ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Digital Badges Specialization Level of the Subject on the Achievement, Satisfaction and Motivation Levels of the Students
Author: Yildirim, Serkan
Date: 2016-07-00
Type: Journal Articles
Subjects: Foreign Countries,Recognition (Achievement),Evaluation Methods,Information Storage,Student Evaluation,Specialization,Academic Achievement,Student Satisfaction,Student Motivation,Cognitive Style,Mixed Methods Research,Undergraduate Students,Measures (Individuals),Semi Structured Interviews,Gender Differences,Status,Nonparametric Statistics,Statistical Analysis,Study Habits,Competition,Class Rank

Digital badges are the components demonstrating competency and knowledge of the learners. The use of digital badges used to reflect the skills of learners is becoming increasingly widespread in the teaching environments. In addition, these badges are starting to take their places among documents such as certificates and diplomas. In this study, the relationship between digital badges rated in accordance with specialization levels of the same subject and achievement, satisfaction and motivation levels of the students has been investigated. In addition, the relationship between learning styles of the students participating in the study and their academic achievement and satisfaction levels were also presented. In this study, in which proximal parallel pattern of mixed research methods was used, quantitative and qualitative data were reviewed together. The sample of study consists of junior students of Ataturk University, Kazim Karabekir Education Faculty. The 13-week study was conducted with a total of 51 participants including 26 female and 25 male students. The data of the study were obtained by academic achievement form, Kolb's learning style inventory III and semi-structured interview form. According to the results of study, it has been seen that digital badges improve academic achievement, students' motivation to learn, attendance to lesson and satisfaction of the students. They also motivate students to make them ready for class, show level of the learners, provide the possibility of self and peer-assessment and they can be also used to demonstrate the level of competence and achievement along with some other documents such as diploma or certificate. As a result, digital badges can be used to better organize the learning process and make students more active learners.
Understanding Student Coregulation in Task Interpretation during Electronics Laboratory Activities
Author: Rivera-Reyes, Presentacion
Date: 2016-00-00
Type: Journal Articles
Subjects: Problem Solving,Peer Relationship,Interaction,Self Control,Correlation,Electronics,Questionnaires,Laboratories,Statistical Analysis,Classification,Likert Scales,Assignments,College Students,Cooperative Learning,Learning Activities

Coregulation (CRL) is a transitional process in which students share problem-solving techniques and utilize self-regulated learning (SRL) when interacting with peers. Coregulation may help students to define and modify inconsistencies in their SRL strategy. Task interpretation is described as the critical first step in the SRL process, and it is a key determinant in setting the goals and strategies to accomplish those goals. Limited information exists regarding coregulation and task interpretation in the context of laboratory work. Laboratory activities help students to move from abstract ideas to a practical understanding. However, it is generally agreed among educators that students involve little mental engagement in the laboratory activities. The purpose of this study was to investigate how students' level of coregulation was associated with their task interpretation and how the level changed over time. One-hundred and forty-three sophomore students enrolled in an electronics course participated in this study. A paper-and-pencil questionnaire was used to measure students' coregulation. Similarly, a questionnaire developed and piloted by the researcher measured students' task interpretation. High-coregulated students showed high levels of SRL, while low-coregulated students showed low levels of SRL. The findings confirmed a previous study by Hadwin and Oshige, which described coregulation as a process in a learner's acquisition of SRL, in which SRL is gradually appropriated by the individual learner's interactions when they are working in the assigned task activities. Further investigation is necessary to unveil other factors related to these constructs in order to engage students in laboratory work.
Role of Logic and Mentality as the Basics of Wittgenstein&apos;s Picture Theory of Language and Extracting Educational Principles and Methods According to This Theory
Author: Heshi, Kamal Nosrati
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Theories,Educational Principles,Educational Methods,Qualitative Research,Literature Reviews,Theory of Mind,Educational Philosophy,Language Usage,Imagination,Logical Thinking

The present paper attempts to recognize principles and methods of education based on Wittgenstein's picture theory of language. This qualitative research utilized inferential analytical approach to review the related literature and extracted a set of principles and methods from his theory on picture language. Findings revealed that Wittgenstein believed in language as a picture of the real and assumed that the real is reflected in language. He believed that language and mentality are the same and language demonstrates a full picture of mentality. Besides, the world and the language possess a logical structure and this logic rules the world and the language. Later on, his picture theory of language, logic and mentality were used to extract and introduce principles for education as listed here: the reasonability principle, mind involvement principle, matching principle, reasoning principle, creativity principle and formation of mind, comprehensibility principle, liberal thinking principle, and the principle of considering individual differences. Thus, applying the method of concept comprehension, problem oriented method, heuristic method, brainstorming method and finally interactive methods like Socratic question and answer and group discussion method.
Modeling Technology Preparedness as an Antecedent of Mathematic Pre-Service Teachers' Self Efficacy, Perceived Usefulness and Intention toward Use of Information Technology in Nigeria
Author: Shittu, Ahmed Tajudeen
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Technology,Teacher Competencies,Technological Literacy,Self Efficacy,Preservice Teachers,Intention,Student Surveys,Mathematics Education,Factor Analysis,Statistical Analysis,Predictor Variables,Technology Uses in Education,Foreign Countries

This study test a specified model of information technology (IT) preparedness as antecedent of pre-service teachers' self efficacy, perceived usefulness, and intention toward IT use for teaching in Nigeria. Survey method was employed for prosecuting the study. The participants of the study comprise of 200 pre-service teachers studying Mathematics education in one of the Nigerian universities. The instrument used for data collection was adapted and subjected to validation and reliability check. A factor analysis revealed four constructs and their reliability indexes were 0.73, 0.87, 0.90 and 0.91 Cronbach alpha respectively. The data of the study was subjected to factor analysis, confirmatory factor analysis and finally fitting the specified model of the study with AMOS 20 statistical package. The finding showed that IT preparedness positively predicts pre-service teachers' IT self-efficacy, perceived usefulness and in-turn predicts their intention towards use of IT for future classroom practice. Based on this finding, the study suggests among others the holistic deployment of IT resources among teacher educator for pre-service teacher training.
Assesment of Perceived Academic and Incentive Needs of Senior Secondary School Biology Teachers in Kwara State, Nigeria
Author: Ahmed, Mulkah Adebisi
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Biology,Science Teachers,Incentives,Needs Assessment,Questionnaires,Statistical Analysis,Hypothesis Testing,Gender Differences,Teacher Competencies,Teaching Experience,Influences,Institutional Characteristics

The study investigated the Assessment of perceived academic and incentive needs of senior secondary school biology teachers in Kwara State, Nigeria. Stratified random sampling technique was used to select two hundred and fifty (250) biology teachers from the three senatorial district of Kwara State. A questionnaire was prepared, validated and used for collection of data from the biology teachers. Statistical Package for Social Sciences (SPSS) version 20.0 package was used for data analysis. Rank order and Chi-square were used to analyze the data collected. Eight research questions and six hypotheses were formulated and tested. The findings revealed that there is a significant difference between perceived academic need of male and female teachers and that male biology teacher want more of academic needs than their female counterpart. Based on the result of this study, it is recommended among others, that effort should be geared towards providing more academic needs for males and encouraging female biology teachers on academic needs. Government should sponsor biology teachers to attend workshop, seminar and conferences at local, state, national and in fact at international level.
Science Student Teachers' Cognitive Structure on the Concept of &quot;Food Pyramid&quot;
Author: Çinar, Derya
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Food,Dietetics,Qualitative Research,Misconceptions,Coding,Associative Learning,Scientific Concepts,Sentences,Nutrition,Undergraduate Study,Biology,Foreign Countries,Classification,Content Analysis

The current study aims to determine science student teachers' cognitive structure on the concept of food pyramid. Qualitative research method was applied in this study. Fallacies detected in the pre-service teachers' conceptual structures are believed to result in students' developing misconceptions in their future classes and will adversely affect their future teaching performance. The data were collected from 48 science student teachers. A free word association test was used as a data collection instrument. The data collected were subject to content analysis. Analyzing the science student teachers' responses to the concept of food pyramid on the free word association test, these responses were coded and divided into categories. Based on the categories, frequency and percentages were provided. The data collected through the study were divided into 7 categories, which were stated as follows: -relationship between producer, consumer and decomposer in matter and energy flow -concepts related to nourishment pyramid -definition of food pyramid -energy and matter transfer -producer, consumer and decomposer -elements of ecosystem and ecological factors -scientific disciplines related to food pyramid. When the words provided as answers by the science student teachers to the concept of food pyramid were analyzed, it was noticed that they had more word connections with relationship between producer, consumer and decomposer in matter and energy flow. It can be argued that some students could not produce any sentences and some others could not make meaningful sentences. Moreover, it was determined that they had some misconceptions about food pyramid. Similar research can be conducted with different student groups and for the correction of alternative concepts related to the concept of food pyramid, extra biology courses should be included in undergraduate curriculums.
A Pre-Service Mathematics Teacher's Subject Matter Knowledge of the Mode: A Case Study
Author: Jairaman, Komathi
Date: 2016-00-00
Type: Journal Articles
Subjects: Case Studies,Interviews,Preservice Teachers,Mathematics Teachers,Pedagogical Content Knowledge,Statistics,Teacher Competencies,Foreign Countries

In this globalized world, our citizens gain instantaneous access to statistical information via various communication technologies. This has heightened a serious call for the development of statistically literate citizens. Nevertheless, research has highlighted that our school leavers are not very statistically literate which drew the attention to teachers and their knowledge in the enhancement of statistical literacy. This paper presents the analysis of the responses of a case study, named Lina (a pseudonym) related to two tasks on the idea of mode. Data was collected using clinical interview based on open-ended questions as instrument. The findings suggest that Lina could relate the idea of mode to real-life situation. Lina utilised the mode as a form of data representation in certain situations. However, Lina did not utilise the mode as a quick method to report an average. In relation to statistical literacy, the understanding of the mode as a form of data representation can lead to this measure being used as a quick method to report central tendency or average.
The Third Round of the Czech Validation of the Motivated Strategies for Learning Questionnaire (MSLQ)
Author: Vaculíková, Jitka
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Strategies,Questionnaires,Construct Validity,Learning Motivation,Independent Study,College Students,Componential Analysis,Monte Carlo Methods,Psychometrics,Factor Analysis,Reliability,Goodness of Fit,Self Efficacy

The authors present findings on the third round of the Czech validation of the Motivated Strategies for learning questionnaire (MSLQ), originally developed by Pintrich et al. (1991). The validation only covered an area designed to access motivation in self-regulated learning. Data was collected from a sample of university students in regular classroom settings. Principal component analysis (PCA) was conducted with eigenvalues exceeding 1. An inspection of the scree plot, discontinuity in variance, Monte Carlo parallel analysis and Cronbach's alphas were performed to assess the psychometric properties. The results were further supported by the confirmatory factor analysis with no post hoc model modifications needed. The analysis confirmed the first and second round validation structure bringing a 3-factor model and indicated that the revised MSLQ is an acceptable measure of motivation in self-regulated learning.
Instruments of Change: An Action Research Study of Studio Art Instruction in Teacher Education
Author: Soganci, Ismail O.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Action Research,Studio Art,Art Education,Preservice Teacher Education,Undergraduate Students,Educational Change,Student Participation,Guidance,Collegiality,Inclusion,Social Media,Music,Interpersonal Relationship,Interaction,Educational Environment,Caring,Instructional Design,Physical Environment,Teacher Role,Interviews

This article narrates a nine-month action research project conducted in order to improve studio art instruction in a preservice art education programme in Turkey. Setting out to determine the relevant problems through interpretation of conversations, anecdotes, essays and observations of 16 third-year BA students, the instructional atmosphere was rearranged with respect to three themes deduced in the action research process: &quot;us and them,&quot; &quot;old-fashioned curriculum,&quot; and &quot;caring&quot;. The principal results illustrate the concrete examples of &quot;instruments of change&quot; that integrate these themes in studio art teaching: Design of the studio, willing participation, guidance on demand, collegial environment, inclusive curriculum, language, social media and music, and casual interaction. The study presents articulations of participants on each one of these instruments through direct quotes along with links to the broader educational literature. The final concentration is on a discussion based on the changes in the instructional setting conveying the essential role of &quot;caring&quot; in the processes of forming &quot;instruments of change&quot; for art education professionals.
The Effect of Scratch- and Lego Mindstorms Ev3-Based Programming Activities on Academic Achievement, Problem-Solving Skills and Logical-Mathematical Thinking Skills of Students
Author: Korkmaz, Özgen
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Programming,Computer Science Education,Academic Achievement,Problem Solving,Logical Thinking,Thinking Skills,Mathematical Logic,Quasiexperimental Design,Pretests Posttests,Experimental Groups,Control Groups,Educational Games,Achievement Tests,Intelligence Tests,Likert Scales,Statistical Analysis,Learning Activities,Mathematics Activities,Multiple Intelligences

The aim of this study was to investigate the effect of the Scratch and Lego Mindstorms Ev3 programming activities on academic achievement with respect to computer programming, and on the problem-solving and logical-mathematical thinking skills of students. This study was a semi-experimental, pretest-posttest study with two experimental groups and a control groups. A total of 75 students were divided among all three groups. Scratch-based game activities were applied to Study Group I. Lego Mindstorms Ev3-based design activities were applied to Study Group II. A C++ editor-based teaching activity was applied to the control group. The academic achievement test was developed within the scope of this study (Kr-20 = 0.71). The Logical-Mathematical Intelligence Sub-Scale was used (Cronbach alpha is 0,925). Problem-Solving Inventory was used (Cronbach alpha is 0,86). Data was evaluated using frequency, percentage, arithmetic mean, standard deviation, and Anova analyses. The educational program based on Scratch-related game activities made a more positive contribution to the logical-mathematical thinking skills of students than the educational programs based on Lego Mindstorms Ev3 design activities and traditional teaching activities, and this contribution was especially significant for the mathematical relationship factor.
The Students Decision Making in Solving Discount Problem
Author: Abdillah
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Decision Making,Problem Solving,Intuition,Thinking Skills,Logical Thinking,Mathematical Logic,Protocol Analysis,Grade 3

This research is reviewing students' process of decision making intuitively, analytically, and interactively. The research done by using discount problem which specially created to explore student's intuition, analytically, and interactively. In solving discount problems, researcher exploring student's decision in determining their attitude which concern in the used of intuitively, analytically, and interactively. Result of this research showing that the student's decision making in solving discount problem begin with their intuitively, then interactively and continued with analytically; afterward return to intuition, interaction and end up with analytical. Those three components (intuitively, interactively and analytically) repeated occur until obtaining result which is desire.
Stimulating Deep Learning Using Active Learning Techniques
Author: Yew, Tee Meng
Date: 2016-00-00
Type: Journal Articles
Subjects: College Faculty,Communities of Practice,Action Research,Active Learning,Learning Strategies,Student Centered Learning,Role Playing,Debate,College Students,Case Studies,Vignettes,Questionnaires,Learning Activities,Learning Processes,Teaching Methods,Group Discussion,Foreign Countries

When students and teachers behave in ways that reinforce learning as a spectator sport, the result can often be a classroom and overall learning environment that is mostly limited to transmission of information and rote learning rather than deep approaches towards meaningful construction and application of knowledge. A group of college instructors set out to change this in the context of their own classrooms. The instructors formed a community of practice and embarked on an action research project on seeking ways to stimulate deep learning approaches in their classrooms. Active learning techniques such as role-playing, student-led discussions, and debates are discussed. Each member of the community chose techniques that he or she was comfortable with and which could best meet the desired learning outcomes of their respective classes. This article describes the process, successes and challenges based on the experience and the quantitative and qualitative data collected by the community of practice functioning as an action research team.
Problems of the Immigrant Students' Teachers: Are They Ready to Teach?
Author: Eres, Figen
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Immigrants,Semi Structured Interviews,Phenomenology,Qualitative Research,Teacher Attitudes,Educational Administration,Parents,Educational Policy,Teacher Competencies,Racial Factors,Gender Issues,Ethnicity,Elementary Secondary Education,Student Adjustment,Language Usage

Aim of the study is to investigate the problems faced by the teachers' of immigrant children living in Turkey. The study was conducted based on the qualitative phenomenological research design and purposive sampling method was used. Qualitative research technique was used to collect, analyze and interpret data and technically content analysis was used in this research. A semi-structured interview schedule prepared in accordance with the qualitative research approach is used as a data collection tool. As a result of the analysis, it was found that main problems face by these teachers were categorized as problems caused by the Ministry of Education, adaptation problems of the students and problems related with the migrant parents. Among them, most complained problems were those caused by the Ministry of Education. Depending on the data obtained, it can be said that, Ministry of Education has no policy or planning about the education of the migrants and the teachers were not prepared for the education and training of migrant children. Another finding was the indifference of the migrant parents regarding the school. A striking point in the study was that the teachers never mentioned about the problems concerning the differences of race, ethnicity or gender. As a result of the evaluation, it is suggested that the Ministry of Education should provide language training for immigrants and care more about the equivalence of the students, training teachers and candidate teachers about immigrant pedagogy and to develop better relations between the school and the migrant families.