ethanporcaro/eric-fulltext-meta huggingface dataset:
Determining Tendency Levels and Opinions of Secondary School 12th Grade Students on Private Tutoring
Author: Türkan, Azmi
Date: 2023-04-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 12,Tutoring,Private Education,Student Attitudes,Gender Differences,Secondary School Students,Private Schools,Vocational Schools,Religious Schools

The purpose of this study is based on various variables (gender and state of taking private tutoring) to determine differentiation in private tutoring tendencies of 12th grade students and their opinions about private tutoring. Mixed method sequential explanatory design was used in this study. The quantitative study group consists of 717 students in 12th grade secondary school studying in different schools types in Istanbul. Quantitative data were collected through stratified sampling method. The qualitative study group consists of 11 students selected according to quantitative data. The maximum variation sampling method was preferred for collecting qualitative data. The &quot;Private Tutoring Tendency Scale&quot; was used for collecting quantitative data; the semi-structured interview form developed by the researchers was used for collecting qualitative data. According to the study results, it was observed that there is significant difference in private tutoring tendency levels of the participants with respect to the gender and private tutoring experience variables. When qualitative findings are considered, it is evident that opinions of the participants are mainly gathered under the themes. These themes are reason for private tutoring tendency, general opinions on private tutoring and methodological opinions on private tutoring. Depending on the findings obtained within the scope of the research, suggestions were made for the legal regulation and the examination of private tutoring from different perspectives.
Comparative Review of Science Teachers&apos; and Prospective Science Teachers&apos; Awareness, Efficacy and Attitudes and Opinions towards STEM
Author: Gülpinar, Seyma Nur
Date: 2023-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Science Teachers,Preservice Teachers,Teacher Attitudes,Opinions,STEM Education,Teacher Effectiveness,Knowledge Level,Self Efficacy,Positive Attitudes,Career Choice,Foreign Countries

This research aims to compare the awareness, efficacy and attitudes, and opinions of science teachers (STs) and prospective science teachers (PSTs) toward STEM. In this study, convergent parallel design from mixed methods was used. The study group consists of 45 STs and 177 PSTs. In the quantitative dimension of the study, &quot;Teacher Efficacy and Attitudes Towards STEM Survey&quot; and &quot;STEM Awareness Scale &quot; were applied to the study group, which was formed by sampling criteria and maximum diversity from purposeful sampling. In the qualitative dimension of the research, semi-structured interviews were conducted with 24 STs and 25 PSTs selected through maximum diversity sampling from purposeful sampling. As a result of the research, it was observed that although the STEM awareness, efficacy, and attitudes of STs and PSTs were similar, they had positive attitudes. However, most of the participants in both groups considered themselves inadequate in STEM, expressed their opinions about the adverse effects of STEM applications as well as their positive effects, and that STEM applications were effective in career selection and country development.
Physics Teachers&apos; Opinions on Algodoo Training
Author: Sontay, Gökhan
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Science Teachers,Physics,Educational Technology,Technology Uses in Education,Program Effectiveness,Faculty Development,Computer Simulation,Foreign Countries,High School Teachers,Science Instruction

The purpose of this research is to reveal the feelings and thoughts of physics teachers towards Algodoo training within the scope of the 4005 TUBITAK project named Innovative and Technology Supported Applications in Physics Education. This study was carried out with phenomenological research within the context of the qualitative research approach. The study group of the research consisted of 22 physics teachers trained in the 4005 TUBITAK project and volunteered to participate in the research. Data were obtained from semi-structured interviews. The data were carried out following the descriptive analysis method with the help of the NVivo 9 program. As a result of descriptive analysis, four categories emerged. These are the installation and application of the Algodoo program, physics teaching activities, and apps similar to Algodoo and Algodoo training. Based on the findings obtained from the research, it was concluded that most of the teachers were very interested in using Algodoo in their lessons, could benefit from Algodoo in their lessons, and could prepare simple physics simulations. Based on the results, Suggestions such as disseminating Algodoo training with in-service training for teaching physics subjects with interactive applications were presented to those interested in the subject.
Bibliometric Analysis of Published Documents on Entrepreneurship in Basic Sciences (Physics, Chemistry, Biology)
Author: Deveci, Isa
Date: 2023-00-00
Type: Journal Articles
Subjects: Bibliometrics,Entrepreneurship,Physics,Chemistry,Biology,Authors,Publications,Universities,Productivity,Business,Economics,Design

In recent years, efforts to transform scientific information produced in basic sciences into technology to facilitate daily life have been increasing. In this sense, the perspective of entrepreneurship gains importance in basic sciences. This study aims analyze documents published on entrepreneurship in basic sciences (physics, chemistry, biology) using a bibliometric review. For this aim, the bibliometric analysis method based on the systematic literature review approach was used. Systematic review was carried out in the WoS database. A total of 428 documents (1994-2020) on entrepreneurship in basic sciences in the WoS were retrieved. The bibliometric analysis results were presented under two main categories as descriptive (numbers of documents according to year, author, country, organization, source, research area, WoS category area) and evaluative results (co-occurrence, co-authorship, citation analysis). Descriptive results were displayed with frequency values, and evaluative results were displayed using VOSviewer visualization software. As a result, it was determined that there is an important increase in the number of documents towards 2020. In addition, it was determined that the most productive, influential, and collaborative author is Jardim-Goncalves R, the most productive country is the USA, the most productive journal is Journal of Technology Transfer, and the most productive organization is Old Dominion University. Moreover, it has been determined that the most influential area in terms of research area is &quot;business economics&quot; and the most keyword co-occurrences are &quot;entrepreneurship&quot;, &quot;design science&quot; and &quot;academic entrepreneurship&quot;.
EFL Student Teachers&apos; Experiences in Writing Their Undergraduate Theses in Jambi
Author: Abrar, Mukhlash
Date: 2023-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Theses,Self Management,English (Second Language),Second Language Learning,Second Language Instruction,Student Teachers,Time Management,Student Attitudes,Writing Difficulties,Language Teachers,Teacher Education Programs,Writing Strategies,Help Seeking,Case Studies,Foreign Countries

The purpose of this qualitative study was to comprehensively investigate the experiences in writing undergraduate theses, the challenges faced, and strategies to alleviate the encountered challenges, of ten EFL student teachers at one higher education institution in Jambi. To collect the data, we employed semi-structured interviews guided by an interview protocol to elicit the participants' responses. The results of the study, through thematic analysis (Braun &amp; Clark, 2006), indicated that there are four major themes of challenges in writing an undergraduate thesis, including linguistics and writing knowledge issues, psychological issues, media and resources issues, and supervision and time management issues. To cope with those challenges, the participants employed some strategies, such as self-management strategy, technological help, and help from others. This study suggests EFL student teachers identify issues they struggle with in writing their theses. It is necessary so they could find a helpful way to deal with the challenge.
Theme and Thematic Progression in a Recount Text by an Advanced Student
Author: Mustofa, M. Ibnu
Date: 2023-05-00
Type: Journal Articles
Subjects: Advanced Students,English (Second Language),Second Language Learning,Second Language Instruction,Linguistics,Case Studies,Text Structure,Connected Discourse,Writing Skills,Writing Evaluation,Foreign Countries,Writing Instruction,Undergraduate Students,Language Patterns

Recount text is included within the curriculum of English subjects in the Indonesian context, where students are expected to be well-informed and be able to compose a good recount text to express themselves. The current study aimed at analyzing the recount text written by an advanced (C1 level of English) student based on the concept of Systemic Functional Linguistics. Through a qualitative case study, the data on the text organization, language features, Theme system, and Theme progression of the text were obtained through systematic identification, calculation, and analysis. The findings show that the text fulfilled the text organization and language features of a recount text. Moreover, the types of Themes with the most occurrence were unmarked topical Themes (51,2%), followed by topical textual Themes (40%), marked topical Themes (8%), and interpersonal Themes (0,8%). Based on the Theme system, Theme reiteration occurred most frequently (88.20%), while the Zigzag Themes only represented 11,80% of the total. The dominant use of unmarked Themes demonstrates the writer's skill in keeping the focus of the readers on the central topic of the text, while the huge number of textual Themes is the implication of the student to maintain the text's cohesion and coherence.
Relationship between Critical and Creative Thinking Skills and Learning Achievement in Biology with Reference to Educational Level and Gender
Author: Nasution, Nanda Eska Anugrah
Date: 2023-00-00
Type: Journal Articles
Subjects: Critical Thinking,Creative Thinking,Thinking Skills,Academic Achievement,Biology,Educational Attainment,Gender Differences,High School Students,College Students,Foreign Countries

The purpose of this study was to understand the relationship between critical and creative thinking skills and learning achievement of senior high school and university students of both genders. The sample consisted of 85 senior high school and 90 university students drawn using cluster random sampling. Senior high school level samples were drawn from senior high schools in the city of Tebing Tinggi, while university level samples were drawn from the Jember state Islamic institute. Regression analysis was applied to understand the correlations among educational level and gender differences in the relationship between critical and creative thinking skills and learning achievement. The results show that senior high school and university students' critical thinking skills correlated positively with both creative thinking skills and learning achievement for both genders. Furthermore, senior high school and university students' creative thinking skills show significantly positive relationships with learning achievement in both sexes.
Students&apos; Knowledge Gains, Self-Efficacy, Perceived Level of Engagement, and Perceptions with Regard to Home-Based Biology Experiments (HBEs)
Author: Robledo, Dave Arthur R.
Date: 2023-00-00
Type: Journal Articles
Subjects: Distance Education,Science Experiments,Biology,Science Instruction,Self Efficacy,Learner Engagement,Private Schools,Public Schools,Foreign Countries,Elementary School Students,Middle School Students,High School Students,Knowledge Level,Student Attitudes

Home-based biology experiments (HBEs) are practical learning activities that allow students to perform safe and relevant experiments at home. Motivated by the need to innovate teaching approaches in science education due to the COVID-19 pandemic, this study was conducted to determine the effects of home-based biology experiments (HBEs) on their knowledge gains, self-efficacy, and perceived level of engagement. In addition, students' teachers' and parents' feedback were also investigated. This study employed a quasi-experimental research design using a mixed-method approach involving a pretest/post-test design in which ten teacher-collaborators and 836 pupils participated. Fifteen-item teacher-made parallel tests and the 38-item perceptions, self-efficacy and engagement questionnaire were distributed via Google Forms. Results revealed that most participants strongly agreed that HBEs were lesson congruent and risk-free, the materials were readily available, and it was fun and challenging (M=3.56, SD=0.77). Moreover, HBEs were found to be effective in improving pupils' knowledge gains (T=119, z=-4.56, p=0.04), self-efficacy (M=3.36, SD=0.71), and perceived level of engagement (M=3.45, SD=0.69). Responses were significantly different when grouped according to grade level, gender, and type of HBEs used. The results of thematic analysis were categorised as &quot;Affordances&quot; and &quot;Constraints&quot;. Six subthemes emerged from the Affordances : &quot;Safety&quot;, &quot;Feasibility&quot;, &quot;Independent Learning&quot;, &quot;Learning Material&quot;, and &quot;Affordability&quot;, while there were four subthemes for &quot;Constraints&quot;: &quot;Expenses&quot;, &quot;Student Interaction&quot;, &quot;Availability&quot;, and &quot;Time Management&quot;. It can be concluded that home-based biology experiments are effective and relevant teaching strategies to deliver practical learning in the distance learning modality.
A Modern Problem Faced by Primary School Students in Disadvantaged Regions: The Teacher Influencer
Author: Kiziltas, Yusuf
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Rural Areas,Disadvantaged,Elementary School Teachers,Social Media,Teacher Behavior,Ethics,Photography,Video Technology,Privacy,Student Rights,Teacher Influence,Teacher Attitudes,Academic Achievement,Student Behavior

Some young and inexperienced teachers working in rural and disadvantaged areas in the city center of Turkey have the habit of constantly producing digital content and sharing virtual videos in classrooms/schools. Thus, the students become the material of virtual trade. The process of becoming a teacher influencer and its effects on the students were examined in detail. The research had a phenomenology design as one of the qualitative methods. The data were collected from the teachers of various teaching areas (n=201). According to the findings, the majority of the teachers participating in the research thought that being a teacher influencer, and teacher influencers caused damage to the students and violated children's rights.
Modeling of Reading Problems Experienced by Primary School Students through Artificial Neural Networks
Author: Çelik, Cemal
Date: 2023-00-00
Type: Journal Articles
Subjects: Reading Difficulties,Models,Elementary School Students,Artificial Intelligence,Grade 3,Educational Practices,Foreign Countries,Prediction,Classification,Prevention,Reading Instruction,Reading Motivation,Reading Interests,Reading Habits,Reading Teachers

The aim of this study is to investigate the causes of reading problems experienced by third-grade students because of the instructional malpractices in education and develop a modeling with artificial neural networks. It was carried out according to the exploratory sequential model and consisted of two stages. In the qualitative part, a data pool with 35 items is created for the shortcomings caused by educational practices that underlie the reading problems experienced by the students through the opinions of 47 classroom teachers participating in this study. The second part is where the checklist designed based on the data obtained in the first part is administered to 174 classroom teachers who lecture the third graders. The numerical values are processed into MATLAB, and two different models, forecast and classification models, are developed for the shortcomings caused by educational practices that underlie the reading problems experienced by the students through artificial neural networks. In this regard, this study intends to identify solutions to the potential reading problems that students may experience due to the shortcomings caused by educational practices before they arise, and to develop preventive actions.
The Development of a Two-Tier Diagnostic Test for Student Understanding of Light
Author: Nasir, Muhammad
Date: 2023-00-00
Type: Journal Articles
Subjects: Science Instruction,Science Tests,Diagnostic Tests,Light,Scientific Concepts,Concept Formation,Item Response Theory,Undergraduate Students,Content Validity,Construct Validity,Test Reliability,Foreign Countries

This study aimed to develop a two-tier light concept test to identify student concept understanding of light. The development of the test was carried out through the content validity, construct validity, and reliability test stages using the Item Response Theory (IRT). The sample consisted of 81 students during the second semester at five universities in Indonesia. The results showed that the instrument met the content validity and construct validity criteria as well as reliability. Efforts are needed to improve concepts in light material.
The Effect of Cognitive Conflict-Based Learning (CCBL) Model on Remediation of Misconceptions
Author: Mufit, Fatni
Date: 2023-00-00
Type: Journal Articles
Subjects: Students,Models,Conflict,Cognitive Processes,Remedial Instruction,Misconceptions,Concept Formation,Foreign Countries,Learning

The phenomenon of misconception and poor conceptual understanding is a problem that often occurs in science learning, not least in physics learning. Learning models that specifically aim to improve conceptual understanding and remediate misconceptions are not widely available. This study aims to determine the effect of the CCBL model in improving conceptual understanding and remediating misconceptions of students. The method consisted of pretest-posttest control group quasi-experimental design. The sample consisted of 89 students from three groups in the physics department. The research instrument was a static fluid concept test, a type of two-level multiple-choice test, and an open reason answer. Percentage techniques and descriptive narrative were used to obtain the level of understanding of students' concepts. These results indicated that the CCBL model was effective in remediating student misconceptions. The implication of this research is that the CCBL model has the syntax that capable of remediating students' misconceptions, namely: (1) activation of preconceptions and misconceptions; (2) presentation of cognitive conflict; (3) discovery of concepts and equations; and (4) reflection. It is recommended to conduct further research to see the significance of the effectiveness of the CCBL model.
The Effects of a Systematic Approach to Solve Real-Life Inventive Problems in the Science Classroom
Author: Saygi, Nilüfer Demirci
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Problem Solving,Grade 7,Student Attitudes,Sustainable Development,STEM Education,Light,Decision Making,Thinking Skills,Teaching Methods,Instructional Effectiveness,Pretests Posttests

Nowadays, many education programmes claim to evolve according to present and future skills needed for sustainable development, and one of these skills is inventive problem-solving. Systematic-inventive problem solving (SIPS) is a systematic approach to problem-solving derived from engineering, technology, science, mathematics, and general problem-solving principles. This study presents findings from a SIPS-based methodology to enhance inventive problem-solving in school science for the Light topic. SIPS is an approach for innovative solutions with early judgment by exploring the problem's world or surroundings. This study was conducted with 78 seventh-grade pupils in Istanbul, Türkiye. Mixed methods were applied to determine the contribution of SIPS to developing their inventive problem-solving and to get their opinions about SIPS. The data were collected through the pre-post Inventive Problem-Test (IP-T), documentation of pupils' activities, and interviews. Statistical and descriptive analyses revealed that using inventive problem-solving tasks fostered pupils' inventive-problem solving skills. Also, using SIPS helped pupils solve real-life problems for which they might need information on different topics such as heat-temperature, electrostatics, or pressure. The study suggests that SIPS makes it possible to increase 7th grade pupils' interest in science, more comprehensive and focused thinking, and their realisation that what they learn at school is useful in everyday life.
The Effect of Gersmehl&apos;s Spatial Learning on Students&apos; Disaster Spatial Literacy
Author: Purwanto
Date: 2023-00-00
Type: Journal Articles
Subjects: Spatial Ability,Natural Disasters,Geography Instruction,Teaching Methods,Thinking Skills,Concept Formation,Syntax,Comparative Analysis,Standardized Tests,Test Validity,Test Reliability,Scores,Geographic Information Systems,Foreign Countries,Critical Thinking

Learning geography in Indonesia philosophically aims to develop spatial literacy. Students must improve spatial literacy to form reasoning skills and apply spatial concepts in real life. Applying Gersmehl's spatial learning can improve students' spatial literacy through syntax arranged based on spatial aspects. The use of google earth helps students to complete case studies of disaster mitigation materials without the need to go directly to the field. This quasi-experimental research refers to the posttestonly control group design by comparing the posttest of spatial literacy in the experimental and control classes. This study involved students of class XI IPS SMAN 1 Blitar City. The instrument is a five-point description test based on indicators of spatial literacy in disaster mitigation materials standardized with validity and reliability tests. The research data were analyzed using normality, homogeneity, and hypothesis tests. The data tested were in the form of posttest scores for spatial literacy in the experimental and control classes. The results of Gersmehl's spatial learning influence spatial literacy. The use of LKPD bridges the implementation of spatial learning syntax with Google Earth as a geospatial medium. The implementation of syntax in spatial learning is interrelated with spatial literacy indicators, thereby increasing students' spatial literacy based on experience and spatial recognition.