ethanporcaro/eric-fulltext-meta huggingface dataset:
A Teacher Training Project to Promote Mathematics Laboratory during the COVID-19 Health Crisis in Italy
Author: Giberti, Chiara
Date: 2022-00-00
Type: Journal Articles
Subjects: Faculty Development,Mathematics Instruction,Teacher Workshops,Pedagogical Content Knowledge,COVID-19,Pandemics,Foreign Countries,Communities of Practice,Computer Mediated Communication,Teaching Methods,Laboratories,Teacher Attitudes,Outcomes of Education,Educational Technology,Distance Education,Elementary Secondary Education

The M@t.abel2020 project supported Italian teachers during the COVID-19 pandemic period, proposing activities based on the mathematics laboratory teaching method which are suitable for distance learning situations. The project resulted in the establishment of an online community of 1,500 teachers. In this paper we present an exploratory study based on an open-ended questionnaire assigned to teachers involved in the project, with the aim of analyzing the results of this training project in terms of mathematics teacher's specialized knowledge. Results show that the project enriched teachers' knowledge not only in terms of pedagogical content knowledge but also in mathematical knowledge.
Science Education as a Human Right: A Systematic Review of the Literature
Author: Schuck, Patrick
Date: 2022-00-00
Type: Journal Articles
Subjects: Research Reports,Science Education,Civil Rights,Access to Education,Barriers,Databases,Content Analysis,Futures (of Society),Educational Research

Basing school and university science education on an understanding of science education as a human right has been advocated by numerous authors. Broadly, the right to science education derives from the fundamental rights included in the Universal Declaration of Human Rights, namely the right to education and the right to science. The aim of the present study was to characterize the right to science education in greater detail and specify its conditions and barriers. To meet this aim, we conducted a systematic literature review entailing a bibliographic database search of the Web of Science and ProQuest and an article screening followed by a qualitative content analysis of the included publications. In doing so, we synthesized the findings of eight publications addressing the right to science education in various contexts. In this paper, we present the design and results of our analysis. The implications of our findings for future science education research are outlined at the end of this paper.
Revealing Implicit Knowledge of Pre-Service Mathematics Teachers in Lesson Planning: Knowledge of Infinity
Author: Savuran, Ruya
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Instruction,Pedagogical Content Knowledge,Mathematics Teachers,Mathematical Concepts,Student Attitudes,Lesson Plans,Teaching Methods,Thinking Skills,Case Studies,Concept Formation,Teacher Education Programs

The study aims to explore how pre-service mathematics teachers reveal their knowledge of infinity during the lesson planning process in the context of limit. Specifically, we adopted the dimensions of mathematics teachers' specialized knowledge, which are related to mathematical knowledge and its relation with teaching. We conducted an exploratory case study design in a two-cycle lesson planning process with three senior pre-service mathematics teachers. The findings indicated that in the first planning process the participants did not use infinity as a way of thinking, rather they focused on paradoxes and potential infinity. After they taught their lesson plan, they started to think about the complexity of infinity not only in the context of limit but also in the concept itself during the lesson planning process. The findings did not cover the knowledge of infinity; rather, they yield important implications for lesson planning process to reveal teachers' knowledge for teaching.
STEM Education and Problem-Solving in Space Science: A Case Study with CanSat
Author: Contente, José
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Critical Thinking,Cognitive Measurement,Problem Solving,Space Sciences,Hands on Science,High School Students,Cognitive Style

Research has shown that hands-on projects promote stem education, namely via problem-solving. CanSat, literally 'satellite in a can', is a stem educational project promoted by the European Space Agency. This paper addresses this issue by researching this STEM project and trying to understand how secondary students solve problems in the STEM CanSat project. We use qualitative techniques of data collection and analysis. The results showed that students used sophisticated thinking strategies to process information within this interdisciplinary project: (a) cognitive testing, cognitive organization, cognitive regulation, and monitoring, in addition to computer language and physical-mathematical calculations, are cognitive and metacognitive behavior strategies revealed in the CanSat; (b) problem-solving was suggested as a specific model, where students' higher cognitive and metacognitive ordering processes deepen in project development; (c) computational, lateral, or divergent and convergent thinking were detected as thinking types of students associated with and mobilized in the course of problem-solving. The findings of this research have practical implications for STEM education in space science. Hands-on projects using problem-solving are an essential strategy to promote STEM. This project reinforces this. Additionally, they are a starting point to promote meaningful learning and new thinking types.
Subtract? That&apos;s a Math Word! Unpacking Teachers&apos; Language Choices in Preschool and Kindergarten Classrooms
Author: Arias de Sanchez, Gabriela
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Usage,Preschool Education,Kindergarten,Mathematics Instruction,Preschool Children,Discourse Analysis,Preschool Teachers,Teaching Methods

Even though a substantial body of research suggests that adults' math talk fosters children's mathematics development and willingness to learn mathematics, little is known about how teachers make pedagogical decisions to communicate mathematics to young students. Supported by socio-constructivist and semiotic lenses, the study focuses on the close interactions between teachers and their students to better understand the educators' perspectives and the rationale for their mathematical pedagogies when communicating and mediating number sense to young students. An instrumental case study approach and discourse analysis were utilized to investigate how a cultural tool, mathematics, was communicated and mediated to preschool and kindergarten students. Findings indicated that participants focused on supporting young students' meaning-making processes before teaching language form. This pedagogical choice resulted in educators creating a particular early year's mathematical discourse grounded in the avoidance of nouns and in the use of terms that students knew, verbs, and terms that denoted actions.
Responsible Reading: Children&apos;s Literature and Social Justice
Author: Simpson, Alyson
Date: 2022-00-00
Type: Journal Articles
Subjects: Literacy,Primary Education,Social Justice,Equal Education,Teacher Responsibility,Childrens Literature,Teacher Effectiveness,Barriers,Curriculum Development

In high accountability cultures, primary phase literacy education tends to focus on improving children's test scores. Driven by each country's performance in international league tables, this results in narrow, predominantly skills-based programmes designed to address attainment gaps. While scores may have been enhanced in recent years, there is little evidence that policy directives have positioned literacy in the lives of learners in ways that have become meaningful for them or been transferred into ways of thinking that promote social equity. Indeed, teaching practices that exacerbate the challenges for those young people who are already disadvantaged by circumstance have become more prevalent. Teachers, therefore, have an ethical responsibility to redress this through their teaching. This paper argues that literature is core to more equitable literacy development. As not all reading practices are equal, developing literacy education for a more socially just society needs to challenge the dominant pedagogic hegemony. Literature has the potential to spark the kind of mindful disruption necessary to shift standardised paradigms of thought, so literacy education should have children's literature at its heart. By examining the value of literature through a set of complementary lenses, this paper seeks to reveal its affordances in young people's lives. Then, through commentary taken from a pair of vignettes drawn from professional learning contexts, we illuminate shifts in teacher perception gained through scaffolded introduction to reading literary texts. The insights teachers gained reveal reconceptualisation of reading and the role of literature in primary education. This has the potential to redirect their future classroom practice. Consequently, we propose that for teachers to be adept at improving literacy outcomes through productive adoption and use of literary texts, they need: an aesthetic appreciation and knowledge of children's literature; personal experience with reading such literature as social practice; and pedagogic insight into how to use literature to teach literacy and develop volitional readers. We call this knowledge set the additive trio, noting that no 'step' or understanding is sufficient on its own, and that together they can enable the development of Reading Teachers who work with literature to advance the social justice agenda.
An Investigation of High School Students&apos; Attitudes towards Physical Education and Sports Lesson (The Case of Yozgat Province)
Author: Canan, Bastik
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,High School Students,Foreign Countries,Physical Education,Physical Education Facilities,Attitude Measures,Educational Equipment,Athletics,Student Participation

The purpose of this research is to investigate the attitudes of students studying in high schools located in the center of Yozgat province towards physical education and sports according to various variables. In this study, one of the quantitative research models, the survey model, was used. The population of the study in the academic year 2021-2022, the Ministry of education of the Central District of Yozgat in high schools the students who study the sample group with the 2021-2022 academic year, high schools in the Central District of Yozgat 9, 10, 11 and 12. there are a total of 500 students studying in the classrooms. The personal information form created by the researcher and the &quot;Physical Education Course Attitude Scale&quot; developed were used to collect data. The data obtained were analyzed through the statistical package program. Descriptive statistics, Independent Sample T-Test and One-Way Analysis of Variance (ANOVA) tests were used in the analysis of the data. Results p&lt;0.05 was evaluated according to the significance level. According to the findings of the research, the significant difference was found between the students' attitudes towards physical education and sports lesson and the fact that there are materials in the schools where they regularly play sports and study. In accordance with these results, it can be suggested that improving physical facilities and organizing sports-promoting activities will contribute to the development of a positive attitude towards physical education and sports lessons of students studying at the high school level.
Online History Lessons Conducted during the Emergency Remote Teaching Process in Turkey: A Review of Teachers&apos; Opinions
Author: Turan, Refik
Date: 2022-00-00
Type: Journal Articles
Subjects: History Instruction,Distance Education,Foreign Countries,COVID-19,Pandemics,Teacher Attitudes,High School Teachers,Curriculum Development,Videoconferencing

The study aims to examine the online history course design practices and approaches of history teachers in the emergency remote teaching process in Turkey during the COVID-19 global epidemic. In the study survey method is used based on qualitative data obtained via opinions of the teachers. The participants were composed of randomly selected 44 history teachers in state high schools in Aksaray. The data were collected via a semi structured interview form developed by the researcher. The obtained data were analyzed through nonparametric descriptive tests such as frequency and percentage as well as direct quotations of the teachers. The results have revealed that history teachers mostly conduct their online history lessons through ZOOM and EBA digital platforms, and they try to implement the teaching methods and techniques, tools and materials and activities that they use during face-to-face education in these lessons. The results of the research also reveal that history teachers use the textbooks prepared for face-to-face education as basic education materials in the emergency remote teaching process, give homework to the students as much as possible and follow up, and try to implement different assessment and evaluation activities. While the participating history teachers find the online history lessons generally useful, they see the low student interest and participation in the lessons as the most important problem. It is suggested that different dimensions of distance education should also be examined the in line with the opinions of teachers and students.
Revisiting the Problematic English Sounds for Prospective Turkish EFL Teachers
Author: Topal, Ibrahim Halil
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,Pronunciation,Preservice Teacher Education,Preservice Teachers,Foreign Countries,Language Skills

Nonnative teachers of English as a foreign language (EFL), who must present role models, especially when their speech is the only source of input for their students (Richards, 2015), are a fifth group added to the list of Morley (1991), according to which teachers' oral communication needs warrant a high level of intelligibility and thus requires them to receive special assistance with pronunciation (Celce-Murcia et al., 2010). Professionally speaking, EFL teachers must also possess certain teaching standards or qualifications concerning English pronunciation according to both national and international teaching frameworks (European Commission, 2011; Ministry of National Education, 2017; TESOL, 2019). Despite this essential requirement and the significance of pronunciation in oral communication (Pennington &amp; Rogerson-Revell, 2019), pronunciation is deemphasized in teacher education settings (Baker, 2014). Given the professional and communicative salience of pronunciation, any pronunciation problems of EFL teacher candidates and practicing teachers should be surmounted, or related needs analyses should be performed. To this end, this study intended to re-examine the problematic segmental pronunciation features for Turkish EFL teacher trainees as to perception and production using a mixed-methods case study design (MM-CS). The findings revealed both similarities and differences with earlier studies. The study concluded that the teacher trainees were moderately accented, easily comprehensible, and comparatively intelligible.
A Scale Development Study: Game and Educational Material Use Scale (GaEMUS)
Author: Gülle, Mahmut
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Construction,Game Based Learning,Instructional Materials,Test Validity,Test Reliability,Factor Analysis

The game is an important tool that provides motivation for the individual at almost any age while entertaining it, as well as providing achievements to the individual and socially. The use of this tool as an educational tool or material can help increase the success of learning-teaching processes. For this reason, the aim of this research was to develop a measurement tool that could be used to efficiently collect data or diagnose the preparation, planning, implementation, and evaluation processes of education and training processes. The sample size of this study, in which the validity and reliability of the scale were carried out, consists of 677 people who have different levels of learning. In this study, Kaiser-Meyer-Olkin, Barlett's Sphericity Test, Explanatory Factor Analysis, Cronbach's Alpha, substance total correlation, and Confirmatory Factor Analysis were performed to ensure the validity and reliability of the game and educational material use scale. At the end of these statistical operations, GaEMUS consisted of 22 items. An Exploratory Factor Analysis was performed on this structural condition. It was determined that the scale provided a four-factor scale structure: The Cognitive Process Dimension, The Psychological Dimension, The Psychomotor Development Dimension, and The Social Dimension.
Attitudes, Social Acceptance, and Rejection towards Refugee Students: The Case of Düzce Province, Turkey
Author: Aktan, Osman
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Refugees,Peer Acceptance,Peer Relationship,Instructional Program Divisions,Age Differences,Elementary Secondary Education,Correlation,Academic Achievement

The purpose of this study is to examine the attitudes, social acceptance, and rejection levels of students towards refugee students studying at different education levels. The research was carried out in descriptive research design. It was determined that the students were not accepted by their peers, and as the education level increased, the social acceptance scores of the refugee students decreased and the social rejection scores increased. It was determined that refugee students were accepted mostly by primary school students, followed by secondary school and least high school students. It has been determined that especially high school students have lower social acceptance towards refugee students and higher rejection scores. It has been determined that there was a significant relationships relationship between students' social acceptance and rejection scores and their academic achievement and attitude scores.
Cambodian Teachers&apos; Perceptions of Online Teaching: During and beyond the COVID-19 Pandemic
Author: Soeung, Sopha
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,School Closing,Online Courses,COVID-19,Pandemics,Barriers,Educational Technology,Blended Learning,Public Schools,Teacher Attitudes,Administrator Attitudes,Secondary Schools,Technological Literacy,Student Evaluation,Teacher Effectiveness

This limited topical life history study aims to gain insights into COVID-19's impacts on teaching at upper secondary schools through Cambodian teachers' perceptions of online teaching. It presents teachers' current challenges and needs as well as future impacts on their teaching practices. Online semi-structured interviews were conducted to collect data from twenty-nine subject teachers and their school directors. This study concluded that the COVID-19 pandemic reduced the quality of teaching and learning due to the limited functions of monitoring students rather than limited digital knowledge and skills. Classroom management is still required although the learning is online. The empirical evidence suggests this effect in science disciplines; especially for calculation-related subjects. However, COVID-19 was viewed as providing secondary education with a great deal for implementing the digital revolution of education 4.0 and created some practical issues for policymakers and implementers. Although the findings concur with previous literature on online teaching during the pandemic, they also draw context-specific features of the issue.
Teachers&apos; Job Satisfaction: Multilevel Analyses of Teacher, School, and Principal Effects
Author: Özkan, Umut Birkan
Date: 2022-00-00
Type: Journal Articles
Subjects: Job Satisfaction,Hierarchical Linear Modeling,Teacher Characteristics,Administrator Characteristics,Institutional Characteristics,Foreign Countries,Administrator Surveys,Teacher Surveys,Individual Differences,Gender Differences

Teachers' job satisfaction (TJS) can be defined as the emotional reactions of teachers to their jobs or teaching roles. In this study, it is aimed to investigate the determinants of teachers, principal and school-based factors on job satisfaction of teachers. In this study, which is based on relational survey model, secondary data obtained from TALIS-2018 evaluation were analyzed with Multilevel Structural Equation Modeling. 196 principals and 3952 teachers from Turkey who participated in TALIS-2018 survey constitute the sample of the research. According to the results of the study, teachers' age, gender, career preferences and participation in professional development activities, the locations of the schools they work in and the type of school (state/private) and the gender of the school principals were found to be determinants of job satisfaction. Teachers' work experience, having foreign students in their classes, school principal's age and work experience did not affect teachers' job satisfaction.
Online Assessment and Game-Based Development of Inductive Reasoning
Author: Pásztor, Attila
Date: 2022-00-00
Type: Journal Articles
Subjects: Game Based Learning,Logical Thinking,Computer Assisted Testing,Models,Computer Games,Elementary School Students,Grade 5,Mathematics Education,Mathematical Logic,Psychometrics,Construct Validity,Test Reliability,Factor Analysis,Intelligence

The aims of the study were (1) to develop a domain-general computer-based assessment tool for inductive reasoning and to empirically test the theoretical models of Klauer and Christou and Papageorgiou; and (2) to develop an online game to foster inductive reasoning through mathematical content and to investigate its effectiveness. The sample was drawn from fifth-grade students for the assessment (N = 267) along with the intervention study (N = 122). The online figurative test consisted of 54 items: nine items were developed for each of the six inductive reasoning processes. The digital game-based training program included 120 learning tasks embedded in mathematical content with differential feedback and instructional support. The test had good psychometric properties regarding reliabilities, means, and standard deviations. Confirmatory factor analyses revealed that the six processes of inductive reasoning and the three latent factors of Similarity, Dissimilarity, and Integration could be empirically confirmed. The training program was effective in general (corrected effect size = 0.38); however, the process of cross-classification was not developed significantly. Findings could contribute to a more detailed understanding of the structure and the modifiability of inductive reasoning processes and could reveal further insights into the nature of fluid intelligence.