ethanporcaro/eric-fulltext-meta huggingface dataset:
Coding in Preschool Science and Mathematics Teaching: Analysis of Scratch Projects of Undergraduate Students
Author: Karakaya Cirit, Didem
Date: 2022-09-00
Type: Journal Articles
Subjects: Coding,Preschool Education,Computer Science Education,Computer Software,Science Instruction,Mathematics Instruction,Undergraduate Students,Child Development,Action Research,Teaching Methods,Outcomes of Education,Age Groups,Student Attitudes,Self Evaluation (Individuals),Feedback (Response),Student Projects,Peer Evaluation,Teacher Student Relationship,College Faculty,Programming Languages

This paper analyzed Scratch projects developed by undergraduate students. The sample consisted of 22 child development students (18 women and four men) in the 2018-2019 academic year. The study adopted an action research design within the scope of a course titled &quot;Teaching Science and Mathematics in Preschool Education.&quot; The research was conducted within 14 weeks. In the first four weeks, we provided participants with training on why and how to use Scratch in science and mathematics teaching. In the following ten weeks, participants designed Scratch projects every week based on age groups, topics, and learning outcomes of their choice. Participants evaluated their projects themselves and also received feedback from peers and academics. Each participant designed ten Scratch projects (five for math and five for science). The data consisted of 220 Scratch projects and design logs. The study included a thematic content analysis. In the first weeks, participants knew little about the content of Scratch and used one or two characters and mostly control and look blocks. In the following weeks, they learned more about Scratch and used different blocks.
The Role of Media Literacy in Online Information: Searching Strategies
Author: Tatar, Ismail
Date: 2022-06-00
Type: Journal Articles
Subjects: Digital Literacy,Online Searching,Search Strategies,21st Century Skills,Predictor Variables,Information Literacy,Social Media,Web Sites,Preservice Teachers,Foreign Countries

Along with the spread of Web 2.0 technologies, individuals' habits such as learning, socializing, and getting information have changed rapidly. A lot of information, the accuracy of which cannot be trusted, is available in the web, and it becomes difficult to choose useful, relevant, and accurate information. This pollution is also present in the media. The abilities to choose messages in the media, to look at these messages critically, and to produce your own messages are considered among the 21st-century skills. These reasons bring media literacy (ML) and online information searching strategies (OISS) to the agenda. The processes of ML and OISS have interrelated features. Therefore, it is important and necessary to examine these concepts together. Based on this necessity, the aim of the study was to determine the role of ML in OISS. To this end, the data were collected from 1809 pre-service teachers using the OISS inventory and the ML level determination scale. Data were analyzed by descriptive statistics, MANOVA, and multiple regression analysis. According to the results, pre-service teachers' ML and OISS levels were above the moderate level. ML and OISS vary significantly according to the type of websites. In conclusion, ML was revealed as a predictor variable that could explain OISS at a rate of 33.2%.
Fostering Critical Thinking Skills Using Integrated STEM Approach among Secondary School Biology Students
Author: Yaki, Akawo Angwal
Date: 2022-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,STEM Education,Secondary School Students,Biology,Integrated Activities,Foreign Countries,Genetics

Globally, critical thinking skills have been acknowledged as an important goal of education and integrated STEM-based approaches have been reported to have the potential to enhance critical thinking. Therefore, this study examined integrated STEM instructional material for genetic learning to increase secondary school biology students' critical thinking skills. The study adopted a quasi-experimental design, specifically a pretest-post-test control group design. The sample size was made up of 112 students, two schools were randomly selected and assigned to the experimental and control group. The experimental group was made up of 58 students and the control group was 54. An integrated STEM approach module was developed for the experimental group, critical thinking skill test was used for pre-test and post-test data. The instrument yielded a reliability of between 0.71 - 0.76 for all the subskills of critical thinking skills. The pre-test results in all critical thinking subskills of inference, recognizing assumption, deduction, interpretation, and evaluation Wilks' [lambda] = 0.93, F (5, 94) = 1.370, p = (0.24) &gt; 0.05, indicating that the two groups were equivalent in their critical thinking skills before treatment. The findings of the within-group comparison show that the experimental group shows a significant difference between pre-test and post-test with a large effect size (d[superscript 2]=1.56) compared to the control group with a small effect size (d[superscript 2]=0.01). The between-group comparison using MANOVA shows a significant difference in students' critical thinking skills of inference, recognizing assumption, deduction, interpretation, and evaluating arguments (Wilks' [lambda] = 0.31, F (5,106) = 0.68, p = (0.00) &lt; 0.05). Therefore, it can be concluded that an integrated STEM approach was more effective in enhancing students' critical thinking skills.
YouTube Videos for Young Children: An Exploratory Study
Author: Caldeiro-Pedreira, Mari-Carmen
Date: 2022-06-00
Type: Journal Articles
Subjects: Video Technology,Young Children,Internet,Social Media,Early Childhood Education,Spanish,Portuguese,Informal Education,Media Literacy,Learning,Educational Technology

The consumption of videos on the Internet by young children is increasing, and therefore, when they start school, a great part of their knowledge, behaviors, and attitudes will be influenced by the contents they have consumed in social networks such as YouTube, which is considered a third educational agent in childhood, together with families and school. It is thus appropriate to know what types of contents they are consuming, the characteristics of these publications, and their interactions with these channels. The present research will try to provide answers to these questions, with an exploratory and descriptive study with a sample of five YouTube channels in Spanish and Portuguese aimed at early childhood, starting with the category &quot;Made for Kids&quot; from Social Blade. The results of the study allowed us to discover the characteristics of the contents which have an effect on informal learning, favoring the child's creativity and the development of abilities and competences of children. The conclusions stress the persistence of certain risks associated to the inadequate use of YouTube, inviting reflection on the need to broaden research studies on this subject matter, and the promotion of media and literacy training, through the incorporation of adequate values and behavioral rules. Emphasis is placed on implementing true media literacy in schooling during early childhood to develop the children's abilities.
Cocurricular Assessment: Aligning Service-Learning with General Education Goals
Author: Boyd, Ruth
Date: 2022-00-00
Type: Journal Articles
Subjects: Extracurricular Activities,Alignment (Education),Service Learning,General Education,Undergraduate Students,Student Attitudes,Soft Skills,First Year Seminars,Curriculum Development,College Freshmen,Cooperation,Community Involvement,Relevance (Education)

Background/purpose: Cocurricular offerings should appropriately align with academic learning goals to ensure undergraduate students' development of professional dispositions that lead to civic and career success. This study provides a framework for implementing high impact practices into cocurricular instruction, as well as steps on how to align this instruction to the general educational goals of institutions. Materials/methods: Case study methodology was used to examine university students' perceptions of the effect a course-embedded service-learning activity had on their development of professional dispositions. Results: University students reported a perceived positive impact of the service-learning activity on their attainment of general education goals. Specifically, they reported positive growth in collaboration skills, community connections, and an understanding of the relevance of these skills as professional dispositions. Conclusion: Leveraging high-impact practices such as service-learning and the first-year experience course to meet the general education goals of an institution is an effective use of cocurricular curriculum design.
Investigating the Relationships between Preservice Teachers&apos; Teacher Readiness, Attitude towards Teaching Profession, and Organizational Attraction through Structural Equation Modeling
Author: Polat, Hakan
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Career Readiness,Student Teacher Attitudes,Teaching (Occupation),Foreign Countries,Work Attitudes,Employee Attitudes

Background/purpose: The study aimed to investigate relationships between preservice teachers' teacher readiness level, attitudes towards the teaching profession, and organizational attraction perceptions. Materials/methods: Relational survey method, one of the quantitative research methods, was employed in the study. The sample of the study consisted of 341 fourth-grade students at Firat University's Faculty of Education. The Preparedness to Teach Scale, Attitudes Towards Teaching Profession Scale, and Organizational Attraction Scale were used to collect the study's data. Results: The research revealed a positive and significant relationship between the participants' teacher readiness level, attitudes towards the teaching profession and organizational attraction perceptions. In addition, it was found that the attitude towards the teaching profession had a mediating effect on the relationship between levels teacher readiness and organizational attraction. Conclusion: The study concluded that preservice teachers' teacher readiness level and attitudes towards the teaching profession directly affect their willingness to join educational organizations. Therefore, it is vital for educational organizations that preservice teachers possess higher levels of teacher readiness and sufficiently positive attitudes.
The Role of Parental Involvements in Children&apos;s Acquisition of Kiswahili Pre-Reading Skills in Tanzania
Author: Edward, Geraldina
Date: 2022-00-00
Type: Journal Articles
Subjects: Prereading Experience,Reading Skills,Parent Participation,African Languages,Foreign Countries,Emergent Literacy,Reading Ability,Young Children,Parents,Parent Child Relationship,Preschool Education,Family Environment,Rural Schools,Academic Achievement,Parent Attitudes

This study explored the role of parental involvements in children's acquisition of Kiswahili pre-reading skills in Tanzania. Specifically, it compared rural public high performing schools and low performing schools. Stratified random sampling and purposive sampling were used to obtain 350 participants. Data were collected through questionnaire-based-interview, semi-structured interview, focus group discussion, and tests administration methods. An independent sample t-test and thematic analyses were employed. Results indicated that there was no statistically significant difference in involvements between parents from high performing schools (M= 33.39, SD = 9.79), and those from low performing schools (M= 31.74, SD = 9.93); t (152) = 1.040, p &gt;0.05 in learning activities. This implies that parental involvements in learning activities were less associated with children's acquisition of Kiswahili pre-reading skills. Findings from interviews and FGDs revealed that parental involvements were hindered by lack of parents' knowledge about pre-primary education, limited parental support, and effects of home learning environment. To maximize children's pre-reading skills, the study recommends that parents should be informed about their involvement in learning activities.
Metaphorical Perceptions of Gifted Students towards Mathematics and Science Concepts
Author: Özdemir, Duygu
Date: 2022-00-00
Type: Journal Articles
Subjects: Figurative Language,Student Attitudes,Academically Gifted,Mathematical Concepts,Scientific Concepts,Foreign Countries,Mathematics Education,Science Education,Difficulty Level,Elementary School Students,Middle School Students

Background/purpose: Understanding gifted students' perceptions by means of metaphors, carefully examining and interpreting them may help to guide the organization of training programs and the differentiation of educational content for gifted students. This study aims to reveal the perceptions of gifted students regarding science and mathematics concepts as well school math, school science, scientist, experiments, and problem-solving perceptions by examining students' metaphors. Materials/methods: 30 gifted students studying at a children's university, which was established by a foundation university in Istanbul, Turkey, were selected as the study's participants based on convenience, criterion, and accessibility sampling methods. To reveal the students' metaphorical perceptions, gifted students were asked about their metaphors for &quot;mathematics,&quot; &quot;science,&quot; &quot;mathematics lessons at school,&quot; and &quot;science lessons at school.&quot; Data were collected using a Metaphorical Perception Form, and then transferred to the QDA Mine Lite program for qualitative data analysis, which included coding and the creation of categories and themes. Results: Metaphors about mathematics, Metaphors about school mathematics, Metaphors about science, and Metaphors about school science were obtained as the themes of the study. Conclusion: In a general sense, three categories of findings were obtained across all four themes. For metaphors about mathematics, the categories were &quot;favorable,&quot; &quot;relating,&quot; and &quot;difficulty level&quot;; whilst for school mathematics they were &quot;favorable,&quot; &quot;relating,&quot; and &quot;unfavorable&quot;; for science they were &quot;favorable,&quot; &quot;relating,&quot; and &quot;difficulty level&quot;; and for school science they were &quot;favorable,&quot; &quot;relating,&quot; and &quot;unfavorable.&quot;
How COVID-19 Pandemic Experiences Can Inform Teacher Education and Professional Development Practices
Author: Schultz, Susan
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Teacher Education,Electronic Learning,Elementary School Teachers,Secondary School Teachers,Educational Strategies,Social Development,Emotional Development,Technology Integration,Self Efficacy,Professional Autonomy,Culturally Relevant Education,Educational Technology,Teacher Attitudes,Faculty Development

Participants in this research study found themselves suddenly forced into remote instruction during the COVID-19 pandemic, unfamiliar with online teaching and with little guidance from the field of education. Survey data was used to capture the voices of 18 K-12 educators to share their lessons learned, the challenges they encountered, and the strategies they developed from their experiences as they reimagined education in an online environment. Findings are reported in an effort to inform professional development and teacher preparation programs.
The Invisible Leader: Facilitation in Lesson Study
Author: Mynott, John Paul
Date: 2022-00-00
Type: Journal Articles
Subjects: Facilitators (Individuals),Lesson Plans,Foreign Countries,Leadership,Standards,Sustainability,Discussion,Leadership Role,Cooperation,Leadership Styles

Background/purpose: Developing the body of knowledge about how facilitators act and engage with participants is essential to developing Lesson Study (LS) facilitation. This research reveals how two LS facilitators from the United Kingdom and the United States support and lead cycles. Materials/methods: We used the Standards, Assessment, Instruction and Intervention, Leadership, and Sustainability (SAILS) framework (Hasbrouck &amp; Denton, 2005; Hasbrouck &amp; Michel, 2022) to explore and thematically code reflective semi-structured interviews between two LS facilitators. We coded and organized themes to explore the actions, processes, tools, and behaviors that facilitators use. Results: Standards formed a key feature of LS facilitation. Leadership, how the facilitators intervened and supported participants to sustain LS, was a salient theme. The skills, tools, and processes used by the facilitators built upon existing knowledge of LS facilitators (de Vries &amp; Uffen, 2021; Morago &amp; Grigioni Baur, 2021; Mynott, 2018). A fundamental finding is that the facilitator is a leader who needs to be present enough to navigate discussions, yet invisible enough to not get in the way of participant learning. Conclusion: Deepening our knowledge of what the facilitator can do to increase the sustainability of participant learning can help support future LS teams. How a facilitator thinks about aspects of their work in advance, which tools can be used during conversations, and how they summarize learning are all important aspects of their work.
The Need for Qualified School Teacher Mentors for Initial Teacher Training, Early Career Teachers and Beyond: Why Don&apos;t School Teacher Mentors Need a Qualification in Mentoring?
Author: Wilkinson, Carl
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Qualifications,Mentors,Preservice Teacher Education,Preservice Teachers,Beginning Teachers,Foreign Countries,Ethnography,Barriers,Teacher Competencies,Practicums,Early Childhood Education

Background/purpose: Teacher recruitment and retention is a major issue for sustaining and growing an educational system. Nurturing and supporting teachers through all stages of their career in the form of mentoring is recognized as an important factor in retaining teachers in the profession. The current English Government's &quot;golden thread&quot; of documentation for a teaching career stipulates a mentor for life. This study asks whether a qualification to practice mentoring should be mandated. Materials/methods: This case study presents ethnographic qualitative data analyzed and interpreted through a Miles et al. (2020) display structure. Seven practicing teacher mentors were separately interviewed within their own schools. The interviews were recorded, the participants were not prompted, and their responses are presented in full. Results: This study found that none of the participants hold a recognized accredited qualification in mentoring. The literature shows that other professions value further qualifications which are used as proof of expert knowledge through theoretical study and reflection. Conclusion: It is suggested that application of the intent to provide all teachers with a mentor throughout their whole career through an ad hoc cottage industry of volunteer mentors is unsustainable and not commensurate with that of a professional body.
Use of Communication Strategies in Oral Interactions: (In)Effectiveness of CLT Approach in L2 Teaching
Author: Awang, Suryani
Date: 2022-00-00
Type: Journal Articles
Subjects: Oral Language,Communicative Competence (Languages),Second Language Learning,Second Language Instruction,Foreign Countries,Communication Problems,Communication Strategies,Teaching Methods,Taxonomy,College Faculty,State Universities,Teacher Attitudes,Job Applicants,Employment Interviews,Classification,Language Proficiency,Intervention,English (Second Language)

Communication strategies (CS) have been generally used to overcome oral communication problems in delivering the intended messages. While studies on CS mostly involved simulated communication contexts, the current study deviates from the past studies on CS by identifying the types of CS employed by candidates of real job interviews and examining the effectiveness of Communicative Language Teaching (CLT) approach adopted in Malaysian schools in English language teaching. The data were collected from observations made on oral interactions between candidates and the panelists of academic staff recruitment interviews at one public university in the east coast of Malaysia. The recorded oral data were imported into NVivo software (version 12) before the use of CS by the candidates were categorised based on CS taxonomies proposed by Dörnyei and Scott, and Clennell. The results revealed that the candidates employed various types of CS with fillers and self-repetitions being the most frequently employed strategies while the two least employed strategies were asking for clarification and guessing. While the results showed extensive use of CS in the interactions, the high frequency use of fillers as a time-gaining strategy might reflect that the speakers lacked competency in conveying their messages. Additionally, too much use of fillers might not be favoured by the interlocutors since the strategy could occur unpredictably. The findings indicate that CLT approach has not been effective in enhancing English language competency among L2 learners. Considering this, intervention measures to improve the current situation by looking at the root problems in the implementation of CLT are needed if the government decides to retain this teaching approach in Malaysian schools.
A Mixed-Method Approach to Investigate the Effect of Flipped Inquiry-Based Learning on Chemistry Students Learning
Author: Aidoo, Benjamin
Date: 2022-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Inquiry,Chemistry,Science Instruction,Preservice Teachers,Foreign Countries,Achievement Gains,Critical Thinking,Program Effectiveness,Science Achievement,Gender Differences,Student Attitudes,Thinking Skills

This study investigated the effects of flipped inquiry-based learning approach (FIBL) on chemistry students' academic performance and learning experiences. This study utilized a mixed research methods approach with a quasi-experimental design. A convenient sampling technique was used to identify pre-service teachers studying chemistry at the college of education in Ghana. Quantitative data was obtained using a chemistry academic achievement test and critical thinking skills test. Qualitative data was obtained through a focus group conducted in the experimental class. Results from the quantitative data analysis showed a significant increase in students' academic performance and critical thinking skills in the pre-and post-test scores in experimental classes. Female pre-service teachers performed better with higher scores in chemistry learning outcomes than their male colleagues. In addition, the focus group results showed that students had positive views on learning in the FIBL environment in terms of learning convenience, peer collaboration, conceptual understanding, and learning skills. The study provides insight into flipped and inquiry-based learning as effective pedagogical approaches for delivering chemistry instructions. Overall, the results show that flipped inquiry-based learning is an effective pedagogical approach enabling students to develop learning potentials in chemistry.