ethanporcaro/eric-fulltext-meta huggingface dataset:
Effect of Sing and Speak 4 Kids: An Online Music-Based Speech and Language Learning Game for Children in Early Intervention
Author: Lim, Hayoung A.
Date: 2022-06-00
Type: Journal Articles
Subjects: Music Activities,Autism,Pervasive Developmental Disorders,Young Children,Speech Impairments,Language Impairments,Intervention,Video Games,Program Effectiveness,Speech Therapy,Telecommunications,Singing,Teaching Methods,English Language Learners

Music-based speech language interventions have shown promise to support young children with autism, other speech and language deficits, and Dual Language Learners (also known as DLL, English Language Learners, or ELL). Online edtech learning programs may produce greater positive outcomes for children by including parents as mediators of the intervention. This study measured the preliminary effectiveness of Sing and Speak 4 Kids (SS4Kids), a music-based online speech and language development game, administered to 26 children ages 2-6 years old with or at risk for a diagnosis of autism, other speech and language deficits or DLL. The children were trained in early intervention settings across 4-6 sessions over a 2-week period in one of three group conditions: (a) teacher only in clinic; (b) parent only at home; (c) both teacher + parent. Measurement of verbal production of target words in pre- and post-training sessions showed that trained words significantly improved from pre-test to post-test Additionally, there was no effect of different group conditions (teacher only vs. parent only vs. both teacher + parent) on children's performance. Results suggest that the SS4Kids program is an effective music-based speech and language training method for supporting target word production in young children across a two week timespan. Importantly, the results also found that group conditions did not influence the improvement, confirming effectiveness of both clinic and home-based parent mediation. During a time when traditional in-person intervention services may be restricted, the current work provides cautious but emerging evidence of the effectiveness of an online edtech evidence-based practice to support the speech and language outcomes for a variety of children in early intervention.
Parent Involvement in Pre-School Science Activities: What Do Parents Think about It?
Author: Cakir, Cigdem Sahin
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Education,Parent Participation,Science Activities,Science Education,Parent Attitudes,Measures (Individuals),Foreign Countries,Scores,Positive Attitudes,Scientific Attitudes,Preschool Children,Parent Child Relationship

This study aimed to investigate parents' views about science and parent involvement in pre-school science activities. According to Cresswell's designs' sequential explanatory mixed-method design, the study was conducted. The participants were composed of parents of 39 children (60-72 months) who studied in two different classrooms, there were 20 children in one of the classrooms, and there were 19 children in the other classroom at a public pre-school in Ankara/Turkey in 2015-2016 school year. The Parents' Views about Science and Preschool Science Activities Scale and semi-structured interviews were used to collect data. In addition, semi-structured interviews were conducted with three volunteer parents, each from the parents who got high, medium, and low average scores from the scale. Thus, parents' views about science and parent involvement in pre-school science activities were examined in detail. According to the results of this study, it was determined that the parents who participated in this study had positive views on science and science education in pre-school, realized the importance of science activities in pre-school, were eager to participate in pre-school science activities. Therefore, this study suggests that teachers and parents should be informed that parents' involvement is essential for doing science activities in pre-school.
Scientific Story Writing Technique in the Alternative Assessment of the Subject of Liquids: The Sample of Science and Biology Teaching Students
Author: Dolu, Gamze
Date: 2022-00-00
Type: Journal Articles
Subjects: Alternative Assessment,Story Telling,Misconceptions,Undergraduate Students,Science Instruction,Biology,Computer Assisted Instruction,Teaching Methods,Student Evaluation,Scientific Concepts,Concept Formation,Departments,Foreign Countries

The present study aims to investigate university students' conceptions of liquids with the help of the scientific story writing technique, which is one of the alternative assessment techniques. The study group comprised students studying science (n=50) and biology teaching departments (n=20) in Turkey. Thus, the study carries within two groups. In both groups, computer-supported teaching was carried out by the same researcher for two weeks regarding the subject of liquids. After this process, a scientific story writing technique applies to collect study data. In data analysis, utilized content analysis and descriptive statistics. Firstly, determined the statements involved in students' stories. Afterward, ordered the statements under the categories 'scientifically acceptable', 'partially acceptable,' 'scientifically unacceptable,' and 'not coded.' The findings showed that the category with the highest percentage in the stories of both groups was the scientifically acceptable category. This result indicated that most of the students figured out the subject. However, I encountered several misconceptions also in students' statements. Therefore, enrichment of learning methods is needed to eliminate student misunderstandings detected in learning.
The Effect of Using Digital Concept Cartoons in Science Lesson on Students&apos; Achievement[superscript #]
Author: Sanlitürk, Arda Danistay
Date: 2022-00-00
Type: Journal Articles
Subjects: Instructional Materials,Teaching Methods,Cartoons,Science Instruction,Science Achievement,Grade 6,Student Attitudes,Retention (Psychology),Comparative Analysis,Educational Technology,Units of Study,Instructional Effectiveness,Secondary School Students,Foreign Countries,Plants (Botany),Animals

In the digital age we live in, electronic teaching materials can effectively increase students' participation in the learning and teaching process. In addition, it is known that using visual materials in science education has a positive effect on learning in this direction. The study aims to determine the effect of digital concept cartoons in the sixth-grade science course on the academic achievement of students and the retention of what is learned in the lesson and to determine the students' views on the concept cartoons applied in the lesson. This research was carried out with sequential mixed design, one of the mixed designs in which quantitative and qualitative research methods are used. The quantitative dimension of the study was conducted with a random experimental design with the pretest-posttest control group, and the qualitative dimension was carried out with a case study design to support the quantitative data and make an in-depth analysis of the data. A significant difference in favor of the experimental group was found between the post-test and retention test mean scores of the experimental and control group students participating in the study. Based on these findings, it can be said that the use of digital concept cartoons in the sixth-grade science course &quot;reproduction, growth, and development in plants and animals&quot; unit is effective in ensuring academic achievement and the retention of what is learned in the lesson. This finding of the study is parallel with qualitative findings.
The Effect of Using Web-Based Interactive Learning Media for Vocational High School Students to Understanding of Looping: Qualitative Approach
Author: Husaeni, Dwi Fitria Al
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Vocational Education,Visual Aids,Program Effectiveness,Web Based Instruction,Computer Science Education,Secondary School Students,Grade 10,Grade 11,Student Attitudes,Programming

This study aims to evaluate the effect of the use and development of interactive and visual learning media in learning looping by utilizing a web-based digital platform called Loopers. The research design used a qualitative descriptive with case study approach in-depth interview technique. The subjects of this research are five students of the State Vocational School Pekerjaan Umum, Bandung, Indonesia. We use three phases in conducting research through 1) problem and needs analysis, 2) web design, and 3) implementation and testing. Loopers were developed using the waterfall method. Loopers can demonstrate the implementation of a productive learning process and measure the effectiveness of interactive and visualized learning media. The findings show that Loopers can effectively facilitate experimental demonstrations and written modules. Respondents think this learning media is effective and can increase their interest, motivation, and interest in learning looping material. The next research is to enrich the Loopers feature and conduct trials with larger respondents.
The Effects of the Problem-Based Learning Supported by Experiments in Science Course: Students&apos; Inquiry Learning and Reflective Thinking Skills
Author: Denis-Çeliker, Huriye
Date: 2022-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Inquiry,Active Learning,Science Instruction,Teaching Methods,Science Curriculum,Comparative Analysis,Secondary School Students,Foreign Countries,Grade 6,Thinking Skills,Problem Solving,Energy,Units of Study,Outcomes of Education

This study aims to investigate the effect of the problem-based learning method supported by experiments on the inquiry learning skills of secondary school students and their reflective thinking skills for problem-solving. This research uses a quasi-experimental design with a pretest-posttest control group. This study consists of 21 students in the experimental group and 22 students in the control group from the sixth grade of a public secondary school in Turkey. The inquiry learning skills and reflective thinking skills scale for problem-solving were used as data collection tools in the research. The Electricity Transmission unit was carried out in the experimental group with problem-based learning scenarios supported by the experiment. Activities based on the science course curriculum were carried out in the control group. SPSS-21 was used to analyze the data. As a result of the study, it was concluded that the post-test scores of the inquiry learning skills scale of the students in the experimental group differed statistically significantly from those of the control group students, and this difference was in favor of the experimental group. No significant difference was found between the experimental and control groups in post-test scores regarding reflective thinking skills for problem-solving.
Innovativeness in Science Education: An Examination of Secondary School Students&apos; Perceptions
Author: Muradoglu, Bahar
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Education,Educational Innovation,Secondary School Students,Student Attitudes,Thinking Skills,Measures (Individuals),Correlation,Programming,Gender Differences,Instructional Program Divisions,STEM Education,Science Fairs,Student Participation,Foreign Countries

As innovation has gained importance worldwide, educating students as individuals with innovative qualities has become imperative. Therefore, identifying students' perceptions of innovativeness in science lessons has become an issue of concern. The aim of this study was to determine secondary school students' perceptions of innovativeness. The research was conducted according to the survey method. 'Perceptions of Innovative Thinking Scale,' was revised, and necessary scale development steps were followed. Accordingly, secondary school students' general innovative thinking perceptions and the relationships of the scale subdimensions with the variables were determined with single and correlational survey models. After the responses that 831 students gave to the scale were analysed, it was determined that the students' perceptions of innovativeness were high and that gender excepted, grade level, achievement in the subject of science, participation in the TÜBITAK 4006 science fair, and the case of receiving programming training created significant differences in the subdimensions. The research findings were discussed according to the literature. It was recommended that STEM and programming be included in science courses and that teachers guide these processes.
Development of the STEM-Pedagogical Content Knowledge Scale for Preservice Teachers: Validity and Reliability Study
Author: Akçay, Behiye
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,STEM Education,Pedagogical Content Knowledge,Foreign Countries,Knowledge Level,Measures (Individuals),Test Construction,Rating Scales

This study aims to develop a valid and reliable scale to determine pre-service teachers' STEM-Pedagogical Content Knowledge (STEM-PCK) levels. This study was conducted in the 2018-2019 academic year with 322 pre-service teachers in Turkey. In the study, one of the mixed method typologies, Exploratory Sequential Design, was applied. The scale was submitted for evaluation by four experts to determine the content and face validity. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) was performed to determine the scale's construct validity. As a result of EFA, the scale had five factors: STEM Pedagogical Knowledge, Pedagogical Knowledge, Engineering Pedagogical Knowledge, Mathematics Pedagogical Knowledge, and Science Pedagogical Knowledge. As a result of CFA X[superscript 2]/df = 2.71, RMSEA = 0.07, RMR = 0.04, SRMR = 0.07, NFI = 0.94, NNFI = 0.96, CFI = 0.96, IFI = 0.96, RFI = 0.94 values were reached and the factor structure determined to be suitable. To determine the reliability of the scale, internal consistency and test-retest reliability analyzes were made. The internal consistency reliability value of the scale was found as 0.98. The final form of the STEM-PCK scale is a 5-point Likert type that includes 57 items and five factors.
Development of Android-Based Interactive Multimedia to Enhance Critical Thinking Skills in Learning Matters
Author: Hamdani, Salma Almira
Date: 2022-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Multimedia Instruction,Learning Processes,Telecommunications,Handheld Devices,Student Evaluation,Private Schools,Scoring Rubrics,Decision Making,Scores,Classification,Student Attitudes,Junior High School Students,Teaching Methods,Objective Tests,Science Education,21st Century Skills,Foreign Countries

The advancement in science and technology in the 21st Century necessitates improving critical thinking skills in students. Implementing digital technology such as interactive multimedia in the learning process can encourage quality learning and teaching. This study aims to create Android-based interactive multimedia that will help students improve their critical thinking skills in learning matters. This research aims to develop android-based interactive multimedia to enhance critical thinking skills in learning matters. This research employed a developmental method that included analysis, design, development, implementation, and one group pretest-posttest to assess students' critical thinking skills. The participants were 30 students from Private Junior High schools in Bandung Barat. The instruments used were the expert's judgment rubric, students' questionnaire, and objective test. With an overall score of 88.25%, the experts' judgment score was classified as very good. Moreover, the average score of students' impressions was 84.56%, classified as very good. Based on the data analysis, the value of &lt;g&gt; is 0.52, which is classified as a medium enhancement. This finding indicates that students' critical thinking skills improve after applying Android-based interactive multimedia.
An Exploration of the Heterogeneous Nature of Reading Comprehension Development in First Grade: The Impact of Word and Meaning Skills
Author: Solari, Emily J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Grade 1,Reading Comprehension,Skill Development,Beginning Reading,Phonological Awareness,Word Recognition,Decoding (Reading),Reading Fluency,Linguistic Competence,Profiles

This exploratory study builds upon extant reading development studies by identifying discrete groups based on reading comprehension trajectories across first grade. The main goal of this study was to enhance the field's understanding of early reading comprehension development and its underlying subcomponent skills, with the intent of better understanding the development of comprehension in students who display risk for reading difficulties and disabilities. A sample of first-grade readers (N = 314) were assessed at three timepoints across the first-grade year. These data were utilized to derive empirical latent classes based on reading comprehension performance across the first-grade year. Reading subcomponent skill assessments (phonological awareness, word reading, decoding, linguistic comprehension, and reading fluency), measured in the fall of first grade, were compared across latent classes to examine how they related to growth across the first-grade year. Results suggest that there were four distinct latent classes with differential reading comprehension development, each of which could also be distinguished by the subskill assessments. These findings are presented within the context of the broader reading research base, and implications for practice are discussed.
Analysis of Prospective Primary School Teachers&apos; Knowledge Regarding Chemical Representations on Crystallization Experiment
Author: Uyulgan, Melis Arzu
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Knowledge Level,Physical Sciences,Science Experiments,Foreign Countries,College Freshmen

The study aims to determine the subject matter knowledge of Prospective Primary School Teachers (PPSTs) and analyze their chemical representation levels on crystallization. The study was carried out with descriptive research with a qualitative approach based on this purpose. The study participants were eighty freshman students studying at the Department of Primary Education in a state university in the Aegean Region of Turkey. The data were collected using a worksheet containing seven open-ended questions regarding the crystallization experiment. The questions were about the solubility of salt in water, the formation of the salt water and its solubility-temperature graph, the formation of the saturated salt water, and the appearance of particles formed during crystallization. A worksheet was prepared to determine the chemical representation levels of the PPSTs, and the data were subjected to document analysis. The researchers conducted a demonstration experiment and an animated video on the extraction of table salt by crystallization as an activity during the study process. The results indicated that PPSTs' responses related to crystallization were mainly at the macroscopic level. At the same time, they had great difficulty explaining at the levels of sub-microscopic and symbolic representations. Moreover, they could not explain the concept of dissolution with scientific expressions and distinguish the mixtures from each other. Additionally, most prospective teachers could not draw the correct solubility-temperature graph, so they had difficulty in symbolic representations. The study results imply that to raise the quality of science education in Turkey, PPSTs must attend a quality teaching of science, so primary school students acquire scientifically accurate knowledge of the basic science subjects and concepts such as dissolution, solubility, and crystallization.
A Content Analysis Study towards Researches Regarding Context-Based Learning Approach in Science Education by between Years 2010 and 2020 in Turkey
Author: Güngör, Büsra Arik
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Education,Teaching Methods,Context Effect,Science Achievement,Secondary School Students,Student Attitudes,Educational Research,Elementary Secondary Education,Postsecondary Education,Teacher Education,Research Methodology,Prior Learning

The purpose of this study is to study research regarding the context-based learning approach in science education between 2010 and 2020 in Turkey. In this study, a descriptive content analysis method was used to analyzed 86 articles on context-based learning in science education published in 67 different journals. According to some variables such as the year of publication, purpose, area, method, sample, number of samples, data collection tool and data analysis techniques. The Research Classification Form developed by the researchers was used in the analysis of the data. The data were analyzed using descriptive content analysis. Most studies in the field of context-based learning approaches in science education were published in 2019. Most of the studies aimed to determine the effects of the method on achievement and attitude and were carried out within science. The experimental method was preferred among the quantitative methods in the studies. Most of the studies were conducted with secondary school students, and the number of participants was in the range of 0-100. Achievement tests and attitude scales were used extensively as data collection tools, and content analysis and t-test were used extensively in data analysis techniques. According to the results obtained in the research, it is suggested that the researches on the context-based learning approach should be conducted in areas other than science education.
Effect of Organizational Fit on Organizational Happiness: Mediating Role of Moral Commitment
Author: Töre, Esra
Date: 2022-00-00
Type: Journal Articles
Subjects: Personality Theories,Moral Values,Foreign Countries,Psychological Patterns,Elementary School Teachers,Secondary School Teachers,Teacher Characteristics

This study examines the mediating role of moral commitment in the effect of teachers' organizational fit on their organizational happiness and determines teachers' organizational fit, organizational happiness, and moral commitment levels. The research was carried out in a relational screening model. The research sample consists of 396 teachers working in the Karabaglar district of Izmir, Turkey, in the 2020-2021 academic year. &quot;Personal Information Form&quot;, &quot;Organizational Fit Scale&quot;, &quot;Organizational Happiness Scale&quot; and &quot;Moral Commitment Scale&quot; were used as data collection tools. Pearson moment correlation coefficient and regression analysis were performed with the package statistics program for the data analysis. As a result of the research, a positive and significant relationship was determined between organizational fit and organizational happiness, between organizational fit and moral commitment, and between organizational commitment and organizational happiness. In addition, it was concluded that moral commitment has a partial mediation effect between organizational fit and organizational happiness.