ethanporcaro/eric-fulltext-meta huggingface dataset:
An Investigation of Future Educational Leaders&apos; Metaphoric Perceptions Regarding Sustainability According to Their Knowledge Levels
Author: Gokmen, Ahmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Leadership Role,Student Attitudes,Knowledge Level,Figurative Language,Conservation (Environment),Sustainable Development,Gender Differences,Public Colleges,Futures (of Society),Economic Development,Social Responsibility,Consciousness Raising,Foreign Countries

This study aims to investigate metaphors of pre-service teachers, the potential future educational leaders, regarding sustainability according to their knowledge level of sustainability. The study utilized the convergent research method, one of the mixed-method research designs based on both quantitative and qualitative data. The participants consisted of 867 pre-service teachers from different departments of the Faculty of Education in a public university in Turkey. The data were collected via &quot;The Knowledge Test&quot; developed by (Gökmen, 2014) and &quot;The Metaphor Determination Form&quot; (Yildirim, 2013), whose reliability and validity studies were also conducted. Cluster analysis was used to analyze the quantitative data and the pre-service teachers were categorized according to their knowledge level of sustainability. Content analysis was used to analyze the qualitative data and using the results obtained the pre-service teachers' metaphors were categorized. The results revealed that the pre-service teachers' knowledge levels of sustainability were above the middle-level. The cluster analysis results showed that the pre-service teachers were categorized into three groups: low, middle, and high. The pre-service teachers created 32 meaningful metaphors under four different categories (vital, economic, social, and will-o-the-wisp). The results also showed that the metaphors created by the pre-service teachers significantly varied by their knowledge level of sustainability.
An Enrichment Implementation in the Education of Gifted Students: Biomimicry with the Macro, Micro, and Sub-Micro Nature of Freshwater Creatures
Author: Mirici, Semra
Date: 2021-00-00
Type: Journal Articles
Subjects: Enrichment Activities,Summer Programs,Gifted Education,Science Education,Scientific Principles,Scientific Concepts,Academically Gifted,Preadolescents,Animals,Marine Biology,Creative Development,Creative Thinking,Persuasive Discourse,Freehand Drawing,Foreign Countries

Biomimicric implementations provide positive contributions to the development of many abilities such as problem solving, creative thinking and productivity by enabling students to look at nature from a different perspective. For this reason, in this study, it was investigated how the biomimicric applications of the macro, micro, and sub-micro nature of freshwater creatures were reflected in their arguments with special gifted students. The research was planned as a summer workshop in an institution that teaches with special gifted students in Ankara in the 2017-2018 academic year, and was carried out on the basis of case study from qualitative research patterns with eight gifted students. In a two-stage study, gifted students conducted microscopic and literature research on freshwater creatures in the first stage and made drawings about the macro, micro, and sub-micro nature of living things. In the second phase, they discussed their biomimicric prototypes in groups and explained them with their arguments. In the study based on document analysis, the data were obtained from students' worksheets and analyzed by content analysis. As a result of the research, it can be said that the concept images of gifted students develop with macro, micro, and sub-micro drawings and the quality of the arguments they construct has become more qualified during the process, and the application contributes to their creative and analytical thinking.
Teacher&apos;s Language Input for Recognizing the Cognitive Abilities of Autistic Student in Classroom Interaction
Author: Andarwulan, Trisna
Date: 2021-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Linguistic Input,Classroom Communication,Cognitive Ability,Barriers,Teacher Student Relationship,Case Studies,Speech Acts,Memorization,Classroom Techniques,Elementary School Students,Indonesian,Foreign Countries

Cognitive is an essential developmental aspect for children. The cognitive barrier is one of the learning barriers experienced by children with autism. From educational perspective, teacher language input can appropriately develop cognitive abilities of autistic students. This study aims to describe (1) teacher's language input for recognizing the cognitive abilities of autistic students in classroom interactions and (2) cognitive abilities of autistic students based on teacher language input in classroom interactions. The approach of the study was conducted qualitatively with case study, while source of data was oral texts from the teacher language input toward autistic students in classroom. The results shows that the cognitive abilities of autistic students can be recognized through teacher's language input in classroom learning by engaging interrogative speech acts, such as representative, directive, expressive, and commissive. The cognitive level is used to see the variants of the teacher's language input. Meanwhile, the acquisition of students' cognitive abilities based on teacher language's input is developed through memorizing, understanding, applying, and analyzing skills with criteria student A and B in the medium category, and G in low category.
The Influence of Online Project Collaborative Learning and Achievement Motivation on Problem-Solving Ability
Author: Yunus, Muhammad
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Projects,Cooperative Learning,Electronic Learning,Student Motivation,Problem Solving,Citizenship Education,Ability,Instructional Effectiveness

The aim of this study is to find out the influence of online project collaborative learning and achievement motivation on problem-solving ability in the area of citizenship. This study uses a quasi-experimental design. The total of study subjects is 71 students of higher education; consist of 36 students as the experimental group and 35 students as the control group. Data of problem-solving ability is obtained by using an essay test, while data of achievement motivation is obtained by using a questionnaire. Data analysis is done with ANOVA (Analysis of Variance). The study results show that online based-project collaborative learning strategy has a positive influence on civic problem-solving ability. There is a difference in civic problem-solving ability between students with high achievement motivation and students with low achievement motivation. Online project collaborative learning strategy and achievement motivation interact in influencing the civic problem-solving ability of students. It is recommended that further study corroborate this finding by testing again the effectiveness of using online-based project collaborative strategy in the aspect of problem-solving in a similar field of study.
Using Kahoot to Improve Reading Comprehension of English as a Foreign Language Learners
Author: Korkmaz, Sezen
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Software,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Computer Assisted Instruction,Computer Games,Undergraduate Students,Reading Tests,Reading Comprehension,Scores,Positive Attitudes,Student Attitudes,Vocabulary Development,Student Motivation,Achievement Gains,Active Learning,Intervention,Outcomes of Education,Foreign Countries

With the advent of technology over the past decade, teachers have started to incorporate live games into second or foreign language (L2) teaching to create an active learning environment and thus keep learners engaged in learning tasks. The present study reports on the findings of an investigation into the impact of the online &quot;Kahoot!&quot; game on improving reading comprehension of English as a foreign language (EFL) learners. The participants of the study included a total of 38 undergraduate students studying in an English department at a major state university in Turkey. Data were collected using EFL learners' reading quiz scores and the attitudes towards Kahoot questionnaire. Findings of the study indicated that there was a significant increase in learners' reading scores after seven weeks of intervention incorporating reading questions. The participants' answers to survey along with the open-ended questions also revealed that they not only had positive attitudes towards the Kahoot game but also made significant gains, particularly in vocabulary. Overall, findings suggest that Kahoot can be an effective way to motivate EFL learners, thereby enhancing their ability to comprehend various reading materials.
A Systematic Review of Research on Teaching Anxiety
Author: Aydin, Selami
Date: 2021-00-00
Type: Journal Articles
Subjects: Anxiety,Teaching Methods,Learning Processes,Classroom Techniques,Teacher Characteristics,Student Characteristics,Teaching Experience,Teacher Attitudes,Time Management,Correlation,Research Reports,Affective Behavior,Pedagogical Content Knowledge,Self Efficacy,Educational Environment,Measures (Individuals),Measurement Techniques,Cross Cultural Studies

Teaching anxiety is a significant affective state that may profoundly affect both the learning and teaching processes. However, there is no conclusive evidence regarding the sources and effects of teaching anxiety in an educational context. The study adopted a research design utilizing a systematic review methodology. This systematic review aims to present an overview of the current literature on teaching anxiety and explore the variables related to teaching anxiety in terms of its causes and effects. In the study, 108 papers were reviewed analyzed by listing the journals, searching the research papers, screening, analyzing, and reviewing. The study concluded that teaching anxiety was directly related to affective states, while the relationship between teaching anxiety levels and demographic variables was not clear. Another conclusion was that teaching experience, content knowledge, and instruction effectively decrease the levels of teaching anxiety. The results also showed that teachers' and students' characteristics, teaching strategies, time and classroom management, planning, school climate, and the use of technology had considerable effects on teaching anxiety.
Written Corrective Feedback: Students&apos; Perception and Preferences
Author: Saragih, Novilda Angela
Date: 2021-00-00
Type: Journal Articles
Subjects: Feedback (Response),Error Correction,Undergraduate Students,Preferences,Writing Skills,Writing Improvement,Writing Instruction,Instructional Effectiveness,English (Second Language),Second Language Learning,Direct Instruction,Foreign Countries

There have been noticeable studies probing into how written corrective feedback (WCF) could help to improve EFL students' awareness of grammatical terms. However, a few are known to investigate how the students' perceptions and preferences could prompt their approbation toward the feedback. This study reports on Indonesian university students' views of written corrective feedback in a writing class. Furthermore, their preferences for different types of WCF are also investigated. This survey study collected data by distributing a questionnaire to 387 participants from two different universities in Yogyakarta, Indonesia. The results indicated that although the participants favored different types of feedback, all of them shared a sympathetic attitude towards the feedback given. In particular, they believed that WCF could facilitate to improve their writing skills and language knowledge. Through WCF, they became aware of what to avoid and improve to create good writing. The results further indicated that of several different types of feedback strategies, direct feedback performed as the most favored to improve students' writing skills, followed by metalinguistic, reformulation, and indirect strategy. Overall, the findings ratified the value of WCF for EFL students in Indonesia. More research in this area are expected to furnish more contributive information.
An Investigation of Interaction among Willingness to Communicate, Academic Achievement and L2- Self Guides
Author: Mirici, Ismail Hakki
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Classroom Communication,Anxiety,Speech Communication,Academic Achievement,Grade Point Average,Self Concept,Second Language Learning,English (Second Language),Positive Attitudes,Learning Motivation,Vocational Education,Public Colleges,Two Year College Students,Foreign Countries

In this quantitative study, which utilized focus group survey method, the relationship among anxiety (specifically speaking anxiety in classroom), ideal L2-self and willingness to communicate was explored. The participants of the study were selected using convenience sampling model, and were composed of 81 volunteer students in total (26 females, 55 males) at a state university in Turkey in 2017-2018 academic year. The data were collected via; (a) Ideal L2-self Scale (Dörnyei &amp; Taguchi, 2010). The internal consistency of the scale was [alpha] = 0.90; (b) Willingness to Communicate Scale (WTC) (Mccroskey, 1992) The internal consistency of the scale was ? = 0.94; and (c) Foreign language speaking anxiety scale (FLSAS) by Huang (2004). The data were analyzed using the SPSS 21.00 software, and Pearson Correlation Analysis and Regression Analysis were conducted to find out whether Speaking Anxiety, Ideal L2-Self and Participants' GPA predict WTC. The results revealed that Ideal L2-Self didn't really affect students WTC (Beta=0.192, t=1.648; p=0.104&gt;0.05). However, students' GPA significantly affected their WTC (Beta=0.243, t=2.087; p=0.040&lt;0.05).
Comparison of Environmental Thoughts of Domestic and International Students Living in Northern Cyprus
Author: Kiraz, Askin
Date: 2021-00-00
Type: Journal Articles
Subjects: Conservation (Environment),Environmental Education,Pollution,Sustainable Development,World Problems,Consciousness Raising,Knowledge Level,Problem Solving,Social Responsibility,Student Attitudes,College Students,Foreign Students,Young Adults,Foreign Countries

The aim of this study is to identify the environmental knowledge and the environmental awareness level of the university students. With this aim it is considered to compare the thoughts and the point of views between the international and domestic students' environmental knowledge about North Cyprus. The case study has been used as a design of the study with qualitative research method. This study was conducted with 42 students from a university in Northern Cyprus. The sample has been stated in two groups; the international students group that composed from 21 international students from different countries and the domestic students group that composed from 21 students from Northern Cyprus. The research data were collected through interviews. Content analysis was used as a data analysis technique. Research findings show in general that the international students have less environmental awareness from the domestic students. In the light of the answers of the students and the results of the study, it has been suggested that the basic solution for creating a good environmental consciousness is environmental education.
Turkish Prep School EFL Students&apos; Beliefs about Language Learning
Author: Arslan, Gülçin
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,College Preparation,Language Attitudes,Language Proficiency,Learning Motivation,Expectation,Difficulty Level,Self Efficacy,Gender Differences,Age Differences,Adults,Adolescents,Individualized Instruction,College Students,Foreign Countries

This study investigates the relationship between Turkish EFL learners' beliefs about language learning and learner features, such as gender, age, and language proficiency level. The study was conducted at Anadolu University, School of Foreign Languages, with the participation of 242 Turkish prep school EFL students with different levels of English proficiency in the spring semester of the 2018-2019 academic year. The data were collected using Horwitz's inventory (1987), &quot;Beliefs about Language Learning Inventory&quot; (BALLI). The results of the study showed no significant relationship between the participants' features, that is, gender, age, and language proficiency level and their beliefs about language learning. However, subtle relationships were discerned between the participants' features and their beliefs about language learning. Considered in the light of the results of previous studies on the same issue, the results of our study suggest that the interplay between learner beliefs about language learning and learner features is dynamic, complex, and context-specific, which underlines the importance of adopting a hands-on approach with individualized attention to the situation and a timely-intervention of students' misplaced beliefs about language learning. Taking the results of previous studies into account, the results of this study are discussed, and pedagogical implications are offered for stakeholders in language learning and teaching.
Turkish Adaptation of Mobile Learning Readiness Scale in the Framework of Theory of Planned Behavior
Author: Sungur-Gul, Kibar
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Handheld Devices,Learning Readiness,Translation,Turkish,Construct Validity,Test Reliability,Intention,Usability,Value Judgment,Social Influences,Personal Autonomy,Self Efficacy,Preservice Teachers,Science Education,Foreign Countries

The aim of the study is to conduct the validity-reliability study of mobile learning readiness scale (MLRS) developed by Cheon, Lee, Crooks, and Song (2012) in the framework of the theory of planned behavior by adapting it to Turkish. The participants determined using convenience sampling method consist of 344 pre-service science teachers studying at two different faculties of education (Nevsehir Haci Bektas Veli University and Kirsehir Ahi Evran University) in the spring semester of 2018-2019 in Turkey. The construct validity of the scale adapted to Turkish was carried out via the Confirmatory Factor Analysis (CFA) method. The reliability of the scale was tested by computing Cronbach's alpha (a) as internal consistency levels. It was found that the level of internal consistency value was 0.93 and sub-factors of MLRS were at a good level. In conclusion, the Turkish version of the MLRS in the framework of the theory of planned behavior consists of four main factors including attitude, subjective norm, perceived behavioral control, and intention and three external beliefs including Attitudinal Beliefs (Perceived Ease of Use, Perceived Usefulness), Normative beliefs (Instructor Readiness, Student Readiness), and Control beliefs (Perceived Self-efficacy, Learning Autonomy) as in the original model.
Secondary Pre-Service Science Teachers&apos; Competence: Theory to Practice
Author: Ramirez, Iris April L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary Education,Science Education,Preservice Teachers,Undergraduate Students,Teacher Competencies,Teaching Skills,Pedagogical Content Knowledge,Knowledge Level,Positive Attitudes,Student Teaching,Internship Programs,Communication Skills,Classroom Techniques,Professionalism,Theory Practice Relationship,Public Colleges,Foreign Countries

The study assessed the teaching competence of the secondary pre-service science teachers in terms of teaching knowledge, teaching skills, and attitude. The study made use of quantitative research approach (descriptive comparative research design). The validated instruments (Scale) was distributed to the respondents (n=45; Secondary Pre-service Science Student Intern) and a purposive sampling was utilized on selected Tertiary Education Institutions. Weighted means and Two-tailed T- test of dependent means at the level of significance a = 0.05 were applied. The assessment of the teaching competence has shown that the pre-service teachers were competent. Results revealed that the level of knowledge was very good, level of teaching skills was high and attitude was very positive. Results also revealed that there was no significant difference before and after practice teaching in terms of knowledge and attitude. Yet, for teaching skills, there is a significant difference before and after practice teaching.
Views of Preschool Teachers on Using Out-of-School Learning Environments in Preschool Education
Author: Uludag, Gonca
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Attitudes,Educational Environment,Physical Environment,Informal Education,Nonformal Education,Outdoor Education,Field Trips,Science Activities,Preschool Children,Social Development,Emotional Development,Cognitive Development,Child Safety,Barriers,Teacher Competencies,Self Efficacy,Foreign Countries

The aim of research was to reveal the views of preschool teachers on using out-of-school learning environments in preschool education. It was a qualitative research conducted by phenomenological method and eleven preschool teachers from Turkey were included in it. The research data was obtained by interview and the interview form prepared by the researcher was used in the interviews. The data was analyzed by using descriptive and content analysis techniques. The findings revealed that preschool teachers described the out-of-school learning concept in compliance with the literature as the 'learning performed anywhere out of classroom/school'. It was considered that out-of-school learning environments had advantages for children in developmental, cognitive and social-emotional terms and for teachers in terms of education processes, vocational and personal development. However, these environments had disadvantages for children in safety, social-emotional, development and in environment-related terms and for teachers in process-related and social-emotional terms. The teachers stated that environment, parent, teacher-based problems and safety problems were experienced in the activities performed in these environments. It was determined that the teachers mostly did not consider themselves competitive in conducting activities in these environments due to the lack of knowledge and experience. In the research, some recommendations were made based on the results.
Attracting Noyce Students to Become STEM Teachers
Author: Mundy, Marie-Anne
Date: 2021-01-00
Type: Journal Articles
Subjects: Teacher Recruitment,Scholarships,STEM Education,Internship Programs,Preservice Teachers,Student Attitudes,High School Teachers,Program Effectiveness

There are concerns that teacher shortages in the STEM field will lead to a downfall in the U.S. economy and security of the nation. The internship program was created to provide the STEM majors in Texas A &amp; M University-Kingsville (TAMUK) and its partner community colleges an opportunity to observe and participate in STEM education and possibly future recruitment. The theoretical framework underlying this study was based on whether active learning teaching strategies will effect student satisfaction. This study took place in Southern Texas with a predominantly Hispanic male sample. Research questions central to the design were as follows: (1) Overall, how satisfied were the Noyce Interns with the STEM Teaching Boot Camp and (2) Overall, how satisfied were the Noyce interns with the Noyce Summer Internship? Descriptive statistics were utilized. The findings from the surveys indicated that the interns were satisfied with both the STEM Teaching Boot Camp and the Noyce Summer Internship Program. Because of the experience, some STEM majors or Noyce Interns have decided to pursue a teaching certificate to become a high school STEM teacher.