ethanporcaro/eric-fulltext-meta huggingface dataset:
Collaborative Professional Development Focused on Promoting Effective Implementation of the Next Generation Science Standards
Author: Richman, Laila J.
Date: 2019-09-00
Type: Journal Articles
Subjects: Faculty Development,Middle School Teachers,High School Teachers,Science Teachers,Student Diversity,Scientific Concepts,Scientific Literacy,Program Effectiveness,Workshops,Teacher Attitudes,Teaching Methods,National Standards

The purpose of this study was to examine the design, implementation, and initial outcomes of a collaborative professional development program intended to prepare middle and high school educators to implement effectively the Next Generation Science Standards (NGSS) in classrooms with diverse learners. The professional development program discussed herein was designed by a university in partnership with a local school district and incorporated key principles of effective professional development associated with promoting substantial changes in teacher knowledge and practice recommended in the research literature (Darling-Hammond et al., 2009; Guskey, 2002; Reiser, 2013). Topics covered in the professional development included NGSS practices and crosscutting concepts, Universal Design for Learning, and disciplinary literacy. Results suggest that the impact of this professional development program was positive. Feedback from participants was favorable and will be shared as well
Comparison of Learners&apos; Problem Solving Approaches and Success in Stoichiometry
Author: Aydin-Günbatar, Sevgi
Date: 2019-09-00
Type: Journal Articles
Subjects: Stoichiometry,Problem Solving,Science Instruction,Chemistry,Mathematics,High School Students,Grade 11

The purpose of this study was to examine how learners' problem-solving approaches and success changed from high school to graduate school. This case study included 15 participants who were purposefully selected regarding their grade levels. To examine the development, we asked three algorithmic questions and three problems, which were different from each other regarding the data given and the context provided by stoichiometry. The data were collected through a think aloud protocols. The participants were also requested to take notes, write equations, and make calculations. Deductive data analysis was conducted. Results showed that the participants were able to solve the algorithmic questions to some extent. However, all participants had some difficulty in solving the problems. Most of the participants did not use supportive approaches to solve the problems. Implications for chemistry teaching provided in light of the results.
Development and Evaluation of Global Positioning System Science Lesson Based on Science, Technology, Engineering, and Mathematics Model in Singapore
Author: Yamashita, Shuichi
Date: 2019-09-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Secondary Schools,Science Instruction,STEM Education,Geographic Information Systems,Educational Technology,Technology Uses in Education,High School Students,Teaching Methods,Hands on Science,Instructional Materials

The purpose of the Twin College Envoys (TWINCLE) program for Chiba University students was to visit secondary schools of the Association of Southeast Asian Nation countries and provide science lessons on cutting-edge technology. The focus of this research was to develop a learning program contextualized around the Global Positioning System (GPS) using the Science, Technology, Engineering, and Mathematics (STEM) model for Singapore students and to evaluate the science lessons. In total, 53 high school students received 100 min of instruction using two experiments with worksheets as part of the TWINCLE program, and then, they were asked to answer a questionnaire. The research yielded the following three results. First, by the end of the lesson, the students could explain how the GPS worked and list the benefits of GPS surveying. Second, the teaching materials and hands-on activities were well-received by the students and our Singapore counterparts. Finally, the science lesson based on STEM model was highly evaluated and awarded the 2017 best TWINCLE prize. In the future, it is recommended the TWINCLE program should be continued and funded by Chiba University to promote global opportunities for university students and teachers.
Developing a Taxonomy for Visual Representation Characteristics of Submicroscopic Particles in Chemistry Textbooks
Author: Papageorgiou, George
Date: 2019-09-00
Type: Journal Articles
Subjects: Foreign Countries,Science Instruction,Chemistry,Textbooks,Secondary School Science,Taxonomy,Scientific Concepts,Illustrations,Visual Aids,Textbook Content

The illustration characteristics of 221 visual representations (VRs) of submicroscopic particles in nine Greek secondary chemistry school textbooks from the last three decades were analyzed. This analysis was done to develop a taxonomy that could help science teachers and curricula designers evaluate the efficacy of such characteristics on student learning. The sample was quantitatively divided into three distinct time periods and analyzed qualitatively using the phenomenographic method through an inductive approach. The &quot;unit of analysis&quot; was every VR of submicroscopic particles together with its caption. Qualitative analysis revealed characteristics such as the type of VR, the way of expression, the signs used, the dimensions represented, the text included, and the complexity of the VR. Quantitative analysis revealed the effect of time on the characteristics. The taxonomy provides an integrated view of VRs illustration characteristics that could help in realizing the multiple ways in which the meaning of a VR could be interpreted, whereas it can also contribute to future appropriate design and use of such VRs toward a better science curriculum.
The Effects of Interactive Teaching Strategies on Speaking Skills of Students Learning Turkish as a Second Language
Author: Türkben, Tuncay
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Interaction,Speech Skills,Second Language Learning,Turkish,Peer Relationship,Skill Development,Foreign Countries,Foreign Students,Young Adults,Advanced Students,Teaching Methods,Anxiety,Classroom Communication,Universities,Second Language Instruction

One of the most effective teaching ways that can be used in improving speaking skills is interactive teaching strategy. Interactive teaching is a strategy that supports self-learning of student during the process as well as their development by engaging them with their peers. Students' active engagement in the in-class communication process for effective learning. This study focused on the effects of interactive teaching strategy on the improvement of speaking skills of students learning Turkish as a second language. A pre- and post-test based experimental design was employed in this study with a control and an experiment group. The participants of the study consist of C1 level students who are enrolled in the Aksaray University Turkish Education Research Center. The study was conducted during the fall semester of 2018-2019 academic year during a period of 9 weeks. Lessons were delivered in alignment with the interactive teaching strategy in the experimental group while traditional instruction methods were used in the control group. Speaking skills of students were measured with &quot;Speaking Skills Evaluation Scale&quot; and &quot;Sources of Speaking Anxiety Scale.&quot; The data gathered were digitized and analyzed by using SPSS 20. software. By using the general level of students' speaking skills in the experiment and control groups, and control variable of pre-test scores of sub-dimensions and anxiety scores, an ANCOVA was completed to identify whether the mean post-test scores showed significant differences between the groups. The results showed that interactive teaching strategy improved the speaking skills of students learning Turkish as a second language.
The Relationship between Intercultural Sensitivity and English Language Achievement
Author: Çiloglan, Fatma
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Cultural Awareness,Second Language Learning,English (Second Language),Language Proficiency,Academic Achievement,Foreign Countries,Scores,Gender Differences,Intercultural Communication,Communicative Competence (Languages)

The present descriptive study aims to investigate whether there is a relationship between intercultural sensitivity and language achievement of learners of EFL in Turkey. To this aim, a descriptive research design based on the quantitative research methodology was used. The number of female participants was 120, and that of the male participants was 205. A total of 325 participants who were attending preparatory school at a state university were selected using random cluster sampling. The &quot;Intercultural Sensitivity Scale&quot; developed by Chen and Starosta was used to obtain the quantitative data. The findings showed that there is a weak statistically significant positive correlation between intercultural sensitivity and English language achievement of learners of English as a foreign language in Turkey. However, there was a significant difference between the intercultural sensitivity scores of the participants regarding the English language proficiency levels. The results displayed that the higher the proficiency level, the greater the intercultural sensitivity scores are. Additionally, findings indicated that there was not a significant difference between intercultural sensitivity scores of the female and male participants.
Does Being Taught by Native English-Speaking Teachers Promote Improvement in Speaking Skill More?
Author: Kosar, Gülten
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Native Speakers,Language Proficiency,Teacher Characteristics,College Students,Instructional Effectiveness

It has been conceived that being taught by native English-speaking teachers (NESTs) leads to more improvement in speaking proficiency given the fact that English is their mother tongue. This paper aims to examine whether or not being taught by NESTs ends up with more achievement in adult EFL learners' speaking skills. Experimental research design was used with an eye to scrutinizing if there was a statistically significant difference between the speaking scores of the participants in the experimental group and the ones got by the participants in the control group. The experimental group had proportionately more lessons conducted by NESTs as opposed to the control group taught predominantly by non-native English-speaking teachers (NNESTs). In eight weeks, marking the duration of the study, the participants submitted three speaking portfolios, took one speaking quiz and one end-of-course test (ECT). Participants' scores on the quiz, the ECT and the speaking portfolios were analyzed via conducting independent samples t-test. The findings obtained from the analyses show that no statistically significant difference exists between the speaking scores of the experimental and control group on the ECT, scores on the speaking quiz, the first and second speaking portfolios while a statistically significant difference is observed between the participants' scores on the third speaking portfolio. The results might arouse suspicion of the popular conception of learning to speak English better as a consequence of being taught by NESTs.
ELT Formation Course Program and Pre-Service Teachers&apos; Perceptions of Self-Disclosure
Author: Kahraman, Ayhan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,English Teachers,English Instruction,Second Language Instruction,English (Second Language),Preservice Teachers,Preservice Teacher Education,Student Attitudes,Self Disclosure (Individuals),Undergraduate Students,Gender Differences

Self-disclosure, simply defined, is the intuitive understanding of private feelings, thoughts or experiences between interlocutors. It is revealing information about yourself to others. This revealing is believed crucial in building up a completely personal connection among teachers and students, which might give cause for students' engagement, class participation and might boost their foreign language learning. The purpose of this study, therefore, is to investigate the perception of appropriateness of teacher self-disclosure of the pre-service language teachers in Turkish context and to compare whether there is a significant difference between teachers' beliefs who attended a pedagogical formation course program and who did not. The data was collected from 140 ELL junior students and 77 pedagogical formation course students at a Turkish university through the appropriateness of teacher self-disclosure scale. Compared to the related studies for the appropriateness of pre-service teachers' perceptions of self-disclosure, the study presents some important similarities but also differences in terms of common topics, uncommon topics, common purposes, uncommon purposes and consideration of students.
Situated Learning in Translator and Interpreter Training: Model United Nations Simulations
Author: Hastürkoglu, Gökçen
Date: 2019-00-00
Type: Journal Articles
Subjects: Translation,Teaching Methods,Theory Practice Relationship,Simulation,Situated Learning,Metacognition,Student Attitudes,College Students,Outcomes of Education,Learning Processes,Language Processing,Career Development,Course Evaluation,Management Systems,Teacher Evaluation,Self Evaluation (Individuals),Political Science,International Organizations,Foreign Countries

The necessity of incorporating both theory and practice in translation an interpretation pedagogy has always been emphasized by trainers at translation and interpretation departments. Situated learning activities, as most scholars agree, are environments where students can achieve deep learning by putting theory into practice. The view presented in this paper is that the Model United Nations (MUN) simulation, a situated learning environment, can profitably be applied in undergraduate translator and interpreter pedagogy and help students' achieve deep learning mainly across the meta-cognitive knowledge domain. The data was gathered from the surveys of the outcomes pertaining to the spring terms in the academic years 2015-2016, 2016-2017, and 2017-2018 as well as the forms sent to students via university's student information system by which they could evaluate and comment on the course, the trainer, and their own performances. The results of the assessments were further consolidated with two quizzes conducted each term in which the students were tested about the related terminologies and the debated topics. The results demonstrate strong metacognitive development among learners, deep learning achieved through the active participation in the simulations, and students' being provided with the required knowledge and skills for their future careers.
Identification of Translation Procedures for Culture Specific Items in a Short Story
Author: Kuleli, Mesut
Date: 2019-00-00
Type: Journal Articles
Subjects: Translation,Cultural Awareness,Language Processing,Literary Genres,Second Languages,Cultural Differences,Turkish,Decision Making,Discourse Analysis,Islam,Foreign Countries,Dictionaries

The aim of this study is to analyze cultural items in the short story &quot;Falaka&quot; by Ömer Seyfettin based on Newmark's (2010) revised categorization of culture specific items and find out the translation procedures used to translate those culture specific items based on Newmark's (2010) basic cultural translation procedures. In the analysis of the source text, 31 contexts were found to include culture specific items. Of those culture specific items, ten were categorized as &quot;social life&quot;; nine were categorized as &quot;personal life&quot;; five were categorized as &quot;customs and pursuits&quot;; four were categorized as &quot;private passions&quot;; two were categorized as ecology; one was categorized as &quot;public life&quot;. The analysis of the translation of those 31 contexts showed that &quot;target language cultural equivalent&quot; procedure was used in 22 contexts; &quot;transference&quot; was used in four contexts; &quot;componential analysis&quot; was used in three contexts; &quot;descriptive equivalent&quot; was used in two contexts. It was concluded that translation of culture specific items into a new culture is sure to bring some sort of tension created by the gap between those two cultures. However, translation procedures could help translators in making informed decisions in translation of culture specific items during the translation process.
Identifying Misconceptions That Limit Student Understanding of Molecular Orbital Diagrams
Author: Jenkins, Judith L.
Date: 2019-09-00
Type: Journal Articles
Subjects: Misconceptions,Visual Aids,Comprehension,Chemistry,College Science,College Students,Molecular Structure

Molecular orbital diagrams are commonly taught and used for describing chemical bonding chemistry courses including courses at the college level. Misconceptions that occur when students construct and/or use these diagrams are difficult to anticipate, diminish the diagram utility, and limit student learning. In this exploratory study, a combination of think-aloud activities and written probes was used to identify misconceptions that persist into upper-level college chemistry courses. While the majority of students could properly construct molecular orbital diagrams, many struggled to use and interpret the resulting diagrams. Pronounced disconnects between the depiction of chemical bonds and how these depictions demonstrate molecular properties such as stability and reactivity were observed, informing strategic curricular interventions.
Navigating the Tides of Globalisation and Neoliberalism: A Critical Approach to 21st Century Tertiary Education
Author: Brian, Terri
Date: 2016-00-00
Type: Journal Articles
Subjects: Global Approach,Neoliberalism,Higher Education,Postsecondary Education,Skill Development,21st Century Skills,Foreign Countries,Educational Policy,Knowledge Economy,Educational Methods

Over the past few decades, the world has experienced a period of major social, economic and political change. Globalisation has placed increasing pressure on our work, families and communities and is continuously transforming the way we live in the 21st century. Internationally, and despite calls for freedom and equality, social and economic inequities continue to increase. In Aoteora, New Zealand, these forces have had a large impact on our society, our economy and on our tertiary education system. In an uncertain, 21st century world, it is our responsibility as educators to prepare learners for participation in the free market economy. It is also necessary however, to encourage the skills and attributes that will ensure a sustainable and democractic future. To achieve and balance these ideals, requires the creation of humanistic learning environments that promote a culture of self-awareness and critical reflection. This article suggests that, through adopting a critical approach to education, it is possible to work within the constraints of the current tertiary system and, at the same time, promote the principles of social equity, transformation and personal freedom.
Prevalence of Random and Null-Model Student&apos;s Responses Using Concentration Analysis: An Example from Electromagnetism Concepts
Author: Dega, Bekele Gashe
Date: 2019-09-00
Type: Journal Articles
Subjects: Scientific Concepts,Undergraduate Students,Foreign Countries,Energy,Magnets,Misconceptions,College Freshmen,Multiple Choice Tests,Science Tests

Science concepts, like electromagnetism, involve abstract relations, which are often problematic in students' learning. Electromagnetism concepts are crosscutting concepts across science disciplines. Astandardized Conceptual Survey of Electricity and Magnetism, which is a 32-item multiple-choice test, was used to collect data from 117 first-year science students newly enrolled in a university in Ethiopia. Concentration analysis was used to analyze the student's responses to the test. A paired samples t-test was conducted to evaluate the difference between the concentrations of the student's responses to the scientific and alternative conceptions. The results showed that there was no statistically significant difference between the two concentrations of the student's responses (t = 0.23, p = 0.82). In addition, three-level categorization of student's responses on the test showed that more than four-fifth of the student's responses were in the null non-model state, less than one-fifth of the student's responses were in the mixed bimodal state, and none of the students' response was in the pure state. These results showed that the student's responses to the electromagnetism concepts were nearly all in the null-model and random response states. This study argues that teacher educators need to use concept learning strategies to develop significantly students' conceptual knowledge of electromagnetism.
Removing Barriers to Professional Learning
Author: Chuckry, Cheryl
Date: 2019-00-00
Type: Journal Articles
Subjects: Faculty Development,Teacher Improvement,Barriers,Instructional Leadership,Teacher Collaboration,Time,Attitudes,Praxis,Reflection,Intervention,Grants,Inquiry,Foreign Countries

The professional learning journey for teachers can be either a challenging or a fulfilling one, depending on the conditions in each educational setting. One new initiative at the Manitoba Teachers' Society, the Collaborative Learning Team Grants project, seeks to address barriers such as fixed mindsets, a lack of time, and the absence of praxis, in order to enable professional growth through instructional leadership, collaborative inquiry, and sustained focus on learning over time.