ethanporcaro/eric-fulltext-meta huggingface dataset:
Students&apos; Profiles of Information Seeking Behaviors on Facebook: Relations to Personality, Time Management, Gender, and Facebook Use
Author: Karademir Coskun, Tugra
Date: 2020-00-00
Type: Journal Articles
Subjects: Information Seeking,Social Media,Personality Traits,Time Management,Gender Differences,Computer Use,Correlation,Student Behavior,Profiles,Public Colleges,College Students,Foreign Countries,Online Searching

This study attempts to explore for different profiles of information seeking behaviors on Facebook and to analyze whether or not personality, time management, gender and Facebook use are viable differentiating students based on the their profiles. The data were collected through self-report scales from 196 university students of the three public universities. Cluster analysis was used to explore the profiles. Discriminant analysis was performed to identify a boundary among the students' profiles based on personality, time management, gender and Facebook use of students. We found five different clusters based on information seeking behaviors of Facebook of the students. The results show significant differences among these clusters. The result of discriminant analysis indicates that personality, time management and Facebook use are meaningful for discriminating information seeking behavior groups of students. The study reveals that students with high scores of information seeking behavior on Facebook have also high scores on openness to experience, agreeableness, conscientiousness and extroversion, time management skills. In spite of its limitations, the study certainly adds to our understanding of profiles of students using Facebook as a source of information.
Prospective Visual Arts Teachers&apos; Innovation Skills and Attitudes towards Computer Assisted Instruction
Author: Kara, Sema
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Visual Arts,Art Teachers,Computer Assisted Instruction,Foreign Countries,Entrepreneurship,Innovation,Correlation,Positive Attitudes,Computer Attitudes,Student Characteristics

The aim of this study is to examine the prospective visual arts teachers' innovation skills and their attitudes towards computer-assisted teaching in terms of demographic and school factors. In this context, using comparative relational research model; the students' attitudes towards innovation skills and computer assisted teaching were examined with a comparative approach. The study group of this research consists of 305 visual arts teacher candidates studying at Dicle University, Anadolu University, Mersin University, Necmettin Erbakan University and Marmara University. Attitude scale and innovation skills scales were used to collect data. According to the analysis of the data, it was seen that visual arts teacher candidates' perceptions of innovation skills and their attitudes towards computer aided teaching are high. In addition, significant differences were found in computer aided teaching attitudes and innovation skills according to faculty type, grade level and gender. Finally, significant relationships were found between innovation skills and entrepreneurship perception.
Bibliometric Analysis of Educational Research Articles Published in the Field of Social Study Education Based on Web of Science Database
Author: Sonmez, Ömer Faruk
Date: 2020-08-00
Type: Journal Articles
Subjects: Bibliometrics,Educational Research,Journal Articles,Periodicals,Databases,Social Studies,Educational Trends,Authors,Indexing,Foreign Countries

The aim of this study is to examine scientific articles related to Social Studies education in terms of bibliometric tools. Case study method, one of the qualitative research methods, was used in the study. The range of the relevant bibliometric data from the WoS database produced by Clarivate Analytics covers between 1975 and January 2020. In the study, bibliometric analysis technique was used. In the analyses made, it was revealed that 228 of the 64,338,472 studies registered in the WoS database were studies on Social Studies between the years 1975 and 2020. It was observed that 154 (67.54%) of these records were included in the education / training research category. In the analysis, it was seen that the most common type of publication related to Social Studies education was 154 studies and articles. However, it was determined that approximately 84 of the published articles have been published in the last five years. This rate shows that educational researches related to Social Studies education have increased in recent years. Again in the analyses, it was seen that there are 246 different authors contributing to the field. It was found that a total of 318 different keywords were used in 154 articles and the most effective journal was Theory and Research in Social Education magazine. In addition, it was figured out that researchers from 18 different countries published articles that contributed to the field. In this context, the most active countries are the United States, Turkey and Canada respectively. Turkey's ranking second amongst 24 articles from 18 different countries shows that it is influential in the field.
An Overview of the Phenomenon of Waiting in the Class from the Perspective of the Classroom Teacher: A Phenomenology Study
Author: Akar, Ibrahim
Date: 2020-08-00
Type: Journal Articles
Subjects: Teacher Attitudes,Academically Gifted,Public Schools,Classroom Environment,Teacher Competencies,Time Factors (Learning),Teaching Conditions,Foreign Countries,Elementary School Teachers,Elementary School Students,Children,Mainstreaming,Inclusion

The purpose of this study was to reveal the reasons and different factors underlying the phenomenon of waiting in the class based on the opinions and experiences of classroom teachers teaching gifted students in the regular classrooms. The study was conducted as a phenomenology study, which is amongst qualitative research designs. The participants consisted of four classroom teachers teaching in regular classrooms including gifted students at a public elementary school. A series of open-ended questions developed by the researcher focusing on the phenomenon of waiting in the class were asked to the participants and responses received. Interviews with each of the participants were guided by a semi-structured interview protocol. Data were subjected to content analysis using a qualitative analysis program. Analysis of the qualitative data revealed nineteen different codes under four different themes. The themes emerged after the analysis were: state of the classroom, intra-course routines, nature of being gifted and teacher's competence. In conclusion, gifted students' waiting in the class also existed in elementary school classrooms and the reasons of the phenomenon differed from the perspective of the classroom teacher. Before the beginning of the process of supporting gifted students in regular classrooms, there is a need to implement a number of specific measures to overcome the issue.
Exploring Student&apos;s Representation Process in Solving Ill-Structured Problems Geometry
Author: Prayitno, Lydia Lia
Date: 2020-08-00
Type: Journal Articles
Subjects: High School Students,Problem Solving,Secondary School Mathematics,Geometry,Geometric Concepts,Foreign Countries,Mathematics Skills,Mathematical Concepts,Mathematical Logic,Visual Aids,Symbols (Mathematics)

This study is to reveal the construction process of student representation in solving of ill-structured geometry problems. The three phases involved in the construction process are interpreting the problem, giving opinions, and concluding. A total of four high school students participated in Surabaya and Sidoarjo in this qualitative study. They used visual and symbolic representations to solve the ill-structured problems. The research data were obtained from the sheets of ill-structured geometry problems (ISGP), video recordings, and interviews. The data analysis through three stages, data identification, data presentation, and conclusion. The results of data analysis show that the process of constructing the visual and symbolic representations was carried out by the students when interpreting the problem. The subjects provide data to support problem-solving process, such as initial length and width. The construction process through the visual representation began with the process of giving meaning. They drew rectangle with a length and width. Likewise, when giving an opinion, they referred to the drawings they made with length and width of different sizes. They used symbolic representation as a length and width for the initial situation in the process of giving meaning. Through the use of variables, they could perform calculations so as to determine the proposals used as a solution. Two patterns that the students did during the process of the representation construction, are deductive and inductive. It is important for teachers to know the process of representation of students when solving ill-structured problems. It needs to be enlarged and in line with the criteria to obtain the general description of the representation of the construction process when solving the problem. Then, teachers should design meaningful learning so they can connect concepts that their students can use to solve problems.
Opinions of Prospective Biology Teachers about &quot;Outdoor Learning Environments&quot;: The Case of Museum Visit and Scientific Field Trip
Author: Uzel, Nurcan
Date: 2020-08-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Biology,Student Attitudes,Outdoor Education,Field Trips,Museums,College Freshmen,Curriculum Implementation,Foreign Countries

This study aims to determine the opinions of prospective biology teachers about outdoor learning environments by drawing on the cases of museum visit and scientific field trip. In line with this aim, phenomenology research design was utilized. Criterion sampling, which is one of the purposeful sampling methods used in qualitative research studies, was resorted to with a view to determining the participants. In accordance with the phenomenology of the research, 17 prospective biology teachers in their first year of their studies during 2018-2019 academic year in a public university constituted the participants of the research. In order to determine the opinions of prospective biology teachers about outdoor learning environments, an opinion form and an observation form were made use of as data collection tools. Content analysis was referred to in the analysis of research data. In their views on the contributions of the outdoor learning environments, prospective teachers seemed to concentrate on the issues of gaining new information, concretizing the knowledge, learning in the natural environment, and learning by doing and living. It was understood that the codes of &quot;following the guide/teacher&quot;, &quot;acting in a planned manner&quot; and &quot;practice&quot; came to the fore in the opinions of the prospective biology teachers regarding the things to be done during the implementation phase of the outdoor learning environments. While the codes of &quot;getting opinion&quot; and &quot;question-answer method&quot; came into prominence in the prospective teachers' views on the things to be done in the evaluation of outdoor learning environments; especially due to its content, after the scientific field trip, prospective teachers expressed opinions about &quot;the examination of the notes taken, pictures, samples, and so on.&quot; It was also observed that codes emerged from the suggestions of prospective biology teachers regarding the use of outdoor learning environments focused more on these aspects of the process: &quot;should be a well-planned trip&quot;, &quot;should be informative&quot;, &quot;time management&quot; and &quot;participant/ teacher characteristics&quot;.
Structuring Integrated STEM Education Professional Development: Challenges Revealed and Insights Gained from a Cross-Case Synthesis
Author: Bush, Sarah B.
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Faculty Development,Integrated Curriculum,Holistic Approach,Elementary School Teachers,Secondary School Teachers,Adoption (Ideas),Needs Assessment,Teacher Participation,Outcomes of Education

Integrated STEM PD has challenges unique from those normally faced by single-discipline PD. The purpose of this validation study was to examine the effectiveness of the PrimeD framework to guide and improve integrated STEM professional development (PD). Three federally funded PD programs were examined using a qualitative cross-case synthesis approach to study the structure of each PD program as well as the benefits and limitations of PrimeD. Findings revealed that PrimeD offered structure and flexibility that guided leaders to be intentional, notice program improvement opportunities, and embrace collaboration and transparency. The framework holds much promise for integrating a wide array of recommendations for effective PD in the field of integrated STEM PD. Even so, the normal struggles and challenges of a STEM PD will always exist, but can be better navigated through use of a coherent framework such as PrimeD.
Assessing Student Knowledge, Values, and Personal Experience to Determine Associations with Socioscientific Reasoning
Author: Cian, Heidi
Date: 2020-00-00
Type: Journal Articles
Subjects: Science and Society,Social Problems,Science Instruction,Prior Learning,Scientific Literacy,Student Evaluation,Measures (Individuals),Scoring Rubrics,Test Construction,Construct Validity,Test Reliability,Factor Structure,Factor Analysis,Environmental Education

Socioscientific issues, issues that center on the intersection between scientific and social problems in real-world contexts, are valuable tools to use in science instruction due to their association with gains in scientific literacy, argumentation skills, and content knowledge. However, due to their complex nature, crafting instruction using socioscientific issues may be challenging for many teachers. It has been theorized that students will use their knowledge, values, and personal experiences (KVP) when they negotiate a socioscientific issue, thus, finding ways to capitalized on the KVP students bring to the classroom may help students achieve the gains associated with instruction using socioscientific issues while guiding instructional efforts. This paper outlines the development of an instrument to assess KVP associated with socioscientific issues. The purpose of this instrument is to provide a tool that teachers may use to assess KVP so that they can pointedly promote the aspects of KVP in their classrooms. Implications for teacher educators and researchers in science education are also discussed.
Non-Routine Problem Solving Performances of Mathematics Teacher Candidates
Author: Akyüz, Gözde
Date: 2020-05-00
Type: Journal Articles
Subjects: Problem Solving,Mathematics Skills,Preservice Teachers,Mathematics Teachers,Difficulty Level,Arithmetic,Pedagogical Content Knowledge,Foreign Countries

The aim of this study is to determine the non-routine problem solving performances of mathematics teacher candidates. A descriptive survey model was used for this work and it was conducted with 50 teacher candidates studying elementary mathematics teaching in a medium-sized university in Turkey. To determine the non-routine problem solving performance of the teacher candidates, open ended nonroutine problems were prepared according to an expert's opinion. Firstly, the data obtained were examined with a holistic rubric to know the problem solving levels of the teacher candidates and secondly the levels of the teacher candidates for each problem solving step of Polya were evaluated with a two point scale. When the problem solving performances of the teacher candidates were examined in a holistic manner, it was concluded that their performance is low when the difficult level of problem is raised. From the results, it was determined that teacher candidates mostly tended to go through a solution by trying to use arithmetic operations to solve non-routine problems. As a result, it was suggested to examine teacher candidates' problem solving knowledge and pedagogical content knowledge and to re-evaluate the results of the research with different question types.
Expanding the Role of Teacher Leaders: Professional Learning for Policy Advocacy
Author: Derrington, Mary Lynne
Date: 2020-04-27
Type: Journal Articles
Subjects: Teacher Leadership,Teacher Role,Leadership Role,Faculty Development,Advocacy,Educational Policy,Teacher Attitudes,Teaching Experience,Barriers,Teacher Influence,Policy Formation,Communication Skills

Teacher leadership is important both within and beyond the school. Teacher leaders have the potential to expand their role beyond policy implementation in the classroom to influence educational policy development. However, few teachers receive explicit preparation or guidance for contributing their voice and providing first-hand knowledge of policy's classroom impact. This study investigated the perceptions and experiences of educators who had completed a year-long fellowship designed to inform and guide teacher participation in state policy. The results indicate that participants perceive themselves as strong policy advocates with local stakeholders but believe they face barriers to influencing state policy leaders. The findings suggest that (1) barriers to policy advocacy must be examined and removed so that teachers can expand their expertise beyond the classroom and that (2) professional learning opportunities can develop teacher leadership skills for influencing policy formulation and adoption resulting in benefits for students.
Investigation of the Imagery and Creativity of the 7th Grade Students Using Guided Discovery Method
Author: Tekin, Murat
Date: 2020-05-00
Type: Journal Articles
Subjects: Discovery Learning,Teaching Methods,Grade 7,Secondary School Students,Imagination,Creativity,Thinking Skills,Foreign Countries,Questioning Techniques,Problem Solving,Gender Differences,Physical Education

The aim of this study is to investigate the imagery and creativity of the 7th grade students using guided discovery method. The research group was made 77 (age=12.7922+0.52158) 7th grade students, 37 females and 40 males studying in Imam Hatip Secondary School, Konya province, Eregli county. To achieve the purpose of the research, adaptation-innovation inventory creativity scale and sport imagery questionnaire scale were used for data collection. Experimental design consisting of pre-test and posttest was used in the research during the research. Students were given experimental work for 10 weeks. In the analysis and assessment of the data, Kolmogorov Smirnov test, paried samples t test and two Way Anova for mixed measures test, were used and significance was taken as p&lt;0.05. For the evaluation of the data and the determination of the calculated values, SPSS package program was used. As a result of this study; there was a significant difference between level for imagery and creativity of the 7th grade students in favor of the post-test according to the guided discovery method. It was found that the level of imagination and creativity of secondary school students participating in the experimental study showed a significant difference after the experiment; that is, in different treatment groups the repeated effects of the factors of repeated measures on imagination and creativity were meaningful.
Content versus Process: The Lifeworld Construction of a Science Teaching Identity
Author: Kozoll, Richard H.
Date: 2020-00-00
Type: Journal Articles
Subjects: Professional Identity,Science Teachers,Elementary School Teachers,Elementary School Science,Science Instruction,Experience

Research-based science curriculum has become a common means of supporting best practices in science teaching. However, despite one elementary school's adoption of commercially available science curriculum, the school's fifth-grade teacher selected only certain science modules for implementation in her classroom. The purpose of this narrative study is to understand how this teacher's science pedagogy has been shaped through her lifeworld experiences with science, and in what ways these experiences informed her selection of topics from the school's chosen science curriculum. The pedagogy that guided this teacher's curricular decision situated her construction of a science teaching identity in both personal and professional spaces, with the former stemming from past, present, and anticipated experiences with science. This identity construct established tension around specific domains of the curriculum's science content, not the inquiry-based teaching practices prescribed therein. The conflict resulted in the selective use of a curriculum reflective of the teacher's lifeworld experiences with science. Therefore, the construction of a science teaching identity that relies on both personal and professional contexts, and considers experiences with science across time, offers deepened insight into teachers' use of reform-based science teaching practices.
An Analysis of Teacher Candidates&apos; Scientific Perspective among Different Student Groups
Author: Caukin, Nancy
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Beliefs,Epistemology,Scientific Attitudes,Undergraduate Students,Preservice Teacher Education,Mathematics Teachers,Science Teachers,Constructivism (Learning),Scores,Scientific Literacy,Scientific Principles

Studies indicate teachers' beliefs about their scientific epistemological views (SEVs) influence their instructional practices. In this study, we measured the SEVs of 291 undergraduate students, emphasizing comparisons based on teacher candidacy status (yes/no) and mathematics/science content area (yes/no). These comparisons examined the role that teacher preparation programs play in the development of future teachers' SEVs. Results indicate that the mathematics/science teacher candidates had, on average, higher SEV scores (more constructionist view of the nature of scientist knowledge rather than a more empiricist view) than their non-mathematics/science and non-teacher candidate counterparts. They also had higher scores on most SEV domains. Implications of measuring college students' SEV and its potential impact on teacher preparation programs are discussed.
Quantization Analogy of Classical and Quantum Worlds as a Teaching Approach
Author: Erol, Mustafa
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Science Instruction,Quantum Mechanics,Mechanics (Physics),Logical Thinking,Scientific Concepts,Problem Solving,Physics

In contrast to the determinist and non-discrete structure of classical physical concepts, the probabilistic and discrete/quantised structure of quantum physics embeds certain difficulties in deeper understanding and teaching activities. In this study, in order to understand and to teach the concept of quantization more effectively, a clear analogy has been set between the classical world, that is well-known modes on a rope and the quantum world, that is the quantization in the infinite square quantum well. The established analogy is exceptionally beneficial in order to internalise and teach the hard concept of quantization in a much better way.