ethanporcaro/eric-fulltext-meta huggingface dataset:
Does Digital Storytelling Have an Effect on Writing Outcomes?
Author: Ergül Sönmez, Esra
Date: 2023-00-00
Type: Journal Articles
Subjects: Story Telling,Technology Uses in Education,Writing Achievement,Grade 6,Secondary School Students,Creative Writing,Foreign Countries,Self Efficacy,Writing Improvement

Writing has a significant role in students' academic and lifelong learning. Therefore, educators constantly seek novel ways to develop students' writing skills. This study aims to examine the effect of digital storytelling on secondary school students' creative writing skills and writing self-efficacy. The participants were 15 6th grade students in Turkey. The study was carried out using a one-group pretest-posttest model, which is one of the pre-experimental research designs. &quot;Writing Self-Efficacy Scale&quot; and &quot;Creative Writing Evaluation Scale&quot; for secondary school students were used as data collection tools. Following an instruction on how to use Wevideo tool, students created digital stories about given topics once a week, over a month period. The analysis showed that posttest scores for digital storytelling were significantly higher than pretest scores, but no significant difference was found for writing self-efficacy. These results indicated that the digital storytelling procedure applied in this study improved the participants' creative writing skills. However, no significant variation was observed in the writing self-efficacy scores. In light of the study findings, some recommendations and implications were made to practitioners and researchers.
Examining the Effect of Increased Screen Usage Time on Preschoolers&apos; Cognitive Process Skills during COVID-19 Period
Author: Sapsaglam, Özkan
Date: 2023-00-00
Type: Journal Articles
Subjects: Preschool Children,Preschool Teachers,Kindergarten,Computer Use,Educational Technology,Distance Education,COVID-19,Pandemics,Cognitive Processes,Parent Attitudes,Teacher Attitudes,Attention Span,Foreign Countries

Today, due to various factors such as facilitation of access to digital technologies, widespread internet use, rapidly increasing urbanization, and digitization of education, children meet the screen at a much earlier age and screen usage times increase rapidly. Due to the COVID-19 pandemic affecting the whole world, the introduction of distance education has been another important factor that increases screen usage time. According to the results of the research, long-term screen use can cause eye health problems and sleep problems in children, inadequate and unhealthy nutrition, mood and behavioral disorders, impaired cognitive functions, and attention deficit, and hyperactivity disorder. This research aims to examine the effects of screen use on the cognitive process skills of preschoolers who are 5 years old. The research is designed according to qualitative research methodology and case study pattern. A total of 34 children (17 female and 17 male) who are the students of a kindergarten affiliated with the Ministry of National Education, three preschool teachers, and 34 parents (father/mother), were the main study group. Purposeful sampling technique was used in the creation of the working group. The research data were collected through a questionnaire for parents, a child observation form for preschool teachers, and a structured observation form developed for five-year-olds. The semi-structured observation form filled out by the researchers was filled out considering observations of children during seven different activities with children and children's cognitive process skills during activity tasks. The data obtained were analyzed by the content analysis method. As a result of the research, it was observed that children with a high screen usage time were more frequently disconnected from educational activities, had trouble focusing (such as forgetting the row and column they stayed in, mixing the star they were following, not noticing the lack of shape, having difficulty finding the color they were looking for in painting), shorter attention spans and time to engage with the activity.
Characterization of Curriculum Leadership by South African School Leaders and Teachers in Environmental Education
Author: Shabalala, Nonkanyiso Pamella
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Curriculum Development,Instructional Leadership,Environmental Education,Knowledge Level,Leadership Role,Leadership Styles

Integrating environmental education into the school curriculum in South Africa remains a concern. Various curriculum and instructional design factors affecting environmental education have been explored. However, the role of curriculum leadership in environmental education is not well understood despite research that shows that curriculum leadership is a critical challenge facing the education system in general. Poor curriculum leadership has been shown to contribute to ineffective curriculum implementation and poor quality of education. In the current research, we used qualitative research methods to determine the characterization of curriculum leadership by teachers and school leaders involved in environmental education as a preliminary effort to understand the challenges facing environmental education. We used distributed leadership as a theoretical framework for the research. The findings show that some environmental education teachers, school managers, and environmental education subject advisors do not understand the concept of curriculum leadership. Participants' understanding of curriculum leadership was associated with socio-political dynamics rather than educational principles. We conclude that the poor understanding of curriculum leadership and its role may lead to ineffective integration of environmental education in the South African school curriculum.
Study Group Size, Motivation and Engagement in the Digital Era
Author: Davidovitch, Nitza
Date: 2023-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Communities of Practice,Student Motivation,Learner Engagement,Online Courses,In Person Learning,Group Dynamics,COVID-19,Pandemics,Academic Achievement,Electronic Learning,Active Learning,Class Size,Foreign Countries

This study explored the relationship between the size of the study group and the motivation and engagement of students in online and face-to-face classes while exploring the effect of personal and academic background variables, the number of students in the study group, and the level of their motivation to study. The study included 122 participants, students in their second, third, or fourth year of academic studies, who had experienced online studies during COVID-19 as well as face-to-face studies. They had all participated in both small classes (35 students or less) and large classes (more than 35 students). The study indicates that there is indeed a significant difference in students' motivation and engagement, irrespective of the size of the study group, and the difference in motivation depends on the method of delivery, whether online or traditional (face-to-face). The research results reveal new knowledge regarding online studies and help enrich the literature on this topic, in the context of motivation for online studies and the size of the study group, which are significant causes underlying students' academic success. It is evident from the study that size does not affect motivation, which is solely the student's responsibility. The challenge of academic institutions and lecturers in the digital era is to raise students' motivation and engagement, irrespective of the study group.
Metaverse/Meta-Education Belief Scale
Author: Erol, Ahmet
Date: 2023-00-00
Type: Journal Articles
Subjects: Computer Simulation,Artificial Intelligence,Likert Scales,Preservice Teachers,Student Attitudes,Beliefs,Technology Uses in Education,Test Construction,Test Items,Factor Analysis,Factor Structure,Construct Validity,Test Reliability,Correlation

The &quot;metaverse,&quot; which bridges augmented and virtual reality as mixed reality and includes technological phenomena such as artificial intelligence, continues to be an agenda topic. It is foreseen that the concept in question will accelerate the changes in education and teaching activities, as in many other fields. In this research, a measurement tool was developed to determine pre-service teachers' and teachers' beliefs about education in the metaverse (meta-education), especially considering the concept of the &quot;metaverse&quot; that entered our lives with the information age. During the development process of the measurement tool, an item pool consisting of 59 items was created by scanning the relevant literature. The opinions of five experts were received for the draft scale. Two items were added to the draft scale, and ten items were removed based on expert feedback. The scale was arranged as 41 items before the application. During the pilot application process, 203 were collected. Exploratory factor analysis (EFA) was used for the scale's construct validity. The EFA result shows that the scale consists of 22 items and a single factor, and 44% of the total variance is explained. The item-rest correlations on the scale ranged from 0.64 to 077. The Cronbach alpha coefficient of the scale was found to be 0.90. Based on these findings, the scale can be used to determine adults' beliefs about meta-education.
Teachers&apos; Views about the Use of Digital Stories in Language Teaching Courses of Primary Schools in Turkey
Author: Kaya, Mehmet Fatih
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Attitudes,Educational Technology,Technology Uses in Education,Electronic Publishing,Second Language Instruction,English (Second Language),Language Teachers,Native Language Instruction,Teaching Methods,Faculty Development,Technology Integration

The aim of this study was to determine the views of primary school teachers who gave language courses (mother tongue and foreign language) at the primary school level, about the use of information technologies, digital story preparation, and its use in lessons in the language teaching process. In the study, the phenomenology design, one of the qualitative research methods, was used. The participants were primary school teachers and English teachers who took part in the Digital Story Preparation training given within the scope of the European Union Comenius Regio. Among the 30 teachers who joined the training, 14 voluntarily participated in the study. At the end of the training, a written form prepared to consult the written views of the teachers was used as a data collection tool in the study. According to the research results, the teachers had positive attitudes and thoughts about the use of information technologies in the language teaching process and used them in the preparation, teaching-learning process, and evaluation stages of their lessons. However, their tendency to use ready-made e-learning content was found to be high. In addition, it was concluded that the practice-based Digital Story Preparation training they attended was beneficial and that the training contributed positively to their own professional development as well as to their thoughts and attitudes regarding technology integration into education.
Prestige of Teachers from the Point of View of Society
Author: Kuru, Esma
Date: 2023-00-00
Type: Journal Articles
Subjects: Teachers,Reputation,Public Opinion,Social Attitudes,Teaching (Occupation),Positive Attitudes,Social Influences,Attitudes,Foreign Countries,Informed Consent,Teacher Characteristics

Society is one of the most important leading factors which affect human life. Humans need to exist in the society which they are the subject of and continue their development. The healthy development and advancement of both societies and humans are possible with education. Without doubt, the only people who keep the connection between humans and societies strong are teachers. Teachers are the ambassadors of education, the future of society and the light lit in darkness. For teachers to duly carry out this duty, they need to have certain qualities. One of the qualities is the prestige of teachers. The purpose of this study is to analyze the prestige teachers have view of the society. The study was carried out in the case study model which is one of the qualitative research methods. The study group of the society consists of 45 participants selected from the society, who live in Kahramanmaras and are not teachers but belong to different occupational groups. The participants were reached through the convenience sampling method. The study data were obtained through the structured interview form prepared by the researcher. The obtained data were analyzed through the content analysis method. As a result of the obtained findings, it was determined that society have positive associations about the teaching profession and that teachers' prestige directly affects education and economic factors and the society play a deterministic role in teachers' prestige. In addition, while teaching is a prestigious profession view of the society. And the society thinks that teachers need to earn their prestige through their own actions. Finally, society stated that they would become teachers if given the chance. [The publication year (2022) shown on the PDF is incorrect. The correct publication year is 2023.]
The Effectiveness of Graduated Guidance on Teaching Leisure Skills to Children with Autism Spectrum Disorder
Author: Karaaslan, Özcan
Date: 2023-00-00
Type: Journal Articles
Subjects: Autism Spectrum Disorders,Children,Skill Development,Leisure Time,Games,Teaching Methods,Instructional Effectiveness,Generalization,Early Adolescents,Cues,Stimuli

The aim of this study was to investigate the effectiveness of teaching with graduated guidance on teaching the playing backgammon skill, which is one of the leisure skills, to children with &quot;Autism Spectrum Disorder (ASD)&quot;. Three children with ASD participated in this research. A multiple probe design across the participants was used in order to examine the effectiveness graduated guidance on teaching playing backgammon skill. The research was conducted by using. The dependent variable of this research is the level of acquiring playing backgammon skill. Additionally, the independent variable of this research is graduated guidance. According to the findings of this study, graduated guidance was effective on teaching playing backgammon skill, which is one of the leisure skills. In other words, result of this study revealed that graduated guidance was effective on teaching backgammon playing skill to children with ASD. In addition, it was determined that after finished instruction sessions, children with ASD were able to maintain the playing backgammon skill that they learned and also generalize the acquired skill to different person. In the light of the limitations identified and the findings, recommendations were made for further research. [The publication year (2022) shown on the PDF is incorrect. The correct publication year is 2023.]
Challenges and Opportunities to Teaching Inquiry Approaches by STE(A)M Projects in the Primary Education Classroom
Author: Lupión-Cobos, Teresa
Date: 2023-00-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,STEM Education,Elementary School Teachers,Teacher Attitudes,Faculty Development,Foreign Countries,Student Projects,Teaching Methods,Cooperative Learning,Science Teachers,Teaching Skills

This study analyses the teachers' perceptions of their capacity for designing and developing STE(A)M projects in a professional development programme (PD) conducted through a collaborative educational research project carried out between the University and the centres by the IndagaSTEAM Escuela project. Incorporating STEAM education in the classroom poses various challenges to teachers, among other aspects, associated with conceptualising, designing and applying the curricular integration of STE(A)M subjects, requiring training programs updates for this purpose. Hence, the design developed promotes applying an inquiry-based approach and adapting the integrative STE(A)M curriculum in the Primary Education classroom. Challenges and opportunities of the teachers' involvement have been analysed as a case study undertaken longitudinally between 2019 and 2022. Data have been compiled from a varied typology (rubrics evaluation, ad hoc interviews and questionnaires, using the Likert scale), which give an account of the global perception these educators have, on the one hand, of STE(A) M education and the inquiry approach and, on the other hand, of the collaborative learning scenario from the framework used.
Energy Awareness Education Appearing in Natural Sciences Textbooks from Grade 1 to 12
Author: Markóczi Revák, Ibolya
Date: 2023-00-00
Type: Journal Articles
Subjects: Textbook Content,Science Education,Energy,Knowledge Level,Elementary Secondary Education,Conservation (Environment),Energy Conservation,Scientific Concepts,Foreign Countries,Elementary School Science,Secondary School Science,Intellectual Disciplines

At the time of the current global energy crisis energy awareness education in school is increasingly important. Textbooks directly helping and influencing learning play an important role in this, especially in the case of natural sciences. Thus, the aim of this research was to show how science textbooks help to educate energy awareness (EA). Regarding this, 67 Hungarian science textbooks were analysed using a quantitative textbook analysis from grade 1 to 12. When studying the knowledge on EA, the occurrence of the key concepts related to EA included in the National Core Curriculum (2020) was examined according to content, pedagogical and structural dimensions. According to the results, the most common key concepts were renewable energy, and energy saving, while the least common was the concept of energy crisis. The textbooks studied increasingly communicate key concepts in the form of definitions in the main textbook text at the level of information, moving towards the upper grades, and paying less attention to the attitude-forming elements. There are few tasks that require the application of knowledge about EA, especially those that also develop digital competence. In this form, the textbooks studied are less suited to developing an attitude toward EA, which does not help in making the right decisions in relation to EA.
Simulation-Based and Video-Based Approaches to Diversifying Physics Homework
Author: Simic, Bojana
Date: 2023-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Homework,Video Technology,Computer Simulation,Scientific Concepts,Concept Formation,Student Attitudes,Program Effectiveness,Undergraduate Students,Foreign Countries

Physics homework often boils down to solving end-of-chapter quantitative problems. For targeting different learning goals of physics education, different types of homework are needed. The aim of this research was to compare the effectiveness of simulation-based, video-based, and paper-and-pencil homework in developing an understanding about Newton's laws and forming positive attitudes towards physics homework. 150 first-year students from the Faculty of Chemical Engineering and Technology at the University of Zagreb (Croatia) were randomly assigned to one of the three above-mentioned homework approaches. After students had lectures and seminars on Newton's laws, they were administered a pre-test. In the next three weeks, the students completed three homework assignments on Newton's laws, after which they completed a post-test. For students from all three homework approaches a substantial improvement in conceptual understanding has been observed. Although the three approaches proved to be equally effective when it comes to developing understanding, the simulation-based approach was found to be superior when it comes to developing positive attitudes towards physics homework. If one controls for target knowledge, the modality of the homework assignment does not affect cognitive outcomes, but it does affect students' attitudes towards homework.
Gamified Educational Robots Lead an Increase in Motivation and Creativity in STEM Education
Author: Chen, Tan-I
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,Foreign Countries,STEM Education,Robotics,Gamification,Learning Motivation,Creativity,Information Technology,Control Groups,Conventional Instruction,Instructional Effectiveness,Academic Achievement,Correlation

The combination of education and robots is becoming an increasingly important issue. Although researchers have conducted some studies on educational robotics in STEM education at the undergraduate level, no research examined the effects of gamified educational robotics on participants' motivation and creativity. Therefore, this study examines the effects of gamified educational robots on participants' learning motivation and creativity in STEM. A quasi-experimental research design was used in this study. A total of 108 students from two classes enrolled in the information technology course were involved as participants. Learning motivation and creativity scales were used to collect data. The participants were introduced to a gamified educational robot as the course objective, learning content, and game mechanism to increase motivation and help students solve problems. In contrast, students in the control group received conventional instruction consisting of group discussions and lectures. Activities in both groups were held for eighteen weeks in three phases. The results showed that gamified educational robots could enhance learning motivation and positively influence learners' creativity. The results also indicate that learning motivation has significant effects on creativity, and students with high motivation perform better in terms of creativity. The results strengthen interdisciplinary STEM teaching and promote students' learning outcomes.
Comparison of Interdisciplinary Connections between Mathematics and Other Subjects through Student-Centered Approaches
Author: Drobnic Vidic, Andreja
Date: 2023-02-00
Type: Journal Articles
Subjects: Mathematics Instruction,Interdisciplinary Approach,Inquiry,Active Learning,Elementary Secondary Education,Comparative Analysis,Research Reports,Problem Based Learning,Teaching Methods,Student Projects,Effect Size,Student Centered Learning,Constructivism (Learning)

In some European countries inquiry-based learning (IBL) has become popular in primary and secondary mathematics education, especially for scienceconnected content. On the other hand, problem-based learning (PBL) and project-based learning (PjBL) have a longer history in mathematics, science, technology, engineering (STEM) and in some other fields in higher education. We analyse a selection of n=112 high quality research articles about the use of IBL, PBL or PjBL in mathematics, and its interdisciplinary connection with other subjects, level of education, type of research method, research design and participants for each study. Based on these characteristics, we identify the differences between the approaches in mathematics education. Finally, detailed examination of a subsample of experimental studies, where effect size is or can be measured, describes differences in interdisciplinary connections between the target approaches and indicate what kind of studies are still missing in mathematics education.