ethanporcaro/eric-fulltext-meta huggingface dataset:
How Do Theist (Muslim) Pre-Service Science Teachers Reconcile Their Individual Ontologies with Premises of Modern Science
Author: Turgut, Halil
Date: 2019-00-00
Type: Journal Articles
Subjects: Muslims,Preservice Teachers,Student Attitudes,World Views,Sciences,Beliefs,Religious Factors,Philosophy,Foreign Countries

The purpose of this study was to investigate how theist (Muslim) pre-service science teachers reconcile their individual ontologies, which stem from their worldviews, with premises of modern science. 23 pre-service science teachers (10 males and 13 females, ages ranged from 19 to 23) were selected by purposeful sampling. Data sources included open-ended questions and semi-structured follow-up interviews. The qualitative analysis of data revealed that theist participants believing in a created Nature which is being lawful and understandable but also open to supernatural intervention diverged in their perspectives about the ontological premises that scientists must have and presupposed theism, theism/naturalism or just naturalism for doing science. They all asserted the physical universe as the boundary for science and evaluated the possibility of the scientific investigation of miracles and jinn within that boundary with the criterion of being able to obtain empirical data. They did not perceive any incompatibility between science and Islam and proposed methodological naturalism for scientific practice in order to overcome potential conflicts.
Analysis of Laboratory Videos of Science Teacher Candidates with Many-Facet Rasch Measurement Model
Author: Yuzuak, Ahmet Volkan
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Science Education,Models,Science Activities,Science Laboratories,Video Technology,Science Experiments

Aim of the present study is to analyze science teacher candidates' laboratory videos by using Many-facet Rasch model. Survey method was used in the study. The study was conducted in 2017-2018 academic year spring semester. Rasch model's surfaces are respectively: 9 juries, 13 science activities and 19 criteria. FACETS program was used for data analysis. Findings reveal that laboratory video, which was coded as SA8, was found to be the most successful and SA1 coded video was found the most unsuccessful with respect to criteria. The simplest articles which science teacher candidates were subjected are &quot;introducing yourself&quot;, &quot;using proper costume&quot;, &quot;appropriate time&quot; and the articles for which the science teacher candidates are constrained mostly &quot;sound-supporting effect&quot;, &quot;writing effect&quot;, &quot;warning for security precautions&quot;. Jury numbered 3 or coded as J3 is &quot;the most lenient&quot; and scorer numbered 2 is &quot;the severest&quot; when juries are sequenced from the most lenient. Moreover, it could be said that, some of the jury members were extremely severe or lenient against some science activities according to bias analysis.
Examining Science Teachers&apos; Decisions about Nuclear Power Plants from the Perspective of Normative Decision Theory
Author: Ozturk, Nurhan
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Teachers,Decision Making,Nuclear Energy,Middle School Teachers,Foreign Countries,Teacher Attitudes,Knowledge Level,Environment,Economic Factors,Science and Society,Ethics,Social Attitudes,Public Health

This study aimed to determine science teachers' decisions about the socio-scientific issue of nuclear-power plant and how these decisions are given within the framework of the decision making process. The design of this research is based on a case study. 22 teachers who worked in the middle schools in the city center of the province of Sinop were recruited for the study. The data were collected through the semi-structured interviews. The data obtained through these interviews were analyzed qualitatively. For the analysis of the data the opinions of the teachers were discussed according to the steps of the decision-making process based on normative decision theory. The knowledge levels of science teachers about nuclear power plants were mostly found to be partially sufficient. It has been determined that science teachers evaluate the socio-scientific issues of nuclear power plants mostly with the dimensions of economy and environment.
The Effects of 5E Model Supported by Life Based Contexts on the Conceptual Understanding Levels Measured through Different Techniques
Author: Aydin Ceran, Sema
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Models,Secondary School Science,Science Instruction,Physics,Concept Formation,Scientific Concepts,Instructional Effectiveness,Energy,Foreign Countries,Grade 7,Concept Mapping,Secondary School Students

In this study, it was aimed to determine the effects of the learning process based on the 5E Model Supported by Real Life Based Context in the Unit of Force and Energy in the course of Science on the conceptual understanding levels of the students at the seventh grade which are measured various techniques. The research was designed with quasi-experimental design with pre-test post-test control group and the lessons were taught in the experimental groups through lesson plans developed according to 5E Model Supported by Life Based Contexts while, in the control groups, the lessons were conducted through methods based on transmitting or presenting information. The study group of the research consists of 80 students who study at the level of the seventh grade. The conceptual understanding levels of the students were measured through the Life-Based Concept Test and Concept Maps. The data of the research was analyzed via MANOVA statistical method. The students in the experimental group were seen to have higher average statistically significant scores in both Life-Based Concept Test and Force and Energy Concept Maps when compared to the students in the control group. In the research, it was observed through tests in various formats that the teaching process conducted based on real life contexts through integrating the Life Based Approach into 5E Model was effective on the development of conceptual understanding levels of the students in the unit of Force and Energy.
Evaluation of Students&apos; Use of Visual Learning Representations in Science Classes: A Case Study from Turkey
Author: Inaltekin, Tufan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 8,Science Instruction,Secondary School Science,Visual Learning,Learning Strategies,Notetaking,Documentation

The aim of this study was to analyse the kinds and frequency of visual learning representations within 8th grade students' notebooks for science classes. As part of the research, 93 science notebooks which belonged to students from 13 secondary schools in Kars Province (the east of Turkey) were collected at the end of the academic year in 2018. Document analysis, a qualitative research strategy, has been adopted and content analysis technique was used to analyse the collected documents. The results showed that the visual learning representations recorded on students' notebooks were notably different from one unit to another and from one school to another. Moreover, it has been observed that students did not make frequent use of visual representations whilst learning the content. Additionally, the visual learning representations in students' notebooks mostly consisted of the representations used by teachers during classes. These findings suggest that science teachers might have not been successful enough in guiding students to incorporate different visual representations into their learning processes for a better understanding of science subjects.
Students&apos; Understanding of Calculus Based Kinematics and the Arguments They Generated for Problem Solving: The Case of Understanding Physics
Author: Iwuanyanwu, Paul Nnanyereugo
Date: 2019-00-00
Type: Journal Articles
Subjects: Calculus,Mechanics (Physics),Motion,Problem Solving,Science Instruction,Pretests Posttests,College Science,Undergraduate Students

The present study explores students' understanding of calculus-based kinematics (henceforth, CBK), in which argumentation is taken as the sequence of the modes of fostering reasoning and problem-solving. The investigation stresses the importance of arguments students bring to the learning situation of CBK and recognizes the active construction of meaning which goes on constantly as they interact with their learning environment. The study adopted mixed-methods in which one-group pre-posttest design with supplemental questionnaires and interviews were used. Data included video recordings of pre-posttests activities, as well as students' handwritten work. The pre-posttests evaluated the dependent variables (understanding CBK concepts and solving problems inspired by CBK), the treatment was argumentation. No strong causal relationship is assumed but the analyses of the results tend to show that the treatment improves slightly students' understanding of CBK concepts and their ability to identify relevant knowledge of these concepts for problem-solving. Implications of the findings for educational practice are discussed.
Testing Measurement Invariance of Academic Self-Efficacy Scale for Singapore, Spain and Turkey
Author: Yildirim, Ozen
Date: 2019-00-00
Type: Journal Articles
Subjects: Measurement,Self Efficacy,Achievement Tests,Foreign Countries,Secondary School Students,International Assessment,Measures (Individuals),Cross Cultural Studies,Comparative Education

A scale that does not measure the same structure in different cultures should not be used in the cross-cultural comparison-based studies. The validity of the scales should be tested primarily for the countries. In this study, as the evidence of validity of the Programme for International Student Assessment (PISA) 2015 science self-efficacy scale, the measurement invariance has been tested for different cultures. As determined in scientific studies, general self-efficacy is focused on more and this should be examined in academic self-efficacy known to be to student learning and achievement. In the analysis of the data, the measurement model is initially tested. Then, the measurement invariance is tested with a series of analysis. As a result, the scale confirms a unidimensional structure for each country. However, it has provided partial measurement invariance. This indicates that item-based analysis should be conducted.
Education for Sustainable Development in Primary School: Improvement of Students&apos; Ecocriticism Skills
Author: Tekbiyik, Ahmet
Date: 2019-00-00
Type: Journal Articles
Subjects: Ecology,Environmental Education,Sustainable Development,Elementary School Students,Grade 3,Critical Thinking,Foreign Countries,Climate,Discussion (Teaching Technique),Natural Resources,Wildlife

Ecocriticism analyzes the symbolic meanings attributed to nature and the mindsets created by these meanings through interpreting literature and cultural texts from an environmental perspective. The individuals who have gained ecocriticism skills are expected to create an awareness concerning possession of a distinctive value and to direct towards a non-anthropocentric understanding from an anthropocentric understanding. The purpose of this study is to develop ecocriticism skills of primary school students in the third grade. Action research design has been used in this study. A total of 15 students composed of 8 females and 7 males participated in the study. Data of the study were obtained with rhetorical discussion, analytical discussion, mind maps, and drawings. Following the implementations composed of discussions, mind maps and drawings, it has been determined that the implementations develop the ecocritical inquiry skills of students.
MUBEM &amp; SAC: STEM Based Science and Nature Camp
Author: Okulu, Hasan Zuhtu
Date: 2019-00-00
Type: Journal Articles
Subjects: STEM Education,Summer Science Programs,Outdoor Education,Middle School Students,Academically Gifted,Science Instruction,Science Activities,Astronomy,Archaeology,Music,Mathematics,Science Process Skills,Informal Education,Outcomes of Education,Foreign Countries

The idea behind the MUBEM &amp; SAC: STEM based science and nature camp was a transformation of scientific knowledge into artifacts using the engineering design process and scientific inquiry. The goals of the camp were developing an integrative science perspective in accordance with the nature of STEM education, supporting career choices of participants for STEM fields, experiencing outdoor learning environments and researches with real scientists, internalizing engineering design process by creating artifacts, and comprehending interaction with nature and science. The participants were sixth and seventh grades gifted students (Male: 14 and Female: 15). STEM attitude scale, researcher notes, artifact, camp, and activity evaluation forms were used as data collection tools. The several disciplines such as astronomy, archeology, music, and mathematics involved the camp. The participants found the opportunity to use telescopes, experience an extensive archaeological excavation, observe the near-nano size object with electron microscopes, construct a bridge like an engineer, and design artifacts like rockets and holograms during the camp. According to results, the science and nature camp supported participants' STEM attitudes and participants' views on the science and nature camp were positive. In addition, participants' artifacts were also qualified as STEM artifacts.
Concept Teaching in Science Classrooms: A Critical Discourse Analysis of Teachers&apos; Talk
Author: Alkis Kucukaydin, Mensure
Date: 2019-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Middle School Students,Elementary School Students,Middle School Teachers,Elementary School Teachers,Science Education,Pedagogical Content Knowledge,Teaching Methods,Scientific Concepts,Teacher Attitudes,Comparative Analysis,Foreign Countries,Classroom Communication,Teacher Student Relationship,Language Usage,Learning Motivation,Scientific Attitudes

Studies on science education stress that, in terms of discourse, teachers need to carefully build their understanding of science, language, and authority to better enable students to be successful in their science learning. However, the question of how much attention should be paid to this discourse, particularly for primary and middle-school students, remains controversial. This study examined the discourse of two teachers, who teach science at the primary and middle-school levels in different locations of Turkey, during concept teaching. The teachers' ideological structures related to social and pedagogical domains were analyzed through critical discourse analysis. The results revealed certain differences between the discourse of the teachers who teach at the primary and middle-school levels. Several factors, such as the patriarchal structure of the society and curriculum, lie at the bottom of these differences.
Bridging Audio and Augmented Reality towards a New Generation of Serious Audio-Only Games
Author: Rovithis, Emmanouel
Date: 2019-00-00
Type: Journal Articles
Subjects: Game Based Learning,Computer Games,Computer Simulation,Interaction,Alignment (Education),Educational Objectives,Foreign Countries,Interdisciplinary Approach,Music Education,Cultural Background,Acoustics,Auditory Stimuli,Advanced Placement Programs,Learning Processes,Audio Equipment,Elementary Secondary Education

Educational practices are constantly adjusting to technological advances, in order to improve their effectiveness in delivering knowledge and preparing students for the challenges of modern digital society. Electronic games and augmented reality environments are two such media that can shape powerful modes of interactive and immersive experiences. Audio games in particular, i.e. electronic games that utilise data sonification and audio interaction techniques to express all narrative and gameplay content, have been proven to enhance players' skills, such as concentration, memory, fantasy, emotional response, perception, data management and cooperation. However, despite the promising research findings reported in literature, there has been no systematic approach in integrating systems based on audio interaction into formal education. This article suggests that audio games can be designed and implemented for the delivery of targeted curricula through an engaging learning experience, whereas fusing audio game mechanics into new interactive technologies, such as augmented reality environments, will further enhance the students' immersiveness in the learning process. Towards establishing the theoretical framework for the design of educational audio games, as well as educational augmented reality audio games, the authors review existing approaches and argue that the inherent features of both audio interaction and augmented reality systems agree with the official educational goals formulated by the Greek Ministry of Education and the International Baccalaureate Institution. Then, they discuss four original projects in terms of sound and mechanics design to demonstrate that audio games can address a wide range of subjects, adopt cross-curricular strategies, facilitate complex modes of interaction, and realise creative, collaborative and inclusive learning activities.
A Scoping Review of Videoconferencing Systems in Higher Education: Learning Paradigms, Opportunities, and Challenges
Author: Al-Samarraie, Hosam
Date: 2019-07-00
Type: Journal Articles
Subjects: Videoconferencing,Higher Education,Models,Outcomes of Education,Teacher Student Relationship,Classroom Communication,Teaching Methods,Interactive Video,Distance Education,Video Technology,College Students,Opportunities,Comparative Analysis,Computer Mediated Communication

Videoconferencing as a learning tool has been widely used among educators and learners in order to induce effective communication between learners and teachers or learners and their peers, especially when face-to-face means are not possible. Different types of videoconferencing platforms or systems have emerged for use in today's higher education institutions. Previous research has focused on examining the potential of three different forms of videoconferencing systems: desktop videoconferencing (DVC), interactive videoconferencing (IVC), and Web videoconferencing (WVC). In this study, a review of the literature was conducted to increase the current knowledge regarding the use of these videoconferencing systems. A classification of the videoconferencing paradigms from the constructivism and cognitivism perspectives was provided. The summary of the results for these videoconferencing systems revealed specific learning opportunities, outcomes, and challenges for both learners and instructors. The results suggest that current policy and teaching strategies are not ready to provide an accessible and comprehensive learning experience in DVC and IVC. Relative to previously conducted studies regarding the use of videoconferencing in higher education, this study offers a broader consideration of relevant challenges that emerge when using certain videoconferencing systems in both learning and teaching situations.
Case Study as a Research Method for Analyzing MOOCs: Presence and Characteristics of Those Case Studies in the Main Scientific Databases
Author: Montes-Rodríguez, Ramón
Date: 2019-07-00
Type: Journal Articles
Subjects: Case Studies,Online Courses,Databases,Incidence,Literature Reviews,Data Collection,Publications,Geographic Distribution,Research Methodology

Educational research is one of the many fields of knowledge that frequently use case studies as a research method, particularly when applying an interpretive approach. Based on literature reviews and a systematic analysis of current scientific literature, this paper examines the prevalence and characteristics of the case study as a methodology for research on MOOCs. Ninety-two documents were selected from the search results returned by two of the most prestigious scientific databases: Web of Science (WOS) and SCOPUS. Findings showed that (a) even when searching solely for case studies, quantitative research paradigms were more prevalent than interpretive approaches; (b) geographical distribution of these studies was partially biased; (c) case studies were less prevalent in these databases than other empirical investigations on MOOCs; (d) the data collection and data analysis methods most frequently used in the case studies were more aligned with a quantitative approach; and (e) there is still very little instructor-focused research using this methodology. In the light of these findings and their discussion, future directions for research using case study methodology are proposed, given the potential of this method to illustrate certain issues for which other approaches have proved inadequate or insufficient.
Teachers as Connected Professionals: A Model to Support Professional Learning through Personal Learning Networks
Author: Oddone, Kay
Date: 2019-07-00
Type: Journal Articles
Subjects: Communities of Practice,Teacher Collaboration,Social Networks,Professional Continuing Education,Models,Elementary School Teachers,Secondary School Teachers,Professional Autonomy,Teacher Participation,Faculty Development

As education becomes increasingly complex, effective continuing professional learning is an important strategy to support teachers in schools. However, current professional development approaches may not meet contemporary teachers' needs. Seeking to enhance teachers' professional learning opportunities, this paper presents a model of learning as a connected professional. The model draws upon the findings of a qualitative case study of 13 teachers who interact with others through a personal learning network (PLN). Theories of connectivism, networked learning, and connected learning underpin the model, which conceptualises the whole experience of learning as a connected professional. The model comprises three elements: arenas of learning, teacher as learner, and PLN. Key characteristics of the experience are practices described as linking, stretching, and amplifying. These practices recur in various ways across all three elements of the model. The model promotes professional learning that is active, interest-driven, and autonomous, meeting personal learning needs while being socially connected.
Understanding the Early Adjustment Experiences of Undergraduate Distance Education Students in South Africa
Author: Mittelmeier, Jenna
Date: 2019-07-00
Type: Journal Articles
Subjects: Student Attitudes,Student Adjustment,Distance Education,Undergraduate Students,Foreign Countries,Student Experience,College Students,Questionnaires,Higher Education,Early Experience,College Freshmen,Synchronous Communication,Social Adjustment,Electronic Learning

Much research in face-to-face contexts outlines the importance of early adjustment on students' higher education experiences. However, few studies have replicated this research in distance learning contexts to unpack the early multifaceted adjustments associated with studying in absence of a physical campus. This is particularly needed from a Global South perspective, where countries like South Africa have become regional hubs for distance learners. To explore distance learners' adjustment experiences, this study analysed results from a Student Adaptation to College Questionnaire (SACQ) with 320 distance learners at the University of South Africa, mixed with qualitative thematic analysis of open-ended questions. The results outlined key factors that impact distance learning experiences for students in South Africa, including demographic variables, class, language, and access to resources. These findings, compared with similar work in face-to-face contexts, suggest areas in need of additional support from distance education providers in South Africa and beyond.