ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Orienteering Applications on Students&apos; Spatial Thinking Skills in Social Studies: The Case of Turkey
Author: Yigit, Turan
Date: 2021-03-00
Type: Journal Articles
Subjects: Spatial Ability,Thinking Skills,Student Centered Learning,Active Learning,Comparative Analysis,Teaching Methods,Elementary School Students,Grade 4,Social Studies,Skill Development,Athletics,Navigation,Foreign Countries,Tests,Faculty Development,Pretests Posttests,Lesson Plans,Researchers,Instructional Effectiveness

Spatial thinking skills are competencies individuals will need in their lives in order to know and understand the world and to perceive the space correctly. In order for individuals to have these competencies, effective training in the development of spatial thinking skills should occur. Spatial thinking skills can be acquired through student-centered, active learning and orienteering activities, all of which can be applied in lessons as a type of game instead of through traditional teaching methods and techniques. In this study, it is aimed to investigate the effect of spatial thinking skills on the orienteering practices of students' in primary school Grade 4 Social Studies course. The study group consists of a total of 104 students: 51 students are in the experimental group and 53 students are in the control group. All participants are in Grade 4 at a primary school in Merkez district of Kastamonu province in Turkey during the 2019-2020 academic year. Lessons were taught with activities based on orienteering practices in the experimental group, and curriculum-based instruction was conducted in the control group. In the research, one of the quantitative research methods was used as a quasi-experimental model with a pretest-posttest control group. The Spatial Thinking Skill Test (STSS) developed by the researcher was used as the data collection tool. As a result of the research, it was concluded that orienteering practices are effective in developing students' spatial thinking skills. Orienteering is recommended to be used as a teaching technique in Social Studies lessons because it is an entertaining activity that enables learning by doing, the development of multi-faceted thinking, and the transference of spatial thinking skills to daily life.
A Study on Environmental Literacy Levels of Social Studies Teacher Candidates
Author: Akkaya Yilmaz, Mavi
Date: 2021-03-00
Type: Journal Articles
Subjects: Literacy,Factor Analysis,Preservice Teachers,Student Attitudes,Environment,Gender Differences,Foreign Countries,Social Studies,State Universities,Teacher Education Programs,Knowledge Level,Student Behavior,Affective Behavior

This study aims to determine the environmental literacy levels of Social Studies teacher candidates. In the study, an explanatory sequential design was used, which is one of the mixed research designs. The participants of the study are Social Studies teacher candidates who are studying at two state universities in Turkey during the 2020-2021 academic year. 152 teacher candidates participated in the quantitative part of the research, while 12 teacher candidates participated in the qualitative part of the research. The data was collected using the Environmental Literacy Survey prepared by Karatekin (2011) and also a semi-structured interview developed by the researcher. Percentage, frequency, independent groups T-test, Mann-Whitney-U test, one-factor variance analysis (ANOVA) and the Kruskal-Wallis test were used in the analysis of the data. As a result of the analysis, it was determined that the teacher candidates were moderately environmentally literate, and their environmental literacy levels did not vary according to class and gender. Social Studies teacher candidates most often defined environmental literacy by providing information on the theme of heritage. In addition, teacher candidates mentioned they use resources such as articles, books, and magazines to improve their environmental literacy skills. In addition, teacher candidates mentioned they experienced a number of difficulties gaining their environmental literacy skills due to the impact of education, family and society. Considering the research results in general, it can be said that it would be useful to focus on environmental issues within educational and training activities.
Awareness of Primary Teachers about Teaching Location and Direction Concepts
Author: Dag, Nilgün
Date: 2021-03-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Geographic Concepts,Concept Teaching,Geographic Location,Navigation,Spatial Ability,Map Skills,Thinking Skills,Skill Development,Biological Sciences,Social Studies,Elementary School Curriculum,Foreign Countries

The aim of this study is to determine the awareness of primary teachers about the teaching of location and direction concepts. The study was designed according to a qualitative research model, and the data was collected through a semi-structured interview form developed by researchers consisting of open-ended questions. The study group consisted of seven primary teachers working in Eskisehir, Mersin and Nevsehir provinces of Turkey. In determining the study group, the convenience sampling technique was used from purposeful sampling methods. The interviews were conducted in the fall semester of the 2020-2021 academic year and the data obtained were analyzed by content analysis. The study findings showed that participants were aware that the concepts of &quot;location&quot; and &quot;direction&quot; constitute a necessity in the curriculum and that the teaching of these concepts provides benefits and convenience to students both in school life and in daily life practice.
Examination of the Perceptions about Self-Efficacy in Environmental Education amongst Social Studies Teacher Candidates
Author: Kiliçoglu, Gökçe
Date: 2021-03-00
Type: Journal Articles
Subjects: Student Attitudes,Undergraduate Students,Preservice Teachers,Self Efficacy,Social Studies,Environmental Education,Teacher Competencies,Knowledge Level,Gender Differences,Group Membership,Academic Achievement,Consciousness Raising,Social Responsibility,Public Colleges,Foreign Countries

Self-efficacy is the belief in one's own knowledge, skills and attitudes. This belief significantly affects a person's ability to start, continue, and complete a job. The ability of teacher candidates to have the competencies required by the teaching profession, and to use these competencies effectively, to fulfill the duties and responsibilities required by their profession depends significantly on their self-efficacy. One of the self-efficacy beliefs relates to environmental education. The status of competencies in the self-efficacy of environmental education for teacher candidates' is essential: individual beliefs towards their environment, creating awareness for environmental issues; knowledge, skills and attitudes that enable to develop environmental education. In this study, it was aimed to investigate the perceptions of self-efficacy in environmental education amongst Social Studies teacher candidates according to gender, class level, taking courses with environmental content, membership in an environmental association. The research was conducted as a survey with 155 teacher candidates studying in the Social Studies Education undergraduate program during the 2019-2020 academic year. A personal data form of four dimensions (academic competence perception, responsibility perception, educational competence perception, orientation perception) and an &quot;environmental education self-efficacy perception scale&quot; consisting of 15 items were used as the data collection tools. Data was analyzed using SPSS 20 statistical program. In the study, nonparametric analyses of the Mann-Whitney-U test and the Kruskal Wallis H test were used for an unrelated sample, because descriptive statistics and data obtained from each variable-level scale did not show a normal distribution. As a result of the research, significant differences were found between the scores of Social Studies teacher candidates according to the following criteria: class level in the 'academic competence perception dimension', gender in the 'responsibility perception dimension', and status of membership in the environmental organization in the 'educational competence perception dimension'.
A New Assessment of HOCS-Oriented Learning for Students&apos; Higher-Order Thinking Abilities by Marzano&apos;s Taxonomy
Author: Su, King-Dow
Date: 2021-00-00
Type: Journal Articles
Subjects: Thinking Skills,Chemistry,Science Instruction,Cognitive Processes,Scientific Principles,Critical Thinking,Scientific Concepts,Concept Formation,College Students,Foreign Countries,College Science

This research focuses on students' higher-order cognitive skill (HOCS)-oriented learning to construct effective hierarchical thinking abilities in their chemical particulate nature of matter. For in-depth knowledge and profound understanding, this research deals with students' positive developments towards HOCS with a special guidance to Marzanos' taxonomy. The methodology starts from the retrieval and comprehension of HOCS-centered assessment instrument to students' analysis and knowledge utilization of transitional performances. 326 participants were assigned to take natural science curriculum in 2019 academic year. With the help of 7 scholars' implements, the importance of content validity and inter-rate reliability were constructed through instrument developments of students' HOCS performances. All research results indicated that more distributions of HOCS thinking abilities reached up to the target response of 38.0% analysis task and 27.30% knowledge utilization in Marzanos' spectrum. This research is beneficial and advantageous that students will be capable of additional learning efficiency in their multiple interactive engagements with academic resources and suggestions from instructors, researchers, and science educators.
A Mixed-Design Study on Development of Spatial Perception Skills in Life Science Course
Author: Ütkür Güllühan, Nur
Date: 2021-03-00
Type: Journal Articles
Subjects: Geography Instruction,Grade 3,Elementary School Students,Pretests Posttests,Foreign Countries,Comparative Analysis,Case Studies,Spatial Ability,Skill Development,Public Schools,Attitude Measures,Textbooks,Biological Sciences,Scores,Teaching Methods,Student Attitudes,Science Instruction

This study aimed to examine how instruction of geography subjects in primary school third-grade Life Studies course with several methods affects students' attitudes toward this course and their spatial perception skills. To that end, the study was designed with exploratory sequential mixed methods approach. Two third-grade classes at a public school on the European side of Istanbul province were randomly assigned as experimental and control groups. After the Life Science Attitude Scale and the open-ended perception questionnaire were administered to the both groups as pretests, their readiness were found to be similar. The groups were given a education that included geography subjects and aimed to improve spatial perception skills for eight hours. In the experimental group, the education involved the instruction of geography subjects in Life Science course by using methods such as case study, drama, and question-answer whereas it involved the instruction of the same geography subjects with the methods included in the textbook in the control group. Later, the scale and questionnaire were read ministered as posttests. The quantitative data of the study were analyzed with Mann-Whitney U and Wilcoxon Signed Ranks tests, and the qualitative data were subjected to the content analysis which was made using codes, categories, and themes. Consequently, Life Science Attitude Scale scores of the experimental group were found to be significantly higher than the control group. Moreover, as shown by results of the open-ended perception questionnaire, the experimental group had a better grasp of the concepts about spatial perception skills compared to the control group.
Effect of Activity-Based Environmental Education on the Environmental Identities of Classroom Pre-Service Primary School Teachers
Author: Ayaz, Elçin
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Environmental Education,Preservice Teachers,Preservice Teacher Education,Elementary School Teachers,Identification (Psychology),Teaching Methods,Student Attitudes,Learning Activities,Instructional Effectiveness,Intention,Behavior

This study aims to examine the effects of activity-based teaching on the development of environmental identities of pre-service primary school teachers and to reveal their views on this method. In this study, which was carried out by the explanatory approach of the mixed-methods research model, activity-based teaching was applied in Environmental Education Course. The sample of the study was selected in an easily accessible way and consists of 46 pre-service teachers enrolled in the Department of classroom teaching of a State University in Central Anatolia in Turkey. Applications were made in the spring semester of the 2018-2019 academic year. Dependent groups t-test from parametric tests was used in the analysis of quantitative data. A statistically significant difference was found between the pre-test ([x-bar]= 127.47) and post-test ([x-bar]= 134.41) total average scores that the pre-service primary school teachers took from the Environmental Identity Scale (p &lt;0.05). In addition to its statistical significance between the pre and post tests, the effect size was also looked at, and the Cohen-d value was found to be 0.43. Also, to collect the qualitative data, the participants were asked an open-ended question about the teaching method used in the implementation, and thus they were asked to state their views on the method. The qualitative data obtained were analyzed by content analysis. In conclusion, it has been found that activity-based Environmental Education positively affects pre-service teachers in cognitive, affective and behavioral terms. The pre-service teachers stated that they enjoyed the activity-based lessons more, that the subjects are more permanent in this way, that their environmental awareness increased, and that they applied many environmentally friendly behaviors in their daily lives. Based on these results obtained in the study, it can be concluded that activity-based Environmental Education can be used to improve the environmental identities.
Skill of Location Analysis in Social Studies Curriculum and Textbooks of Turkey
Author: Türker, Abdullah
Date: 2021-03-00
Type: Journal Articles
Subjects: Social Studies,Teaching Methods,Textbooks,Foreign Countries,Geographic Location,Skill Development,Content Analysis,Geographic Information Systems,National Curriculum,Elementary Secondary Education

Knowing the location of historical and geographical events and the timeframe when the facts occurred is of great importance for establishing a cause-and-effect relationship. Although it is easy to find a location with the technology developing in daily life, location analysis knowledge and skills are needed to determine the location using nature or to analyze the advantages and disadvantages of the current location. Primary and secondary school education are important for students to acquisition locational analysis skills; the foundations are laid in the pre-school period. In this study, the aim is to explain how location analysis skills are considered in the 2018 Social Studies course curriculum and textbooks. In this study, a document review method is used to examine the 2018 Social Studies course curriculum and Social Studies textbooks. As a result of document analysis with descriptive analysis management, only four textbooks contain location analysis skills, which is one of the 27 Skills included in the Social Studies course curriculum. A total of six acquisitions were found to be associated at the grade 4 level. It was determined that the book section on four of the achievements associated with the location analysis skill in the program was quite successful, and the other parts related to the two achievements were far from acquisitioning the location analysis skill. As a result of the research, it is recommended that other grade levels include achievements in location analysis skills and that textbooks be better equipped to acquisition skills.
Examining the Map Literacy Levels of Students in the Faculty of Education
Author: Türksever, Ömer
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Maps,Knowledge Level,Undergraduate Students,Preservice Teachers,Geography,Social Studies,Student Interests,Map Skills,Gender Differences,Intellectual Disciplines

The main aim of this study is to examine the map literacy levels of students who are studying in different departments of a Faculty of Education in response to a range of variables. The research was conducted in a screening model. A map literacy scale was used as the data collection tool in the research. The research was conducted at a university in the Central Anatolia region of Turkey during the academic year 2020-2021. There were 260 participants from six departments of studying the Faculty of Education program (primary, Social Studies, Mathematics, Science, pre-school guidance, and counselling). In solving the problem and sub-problems of the research, t-test and one-way analysis of variance techniques was used. As a result of the research, the total map literacy test scores of participating undergraduate students in the Faculty of Education were found to be similar according to gender, class, and variables for the purpose of using the map in daily life. In contrast, from the study, all students in the Faculty of Education who completed the Map Literacy Test, the scores were in favor of those completing Geography courses. For the variable according to the level of participation in various activities in the natural environment, the results were in favor of those completing Social Studies education. Significant differences were found in favor of teacher candidates who were completing the Geography course (branch variable): their interest level was moderate and high. According to research results, in order to improve the level of map literacy amongst undergraduate students in a Faculty of Education, it is recommended to do more activities in Geography courses and to include trip-observation-like applications to increase the frequency of presence in the natural environment.
Are Spatial and Systems Thinking Skills Identified in Turkish Primary Science Curriculum Enough for Geography Education?
Author: Sahingöz, Selçuk
Date: 2021-03-00
Type: Journal Articles
Subjects: Spatial Ability,Earth Science,Problem Solving,Skill Development,Science Instruction,21st Century Skills,Geography Instruction,Systems Approach,Thinking Skills,Content Analysis,Social Problems,Astronomy,Physics,Elementary School Students,Teaching Methods,Science Curriculum,Foreign Countries

Today, individuals need a solid understanding of how earth as a system works in order to understand and develop solutions for science-based issues affecting societies on a global scale such as natural disasters, global warming or COVID-19 pandemic. Humans also deliberate space investigations, such as interplanetary travels and life in space. Therefore, it is necessary to develop new skills to meet the requirements of the current world order overcome this kind of issues through science and geography education. Spatial and systems thinking skills are two of 21st century skills in teaching and learning science-related topics. The study purposes to examine current Turkish primary science curriculum regarding these skills. Document analysis method of qualitative research design was implemented in the study. Emergent qualitative analysis methods of content analysis and open coding were used. It is sought to analyze the research literature on geography education in order to delineate competences necessary for understanding societal problems related to earth science and astronomy-based physics units considering Turkish primary science curriculum framework. The findings of the study showed that the competences spatial and systems thinking skills should be more integral part of science curricula. Especially for spatial thinking skills, educators and policy makers should reconsider the learning objectives in primary science curriculum framework. In conclusion, the results indicated that spatial and systems thinking skills were partially acquired in the curricula. Some units should be clarified and enhanced depend on spatial thinking abilities, systems thinking abilities or both of them.
Game Technologies as a Means of Increasing the Educational Motivation of University Students
Author: Tsyganova, Larisa V.
Date: 2021-01-00
Type: Journal Articles
Subjects: College Students,Student Motivation,Technology Uses in Education,Influence of Technology,Educational Technology,Game Based Learning,Change,Professional Education

Game technologies allow bringing the educational process as close as possible to professional activities, activating the cognitive interest of students in the study of professional disciplines. The purpose of the article is to analyze the experience of implementing gaming technologies in the preparation of students of higher educational institutions to increase their motivation for learning. Game technologies are a set of methods and techniques for organizing the educational process in the form of various games that stimulate cognitive activity. They allow you to simulate a real workflow and consolidate theoretical material. Motivation is defined as a set of internal motivations that explain the student's behavior, orientation and activity in the educational process. Motivation acts as a continuous choice and decision-making based on weighing behavioral alternatives. The article presents a study of the impact of gaming technology on changing students' motivation. As a tool for the study of motivation, we used Dubovitskaya methodology for the diagnosis of motivation. The study reflects the impact of gaming technology on changing student motivation. The implementation of gaming technologies in the training of students of a higher educational institution helps to increase the motivation of students to study professional disciplines, the formation of professional competence.
Implementation Difficulties of Tutor Support Technologies in Higher Education
Author: Solovyeva, Natalia
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Integration,Tutoring,Preservice Teacher Education,Tutors,Technology Uses in Education

The article is devoted to problems of implementation in practice of the University of technology tutor support, which would allow modern students to quickly and painlessly build an individual trajectory of personal and professional development, and University -- to implement the requirements of standard of the last generation. The article is based on observations of the included experiment on the implementation of tutor support, which was carried out in the framework of advanced training courses for teachers of PSNIU. During the experiment, conditions that are extremely important for ensuring the effectiveness of the implementation of tutor support technology were identified. Among them: the certainty (firmness) of the tutor's position in the implementation of a specific goal of tutor support; the importance of organizing spatial interaction during the tutorial; the formation of an adequate understanding of the content of the tutor's activity among the participants of the tutorial; recognition of the self-value of the tutor's activity.