ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Grade 11 Physical Science Teachers&apos; Perceptions of Practical Work in Mankweng Circuit, South Africa
Author: Kibirige, Israel
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Teachers,Teacher Attitudes,Educational Policy,Portfolios (Background Materials),Scientific Concepts,Case Studies,Grade 11,High School Teachers,Teaching Methods,Science Process Skills,National Curriculum,Faculty Development,Program Development,Instructional Design,Foreign Countries

Practical work is critical to understanding science concepts. A case study was carried out to understand teachers' perceptions regarding practical work in Mankweng Circuit, South Africa. Four Grade 11 Physical Science teachers from different high schools were purposively selected. Data were collected through interviews, classroom observations, and teachers' portfolios. Results show that teachers' had different perceptions, enactment and motives regarding practical work. Teachers used demonstrations, narratives, and structured investigations to teach practical work, which deprived learners' science process skills. All teachers recorded one practical work in a term to fulfill the national Curriculum Policy Statement (CAPS) requirements. The study contributes to the literature on teachers' perceptions regarding practical work and gives insight into the implementation of practical work in the classrooms. The study recommends developing teachers' professional development programs that focus on how to design and implement quality practical work lessons, and to assess process skills during practical work.
Investigation of the Relationship between Preservice Science Teachers&apos; 21st Century Skills and Science Learning Self-Efficacy Beliefs with Structural Equation Model
Author: Zorlu, Yusuf
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,21st Century Skills,Self Efficacy,Student Attitudes,Structural Equation Models,Foreign Countries,Teaching Skills

The aim of this study was investigated the relationship between preservice science teachers' 21st century learner and teacher skills and their science learning self-efficacy beliefs. The research method used was the correlational research method, one of the quantitative research methods. The sample of the study was consisting of 318 preservice science teachers studying in the third and fourth grades of the science education department of the education faculties at three public universities. Data collection tools of this study were the 21st Century Learner Skills Scale, the 21st Century Teacher Skills Scale and the Science Learning Self-Efficacy Questionnaire. The data obtained were analyzed by structural equation modeling (SEM). In the results obtained from the SEM1, SEM2 and SEM3, a correlation was determined between the preservice science teachers' 21st century teacher skills, 21st century learner skills and science learning self-efficacy beliefs. In addition, the preservice science teachers' science learning self-efficacy beliefs positively correlated with their 21st century learner skills and negatively correlated with their 21st century teacher skills while their 21st century learner skills positively correlated with their 21st century learner skills. The preservice science teachers' 21st century skills and science learning self-efficacy beliefs was found to be predicting each other. Studies to identify the relationship between different dimensions of science education and 21st century skills should be performed to contribute to the relevant literature.
Online Game-Based Learning Using Kahoot! To Enhance Pre-University Students&apos; Active Learning: A Students&apos; Perception in Biology Classroom
Author: Asniza, Ishak Nor
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Game Based Learning,Educational Games,High School Students,Active Learning,Student Attitudes,Biology,Foreign Countries,Learner Engagement

It is the teacher's responsibility in paying serious attention on highlighting the 21st century way of learning in transforming the education system, focusing on equipping students with communication skills, critical thinking, and collaboration skills. This 21st century learning requires suitable teaching aids to achieve the learning objectives. Online game-based learning is considered as one of the new methods, which is capable of raising students' engagement and active learning. This study aimed to obtain the pre-university students' perception on the usage of Kahoot! in enhancing their engagement and active learning in the Biology classroom. In addition, this study also aimed to identify the dominant factors that encourage students to engage in learning and facilitating sessions in order to enhance students' active learning. A quantitative research methodology using survey was implemented in this study. A total of 100 students from pre-university colleges at the northern Malaysia were involved as the sample of this study. The data were analyzed using the SPSS 24.0 to obtain descriptive analysis as well as inferential analysis. The findings indicated that the students believed that Kahoot! can attract them to participate in learning sessions and enhance the students' active learning. Students also agreed that the dominant factors that it motivates them to engage in learning and facilitate sessions, as there is a good interaction and communication between partners and teachers. Hence the findings of this study are expected to encourage teachers especially in pre-university level to integrate the usage of online game approaches such as Kahoot! in Biology subjects to enhance the students' engagement and active learning. This is in line with the needs of the current pedagogy that further stimulates the atmosphere of active learning in the classroom leading towards the revolution industry 4.0 and the 21st century learning.
Reconstructing Students&apos; Misconceptions on Work and Energy through the PDEODE*E Tasks with Think-Pair-Share
Author: Samsudin, Achmad
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Instruction,Scientific Concepts,Misconceptions,Energy,Cooperative Learning,Grade 10,High School Students,Foreign Countries,Concept Formation,Motion,Teaching Methods,Prediction,Discussion,Observation,Inquiry,Physics,Kinetics,Instructional Effectiveness

This study aimed to expand PDEODE*E Tasks with the Think-Pair-Share model for reconstructing students' misconceptions on work and energy. The PDEODE*E Tasks with Think-Pair-Share model implemented for students who had not taught the concept of work and energy. The participants include 36 students of tenth grade (22 girls and 14 boys, whose ages ranged from 15 to 16 years) at a senior high school in Bandung, Indonesia. Students' misconceptions evaluated by administering an Energy and Momentum Conceptual Survey (EMCS) comprised of 18 items in the form of four-tier, as pre- and post-test. Furthermore, students' thoughts also elicited using worksheets of seven PDEODE*E tasks. A qualitative approach is used to analyze the test and worksheets. The data analysis had mostly focused on work and energy concepts such as work, energy, and conservation of energy. The findings suggested that PDEODE*E Tasks with Think-Pair-Share model improved students' conceptual understanding and reduced most of their misconceptions despite a little misconception motionless occurred. Teachers can use PDEODE*E tasks with the Think-Pair-Share model to reconstruct students' misconceptions.
Teaching the Plant Kingdom Using Cooperative Learning and Plants Elements: A Case Study with Spanish Secondary School Students
Author: Fernández-González, Carmen
Date: 2021-00-00
Type: Journal Articles
Subjects: Biology,Botany,Cooperative Learning,Secondary School Students,Plants (Botany),Foreign Countries

The plant kingdom can be learned more successfully if tasks involve direct contact with elements of the plant world and students have the possibility of working cooperatively in small groups within the secondary school classroom. This paper analyses student understanding of the general and floral physiology of angiosperms within a teaching-sequence in which cooperative learning was applied to 74 Spanish secondary school students aged 12-13 years. The influence of group work and the use of plant elements on learning was assessed by comparing two tasks administered individually before and after the sequence. Subsequent application of Fisher's exact test detected statistically significant differences between the two milestones in favour of cooperative learning and the use of plants. We can therefore conclude that this active method for learning the plant kingdom enables students to get physically closer to the subject of the plant kingdom whilst developing their scientific knowledge via group work.
The Supports of JiRQA Learning on Biology Students&apos; Achievement in Multi-Ethnical Classroom
Author: Bustami, Yakobus
Date: 2021-00-00
Type: Journal Articles
Subjects: Biology,Science Instruction,Ethnic Groups,Teaching Methods,Science Achievement,Student Diversity,Foreign Countries,Comparative Analysis,College Students,Pretests Posttests,Essay Tests,Scores

The purpose of this quasi-experimental research was to reveal the JiRQA learning supports on biology students' achievement in the multi-ethnical classroom in higher education. The research sample was included 125 students consisting of the ethnics of Dayak, Javanese, and Malay. The achievement data were obtained from the pretest and posttest using an essay test and analyzed by using ANCOVA at the level of significance 5%, followed by LSD test. The analysis results show that the achievement in JiRQA learning is 30.91% higher and significantly different from that of conventional learning. The achievement of Dayak ethnic students is 20.30% higher from the Javanese ethnic and 19.53% from Malay ethnic. The achievement among ethnics in JiRQA learning was not significantly different, but significantly different in conventional learning. Therefore, JiRQA learning has the accommodate biology students' achievement in the multi-ethnical classroom.
Attitudes of Mathematics and Science Educators towards Mistake and Instant Feedback
Author: Türkdogan, Ali
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Mathematics Teachers,Science Teachers,Error Correction,Feedback (Response),Attitude Measures,Foreign Countries,Elementary Secondary Education,Higher Education,Error Patterns,Gender Differences

The quality of teaching mathematics and science depends on the teachers' competencies about instant feedback to mistakes. Instant feedback is some kind of feedback used whenever a mistake occurs. Mistakes are a starting point for learning; a chance to construct new knowledge or describe the misconceptions. Therefore studies on mistakes and instant feedback are a necessity. Besides, comparing applications is necessary to improve teachers. Attitudes affect implementations. Therefore, it is necessary to understand teachers' attitudes about them. The purpose of the research is to describe and compare the attitudes of mathematics and science educators towards mistakes and instant feedback. The present study is a relational study with a descriptive pattern aimed to describe the relationship between mathematics educators' and science educators' attitudes. &quot;Attitude Scale of Mathematics and Science Teachers towards Mistake and Instant Feedback (MST-AS)&quot; (Türkdogan, 2020) implemented to 398 mathematics and science educators teaching at public elementary, secondary schools or universities. Validity and reliability studies were made with SPSS 25.0 package program. Data were analyzed using t-Test and One Way ANOVA tests. There are not statistically differences between mathematics and science educators' attitudes towards giving feedback to the mistakes. Both educators have positive attitudes. Additionally, no statistically significant difference was found by age, gender, professional experience level or education level. Cronbach Alpha coefficient of the scale was found to be 0.871. In the sub-dimensions, the Cronbach Alpha coefficient of the scale was 0.861 for external factors. It was found to be 0.858 for internal factors.
&quot;Unless You Can Explain&quot;: Voices of Graduate Students and Their Professor Regarding the Importance of Science Communication Course
Author: Suprapto, Nadi
Date: 2021-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,Teacher Attitudes,Value Judgment,Science Education,Science and Society,Scientific Principles,Communication Strategies,Scientific and Technical Information,Social Cognition,Scientists,Public Colleges,Foreign Countries

This study aimed to analyse the experiences of graduate students and their professor deal with science communication courses. Capturing the nature and the pedagogic experiences of the courses and describing the trend issues around them were the main focus of this study. By using a constructivist approach, eight graduate students and one Professor of science education program at a public university in the East of Taiwan were submitted participant qualitative interviews to discuss their learning experiences in the course. The findings revealed that first; science communication bridges the gap between people and science communities and includes interaction between various other longer-established academic domains. Second, it is about interpersonal and public communication among and by science professionals. Third, it emphasises the importance of communicative pedagogy: instructional design, media and technology, classroom management, interpersonal interaction, and assessment. Fourth, the trending issue around science communication can be reviewed from science content, nature of science, and social cognition theory. This study pinpoints the position of science, communication, and science communication as a package in which giving a linkage between scientists and science communicators as collective roles.
Determination of the Metaphors Related to the Virus Concept of Preservice Science Teachers in the Pandemic Process by Using Phenomenological Method
Author: Okur, Murat
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Figurative Language,Student Attitudes,Preservice Teachers,Science Education,Concept Formation,Phenomenology,Foreign Countries

In this study, it was aimed to determine the metaphors of pre-service science teachers about the concept of &quot;virus&quot; during the pandemic process. Qualitative research approach and accordingly phenomenology method were preferred in this study. The study group consists of 47 volunteer pre-service science teachers, chosen by purposeful sampling. The data were collected by using the semi-structured interview technique. The data obtained were processed by content analysis method, which is also known as descriptive-interpretative analysis. As a result of the analysis, it was determined that 41 metaphors were formed. Regarding these metaphors, 6 metaphor themes were created: These are; &quot;Anxiety and Worry, Education and Training, Spreading Structure and Process, Warning and Sanction, Violence and Harm, Unexpected Situation and Dissatisfaction&quot;. As a result, it is suggested that by conducting such studies both in the same programs of different universities and in different teacher education programs, representative findings of our country can be obtained.
Effect of Robotics Technology in Science Education on Scientific Creativity and Attitude Development
Author: Koç, Ayse
Date: 2021-00-00
Type: Journal Articles
Subjects: Robotics,Science Instruction,Teaching Methods,Comparative Analysis,Physics,Motion,Creativity,Pretests Posttests,Secondary School Students,Scientific Attitudes,Science Tests,Attitude Measures,Student Attitudes,Laboratory Experiments,Foreign Countries

In this research, the effect of experimental applications by using robotics technology in Science and Technology course the &quot;Force and Motion&quot; unit on the level of scientific creativity and scientific attitude of students was investigated. This research was designed according to the quasi-experimental method pre-test post-test design with a control group. In the research that was carried out with the 7th grade students (N=40) studying at a secondary school in Kayseri Province, Turkey. &quot;Scientific Creativity Test&quot; and &quot;Scientific Attitude Scale&quot; were used as data collection tools. At the end of implementation which lasted eight weeks, the quantitative data obtained were evaluated at 0.05 meaningfulness level through SPSS package software. &quot;Mann Whitney U-Test&quot; and &quot;Wilcoxon Signed Ranks Test&quot; were applied as analysis techniques. As a result of the research, while a meaningful difference was found between scientific creativity and scientific attitude pre-test post-test points of the students in the experimental group which robotics technology was used, no difference was found in the control group. Thus, it was found out that robotics developed scientific creativity and scientific attitude level of the students who joined the research by affecting it positively. Therefore, it is recommended that robotics-assisted science laboratory activities should also be planned and implemented in different classes, units or subjects to provide a science teaching with a better quality that supports and improves scientific creativity and scientific attitudes of students.
The Influence of Online CoI Presences on Learner Satisfaction in Higher Education
Author: Liman Kaban, Aysegül
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Communities of Practice,Inquiry,Student Satisfaction,Graduate Students,Foreign Countries,Teaching Methods,COVID-19,Pandemics,Distance Education,Student Experience,Cooperative Learning,Student Attitudes

In this study, the influence of the community of inquiry (CoI) presences on learner satisfaction levels of students attending an online graduate course at a private university in Istanbul, Turkey was analyzed. Forty-eight students who are taking a master's degree course participated in the study. The purpose of the study was to analyze the relationship between CoI online presences--which are categorized as teaching, social, and cognitive presences--and learner satisfaction. In order to analyze the data, correlation analysis, and descriptive statistics were conducted. Thematic qualitative analysis was also employed to analyze the answers to two open-ended questions in the survey. Forty-eight graduate students (26 female and 22 male) participated during the 14-week semester of Fall 2020. The findings of the study show that presences have a statistically significant impact on learner satisfaction. When they are compared, teaching presence has the most important role in learner satisfaction and performance in a learning environment during the pandemic. Accordingly, findings suggest implications for creating online collaborative courses. They also indicate that teachers' positive attitude towards the course and participants and up-to-date course content might increase learner satisfaction.
The Effects of Learning Activities on Waste and Sewage Management Using Question and Problems-Based Learning for Undergraduate Students of Mahasarakham University, Thailand
Author: Praimee, Uraiwan
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Environmental Education,Ethics,Learning Activities,Questioning Techniques,Problem Based Learning,Student Volunteers,Undergraduate Students,Sanitation,Knowledge Level,Grade Point Average,Gender Differences,Consciousness Raising,Foreign Countries

In this study, the purposes of this research were to study and compare knowledge about waste and sewage management, environmental ethics and environmental volunteers using question and problems-based learning, before and after class of undergraduate students, to compare knowledge about waste and sewage management, environmental ethics and the environmental volunteers of undergraduate students with different gender and Grade Point Average (GPA). The sample used in the research were 111 undergraduate students being selected by purposive sampling who were enrolled in the course control waste and sewage in the 1st semester of the academic year 2019. The research tools were a learning activity plans on solid waste and sewage management using question and problems-based learning, knowledge test on waste and sewage management, environmental ethics test and environmental volunteers test. The statistics used in the research were frequency, percentage, mean, standard deviation, including hypothesis testing using t-test, F-test (One-Way MANOVA, One-Way MANCOVA) and Univariate Test. The results showed that: (1) The undergraduate students had an average score of knowledge about waste and sewage management, environmental ethics and environmental volunteers in the posttest was higher than the pretest statistical significance (p &lt; 0.05); (2) There was no different of knowledge score of waste and sewage management, environmental ethics and environmental volunteers of undergraduate students with different gender (p &gt; 0.05); (3) There was statistical significant different of knowledge score of waste and sewage management, environmental ethics and environmental volunteers of undergraduate students with different Grade Point Average (GPA) (p &lt; 0.05).
The Impact of the Eight-Week High-Intensity Interval Training Implemented by the National Track and Field Team on Some Motor Skills by Gender
Author: Adigüzel, Serdar
Date: 2021-00-00
Type: Journal Articles
Subjects: Program Length,Program Effectiveness,Intervals,Training Methods,Track and Field,Psychomotor Skills,Physical Fitness,Performance Tests,Gender Differences,Athletes,Late Adolescents,Young Adults,Skill Development,Foreign Countries

Purpose: This study aims to study the impact of the eight-week high-intensity interval training implemented by the national track and field team on some motor skills by gender. Technique and method: The study involves 17 male and 16 female athletes ages 18 to 26 who currently pursue an active sports life in the Turkish national cross-country teams. The anaerobic strength, agility, vertical and horizontal jump values, and sprint skills of the athletes in the study were measured. Findings: Through statistical assessment, it was found that while there was a significant increase in the Wingate test, it was not significant in terms of gender. It was also found that while significant decreases took place in the right-foot jump, left-foot jump, right-foot vertical jump, left-foot vertical jump, double-foot vertical jump, Illinois agility test, and sprint test values, there were no significant differences based on gender. Conclusion: The study suggests that an eight-week high-intensity interval training boosts the anaerobic capacities of young female and male national cross country athletes and improve performance parameters such as jump and vertical jump performance, agility, and sprint.