ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching and Learning through and about Intangible Cultural Heritage
Author: Zeren Akbulut, Merve Görkem
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Heritage Education,Learning Processes,High School Students,History Instruction,Geography Instruction,Longitudinal Studies,Cultural Education,Power Structure,Interdisciplinary Approach,Goal Orientation,Course Content,Instructional Design,Textbooks,Curriculum Development,Foreign Countries,Religion,Mythology

Within the scope of the study area to strengthen the creative process of the transmission of intangible cultural heritage through teaching practices which UNESCO emphasizes, in this research, it is aimed to develop content for learning processes enriched with context-based questions that can be used in high school geography and history lessons based on the meta-program model and to explain the procedures that can be performed in this process. This research is a longitudinal document analysis study constructed in a qualitative research design. The achievement of to be able to explain the intangible elements representing Turkish culture within the framework of the legitimacy source of power (Kök-Tengri faith and Kut) theme, which is determined to be organized as an interdisciplinary behavior content in geography and history instructional programs, was chosen as the research unit. The stated achievement was analyzed within the framework of knowledge and cognitive process dimensions, transformed into goal-behavior statements and associated with context-based questions. On the basis of the processes in this research, new studies can be conducted in which intangible cultural heritage elements will be integrated with international competence frameworks and integrated into instructional content designs. It is thought that these studies will strengthen the transmission of the intangible cultural heritage to the younger generations through the curriculum and the textbooks resulting from these programs.
Examining Mathematical Justification Levels of 7th Grade Students
Author: Ozmusul, Begum
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Geometry,Grade 7,Mathematics Skills,Classification,Middle School Students,Mathematics Tests,Geometric Concepts,Thinking Skills,Problem Solving,Foreign Countries

Reasoning and justification are among the core skills that mathematics education aims for students to acquire. Studies indicate that students having these skills are able to formulate meaningful geometric ideas. It is also important that students know the significance underlying the operations and mathematical ideas employed or, in other words, that they be able to justify their solutions while learning geometry. This study analyses the justification skills of 7th-grade students using the survey research pattern. A total of 254 middle school students constitute the research sample. The study made use of a descriptive analysis of the justifications given to four open-ended questions in the geometry knowledge test to examine the data collected using the mixed method incorporating quantitative and qualitative methods. The answers given to the questions were coded as follows: complete and convincing justification, incomplete justification, incorrect justification, and no justification. The findings of the study show that most of the student solutions provided for the said questions requiring justification can be categorized under the title of incorrect justification. Furthermore, the number of complete and cogent justifications is significantly lower. The study concludes that the ability of the participants to come up with complete and cogent justifications is limited.
Developing the Level of Metacognitive Awareness of Students with Low Academic Performance. Pilot Study Conducted in the Online Learning Environment
Author: Popa Berce, Carmen Alina
Date: 2022-00-00
Type: Journal Articles
Subjects: Metacognition,Low Achievement,Academic Achievement,Electronic Learning,College Students,Foreign Countries,Potential Dropouts,Instructional Effectiveness,Teacher Education

The aim of the study is to highlight the efficiency of a program of activities implemented to develop the level of learning metacognitive awareness of students with low academic performance. The study was conducted on a total of 28 students from the Faculty of Social Humanistic Sciences, University of Oradea, Romania, equally divided into two groups, experimental and control. The didactic strategy used for the experimental group used tools of the mind in activities having the role of support learning for the coursebook content units of Theory and Methodology of Teacher Training. The entire program of activities took place outside classes and seminars, in online. The research tool was Metacognitive Awareness Inventory, validated on the Romanian population by A. Glava, having a number of 53 items. The research findings partially validate the research hypothesis. The program of activities contributed to the improvement of the level of metacognitive awareness of the students in the experimental group, in the posttest stage as compared with the pretest. In the intergroup comparisons, in the posttest, there were statistically significant results only for the Information Management Strategies subscale, with higher mean values in the experimental group. The research findings emphasize the need for an active involvement of teachers, managers of universities in identifying and using teaching strategies to support students with low academic performance in learning, to reduce their risk of dropping out.
Effect of Subject Jigsaw and Reading Writing Presentation Techniques on Academic Achievement of 7th Grade Science Students&apos; Academic Success in Structure and Properties of Matter
Author: Akkus, Adem
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Grade 7,Instructional Effectiveness,Science Achievement,Scientific Concepts,Elementary School Students,Cooperative Learning,Student Attitudes,Foreign Countries

In this article a recently developed method, Reading Writing and Presentation (RWP) was introduced and compared with Subject Jigsaw Method (JG) and Control Group (CG). CG studied with present curriculum which was designed with respect to constructivism and issued by National Ministry of Education. Research was carried out with 7th grade elementary school students. Number of students included in RWP group was 22, in JG were 27 and in CG were 20. Thus, total number of the students enrolled in the study was 69. Research design was semi-experimental design with pre-test and post-test. Before the study all the students were given a pretest. Pre-test results revealed that JG group had statistically significant academic achievement over CG. After implementing the study, students were given post-test and, both RWP and JG group had statistically better achievement than CG. Also JG had better statistical achievement than RWP. Students also were given a technique view form. Results revealed that RWP is a useful method in developing social and cognitive skills. It is also concluded by the study that constructivist designed curriculums supported with cooperative learning method increase academic achievement and students gain positive social skills.
Pilot Study on the Effectiveness of the &quot;Relax 2&quot; Board-Game in Improving Vocabulary and Sentence Formation Skills in Romanian
Author: Juhasz, Ana
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Games,Instructional Effectiveness,Romance Languages,Vocabulary Development,Hungarian,Native Language,Second Language Learning,Second Language Instruction,Pilot Projects,Learning Motivation,Student Attitudes,Teaching Methods,Elementary School Students,Comparative Analysis,Sentence Structure

Board-games constitute a tool that simultaneously develops children in many ways and motivates them to learn. The aim of this experiment is to examine the effectiveness of using board-games in Romanian lessons and how the attitudes of Hungarian children change towards the Romanian language. To this end, the author created a board-game for Hungarian speaking children. The aim of the game is to bring the children closer to the Romanian language, to make it possible for them to playfully master the key words in the topics present in the elementary classes, to increase their existing vocabulary, and to develop their sentence-forming skills. 21 children participated in the research. The children learned 14 topics during the experiments, of which 7 topics were learned using traditional methods and also 7 topics were learned using the board-game. To measure the level of knowledge, the children wrote a test at the beginning and at the end of each lesson. The results show that children were able to learn more words using board-games than using traditional methods. It also became clear that when using board games, more than half of the children (56.46%) managed to form a correct sentence, while when using traditional methods, far less than half (35.37%) were able to form a correct sentence. By the end of the experiment, the children liked the Romanian lessons and their learning motivation increased significantly.
The Effect of Error-Based Activities on the Reflective Thinking Skills of Pre-Service Elementary Education Mathematics Teachers
Author: Morkoyunlu, Zekiye
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Activities,Reflection,Thinking Skills,Preservice Teachers,Elementary School Teachers,Mathematics Teachers,Foreign Countries,Error Correction,Student Attitudes

The purpose of the current study is to investigate the effect of error-based activities on the reflective thinking processes of pre-service elementary education mathematics teachers. To this end, qualitative research method was employed. The current study was carried out with the participation of six pre-service elementary education mathematics teachers attending a university in Turkey in the spring term of the 2017-2018 academic year. In order to collect the data in the study, the participating pre-service teachers were asked to write diaries and face-to-face interviews were conducted with them. The collected data were analyzed by coding them on the basis of the pre-service teachers' responses to the questions asked to them in line with the pre-determined conceptual framework. The obtained data have revealed that the error-based activities had positive effects on the pre-service teachers' thinking processes. In addition to this, the pre-service teachers' reflective thinking processes positively changed over the week.
The Investigation of Students&apos; Skills in the Management of Laboratory Work for Students Aged 15-16 Years
Author: Florian, Aurelia-Daniela
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Instruction,Science Laboratories,Mechanics (Physics),Grade 9,Secondary School Science,Scientific Concepts,Concept Formation,Motion,Science Process Skills,Foreign Countries,Science Experiments

In this paper is presented a pilot study for the investigation of the relevant factors within some experimental works carried out by students, after going through the learning unit &quot;Movement and rest&quot;, which can be found in the chapter &quot;Principles and laws in classical mechanics&quot;, from the physics curriculum for the ninth grade in Romania. Through the proposed work tasks, the design and the development of the experimental works carried out by students were highlighted. At the same time, special attention was paid to the results obtained by the students in investigating the relevant factors through specific physics methods, not only during the classes but also within the homework.
The Effects of Model-Based Cooperative and Individual Learning Methods on Pre-Service Science Teachers&apos; Conceptual Understanding of Gases
Author: Okumus, Seda
Date: 2022-00-00
Type: Journal Articles
Subjects: Models,Cooperative Learning,Teaching Methods,Preservice Teachers,Scientific Concepts,Misconceptions,Science Teachers,Instructional Effectiveness,Knowledge Level,Foreign Countries

The aim of this study was to determine the effect of model-based cooperative (Reading Writing Application) and individual learning methods on conceptual understandings of pre-service science teachers and to eliminate their misconceptions related to gases. For this reason, a pretest/post-test non-equivalent comparison group design was applied across two experimental groups. The sample consisted of 42 pre-service science teachers; one of the research groups was a Reading Writing Application- Model Group (n=22) and the other group was an Individual Learning-Model Group (n=20). The Gases Concept Test (GCT) was used for pre- and post-test as the data collection instrument. For analysing data, descriptive statistics were determined, and the Mann-Whitney U test was performed. There was not a significant difference between groups with respect to their development of their conceptual understanding of gases. In addition, some preservice science teachers from both groups had various misconceptions about the topic after the application.
The Web 2.0 Workshop for the Teacher Candidates: A Mixed Method Research
Author: Özturk, Gülcan
Date: 2022-00-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Technology Education,Preservice Teachers,Workshops,Technological Literacy,Self Efficacy,Beliefs,Foreign Countries,Student Attitudes,Course Content,Student Developed Materials

The study's aim was to find out the effect of the Web 2.0 workshop on the teacher candidates' technopedagogical education competencies and self-efficacy beliefs in developing Web 2.0 content. Besides, the teacher candidates' views were asked about the workshop. A research design of a mixed method was used. In the quantitative part, the pre- and post-test single group experimental design was used, and in the qualitative part, the case study design was used. The research group consisted of 33 teacher candidates enrolled in a faculty of education at a university in western Turkey. To gather the quantitative and qualitative data, two scales and one questionnaire with open-ended questions were applied. A workshop was organized to teach the Web 2.0 tools to the teacher candidates in the study. While the scales were used as the pre- and post-test, the teacher candidates' views regarding the workshop were collected with the questionnaire. For the quantitative data analysis, the paired samples t-test was used and for the qualitative data analysis the content analysis was used. The study results showed that the Web 2.0 workshop was effective in improving the teacher candidates' technopedagogical education competencies and self-efficacy beliefs in developing Web 2.0 content. The teacher candidates expressed positive opinions about the workshop.
Three-Dimensional Geometric Perceptions in Enem: A Contribution from Geogebra for Mathematics Teachers in Brazil
Author: Alves, Francisco Régis Vieira
Date: 2022-00-00
Type: Journal Articles
Subjects: Geometry,Mathematics Instruction,Mathematics Teachers,Mathematics Curriculum,Geometric Concepts,Thinking Skills,Foreign Countries,Mathematics Tests,High School Students,Teaching Methods,Spatial Ability,National Competency Tests,Standardized Tests,Computer Software,Computer Assisted Instruction

This article presents a didactic situation focused on geometric reasoning using 3D GeoGebra, using the concepts Theory of Didactical Situations (TDS). The objective of this work is to bring a didactic proposal for the teaching of Spatial Geometry, working with the students' geometric perception, oriented and elaborated based on the dialectic of TDS -- action, formulation, validation, and institutionalization. For its construction, a question from the National High School Examination (ENEM) was used about polyhedra, worked in an intuitive way. Finally, it is pointed out that TDS associated with technology has great potential to leverage the student's geometric reasoning, satisfying what is sought to develop in school curricula.
A Digital Learning-Teaching Platform Experienced during the Pandemic: An Educational Project Based on AHI Competence (AYDEP)
Author: Sarica, Rabia
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Management Systems,COVID-19,Pandemics,Universities,School Closing,Distance Education,Student Attitudes,Preservice Teachers,Teacher Education Programs,Educational Experience,Barriers,Educational Benefits,In Person Learning,Access to Education,Teaching Methods,Computer Mediated Communication,Cooperation,Comparative Analysis

In the spring of 2020, education was suspended in Turkey, due to the pandemic. In this global chaos, many educational institutions, including universities, continued their education in the form of distance education. Kirsehir Ahi Evran University also continued its education with a learning management system (LMS) called AYDEP. The aim of this study is to reveal and examine opinions of participants about AYDEP they have experienced during the pandemic. The participants are teacher candidates studying at Ahi Evran University. The study was designed as a qualitative research. The data were collected through semi-structured interviews and analyzed using content analysis. As a result of the analysis, opinions of the participants were examined under four main headings. These are as follows: 1) General thoughts and evaluations of participants about AYDEP system, 2) Participants' thoughts and evaluations about the education provided with AYDEP, 3) The situations perceived as advantages and disadvantages by the participants regarding the education provided with AYDEP, and 4) Participants' thoughts and evaluations on distance education carried out with AYDEP and face-to-face education. According to the findings, AYDEP is recommended to be developed in terms of elements such as technical features, pedagogical elements, cooperation and communication, technical infrastructure &amp; access and content etc.
An Investigation of Prospective Elementary Mathematics Teachers Understanding of the Formal Definition of the Limit of a Sequence
Author: Çekmez, Erdem
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Mathematics Teachers,Preservice Teachers,Teacher Education Programs,Correlation,Foreign Countries,Mathematical Concepts,Concept Formation,Definitions,Difficulty Level,Mathematics Instruction,Memorization,Mathematics Tests,Graphs,Undergraduate Students

The purpose of this study was to investigate the understanding of prospective elementary mathematics teachers of the formal definition of the limit of a sequence. The participants were 32 prospective mathematics teachers (8 male and 24 female) who were in their third year of study in a four-year mathematics teacher preparation programme Istanbul University-Cerrahpasa in Türkiye. The data were collected via a test that was developed by the authors. The findings of the study demonstrate that the prospective elementary mathematics teachers had difficulty in defining the concept of limit of a sequence and in determining the graphical representations of the variables and the inequalities in the formal definition. Moreover, they also had difficulty comprehending the relationship between the variables of [open-mid front unrounded vowel] and n[subscript 0] , and hence, when a numerical value was assigned to one of these variables, they were not able to find an appropriate value for the other. It was concluded that the prospective mathematics teachers generally tended to memorize the formal definition of the limit of sequences but lacked conceptual understanding of its meaning. Therefore, they were not able to reason about the variables it contained.
A SWOT Analysis of Online Early Childhood Education during the Pandemic in the Light of an Empirical Research
Author: Barabasi, Tünde
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Education,COVID-19,Pandemics,Foreign Countries,Electronic Learning,Educational Practices,Preschool Curriculum,Curriculum Development,Parent School Relationship,Preschool Teachers,Faculty Development

The study summarizes the specific characteristics of preschool education during the pandemic. This is based on our empirical study, which outlined the phenomena associated with the online development and the digital diet of preschoolers, based on the indicators of the SWOT analysis. In the study, we present the advantages, disadvantages, opportunities and challenges of this educational period along four focuses: online preschool education practice and elements of the digital diet, the chances of the curriculum prevailing, the quality of the educational partnership and the professional development of kindergarten teachers. In every researched area, all elements of the SWOT analysis could be identified. The positives, such as platforms and applications used in kindergarten development, as well as interesting development content elements, the implementation ideas of the curriculum demanded integrated development, the awareness of the role of the educational partnership, the strong development of professional knowledge (especially the digital pedagogical knowledge) are proof that this period cannot be framed only negatively in kindergarten education. At the same time, of course, we have to see the threats and challenges alongside the opportunities. In our study, we outline all these aspects because, since formulating the instructive experiences and making use of them wisely might serve as aids in outlining the educational practices and principles of the upcoming period.
A Correlational Study: Listening and Reading Anxiety of Turkish Children during the COVID-19 Pandemic
Author: Melanlioglu, Deniz
Date: 2022-00-00
Type: Journal Articles
Subjects: Listening Skills,Reading Skills,Anxiety,COVID-19,Pandemics,Secondary School Students,Student Attitudes,Foreign Countries,Age Differences,Gender Differences

As the source of an individual's learning, listening and reading skills are also a prior condition to use speaking and writing skills. Therefore, eliminating the problems encountered in these skills is also important for the development of other skills. In this study, the aim is to determine the listening and reading anxiety levels of students and the relationship between them in terms of various variables during the COVID-19 pandemic which has been emphasized in various studies to cause learning losses. In accordance with the stated aim, the target population of the research consists of secondary school students. Data from the participants were collected with the use of the Listening Anxiety Scale for Secondary School Students and the Reading Anxiety Scale, and the SPSS program was used to analyze the data. As a result, it was determined that listening anxiety levels of the participants were moderate and reading anxiety levels were low, and there was a positive and significant relationship between the listening and reading anxiety levels of secondary school students.