ethanporcaro/eric-fulltext-meta huggingface dataset:
Bibliometric Analysis of Articles on Computerized Adaptive Testing
Author: Yurtcu, Meltem
Date: 2021-12-00
Type: Journal Articles
Subjects: Bibliometrics,Computer Assisted Testing,Computer Software,Test Construction,Research Reports,Correlation,Intellectual Disciplines,Prediction,Trend Analysis,Citation Analysis

The items that are suitable for everyone's own ability level with the support of computer programs instead of paper and pencil tests may help students to reach more accurate results. Computer adaptive tests (CAT), which are developed based on certain assumptions in this direction, are to create an optimum test for every person taking the exam. It then becomes essential to examine the development process of such important exams and to monitor what studies have contributed to this development in what year. CiteSpace is a program developed to map information fields, explain the relationship between different disciplines, examine and estimate the studies in a certain period of time, uncover the latest studies and predict the trend issues that occur according to the analysis of bibliographic records of related publications. In this study, it is aimed to find out what articles about CAT are produced in which areas, at what time periods and which articles have a significant effect in these periods. CiteSpace program was used to make a document/article co-citation analysis. Articles on CAT between 1946-2016 were scanned by &quot;or&quot; connector. A total of 637 articles were used, the analyses were finalized according to the networks. As a result of the research, clusters were determined based on the relationship in the citations, articles that were the most cited and important among studies on CAT were presented.
The Relationship between Preschool Teachers&apos; Attitudes towards Science Education and Cognitive Flexibility Levels
Author: Soylu, Fatmagül
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Science Education,Cognitive Ability,Foreign Countries,Preschool Teachers,Gender Differences,Self Efficacy,Age Differences,Faculty Development,Cognitive Processes,Correlation

The aim of the research is to investigate the relationship between the preschool teachers attitudes towards science education and their cognitive flexibility levels. In this context, personal information of 207 pre-school teachers was collected with the Personal Information Form prepared by the researcher. Attitude Scale of Preschool Teachers Towards Science Education (Cronbach alpha coefficient: 82) and Flexibility Scale (Cronbach alpha coefficient : 81) used in the research. The Kolmogorov-Smirnov and Shapiro-Wilktest tests were used to determine the distribution of the data and Mann-Whitney U and Kruskall Wallis H tests were used in the research. It was seen that there was a positive and significant relationship between pre-school teachers' attitudes towards science education and cognitive flexibility levels.
The Knowledge and Awareness Levels of Gifted Children on Nanotechnology
Author: Köse, Mücahit
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Knowledge Level,Academically Gifted,Gifted Education,Technology,Molecular Structure,Scientific Concepts,Student Characteristics,Gender Differences,Instructional Program Divisions,Parent Background,Educational Attainment,Occupations,Grade 5,Grade 6,Grade 7,Grade 8,Elementary Secondary Education

The purpose of the study is to determine the knowledge and awareness of gifted children receiving education in the Science and Art Center on nanotechnology. The descriptive survey model was used in the study. The purposeful sampling method was chosen and a total of 160 students receiving education in two Science and Art Centers located in the city of Antalya in the 2018-2019 academic year were included in the study. The students consisted of 5th, 6th, 7th, and 8th-grade students. The study tested whether the nanotechnology knowledge levels of gifted students differ according to the variables of students 'gender, grade level, knowledge source, parents' education level, and occupation. According to the findings, while the students' knowledge and awareness of nanotechnology did not create a significant difference in terms of the gender variable, it was determined that as the grade level increased, the knowledge and awareness level also increased. Also, it was determined that as the parents' education level increased, the students' knowledge on nanotechnology increased and that the knowledge and awareness of students whose parents are engineers or doctors were higher compared to the other students.
Situational Interest and Its Sources: A Comparison between Expressed and Observed Situational Interest about Heat Transfer
Author: Duruk, Umit
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Education,Heat,Student Interests,Science Interests,Middle School Students,Foreign Countries,Hands on Science,Learner Engagement

Latest studies on situational interest (SI) point out that the expressed situational interest (ESI) and observed situational interest (OSI) of students that emerge during science courses differentiate from each other. However, the studies aiming to determine this difference are rare. Accordingly, the purpose of this qualitative case study is to compare the ESI and OSI of middle school students emerging during a science course and determine what type of sources these students show in relation to their SI changes. Turkish six-graders (N= 30, age 11-12 years) participated in a heat transfer course, and this course was video-recorded. The SI of the students was measured repeatedly in different sequences and periods of the course and examined by combining student self-evaluations and observations from the video recordings. As a result of the study, it was observed that although the SI of the students increased especially during hands-on activities, it decreased in general towards the end of the course, ESI and OSI differentiated with time, and the prominent sources included novelty, personal relevance, concreteness and engagement.
Teaching German as a Second Foreign Language at Primary Education in Turkey
Author: Karaman, Fatma
Date: 2021-00-00
Type: Journal Articles
Subjects: German,Second Language Instruction,Elementary Education,Foreign Countries,English (Second Language),Learning Activities,Relevance (Education),Teaching Methods

It is a known situation that knowing a single foreign language is not enough in the 21st century and that knowing a second language will give an individual privilege. Accordingly, in recent years, serious steps have been taken related to foreign language teaching in Turkey. In Turkey is beginning to be taught in basic education German as a second foreign language after English as a first foreign language. Due to the increase in the importance given to the second foreign language, it has become an important situation to organize activities according to the interest and readiness of the student in order to achieve the desired success in learning German. In this context, the aim of this study is to provide examples of activity design in which communication for German teaching after English in primary education is at the forefront. In this study, is designed activities related to the topic &quot;Einkaufen, Farben, Obst und Gemüse, Mülltrennung, Berufe, Artikel, Krankenheiten&quot; located in the German language curriculum in basic education in Turkey. Considering the cognitive, physical and affective development of the students in the design of the activities, many teaching principles such as relativity to the student and the principles of experiencing by doing have been brought to the fore.
The Effect of Intelligence Games on the Vocabulary Knowledge of Refugee Students Learning Turkish as the Second Language
Author: Akçelik, Derya
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Games,Game Based Learning,Vocabulary Development,Knowledge Level,Second Language Learning,Second Language Instruction,Instructional Effectiveness,Turkish,Refugees,Children,Elementary School Students,Grade 3,Grade 4,Positive Attitudes,Textbook Content,Gender Differences,Public Schools,Foreign Countries

The purpose of the research is two-fold: firstly, to determine the effect of vocabulary teaching with intelligence games on the vocabulary knowledge of refugee students studying in primary school and learning Turkish as a second language, and secondly to investigate the opinions of the students about vocabulary teaching with intelligence games. The research was designed in the explanatory sequential design of the mixed methods research. The study group consisted of 40 refugee students studying in a state-affiliated primary school in Istanbul. Teaching Turkish words in the experimental group was carried out with intelligence games whereas activities in the current textbook were utilized in the control group. As a result of the research, it was found that vocabulary teaching carried out with intelligence games was effective in improving students' Turkish vocabulary knowledge. Furthermore, it was revealed that the students enjoyed vocabulary teaching activities with intelligence games and learned the words more easily.
Examination of the 6th Grade Turkish Lesson Coursebook Texts within the Context of the Properties of the Text
Author: Çarkit, Cafer
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 6,Elementary School Curriculum,Textbooks,National Curriculum,Textbook Content,Content Analysis,Textbook Evaluation,Literary Genres

In this study, the texts in the 6th-grade Turkish coursebook, prepared according to the 2019 Turkish Lesson Curriculum, have been analysed in terms of various text types. In this framework, the texts in the book have been examined and evaluated according to the criteria of the function, literary genre, logic level, and the utilization feature in language teaching, which the researchers have created based on the literature. The case study of qualitative research methods was used in the study. The data source of the research is the 6th-grade Turkish textbook used in 2020-2021 academic year. The data of the study was obtained through document review. The data obtained in the study were analysed and evaluated by content analysis, one of the qualitative data analysis methods. The research findings determined that the book included informative texts more than narrative texts and poems in terms of their functions. It has been determined that the texts in the book show a rich variety in terms of literary genre. It has been concluded that most of the texts in the book in terms of logic level are simple texts written at the level of plain logic. In the context of their usage characteristics in language teaching, it was determined that literary texts have more place than original texts in the textbook. Based on these findings, it was concluded that sufficient attention was not given to text selection in the textbook, and suggestions for text selection were presented in the process of preparing a Turkish textbook.
Examining How Management Skills of School Administrators Contribute to Organizational Climate According to the Perceptions of Teachers Working in Public High Schools: Konya Province Case
Author: Avunç, Felat
Date: 2021-00-00
Type: Journal Articles
Subjects: Administrator Effectiveness,School Administration,High School Teachers,Teacher Attitudes,Teacher Administrator Relationship,Organizational Climate,Public Schools,Institutional Characteristics,Correlation,Administrators,Foreign Countries

The purpose of the study is to explore how management skills of school administrators contribute to organizational climate according to the opinions of teachers working in public high schools. The data were collected by using &quot;Contribution of Managers' Management Skills to Organizational Climate Scale&quot; developed by Akar (2006). The teachers who work in public high schools in Konya province in Turkey were the target population of this study and 448 teachers were determined as the sampling. In addition, T-test and ANOVA test were used to calculate the significance levels for the scale dimensions according to demographic information. The findings revealed quite high values for &quot;Thrust&quot; and &quot;Aloofness&quot; dimensions as well as a significant difference in &quot;Aloofness&quot; dimension for &quot;School Type&quot; variable. Halpin (1966), in his study, determined six organization types and suggested that open climate is the most positive one. The high values obtained for &quot;Thrust&quot; and &quot;Aloofness&quot; dimensions in this study indicate lack of open climate; therefore, management skills of school administrators are not sufficient in creating an open climate at schools and fail to have a holistic effect on teachers.
Examining Secondary School Teachers&apos; Beliefs and Purposes about the Use of L1 in Foreign Language Classes
Author: Ölmez, Melek Özer
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,English (Second Language),Second Language Instruction,Second Language Learning,Native Language,Language of Instruction,Code Switching (Language),Turkish,Teacher Student Relationship,Positive Reinforcement,Classroom Techniques,Questioning Techniques,Translation,Instructional Program Divisions,Public Schools,Foreign Countries

The present study reports on an investigation of secondary school teachers' purposes of the first language (L1) use in foreign language (L2) classes and reflects on teaching practices implemented in secondary schools in Turkey. The study also aims to explore the teachers' beliefs about the use of L1 in L2 teaching. The study utilized ethnography and employed classroom observations, field notes, and interviews. 19 secondary school teachers of English were included in the study. The findings of the study revealed that teachers' L1 use served the following functions: instructional functions, building up rapport, maintaining discipline, and intellectual functions. The findings also indicated that the reasons behind the teachers' L1 use in their classrooms were based on students' affective and cognitive needs.
Development of Verbal Games Achievement Test of Primary School 3rd Grade Science Lesson &quot;Let&apos;s Know about Substance&quot; Unit
Author: Saglam, Abdulkadir
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 3,Test Construction,Achievement Tests,Verbal Ability,Educational Games,Test Reliability,Construct Validity,Difficulty Level,Test Items,Factor Structure,Factor Analysis

The aim of the study is to develop an achievement test consisting of the questions in verbal intelligence games whose validity and reliability have been ensured and which are in accordance with the learning outcomes of the states of substance and knowing the properties of substance via the five senses taking place in the unit &quot;Let's Know About Substance&quot; in primary school 3rd grade science lesson. In this framework; the games of find with code, anagram, the deleted word, deficient word and word tour being from the verbal intelligence games have been used in the test. Scanning method from quantitative research methods has been used during the development process of the test. Question inventory has been formed by the researchers. Content validity of the test has been carried out by preparing table of specifications and reliability calculations of the test have been carried out upon the data attained from 187 primary school third grade students in different cities of Turkey with random sampling method for the purpose of having a pilot study. The reliability coefficient for Primary School Third Grade Science Lesson &quot;Let's Know About Substance&quot; Unit Verbal Games Achievement Test has been found as ([alpha]) 0.92. Cronbach Alpha The mean item difficulty and distinctiveness indexes of the test have been calculated with the conducted item analysis. Findings show that the developed achievement test is a valid and reliable test. An achievement test consisting of 15 items and three factors as coding games, circle games and word games, in which the distinctiveness of all questions is at sufficient level, which is at a difficulty level close to the average, whose mean difficulty index is at medium level, which is valid and whose points are highly reliable and which has been formed with verbal intelligence games has been developed within the direction of the aim of the study.
The Correlation between Metacognitive Skills and Critical Thinking Skills toward Students&apos; Process Skills in Biology Learning
Author: Naimnule, Lusia
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Metacognition,Critical Thinking,Science Process Skills,Skill Development,Thinking Skills,Biology,Science Instruction,Instructional Effectiveness,Active Learning,Inquiry,High School Students,Grade 10,Foreign Countries

The purpose of this correlational research was to determine the correlation between metacognitive skills and critical thinking skills toward the process skills of Senior High School students through the implementation of inquiry, REACT, and inquiry integrated with REACT learning models. The population of this research was all students of class X Senior High Schools in Malang in the 2017/2018 academic year. The samples used in this research were the class X students of Science 1 of Senior High School 8 Malang, Science 2 of Senior High School 8 Malang, and science 3 of Senior High School 5 Malang. The research data were analyzed by using multiple regression correlation analysis. The results of this research show that there is a correlation between metacognitive skills and critical thinking skills toward the students' process skills through the implementation of the Inquiry learning model, REACT and INREACT. The contributions of metacognitive skills and critical thinking skills toward the students' process skills through the implementation of Inquiry, REACT and INREACT learning models are 64,7%, 81,3% and 72,5% respectively. This indicates that the effective contribution through the REACT learning model is higher than that through the Inquiry and INREACT learning models.
Do Contemporary e-Learning Solutions Support the Development of Intercultural Competence? Insights from European Projects
Author: Szerszen, Pawel
Date: 2018-00-00
Type: Journal Articles
Subjects: Electronic Learning,Learning Modules,Cultural Awareness,Multicultural Education,Second Language Instruction,Psycholinguistics,Instructional Design,Foreign Countries

The aim of the present paper is to analyse the extent to which contemporary e-learning solutions support the development of intercultural competence in the didactics of specialist languages. A special consideration will be given to those solutions which use e-learning modules. A few remarks concerning the terminology of intercultural competence as well as didactic modules have been made at the beginning. Last but not least, on the basis of the theory of didactic module, the process of (glotto) didactic module development and the examples of its realisation in the context of development of intercultural competence have been indicated. As shown in the paper e-learning solutions based on glottodidactic modules contribute to the development of intercultural competence, which is an essential component equipping interactor with indispensable and critical knowledge and skills. All this is required in modern specialised communication, occurring especially in multilingual and/or multicultural environments.
The Use of Monologue Speaking Tasks to Improve First-Year Students&apos; English-Speaking Skills
Author: Karpovich, Irina
Date: 2021-00-00
Type: Journal Articles
Subjects: Public Speaking,Speech Skills,Speech Communication,College Freshmen,English (Second Language),Second Language Learning,Foreign Countries,Peer Relationship,Peer Evaluation

A significant number of studies are devoted to the psychological and social adaptation of students to the educational process at university. This research contributes to the solution of the problem of first-year students' academic performance in the framework of studying a foreign language by working with monologue speaking tasks. The study offers an analysis of the improvement of academic performance in this particular type of language activity. The study took place at Peter the Great Saint Petersburg Polytechnic University, Russia, and involved 274 first-year students enrolled in undergraduate programs. Mixed qualitative and quantitative methods were applied to collect and analyse data for the study. The research included the qualitative content analysis of monologue speaking tasks. Results of the study make it possible to conclude that the use of monologue speaking tasks paired with peer interaction and peer assessment can improve first-year students' English-speaking skills.
What Can Translation Do? Language, Power, and Identity in an Elementary Classroom
Author: Fishman, Eric
Date: 2021-00-00
Type: Journal Articles
Subjects: Translation,Elementary School Students,Second Language Learning,English (Second Language),Classroom Communication,Poetry,Action Research,Grade 3,Grade 4,Multilingualism,Monolingualism,Native Language,Family Relationship,Interviews,Student Attitudes,Teaching Methods,Self Concept,Bilingualism,Critical Literacy,American Indian History,Residential Schools,American Indian Languages,Acculturation

What purposes might literary translation serve in the K-12 classroom? In this article, I use practitioner research to explore a heritage language poetry translation project I taught with third and fourth grade multi- and monolingual students in a suburban independent school. Students interviewed family members about their heritage languages, worked with family and community members to choose and analyze a poem in their heritage language, and developed three interpretive translations of the poem in English. Drawing on classroom observations, student and family reflections, and a range of scholarly and critical perspectives, I describe three purposes for teaching literary translation. Translation can disrupt hegemonies of texts, languages, and identities; develop multilingual students' critical bilingualism; and work toward &quot;critical monolingualism&quot; for students who do not (yet) speak a language other than English.
&quot;The Voice Lies within Them&quot;: Teacher Candidates&apos; Conceptions of Literacy and Social Justice Pedagogy
Author: Marlatt, Rick
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Justice,Teaching Methods,Cultural Background,Methods Courses,English Teachers,Teacher Education Programs,Practicums,Ideology,Preferences,Preservice Teachers,Literacy Education,English Instruction,Language Arts,Undergraduate Students,Teacher Educators,Student Attitudes

This qualitative analysis of experiential reflections in two English methods courses considers the ways that perceptions of literacy can shape understandings of social justice and social justice pedagogy. Although social justice is an essential component of English teacher education, scholars are still attempting to transcend theoretical discussions into field experiences. Following a semester of justice-oriented readings and reflexive activities involving practicum placements including a community-engagement project in local schools, teacher candidates responded to open-ended questions related to literacy and social justice on post-course questionnaires. An ideological approach to literacy comprised of literacy events occurring in social contexts frames the research design and interpretations of participants' responses. Findings illustrate respondents' perceptions on a continuum between literacy as fixed and amenable to change. Although their understandings of social justice indicate a preference for embracing differences in students' literacy practices and cultural backgrounds, transferring social justice pedagogy from theory to practice remains a significant challenge. These results hold implications for teacher education program stakeholders whose experiences can help actionize social justice in classrooms.