ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Visual Culture Studies on Primary School Students' Interpretation of Visual World
Author: Turkcan, Burcin
Date: 2011-00-00
Type: Journal Articles
Subjects: Video Technology,Research Design,Visual Arts,Action Research,Semantics,Discipline Based Art Education,Interviews,Student Journals,Grade 3,Foreign Countries,Art Criticism,Discussion,Student Attitudes

Visual culture studies have become the focus of research in recent years mainly due to the frequent use of art applications in Visual Arts courses in primary schools and the inadequate content of discipline based art education for the interpretation of today's multiple stimulants. By interrogating students' semantic stratums related to visuals, visual culture studies carried out in Visual Arts courses can help students gain a different perspective regarding artistic studies. The present study aimed finding out how visual culture studies can be carried out in Visual Arts courses in primary schools. The study had an action research design and was conducted during the 10 hours class-time of a Visual Arts course in a third-grade class of a primary school in Eskisehir in the fall semester of 2007-2008 academic year. The data of the present study, which was conducted on seven focal students, were collected with various data collection tools, such as demographic information scale, video recordings, semi-structured interviews, document analysis, researcher diaries and student diaries. The collected data were analyzed using descriptive analysis. The present study revealed that the students effectively participated in visual culture studies; that they made critical interrogations by broadening their thoughts based on their previous knowledge; and that they found the course more entertaining thanks to the visual culture studies. In conclusion, findings of the study suggest that visual art applications, which will encourage students to criticize cultural meanings within the Visual Art Curriculum, may be used as a strong instrument to help students interpret the visual world and become more efficient in expressing their ideas in art works.
Positive Experiences with Negative Numbers: Building on Students in and out of School Experiences
Author: Beswick, Kim
Date: 2011-00-00
Type: Journal Articles
Subjects: Mathematics Education,Mathematical Concepts,Numbers,Number Concepts,Concept Formation,Teaching Methods,Middle School Students,Secondary School Mathematics,Knowledge Level,Numeracy,Multiplication,Arithmetic

The introduction of negative numbers should mean that mathematics can be twice as much fun, but unfortunately they are a source of confusion for many students. Difficulties occur in moving from intuitive understandings to formal mathematical representations of operations with negative and positive integers. This paper describes a series of activities that were used with a group of 14 middle school students. The approach taken attempted to bridge the gap between students' intuitions, existing mathematical knowledge and recent experience, and the mathematical concepts of operations on negative and positive integers. (Contains 6 figures.)
Evaluation of a Science Camp: Enjoyable Discovery of Mysterious World
Author: Birinci Konur, Kader
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 7,Grade 8,Summer Science Programs,Scientific Attitudes,Measures (Individuals),Student Attitudes,Statistical Analysis,Program Effectiveness,Qualitative Research,Self Esteem

In this research, summer science camp which is carried out on the purpose of developing positive attitude towards science and nature with enjoyable experiments in primary school students and activities were evaluated. The camp was performed as two 5 days stages with a total 48 students who had finished 7th grade at primary school. The findings of the study were obtained from Science and Technology Course Attitude Scale, Scientific Attitude Scale, Camp Evaluation Survey and student interviews. The gathered quantitative data were analyzed with SPSS and qualitative data were analyzed with NVivo 8.0 program. As a result of the findings, it was determined that after the camp there was a significant increase in the participants' attitude towards the Science and Technology course and in their scientific attitude. It was also observed that most of the students enjoyed camp activities and had a good time during the camp. Besides, it was proved that the camp had a positive effect on increasing the students' self-confidences towards learning science.
A Collection of Studies Conducted in Education about &quot;Global Warming&quot; Problem
Author: Bozdogan, Aykut Emre
Date: 2011-00-00
Type: Information Analyses
Subjects: Foreign Countries,Climate,Environmental Education,Global Approach,Misconceptions,Influence of Technology,Scientific and Technical Information,Interdisciplinary Approach,Longitudinal Studies,Literature Reviews

The studies global warming problem conducted in education discipline in the world and in Turkey were analysed for this study. The literature was reviewed extensively especially through the articles in the indexed journals of Ebsco Host, Science Direct, Taylor and Francis and Web of Science databases and this study was conducted according to the descriptive method. 62 scientific publications about global warming which were published between the years 1992 and 2009 were included in the research. The articles obtained as a result of this review process were analyzed by taking the aims, results and the education levels into consideration. As a result of the research, some studies which didn't complement one another both in the world and in Turkey were encountered. However, for the most part the studies conducted had similar purposes and they had the same results. Descriptive studies introduced that similar misconceptions related to global warming existed in all levels of education and the media had negative effects during this process. Experimental studies revealed that the education methods where the students are active, visual materials and social activities outside the school were more effective methods in educating more conscious students about global warming.
An Evaluation of the Teaching Activities Implemented in the Elementary Science and Technology Courses in Terms of Multiple Intelligence Theory: A Sample from Adana
Author: Iflazoglu Saban, Ayten
Date: 2011-00-00
Type: Journal Articles
Subjects: Elementary School Science,Multiple Intelligences,Class Activities,Interviews,Statistical Analysis,Content Analysis,Grade 8,Grade 5,Grade 4,Elementary School Teachers,Grade 6,Grade 7,Data Collection,Science Education,Technology Education

The aim of this study was to evaluate to what extent class activities at the Elementary Science and Technology course address intelligence areas. The research was both a quantitative and a qualitative study. The sample of the study consisted of 102 4th grade elementary teachers, 97 5th grade elementary teachers, and 55 6th, 7th, and 8th grade science and technology teachers, including 254 teachers in total. The data in the study were collected through "The Inventory of Class Activities Done in line with the Intelligence Areas", and "the Semi-structured Interview Form". The quantitative data were analyzed by descriptive statistics such as mean, standard deviation, and one-way analysis of variance. The qualitative data were analysed by content analysis as well. It was found that teachers generally used activities addressing for all intelligence areas, they were aware of the multiple intelligence theory, not the subject teachers but the elementary teachers and the senior teachers use teaching activities for more than one intelligence area in their classes. It was determined from the teachers' responses to the questionnaire that teachers were aware of the activities for intelligence areas. However, the interviews revealed that they could not transfer their knowledge about intelligence areas into their classes. Therefore; it could be observed and investigated why teachers did not implement their knowledge about multiple intelligence theory into their classes and their efforts in the preparation, planning, practice and evaluation phases of teaching.
Problem Solving in Genetics: Conceptual and Procedural Difficulties
Author: Karagoz, Meryem
Date: 2011-00-00
Type: Journal Articles
Subjects: Problem Solving,Interviews,Genetics,Metacognition,Biology,Misconceptions,Thinking Skills,Fundamental Concepts,Case Studies,Aptitude Tests,Preservice Teacher Education,Knowledge Base for Teaching,Teacher Competency Testing,Knowledge Level,Science Process Skills

The purpose of this study was to explore prospective biology teachers' understandings of fundamental genetics concepts and the association between misconceptions and genetics problem solving abilities. Specifically, the study describes conceptual and procedural difficulties which influence prospective biology teachers' genetics problem solving abilities. Case study methods were utilized in this study. Total of 70 prospective biology teachers participated in this study. The data sources included genetics concept tests (GBT) and semi-structured interviews. Genetics concept tests were administered to all of the participants. Six participants were selected by purposeful sampling for semi-structured interviews. The results of the study showed that prospective biology teachers had incomplete understandings and several alternative conceptions of Mendelian genetics. Although they were able to describe some concepts, they frequently failed to apply them in problem solving situations. In many cases mechanical application of common problem solving strategies were observed without comprehensive conceptual understanding. The participants that demonstrated behaviors which require metacognitive strategies and higher order thinking skills such as constructing hypothesis, data, and end-means analysis were more successful in genetics problem solving. Some of the participants who were successful in cause-effect type problems had difficulties in end-means type of problems. (Contains 2 tables and 1 figure.)
The Science and Technology Pre-Service Teachers' Self-Efficacy Levels and Opinions about Alternative Assessment and Evaluation Approaches
Author: Sasmaz Oren, Fatma
Date: 2011-00-00
Type: Journal Articles
Subjects: Self Efficacy,Opinions,Alternative Assessment,Interviews,Measures (Individuals),Program Effectiveness,Preservice Teacher Education,Student Teacher Attitudes,Evaluation Methods,Science Teachers,Technology Education,Questionnaires,Foreign Countries,Attitude Measures

The present study aims to determine the science and technology pre-service teachers' self-efficacy levels and their opinions about alternative assessment and evaluation approaches. The study was carried out with the participation of 53 science and technology pre-service teachers studying in the Faculty of Education at Celal Bayar University. As the data collection instruments, a self-efficacy scale about alternative assessment and evaluation approaches, a questionnaire form which was composed of open-ended questions about alternative assessment and evaluation approaches, and a semi-structured interview were used. It was found out that most of the pre-service teachers had high self-efficacy levels about alternative assessment and evaluation approaches. The results obtained from the questionnaire form and the interviews revealed that the pre-service teachers wanted to use these approaches in their future careers for different purposes, but they believed they might experience some problems while implementing these approaches. Furthermore, the study also offers some suggestions based on the pre-service teachers' self-efficacy levels and opinions about alternative assessment and evaluation approaches.
Pre-Service Teachers' Perception about the Concept of Limit
Author: Duru, Adem
Date: 2011-00-00
Type: Journal Articles
Subjects: Mathematics Education,Interviews,Program Effectiveness,Data Analysis,Methods,Misconceptions,Teaching Methods,Preservice Teacher Education,Algebra,Evaluation Methods,Data Collection,Questionnaires

The purpose of this study was to investigate the pre-service teachers' conceptions about the limit of same partial functions given in the form of both graphical and symbolic, the misconception that the pre-service teachers have the concept of limit, and whether there were any differences between pre-service teachers' algebraic performance and their graphical performance. In this study, both qualitative and quantitative methods were used. In the collection of the data, the researcher employed the open-ended question test and interviews. The questionnaire was consisted of five items. Firstly symbolic representation of the questions was administered to 95 pre-service teachers, later graphical representation of the same questions were given to pre-service teachers. Finally, semi-structured interviews were done with eight pre-service teachers. In the data analysis, descriptive analysis method was used and also independent samples t-test was employed with [alpha] = 0.05 in the analysis of the differences of pre-service teachers' algebraic and graphical performance. The result of current study showed that some students had some misconceptions and misunderstanding related to the concept of limit. It was also observed that there were significant differences found between pre-service teachers' algebraic and graphical performances. The pre-service teachers had higher scores in graphical representation than symbolic.
Using Multimedia Technology to Teach Modern Greek Language Online in China: Development, Implementation, and Evaluation
Author: Huang, Xiaoyin
Date: 2011-00-00
Type: Journal Articles
Subjects: Futures (of Society),Instructional Design,Online Courses,Foreign Countries,Greek,Second Language Instruction,Second Language Learning,Multimedia Instruction,Instructional Effectiveness

This article reviews the process of design, development, and implementation of the Modern Greek online courses (Chinese version) in Hellenic Studies at Simon Fraser University (SFU), in collaboration with Chinese university partners. The purpose of this study is (a) to explore the effectiveness of the course design, and (b) to reveal the challenges to popularizing these courses in more Chinese universities. The findings from our survey of students in Beijing Language and Culture University show that the multimedia technology combined with appropriate instructional design can create a good learning environment that leads to effective language learning. Meanwhile, challenges have been revealed during the implementation that calls for future study. Other future research issues on learning the Greek language in China are also discussed. (Contains 4 tables and 2 figures.)
OERs in Context--Case Study of Innovation and Sustainability of Educational Practices at the University of Mauritius
Author: Issack, Santally Mohammad
Date: 2011-00-00
Type: Journal Articles
Subjects: Open Education,Online Courses,Educational Practices,Foreign Countries,Educational Technology,Educational Resources,Distance Education,Higher Education,Innovation,Case Studies,Models,Outcomes of Education,Open Universities,Metadata,Electronic Learning,Courseware,Information Technology

Over the recent years, there has been a growing interest in Open Educational Resources (OER). A similar trend was observed about a decade ago in the concept of Learning Objects, which inevitably faded without really making an impact in real-world educational contexts. A number of repositories were created that contain thousands of learning objects. However, on the consumption side, very little is known in terms of their implementations and impacts on teaching and learning. The same phenomenon is observed with Open Education Educational resources which are by definition learning objects but they are freely available resources available for educators and practitioners to use, reuse, remix and re-contextualise in local contexts. While the use of OER is widespread among educators (similarly to learning objects), however they often happen in discretion, isolation and not really in well-established frameworks (pedagogical, economical and institutional). This paper presents a case study of how OERs have been included in a sustainable and innovative teaching and learning model in three online courses at Diploma, Bachelor and Masters Level. It shows how the inclusion of OERs helped maintain a good quality level, sustain a viable economic model with reduction of tuition fees for learners, increase access and achieve the intended learning outcomes without any negative impact on the learners' experience. (Contains 3 figures.)
E-Learning in Science and Technology via a Common Learning Platform in a Lifelong Learning Project
Author: Priem, Freddy
Date: 2011-00-00
Type: Journal Articles
Subjects: Electronic Learning,Curriculum Development,Problem Based Learning,Lifelong Learning,Laboratory Experiments,Teaching Methods,Science Course Improvement Projects,STEM Education,Foreign Countries,Distance Education,Learning Modules,Course Descriptions,Instructional Development,Partnerships in Education,Exchange Programs,Educational Practices,Articulation (Education)

This three-year Virtual Measurements Environment curriculum development project for higher education within the Lifelong Learning Programme of the European Union is the result of intense collaboration among four institutions, teaching applied sciences and technology. It aims to apply the principles and possibilities of evolved distance and e-learning in originally traditional course materials and laboratory experiments during all the stages of the learning and assimilating process. One of the challenges for the consortium was the use of a common electronic learning platform. By filling in questionnaires the students at the partner institutions could contribute to the usefulness of the developed outcomes. Some students even volunteered to go abroad to a partner institution for a short time to execute and evaluate some tasks and laboratory experiments, and thus creating added value to the e learning possibilities. The project outcomes are diverse, ranging from physics to electronics. Subsequently, they can be integrated into a broad spectrum of topics. When taking all the developed modules and laboratory experiments the student is awarded a maximum of 20 ECTS credits. On the whole, this Erasmus project was fascinating not in the least because of the possibilities of the blended problem-based learning model and the difficulties raised by the common electronic learning platform--both technically and pedagogically. (Contains 2 tables and 16 figures.)
Technology Enhanced Learning: Virtual Realities; Concrete Results--Case Study on the Impact of TEL on Learning
Author: Al-Khatib, Hayat
Date: 2011-00-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Access to Information,Program Effectiveness,Educational Experience,Outcomes of Education,Innovation,Information Technology,Influence of Technology,Qualitative Research,Statistical Analysis,Computer Simulation,Blended Learning,Technology Uses in Education,Electronic Learning,Foreign Countries,Educational Technology,College Students,Instructional Effectiveness

Technology Enhanced Learning is a feature of 21st century education. Innovations in ICT have provided unbound access to information in support of the learning process (APTEL, 2010; Allert et al, 2002; Baldry et al, 2006; Frustenberg et al, 2001; Sarkis, 2010). LMS has been extensively put to use in universities and educational institutions to facilitate the management of learning at more than one frontier (Weber et al, 2001; Kraemer et al, 2001). The second wave of computer mediated communication (CMC) made continuous communication possible and unrestricted to space or time (Simon et al, 2002; Nejdl et al, 2002). With this surge, brought about by advances in technology, concerns relating to &quot;pouring resources into unpredictable venture&quot; (Baldry et al, 2000; Sykes et al, 2008), necessitated a review of the educational experience and outcome (Jonassen et al, 2003; Richards, 2004; Kress, 2003, Barab et al, 2004) to assess the direct impact of technology enhanced learning on learners. The study examines the outcome of pedagogic practices in the digital age, in pre and post technology supported applications (Al-Khatib, 2009). The aim is to identify quantitative and qualitative indicators that relate to applying technology enhanced learning. Participants are senior students of linguistics doing project research and utilizing virtual forums to facilitate dialogue and debate on set tasks. Learners' performance was recorded quantitatively and qualitatively for the period of two consecutive academic semesters The outcome of the study identifies cognitive, reflective, analytic, synthetic, dialogic, technical and sociocultural benefits for the participants using Technology Enhanced Learning (TEL) practices. (Contains 2 tables and 6 figures.)
Key Influencing Factors behind Moodle Adoption in Irish Small to Medium Sized Higher Education Colleges
Author: Walker, David
Date: 2011-00-00
Type: Journal Articles
Subjects: Higher Education,Management Systems,Schools,Foreign Countries,Computer Software,Virtual Classrooms,Technology Integration

This research investigated Irish Small to Medium Sized Educational Institutions (SMSEs) involved in Higher Education (HE) that adopted Moodle, the OSS (Open Source Software) course management system (CMS). As Moodle has only been adopted in the Irish HE sector in the last 5-7 years, this research crucially studied the attitudes of the SMSEs that have invested in it to uncover the influencing factors (lessons learned, rationale) concerning OSS adoption in HE from the view point of the smaller colleges. A full population of Small and Medium Sized Educational Institutions, large colleges and universities in HE operating in Ireland that utilize Moodle were included in this research. A variety of Open Source Moodle service providers (large and small) operating in Ireland were also included in this research. This research found a high degree of improved confidence in additional Open Source core system adoption and integration in SMSEs resulting from Moodle adoption. This confidence has been a direct result of the Moodle experience and the supportive community that has been found to encapsulate it. The Moodle experience in Ireland has, without doubt, challenged traditional preconceptions and fears concerning core OSS adoption. In addition, proactive SMSEs have benefited greatly in Moodle assistance from other colleges, particularly the universities. Quality external Moodle support service has been viewed very positively. This research also suggests that Moodle has helped to realize long term Managed/Virtual Learning Environment (M/VLE) aspirations of SMSEs as they continuously strive for competitiveness as the most financially vulnerable players in Higher Education. This research adds to the advancement of what is known about OSS expansion in education that importantly extends beyond the Irish HE domain. (Contains 6 figures.)