ethanporcaro/eric-fulltext-meta huggingface dataset:
Student and Teacher Views on a Sample Social Studies Activity with QR Code Application
Author: Karakus, Samet
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Attitudes,Social Studies,Learning Activities,Technology Uses in Education,Handheld Devices,Grade 4,Elementary School Students,Elementary School Teachers,Foreign Countries

The purpose of this study is to present an example social studies activity supported by QR code application and to determine the opinions of teachers and students on this experience. The study was conducted with the participation of 41 students and 2 teachers from two 4th grade classes in a primary school in Giresun, Turkey. The research was designed as a case study and the implementation lasted 2 weeks. In the study, semi-structured student interview form and unstructured teacher interview form developed by the researchers were used as data collection tools. Findings were obtained by analyzing the data using content analysis. The results revealed that social studies teaching supported by QR code application contributed to improvement of cognitive and affective behaviors of the learners. It was also found that the students did not often use QR code applications in the learning activities except for their use on the smartboard. [The study was presented as an oral presentation at the Black Sea 7th International Social Sciences Congress in Ordu on 28-29 August 2021.]
Guidance Material Development for the Topic of Evaporation and Boiling and Students&apos; Views
Author: Varinlioglu, Serdar
Date: 2022-00-00
Type: Journal Articles
Subjects: Instructional Materials,Scientific Concepts,Student Attitudes,Grade 5,Middle School Students,Curriculum Development,Curriculum Implementation,Foreign Countries,Climate

This study aims to develop guidance materials on the topic of evaporation and boiling within the Science course, to use the materials with 5th grade students, and to find out the students' opinions about the implementation of these materials. The participants consist of 10 students studying in a public middle school in the 2020-2021 academic year. The development and implementation processes of the guidance materials are described in detail in the article. A semi-structured interview consisting of 5 questions was conducted with 5 students to get their opinions about the implementation process. Descriptive analysis was used to analyze the interviews. The students expressed the view that the guidance materials were helpful in learning the topic, associating it with daily life, and increasing the teacher-student and student-student relationships. The researchers suggest that similar materials should be developed to teach different science topics.
A STEM Activity in Primary School: Working with Fossils Like a Paleontologist
Author: Yildiz, Mesut
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Elementary School Students,Learning Activities,Paleontology,Grade 4,Foreign Countries,Hands on Science,Active Learning

This study presents a STEM activity titled &quot;A Paleontologist's Task: Fossils&quot; designed based on the 5E learning model. The activity was implemented within the unit of &quot;Earth's crust and Earth&quot; in a science lesson with 22 fourth grade students attending a public primary school in Düzce/Turkey in the 2020- 2021 academic year. As part of the activity, the students created fossil models. Later, they uncovered the fossils buried in the schoolyard, working like paleontologists with the help of various tools. They used their knowledge and skills related to STEM disciplines in the role of a paleontologist and using the logic of a scientist. According to the observation notes taken during the lessons, the students had a fun and enjoyable learning experience by engaging in this STEM activity. In addition, it was observed that there was an improvement in students' cooperation skills as well as their interest in the paleontologist profession.
An Example Teaching Activity Based on the Comparison Meaning of the Subtraction of Integers
Author: Bozkurt, Ali
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Activities,Subtraction,Mathematics Activities,Mathematical Concepts,Numbers,Grade 7,Secondary School Students,Secondary School Mathematics

This paper reports on the design, implementation, and evaluation processes of an activity that focused on the comparison meaning of the subtraction of integers and included the number line model as the primary representation. Finding the answer and determining the sign of the answer in the subtraction questions were targeted as the learning objectives. Four different situations that can be encountered in the subtraction questions were determined considering the magnitude and sign of minuend and subtrahend. Through the designed activity, it is expected that the students work on example questions first and then make generalizations by reflecting on the questions they solve. The activity was implemented in an elementary school with the participation of 27 seventh grade students. The analysis of the implementation process revealed that the activity was effective in supporting the students' performance of finding the difference and the sign of the difference when subtracting integers.
Theory to Practice: Reducing Student Attrition in Online Undergraduate Math
Author: Kelly, Jacquelyn
Date: 2022-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,School Holding Power,Student Attrition,Online Courses,Undergraduate Students,Mathematics Education,College Instruction,Distance Education,Teaching Methods

Researchers have developed numerous effective theory-based practices for teaching undergraduate general education mathematics (UGEM); however, many universities have struggled for decades to close the gap from theory to practice. This gap contributes to the national lack of skilled STEM workers. Recently, an all-online university closed the gap by shifting their philosophical framework for UGEM from traditionalist methodology to a synthesis of seminal theories and practices. This paper disseminates the implementation of theory-based practices in UGEM toward reducing student attrition (withdraw or fail), including: Rationale for theory identification, construction of a philosophical framework, collection of stakeholder input, implementation, evaluation, post-implementation maintenance and communication, and institutional socialization of the new paradigmatic shift. These efforts yielded an attrition reduction from 17.5% to 4.7% in Quantitative Reasoning 1 (QR1) and from 13.9% to 4.0% in QR2. A key reported outcome is a blueprint for an institution to similarly close the gap.
A Multidisciplinary Origami Activity: Fractions in the Solar System
Author: Arslan, Okan
Date: 2022-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Learning Activities,Manipulative Materials,Fractions,Astronomy,Middle School Students,Grade 7,Concept Formation,Student Attitudes,Foreign Countries

A multidisciplinary origami activity that could be used in middle school mathematics and science lessons was designed and implemented. Mathematical purpose of the origami activity is to support students' conceptual understanding and procedural skills related to the concept of fraction. Regarding science, the activity aims to visualize Solar system and support its conceptual learning. The activity was implemented with 7th grade students in order to help them remember the related content and overcome the difficulties they experienced. The implementation process revealed that this multidisciplinary activity can be used by middle school teachers to support students' conceptual understanding of fractions and solar system topics, and to overcome some difficulties they experienced while learning these topics. Details about students' views and approaches that emerged during the implementation of the activity, teacher's views about the implementation, as well as suggestions for teachers who want to implement the activity, are given throughout the paper.
Influence of Personal, Motivational and Learning Environment Factors on Students&apos; Attitudes toward Mathematics
Author: Ampadu, Ernest
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Environment,Mathematics Education,Self Determination,Student Attitudes,Mathematics Instruction,Mathematics Achievement,School Location,Student Motivation,Secondary School Students,Foreign Countries

This study uses the self-determination theory to explore how personal characteristics, motivation and learning environment influence students' attitudes toward the learning of mathematics. The study adopted a sequential mixed methods design, with 360 students from 24 schools, constituting the sample for the study. The results revealed that in general, students have positive attitudes toward the learning of mathematics, and this could be attributed to the utilitarian motive of mathematics and its importance in daily life. Pearson Moment Correlation and independent T-test analysis were used to ascertain if there is any relationship between students' attitudes toward mathematics and their academic performance and the relationship between performance and school location. Also, the results from the interviews revealed a direct relationship between personal characteristics, motivation, learning environment and students' attitudes toward mathematics, as motivated students, and experience positive learning environments performed better. Based on the findings, we recommend that teachers and educational authorities ought to be innovative in using creative approaches that will motivate students in developing a more positive attitude toward the learning of mathematics as this is very crucial in our quest for improving students' performance in mathematics.
Investigation of Gifted 5th Grade &apos;Students&apos; Proof Skills
Author: Er, Zübeyde
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 5,Academically Gifted,Mathematical Logic,Mathematics Skills,Foreign Countries,Taxonomy,Mathematics Tests

This study investigates the proof skills of gifted 5th -grade students. The study was conducted using the document analysis method, a type of qualitative study. The study included 25 students, 11 females and 14 males, all diagnosed as gifted and attending fifth grade in the center of the city in southern Turkey. The sample of the group was selected by the method of convenient sampling. A sample proof test with 6 items was used as an instrument for data collection. The written and visual data obtained were analyzed using descriptive analysis techniques. Balacheff's proof levels were used to characterize the pupils' responses. According to the findings, 7.33 percent of the students' answers were at Level 4, 13.33 percent at Level 3, 32.66 percent at Level 1, and 46.66 percent at Level 2. The majority of the pupils' answers were deemed to be at Level 2 Crucial Experiment.
Towards a New Learning Ecology: A Critical Participatory Action Research for a Transformative Mission
Author: Summak, M. Semih
Date: 2022-00-00
Type: Journal Articles
Subjects: Action Research,Participatory Research,College Students,Student Attitudes,Information Technology,Flipped Classroom,Video Technology,Foreign Countries

The aim of this study is to serve as a self-transformative process targeting undergraduate students' professional perspectives, sayings, doings and meaning makings on the conventional classroom management thought by introducing them to the possibilities of Web 3.0 technologies. The study was designed as a critical participatory action research (CPAR) and conducted with the participation of 46 undergraduate students (29 female, 17 male) from English Language Teaching department during the first term of 2019-2020 academic year (just before the COVID-19 closures) in Gaziantep University. To guide participants, a Video Clip Assessment Rubric was developed collaboratively. Critical self-reflections and in-class discussions were the sources of data. A great majority of the participants reflected that flipped learning could be a promising alternative over conventional pedagogies. They also declared the need for a comprehensive preparation and professional guidance in video clip casting for flipped classes. The most outstanding actionable knowledge, on the part of participants, produced by this CPAR would be the internal transformation enabled through reinterpretation of the facts and first hand learning experiences they encountered. Some further suggestions are made for the redesign of conventional classroom management courses at undergraduate level.
Research on Mathematics Problem Solving in Elementary Education Conducted from 1969 to 2021: A Bibliometric Review
Author: Suseelan, Menaga
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Research,Mathematics Education,Problem Solving,Elementary School Mathematics,Educational History,Bibliometrics,Word Problems (Mathematics),Mathematics Instruction,Arithmetic,Thinking Skills

This study focused on capturing the research landscape of past studies related to mathematics problem solving in elementary education from 1969 to 2021 through a bibliometric analysis. All the 159 bibliographic data involved were extracted from the Scopus database. The findings show an increasing trend in publication and citation over the years. The publications were distributed over six continents, namely North America, South America, Europe, Asia, Oceania, and Africa. The United States emerged as the most productive country with the highest number of publications, g-index, and h-index. The foci of the research are (i) problem solving involving arithmetic and mathematical representations, (ii) mathematics teaching and learning based on word problems, (iii) cognition of pupils and affective domains in mathematics problem solving, and (iv) problem solving involving algebra and teachers' role in problem solving learning. The findings of this study serve as a guideline for researchers to understand the niche area and set forth pathways for future research.
Formation of TPACK and Acmeological Competency of Future Teachers in Foreign Language Education
Author: Joldanova, Dinara
Date: 2022-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Preservice Teachers,Language Teachers,Self Efficacy,Motivation,Student Attitudes,Teaching Methods,Foreign Countries,Second Language Learning

The aim of this study is to determine the effects of acmeological-based teaching activities in foreign language lessons on learners' foreign language self-efficacy, foreign language learning motivation and Technological Pedagogical Content Knowledge (TPACK) skills. The research was carried out in the Faculty of Foreign Languages, Department of the Theory and Practice of Foreign Languages Training of a university in Kazakhstan in the 2021-2022 academic year. The study, which was conducted with 35 students in the experimental and 35 control groups for 6 weeks, was designed according to the experimental model with the control group, which is one of the quantitative research methods. Foreign language learning self-efficacy scale, foreign language learning motivation scale and TPACK skill test were used as data collection tools in the study. According to the findings of the study, it was determined that there was a significant difference in favor of the experimental group in the post-test scores (foreign language learning self-efficacy, foreign language learning motivation and TPACK skill test scores) of the experimental group, in which activities based on the acmeological approach, and the control group, in which traditional teaching was applied.
The Impact of Modeling and Role Play on Grade Eleven Students&apos; Achievement and Motivation While Teaching Krebs Cycle in Biology
Author: Saab, Maysa
Date: 2022-00-00
Type: Journal Articles
Subjects: Grade 11,Role Playing,Biology,Science Instruction,Scientific Concepts,Modeling (Psychology),Student Motivation,Academic Achievement,Foreign Countries

This study investigated the effect of applying &quot;participant modeling&quot; followed by a role play on grade eleven scientific students' achievement and motivation in biology. Students usually face problems in understanding difficult biology concepts like Krebs cycle which is composed of a series of biochemical reactions with many molecules and compounds involved. The researcher designed t-shirts with information about the molecules and the reactions of Krebs cycle and students were asked to wear them throughout the teaching/learning process. Implementing participant modeling helped students to memorize the names of the molecules, their role. Then a role play was applied after modeling to relate the chemical reactions together. Nineteen students with ages ranging between 16 and 17 (N=19) enrolled in grade eleven scientific participated in this study. Data was collected using pre and post-achievement tests, and a motivation test that was implemented before and after the intervention. Results showed a significant enhancement in achievement, but no significant change occurred at the level of motivation. Ultimately, recommendations related to both methodology and future researches are offered.
The Role of Mediators in Science Museums: An Analysis of Conversations and Interactions of Brazilian Families in Free and Mediated Visits to an Interactive Exhibition on Biodiversity
Author: Massarani, Luisa
Date: 2022-00-00
Type: Journal Articles
Subjects: Museums,Science Teaching Centers,Interaction,Exhibits,Biodiversity,Family (Sociological Unit),Interpersonal Relationship,Interpersonal Communication,Foreign Countries,Facilitators (Individuals)

The social interactions that take place in science museums, whether between family members or with mediators, are recognized as essential to visitors' experience. However, there is still little empirical research in the Brazilian context on how families interact and converse on visits to science museums -- and even less on the role of the mediator in the museum experience. In this exploratory study, the authors analyze the social interactions of families in an interactive exhibition on biodiversity: &quot;Forest of the Senses&quot;, at the Museum Science and Life (Brazil), characterized by having one of the lowest human well-being indicators in the country. In particular, the authors analyzed the ways in which the presence of human mediation influenced the experience of family visits to the exhibit. Video and audio of ten low-income families' visits were recorded and analyzed using a protocol based on social interactions that take place in museums. Results show that human mediation did not influence the amount or types of visitor-exhibit interactions or the amount of time spent at the exhibit, but increased the amount of conversation time among the groups, including the amount of time discussing science content, thus providing insights into mediator training and qualification.
STEAMTEACH Austria: Towards a STEAM Professional Development Program
Author: Houghton, Tony
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Art Education,Faculty Development,Foreign Countries,International Programs,Secondary School Teachers,Cooperative Learning,Electronic Learning

The STEAMTEACH (STEAM Education for Teaching Professionalism) project works with teacher trainers to develop a program of Transcultural STEAM Professional Development for in- and pre-service teachers. Following a literature review, a semi-structured questionnaire then interviews approach was used to elicit current practice, challenges for teachers and recommendations from Austrian teacher trainers. These recommendations were then compared with and supported by STEAM academic literature. It was found that none of the institutions offered a STEAM approach and it does not appear in the curriculum. Indeed, this fact is the primary challenge to overcome. Recommendations were that teachers should work in multidisciplinary, supportive, collaborative groups and networks. Problem and project-based learning were identified as key learning methodologies. A mix of physical and on-line working synchronously and asynchronously was recommended for online professional development because teachers can participate irrespective of time and place. Educational technology can support collaboration, and also 'plug and play' technologies including game-based learning can be inserted into an overall STEAM approach. The affective factor was judged essential for students and teachers.
Adjectival or Adverbial? The Use of Movability and Relative Clauses to Avoid a Prepositional Phrase Attachment Ambiguity
Author: Alqahtani, Fatmah A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Phrase Structure,Form Classes (Languages),Ambiguity (Semantics),Inferences,Syntax,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Females,Undergraduate Students,Grammar,Foreign Countries,Assignments,Instructional Effectiveness

This study is intended to help English foreign language learners avoid a type of syntactic ambiguity in sentences resulting from prepositional phrases (PPs). The students are guided to make use of the features of both adverbials and adjectivals in resolving this type of ambiguity. The movability of adverbials and the use of relative clauses instead of adjectival prepositional phrases are the two tricks that have helped students construct comprehensible sentences. The study avoids the use of syntactic tree diagrams since the relation among the words of the sentence should be clear before applying or drawing the syntactic tree diagrams. The students are given two assignments: the first after an introduction to the form and functions of PPs and the second after detailed instructions about the functions of PPs and how they can be a source of ambiguity in a sentence. This paper seeks to provide a practical solution to help learners avoid constructing ambiguous PPs. When people can infer more than one meaning, this ambiguity is considered a linguistic problem since language is used mainly to communicate thoughts and messages among people (Sturta, et al., 2003).
A Study of Teaching Technique towards Talent and Teaching Styles
Author: Mishra, Gitanjali
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Teachers,Religious Factors,Political Influences,Elementary School Teachers,Secondary School Teachers,Beliefs,Science Curriculum,Scientific Attitudes,Teacher Characteristics,Teaching Methods

A demographic examination separated by a teaching position provides a possible insight into the results of this study. These demographics are shown separately by teaching positions. Among elementary science teachers, primary non-science teachers and high school non-science teachers, the highest proportion of evangelicals and weekly church participants is seen. These groups were also less supportive of incorporating scientific ideas into the curriculum. Similar results were seen for those who identified themselves as Republicans and Conservatives. Among the same three groups, the highest proportions for these political factors were seen. It is plausible that views on religion and politics can be linked to the individual's chosen careers. The population of the area in which the educator lives, however, is not likely to be directly related to the career path. The survey revealed that larger proportions of primary and secondary school teachers lived in rural areas. There were largely unexpected results from the aspects of this study that addressed content knowledge. These results are visible. Secondary school science teachers were noticeably higher in the group of people who had taken or more science classes. Compared to the other SSI, the self-reported understanding of development was higher for all groups. Most secondary and secondary school teachers described their understanding of evolution as above average. For the two secondary groups, this was the highest, but five of the seven teaching posts were over 50 percent. For high school teachers from stem cell research, the only group that felt that they mostly had an above average understanding (52.5 percent).