ethanporcaro/eric-fulltext-meta huggingface dataset:
Interactive Metadiscourse Markers in the Turkish Articles on Science and Social Sciences
Author: Kan, Mustafa Onur
Date: 2021-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Text Structure,Research Reports,Sciences,Social Sciences,Periodicals,Journal Articles,Guidelines,Turkish,Scientific Research,Academic Language,Language Usage,Foreign Countries,Authors,Audience Awareness,Native Language

This study aims to identify the interactive metadiscourse markers in the main sections of the articles (introduction, method, findings, results, discussion and conclusion) in the fields of science and social sciences. Designed as a descriptive research, this study employs the survey model. The articles analyzed in this study are a total of 16 articles, 8 science and 8 social sciences articles selected from the science and social sciences journals at DergiPark. The study group of this paper includes 54,253 words, 16,301 of which are in the articles on science and 37,952 are in the articles on social sciences. To achieve, this study draws on Hyland and Tse's framework of metadiscourse model. The data are analyzed through descriptive analysis method. A Mann-Whitney U test is performed to find out whether there is a significant difference in the use of metadiscourse markers identified in the descriptive analysis of the articles on science and social sciences. The analysis indicate that more interactive metadiscourse markers are used in the articles on social sciences compared to the articles on science; yet, this difference is not significant. Furthermore, the use of code glosses is significant for social sciences; nonetheless, there is no significant difference in the use of other interactive metadiscourse markers.
A Cultural and Artistic Approach to Early Childhood Science Education: Shadow Play
Author: Öcal, Erdinç
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Education,Preschool Education,Preschool Teachers,Teaching Methods,Cultural Influences,Puppetry,Preservice Teachers,Student Attitudes,Teacher Role,Learning Activities,Interdisciplinary Approach,Foreign Countries,Self Efficacy,Workshops

Attitudes towards science and scientific perspectives in the future depend on early childhood science experiences. Preservice teachers who are provided with the opportunity to develop positive attitudes and self-efficacy towards science teaching before they enter professional life are more likely to help preschoolers develop positive attitudes towards science in their professional life. The aim of this 12-week study was, therefore, to determine the effect of a shadow play workshop on early childhood preservice teachers' self-efficacy beliefs and attitudes towards science teaching and to investigate their workshop experiences and application processes. This study employed an explanatory sequential mixed methods design. The sample consisted of 24 first-year early childhood preservice teachers. Quantitative data were collected using the Early Childhood Teachers' Attitudes Toward Science Teaching (TSAS) and the Science Teaching Efficacy Belief Instrument (STEBI) and were analyzed using the Wilcoxon Signed Ranks test and the dependent sample t-test. Qualitative data were collected through focus group interviews and observations and were analyzed using content analysis. Results showed that shadow play had a positive effect on participants' self-efficacy beliefs and attitudes towards science teaching, indicating that shadow play is an interesting, fun, and effective material that can be used in early childhood science education to turn abstract concepts into concrete forms. Results were discussed with reference to literature, and recommendations were made for future studies.
A Qualitative Assessment on &apos;My School Rize Project&apos;
Author: Kucuk, Arzu
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Field Trips,Teacher Attitudes,Preschool Teachers,Elementary School Teachers,Secondary School Teachers

The use of out-of-classroom and/or school teaching environments has become increasingly important in recent years and is included in the 2023 educational vision document of the Turkish Ministry of National Education. Within the scope of this new vision of the document, provincial directorates of national education have started to plan various activities aiming at bringing teachers out of classes and/or especially schools. One of them is the &quot;My School is Rize Project&quot;. In the scope of this project; a guide teaching material was prepared for the matching of course acquisitions with various out-of-school settings in Rize province with the participation of one representative teacher from all branches from pre-schools to high schools. The first researcher was one of the participants of this project. This study aimed to present the views of the teachers who had worked on the preparation period of this material. Based on the qualitative paradigm, the data were collected through semi-structured interviews from the twenty teachers at the end of the project. The data obtained from each question were subjected to descriptive analysis after being transcribed. The results were interpreted in line with the codes and categories that emerged from the analysis. In line with the critical results of the study, some suggestions were made to various stakeholders such as national education directorates, teachers, and also researchers to use out-of-classroom and/or school teaching environments.
A Multi-Disciplinary and Inquiry-Based Learning Activity: The Seven Continents
Author: Adam, Gregory Michael
Date: 2021-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Active Learning,Learning Activities,Grade 2,Elementary School Students,Geography,Cartography,Foreign Countries,Cooperative Learning

This study introduces a learning activity that was designed based on two student-centered approaches to education: inquiry-based learning and multi-disciplinary education. Twenty-four second grade students participated in the study. The activity integrates geography, English, and technology and offers students opportunities for inquiry-based thinking. The goal of the activity is for students to find out what the seven continents are, where they are in the world, and create their own little maps. The students collaboratively explore world maps both in hand and on the interactive board. The extension activity is the area of differentiation and acts as differentiation by outcome. Data analysis revealed that all students met the learning goals. The main area for improvement on this would be to have the students mark their work by looking at a real map of the world instead of a completed version of their worksheet; this would make the assessment more authentic.
Game-Based Activities Related to Light and Sound Unit and Students&apos; Views
Author: Yazicioglu, Selin
Date: 2021-00-00
Type: Journal Articles
Subjects: Game Based Learning,Light,Acoustics,Student Attitudes,Student Motivation,Learner Engagement,Grade 6,Elementary School Students,Time Management,Science Education,Foreign Countries

Game-based learning in science education is an effective method to enhance students' motivation, active participation, and conceptual understanding of the scientific knowledge. This study aimed to encourage teachers to develop and use game-based activities related to the concepts of light and sound and to present students' views about the games developed in the study. The game-based activities were implemented in the 2016-2017 academic year with 27 sixth-grade students. The study reports on the design and implementation processes of 6 games about the light and sound unit. The students evaluated the games by answering 6 open-ended questions. Students' responses were analyzed using the content analysis method, and the findings are shared. The findings showed that the game-based activities facilitated students' learning and created an enjoyable learning environment. Time management is an aspect that should be paid attention to during the games. Teachers are recommended to include games in their lessons.
Examining the Relationship between Prospective Turkish Teachers&apos; Public Speaking Anxiety and Digital Speech Tendencies
Author: Elkiran, Yusuf Mete
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Preservice Teachers,Undergraduate Students,Student Characteristics,Public Speaking,Anxiety,Computer Mediated Communication,Writing Attitudes,Reading Habits,Internet,Computer Use,Public Colleges,Foreign Countries

This research aims to determine the relationship between prospective Turkish teachers` public speaking anxiety and digital speaking tendencies. In this context, 181 prospective teachers from different grades studying in the Turkish language teaching program of a state university in the west of Turkey were examined. The relational surveying method, which is one of the quantitative research methods, was used. &quot;Public Speaking Anxiety Scale&quot; and &quot;Digital Speaking Tendency Scale&quot; were used as data collection tools in the research. As a result of the analysis, it was determined that the data showed normal distribution, so independent sample t-test and one-way ANOVA analyzes were used in the study. In addition to them, arithmetic mean and standard deviation values were used. According to the results, it is seen that prospective Turkish teachers` public speaking anxiety levels and digital speaking tendencies are at the moderate level. Furthermore, it was concluded that public speaking anxiety levels and digital speaking tendencies did not show a significant difference according to gender, grade level, the average number of books read in a year and time spent on the internet in an average day. Turkish teachers should be given training and courses in order to reduce the anxiety of speaking in public and to raise awareness. Speech anxiety can also be prevented by adding the cause or causes of speech disorders and solving errors in the curriculum at all education levels. Therefore, it has been concluded that there is a positive and low-level significant relationship between prospective Turkish teachers' public speaking anxiety and digital speaking tendency.
Validity and Reliability of Instrument Competencies Framework of Agriculture Educators: The Rasch Measurement Model
Author: Abdul Raof, Shuhada
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Validity,Test Reliability,Measures (Individuals),Agriculture Teachers,Item Response Theory,Foreign Countries,Psychometrics,College Faculty

This study aims to produce empirical evidence of the validity and reliability of instrument items for the competency framework of agricultural teaching staff in Malaysian agricultural vocational colleges. The validity and reliability of the framework were analyzed using Rasch Model Measurement assisted by Winsteps 3.72 software. This research instrument contained 116 items, which was distributed to 30 instructors at the Teluk Intan Agricultural Vocational College, Malaysia. The selection of respondents was made by strata random where the researcher makes the strata of the population according to the percentage and then selects randomly based on the desired percentage. Validity analysis of the instrument was done through four functional testings. For reliability and separation of respondents, it was found that the individual reliability value was very good and acceptable. The results of the item polarity analysis detected no negative value (-) in the Point Measure Correlation value. Item matching analysis found that 11 items had to be dropped as they failed to meet the required conditions. From the analysis on local dependence that determines dependent items based on the standardized residual correlation value, it was discovered that the correlation value for the items used was detected; 13 items need attention. The results of the data analysis checking the functionality of the items suggested that some items should be dropped. The omission of these items has provided evidence that the instrument of competence of agricultural instructors is crucial to have a high level of validity and reliability for use in actual studies.
Intermediary Role of Motivation and Social Support for Male Athletes with Physical Disabilities
Author: Top, Elif
Date: 2021-08-00
Type: Journal Articles
Subjects: Athletes,Physical Disabilities,Motivation,Males,Social Support Groups,Adults

To understand the factors that affect sports in physical disabilities, it is prominent to conduct studies, especially on people who are engaged in sports at certain levels. This research was a cross-sectional study aiming at determining motivation and perceived social support on male athletes with physical disabilities. A total of 666 male athletes with physical disabilities aged 20-41 participated in the study. Personal Data Form, Motivation Scale for Participation in Physical Activity (MSPPA) and Multidimensional Scale of Perceived Social Support (MSPSS) were used as data collection tools in the study. Participants received an above-average score from MSPPA and MSPSS in total and sub-dimensions. Individual reasons (one's own wishes, desires, situations that s/he thinks s/he will enjoy) were the most important in motivation; while in terms of social support the most significant one was family, the second one was friends. There was a positive correlation between MSPPA and MSPSS in total and sub-dimension scores of the participants. In MSPPA and MSPSS, the levels of the individuals with physical disabilities who did sports at elite level were significantly higher than those who did sports at amateur level. Our results revealed that motivation and social support had a very high importance on male athletes with physical disabilities. Our study is also important since it shows that athletes need more social support as they reach elite level and the social support has a positive impact on their motivations.
Racial Difference in Children&apos;s Physical Activity and Psychosocial Beliefs in Physical Education
Author: Lee, Jung Eun
Date: 2021-08-00
Type: Journal Articles
Subjects: Racial Differences,Ethnicity,Physical Activity Level,Beliefs,Physical Education,Grade 4,Grade 5,Elementary School Students,Life Style,Self Efficacy,Expectation,Social Support Groups,Psychological Patterns

Few studies have explored the moderating effects of race on children's physical activity (PA) and psychosocial beliefs, particularly in physical education (PE) setting. The purpose of this study was to investigate whether children's PA behaviors and PA-related psychosocial beliefs differed as a function of race, as well as to explore any racial differences in the relationships between PA and PA-related beliefs. A total of 174 fourth and fifth grade children from two elementary schools in Minnesota participated in this cross-sectional study. During three PE sessions, children's percentages of time spent in sedentary behavior, light PA, and moderate-to-vigorous PA (MVPA) were measured via ActiGraph GT3X+ accelerometers. A number of validated questionnaires were used to assess the children's PA-related psychosocial beliefs (i.e., self-efficacy, outcome expectancy, social support, and enjoyment) at the end of the last (third) session. Our data suggested that African American children spent significantly less percentage of time in sedentary behavior than their white counterparts, F (2, 171) = 3.33, p = 0.04. African American children's light PA, F (2, 171) = 1.99, p = 0.14, and MVPA percentage, F (2, 171) = 2.76, p = 0.06, were slightly higher than those of the other two groups; however, the differences did not reach the significance level. This study suggests that African American children are less sedentary and hold higher PA-related outcome expectancy and social support beliefs than white children.
Individual and Socioeconomic Variables as Predictors of Middle School Students&apos; Intrinsic Reading Motivations
Author: Kurnaz, Hasan
Date: 2021-00-00
Type: Journal Articles
Subjects: Middle School Students,Student Characteristics,Socioeconomic Status,Reading Motivation,Reading Habits,Family Characteristics,School Location,Public Schools,Gender Differences,Instructional Program Divisions,Predictor Variables,Foreign Countries

Individuals' engagement with reading and maintaining it depends on personal motivations. Having a multidimensional structure, reading motivation is affected by intrinsic factors. Studies on reading motivation can make a significant contribution to identifying students' intrinsic motivation profiles closely, encouraging them to read, and increasing their reading engagement. The present study aimed to determine the individual and socioeconomic variables predicting middle school students' intrinsic reading motivations. Employing the predictive correlational design, the study was carried out with 459 students attending six different public schools in the city of Sanliurfa. The participants were determined by stratified purposeful sampling method. The study data were collected by the Intrinsic Reading Motivation Scale and the Personal Information Form. According to the hierarchical regression analysis results, all the models constructed in the study were significant. All of the variables explained the intrinsic reading motivation with a 22% variance explanation percentage. As a result, it can be said that the change observed in intrinsic reading motivation variance mostly stemmed from reading engagement ([delta]R[superscript 2]=0.12), family ([delta]R[superscript 2]=0.07), demographic characteristics ([delta]R[superscript 2]=0.03), and school ([delta]R[superscript 2]=0.01), respectively. It can be stated that the predictors of the intrinsic reading motivation determined in this study should be taken into consideration by educators.
Measuring Thinking Styles of Pre-Service and Early Career Teachers: Validation of a Revised Inventory
Author: Li, Zheng
Date: 2021-00-00
Type: Journal Articles
Subjects: Cognitive Style,Thinking Skills,Problem Solving,Measures (Individuals),Test Validity,Test Reliability,Preservice Teachers,Beginning Teachers,High School Teachers,Junior High School Teachers,Elementary School Teachers,Young Adults,Foreign Countries

The early phase is the decisive period for the teachers' career. Intellectual styles (particularly thinking styles) play a vital role in teachers' professional development. With the purpose of measuring thinking styles of teachers at the early phase, this study was designed to validate a revised inventory of thinking styles (TSI-R2) for pre-service and early career teachers. A sample of preservice teachers (n = 248) were invited to join the pilot study and a sample of teachers with one year work experience (n = 252) participated in the main study. Exploratory factor analysis, confirmatory factor analysis and reliability analysis were performed. The results suggested that with slight modification, TSI-R2 was a reliable and valid instrument to measure thinking styles of pre-service teachers and early career teachers, which has some implications to enhancing teacher education and development.
Social Justice Perception of Pre-Service Visual Arts Teachers: Visual Inquiries
Author: Güler, Ebru
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Justice,Civil Rights,Social Discrimination,Preservice Teachers,Visual Arts,Art Education,Art Expression,Inquiry,Semiotics,Photography,Concept Formation,Reflection,Experience,Undergraduate Students,Foreign Countries

This study seeks to reveal the perceptions of pre-service visual arts teachers on social justice through art-based practices focused on social justice. Designing on visual phenomenology, this study was performed in the fall semester of the 2018-2019 academic year. Five different activities involving visual inquiries are presented to reveal the perceptions of the pre-service teachers on social justice. The research participants are 35 (13 male, 22 female) sophomore-level pre-service teachers. The data are obtained through course documents, reflective diaries and semi-structured interviews. The data are then analysed through content analysis; reliability and validity are ensured through triangulation. This study identifies four different themes: association, questioning, transformation and reflection. The findings show that the pre-service teachers questioned common issues related to social justice. It was observed in the activities performed in this study that the pre-service teachers identified the visual themes. They mentioned common social justice issues based on the things they experienced and their observations. These are such as women's rights, violence against women, children's rights, LGBT, animal rights, language and religion differences, income imbalance, racism, and discrimination. The issues they questioned were the direct expression of the individual experiences of the pre-service teachers through visuals.
Investigation of the Attitudes and Competencies of Teachers in Project Schools towards Scientific Research in a Developing Country
Author: Çelebi, Mustafa
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Competencies,Self Efficacy,Scientific Research,Experimental Schools,High School Teachers,Teacher Characteristics,Gender Differences,Teaching Experience,Educational Attainment,Institutional Characteristics,Foreign Countries

The debate on education both in Turkey and in the world continues for many years. Particularly after the 2000s, the functions of schools, compulsory education, qualified schools and localization at all levels of government have been discussed frequently. Practitioners classified secondary education institutions according to their qualifications; Science high schools, Anatolian high schools, Super high schools, Curriculum Laboratory Schools (MLO), Social Sciences high schools and so on. The final form of qualified school trials is the project schools, which still suffer from qualitative problems in terms of legal and equipment related to institutionalization. The aim of this study is to determine the attitudes and competence levels of the teachers in the project schools that are expected to be qualified for scientific research and to develop suggestions for the training of qualified school teachers. A total of 336 project school teachers participated in this descriptive study which was conducted with the survey model. Descriptive statistics were used in the analysis of the data obtained in the study, in addition t-test and variance analysis were used for independent samples in the difference tests. At the end of the research, it is observed that the attitudes of the teachers towards scientific researches are not at the expected level, the low level of attitudes and interest indicate that the competences related to scientific thinking processes cannot reach the expected level. Although teachers find themselves highly competent in terms of their scientific research competencies, current studies show that this level is insufficient. In this study, negative correlation between teachers' negative attitudes towards scientific research and scientific research competencies was determined. In addition, a positive relationship was found between teachers' positive attitudes towards scientific research and their competences for scientific research.