ethanporcaro/eric-fulltext-meta huggingface dataset:
Cognitive and Metacognitive Skills Performed by Math Teachers in the Proving Process of Number Theory
Author: Ozturk, Mesut
Date: 2021-02-00
Type: Journal Articles
Subjects: Mathematics Teachers,Mathematics Instruction,Validity,Mathematical Logic,Number Concepts,Metacognition,Elementary School Teachers,Secondary School Teachers,Cognitive Processes

Evaluating the proving process of mathematics teachers is important for the development of their proof skills. Developing the proof skills of teachers can contribute to their students' meaningful learning of mathematics. For example, teachers showing simple proofs about number theory can make it easier for students to understand the concepts of multipliers and factors and the concepts of the greatest common divisor and the least common multiple. Within this context, this study was conducted in order to examine the cognitive and metacognitive skills performed by math teachers in the proving process. The study was conducted as a case study using qualitative research design. A total of 14 teachers participated in the study, six of which were elementary math teachers and eight were secondary math teachers. The data were collected through task-based interviews (think-aloud protocol), documents and observation forms. The collected data were analysed using the content analysis method. The results of the study showed that, based on the operational definition of cognition and metacognitive skills made in this study, elementary math teachers generally used cognitive skills, while secondary mathematics teachers performed metacognitive skills.
Examining How Biology Teachers&apos; Pedagogical Beliefs Shape the Implementation of the Omani Reform-Oriented Curriculum
Author: Ambusaidi, Intisar
Date: 2021-02-00
Type: Journal Articles
Subjects: Biology,Science Teachers,Beliefs,Pedagogical Content Knowledge,Secondary School Science,Grade 12,High School Students,Public Schools,Single Sex Schools,Curriculum Implementation,Educational Change,Academic Achievement,Student Centered Learning,Constructivism (Learning),Learner Engagement,Misconceptions,Active Learning,Inquiry,Cooperative Learning,Problem Solving,Teacher Role,Role Perception,Foreign Countries

Research on science-education reform affirms the importance of taking into consideration teachers' pedagogical beliefs in relation of the constructivist perspective to ensure successful implementation of a reform-oriented curriculum. In addition, prominent studies pinpoint the need for teachers to have sufficient pedagogical content knowledge (PCK) to adapt a reform-oriented science curriculum to meet students' abilities and interests. This study focused on the reform-oriented science curriculum in Oman, and in particular, the grade 12 biology curriculum. The new biology curriculum emphasizes constructivism and encourages student-centered instruction, inquiry-based learning, cooperative learning, problem-solving, and critical thinking. However, since its implementation in 2008, various obstacles and challenges have been reported by teachers. These include a mismatch between the planned curriculum and the implemented curriculum. This mismatch has been attributed to a lack of motivation and PCK among teachers that would allow them to shift their teaching practices. Consequently, the purpose of this study was to understand how teachers' pedagogical beliefs about student-centered learning have shaped their implementation of the curriculum. The study also sought to identify how biology teachers perceive the relationship between their PCK and their pedagogical decisions. An ethnographic approach to data analysis was employed, with multiple data sources including classroom observations, learning artifacts, reflections, and semi-structured interviews used. The findings of this ethnographic study indicate that Omani teachers' beliefs and PCK shape the implementation of the reform-oriented curriculum by influencing their conceptualization of the curriculum, their identification of students' misconceptions, their decisions about classroom teaching practices, and the level of their students' engagement. The results of this study corroborate and expand upon previous research that suggests that teachers' beliefs and PCK should be taken into consideration when designing and planning for new curriculum materials, teacher-education programs, and professional development opportunities.
Merging Engineering Education with Service-Learning: How Community Based Projects Encourage Socially Conscious Engineers
Author: Brown, Aaron
Date: 2021-02-00
Type: Journal Articles
Subjects: Engineering Education,Service Learning,Community Development,Sustainable Development,Consciousness Raising,Problem Solving,Creative Thinking,Design,Appropriate Technology,Heat,Disadvantaged Environment,Poverty Areas,Social Values,Graduate Students,School Holding Power,Career Choice,State Universities,Foreign Countries

Engineers provide essential services to society, solving pressing challenges through technological inventiveness. Students new to engineering often cite the lure of creative problem solving as attracting them to the discipline. However, traditional engineering curricula typically focus on a narrow application of fundamentals for solving closed-ended problems. Too often, engineering programs do not encourage inventive expression in problem solving. Not surprisingly, the attrition rate for engineering programs is unusually high. Recently, engineering education has shifted its focus to new, more engaging practices that incorporate hands-on methods, boosting prospects for students to engage in creative problem solving. Because service learning provides opportunities for applied work, incorporating it into engineering education programs in can engage students positively and lower attrition rates. Moreover, since engineers are fundamentally involved with social improvement, then engaging students in activities that expand their understanding of the potential impact their skills may impart to a community is not only prudent but best practices. This paper explores two case studies of community-based service learning engineering projects, highlighting community partnerships, analyses and decision-making that helped drive designs and outcomes. It explores how both the communities and students benefitted, focusing notably on the influence these activities had on student understanding of their work, academic and/or professional direction and social consciousness. These are analyzed via longitudinal reporting of students incorporating lessons learned several years post-project. The service learning projects took place in marginalized communities in Denver and Costa Rica. In the Denver project, engineering students designed, built and installed low cost solar heaters into an area with poor housing stock. In Costa Rica, students built a solar water heater for a local school.
Engaging the Post-Truth Crisis in Education Affectively: Elements for a Psychoanalytically Informed Pedagogy
Author: Logue, Jennifer
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Ethics,Educational Philosophy,Social Media,Deception,News Reporting,Emotional Response,Antisocial Behavior,Affective Behavior,Propaganda,Critical Literacy,Media Literacy,Psychiatry,Thinking Skills,Information Sources,Fear,Learning Theories

At the end of 2016, the Oxford English Dictionary announced 'post-truth' as word of the year, and since then, the concept has been invoked around the world to describe the growing anxieties surrounding the current crisis in truth, wherein emotion appears to have replaced fact in the shaping of public opinion. Society is witnessing what seems to be an unprecedented increase in the spread of fake news, alternative facts, and &quot;affective feedback loops&quot; that have hate on the rise, increasing left/right divides. There has been groundbreaking research across disciplinary divides that clearly identifies the targeting of emotions via personalized social media messaging as the new frontier of propaganda. However, despite the fact that the relationship between digital propaganda and manipulated emotion has come to public awareness, not enough attention is being drawn to the need for critical media literacy projects in education that include understandings of how emotions are being targeted and manipulated. Because psychoanalysis sees emotional life as the most significant resource for learning to think, and in learning to think differently, in this article, Jennifer Logue explores what psychoanalytic theory can bring to the &quot;truthiness&quot; table. She suggests that psychoanalytic insight can be extremely helpful in the creation of new pedagogies that enables people to better navigate the current climate of hate and fear, and the epidemic of &quot;affective information warfare&quot; people currently find themselves in.
The Impact of University Level Sports Education on Social Media Addiction
Author: Okudan, Bilal
Date: 2021-00-00
Type: Journal Articles
Subjects: Physical Education,Athletics,Social Media,Internet,Addictive Behavior,Correlation,Undergraduate Students,Late Adolescents,Psychological Patterns,Conflict,Gender Differences,Instructional Program Divisions,Student Characteristics,Foreign Countries

The aim of this study is to analyse the effects of university level sport education on social media addiction. For this purpose, social media addiction scales filled in by 320 students from the faculty of Sports Sciences and 333 students from the faculty of Education were evaluated. T-test, one-way variance analysis (ANOVA) and LSD test were used in statistical procedures. In the study, occupation, mood modification, relapse and conflict scores were found to be statistically significantly different in terms of gender (p&lt;0.05 and p&lt;0.001). Statistically significant difference was also found in social media addiction total score in terms of the year of study (p&lt;0.05 and p&lt;0.001). Occupation, mood modification, relapse, conflict and social media addiction scale scores of faculty of sport sciences students were found to be lower than the scores of education faculty students (p&lt;0.001). Conclusion: It was found that social media addiction level of students receiving sport education was lower when compared with students who were not receiving sport education and it was concluded that sport education could be effective in decreasing social media addiction. It can be recommended to provide opportunities to receive sport education and to do sport to university students who are not receiving sport education.
The Learning Disciplines for Support Personnel to Build a Learning Organization of Ramkhamhaeng University
Author: Chancharoen, Duangduen
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,Age Differences,Educational Attainment,Employment Experience,School Personnel,Organizational Learning,Academic Achievement,Competence,Schemata (Cognition),Educational Objectives,Teamwork,Systems Approach,Higher Education

This research aimed primarily at exploring the learning disciplines of support personnel to build a learning organization of Ramkhamhaeng University (RU) and comparing their learning disciplines as categorized by their gender, age, education level, and work experiences. The sample consisted of 334 support personnel of RU. The research tool was a 5-rating scale questionnaire with the reliability coefficient of 0.97. Statistics used to analyze the data included frequency, percentage, mean, standard deviation, t-test, and One-way Analysis of Variance. The findings revealed the high levels of learning disciplines to build a learning organization (LO) among the support personnel both in the overall aspect and in each of the five dimensions. In addition, the support personnel with different gender and age indicated no significant difference in the overall aspect and in each of the five dimensions regarding their learning disciplines to build a LO. However, the aforesaid difference at 0.05 significant level was found among the support personnel with different education level. Moreover, the support personnel with different work experiences indicated their non-significant differences in terms of the overall, and in the aspects of shared vision and team learning, but reported a significant difference regarding personal mastery, mental models, and systems thinking.
The Development Process of a Coding Game Engine for Culture Transfer in Social Sciences Education: SIGUN
Author: Ineç, Zekeriya Fatih
Date: 2021-03-00
Type: Journal Articles
Subjects: Coding,Social Sciences,Cultural Awareness,Nationalism,Educational Technology,Electronic Learning,Programming,Instructional Design,Popular Culture,Foreign Countries,Animation,Preschool Education,Elementary Education,Secondary Education

This study aimed to explain the development stages of an online coding application engine (SIGUN) according to the R2D2 instructional design model to support and develop cultural transfer in social sciences education and popularize the national culture. During the definition phase of R2D2, analyzes of needs, learner, task and content were made. In needs analysis, it was decided to develop a coding application that transfers national culture instead of transnational culture in coding education. In the analysis of learners, the coding skills of the students at different grades were examined through samples, and it was decided that SIGUN should be editable according to their developmental characteristics. It was planned to assign tasks to learners in task analysis and to fictionalize the tasks in the prototype through Dede Korkut stories in content analysis. In the design and development phase of R2D2, it was decided to create an online system choosing media and equipment. Subsequently, the design and development process of SIGUN was started creating a draft graphic design interface through determining the development environments. In this sense, a web-based coding engine was developed with various coding languages. The rapid prototype was analyzed for process evaluation as being equipped with national culture elements and thus, the final version was created. Due to its dynamic structure, SIGUN was can be adapted for different developmental stages of children and popularized while transferring abstract and concrete cultural elements with animations.
Teacher&apos;s Perception on Online Teaching Method during COVID-19: With Reference to School Level Teachers at Faculty of Education, the Open University of Sri Lanka
Author: Priyadarshani, H. D. C.
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Teacher Attitudes,Online Courses,Electronic Learning,College Faculty,Barriers,Technological Literacy,Program Effectiveness

The world is facing one of the toughest conditions in the present, dealing with COVID-19. There have been several problems in the education sector during this pandemic season. COVID-19 has resulted in a countrywide lockdown in Sri Lanka. This research is an effort to understand the understanding of online education by respondents, which is the latest form of teaching embraced by schools since the pandemic. For undergraduate teachers in the special needs department, faculty of education, open university, Sri Lanka, the study was carried out using data collected through Google form. The SPSS recorded and analyzed data using factor analysis and descriptive statistics. The study shows that students are satisfied with online classes and get ample teacher help, but they do not assume that conventional classroom teaching would be replaced by online classes. It also finds that due to a lack of proper preparation and growth for doing online classes, teachers face difficulties in conducting online classes. The biggest challenge for online classes is technological and network challenges. To accomplish this aim, teachers and students must periodically take training and improvement programs from schools or government. There is a need to consider the barriers that come in the way of embracing online learning and taking corrective steps to address it.
The Washback Effect of Reformed CET 6 Listening Comprehension Test
Author: Jiamin, Xie
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Tests,Listening Comprehension Tests,Testing Problems,Foreign Countries,Second Language Learning,English (Second Language),Language Proficiency,College Students,College Faculty,Student Attitudes,State Universities

In China, the English Test Band 6 (CET6) is a national test that is used to assess the English proficiency of test-takers by the state with unified questions, unified fees, and unified organization of tests. It is held twice a year. This test has had a great impact on college students and college teachers. It was introduced in 1978. In 2016, the Ministry of Education reformed CET-6, especially in listening tests. The reformed listening test not only brings scenes and dialogues closer to daily life but also emphasizes the examination of students' comprehensive English listening and speaking ability. From the perspective of learners, this paper draws on the theoretical models and empirical results of washback at home and abroad and studies the backwash of the reformed English CET-6 listening to learners' listening learning through a questionnaire. To do the survey, the paper was surveyed by quantitative research methods with 60 samples in several public universities. After the collection and analysis of data, the authors have affirmed and determined this test has a significant washback effect on student learning.
The Effect of Traditional Games on the Language Development of Pre-School Children in Pre-School Education
Author: Kenanoglu, Dilan
Date: 2021-00-00
Type: Journal Articles
Subjects: Games,Game Based Learning,Play,Rhyme,Pantomime,Dramatic Play,Teaching Methods,Program Effectiveness,Preschool Education,Preschool Children,Language Acquisition,Foreign Countries,Verbal Ability,Intelligence Tests,Vocabulary

The aim of this study is to analyze the effect of Traditional Game Education Program (TGEP) on language development of pre-school children. Dependent and independent variables were determined as the children's language development scores and &quot;traditional game education program&quot;, respectively. The study group was determined with &quot;typical case sampling&quot;, one of the purposive sampling methods, and it consists of a total of 72 children attending four nursery classes depending on Diyarbakir Egil District Directorate of National Education, 36 of whom are experiment group and 36 of whom are control group. Peabody Picture Vocabulary Test (PPVT) prepared by L. Loyd and M. Dunn in the USA was used as data collection tool. While analyzing the data, Independent and Dependent Groups t-Tests were used. It was found at the end of the study that PPVT post-test scores of the children in experiment and control groups were statistically different. Post-test average scores of the children in the experiment group were higher than the ones in the control group. Accordingly, it was determined &quot;Traditional Game Education Program&quot; increased the children's language development in a positive way.
Educational Augmented Reality Technology for Language Learning and Teaching: A Comprehensive Review
Author: Karacan, Cemil Gökhan
Date: 2021-03-00
Type: Journal Articles
Subjects: Educational Technology,Technology Integration,Computer Simulation,Handheld Devices,Second Language Learning,Second Language Instruction,Educational Research,Language Skills,Learning Theories,Internet,Sustainability,Affordances,Student Attitudes,Teacher Attitudes

The purpose of this paper is to present a review of Augmented Reality (AR) technology as an educational tool for foreign language education. Following a short yet comprehensive literature review, the paper reviews educational AR technology in terms of learning theories, learning pedagogies, teachers, students, culture, infrastructure, and sustainability based on the framework developed by Osterweil et al. (2016) for evaluating the appropriateness of educational technology use in global development programs. The review showed that AR technology provides several benefits for language learning; however, it is not ready for total integration into language classes. The paper also provides practical suggestions for activities enriched with AR in four language skills and recommended applications. This review offers various implications for teachers, teacher educators, researchers and coursebook developers.
Determination of Physical Education and Sports Teachers&apos; Nutrition Habits and Physical Activity Levels in the Global Epidemic (COVID-19) Process
Author: Erdogan, Ramazan
Date: 2021-00-00
Type: Journal Articles
Subjects: Physical Education Teachers,Nutrition,Eating Habits,Physical Activity Level,COVID-19,Pandemics,Foreign Countries,Statistical Analysis

This research was conducted to determine Physical Education and Sports teachers' nutritional habits and physical activity levels during the global epidemic (covid-19) process. 156 (121 male, 35 female) volunteer physical education and sports teachers working in Elazig province participated in the study. In order to determine the demographic information of participants, the personal information form; to determine the nutritional habits and physical activity levels, the &quot;Investigation of Nutrition Habits and Nutrition Knowledge Levels&quot; developed by Yücel (2015) and to determine the physical activity levels, the short form of the &quot;International Physical Activity Questionnaire&quot; were applied to participants. The SPSS package program was used in the analysis of the data and the significance level was accepted as p&lt;0.05. According to the research results, it was determined that 89.1% of physical education and sports teachers did not receive nutrition education, 62.2% had a chronic disease, 27.6% were in the age range 43 and above, 67.3% were married, 59% were between 171-180 cm, 38.5% were between 71-80 kg, 27.6% had a seniority between 6-10 years and 42,9% had income between 4001-5000 TL. 47.4% of the teachers stated the effect of the state's &quot;Stay at Home&quot; project on physical activity as no, 37.2% yes, 15.4% partially and most of them stated that body weight increased during the pandemic period. It was observed that the mean scores of the participants' nutritional habits before the pandemic were lower than their mean scores during the pandemic period and a statistically significant difference was determined (p &lt;0.05). In addition, before the pandemic, it was seen that the physical activity score averages of the participants were higher than the physical activity score averages during the pandemic period, and statistically significance was determined (p&lt;0.05). As a result, it was observed that the eating habits of the physical education and sports teachers participating in the study were negatively affected during the pandemic period, and their physical activity levels decreased. In this context, we believe that the promotion of regular physical activities as well as adequate and balanced nutrition during the epidemic period will contribute to the individuals to overcome the epidemic with minimum damage.