ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining the Views of Preservice Science Teachers on Creating Concept Maps
Author: Demirci, Tuba
Date: 2021-08-00
Type: Journal Articles
Subjects: Student Attitudes,Preservice Teachers,Science Teachers,Concept Mapping,Teaching Methods,Chemistry,Scientific Concepts

This study aimed to examine the views of preservice science teachers on concept map use in a General Chemistry II class. The study was conducted with 47 preservice science teachers. In the study, an interview form grounded on determining their views on concept maps and comprised of open-ended questions, was used as the data collection tool. In analysis of the data acquired, content analysis was performed. As a result of the analysis of the data, the preservice teachers expressed positive views on concept map use. They stated that it might contribute to their learning and increase the permanence of the knowledge learned. Furthermore, they reported that they liked creating concept maps and among the concept map types they usually chose to create hierarchical concept maps. Most of the preservice teachers stated that they had to know the subject related to the concept map very well to create concept maps more easily, otherwise they might have a difficulty in the concept map creation process and thus concept maps should generally be used after a lecture. In addition the preservice teachers stated that they intended to use concept maps in their teaching experience. As a result, before concept maps are used in teaching, it is recommended to inform students about the creation of concept maps, to use them for re-purpose in teaching activities, and to include activities containing concept maps in textbooks.
Investigation of the Interaction of Students&apos; Mental Models with Peer Instructional Elements in an Undergraduate Physics Course
Author: Körhasan, Nilüfer Didis
Date: 2021-08-00
Type: Journal Articles
Subjects: Correlation,Undergraduate Students,Student Attitudes,Schemata (Cognition),Peer Teaching,Physics,College Science,Introductory Courses,Scientific Concepts,Concept Formation,Knowledge Level,Group Discussion,Reflection,Reading Assignments,Social Environment

Peer instruction (PI) involves interaction between students and provides opportunities for students to reveal their own ideas, articulate their thinking, and facilitate construction of their knowledge with social interaction. Since the classroom environment of PI provides a rich information for students to discuss scientific phenomena, this research examined how students' mental models interacted with Peer Instructional elements in an undergraduate level physics course. After the identification of students' mental models of wave-particle duality in the first step of the project, the analyses of several data sources showed that some group-related issues, such as the explanatory based annotations before classes, good performance answering conceptual questions, and discussion of additional concepts during classes, were important for scientific understanding. When students have similar group environments (i.e. peers in the same group), then individual pre-class preparation had a positive influence on students' scientific mental models of wave-particle duality. In addition, students having scientific models indicated that the satisfaction with their knowledge and the importance of conflict with their peers for their learning. All students in the classroom stated they benefited from peer discussions in different ways such as by recalling and reinforcing their knowledge, by getting feedback, and by reconstructing their knowledge. Both pre-class preparation and discussion of additional concepts and conflicting ideas in peer groups should be promoted in physics classes for facilitation of construction of scientific mental models.
Online Simulators for the Teaching of the Law of Conservation of Matter and Chemical Reactions in High School
Author: Obaya, Adolfo V.
Date: 2021-08-00
Type: Journal Articles
Subjects: Computer Simulation,Technology Integration,Science Instruction,Instructional Effectiveness,Concept Teaching,Concept Formation,Scientific Concepts,Chemistry,Secondary School Science,High School Students,Adolescents,Foreign Countries

It is imperative that a profound transformation be carried out in the traditional way in which we teach science subjects, so it is necessary that the role of student change from being a mere recipient of information to being the main player in the construction of his knowledge. One of the strategies to achieve this is to make use of ICT, within which are educational simulators, as a support resource to facilitate the teaching-learning processes taught in the classroom. The didactic strategy developed in this work was carried out with the PhET (https://phet.colorado.edu) simulator was used to improve the teaching of the Law of Conservation of the Matter and its relationship with chemical reactions. To evaluate the learning acquired by students, the Hake factor was determined. In terms of the implementation of this didactic strategy, students demonstrated greater recognition, understanding, and appropriation of the knowledge gained about the importance of this law in chemical reactions. This teaching strategy is useful for higher middle-level schools that do not have a school science lab.
Science Process Skills in the Greek Primary School Science Textbooks
Author: Sideri, Andriani
Date: 2021-08-00
Type: Journal Articles
Subjects: Science Process Skills,Science Instruction,Teaching Methods,Elementary School Students,Student Evaluation,Skill Development,Scientific Concepts,Lesson Plans,Foreign Countries

Science process skills play an essential role in science education. The research assessing these skills in school science textbooks is limited. The aim of the current study was to examine the involvement of science process skills in the content of science school textbooks of the last two primary school grades in Greece. A specific analysis framework was adopted, based on 534 activities included in the two textbooks. It was concluded that the activities included in the two textbooks mainly involved the skills of communicating, observing, and inferring, while the involvement of the remaining science process skills was particularly limited. Therefore, the school textbooks fail to provide students satisfactory opportunities to engage in science process skills and facilitate a better understanding of sciences ideas and concepts. The findings of this study provide information about some strengths and weaknesses of the science textbooks that could be used by teachers in planning for teaching.
Scientific Argumentation in Teaching Hydrogen Bonding
Author: Gültepe, Nejla
Date: 2021-08-00
Type: Journal Articles
Subjects: Foreign Countries,Scientific Concepts,Concept Formation,Grade 12,Secondary School Science,High School Students,Chemistry,Persuasive Discourse,Teaching Methods,Instructional Effectiveness,Scaffolding (Teaching Technique),Molecular Structure

This study was conducted to determine the differences in the conceptual understanding of 52 Turkish students who were taught with a scientific argumentation approach in grade 12 chemistry. The concept test was administered to the participants as a pre-test and post-test, and it contained two questions. The first had two sub-questions had two steps. The second had six sub-questions. The researcher of the current study, who was well-versed in chemistry education, and a chemistry teacher, expressed their views regarding the content validity of the concept test. The criteria scales and scoring rubrics were prepared by the researcher to evaluate the test in terms of a conceptual understanding of hydrogen bonding. This study, which thoroughly aims at learning the effects of scaffolding with argumentation, applied mixed-methods research to reveal students' understanding of hydrogen forces and to determine schemas by drawing. In quantitative analysis, the mean, median, and standard deviation values of the data collected from the students were considered. In qualitative analysis, the drawings and explanations of the students on the concept tests applied before and after the education were discussed. According to the results of the concept tests, improvement in the conceptual understanding of the students before and after the argumentation-based teaching could be observed; however, half of the students still evidently had a rote understanding. In conclusion, the scientific-argumentation-based teaching approach was effective in developing their conceptual understanding. Recommendations are made as a result of this study.
Effects of Mobile Learning Science Course on Students&apos; Academic Achievement and Their Opinions about the Course
Author: Bayar, Mirac Furkan
Date: 2021-08-00
Type: Journal Articles
Subjects: Electronic Learning,Science Education,Academic Achievement,Student Attitudes,Grade 8,Secondary School Students,Foreign Countries,Scientific Concepts

The aim of this research was to investigate the effect of mobile learning on students' academic achievements and their opinions about the course. This research was a mixed study where both quantitative and qualitative methods were used together. The quantitative part of the study used quasi-experimental models in a pre-test/post-test design according to the patterned paired control group. In the qualitative part, a semi-structured interview method was used from descriptive models. The study group consisted of 28 students studying in the 8th grade of a state secondary school in the Pasinler district of Erzurum Province of Turkey in the 2018-2019 academic years. The study lasted approximately 6 weeks. As a result of the study, it was observed that there was a positive increase in academic achievement in favor of the experimental group of students. Moreover, although there were differences of opinion among the students, a large majority declared that the mobile supported learning increased their interest towards the course. Recommendations are made based on this research.
Efficacy of Jigsaw Model in Improving Pre-Service Teachers&apos; Performance in Selected Functional Group Organic Compounds
Author: Yaayin, Boniface
Date: 2021-08-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Teaching Methods,Cooperative Learning,Preservice Teachers,Academic Achievement,Organic Chemistry,Problem Solving,Foreign Countries

The focus of this study was to find out the effectiveness of the jigsaw model on improving pre-service teachers' performance in selected functional group organic compounds. The study employed the quasi-experimental non-randomized pre-test/post-test intact class design. The sample was 144 pre-service teachers comprising 72 in the experimental class and 72 in the control class. The jigsaw model was implemented in the experimental class while the conventional teaching method was implemented in the control class. The &quot;Organic Chemistry Concept Achievement Test&quot; was used as the research instrument to collect the data. The instrument was pilot tested, and the reliability index was found to be 0.724. The findings of the study revealed that the jigsaw model was effective in yielding significantly better performance in the selected functional group organic compounds among the pre-service teachers in the experimental group than their counterparts in the control group who were taught through the conventional method. It was found that the jigsaw model laid a good foundation for the pre-service teachers to develop problem-solving skills and creative minds leading to their improved performance in the selected functional group organic compounds.
Values Education in Science Lessons with Activities: Responsibility Value
Author: Yaman, Havva
Date: 2021-08-00
Type: Journal Articles
Subjects: Values Education,Science Education,Learning Activities,Responsibility,Middle School Students,Grade 6,Student Attitudes,Instructional Effectiveness

This research aimed to gain the value of responsibility implicitly through activity-based values education tasks (ABVET) prepared in secondary school science lessons. The research was carried out with the embedded quasi-experimental design, one of the mixed research methods. The study group of the research consisted of 37 middle school students in total. Non-parametric tests were used to analyze the quantitative data obtained within the scope of the research and descriptive analysis was used in the analysis of qualitative data. The Dilemma Situations Form (DSF) developed by the researchers, activity documents, student and researcher diaries, and focus group interview form was used as data collection tools. Lessons were taught in the control group as curriculum in practice. In the experimental group, lessons were taught by the researchers with an enriched content and activity program aimed at gaining responsibility value. It was concluded that there was a significant difference in favor of the experimental group between the post-test scores of the experimental and control groups. It was concluded that ABVET was effective in gaining responsibility value to sixth grade students with the data obtained from the DSF, activity documents, student and researcher diaries and focus group interview form. This research shows which method, technique, and material can be preferred for values education in science courses included in education programs. Given the promising results of the current research, methods or techniques related to the constructivist approach such as the appropriate values education program, ABVET should be used for different science subjects, various courses, and grade levels in future studies.
Exploring the Importance of Vocabulary for English as an Additional Language Learners&apos; Reading Comprehension
Author: Brooks, Gavin
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Reading Comprehension,Vocabulary,Decoding (Reading),Reading Skills,Reading Fluency,Language Skills,Predictor Variables,Vocabulary Development,International Schools,Early Adolescents

This exploratory study represents an attempt to investigate the factors that may affect the reading comprehension abilities of English as an additional language (EAL) learners. For this study, we examined a participant group of 31 (25 EAL and 6 first language English) learners studying at an international school in Japan. We assessed the participants according to four factors shown to influence reading comprehension: vocabulary knowledge, word decoding skills, reading fluency, and general linguistic ability. Our results show that differences in vocabulary knowledge show more variance in reading comprehension scores than the other factors examined in this study, highlighting the importance of vocabulary knowledge for reading comprehension. However, other factors such as reading fluency and general linguistic knowledge are also shown to be moderate to strong predictors of reading comprehension. Based on these results, we suggest that EAL learners need targeted language support to enhance academic text comprehension.
High School EFL Students&apos; Beliefs about Oral Corrective Feedback: The Role of Gender, Motivation and Extraversion
Author: Ha, Xuan Van
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,English (Second Language),Second Language Instruction,Feedback (Response),Student Attitudes,Cues,Error Patterns,Metalinguistics,Gender Differences,Student Motivation,Personality Traits,Correlation,Foreign Countries,Oral Language

This study employed an explanatory sequential mixed-methods research design to examine the beliefs of Vietnamese EFL students concerning oral corrective feedback (CF) and the role of some individual differences in these beliefs. The data consisted of questionnaires completed by 250 Vietnamese high school students and follow-up interviews with 15 of them. Exploratory factor analysis revealed six latent factors underlying students' beliefs about CF, namely, (1) output-prompting CF and eliciting recasts, (2) desire for CF, (3) non-verbal cues, (4) important errors, (5) input-providing CF, and (6) less important errors. Descriptive statistics and thematic analysis of the interviews showed that students were positive about CF. They liked both input-providing CF and output-prompting CF for all error types. Metalinguistic feedback was the most strongly preferred, while clarification request was the least preferred. Further statistical analyses revealed some interesting relationships between students' beliefs about CF and their gender, English learning motivation, and self-rated introversion/extraversion. Females were more positive about CF than males, and extraverted females were more positive about input-providing CF than introverted females. Also, students learning English for exams were more positive about CF than those learning English for communication. Pedagogical implications for effective feedback provision in EFL contexts are discussed.
Perceptions of a Collaborative Professional Learning Program: Seeing the &quot;Bigger Picture&quot;
Author: Buckley, P. Charlie
Date: 2020-02-00
Type: Journal Articles
Subjects: Special Education,Special Education Teachers,Allied Health Personnel,Speech Language Pathology,Paraprofessional School Personnel,Faculty Development,Teacher Attitudes,Communication Skills,Communication Disorders,Teaching Methods,Special Needs Students,Students with Disabilities,Teacher Student Relationship,Teacher Role

Purpose: The purpose of this study was to explore the perceptions of special education practitioners (i.e., speech-language pathologists, special educators, para-educators, and other related service providers) on their role as communication partners after participation in the Social Communication and Engagement Triad (Buckley et al., 2015) yearlong professional learning program. Method: A qualitative approach using interviews and purposeful sampling was used. A total of 22 participants who completed participation in either Year 1 or Year 2 of the program were interviewed. Participants were speech-language pathologists, special educators, para-educators, and other related service providers. Using a grounded theory approach (Glaser &amp; Strauss, 1967) to data analysis, open, axial, and selective coding procedures were followed. Results: Three themes emerged from the data analysis and included engagement as the goal, role as a communication partner, and importance of collaboration. Conclusions: Findings supported the notion that educators see the value of an integrative approach to service delivery, supporting students' social communication and engagement across the school day but also recognizing the challenges they face in making this a reality.
A Review of the Development of the Integration Strategy of Information Technology and Education in the Four Countries of the United States, Britain, China, and Singapore
Author: Wang, Jincheng
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Technology Integration,Educational Development,Educational Objectives,Global Approach,Educational Innovation,Equal Education

Information technology has a revolutionary impact on the development of education. Therefore, it is a strategic choice to comprehensively respond to educational development challenges in the information age to promote the modernization of education with education informatization. Countries worldwide have begun to attach importance to the development of educational information technology and have successively formulated a series of policies and plan to guide its development. At the same time, implementing a number of measures has dramatically promoted the realization of educational information technology development goals. Taking the United States, Britain, China, and Singapore as examples, we reviewed the promotion strategies of global education informatization and summarized its typical characteristics and development trends based on an overview of the development routes of various countries.
Teaching for Student Learning: Exploration of Teaching Strategies Based on Protocol-Guided Learning
Author: Xia, Jianping
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Case Studies,Teacher Student Relationship,Cooperation,Foreign Countries,Middle Schools,Student Centered Learning,Homework,Assignments,Questioning Techniques,Problem Solving

The teaching strategy based on the case study guide is based on the case study guided, with teachers as the mainstay, students as the main body, and teacher-student working together to complete the teaching tasks, which is in line with Chinese education characteristics of localized teaching strategies. This teaching strategy advocates coordinating the relationship between various elements of teaching, so that teachers, students, and teaching materials maintain a coordinated state. We herein prospect through a case of a middle school in Jiangsu, China to explain the basic content of the teaching strategy, and analyze the practical exploration of the teaching strategy based on the protocol-guided study.
Eating Breakfast or Attending Extracurricular Tutoring, Which One Is More Effective in Improving Student&apos;s Performance? An Empirical Study Based on the Data from a Large-Scale Provincial Survey
Author: Liu, Yanli
Date: 2020-00-00
Type: Journal Articles
Subjects: Breakfast Programs,Extracurricular Activities,Tutorial Programs,Program Effectiveness,Academic Achievement,Multiple Regression Analysis,Grade 3,Elementary School Students,Grade 8,Secondary School Students,Foreign Countries,Predictor Variables

To improve children's academic achievements, parents often try to provide them with adequate nutrition or/and send them to attend extracurricular tutoring classes. The effect of extracurricular tutoring on students' performance has been well explored, whereas no rigorous empirical study was conducted to observe the relationship between breakfast and students' academic performance. Besides, little empirical evidence has been presented to compare the effect of breakfast and that of extracurricular tutoring on students' academic achievements. This study fills this gap by adopting the multiple linear regression model and Shapley Value Decomposition to analyze the academic quality monitoring data of 50,516 Year-3 students and 83,505 Year-8 students in Jiangsu, China. The results showed that both breakfast and extracurricular tutoring can improve students' grades, and breakfast was superior to the tutoring in efficacy. This conclusion is of great significance for planning family education strategies scientifically and improving family education efficiently. It is necessarily convincible for parents and educators to rationally understand the role of extracurricular tutoring and pay enough attention to breakfast in improving students' performance.