that gender factor had a statistically significant effect on the perception. As a consequence, it was determined by the researchers that TPUWL is a useful scale to determine the teachers' perception towards using Web 2.0 tools in lectures.
Intelligence and Mind Games in Concept Teaching in Social Studies
Author: Çagir, Sibel
Date: 2020-12-00
Type: Journal Articles
Subjects: Intelligence,Concept Teaching,Social Studies,Academic Achievement,Student Attitudes,Grade 6,Middle School Students,Citizenship Education,Educational Games,Teaching Methods,Foreign Countries,Pretests Posttests

In the Social Studies lesson, the impacts of using intelligence and mind games on academic achievement and students' attitudes towards Social Studies lesson were examined for the teaching of the concepts in the 6th grade Effective Citizenship Learning Area. In the study, semi-experimental pattern with pre-test-post-test, experimental-control group was studied. In the research, teaching the concepts with intelligence and mind games prepared by the researchers was carried out with the experimental group. On the other hand, the control group was taught in line with the activities in the current curriculum. As a result of the t-test analysis of the pre-post-application scores of attitude in the control and experimental group, it was observed that there was a significant difference in favor of the post-test both in control group (t = -2.955, p &lt;0.05) and in experimental group (t = -4.109, p &lt;0.05). As a result of the research, a conclusion was reached in favor of the experimental group in terms of both academic achievement (t = -7.028, p &lt;0.05) and attitude towards the course (t = -2.411, p &lt;0.05). Intelligence and mind games can be used to teach the concepts of the Social Studies course. Mind games named &quot;Tick Tack Concept&quot; (Tik Tak Kavram Oyunu) and &quot;Keep in your mind&quot; (Aklinda Tut) which were developed in this study can be used for concept teaching.