ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Using Current News in Science Course on Students&apos; Perspective on Technological Developments in Science
Author: Ozkan, Gulbin
Date: 2021-09-00
Type: Journal Articles
Subjects: Current Events,Science Instruction,News Media,Mass Media Use,Middle School Students,Grade 7,Technological Advancement,Student Attitudes,Science and Society,Foreign Countries,Instructional Effectiveness

The aim of this study is to determine the effect of using scientific news in science class on the perspective of 7th-grade middle school students against technological developments in science. In this study, a single group pre-test post-test experimental design was used. The research group of this study consists of 46 students studying in a public school in Istanbul. An open-ended questionnaire, in which students' perspective on science and technology was developed, was used to collect the data. Content analysis was performed on the obtained data. A qualitative data collection tool was used to collect the data, but the frequencies of the responses were calculated and quantitatively converted into tables. As a result of the research, it observed a positive development in the scientific perspective of the students before and after the implementation. It was concluded that the students had the answers in the post-test that technology developed science and society and gained awareness about the importance of technology. In light of the findings, suggestions are presented.
The Impact of Practicum on Pre-Service EFL Teachers&apos; Self-Efficacy Beliefs: First Step into Professionalism
Author: Eginli, Ilknur
Date: 2021-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Self Efficacy,Teacher Attitudes,Practicums,Learner Engagement,Teaching Methods,Classroom Techniques,English (Second Language),Language Teachers,Second Language Instruction,Foreign Countries

This study sought to investigate changes in pre-service EFL teachers' self-efficacy beliefs before and after the practicum experience at school. The data were collected using the same 24-item teacher sense of efficacy (TSE) scale. Three null hypotheses were formulated based on the subcategories of self-efficacy in the study (i.e., self-efficacy in student engagement, self-efficacy in applying instructional strategies, and self-efficacy in classroom management). The Wilcoxon-signed rank test runs on the pre-practicum and post-practicum results suggested that the null hypothesis that practicum would not bring about any change in student engagement should be rejected. According to the second null hypothesis, there would be no significant difference between pre-service EFL teachers' pre-practicum and post-practicum self-efficacy in applying instructional strategies. Results indicated that we should reject the second null hypothesis, too, implying that pre-service teachers' scores in this construct have also been significantly different from each other in the pretest and the posttest. The last hypothesis of interest was if pre-service EFL teachers' self-efficacy in classroom management changes due to practicum experience. The data gathered implies that we should reject this hypothesis, possibly in favor of the premise that our practicing pre-service EFL teachers have made positive gains in their classroom management ability. If we compare the obtained results based on the effect sizes that we have calculated for them, although all of them are strong effect sizes, we can say that the pre-service EFL teachers' self-efficacy has improved first in classroom management (r = 0.77), second in applying instructional strategies (r = 0.71), and third in student engagement (r = 0.622). The findings of the study are discussed in the light of implications to the language teacher education programs and the development of practicum experience.
Self-Efficacy and Teaching Skills Perceptions of Primary School Teachers: A Predictive Study
Author: Arslan-Cansever, Belgin
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Skills,21st Century Skills,Elementary School Teachers,Teacher Competencies,Teacher Attitudes,Teacher Effectiveness,Self Efficacy,Faculty Development,Correlation

The purpose of this research is to examine the correlation and predictive power between the 21st century teaching skills of primary school teachers and their 21st century skills efficacy perception levels. The cross-sectional survey design has been carried out in the research. As data collection tools, 21st Century Skills Efficacy Perception Scale and Utilization of 21st Century Teacher Skills Scale have been administered. The sample consists of 459 primary school teachers working in state and private primary schools in Izmir province and its central districts. Linear regression analysis and path analysis have been carried out in testing of the research hypothesis. The model established between 21st century skills efficacy perceptions and utilization of 21st century teacher skills has been concluded to be valid and significant. Additionally, it has been determined that the model has generally acceptable goodness of fit values. Results of the research indicate that utilization of 21st century teacher skills increase as does 21st century teacher skills efficacy perceptions. Accordingly, it is deemed to be beneficial that professional development programs for improving 21st century teacher skills are developed and implemented extensively in order to support utilization of such skills. Furthermore, it is considered that incentive practices for utilization of 21st century skills adopted by decision-makers can help primary education to meet requirements of the modern age.
Determination of Science Teacher Candidates&apos; Approaches to the Concept of Chemistry with Metaphors
Author: Yadigaroglu, Mustafa
Date: 2021-09-00
Type: Journal Articles
Subjects: Science Teachers,Preservice Teachers,Scientific Concepts,Chemistry,Figurative Language,Foreign Countries,Concept Formation

The role of science teachers in the formation of students' approaches to chemistry subjects is very important. Metaphors can be used as a data collection tool to determine what meanings science teachers, who are preparing to step into the teaching profession, attribute to some concepts. It is important to know how chemistry is perceived by science teacher candidates and what meanings they attribute to this concept. With this in mind, the aim of the study is to determine the science teacher candidates' approaches to the concept of chemistry through metaphors. Participants of the study are 104 teacher candidates attending the science teaching program of the mathematics and science education department of a medium-sized education faculty in Central Anatolia. A qualitative research method was used in the study, and &quot;Phenomenology&quot; was chosen as the design of the research. As the data collection tool, a form consisting of 1 question was used for the specified concept. The obtained data were analyzed with content analysis technique. The correctness of the determined metaphors and the created categories were checked by two expert faculty members, and the metaphors and categories were finalized. As a result of the analysis, it was determined that the teacher candidates produced 47 metaphors for the concept of chemistry. It is seen that among the metaphors produced by science teacher candidates, the most used ones are life, water, and kitchen. The researcher states that the data collected through metaphors can be supported with different data collection tools, and more in-depth information can be reached.
How Do Candidate Science Teachers Solve Environmental Problems?
Author: Berber, Asiye
Date: 2021-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Conservation (Environment),Knowledge Level,Pollution,Ecology,Social Problems,Problem Solving,Transportation,Natural Resources,Fuels,Consciousness Raising

The aim of this study is to determine the views of candidate science teachers about environmental problems and solutions to these problems. One of the qualitative research designs, phenomenology, was used in the research. Data were collected with a semi-structured interview form developed by the researcher. In the analysis of the research, a descriptive analysis technique was used. The study was carried out with 19 science teacher candidates. When definitions of the environment are examined, it is as &quot;the environment in which living and non-living beings interact, the area where living things live, the artificial environment-natural environment.&quot; Candidate teachers identified air pollution as the most important environmental problem. They stated that environmental problems occur due to production, consumption, both production and consumption and natural reasons. Candidate teachers discussed solution proposals of environmental problems individually, professionally, socially, and administratively. In individual solution proposals, it is recommended to use public transport, to encourage afforestation, to consume resources economically, to reduce the use of perfume-deodorants and fossil fuels, and to raise awareness with experiments, activities, visual and practical solutions under professional solution suggestions. When social solution suggestions are examined, it is stated that to raise awareness; it is necessary to produce visual and artistic activities, meetings, training, and projects, to be engaged in conscious agriculture in managerial solution offers, to use renewable energy sources, to recycle, to build industrial establishments outside of residential areas, to establish treatment facilities, and to install and inspect filters in factory chimneys. [This study was presented as an oral presentation at the conference &quot;VIIIth International Eurasian Educational Research Congress.&quot;]
Pre-Service Teachers&apos; Opinions and Visual Images about Science Laboratory
Author: Kirmizigül, Asli Saylan
Date: 2021-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Science Laboratories,Laboratory Equipment,Teaching Methods,Knowledge Level,Science Education,Freehand Drawing,Classroom Environment,Furniture

The study aims to examine the opinions of pre-service classroom teachers about science laboratories. The research was conducted with 66 third-year students (50 female, 16 male) studying in the classroom teaching undergraduate program of a university in the fall semester of the 2019-2020 academic year. In selecting the participants, taking the &quot;Science Laboratory Applications&quot; course before their volunteerism was taken as a basis. The Drawing-writing technique was used as a data collection tool, and the data were analyzed by content analysis. According to the findings obtained, it was seen that the pre-service teachers mostly used laboratory tables and volumetric flasks in their laboratory drawings. Participants stated that there are mostly chemicals, microscopes and test tubes in the laboratory environment. Almost all pre-service classroom teachers thought that the greatest advantage of using laboratories in science is to embody scientific phenomena. In addition, some pre-service teachers thought that there is no disadvantage in using the laboratory, while some thought that there might be various accidents. According to the findings, it was concluded that the pre-service classroom teachers had a general knowledge of science laboratories and thought that using laboratories in science education would provide an advantage rather than a disadvantage.
Project-Based Learning and E-Portfolios for Preservice Teachers in Japanese Language Education
Author: Manoban, Amonrat
Date: 2021-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Portfolios (Background Materials),Electronic Learning,Preservice Teachers,Undergraduate Students,Japanese,Second Language Instruction,Second Language Learning,Cultural Education,Instructional Effectiveness,Teacher Competencies,Knowledge Level,Preservice Teacher Education,Foreign Countries

This study involved classroom action research that aimed to 1) develop the learning management competency for preservice teachers using the project-based learning approach and e-portfolios and 2) study the reflection of those preservice teachers in terms of learning management using the project-based learning approach and e-portfolios. The target groups for this research comprised 27 fourth-year students of the Teaching Japanese Language Program, Faculty of Education, Khon Kaen University. I divided the research tools into two categories: (a) tools for learning management (four learning management plans and teaching logs) and (b) tools for collecting research data (the portfolio assessment form and e-portfolios). The research results revealed the project-based learning approach and e-portfolios improved the Japanese language and culture learning management competency in each indicator at different levels; in addition, the results reflected the Japanese language and culture learning management focusing on learners and the use of learning materials stimulated learners' interest and systematic working and helped them appreciate the efficiency of work and ability to work with others.
SafeGuard: A Web-Based Application to Guard against Cyberbullying
Author: Wyne, Mudasser F.
Date: 2021-00-00
Type: Journal Articles
Subjects: Bullying,Social Media,Computer Mediated Communication,Risk Management,Emotional Response,Computer Oriented Programs,Information Retrieval,School Role

In this day and age there is a consistent rise in the usage of social media amongst all age groups thus, more people have established an online presence that makes these users more susceptible to becoming a target of cyberbullying. SafeGuard is a web-based application that monitors social media accounts and detects critical keywords such as &quot;hurt&quot;, &quot;die&quot;, etc., and phrases to detect cyberbullying threats and emotional distress in a person's social media post. Once a monitor discovers a match, an alert is generated for the end user in which they can initiate human intervention. This application is a new strategy for academic institution that allows them to be proactive rather than reactive against cyberbullying.
The Effectiveness of the Semantic Concept Map Method in Concept Teaching to Students with Autism Spectrum Disorders
Author: Koçak, Fatih
Date: 2021-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Concept Mapping,Concept Formation,Teaching Methods,Semantics,Foreign Countries,Visual Aids,Pictorial Stimuli,Males,Preadolescents,Program Effectiveness,Daily Living Skills

This study aimed to examine the effectiveness of the semantic concept map method in teaching the family concepts of life studies lessons to students with Autism Spectrum Disorder. A multiple probe model with probe phase between subjects, one of the single-subject research methods, was used. The subjects of the study are 10-year-old three boys diagnosed with ASD. Inter-observer reliability and implementation reliability data were also collected in the study. Graphical analysis of the obtained data was made. As a result of the research, it was revealed that the semantic concept map method was effective in teaching the concepts within the theme of our family to students with Autism Spectrum Disorder.
The Effect of a Socio-Scientific Context-Based Science Teaching Program on Motivational Aspects of the Learning Environment
Author: Slovinsky, Ekaterine
Date: 2021-00-00
Type: Journal Articles
Subjects: Science and Society,Science Education,Program Effectiveness,Teaching Methods,Context Effect,School Location,Private Schools,Public Schools,Rural Urban Differences,Gender Differences,Student Satisfaction,Student Motivation,Student Interests,Secondary School Students,Active Learning,Inquiry,Inservice Teacher Education,Science Teachers,Foreign Countries

This paper reports about the effect of an innovative, context-based science teaching and learning program on student intrinsic motivation. The intervention aimed at promoting Inquiry-Based Science Education (IBSE) in close collaboration with teachers throughout the academic year by developing and implementing socio-scientific, context-based, innovative, three-stage modules. The Motivational Learning Environment (MoLE) model and questionnaire was used to measure the impact of context-based science modules on the motivation of sixth to eleventh graders at secondary schools in Georgia. Students' wish- to reality-differences data were analyzed concerning the seven dimensions of the Motivational Learning Environment model. As a result of a one-year training program we observed statistically significant differences in two dimensions for the treatment classes (compared to the control classes) in pre- and post-test results. The study suggests more education systems should consider context-based, socio-scientific science teaching as a leading approach to enhance students' motivation and interest in science education.
The Influence of Flipped Learning Methods on High School Learners&apos; Biology Attainment and Social Intelligence in Kuwait
Author: Ebrahim, Ali Hassan
Date: 2021-00-00
Type: Journal Articles
Subjects: Biology,Science Instruction,Interpersonal Competence,Flipped Classroom,High School Students,Science Tests,Comparative Analysis,Learning Strategies,Pretests Posttests,Teaching Methods,Conventional Instruction,Science Achievement,Foreign Countries,Instructional Materials,Criticism,Direct Instruction

The present study aims to discuss the influence of the flipped learning method (FLM)--on high school biology learners to improve the results of their biology attainment tests along with their use of social interactions while learning. By applying quasi-experimental study, 37 female high school biology learners in 2 intact grade 10 classes in Kuwait were selected as the study objects. A class was randomly chosen as the experimental group and another class as the control group. The students in the experimental group applied flipped learning strategy while the control group applied the traditional direct method. The teaching experiment for both classes lasted for 5 weeks (10 sessions). Using an attainment test administered by the teacher as a pretest and a post-test, the attainment of the biology students was measured. The researchers also conducted a survey to examine their social intelligence and it was given along with the pretest and the post-test. The breakdown of the attainment test results showed that flipped learning methods actually have (p &lt; 0.05) more positive influence on the students' attainment than the direct methods. The learners under the flipped teaching methods outperformed the learners under the direct methods on their attainment learning. However, as for the results of their social intelligence, the ANCOVA test revealed a non-significant difference between the two classes whether they were under the influence of flipped learning methods or the direct teaching methods due to some reasons mentioned later in this paper. Still, flipped learning method effect on the student' learning attainment led to positive results and would lead other teachers to implement FLM in Kuwaiti classrooms. The researchers also suggest that the College of Education at Kuwait University train pre-service teachers to apply modern teaching strategies, such as FLM. This paper presents an important topic. It summaries primary literature concerning flipped classrooms compared to direct teaching methods, discusses limitations of both methods, clarifies benefits of flipped learning methods, and offers recommendations for teachers to implement flipped learning methods.
The Mathematics Performance of Aboriginal Pupils for Computation and Word Problem Items in Using Academic and Community Languages
Author: Shanmugam, S.Kanageswari Suppiah
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Mathematics Tests,Test Items,Difficulty Level,Culture Fair Tests,Computation,Word Problems (Mathematics),Academic Language,Native Language,Indonesian Languages,Austro Asiatic Languages,Bilingualism,Monolingualism,Oral Language,Audio Equipment,Performance Factors,Indigenous Populations,Elementary School Students,Grade 5,Foreign Countries

This comparative research study examined Grade Five Malaysian Aboriginal pupils' mathematical performance on 30 computation and 20 word problem items in the academic Malay language and community &quot;Temiar&quot; language. The items were constructed in the Malay language before adapting and audio recording into the &quot;Temiar&quot; language using experienced Mathematics teachers and native speakers. One test consisting of monolingual test items written in Malay language (MAL) and, another bilingual test with audio test items in &quot;Temiar&quot; language and written items in Malay language (BCL) were constructed. These two tests with identical content validity, were administered spirally among 237 pupils from eight schools in two states. Findings indicated that for computation and word problem items, pupils found the BCL test easier. They performed significantly better in computation items than in word problem items for both tests, with Cohen's d medium to high effect. The community language helped to alleviate the linguistics complications.
Quandary of Cognition vs. Affection: Exploring the Role of Dynamic Assessment in EFL Learners&apos; Writing Skill and Motivation
Author: Jalilzadeh, Kaveh
Date: 2021-09-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Writing Skills,Teaching Methods,Evaluation Methods,Writing Evaluation,Private Schools,High School Students,Language Proficiency,Language Tests,Scores,Pretests Posttests,Linguistic Input,Comparative Analysis,Indo European Languages,Learning Motivation,Student Attitudes,Attitude Measures,Foreign Countries,Males,Schemata (Cognition)

Any policy that aims to solve the challenges of language teaching and learning must include language assessment research. Language assessment has shown a lot of development in terms of the scientific implications of assessing language capacity for the purposes of advising judgments about people and reviewing language programs (Bachman, 2000). The aim of this research was to look into the relationship between using Dynamic Assessment methods and the writing skill of Iranian EFL students, as well as the impact of DA on student motivation. Secondary school male students from Teheran's &quot;Mofid&quot; private high school were chosen to participate in this study to accomplish this goal. A general proficiency test (PET) was provided to all participants, which classified them into five levels. The listed exam leveled pre-intermediate students, who were then split into two classes. They were almost equal in terms of scores, materials, and ages. After reviewing and scrutinizing students' pretests for the required pre-existing information and techniques, resources were provided to the experimental community in the form of mediation pages, instructor explanations, and constructive input. Correspondingly, to determine the impact of the Dynamic Assessment procedure used in this study on students' motivation and attitude, a Persian-language version of the Attitude/Motivation Test Battery (AMTB) was provided to secondary school students studying English as a foreign language, which included each scale mentioned in the' AMTB item key document (R. C. Gardner, 2004). After ten sessions of treatment, patients were given a post-test that was similar to the pre-test but with new content to see whether DA had any impact on them. The findings revealed that there was no statistically important difference between the Pre and Post-test results. As a result, it was determined that the null hypothesis had not been denied. The findings of the motivation test, on the other hand, revealed that the correlation between pre and post-test was important and that DA had a positive impact on participant motivation.