ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining the Connection between Students&apos; Working Memory and Their Abilities to Solve Open-Ended Chemistry Problems
Author: Upahi, Johnson E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,Short Term Memory,Difficulty Level,Problem Solving,Problem Based Learning,Experiential Learning,Thinking Skills,Undergraduate Students,College Science,Chemistry,Gender Differences,Performance Factors,Foreign Countries

Open-ended problem-solving skills have been identified as employable skills, which undergraduate students will need to have in order to cope with real-life problems in their workplaces after graduation. However, the development and assessment of these skills have been inconsistent across courses offered in universities. This research examined undergraduate students' ability to engage with open-ended chemistry problems, and the influence of their working memory space on problem solving. The research is a descriptive research design that employed a survey method for collection data. A purposive sampling technique was used to recruit 665 students from 19 chemistry departments in Nigerian universities. The students' ability to solve open-ended problems was measured in terms of their performance and was found to be below average (&lt; 50). The female students outperformed their male counterparts in the chemistry openended problem-solving test (ChemOPST). A strong positive correlation was found to exist between students' working memory capacity and their performance in the ChemOPST. The research concludes on the need for experiential-based learning of chemical concepts which could help students build a knowledge base that is required to engage with problems that have real-life applications.
Interaction between Academic Resilience and Academic Achievement of Teacher Trainees
Author: Karabiyik, Ceyhun
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,Academic Achievement,Resilience (Psychology),Grade Point Average,Predictor Variables,Measures (Individuals),Preservice Teachers,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Emotional Response,Foreign Countries,Teacher Education Programs,Help Seeking,Persistence,Student Attitudes

This study sought to explore the interaction between academic resilience and academic achievement as measured by Grade Point Average (GPA). To this end, the Academic Resilience Scale (Cassidy, 2016) consisting of 30 items and scored on a 5-point Likert scale was administered. The overall reliability of the scale was 0.79 and the reliability coefficients for the three sub-scales were above 0.70. Student GPAs (M= 2.50, SD= 0.51) were procured by a self-report item. The sample of the study consisted of 198 preservice English language teachers at a foundation university in Turkey. Descriptive results showed that participants scored highest on reflecting and adaptive help-seeking (M= 3.77, SD= 0.58). It was followed by perseverance (M= 3.44, SD= 0.41) and negative affect and emotional response (M= 2.90, SD= 0.69) dimensions. Moreover, positive correlations were revealed between GPA and perseverance (r= 0.20, p &lt;0.05) and reflecting and adaptive help-seeking (r= 0.37, p&lt;0.01). The results of the multiple regression analysis manifested reflecting and adaptive help-seeking to be the only significant predictor of GPA.
Introducing a New Data Collection Tool in Education: The Storage Technique
Author: Karacaoglu, Ömer Cem
Date: 2020-00-00
Type: Journal Articles
Subjects: Data Collection,Methods,Educational Research,Educational Practices,Editing,Publishing Industry,Job Analysis

The purpose of this qualitative study, based on the Survey Method, was to introduce a new technique to collect data on educational practices. For this purpose, a sample practice was designed to implement with a volunteer study group comprising 36 editors in a publishing company. The task details of the sample practice were determined via DACUM (Developing a Curriculum) method in order to analyze the tasks and the job description of editors in a publishing company. In that way, thirteen tasks were determined for the participant editors. During the implementation phase of the new technique called &quot;Storage Technique&quot;, a sheet of colorful paper was delivered to each participant, they were invited to think and write down whatever came uppermost as a task of an editor, and to fold the paper. The papers folded were put in to a fishbowl. After all participants put their folded papers in the bowl, they were invited to pick a paper in the color other than theirs, and to write the task written in that paper if it was different from their own. The process was repeated for three rounds, and consequently, three different task descriptions were obtained from each participant editor. Finally, 7 out of 36 participants were interviewed to get their viewpoints about the technique administered in the process. For the analysis of the data, the descriptive analysis was utilized. The result of the study revealed that the Storage Technique could be applied effectively for the collection of the data in the fields of Education and Teaching.
Perspectives of Teacher Candidates Regarding the Impact of the Media on Values
Author: Sökmen, Yavuz
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Student Attitudes,Social Values,Values Education,Moral Values,Mass Media Effects,Television Viewing,Internet,Social Media,Newspapers,Foreign Countries,Primary Education,Children

The research aims to determine the opinions of teacher candidates regarding the media's influence on values education. The research was carried out within the structure of a case study which is one of the qualitative research methods. The research study group is composed of 64 teacher candidates studying at the Faculty of Education at Atatürk University, Primary Education Department, Classroom Education Branch. A descriptive analysis technique was used to analyze the data. As a result of interviews with the teacher candidates, it was concluded that the media has a negative and positive impact on values and it is essential to have value-oriented programs, media surveillance, representing a model, and introducing our regions when providing values education through the media. Television and the internet are the most effective media tools to express values and it is crucial to raise awareness and being selective for media to have a positive effect on value achievement. The recommendations for media strategies in value transfer may be realized by raising awareness, paying attention to the social structure, being impartial, applying surveillance, having shows for children, and adapting to the change.
An Alternative Teaching Tool in Science Education: Educational Comics
Author: Akcanca, Nur
Date: 2020-00-00
Type: Journal Articles
Subjects: Cartoons,Instructional Materials,Science Instruction,Teaching Methods,Science Education,History,Scientific Concepts,Language Usage,Foreign Countries

Comics, which attract attention with their adaptation to changing conditions in the historical process, are increasing their popularity both in current life and in the field of education. They can be used as a powerful supplementary teaching tool concretizing abstract concepts, especially in lessons such as Science. They can also be used to convey abstract concepts to students in an entertaining way. From this point of view, the study aimed to reveal the general characteristics, structure, elements, and historical development of comics at a theoretical level. The study, which adopted a qualitative research design, was based on a wide range of a literature review focusing on comics in an educational context as alternative resources to use in science education. The data collected were coded, grouped, and reorganized as a report to present within the context of science education for the teachers who might plan to use comics in their classes, and researchers who might scrutinize the influence of comics in teaching science at different levels.
A Holistic Approach to Entropy in Science Education
Author: Akbulut, Faruk
Date: 2020-00-00
Type: Journal Articles
Subjects: Scientific Concepts,Science Education,Energy,Definitions,Misconceptions,Controversial Issues (Course Content),Thermodynamics,Science Instruction

Entropy is a concept with an extreme controversy which many scientists have been trying to explain. Some of the approaches employed in its definition contradict each other, which made it extremely difficult for high school and college students to understand. Boltzmann was the first person who brought a statistical explanation to entropy and linking it with the disorder concept (S = klnw). The point which received the highest amount of criticism is the similarity between the visual regulation in everyday life and regulation of particles, which is the metaphor that causes the highest number of misconceptions. The primary goal of this study is to go down the roots of the controversy surrounding the entropy concept and propose solutions. In the framework of all these difficulties, the concept was investigated with an integrated and simple approach. In this pretext, the macroscopic and microscopic features of entropy, the difficulties and misconceptions encountered, and the methods used in its education have been thoroughly examined. The final step was developing a &quot;Tripod Approach&quot; to facilitate the explanation of this complicated concept and fill the gaps in this area. In addition to it, alternative energy and probability-based and integrated entropy description, which reflects the essence of both macroscopic and microscopic approaches, was presented, and this description is expected to be a solution for the controversy resulting from the disorder concept.
Comparison of MATLAB and SPSS Software in the Prediction of Academic Achievement with Artificial Neural Networks: Modeling for Elementary School Students
Author: Çevik, Mustafa
Date: 2020-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Academic Achievement,Computer Software,Prediction,Artificial Intelligence,Networks,Content Validity,Factor Analysis,Construct Validity,Elementary School Students,Grade 4,Specialists,Scores,Foreign Countries,Classification

In this study, it was aimed to compare the predictions of the academic achievement of the artificial neural networks (ANN) run in MATLAB and SPSS software and to determine the factors related to their academic achievement. Sample consisted of 465 students who were studying at Grade 4 in primary schools in the Central Anatolian Region of Turkey in 2017. A 12-questions questionnaire was used as the collection tool. For the content validity of the questionnaire, expert opinions were received. The KR20 reliability coefficient was calculated as .60. An exploratory factor analysis was run for the construct validity. In the ANN model, the items related to the academic achievement in the questionnaire were considered as independent variables / inputs, and the academic achievements of the previous year as the dependent variables / outputs. The predictions of the academic achievement of the ANN models were analyzed in MATLAB R2013a and SPSS 24.0 software and the regression coefficients of the independent variables were examined. It was found that MATLAB software had a higher rate of the correct prediction compared to SPSS. In the regression coefficients of the independent variables, some differences and similarities between the results of MATLAB and SPSS were found.
Examination of Students&apos; Engagement with R-SPQ-2F of Learning Approach in Flipped Sustainable Science Course
Author: Jeong, Jin Su
Date: 2019-00-00
Type: Journal Articles
Subjects: Learner Engagement,Teaching Methods,Educational Technology,Homework,Video Technology,Science Instruction,Pollution,Environmental Education,Undergraduate Students,Foreign Countries

The students' engagement was deemed significant to research due to the changing study structures from course-based to student-centered and competence-based in sustainable science higher education. Still, its change and coping strategies is considered as somewhat unfamiliar learning environment. Research examined students' engagement to the learning approach of a flipped-classroom model for sustainable science course with the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F). It assesses research proposals, which students are utilizing to learning, and engagement and individual abilities as well. The research was conducted with the students enrolled in the &quot;Atmospheric Pollution&quot; course of the Environmental Science undergraduate program (n=64). The results obtained through the R-SPQ-2F showed the students' number reaching higher &quot;deep approach&quot; in their learning increased at the course end, while it can be observed that the students' number marking &quot;surface approach&quot; below the mean value was slightly lower (pre- and post-test comparison). It can be concluded that students are employing more engagement in their works and enhancing their personal skills as well with the teaching methodology. Results obviously specified that the study structure change was a phase into correct emphasis to improve students' engagement in the flipped sustainable science education.
Primary and Secondary School Students&apos; Knowledge Related to Renewable Energy and Some of Its Influencing Factors
Author: Revák, Ibolya Markóczi
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Students,Secondary School Students,Knowledge Level,Energy Conservation,Energy,Correlation,Grade 4,Grade 7,Grade 11,Foreign Countries,Student Attitudes,Age Differences,Associative Learning,Task Analysis,Parent Background,Educational Attainment,Place of Residence,Vocabulary,Natural Resources

Shaping attitude related to renewable energy resources is the task of the entire society and in the case of students of different ages it is realized via education in and outside schools. This research concerns the analysis of the knowledge of students related to renewable energy resources, exploring the differences in the case of students in different grades and also the identification of correlations between the knowledge for renewable energy and some of its influencing factors. The research was carried out in spring 2018 with 4th (N=466) and 7th (N=529) graders in primary school and also with 11th graders (N=328) in secondary school in Hungary. Association and selection tasks applied in the research were related to knowledge of renewable energy resources and three questions concerned influencing factors. Assessment was performed based on the word association test. Results indicate poor and less stable knowledge in the case of every grade. The knowledge structure of the grades is similar, solar, water and wind are the most well-known renewable energy resources. Regarding knowledge, the type of the settlement of residence, education level of parents, school curriculum, textbook, theme weeks, project work, media and internet were important among influencing factors.
An Adaptation of Artificial Intelligence Anxiety Scale into Turkish: Reliability and Validity Study
Author: Terzi, Ragip
Date: 2020-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Anxiety,Test Construction,Test Reliability,Test Validity,Turkish,Technology Uses in Education,Elementary School Teachers,Secondary School Teachers,Gender Differences

The widespread use of artificial intelligence (AI) has been growing in various fields. AI is defined as human-like automation in place of human beings that can operate many functions based on some level of intelligence. In education, AI offers powerful pedagogical tools that can help enhance instructional quality. Given the inevitable advancements of AI in education, this study aims to investigate teachers' AI anxiety levels based on various demographic factors. For this purpose, the AI Anxiety Scale is adapted into Turkish, which provides a good fit of the model to the data for the construct validity. Moreover, the reliability coefficients of the scale show strong evidence of consistency in teachers' responses to the items. For &quot;sociotechnical blindness&quot; dimension, male and female teachers do not show any significant differences. However, for &quot;learning, job replacement, AI configuration&quot; dimensions and the total scale, female teachers are more anxious towards AI than male teachers. Moreover, there is no difference observed based on degree levels teachers hold. Additionally, anxiety levels of teachers are not related to teachers' age and years of experience in teaching.
Classroom Greetings: More than a Simple Hello
Author: Shields-Lysiak, Lauren K.
Date: 2020-10-00
Type: Journal Articles
Subjects: Classroom Communication,Language Usage,Grade 2,Elementary School Students,Pragmatics,Elementary School Teachers,Teacher Student Relationship,Sense of Community,Teaching Methods,Meetings,Classroom Techniques,Case Studies,Ethnography

In classrooms, the act of saying hello - the ritual of shaking hands or hugging, and taking the time to exchange information -- can enact relational values of &quot;We&quot;-ness, of belonging. In this paper we highlight how one second grade teacher's personalized and consistent use of greetings, and apprenticeship of students into how to greet and be greeted, functions to build community and involvement. Data are part of a two-year case study of a second-grade classroom in a diverse urban US context. This study examines approximately 16 weeks of classroom greeting data collected from Morning Meetings (10 hours, 39 minutes) and then homes in on 5 minutes across one day for a close look at the apprenticeship into, and roles of, being a greeter. Analysis explicates how greetings are used in different ways across time and how they work together to build classroom community togetherness. We argue that classroom greetings are a partial marker of dialogic pedagogy.
L1 in the Primary English Classroom: How Much, When, How and Why?
Author: Tekin, Serdar
Date: 2020-10-00
Type: Journal Articles
Subjects: Native Language,Language Usage,Elementary School Students,Second Language Learning,Second Language Instruction,English (Second Language),Feedback (Response),Teaching Methods,Teacher Student Relationship,Teacher Attitudes,Language Proficiency,Time Management,Foreign Countries,Turkish

The use of L1 [learners' first language] in L2 [teaching of a new language] classes has long been debated in the field of TESOL [teaching English to speakers of other languages]. Although at least some use of the L1 is now widely advocated, questions remain about what might count as acceptable or effective use. While a number of studies have been carried out in secondary and tertiary settings to investigate these questions, research in primary school settings remains relatively rare. This article addresses the gap by investigating L1 use in primary classes in Turkey. Drawing on observational and interview data with five primary EFL teachers, we investigate how much, when, how, and why teachers use L1 in their English classrooms. The results showed that, despite some negative attitudes towards L1 use, the teachers used it to different degrees and for various purposes including giving instruction, providing feedback and asking questions. The teachers also identified a number of practical reasons for their decisions, namely, students' proficiency level, achieving target-curriculum, saving time and teaching specific language points. We conclude that L1 is an inseparable part of the L2 classroom, and each teacher has their own unique way of using it.
The Links between the Linguistic Designs of L2 Teacher Questions and the Student Responses They Engender
Author: Hall, Joan Kelly
Date: 2020-10-00
Type: Journal Articles
Subjects: Gender Differences,Questioning Techniques,Second Language Learning,Second Language Instruction,Discourse Analysis,Linguistics,Linguistic Input,Speech Communication,Correlation,Classroom Communication,Native Language,English for Academic Purposes,Intensive Language Courses,Computational Linguistics,College Preparation,Teaching Methods,Arabs,Universities

A great deal of research undertaken in child language development, neurolinguistics and various branches of functional and cognitive linguistics has shown that a main source of language development is the spoken input to which learners are exposed. Despite the fact that for most adult L2 learners, the greatest exposure to the L2 is the input they experience in the classroom, we still know very little of the linguistic quality of L2 classroom input and its links to L2 development. The study reported in this paper is a partial response to this gap. Drawing on research from L1 classrooms linking the linguistic quality of teacher questions to the linguistic quality of student responses and grounded in the shared theoretical and methodological framework of conversation analysis and interactional linguistics, our study examines the linguistic designs of L2 teacher questions and the links between them and the L2 student responses they engender.
An Analysis of Mathematical Communication Skills of the Students at Grade VII of a Junior High School
Author: Ikhsan, Fahrudin
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Junior High School Students,Grade 7,Mathematics Skills,Communication Skills,Problem Solving,Equations (Mathematics),Ability,Vocabulary,Cognitive Style

The study aims at (1) describing the mathematical communication at class VII junior high school in solving problems of the system of equations and linear inequalities of one variable, (2) analyzing the factors that cause students to correct problems in system material and linear inequalities of one variable. The data were collected in the form of text, images and words. The study adopted the descriptive research design based on qualitative data collected from the participants who were selected using purposive sampling model. Subjects were selected by selecting one student for each category with high, medium, and low ability, in total three participants. On the subject of high ability, in order to determine the participants, the criteria were writing texts well, drawing well and the level of reflecting good mathematics as well. Medium ability subjects were supposed to meet the criteria in the aspects of writing well, although still relatively low. Low ability subjects on the criteria of aspects of writing and expressing mathematics, classified at a very low level. The factors causing the students' mathematical communication abilities were found to be the use of vocabulary and mathematical language, the students' learning style and the ability to express their ideas.
Thai EFL Learners&apos; Self-Perceived Pronunciation Competence and Their Instructor-Rated Performance
Author: Buangam, Poonsak
Date: 2018-00-00
Type: Journal Articles
Subjects: Self Concept,Communicative Competence (Languages),Pronunciation,Student Attitudes,Teacher Attitudes,Language Teachers,Undergraduate Students,English (Second Language),Second Language Learning,Second Language Instruction,Advanced Courses,Anxiety,Personality Traits,Foreign Countries

This paper reports on case study examining relationships between English-as-a-Foreign-Language (EFL) students' self-perceived pronunciation ability and their performance in an advanced pronunciation course at a Northeastern university in Thailand. The participants were 10 students randomly selected from a pool of 29 students enrolled in the course. The data came from classroom observations, students' interviews and instructor's interviews. The findings show that self-perception plays an important role in their pronunciation learning. In some cases, it was related to sociolinguistic factors, especially anxiety. The informants' personality was another important factor related to their language learning behavior and learning outcome.