ethanporcaro/eric-fulltext-meta huggingface dataset:
Exherent and Inherent Value Beliefs about Technology: Missing Pieces in the Puzzle of Technology Integration?
Author: Korucu-Kis, Saadet
Date: 2019-00-00
Type: Journal Articles
Subjects: Technology Integration,Preservice Teacher Education,Student Teachers,Student Teacher Attitudes,Undergraduate Students,Second Language Instruction,English (Second Language),Student Needs,Foreign Countries,Prior Learning,Educational Quality,Technological Literacy

The preparation of student teachers in terms of integrating technology into curricula has been an essential element of second language teacher education programs in order to address to the evolving needs of the 21st century learners. Therefore, the issue of student teachers' perspectives on technology integration has been a focus of attention for many years. However, research shows that student teachers do not feel well prepared to use technology in their future classrooms. Adopting a constructivist grounded theory approach to delve into this familiar situation, the study aimed to provide further insight on factors related to student teachers' uptake of technology. A comprehensive survey was conducted to 814 student teachers in 18 different universities and four concomitant interviews were held with 20 student teachers in 4 different universities. The study has come up with two new perspectives on belief-related barriers and extends the existing research on student teachers' concerns about their incompetency in making successful use of technology for instructional purposes. The implications arising from these findings for teacher education programs are discussed.
Lesson Planning by Computational Thinking Skills in Italian Pre-Service Teachers
Author: Gabriele, Lorella
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Lesson Plans,Computation,Thinking Skills,Preservice Teachers,Preservice Teacher Education,Computer Uses in Education,Computer Science Education,Computer Literacy,Coding,Programming,Programming Languages,Design,Computer Oriented Programs,Computer Software,Skill Development

In the last years, a growing trend in different educational contexts focused on Computational Thinking (CT) skills acquisition for both in-service teachers and students. But very low attention has been paid to pre-service teachers' education in regards to CT skills. To solve this issue, an empirical experimentation has been carried out with 141 Italian pre-service teachers, that attended at a programming course, with the following aims: (1) provide them the main coding concepts by using Scratch 2.0; (2) offer practical advice on how to design educational applications (apps) to be applied into school context; (3) assess their apps by applying an already existing methodology, useful to give them feedback on their programming expertise and CT skills. Empirical findings showed that most of the participants achieved a medium-high level of CT skills, combining both design and programming skills in their school internship. Moreover, they reported a sense of greater self-esteem in teaching practice and a great emotional response from kids.
Instruments to Measure Elementary Student Mindsets about Smartness and Failure in General and with Respect to Engineering
Author: Lottero-Perdue, Pamela S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 5,Student Attitudes,Intelligence,Failure,Engineering,Test Validity,Cognitive Ability,Measurement Techniques

The aim of this study was to assess evidence for the validity of General Mindset (GM) and Engineering Mindset (EM) surveys that we developed for fifth-grade students (ages 10-11). In both surveys, we used six items to measure student mindset to determine if it was more fixed (presuming intelligence is fixed and failure is a sign that one is not smart enough) or more growth-minded (presuming one can become smarter and that failures are signals to improve) (Dweck, 1986). We administered surveys to 2473 fifth-grade students (ages 10-11) who learned one or two engineering units during one academic year. Using Exploratory Factor Analysis (EFA) then Confirmatory Factor Analysis (CFA), we identified a single factor for each survey. We assert that there is strong evidence for the validity of using the GM or EM survey with students ages 10-11. The EM survey should be given after students have engaged in engineering classwork in school.
Introduction and Assessment of a Formative Assessment Strategy Applied in Middle School Science Classes: Annotated Student Drawings
Author: Bulunuz, Nermin
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Evaluation,Formative Evaluation,Evaluation Methods,Middle School Students,Science Instruction,Freehand Drawing,Grade 5,Grade 6,Prior Learning,Knowledge Level,Concept Formation,Scientific Concepts,Foreign Countries

Formative assessment is a teaching method that helps to determine the prior knowledge of students, schedule the course plan accordingly, give it the final shape based on the feedback received from students, and encourage conceptual learning. The aim of this study is to introduce the &quot;annotated student drawings&quot; as one of the common formative assessment strategies used in science courses in middle schools and to evaluate the practices. The study was conducted during the classes of two science teachers who are doing their master's degree. In total, 48 students participated in the study from 5th (20) and 6th (28) grades. For data collection tools, annotated student drawings on the concepts of &quot;pollination&quot; and &quot;water cycle&quot; before and after the intervention and the science teachers' feedback about the strategy were used. The pre and post-interventional annotated drawings of the middle school students were compared. On both concepts, it was several alternative conceptions from the students' pre-interventional annotated drawings that were recovered on the post-interventional drawings. The findings indicated that the annotated student drawings are fairly effective formative assessment strategies in uncovering the prior knowledge and alternative conceptions of students in class. After the intervention, the students' second drawings gave detailed information on how the students' level of understandings improved. Formative assessment techniques are suggested to be used by science teachers instead of traditional assessments in order to: 1) Getting info about their students' initial understanding; 2) Reshaping their classroom instruction according to the feedback they get from their students; and 3) Always revising their interventional methods until the students got the main idea during the teaching period.
The Role of Intergenerational Learning in Building National Identity and in Children&apos;s Patriotic Education
Author: Somîtca, Ana-Maria
Date: 2019-02-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Education,Preschool Children,Patriotism,Nationalism,Intergenerational Programs,Learning Activities,Cultural Education,Dance,Folk Culture

This research presents two educational activities realized in the 2017-2018 school year, at the Extended Programme Kindergarten, from &quot;Nicolai Nanu&quot; Technological High School in Bro?teni, Suceava County, Romania. In both activities, there were involved representatives from three generations and the preschoolers had an active role. At the activity 'I'm proud to be Romanian', representatives from preschoolers' families were actively involved in some activities, generating interactions between generations. At the demonstrative activity 'I'm Romanian, brave Romanian', there was an intense interaction between the pre-primary school teacher and the preschoolers and a little interaction between the invited pre-primary teachers and the preschoolers. Both activities had the role to enable the preschoolers' patriotic education and to make them aware of their local, regional and national identity through discussions about the national symbols, about the country and the people, through the intonation of the national anthem and of other patriotic songs, through wearing traditional costumes and through the execution of some Romanian dances.
Prevalence of Direct and Emergent Schema and Change after Play
Author: Martin, Kit
Date: 2019-00-00
Type: Journal Articles
Subjects: Incidence,Schemata (Cognition),Museums,Animal Behavior,Play,Science Education,Entomology,Computer Games,Game Based Learning,Video Games

This paper describes visitor interaction with an interactive tabletop game on the topic of evolutionary adaptations of social insects that we designed in collaboration with a large American museum. We observed visitors playing the game and talked to them about the experience. The game explores the emergent phenomena of ant behavior. Research has shown that such emergent behavior is difficult for people to understand, and that there are different emergent schemas that work best for understanding these phenomena. We tested the visitors pre- and post-gameplay and counted the prevalence of visitors expressing direct and emergent schemas of complex processes. We then considered four hypotheses measuring changes between these schemas and found that two groups shifted their schemas. To better understand this change we provide a qualitative overview of the visitors' interactions. Our exhibit, called &quot;Ant Adaptation&quot;, takes the form of an agent-based modeling game that integrates complex system learning with gameplay. We video recorded 38 groups (114 participants) playing the game and conducted pre- and post-gameplay interviews. We coded the groups that contained children for this analysis: 9 groups (27 participants). Our results show that visitors held both emergent and direct schemas before and after play, and three people changed from direct schemas before play to emergent schemas after play. We then examine the process of how one of these groups shifted their schemas.
The Effects of Explicit Film-Based Instruction on EFL Teacher Trainees&apos; Interpretation of Implied Meanings
Author: Cetinavci, Ugur Recep
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Teacher Education,Preservice Teachers,Language Teachers,Films,Teaching Methods,Language Skills,Program Effectiveness,Pragmatics,Grammar,Foreign Countries

Pragmatic competence is an indispensable dimension of overall language ability, and proper interpretation of implied meanings is a major constituent of pragmatic competence. In this regard, this study aimed to investigate the efficiency of a film-based instruction program devised to facilitate the interpretation of implied meanings in English. It was conducted with a quasi-experimental design. First, a multiple-choice discourse completion test was given to 144 English language teacher trainees with 77 people in the experimental group and 67 in the control group. After the 5-week instruction given to the experimental group, the test was administered to both groups again. The results revealed significant differences in favor of the experimental group. This makes the program a promising one as it made the participants, who were also prospective English as a Foreign Language (EFL) teachers responsible for helping their own students have pragmatic competence too, significantly more equipped about processing implied meanings as a major constituent of pragmatic competence.
Teachers&apos; Mathematics Education and Readiness Beliefs, and Kindergarteners&apos; Mathematics Learning
Author: Jung, Eunjoo
Date: 2019-00-00
Type: Journal Articles
Subjects: Kindergarten,Preschool Children,Preschool Teachers,School Readiness,Mathematics Education,Mathematics Skills,Teacher Attitudes,Family Environment,Student Experience,Problem Solving,Art Activities,Reading,Singing,Class Activities,Learning Activities,Mathematics Activities

This study investigates kindergarten children's mathematics learning with a focus on the role of teachers' mathematics education and readiness beliefs, and home learning environment. Using structural equation modeling to estimate the individual differences in early mathematics learning, data from 5,845 kindergarteners was evaluated. Findings show that teachers' beliefs regarding what is important for children's preparation in mathematics selectively influenced what they taught in the classrooms for mathematics education and what children experienced in kindergarten. The results also reveal that children who were provided ample experiences in reading and singing activities at home, and more frequent math learning practices, problem-solving activities, and arts or life-related materials within the classroom showed greater math thinking skills and higher math achievement scores than those who were not provided such experiences. More reading and singing activities at home, math learning practices, problem solving activities, and use of art or life-related materials during the kindergarten year are encouraged to highlight kindergarteners' mathematics instruction and learning. What has a greater impact on mathematics learning in kindergarteners appears to be the kind of instruction that is planned and delivered, rather than teachers' beliefs regarding mathematics readiness.
Portraying Primary Fraction Teaching: A Variety of Mathematical Richness, Pedagogic Strategies, and Use of Curriculum Materials
Author: Thurlings, Marieke
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Fractions,Instructional Materials,Grade 5,Elementary School Mathematics,Foreign Countries,Teacher Effectiveness,Elementary School Teachers,Educational Strategies

In this study, the variety in quality of instruction in fraction lessons at Grade 5 in Dutch primary schools was investigated. Twenty-four teachers participated in the study. To examine the quality of instruction of fraction lessons, Hill's mathematical quality of instruction framework and general pedagogical instruction strategies (seen to contribute to effective teaching) were combined into an observational scheme. In particular, it was investigated if profiles based on lesson observations could be identified using cluster analysis, and how these profiles could be characterized. The cluster analysis was validated by comparing different types of cluster analyses, discriminant analysis as well as via expert consultation sessions. Results showed six profiles of fraction lessons, which differed in terms of the extent to whether teaching was connectivist or transmissionist in nature, and the extent to which teaching was student-focused or content-focused. The study contributes to existing studies by developing the &quot;Quality of Instruction for Fraction Lessons&quot; (&quot;QIFL&quot;) framework, and by showing a more nuanced and richer picture of the teaching of fractions than previous studies. In terms of practical implications, the study showed that it is the combination of organizing a lesson well, a good pedagogical climate, and a focus on understanding the subject matter that contributes to good teaching.
The Effect of Robotics Activities on Learning the Engineering Design Process
Author: Kaloti-Hallak, Fatima
Date: 2019-00-00
Type: Journal Articles
Subjects: Robotics,Engineering,Design,Middle School Students,Teaching Methods,Concept Formation,Mentors,Textbooks,Competition,Extracurricular Activities,STEM Education

This paper describes a study of students' meaningful learning of the engineering design process during their participation in robotics activities. The population consisted of middle-school students (ages 13-15 years) who participated in the FIRST® LEGO® League competition. The methodology used was qualitative, including observations and interviews. The analysis was based on the Revised Bloom Taxonomy. Almost all the groups demonstrated meaningful learning, although some reached higher levels than others. Most of the groups demonstrated the understanding/applying level during each of the design process phases (searching and decision making, construction and testing, diagnosing and debugging), some demonstrated the analyzing/evaluating level, but only a few demonstrated the higher level of creating. Factors that seemed to play a role in the students' learning include: (a) the teaching or mentoring style; (b) the absence of a robotics textbook; (c) the extra-curricular competition-oriented nature of the activities; and (d) the unstable nature of the design of the robot.
Using Alice Software with 4C-ID Model: Effects in Programming Knowledge and Logical Reasoning
Author: Costa, Joana Martinho
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Software,Instructional Design,Models,Programming,Programming Languages,Computer Science Education,Logical Thinking,Socioeconomic Status,Experimental Groups,Control Groups,Instructional Effectiveness,Computer Simulation,Foreign Countries,Secondary School Students,Tests,Scores

This paper presents an approach to the initial programming learning using the four components instructional model and the Alice software. The quasi-experimental design was developed with two groups of students that attended two schools with very different socioeconomic status and school retention levels. The differences obtained in the mean of the programming knowledge test when co-variated with the Logical Development Scale score were positive in the two groups, with no statistical significance in the difference between both (p = 0.05). The differences obtained in the Logical Development Scale score (Échelle Collective de Devéloppement Lógique [ECDL]), before and after the experimental treatment, revealed positive differences in the experimental group with no statistical significance (p &gt; 0.05), and in the control group with statistical significance (p &lt; 0.05). These results suggest that the Alice software when combined with the 4C-ID instructional model has positive effects in programming learning and in logical reasoning.
Effectiveness of Cognitive Conflict Strategy in Improving Academic Achievement and Modifying Sex Education Misconceptions in Science Course among Intermediate Second-Grade Students
Author: Subahi, Nisreen H.
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Achievement,Sex Education,Misconceptions,Science Instruction,Experimental Groups,Control Groups,Foreign Countries,Science Achievement,Instructional Effectiveness,Intermediate Grades,Conflict,Scientific Concepts

The current study aimed at identifying the effectiveness of cognitive conflict strategy in improving academic achievement and modifying sex education misconceptions in the Science course among intermediate second-grade students in Jeddah. Based on the cognitive conflict strategy, a teacher guide was prepared for teaching Family Planning and Reproduction Chapter. In addition, an achievement test and a misconception scale of sex education are prepared. The sample consisted of 56 students equally distributed to an experimental group taught using the cognitive conflict strategy and a control one taught using the traditional method. Results revealed that there were statistically significant differences between the average scores of the experimental and the control groups in the achievement test and the misconception scale of sex education, favoring the experimental group. The study recommended holding training courses, workshops, conferences and synopses for Science teachers and supervisors on the use of cognitive conflict strategy.
An Analysis of Secondary School Students&apos; Views Regarding Basic Democratic Values in Terms of Several Variables
Author: Aslan, Serkan
Date: 2019-00-00
Type: Journal Articles
Subjects: Secondary School Students,Democratic Values,Student Attitudes,Foreign Countries,Gender Differences,Academic Achievement,Parent Background,Educational Attainment,Socioeconomic Status

This research aims to explore secondary school students' views regarding basic democratic values in terms of several variables. The research has utilized the cross-sectional survey model, which is one of the descriptive survey models. The population of the research consists of secondary school students studying at schools located within the province of Elazig. The research sample holds a total of 440 secondary school students studying at secondary schools located within the province of Elazig during 2016-2017 academic year. The participants have been selected by stratified sampling method. This research has deployed personal information form and basic democratic values as data collection tools. Descriptive statistics and multivariate analysis of variance (MANOVA) have been used during data analysis. Research results have suggested that secondary school students have a &quot;high&quot; level of participation regarding basic democratic values scale. While a significant difference has been identified across the dimensions of the basic democratic values in terms of gender, class level, academic achievement and socio-economic levels of the schools, parents' educational status is free from any significant difference. Based upon the research findings, various recommendations have been provided. Future studies may be conducted on parents' views regarding basic democratic values. Basic democratic values adopted by the students studying at schools with different socio-economic levels should be sought through observations.
A Proposal of In-Service Teacher Training Approach for Computer Science Teachers
Author: Kert, Serhat Bahadir
Date: 2019-00-00
Type: Journal Articles
Subjects: Inservice Teacher Education,Computer Science Education,Secondary School Teachers,Middle School Teachers,Foreign Countries,Teacher Workshops,Training Methods,Pretests Posttests,Scores,Academic Achievement,Pedagogical Content Knowledge,Teaching Skills,Computer Literacy,Computation,Thinking Skills,Technology Integration

Recently, there has been growing interest among practitioners and scientists in teaching children computer programming languages. The international efforts to raise generations who produce technologies are supported at the national level in Turkey too. Programming language education is included beginning from secondary school curricula of computer science education. However, it can be mentioned that up-to-date methodological and pedagogical requirements of the courses are not adequately researched. Therefore, the primary aim of the study is to share innovative methods regarding programming education processes with middle school computer science teachers. This paper presents the details of a project conducted to design an in-service training model for computer science teachers and funded by the Scientific and Technological Research Council of Turkey (TUBITAK) with the project number of 116B298. During the training period, up-to-date methodology and technologies were presented in workshops with an integrated approach. At the end of the courses, the participants' development and the efficiency of the activities were investigated based on the analyses of qualitative and quantitative data and positive results about the content of proposed in-service teacher training methodology were yielded.