ethanporcaro/eric-fulltext-meta huggingface dataset:
Students&apos; Self-Organization of the Learning Environment during a Blended Knowledge Creation Course
Author: Ritella, Giuseppe
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Centered Learning,Blended Learning,Metacognition,Case Studies,Undergraduate Students,Cooperative Learning,Interdisciplinary Approach,Material Development,Ethnography,Student Attitudes,Diaries,Models,Decision Making,Participant Observation,Foreign Countries,Course Descriptions

Learner-centered blended learning approaches, such as Knowledge Creation, emphasize the self-organizing characteristic of thought and action, and value the students' autonomy and self-regulation during the engagement in collaborative learning tasks. In blended contexts, the students need to organize their learning paths within a complex environment, including multiple online and offline learning spaces. This process of self-organization during courses based on the Knowledge Creation approach is currently an overlooked topic of research. The present case study is aimed at addressing this research gap by providing an in-depth understanding of the collaborative self-organization of a group of five undergraduate students participating in an interdisciplinary media design course. The course was designed according to the Knowledge Creation approach and was carried out before the start of the COVID-19 pandemic. The dialogical theory of the chronotope and the theory of cultural models constitute the main theoretical tools for the research. We used qualitative methods inspired by ethnography, including participant observation, in addition to the collection and analysis of audio-visual records, stimulated recall interviews, and learning diaries completed by the students. The findings show that the group self-organization changed across different phases of the collaborative task and involved the development of specific practices of self-organization. Cultural models associated with the task contributed to determine the students' choices related to self-organization.
Development of a Mathematical Language Scale in Fraction Teaching (MLSFT)
Author: Bal Incebacak, Belgin
Date: 2022-03-00
Type: Journal Articles
Subjects: Test Construction,Mathematics Tests,Vocabulary,Mathematics Skills,Language,Mathematics Instruction,Elementary School Students,Grade 4,Fractions,Construct Validity,Test Reliability,Factor Analysis,Item Banks,Symbols (Mathematics),Factor Structure,Test Items

This study aims to develop a valid and reliable measuring instrument that can measure the level of mathematical language used by students and their teachers during the teaching of fractions to fourth-grade primary school students. This study is a methodological validity and reliability study. In total, 999 students from fourteen different secondary schools were separated into two other sampling groups, where they participated in the sample of the survey for Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). These stages are identified as the item pool stage, the testing validity of scope stage (expert opinion stage), the factor analysis stage (construct validity), and the reliability stage. Mathematical language scale in the teaching of fractions consists of the student approach, the use of fraction language and the use of symbols, and the written expressions of sub-dimensions. The exploratory factor analysis method (EFA) shows that the instrument can be built on three factors. It is also confirmed by the confirmatory factor analysis (CFA). It can be accepted according to NFI indexes. As a result, the mathematical language scale is found to be valid and reliable in fraction teaching. To this end, it can be stated that the MLSFT scale can be used in fraction teaching for elementary school students to reveal their abilities and the skills of teachers in terms of mathematical language used.
The Effects of Socio-Scientific STEM Activities on 21st Century Skills of Middle School Students
Author: Benek, Ibrahim
Date: 2022-03-00
Type: Journal Articles
Subjects: Science and Society,Science Activities,STEM Education,Instructional Effectiveness,Skill Development,21st Century Skills,Creativity,Innovation,Middle School Students,Student Attitudes,Early Adolescents,Public Schools,Foreign Countries

In this study, the effects of the STEM activities integrated with socio-scientific issues on students' 21st century skills were investigated. In this research, nested mixed design was used. The study group of this research consisted of 16 middle school students who studied in the seventh grade of a public school in an eastern province of Turkey. Socio-scientific STEM activities were applied to the study group for 24 weeks in the first and second semesters. Students followed the engineering design stages for STEM activities. In the research, 21st Century Skills Scale, Interview Form, Perception of 21st Century Skills Form, Field Notes, and Informal Interview Notes were used as data collection tools. SPSS was used to analyze the quantitative data of the research, and content and descriptive analysis methods were used to analyze the qualitative data. The study results showed that STEM activities integrated with socio-scientific issues had a positive effect on students' 21st century skills. Also, as a result of the examination of the opinions of the students, it was determined that the application developed the &quot;creativity and innovation&quot; skills of the students the most. Furthermore, students' social and intercultural entrepreneurship, self-management, leadership and responsibility, critical thinking, problem solving, communication and cooperation, creativity and innovation skills were enhanced/developed at the end of the study.
Identification of Graph Thinking in Solving Mathematical Problems Naturally
Author: Prayitno, Anggar Titis
Date: 2022-03-00
Type: Journal Articles
Subjects: Mathematics Instruction,Graphs,Problem Solving,Grade 10,High School Students,Mathematical Logic,Mathematics Skills,21st Century Skills,Foreign Countries,Secondary School Mathematics

This study attempts to describe characteristics of graph thinking in solving a mathematical problem. Three students at the 10th grade of senior-high schools were involved as the subject. The data was collected from the result of an optimization problem task (OPT), video recording, interviews, and field notes. The results showed two major characteristics of graph thinking were found in solving the problem. First, students used the concept of graph theory to create a problem modelling. They were able to represent the information given in the problem in the form of graph. Second, students also used the concept of graph theory to create a problem modelling and search algorithm. The problem modelling was created as the students interpreted the problem by making connection between the objects in the form of an adjacency matrix and connectivity. In devising a plan, the students referred to the problem modelling to develop search algorithms. However, the algorithms were not entirely efficient. Some of them required the students to initially describe all answer possibilities. The algorithms constructed by the students referred to sequential and conditional algorithms. This study argues that graph-thinking skill can be developed through a learning process which involves students in the solving of open-ended problem to stimulate ideas of problem solving. By developing graph thinking ability, students will be able to analyse and reason information, express mathematical ideas, and have flexibility in solving a problem. These skills are urgently needed in the 21st century where rapid and continuous changes occur.
Determining Middle School Students&apos; Perceptions of the Concept of Artificial Intelligence: A Metaphor Analysis
Author: Demir, Kadir
Date: 2022-03-00
Type: Journal Articles
Subjects: Middle School Students,Student Attitudes,Artificial Intelligence,Influence of Technology,Concept Formation,Figurative Language,Grade 7,Grade 8,Public Schools,Private Schools,Foreign Countries

Apart from the fact that human-like robots are still one of the most interesting topics in science fiction, artificial intelligence (AI) continues to develop rapidly as a popular phenomenon for all sectors. Although the idea that this rapid rise of AI means the rise of humanity has been voiced by many, the point of how AI will affect humanity continues to raise doubts in certain parts of the society. In this study, it is aimed to determine the perceptions of middle school students, which are a part of the future of humanity, towards the concept of AI, on which many discussions have been made, through metaphors. The sample consisted of 339 seventh and eighth grade students of four secondary schools in the central districts of Afyonkarahisar and Izmir in the 2019-2020 academic year. This study used a qualitative approach utilizing metaphor analysis as a research tool to investigate phenomena. Participants were asked the complete the sentence &quot;Artificial intelligence is like.................., because ..................&quot; Data were analyzed using content analysis. Participants' metaphors for AI were grouped under 11 categories: smart, brain, nature, security, humanistic, the dilemma of good and evil, service, object, technology, life, and time. The data obtained showed that the participants generally used positive metaphors to describe AI, that is, they had positive perceptions about AI. However, in this study, which focused on the AI perceptions of middle school students, all of the metaphors collected under 11 conceptual categories containing positive and negative perceptions were examined and interpreted separately. It is thought that educational computer systems can be designed to shape students' perceptions of AI. Teachers can consider students' perceptions of AI by using AI-assisted teaching and designing content to enhance students' learning skills.
Effect of Self-Evaluation-Based Oral Reading Method in Elementary School on Reading Fluency and Reading Comprehension
Author: Saat, Ferhat
Date: 2022-03-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Oral Reading,Elementary School Students,Reading Fluency,Reading Comprehension,Grade 4,Foreign Countries,Reading Improvement,Instructional Effectiveness,Reading Achievement

The study was aimed to find out the effect of oral reading method based on self-evaluation on fluent reading and reading comprehension of fourth grade elementary students. The search was designed using a mixed method of nested mixed method patterns. In the quantitative dimension of the search from the quasi-experimental models, the unaligned pretestposttest control grouped pattern was used. In qualitative dimension, interview sand document analysis were conducted. The study group of the research consisted of the fourth grade students at the a Primary School in the province of Nevsehir in Turkey in 2018-2019 academic year. In order to prevent time and cost loss in the determination of the study group, non-selective status sampling method was used. Based on the self-evaluation reading method, the applications were made in the class of their searcher and the other one in the school was determined as the control group. Experimental and control groups were determined (both n = 10). Statistical techniques were used to compare the pre-post-test results of each group. In addition, content analysis method was used to determine the opinions of the experimental group about the application. As to the result it has been observed that reading method based on self-evaluation is effective in improving the correct reading, reading, and reading comprehension skills of the students. It was determined that there was not a significant difference in gender except reading speed in the development of these skills.
Social Media Use of Prospective Teachers in the Post-Truth Era: Confirmation, Trust, Critical Thinking Tendency
Author: Sel, Burcu
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Social Media,Critical Thinking,Media Literacy,Critical Reading,News Media,Information Sources

Critical thinking, trust and confirmation towards social media have become increasingly important in this period called the post-truth era when the reality has become indistinct, is reproduced, and the truth is undermined. The study aimed to examine the prospective teachers' confirmation / trust levels and critical thinking tendencies towards social media in terms of various variables. The research was conducted with the relational survey model. The critical thinking tendency scale and social media confirmation/trust scale were used in the data collection process. In the analysis of the data, Mann Whitney U, Kruskal-Wallis test, and Spearman Brown Rank-Order correlation coefficient were used. It was observed that prospective teachers' critical thinking tendency was at a good level, and their level of confirmation/trust towards social media was at a medium level. It was determined that critical thinking tendency levels did not differ by gender, but by the number of news sources followed on social media and the frequency of reading books. It was seen that their confirmation / trust level towards social media did not differ depending on gender or frequency of reading books, but the level of confirmation varied depending on the number of news sources followed on social media. Additionally, it was determined that there was a low level of positive relationship between the skill regarding critical thinking tendency and confirmation dimension.
Use of Media and Technology, Academic Procrastination, and Academic Achievement in Adolescence
Author: Turel, Yalin Kiliç
Date: 2022-03-00
Type: Journal Articles
Subjects: Academic Achievement,Adolescents,Middle School Students,High School Students,Correlation,Time Management,Addictive Behavior,Influence of Technology,Computer Use,Handheld Devices,Electronic Mail,Social Media,Internet,Television Viewing,Video Games,Foreign Countries

In today's learning society, use of media and technology affects students in all educational levels. There are a number of studies conducted among university students in this context. However, adolescents, who are sensitively exposed to the negative effects of the excessive use of media and technology, have been neglected. The aim of this study is to investigate the association among adolescents' use of media and technology, their academic procrastination behavior, and academic achievement. This study also examines the possible mediating effect of academic procrastination behavior on the relationship between adolescents' media and technology use and academic achievement. This quantitative study included data from 1278 middle and high school students. We collected data via a questionnaire comprising of the demographic information form, media and technology usage and attitude scale, and academic procrastination behavior scale as well as students' grade point averages to measure students' academic achievement. The results revealed that as media and technology usage increased, students' academic achievement decreased. In addition, academic procrastination behavior had a mediating effect on this relationship. In other words, adolescents' media and technology use cause academic procrastination behaviour to adversely affect their academic achievement. The implications for future research and the limitations of the study were also discussed.
The Role of Technological Pedagogical Content Knowledge and Social Cognitive Variables in Teachers&apos; Technology Integration Behaviors
Author: Dikmen, Cemal Hakan
Date: 2022-03-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Technology Integration,Educational Technology,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Teacher Characteristics,Intention,Self Efficacy,Expectation,Predictor Variables,Foreign Countries

The Technological Pedagogical Content Knowledge (TPACK) framework provides a theoretical perspective of showing whether a teacher can effectively design and conduct technology-enhanced instruction. In addition, social cognitive variables like self-efficacy, outcome expectations, interest and intentions play a vital role in whether teachers choose to integrate technology into their instructional practices. Therefore, this study aimed to investigate the relationships between TPACK dimensions and these social cognitive variables to understand teachers' behaviors in technology integration. For this purpose, a hypothetical model was designed and tested through structural equation modeling to investigate the relationships among these variables. The research sample consisted of 850 teachers from Turkey. The study findings demonstrate that especially teachers' technological knowledge (TK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK-core (different interactions of CK and PK with TK) together with their self-efficacy, outcome expectations, and interest have impacts on their intentions to use educational technologies. In this context, teachers with a high level of technological pedagogical content knowledge are more interested in educational technologies, their expectations regarding the outcomes of using instructional technologies increase and they develop behavioral intentions of using educational technologies; as a result, they see/evaluate themselves as more qualified in technology integration. Consequently, the study results are expected to contribute to a better understanding of teachers' behaviors and beliefs toward technology integration in education.
Science and Engineering Practices in the Content of Greek Middle School Physics Textbooks about Forces and Motion
Author: Papakonstantinou, Margarita
Date: 2021-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Textbooks,Content Analysis,Engineering Education,Guidelines,Middle School Students,Motion,Workbooks,Scoring Rubrics,Teaching Methods,Scientific Concepts,Foreign Countries

It has been argued that students' understanding of science ideas and concepts is based on their engagement in science and engineering practices. However, research studying science and engineering practices engaging in the content of school science textbooks is particularly limited. The aim of the present study is to develop a framework and investigate (through it) the level at which science and engineering practices engage in the content of Greek middle school Physics textbooks about forces and motion. The analysis was carried out on a total of 61 reports and activities on forces and motion that are included in school textbooks (student's book and lab workbook) used for teaching Physics to 13-year-old middle school students in Greece. Reports and activities were analyzed using content analysis. An assessment rubric called &quot;Science and Engineering Practices Analytic Rubric&quot; (SEPAR), which evaluates the level at which science and engineering practices engage in the above reports and activities, was used throughout the analysis. The analysis demonstrated the low level at which science and engineering practices engage in the analyzed content of these school textbooks. The SEPAR can be used for analyzing science instructional material. The results mean that no opportunities are provided to the students through the content of these school textbooks so that the students could use science and engineering practices and become familiar with them in order to better understand ideas and concepts about forces and motion.
Secondary School Students&apos; Perception According to Their Learning Style of a Mathematics Flipped Classroom
Author: Fornons, Vicent
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Flipped Classroom,Secondary School Students,Student Attitudes,Cognitive Style,Mathematics Education,Secondary School Mathematics,Teacher Student Relationship,Peer Relationship,Positive Attitudes,Independent Study

The Flipped Classroom (FC) has been gaining prominence over the past few years. Many articles have shown that the FC increases the interaction between students and between the teacher and students, allowing different learning rhythms, facilitating access to materials, increasing collaboration between students and enhancing active learning. The present research looks at how students perceive the FC based on their learning style. The research was carried out with a sample consisting of two groups of third-year compulsory secondary education students (37 students in total) in the subject of mathematics. A quantitative methodology was used. At the beginning of the term, all students were given a questionnaire (CHAEA) to determine their learning style. At the end of term they were given a questionnaire (Driscoll) on their perception of the FC. The results show that students with a theoretical style of learning value the uses of the FC more positively and perceive greater interaction with peers and the teacher. However, students with a reflective learning style rate the FC lowest and have a the worse perception of the different key characteristics of the FC. In all statements, most students answered that they agree or very agree. These results are in line with those obtained by other authors in other contexts. This study brings certain nuances to the existing literature on the perception of the FC based on the students' learning style.
The Impact of the Self-Determined Learning Model of Instruction on Student Self-Determination in Inclusive, Secondary Classrooms
Author: Raley, Sheida K.
Date: 2021-12-00
Type: Journal Articles
Subjects: Students with Disabilities,Self Determination,Inclusion,Program Effectiveness,Educational Practices,High School Students,High School Teachers,Grade 9,Models

Previous research reported differences in student self-determination based on disability status. Specifically, students without disabilities consistently self-report higher self-determination compared with their peers with disabilities, suggesting differential opportunities and supports for self-determination exist within school contexts. To further examine potential differences in student self-determination, the present study examined the impact of an evidence-based practice designed to promote student self-determination, the &quot;Self-Determined Learning Model of Instruction&quot; (SDLMI), on student self-determination outcomes when implemented in inclusive, secondary core content classrooms as a universal (i.e., Tier 1) support across an academic year. Findings suggested a relatively small change in overall self-determination during the first year of a multiyear study, but consistent patterns across students with and without disabilities. Implications for research and practice are discussed.