ethanporcaro/eric-fulltext-meta huggingface dataset:
Relations between Scientific Reasoning, Culture of Problem Solving and Pupil&apos;s School Performance
Author: Hejnová, Eva
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Process Skills,Abstract Reasoning,Thinking Skills,Problem Solving,Mathematics Education,Mathematics Skills,Secondary School Students,Grade 9,Early Adolescents,Mathematics Achievement,Physics,Foreign Countries,Probability

The article reports the results of a study, the main aim of which was to find out correlations among the three components of the Culture of problem solving (reading comprehension, creativity and ability to use the existing knowledge) and six dimensions of Scientific reasoning (conservation of matter and volume, proportional reasoning, control of variables, probability reasoning, correlation reasoning and hypothetical-deductive reasoning). Further, we present the correlations among individual components of the Culture of problem solving and individual dimensions of Scientific reasoning with pupils' school performance in mathematics and physics. We conducted our survey among 23 pupils aged between 14-15 years in the Ústí nad Labem Region. The results have shown that one component of the Culture of problem solving -- the ability to use the existing knowledge -- strongly correlates with three dimensions of the Scientific reasoning structure: proportional reasoning, control of variables and probability reasoning. However, no correlation was proved between the creativity and the dimensions of Scientific reasoning. We have found out also that the indicators of the Culture of problem solving and the Scientific reasoning largely do not correlate with school performance either in mathematics or in physics.
Assessing Future Teachers&apos; Knowledge on Fractions: Written Tests vs Concept Cartoons
Author: Samková, Libuše
Date: 2018-00-00
Type: Journal Articles
Subjects: Fractions,Preservice Teachers,Cartoons,Elementary School Teachers,Foreign Countries,Mathematics Instruction,Comparative Analysis,Word Problems (Mathematics),Problem Solving,Difficulty Level,Mathematics Tests,Misconceptions,Graduate Students,Teacher Education,Pedagogical Content Knowledge

The contribution investigates opportunities that an educational tool called Concept Cartoons can offer in future teachers' education, namely in comparison with word problems in standard written tests. The referred empirical study was conducted in two separated consecutive stages, with two groups of future primary school teachers (the first one from the Czech Republic, and the second one from Slovakia). The participants of the first stage solved four word problems (T1, T2, T3, T4) with increasing difficulty within the written test, and a problem with a similar structure and difficulty as T3 but in the Concept Cartoon form. The second stage of the study served as a complementary stage, its participants solved only the word problem T3 and the Concept Cartoon. In both stages, the comparison of results and solution procedures revealed many participants who mastered the word problem(s) but displayed a fundamental misconception when working with the Concept Cartoon. Two thirds of the participants presented non-corresponding responses to these two corresponding tasks: they solved one of them correctly and the other one incorrectly. All of the problems in the study were based on the part-whole interpretation of fractions, the revealed misconception consisted of incorrect determination of the whole.
Identifying Common Errors of the First Graders in the Writing of Vertical Numbers
Author: Dogan, Zeynep
Date: 2019-00-00
Type: Journal Articles
Subjects: Error Patterns,Grade 1,Elementary School Students,Handwriting,Case Studies,Numbers,Literacy Education,Verbal Communication,Individual Differences,Teaching Methods,Foreign Countries

The aim of the study is to investigate the errors that first grade students have made in their writing of vertical numbers which have just been applied by removing cursive writing. Considering the aim of the study, vertical number writing styles of the first-grade students in primary school were analyzed. The sample of the study consists of 116 students who are studying in the first grade of primary school. The study was defined as a case study. A data collection tool was developed for determining the mistakes that students made while writing the vertical numbers in line with the aim of the research. Through the data collection tool, all numbers from 0 to 9 are given as written statements and it is required to write the numbers in the spaces left under them. The results obtained from the analysis of the data include the existing types of errors that are relevant to the number writing in the students after the first literacy teaching processes. According to the results of the research, writing the numbers oblique, vertical-horizontal-diagonal straight lines are drawn in a curvilinear style, curvilinear and circular lines are distorted, numbers are not aligned in the direction of writing, and some numbers are written in reverse have been seen as the most common errors. In accordance with the types of errors identified in the research, it is thought that the emphasis on dictation studies to increase the awareness of students will decrease these types of errors and their frequency. It is also stated that it is important to diversify the related studies as much as possible, taking into consideration the individual differences of the students.
Binary Logistic Regression Analysis of Teacher Self-Efficacy Factors Influencing Literacy and Numeracy
Author: Lih, Jarrod Sio Jyh
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Efficacy,Teacher Effectiveness,Elementary School Teachers,Literacy,Numeracy,Academic Achievement,Gender Differences,Teaching Experience,Teacher Qualifications,Learner Engagement,Elementary School Students,English (Second Language),Classroom Techniques,Teaching Methods

This paper discusses the teacher efficacy factors contributing to student achievement in literacy and numeracy in 105 primary schools within Sibu division, Sarawak, Malaysia. The study observed high levels of practice for teacher efficacy. The t-test and one-way analysis of variance (ANOVA) were used to analyze the differences between gender, teaching experience and academic qualification. The study reported significant differences in respondent perceptions based on teaching experience. Here, the post hoc Tukey test revealed that efficaciousness grows with years of teaching experience. A correlation test observed a significant relationship between the independent variable with student achievement in literacy. Binary logistic regression was applied to predict the influence of teacher efficacy on literacy and numeracy. The findings revealed that a dimension of teacher self-efficacy -- efficacy in student engagement - emerged as the best predictor for student achievement for English literacy (LBI). The result indicated that for every 1-point increase in the self-reported efficacy for student engagement, the school was 0.014 times less likely to achieve 100% literacy rate for LBI. In conclusion, the teacher's self-efficacy in student engagement had a negative influence on the mastery of basic literacy for the English language, hence necessitating a closer inspection of the variable within the context of LINUS2.0. However, more comprehensive studies are needed to ascertain its consistency as well as investigating positive predictors for literacy.
Determining the Concept of Organic Agriculture Perceptions of Pre-Service Classroom and Science Teachers Using Phenomenographic Method
Author: Dizikisa, Tülay
Date: 2019-00-00
Type: Journal Articles
Subjects: Agriculture,Student Attitudes,Preservice Teachers,Science Teachers,Foreign Countries,Science Curriculum

This study was carried out to determine the perceptions of pre-service classroom and science teachers related to the concept of organic agriculture. The sample of the study consisted of 85 pre-service teachers, 57 from the Department of Classroom Teaching and 28 from the Department of Science Teaching in Agri Ibrahim Çeçen University, in the academic year of 2016-2017. In the study, a semi-structured questionnaire which includes the statement &quot;To me, organic agriculture means……&quot; was used as data collection tool. In this study, the organic agriculture perceptions of the pre-service teachers were determined under five main categories. The ratio of 'natural agriculture, which has the highest percentage among these categories, is 41% among the pre-service classroom teachers while this ratio is 65% among pre-service science teachers. It is among the recommendations of the study that the subjects related to organic agriculture are removed from the elective courses and placed in the science curriculum.
Impact of Physical Education Lesson on Adaptation of Syrian Refugee School Age Children in Turkey
Author: Dundar, Aykut
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Outcomes of Education,Physical Education,Refugees,Children,Elementary School Students,Trauma,Immigration,Public Schools

The article mainly focuses on the relationship between the physical education (PE) lesson and Syrian refugee students (SRS), who have been enrolled in public schools in Adiyaman/Turkey. The study investigates how PE contributes to the adaptation of SRS and which parameters are more effective on reducing the traumas which come with immigration. The data collected from public schools where the SRS are highly enrolled. 20 closed ended questions were asked to 50 PE teachers and it has been concluded that the PE has a considerable effect on the adaptation processes of SRS.
Academic Procrastination Behaviors of Preservice Teachers in Turkish Context
Author: Akdemir, Öznur Atas
Date: 2019-00-00
Type: Journal Articles
Subjects: Time Management,Student Attitudes,Preservice Teachers,Foreign Countries,Gender Differences

Current study aims at investigating the academic procrastination behaviors of preservice teachers in terms of different variables. The research is conducted with 211 undergraduate students studying at the faculty of education at a public university in Turkey. The study is designed in descriptive survey model in which the data is collected with the instrument of Academic Procrastination Scale. Standard deviation, arithmetic mean, frequency, percentage, t test, one-way analysis of variance (ANOVA) and Scheffe and Tukey test are used as data analysis procedures. The results showed that preservice teachers do not mostly exhibit behaviors of academic procrastination, irresponsibility, quality of perceived academic task, negative perceptions regarding instructors and academic perfectionism. Additionally, there are some differences between preservice teachers' behaviors of academic procrastination in terms of gender, departments and class level. The findings are discussed in the light of relevant literature and implications for theory and practice have been presented along with concluding remarks.
Practicing Mail Art in Visual Arts Course, and Evaluation of the Artworks of Students
Author: Genç, Süreyya
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Students,Art Products,Childrens Art,Grade 4,Foreign Countries,Art Activities,Studio Art,Visual Arts,Instructional Effectiveness

Purpose of this study is to identify the contribution of the educational use of mail art to Visual Arts Course. This study has been designed to attain an idea from the activity samples, in order for a more effective and eager teaching of the course. This is a descriptive study based on case study model. The study group consists of 4th-grade students from a randomly selected elementary school located in Bartin province of Turkey in 2018-2019 school year. Having been carried out with the participation of 43 students, this study is considered significant; as it enables the students to follow art activities at early ages and introduce them to the concepts of art, artist and process of art-making; emphasizes variety of activities to be applied in visual arts course; and serves as a sample for further researches. Besides, there was no research found on the use of mail art in visual arts course, which makes this study necessary. The study lasted two course hours and the designs of students were collected at the end. Upon consulting expert opinions, designs of the students were subjected to a content analysis in terms of the techniques and objects used, and the choice of subjects. Then the obtained data were tabulated and interpreted descriptively. Based on the observations of the researcher, the most remarkable findings of the study are accepted to be the positive effect of planning an activity different from the regular course format for students; as well as witnessing their enthusiasm, joy, interest, happiness and the authentic works they designed.
Identification of Psychological Characteristics of Flat Feet Preschool Children Using Projective Methods
Author: Halmatov, Sultanberk
Date: 2019-00-00
Type: Journal Articles
Subjects: Identification,Psychological Characteristics,Preschool Children,Human Body,Congenital Impairments,Clinical Diagnosis,Podiatry,Anxiety,Fear,Experimental Groups,Control Groups,Self Concept,Foreign Countries

Nowadays, the problem of prevention and correction of various diseases in preschool children has become particularly relevant. This is due, first of all, the presence of a large number of preschoolers (84.9%) with different deviations in the state of health and with pathologies in the development of the musculoskeletal system in particular. The problem of studying the psychological characteristics of preschool children with orthopedic diseases seems to be quite relevant, although in contemporary scientific literature this issue has not been adequately reflected. The aim of the research is to identify the psychological characteristics of children of preschool age with a diagnosis of &quot;flat feet&quot; with the help of projective methods. The study was conducted among pupils of preschool educational institutions in Moscow, who are diagnosed with &quot;flat feet&quot; and conditionally healthy children (SWAD, WAD). The average age of the subjects was 6 years. As a result of the research, it has been found that children with a diagnosis of &quot;flat feet&quot;, already in preschool age have certain changes in the emotional sphere, especially an increased level of anxiety and fear.
Influence of Meta-Cognitive Training and Cognitive Styles on Numeracy Achievement of Nigerian Pupils&apos; in Computer-Mediated Classrooms
Author: Gbenga-Akanmu, Taiwo Oladunni
Date: 2019-00-00
Type: Journal Articles
Subjects: Metacognition,Computer Assisted Instruction,Numeracy,Elementary School Students,Gender Differences,Cognitive Style,Retention (Psychology),Teaching Methods,Mathematics Achievement,Pretests Posttests,Control Groups,Experimental Groups,Mathematics Tests,Instructional Effectiveness

The study examined the effect of meta-cognitive training on field-dependent and field-independent primary school pupils' knowledge of numeracy concepts. It also investigated the moderating effects of sex on meta-cognitive training of the two categories of learners on performance in numeracy. In addition, it investigated the moderating effects of sex on the outcome of meta-cognitive training of the two categories of learners' in a computer-mediated classroom on retention of learned numeracy concept. These were with a view to providing information on how meta-cognitive training affected numeracy achievement of Nigerian pupils' in computer-mediated classrooms. The study adopted the pretest, posttest, control group experimental design. The study population comprised primary school pupils and the sample comprised 39 primary three pupils from two schools in two educational zones. The schools were purposely selected because of availability of computer facilities in their schools. Three research instruments were used for this study namely: Meta-cognitive Training Manual (MCTM), Pupils' Achievement Test on Numeracy (PATON) (response instrument) and One treatment instrument which is Computer Numeracy Instructional Package for Primary School Children (CNIP[superscript 2] SC) (stimulus instrument). Data obtained were analyzed using descriptive and inferential statistics of Analysis of Covariance (ANCOVA). The results showed that meta-cognitive training had significant effect on performance of learned numeracy concepts of field-dependent and field-independent learners' (F = 11.16; p&lt;0.05), sex had no significant effect on performance in numeracy between the groups of learners (F = 0.14; p&gt;0.05). It was also obtained that there was no moderating effect of sex on retention of numeracy performance of the two categories of learners (F = 0.22; p &gt;0.05).
The Phenomenon of Bullying: A Case Study of Jordanian Schools at Tafila
Author: Almahasnih, Abderraheem Fadhil Salamn
Date: 2019-00-00
Type: Journal Articles
Subjects: Bullying,Case Studies,Grade 9,Grade 10,Social Values,High School Students,Foreign Countries,Victims,Self Concept,School Security,Grade 8,Secondary School Students,Measures (Individuals),Student Attitudes,Consciousness Raising,Gender Differences

The aim of this research was to investigate the phenomenon of bullying and the dangerous effects on victims and the security of school environment, and to understand the psycho-social dimensions, through recognizing the degree of contribution of embodying the social values, feeling inferiority and strength of inner feeling of bullies who try to compensate some difficulties and get social and psychic giants in Tafila Public Schools south Jordan. The sample of the study was consisted 300 male and female bullies students at the high-primary stage in the academic year 2009/2010 in 8th, 9th and 10th grades. The researcher developed three scales for the purpose of this study: bullying scale, bullying measure developed for this study: social values scale feeling inferiority scale and the conscience awakening scale. Means and SDs, ANNOVA and the Chaffee test were utilized in this study. Results indicated that the variable of feeling inferior was the strongest factor for predicting bullying and Awakening of conscience and social values were found to have a negative relationship with bullying. In addition, it was shown that male students are more practiced in bullying than female students and there were statistically significant differences among the means of students performance in (8th-10th grades) in bullying only, where no statistically significant differences indicated among the three levels of grades in social values, feeling interior and awakening of conscience.
Investigation of the Self-Efficacy of the Teachers in Technological Pedagogical Content Knowledge and Their Use of Information and Communication Technologies
Author: Simsek, Ömer
Date: 2019-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Science Teachers,Mathematics Teachers,Information Technology,Secondary School Teachers,High School Teachers,Attribution Theory,Correlation,Technological Literacy,Self Efficacy,Teaching Methods,Teacher Attitudes,Science Instruction,Mathematics Instruction,Technology Uses in Education,Foreign Countries

The aim of this study was to determine the teachers' views on technological pedagogical content knowledge (TPACK) self-efficacy and the frequency of using ICT in education and to examine whether there is a differentiation in these views according to certain variables. In addition, the relationship between teachers' use of ICT and TPACK-ISTE self-efficacy in various processes is examined. The study which is carried out with a descriptive survey, causal comparison and correlational survey models includes 387 secondary and high school teachers as study sample. In the study, teachers consider themselves very competent especially in terms of content knowledge. TPACK-ISTE self-efficacy of vocational and technical teachers was significantly higher than that of the science and mathematics teachers. While teachers benefit from ICT tools less frequently in measurement and evaluation as well as in presenting the course subject; in terms of presenting the course subject, high school teachers use ICTs significantly more often than the secondary school teachers; those who did receive in-service training on the use of technology in education use ICTs significantly more often than those who did not receive it. It is seen from the study results that the variables such as preparing the lecture notes, presenting the course subject and doing study explain the TPACK-ISTE self-efficacy significantly.
Teachers&apos; First Experiences with Global Projects: Emerging Collaboration and Cultural Awareness
Author: Oliver, Kevin M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Faculty Development,Global Approach,International Education,Teacher Surveys,Teacher Attitudes,Elementary School Students,Elementary School Teachers,Student Attitudes,Comparative Analysis,Skill Development,Program Design,Letters (Correspondence),Teaching Methods,Study Abroad,Program Descriptions,Foreign Countries,Teacher Collaboration,Computer Mediated Communication,International Educational Exchange,Technology Integration,Information Technology,Middle School Teachers,Middle School Students,High School Students,High School Teachers,Intercultural Communication

Two cohorts of teachers participated in a professional development program in summer 2016 and 2017 focused on incorporating global perspectives and activities into K-12 classrooms using contemporary technologies. One part of this program required teachers to plan and carry out a global project with an international classroom as a means to introduce them to a host country's education system before they traveled abroad to that country the following summer. This paper summarizes descriptive survey results from 22 teachers and 264 of their K-12 students to depict the types of global projects undertaken along with the key outcomes that were supported (i.e., development of global skills, collaboration, and awareness of global issues and cultural perspectives). Results indicated that teachers new to global project design implemented two primary types of global projects: sharing and comparing cultural information and pen pal projects with either unscripted or scripted topical conversations. Students expressed high interest in global projects, but in these types of projects the topics of discussion chosen (or not chosen) by teachers and students did not lend themselves to developing advanced cultural awareness. Student interaction fell short of higher levels of collaboration. Implications are provided for professional development that prepares teachers to design more comprehensive projects focused on authentic themes that may better elicit collaboration and expand student awareness of global issues and cultural perspectives beyond the outcomes seen in this study.