ethanporcaro/eric-fulltext-meta huggingface dataset:
Studying the Coherence of Students&apos; Portrayed Representations of the Atomic Structure -- Connections with Conceptions and Misconceptions
Author: Zarkadis, Nikolaos
Date: 2021-05-00
Type: Journal Articles
Subjects: Nuclear Physics,Scientific Concepts,Concept Formation,Misconceptions,Schemata (Cognition),Secondary School Students,Adolescents,Student Characteristics,Freehand Drawing,Foreign Countries

The present study investigated the association of students' fundamental ideas and misconceptions about ontological features of atom identity and behavior with the formation of their portrayed representations of the atomic structure. Participants (n = 421) were secondary education students in the eighth, tenth, and twelfth grades. Students' portrayed representations of the atomic structure were accessed through drawing tasks, while their understanding of the ontological features of atom was measured through a specially designed questionnaire. Latent Class Analysis (LCA), a psychometric method, was applied to the elementary features of the portrayed representations to classify them and test the potential coherence of their representations regarding atomic structure. The LCA revealed three latent classes, which showed a relative coherence in three of the anticipated models, &quot;Particle model,&quot; &quot;Nuclear model,&quot; and &quot;Bohr's model.&quot; Moreover, students' conceptions and misconception about the ontological features of atom were used as covariates in the LCA and their effects on the above-mentioned class-memberships were estimated. Results indicated a significant effect of students' conceptions of the atomic ontological features on their portrayed representations of the atomic structure. Implications for theory and practice are discussed.
The Effect of Educational Game Method on Learning Achievements of Seventh-Grade Students with Different Learning Styles
Author: Yildiz, Emre
Date: 2021-05-00
Type: Journal Articles
Subjects: Educational Games,Academic Achievement,Grade 7,Middle School Students,Cognitive Style,Foreign Countries,Measures (Individuals),Physics

This research aimed to investigate the effect of the educational game method on the learning achievements of seventh-grade students with different learning styles. A case study was used in the research. The study group of the study consisted of 120 secondary school seventh-grade students studying in the central and rural areas of Erzurum. The Kolb Learning Style Inventory and the achievement test developed by the researcher were used as data collection tools. Descriptive statistics, dependent groups t-test, and one-way ANOVA were used in data analysis. As a result of the research, it was determined that the students in this study have the most diverging, least accommodating learning style. It was determined that the educational game method significantly increased learning achievement in all learning styles. It was determined that there was no statistically significant difference among the learning achievements of students with different learning styles applied educational game method. The effects of the educational game method can be evaluated by applying for a longer period of time in teaching different subjects.
The Effects of Educational Game-Integrated Group Research Method on Academic Achievement, Attitude towards School, and Retention of Knowledge in Teaching Regulatory System
Author: Yildiz, Emre
Date: 2018-09-00
Type: Journal Articles
Subjects: Educational Games,Grade 7,Academic Achievement,Student Attitudes,School Attitudes,Retention (Psychology),Middle School Students,Science Instruction,Cooperative Learning,Instructional Effectiveness,Foreign Countries

The purpose of this research was to find out the effects of educational game-integrated group research method of &quot;regulatory system&quot; issue in 7th grade on students' academic achievement, attitudes towards schools, and retention of knowledge. The sample of this study consisted of a total of 54 students in two intact groups at 7th grade students in a middle school in the 2015-2016 academic years. One of these groups was assigned as an experimental group with the educational game-integrated group research method (n=27) and the other was assigned as control group with traditional teaching design (n=27). The experimental and control groups were randomly attributed. Within pretest-posttest control group quasi-experimental design, data were collected via Prior Knowledge Test (PKT), Academic Achievement Test and Attitude towards School Scale (ATSS). The data were analyzed via descriptive statistics and independent group t-test. The experimental group indicated significantly higher academic achievement, more positive attitudes towards school scores and higher permanent learning levels in comparison to the control group.
Comparison of Prospective Teachers&apos; Perceptions of Problem-Solving Skills in Terms of Various Variables
Author: Keskin, Murat
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Student Attitudes,Problem Solving,Thinking Skills,Self Efficacy,Predictor Variables,Cognitive Style,Student Characteristics,Departments,Foreign Countries,Gender Differences

The study aimed to determine whether there is a difference between the perceptions of pre-service teachers' problem-solving skills according to various factors. 297 pre-service teachers from Afyon Kocatepe University Faculty of Education in the province of Afyonkarahisar in Turkey participated in the study. The group hidden figures test was used to determine the cognitive styles of pre-service teachers. The problem-solving inventory was used to measure the perceptions of problem-solving skills. According to the findings, it was found that the perception of problemsolving skills of pre-service teachers was high. It was observed that the candidates also perceived themselves as having these approaches in all sub-dimensions. According to the research results, problem-solving perception does not affect the way of approaching the problem. Male and female candidates' perceptions of problem-solving skills are not directly related to gender. Candidates' perceptions vary according to the grade level.
Determination of the Readability Levels of the Texts Related to Biology Topics in the Science Textbook-6
Author: Gül, Seyda
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Instruction,Textbook Content,Textbooks,Biology,Grade 6,Foreign Countries,Readability,Difficulty Level,Middle Schools,Human Body,Turkish

The aim of this study is to examine the readability levels of the texts on the biology units in the science textbook prepared for the sixth grade. This study, which is based on a qualitative approach, was carried out with the method of document analysis. The textbook examined in the study is Middle School and Imam Hatip Middle School Science Textbook 6, which has been used since the 2018-2019 academic year. Regarding biology topics, the textbook includes in two units (Unit-1: Our Body Systems, Unit 2: Our Body Systems and Health). In the study, the learning outcomes of the units were taken as a basis in the selection of the texts to be analyzed in the textbook. In the study, a total of 22 texts were randomly selected by taking into account the learning outcomes in the curriculum. In addition, it has been paid attention that each text contains at least 100 words. Atesman readability formula was used to determine the readability levels of the selected texts. According to the findings obtained as a result of the analysis, it was determined that the readability level of the texts for unit-2 was medium, while the readability level of the texts for unit-6 was found to be difficult. In the light of the findings, suggestions were made that the textbooks should be prepared in accordance with the student level in terms of readability and that texts consisting of simpler and shorter sentences should be used more.
Challenges of &quot;School&apos;s Out, but Class&apos;s On&quot; to School Education: Practical Exploration of Chinese Schools during the COVID-19 Pandemic
Author: Cheng, Xiaoqiao
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Disease Control,Crisis Management,Online Courses,Elementary Schools,Middle Schools,Technology Uses in Education,Access to Education,Barriers,Teaching Methods,Cognitive Style,Educational Resources,School Administration,Access to Information,Technical Support,Faculty Development,Progress Monitoring,Family School Relationship,Child Health,COVID-19,Pandemics,School Closing

&quot;School's Out, But Class's On&quot;, i.e. &quot;suspending classes without stopping learning&quot;, specifically refers to China's education and teaching activities during the postponement period during the COVID-19 pandemic prevention and control. This was an emergency measure to prevent and control the pandemic in the field of education in China, and it was also a continuation of school education in this special period. During the pandemic period, how school education should operate has become a topic of social concern. I herein discuss the origin and connotation of the concept of &quot;School's Out, But Class's On&quot;, analyze the challenges of &quot;School's Out, But Class's On&quot; to school education, and then put forward measures for schools to respond to &quot;School's Out, But Class's On&quot; and explain the practical significance of &quot;School's Out, But Class's On&quot; for school education.
How to Carry out Epidemic Prevention and Control after School Starts with the COVID-19 Epidemic Mitigated? A Case Study of Experimental High School in Wangmo County, Guizhou Province, China
Author: Liu, Xiuxiang
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,School Schedules,Disease Control,High Schools,Prevention,Educational Environment,Administrator Responsibility,Teacher Responsibility,Parent Responsibility,School Personnel,Sanitation,Public Health

In order to cope with the impact of the COVID-19 epidemic on student learning, the Chinese government has launched a &quot;School's Out, But Class's On&quot; strategy. With the further control of the epidemic, schools in some provinces have begun to resume classes, but the epidemic prevention and control work should not be lax after the class is resumed. Guizhou is one of the provinces where the middle schools and senior high schools resumed classes earlier. The epidemic prevention and control is still very critical even the school was resumed. I herein used the Experimental High School in Wangmo County, Guizhou Province as an example to introduce the epidemic prevention and control strategies after the school resumes classes.
A Useful Exploration to Improve the Quality of Rural School Education
Author: Cheng, Xiaoqiao
Date: 2021-00-00
Type: Journal Articles
Subjects: Rural Schools,Low Income Students,Science Achievement,Science Instruction,Literacy Education,Faculty Development,Science Curriculum,Vocabulary Development,Reading Skills,Writing Skills,Listening Skills,Language Skills,Teacher Competencies,Interpersonal Communication

This article provides commentary on &quot;Investigating the Impact of Literacy-infused Science Intervention on Economically Challenged Students' Science Achievement: A Case Study from a Rural District in Texas&quot; (EJ1306217) which is about the impact of educational interventions on the scientific and academic achievements of students from economically challenged rural families (Irby et al., 2021). The commentary discusses British educational sociologist B. Bernstein's (2003) belief that in human social communication, the language signs used by people can be divided into exquisite signs and restrictive signs, and claims the case study proves this theory of language.
Investigating the Impact of a Literacy-Infused Science Intervention on Economically Challenged Students&apos; Science Achievement: A Case Study from a Rural District in Texas
Author: Irby, Beverly J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Rural Schools,Low Income Students,Science Achievement,Science Instruction,Literacy Education,Grade 5,Intermediate Grades,Faculty Development,Mentors,Coaching (Performance),Inquiry,Program Effectiveness,Evidence Based Practice,Science Curriculum,Videoconferencing,Vocabulary Development,Technology Integration,Educational Technology,Computer Simulation,Reading Assignments,Reading Skills,Writing Skills,Listening Skills,Language Skills,Teacher Competencies

In this empirical study we examined the effect of a literacy-infused science intervention on fifth grade economically challenged students' science achievement in the curriculum-based and standardized assessments. A total of 27 treatment students and 20 comparison students from two intermediate schools in a rural district in South Texas in the United States participated in the present study. The intervention consisted of ongoing, structured, bi-weekly virtual professional development (VPD) with virtual mentoring and coaching (VMC) at the teacher level and literacy-infused science lessons with inquiry-based learning delivered at the student level. Results revealed a significant and positive intervention effect in favor of treatment students as reflected in higher normal curve equivalent scores in the standardized science assessment and higher scores in curriculum-based assessment. We conclude that the literacy-infused science intervention, inclusive of evidence-based curriculum, VPD, and VMC, is particularly beneficial for promoting science learning for the students in rural areas with educational and economical challenges due to geographic isolation.
Parent Perceptions of Technology Use in K-12 Classrooms
Author: Maxwell, Ja'Corie
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Parent School Relationship,Public Schools,Technology Integration,Elementary Secondary Education,Classroom Environment,Family Environment,Expectation

Parents are important stakeholders in the educational experiences of their children. Their views about technology shape the perceptions students have about technology. These conceptions also shape how they view what should be happening in the K-12 classroom. Our study used an open-ended question survey to explore how parents view technology use in classrooms and how they manage technology in their own homes. Finally, we discuss the implications of this research for teachers, administrators, and future researchers.
Poverty Index Specificity and Academic Achievement in South Carolina: An Example of Building Teacher Candidate Advocacy One Policy Consideration at a Time
Author: Smith, Sharda L. Jackson
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Advocacy,Poverty,Academic Achievement,Research Utilization,Preservice Teachers,Policy

Numerous teacher preparatory programs place emphasis on instructional advocacy within their curriculum. This article discusses a pathway teacher educators can use to connect candidates with research-based knowledge and skills that sync broad policy to practice, developing a comprehensive approach to advocating for education. The author sought to promote policy-based advocacy by quantitatively illustrating a district funding metric that differs comparatively in specifying need for particular levels of school poverty on academic achievement. At its conclusion, practical tips on discussing research ideas with teacher candidates and how candidates can advocate for more equitable conditions for teachers and students are offered.
The Limitations of Performance-Based Assessment: Disparities in Teacher Diversity
Author: Short, Donna
Date: 2021-00-00
Type: Journal Articles
Subjects: Performance Based Assessment,Summative Evaluation,Preservice Teachers,First Generation College Students,Student Diversity,Socioeconomic Status,Self Efficacy,Scores,Teacher Education Programs

Efforts made by educator preparation programs (EPPs) utilize teacher performance assessments (TPAs) that include formative and summative assessments that evaluate teacher candidates' professional growth and performance. The educative teacher performance assessment (edTPA) has replaced the local TPAs to become a national performance-based evaluation that standardizes training as a summative score. EPPs that focus too heavily on the edTPA may be distracted from realizing the importance of fostering First Generation College Students (FGCS) and low socioeconomic status (SES) teacher candidates to a higher, more competent self-efficacy through effective feedback, experiences, and exemplar.
A Confirmatory Factor Analysis of Malaysian Primary School Students&apos; Energy Saving Practices
Author: Mahat, Hanifah
Date: 2018-09-00
Type: Journal Articles
Subjects: Elementary School Students,Preadolescents,Student Behavior,Energy Conservation,Environmental Education,Sustainable Development,Knowledge Level,Measures (Individuals),Foreign Countries

This paper purposed to validate Malaysian primary school students' energy saving practices via confirmatory factor analysis. The sample of the study was a total of 401 primary school students, who were selected with randomly cluster sampling method. To collect data, a five-point Likert scale was used. Data were exposed to descriptive analysis (Cronbach's alpha values for reliability) and a confirmatory factor analysis for testing measurement models for each of the constructs through AMOS software. The results showed that Cronbach's alpha coefficient was higher than 0.70. The results of the first and second order confirmatory factor analyses (CFA) ensured that the collected data fit with the model. It was also found that the measurement model satisfied specified measurement criteria. Overall, it can be deduced that the extracted components are useful guidelines to increase Malaysian primary school students' understanding of energy saving practices. Further, this research recommends some implications for future research and practitioners.
Contribution toward Practical Design to Improve the Planning, Implementation, and Assessment of the Instruction of Chemistry Teachers
Author: Copriady, Jimmi
Date: 2018-09-00
Type: Journal Articles
Subjects: Chemistry,Science Teachers,Teacher Competencies,Foreign Countries,Science Instruction,Hands on Science,Instructional Design,Planning,Curriculum Implementation,Student Evaluation,High School Teachers,Secondary School Science

This study aims to identify the contributions of teacher competency on teaching and learning for the subject of chemistry for the practical design, planning, and implementation to assessment of practical exercises in the science laboratory. The study used survey method with a five-point Likert scale questionnaire. The questions focused on designing, planning, implementing, and assessing practical sessions to discover teacher competency in the four listed aspects. Sample consisted of 236 chemistry teachers chosen at random from Riau, Indonesia. Structural Equation Model (SEM) was used to identify the teacher contribution of practical design, planning, and implementation to assessment of practical exercise. Findings showed that the practical design, planning, implementation of teachers were contributed to assessment of practical exercise. Implementation seemed to be the best predictor contribution to assessment. Based on the findings, a strategic and united effort is necessary to increase the competency of teachers and to develop the latest practical materials.
Investigating Teachers&apos; Practices and Beliefs of Data Literacy to Enhance Pre-Service Teacher Education
Author: Schramm-Possinger, Megan
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Data Use,Decision Making,Assessment Literacy,Educational Environment,Context Effect,Preservice Teacher Education,Curriculum Development

This study assesses K-12 teachers' beliefs, contextual supports, and actual uses of student data. Results showed that teachers' beliefs, school environments, and engagement in substantive data-driven analyses are associated with their use of periodic and classroom-based data to inform their instruction and communications with instructional coaches, students and their parents. Explicated in this paper are specific recommendations for substantive changes in pre-service and in-service teacher training. Both are of great relevancy in providing teacher training that truly cultivates educators' data literacy, and their capacity to expand opportunity for all students through data-driven practice.
Metacognitive Argument-Driven Inquiry in Teaching Antimicrobial Resistance: Effects on Students&apos; Conceptual Understanding and Argumentation Skills
Author: Antonio, Ronilo P.
Date: 2021-00-00
Type: Journal Articles
Subjects: Metacognition,Active Learning,Inquiry,Persuasive Discourse,Microbiology,Scientific Concepts,Concept Teaching,Concept Formation,Science Process Skills,Skill Development,Instructional Effectiveness,Undergraduate Students,Public Colleges,Foreign Countries

Developing and communicating evidence-based explanations are regarded as essential skills in 21st-century learning. These skills are central to the process of scientific argumentation. Hence, teachers must adhere to a student-centered pedagogy that cultivates students' understanding and argumentation skills. This study investigated the effects of the Metacognitive Argument-Driven Inquiry (MADI) approach in promoting students' conceptual understanding of Antimicrobial Resistance and scientific argumentation skills. The study employed a mixed-method approach, which involved both quantitative and qualitative data. The participants were third-year Biological Science Education students (n=23) in a public university in Central Luzon, the Philippines. Quantitative data were obtained from the validated 30-item conceptual understanding test and six-point teacher-made written argumentation skills test, administered before and after students' four-week exposure to the MADI approach. Qualitative data from video-recorded sessions and focus group discussions were used to substantiate the quantitative findings. Descriptive and inferential statistics were utilized to determine if there were significant improvements at the end of the study. Results showed that students' conceptual understanding and argumentation skills significantly improved after exposure to the MADI approach with large effect sizes. Students' development of argumentation skills was evident during the implementation of the study, as seen in their increasing mean scores in each activity. Moreover, students signified the efficacy of the MADI approach in facilitating substantial improvements in their conceptual understanding and argumentation skills. Thus, it is suggested for Biology teachers to integrate the MADI approach in delivering their lessons and designing inquiry-based activities to support students' development of understanding and argumentation skills.
Examining Preservice Teacher Attitudes and Efficacy about Inclusive Education
Author: Puliatte, Alison
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,College Freshmen,Student Attitudes,Positive Attitudes,Inclusion,Special Education,Students with Disabilities,Self Efficacy,Public Colleges,Early Childhood Education

The purpose of this study was to examine pre-service teacher self-efficacy and attitudes towards inclusion. Participants included pre-service teachers (N = 68) who were all enrolled in a freshman education course. Researchers administered two scales including the Teacher Efficacy for Inclusive Practices scale (TEIP; Sharma, Loreman &amp; Forlin, 2012) and Scale of Teacher's Attitudes towards Inclusive Classrooms (STATIC; Cochran, 1997). Results indicate preservice teachers have high self-efficacy and positive attitudes towards teaching students with disabilities.