ethanporcaro/eric-fulltext-meta huggingface dataset:
An Investigation into the Opinions of Pre-Service Teachers toward Uses of Digital Storytelling in Literacy Education
Author: Özüdogru, Gül
Date: 2020-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Literacy Education,Information Technology,Story Telling,Student Attitudes,Material Development,Instructional Design,Teaching Methods,Content Analysis,Vignettes,Visual Aids,Computer Software,Technological Literacy,Technology Integration,Teacher Education Programs,Foreign Countries

The goal of the current study was to examine the opinions of pre-service teachers about the use of digital storytelling in literacy education. This study was designed as a case study from qualitative research models. A total of 32 sophomore pre-service teachers studying at the Department of Literacy Education in the Faculty of Education in a state university during 2015-2016 academic year participated. The participants created digital stories based on the curriculum goals during the instructional technologies and material design course. The data was obtained from interviews with the students through the use of semi-structured interview forms, researcher's field notes and students' reflections. The obtained data were analyzed through content analysis. The results of this study indicate that digital storytelling is perceived as entertaining by pre-service teachers. Additionally, it was revealed that scenario and dubbing are of great importance in practicing digital storytelling. They also stated the importance of teaching with stories in their own profession. Another finding emerging from this study is that the participants had difficulty in using the software. Based on the findings, it can be noted that it would be beneficial to take the opinions of experts in selecting the software, optimize the technological infrastructure and refer to interdisciplinary studies. The study concludes with implications and recommendations for promoting digital storytelling.
Investigating the Effects of Web-Based Science Material for Guided Inquiry Approach on Information and Communication Skills of Students
Author: Ormanci, Ümmühan
Date: 2020-03-00
Type: Journal Articles
Subjects: Web Based Instruction,Instructional Materials,Communication Skills,Information Skills,Instructional Effectiveness,Active Learning,Inquiry,Science Curriculum,Grade 6,Student Attitudes,Foreign Countries,Middle School Students,Computer Literacy

In parallel with the development of technology and increase in knowledge, learning-teaching environments have changed, and an understanding has taken into basis that students are active and responsible for their own learning. In accordance with this situation, inquiry-based learning approach and technology integration have come to an important point in science curricula in our country. In the study, it was aimed to investigate the effectiveness of web-based science material developed on the guided inquiry approach on students' information and communication skills. In the current study, embedded design was selected amongst mixed methods. First, web-based material was developed compatible with the guided inquiry approach for the systems in our body unit at sixth grade. Then, the developed material was applied during eight weeks by three teachers in three different classes and its effectiveness was examined. A total of 155 sixth grade students, 71 of whom were in the experimental group and 84 in the control group, participated in the study. In the study, &quot;Information and Communication Skills Perception Scale&quot; was used as a quantitative data collection tool and an observation form was used as the qualitative data collection tool. As a result of the study, although there was an increase in the information and communication skills perception scores of the students in the experimental group in which the web-based science material was applied according to the guided inquiry approach, it was understood that this difference was not significant [t(70)=-3.76, p&gt;0.05]. Even though there is an increase in information and communication skills, it is thought that this increase is not significant in terms of the students' perceptions of information and communication skills as these students were born into the technology age, developed high perception towards information and communication skills through their own tablets, computers, phones and other similar medium.
Micro-Level Text Contents of One- to Five-Minute News: American and Philippine English Compared
Author: Munalim, Leonardo O.
Date: 2019-12-00
Type: Journal Articles
Subjects: News Reporting,Contrastive Linguistics,Content Analysis,Computational Linguistics,Readability,Readability Formulas,Language Variation,English (Second Language),Second Language Learning,North American English,Asians,Foreign Countries,Social Media,Language Styles,Journalism,Reading Rate,Web Sites,Difficulty Level

The number of minutes appended in headlines serves as a signpost for readers regarding the reading time. Being the first on Minute News, this present quantitative study reports the results from comparative analyses of text contents of one-to-five Minute News published by one Philippine and one American media outlet in November 2018. Selected corpus comprised the combined 86 one-minute news; 421 two-minute news; 259 three-minute news; 101 four-minute news; and 77 five-minute news articles, resulting in 944 news articles. Inferential statistics reveals that there are both similarities and differences between the two groups' micro-level properties of Minute News: total word count, total unique words, number of sentences, average sentence length, number of paragraphs, hard words, lexical density; and the seven text readability index models such as Flesch, Gunning, Flesch-Kincaid, Coleman, SMOG, Automated and Linsear. Overall, if we argue that the American writers from the Inner Circle are the model of linguistic and text contents of Minute News, then the Philippine media writers who belong to the Outer Circle do not fully benchmark the standards of the American writers' microlevel linguistic properties when producing Minute News. Universal implications for literacy in second or foreign language classes, including recommendations are offered.
Eliciting Children&apos;s/Young People&apos;s (Group) Engagement with Scenarios as Participatory Research Practice for Exploring and Extending Responses to Climate Change
Author: Romm, Norma R. A.
Date: 2020-03-00
Type: Journal Articles
Subjects: Participatory Research,Climate,Early Adolescents,Vignettes,Consciousness Raising,Cooperative Learning,Sustainable Development,Disadvantaged Youth,Foreign Countries,Geography Instruction,Grade 9,Group Discussion

In this article I provide an account of my use (in a particular context) of a 'post qualitative inquiry' approach, with my recognition that ways of approaching issues to be explored with participants, and the method of exploration, carry social and ecological consequences. The research was initiated in a school in South Africa with a sample of ten (Black) Grade 9 children (aged 14-15). Groups of two to three children engaged with a number of scenarios supplied by me ('business as usual', 'small changes', and 'sustainable future') concerning possible responses to climate change. In each group the children worked together towards jointly creating options for unsettling the 'business as usual' scenario while exploring the other scenarios as alternatives. The article concentrates on the justification for using scenarios as a basis for inviting the children to discuss together their responses to climate change, with a view to the research inputting into their visioning and their understandings of possibilities for agency (individual and collective). It also concentrates on my intent to strengthen the notion of collaborative visioning, which is in keeping with Indigenous understandings of relational knowing. The research was intended, inter alia, to contribute to the children's appreciation of this way of learning.
An Evaluation on the Advantage and Disadvantage of Revolution History Teaching in Turkey in Light of Friedrich Nietzsche&apos;s Views on the Advantage and Disadvantage of History for Life
Author: Akbaba, Bülent
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,History Instruction,Philosophy,Conflict,War,Theses,Graduate Study,World History,Student Attitudes,Elementary Secondary Education,Higher Education

The purpose of this study is to make an evaluation on the advantage and disadvantage of Revolution History teaching in Turkey in light of Friedrich Nietzsche's views on the advantage and disadvantage of history for life. In this research, a screening model was used to identify a past or present situation as it exists. The universe of this research consists of Higher Education Council National Thesis Center, ULAKBIM, the scanning model thesis and scanning model articles regarding teaching of revolution history in Google Academic Database. Purposive sampling method was used considering the inclusion criteria. The inclusion criteria of the study for postgraduate thesis are they are on teaching revolution history, conducted in scanning model, published between 2004-2018 and conducted in Turkey and are in Turkish. For the articles, the criteria are being about teaching revolution history, conducted in scanning model and being published in a peer-reviewed journal in Turkish. Such data were subjected to descriptive analysis and content analysis. The analyses yielded descriptive statistics as well as codes and themes concerning the advantage and disadvantage of Revolution History teaching. The findings indicate that Revolution History teaching is a need in Turkey, which can be said to be consistent with Nietzsche's views. On the other hand, that Revolution History teaching does not enhance student productivity is the primary problem on this matter. Descriptive research findings regarding Revolution History teaching in Turkey also reveal that approaching the past with a conception of monumental history would have a detrimental dominance over antiquarian and critical forms. The findings imply that critical form is needed in addition to monumental and antiquarian forms in Revolution History teaching, and this form (i.e. critical history) is not covered enough in practice.
The Effect of Gamification Activities on Students&apos; Academic Achievements in Social Studies Course, Attitudes towards the Course and Cooperative Learning Skills
Author: Öztürk, Çilem
Date: 2020-03-00
Type: Journal Articles
Subjects: Game Based Learning,Instructional Effectiveness,Academic Achievement,Social Studies,Student Attitudes,Cooperative Learning,Educational Games,Secondary School Students,Skill Development,Foreign Countries

The aim of this study is to determine the effects of educational games on students' academic achievement, attitudes towards the course and cooperative learning skills. Semi-experimental research design with pretest posttest control group was used. The study group consisted of 60 students at 5th grade secondary school. In this process, the topics identified were reinforced by educational games in experimental group and control group were strengthened by traditional methods for 6 weeks. Research data were collected by using Social Studies Course Attitude Scale (Cronbach Alpha=0.61), Cooperative Learning Scale ([alpha]=0.80) and Social Studies Course Academic Achievement Scale (kr-20=0.78). The mean, standard deviation, and Anova analyses were performed As a result: Social Studies Education reinforced by gamification contributes significantly more to students' attitudes towards social studies course than traditional method. However, it was determined that it did not contribute significantly to the benefit factor. Social studies education, which is reinforced by educational games, contributes significantly more to students' cooperative learning skills than the traditional method. Social studies education, which is reinforced by educational games, contributes significantly more to students' academic achievement towards social studies course than the traditional method.
The STEM Approach: The Development of Rectangular Module to Improve Critical Thinking Skill
Author: Retnowati, Sri
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Critical Thinking,Junior High School Students,Thinking Skills,Foreign Countries,Teaching Methods,Program Effectiveness,Learning Modules,Grade 7

The objective of the study is to find out: (1) how rectangular module with the STEM approach to improve valid and practical critical thinking skill; and (2) the effectiveness of the rectangular module development with the STEM approach to improve critical thinking skill. It is a research and development (R &amp; D) study. This research consists of two phases, namely preliminary study and product development. Product development consists of product testing using one group pretest-posttest design experimental research. The population in this study is the students of one State Junior High School in the Kebumen region by taking five students as the sample for individual tests, 32 students for limited scale tests, and 64 students for wide-scale tests. The results of this study indicate that (1) the rectangular module with the STEM approach on the aspects of content, presentation, graphical, and language feasibility are excellent, the STEM approach feasibility and components of critical thinking skills are good category; and (2) the effectiveness shows that the rectangular module with the STEM approach to improve critical thinking skills is proven effective which can be seen from the average value of N-Gain in the experimental class of 0.37 with the category of medium improvement, while N-Gain in the control class is 0.03 with low increase category.
Teaching Senior High School Mathematics: Problems and Interventions
Author: Jaudinez, Aljemedin Sakilan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Mathematics,Mathematics Instruction,High Schools,Student Centered Learning,Relevance (Education),Teaching Methods,Technology Uses in Education,Mathematics Activities,Mathematics Achievement,Instructional Materials,Mathematics Curriculum,Instructional Effectiveness

The 2-year Philippine Senior High School (SHS) commenced only in 2016. This phenomenographic study aimed to describe, explain and explore the teaching of SHS Mathematics to include problems encountered and interventions done by the teachers. Two schools in Quezon City were purposively chosen to be the study site with a maximal variation sampling where 8 teacher-respondents participated in the study. Classroom observation and one-on-one interview were conducted with the aid of self-designed protocols. The Teaching Guide for each subject was also analyzed. In analyzing the data, the 5 components of qualitative data analysis by O'Connor and Gibson were employed. After preparing and organizing the data, preliminary exploratory analysis and coding process were used to narrow the data into &quot;text segments&quot;. Themes were formed through a 3-tier phase of layering to achieve saturation. Document analysis and external checking validated the findings. Results underscore that teaching SHS Mathematics is geared towards learner-centered, contextualized and relevant curriculum. Deficiencies along suggested teaching strategies, mathematical and technology tools, performance-based activities and training have prompted teachers to become flexible and resourceful in exhausting all means to effectively deliver the intended curriculum. Lessons which were inappropriate or repeated from basic education have been disregarded which decongested the contents and competencies. Low performance of students has been attributed to students' lack of mastery of basic skills, stigma, and language used which could be aggravated with books that are user-unfriendly and erroneous. Discussions, implications, and recommendations are given.
Indian English -- A National Model
Author: Costa, Daniel
Date: 2019-12-00
Type: Journal Articles
Subjects: Language Variation,English (Second Language),Second Language Learning,Foreign Policy,Standard Spoken Usage,Second Language Instruction,Foreign Countries,Language Usage,Grammar,Phonology,Official Languages,Vocabulary,Language Attitudes,Language Role

India is currently home to one of the world's largest English-speaking communities, in a context where the language is increasingly seen as a gateway to the world. Given the plurality of the country's social and linguistic landscape, however, a significant amount of the population does not speak or have access to the language. The impact of colonization has traditionally made Standard British English the model to be followed in the educational context, although it does not reflect the local culture. This paper advocates the use of Indian English as the national model, due to a set of unique lexical, grammatical, phonological and discourse features that would allow it to act as both a lingua franca within the country and on the international stage
How Participatory Is Language Teacher Education?: Trainees&apos; Perspectives
Author: Kani, Zeynep Gülsah
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Preservice Teacher Education,Student Projects,Teaching Methods,Language Skills,Teaching Experience,Student Participation,Active Learning,Transformative Learning,Foreign Countries

Within the complex &quot;coral gardens&quot; (Breen, 2001) of human learning and teacher education, participatory and mediational tools such as social relations, concepts and cultural artifacts or problem-posing activities, deserve more time and effort as they are scarcely investigated. This exploratory study with both cognitive-interactionist and sociocultural perspectives aims at shedding light on the ELT trainees' views about the use of such tools through project work during their pre-service teacher training courses at a Turkish university under a mixed-methods research design. A thick description of the trainees' interpretations of their engagement with project work displayed that participants supported the use of such tools as a teaching strategy that values themes and contents of their interest and choice regarding learning and teaching language skills and research. They showed willingness to undergo an authentic and meaningful learning/teaching experience by expressing themselves through sustained participation in such project-based activities though they noted that there is still a need for the reconsideration of the whole curriculum in line with a more transformative approach.
The Effect of Genetic Engineering and Biotechnology Activities on Students&apos; Achievement, Attitudes and Self-Evaluations
Author: Vuran, Fatma Eda
Date: 2020-00-00
Type: Journal Articles
Subjects: Genetics,Biotechnology,Academic Achievement,Student Attitudes,Self Evaluation (Individuals),Instructional Effectiveness,Grade 10,High School Students,Foreign Countries,Science Activities,Active Learning,Inquiry,Biology

In this study activities related to biotechnology and genetic engineering were prepared and their effectiveness on students' achievement, attitudes towards biotechnology, and self-evaluations were investigated. The activities were implemented in 10th grade biology course. The study utilized mixed method, with qualitative and quantitative data collection tools. Two biology classes of the same teachers' in Ankara were chosen by convenient sampling technique. One experimental group and one control group is formed with random assignment. The quantitative data about students' achievement, attitudes towards biotechnology and self-evaluation were collected before and after the activities using pre-tests and post-tests. Then semi-structured surveys were conducted with experimental group students. Results show that the activities on biotechnology have no positive impact on the students' achievement. Also, students' self-evaluations indicate that they felt better in the activities, the abstract concepts were more concrete for them and it contributed to their learning by helping them to make investigations through inquiry. Based on the qualitative data, students stated that they liked the activities and they had fun. The study suggests integration of such activities to the teaching learning environment for supporting interest in biotechnology and genetic concepts.
The Effects of Using Rubrics and Face to Face Feedback in Teaching Writing Skill in Higher Education
Author: Mahmoudi, Farzaneh
Date: 2020-00-00
Type: Journal Articles
Subjects: Scoring Rubrics,Synchronous Communication,Feedback (Response),Writing Instruction,Writing Skills,English (Second Language),Instructional Effectiveness,Foreign Countries,College Students,Grades (Scholastic),Student Attitudes

The use of rubrics in assessing the writing performance is very popular. In general, educators in universities use rubrics for a more accurate assessment of students writing performance. The first aim of this study is to investigate how using rubrics in teaching writing skills can affect the writing performance of students. The second aim is to investigate how giving of face to face feedback by teachers can have an influence on students writing performance. To this end, ESL Writing Grading Rubric was used in the teaching of writing skill to the preparatory school students (n=36) to help them understand the targets for their learning and the standards of quality for writing skills in order to improve their writing performance. Also, face to face feedback was given to the writing assignments of students to promote the students' awareness about their writing drawbacks. The qualitative analysis of the findings based on the open-ended questionnaire and focused group interview showed that using rubrics in teaching writing skill and also giving face to face feedback improved the students writing performance. Students reported that by gaining awareness about the rubric, they could check their writing work, give feedback to their peers' work, produce high-quality writings, and got better grades.
Ensuring Student-Centered, Constructivist and Project-Based Experiential Learning Applying the Exploration, Research, Interaction and Creation (ERIC) Learning Model
Author: Matriano, Eric Agullana
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,Tourism,Student Centered Learning,Constructivism (Learning),Student Projects,Active Learning,Experiential Learning,Cooperative Learning,Learner Engagement,Academic Achievement,Instructional Effectiveness,Learning Experience,Student Attitudes,Environmental Education,Models

Experiential learning literally is making meaning from direct experience. It plays vital role in facilitating the process of creating knowledge, sense-making and knowledge transfer in teaching, training and development. This study assessed the effectiveness of Exploration, Research, Interaction and Creation (ERIC) Learning Model which is a framework adopted from various theories and philosophies such those of student-centered, constructivist-based, project-based, experiential, multisensory, reflective, participatory, interactive, cooperative, collaborative and active learning. Mixed method was used employing pre-experimental design and narrative analysis of learning experiences. Pre-test and posttest, survey, interview, observation and focus group discussions were made. There were 32 college students in the Tourism Management Program enrolled in NAS 106 (Environmental Science) and 28 enrolled in BST 323 (Ecotourism) for Academic Year 2018-2019 at Columban College, Inc. and were used as subjects. Quantitative data were treated using Mean, Weighted Mean and t-Test for Dependent Samples. Students' engagement and involvement were maximized by exploration, research, interaction and creation and they adapted the skills and strategies for them to become responsible learners and lifelong learners. There was a significant increase in the performance of students as well as develops more positive attitude towards the topics.