ethanporcaro/eric-fulltext-meta huggingface dataset:
Determination of Primary School Teachers Candidates&apos; Thoughts on Laboratory Report Writing
Author: Uzoglu, Mustafa
Date: 2019-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Student Attitudes,Technical Writing,Public Colleges,Foreign Countries,Content Area Writing,Laboratory Experiments,Science Instruction,Instructional Effectiveness,Student Interests,Scientific Literacy

This study was carried out to determine the opinions of the pre-service primary teachers about the laboratory report writing in laboratory courses. Data were collected by using an open-ended questionnaire. The sampling of the study consists of 68 pre-service primary teachers who situated at a public university in the northeast of Turkey. Data were analyzed using content analysis. Two faculty members and one teacher jointly assessed the responses of the pre-service primary teachers to the questionnaire and determined the themes and codes for each question. The results showed that the pre-service primary teachers in the study paid attention to the content while writing laboratory report in the laboratory course. Also, they had positive and negative opinions about the contribution of laboratory report on their learning. Some of the preservice primary teachers stated that writing a laboratory report had positive effects such as providing learning, encouraging thinking, reinforcing what was learned, increasing interest and attention towards the lesson, and ensuring the permanence of the concepts learned. Some of the pre-service primary teachers thought that writing reports had a negative effect such as being boring and not contributing to the development of the individual. In addition, it was determined that performing a laboratory report reduced the students' interest in the course and pre-service primary teachers did not want to write a laboratory report. However, pre-service primary teachers accept that laboratory report increases their ability to comment.
Improving Parental Attitudes of Turkish Immigrants Living in Germany: An Action Research
Author: Akfirat, O. Nejat
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Attitudes,Immigrants,Family Programs,Child Rearing,Parent Education,Conflict Resolution,Self Control,Personal Autonomy,Communication Skills,Acculturation,Program Effectiveness,Parent School Relationship,Children,Adolescents,Bilingualism,Parenting Styles,Authoritarianism,Child Development,Parenting Skills

This study, which aims to improve the parental attitudes of Turkish immigrants living in Germany, is designed as an action research. During the study, the managers of the Turkish School-Parents Unions and 37 teachers giving courses to Turkish students living in Germany were interviewed, and the needs of immigrant Turkish parents for child rearing were determined. In line with these needs, a family education program was revised. The program was applied to 602 parents in 34 different group studies. Research data were collected through the letters of the participants of an eight-session program and from a group of 26 people via a focus group interview held 2 years later than the training. Data were analyzed through content analysis and descriptive analysis. According to data obtained after the completion of the family education program, the parents stated that they acquired valuable information on dealing with negative behaviors of their children, on becoming prepared for conflict resolution, anger control, and on getting effective behavior in planning their children's future. During the monitoring phase of the study, the participants stated that they continued to display their acquired behavior in terms of autonomy, communication skills, interpersonal parental communication and of democratic parental attitudes.
Investigation of Pre-Service Teachers&apos; Techno-Pedagogical Skills and Lifelong Learning Tendencies
Author: Sentürk, Sener
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Teaching Skills,Lifelong Learning,Technological Literacy,Pedagogical Content Knowledge,Gender Differences,Preservice Teacher Education,Departments,Ethics

In this study, it is aimed to investigate the relationship between life-long learning tendencies and Technological Pedagogical Content Knowledge of the teacher candidates. The design of the study is based on the correlational survey model. The participants of the study are 271 senior teacher candidates studying at Ondokuz Mayis University Education Faculty in 2018-2019 academic period. Purposeful sampling method was used in the study. Our first result indicates that there is no significant difference in terms of gender for Techno-pedagogical Education Competency of the teacher candidates and regarding its sub-dimensions yet there is a significant difference for Lifelong Learning Tendency of teacher candidates in favor of females in the context of Independent Samples T- Tests. Furthermore, One-Way ANOVA tests show that there are significant differences for all the sub-dimensions of &quot;Techno-pedagogical Education Competency&quot; as well as for its whole structure and along with that, &quot;Lifelong Learning Tendency&quot; of teacher candidates display differences at least between two groups as regards to their departments. In this study, it is found out that there is a moderate correlation between Techno-pedagogical Education Competency and Lifelong Learning Tendency levels of teacher candidates. There are also moderate correlations with the sub-dimensions of Techno-pedagogical Education Competency and Lifelong Learning Tendency given as Exertion, Ethics, Proficiency and Design with Lifelong Learning Tendency of teacher candidates.
The New Generation of Interactive Whiteboards: How Students Perceive and Conceptualize?
Author: Saltan, Fatih
Date: 2019-12-00
Type: Journal Articles
Subjects: Educational Equipment,High School Students,Student Attitudes,Instructional Effectiveness,Preferences,Adolescents,Public Schools,Urban Schools,Incidence,Usability,Technology Integration,Gender Differences,Interaction,Foreign Countries,Computer Peripherals,Projection Equipment

The aim of the study was to investigate high school students' perceptions of the new generation of Interactive white board (IWB). At the same time, the question whether there were differences in perceptions with regard to certain variables such as gender and frequency of IWB use by teachers and students was examined. To achieve this aim, a parallel mixed method design was used. A total of 877 high school students participated in the study, comprising 410 female and 467 male students. The data were collected through an &quot;Interactive Whiteboard Student Survey&quot; and by open-ended questions. The quantitative data were analyzed using SPSS 20.0 for descriptive statistics and multivariate analysis of variance. Nvivo8 qualitative data analysis software was utilized for coding. Appropriate themes were developed from the related codes. The qualitative analysis revealed that about half of the students thought that IWBs were useful and effective tools for learning. There were seven themes and sub-themes which explained the contribution of IWBs to students' learning. The results of the MANOVA revealed no significant effect of gender and frequency of IWB use by teacher on high school students' perception of IWBs. On the other hand, there was a statistically significant difference in students' perception of IWBs based on frequency of IWB use by himself/herself, F (6, 1662) = 3.11, p&lt;0.5.
The Relationship between Faculty Members&apos; Job Satisfaction and Perceptions of Organizational Politics
Author: Durnali, Mehmet
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Attitudes,Job Satisfaction,Organizational Climate,Politics of Education,Scores,Teacher Behavior,Work Ethic

This study aimed to investigate not only the level of faculty members' views on job satisfaction and their perceptions of organizational politics but also the relationship between their job satisfaction and perceptions of organizational politics. The study intended to examine how well faculty members' job satisfaction can predict the perceptions of organizational politics as well. The descriptive relational survey model dominated the research. The study group consisted of 240 faculty members who work for 7 state and 7 private universities located in Ankara city. Data were collected using the Job Satisfaction Scale for Academicians (JSSA), and Perceptions of Organizational Politics Scale (POPS) Questionnaire along with a demographic information form developed by the researchers. Data were collected in September and October in 2019. Descriptive statistic (mean, standard deviation), reliability (Cronbach's Alpha coefficient), correlation (Pearson coefficient) and Multiple Linear Regression were used to analyze the data. SPSS v. 23 was referred to in doing so. The main findings indicated that the faculty members' job satisfaction total and nature of the job sub-dimension scores were at a very high level while organizational policy sub-dimension scores were high. Faculty members' scores on &quot;Go along to get ahead&quot; were the highest and they appeared uncertain about &quot;General political behavior&quot; and &quot;Honesty/Work ethics&quot;. The JSSA subscales were moderately and positively correlated with the POPS subscales. The regression result demonstrated that the JSSA's intrinsic and extrinsic job satisfaction dimensions significantly and positively predicted the POPS subscales.
Challenges Affecting the Teaching and Learning of Integrated Science in Rural Junior High Schools in Ghana
Author: Quansah, Rebecca Esi
Date: 2019-00-00
Type: Journal Articles
Subjects: Rural Schools,Science Instruction,Junior High School Students,Instructional Materials,English (Second Language),Second Language Learning,Second Language Instruction,Vocabulary Development,Foreign Countries,Barriers,Teacher Attitudes,Administrator Attitudes,Language of Instruction

The study investigated challenges affecting the teaching and learning of Integrated Science in rural Junior High Schools (JHSs) in the Effutu Municipality in the central region of Ghana. A qualitative approach was employed. Purposive sampling was employed to select six rural JHSs from the municipality. A closed-structured interview was used to collect data from head teachers, teachers, and pupils, and then analyzed. The study revealed that inadequate instructional materials and poor proficiency of pupils in the English language affected the teaching and learning of Integrated Science. The study concluded that if these challenges were addressed, teaching and learning of Integrated Science would be improved in rural JHSs. It is recommended that Integrated Science teachers should be trained to improvise instructional material using materials in the environment to teach the subject. This would help pupils to conceptualize scientific concepts as they interact with the materials. Again, pupils should be encouraged to build their English vocabulary to express and make informed contributions to the teaching and learning of integrated science.
Use of Educational Technology in Special Education: Perceptions of Teachers
Author: Cagiltay, Kursat
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Special Education,Teacher Attitudes,Special Education Teachers,Educational Quality,Job Satisfaction,Material Development,Technology Integration,Outcomes of Education

The purpose of this study is to understand opinions, experiences, and perceptions of special education teachers with educational technologies. This study is a part of a larger project that targets developing instructional materials for students with special needs, their teachers and parents. Needs analysis was conducted to understand the current situation. Participants were 27 teachers in 6 different schools from Ankara, Turkey. The data were collected using semi-structured interviews and analyzed by taking content analysis approach. The results indicated that teachers' use of technology for instructional purposes was very limited due to lack of infrastructure and appropriate material. Teachers believe that technology use in classroom improves quality of educational outcomes and job satisfaction. In relation to learning new technologies for educational use, teachers do not feel obligation to learn new technologies unless it becomes a necessity. Moreover, there is a large potential to develop materials in special education field with new technologies. Along with developing materials for students using bodily movement detection, touch screen, and smart toys technologies, it is also necessary to train teachers how to use them in classroom and to train parents to continue student's education at home. Materials could support teachers while teaching self-care skills, social skills, and cognitive concepts. Moreover, they help students to reinforce and transfer these skills and knowledge to new contexts by providing many practice-feedback and variety of real contexts.
The Implementation of WebQuest-Supported Critical Thinking Instruction in Pre-Service English Teacher Education: The Turkish Context
Author: Bayram, Dilan
Date: 2019-12-00
Type: Journal Articles
Subjects: Teacher Education,Preservice Teachers,Critical Thinking,English Teachers,Instructional Effectiveness,College Freshmen,Public Colleges,Foreign Countries,Measures (Individuals),Skill Development,Internet,Inquiry

Critical thinking, a vital skill for the 21st century, has become a desirable educational outcome by educators. Promoting students' critical thinking has been a concern in various educational settings and the role of teachers is considered to be the most significant factor for successful instructional implementations. The present study aims to examine the effects of WebQuest-supported critical thinking instruction on the critical thinking disposition levels of Turkish pre-service teachers (PTs) of English and to determine whether receiving WebQuest-supported critical thinking instruction leads to a change in the PTs' understanding of critical thinking. Data were collected from 60 freshman PTs studying at a state university in Istanbul, Turkey. Thirty PTs were assigned to the experimental group and received WebQuest-supported critical thinking instruction, while 30 PTs were assigned to the control group and received traditional text-only instruction. The study lasted seven weeks and data were collected by means of the Turkish version of the California Critical Thinking Disposition Inventory and semi-structured focus group interviews conducted before and after the treatment. Findings revealed that the WebQuest-supported critical thinking instruction produced statistically significant differences in the PTs' critical thinking disposition levels and the PTs demonstrated clearer awareness of critical thinking at the end of the study.
Problem-Posing Skills for Mathematical Literacy: The Sample of Teachers and Pre-Service Teachers
Author: Ozgen, Kemal
Date: 2019-00-00
Type: Journal Articles
Subjects: Problem Solving,Mathematics Skills,Numeracy,Mathematics Teachers,Preservice Teachers,Middle School Teachers,Scores,Difficulty Level,Foreign Countries,Achievement Tests,Secondary School Students,International Assessment

Purpose: The present study aims to examine the mathematics teachers' and the pre-service teachers' problem-posing skills for mathematical literacy (ML). Research Methods: This research was carried out using the case study model. The study group consisted of 13 pre-service mathematics teachers and five middle school mathematics teachers who took ML courses in undergraduate and graduate education. In this context, three free problem-posing activities were asked to pose problems for ML from the participants. The problems posed by the participants were examined through descriptive analysis. The theoretical basis in the PISA study was accepted as the framework in data analysis. Findings: Analyzes showed that the problems posed by the participants were mostly open-ended problems. According to the context of the posed problems, occupational and personal context problems were found to be dominant. The findings showed that the posed problems were more about change-relationships and space-shape concerning mathematical content. Regarding mathematical processes, the average score of employing skills was higher than formulating and interpreting skills scores. The findings suggest that the teachers are more successful than pre-service teachers in problem-posing activities for ML. Implications for Research and Practice: It was understood that there was a need for theoretical and practical courses that clarify the application of ML in different problem types. Challenges to pose unstructured problems for ML should be removed. The situations and content of mathematics used in ML problems should be made more effective and diversified.
An Analysis of the Representation of Practical Work in Secondary Chemistry Textbooks from Different Chinese Communities
Author: Chen, Xiaoge
Date: 2019-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Grade 10,High School Students,Content Analysis,Foreign Countries,Cross Cultural Studies,Teaching Methods,Outcomes of Education,Illustrations,Laboratory Experiments

This study analyzed representations of practical work in 10th grade chemistry textbooks and associated experimental workbooks from different Chinese communities. In the field of textbook research, science education textbooks research is unbalanced between regions. In the case of chemistry textbooks analysis within the Chinese context, textbook studies are even more limited. To close the gap, this paper contributes to the current body of knowledge of how practical work in secondary chemistry education is suggested to be applied in Chinese educational contexts. A total of 508 representations related to practical work were identified in seven sets of textbooks from Mainland China, Taiwan, and the Chinese sector in Malaysia. The goal was to gain basic insights into the features associated with suggested approaches to practical work in the textbooks. Our focus was on the suggested type of learning, intended learning outcomes, inquiry level, and aspects of students' engagement with practical work. The results indicated a prevalence of prescribed experiments. This preference was then followed by illustrations of facts and laboratory operation processes. Only a limited amount of scientific inquires with at least some amount of openness were located among the list of preferred items. The intended learning outcomes mainly aim at learning facts. Most textbooks suggest using a structured learning approach. Some suggestions of inquiry-based learning using either guided or open inquiry approaches do occur, but they are relatively limited in the textbooks and do not appear frequently. The results of this study may provide a view for science textbook editors and curriculum designers to identify areas for further improvement.
Enhancing Elementary Pupils&apos; Conceptual Understanding on Matter through Sci-vestigative Pedagogical Strategy (SPS)
Author: Macanas, Genalin A.
Date: 2019-12-00
Type: Journal Articles
Subjects: Science Instruction,Elementary School Science,Elementary School Students,Grade 6,Foreign Countries,Inquiry,Teaching Methods,Intervention,Scientific Concepts,Concept Formation,Conventional Instruction,Instructional Effectiveness,Science Laboratories,Learner Engagement

Teaching Science in a digital society where 21st century skills are being harnessed is a perennial challenge. This is for the reason that teachers, specifically in the elementary level, are relentlessly modifying and innovating teaching strategies to improve science education. This action research study sought to explore the effects of Sci-vestigative Pedagogical Strategy (SPS) on the conceptual understanding on Matter of Grade 6 Science pupils. The study involved 29 pupils in the control group and 30 pupils in the experimental group in a public elementary school in the Division of Zambales for the School Year 2018-2019. Pre-test and post-test were administered before and after the application of the intervention to measure its effects on the conceptual understanding on matter of the pupils. The study found out that there was a significant difference in the conceptual understanding of the pupils in the experimental and control group. However, the use of SPS yielded a higher gain score compared to the gain score in the use of traditional method of instruction (TMI). The pupils' written works and performance tasks scores have also improved with the use of the SPS. The study recommends that Science teachers may use SPS to improve pupils' conceptual understanding including their concepts and content knowledge; depth within topics; and transfer and connections and to develop their higher order thinking and inquiry skills. School administrators may consider conducting training and workshops for Science teachers to reacquaint them of the basic rudiments of the Sci-vestigative Pedagogical Strategy which is based on inquiry-based learning. Students may be given varied roles in the agham (science) inquiry tasks so that they can better work as a group. A parallel study may be conducted by other teacher-researchers to validate the effects of the intervention in enhancing pupils' conceptual understanding in other topics.
Determining the Argument Quality of Pre-Service Science Teachers Regarding to Socio-Scientific Issues: YouTube as a Source of Argumentation
Author: Türköz, Gizem
Date: 2019-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Science Teachers,Preservice Teachers,Video Technology,Social Media,Science and Society,Student Attitudes,Public Colleges,Discussion (Teaching Technique),Written Language,Skill Development,Controversial Issues (Course Content),Instructional Effectiveness,Scientific Literacy,Media Literacy,Decision Making

The aim of this study was to examine the quality of the written argument of pre-service science teachers on certain socio-scientific issues (SSI) and their opinions about the process of something. The study group consisted of 26 pre-service science teachers (18 females and 8 males) studying in their 3rd year of a state university. The purposeful sampling method was used for the study. In the study, a case study pattern was adopted from qualitative research designs. The study was instructed with the YouTube social media supported classroom discussion process. The data sources of the study consisted of sugar loading in pregnancy, raw/loose milk, and processed/pasteurized milk, written arguments for the SSI of the nuclear power plant, pre-service science teachers' journals, researcher notes, and semistructured focus group interviews. The data obtained in the study were analyzed based on descriptive and content analysis techniques. The results of the study indicated that the quality of argument increased significantly during the implementation of something when the written arguments of pre-service science teachers were examined after class discussion. In the evaluation of the research process, it was determined that pre-service teachers' awareness of the SSI and the YouTube supported classroom discussion process contributed positively to life skills and science process skills such as decision-making, hypothesis building, discussion, and analytical thinking.