ethanporcaro/eric-fulltext-meta huggingface dataset:
Digital Transformation in Assessment and Evaluation Course: The Effects of Web 2.0 Tools
Author: Cumhur, Fatma
Date: 2021-00-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Technology Uses in Education,Computer Oriented Programs,Academic Achievement,Student Teacher Attitudes,Achievement Tests,Attitude Measures,Learner Engagement,Instructional Design,Educational Technology,Foreign Countries

This study aims at using a Web 2.0 tool supported-application to achieve digital transformation in an assessment and evaluation course. The study explored the effectiveness of application on the academic achievement, attitude and views of student teachers. Following a mixed-method research design, the quantitative part comprised the pre-test-post-test quasi-experimental research with a control group and the qualitative part utilized a case study. The study was performed in the education faculty of a state university with a total of 52 student teachers (25 in the experimental group and 27 in the control group). While the courses were supported by Web 2.0 tools in the experimental group, traditional teaching methods were applied in the control group for a 14-week course period. The assessment and evaluation achievement test and attitude scale were used to gather quantitative data, while an interview form about the learning environment supported by Web 2.0 tools and the researcher observation notes were used to obtain qualitative data. For the quantitative part of the study, t-tests were computed and the qualitative data were analyzed through content analysis. The findings yielded a significant difference between the experimental and control groups in favor of the experimental group. The findings of the content analysis showed that experimental group student teachers found the Web 2.0 tools-supported course more enjoyable, effective and attention-taking. Based on these results, suggestions have been made to change the monotonous higher education courses and design them in a way that will attract the attention of students with Web 2.0 tools.
Evaluation of Distance English Language Teaching Education during COVID-19 Pandemic from the Perspectives of ELT Student Teachers and Their Instructors
Author: Çoban, Büsra Türegün
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,COVID-19,Pandemics,Language Teachers,Student Attitudes,Preservice Teachers,College Faculty,Teacher Attitudes,Distance Education,School Closing,Educational Technology,Technology Uses in Education,Foreign Countries,Teaching Methods,Online Courses

Due to the recent COVID-19 pandemic in the world, all institutions of the society have been severely affected. Some of the consequences of this crisis had both positive and negative effects on certain areas. Among these, education is the one that will have the greatest impact on the future. This paper attempted to determine the perspectives of English language teaching student teachers and their instructors on distance education during COVID-19 pandemic. The participants of the study were 40 senior students from the English Language Teaching department and their 4 instructors from a Turkish state university. Both qualitative and quantitative research models were used in this study. Descriptive analysis was used for qualitative data whereas statistical procedure was applied for quantitative data. A questionnaire and semi-structured interview forms were employed as data collection instruments. The results revealed that student teachers and their instructors have both positive and negative opinions about distance English language teaching education during COVID-19 pandemic. One of the most frequently stated problems with distance education refers to student teachers' experiences of teaching practicum, whereas they had no difficulty in theoretical courses. The positive opinions are regarding time-space flexibility, reviewing lessons by recordings, self-paced learning, affordability, comfort, sharing a wide range of resources, instant feedback, whereas negative opinions are about technical problems, applied courses, lack of social interaction, assessment and evaluation, workload, health problems and low motivation. It is suggested that distance education training for both student teachers and instructors will be useful for future experiences.
Facilitating College Teaching Change: A Model of Inclusive Deliberate Teaching
Author: Loya, Karla I.
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,College Instruction,Teaching Methods,Inclusion,Educational Change,Reflective Teaching

Many college instructors begin their careers without knowing or using instructional best practices. During their careers, few will make drastic changes to their original teaching choices on their own. To respond to the needs and skills of increasingly diverse students, college instructors must not only improve their teaching practices, but also make them more inclusive. The study data comes from interviews about instructional vies and practices with 25 college faculty teaching undergraduate and graduate courses at an Eastern US university. This article first describes the mechanisms through which most teaching changes occur. Teaching changes can be typical or deliberate. Typical teaching changes usually encompass small modifications that suffice most needs but leave the instructor's teaching views and practices intact. Deliberate teaching changes are more intentional and drastic modifications that alter the instructor's views and practices of teaching. A model is presented next, to explain the mechanism through which college faculty can effectuate deep changes to their teaching to make it more inclusive. This model emphasizes the need for faculty to engage in reflection on their teaching to produce deliberate and inclusive teaching views and practices.
The Impact of High-Stakes Testing on the Teaching and Learning Processes of Mathematics
Author: Göloglu Demir, Cennet
Date: 2021-00-00
Type: Journal Articles
Subjects: High Stakes Tests,Learning Processes,Mathematics Teachers,Teacher Attitudes,Teacher Motivation,Student Motivation,Middle School Students,Grade 8,Teacher Student Relationship,Parent Teacher Cooperation,Middle School Mathematics,Mathematics Education,Correlation,Foreign Countries

The impacts of high-stakes testing administered within the framework of accountability policies concern all the stakeholders in the field of education, particularly the policymakers. As such, in the present study, which is specific to the mathematics course, the aim was to examine the impacts of high-stakes testing on teaching and learning processes, measurement and evaluation, communication, and motivation based on teacher perceptions. The study employed one of the qualitative research designs, namely phenomenology. The participants of the study were comprised of 13 middle school mathematics teachers identified via the maximum sampling technique. The data in the study were collected through the semi-structured interview technique and analyzed by using the content analysis method. The results of the study revealed that the teachers were inclined to use the traditional teaching method and solve multiple-choice tests, that the questions they used for the measurement of performance resembled those in high-stakes testing, and that the motivation of both teachers and the students were negatively affected. These findings were all similar to those frequently reported in the literature. Moreover, it was revealed that high-stakes testing prevented the consideration of individual differences and the teaching of values, that high-stakes testing was the focal point in communication, and that the impacts of high-risk testing showed a widespread impact upon different grades ranging from grade 8, during which the testing was done, down onto lower grades. Within the scope of these results, policymakers were recommended to take action toward improving the teaching process by acting together with the teachers to minimize the negative impacts of high-stakes testing on the process.
Investigation of the Preservice Teachers&apos; Science-Pseudoscience Distinction and Epistemological Beliefs
Author: Önal, Nagihan Tanik
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Beliefs,Misconceptions,Scientific Literacy,Epistemology,Science Teachers,Critical Thinking,College Students,Instructional Program Divisions,Majors (Students),Prior Learning,Science Education,Foreign Countries

This study aims to investigate preservice teachers' science-pseudoscience distinctions, epistemological beliefs, and to explore the relationship between these two parameters. To this end, a correlational research design has been employed. The study was conducted with the participation of 182 preservice science and preschool teachers, with the data being collected through the Science-Pseudoscience Distinction Scale and Epistemological Beliefs Questionnaire using descriptive statistics, multiple regression analyses, and correlation analyses. The results reveal the participants to have sophisticated epistemological beliefs and the ability to distinguish between science and pseudoscience, as well as a positive medium-level correlation between these two variables. Moreover, when comparing results through the variables of gender, department, and whether or not teachers follow scientific publications or broadcasts, these variables have been found to not predict participants' levels of science-pseudoscience distinction or epistemological beliefs. The preservice teachers' levels of science-pseudoscience distinction were found to vary significantly only based on grade level and favoring of senior preservice teachers. In more specific analyses, the preservice science teachers' epistemological beliefs were found to be more developed than preservice preschool teachers, with epistemological beliefs to be more developed as grade level increases. In light of these findings, lessons are recommended to be enhanced with activities designed to improve epistemological beliefs and the ability to distinguish between science and pseudoscience.
Linking the Representation Levels to a Physical Separation and Purification Method in Chemistry: Understanding of Distillation Experiment
Author: Güven, Nalan Akkuzu
Date: 2021-00-00
Type: Journal Articles
Subjects: Knowledge Level,Chemistry,Preservice Teachers,Elementary School Teachers,Elementary School Science,Science Experiments,Foreign Countries,College Freshmen,Scientific Concepts,Concept Formation,Molecular Structure,Laboratory Experiments,Science Instruction

The present investigation aims to analyze the knowledge levels and chemical representation levels of pre-service primary school teachers (PPSTs) on the experiment of distillation. For this purpose, the cross-sectional survey technique, one of the quantitative research designs was employed. The study was carried out at a Faculty of Education in the Aegean Region of Turkey with 79 freshman pre-service teachers enrolled in the Department of Primary Education. This group is of particular interest as they are the last class who had taken the General Chemistry course since this course was removed from the curriculum in 2018. A Distillation Experiment Worksheet (DEW), which consisted of 9 open-ended questions involving the macroscopic, sub-microscopic, and symbolic representations was used as data collection instrument in the study. The worksheets were analyzed with the document analysis method according to the categories created within the scope of the chemical representation levels, and these categories were established in line with direct statements of the PPSTs. Results indicated that PPSTs confused the heterogeneous and homogeneous mixtures, physical properties such as volatility and density, and they were unable to differentiate between boiling and evaporation. The most crucial result of the study was that the PPSTs had difficulties in establishing a relationship between macroscopic and sub-microscopic representations. For this reason, they could not demonstrate the interactions between solvent and solute molecules at the submicroscopic level during molecular dissolution and they could not predict how the intermolecular interaction changes during the condensation and the distance between the particles. Based on the results of this analysis, our study provides several recommendations for lecturers in the last part of this paper.
Manifesting of Pedagogical Content Knowledge on Trigonometry in Teachers&apos; Practice
Author: Spangenberg, Erica Dorethea
Date: 2021-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Trigonometry,Knowledge Level,Mathematics Teachers,Secondary School Mathematics,Difficulty Level,Mathematical Concepts,Misconceptions,Prior Learning,Teaching Methods,Mathematics Instruction,Instructional Effectiveness,Lesson Plans,Public Schools,Foreign Countries

Although trigonometry is an important section in secondary school mathematics curricula, many teachers find it challenging to teach as a result of insufficient pedagogical content knowledge (PCK). Therefore, the aim of this article was to report on how PCK on trigonometry manifests itself in teachers' practice. This exploratory case study was underpinned by the mathematics knowledge for teaching (MKT) model of Hill et al. (2008). Twelve teachers were purposefully selected from six township schools. Qualitative data were collected through semi-structured one-on-one interviews, lesson plans, assessment tasks, and lesson observations; and analyzed using content analysis. The findings show that four elements of PCK on trigonometry manifest themselves in teachers? practice, namely knowledge of subject matter, knowledge of teaching strategies, knowledge of students? conceptions and knowledge of curriculum, but varied in levels of sufficiency. Awareness of these variances forms a useful basis for planning developmental opportunities that could address shortcomings in PCK on trigonometry in teachers? practice. This study adds to few studies in PCK in mathematics by providing empirical evidence on how PCK on trigonometry manifests itself in teachers' practice.
Non-Routine Problem Solving and Strategy Flexibility: A Quasi-Experimental Study
Author: Gavaz, Hüseyin Ozan
Date: 2021-00-00
Type: Journal Articles
Subjects: Grade 5,Problem Solving,Learning Strategies,Middle School Students,Foreign Countries,Teaching Methods,Instructional Effectiveness,Student Improvement,Mathematics Education

This study aims to determine the effect of an instruction dealing with non-routine problem solving on fifth graders' strategy flexibility and success in problem-solving. For this aim, a quasi-experimental pre-test-post-test design without a control group was designed. The sampling method of the research is convenience sampling. There were 65 fifth graders (11-12 years of age) who came from two different classes of a public middle school located in Istanbul/Turkey. The instruction carried out by the first researcher in the students' classrooms lasted ten weeks (20 lesson hours). Pre-test and post-test consisted of eight non-routine problems which can be solved by using &quot;guess and check,&quot; &quot;make a systematic list,&quot; &quot;work backward,&quot; &quot;look for a pattern,&quot; &quot;simplify the problem,&quot; and &quot;make a drawing strategies.&quot; The results showed that instruction that focuses on non-routine problem solving could improve students' strategy flexibility in this area. Besides, non-routine problem-solving instruction was associated with a significant positive improvement in students' problem-solving achievement. Based on these results, some educational implications and suggestions for future studies were discussed.
Technological Pedagogical Knowledge Self-Efficacy and Continuance Intention of Philippine Teachers in Remote Education amid COVID-19 Crisis
Author: Cahapay, Michael B.
Date: 2021-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Technology Integration,Electronic Learning,Distance Education,Emergency Programs,COVID-19,Pandemics,Elementary School Teachers,Secondary School Teachers,Teacher Persistence,Intention,Correlation,Teacher Characteristics,Self Efficacy,Foreign Countries

With the sudden and forced change to various modalities of remote education amid the COVID-19 crisis, the technological pedagogical knowledge (TPK) self-efficacy and continuance intention of teachers demand an investigation. This article aimed to assess the TPK self-efficacy and continuance intention of teachers in remote education amid the COVID-19 crisis. Employing a quantitative correlational research design, it involved a randomly selected sample of 1065 K to 12 teachers from Mindanao, Philippines. Two psychometrically tested scales were used to gather the needed data. The analyses were performed using descriptive and inferential statistics. The result indicated that the teachers have high levels of TPK self-efficacy and continuance intention. It further revealed that TPK self-efficacy significantly differed across age, gender, marital status, monthly income, educational attainment, and teaching experience, and continuance intention across age, monthly income, and teaching position. Lastly, the results uncovered a significant positive relationship between TPK self-efficacy and continuance intention of teachers. This study provides implications on the sustained technology use in Philippine education. The theoretical and practical contributions are also discussed in the study.
The Relationship between Attitudes toward the Teaching Profession, Occupational Resilience Belief, and Extra-Role Behavior: A Moderated Mediation Model
Author: Kara, Kürsad
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Teaching (Occupation),Resilience (Psychology),Attitude Measures,Occupational Aspiration,Teacher Role

This study aims to examine the direct and indirect relationships between pre-service teachers' attitudes toward the teaching profession, their occupational resilience beliefs, and their tendency to engage in extra-role behaviors within the framework of structural equation modeling. A relational survey model was used to design this quantitative investigation. The sample comprises 430 pre-service teachers who enrolled at four different programs at a state university in Turkey. The study used the attitudes toward teaching profession scale, the occupational resilience beliefs scale for pre-service teachers, and the extra-role behaviors scale (teacher form) as data collection tools. The researchers created hypothesis models examining the mediating and moderated mediating role of the occupational resilience belief in the effect that attitudes toward the teaching profession have on extra-role behaviors and tested these models within the framework of structural equation modeling. As a result of the study, it was found that the relationship strength between the attitudes toward the teaching profession, the occupational resilience belief, and extra-role behaviors was moderate. The study determined that occupational resilience belief plays a mediating role in the effect of pre-service teachers' attitudes toward the teaching profession on extra-role behaviors. According to the results of the moderated mediation analysis, the influence of this indirect effect on extra-role behaviors varies according to the type of program studied, even though it does not differ significantly according to the class level of the pre-service teachers. This indirect effect is provided at the best level for pre-service teachers in the mathematics education program. However, the study concluded that the indirect effect influence significantly weakened in the Turkish education program.
Kansas Schools Build Resilience amid Redesign
Author: Norville, Valerie
Date: 2021-05-00
Type: Journal Articles
Subjects: Educational Change,COVID-19,Pandemics,Elementary Secondary Education,College Readiness,Career Readiness,State Programs,School Community Relationship,Program Effectiveness,Agency Role,State Boards of Education

Approved by the Kansas State Board of Education in 2017, the school redesign project has seen more than 160 schools to reimagine their learning models in a state-led, multiyear process. Annual cohorts named for NASA lunar missions, the fourteen schools in seven districts that formed the initial Mercury cohort engaged in intensive planning and professional development a year ahead of the launch of their redesign plans. Gemini and Apollo project cohorts have followed, with opportunities for staff to visit schools in earlier cohorts and for school leaders to engage in a professional learning community. In spring and summer 2020, staff at the Kansas State Department of Education asked teachers and leaders in the redesign cohorts how their schools handled building closures. They found that these schools made a smooth transition to distance learning. School staff cited the importance of the design thinking process and a growth mind-set, which helped staff and students learn to adapt flexibly. While the pandemic delayed launches of redesign plans in the last group of schools and impeded the intensive staff professional learning and in-person coaching with department staff, the experience of the early cohort during the pandemic impressed schools not formally engaged in redesign. In particular, schools outside the cohorts noted redesign schools' ability to implement new strategies within a semester or a year and see rapid improvement.
New Approach to Solve Some Problems in Undergraduate Education of Chemical Engineering Students
Author: Khadom, Anees A.
Date: 2021-08-00
Type: Journal Articles
Subjects: Problem Solving,Undergraduate Students,Chemical Engineering,Engineering Education,Study Skills,Test Format,Tests,Performance Factors,Foreign Countries

The present short paper is an attempt in the direction of understanding the learning problems of undergraduate students. Sample of chemical engineering students was selected to perform a simple exam test. The test was divided into four steps. Closed book - individual student, Closed book - cooperative students, Open book - cooperative students, and Exam completion steps. Questionnaire was carried out to obtain the research results. It was found that a large percentage of the students are not studying carefully, the studying method was shallow and depend only on reading ready printed lectures. The results compared with previous exam results. Current test improved the performance of students. The novelty of present work represented by applying a new teaching method in colleges of engineering in Iraq. This short paper also proved that the methods of teaching not restricted to social and humanity studies.
PowerPoint-Based Quizzes in Wave Motion: Performance and Experiences of Students
Author: Pacala, Frank Angelo A.
Date: 2019-08-00
Type: Journal Articles
Subjects: Computer Software,Tests,Physics,Scientific Concepts,Science Achievement,Student Experience,Teaching Methods,Student Attitudes,Computer Uses in Education

The effect of PowerPoint Presentation-based (PPPb) quiz to the students' scores has been rarely studied. It is the intention of this research to understand the effect of PPPb quiz to students score in wave motion and the students' experiences under such a strategy. This research used a mixed approach: quasi-experimental to learn if scores gain was significant, and thematic analysis was used to know the experiences of the students. The results confirmed that PPPb quiz has indeed increased the scores of the students. Statistical analysis verified that this increase was significant. On the thematic analysis, students manifested comparing oral quiz to PPPb, caught their attention, and vivid communication. Therefore, the effect of PPPb was significant to the students because it positively impacted their scores in wave motion and promoted vivid communication among students.