ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigation of Gifted Students&apos; Cognitive Structures on the Concept of Innovation
Author: Kocabasoglu, Bilal
Date: 2021-00-00
Type: Journal Articles
Subjects: Gifted,Cognitive Structures,Secondary School Students,Foreign Countries,Tests,Associative Learning,Freehand Drawing,Science Education,Art Education,Cognitive Mapping,Innovation,Design,Phenomenology,Student Attitudes,STEM Education,Workshops,Gifted Education,21st Century Skills,Technological Advancement

The aim of this research is to analyze the cognitive structures of gifted students regarding the concept of innovation. The phenomenology design, one of the qualitative research method designs, was used in the study. The criterion sampling method, one of the purposeful sampling methods, was used to determine the study group of the research. In the 2018-2019 academic year, 25 (15 male, 10 female) gifted students at the 7th and 8th grade level of secondary school in a Science and Art Center (BILSEM) in Ankara Province formed the study group of the research. The word association test (WAT) and drawings were used as data collection tools in the research. While the data obtained with the drawing-writing technique in the research were analyzed by using the content analysis method, the data obtained through the word association test were analyzed by using the descriptive analysis method. Participants' associations to the concept of innovation were analyzed by using the cut-point technique. In addition, concept networks that show the associations at each breakpoint as a whole were drawn. Mind maps were drawn by using the frequency table prepared from the students' responses to the selected key concepts. Research data were collected under 7 categories. These were Definition and characteristics of innovation (f = 78), innovation and development (f = 52), stages of innovation (f = 46), innovation and business (f = 27), innovation-oriented skills (f = 18), innovation and product (f = 17), other (non-category concepts) (f = 13). It was determined that students produced 38 different answer words about the concept of innovation 251 times and they most associated the concept of innovation with the concepts of &quot;newness&quot;, &quot;development&quot; and &quot;technology&quot;. In the sentences they wrote together with the drawings, explanations emphasizing more technological products and development processes were observed.
Knowledge Elements Used by Pre-Service Primary Teachers to Explain Free Fall
Author: Didis Körhasan, Nilüfer
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Science Instruction,Physics,Scientific Concepts,Concept Formation,Cognitive Structures,Motion

As well as knowledge structures can be complex and coherent, they might be small and disconnected. This study focuses on knowledge elements of pre-service teachers using diSessa's phenomenological primitives (p-prims) framework. Based on group interviews, a test was developed regarding the knowledge fragments used for explaining free fall in three different contexts--the Earth, the Moon, and Mars--for both vertically released and kicked balls. The test was then implemented to 274 pre-service primary teachers. The results indicated that teacher candidates used six different p-prims such as force as a mover, closer means stronger, bigger is greater, overcoming, dynamic balance, and dying away to explain free fall. The use and appropriateness of p-prims differed due to context both qualitatively and statistically.
Perceptions of Postgraduate Students on the Relationship between Thesis Development and Performance of a Supervisor
Author: Bayona-Oré, Sussy
Date: 2021-00-00
Type: Journal Articles
Subjects: Graduate Students,Masters Theses,Supervision,Supervisor Supervisee Relationship,Public Colleges,Graduate Study,Educational Research,Supervisory Methods,Student Attitudes,Role,Supervisors,Thinking Skills,Performance,Supervisor Qualifications,Foreign Countries

Although thesis supervision has been widely studied, little is known about supervisors' performance dimensions and thesis development from a quantitative perspective. For this reason, this research aims to analyse the relationship between thesis development and supervisors' performances according to the perceptions of postgraduate students. A quantitative research methodology and a Spearman's rank correlation was used. A survey was administered to 51 postgraduate students from a public university. The results indicated a significant correlation between thesis development and supervisor performance dimensions such as skills, roles, and personal qualities. The academic capacity, knowledge, research experience of supervisor is significant and the supervisors understand the regulations and rules of the supervision process. The supervisors must have knowledge of supervision styles and apply it taking into account the characteristics of the students. A framework of procedures and guidelines for postgraduate supervision must be established to improve the supervision process.
The Relationship between Teacher Candidates&apos; Affective Dispositions and Instructional Planning Actions in STEM
Author: Burton, Megan
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Preservice Teachers,Elementary Education,Affective Behavior,Lesson Plans,Instructional Development,Online Courses,Virtual Classrooms,Student Teaching,Student Attitudes,Integrated Curriculum,Inquiry,Questioning Techniques,Self Efficacy

This study explores the relationship between elementary teacher candidate affective dispositions and the action of STEM lesson planning. While affective dispositions are important, understanding the connection between dispositions and practice is key. Teacher candidates' affective dispositions about STEM education and instructional planning were examined after participating in a virtual STEM experience. Seventeen elementary teacher candidates experienced STEM instruction via summer virtual courses and field placements. This article focuses on responses to questions about affective dispositions that were coded using inductive analysis. Dispositions towards the following themes were identified: ways to teach integrated STEM, use of inquiry and open ended questions, and confidence. Early childhood lesson plans were coded deductively using the characteristics of model-eliciting activities. Analysis of the data found that teacher candidates who experienced learning, observing, and planning via virtual experiences demonstrated positive affective dispositions towards teaching STEM. However, there were areas of disconnect between the affective dispositions expressed and the instructional action of planning STEM lessons. The data suggest the experiences of learning, observing, and planning STEM lessons can be meaningful in professional growth, but that more needs to be done beyond these experiences to create synergy between instructional actions and affective dispositions related to STEM education.
The Influence of Project-Based STEM (PjbL-STEM) Applications on the Development of 21st-Century Skills
Author: Baran, Medine
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Projects,Active Learning,STEM Education,21st Century Skills,Skill Development,Grade 10,High School Students,Personal Autonomy,Teamwork,Foreign Countries,Cooperative Learning,Student Attitudes

This study aimed to investigate the influence of Project-Based Learning STEM (PjbLSTEM) Applications involving the use of waste materials on the 21st-century skills of 10th-grade students. In line with the purpose of the study, the pre-experimental design was used. The sample consisted of 24 students in total. The 21st-Century Skills Usage Scale, structured and semi-structured interview forms, were used as the data collection tools. During the applications, PjbL-STEM activities were carried out. The data collected were analyzed using the Wilcoxon Signed Ranks Test and the thematic analysis technique. The data analysis revealed a significant increase in the students' 21st-century skills, such as their levels of use of autonomy and cooperation skills and their levels of environmental sensitiveness. The students also reported that the activities had positive effects on many of their 21st-century skills such as communication, and collaboration, problem-solving, creativity, critical thinking, responsibility, environmental awareness, and information-technology literacy. Based on the findings, the following suggestions were put forward: PjbL-STEM activities could be carried out more in educational institutions belonging to the Ministry of National Education. Teacher-training activities could be carried out, and in-service training could be organized to support the application of innovative methods.
Early Elementary Students&apos; Use of Shape and Location Schemas When Embedding and Disembedding
Author: Bofferding, Laura
Date: 2022-00-00
Type: Journal Articles
Subjects: Grade 1,Grade 3,Puzzles,Cognitive Processes,STEM Education,Schemata (Cognition),Spatial Ability,Piagetian Theory

Elementary students' early development of embedding and disembedding is complex and paves the way for later STEM learning. The purpose of this study was to clarify the factors that support students' embedding (i.e., overlapping shapes to form a new shape) and disembedding (i.e., identifying discrete shapes within another shape) through the use of filled shapes as opposed to shape frames. We recruited 26 Grade 1 students (~6-7 years old) and 23 Grade 3 students (~8-9 years old), asked them to work on two layered puzzle designs from the Color Code puzzle game, and interviewed them about their thinking processes. The first graders had higher success rates at fixing and embedding the tiles correctly, and students at both grade levels improved on the three-tile design when encountering it a second time about two months later. The four-tile design was more difficult, but students improved if they could identify a correct sub-structure of the design. Successful students used a combination of pictorial shape strategies and schematic location strategies, systematically testing tiles and checking how they could be embedded. The results suggest that helping students focus on sub-structures can promote their effective embedding.
Turkish STEM Teachers&apos; Opinions about the Scientist-Teacher-Student Partnership
Author: Çavas, Bülent
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,STEM Education,Teacher Attitudes,Partnerships in Education,Scientists,Gender Differences,Teacher Role,Student Role,Cooperation,Elementary Secondary Education,Age Differences,Teaching Experience,Middle Schools,High Schools

The main aim of this study is to investigate the opinions of Turkish STEM teachers about the Scientist-Teacher-Student Partnership (STSP). In order to provide extra insights about the STSP, a specifically designed questionnaire developed by Malaysian researchers was used. The study consists of data collected from 301 Turkish STEM teachers who have been working in the schools. As a result of the analysis of the data, it was found out that the teachers have positive opinions about the STSP. Looking at the differences between male and female teachers, it was found that there were significant differences in teachers' scores related to the roles of teachers, students, and scientists in the STSP. According to the teachers' experiences of working with scientists or not, the results showed that teachers who do not have experience of working with scientists have a more positive opinion of this collaboration process. Turkish STEM teachers showed greater appreciation of the value of working with a scientist, especially teachers who did not have working experience with a scientist. The outcomes of this study can be used to implement the STSP as a STEM education model.
Exploring Relationships among Test Takers&apos; Behaviors and Performance Using Response Process Data
Author: Araneda, Sergio
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Behavior,Academic Achievement,Computer Assisted Testing,Mathematics Achievement,Achievement Tests,Elementary School Students,Grade 3,Grade 4,Test Format

Students exhibit many behaviors when responding to items on a computer-based test, but only some of these behaviors are relevant to estimating their proficiencies. In this study, we analyzed data from computer-based math achievement tests administered to elementary school students in grades 3 (ages 8-9) and 4 (ages 9-10). We investigated students' response process data, including the total amount of time they spent on an item, the amount of time they took to first respond to an item, the number of times they &quot;visited&quot; an item and the number of times they changed their responses to items, in order to explore whether these behaviors were related to overall proficiency and whether they differed across item formats and grades. The results indicated a non-linear relationship between the mean number of actions and proficiency, as well as some notable interactions between correctly answering an item, item format, response time, and response time latency. Implications for test construction and future analyses in this area are discussed.
COVID-19 Restrictions and Its Influence on Students&apos; Mathematics Achievement in Spain
Author: Moliner, Lidon
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Mathematics Achievement,High School Students,Achievement Gains,Effect Size,Scores,Peer Influence,Educational Change,Educational Trends,Foreign Countries

COVID-19 restrictions in schools worldwide constitute an important limitation for peer support among students. The masks, the distance between tables or the established sitting order are new challenges that both students and teachers must face in Spain. The conventional strategies that took place among students prior to the COVID-19 pandemic have been altered. In this study, the mathematics achievement of high-school students prior to the COVID-19 pandemic and during the COVID-19 pandemic is examined. Quantitative and qualitative methods were used. A total of 368 students from 9th grade (ages 14 to 15) participated in this research. Statistically significant differences were reported when comparing the mathematics achievement of pre-COVID-19 and post-COVID-19 students (t = 22.21, p &lt; 0.01). An overall negative effect size of -2.32 was reported for those students with COVID-19 restrictions. Mathematics achievement scores were 9.90% lower for the group with restrictions. No statistically significant differences were reported when analyzing results by gender or repeating condition. The qualitative information supported the quantitative findings. Alterations in peer support was identified as one of the main factors that could explain this decrease. The main conclusion of this study is that current restrictions due to COVID-19 could be producing an important decrease in students' mathematics achievements.
A Case Study of the Benefits of the Science Learning Partnerships in Early Years and Primary Education in England
Author: Outhwaite, Deborah Emily
Date: 2022-00-00
Type: Journal Articles
Subjects: Case Studies,Partnerships in Education,Leadership Training,STEM Education,Preschool Education,Elementary School Students,Faculty Development,Elementary School Teachers,Preschool Teachers,Networks,Feedback (Response),Teacher Attitudes,Teacher Leadership,Foreign Countries,Science Programs,COVID-19,Pandemics

This paper charts the recent history of the STEM Learning UK contracts with local Science Learning Partnerships (SLPs) and identifies what leadership has been made available to support the Early Years and Primary school sector. A case study approach is taken using 'Super SLP' hubs in England. Curriculum Hubs exist in core subject areas such as maths, English, science and computing. They have recently been expanded to include Behaviour Hubs. This forms the current DfE strategy of Teaching School Hubs (TSHs), i.e., to offer system support and a full career-length support for all stages of teacher-career and leadership development. This paper charts the changes to the Early Years (EY) and Primary teacher support networks, in science particularly, and examines what they provide and how this can be improved, and discusses, through session evaluation and feedback, what teachers have appreciated the most.
Comparability of Feedback in PISA 2015 across Culturally Diverse Countries
Author: de Vries, Jitske
Date: 2022-00-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Feedback (Response),Cultural Differences,Factor Analysis,Collectivism,Individualism,Science Achievement,Scores,Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Comparative Education,Models,Goodness of Fit,Measurement Techniques

The aim of this study was to investigate the comparability of feedback across culturally diverse countries by assessing the measurement invariance in PISA 2015 data. A multi-group confirmatory factor analysis showed that the feedback scale implemented in PISA 2015 was not invariant across countries. The intercepts and residuals of the factor model were clearly not the same, and the factor loadings also differed. Model fit slightly improved when the more individualism-oriented countries were separated from the more collectivism-oriented countries, but not to an acceptable level. This implies that the feedback results from PISA 2015 have a different meaning across countries, and it is necessary to be careful when making cross-cultural comparisons. However, the absence of measurement invariance did not affect the relationship between feedback and science achievement scores. This means that feedback, as measured by PISA 2015, can be compared across culturally different countries, although the current form of this scale lacks important, culturally specific elements.
Exploring Preschool Data Collection and Analysis: A Pilot Study
Author: Lewis Presser, Ashley E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Children,Data Collection,Data Analysis,Pilot Projects,Problem Solving,Technology Uses in Education,Early Childhood Education,Preschool Teachers

Data collection and analysis (DCA) skills apply mathematical knowledge, such as counting, sorting, and classifying, to investigations of real-world questions. This pursuit lays the foundation for learners to develop flexible problem-solving skills with data. This pilot study tested a preschool intervention intended to support teachers in promoting young children's DCA skills using a technology-integrated approach. A key component therein was a teacher-facing digital app that facilitated collaboration between preschool teachers and children to more easily collect data, create simple graphs, and use graphed data to engage in real-world questions and discussions. As part of a design-based research approach, this study tested the intervention's developmental appropriateness and feasibility in four preschool classrooms (n = 5). Findings suggest that the intervention curriculum (i.e., investigations) and inclusion of the app supported teachers and children to answer data-focused questions by engaging in each step of the DCA process while applying numerous mathematics skills. Teachers reported that the app complemented curricular implementation and children demonstrated readiness to engage with, and benefit from, the investigations. Findings also indicated the developmental appropriateness and feasibility of applying this DCA approach in preschools and suggest further study of the approach.
Flipping the Classroom in Senior High School Textile Education to Enhance Students&apos; Learning Achievement and Self-Efficacy
Author: Boateng, Annette Akuamoah
Date: 2022-00-00
Type: Journal Articles
Subjects: Academic Achievement,Achievement Tests,Flipped Classroom,Teaching Methods,Elective Courses,Textiles Instruction,Comparative Analysis,Outcomes of Education,Intervention,Skill Development,Instructional Effectiveness,High School Students,Foreign Countries

The study analysed the impact of the flipped classroom (FC) approach on weaving experience, self-efficacy and students' learning achievement. To achieve this purpose, a quasi-experimental (pre-test/post-test) design, with a control group and an experimental group, was implemented. A mixed methods approach was used to evaluate the outcomes of the intervention. Forty- four first year senior high school students of an elective textile education subject participated in the study. An academic achievement test and a semi-structured group interview were employed as data-gathering instruments. Descriptive and inferential statistics (parametric and nonparametric tests), as well as thematic analysis were used to analyse the data collected. Findings of the study indicated that, regarding the acquisition of skill set and the maintenance of academic achievement, the students in the treatment group taught using the FC approach obtained higher levels of achievement juxtaposed with the students in the control group tutored with a traditional teacher-centred approach. The study further established that a flipped-classroom approach was engaging, interactive and exciting for students. The students in the experimental group, via the qualitative inquiry, expressed satisfaction with the practice in weaving and felt elevated in their knowledge, attitudes, self-learning, problem-solving and critical thinking skills acquisition. Therefore, the study recommended that the school adopt the FC approach as a method of teaching studio-based Visual Art subjects to support instructional hours.
Teachers&apos; Attitudes toward Autism Spectrum Disorder: A Systematic Review
Author: Gómez-Marí, Irene
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Attitudes toward Disabilities,Autism,Pervasive Developmental Disorders,Inclusion,Research Reports,Pedagogical Content Knowledge,Positive Attitudes,Negative Attitudes,Gender Differences,Teaching Experience,Teacher Education Programs,Self Efficacy,Cultural Differences

(1) Teachers' attitudes toward the inclusion of students with autism spectrum disorder (ASD) in mainstream schools influence daily educational practices. Depending on whether these attitudes are favorable or not, inclusive education could be fully or partially reached. This systematic review aims to analyze teachers' attitudes toward ASD and to determine the variables that moderate them. (2) We conducted a systematic review in WoS, Scopus, and PsycINFO databases, obtaining an amount of 16 studies included in this review. (3) The results revealed inconclusive levels in teachers' attitudes: Some of the teachers reported positive attitudes, some neutral, and some negative. (4) Among the variables that probably moderate attitudes, we found knowledge, experience, training, and gender. Future research and implications for pre-service and in-service teachers, school administrators, and policy makers are suggested.