ethanporcaro/eric-fulltext-meta huggingface dataset:
A Qualitative Analysis on the Use of Self-Regulated Learning Strategies
Author: Güngör, Cumhur
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Strategies,Metacognition,Student Attitudes,High School Students,Lifelong Learning,Phenomenology,Models,Goal Orientation,Content Analysis,Academic Achievement,Distance Education,Parenting Styles,Parent Child Relationship,Student Interests,Individual Characteristics,Student Motivation,Study Habits,Homework,COVID-19,Pandemics

The transition of responsibility for learning to the student has been one of the current era's frequently debated expertise. In this sense, self-regulation skills, which are not limited to education and academic life, have become an essential infrastructure. This article's objective was to explore self-regulatory learning strategies (SRL) by high school students, essential for lifelong learning, from students' perspectives. Semi-structured interviews with 20 high school students were conducted in this phenomenological research. The responses were coded and analysed by using content analysis. The results were discussed in the light of the literature, presented under 4 headings according to the stages in Winne's Four-Stage Self-Regulated Learning Model. These stages are &quot;Job Description,&quot; &quot;Setting Goals and Planning,&quot; &quot;Performance,&quot; and &quot;Evaluation.&quot; In the first stage; the success, incompetency and interest in the subject, the importance and the field of the lesson, the ease and the difficulty of the lesson was practical according to the students, and personal factors are also influential in determining high school students' priorities toward their academic responsibilities. In the second, students expressed their viewpoints on creating a plan in priority order by focusing on lessons and homework. In the third one, students attempt to control their actions by identifying the techniques and tactics they use to accomplish the goals they want to achieve. Regarding assessing their academic performance in the last stage, it is understood that external factors such as the learning environment, the distance learning process, and parental control are essential.
A Review of Teacher Candidates&apos; Metaphoric Perception Regarding the Concept of &quot;Professional Knowledge Courses&quot;
Author: Bahadir, Ferdi
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Teacher Competencies,Professionalism,Knowledge Level,Figurative Language,Student Attitudes,Public Colleges,Foreign Countries

Professional knowledge courses are crucial in delivering teacher candidates the knowledge and skills that are required in the profession of teaching. This paper studies teacher candidates' metaphoric perceptions regarding the concept of professional knowledge courses. This study, which employed a model of qualitative research that is phenomenology patterns, identifies the teacher candidates' perception of professional knowledge courses through metaphors. The study group in this research was made up of students in the Faculty of Education of a state university in Eastern Turkey. As a means of collecting data, the participants were asked to fill in a form using a metaphor. Data analysis was conducted through content analysis. As a result of the research, 65 kinds of metaphors and 8 categories regarding the concept of professional knowledge courses were determined. The categories that were defined according to the metaphors used by the participants are as follows: guiding, completing, leading to deeper understanding, useful, improving teacher quality, preparing to become a teacher, providing experience and teaching to make use of knowledge. The results show that teacher candidates' perception of professional knowledge courses is a positive one and they deem these courses significant in relation to their profession.
Development of a Computer Program for the Identification Key to Insect Orders (Arthropoda: Hexapoda)
Author: Aydin, Gökhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Software,Identification,Entomology,Computation,Thinking Skills,Computer Assisted Instruction,Instructional Effectiveness,Abstract Reasoning,Automation,Data Analysis,Pattern Recognition,Classification,College Students,Foreign Countries

This study aims to develop a computer program for the identification key to insect orders (Arthropoda: Hexapoda) and to investigate its effectiveness as teaching material. Secondly, this study is aiming at whether this program improves students' computational thinking skills or not longitudinal quasi-experimental design. Firstly, the study is based on a longitudinal design involving repeated observations of the same variables over long periods and it is a repeated cross-sectional study also. Secondly, this study is based on a quasi-experimental design. According to this, there are two main groups selected for the study as the ones who took the course and the ones who didn't. There are two subgroups in those groups also the ones who identify the insects by dual diagnostic key and the ones who use the computer program developed by the researcher based on the dual diagnostic key. The population of the study consists of 621 students who took the courses related to entomology and 470 students who didn't take the course in the education period of 2010-2020 summing up 1091 students in total. The first indication of this study is that the computer program developed for the identification of insects is very effective for the students who took the course comparing the one using a classical method for the identification of insects. The second indication of this study is that the computer program developed for the identification of insects is very effective to improve the computational thinking skills of the students in terms of abstraction, automation, data analysis, decomposition, pattern generalization, pattern recognition skills. Finally, it can be concluded that computer program used for the identification of insects is very effective irrespective of whether the instruction is taken or not.
Analysis of Classroom Teachers&apos; Knowledge on Technological Pedagogical Field
Author: Kasa Ayten, Basak
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Pedagogical Content Knowledge,Technological Literacy,Teacher Attitudes,Technology Uses in Education,Educational Technology,Teaching Methods,Access to Computers,Technology Integration,Intellectual Disciplines,Gender Differences,Teaching Experience,Family Environment

The object of this research is to determine the knowledge of the teachers about the technological pedagogical field. Mixed research method is used in the study. Quantitative data were collected with the &quot;Technological Pedagogical Content Knowledge Scale&quot; developed by Schmidt et al. (2009) and adapted to Turkish by Öztürk and Horzum (2011). Qualitative data, on the other hand, were collected using a semi-structured interview technique. The scale was applied to 581 participants using easily accessible situation sampling method. Semi-structured interview form was applied to 18 remaining participants. Considering the Technological Pedagogical Content Knowledge (TPACK) levels of classroom teachers, the results of the study show that teachers are observed to have the level of &quot;I agree completely&quot; in the Pedagogical Knowledge sub-scale, and the level of &quot;I agree&quot; on the other sub-scales. In the study, teachers stated that they used technology in their lessons. The teachers emphasized that they add technological media such as educational sites and Web 2.0 tools to their lessons for the purposes of attracting attention, learning by fun, evaluation and concretion. It was observed that teachers used technology in many lessons, especially in Turkish and mathematics.
Dictation/Musical Writing Approaches of Educators in Conservatory Solfege Course Exams
Author: Yildiz, Filiz
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Music Theory,Music Techniques,Teaching Methods,Auditory Perception,Auditory Training,Singing,Secondary Education,Postsecondary Education,Musical Composition

The solfege course, which is carried out in conservatories where western music is taught in Turkey, covers solfege, theory, dictation and ear training studies in terms of content. Solfege course, which contributes greatly to the development of basic music knowledge and skills of students, also forms the infrastructure of other practical courses. This course taught by educators with different teaching methods also brings with different measurement and evaluation practices. In the dictation studies carried out within the scope of solfege course, it is aimed to give the student the ability to write down what is given in ear training. This research aims to reveal the dictation exam approaches of educators who are conducting solfege courses in conservatories that teach western music. In this qualitative study, data as to the dictation exam approaches of the educators, the diversity of the melody dictations asked, the stages in which students have difficulty in writing dictation, the application areas of musical writing studies and the content of the dictation exam were obtained through a structured interview form from randomly selected 36 solfeggio trainers working in 21 conservatories. While some of the data obtained were interpreted according to qualitative analysis techniques, others were tabulated and interpreted by calculating percentages and frequencies. As a result of the research, it was found out that educators usually turned to single and double-voiced tonal tunes in simple and compound rhythms, that the stages in which students were forced according to their degree of musical perception vary, and that educators did not include official tunes of dictations.
A Technology-Supported Process Based Writing Case in Primary School Fourth Grade
Author: Girmen, Pinar
Date: 2021-06-00
Type: Journal Articles
Subjects: Technology Integration,Video Technology,Process Approach (Writing),Writing Skills,Instructional Effectiveness,Student Attitudes,Elementary School Students,Grade 4,Cooperative Learning,Photography,Puppetry,Field Trips,Language Arts,Turkish,Foreign Countries

The aim of this study was to explore the experiences of primary school fourth grade students about an implementation of technology-supported process writing approach within the scope of Turkish course. This study used a qualitative methodology. The participants were selected using the typical case sampling method, a purposive sampling method. A total of 27 primary school fourth grade students, 14 girls and 13 boys, participated in the study. Data were collected through semi-structured interviews and analyzed using the descriptive analysis. According to the results, the students stated that they learned new things in terms of using technology, had fun, realized the importance of helping each other and were proud when sharing their products during their implementation of technology-supported process writing approach.
Devising Gamification for Vocabulary Development and Motivation: An Experimental, Mixed-Model Study
Author: Genç Ersoy, Berrin
Date: 2021-06-00
Type: Journal Articles
Subjects: Game Based Learning,Learning Activities,Instructional Effectiveness,Vocabulary Development,Turkish,Learning Motivation,Elementary School Students,Grade 4,Achievement Tests,Scores,Foreign Countries

This study aims to scrutinize the effects of gamified Turkish vocabulary teaching on vocabulary development, and motivation on learning words. A nested mixed-method experimental design (gamification-based vocabulary learning for the experimental group instructor-led vocabulary learning for the control group) and was conducted with 34 fourth-grade students. Data were collected using the Vocabulary Achievement Test (VAT) and the Vocabulary Learning Motivation Scale (VLMS), interview forms, diaries and activity notebooks, video recordings, and researchers' diaries. Significant differences were found between the pretest and posttest scores of the gamification-based and instructor-led vocabulary learning groups measuring vocabulary achievements and motivation. There were considerable differences in favor of the experimental group between mean pretest and posttest scores of the experimental and control groups for vocabulary achievement, whereas no significant differences were found in terms of motivation. It was found that experimental group's vocabulary achievement, awareness and competencies were improved; as well as their willingness and motivation to engage in vocabulary learning, use of previously unknown words, vocabulary development, and embracing of the gamification application and its components, and also showed indicators of intrinsic and extrinsic motivation. On the other hand, quantitative results of the control group were at acceptable levels, although their qualitative results were poorer in terms of generating themes and being able to evaluate learning progress. The study was concluded with recommendations for practitioners and future research.
Using YouTube as an Education Environment: Examining Follower Views
Author: Cihangir, Hasan Hüseyin
Date: 2021-06-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Social Media,Video Technology,Educational Media,Educational Quality,Electronic Learning,Instructional Films,Users (Information),Time Management,Preferences,Expectation,Barriers,Foreign Countries

YouTube is one of the most popular video sharing platform in the world. According to the statistics provided by YouTube in 2020, 1 billion hours of video content is watched daily on YouTube and 2 billion registered users visit YouTube per month. In education and lifelong learning, it has been seen in some studies that YouTube as a video learning tool has benefits and potential benefits with its popularity and easy access. This research is generally to evaluate the educational use of the platform with the views of those who followers educational videos on YouTube. In this context, the research has been designed as a qualitative. The sample of the study is 47 people from the 2020- 2021 active followers of the &quot;kablosuz kedi&quot; YouTube channel, which shares educational content on the software field. The data were collected with a semi-structured interview form and analyzed with content analysis. According to the results of the research, the average daily time spent on YouTube to watch educational videos is less than 3 hours. The most used platform other than YouTube is Udemy. The most frequently listed reasons for dropping an educational YouTube video were boring lecture, expertise, tone and diction of the instructor, content and education quality. The problems faced on YouTube are the excessive amount of advertisements, premium suggestions, bullying and inferiority in the comments, while the non-boring, sad and understandable speaking-lecturing, the dominance of the subject of the education, the sound and video quality, the continuing education have been the prominent expectations about the educational video. Finally, they made different suggestions for an ideal educational video duration for the participants.
Examining the Acceptance of E-Learning Systems during the Pandemic: The Role of Compatibility, Enjoyment and Anxiety
Author: Sahin, Ferhan
Date: 2021-06-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,Technology Integration,COVID-19,Pandemics,College Students,Positive Attitudes,Value Judgment,Cognitive Style,Usability,Predictor Variables,Anxiety,Intention,Public Colleges,Foreign Countries

Increasing the quality of education with the use of technology has been one of the main goals of education for many years. In this direction, e-learning systems have attracted great interest from higher education institutions and large-scale investments have been made in these systems. The transition to online education worldwide with the effect of the COVID-19 pandemic has made e-learning systems much more critical. At this point, students' e-learning systems acceptance have assumed a vital role for the success of online education. Thus, the purpose of this study is to determine the factors that affect the intention of university students to use e-learning systems, to examine the relationships between factors and to verify an extended technology acceptance model for higher education. The data were collected from 1709 university students studying online. The data of the study, in which the structural equation modeling method was adopted, was analyzed with PLS-SEM technique. According to the analysis results, the developed model explains 76.2% of the intention, 67.9% of the perceived usefulness and 62.9% of the perceived ease of use. In addition, 11 of the 12 proposed hypotheses were supported. The only relationship that is not significant belongs to perceived usefulness, which is a very important determinant in the context of technology adoption. Compatibility had the greatest effect on intention, and all relationships related to the emotion based constructs were found to be significant. The findings of the study are valuable in terms of better understanding the e-learning system use of university students during the pandemic.
Primary School Students&apos; Interests on Professions and Opinions on STEM Implementations
Author: Yavuz, Ümit
Date: 2021-06-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 4,Student Interests,STEM Education,Student Attitudes,Occupational Aspiration,Student Motivation,Foreign Countries,Vocational Interests

In current research, it was aimed to determine the interests and opinions of the 4th grade Science course taught with STEM implementations. The implementation of the study was carried out in the second semester of the 2017-2018 academic year in 4thgrade of a Primary School in Emirdag district of Afyonkarahisar. The study was designed in the form of action research. As data collection tools STEM Professional Interest Scale and semi-structured interviews were used. In the study, it was determined that STEM implementations positively increased the interest, perception and attitudes of students towards STEM occupations. At the end of the implementations the students perceive the fields of science, technology, engineering and mathematics as integrated; It is concluded that students find STEM activities interesting and entertaining, increase their motivation, are happy and increase their interest in STEM professions.
Uses of Augmented Reality in Preschool Education
Author: Aydogdu, Fatih
Date: 2021-06-00
Type: Journal Articles
Subjects: Preschool Education,Computer Simulation,Educational Technology,Technology Uses in Education,Emergent Literacy,Second Language Instruction,Spatial Ability,Art Activities

It is a proven fact that augmented reality applications have been widely used in the field of education in recent years and have a significant effect on the learning process. It is noticeable that augmented reality (hereinafter-AR) applications were first used with university students and later on children who were educated at lower levels. It is important to mention that only a few years ago, it was stated that the usage of AR in preschool education was also used and some limitations were noticed. However, with the rapid development of technology and the widespread use of apps, multimedia, smart devices, laptops, etc. it has also made an important progress in preschool education in recent years. Nowadays, it has been a matter of curiosity in which areas the augmented reality is used in preschool education applications and what are the research trends. Determining these trends is considered important in terms of designing and developing augmented reality applications in preschool education. In this direction, the usage areas of augmented reality in preschool education were examined in the perspective of the researches. As a result of the research, it was observed that activities were carried out for early literacy, foreign language teaching, spatial skills, artistic skills and musical skills. The results provide suggestions for increasing the applications for art and music activities for future research, designing applications for different subjects on the preschool level, and using different objects and entities in applications.
Does Gamification Affect Academic Achievement? A Meta-Analysis of Studies Conducted in Turkey
Author: Dikmen, Melih
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Game Based Learning,Academic Achievement,Educational Games,Student Characteristics,Educational Environment,Time,Intellectual Disciplines,Instructional Effectiveness,Teaching Methods,Educational Technology,Elementary Secondary Education

Gamification helps to make learning fun and motivate students by attracting the attention of students. In the literature, it is seen that the studies conducted to determine the effect of gamification of learning on academic achievement have reached contradictory results. While some studies have found that gamification increases academic achievement, some studies report that gamification of learning has no effect on academic achievement. In this direction, the aim of the study is to examine the effect of gamification of learning on academic achievement through meta-analysis. Some moderator analyses were also carried out to determine the exact efficiency of gamification in terms of kinds of games (digital and non-digital games), publication year, school subjects in which games were used, class sizes, student levels. In this context, master's thesis, doctoral dissertation and articles that were conducted between 2010 and 2020, were appropriate for the research problem and had statistical data to be included in the meta-analysis study were reviewed and investigated in Turkish and English from databases. As a result of the literature review, 1746 studies were reached. Among these studies, it was determined that 52 studies met the inclusion criteria. According to the research findings, it is possible to allege that Cohen d value which was estimated to be 0.862 for the overall effect size of gamification learning on student achievement indicates a large effect. In the study, it was determined that the effect size of academic achievement did not differ significantly according to the student levels, publication years, and class sizes. Moreover, it was determined that the widespread effect size on academic achievement differed significantly according to kinds of games and school subjects in which games were used. In this context, it can be said that gamification is an effective method for teaching.