ethanporcaro/eric-fulltext-meta huggingface dataset:
Preservice Classroom Teachers&apos; Applications of Science Experiments with Cooperative Learning Model: A Mixed Design Research
Author: Arslan, Ayten
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Experiments,Teaching Methods,Cooperative Learning,Student Attitudes,Pretests Posttests,Attitude Change

This study aimed to determine the effect of a cooperative learning model (CLM) on preservice classroom teachers' attitudes towards science experiments. The sample consisted of 45 students in the department of primary education of the faculty of education of a public university in the 2017-2018 academic year. The sample was divided into two groups: experimental (n=24) and control (n=21). The experimental group received an education based on a CLM, while the control group received an education based on the conventional method specified by the curriculum. The study employed a mixed research design and consisted of two parts: quantitative and qualitative. In the quantitative part, an semi-experimental pretest-posttest control group design was used. In the qualitative part, phenomenology was used. The quantitative data were collected using the Scale of Attitudes Towards Science Experiments (SATSE) and analyzed using a t-test. The qualitative data were collected using an interview questionnaire and analyzed using content analysis. The experimental group had a significantly higher mean SATSE score than the controls. The experimental group also had a higher mean posttest than pretest SATSE score, which was statistically insignificant. The control group had a significantly lower mean posttest than pretest SATSE score. Content analysis showed that the CLM improved some participants' attitudes towards science experiments. They were more interested in science experiments and enjoyed participating in them more, and believed that the CLM made science experiments fun and easier to understand. However, some other participants stated that the CLM did not affect their attitudes towards science experiments.
The Role of Parents in Children&apos;s School Readiness
Author: Öngören, Sema
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Role,School Readiness,Child Development,Social Support Groups,Emotional Development,Cognitive Development,Social Development,Language Acquisition,Daily Living Skills,Young Children

The aim of this research was to examine parental practices aimed at supporting children's school readiness in social, emotional, cognitive, linguistic and self-care domains. A case study design, one of the qualitative research methods, was used in the research. The study group of the research included 25 participants. The participants were determined with the maximum variation sampling type of purposive sampling method. A semi-structured interview form consisting of two parts was used as the data collection tool in the research. The findings obtained in the study were analysed with the content analysis method. The research findings revealed that for supporting children's school readiness in social terms, parents performed practices related to friend relationships, social activities, educational activities, family interaction and giving responsibility, while for emotional support, they engaged in oral communication, emotional support, spending time and doing activities. It was revealed that for supporting children's school readiness in cognitive terms, number activities, book reading, games and oral activities were performed; for language support, conversation, book reading, games and feedback were practised; while for support in terms of self-care, practices aimed at fostering habits, giving responsibility and being a role model were carried out.
Broadening Participation in Agricultural Sciences through a STEM Intervention Program
Author: Clark, Quintana M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Participation,Agricultural Education,STEM Education,Intervention,Disproportionate Representation,Black Colleges,Land Grant Universities,Minority Serving Institutions,Minority Group Students,Student Motivation,Self Efficacy,Student Attitudes,Undergraduate Students

The purpose of this study was to examine the perspectives of underrepresented minority students (URM) from several historically Black land-grant universities and minority-serving institutions (MSIs) who attended a STEM intervention program at a predominately White research-intensive university. Guided by expectancy-value motivation and self-efficacy, participants were asked various questions regarding changes in their perspectives of psychosocial and instrumental support and changes in their self-efficacy after participating in the STEM intervention program. Data were collected from participants (n = 80) who attended several historically Black colleges and universities (HBCUs). Findings provide essential insight into motivational, mentoring, and social cognitive experiences that can bolster the recruitment and retention of URM students into predominantly White institutions (PWI) STEM graduate programs.
Examining Likeness among Secondary Agriculture Youth
Author: Austin, Ashley L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Agricultural Education,Interpersonal Relationship,Athletes,Agricultural Occupations,Sexual Orientation,High School Students,Student Attitudes,Cultural Pluralism,Peer Groups,Student Behavior,Profiles,Student Characteristics,Inclusion,Student Diversity,Racial Differences,White Students,African American Students,LGBTQ People

Likeness, also known as homophily, describes the tendency for individuals to seek out others who are socially similar to themselves. As a society, we are attracted to &quot;like&quot; behaviors, but subconsciously the value placed on likeness can lead to undesirable outcomes including segregation, reduced diversity in peer groups, and narrower social interactions. Homophily behaviors present major limitations to multicultural group interaction and can negatively impact the recruitment and retention of diverse groups. The purpose of this study was to determine if homophily behavior exists among Kentucky secondary agricultural education youth toward three binary variables: a) farm background/non-farm athlete; b) Black student/white student; and c) gay student/straight student. Senior level high school students throughout the state were randomly assigned two, of eight, mock student profiles to determine if they were &quot;like&quot; them or &quot;different&quot; than them. Student participants reported homophily-likeness toward students who were white and perceived differences in likeness from students who were Black or gay. Further analysis suggested that students were open to likeness if the mock student profile reflected a minimum of two similar variables to their own demographic. Continued critical research, conversation, and professional growth in homophily is necessary to avoid particular group extraction and to promote inclusion and diversity initiatives in secondary agricultural education.
Environmental Perception of Climate Change Perceived by University Students on Vegetarian Behavioral Intention
Author: Fang, Shyang-Chyuan
Date: 2019-00-00
Type: Journal Articles
Subjects: Climate,Intention,Foreign Countries,Undergraduate Students,Dietetics,Student Behavior,Environmental Education,Student Attitudes,Personality Traits,Risk

With the rapid rise of global temperatures and the negative effects of greenhouse gases, the destruction of natural resources and unlimited development is rapidly endangering the earth. The inefficient use of meat-based agriculture has contributed to contemporary concerns about environmental degradation and global food inequality. Therefore, the research attempted to establish a theoretical model to predict and explain the effects of health risks on vegetarian behavioral intention under climate change. The research investigated the vegetarian behavioral intention of university students derived from environmental perception, environmental attitude, and health risk perception. The research involved six universities in Taiwan, with a total of about 25,000 university students. A total of 1050 replies was received from the questionnaires, were carefully revised and all items were confirmed. Structural equation modeling (SEM) and Smart PLS data analysis were used to find the applicability of the survey data and the research model. The results showed that personality traits, health risk perception, and environmental value positively influence vegetarian behavioral intention. The model facilitated the evaluation of the variables related to environmental responsibility and behavior and could serve as a reference for policy decision-makers and teaching staff in terms of sustainable education.
Evaluating the User Experience of E-Learning in the Distance Education Program at Taibah University--Opportunities for Learner Interaction, Strategies for Improvement, and Student Attitudes about Electronically-Based Instruction
Author: Afghani, Amani Abdulaziz
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,College Students,Females,Student Experience,Predictor Variables,Student Characteristics,Interaction,Integrated Learning Systems,Policy Formation,Program Improvement,Student Satisfaction,Foreign Countries

This study aims to assess the strengths and weaknesses of the Blackboard E-learning management system used in distance education programs at Taibah University in Madinah, Saudi Arabia. The study takes a descriptive approach, employing several survey tools to acquire data on various aspects of the e-learning experience from the point of view of student users, with the objective of informing university policy and decision making. Particular aspects of the e-learning experience considered include the role of e-learning in providing opportunities for learner interaction, the effectiveness of the various mechanisms for improving the e-learning experience, and overall attitudes toward e-learning. The results of the study show that there are statistically significant differences in the experiences and attitudes about e-learning among various demographic groups: namely, between students in different academic years, students in different academic departments, and between students that have received prior training in computers and those that have not. In light of the results, a number of recommendations are made. It is recommended that there be increased cooperation between the various sectors of higher education and pre-university education, to ensure the spread of the culture of distance education among learners before they join the university. Intercommunication about the e-learning experience between different universities is also recommended, as is the hiring by institutions of higher learning of distance education experts.
Examining Chemistry Teachers&apos; Perceptions of Their Interaction with Curriculum Materials: A Quantitative Approach
Author: Chen, Bo
Date: 2019-00-00
Type: Journal Articles
Subjects: Chemistry,Science Teachers,Instructional Materials,Foreign Countries,Junior High School Teachers,Urban Schools,Suburban Schools,Teaching Experience

On the basis of the model of the interactive relationship between teachers and curriculum materials, this research proposed the four dimensions of the interaction of chemistry teachers with curriculum materials: 'routine use', 'scientific inquiry', 'STSE' and 'teacher learning'. An instrument with good validity and reliability was developed. Through a questionnaire survey of 208 junior high school chemistry teachers in three areas in Guangzhou, China, it was found that teachers thought they had a good interaction with curriculum materials, but the level of interaction is not very high. Teachers from different administrative areas were significantly different in the dimensions of 'STSE' and 'teacher learning'; teachers with different years of teaching experience showed significant differences in the dimensions of 'routine use', 'scientific inquiry' and 'STSE'. There was no interaction effect between the two variables of the areas and years of teaching. Designing educative curriculum materials and developing teacher training activities in terms of curriculum use are recommended to further improve teachers' ability to use curriculum materials.
Self-Perception of Universal Design for Learning in Young People Studying in Professional Education Science Programs
Author: Monne de la Peña, Rodrigo
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Concept,Access to Education,College Students,Teacher Education,Intellectual Disciplines,Foreign Countries,Gender Differences,Individual Differences

Learning involves an important challenge, in which unnecessary barriers must be eliminated, without eliminating the necessary challenges. In that sense, it is universal learning design (UDL) that encourages the creation of flexible designs that provide effective instruction to all learners. This descriptive study compares the self-perception of the UDL among young university students studying in professional programs in the area of educational sciences at a private university according to the professional program, gender and training received. Participated 271 university students in professional programs in the area of Educational Sciences, whose age range was between 20 and 30 years old. The professional programs of Physical Education, English, Science, Mathematics, Special Education, Basic Pedagogy, Language and Preschool Education were included. Self-perception of Universal Design for Learning (UDL) was measured through the Survey technique, using as an instrument the questionnaire proposed by Sánchez-Fuentes, Castro Durán, Casas Bolaños, &amp; Vallejos Garcías (2016), which has 25 questions and includes the three principles of the UDL. The results showed that the students in the preschool program reflected higher average values than their counterparts in other professional programs (83.6±12.2 points), followed by special education (60.4±9.8 points) and language (60.8±6.6 points) (p&lt;0.05). Female students reflected higher self-perception (59.3±8.9 points) than male students (51.8±11.4 points). Students who have received training in UDL have higher average values (61.75±11.63 points) in relation to those who did not receive training (57.65±12.52 points) (p&lt;0.05). Students in the preschool education program, as well as those who received training and women in general, have reflected a better self-perception in UDL in relation to their counterparts. These results suggest the implementation of programs and educational resources to improve the perception of UDL, especially among men.
The Effects of Extended Micro-Teaching Applications on Foreigners&apos; Views on Motivation, and Process of Learning Turkish
Author: Sevim, Oguzhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Turkish,Second Language Learning,Second Language Instruction,Learning Motivation,Private Colleges,Foreign Countries,Anxiety,Student Attitudes,College Students,Microteaching,Comparative Analysis

The aim of this study is to examine the effects of extended micro-teaching practices on foreigners' views on motivation, anxiety and process of learning Turkish. In the study, an exploratory sequential design, one of the mixed research designs in which quantitative and qualitative research techniques are used together, was applied. The study population consisted of 37 A2 level students studying at a private university in Istanbul, Turkey. In the study, the Turkish Learning Anxiety Scale of Foreigners to measure the anxiety of learning Turkish as a foreign language, the Motivation Scale for Learning Turkish as a Foreign Language to measure their motivation during learning Turkish, and the semi-structured scale interview form to evaluate students' opinions about the process were used. While simple and predictive statistical techniques were applied in the analyses of the data obtained through scales before and after the experimental process, the descriptive analysis technique was used in the analysis of the data obtained with the interview form. According to the findings of the study, the extended micro-teaching practices increased the motivation of foreigners during learning Turkish and reduced their language learning anxiety to a normal level. Besides, interviews with the students confirmed these results.
The Extent of the Impact of Blended Learning on Developing Habits of Mind from the Standpoint of Students of Learning and Scientific Research Skills Course at the University of Jordan
Author: Al-Ghoweri, Jawaher Abdelkareem
Date: 2021-00-00
Type: Journal Articles
Subjects: Blended Learning,Instructional Effectiveness,Thinking Skills,Research Skills,Research Training,Skill Development,Student Attitudes,College Students,Majors (Students),Gender Differences,Scientific Research,Foreign Countries

The study investigates the extent of the impact of blended learning on developing habits of mind from the standpoint of students of the Learning and Scientific Research Skills Course at the University of Jordan. The study sample consists of (150) students. A measure of the extent of the impact of blended learning on developing habits of mind is prepared, consisting of (32) items. The validity and reliability of the study instrument are also verified. The results show that the extent of the impact of blended learning on the development of habits of mind among students of learning and scientific research skills at the University of Jordan is medium on the measure as a whole. The results also show statistically significant difference in the impact of blended learning on habits of mind according to the gender variable and it favors of males. Besides, the results show that no statistically significant differences in the extent of the impact of blended learning on developing habits of mind among students according to the faculty variable.
Examining Teachers&apos; Agricultural Mechanics Professional Development Needs: A National Study
Author: Wells, Trent
Date: 2021-00-00
Type: Journal Articles
Subjects: Agricultural Engineering,Agricultural Education,Agriculture Teachers,Faculty Development,Teacher Competencies,Teaching Skills,Human Capital,Needs Assessment,Teacher Certification,Knowledge Base for Teaching,Teacher Attitudes

Agricultural mechanics remains prominent in many school-based agricultural education (SBAE) programs. SBAE teachers need a wide range of knowledge and skills to competently teach agricultural mechanics. A lack of teacher competence can create issues within educational settings. Teacher competence can be improved through effective professional development (PD). Understanding PD needs as they relate to agricultural mechanics is crucial to help ensure teachers are as competent as realistically possible. We underpinned our study via human capital theory (HCT) as we sought to describe SBAE teachers' agricultural mechanics PD needs. Through an electronic instrument constructed using Borich's (1980) needs assessment model, we sought to collect data from 374 randomly sampled SBAE teachers from across the United States. Three hundred and sixty-four teachers received our instrument and 100 teachers responded, yielding a response rate of 27.5%. Using mean weighted discrepancy scores (MWDS), we found teachers have the greatest agricultural mechanics PD needs in: (1) American Welding Society (AWS) standards for welding procedures; (2) use of electrical measurement units (ex. amperes, volts, Ohms, etc.); and (3) principles of metallurgy (ex. identifying metals, proper use of metals, etc.). To help improve teachers' competence in agricultural mechanics, we recommend various approaches emphasizing agricultural mechanics knowledge and skill development be undertaken by SBAE stakeholders.
Examining the Effects of Reflection Type and Abstraction Order on Students&apos; Scientific Reasoning Skills during Experiential Learning
Author: Coleman, Bradley M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Process Skills,Experiential Learning,Reflection,Agricultural Education,Abstract Reasoning,Secondary School Students,Scientific Concepts

Experiential learning is a foundational element to agriscience education. The purpose of this study was to examine the effects of reflection type and abstraction order on students' scientific reasoning skills when teaching experientially. Three major conclusions can be drawn from this study: (1) reflection type and abstraction order are independent of one another; (2) reflection-on-action, regardless of abstraction order, is more effective when developing students' scientific reasoning skills; and (3) pre-abstraction is more effective when developing students' scientific reasoning skills regardless of reflection type. It is recommended that future studies be replicated with a larger sample population, provide a longer duration of treatment, and consider individual learning styles as they pertain to reflection, abstraction, and other dependent variables not examined in this study. Regarding recommendations for practice, it is recommended that professional development opportunities exist for in-service teachers. The developers of professional development opportunities should focus on how to better develop students' scientific reasoning skills through experiential learning, reflection as a teaching strategy, and designing learning experiences. Finally, the results of this study should be shared with pre-service teachers in teaching methods and curriculum design courses to allow preservice teachers to make informed decisions when designing learning experiences.
Expanding 4-H Alumni Life Perspectives: An Experiential and Programmatic Evaluation
Author: Powell, Alyssa
Date: 2021-00-00
Type: Journal Articles
Subjects: Youth Programs,Experiential Learning,Program Evaluation,Program Effectiveness,Alumni,Interaction,Diversity,Skill Development,Leadership Training,Networks,Mentors,Educational Opportunities,Influences,Leadership Qualities,Interpersonal Competence

Involvement with the 4-H program during youth has been empirically shown to have positive effects on participants and to influence their life perspectives and career development. The activities offered within 4-H allow individuals to build relationships with peers and mentors, develop life and leadership skills, and create a positive self-concept. The focus of this study was to identify key touchstones which influenced 4-H alumni life perspectives and inform program development to ensure individuals are exposed to these activities during their 4-H involvement. Although numerous studies have examined the positive outcomes of 4-H programming, limited research exists identifying the context in which these influential experiences occur. This study employed a modified Delphi approach, using an expert panel (n = 31) to identify and generate consensus regarding 4-H experiences, events, and programs deemed influential in expanding alumni life perspectives. Thirty-six items were retained following the Delphi process. Two items received unanimous consensus: (1) interaction with diverse groups; and (2) hearing dynamic speakers and listening to accomplishments they have achieved because of involvement in 4-H. Retained items were analyzed for overarching themes using the constant comparative method (CCM). Five themes emerged following the CCM analysis: (1) professional skills and leadership development; (2) networking and mentorship opportunities; (3) 4-H events, programs, and camps; (4) 4- H projects and educational opportunities; and (5) internal influences. These themes may be combined with Robert's (2006) model of experiential learning to identify the appropriate setting, duration, level, and intended outcomes of 4-H programming.