ethanporcaro/eric-fulltext-meta huggingface dataset:
An Educational Technology Tool That Developed in the Natural Flow of Life among Students: WhatsApp
Author: Cetinkaya, Levent
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Social Media,Computer Oriented Programs,Secondary School Students,Student Surveys,Semi Structured Interviews,Computer Uses in Education,Synchronous Communication,Qualitative Research,Content Analysis,Phenomenology,Foreign Countries

This study was carried out to identify the benefits and drawbacks of using mobile social network application WhatsApp in the education of Secondary Education students. In this research, survey model was used and open-ended question form to 145 students together with semi-structured interview technique to 6 students were employed and answer to the same research question was sought by using data of different nature. The data were analysed by content analysis and phenomenologic analysis methods and some of the screenshots of students' posts are given as they are when necessary, which made possible the inspection, comparison and verification of each data one another. The benefits and drawbacks of using WhatsApp for educational purposes, which students normally use for communication purposes, are listed under the subheadings of technique, education and academic. Results indicate that WhatsApp has the potential to provide a natural and unstructured learning environment. Accordingly, by taking the benefits and drawbacks of WhatsApp and the like into account, it is advised to support their educational use.
Becoming a Mathematics Teacher: The Role of Professional Identity
Author: Akkoç, Hatice
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Teachers,Preservice Teachers,Preservice Teacher Education,Professional Identity,Foreign Countries,Semi Structured Interviews,Teacher Education Programs,Teaching Methods,Qualitative Research,Elementary School Mathematics,Elementary School Teachers,Grade 5,Grade 6,Grade 7,Grade 8,Practicums

Teachers' pedagogical practice and choices for their actions could not only be explained by their knowledge, beliefs or attitudes (Rodgers &amp; Scott, 2008). Identity also has a crucial role in learning to teach. The aim of this study is to investigate contextual nature of preservice mathematics teachers' professional identities. For this aim, a case study was designed. Participants are three preservice mathematics teachers in a state university in Turkey. The data was collected through semi-structured interviews. Pre-interviews were conducted in the beginning of the data collection process. Participants were asked questions about why they chose teaching as a profession. During the following ten weeks, preservice teachers participated in activities such as teaching in real classroom settings, interviewing pupils, mathematics teachers and school administrators. Following these activities, post-interviews were conducted. Qualitative content analysis was used to analyze the data. The findings revealed that preservice teachers' identities were not stable throughout different contexts.
Investigating Energy Literacy and Its Structural Model for Lower Secondary Students in Japan
Author: Akitsu, Yutaka
Date: 2017-00-00
Type: Journal Articles
Subjects: Energy,Literacy,Environmental Education,Energy Conservation,Sustainability,Models,Gender Differences,Scores,Knowledge Level,Secondary School Students,Student Surveys,Predictor Variables,Student Behavior,Schemata (Cognition),Geographic Regions,Foreign Countries,Structural Equation Models,Maximum Likelihood Statistics,Factor Analysis,Statistical Analysis

Energy literacy is indispensable for a sustainable society, which is fostered and improved by formal and informal energy education. To achieve the goal of energy education, which develops a well-informed public with positive attitudes toward energy conservation and the ability to make appropriate decisions regarding future energy choices, we must understand the status of students' energy literacy and its conceptual structure. By employing and modifying the energy literacy framework and instrument developed by DeWaters &amp; Powers (2013), energy literacy and its structural model for students in Japan were investigated through a survey for 1316 lower secondary students (ages 13-15) in 2014. It was found that female students and students who have family discussions about energy-related issues scored higher than their counterparts. Students in Fukushima scored lower than those in Tokyo and Kyoto/Nagasaki. The energy literacy structure model was described by six predictors by structure equation modeling, where energy-saving behavior was predicted by both the awareness of consequences and the ascription of responsibility. Both the awareness of consequences and the ascription of responsibility were predicted by basic energy knowledge through the cognition of environmental issues. The prediction of energy-saving behavior by the awareness of consequences indicates the role of bonding between the relevant knowledge on energy and the environmental issues and energy-saving behavior. A moderation analysis found that (1) the effect of the cognition of environmental issues on responsibility depends on gender, and the magnitude of its effect did not necessarily depend on the amount of knowledge; (2) the indirect effect of responsibility toward energy-related issues on energy-saving behavior through energy-use conscious behavior seems to decrease with grade progression; and (3) the indirect effect of the awareness of consequences on energy-saving behavior through energy-use conscious behavior depends on the region.
Teachers' Views about Educational Research: A Qualitative Study
Author: Bas, Gökhan
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Educational Research,Qualitative Research,Case Studies,Foreign Countries,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,Semi Structured Interviews,Faculty Development

The purpose of this case study is to examine the views of teachers' about educational research. The present research is designed as a qualitative case study. The group of this study is consisted of teachers (n = 27), working in primary, middle, and high schools in the province of Nigde in Turkey. An extensive literature review was made on educational research and some scales in this regard were examined in detail in order to prepare the research questions in the study. At the end of this extensive literature review, a semi-structured interview form for the study was prepared. For data collection, teachers were visited in their schools by the researchers and asked to participate in the study. The teachers in the study group were interviewed directly by face-to-face in their schools in the autumn semester. The data obtained in the study were analysed by using &quot;descriptive analysis technique&quot;. According to findings obtained in the study, totally four themes were acquired as a result of the descriptive analysis technique. The obtained themes were concluded as: need for educational research, importance of educational research, applicability of education research, and contribution of educational research to professional development.
Investigating the Views of Pre-Service Science Teachers on STEM Education Practices
Author: Erdogan, Ibrahim
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,STEM Education,Scientific Attitudes,Teacher Attitudes,Semi Structured Interviews,Content Analysis,Science Education,Teacher Education Programs,Case Studies,Qualitative Research,Technology Education,Engineering Education,Mathematics Education,Science Activities,Preservice Teacher Education,Critical Thinking,Thinking Skills,Problem Solving

It has given importance to the development of 21st century skills in every aspect of life. STEM (Science, Technology, Engineering, and Mathematics) education has played an important role to improve these skills and teachers are expected to be able to organize learning environments accordingly. The purpose of this research is to examine the pre-service science teachers' views on STEM education practices. The case study method was used in this research and participants of the research are 7 pre-service science teachers (4 female, 3 male). In the research STEM activities were applied during 8 weeks. The data of this research were collected through semi-structured interviews. The content analysis was used for data analysis and data were converted to the tables. During the interviews, it was noted that the pre-service science teachers wanted to apply STEM education when they become teachers; they wanted to get advanced knowledge about STEM education. In addition, pre-service science teachers have expressed their opinions on the basic rationale, benefits and limitations of STEM education, and have made proposals for the development and dissemination of STEM education. Pre-service science teachers learned about STEM education and how to implement it, by the help of STEM education practices that was conducted within the scope of this research. Pre-service teachers who are future teachers need to be informed and trained about STEM education.
The Contribution of Vocational Students' Learning Discipline, Motivation and Learning Results
Author: Yussi
Date: 2017-00-00
Type: Journal Articles
Subjects: Vocational Education,Vocational High Schools,High School Students,Predictor Variables,Path Analysis,Learning Motivation,Statistical Analysis,Questionnaires,Intellectual Disciplines,Achievement Need,Student Attitudes

A good vocational high school prepares students for developing capability of working independently, demonstrating professional attitude at work, and being productive which that require good learning results for the realization thereof. the learning results serve as the yardstick of students' success. The purpose of this article is to find out the contribution of factors influencing students' learning results comprising the learning discipline and motivation of vocational high school students. The sampling used was the industrial vocational high school students. The employment of path analysis was intended to find out the contribution of each variable. The results of the research showed that the learning discipline and motivation significantly contributed to students' learning. The high discipline elevated the learning motivation that leads up to the enhanced learning results. [The publication year printed on the PDF is incorrect, http://www.ijese.net/arsiv/157.]
Development of the EGGS &quot;Exam of GeoloGy Standards&quot; to Measure Students' Understanding of Common Geology Concepts
Author: Guffey, Sarah Katie
Date: 2017-06-00
Type: Journal Articles
Subjects: Geology,Scientific Concepts,Science Tests,Undergraduate Students,Criterion Referenced Tests,Multiple Choice Tests,Test Reliability,Test Validity,Pretests Posttests,National Standards,Academic Standards,College Science,Introductory Courses,Nonmajors,Statistical Analysis,Qualitative Research,Interviews,Misconceptions

Geoscience education researchers have considerable need for criterion-referenced, easy-to-administer, easy-to-score, conceptual surveys for undergraduates taking introductory science survey courses in order for faculty to monitor the learning impacts of innovative teaching. In response, this study establishes the reliability and validity of a 28-item, multiple-choice, pre- and post- EGGS Exam of GeoloGy Standards. EGGS addresses 11 concepts derived from a systematic analysis of the overlapping ideas from national science education reforms: NGSS, AAAS Benchmarks, Earth Science Literacy Principles, and NRC National Science Education Standards. Leveraging best-practices for creating and field-testing items, EGGS emphasizes natural student language over technical scientific vocabulary, leverages illustrations over students' reading ability, specifically targets students' misconceptions, and covers the range of topics most geology educators expect general education students to know. EGGS is argued to be valid and reliable with college introductory science survey students based on standard measures, including clinical interviews with students and expert review.
Development of Attitudes towards Mathematics Scale (ATMS) Using Nigerian Data - Factor Analysis as a Determinant of Attitude Subcategories
Author: Zakariya, Yusuf F.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Attitude Measures,Test Construction,Mathematics,Factor Analysis,Student Attitudes,Statistical Analysis,Correlation,Secondary School Students,Test Reliability

This study was aimed at the development of an instrument for measuring students' attitudes towards mathematics. A survey research design was adopted involving 510 students randomly selected. Exploratory factor analysis (EFA) was carried out to determine the number of factors to be retained in the ATMS. The adequacy of the sample was confirmed by means of Bartlett's Sphericity Test (BST), the Kaiser-Meyer-Olkin (KMO) index, and the matrix determinant. The BST was significant at p &lt; 0.01 with KMO index of 0.93 and correlation matrix determinant of 0.00006207. The factors were extracted using principal component analysis and the components were rotated using Varimax with Kaiser Normalization and converged after 10 iterations. The final 30-item ATMS contains four attitude subcategories: perception of difficulty, feelings of anxiety towards mathematics, usefulness of mathematics, mathematics phobia and has a reliability coefficient of 0.91 with sufficient evidence of content and face validity.
Have Astronauts Visited Neptune? Student Ideas about How Scientists Study the Solar System
Author: Palma, Christopher
Date: 2017-06-00
Type: Journal Articles
Subjects: Astronomy,Scientists,Middle School Students,High School Students,College Students,Interviews,Student Attitudes,Misconceptions,Scientific Research,Observation,Space Exploration,Investigations,Inferences,Causal Models

The nature of students' ideas about the scientific practices used by astronomers when studying objects in our Solar System is of widespread interest to discipline-based astronomy education researchers. A sample of middle-school, high-school, and college students (N = 42) in the U.S. were interviewed about how astronomers were able to learn about properties of the Solar System as a follow-up question after specific questions about the nature of the Solar System and its objects. These students often held naive ideas about the practices of astronomy, and 19% of them proposed that humans or robots have returned samples of the planets to Earth for analysis. While the college students provided more sophisticated responses to the questions than the younger students, we found that even they held naive ideas about human sample return and infrequently appealed to studying objects at a distance using telescopes. We propose that students are not receiving specific instruction that allows them to investigate the tools and practices of astronomy, which leads them to rely on their prior knowledge about science practices in other disciplines (e.g., geoscience) when queried about how scientists study the Solar System. This result implies that instruction around the limits of human and robotic spaceflight is needed to allow students to have a more scientific understanding of the practices of astronomy in studying the Solar System.
The Effect of Chemistry Laboratory Activities on Students' Chemistry Perception and Laboratory Anxiety Levels
Author: Aydogdu, Cemil
Date: 2017-00-00
Type: Journal Articles
Subjects: Chemistry,Science Laboratories,Anxiety,Science Activities,Science Instruction,Scientific Attitudes,Student Attitudes,Preservice Teachers,Laboratory Procedures,Pretests Posttests,Foreign Countries,Questionnaires,Instructional Effectiveness

Chemistry lesson should be supported with experiments to understand the lecture effectively. For safety laboratory environment and to prevent laboratory accidents; chemical substances' properties, working principles for chemical substances' usage should be learnt. Aim of the present study was to analyze the effect of experiments which depend on laboratory usage techniques on science teacher candidates' laboratory anxiety and chemistry perception. The study was conducted with 41 science teacher candidates who registered General Chemistry-II course in Bartin. In the study a pre-test and post-test procedure was applied. To collect data Chemistry Laboratory Anxiety Instrument and Chemistry Perception Questionnaire were used. Chemistry Laboratory Anxiety Instrument was developed by Bowen (1999) and adapted into Turkish by Azizoglu and Tiryaki (2006). Moreover, Chemistry Perception Questionnaire, was developed by Wells (2003) and adapted by Tosun (2013). At the beginning of the semester, the scales were administrated to science teacher candidates as pretest. During the semester, experiments which depend laboratory usage techniques have been conducted. At the end of the semester, the scales were administrated to science teacher candidates' as post-test. Findings of the study revealed that, science teacher candidates' anxiety level decreased on the other hand there was no statistically significant difference for teacher candidates' about chemistry perception.
Peer Response as an Effective Writing Strategy
Author: Austria, Mark Anthony B.
Date: 2017-00-00
Type: Journal Articles
Subjects: Writing Instruction,Writing Strategies,Peer Evaluation,Editing,Instructional Effectiveness,Feedback (Response),Scaffolding (Teaching Technique),Student Empowerment,College Students,Foreign Countries,Selection Criteria,Expectation,Peer Relationship,Qualitative Research

This paper presents the peer response as an effective strategy in the teaching of college writing. In the textual analyses, feedback conference and through the evaluation questionnaire, peer response strategy was assessed as dynamic and successful and that editors and writers worked constantly with each other as a matter of scaffolding wherein writers chose their editors based on perceived scholastic standing, peer relation, and shared fields of interests. It was also found out that the writers were expecting more on the suggested changes for improvement and the identification of common errors for corrections than on the estimated grade given to their works. It is therefore concluded that peer response could be an effective way of managing big writing classes, capitalizing on the editing skills of students. This decentralized writing technique empowers students to manage their own pace, control their own taste of subject matter, and discover their own style.
The Design of Preservice Primary Teacher Education Science Subjects: The Emergence of an Interactive Educational Design Model
Author: McKinnon, David H.
Date: 2017-06-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Elementary Education,Elementary School Science,Instructional Design,Foreign Countries,Educational Change,Models,Pedagogical Content Knowledge,Mixed Methods Research,Preservice Teachers,Competence,Self Esteem,Action Research,Online Surveys

Over the past 20 years there have been numerous calls in Australia and beyond for extensive educational reforms to preservice teacher education in the sciences. Recommendations for science teacher education programs to integrate curriculum, instruction and assessment are at the forefront of such reforms. In this paper, we describe our scholarly action-research approach to the teaching of science and science-method subjects to Australian preservice primary-school teachers in the state of New South Wales. We present an interactive educational design model founded on a solid theoretical literature base that incorporates Pedagogical Content Knowledge as an integrative mediating framework and which drives students' interactions with the elements of the design model. The results from our mixed-methods study suggest that the approaches adopted through two extended vignettes show significant increases in preservice teachers' competence and confidence. Together, the qualitative and extensive quantitative data suggest participants obtain a newly developed sense of enthusiasm for science and an understanding of the role that it can play in the primary- school curriculum. The data provide strong evidence that the approaches being called for in some of the earlier reforms and most recently by Bybee (2014) are effective.
12-14 Aged Turkish Students' Levels of Using Media Tools (Bad Säckingen Town Sample, Germany)
Author: Görmez, Erhan
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Qualitative Research,Semi Structured Interviews,Television,Internet,Handheld Devices,Telecommunications,Computer Use,Mass Media Use,Preferences,Differences,Radio,Books,Periodicals,Newspapers,Case Studies,Ethnic Groups

The aim of this study was to determine the levels of Turkish students attending Hauptschule, Realschule and Gymnasium in Bad Säckingen in the state of Baden Württemberg, Germany, in terms of using media tools. Of the qualitative data collecting tools, an interview method was applied in the research. In the context of this research, interviews were carried out with 13 students attending Hauptschule, 14 students at Realschule, and 8 students at Gymnasium, using semi-structured interview forms prepared by the researchers. The questions were prepared considering the media tools the students were using widely at the end of an observation lasting a whole year. The data acquired at the end of the student interviews was analysed using a content analysis method. The results showed a similarity in terms of the preferred media tools and the time the students spent on these media tools. It was concluded that there was a close similarity in the period students spent daily on television, on the internet, and on their mobile phones; the students attending Hauptschule and Realschule mostly preferred Turkish channels and programs, while the Gymnasium students did not in general make any distinction between the Turkish and German channels; what the students mostly preferred were TV series and game programs; students attending these three schools did not read newspapers and journals much, but sometimes books; the period spent on reading books was slightly higher in the Gymnasium students; and the students at all these three schools used the internet mostly for similar interests (such as for accessing social networks, watching and downloading videos/films, playing games, and obtaining information).
Solving Relational Database Problems with ORDBMS in an Advanced Database Course
Author: Wang, Ming
Date: 2011-09-00
Type: Journal Articles
Subjects: Databases,Problem Solving,Advanced Courses,Computer Science Education,Database Management Systems,Outcomes of Education,Technology Uses in Education,College Instruction,Case Studies

This paper introduces how to use the object-relational database management system (ORDBMS) to solve relational database (RDB) problems in an advanced database course. The purpose of the paper is to provide a guideline for database instructors who desire to incorporate the ORDB technology in their traditional database courses. The paper presents how to use the specific object-relational database (ORDB) technology to solve three normalization problems: Transitive dependency, Multi-value attributes, and Non-1st Normal Form. The paper also provides the solutions to data complexity problems with three specific ORDBMS techniques: object view, object inheritance, and object integration. The paper summarizes the significance and advantages of teaching ORDBMSs in advanced database courses. Course contents and students' learning outcomes are discussed. To be more helpful to database educators, the paper presents a complete object-relational database development case study from the UML class diagram design to Oracle ORDBMS implementation.