ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring the Relationship between Ability Grouping and Science Vocabulary Learning
Author: Brown, Patrick L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Ability Grouping,Scientific Literacy,Vocabulary Development,Correlation,Grade 8,Early Adolescents,Student Attitudes,Middle School Students,Science Achievement,Advanced Courses,Reading Strategies,Metacognition,Constructivism (Learning),Science Instruction,Instructional Effectiveness,Energy

This study investigated 8th-grade science students (13-14 years old) in advanced and traditional ability classrooms perceptions of their vocabulary knowledge, learning, and content achievement. This research acknowledges the critical role that developing vocabulary knowledge from reading plays in gaining a deeper content understanding as well as promoting overall science literacy. Data sources included pre- and post-test of students' perceptions of vocabulary knowledge, students' perceptions of vocabulary and reading strategies surveys, and a content achievement test. Students' perceptions of vocabulary knowledge were compared before and after instruction to see whether students believed they gained knowledge and the ability to explain categories of technical science terms. Students' in both advanced and traditional classroom perceptions of vocabulary knowledge increased as a result of instruction. The participants had favorable views of the vocabulary and reading strategies implemented and believed that the literacy approaches were important for their developing scientific knowledge. Furthermore, students' content achievement was compared for the advanced and traditional groups. Although advanced class classes outperformed traditional courses on the content test, only one of the seven items was statistically significant. Both groups were compared to a national data set that served as a control and had statistically significant higher achievement than the national data set. Most of the inferential measures indicate that there is no statistically significant difference between the two groups. The combination of metacognitive awareness, close reading, and integrative vocabulary helped all students build complex schema surrounding science vocabulary, as evidenced by student's perceptions of knowledge and their content achievement. This study is one of the first to highlight the pivotal role students' perception of vocabulary knowledge and vocabulary and reading strategies plays in science content learning regardless of ability level.
Development and Validation of Physical Science Workbook for Senior High School
Author: Rogayan, Danilo V., Jr.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Secondary School Science,Physical Sciences,Workbooks,Science Education,Instructional Materials,Material Development,Content Validity

With the recent implementation of the K-12 curriculum in the Philippines, teachers are challenged to develop relevant, research-based, and responsive instructional materials. At present, few reference materials for use have been prepared for the required senior high school (SHS) competencies. This study developed a workbook in physical science for SHS based on the students' least learned concepts in a government-owned university in Central Luzon, the Philippines. Results revealed that the developed workbook was found to be very much acceptable (M = 3.90) by expert validators. In particular, the workbook was acceptable in terms of adequacy (M = 3.85), coherence (M = 3.90), appropriateness (M = 3.90), and usefulness (M = 3.95). Student-validators who were enrolled in a physical science course also rated the workbook acceptable (M = 3.79). The validated material is recommended for use as supplemental instructional tool in physical science course in the SHS. The material which was anchored to the analysis, design, development, implementation, and evaluation model may serve as a prototype for the development of workbooks for other courses in the K-12 SHS curriculum. Further review and evaluation of the workbook may be considered to make it more contextualized, localized, and indigenized in the Philippine setting.
Intercultural Competence and Skills in the Biology Teachers Training from the Research Procedure of Ethnobiology
Author: Baptista, Geilsa Costa Santos
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Preservice Teacher Education,Science Teachers,Ethnography,Biology,Science Instruction,Multicultural Education,Cultural Pluralism,Cultural Awareness,Science Education

We present and discuss the results of qualitative research based on a case study with biology undergraduate students from a public University of Bahia state, Brazil. The objective was to identify the influence of practical experiences involving ethnobiology applied to science teaching on intercultural dialogue into their initial training. To collect data, undergraduate students were asked to construct narratives revealing the influences of ethnobiology into their training as future teachers. Data were analyzed according to Bardin (1977) and supported by specific literature from the fields of science education and teaching. The thematic categories generated lead us to conclude that the undergraduates of biology teaching made reflections that allowed them to build opinions with meanings that should influence their pedagogical practices with intercultural dialogue. We recommend further studies involving ethnobiology and the training of biology teachers, with a larger sample of participants and the methodological and theoretical procedures of this science. Improvements could be made in biology teacher education curricula that encourage respect and consideration of cultural diversity. We highlight that it is imperative for teacher education courses to generate opportunities for on-site practical experience, in addition to the theory used in the classroom.
Measuring High School Students&apos; Science Identities, Expectations of Success in Science, Values of Science and Environmental Attitudes: Development and Validation of the SIEVEA Survey
Author: Aghekyan, Rosa
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Factor Analysis,Self Concept,School Districts,High School Students,Science Education,Environment,Science Achievement,Factor Structure,Expectation,Scientific Attitudes,Student Surveys

This article describes the development and validation of an instrument called science identities, expectations of success in science, values of science, and environmental attitudes (SIEVEA). The instrument is a convenient online survey that can be used to measure students' SIEVEA. First, 1764 high school students from 11 school districts in New Jersey, Pennsylvania, and Connecticut took the SIEVEA. The collected data were analyzed using descriptive statistics and exploratory factor analysis (EFA). The EFA results provided useful insights into the factor structure of the data and led to the formation of three candidate models. All three models were evaluated based on their fit to data, their alignment with the research constructs, and their factor loadings. Because of this evaluation, the three-factor model was selected as the final model. Next, the instrument was validated through confirmatory factor analysis using a new sample data made up of responses of 1495 high school students. The developed instrument is valuable for both researchers and educators, as it allows for measurement of constructs that play an important role in successful science learning.
Modeling Students&apos; Perceived Self-Efficacy and Importance toward Core Ideas and Work and Life Skills in Science Education
Author: Semilarski, Helen
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Efficacy,Science Education,Daily Living Skills,Job Skills,Interdisciplinary Approach,Grade 8,Grade 11,Secondary School Students,Secondary Education,Intellectual Disciplines,Models,Foreign Countries,Value Judgment,Student Attitudes,Course Content,Relevance (Education)

Developing student self-efficacy and conceptualizing the importance of core ideas are seen as important learning areas in science education. Such core ideas can be elucidated with respect to the science discipline as well as interdisciplinary learning. Schools can be expected to promote high levels of students' self-efficacy in acquiring major disciplinary ideas and guiding students toward recognizing the importance of gaining work and life skills. This research sought to develop models describing students' gains in perceived self-efficacy and importance of work and life skills as well as indicating the relationship with both disciplinary and interdisciplinary core ideas in science education. Using a validated instrument, data were collected from Grade 8 (n = 218) (14-15 years old) and Grade 11 (n = 95) (17-18 years old) students. Models were created based on confirmatory factor analysis and parallel analysis. This research shows that there is need to make changes in secondary school studies so as to more clearly recognize a framework for both disciplinary and interdisciplinary core ideas, shown to be important for enabling students to prepare for their future life and careers.
Faculty Epistemological Beliefs and the Influence of Professional Development
Author: Mataka, Lloyd M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Faculty Development,Teacher Attitudes,Beliefs,Epistemology,Science Teachers,College Faculty,Communities of Practice,STEM Education,Student Interests

This study explored the epistemological beliefs of the science faculty at a small liberal arts college in the Southern United States and investigated the effect of a Faculty Learning Community (FLC) professional development (PD). The teacher beliefs interviews (Luft and Roehrig, 2007) were used to investigate epistemological beliefs of faculty from various science, technology, engineering, and mathematics (STEM) disciplines for three semesters. The faculty members were grouped into two categories: Those who participated in PD (treatment group) and those who did not (comparison group). Further, classes for all the faculty members who participated in the interviews were observed during the same period to compare beliefs and practices. Reformed teacher observation protocol (Piburn and Sawada, 1995) was used to rate the observations. Results indicate the STEM faculty at this college had transitional beliefs. Further, a significant difference was observed between the classroom observations of FLC participants and the comparison group. Significantly, a high correlation was found between faculty beliefs and practice. Results from this study add to the current understanding of faculty beliefs and practice.
Is There Any Difference in Waste Consciousness between National Eco-Schools and Others?
Author: Riastini, Putu Nanci
Date: 2019-10-00
Type: Journal Articles
Subjects: Sanitation,Knowledge Level,Elementary School Students,Student Attitudes,Foreign Countries,Student Behavior,Wastes,Educational Environment,Barriers,Reputation,Conservation (Environment),Comparative Analysis,Institutional Characteristics

This study was done to explore elementary school children's waste consciousness at NES and NonNES. The pupil's consciousness was viewed from three aspects: knowledge, attitude, and action in relation to waste and its management. The study involved 647 elementary school pupils in Denpasar city, Bali, Indonesia. The data were collected using questionnaire, interview, and observation. The question coverage covers 1) the types of solid waste and the colors of the garbage bins for them, 2) waste management actions taken at school, 3) waste management difficulties faced at school, 4) pupils' attitudes when seeing an inappropriate waste disposal behavior, and 5) actions taken to reuse waste at school. The data were analyzed through qualitative and percentage analysis. The result showed that pupils' consciousness of the NES and those of the others do not differ much. Hence, the winning of the National Eco-School reputation does not guarantee the possession of a higher level of waste consciousness of the pupils than that of those who come from other schools.
&apos;Personal Literacy&apos;: The Vital, yet Often Overlooked, Graduate Attribute
Author: Rust, Chris
Date: 2011-00-00
Type: Journal Articles
Subjects: College Graduates,Employment Potential,Job Skills,Literacy,Self Concept,Self Evaluation (Individuals),Education Work Relationship,Transfer of Training,Multiple Literacies,Leadership Training,Work Experience Programs,Lifelong Learning,Student Development,Career Planning,Foreign Countries

&quot;There is no difference between academic skills and employment skills,&quot; (Jackson, 2011, p.1). This paper argues that there is often a false dichotomy in the minds of academics between employability, and the so-called &quot;skills agenda&quot;, and the teaching of academic disciplines. And even in professional courses, the view of employability can be very blinkered, limited to getting a job and working in the specific profession -- e.g. law, nursing, architecture. It is our argument that an explicit focus on the graduate attribute &quot;personal literacy&quot; -- literally the ability to „read? oneself, to be critically self-aware -- can unite the academic and employability agendas and reveal them as one, joint enterprise. We also argue that both the development of employability and the learning of academic disciplines can be significantly improved through the development of students? critical self-awareness and personal literacy. Having made this case, we then go on to consider examples of how this might be achieved in practice.
The Relationship between Primary School Teachers&apos; Organizational Citizenship Behaviors and Counter-Productive Work Behaviors
Author: Akkaya, Burcu
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Elementary School Teachers,Public Schools,Foreign Countries,Teacher Attitudes,Administrator Attitudes,Work Attitudes,Teacher Behavior,Work Environment,Predictor Variables,Interpersonal Relationship,Aggression,Prosocial Behavior,Educational Environment

Purpose: The present study aims to investigate the level of teachers' organizational citizenship behaviors and counter-productive work behaviors (CWBs) based on public primary school administrators' and teachers' perceptions and the relationship between these two variables. Research Methods: This study was conducted in a correlational survey model. The sample of this study was formed in the 2018-2019 academic year, consisted of public primary school administrators and teachers who worked in nine different districts of Ankara. This study employed the stratified sampling method. The data were collected using the Counter-productive Work Behavior Scale and Organizational Citizenship Behavior Scale. In the data analysis, arithmetic means, standard deviation and multilinear regression analysis were used. Findings: The findings showed that teachers rarely exhibited counter-productive work behaviors. The most frequently exhibited behaviors were identified as 'withdrawal' and 'abuse toward others', and the least frequently exhibited behavior was identified as 'theft'. The most important predictor of the sub-dimensions of CWBs was the courtesy sub-dimension of Organizational Citizenship Behaviors (OCBs). Implications for Research and Practice: The results revealed that teachers who exhibit CWBs also show passive behaviors more frequently and avoid active aggressive behaviors that require one-to-one interaction. The behaviors included that the courtesy dimension had a preventing or reducing effect on CWBs. Thus, teachers should be encouraged to follow the rules of courtesy, and the teachers who deliver successful performance should be rewarded to highlight the issue.
Leisure Involvement Level of 40 and over Aged Individuals
Author: Ekinci, Nurullah Emir
Date: 2019-00-00
Type: Journal Articles
Subjects: Leisure Time,Adults,Older Adults,Foreign Countries,Measures (Individuals),Comparative Analysis,Interpersonal Relationship,Gender Differences,Time Management,Exercise,Team Sports,Place of Residence,Self Concept,Interpersonal Attraction,Age Differences

This study aimed to investigate the leisure involvement level of individuals 40 years and over according to various variables. The study sample consisted of 106 volunteers aged 40 years and over in Hendek district of Sakarya city. As a data collection tool &quot;leisure involvement scale&quot; which developed by Kyle et al. (2007) and adapted to Turkish by Gürbüz et al. (2015), and personal information form were used. SPSS statistic program was used to analyze the data. The histograms, Skewness, and Kurtosis values (between -1 and +1) were checked to ensure normal distribution of the data. Therefore, parametric tests, independent sample t tests, and one-way ANOVA tests were used. To determine the significant differences between the groups, the Tukey test used. According to the findings of the study, between the gender variable and social relationship level, between the long-term accommodation place variable and attractiveness, between giving the importance and social relationship, between daily leisure time and giving importance and social relationship level, difficulty in finding free time and attractiveness, between the variables giving importance, social relationship and identification and doing sport statistically meaningful result found with the attractiveness dimension. As a result, it was found that the social relationships of females were higher in leisure time involvement than males. Also, results show that living in the same accommodation place for the long-term effects individuals' leisure time involvement level. It was determined that the time devoted to leisure time affects the importance of leisure time and social relationships positively.
Narcissism, Life Satisfaction, and Harmony: The Mediating Role of Self-Esteem and Self-Compassion
Author: Demirci, Ibrahim
Date: 2019-00-00
Type: Journal Articles
Subjects: Personality Problems,Self Esteem,Correlation,Metacognition,Life Satisfaction,College Students,Structural Equation Models,Self Concept Measures,Measures (Individuals),Well Being,Daily Living Skills,Foreign Countries,Interpersonal Relationship

Purpose: The present study aims to investigate the relationships between the two distinct faces of narcissism (admiration and rivalry), the two faces of self-perception (self-esteem and self-compassion) and the two faces of one's evaluation of life (life satisfaction and harmony in life). Research Methods:The sample of this study consists of university students (N = 381). In this study, Narcissistic Admiration and Rivalry Questionnaire, Self-compassion Scale, Self-esteem Scale, Satisfaction with Life Scale, Life Harmony in Life Scale was employed as data collection tools. The relationship between variables was investigated using Structural Equation Modeling. Results: The structural equation modeling used in this study revealed that self-esteem mediated the relationship between narcissistic admiration, harmony in life, and life satisfaction whereas self-compassion mediated the link between narcissistic rivalry, harmony in life, and life satisfaction. Implications for Research and Practice: Based on the results of this research, it is suggested that additional empirical and longitudinal studies should be conducted. as In this context, individual and group counseling practices aimed at developing self-compassion and self-esteem, increasing life harmony and life satisfaction can be organized. Conclusion: In light of the results obtained in this study, we argue that high levels of narcissistic admiration accompanied by self-esteem may lead to increased harmony in life and life satisfaction. As narcissistic rivalry increases, self-compassion, harmony in life, and life satisfaction decrease. Lower self-compassion may explain the tendency of people higher in narcissistic rivalry to report less harmony in their life and lower life satisfaction.
Analysis of the Health Beliefs of Physical Education and Sports Teachers Regarding Sportive Recreational Activities
Author: Kayhan, Recep Fatih
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education Teachers,Teacher Attitudes,Beliefs,Health,Recreational Activities,Prevention,Diseases,Marital Status,Gender Differences

This paper aimed to analyze the health beliefs of physical education and sports teachers regarding sportive recreational activities in the extent of their socio-demographic features. The study sample consisted of 286 (101 male &amp; 185 female) physical education teachers. In the study to collect data, we used the &quot;Health Belief Scale for Sportive Recreational Activities&quot; scale. In analyze of the data, first, we calculated Cronbach's Alpha, Skewness and Kurtosis values. Then we used One Way Anova and Independent samples t-test at 95% confidence level. We used Tukey's HSD as second degree test. Analyze results showed that the participants had a high level of health belief regarding sportive recreational activities. Besides, there were significant differences in the variable health belief according to marital status, and believe in the ideas that sportive recreational activities are useful for mental and physical health as well as the treatment of chronic diseases. However, there was not any significant differences according to gender and number of weekly activities performed. As a conclusion present study showed that PE &amp; sports teachers see sportive recreational activities as a preventive against diseases and better health.
Early Childhood Preservice Teachers&apos; Experiences with Reflective Journal Writing
Author: Sahin, Figen
Date: 2019-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Journal Writing,Metacognition,Faculty Development,Reflection,Teacher Education Programs,Preservice Teachers,Student Attitudes,Self Evaluation (Individuals),Course Descriptions,Course Content,Foreign Countries

Purpose: Reflective journal writing is considered as a form of reflective practice. The research studies suggested that journal writing allowed the teacher to reflect on their practices, improved their self-awareness and supported their professional development. Even though the research showed that journal writing as an effective tool for reflective practice, the need exists for the studies conducted in the area of early childhood teacher education. Thus, this qualitative study aims to gain a more in-depth understanding of early childhood preservice teachers' experiences with reflective journal writing. Research Methods: This study is a qualitative study focusing on the experiences of Turkish preservice teachers. The participants were ten preservice teachers attending an early childhood teacher education program. A demographic information form, semi-structured interviews, and reflective journals were used to collect data. Findings: The findings of this study were reported on the basis of two focal points: the role of reflective journals and the content of reflective journals. For the role of reflective journals, three themes derived from data were as follows: (i) gaining insight, (ii) detailed evaluation, and (iii) developing strategies for the future. At the analysis of the content of reflection, meeting the real classroom environment and positive experiences gained from the field were the two themes that emerged from the data. Implications for Research and Practice: This study showed that writing a reflective journal can be considered an important tool for self-evaluation and professional growth. In future studies, the role of reflective writing in teachers' professional development, especially a variety of differing types of reflective strategies, can be addressed.