ethanporcaro/eric-fulltext-meta huggingface dataset:
Pedagogical Beliefs and Learning Assessment in Science: Teacher&apos;s Experiences Anchored on Theory of Reasoned Action
Author: Namoco, Sarah
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Science Teachers,Teacher Attitudes,Beliefs,Student Evaluation,Secondary School Students,Public Schools,Influences,Teacher Behavior,Foreign Countries,Teaching Experience,Behavior Standards,Social Behavior,Intention,Formative Evaluation,Summative Evaluation,Evaluation Methods

Employing the phenomenological qualitative research design, this study explores the prevailing pedagogical belief and experiences of six secondary school teachers concerning their practices related to assessment of learning in science subjects among the public secondary school students in the Division of Cagayan de Oro City, Philippines. Anchored on the Theory of Reasoned Action (TRA) argument that additional factors, referred to as external, which in the case of this study pertain to pedagogical beliefs and mandate from the curriculum guide issued by the Department of Education, can influence the behavior of the teachers towards assessment strategy choices. This study has been done to verify whether external factors play a role with the teacher's behavior. Employing the directed content analysis, the data were analyzed in the framework of TRA. Employing the directed content analysis approach, findings of this study suggest that the assessment of learning practices of the teachers are shaped by their pedagogical beliefs, social norms and intentions. This study contributes to an understanding whether external factors directly shape the teacher's behavioral intention to carry out a certain assessment strategy to measure student's learning.
The Effect on Environmental Attitude of the Active Learning Method Applied in Teaching the Biology Topic &quot;Current Environmental Issues and Human&quot; for 10th Grade Students
Author: Özalemdar, Lütfiye
Date: 2021-00-00
Type: Journal Articles
Subjects: Environmental Education,Student Attitudes,Thinking Skills,Grade 10,High School Students,Pretests Posttests,Student Behavior,Active Learning,Teaching Methods,Measures (Individuals),Behavior Change,Biology

The aim of this study is to find out the effect on environmental attitude of the active learning method applied in teaching the biology topic &quot;Current Environmental Issues and Human&quot; for 10th grade students. The study was carried out through one group pretest-posttest design as an experimental model. The research sample consists of 50 students who attended at 10th grade. The research data was collected by using the &quot;Environmental Attitude Scale&quot;. The data analysis was performed through the dependent groups t-test. The findings revealed a significant difference in favor of the latest tests at the level of students' environmental behavior and attitude. However, no change was observed at the level of environmental thinking. According to these findings, it was found that the active learning method, which is applied in teaching the related topic, had a positive effect on the students' environmental attitude and environmental behavior, while not changing the environmental thinking.
Motivating Preservice Teachers to Read for Fun
Author: Tichenor, Mercedes
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Motivation,Preservice Teachers,Recreational Reading,Teacher Educators,Teaching Methods

Nathanson, Pruslow, and Levitt (2008) found a high prevalence of aliteracy among inservice and preservice teachers. They determined that although teachers acknowledged the importance of personal reading, few invested the time to read for fun. They further noted that preservice teachers were motivated by literacy activities that had intrinsic value rather than a graded assignment. In this article, we describe how teacher education faculty are encouraging reading for fun by integrating literacy activities that have intrinsic value to preservice teachers. We provide suggestions for teacher education faculty who want to motivate preservice teachers to read for fun.
Promoting Students&apos; Conceptual Change by Integrating the 3-2-1 Reading Technique with Refutation Text in the Physics Learning of Buoyancy
Author: Djudin, Tomo
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Instruction,Teaching Methods,Reading Skills,High School Students,Grade 11,Reading Tests,Multiple Choice Tests,Reading Comprehension,Misconceptions,Scientific Concepts,Reading Strategies,Foreign Countries,Concept Formation

Conceptual change is assumed to be a potential teaching pedagogy to prepare the skills for anticipating the 21st century. A quasi-experimental method with pre-and post-test control group design was applied to examine the effectiveness of integrating the 3-2-1 reading technique with refutation text on students' conceptual change of buoyancy. The subjects consist of 39 eleventh grade students of senior high school which was drawn by using intact group random sampling technique. The diagnostic test consisting of nine items of multiple choice with two distractors followed by supporting reasons was administered. The study found various profiles of students' misconceptions of buoyancy. The reduction of students' misconceptions after the treatment was 54.71%. A significant conceptual change of buoyancy occurred among students after the treatment. The extent of effectiveness of the treatment was high (gain mean = 0.82). Science teaching should intentionally model a conceptual change strategy in schools.
Examining Argumentation Skills of Preservice Science Teachers in Terms of Their Critical Thinking and Content Knowledge Levels: An Example Using GMOs
Author: Demiral, Ümit
Date: 2018-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Persuasive Discourse,Communication Skills,Critical Thinking,Knowledge Level,Thinking Skills,Science and Society,Foreign Countries

The aim of this study was to examine the argumentation skills of preservice science teachers on genetically modified foods during an argumentation process. Within case study research methodology, this study was carried out with 20 preservice science teachers identified through convenience sample from science education department. Knowledge Test for GMOs, Watson-Glaser Critical Thinking Appraisal and semi-structured interview questions were used to collect data. Findings showed that the groups with high level genetically modified food knowledge tended to use more qualified rebuttal and evidence. On the other hand, the groups with high level critical thinking skills were apt to exploit more qualified warrant, counter-argument, rebuttal and evidence. The research findings revealed that knowledge level and critical thinking skills are influential on argumentation skills. It was concluded that content knowledge is associated with self-efficacy and motivation in argumentation. However, critical thinking skills are associated with focusing, open-mindedness, understanding opposing ideas, and finding missing parts. In the light of this information, some suggestions was made for the development of knowledge and critical thinking skills for policy makers and educational scientists who have designed a teacher training program.
The Effects of &quot;Dance with Fruits&quot; Analogy in Alleviating Alternative Conceptions in Acids and Bases [Case Study of Grade 11 Physical Sciences]
Author: Chinaka, Taurayi Willard
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Grade 11,Physical Sciences,Scientific Concepts,Science Tests,Pretests Posttests,Concept Formation,Misconceptions,Science Instruction,Teaching Methods,Instructional Effectiveness

This study investigated the effects of the &quot;dance with fruits&quot; analogy on student's alleviation of alternative conceptions among physical sciences high school students in one of the rural province in South Africa. The study used a sequential mixed method research design consisting of quasi-experimental control group pre-test, post-test and semi-structured interviews. The target population of this study was all grade 11 physical science students in all 11 districts of the province. Accessible population included 4 schools in the district close to the researcher. The participants of this study were 117 physical sciences grade 11 students. A research instrument Acid and Base Alternative Conception Test (ABACT) was administered twice as a pre-and post-test to both control and experiment groups. Analysis of pre and post-tests suggested that students strongly held an alternative conception that the strength of acid is related to its concentration and corrosiveness. Molecular drawings of acids and base dissociations revealed notable patterns on how the distribution and ratio of molecules/ions in aqueous solutions are perceived. The results also indicated that the participants in the experimental groups had fewer alternative conceptions as compared to the control groups. The implication of this study for science educators is that correct use of analogies can assist students' understanding of abstract concepts about acids and bases.
Lesson Study in Eritrea: Its Impact on Middle School Science Teachers&apos; Learning and Classroom Practice
Author: Abdella, Ali Suleman
Date: 2018-09-00
Type: Journal Articles
Subjects: Foreign Countries,Communities of Practice,Science Teachers,Faculty Development,Program Effectiveness,Middle School Teachers,Teaching Skills,Teacher Competencies,Teacher Attitudes,Workshops

This research explores effects of lesson study on science teacher learning and classroom practice in three purposively selected middle schools of Eritrea. An extended teacher development program that combined training workshops with actual practising of lesson study contributed in enhancing conceptual understanding and pedagogical skills of teachers. The participants valued lesson study as worthwhile teacher development strategy because it brought teachers together and hence significantly contributed in minimising teacher isolation. The finding of this research provides new insights into teacher professional development in Eritrea concerning implementation of lesson study as professional development process for science teaching.
Post-Reading Question-Generation Activities and Cooperative Learning in EFL Reading
Author: Han, So Young
Date: 2018-00-00
Type: Journal Articles
Subjects: Questioning Techniques,Cooperative Learning,Individual Instruction,English (Second Language),Second Language Learning,Reading Comprehension,Reading Instruction,Instructional Effectiveness,Recall (Psychology),Middle School Students,Student Satisfaction,Females,Foreign Countries

The study aims to investigate the effect of post-reading question-generation activities on Korean middle school students' English reading abilities with respect to cooperative learning. Two groups of students read the same reading materials; however, one group as an experimental group generated questions of three types, literal, inferential, and evaluative questions, while the other group as a control group answered comprehension questions. Each group was further divided into two sub-groups by cooperative and individual learning. A statistical analysis of the recall test scores reveals a positive effect of post-reading question-generation activities and cooperative learning on English reading abilities. The reading test scores by the three question types further illustrated variations across the question types: the experimental group outperformed the control group in the inferential and evaluative questions and individual learning was detected to be more effective than cooperative learning in the evaluative questions. Interactional effects were observed between post-reading activities and cooperative learning in the literal and evaluative questions. The findings suggest question-generation activities as a beneficial post-reading task, though their effectiveness can vary by question types and learning context.
Recall Efficacy in EFL Learning
Author: Makarchuk, Donald
Date: 2018-00-00
Type: Journal Articles
Subjects: Recall (Psychology),Second Language Learning,Second Language Instruction,English (Second Language),Undergraduate Students,North American English,English for Academic Purposes,Vocabulary Development,Study Habits,Learning Strategies,Language Processing,Memory,Retention (Psychology),Language Tests,Test Format,Multiple Choice Tests,Foreign Countries

This study investigated the efficacy of retrieving EFL vocabulary from memory as a long-term retention strategy. Three learning treatments, rereading, recognizing and recalling target words, were compared with the assistance of 74 university students who underwent the treatments to learn academic American English during a 15-week semester. In addition to investigating the efficacy of the learning treatments, the study explored the effects of recognition and recall testing in relation to the treatments for possible interactions between learning treatment and test format. The study found that while rereading was the preferred student study strategy, recalling words was a more efficacious learning practice. Recognition learning was also less effective than recalling words, which suggests that the use of recall tests will promote long-term retention more than recognition tests such as multiple-choice tests. Learning treatment and test format comparisons suggested that the retrieval of words as a learning strategy was likely to be the most effective study practice regardless of test type despite transfer-appropriate processing inconsistencies.
Features of Lexical Collocations in L2 Writing: A Case of Korean Adult Learners of English
Author: Chang, YiBoon
Date: 2018-00-00
Type: Journal Articles
Subjects: Phrase Structure,Nouns,Verbs,Second Language Learning,Second Language Instruction,Case Studies,Computational Linguistics,Word Frequency,Language Usage,Native Language,Korean,Semantics,Writing (Composition),English (Second Language),Foreign Countries,Adults,Difficulty Level

Developing small learner and native corpora, this case study examines how Korean L2 learners used six types of lexical collocations in L2 writing to address (a) the frequency and acceptability of learner collocations, (b) problematic constituents of deviant collocations, and (c) possible sources of the learner difficulties. The overall frequency (about 8% of each corpus) and relative frequencies of each collocation type were similar between the learner and native corpora in descending order of adjective-noun, verb-noun, noun-noun, adverb-verb, adverb-adjective, and noun-verb combinations. The average and individual acceptability rates of each collocation type were around 70% and the problematic constituents were found both in nodes and collocates. L2 influence on learner difficulties mostly lied in confusions about synonyms, overuse of delexical verbs, and use of correct collocations in wrong contexts. Relying on L1 semantic representations, the learners produced non-habitual combinations, misrepresented the intended meaning, and paraphrased L2 collocations. Pedagogical implications arose for teaching L2 collocations about the importance of considering the immediate context of L2 writing and taking different approaches to different types of collocations.
Mentoring New English Writing Teachers: Advice from Experienced Teachers
Author: Lee, Song-Eun
Date: 2018-00-00
Type: Journal Articles
Subjects: Writing (Composition),Writing Instruction,Writing Teachers,College Faculty,Beginning Teachers,English (Second Language),Second Language Instruction,Language Teachers,Teacher Attitudes,Experienced Teachers,Mentors,Foreign Students,Faculty Development,Instructional Materials,Design,Visual Aids,Classroom Techniques,Formative Evaluation,Feedback (Response),Teacher Student Relationship,Interaction,Grading,Barriers

Many instructors new to teaching English composition at the college level feel frustrated with what to teach and how to teach it. To learn about the context of support for these instructors, this small scale pilot study asked current ESL composition instructors in a large Midwestern research university to respond to a questionnaire aimed at revealing how experienced teachers give advice to new teachers. The participants included 16 experienced English composition instructors--eight teachers with five or fewer years of teaching experience and eight teachers with more than five years of experience. From each open-ended question response, emerging themes were coded and counted; additional data were qualitatively analyzed. Results showed that no differences in the number of themes per response were found between the two groups; however, similarities and differences regarding the orientation and content of advice given were found. Based on what was learned from this study, the researcher discusses how experienced teachers can better mentor new L2 composition teachers.
Task-in-Process during Information-Gap Activities in Korean Middle School English Classrooms
Author: Park, Yujong
Date: 2018-00-00
Type: Journal Articles
Subjects: Task Analysis,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Middle School Students,Foreign Countries,Discourse Analysis,Grade 7,After School Programs,Korean,Native Language,Classroom Communication,Teacher Student Relationship

A growing number of task-based learning (TBL) research has employed a process-oriented research framework to analyze second language data in L2 classrooms using a task-in-process vs. task-as-workplan dichotomy (e.g., Seedhouse, 2004). Adopting the task-in-process framework, the current study analyzes how students in Korean EFL classrooms interact during information gap task activities. How do sequences of interaction during information gap tasks differ from the task-as-workplan? What are the specific institutional goals that the participants orient to while completing these tasks? This article attempts to answer these questions by analyzing the interactions that occur during a series of information gap tasks performed by different groups of Korean middle school students. The findings show how information gap tasks create minimized and truncated sequences that are different from the task-as-workplan as well as from how people would interact in ordinary conversation. Rather than promoting more talk by engaging in negotiation of meaning, learners engaged in a series of completion-oriented sequences to find the correct response in the most efficient way possible. The paper ends with suggestions for improving the design of tasks in pedagogical settings.
Exploring English Online Research and Comprehension Strategies of Korean College Students
Author: Oh, Byung-Doh
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Second Language Instruction,English (Second Language),Educational Technology,Technology Uses in Education,Internet,Student Research,Online Searching,Reading Strategies,Reading Comprehension,Electronic Publishing

In order to inform foreign language education practices that can empower students to properly retrieve and utilize information in today's society, research on the nature of reading that takes place on the Internet--referred to as online research and comprehension--is of paramount importance. As an initial step, this study investigated the strategies employed by six Korean tertiary-level learners of English that engaged in a second language online research and comprehension (L2 ORC) task. To this end, screen recordings of L2 ORC sessions and verbal data from stimulated recall interviews were triangulated in order to identify and categorize strategy use behind L2 ORC. The results revealed that a wide variety of strategies for constructing a coherent reading path as well as comprehending single and multiple digital texts contributed to successful L2 ORC. These findings demonstrate that the current conception of L2 reading needs to be expanded to encompass the novel challenges posed by the Internet.
Prediction Abilities vs. Content Schema in Explaining Korean EFL Learners&apos; Reading Comprehension
Author: Park, Junhee
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Schemata (Cognition),Inferences,Language Proficiency,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Prediction,Literacy,Middle School Students,Foreign Countries,Prereading Experience,Reading Strategies

As research evidence for the facilitative effects of reading strategies on reading comprehension has been accumulating, research and pedagogical interests in prereading strategies such as prediction and schema[superscript activation] are increasing. Yet, little research evidence of how actual performance on such tasks may be related to reading comprehension is sparse. This study explores whether prediction abilities and content schema are related to Korean middle school EFL learners' reading comprehension abilities in English, and whether such potential relations may differ for factual and inferential comprehension. The study participants were one hundred thirty-seven Korean seventh grade students, and their performance on schema activation, prediction, and reading comprehension abilities was investigated, while controlling for their overall language proficiency and literacy skills. The findings indicated that although both prediction abilities and content schema facilitated reading comprehension, prediction abilities were a relatively stronger predictor of both factual and inferential comprehension. The results further suggest the need to provide effective trainings on pre-reading strategies.
Text Comprehension and Study Method Acquisition for Students with Specific Learning Disorder: Development and First Application of the SUST Program
Author: Rizzo, Amalia Lavinia
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Reciprocal Teaching,Elementary School Students,Grade 5,Foreign Countries,Students with Disabilities,Learning Disabilities,Inclusion,Reading Instruction,Intervention,Reading Improvement,Study Skills,Instructional Materials,Metacognition

In this paper we describe an educational program for the development of the study method for students with specific learning disorders (SLD) and a first Italian application on a small sample of fifth grade students. This experience was aimed at collecting useful data precisely to review and improve the above-mentioned program. A particularly relevant problem was identified looking at the anthropological dimension of the capability learning and the need for students to acquire the learning to learn ability. Specifically, it is about the low levels of text comprehension in Italian schools and its consequences on the study activities. Within the inclusive perspective and taking into account the effective didactic strategies in the evidence-based education (EBE) perspective, the project created and tested a teaching kit (SUST) for the fifth classes of the primary school, at-tended by students with SLD. This experimental framework was conducted following the Design Based Research methodology. It also focused on the training of teachers within the intervention classes. The positive results of SUST application open a constructive scenario for the definition of intervention programs aimed at improving text comprehension and study skills of students with SLD. This program should be tested in a wider context of schools.