ethanporcaro/eric-fulltext-meta huggingface dataset:
Do Pre-Service Turkish Language Teachers Succeed in Developing Argumentative Writing Skills?
Author: Uluocak, Mustafa
Date: 2022-00-00
Type: Journal Articles
Subjects: Turkish,Language Teachers,Preservice Teachers,Persuasive Discourse,Case Studies,Undergraduate Students,Teacher Education Programs,Scoring Rubrics,Validity,Reliability,Student Attitudes,Writing Evaluation,Text Structure,Knowledge Level,Classification,Writing Skills,Foreign Countries

The purpose of the study is to determine pre-service Turkish language teachers' use of text structure elements and their awareness and experience with argumentative writing. The research was designed as a case study, which included 115 undergraduate students studying Turkish language teaching. The data of the study consisted of the participants' argumentative writings and interviews. As data collection tools, the researchers developed an &quot;Evaluation Rubric of Argumentative Text Elements&quot; by conducting validity and reliability tests and prepared a &quot;Semi-structured Interview Form&quot; to uncover the participants' experiences and opinions about argumentative writing. Quantitative data were evaluated using descriptive statistical techniques, and qualitative data were analyzed through thematic analysis. The quantitative results showed that the average success of the participants was 75.2% in topic element, 72.6% in claim element, 65.6% in the element of supporting a claim, 42.3% in counterclaim and backing for the counterclaim, 36.8% in grounds for rebuttals, 49.3% in conclusion element, and the overall average success was 56.54%. The qualitative results indicated that the participants' awareness of argumentative text structure was weak. Lastly, the participants' experiences with and opinions on argumentative writing were categorized to determine the factors that contributed to their success.
Evaluation of STEM SOS Model: Pre-Service Science Teachers&apos; Opinions
Author: Dede, Hülya
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Models,Preservice Teachers,Student Attitudes,Science Teachers,Foreign Countries,Teaching Methods

This study aims to evaluate the STEM SOS model based on the opinions of pre-service science teachers. For this aim, the contributions and the challenges of the STEM SOS model to pre-service science teachers were investigated. The participants consisted of 23 pre-service science teachers studying in the 4th grade of science teaching at a state university during the fall term of the 2018-2019 academic year. The descriptive case study design was used for the study's research method. The implementation was performed in an elective course called New Approaches in Science Teaching, and the implementation process study took nine weeks, two hours a week. Firstly pre-service science teachers were given theoretical knowledge about STEM education and the STEM SOS model and were informed about the purpose of the study. The participants were asked to decide on their project groups of 2-6 people and to perform Level III projects based on the STEM SOS Model by each group in implementation. A open-ended survey form developed by the researcher was used as a data collection tool at the end of the implementation. The data were analyzed by using the content analysis method. As a result, it was determined that the STEM SOS model has many contributions for pre-service science teachers grouped under five categories, such as producing products, satisfaction, developing skills, increasing research interest, and the ability to act with the group. In addition, the study concluded that pre-service science teachers encountered some challenges during the implementation of the STEM SOS model, grouped under three categories as the barriers related to the project, lack of knowledge skills, and disagreement with group mates. In the light of these findings, necessary suggestions were made.
Students&apos; Mental Addition Strategies and the Effects of Strategy Training: A Longitudinal Study
Author: Bacakoglu, Taha Yasin
Date: 2022-03-00
Type: Journal Articles
Subjects: Mental Computation,Addition,Learning Strategies,Elementary School Students,Grade 2,Grade 3,Foreign Countries,Mathematics Education

This longitudinal study was conducted in order to determine and improve the mental addition strategies of students in their 2nd and 3rd years at elementary school. The first part of the study used the qualitative research method of case study, while the second part adopted the single group pretest-posttest quasi-experimental design. The study group consisted of 16 students who were attending grade 2 at an elementary school in Ankara, and who moved on to grade 3 the following year. In the first part, data were collected from the same students at the end of grades 2 and 3. In the first part of the study, no significant change was observed in the mental addition strategies of students who had passed from grade 2 to 3. In the second part, the same students were trained in &quot;Mental Addition Strategies&quot; for 5 class hours per week for a total of 6 weeks, and the final data were collected. Findings from the first part of the study showed that at both grades they used similar mental addition strategies. The second part of the study, on the other hand, showed that mental addition strategy training increased the variety of the mental addition strategies used by 3rd graders.
Predictors of the Subjective Effectiveness of Emergency Remote Teaching during the First Phase of the COVID-19 Pandemic
Author: Knopik, Tomasz
Date: 2022-03-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Distance Education,Program Effectiveness,Foreign Countries,Teacher Effectiveness,Self Efficacy,Technological Literacy,Stress Variables,Peer Influence,Administrator Role,Elementary School Teachers,Secondary School Teachers,Well Being,Educational Technology

Worldwide school closures which were happening during the first phase of the COVID-19 pandemic in spring 2020 created a great lesson about the conditions for effective teaching. As temporary school closures seem very likely to occur in the forthcoming school year(s), at least locally, it is worthwhile to exploit this lesson to learn more about the capacities and resources that can be utilised in both emergency remote teaching (ERT) and regular teaching, beyond the pandemic. This research was initiated in the third week of ERT, on 13 April 2020, and involved 154 teachers in 87 schools in Poland. Its purpose was to identify predictors of subjective effectiveness of emergency remote teaching (SEERT) that might be important for remote teaching pedagogy in general. The results show that the best predictors of the SEERT are self-efficacy, digital competence and peer support from other teachers. The situation of the pandemic in a sense confirms the key role of transferable resources in the performance of teachers' professional duties and sets a path for strengthening these in teacher training and continuing professional development programmes to increase capacity for both regular and remote teaching.
An Examination of the Core Values in Fifth Grade Mathematics Textbooks
Author: Mutlubas, Sena Yildiz
Date: 2022-00-00
Type: Journal Articles
Subjects: Textbook Evaluation,Moral Values,Grade 5,Mathematics Education,Foreign Countries,Comparative Analysis

A textbook is of a proper medium for conveying curricular values to students. The aim of this study is to examine how math textbooks reflect the core values stated in the curriculum. Selected by homogeneous sampling technique, the data sources of this qualitative study consisted of two (one official and one private) fifth-grade math textbooks. All elements (e.g., text, visuals, exercises, questions) in the textbooks were analyzed through content analysis technique, employing the core values as a preliminary outline. Findings revealed that the both textbooks included all the core values in the curriculum with varying frequencies across values. The most frequently reflected values were patriotism and responsibility while the least was honesty. The values of friendship, patience, justice, love, helpfulness, and respect were represented in moderate frequencies in both textbooks. The frequencies of representations regarding values were mostly parallel in official and private publications. Teachers must play a complementary role for the underrepresented values during teaching.
An Online Program to Empower Teachers&apos; Learning to Develop Students&apos; Critical Thinking Skills
Author: Jakkaphatto, Phrajakkaphat
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Program Development,College Faculty,Faculty Development,Skill Development,College Students,Critical Thinking,Thinking Skills,Online Courses,Teacher Effectiveness

The aim of this study was to develop an educational innovation called &quot;An Online Program to Empower Teachers' Learning to Develop Students' Critical Thinking Skills.&quot; The study recognized the importance of social changes (i.e., becoming a knowledge-based society and a digital society) in the 21st century by examining knowledge from good quality resources that are related to a variety of concepts of 21st-century skills development. The information, which has been widely published on the Internet, was used to develop a system and to create efficient educational innovations, which hopefully will be beneficial to the development of teachers and students in the future. Based upon the concepts of: &quot;Successful teachers, successful students&quot; and &quot;Knowledge and Action are power,&quot; online programs are used as media so that the target population can access them quickly and efficiently and with lower costs and with the availability of &quot;Anywhere and Anytime.&quot; As a result, the effective innovation of &quot;An Online Program to Empower Teachers' Learning to Develop Students' Critical Thinking Skills&quot; has been developed in accordance with the criteria. Moreover, the innovation will be utilized at the Faculty of Education at the main campus of Mahamakut Buddhist University and at every other campus, which offers Thai, English, and Social Teaching curriculums.
Conduct a Collaborative Effort of Teachers to Strengthen Students&apos; Creative Thinking Skills
Author: Attanurakkee, Pramaha Phichet
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Critical Thinking,Thinking Skills,College Faculty,Teacher Collaboration,Participatory Research,Action Research,Teamwork,Skill Development,Experiential Learning

This research aimed at developing the creative thinking skills of students by using Participative Action Research methodology. The research was done in two cycles, one semester each in the Academic Year of 2021. The expected results of the study should result in changes in learning and the knowledge gained from action in the specific context of the Faculty of Education of Mahamakut Buddhist University (MBU). The research participants were 15 professors, who were responsible for bachelor's degree programs in the fields of teaching the Thai language, the English language, and Social Studies. In addition, 258 students were the group targeted for development. The results showed the following expected changes. Firstly, a comparison of the mean of the participants' performance assessment and the assessment of the creative thinking skills of the students was conducted in 3 phases (before and after the first cycle and after the second cycle). For both cases, the means were higher. Secondly, the research team, co-researchers, and educational institutions learned by taking an action, especially with regard to the benefits of using participatory principles and teamwork principles, both of which make work more efficient than when individuals take an action alone. Thirdly, knowledge was gained by utilizing the conceptual framework of Force-Field Analysis, which is a model called the Driving Forces that Affect the Success of the Project entitled 'Conduct a Collaborative Effort of Teachers to Strengthen Students' Creative Thinking Skills at MBU.'
Examination of Fractional Number Sense in Eight Graders with High Academic Performance
Author: Kartal, Aygül
Date: 2022-00-00
Type: Journal Articles
Subjects: Fractions,Number Concepts,Grade 8,High Achievement,Foreign Countries,Secondary School Students,Secondary School Mathematics,Word Problems (Mathematics)

This study revealed the fractional number sense form associated with daily life and the number sense of 8th-grade students with high academic success. This study aimed to determine fractional number sense which in eighth graders with high academic performance. This study has a qualitative patterned. The sample consisted of 20 students from the middle schools in Pazar, the province of Rize. Participation was voluntary. Interviews were conducted with participants to address their fractional number sense and strategies. The data were collected using an interview form developed by the researcher. The form consisted of 15 items on number sense components (computational estimation, operation effect, number magnitude, using a benchmark, and equivalent representation) related to daily life. The data were analyzed using descriptive content analysis. As result of this study; Very few participants used number sense. Most participants turned to rule-based solutions to answer the questions. None of the participants was successful in executing number sense. The fact that the items were related to daily life helped us reveal fractional number sense.
Examination of the Perceptions of Students Learning Arabic Language through Drawings
Author: Çilek, Ersin
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Second Language Learning,Arabic,Visual Aids,Grade 5,Grade 6,Freehand Drawing,Content Analysis,Middle School Students,Foreign Countries

The Arabic language is one of the essential and lively communication languages of today's world, making it inevitable to benefit from new methods that will develop four basic language skills in an equal and balanced way in Arabic teaching. However, it is essential to determine how effective and appropriate this teaching is in terms of feedback. Therefore, this study aimed to examine the perceptions of 5th and 6th-grade students towards Arabic through the pictures they drew. Participants in the study were determined using the criterion sampling strategy. The research data consists of pictures drawn by 168 students about the Arabic language. The content analysis technique was used to analyze the obtained data. Student drawings were examined in five categories: theme, environment, human characters, tools and motifs, and expressions and symbols that reflect emotions. As a result of the evaluations, most students associate Arabic with foreign language and religious phenomena. At the same time, in light of the data obtained, it is concluded that the students have a favorable view of Arabic.
The Effect of Activity-Based Poetry Studies on Reading Fluency and Creative Writing Skills
Author: Razgatlioglu, Mehmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Reading Fluency,Creative Writing,Writing Skills,Poetry,Writing Assignments,Reading Skills,Scoring Rubrics

The study aims to reveal the effect of ABPS on the reading fluency and creative writing skills of thirdgrade students at primary school. The research study group consists of 56 students, 26 in the experimental group and 30 in the control group, studying in the third grade. While ABPS was implemented in the experimental group, the control group continued their classes according to the Turkish Course Curriculum. The Error Analysis Inventory, Prosodic Reading Scale, Running Record Chart, Accuracy Rate Chart, Prosody Record Chart, and Poetry Writing Rubric were used as data collection tools in the research. The experimental implementation process lasted for 18 weeks. Different reading fluency strategies and poetry writing techniques were used together at each stage of the practice process based on poems. As a result of the research, it was determined that the students in the experimental group made more progress in all sub-dimensions of creative writing than the control group. Additionally, it was found out that the activities contributed to the students' reading rate and prosodic reading skills.
The Effect of Class Attendance on Learners&apos; Success in Mathematics Course during Distance Education Process
Author: Yilmaz, Ömer
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Mathematics Achievement,Grade 6,Grade 7,Distance Education,Electronic Learning,Attendance Patterns,Scores,Predictor Variables

The aim of this study is to determine the effect of class attendance during distance education process on academic success. The research was conducted among 46 students studying in sixth and seventh graders in a private educational institute in Elazig city. As data collection tool, four achievement tests designed at the Central Office of relevant institution were employed and validity and reliability of the tests were ensured before application. Required approvals were taken prior to administering achievement tests in the research and before sharing collected data. In identifying the relationship between class attendance and exam success scores correlation analysis was harnessed and in determining their predictive power multiple regression analysis was applied. In sum, at the end of consecutive measurements it was identified that class attendance has a positive relationship with exam success scores.
Development and Validation of the Language Barrier Scale for Primary School Students
Author: Öz, Muhammed
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Elementary School Students,Immigrants,Interpersonal Communication,Elementary School Teachers,Barriers,Language Skills,At Risk Students,Refugees,Foreign Countries,Test Reliability

This study aims to develop a scale that examines the communication difficulties that migrant and refugee students face in the primary school period, the initial stages of their involvement in the educational process. As a result of a questionnaire administered to 271 primary school teachers via the simple random sampling method, the reliability of the measurement method was found to be 0.96. As a result of explanatory factor analysis, it was seen that 39 items constituted a four-factor structure (Deprivation, Labeling, Exclusion, and Acceptance). Data were then compiled by administering the scale to 112 teachers again for confirmatory factor analysis. According to the findings, the goodness of fit values were at good levels and the factor structure was validated. &quot;Language-related difficulties&quot; and &quot;language barrier&quot; were found to be two different phenomena. In order to understand the language barrier as a phenomenon that gives continuity to language-related difficulties, it is necessary to develop a perspective that puts students' school experiences at the center and evaluates them within the context of their own unique conditions. In this context, a perspective that questions the performance-based climate of schools is also needed.
What Has Changed in Teaching Environments after Distance Education? Student and Teacher Opinions
Author: Büyükbayraktar, Fatma Nur
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Environment,Distance Education,Student Attitudes,Teacher Attitudes,COVID-19,Pandemics,High School Students,High School Teachers,Foreign Countries,Technology Uses in Education,In Person Learning

The effects of the changes experienced with the COVID-19 pandemic on the education-teaching process have been the subject of many studies. It is seen that researches generally focus on distance education. On the other hand, with the decrease of the effect of the pandemic, face-to-face education started. In this process, teachers are expected to transfer their distance education experiences to face-to-face education environments. In this study, the effects of distance education on face-to-face education environment were investigated. Within the scope of the qualitative case study, the opinions of students and teachers who shared the same teaching environment during face-to-face education before distance education, face-to-face education after distance education and distance education were taken. The study group consists of twelve students who study in a high school affiliated to the Ministry of National Education in Türkiye/Ordu and are selected on a voluntary basis, in accordance with the purposeful sampling qualifications, and the teachers who attend the classes of these students. From the analysis of the interview data, findings such as the opinions of students and teachers about the face-to-face education environment, in-class communication, and materials used in teaching environments were obtained. It was concluded that the content used by the teachers on the smart board became richer after the distance education. However, it was determined that the teachers did not use a new application in the process. It has been determined that some students have different expectations about education life as a result of their distance education experiences.
Exploring Service Learning from the Perspective of Early Childhood Pre-Service Teacher Education
Author: Chen, Chih-Sheng
Date: 2022-00-00
Type: Journal Articles
Subjects: Service Learning,Early Childhood Education,Preservice Teacher Education,Preservice Teachers,Student Attitudes,Skill Development,Teacher Competencies,Early Childhood Teachers,Child Care,Volunteers,Program Effectiveness,Emotional Response,Teaching Skills,Teacher Characteristics

Service learning has been stressed as an effective pedagogical approach to enhance students' professional skills and citizenship for future development. However, service-learning research concerning early childhood pre-service teacher education has been rarely done. This study explored how undergraduate students in an early childhood pre-service teacher education program experienced in seven different service learning activities and discussed the meanings of their experiences from the perspective of early childhood pre-service teacher education. Participants in the study were 99 undergraduate students of early childcare and education. Their speech reflections, SL (Service learning) reports and verbal presentations during the course and service learning were analyzed qualitatively. The study revealed participants experienced emotion processes. In addition, participants learned professional skills and formed their teacher traits. How to balance the student choice and the goals of the course from SL activity needs to be taken into account.
The Influence of Horoscopes on Turkish EFL Students&apos; Willingness to Communicate
Author: Ekizer, Feyza Nur
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Interpersonal Communication,Communicative Competence (Languages),English (Second Language),Foreign Countries,Influences,Student Attitudes,Self Concept,Individual Differences,College Students,Astronomy,Beliefs

It is a fact that personal features and qualities play a crucial role in determining learners' success or failure in their attempt to learn foreign languages. It was these factors that lit a bulb in the mind and opened a path to set off to find out how these features affected the learners' communication eagerness in L2. The main aim of the current study is to explore the relevance between the learners' horoscopes and their willingness to communicate utilizing a mixed-method research design. Willingness to communicate (WTC) and Self-perceived communicative competence (SPCC) surveys have been conducted for the quantitative section and a semi-structured interview with an in-depth content analysis for the qualitative part. Interestingly, no significant affect of horoscopes on students' willingness to communicate was found out, however, the interviews elaborated to some extent that among the 5 other stated horoscopes, Leos were more willing to communicate with their friends, with their classmates and with strangers.