ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of STEM Activities on the Scientific Creativity of Middle School Students
Author: Dogan, Alev
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Science Activities,Science Instruction,Instructional Effectiveness,Engineering,Design,Middle School Students,Grade 8,Public Schools,Problem Solving,Creativity Tests,Creative Thinking,Scores,Foreign Countries

Recently, potential effects of STEM activities on students in science education are among important research topics. Therefore, in this study, the effect of STEM activity practices on the scientific creativity of middle school students was investigated. The research sample consists of 98 (experimental group = 50 students, control group = 48 students) eighth grade students studying at a state secondary school in the 2018-2019 academic year. The research is a pre-test post-test control group quasi-experimental design. While teaching with STEM activities was applied to the experimental group, the content of the science implementations course curriculum was applied to the control group. During the implementation process, the groups were not affected by each other and the lesson times were treated equally in all groups. The data of the study were obtained with the &quot;Scientific Creativity Test&quot; and evaluated with the t-test. When the research results are examined; It was determined that there was a significant increase in the scientific creativity test results of the experimental group compared to the control group, and according to these results, it can be said that the STEM activity practices in the study contributed to the scientific creativity of the students. However, when the scientific creativity test fluency, flexibility and originality sub-scores of the experimental and control groups were evaluated, it can be said that the results differed significantly in favor of the experimental group.
The Geographical Thinking Skills and Motivation of the Students in the Departments of Geography in Turkey
Author: Duran, Volkan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geographic Concepts,Geography Instruction,Thinking Skills,Student Motivation,College Students,Gender Differences,Parent Background,Educational Attainment,Self Esteem,Information Seeking,Family Income,Performance,Demography,Student Interests,Correlation,Knowledge Level,Inquiry

The study aimed to investigate the geographical thinking skills and motivation of the students in geography departments in Turkey in learning Geography. The study utilized survey method based on a quantitative research design. The participants of the study were selected using the convenience sampling method, and consisted of 500 students from different universities in Turkey, namely; Nevsehir Haci Bektas Veli University, Pamukkale University, Tokat Gaziosmanpasa University, Kirsehir Ahi Evran University. The data were collected via &quot;The Geographical Thinking Skills Scale&quot; developed by Balciogullari (2011), and &quot;The Motivation Scale in Learning Geography developed by Kaya (2013). The data were analyzed using qualitative data analysis methods. The results revealed that a) participants' gender had a significant role in their geographical thinking skills and motivation in geography learning except for the performance sub-dimension of motivation; b) mother's and father's education level didn't make a significant difference except for geographical questions so that it had a role in seeking information; c) mother's and father's education level did not make a significant difference except for self-confidence so that it had a role in the cognitive dimensions of motivation; d) income did not affect geographical thinking skills and motivation except for performance; e) all demographic variables in this study approximately had equal importance for the analysis when comparing to each other in geographical thinking skills; f) father's education level and gender had an important role comparing to other demographic variables in motivation in learning geography; and d) the interest-field had a casual and significant role in seeking geographical knowledge.
Exploring the Influence of Computer-Based National Examination on English Teaching Process: Voices from Indonesian EFL Teachers
Author: Mardjuki, Moch. Said
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Secondary School Students,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Test Validity,Cheating,Teacher Attitudes,Lesson Plans,Information Security,Language Teachers,Positive Attitudes,Internship Programs,Cost Effectiveness,National Competency Tests,Barriers,Technological Literacy

Currently, the government of Indonesia has implemented a computer-based test for the national examination for secondary schools in Indonesia. It is believed that the administration of computer-based national examination (CBNE) would address some challenges related to dishonesty and validity. The present study is aimed to investigate the teachers' perception of the implementation of CBNE and its influence on the English teachers' teaching process. This study employed a qualitative design in which semi-structured interviews and document analysis from the English teachers' lesson plans were done to obtain comprehensive data. The analysis results revealed that the teachers held a positive view of the implementation of CBNE because it is effective and efficient in terms of the process, security, scoring, and cost-saving. Besides, the components of the teaching process influenced by the administration of CBNE were extra class, teaching materials, teaching methods, and teaching activities. However, the implementation of CBNE still led to several challenges in terms of technical problems and a lack of computer experts. Therefore, by conducting an internship with other supporting parties, those challenges would be minimized.
Arabic Version of the Arc&apos;s Self-Determination Scale for Saudi Female Adolescents with Intellectual Disabilities, Learning Disabilities, and Multiple Disabilities
Author: Alsuhaibani, Aseel S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Determination,Females,Adolescents,Intellectual Disability,Learning Disabilities,Multiple Disabilities,Physical Disabilities,Test Validity,Test Reliability,Semitic Languages,Translation,Cultural Influences,Young Adults,Special Education,Special Needs Students,Student Characteristics,Institutional Characteristics

There is limited recognition of the concept of self-determination in Middle Eastern cultures. Consequently, there are no adapted measures of self-determination for Arabic adolescents with intellectual disabilities, learning disabilities, or multiple disabilities (intellectual disability and physical impairment). The purpose of this study was to examine the internal consistency reliability and construct validity of a translated and adapted version of the Arc's Self-Determination Scale. The participants in this study were 364 Saudi female adolescents between 14 and 22 years old who had intellectual disabilities, learning disabilities, or multiple disabilities and were enrolled in educational organizations in Saudi Arabia. An Arabic version of the Arc's Self-Determination Scale was translated and back-translated by the researchers and then refined and validated by a panel of experts. The translated and adapted Arc's self-determination scale was administered to the participants by their teachers at their schools. Thirty-four items were deleted from the scale, and seven items were modified by the researchers because they were culturally inappropriate. Factorial analysis showed proof of construct validity. The findings of this study showed that the translated and adapted version of the Arc's Self-Determination Scale is a validated assessment within Saudi culture; however, further validation studies with larger samples are needed. This study replicated the findings of previous studies with an international sample and confirmed the universality of the concept of self-determination as well as differences in the operationalization of the self-determination construct across cultures.
Analyzing the Methods and Approaches for Transacting Diploma in Basic Education Curriculum in Ghana
Author: Mpuangnan, Kofi Nkonkonya
Date: 2021-00-00
Type: Journal Articles
Subjects: Adult Basic Education,Foreign Countries,Teacher Education,Curriculum Development,Teaching Methods,Student Teachers,Curriculum Implementation,Instructional Effectiveness,Core Curriculum,Elective Courses

Based on the dynamic nature of the Ghanaian society, teacher training has become a major concern for all. Successive governments have formulated policies to improve quality education at this level. One of such policies is the Education Act of 2008 that made provision for a Diploma in Basic Education (DBE) curriculum in the Colleges of Education (CoE). The study aimed to examine how this curriculum was transacted with emphasis on methods and approaches adopted by the tutors. So, a descriptive survey design was adopted for the study and drawn needed data from the College author principals, tutors, student-teachers and Regional Directors of Education by using tools such as questionnaires, and group discussion. The collected data from the experts were analyzed by using Mean and SD while data from the student-teachers were presented qualitatively. It was found that tutors use a variety of teaching methods to teach the various categories of courses viz., Educational and Professional Studies, Core courses and Elective courses. But a few of such teaching methods like Lecture and Brainstorming were inappropriate for teaching courses such as Physical Education, ICT and Mathematics. It was also found that teacher trainees were exposed to first-hand teaching experience through practice teaching in two phases. Thus on-campus practice teacher and out-campus practice teaching.
An Analysis of Emotional Semantic Values That Preservice Teachers Ascribe to the Concept of Sustainability: A Scale Development and Implementation Study
Author: Gokmen, Ahmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Sustainability,Concept Formation,Test Construction,Positive Attitudes,Negative Attitudes,Values,Semantics,Emotional Response,Attitude Measures,Gender Differences,Foreign Countries

The concept of sustainability includes many different definitions and diversified perspectives with its ecological, economic, social, and cultural dimensions. However, building positive attitudes towards sustainability is important to fulfill broad and comprehensive sustainability goals. The present study aimed to determine the meanings that pre-service teachers ascribed to the concept of sustainability. The study applied an explanatory mixed-method design. In the quantitative part of the design, preservice teachers' compositions regarding sustainability were analyzed using document analysis. In the qualitative part of the design, a scale was developed and evaluated using the survey method. Data of the study were collected using the Emotional Semantic Difference towards Sustainability Scale. The scale consisted of 13 two-tailed pairs of opposite adjectives ranging from very positive, quite positive, slightly positive, neutral, slightly negative, quite negative, and very negative. The Cronbach Alpha reliability coefficient of the scale was calculated as 0.94. The study data were analyzed using SPSS 27 software. The results revealed that the preservice teachers ascribed positive but mostly slight emotional semantic values to the concept of sustainability. The preservice teachers most ascribed the positive meanings of important, useful, and clean to sustainability. Also, they ascribed the negative meaning of Complex to sustainability. This situation can be read as the preservice teachers' perspective towards sustainability is generally positive, as well as experiencing problems in perceiving the concept.
EFL Students&apos; English Language Development: In Participation of International Exchange Program
Author: Ariyanti
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Student Participation,International Educational Exchange,Foreign Countries,Preservice Teachers,Student Attitudes,Language Skills

This research is aimed to investigate students development in terms of their English speaking proficiency, vocabulary and pronunciation aspects in context of English as Foreign Language. Furthermore, six EFL students who become subject of this research are Indonesian students who are originally still studying at University of Widya Gama Mahakam Samarinda, Indonesia. In this case, those students had an experience of participating an international program what so called by Sea-Teacher, one of priority programs under Southeast Asian Ministers of Education (SEAMEO) which its home base is in Bangkok, Thailand. Moreover, in depth interview was applied to those six students in order to find out what sort of effects they acquire after participating the Sea-Teacher program. As a result, all of exchange students experience development in terms of their oral proficiency, vocabulary as well as pronunciation. Natural condition in using English as language of communication was formed when conversing with local people and teaching in classrooms. Research implication and suggestion are also noticed in this study.
An Analysis of the Postgraduate Theses Focusing on the Social Studies Curriculum
Author: Arcagök, Serdar
Date: 2021-00-00
Type: Journal Articles
Subjects: Masters Theses,Doctoral Dissertations,Educational Research,Research Methodology,Research Problems,Data Collection,Sampling,Access to Information,Elementary School Curriculum,Secondary School Curriculum,Social Studies,Faculty Advisers,Gender Differences,Geographic Regions,Departments,Foreign Countries

The attempts to evaluate the published postgraduate theses aiming to research the Social Studies curriculum in Turkey between the years of 2015-2020. The study adopted general survey model. The study consisted of 866 open access theses which were conducted on the Social Studies curriculum between 2015-2020, and which were obtained from Council of Higher Education (HEB) National Thesis database in Turkey by using the keywords such as &quot;Social Studies&quot;, &quot;Social Studies Curriculum&quot;, &quot;Social Studies course&quot;. The study samples comprised a total of 177 theses that met the certain criteria in the thesis analysis form, consisting of 22 criteria. The data were analyzed through the document analysis technique. The results revealed that the postgraduate theses have increased in number over the years except for 2020. It is noteworthy that the published theses mainly consisted of doctoral dissertations. The ratio of female supervisors (22.5%) was found to be low. The findings also suggested that qualitative and quantitative research methods were used in the theses, and those using mixed research method were fewer. Another significant result of the study was that the majority of participants were students.
&quot;In LANTITE, No One Can Hear You Scream!&quot; Student Voices of High-Stakes Testing in Teacher Education
Author: Hilton, Alison L.
Date: 2020-12-00
Type: Journal Articles
Subjects: Student Attitudes,High Stakes Tests,Preservice Teacher Education,Licensing Examinations (Professions),Foreign Countries,Preservice Teachers,Test Anxiety,Scores,Student Experience

This article investigates pre-service teachers' experiences of undertaking LANTITE, a high-stakes literacy and numeracy test for initial teacher education students. In this mixed methods study, 189 initial teacher education students from 28 Australian universities participated in an online questionnaire, with 27 students going on to take part in semi-structured telephone interviews. Indicative findings give voice to those most impacted by the implementation of LANTITE in 2017, revealing student concerns about the processing and return of results, and test anxiety. This study provides a unique insight into the experiences of completing this high-stakes test.
Development and Validation of a Scale to Explore Pre-Service Teachers&apos; Sense of Preparedness, Engagement and Self-Efficacy in Classroom Teaching
Author: Abraham, Jessy
Date: 2021-01-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Measures (Individuals),Preservice Teachers,Career Readiness,Learner Engagement,Self Efficacy,Foreign Countries,Factor Analysis,Psychometrics

Raising the quality of initial teacher education can make an important contribution to raising the overall quality of the school system. In Australia, the National Framework for Professional Standards for Teaching is used as a common framework to set standards for the accreditation of teacher education programs. However, institution-wise assessments need to be carried out regularly to explore the quality of preparation pre-service teachers receive and to what extent they feel well prepared to enter teaching. This will enable teacher education programs to implement strategies to strengthen the link between university coursework and professional practice of pre service teachers. This paper discusses the development and validation of a scale to measure pre- service teachers' perceptions of preparedness to teach, readiness to engage with the teaching profession and self-efficacy in teaching. The study also proposes a model describing the relationship among these variables. Data was collected from 235 final year pre-service teachers using a newly developed questionnaire at an Australian university. Data shows that the Pre service Teacher Professional Experience (PTPE) scale is a theoretically sound, gender invariant and psychometrically valid instrument. The implications of using the scale in teacher education programmes are discussed in the context of the findings.
School&apos;s Perspectives on Educational Programmes under Corporate Social Responsibility Initiatives. Case Study: Malaysia
Author: Azhar, Athirah
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Responsibility,Corporations,Elementary Schools,Principals,Program Effectiveness,School Business Relationship,Rural Schools,Elementary School Students

This study explores the impacts of the Corporate Social Responsibility educational programme from the schools' perspectives towards their pupils and school. A qualitative approach was chosen from a case study of these programmes conducted in Malaysia. The method used for data collection was semi-structured interviews. Purposive sampling was adopted to collect data from headmasters/mistresses from 10 primary schools and was analysed using narrative analysis. Findings shows that these programmes have impacted pupils through educational exposure, a holistic approach, academic improvement, feeling motivated, encouraging creativity and assisting in pupils' future career development. One of the impacts that were related to the educational programmes was the teaching and learning knowledge that was gained by the teachers. Other than that, the educational programmes also eased the financial burden of the school as well as providing benefits to the surrounding community. Schools suggested that the programmes should be improved by creating better and more programme type content, being more academically focused, allocating more funding, being conducted over a longer period for sustainability, and conducting the programme more regularly. Corporate Social Responsibility educational programmes in future are suggested to be academic related which should include an English language programme, information technology, 21st century learning, a green programme, basic skills (read, write, count), a motivational programme, and a study visit. In conclusion, CSR educational programmes initiatives must be sustainable because it had great impact on pupils, teachers, schools, and the community surrounding the school.
An Educator&apos;s Response to COVID-19: Preservice Teachers&apos; Perspectives on Flipped Distance Education
Author: Çil, Osman
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Preservice Teachers,Student Attitudes,Flipped Classroom,Distance Education,Elementary School Teachers,Educational Technology,Student Participation,Individual Differences,Barriers,Access to Information,Educational Environment,Classroom Communication,Internet,Access to Computers,Time Factors (Learning),Foreign Countries,Homework,Video Technology

With the COVID-19 pandemic, students and instructors had to carry out lessons with distance education practices, and this sudden change made it a necessity to reorganize educational processes under the conditions of the pandemic. This study sought to make an undergraduate course more effective by designing the distance education course based on the flipped learning model. In this qualitative study, a phenomenological approach was used, and 53 preservice elementary school teachers' views on the flipped distance education course were investigated. Exploration of student errors during in-class activities, encouragement of active student participation, and compatibility to individual student differences was listed as positive aspects of the flipped distance education. On the other hand, the difficulties pre-service elementary school teachers encountered in obtaining information, their concerns about attending the class or discussing the homework in front of their peers, and the issues experienced during in-class communication were identified as the negative features of this approach. Moreover, the preservice elementary school teachers needed easily accessible information resources about the course content, a stable internet connection, appropriate technological equipment, and extension of the course time to effectively perform in the flipped distance education course. As a result, the flipped teaching model emerged as an effective approach to increase the efficiency of distance education courses, especially during the COVID-19 crisis.
Distance Teaching Practicum: Its Impact on Pre-Service EFL Teachers&apos; Preparedness for Teaching
Author: Kosar, Gülten
Date: 2021-00-00
Type: Journal Articles
Subjects: Distance Education,Preservice Teachers,English (Second Language),Second Language Instruction,Language Teachers,Career Readiness,COVID-19,Pandemics,Practicums,Web Based Instruction,Preservice Teacher Education,Student Attitudes

Teaching practicum performs a crucial role in initial English language teacher preparation programs in that it offers pre-service English-as-a-foreign-language teachers a great chance to put the pedagogical content knowledge they have acquired through the coursework into practice by teaching real students. Due to the outbreak of COVID-19 pandemic, pre-service English-as-a-foreign-language teachers in the context of the present study, had to do more than half of their teaching practicums via distance education. This qualitative case study explores 25 pre-service English-as-a-foreign-language teachers' conceptions of the influence of distance teaching practicum on their preparedness for the first year of teaching. The data collected by emailed questionnaires were analysed adopting inductive content analysis. The results indicated they did not believe distance teaching practicum was effective in enhancing their professional learning and preparing them for the first year of teaching. In addition, they did not think teaching practicum conducted face-to-face could be replaced by distance teaching practicum.