ethanporcaro/eric-fulltext-meta huggingface dataset:
Integration of Media Design Processes in Science, Technology, Engineering, and Mathematics (STEM) Education
Author: Karahan, Engin
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,STEM Education,Grade 8,Student Attitudes,Scientific Attitudes,Secondary School Students,Action Research,Teacher Attitudes,Qualitative Research,Semi Structured Interviews,Statistical Analysis,After School Programs,Multimedia Materials,Design,Student Surveys

Problem Statement: Science, technology, engineering and mathematics (STEM) education aims at improving students' knowledge and skills in science and math, and thus their attitudes and career choices in these areas. The ultimate goal in STEM education is to create scientifically literate individuals who can survive in the global economy. The identification of new learning outcomes, curriculum programs, and teaching practices needs to be clarified by the STEM education community. Media design processes are a potential teaching method in STEM education that requires learners to design digital media artifacts using a variety of technological tools. Purpose of the Study: This study investigates the impact of science, technology, engineering, and mathematics (STEM) integrated media design processes on 8th grade students' attitudes toward science and technology classes, as well as their views about these design processes in after-school science activities. In addition, it demonstrates the opinions of the classroom teacher regarding the integration of media design processes in science classes. Method: Using an action research design, 21 secondary students from a public school participated in this 14-week study. The quantitative data that was collected from the student attitude survey for science and technology classes was analyzed using the Wilcoxon signed-rank test, while the qualitative data (student artifacts, PSA forms, semi-structured interviews, and field notes) was analyzed through open coding and thematic analysis respectively. Findings and Results: The findings indicated that STEM-integrated media design processes positively impacted the participating students' attitudes toward science and media design activities. In addition, students were more motivated and engaged in the media design processes, which improved their learning of science content and participation in class discussions. Conclusion and Recommendations: The literature in STEM education calls for new curricular activities and teaching practices as well as the integration of art in STEM. In addition, the visual technology industry in this century creates a job market for the STEM-literate people who are able to apply their knowledge of STEM fields in visual technologies and art. In response to these demands, the positive outcomes of media design processes used in this study offer an encouraging premise in meeting the objectives of STEM education.
Peer Response to L2 Student Writing: Patterns and Expectations
Author: Abdalla Salih, Abdel Rahman
Date: 2013-00-00
Type: Journal Articles
Subjects: Second Language Learning,Feedback (Response),Error Correction,Preferences,Questionnaires,Student Attitudes,Interviews,Foreign Countries,Peer Evaluation,College Students,Grammar,Writing Processes,English (Second Language),Second Language Instruction,Writing Instruction,Teaching Methods

This paper reports the corrective feedback patterns in L2 writing and the student writers' preferences for peer feedback. The study examines the actual focus of peer review and the types of corrective feedback provided in L2 composing process. Sixteen L2 matriculation students at a Malaysian university took part in five peer review sessions, responded to a debriefing questionnaire, and participated in an interview session after completing the peer review activities. Results show that peer responses to writing focused more on clarity of feedback unlike writer expectations which focused more on grammar correction. The study confirms the relevance of peer review as an alternative feedback delivery system in L2 writing and suggests that peer corrective feedback provides teachers with important perspectives about the L2 students' language and writing knowledge.
A Metaphor Analysis of Elementary Student Teachers' Conceptions of Teachers in Student- and Teacher-Centered Contexts
Author: Duru, Sibel
Date: 2015-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Student Teachers,Figurative Language,Student Teacher Attitudes,Teacher Education Programs,Student Centered Curriculum,Teaching Methods,Qualitative Research,Statistical Analysis,Professional Development,Teacher Student Relationship,Teacher Educators,Foreign Countries,Cognitive Structures,Misconceptions,Active Learning,Teacher Role,Student Role,Stereotypes,Discussion,Assignments,Pedagogical Content Knowledge

Problem Statement: Student teachers' beliefs and conceptions affect not only what and how they learn in teacher education programs, but also their future professional development in their teaching careers. Examining and understanding student teachers' beliefs and conceptions is therefore crucial to improving their professional preparation and development, as well as the effectiveness of teacher education. Purpose of the study: The purpose of this study was to explore elementary student teachers' beliefs and conceptions about teaching in the contexts of student- and teacher-centered educational perspectives. Method: This study employed qualitative research methodologies by asking 267 prospective teachers to provide a metaphor characterizing teachers. Both quantitative and qualitative data analyses were used for the study. Findings and results: The results of analysis represented 113 metaphors made by student teachers about teachers--for example, they are gardeners. Results of descriptive analysis show that of the 267 student teachers, 227 (85.7%) had teacher-centered beliefs, 11 (4.1%) had student-centered beliefs, and 29 (10.1%) had mixed beliefs. The student teachers had no misconceptions about teacher-centeredness, meaning that all misconceptions and poorly structured beliefs were related to student-centeredness. Conclusions and recommendations: The study showed that the teacher-centered approach is quite common among student teachers in Turkey. As a result, teacher educators should provide various opportunities for and model student-centered approaches so that student teachers can critically examine their beliefs and realize other educational possibilities. Furthermore, most participants lacked a consistent cognitive structure about teaching, largely due to misconceptions related to guidance and active learning, which require more in-depth research. Student teachers also described teachers' and students' roles with stereotypical metaphors, including teachers as knowledge givers who know everything and teachers as social controllers who disseminate dominant cultural values. Acknowledging these misconceptions can allow teacher educators to better design courses, classroom discussions, and assignments to help student teachers develop new pedagogical knowledge and beliefs.
The Extent to Which the Characteristics of a Metacognitive Oriented Learning Environment Predict the Characteristics of a Thinking-Friendly Classroom
Author: Alkin-Sahin, Senar
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Metacognition,Prediction,Correlation,Educational Environment,Science Instruction,Secondary School Students,Predictor Variables,Rating Scales,Thinking Skills,Measures (Individuals),Multiple Regression Analysis

Problem Statement: Based on information presented in previous literature, that the characteristics of learning environments foster metacognition and thinking, it is believed that metacognitive oriented classrooms can contribute to the formation of environments needed to teach thinking, and when metacognitive oriented learning environment characteristics of classrooms are developed, their suitability for thinking education will be enhanced. However, in literature, there is no research looking at the predictive relationship between the characteristics of a metacognitive oriented learning environment and the characteristics of a thinkingfriendly classroom. Purpose of the Study: The purpose of the current study is to investigate the predictive relationships between the characteristics of a metacognitive oriented learning environment in science classes and the characteristics of a thinking-friendly classroom based on the opinions of secondary school students. Method: The study is a predictive study designed in the relational survey model. The sampling of the study consists of 378 students attending secondary schools in the city of Kutahya. In the study, The Metacognitive Orientation Learning Environment Scale-Science (MOLES-S) and Thinking-Friendly Classroom Scale (TFCS) were employed as data collection instruments. In the analysis of the data, Pearson correlation analysis and multi-linear regression were used. Findings and Results: The results of the regression analysis revealed that all the predictive variables together can meaningfully explain 53% of the total variance in TFCS total score: 57% of the variance in teacher behaviors promote thinking; 39% of the variance in student behaviors promote thinking; and 6% of the variance in behaviors prevent thinking. Conclusion and Recommendations: In light of the findings of the study, it can be argued that the characteristics of a metacognitive oriented learning environment can account for nearly half of the characteristics of thinking-friendly classrooms (in total score) and for the student and teacher behaviors that are part of these characteristics. Thus, theoretical explanations of metacognitive oriented learning environments and thinking-friendly classrooms have been confirmed to a great extent in actual classroom environments. Strong predictive relationships found in the study indicate a need to establish metacognitive oriented learning environments to inculcate students' thinking skills.
Self-Awareness and Personal Growth: Theory and Application of Bloom's Taxonomy
Author: Ugur, Hasan
Date: 2015-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Counseling Psychology,Counselor Training,Cognitive Development,Emotional Development,Individual Development,Self Concept,Taxonomy,Humanism,Self Determination,Integrated Curriculum,Student Development,Student Motivation,Cognitive Processes,Curriculum Development,Learning Activities,Student Educational Objectives

Problem Statement: In this article, we summarize a group-based, self-development curriculum based on humanistic principles, framed by contemporary self-determination theory (SDT), and designed in accordance with Bloom's Taxonomy. The processes of awareness and integration are common to SDT and Bloom's Taxonomy, and to our knowledge, have not been applied together with the practical goal of promoting the student self-development in an educational setting. Purpose of the Study: The underlying assumptions of our curriculum hold that (1) the self functions as the psychological agent responsible for regulating personal behavior, and that (2) personal growth is an outcome of the motivation to fulfill intrinsic goals coupled with the integration of learning through an awareness of personal limitations and potentialities. We describe the design and implementation of a school-based curriculum that integrates core elements of SDT with the sequential levels of cognitive and affective learning articulated by Bloom's Taxonomy and that is intended to facilitate the student self-development. Method: Three distinct theoretical and empirical ingredients of SDT form the basis of our curriculum: goals and values, organismic integration, and mindful action. These core components of SDT are rooted in the humanistic tradition but can be transformed into a sequence of practical learning goals and activities when viewed through the lens of Bloom's Taxonomy. We demonstrate how Bloom's Taxonomy provides the architecture needed to implement the elements of SDT in such a way that students are able to engage in a programmatic process of self-development. In other words, the levels of Bloom Taxonomy are used to structure the application of the broad SDT/humanistic principles on which personal growth is founded. Findings: Combined with the anecdotal reactions of group members and facilitators, our impressions suggest that the consistent expression of personally selected values and characteristics requires that these aspects first become internalized as meaningful guides for living, second, motivate behavior that is consistent with the chosen values and characteristics, and third, contribute to a sense of well-being and personal growth. Conclusion and Recommendations: The process of self-development can be facilitated by the internalization of cognitive learning and is supported by affective processes that, together, yield favorable developmental outcomes for students. Although we did not subject our group-based curriculum to rigorous empirical evaluation, we encourage efforts to establish its effectiveness through qualitative and quantitative research.
Learners' Starting Age of Learning EFL and Use of Language Learning Strategies
Author: Sadeghi, Karim
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Learning Strategies,Age Differences,Children,Adolescents,Structured Interviews,Student Attitudes,Goal Orientation,Measures (Individuals),Questionnaires

This study investigated the use of language learning strategies (LLS) and reasons for learning English among Iranian EFL students who began learning English at different ages. The participants (N = 33, both male and female) were divided into two groups of younger beginners (who began learning English before age 9; N = 16) and older beginners (who began learning English at or after age 12; N = 17). They were invited to complete Oxford's (1990) Strategy Inventory for Language Learning (SILL) questionnaire and to take part in a structured interview. While the students' choices of LLS were identified both through the questionnaire and interviews, their reasons for strategy use and their goals in learning English were determined using the interviews alone. Data analysis indicated that there were differences in LLS categories employed by the groups. Further findings and implications are discussed in the paper.
The Effect of Multimedia-Based Learning on the Concept Learning Levels and Attitudes of Students
Author: Beydogan, H. Ömer
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Stimuli,Multimedia Instruction,Social Studies,Pretests Posttests,Control Groups,Experimental Groups,Comparative Analysis,Statistical Analysis,Attitude Change,Concept Formation,Generalization,Classification,Grade 5,Elementary School Students,Likert Scales

Problem Statement: Rich stimuli received by sensory organs such as vision, hearing, and touch are important elements that affect an individual's perception, identification, classification, and conceptualization of the external world. In primary education, since students perform conceptual abstraction based upon concrete characteristics, when they lack sufficient knowledge of and experience with these characteristics, they encounter serious difficulty with performing conceptual abstraction and using concepts according to their functions. Purpose of the Study: This study examined the impact of teaching based on rich stimuli upon students' effective use of conceptualization processes and whether multimedia-based learning can change the attitudes of students toward learning. Methods: A 28-item concept test (r.703) and 28-item attitude scale (r.87) were developed for a unit titled &quot;Let's Get Acquainted with Our Region&quot; of a social studies course. The levels of students' learning concepts covered in the unit and their use in accordance with their functions were examined via a pretest-posttest model. Students in the experimental group were taught 24 concepts covered in the unit through multimedia-based teaching activities for 6 weeks. In the control group, the same concepts were taught with teaching activities already established for the unit. Students in the experimental group subjected to multimedia-based teaching were compared with the control group students in terms of how they perceived, distinguished, classified, generalized, and functionally used concepts. An attitude scale was also administered both before and after teaching to determine whether any change occurred in the attitudes of students toward their respective courses. Data analysis involved calculating means and standard deviations, as well as t tests and one-way analysis of variance. Finding and Results: In terms of identifying and classifying concepts and making inferences through generalization, students in the experimental group showed a significantly positive change in attitude toward the social studies course. Conclusions and Recommendations: This study highlighted the importance of a balanced use of information channels and the critical role of contextual arrangements in multimedia-based teaching concerning how students use concepts according to their functions at the end of concept-teaching processes. Based on the findings, some recommendations can be made regarding the concept-teaching process, the teaching materials used in the teaching process, and the elimination of deficiencies about concept teaching.
Reading Arabic Shallow and Deep Genres: Indispensible Variables to Science of Reading
Author: Hussien, Abdelaziz M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Semitic Languages,Elementary School Students,Secondary School Students,Males,Grade 5,Grade 10,Oral Reading,Accuracy,Reading Rate,Reading Comprehension,Public Schools,Reading Tests,Vowels,Literary Genres,Statistical Analysis,Orthographic Symbols

Most principles and propositions in the science of reading are derived from research on Latin orthographies, usually, in English while much less is known about Semitic orthographies, namely, Arabic. This study investigated the effect of vowels and type of genre on oral accuracy, oral rate, and oral comprehension in reading Arabic orthography. A convenience sample of 85 children (34 male fifth graders and 51 male tenth graders) was selected from two public schools in Saudi Arabia. The researcher developed two reading measures; the Fifth Grade Reading Measure and Tenth Grade Reading Measure. Each measure has two genres (informational and poetic) and two versions (shallow/vowelized and deep/unvowelized). Each child individually completed the two versions of the measure in his grade. The results revealed that the students read the shallow genres (informational and poetic) more accurately and with more comprehension but less rapidly than reading the deep genres. In addition, the students read the informational genre (shallow and deep) more accurately, rapidly, and with more comprehension than the poetic genre (shallow and deep). The discussion concludes that a) the nature of Arabic orthography, mainly vowels, is an indispensable variable to the literature of science of reading, b) oral reading accuracy, oral reading rate and oral reading comprehension are affected by the unique characteristics of the genre, and c) vowels in Arabic are important to improve oral reading accuracy, and oral reading comprehension for the first grades in primary school and later grades in secondary school as well.
Turkish Version of the Principals' Sense of Efficacy Scale: Validity and Reliability Study
Author: Isik, Ayse Negis
Date: 2015-00-00
Type: Journal Articles
Subjects: Principals,Measures (Individuals),Self Efficacy,Psychometrics,Factor Analysis,Foreign Countries,Validity,Correlation,Social Support Groups,Maximum Likelihood Statistics,Factor Structure,Goodness of Fit,Reliability,Cultural Context,Generalization,Multiple Regression Analysis

Problem Statement: Principals are known as important actors in effective schools. So it is important to know which variables influence principals' success. One of these predictors can be self-efficacy. However, there is very few research about principals' sense of efficacy. Purpose of the Study: The purpose of this research was to test the psychometric properties of the Turkish version of the Principal Sense of Efficacy Scale (PSES-T). Method: Confirmatory and Exploratory factor analysis were conducted in order to determine the factor structure of the scale. Two independent samples of school administrators were used for this analysis. The relationship between social support and PSES-T were also examined in order to test the concurrent validity of the scale. Finally, internal consistency of scale was tested by using Cronbach alpha. Findings: Confirmatory factor analyses (CFA) were performed using maximum likelihood estimations, in order to assess the structural validity of the Turkish version of PSES. The model indices were ?[superscript 2]/df = 2,80, CFI = 0.873, TLI = 0.87, RMSEA = 0.100, SRMR = 0.064, suggesting an unacceptable fit of the model to the data. Concluding that 3 factor 18-item PSES did not fit the data obtained from a Turkish sample, an exploratory factor analysis (EFA) was conducted to further explore the factor structure of the 18-item PSES that better represented the sample data. EFA results showed strong evidence for a single factor structure of scale. Total variance explained by a single factor was 41% and factor loadings ranged from 0.50-0.74 (M = 0.64). Based on the results of the EFA, the single factor model with 18 items was tested on a second sample by using CFA with the maximum likelihood method. Results indicated that single factor PSES met goodness-of-fit criteria; ?[superscript 2]/df = 1.6, CFI = 0.95, TLI = 0.94, RMSEA = 0.06, and SRMR =0.04. As to the reliability results, Cronbach's Alpha was calculated as 0.94 for the whole scale. Also, low to moderate correlations were found between social support, and PSES was evidence for concurrent validity of scale. Conclusion and Recommendations: The overall findings of the present study provide evidence for the validity and reliability of the PSES with a Turkish sample. Validation and reliability studies of the PSES within different cultural contexts and samples are crucial for the generalizability of the scale. The current study is important in terms of bringing this scale into Turkish literature.
Perceptions of Task-Based Language Teaching: A Study of Iranian EFL Learners
Author: Hadi, Atefeh
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Females,English (Second Language),Second Language Learning,Questionnaires,Teaching Methods,Grouping (Instructional Purposes),Measures (Individuals),Likert Scales,Statistical Analysis

This paper explored perceptions of Task-Based Language Teaching (TBLT) among a group of Iranian female learners. A sample of 88 English as a Foreign Language (EFL) learners participated in the study. A task-based questionnaire was developed to examine the perceptions of the participants. The results suggested a high level of understanding of TBLT concepts among the majority of respondents. They also revealed a few negative views on TBLT implementation. This implies that EFL teachers can be positive in successfully applying TBLT in their classes because the learners are willing to adapt themselves to this new approach of language teaching.