ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Computeraided 3D Modeling Activities on Pre-Service Teachers&apos; Spatial Abilities and Attitudes towards 3D Modeling
Author: Benzer, Ali Ihsan
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Assisted Design,Models,Preservice Teachers,Spatial Ability,Student Attitudes,Visual Aids,Foreign Countries,Computer Science Education,Instructional Effectiveness,Preservice Teacher Education,Problem Based Learning,Student Projects,Active Learning

The computer-aided 3D modelling which is one of the innovative technologies can offer great opportunities to improve students' skills. The aim of this research was to examine the effects of computer-aided 3D modeling activities on pre-service teachers' spatial abilities and attitudes towards 3D modeling and the relevant course. The study group of the research was composed of 55 pre-service IT teachers at a state university in Turkey. The research was carried out in quasiexperimental design based on pre-post test model. The experimental research was carried out with the experimental group for 14 weeks. During the 3D modeling learning/ teaching process, a five-stage education framework based on problem-based and project-based learning approaches was used. &quot;Purdue Visualization of Rotations Test&quot; and &quot;Attitude Scale towards 3D Modeling and 3D Modeling Course&quot; were used as data collection tools in the research. As a result, it was found out that computer-aided 3D modeling activities improved the spatial abilities of pre-service teachers also increased their attitudes towards 3D modeling and the course. It was concluded that the education of computer-aided three-dimensional modeling offers important opportunities to improve spatial abilities.
Finding the Best Algorithms and Effective Factors in Classification of Turkish Science Student Success
Author: Filiz, Enes
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Achievement Tests,Science Tests,International Assessment,Science Achievement,Classification,Data Analysis,Grade 8,Mathematics

Educational Data Mining (EDM) is an important tool in the field of classification of educational data that helps researchers and education planners analyse and model available educational data for specific needs such as developing educational strategies. Trends International Mathematics and Science Study (TIMSS) which is a notable study in educational area was used in this research. EDM methodology was applied to the results of TIMSS 2015 that presents data culled from eighth grade students from Turkey. The main purposes are to find the algorithms that are most appropriate for classifying the successes of students, especially in science subjects, and ascertaining the factors that lead to this success. It was found that logistic regression and support vector machines -- poly kernel are the most suitable algorithms. A diverse set of features obtained by feature selection methods are &quot;Computer Tablet Shared&quot;, &quot;Extra Lessons Last 12 Month&quot;, &quot;Extra Lessons How Many Month&quot;, &quot;How Far in Education Do You Expect to Go&quot;, &quot;Home Educational Resources&quot;, and &quot;Student Confident in Science&quot; and these features are the most effective features in science success.
Integration of Inquiry-Based Instruction with Formative Assessment: The Case of Experienced Chemistry Teachers
Author: Bernard, Pawel
Date: 2019-00-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,Science Instruction,Chemistry,Science Teachers,Secondary School Teachers,Experienced Teachers,Formative Evaluation,Program Implementation,Barriers,Knowledge Level,Pedagogical Content Knowledge,Foreign Countries

Inquiry-based teaching and learning methods are more and more widely used in the teaching natural sciences all over the world. The elements of inquiry are included in many national sciences' core curricula and indicate that students should be actively involved in acquiring knowledge. This fact changes the teacher's role in the classroom and the structure of everyday lessons. Independent inquiry helps students to develop various elements of scientific education, gain specific skills and competencies. Consequently, the assessment methods used so far are no longer sufficient and they should be expanded with new strategies, tools, and criteria. In recent years, there were many projects, in which teachers were trained in using both inquiry-based instructions and formative assessment. So far, unfortunately, there has been limited information on how teachers bring theory into practice and combine the new teaching and assessment methods, and how they adopt available teaching materials during everyday classes. This case study explored how experienced chemistry teachers, who have broad content, pedagogical content, and inquiry methodology knowledge, integrate inquiry-based teaching with formative assessment for the first time. The results of the study revealed the main limiting factors and teachers' dilemmas.
Promoting Positive Student Outcomes: The Use of Reflection and Planning Activities with a Growth-Mindset Focus and SMART Goals
Author: Poe, Laura F.
Date: 2021-08-00
Type: Journal Articles
Subjects: Outcomes of Education,Reflection,Planning,Student Attitudes,Goal Orientation,College Students,Learning Activities,Computer Science Education

The growth-mindset was examined to determine student perception of success by incorporating goalsetting activities into the course curriculum. Faculty at three universities conducted a mixed methods study to examine the extent to which reflection and planning activities designed to engage a growth-mindset focus through setting SMART (Specific, Measurable, Achievable, Relevant, and Timebound) goals resulted in perceived positive outcomes for students. Students engaged in these activities throughout the semester completed a voluntary survey at the end of each course. The survey focused on students' perceptions regarding the activities relative to their overall course progress. Students' favorable results revealed that students favorably perceived that the growth mindset planning and reflection assignments increased their learning. Details of the study along with conclusions and directions for future research are provided.
Examination of Narcissistic Behaviors of Physical Education Teachers and Their Relationship with Job Satisfaction
Author: Gök, Orhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Personality Traits,Teacher Behavior,Physical Education Teachers,Job Satisfaction,Foreign Countries,Predictor Variables

This study was conducted to reveal the relationships between physical education teachers' narcissistic behaviors and job satisfaction. This research was designed in a correlational survey model, 195 physical education teachers, 41 females, and 154 males were selected by the simple random sampling among the physical education teachers working in Kirikkale and Osmaniye provinces, participated in the study voluntarily. In the study, &quot;Personal Information Form&quot; was used to determine the demographic characteristics of the participants, &quot;Narcissistic Personality Inventory-13 (NPI-13)&quot; was used to determine the demographic characteristics of the participants, and the &quot;Job Satisfaction Scale&quot; was used to determine the level of job satisfaction. In the analysis of the data, it was decided whether the descriptive statistics (standard deviation, frequency, arithmetic mean) met the conditions of the parametric tests or not by looking at the Skewness and Kurtosis values and the Levene test results. Since the skewness and kurtosis values obtained in the study were between (-1) and (+1), the applicability of the parametric tests was decided and T-test, One-Way analysis of variance (ANOVA) Pearson correlation coefficient, and simple linear regression analysis were used. As a result of the study, it was determined that the narcissistic behaviors of physical education teachers were moderate and their job satisfaction was high. It was found that there is no significant relationship between narcissistic behaviors and job satisfaction p &gt; 0.05. It was determined that the narcissistic behaviors showed a significant difference between the variables of educational status, age, and status of taking part in sportive activities p &lt; 0.05. The results obtained from this research; showed that physical education teachers' narcissistic behavior levels did not differ significantly according to gender and branch type, but it was concluded that there was a significant difference according to the variables of educational status, age, the status of taking part in sportive activities and the levels of narcissistic behavior did not affect the job satisfaction of physical education teachers in their professional lives.
Impact of COVID-19 on Teaching and Learning in Africa Assessed by the Education Unions
Author: Nwokeocha, Steve
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Technology Uses in Education,Educational Technology,Technological Literacy,Teacher Competencies,Access to Computers,Equal Education,Access to Education,Preschool Education,Elementary Secondary Education,Educational Policy,Government Role,Teaching Conditions,Unions,Postsecondary Education,Barriers

The study investigated the situation and views of the Education International (EI) member unions in Africa regarding the COVID-19 pandemic. The EI, a global body of education unions with over 32.5 million members in 384 unions across 178 countries in the world, is a critical global education stakeholder. It commissioned this study to obtain evidence to inform its policies about the pandemic. The primary data are based on the opinions of union leaders from 58 education unions in 34 African countries who responded to a semi-structured online questionnaire, while additionally, thirteen union leaders across the African countries and the Chief Regional Coordinator of the EI Africa Region were interviewed. The findings revealed a massive disruption of education, exacerbated educational inequalities, teachers' poor digital skills and lack of infrastructure, and increased vulnerability of the marginalized learners shut out of school. Recommendations were made for EI, African Union and Governments.
Opinions of Primary Teacher Education Students on Extra-Curricular Activities in Education
Author: Yildiz, Hatice
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Elementary School Teachers,Teacher Education,Preservice Teachers,Extracurricular Activities,Foreign Countries

The aim of this study is to reveal the opinions of the Primary Teacher Education students in terms of the Extra-Curricular Activities in Education (ECAE) course. In this study, in which a qualitative research method was used, the case study design was preferred. In this context, the subjects of the research consist of 77 Primary Teacher Education students studying in Sivas Cumhuriyet University, Faculty of Education. Data were collected through a semi-structured interview form consisting of 7 open-ended questions. The content analysis method was employed in the analysis of the data. As a result of the research, it was determined that most of the students did not have an idea on the ECAE course at the beginning of the term. The ECAE course contributed to the students in &quot;Cognitive&quot;, &quot;Social&quot;, &quot;Affective&quot; and &quot;Psychomotor&quot; fields. The ECAE course improved the skills of receiving support, increasing self-confidence in public, and establishing an ability to communicate about communication with stakeholders. While preparing the activities related to the ECAE course, the students encountered problems related to the activity, personal, intra-group, technical, material related, time, official procedure, and place problems and they offered solutions to these problems. The ECAE course enabled students for learning material properties, developing handicraft skills, developing creativity, improving imagination, augmenting one's willingness to utilize materials, increasing the frequency for utilizing materials, and ensuring ideas to be put into practice regarding students' skill to utilize materials. Finally, the ECAE course positively affected the students' skills to use educational technology. The students stated that they learned to use a computer, to make use of the internet, how to use technology more effectively, and that they became practical in utilizing the technology.
Curriculum? Shmurriculum! The Relationship between Major Curriculum Characteristics and First-Year Earnings for Information Systems Graduates
Author: Lang, Guido
Date: 2021-08-00
Type: Journal Articles
Subjects: Curriculum Evaluation,College Curriculum,College Graduates,Salaries,Computer Science Education,Information Systems,Business Administration Education,Majors (Students),Differences

This paper provides the results of an empirical investigation comparing first-year earnings of Information Systems (IS) graduates to other business majors and examining the extent to which characteristics of the major curriculum affect first-year earnings of IS graduates. The analysis combined first-year earnings data for almost 7,000 IS graduates across 128 universities obtained from the U.S. Department of Education with major curriculum characteristics obtained from the universities' websites. Results show that IS graduates have the highest first-year earnings among business majors. Interestingly, neither the total number of IS major credits, the total number of IS core and elective credits, nor the number of subject-level IS core credits affect first-year earnings of IS graduates after accounting for state median income and university ranking. Thus, the IS major curriculum at a university does not seem to affect first-year earnings at all. Based on the findings of this study, applicants wishing to maximize their first-year earnings should choose IS as their major and study at a university with a high ranking located in a state with a high median income.
Class Participation and Student Performance: A Follow-Up Study
Author: Bekkering, Ernst
Date: 2021-08-00
Type: Journal Articles
Subjects: Student Participation,Academic Achievement,Grade Prediction,Attention Control,Blended Learning,Synchronous Communication,Computer Science Education,College Students

Student attendance in class, and participation while in class, are predictors of student performance. Last year, we reported on a new measure combining class attendance and attentiveness while in class and used this participation score as a predictor of student performance on the final exam in the class. This year, we follow up by analyzing data for four classes in the Fall semester of 2019. In each class, and for the four classes combined, we found a statistically significant relationship between participation and score on the final exam.
Effects of Emergency Online Learning during COVID-19 Pandemic on Student Performance and Connectedness
Author: Boardman, Kristi L.
Date: 2021-08-00
Type: Journal Articles
Subjects: Emergency Programs,Distance Education,Online Courses,COVID-19,Pandemics,Academic Achievement,Peer Relationship,Undergraduate Students,Sense of Community,Teacher Student Relationship,Videoconferencing,Computer Mediated Communication,Electronic Learning,Time on Task

This study took place at an undergraduate liberal arts college that switched to emergency online learning during the Spring 2020 semester due to the COVID-19 pandemic. All students were forced to leave campus and attend classes remotely. The participants were 109 undergraduate students ranging from 18 to 22 years of age. An online survey was conducted to better understand the effects of the sudden switch to emergency online learning on the students. Overall, participants felt less connected to their peers, but felt more connected to their professors when compared to pre-pandemic learning. Participants also felt less motivated to work and procrastinated noticeably more after the switch to emergency online learning. However, participants that felt connected to others reported the importance of using Zoom video conferencing and face-to-face interaction. Many participants reported the importance of having normal conversations with their professors instead of focusing on classes to feel more connected to the community. The COVID-19 pandemic greatly affected this college and its students during the Spring 2020 semester.
Python Programming in an IS Curriculum: Perceived Relevance and Outcomes
Author: Xu, Jennifer
Date: 2021-08-00
Type: Journal Articles
Subjects: Programming Languages,Computer Science Education,Information Systems,Relevance (Education),Education Work Relationship,Introductory Courses,Business Administration Education,Undergraduate Students,Student Attitudes,Student Characteristics,Student Motivation,Prior Learning,Data Analysis,Performance Factors,Job Skills

Recent years have witnessed a growing demand for business analytics-oriented curricula. This paper presents the implementation of an introductory Python course at a business university and the attempt to elevate the course's relevance by introducing data analytics topics. The results from a survey of 64 undergraduate students of the course are analyzed to understand their perceived relevance of having Python programming skills upon entering the workplace, and how course design and other student characteristics influenced the perceptions of their learning and performance. Results demonstrate that business students are highly motivated to take Python programming courses to better position themselves for future career opportunities in the growing field of data analytics. We also found that students with no prior programming experience performed better than students who had some prior programming experience, suggesting that Python is an appropriate choice for a first programming language in the Information Systems (IS) curriculum. The paper concludes with recommendations for offering an analytics-focused first programming course to bring added relevance to IS students learning programming skills.
The Impact of Industrial Placement on BIS Graduate Employment and Further Educational Advancement
Author: Poon, Pak-Lok
Date: 2021-08-00
Type: Journal Articles
Subjects: College Graduates,Employment,Educational Attainment,Foreign Countries,Internship Programs,Information Systems,Outcomes of Education,Education Work Relationship,Information Technology

This study followed two cohorts of BIS (business information systems) graduates (one group had undertaken an industrial placement and the other group had not) and explored the impact of such placement on graduate employment and further educational advancement. 18 BIS graduates with industrial placement and 36 BIS graduates without such placement were involved in the study. Both cohorts graduated near the end of 2017 from the same university in Australia. This study focused on two research questions: (a) What are the likelihood that BIS graduates with and without internship experience secure an IT job? (b) Does internship experience influence BIS graduates' future educational advancement along the IT career paths? On one hand, hypothesis testing found a positive association between BIS internship experience and the success of securing current/first IT-related jobs. On the other hand, no association was found between BIS internship experience and the time spent to find the first IT-related jobs (immediately or some time) after graduation, and between having BIS internship experience and pursuing further studies. The results of this study have contributed to the existing body of mixture evidence on the potential benefits of industrial placement. Due to the quantitative nature of this study, the qualitative aspects (e.g., the quality and fit of internship experience with respect to the type of jobs seek) of internships were not covered.
Towards Improving Student Expectations in Introductory Programming Course with Incrementally Scaffolded Approach
Author: Dawar, Deepak
Date: 2021-08-00
Type: Journal Articles
Subjects: Expectation,Introductory Courses,Programming,Scaffolding (Teaching Technique),Student Motivation,Time Management,Assignments,College Students

Keeping students motivated during an introductory computer programming can be a challenging task. Looking at its varied complexities, many students who are introduced to computer programming for the first time can easily become demotivated. This work looks at the value-expectancy motivational model of student learning and presents our experiences with a novel instructional delivery interventional technique, introduced and tested over a period of three semesters. Our research question was simple: &quot;Can we affect student motivation, and learning outcomes by using an approach that makes targeted continuous engagement with course material mandatory?&quot; The technique/process was conceived keeping in mind our previous work on similar lines; our in-class teaching experiences; motivational theory; and recent developments in cognitive load theory. The students, instead of writing an assignment and a lab for each module/chapter, were asked to complete one assignment a day, not exceeding four assignments a week. The assignments were incrementally difficult and had to be done almost every day. Students found the approach effective, in spite of having to spend considerable amount of time on assignments. Average final exam scores showed a healthy improvement after the use of this technique. Owing to a small student sample size, it would be premature to draw conclusions about the efficacy of the technique, but the initial results show promise of further investigation.
The History from the View of the Founder Fathers of the Republic of Turkey: The War of Independence
Author: Vurgun, Ahmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,World History,War,Textbooks,Textbook Content,Elementary Education,History Instruction

This study aims to reveal how the Turkish War of Independence was told in the history textbooks in elementary schools to the Republic of Turkey's first generation. The research has been carried out using the historical research method, one of the qualitative research methods. The data of the study have been collected through the primary school history textbooks published between 1924-1928. The data have been obtained through document review. According to the research findings, the subjects of Istanbul's occupation, the occupation of Izmir, the resistance against invasions, the Battles of Inonu, the Eastern Front, the Battle of Sakarya and the Battle of Dumlupinar are included in the textbooks. In contrast, the Battle of Kütahya-Eskisehir is not included. It is understood that since the textbooks were written right after the War of Independence, this directly affected the content and the language used. It is possible to see the enthusiasm, emotion, excitement, and perspective of the Turkish War of Independence in the textbooks. This situation shows that the process and the atmosphere in the country affect the history education. Moreover, it has been observed that the subjects were told in the form of stories, taking into account the students' cognitive levels. It is remarkable how the Republic's fathers told and conveyed the Turkish War of Independence to the Republic's children about the events that took place just recently. In conclusion, this study demonstrates how the present-day Turkish history textbooks have evolved from those entirely subjective textbooks of the early Republic era.