ethanporcaro/eric-fulltext-meta huggingface dataset:
The Development of Paranormal Belief Scale (PBS) for Science Education in the Context of Turkey
Author: Sen, Mehmet
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Science Education,Scientific Attitudes,College Students,Factor Analysis,Correlation,Popular Culture,Measures (Individuals),Validity,Reliability,Likert Scales,Islam

Present study aims to translate and develop Paranormal Belief Questions (Rice, 2003) measuring students' non-scientific beliefs which threat science education. Original version of these questions was asked in Southern Focus Poll (1998). 17 questions about paranormal beliefs were administered to 114 university students from different departments. After translating and developing Paranormal Belief Questions into Turkish, factor analysis was conducted and paranormal beliefs were limited in two dimensions as classical paranormal beliefs and religious paranormal beliefs as parallel with original form. Déjà vu item that is not consistent with other paranormal beliefs was removed depending on the factor analysis. The results of the current study enable to differentiate scientific beliefs from non-scientific beliefs of students. By this way, science educators can benefit from this scale.
Identfying the Needs of Pre-Service Classroom Teachers about Science Teaching Methodology Course in Terms of Parlett's Illuminative Program Evaluation Model
Author: Çaliskan, Ilke
Date: 2014-04-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teachers,Needs Assessment,Science Instruction,Teaching Methods,Methods Courses,Program Evaluation,Models,Grade 3,Elementary School Science,Questionnaires,Semi Structured Interviews,Diaries,Content Analysis,Phenomenology,Research Design,Theory Practice Relationship,Curriculum Implementation,Feedback (Response),Multimedia Instruction,Constructivism (Learning),Classroom Techniques

The aim of this study was to identify the needs of third grade classroom teaching students about science teaching course in terms of Parlett's Illuminative program evaluation model. Phenomographic research design was used in this study. Illuminative program evaluation model was chosen for this study in terms of its eclectic and process-based characteristics. 61 third grade classroom teachers, three instructors of science teaching methodology courses and one curriculum specialist were the participants of this study. Open-ended questionnaire, semi-structured interviews and diaries of pre-service teachers were used as data of the study. Data were analyzed in terms of phenomographic research design principles. Descriptive and content analyses were used as data analysis techniques. Needs assessment results showed that pre-service teachers found science teaching courses dominantly theoretical and they underlined that there was a big gap about the association between theory and practice in science teaching methodology course. Longitudinal needs assessment efforts, preparation of detailed course implementation plans, giving periodical feedback about the assessment process, using multi-media environments and constructivist learning principles, considering classroom management issues in the learning and teaching processes were the suggestions expressed in terms of the results.
The Social Outcomes of Learning Mathematics: Standard, Unintended or Visionary?
Author: Ernest, Paul
Date: 2015-07-00
Type: Journal Articles
Subjects: Mathematics Education,Outcomes of Education,Educational Objectives,Creativity,Empowerment,Citizenship,Self Esteem,Problem Solving

Mathematics is a fundamental part of human knowledge and one of the central planks of the modern technological revolution. But in our enthusiasm to promote its benefits too rarely do we stop to question our intended aims of teaching mathematics and the outcomes of learning mathematics in school. In this paper the standard aims of school mathematics are acknowledged, but so too are the unexpected and unintended outcomes for some or all students. These are primarily the unplanned and unintended values, attitudes and beliefs that students develop during their years of schooling. Many of these are negative. To counter them and more generally to aim higher in school mathematics teaching I propose four additional visionary aims for mathematics that are empowering and broadening. These comprise developing higher level orientations and capabilities including mathematical confidence; mathematical creativity through problem posing and solving; social empowerment through mathematics contributing to critical citizenship; and the broader appreciation of mathematics, its nature and its key ideas.
The Mathematical Experiences of Black Males in a Predominantly Black Urban Middle School and Community
Author: Davis, Julius
Date: 2014-07-00
Type: Journal Articles
Subjects: Males,African American Students,Urban Schools,Middle School Students,Mathematics Instruction,Mathematics Achievement,High Stakes Tests,Qualitative Research,Race,Critical Theory,Student Experience,Racial Differences,Peer Influence,Family Influence,Cultural Influences,Ethnicity,Racial Identification,Teacher Influence,Racial Segregation,Poverty,Low Income Groups,Working Class,Ethnography,Grade 7,Grade 8,Interviews,Observation,Documentation

There is a growing body of research focused on the mathematical experiences of Black males in the United States of America. This research has emerged to challenge the dominant narrative in mathematics education focused on Black males' low performance on international, national, and state standardized tests. There is very little research that has explored the impact of high-stakes testing in mathematics on Black males in urban areas. Using qualitative research methods, this study examines the middle school mathematics experiences of four Black males and provides insight into their responses to challenges they face in urban communities, schools, and math classrooms. Critical race theory was used to illuminate Black males' desire to be challenged in the classroom and describe the community, school, and classroom conditions that impact their lived realities and mathematics experiences.
A Typology for Analyzing Digital Curricula in Mathematics Education
Author: Choppin, Jeffrey
Date: 2014-01-00
Type: Journal Articles
Subjects: Mathematics Education,Mathematics Curriculum,Textbooks,Individualized Instruction,Electronic Learning,Instructional Materials,Classification,Interaction,Student Evaluation,Curriculum Development,Elementary Secondary Education

Digital content is increasingly present in U.S. K-12 classrooms, with a current push by federal officials to increase the rate at which digital textbooks are adopted. While some teachers' use of electronic resources involves locating activities and lessons from various internet sites, textbook and educational software companies have begun to develop comprehensive programs that can supplement if not fully replace traditional paper textbooks. Digital platforms can be transformative, with possibilities for frequent updating, access to multimedia resources, connection to virtual communities, lower production and distribution costs, and customized instruction. However, there have been no attempts to analyze specific programs in mathematics education with respect to these and other features, a gap we seek to address. In this article, we developed and applied a framework to analyze a representative sample of digital curriculum programs in order to help educators better understand characteristics of these materials. We documented two distinct curriculum types, individualized learning programs and digitized versions of traditional textbooks. While the programs offered some of the features identified as transformative, particularly with respect to assessment systems that rapidly and visually report student performance, there were many features that did not take full advantage of the digital medium.
Self-Explanation and Explanatory Feedback in Games: Individual Differences, Gameplay, and Learning
Author: Killingsworth, Stephen S.
Date: 2015-07-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Games,Technology Uses in Education,Feedback (Response),Concept Formation,Individual Differences,Science Instruction,Scientific Concepts,Correlation,Physics,Inhibition,Middle School Students,Secondary School Science,Cognitive Ability,Attention,Comparative Analysis,Scoring,Hypothesis Testing,Pretests Posttests,Experimental Groups,Questionnaires,Likert Scales,Statistical Analysis,Control Groups,Regression (Statistics)

Previous research has demonstrated the efficacy of two explanation-based approaches for increasing learning in educational games. The first involves asking students to explain their answers (self-explanation) and the second involves providing correct explanations (explanatory feedback). This study (1) compared self-explanation and explanatory feedback features embedded into a game designed to teach Newtonian dynamics and (2) investigated relationships between learning and individual differences. The results demonstrated significant learning gains for all conditions. There were no overall differences between conditions, but learning outcomes were better for the self-explanation condition after controlling for the highest level completed by each student. Analyses of individual differences indicated that certain threshold inhibitory control abilities may be necessary to benefit from the self-explanation in games.
Seventh Grade Students' Perceptions of Using Concept Cartoons in Science and Technology Course
Author: Ören, Fatma Sasmaz
Date: 2014-04-00
Type: Journal Articles
Subjects: Teaching Methods,Grade 7,Cartoons,Elementary School Students,Elementary School Science,Journal Writing,Science Instruction,STEM Education,Physics,Scientific Concepts,Semi Structured Interviews,Student Attitudes,Phenomenology,Foreign Countries,Content Analysis,Concept Formation,Qualitative Research

The aim of this study is to determine the efficiency of use of concept cartoons in elementary school 7th grade students Science and Technology course according to students' perceptions. In terms of this aim, the unit of &quot;Force and Motion&quot; has been taught by concept cartoons and at the end of this period, semi-structured interviews were carried out with 12 elementary school 7th grade students. The interviews have been carried out by giving the students opinion form and interviewing with each of them. Besides, students have kept journals for science and technology course for six weeks. In the study, while opinion form has been analyzed by content analysis, interviews and the student journals have been investigated by descriptive analysis. According to the results that have been attained, students have stated that it was the first time they have encountered concept cartoons and it is necessary to continue using this technique in science and technology course. In addition to this, students have stated that courses taught with concept cartoons are pleasant/enjoyable and there has been deep and long lasting learning. Based on these results, some suggestions have been given for the use of concept cartoons in science and technology courses as a learning technique.
Flexible Conceptions of Perspectives and Representations: An Examination of Pre-Service Mathematics Teachers' Knowledge
Author: Bannister, Vanessa R. Pitts
Date: 2014-07-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematical Concepts,Concept Formation,Preservice Teachers,Mathematics Teachers,Problem Solving,Knowledge Base for Teaching,Algebra,Graphs,Equations (Mathematics),Interviews,Surveys

The concept of multiple representations of functions and the ability to make translations among representations are important topics in secondary school mathematics curricula (Moschkovich, Schoenfeld, &amp; Arcavi, 1993; NCTM, 2000). Research related to students in this domain is fruitful, while research related to teachers is underdeveloped. This research looks in fine-grained ways at the nature of understanding exhibited by 59 pre-service mathematics teachers as they approached four problems that called for translations between representations of functions. Teachers' written and verbal responses were examined according to the extent to which they utilized essential constructs of process and object perspectives. Findings suggest that teachers exhibited three conceptions--flexible, disconnected or constrained. Specifically, teachers demonstrated: (1) constructs of both perspectives and operated within algebraic and graphical representations, (2) constructs of both perspectives, but not transitional enough to link them across problems, or (3) constructs of one perspective and did not operate within algebraic and graphical representations.
Investigating the Effect of Different Verbal Formats of Advance Organizers on Third Graders' Understanding of Heat Transfer Concept
Author: Chuang, Hsueh-Hua
Date: 2014-01-00
Type: Journal Articles
Subjects: Educational Technology,Grade 3,Elementary School Students,Interaction,Concept Formation,Science Instruction,Scientific Concepts,Heat,Advance Organizers,Science Achievement,Oral Language,Written Language,Teaching Methods,Technology Uses in Education

The emergence of computer and multimedia technology change the forms of instructional materials and instructional design plays an important role on student learning outcome in multimedia learning. Research has found that using advance organizers has the potential for achieving learning objectives. Thus, this study investigated how using different forms (oral narration/onscreen text) of advance organizers (AOs) with different formats (oral narration/onscreen text) of learning content affected third graders' learning on heat transfer concepts. A 2X2 design was employed and 126 third grade students participated in this study. It was found in the form of advance organizers that there was a significant interaction with the format of learning content on student post test performance. The form of AOs did not affect student performance when reading onscreen text content. Also, the format of the learning content did not influence student learning when using oral forms of AO. When using onscreen text as AO, it was found that students who read onscreen text content perform better than those who listen to oral narration content. Meanwhile, students who listened to the oral narration AO perform better than those who read the onscreen text AO before listening to the same oral narration learning content. It showed that processing message encoded in the same format in advance help learners later in processing information that was encoded in the same format. Detailed discussions on the findings are provided in this article.
Connectivity Theory at Work: The Referrals between Science and Mathematics in a Science Unit
Author: Mehmetlioglu, Deniz
Date: 2014-01-00
Type: Journal Articles
Subjects: Foreign Countries,Units of Study,Science Instruction,Mathematics Instruction,Mathematical Concepts,Scientific Concepts,Elementary School Science,Elementary School Teachers,Science Teachers,Teacher Attitudes,Case Studies,Interviews,Observation,Physics,Learning Theories,Learning Processes

Researches carried out all around the world showed that students learn more effectively if they are able to make connections between subjects. This case reports based on an investigation of how mathematics concepts were connected to science concepts by a science teacher in an elementary science classroom, and on the science teacher's views about connectivity. The progress of the instruction of a unit on the structure and properties of matter was observed in a class of forty eight students in a public school in Ankara. The science teacher was interviewed and her views were compared to her practice. The researchers undertook eight hours of observation, and data was collected through field notes and video-recordings. The findings showed that the teacher made connections between the topic and the mathematical components, such as the symbolic representations, arithmetic, counting, equations, the least common multiplier, and the distributive property of multiplication over addition. Although she thought that physics is more available for more connection when it compared to mathematics, we observed that many connections are possible in other areas of science as well.
Where Cultural Games Count: The Voices of Primary Classroom Teachers
Author: Nabie, Michael Johnson
Date: 2015-07-00
Type: Journal Articles
Subjects: Foreign Countries,African Culture,Games,Mathematics Instruction,Primary Education,Elementary School Teachers,Teacher Attitudes,Data Analysis,Cognitive Development,Learning Processes,Social Development,Socialization,Educational Strategies,Health Conditions,Cultural Background,Cultural Awareness,Student Motivation,Interviews

This study explored Ghanaian primary school teachers' values and challenges of integrating cultural games in teaching mathematics. Using an In-depth conversational interview, ten (10) certificated teachers' voices on the values and challenges of integrating games were examined. Thematic data analysis was applied to the qualitative data from the interviews. Results indicated that although cultural games count as instructional tools in four knowledge domains, actualizing their value in the classroom appears problematic for lack of game-based pedagogical know-how. The study recommended looking into the classroom for a complete understanding of the values and challenges of integrating games in teaching and learning mathematics.
&quot;True to Myself&quot;: Transforming Secondary Mathematics Teachers' Beliefs and Practices
Author: Baron, Lorraine M.
Date: 2015-07-00
Type: Journal Articles
Subjects: Educational Change,Mathematics Teachers,Secondary School Teachers,Secondary School Mathematics,Teacher Attitudes,Beliefs,Teaching Methods,Conventional Instruction,Participatory Research,Faculty Development,Mathematics Instruction,Reflection,Barriers,Power Structure,Action Research,Qualitative Research,Rural Schools,Focus Groups,Journal Writing,Documentation,Content Analysis,Reflective Teaching,Teacher Surveys,Constructivism (Learning),Audio Equipment

Given the minimal impact in the classroom from the implementation of reform movements internationally, the question remains how researchers and teacher educators can address the learning needs of secondary mathematics teachers. The goal was to implement research that was focused on providing an empowering space for the advancement of teachers' beliefs and practices. This study showed that it was possible to impact the beliefs and practices of a group of teachers who had varying levels of loyalty to more traditional practices. This was accomplished by considering practitioner-derived knowledge to be trustworthy and relevant. By employing a critical and participatory research methodology informed by Kemmis and McTaggart, and by designing a study that was framed by Fay's three stages of empowerment, I was able to provide a space where teachers became aware of their beliefs and practices, negotiated barriers, became more grounded in their personal philosophical perspectives, took action to implement novel pedagogies, and knew finally &quot;who they are&quot; as professionals.
A Story of African American Students as Mathematics Learners
Author: Morton, Crystal Hill
Date: 2014-07-00
Type: Journal Articles
Subjects: Mathematics Education,African American Students,Racial Differences,Middle School Students,Females,Student Attitudes,Student Characteristics,Knowledge Level,Mathematical Concepts,Word Problems (Mathematics),Problem Solving,Secondary School Mathematics,Guessing (Tests),Pictorial Stimuli,Multiplication,Comprehension,Mathematical Logic,Concept Formation,Qualitative Research,Statistical Analysis,Longitudinal Studies,Grade 6,Grade 7,Grade 8,Learning Strategies,Interviews

Educational systems throughout the world serve students from diverse populations. Often students from minority populations (i.e. racial, ethnic, linguistic, cultural, economic) face unique challenges when learning in contexts based on the cultural traditions and learning theories of the majority population. These challenges often leave minority populations labeled as incompetent, unmotivated, and cognitively deficit. In the United States, African American female students are among minority populations who are often positioned as deficit when compared to the majority White population. This study investigates middle school African American female perceptions of themselves as learners and students' knowledge of the meaning of ratio, proportionality, and how to apply and explain their application of proportionality concepts by examining written problem solving strategies over a three-year period. Students' responses are analyzed according to the strategies they used to reach their final solution. The categories of strategies include no-response, guess and check, additive build up with and without a pictorial representation, and multiplicative. The majority of students in this study 86.5%, 69.2%, and 68.6% did not attempt or demonstrated no understanding in year one, two, and three respectively. Additionally, participants reported positive dispositions about themselves as mathematics learners.
Dynamic Synchronization of Teacher-Students Affection in Affective Instruction
Author: Zhang, Wenhai
Date: 2011-02-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Psychological Patterns,Affective Objectives,Instruction,Social Networks,Teaching Methods,Educational Practices,Student Adjustment,Learning Processes,Instructional Improvement

Based on Bower's affective network theory, the article links the dynamic analysis of affective factors in affective instruction, and presents affective instruction strategic of dynamic synchronization between teacher and students to implement the best ideal mood that promotes students' cognition and affection together. In the process of teaching, the main mood of teacher and students varies spirally from unbalance through balance to unbalance, ultimately attains affective balance on the higher level, and the teacher steps well together with students. Moreover, the dynamic synchronization is analyzed in detail from induction, edification, activation, and adjustment of basic factors in instruction, and contributes to affective instruction goals.
Evaluation of the Effects of Argumentation Based Science Teaching on 5th Grade Students' Conceptual Understanding of the Subjects Related to &quot;Matter and Change&quot;
Author: Çinar, Derya
Date: 2014-01-00
Type: Journal Articles
Subjects: Grade 5,Elementary School Students,Elementary School Science,Scientific Concepts,Persuasive Discourse,Teaching Methods,Concept Formation,Case Studies,Semi Structured Interviews,Science Instruction,Concept Mapping,Design,Science Experiments,Cartoons,Foreign Countries,Pretests Posttests

The aim of this study is to evaluate the effects of Argumentation Based Science Teaching on 5th grade students' conceptual understanding of the subjects related to &quot;Matter and Change&quot;. This research is a qualitative research and its design is a multiple (compare) case study. In this study, semi-structured interviews related to the concepts were conducted before and after the experimental period in order to assess students' conceptual understanding. The result of the study showed that students who have been trained with argumentation-based science teaching approach showed progress in conceptual understanding. In addition, it has been observed that students were able to explain these concepts with correct warrants and connect them with everyday life.