ethanporcaro/eric-fulltext-meta huggingface dataset:
The Pronunciation of English Acronyms in Turkish
Author: Yas, Emin
Date: 2021-00-00
Type: Journal Articles
Subjects: Pronunciation,English (Second Language),Second Language Instruction,Turkish,Memory,Native Speakers,Language Usage,College Students

Acronym is a very important word derivation mechanism usually applied to the new names of private or public institutions and they can be used to shorten the names of people, places, or institutions. This linguistic opportunity, which can be found in every language of the world, is quite useful in terms of its easiness and economic use of the languages. It provides the people ease of language use with reducing the length of some nouns and phrases and helping to memorize them. It functions as phonemic and graphemic shortening. In Turkish, there are a great number of domestic acronyms (e.g. ÖSYM, PTT, and TBMM) and English/international ones as well (e.g. BBC, NATO, and NASA). The purpose of this study is to reveal if the Turkish speakers (L1) will prefer the articulation of English acronyms as in English or as in Turkish. A qualitative research method was preferred with using a quantitative data collection tool. 24 sentences, in each one was embedded an acronym, were prepared and given to 24 participants who were newly registered students (at the university). This study shows that these students pronounced nearly all of the acronyms as in English rather than Turkish. This is probably because they deem English more prestigious. The other reason might be that there is no consistency (or willingness) in terms of the utilisation of English acronyms among the public agencies alongside with the mass media and official institutions in Turkey.
Facilitating Teaching Strategies and Active Learning in Greek Early Years Department Students
Author: Tympa, Eleni
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Program Effectiveness,Teaching Methods,Active Learning,Early Childhood Education,Preservice Teachers,Interpersonal Communication,Communication Skills,Interaction,Teacher Student Relationship,Grades (Scholastic),Tests,Student Participation,Student Motivation,Role Playing,Group Discussion,Story Telling,Music,Games

The aim of the study was to examine whether participation of academic students in experiential activities during their semester lessons could facilitate their learning and improve their exam performance. The study involved 68 students of an Early Years Learning &amp; Care Department, who volunteered and committed to attend all semester lessons. All students participated actively during the lessons. At the end of the semester students were interviewed with a semi-structured protocol on the experiences of the teaching process and on what they thought the impact of the process will be on written exams. Participants had been informed of the purposes of the study in advance, they had the right to withdraw at any time and anonymity was guaranteed. All students stated that they enjoyed the process, preferred it to a passive lecture, gained more knowledge and were more prepared for the exams. This interactive teaching process concerns both university teachers and students, requires planning and merits further discussion.
Socioscientific-Issues Based Classroom Intervention on Grade 10 Students&apos; Learning Achievement and Scientific Reasoning
Author: Khajornkhae, Linda
Date: 2021-00-00
Type: Journal Articles
Subjects: Science and Society,Science Instruction,Science Achievement,Thinking Skills,Instructional Effectiveness,Active Learning,Inquiry,Correlation,Secondary School Students,Grade 10,Genetics,Foreign Countries

Socioscientific-issues based instruction can promote science to students as a tool for necessary learning in the disruptive world. This instruction helps students critique and response as its nature of science, gaining higher-ordered thinking, and discussing with scientific reasoning. The objectives of this study were to compare learning achievement and scientific reasoning of grade 10 students. The topic &quot;DNA technology&quot; was employed with 90 grade 10 students from 2 classrooms. The quasi-experimental research was designed by comparing learning achievement and scientific reasoning between 2 learning organizations. The research tools were socioscientific-issues based and inquiry-based lesson plans, the achievement test consist of 30 items of 4 choices multiple test and scientific reasoning test. The statistic used to test the hypothesis was independent t-test. The results indicated that students had no difference score of learning achievement between learning organizations. While socioscientific-issues based learning had score of scientific reasoning higher than inquiry-based learning at the .05 level of statistically significance. The study can summarize that socioscientific-issues based learning can promote scientific reasoning to science classroom.
Conceptual Understanding of High School Students on Plantae
Author: Choirina, Yasinta
Date: 2019-02-00
Type: Journal Articles
Subjects: Plants (Botany),Classification,Scientific Concepts,Concept Formation,Misconceptions,High School Students,Foreign Countries

Kingdom Plantae is a topic taught in Grade Tenth in Indonesia high school. The previous researchers have found misconceptions and difficulties in understanding the classification and the nomenclature system of Kingdom Plantae. Understanding basic concepts of Kingdom Plantae is important to study the more complex system of Plantae. This research was aimed to analyze the conceptual understanding of high school students on Plantae. The participants were 372 eleven graders who had studied Kingdom Plantae and selected randomly from eleven high schools in Surakarta, Indonesia. The diagnostic test four-tier consisting of 20 items. The instrument was to identify conceptual understanding. The instrument showed result on validity (mean = 1.00 and SD = 0.06) and reliability (0.46). The test showed that 10.5% students grouped as understand, and the test varied as to False Negative (4.4%), False Positive (10.1%), Lack of Knowledge (45.6%), and Misconception (29.4%). Based on the results of the test, the students have misconceptions about monocots and dicots, the morphology of Anacardium occidentale, Musa sp., and Solanum tuberosum, classification of Anacardium occidentale. It was recommended to do detail examination of the reasons of low achievement in conceptual understanding of students.
Constructivist Learning Paradigm in the Introduction to Education Subject
Author: Widari, Iga
Date: 2019-02-00
Type: Journal Articles
Subjects: Constructivism (Learning),Textbooks,Textbook Content,Introductory Courses,Preservice Teacher Education,Preservice Teachers,College Freshmen,Student Attitudes,Concept Formation,Foreign Countries

This study examines the content of constructivist learning paradigms in the textbook and students' understanding of the Introduction to Education course. Data collection methods are the textbook, student answer documentation, focused review session and assignment of student resume. The textbook analysis found five substances of constructivist learning paradigm, namely the nature of human, lifelong education, learning independence, the role of information technology, and the integration of educational benchmarks, which are parts of the textbook chapters. Analysis of the answers to the tasks, quizzes and student exams indicates that the students' understanding of the substance of this material is still medium or partial but has increased significantly after a focused review session was held, i.e. 75% or more students have a good and complete understanding. From the results of this study, it is suggested that (1) the textbook of Introduction to Education is rewritten, to put the five substances of constructivist learning paradigm as separate chapters so as to obtain their broader and deeper study portion; and (2) the materials not yet understood well by the students should be reviewed through a focused review session.
Improving Mathematical Literacy of Problem Solving at the 5th Grade of Primary Students
Author: Zainiyah, Umi
Date: 2019-02-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 5,Mathematics Skills,Problem Solving,Elementary School Mathematics,Foreign Countries,Mathematics Tests,Test Items

This quantitative descriptive study aims to describe the Mathematical Literacy of Grade 5 of Primary Students regarding their mathematical problem-solving abilities. The samples of this study were 35 5th-gradestudents at Muhammadiyah Condongcatur Elementary School in academic year 2017/2018. The data were collected through observations and tests with five questions containing indicators of mathematical literacy regarding mathematical problem-solving abilities; two experts have validated the test instruments. Moreover, the test estimated Cronbach's alpha of 0.749 proved reliability. The data analysis in this study was carried out descriptively based on the average score, the standard deviation, the maximum score, the minimum score, the total score, and the percentage correct answer. The results showed that the mathematical literacy of the 5th-grade students at SD Muhammadiyah Condongcatur was generally at the high category (indicated by the problem-solving abilities). Students have been able to understand a problem, to use logic to describe the solution to a problem, and to choose the most appropriate solution to solve a problem.
Computer Science beyond Coding: Partnering to Create Teacher Cybersecurity Microcredentials
Author: Burrows, Andrea C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Science Education,Computer Security,Coding,Partnerships in Education,Credentials,Self Efficacy,STEM Education,Scores,Faculty Development,High School Teachers

Computer science, cybersecurity education, and microcredentials are becoming more pervasive in all levels of the educational system. The purpose of this study was partnering with precollegiate teachers: (1) to investigate the self-efficacy of 30 precollegiate teacher participants towards computer science before, during, and after three iterations of a cybersecurity microcredential, and (2) to make changes to the cybersecurity microcredential to improve its effectiveness. The authors explored what teachers need in a microcredential. The first Cohort (n = 5) took the microcredential sequence over 28 days in the summer of 2020, the second Cohort (n = 16) took it over 42 days in the fall of 2020, and the third Cohort (n = 9) took it over 49 days in the summer of 2021. The authors investigated three research questions and used a systems thinking approach while developing, evaluating, and implementing the research study. The researchers used quantitative methods in the collection of a self-efficacy subscale survey to assess whether the precollegiate teachers' beliefs about computer science changed, and then used qualitative methods when conducting semi-structured teacher participant interviews to address the research questions. The findings show that the precollegiate teachers' self-efficacy scores towards computer science increased, and that there are areas in need of attention, such as resources and implementation, when creating microcredentials. The implications of this research include the importance of purposefully crafting microcredentials and professional developments, including aspects of creating effective partnerships.
Does a Strong Bicultural Identity Matter for Emotional, Cognitive, and Behavioral Engagement?
Author: Preusche, Zuzanna M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Biculturalism,Self Concept,Learner Engagement,Emotional Response,Acculturation,Student Behavior,Cognitive Processes,Minority Group Students,Ethnic Groups,Immigrants,Cultural Capital,Socioeconomic Status,Gender Differences,Secondary School Students,Student Attitudes,Foreign Countries

In the course of their acculturation process, minority students need to negotiate the adaption to the host society's culture and the maintenance of the culture of their country of origin. This identity construction is complex and may encompass contradicting and competing goals. The adjustment to school is seen as a relevant acculturation marker. An increasingly prominent multidimensional construct is students' school engagement because it can provide an insight into the way students feel and interact with the emotional, cognitive, and behavioral domains of school. Successful adjustment to school culture, and acculturation in general, can be closely related to school engagement. There is yet no common knowledge about the role bicultural national and/or ethnic identity plays for the three dimensions of school engagement. The present study focusses on minority students in Germany who report a strong bicultural identity (in comparison with single stronger ethnic or national identities, as well as weaker bicultural identification) to explain students' emotional, cognitive, and behavioral school engagement when controlling for gender, SES, and cultural capital. Data is derived from paper-pencil questionnaires administered in secondary schools in Germany. Regression analyses show that students with a stronger bicultural identity have a significantly higher emotional, cognitive, and behavioral school engagement than their peers with a weaker bicultural identity, when controlling for gender, SES, and cultural capital. The results hint at the relevance of fostering students' ethnic, but also their national, cultural identity to support their school engagement. Implications for teacher education are discussed.
Using Environmental Physiology to Teach Physiological Regulation
Author: Simonson, Shawn R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Physiology,State Universities,Teaching Methods,Self Control,Interdisciplinary Approach,Physics,Science Instruction,Aquatic Sports,Certification,Travel,Scientific Concepts,Experiential Learning,Active Learning,Evidence Based Practice

Environmental Physiology at Boise State University, Idaho, is a multidisciplinary course that expands students' understanding of human regulatory physiology through acute and chronic responses to environmental extremes. Students explore the physics (pressure, fluid dynamics, gas laws, sound, and light) of the underwater environment, marine flora and fauna adaptations to this environment, and the human experience within this environment. Included is completion of the Professional Association of Dive Instructors (PADI) Open Water Scuba Certification. The course culminates in an international dive trip where course concepts are further demonstrated and explored, and conservation activities are undertaken.
The Relationships among Teachers&apos; Behaviours That Encourage Students&apos; Reading Engagement, Reading Enjoyment, Reading Self-Efficacy and Reading Success
Author: Urfali Dadandi, Pakize
Date: 2022-05-00
Type: Journal Articles
Subjects: Teacher Behavior,Language Teachers,Turkish,Student Attitudes,Secondary School Students,Adolescents,Reading Attitudes,Literature Appreciation,Reading Achievement,Self Efficacy,Reading Habits,Predictor Variables,Foreign Countries

Reading comprehension has a critical importance for almost every aspect of individuals' life. The aim of this study is to reveal the relations among students' perceptions of their Turkish language teachers' behaviours that encourage reading engagement, levels of reading enjoyment, reading self-efficacy, and reading success within the frame of a model, using PISA 2018 Turkey data. The study is based on the correlational research model and the sample includes 6450 (F= 3247, M= 3203) students who completed the PISA 2018 Turkey questionnaire. The data obtained from the PISA 2018 database were analyzed using the structural equation model (SEM) and the sobel test. SEM analyses revealed that the hypothesized model well fits the data and all the regression paths in the model are statistically significant. According to the research findings, teachers' behaviours that encourage students' reading engagement (TBESRE), reading enjoyment, and reading self-efficacy have significant direct effects on reading achievement. In addition, TBESRE has significant indirect effects on reading achievement through reading enjoyment and reading self-efficacy, and that reading self-efficacy has a significant indirect effect on reading achievement through reading enjoyment. Considering the findings of this study, it is recommended that teachers implement practices to encourage students' participation in reading activities and develop educational interventions to improve reading enjoyment and reading self-efficacy.
Effectiveness in L2 Vocabulary Study--A Classroom-Based Investigation of Deliberate Learning
Author: Pauwels, Paul
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Second Language Learning,Vocabulary Development,Learning Processes,English (Second Language),Memory,Teaching Methods,Learning Strategies

Deliberate vocabulary study has mostly been studied within a strictly experimental framework of learning and memorization. More ecologically valid investigations embedded in existing study contexts have been rare. This study fits into the latter paradigm, investigating how students attempted to learn 90 English words over a period of three weeks and tracking their efforts via study logs and intermediate receptive and productive tests, with final testing five weeks after the study period. The results are in line with findings from earlier research. Study logs showed students mainly relied on different kinds of repetition and retrieval. Selective attention for specific items was an important predictor for short-term learning, and sufficient spacing was the most important predictor for longer-term learning. From a pedagogical point of view, a point of attention is that students mostly practised retrieval after first repeating, making retrieval less difficult and creating an impression of knowledge.
Power of Play: How Playing Affects Cooperation Skills
Author: Sohrabi, Tayebeh
Date: 2021-00-00
Type: Journal Articles
Subjects: Play,Interpersonal Competence,Cooperation,Elementary School Students,Females,Game Based Learning,Foreign Countries,Instructional Effectiveness,Grade 5

This study examined the effects of group games on female elementary students' cooperation skills. Two classes of elementary female students were assigned as an experimental or a control group. The study used a quasi-experimental method for the evaluation and comparison of cooperation development and administered the Measurement of Competitive-Cooperative Attitudes (Martin &amp; Larsen, 1976) to gather data. A T-test was done to examine the hypothesis. A pre-test was performed to measure cooperation skills development and see whether they are comparable. Then, the experimental group played the selected group games, while the control group continued the previous curriculum. A middle test was conducted after 6 weeks. There were no meaningful differences between the groups. As it was predicted that time would be a factor that affected the results, the program continued for another 6 weeks. Finally, a post-test was conducted, revealing that group games can increase cooperation skills (p&lt; 0/05).
University Role in Liaising Partners for Society Development: A Case Study of a University Contribution to Society Development through the Liaising Social Partners in Ghana
Author: Wabike, Paul
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Role,Social Capital,Community Development,Networks,School Community Relationship,Cultural Influences,Institutional Characteristics,College Students,Resources,Demography,Resource Allocation,Community Programs

Universities contribution to society development in Africa has been a subject of discussion since many countries attained independence in the 1960s. The university was seen as having a function of emancipating society from poverty and ignorance. The premise of this view was based on the university's role in creating the ruling elite and knowledge generation and dissemination, which could help societies deal with development challenges (Sawyerr, 2004). These challenges pertained to political stability, food security, diseases and infrastructure development. The recognition that universities contribute to society development is thus not new in Africa; however, little is understood of the mechanisms these universities employ to fulfil this role. Applying social capital concepts to a case study at the University of Cape Coast (UCC) in Ghana, this article asks the following question: &quot;how do universities contribute to society development by creating social capital?&quot; UCC engagement with the Yamoransa community is analysed using a University-Community Engagement (UCE) context. Results show that university-community engagement may hold the key to producing tangible results while meeting community development challenges by creating social capital. Social capital helps build community capabilities by allowing access to knowledge circles and resources for the actors in the network. However, structural contexts in which universities operate in Africa may influence university contribution to social capital creation and its perceived benefits to society.
Behavior of Czech Teachers in the Techambition System during the COVID-19 Epidemic
Author: Havelková, Veronika
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Secondary School Teachers,Educational Technology,Technology Uses in Education,School Closing,Teacher Behavior,Distance Education,Teacher Responsibility,Teacher Characteristics,Mathematics Instruction

In 2020, the global pandemic of COVID-19 significantly affected most human activities, including education. Many countries took anti-epidemic measures to reduce or eliminate the pandemic, which often included reduction or cancellation of full-time face-to-face school education. This, of course, went hand in hand with a number of technical, organizational, and pedagogical-didactic issues that had to be solved instantly. The presented study analyzes the behavior of more than 1000 secondary school teachers in the e-learning system named Techambition for mathematics education developed by the company with the same name. In the study, data from the spring and autumn 2020 waves of the pandemic are analyzed and presented (the period from 1 March 2020 until 18 March 2021). The main outcome of the study is a description of the basic types of approaches to teaching, based on cluster analysis of the collected data. The collected data show three basic types of teachers' behavior during spring 2020 that were identified based on their characteristics: organized, hardworking, and seekers and three basic types of teachers' behavior during autumn 2020: organized, seekers, and experimenters. As part of the findings, we present an interpretation of the data through the description of individual groups and monitor the changes in teachers' behavior between the spring and the autumn 2020 period of the pandemic.
Students&apos; Perceptions of the Benefits of Scholastic Chess Instruction
Author: Chitiyo, George
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Games,Educational Benefits,Game Based Learning,Program Evaluation,Elementary Secondary Education,Instructional Effectiveness

This paper explores students' perceptions of the benefits of chess-based instruction as part of an evaluation of a Chess in Schools (CIS) program implemented in 2017-2018 by a State Department of Education in the southeastern United States. The data were collected using a cross-sectional survey administered to students at the end of the academic year after 1 year of exposure to the CIS program. Results from the student survey responses (n = 1,286) indicated that a majority of students across all grade levels felt they had experienced a variety of positive outcomes because of their exposure to scholastic chess-based instruction. These perceived positive outcomes are beneficial for understanding the holistic impact of chess-based learning as they provide insight beyond measuring students solely on test scores or GPA metrics.