ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparative Study of Preconceived Scientific Ideas Held by Different Groups of Junior Secondary School Students in Niger State, Nigeria
Author: Mohammed, Babagana
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Analysis,Misconceptions,Scientific Attitudes,Junior High School Students,Scientific Concepts,Likert Scales,Statistical Analysis,Gender Differences,Influences,Prior Learning,Rural Schools,Urban Schools,Private Schools,Public Schools,Science Curriculum,Ethnography,Culturally Relevant Education,Science Process Skills,School Location,Hypothesis Testing

This study investigates the preconceptions of junior secondary school students in Niger State on scientific ideas. The sample was made up of three hundred and sixty (360) junior secondary school students (JSSS I) who were randomly selected from twelve secondary schools. Four schools in each three educational zones with thirty (30) students from each school (15 males and 15 females) were used. The research instrument used was a 24 items of preconceptions on scientific ideas scale (POSIS) adapted by the researcher to obtain students' preconceptions on scientific ideas. Five experts in science education validated the instrument. A reliability coefficient of 0.78 and 0.80 were obtained for the instrument using test-retest method and Cronback alpha analysis respectively. Four hypotheses were formulated and tested. Data collected by means of the instruments were analyzed using the mean, standard deviation, t-test and ANOVA statistics. The study revealed that the gender of the respondents did not influence their preconceived knowledge on scientific ideas. (t-cal=1.42, df =358, p&lt; 0.05). The preconceptions across the three educational zones in the state did not differ significantly. (F-cal=2.76, DF= 357 and 2, p&lt; 0.05). There was no significant difference between the responses of students from rural and urban schools on preconceived ideas about selected scientific ideas. (t-cal=1.36, df =477, p&lt; 0.05). However, it is revealed that the private school students responded more positively to the statements than did their counterparts in public schools. (t-cal=3.28, df= 477, p&lt; 0.05). Based on the findings, recommendations were made, among others, that science curriculum for Nigeria be reviewed to include basic ethnographic and ethno science concepts which will facilitate the deep understanding of scientific concepts and acquisition of appropriate scientific skills.
Effects of the Scientific Argumentation Based Learning Process on Teaching the Unit of Cell Division and Inheritance to Eighth Grade Students
Author: Balci, Ceyda
Date: 2016-00-00
Type: Journal Articles
Subjects: Science Instruction,Grade 8,Persuasive Discourse,Science Achievement,Genetics,Cytology,Scientific Principles,Student Attitudes,Pretests Posttests,Control Groups,Experimental Groups,Achievement Tests,Knowledge Level,Surveys,Attitude Measures,Statistical Analysis,Secondary School Students,Conventional Instruction,Likert Scales,Teaching Methods,Foreign Countries

The aim of this study is to analyse the effects of scientific argumentation based learning process on the eighth grade students' achievement in the unit of &quot;cell division and inheritance&quot;. It also deals with the effects of this process on their comprehension about the nature of scientific knowledge, their willingness to take part in discussions and their attitude towards the course of science and technology. The study employed the design of pretest-post test matched control group design which is part of semi-experimental design techniques. The participants of the study were 77 students, 38 of whom were in the experiment group and 39 of whom in the control group. The data of the study were collected using four tools: achievement test for the unit of cell division and inheritance, the nature of scientific knowledge scale, argumentation survey and the science and technology course attitude scale. All data collection tools were administered to experiment and control groups as pre- and posttest. The data collected were analysed through t-test and ANCOVA (covariance analysis). The findings indicated that academic achievement, comprehension, willingness to discuss and the attitudes towards the course of science and technology of experiment students were significantly better than those of control students at the end of the implementation.
Integrating E-Books into Science Teaching by Preservice Elementary School Teachers
Author: Lai, Ching-San
Date: 2016-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Textbooks,Technology Integration,Science Instruction,Preservice Teacher Education,Elementary School Science,Qualitative Research,Statistical Analysis,Feedback (Response),Questionnaires,Preservice Teachers,Elementary School Students,Student Teacher Attitudes,Student Attitudes,Student Developed Materials,Textbook Preparation,Likert Scales,Foreign Countries

This study aims to discuss the issues of integrating e-books into science teaching by preservice elementary school teachers. The study adopts both qualitative and quantitative research methods. In total, 24 preservice elementary school teachers participated in this study. The main sources of research data included e-books produced by preservice elementary school teachers, a feedback questionnaire on e-book production, and elementary school students' feedback on the use of e-books. The main results of the study are: (1) the preservice elementary school teachers were satisfied with the processes of e-book production; (2) the preservice elementary school teachers demonstrated excellent performance in e-book production; (3) elementary school students were happy to use e-books.
Examination of the Teacher Candidates' Environmental Attitudes via New Environmental Paradigm (NEP) Scale in Terms of Different Variables
Author: Aydos, Emine Hande
Date: 2015-00-00
Type: Journal Articles
Subjects: Environmental Education,Student Teacher Attitudes,Predictor Variables,Intellectual Disciplines,Geographic Regions,Early Experience,Cohort Analysis,Attitude Measures,Preservice Teacher Education,Preservice Teachers,Foreign Countries

In today's world, the importance of environment education that is one of the most important issues is increasing rapidly. In the basis of the education, families and teachers take role together. It is aimed to grow up individuals who have positive attitudes and are sensitive the environment at every level of education. In order to achieve this goal, there is need for teachers giving importance to environment education and having adequate equipment. It will be beneficial to learn the environmental attitudes of teacher candidates who grow up elementary students after a few years. Because of this reason, in this study, it is aimed to examine the environmental attitudes of teacher candidates in terms of different variables. In the research, quantitative research methods were used. Sample is consisted of 1st and 3rd grade students from different department of science in Faculty of Education at Hacettepe University. In order to collect the data, New Environmental Paradigm (NEP) Scale was used. In the finding of the research, it was investigated that there is a difference in environmental attitudes of teacher candidates in terms of department of science, grade level, region lived during their childhood and get the status of environment education course variables and there is no difference in term of also, some suggestions were given.
Identifying the Factors Affecting Science and Mathematics Achievement Using Data Mining Methods
Author: Kiray, S. Ahmet
Date: 2015-00-00
Type: Journal Articles
Subjects: Science Achievement,Information Retrieval,Data Analysis,Middle School Students,Reading Skills,Problem Solving,Cognitive Ability,Affective Behavior,Influences,Foreign Countries,Graphs,Visual Aids,Multivariate Analysis,Adolescents,Models,Predictor Variables,Scores,Achievement Tests,Elementary Secondary Education,International Assessment,Mathematics Achievement,Mathematics Tests,Science Tests,Secondary School Students

The purpose of this article is to identify the order of significance of the variables that affect science and mathematics achievement in middle school students. For this aim, the study deals with the relationship between science and math in terms of different angles using the perspectives of multiple causes-single effect and of multiple causes-multiple effects. Furthermore, the study examines and reveals how the reading skills, problem solving skills, cognitive and affective variables influence the math and science achievement. The data was collected from the results of Turkish students who participated in three international examinations; TIMSS 1999, PISA 2003 and PISA 2006. We analyzed the data using two data-mining methods (decision trees and clustering). The findings show that science or mathematics achievement is not influenced by the course-specific variable alone but also by other related variables. The following variables are the most important; the students' reading and problem-solving skills affected both mathematics and science achievement; the mathematics achievement affected the science achievement; and the science achievement affected the mathematics achievement. It is also found that the affective variables have almost equally significant effects on the science and mathematics achievement.
Curricular Approaches to Connecting Subtraction to Addition and Fostering Fluency with Basic Differences in Grade 1
Author: Baroody, Arthur J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Grade 1,Elementary School Mathematics,Arithmetic,Addition,Subtraction,Mathematics Skills,Mathematics Curriculum,Mathematical Concepts,Teaching Methods,Mathematics Instruction

Six widely used US Grade 1 curricula do not adequately address the following three developmental prerequisites identified by a proposed learning trajectory for the meaningful learning of the subtraction-as-addition strategy (e.g., for 13-8 think &quot;what + 8 = 13?&quot;): (a) reverse operations (adding 8 is undone by subtracting 8); (b) common part-whole relations (5 + 8 and 13-8 share the same whole 13 and parts 5 and 8); and (c) the complement principle in terms of part-whole relations (if parts 5 and 8 make the whole 13, then subtracting one part from the whole leaves the other part).
Enhancing Teacher Beliefs through an Inquiry-Based Professional Development Program
Author: McKeown, Tammy R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Beliefs,Secondary School Teachers,Science Teachers,Science Instruction,Secondary School Science,Science Process Skills,Professional Development,Teacher Effectiveness,Self Efficacy,Pedagogical Content Knowledge,Knowledge Level,Summer Science Programs,Instructional Design,Inquiry,Pretests Posttests,Achievement Gains,Instructional Effectiveness,Teacher Surveys,Attitude Measures,Statistical Analysis,Faculty Development

Inquiry-based instructional approaches are an effective means to actively engage students with science content and skills. This article examines the effects of an ongoing professional development program on middle and high school teachers' efficacy beliefs, confidence to teach research concepts and skills, and science content knowledge. Professional development activities included participation in a week long summer academy, designing and implementing inquiry-based lessons within the classroom, examining and reflecting upon practices, and documenting ways in which instruction was modified. Teacher beliefs were assessed at three time points, pre-, post-, and six months following the summer academy. Results indicate significant gains in reported teaching efficacy, confidence, and content knowledge from pre- to post-test. These gains were maintained at the six month follow-up. Findings across the three different time points suggest that participation in the professional development program strongly influenced participants' fundamental beliefs about their capacity to provide effective instruction in ways that are closely connected to the features of inquiry-based instruction. [This article is available as a Grantee Submission, ED564044.]
Science Education: Beyond a Liminal Understanding of Knowledge Production and Dissemination
Author: Abegglen, Sandra
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Education,Case Studies,Undergraduate Students,Bachelors Degrees,Learning Modules,Scientific Literacy,Technological Literacy,Science and Society,Concept Formation,Information Dissemination,Role of Education,Discourse Analysis,Science Curriculum,National Curriculum,Scientific Principles,Holistic Approach

The present paper is a case study based on a first year BA Hons Education Studies module that explores a number of important questions about the relationship between technology, knowledge and society and begins to think about how our ideas about each of these contribute to an understanding of what education means. Following a Foucauldian perspective on discourse, truth and power, we look with our students at science--and science education--to explore the production of knowledge in a context where many initiatives promote scientific literacy for children and young people as an important factor in their educational upbringing. The paper argues that it is important to reflect with students on these forms of knowledge production and dissemination and so to avoid seeing and teaching science purely from a consumerist perspective; rather we embrace and develop the idea of science education as a discourse that shapes our understanding of the world and ourselves.
Opinions of Social Studies Teachers Regarding the 4+4+4 Educational System=Sosyal Bilgiler Ögretmenlerinin 4+4+4 Egitim Sistemine Iliskin Görüsleri
Author: Öztürk, Filiz Zayimoglu
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Studies,Teaching Methods,Teacher Attitudes,Likert Scales,Semi Structured Interviews,Foreign Countries,Educational Change,Grade 6,Grade 7,Grade 8,Barriers,Teacher Characteristics,Mixed Methods Research,Statistical Analysis

When the changes in the educational system of this country during the recent years are considered, it is observed that the most fundamental change has been the transition to the non-continuous compulsory education system under the title 4+4+4. Success of the changes made in the educational systems is closely related to various matters, such as correct understanding and application of the mentioned change by teachers, informing of them about the made change and their participation in decision making processes about the change. In this context, the purpose of this research is to determine the opinions of Social Studies teachers serving in state schools connected to the Ministry of National Education regarding 4+4+4 education system. Based on this purpose, opinions of Social Studies teachers about materialization of 4+4+4 education system, and problems encountered during implementation by these teachers and their solution proposals regarding the problems were attempted to be determined by a study group made of 198 Social Studies teachers. In the research, a Likert type measuring tool was used made of 21 articles that were prepared by the researcher as a data collection tool and whose validity and reliability study was made. Furthermore, in order to determine the problems of Social Studies teachers in the implementation of 4+4+4 and their solution proposals, content analysis was made on data gathered by semi-structured, open-ended questions prepared by the researcher. It was observed that Social Study teachers featured problems including the intensity of educational programs, infrastructure deficiency, and politicizing of teacher staffing and education.
Embedding Literacy Strategies in Social Studies for Eighth-Grade Students
Author: Gaston, Alishia
Date: 2016-00-00
Type: Journal Articles
Subjects: Literacy,Academic Achievement,Student Motivation,Learner Engagement,Grade 8,Social Studies,Middle School Students,Critical Thinking,Cooperative Learning,Direct Instruction,Teaching Methods,Comparative Analysis,Pretests Posttests,Scores,Questionnaires,Check Lists,At Risk Students,Criterion Referenced Tests,Intervention

This action research study evaluated the effects of literacy strategies on academic achievement, motivation, and engagement of eighth-grade social studies students. Incorporating literacy strategies included teaching students to construct meaning, think critically, and build content knowledge, while stimulating their interests, using multiple texts and technology, and providing collaborative opportunities and high engagement during instructional activities. Students were divided into a literacy group and a direct instruction group with each class being taught the same content. Literacy strategies were incorporated in one class, and direct instruction activities were used in the other class. Results were determined using pre and posttest scores, a student motivation questionnaire, and a student engagement checklist. Results indicated significantly higher student achievement and engagement when literacy strategies were a part of the social studies instruction. Motivation also increased when literacy strategies were used. Literacy instruction was a beneficial strategy to improve student achievement, motivation, and engagement.
Social Studies Education and Public Art: The Detroit Billboard Project
Author: Taylor, Julie Anne
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Studies,High School Students,School Community Programs,Art Products,Mixed Methods Research,Student Surveys,Relevance (Education),Citizenship Education,Civics,Service Learning,Democratic Values,Culturally Relevant Education,Action Research

The aim of this action-research project was to evaluate the impact of high school students' involvement in community-oriented, art-based work in the social studies. In Detroit, high school students engaged in persuasive writing and design while exploring community issues. The project culminated in the installation of student artwork on a billboard in the city's cultural center. Mixed methods were employed to evaluate the project; forty-seven students completed surveys at its conclusion. The findings suggest that creative projects with real-world applications are motivational, and they promote civic education. The majority of the students reported that their awareness of community issues had increased. This study has implications for the implementation of projects for democratic education and service learning, arts integration in the social studies, and the use of authentic assessments in contextual, culturally responsive teaching.
Investigating the Students' Perceptions of the Democratic Values of Academicians=Ögretim Elemanlarinin Demokratik Degerlerine Yönelik Ögrenci Algilarinin Incelenmesi
Author: Akar, Cüneyt
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Democratic Values,Student Attitudes,Attitude Measures,College Faculty,Construct Validity,Attribution Theory,Gender Differences,Departments,Place of Residence,Geographic Regions,Cultural Context,Field Studies,Likert Scales,Factor Analysis,Componential Analysis,Statistical Analysis,Scores,Role Models,Teacher Background

The aim of the study is to investigate how university students perceive academicians' democratic values, and whether their perceptions on it differ significantly according to certain variables. Designed as a descriptive quantitative research, this study employs of 248 students studying at the Faculty of Education and Faculty of Economics and Administrative Sciences in Usak University as its participants. &quot;The Scale of Students' Perceptions of the Academicians' Democratic Values&quot; was developed and utilized for the study by the researcher. The resulting 6-dimension structure explains 62,831% of the phenomenon in total. In addition to the construct validity, Cronbach's Alpha Internal Consistency Coefficient was calculated and it was found, 927. The academicians' perceived level of having democratic values was found to be 2,43. The findings indicated that the academicians had democratic attitudes at low levels based on the students' perceptions. They attributed much more importance to &quot;respecting institutional rules and regulations&quot; and &quot;giving importance to equality&quot; compared to other four dimensions. The academicians give least importance to the &quot;democratic role modelling behaviours.&quot; Furthermore, the results indicated that there were statistically significant differences according to some demographic &quot;variables.&quot;
Advocating for a Cause: Civic Engagement in the K-6 Classroom
Author: DeJarnette, Nancy K.
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Studies,Elementary School Teachers,Pretests Posttests,Surveys,Focus Groups,Documentation,Content Analysis,Preservice Teachers,Service Learning,Interdisciplinary Approach,Teacher Effectiveness,Student Participation,Mixed Methods Research

In response to the marginalization of social studies instruction in U.S. elementary schools, these teacher educators developed a study to explore the impact that service-learning might have on the preparation of elementary teacher candidates. These authors specifically designed a study in which elementary teacher candidates created and implemented an interdisciplinary unit in which service learning was embedded as a critical piece of academic instruction for elementary students. Quality controls for the instructional units were ensured through the provision of instruction for the service-learning component for the elementary teacher candidates prior to their clinical practice semester. Data for the study were generated through pre- and post-surveys, focus groups, and document analysis. Findings revealed that elementary teacher candidates reported a greater understanding of service-learning, a greater degree of teacher efficacy, and perception of an increased notion of civic engagement by their students as a result of having created and implemented the interdisciplinary instructional unit during their clinical practice semester.
Preserving Social Studies as Core Curricula in an Era of Common Core Reform
Author: Denton, David W.
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Studies,Core Curriculum,Case Studies,Elementary School Teachers,Teaching Methods,Barriers,Interdisciplinary Approach,Integrated Curriculum,Student Teachers,Observation,Surveys,Common Core State Standards

Education reform over the last two decades has changed perceptions of core curricula. Although social studies has traditionally been part of the core, emphasis on standards-based teaching and learning, along with elaborate accountability schemes, is causing unbalanced treatment of subjects. While the research literature indicates teachers are spending less time on social studies, perceptions about the subject are more complicated. Some educators accept the value of social studies knowledge and skills, while others see it as an auxiliary subject for supporting test achievement. Integration is one way elementary school teachers reconcile the need to focus on tested disciplines, while holding to traditional notions of the core curricula. Results from a case study involving elementary teachers show integration as the preferred method for teaching social studies. Participants, however, also indicated they were unable to achieve effective integration due to time constraints, limited training, and inadequate curricular resources. The trajectory of standards-based reform suggests educators will continue to encounter obstacles that impede integration. Systematic change that preserves the place of social studies as part of the core curricula is unlikely. Nevertheless, adoption of Common Core standards presents an opportunity for educators to reexamine the merits of social studies integration.