ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparison of Artificial Neural Networks and Logistic Regression Analysis in PISA Science Literacy Success Prediction
Author: Bozak, Ali
Date: 2020-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Networks,Regression (Statistics),Achievement Tests,International Assessment,Foreign Countries,Secondary School Students,Scientific Literacy,Science Achievement,Predictor Variables,Success,Time on Task,Test Anxiety,Epistemology,Science Instruction,Inquiry

The present study aims to determine which analysis technique-Artificial Neural Networks (ANNs) or Logistic Regression (LR) Analysis-is better at predicting the science literacy success of the 15-year Turkish students who participated in PISA research carried out in 2015 by using learning time spent on science, test anxiety, environmental awareness, environmental optimism, epistemological beliefs, inquiry-based science teaching and learning practices, instrumental motivation, and disciplinary climate in science classes as the predictor variables. For this purpose, the data from 5895 students who participated in the PISA 2015 test were analyzed. Models were developed using LR and ANNs, and the results were compared. As a result, although the classification performance of artificial neural network is significantly better compared to LR, it is understood that practical significance is low due to the intersection of AUC confidence intervals.
The Effect of Student-Centered Approaches on Students&apos; Creative Thinking Skills: A Meta-Analysis Study
Author: Aytaç, Tufan
Date: 2020-12-00
Type: Journal Articles
Subjects: Student Centered Learning,Creative Thinking,Skill Development,Thinking Skills,Instructional Effectiveness,Teaching Methods,Educational Research,Theses,Preschool Education,Elementary Secondary Education,Higher Education,Foreign Countries

The aim of this study is to determine the effects of student-centered approaches (SCA) on students' creative thinking skills (CTS). Meta-analysis method is used in the study. The scope of the study consists of Master and PhD theses and research articles addressing this issue in Turkey. As a result of the screening, it is seen that there are 104 studies between 1990 and 2020 in line with inclusion criteria. The total number of samples within the scope of these studies is 6434 students. 3215 of these students are in the experimental group and 3219 are in the control group. According to the results of the study and the random effects model, a moderate (d=0.73; [0.63; 0.82]) statistically significant, positive effect size is determined according to SCA in favor of the students' CTS. In other words, it is seen that when student-centered approaches and methods are applied in the lessons, creative thinking skills of students are positively affected. As a result of the moderator analysis, it is determined that the effect sizes of the studies differed according to education stage (p=0.00) and lessons (p=0.00). In the study, it is concluded that SCA is a meaningful variable that positively affects students' CTS.
Socially Relevant Curriculum: Cultural Otherness, Racism and Religion
Author: Kelly-Ware, Janette
Date: 2020-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Cultural Awareness,Racial Bias,Religious Factors,Religion,Student Teachers,Student Teacher Attitudes,Asynchronous Communication,Computer Mediated Communication,Terrorism,Foreign Countries,Trauma,Current Events,Social Problems

Socially relevant curriculum and the importance of opening up spaces for negotiation and 'meaning making' to occur are increasingly common ideas in my academic writing. In this article, I argue that cultural otherness, anti-racism, spirituality and religion are fundamental to contemporary socially relevant curricula. In it, I report how student teachers made meaning in an asynchronous online discussion forum in the aftermath of the terrorist massacre at Christchurch mosques in Aotearoa New Zealand in March 2019. Dominant discourses and critical questions are highlighted for teachers in early childhood and tertiary education settings about religion, racism and cultural otherness. The central argument is that these issues are highly pertinent to all: they speak to the things that matter at this time. This article makes an original and timely contribution to understandings of how teachers, including preservice teachers, and children and their families can be supported to make sense of traumatic events.
Contextualizing the Global Standards for Designing Online Courses: A Design-Based Research Approach for Developing Small Private Open Courses
Author: Al-Aghbari, Mohamed S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Design,Online Courses,Small Group Instruction,Universities,Foreign Countries,Educational Technology,Electronic Learning

E-learning has become a viable mean to both Massive Open Online Courses (MOOCs), and Small Private Open Courses (SPOCs). Research has shown that the quality and effectiveness of these types of courses depend largely on the contextual factors that may impact the design and development of online courses. This study highlights a design framework for a SPOC offered at Sultan Qaboos University. It employs a design-based research methodology, which is a systematic research approach aimed to improve instructional practices through iterative analysis, design, development, and implementation to produce contextually-sensitive design principles. The sample of this study consists of a diverse group of subjects including instructional designers, subject-matter experts, as well as students. The findings illustrate the importance of contextual logistics that need to be considered in the design and development of SPOCs. The findings also highlight the importance of the DBR as a suitable research methodology for similar developmental studies.
Enhancing Reading Comprehension in First Graders: The Effects of Two Training Programs Provided in Listening or Written Modality
Author: Capodieci, Agnese
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Listening Comprehension,Grade 1,Elementary School Students,Young Children,Program Effectiveness,Learning Modalities,Written Language,Oral Language,Training Methods,Vocabulary Development,Foreign Countries

It has been well documented that oral language skills are precursors of the development of written abilities, meaning that improving oral language skills, e.g. vocabulary, listening comprehension, could have positive effects reading comprehension. The main aim of the present study was to analyze the effect of a training program focused on four components of comprehension ability provided in listening or written modality on first-graders' reading and listening comprehension. The training programs were implemented by school teachers as part of the class's normal school activities, under the supervision of experts. Their efficacy was compared with the results obtained in a passive control group. Our results showed that both the training programs produced positive effects on listening and reading comprehension (by comparison with a passive control group), and that the gains in reading comprehension were maintained at a five-month follow-up. Findings demonstrated specific improvements in listening comprehension with the listening modality program, as well as an improvement in the modality not directly trained. A similar cross-modality effect was found from the written modality training group, therefore confirming the strict relation between oral and written abilities. Reading comprehension performance of first graders can be improved with activities provided in listening and written modality. Hence, it is possible to enhance reading comprehension even before decoding and fluency in reading are acquired.
Evaluation of the &quot;Speaking&quot; Component of a Curriculum Applied in a School of Foreign Languages: An Action Research in a State University in Turkey
Author: Tomak, Burak
Date: 2021-00-00
Type: Journal Articles
Subjects: Speech Communication,Second Language Learning,Second Language Instruction,Action Research,State Universities,Student Attitudes,English (Second Language),College Second Language Programs,Language Tests,Foreign Countries,Oral Language,Language Proficiency,Learning Experience,Undergraduate Students,Teaching Methods

Speaking is considered as a challenging skill to improve as it is a productive one which requires the learners to be unique and creative in the way they express themselves. Therefore, teaching speaking takes the attention of the researchers in the field of English language teaching. Therefore, the way &quot;speaking&quot; was integrated into the curriculum of a School of Foreign Languages in one of the state universities in Istanbul was investigated by the researcher to find out whether the speaking component of the program helped students improve their oral language proficiency and to learn both efficiency and sufficiency of it from the perspectives of the students as well as the instructors in that institution. For this purpose, eight students within the program were taken into five different speaking tests in five different weeks sequentially and were interviewed by the researcher afterwards. Additionally, six students who had taken this program of the school previously and were taking their departmental courses at the time of the study were also interviewed to give them the chance to reflect back on their past experiences as learners who applied the knowledge they had acquired from this school. Six different instructors working in this institution were also interviewed. One of them was also observed in her real class environment. Results showed that the program was found &quot;efficient&quot; in some aspects such as the importance given to &quot;speaking&quot; but there were some points that needed consolidation just like the materials.
The Improving of Effectiveness School-Based Enterprise: A Structural Equation Modeling in Vocational School Management
Author: Khurniawan, Arie Wibowo
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,School Administration,School Effectiveness,Educational Improvement,Educational Quality,Total Quality Management,Governance,Vocational High Schools

The study aimed to investigate the influence of total quality management and school governance on school management effectiveness, whether school governance as an antecedent of total quality management and school management effectiveness. The object of research is the vocational high school with the Regional Public Service Agency status (school-based enterprise) in Indonesia. The research is a quantitative research with survey method. The sample of 533 people who are school principals, teachers, and students. It was selected by proportional stratified random sampling. The data analysis using structural equation modeling (SEM). The research finding is the total quality management has a significant influence on school management effectiveness. The mediation analysis indicates that school governance as the antecedent of total quality management and school management effectiveness. The improvement of effectiveness school-based enterprises should consider implementing total quality management and it will be increasingly by school governance application. The modeling that correlates total quality management and school governance to improved vocational school management effectiveness, especially at vocational school with Regional Public Service Agency status (school-based enterprise).
Choreographing Increased Understanding and Positive Attitudes towards Coding by Integrating Dance
Author: Flesch, Breeann
Date: 2021-01-00
Type: Journal Articles
Subjects: Art Education,STEM Education,Dance,Coding,Programming,Computer Science Education,Interdisciplinary Approach,Workshops,Summer Programs,Program Effectiveness,Disproportionate Representation,Inclusion,Females,Middle School Students,Student Interests,Positive Attitudes,Self Efficacy,Thinking Skills,Puppetry,Lighting

Increasing the inclusion of underrepresented individuals in coding is an intractable problem, with a variety of initiatives trying to improve the situation. Many of these initiatives involve STEAM education, which combines the arts with traditional STEM disciplines. Evidence is emerging that this approach is making headway on this complex problem. We present one such initiative, iLumiDance Coding, which attempts to pique the interest and increase confidence of students in coding, by combining it with a fun and physical activity: dance. The connections between dance and coding, while not immediately obvious, are authentic, and we hypothesize that this approach will increase student comfort level with coding. We used student surveys of attitudes toward coding and a variety of statistical approaches to analyze our initiative. Each analysis showed a positive effect on student comfort level with coding. These results are useful for both educators and researchers since they contribute to a deeper understanding of how to increase interest in coding, which we hope will lead to an increase in representation.
Ineffectiveness of Online Interactive Video Content Developed for Programming Education
Author: Sözeri, Mahmut Can
Date: 2021-01-00
Type: Journal Articles
Subjects: Correlation,Interactive Video,Programming,Academic Achievement,Self Efficacy,Computer Science Education,Cognitive Style,Causal Models,Undergraduate Students,Student Attitudes,Measures (Individuals),Self Concept Measures,Attitude Change,Scores,Foreign Countries

In this study, the effects of interactive video usage in programming education on academic achievement and self-efficacy perception of programming were investigated by taking into account learning styles. The research was patterned according to the causal-comparative model, and also, correlation analysis was performed for related research. Sixty-one students attending 3rd grade in Computer and Instructional Technology Education (CEIT) of Yildiz Technical University participated in the study. Research data were collected with &quot;Interview form,&quot; &quot;Academic Achievement Test,&quot; &quot;self-efficacy scale for programming,&quot; &quot;learning styles index&quot; and &quot;interactive Video system.&quot; ANCOVA, Correlation and Kruskal Wallis H-test were used in the analysis of the data. The data was analyzed on the computer with the SPSS package program. According to research findings, interactive video monitoring rates did not differ significantly in the students ' academic achievement and self-efficacy perceptions of programming. It was found that students ' learning style preferences had no impact on interactive video viewing rates. The relationship between the change in students ' academic achievement and the change in self-efficacy perception scores related to programming has been examined; as academic achievement increases, it has been concluded that the perception of self-efficacy about programming has fallen.
Exploring Digital Literacy Levels and Technology Integration Competence of Turkish Academics
Author: Ayyildiz, Pinar
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Technological Literacy,Technology Integration,Teaching Methods,21st Century Skills,Faculty Development,Schools of Education,Case Studies,Teacher Attitudes,Student Attitudes,Preservice Teachers,Teacher Education Programs,Gender Differences,Foreign Countries

Today's individuals are expected to have skills in many areas as a natural consequence of the advances that have been taking place in society and technology. Particularly in developed countries, these skills are also called 21st century skills. Critical, creative and reflective thinking, problem solving and keeping up with the digital age (digital literacy) are some of these skills. Universities play a significant role in raising qualified individuals in our country. Updating the training programs, keeping up with the era and having a say in the digital world makes it a necessity for people who give education in these areas to be competent. From this point of view, this study aimed to explore the digital literacy levels of Turkish academics working in faculties of education and the perceptions of students towards technology integration competence of the academics. In this study, quantitative cross-sectional design was preferred. While selecting the participants, purposeful sampling method was used, and two different participant groups (academics and prospective teachers) were included in the process. Two scales with validity and reliability in the literature were used as data collection tools in the research. In the data collection process, firstly, a survey was administered to academics working in faculties of education, and then another one was conducted with prospective teachers. The results obtained were subjected to quantitative data analysis via SPSS 24 and AMOS 24 software, and descriptive and inferential statistics were generated. The results revealed that the variables of department, age and grade level created a significant difference in the digitalization of academics, whereas the gender variable significantly contributed only to the perceptions of prospective teachers.
The Influence of &quot;Sorogan&quot; Method in Learning History to Increase Historical Understanding and Historical Awareness
Author: Fadli, Muhammad Rijal
Date: 2021-03-00
Type: Journal Articles
Subjects: History Instruction,Teaching Methods,Tests,Learning Processes,Comparative Analysis,Scores,Teacher Attitudes,Student Attitudes,Student Centered Learning,Foreign Countries

The purpose of this study was to examine the influence of the &quot;sorogan&quot; method in history learning to improve students' historical understanding and historical awareness. The research method used a quasi-experimental nonequivalent control group design, and the sampling technique used a cluster sampling with a sample size of 96 students. Collecting data through observation, interviews, and tests of historical understanding and awareness. Meanwhile, data analysis to determine the effect and differences of the &quot;sorogan&quot; method to increase understanding and historical awareness using the independent sample t-test and N-gain score test. The results showed that there were a significant influence and difference between the two groups, namely the experimental and control classes based on the results of the independent sample t-test, the hypothesis H0 was rejected with a significance value of 0.000&lt;0.05, further strengthened by the results of the N-gain score test which was included in the criteria low and medium. This means that there is an influence and increase from the implementation of the &quot;sorogan&quot; method on historical understanding and awareness and getting a positive response from teachers and students, because the &quot;sorogan&quot; method is student-centered, and the teacher acts as tutorship/mentorship.
First-Year Experiences of Social Studies Teachers Starting Their Profession in the Public Sector
Author: Simsek, Ünal
Date: 2021-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Teaching Experience,Social Studies,Public School Teachers,Preservice Teacher Education,Secondary School Teachers,Foreign Countries,Teacher Competencies,Teacher Attitudes

This research aims to reveal the first-year experiences of social studies teachers who have just started their profession in the public sector. Also, it aims to reveal what awaits teachers in the school environment and the current experiences of teachers at the beginning of the profession. Case study design, one of the qualitative research designs, was used in the study. The study group of the research consists of 34 social studies teachers working in secondary schools affiliated to the Ministry of National Education (Turkey) in the districts of Ankara. Participants were selected on an equal basis from all districts of Ankara province. Purposeful sampling, one of the non-random sampling methods was used in determining participants. In addition, criterion sampling was also used in the purposeful sampling phase. The obtained data were subjected to the content and descriptive analysis. As a result of the research, following the latest changes and developments and developing their basic knowledge and skills seems important for teachers who started their profession in the public sector. The multidisciplinary of the social studies branch, attractivity, and the fact that there are no alternatives comes to the fore in teachers' decision-making process to become social studies teachers. In addition, teachers participating in the research suggested to new teachers that they should master their fields, maintain their personal development, get to know the target group, and maintain strong communication in school.
Achievement Goals Model Validation: Is the 2X2 Better than the Trichotomous?
Author: Simamora, Bilson
Date: 2021-03-00
Type: Journal Articles
Subjects: Achievement Need,Student Motivation,Goal Orientation,Models,Self Efficacy,Foreign Countries,College Students,Business Schools,Experience,Performance Factors,Mastery Learning

Achievement motivation evolved fast in the educational field. In this development, the trichotomous and the 2X2 models received myriad attention from the educational specialist. However, there is a debate about which is better between the two models. This study aimed to intercede this debate and argue that the study's duration should be accounted for in the validation. Approach goals should dominate new students' achievement goals, and old students' achievement goals will show the balance of approach and avoidance goals. For these reasons, this study gathers the data from 350 new students and 203 old students. Confirmatory factor analysis reveals that the trichotomous is the best model for new student segments. While for the old student segment, the 2X2 model shows its efficacy. Therefore, for the new students' segment, achievement goals consist of mastery-approach, performance-approach, and performance-avoidance goals. For the old students, besides those three-goal orientations, mastery-avoidance goals are also included. As expected, the independent sample t-test shows that new students have higher mastery-approach and performance-approach goals than old students have. Self-efficacy is more influential in the new than old student segments, as shown by simple linear regression. This study is still stuck to a single cross-sectional design. Further research can utilize longitudinal research with segmental-based analysis and pay attention to gender, major, social class, or other potential moderation variables.
Pre-Service Teachers&apos; Conceptual Understanding of the Standing Wave Concept
Author: Aykutlu, Isil
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Scientific Concepts,Concept Formation,Misconceptions,Physics,Knowledge Level,Science Education,Public Colleges,Foreign Countries

In this study, the aim is to determine pre-service teachers' conceptual understanding of the standing wave concept. Pre-service teachers' conceptual understanding of the standing wave concept was determined through the phenomenological pattern, and the aim was to lay bare how they made sense of this phenomenon, how they perceived and experienced it. The study was conducted with the participation of 13 pre-service teachers. One closed-end question was used to determine pre-service teachers' demographic characteristic, and five open-ended questions were used to determine their conceptual understanding of the standing wave concept. Data were obtained through semi-structured interviews conducted individually with the pre-service teachers. Because their answers varied, they were defined and analyzed through a new map with &quot;Answer Sculptures.&quot; At the end of the study, it was determined that pre-service teachers have issues with their conceptual understanding of the standing wave concept; they have incomplete and non-scientific information. It was also seen that only a couple of pre-service teachers have a complete understanding of the standing wave concept.