ethanporcaro/eric-fulltext-meta huggingface dataset:
Supporting English Language Learners in College Science Classrooms: Insights from Chemistry Students
Author: Lee, Eshani N.
Date: 2020-00-00
Type: Journal Articles
Subjects: Chemistry,English Language Learners,College Science,Science Instruction,Undergraduate Students,Barriers,Student Needs,Language Proficiency,Student Attitudes,Teaching Methods,Language Usage,Cognitive Processes,Difficulty Level,Learning Strategies

General chemistry is a mandatory course for those in pursuit of careers in various allied health and science, technology, engineering, and mathematics (STEM) fields. However, many students find chemistry difficult. For English language learners (ELLs), the situation is especially demanding, as these students are required to learn the specialized academic language and concepts of chemistry while simultaneously learning English. To further complicate the matter, chemistry is also comprehensive in nature, which does not leave much room for error in developing a solid understanding of key concepts. These challenges can potentially become an impediment to ELLs' future success, and research has suggested that this student group is largely overlooked, particularly in the context of postsecondary science classrooms. It is important that educators address the unique learning experiences and needs that ELL students have in the science classroom to provide them with equitable access to science knowledge and careers. The goal of the current study is to consider the specific challenges that ELL students face in university-level general chemistry courses. It focuses on two questions: (1) What types of challenges do undergraduate ELLs report experiencing in terms of their learning, participation, and assessment? and (2) Which learning techniques do ELLs report using to support their learning needs? The authors believe that this information can provide college science instructors with insights about how to support the learning of ELLs in their classrooms.
Pedagogical Practice Preferences among Generational Groups of Learners: Towards Effective Twenty-First Century Higher Education
Author: Ortega-Dela Cruz, Ruth
Date: 2020-00-00
Type: Journal Articles
Subjects: Preferences,Generational Differences,21st Century Skills,Instructional Effectiveness,Student Motivation,Graduate Students,Undergraduate Students,Public Affairs Education,Active Learning,Experiential Learning,Cooperative Learning,Inquiry,Blended Learning,Game Based Learning,Technology Integration,Direct Instruction,Individualized Instruction,Feedback (Response),Foreign Countries

Facilitating learning for the students nowadays demands so much from the educators. This makes the role of higher education institutions (HEIs) more challenging as they look upon the needs of the present generation. This study sought answer to that need by determining the most preferred pedagogical practices that have impact on the students' ability to stay motivated and learn effectively. Randomly selected higher education students including bachelor, masters' and doctorate students were surveyed. Majority of the students belong to the so-called Net Generation. They prefer pedagogical practices that engage multiple channels of learning and on ways of assessing the learning outcomes. They thrive more on relevant, applicable, active learning and project-based tasks while working with their learning partners including faculty and students of shared interests. Results of correlation analysis revealed a significant relationship between students' demographics, and their preferences for pedagogical practices. Analysis of Variance indicated highly significant difference in the preferences for pedagogical practices across generational groups of students. Higher education is indeed changing and thus requires continuous change and improvement on the part of educators who find comfort in utilizing the twentieth century pedagogical practices. Now that innovations and technological breakthroughs are inevitable, educators must take a stand and set the bar in promoting effective twenty-first century higher education.
Comparison of Ardabil People&apos;s Utilization of National Media and Satellite Networks in Receiving News
Author: Baratchian, Taher
Date: 2020-09-00
Type: Journal Articles
Subjects: Social Networks,Computer Simulation,Comparative Analysis,Computer Software,News Reporting,Users (Information),Validity,Reliability,Questionnaires,Preferences,Social Media,Television Viewing,Satellites (Aerospace),Accuracy,Information Dissemination,Censorship,Audiences,Foreign Countries,Ethnic Groups,Freedom,Trust (Psychology),Geographic Regions

Virtual social networks nowadays play a very important role in getting and receiving daily news. Therefore, it is necessary to know the extent and reasons for users to use this tool and compare it with other media. Therefore, it is essential to know the extent and reasons for users to utilize this tool and compare it with other media. This study aimed to investigate the comparison of the use of Ardebil people from social networks and other media in receiving the news. In this descriptive-inferential study 400 Ardabil people were randomly selected. The validity and reliability of the questionnaire developed by the researcher were obtained and completed by the participants. The data were then analyzed using SPSS software. Research findings show that participants prefer to gain news from social networks to other media and most of them think that using social media has been able to reduce the utilization of other media. The findings show that the use of social media in news coverage has somewhat reduced the amount of time spent watching television and satellite. The reasons for this media shift in news acquisition include the social networking content attractiveness in the indicators of accuracy and transparency, the speed of dissemination, the neutrality of news, the latest visual reports, the visual and auditory attractions, the attention to quality of programs, attention to Respondents cited low censorship, addressing issues of interest to audiences, using news images, and using expert view of other media as sources of news. The participants also believed that social networks have a low level of censorship and news silence. Since the national media should be the most important medium in getting the news to a community, as an emerging media social networks have been able to take deep root in human life. These networks have positive features, but on the other hand, they have problems that need special attention.
Supporting Teachers in the Transition towards Distance Education: Challenges and Means
Author: Papi, Cathia
Date: 2020-00-00
Type: Journal Articles
Subjects: Distance Education,COVID-19,Pandemics,Electronic Learning,Foreign Countries,Faculty Development,Elementary Secondary Education,Higher Education,Online Courses

During the lockdown as a result of the pandemic, it became necessary to deploy distance education in many countries, at all levels of education. This article presents the creation of a training course aimed at helping teachers to shift from in-person classes to distance learning. It highlights the issues and challenges encountered and pinpoints the first observable impacts of this course, as well as in-progress and upcoming developments.
Teaching Activities Implemented by Pre-Service Primary Teachers While Teaching Mathematics
Author: Dogan, Mustafa
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Mathematics Teachers,Mathematics Instruction,Teaching Methods,Lesson Plans,Mathematics Curriculum,Problem Solving,Evaluation Methods,Microteaching,Preservice Teacher Education

The aim of this study is to determine the teaching activities of pre-service teachers in the course of mathematics teaching methods. All of the pre-service teachers have selected an attainment content from the primary (1-4) mathematics education curriculum at the beginning of the semester in the scope of mathematics teaching methods course. Data collection tools include prepared lesson plans and presentation notes by the students, as well as field notes of the researchers in addition to an observation form. According to the results obtained with descriptive statistics and content analysis, while the pre-service teachers were successfully performed in timing and taking into account of curriculum requirements, they were not adequately performed in problem posing and problem solving and also using alternative and appropriate evaluation methods.
Analysis of Postgraduate Theses Related to STEM Education in Turkey: A Meta-Synthesis Study
Author: Sarica, Rabia
Date: 2020-00-00
Type: Journal Articles
Subjects: Masters Theses,Doctoral Dissertations,STEM Education,Educational Research,Research Methodology,Data Collection,Secondary School Students,Preservice Teachers,Questionnaires,Skill Development,Academic Achievement,Educational Attitudes,Foreign Countries

Importance and prevalence of STEM, which is a holistic educational approach that includes science, technology, engineering and mathematics, has been increasing in recent years. It is stated that STEM is very important for countries to compete and stand out in the new world order and economy. In this study, postgraduate theses on STEM education in Turkey were investigated by meta-synthesis method. In this context, 58 theses, 9 of which were doctoral and 49 of them were master's thesis were examined. Topics covered in the theses, research methods used, preferred sample groups, data collection tools and results presented in theses, similar and different aspects were examined in detail. It is understood that various skills, opinions, academic achievement, learning approaches, career, attitudes, and interest/perception are studied in the theses. In the studies, it was determined that mostly mixed, quantitative and qualitative methods were preferred respectively, middle school students and teacher candidates were frequently studied groups, and questionnaire/scale and interview (form) tools were frequently used as data collection tools. The results, similarities and differences of the theses were expressed with key statements and some suggestions were presented.
A Pilot Study for Determing the Effect of Argumentation-Based Instruction on 6th Grade Students&apos; Knowledge and Views about Organ Donation and Transplantation
Author: Caymaz, Belkiz
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Persuasive Discourse,Grade 6,Middle School Students,Knowledge Level,Student Attitudes,Human Body,Donors,Medical Services,Foreign Countries,Pretests Posttests

This study has been prepared as a preliminary study that will guide similar studies in the future. The aim of this study is to determine the effect of argumentation-based instruction on 6th grade students' knowledge and views about organ donation and transplantation. The study was conducted with 41 secondary school students in Turkey and a pre-test post-test single-group quasi-experimental design was used. Organ donation and transplantation was taught with argumentation-based activities for 2 weeks. The data was gathered by the open-ended questionnaire and content analysis was used in the analysis of the data. Before the application, it was observed that most of the students confused the basic concepts of organ donation and transplantation and they had some misconceptions. They also had incorrect information about the necessary conditions for organ donation and organs/tissues which can be successfully transplanted. After the application, it was observed that the misconceptions decreased significantly, and argumentation-based activities raised students' awareness and willingness to donate. These findings showed that argumentation-based instruction have had a positive effect on the students' knowledge and views about organ donation and transplantation.
Comparison of High-Achieving Sixth Grade Students&apos; Performances on Written Computation, Symbolic Representation, and Pictorial Representation Tests
Author: Butuner, Suphi Önder
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 6,High Achievement,Foreign Countries,Mathematics Achievement,Mathematics Skills,Mathematics Tests,Computation,Symbols (Mathematics),Pictorial Stimuli,Grade Point Average,Scores

The present study was conducted to compare the performances of high-achieving sixth grade students on written computation, symbolic representation, and pictorial representation tests. The study enrolled 107 sixth-grade students in three schools. Data were analyzed by using the Kruskal Wallis and Mann Whitney-U Tests and interviews were conducted with six students. The Mann Whitney U test was utilized to explore the groups that were favored by the difference. Student performances were lower particularly in the pictorial representation test than the other two. It is interesting that the students with mathematics grade average points of 4 and 5 at the end of the first academic term failed to show the same success that they showed in the written computation test in the two other tests as well. Therefore, it can be said that the teachers evaluate the students who are good at doing operations as successful in mathematics.
Didactical Engineering of the Second Generation: A Proposal of the Design and a Teaching Resource with the Support of the GeoGebra Software in Brazil
Author: Alves, Francisco Régis Viera
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Software,Teaching Methods,Mathematics Instruction,Mathematics Teachers,High School Students,Exit Examinations,Selection Criteria,College Admission,Faculty Development,Geometric Concepts,Foreign Countries,Visualization,Computer Assisted Instruction,Theories

This article presents a partial excerpt from an ongoing master's research on the methodological theoretical aspects of problems related to the content of volumes, selected from the evaluations of the National High School Exam (ENEM). The Exam consists of a test proposed by the Brazilian federal government, which aims to assess the performance of students at the end of high school, in addition to being used as a selection criterion to enter higher education. In this way, a didactic situation is proposed in the context of ENEM structured in the Theory of Didactic Situations (TSD) and subsidized by the use of the GeoGebra software as a technological resource for the construction and resolution of the problem situation on the volume of a cylinder. The didactic session was consolidated in Didactic Training Engineering (EDF) and developed to design a didactic resource for teaching and training mathematics teachers. GeoGebra was used to carry out the didactic transposition of the problem, as it benefits the student to break the difficulties inherent in the understanding and appropriation of geometric concepts. This structure facilitates didactic mediation, in addition to giving a new meaning to the study and teaching of volumes in the context of ENEM assessments.
Digital Life Stories in Year Four of Primary School
Author: Demeny, Piroska
Date: 2020-00-00
Type: Journal Articles
Subjects: Story Telling,Electronic Publishing,Grade 4,Elementary School Students,Foreign Countries,Intervention,Communication Skills,Technology Uses in Education,Writing Skills

In Romania, the curriculum for mother tongue education for grade three and four of primary school defines spoken and written text production in various communication situations as a general educational requirement and competence (see the curriculum for competence-based teaching of the mother tongue approved by Ministerial Decree No. 5003 of 4 December 2014. Hungarian Language and Literature, grade three and four). This experimental study examines the impact of digital storytelling on children's text production skills. Our aim was to design an intervention programme that develops primary school children's self-expression, text production skills, creativity but also their digital competencies. The goal is to use digital storytelling to develop children's composition skills, including staying on the subject, creating the connection between title and content, spelling, text appearance, and reaching the desired length. In order to achieve our objective, we devised experiments involving two cohorts of children in year four of primary school who were given stories selected from Angi Máté's book &quot;Volt egyszer egy…&quot; (Once upon a time there was a…). Using these stories as a starting point, the members of the both groups created their own stories, the experimental group applying digital storytelling, while the control group applied the technique of collage.
Errors in Using Convergence Tests in Infinite Series
Author: Genc, Murat
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Error Patterns,Mathematical Concepts,Calculus,Elementary School Teachers,Mathematics Teachers,Foreign Countries

The present study aimed to identify the errors made by pre-service elementary mathematics teachers while investigating the convergence of infinite series. A qualitative exploratory case study design was used with a total of 43 undergraduate students. Data were obtained from a test administered in a paper-and-pencil form consisting of seven open-ended questions. The data analysis was done using descriptive and content analysis techniques. Findings were presented as follows: inappropriate test selections; failure to check convergence criteria; incorrect use of a comparison test; limit comparison test error; re-test convergence test results; considering [sigma] as a multiplicative function; misunderstanding of special series; considering that series has no character when the convergence test is inconclusive; confusing sequences with series; misunderstanding of the &quot;n&quot;th-term test; misinterpretation of convergence test results. Findings showed that students with insufficient procedural knowledge had difficulty in solving the given problem even if they understood it, whereas those with insufficient conceptual knowledge could not literally understand what they did even if they solved the problem. Therefore, the establishment of a moderate balance between procedural and conceptual knowledge in the learning of the convergence of series is essential in reducing the errors or learning difficulties for developing deep mathematical understanding.
Gaining Entrepreneurship Skills with the Activities Designed Related to Primary School Mathematics Curriculum: The Case of Turkey
Author: Akkas, Elif Nur
Date: 2020-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Skill Development,Mathematics Education,Elementary School Mathematics,Instructional Program Divisions,Financial Support,Small Businesses,Thinking Skills,Marketing,Investment,Design,Foreign Countries,Learning Activities

The aim of this study is to gain entrepreneurship skills with activities in mathematics education. With this aim, the Primary School Mathematics Curriculum was examined by the researchers. In this process, data were collected using a document review form developed by the researchers within the framework of Tarhan (2019a). According to this framework, entrepreneurship education includes five dimensions, namely business idea, finance, product design and production, promotion and marketing, investment. Obtained data was analyzed by document analysis method. Through the analysis process, the objectives of the program related to the entrepreneurial skills were determined and the activities were designed in line with these objectives. As a result, it was determined that the activities prepared in order to gain entrepreneurship skills in the Primary School Mathematics Curriculum were not compatible with each grade level and each learning domain. This suggests that some of the objectives are not compatible for gaining entrepreneurship skills. Therefore, any activities could be designed related to objectives and learning domains at some of the grade levels. Moreover, it was also found that there were any studies in mathematics education involving the creation and application of mathematical activities by addressing entrepreneurship elements systematically (dimension, subject, skill, value).
Investigation of the Prospective Science Teachers&apos; Views on the Problems and Solutions Regarding Science and Technology
Author: Zorlu, Fulya
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Public Colleges,Science Education,Science and Society,Student Attitudes,World Problems,Social Problems,Communication Problems,Problem Solving,Pollution,Climate,Conservation (Environment),Information Literacy,Access to Information,Social Media,Influence of Technology,Public Health,Critical Thinking,Foreign Countries

The aim of this study was to investigation of the prospective science teachers' views on the problems (as are the waste of natural resources, the information pollution, sharing information without confirming their validity of information, communication problems among people, spending extra time and money, the laziness, the obesity, the environmental pollution, the global warming etc.) and solutions regarding science and technology. Research method of this study was case study method. The four second year prospective science teachers attending education faculty of a state university were participated to this study. The data tools of this research were used questions in focus group interviews. The data obtained from the focus group interviews were analyzed using content analysis method. According to the results obtained from this study, prospective science teachers were expressing many problems within the framework of individual, social and environmental on science and technology sourced problems. Considering the results obtained from this study, it can be said that the solutions suggested by the prospective science teachers to solve the science and technology sourced problems are limited and can be improved.
Repeating Decimals and Irrational Numbers on the Number Line: Through the Lens of Pre-Service and In-Service Mathematics Teachers
Author: Caylan Ergene, Büsra
Date: 2020-00-00
Type: Journal Articles
Subjects: Arithmetic,Number Concepts,Mathematics Teachers,Experienced Teachers,Preservice Teachers,Mathematics Skills,Elementary School Teachers,Secondary School Teachers,Mathematical Logic

The purpose of the study is to examine how pre-service and in-service mathematics teachers locate repeating decimals and irrational numbers on the number line. The participants of the study included 274 pre-service and 106 in-service mathematics teachers. Data were collected through a written questionnaire including four open-ended questions. In the questionnaire, preservice and in-service teachers were asked to determine whether the given numbers 0.444…,[square root of]2, [pi] and e can be located on the number line, they cannot be located on the number line or they do not have exact places on the number line. Additionally, they were asked to justify their responses to each of the questions in the questionnaire. Open coding was performed while analysing data. Findings indicated that while majority of the participants stated that given repeating decimal, i.e. 0.444…, can be located on the number line, for the given irrational numbers, i.e. [square root of]2, [pi] and e, only small number of participants considered that they can be located on the number line. The main sources of the consideration that the given numbers do not have an exact place or they cannot be located on the number line were identified as approximation, infinity, irrationality and uncertainty in the justifications.