ethanporcaro/eric-fulltext-meta huggingface dataset:
A Case Study: Activity-Based Learning Process Prepared by NTC&apos;s (Nikola Tesla Center) System of Learning Approach
Author: Girgin, Derya
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Students,Elementary School Teachers,Experiential Learning,Grade 4,Learning Activities,Social Studies,Student Attitudes,Teacher Attitudes,Motor Development,Cognitive Development,Foreign Countries,Teaching Methods,Instructional Effectiveness

The NTC (Nikola Tesla Center) system of learning is an activity program designed to promote the development of motor skills and cognitive abilities in preschool and school-age children. This research aims to investigate the activity-based learning process prepared by NTC system of learning approach. In this qualitative research, case study design was used. The research group consisted of 34 fourth-grade students and four female teachers from a public primary school in the 2018-2019 academic year. Data were collected by using semi-structured interview and observation techniques. The research data was collected after 12 lessons on eight Flags. In the social studies course, themed activities based on the NTC system of learning approach were prepared by the researchers. Descriptive analysis method was used to analyse semi-structured interviews with teachers, and the content analysis method to analyse semi-structured interviews with students. According to research results, students described the flag-country matching, classifying flags according to their characteristics, learning colours, shapes, and emblems on the flag, and learning the capitals and national anthems of the countries as activities they liked. Research suggestions include implementing them at different levels of education and structuring them mainly for musical and motor skills development.
Algorithmic Thinking in Primary Education
Author: Dogan, Adem
Date: 2020-00-00
Type: Journal Articles
Subjects: Thinking Skills,Mathematics Skills,Elementary School Mathematics,Preservice Teachers,Discovery Learning,Problem Solving,Skill Development,Foreign Countries,Student Attitudes,Learning Activities

Use of algorithmic thinking in education has received significant attention as it is grounded on thinking and performing the necessary action in line with a clearly defined purpose. The current study aimed to probe prospective classroom teachers' views on algorithmic thinking skills and use of these skills in education. The research data were collected from 36 undergraduate students attending a state university in Turkey through an interview form developed by the researcher. Their responses to the interview questions were examined through content analysis and converted into themes and codes. The participants reported that teachers with well-developed algorithmic thinking skills tend to teach gradually, to follow a process that facilitates learning, to encourage students to be well-planned and neat and to help them develop/improve their algorithmic thinking skills. They also suggested the use of such techniques as discovery learning, problem-solving, induction, brainstorming, concept mapping, games, discussion, fishbone and case study that require students' active involvement in the learning process in order to improve their algorithmic thinking skills. The study discusses further findings in detail and concludes with practical implications developed in the light the findings reported here and the existing literature.
Organizational Justice and Being a Woman; What Female Lecturers Say
Author: Güven, Sibel
Date: 2020-00-00
Type: Journal Articles
Subjects: Females,Women Faculty,College Faculty,Social Justice,Work Environment,College Environment,Interpersonal Relationship,Psychological Patterns,Job Satisfaction,Teacher Motivation,Performance,Gender Bias,College Administration,Equal Opportunities (Jobs),Foreign Countries

This study aims to offer a detailed foresight on organizational justice concept and define organizational justice from the perspective of women, female lecturers specifically, to unveil the views on the concept of organizational justice. The research was patterned after one of the qualitative research models namely phenomenologic method. Research population comprised of 10 volunteering female lecturers currently teaching in 2 state universities. In data analysis, descriptive analysis technique was employed. Findings of the research pinpointed that female lecturers defined organizational justice as securing interpersonal equality and added that in the absence of organizational justice this failure would render a negative effect on their personal happiness, job satisfaction, motivation and performance. Moreover they claimed that there was prevailing gender discrimination in organizations. For suggestions the next studies can be conducted to raise the awareness of all employees of the organization on organizational justice. This study, carried out for participants from different universities, can be developed and applied to measure the perception of organizational justice in a single organization. In order to end the genderist perspective and bring women to the position where they should be important, women employees may be able to realize their power.
Performance of Students with Different Learning Preferences in Traditional First Semester Calculus
Author: Haciomeroglu, Erhan Selcuk
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Performance Factors,Cognitive Style,Preferences,Spatial Ability,Logical Thinking,Thinking Skills,College Mathematics,Calculus,College Students,Conventional Instruction,Cognitive Tests,Visualization,State Universities

The present study sought to examine mathematical performance of students with different learning preferences in traditionally taught first semester calculus as well as its relationship with learning preference, spatial ability, and verbal-logical reasoning ability. Data were collected from 86 students enrolled in two sections of first semester calculus at a large state university located in the Southeastern U. S. Although the study was too small to enable generalizations, the results suggest that mathematical performance is not related to learning preference, and students do not differ in their calculus performance due to a mismatch between the instructional mode and their learning preference.
WebQuest Usage in Democracy, Human Rights and Citizenship Education
Author: Yucel, Cemil
Date: 2013-10-00
Type: Journal Articles
Subjects: Preservice Teachers,Social Studies,Civil Rights,Democracy,Citizenship Education,Foreign Countries,State Universities,Web Based Instruction

The purpose of this study is to assess the performances of social studies teacher candidates in using WebQuest applications in Human Rights, Democracy and Citizenship Education. WebQuests are tools that are used to create constructivist learning environments for students by using web resources. WebQuests allow students to do internet research while minimizing the risk of getting lost on the net. The study employs five different WebQuests about human rights, democracy and citizenship prepared as part of a bigger research project. The five different WebQuests about sensitive social issues were completed by teacher candidates over the course of 12 weeks. The subjects of the study were 120 students allocated to four experiment groups at two state universities in Turkey. The students completed the WebQuests in groups. The assessment criteria for the WebQuests were incorporated as rubrics. According to rubric assessments, all teacher candidate groups displayed mid and low level performance. However, it is thought that the use of WebQuest as a web-based instructional tool in a constructivist approach in higher education may be helpful.
Deconstructing Applied Linguistics Conference Paper Titles: A Syntactic Analysis
Author: Afful, Joseph B. A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Conference Papers,Syntax,Applied Linguistics,Research Reports,Writing (Composition),Academic Language,Content Analysis,Authors,Punctuation,Researchers,Preferences,Phrase Structure,Form Classes (Languages),Writing Instruction,Nouns

Following Swales' (1990) influential study on research article (RA) introductions, some attention has increasingly been paid to other rhetorical units of both expert and learners' writing, including titles. A key and effective discursive means through which titles are constructed and presented is the syntactic configuration. The present study, thus, investigates the syntactic structures employed by authors of conference paper titles (CPTs) in Applied Linguistics. A qualitative content analysis was employed to study a corpus of 592 CPTs from a popular conference for researchers, scholars, and practitioners of Applied Linguistics worldwide, supported by some descriptive statistics. The analysis of the data of the study identified three main title styles: Single Unit Title, Compound Unit Title, and Complex Unit Title. The analysis showed that, out of these three title styles, Compound Unit Titles were preferred by researchers. Further, the colon was the dominantly used punctuation mark in separating the components of Compound Unit titles. The final point was that authors preferred prepositional phrases in the post modification of the noun phrase structure of CPTs. The findings of this study have implications for the scholarship on titlelogy, academic writing pedagogy as well as further research.
The Integration of Authentic Learning Principles and Facebook in Service Learning
Author: Safuan, Halawati Abdul Jalil
Date: 2013-10-00
Type: Journal Articles
Subjects: Authentic Learning,Social Media,Service Learning,Instructional Effectiveness,Foreign Countries,Undergraduate Students,Computer Mediated Communication,Active Learning

To date, lots of research was carried out solely on the effectiveness of Authentic Learning principles in service learning. The results showed positive relationships between theories and practices because students had become relatively analytical thinkers, problem-solvers and collaborators. The uses of Authentic Learning and Facebook in service learning, however, are under research. Hence, this paper tends to investigate the effectiveness of Authentic Learning Principles and Facebook in promoting active learning among students in their service learning curriculum. These students are from Albukhary International University (AiU) whereby service-learning curriculum also known as Community Engagement Project (CEP) has been introduced to all undergraduate students across their 3-year curriculum. Purposive samplings were employed to find out the students' preferences in using Authentic Learning Principles together with Facebook as a social media tool in their service learning projects. Surveys which consisted of Likert-scale questions were administered to ninety-six (99) students from 20 different countries. Fifty-one percent (51%) of the students were males and the other forty-nine (49%) were females. The results have shown that Authentic Learning Principles and Facebook as a tool of communication have effectively enhanced students' learning experience in service learning.
Determination of Errors in the Writing Samples of Turkish Bilingual Students Studying in Dutch (the Case of Rotterdam)
Author: Halitoglu, Vedat
Date: 2020-00-00
Type: Journal Articles
Subjects: Error Patterns,Turkish,Native Language,Academic Achievement,Alienation,Second Language Learning,Language Acquisition,Writing (Composition),Error Analysis (Language),Classification,Immigrants,Transfer of Training,Syntax,Language Usage,Alphabets,Native Language Instruction,Foreign Countries,Indo European Languages,Bilingualism,Models

Many people from Turkey emigrated to European countries as a result of the bilateral agreements signed between Turkey and related countries after the 1950s. The temporary travels to these countries left their place to permanent settlements, and the Turkish children living there were faced with the danger of alienation from their mother tongue and culture in time. Many academic studies have emphasized that these children who experience L1 acquisition and learning problems will also have difficulties in learning a second language (L2), and consequently their academic achievement will be adversely affected by this situation. The data of the study were obtained from the analysis of the writing samples in which 14 students who studied in various schools in the city of Rotterdam in the Netherlands, one of the countries receiving migration, responded to two open-ended questions. In the study, within the scope of qualitative research, document analysis method was employed. During data analysis, errors were categorized in line with error analysis steps proposed by Corder (1973) and according to the codes created during the analysis process. As a result of word count in the documents, out of a 3,053-word data set, 2,676 errors were identified in total. It was determined that errors mainly occurred under the headings of deficiency in learning the mother tongue (80.79%), word transfer from L2 to L1(6.05%), writing according to L2 syntax (4.93%), and mixed language use (2.8%). Besides, letter or syllabus omission-addition in writing (5.36%) were determined to be errors resulting from writing as one hears it. Based on writing samples, it was concluded that the number of errors was too high, and that there was a great need for learning and practicing mother tongue, including writing skills.
Exploring Pre-Service Teachers&apos; Perceptions about Professional Ethics in Teaching: Do Gender, Major, and Academic Achievement Matter?
Author: Burakgazi, Sevinc Gelmez
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,College Seniors,Student Attitudes,Professionalism,Ethics,Moral Values,Gender Differences,Majors (Students),Academic Achievement,Predictor Variables,Public Colleges,Foreign Countries,Teaching (Occupation)

This study aims to explore whether there is a statistically significant difference in pre-service teachers' perceptions of professional ethics in teaching according to gender, major and academic achievement. The data was collected from 541 conveniently sampled pre-service teachers from seven different majors and four state universities using a 43-item scale developed by the researchers. The data was analyzed using Linear Regression Analysis in R. The results indicated that gender was a significant predictor of pre-service teachers' perceptions of professional ethics in teaching, and that females held significantly more ethical perceptions about the teaching profession compared to the males. The results also indicated that pre-service teachers' majors did not seem to have a significant effect on their ethical perceptions about the teaching profession with the sole exception of classroom teaching. The results further revealed that academic achievement was not a significant predictor of pre-service teachers' perceptions about their profession. However, when gender was used as a covariate, the analysis indicated that teachers' majors were a significant predictor of pre-service teachers' perceptions of professional ethics in teaching. The results further indicated that academic achievement was not a significant predictor of pre-service teachers' perceptions about their profession even when the pre-service teachers' gender and major were controlled.
Using Twitter as an Instructional Tool: A Case Study in Higher Education
Author: Yakin, Ilker
Date: 2013-10-00
Type: Journal Articles
Subjects: Social Media,Teaching Methods,Web 2.0 Technologies,Higher Education,College Students,Computer Mediated Communication,Instructional Effectiveness,Student Attitudes,Learning Activities,Foreign Countries

The implementation of Web 2.0 technologies and related research studies are in their early stages. Therefore, this study addresses the utilization of the most commonly used microblogging website, Twitter, in a higher education course. Study participants (n = 48) filled out a quantitative survey before, during, and after participating in a course that utilized Twitter as an instructional tool. At the end of the course, the participants responded to eight open-ended questions about the process and idea of using Twitter. The study result showed that the participants increased their uses of Twitter for learning purposes. The participants' ideas of using Twitter as a teaching or learning tool progressed during the course. They also remarked about the possible negative effects of Twitter in instruction.
Understanding Information Seeking Behavior in Technology Pervasive Learning Environments of the 21st Century
Author: Mills, Leila A.
Date: 2013-10-00
Type: Journal Articles
Subjects: Information Seeking,Technology Uses in Education,Educational Environment,Social Media,Attitude Measures,Computer Attitudes,Likert Scales,School Attitudes,Inquiry,Student Attitudes,Adult Students

This research reports findings from a study on information behavior to indicate educationally relevant activity, such as information seeking and sharing, in technology pervasive information environments of the 21st century. Adult learners who are social media users (n = 147) completed an online learning preference survey battery that included the Social Media Learning scale, the Technology Affinity Survey, the Computer Attitude Questionnaire, and the Information and Communications Technology Learning survey. Findings revealed that 23% of the variance in information seeking behavior for this sample was explained by a multiple linear regression model, based on reported perceptions of creative tendencies, attitude towards school, learning with social media, and degree of daily technology use/immersion. Participants with higher preference for information seeking were found to have more positive attitudes toward school, a stronger sense of having creative tendencies, and a higher preference for learning with social media while they also had a lower preferences for continuous immersion in digital communications. Implications of these findings and future research directions are discussed.
Online Learning Style Preferences: An Analysis on Taiwanese and USA Learners
Author: Shih, Yu-Chih Doris
Date: 2013-10-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,Undergraduate Students,Cultural Differences,Learning Modalities,Personality Traits,Cognitive Style,Foreign Countries,Preferences,Measures (Individuals)

With the growing advances in telecommunication techniques, many countries have adopted e-learning into school education and life-long learning. College institutions in Taiwan and many other countries have followed such trend by establishing a wide variety of distance learning course offerings. In these new multicultural teaching and learning environments, learning styles surface as an important variable to take into consideration. This paper reports on the development of an online learning style preferences inventory and the analyses of data collected in two countries, Taiwan and USA. A 64-item online learning styles inventory was distributed to Taiwanese and American students respectively, 368 and 371 valid sets of data were collected and analyzed, and the results showed differing patterns on the online learning style preferences of the sample. The results of this exploratory study will be helpful in at least two ways. First, educators in different countries can use our findings to hypothesize and further investigate their students' overall online learning style preferences. Second, the results can potentially serve as a basis for the design and implementation of cross-cultural telecommunication exchanges, many of which have been launched for second/foreign language and cross-cultural learning in the past few years.
Online Social Networking-Based Health Education: Effects on Students&apos; Awareness and Practice of Laboratory Safety
Author: Daclan, Joshua Rovie Lee
Date: 2013-10-00
Type: Journal Articles
Subjects: Social Networks,Social Media,Instructional Materials,Instructional Effectiveness,Health Education,Safety Education,Laboratory Safety,Chemistry,Knowledge Level,Private Colleges,College Students,Late Adolescents,Foreign Countries,College Science

This study examined the effects of integrating instructional materials in Facebook on students' awareness and practice of laboratory safety. A quasi-experimental pretest-posttest two-group design was used in the study. The results indicate: 1.) The exposure to (Online Social Networking-Based Health Education) OSNBHE can improve students' awareness of laboratory safety (ALS) (p &lt; 0.05); 2.) The exposure to OSNBHE can improve practice of laboratory safety (PLS) (p &lt; 0.05); and, 3.) The ALS does not predict PLS (R[superscript 2] = 0.09, CI = 95%).
Potential of Video Games in Learning Bahasa Melayu Vocabulary among International University Students in Malaysia: A Meta Analysis of Selected Journals
Author: Rosman, Fuziah
Date: 2013-10-00
Type: Journal Articles
Subjects: Video Games,Game Based Learning,Vocabulary Development,Second Language Learning,Second Language Instruction,Instructional Effectiveness,Indonesian Languages,Foreign Students,College Students,Student Motivation,Educational Research,Foreign Countries

This study uses a meta analysis to analyze several current articles published by selected journals by focusing on studies related to the potential of video games in Bahasa Melayu vocabulary learning by international students. Among the articles are those in journals such as &quot;Computers and Education, Computers in Human Behavior, Education Technology Research Development, Procedia Social and Behavioral Sciences, Australian Journal of Language and Literacy, Computer Assisted Language Learning, Educational Technology &amp; Society,&quot; and &quot;Scandinavian Journal of Educational Research&quot; published between 2003 and 2011. For this study, only 15 articles were focused on out of 33 articles in journals published between 2003 until 2011. Nevertheless, only 9 articles were identified using the key words video games and language learning. In terms of methodology, most of the articles were literature reviews followed by case studies and experimental studies. Some articles combined quantitative and qualitative approaches. Findings from all the articles reviewed show that video games have potential as effective teaching aids and are capable of motivating students in language learning.
How Do Students&apos; Attitudes towards Programming and Self-Efficacy in Programming Change in the Robotic Programming Process?
Author: Erol, Osman
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Attitude Change,Programming,Robotics,Computer Science Education,Open Source Technology,Undergraduate Students,Self Efficacy,Student Motivation,Public Colleges,Foreign Countries,Instructional Effectiveness,Design

The aim of this study is to examine the effect of robotic design with Arduino on students' attitudes towards programming and on their perceptions of self-efficacy in programming. The study group consisted of 25 sophomore students attending the Department of Computer Education and Instructional Technologies in a state university located in the south of Turkey. The study lasted 12 weeks and the participants performed robotic design activities with Arduino throughout the process. Firstly, participants prepared a prototype and then programmed it for 8 weeks, and they created their own designs in the remaining 4 weeks. The Computer Programming Attitude Scale and Computer Programming Self-Efficacy Scale were utilized as the data collection tools in this pretest-posttest experimental study. The findings revealed that robotic design activities with Arduino significantly improved the participants' attitudes towards programming and programming self-efficacy. In addition, according to the participants' views, the factors that cause this improvement can be listed as activities' being enjoyable, facilitating and concretizing the process, being interesting and practical. Moreover, these robotic design activities were found to contribute to students' understanding of finding bugs and the logic of programming.