ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of Self-Efficacy for Argumentation Scale
Author: Kiran, Rabiya
Date: 2021-07-00
Type: Journal Articles
Subjects: Self Efficacy,Persuasive Discourse,Science Process Skills,Teacher Competencies,Preservice Teachers,Elementary Education,Test Construction,Construct Validity,Public Colleges,Measures (Individuals),Foreign Countries

The aim of the study is to develop a &quot;Self-Efficacy Scale for Argumentation&quot; (SEAS). The participants of the study consisted of 879 pre-service elementary teachers. In order to examine construct validity of SEAS, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were utilized. The initial solution of the EFA results revealed that three-factor structure consisting of 24 items called &quot;Effort&quot;, &quot;Confidence&quot; and &quot;Determination&quot; for argumentation was obtained. Since the factor-item correlations were not significant for the &quot;Determination&quot; scale (p&gt;0.05), the two-factor structure consisting of the &quot;Effort&quot; and &quot;Confidence&quot; for argumentation was validated by the repeated CFA. The accepted fit indices for the repeated CFA results were X[supercript 2] /sd=2.62; p&lt;0.001; RMSEA=0.07; S-RMR=0.05; NFI=0.86; CFI=0.91; GFI=0.87. The moderate and significant correlation coefficients between the scores of the SEAS with the scale of &quot;Inquiry Learning Skills Perception in Science&quot; (Taskoyan, 2008) proved the criterion validity of the SEAS. The test-retest reliability of the SEAS was found to be moderate and significant. The internal consistency of SEAS is 0.93. Finally, a significant difference between the upper and lower groups means that the item discrimination of the SEAS is high. [This manuscript was presented at the 2nd International Conference on Science, Mathematics, Entrepreneurship and Technology Education, 19-22 November, 2020, Bursa, Turkey.]
Teacher Education in Nigeria and the Emerging Technologies in the 21st Century Classroom
Author: Mormah, Felicia Ofuma
Date: 2021-07-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Teacher Competencies,Technological Literacy,Educational Policy,Faculty Development,Teacher Education,Teacher Collaboration,Mentors,Barriers,Access to Computers

The paper examines Teacher Education in Nigeria and the emerging technologies in the 21st century classroom. The concepts; emerging technologies, teacher education, and the roles of teachers in the 21st century classroom were analyzed. Availability, Accessibility and Competency were discussed in the light of the emerging technologies as an instructional mode in the classroom. This is an opinion based paper. It was concluded that the 21st century classroom requires a prepared teacher with an emerging technology-compliance and the right frame of mind. It was recommended among others; government's policies and legislative approaches that will support in practical terms availability, accessibility and professional development be formulated and implemented to ensure competency and motivation as well as monitoring and evaluation framework.
The Effects of Reciprocal Teaching on the Perceived Reading Comprehension Self-Efficacy of 2nd-Grade Pupils: Reflections of the Pupils and Their Teacher
Author: Kula, Sultan Selen
Date: 2021-07-00
Type: Journal Articles
Subjects: Reciprocal Teaching,Instructional Effectiveness,Reading Comprehension,Grade 2,Elementary School Students,Foreign Countries,Self Efficacy,Conventional Instruction,Teaching Methods,Student Attitudes,Teacher Attitudes,Elementary School Teachers

This study examined the effects of reciprocal teaching on the perceived reading comprehension self-efficacy of 2nd-grade pupils. The study was designed in pre-post test experimental design with a control group. Qualitative data was also collected from the intervention group students and the classroom teacher who carried out the intervention lessons. Participants consist of typically developing 2nd-grade pupils from a state primary school (n = 34) in Turkey. While the intervention group used a total of 36 lesson hours of reciprocal teaching techniques for 6 lessons per week for 6 weeks, the lesson was taught in traditional ways in the control group. According to the research findings, there was no statistically significant difference between the post-test scores of the intervention and control groups. Students stated that the most difficult reciprocal teaching strategy was summarizing, while the easiest was the prediction. As a result of the observations of the classroom teacher who conducted the intervention lessons, the positive effects of reciprocal teaching on the pupils' reading comprehension were emphasized. For this reason, it is suggested that the use of reciprocal teaching in Literacy lessons should be widespread in Turkey.
State-of-the-Art in the Teaching of Fine and Applied Arts in Colleges of Education in Nigeria
Author: Bassey, Archibong Bassey
Date: 2021-07-00
Type: Journal Articles
Subjects: Foreign Countries,Art Education,Schools of Education,Technology Uses in Education,Influence of Technology,Teaching Methods,College Instruction

The paper examined the state-of-the-art in teaching Fine and Applied Arts in the Colleges of Education in Nigeria. Views and studies by experts and cooperate bodies were analysed. The concepts of Fine and Applied Arts, e-technology use, impacts and influence of technology as well as the state of the art in the instructions of Fine and Applied Arts were also analyzed. The study revealed that the enrolment rate in the department of Fine and Applied Arts in the Colleges of Education in Nigeria continues to dwindle unabated due to the persistence on the conventional method of instructions and lack of interest in the path of the students as a result of uninteresting instructional approach. The paper concludes that the use of an e-technology (state-of-the-art) instructional model can enhance the teaching and learning of Fine and Applied Arts and ultimately improve the performance and interest of the students. It was recommended among others, the provision of e-technology devices to the department and also inculcates the principles of implementation, monitoring and evaluation in order to ensure the success of the initiative.
Examination of Perceptions of 6th Grade Students Regarding the Concepts of Law and Justice
Author: Yazici, Hakki
Date: 2021-07-00
Type: Journal Articles
Subjects: Student Attitudes,Grade 6,Justice,Laws,Concept Formation,Secondary School Students,Foreign Countries,Concept Mapping

Within the scope of the Law and Justice course curriculum, it is aimed to provide students with knowledge and skills such as the development of law and justice awareness, and the development of legal literacy. This study aims to reveal students' perceptions about the concepts of law and justice in the Law and Justice course curriculum, which is taught in the 6th grade of secondary school. Phenomenology, one of the qualitative research methods, was used as a method in the study. The working group of the research consists of 150 students studying in the 6th grade at Atatürk Secondary School and Gazi Mustafa Kemal Secondary school located in the center of Çay district, Afyonkarahisar in the 2019-2020 academic year. The &quot;Law and Justice Word Association Test&quot; prepared by the researcher was used as the data collection tool. Descriptive analysis, one of the qualitative data analysis methods, was used in the analysis of the data, and frequency tables were created to determine students' perceptions about each concept and to reveal the relationships between concepts. Concept networks have been prepared using frequency tables. The data were analyzed and interpreted according to the relationships that emerged in the concept networks. Within the framework of the results obtained from the research, the perceptions of the students towards the concepts of law and justice are close to each other. It has been revealed that the students have enough conceptual knowledge to raise awareness about the concepts of law and justice. With the help of word association tests, it is seen that students can have an idea about their concept perception.
Examining the Views of University Students on Values
Author: Saruhan, Ugur
Date: 2021-07-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Foreign Countries,Moral Values,Social Values,Gender Differences

Values are the standards that direct our beliefs and behaviors regarding the forms of proper behavior or the purposes of life. The purpose of this research is to examine the views and opinions of university students studying in various departments on values. 411 students studying at various departments of Gümüshane University in the academic year of 2020-2021 constitute the study group. In the research, the Personal Details Form prepared by the researcher and interview questions about values were used as data collection tools. The descriptive analysis method was used in the data analysis. Based on the results of the study, university students understand values as love-respect, customs, family, respect, love, traditions, culture, importance-worth, religious values, national values, moral-ethics, rule, integrity-honesty, unity-cooperation, patriotism, economy, tolerance, cleanliness, friendship, help, self-control, responsibility, law-justice, solidarity, and freedom. Students consider respect, love and integrity, as the most important values for them, respectively. In addition to the foregoing, all university students stated that they attach importance to values, and the vast majority of them stated that they live consistently with values.
Progress Report in Neuroscience and Education: Experiment of Four Neuropedagogical Methods
Author: Elouaf, Leila
Date: 2021-00-00
Type: Journal Articles
Subjects: Neurosciences,Teaching Methods,Psychoeducational Methods,Scores,Pretests Posttests,Educational Benefits,Gender Differences,Comparative Analysis,Instructional Effectiveness,Learning Processes,Memory,Attention Control,Learner Engagement,Middle School Students,High School Students,Foreign Countries,Concept Mapping,Role Playing,Access to Information

We endeavor through this work to demonstrate the effects of the introduction of neuroeducation data in schools and their application, via an experiment of neuropedagogical methods, to respond to the hypothesis that the contribution of neuroeducation may be beneficial for learning. During this study we designed four neuropedagogical methods and to measure their effect on the learning of students in the classroom we used an evaluation grid comprising six psychopedagogical parameters. The results show that no statistically significant variation of these psychoeducational parameters is observed between sexes. However, a variation is recorded for the four neuropedagogical methods between the groups in pre-test and post at the levels of the mean scores ranging from 5.15% to 440%.
Seeing the Woods for the Trees Again: Analyzing Evolutionary Diagrams in German and US University-Level Textbooks
Author: Schramm, Thilo
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Evolution,Textbooks,Textbook Content,Visual Aids,Cultural Differences,Higher Education,Taxonomy,Scientific Concepts,Misconceptions,Difficulty Level

Phylogenetic trees are important tools for teaching and understanding evolution, yet students struggle to read and interpret them correctly. In this study, we extend a study conducted by Catley and Novick (2008) by investigating depictions of evolutionary trees in US textbooks. We investigated 1197 diagrams from 11 German and 11 United States university textbooks, conducting a cross-country comparison and comparing the results with data from the 2008 study. A coding manual was developed based on the 2008 study, with extensions focused on additional important aspects of evolutionary trees. The US and German books showed only a low number of significant differences, typically with very small impacts. In both samples, some characteristics that can render reading trees more difficult or foster misconceptions were found to be prevalent in various portions of the diagrams. Furthermore, US textbooks showed fewer problematic properties in our sample than in the 2008 sample. We conclude that evolutionary trees in US and German textbooks are represented comparably and that depictions in US textbooks have improved over the past 12 years. As students are confronted with comparable depictions of evolutionary relatedness, we argue that findings and materials from one country should easily be transferable to the other.
On the Potential of Augmented Reality for Mathematics Teaching with the Application cleARmaths
Author: Schutera, Stefanie
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Computer Simulation,Geometry,Visual Aids,Computer Oriented Programs,Educational Technology,Technology Uses in Education,Teacher Attitudes,Student Attitudes,Program Effectiveness,Grade 12,High School Students,Foreign Countries,Teaching Methods,Secondary School Mathematics

Learning content in mathematics, such as vector geometry, is still predominantly taught in an abstract manner, as the visualization and interaction of three-dimensional problems are limited with classical forms of teaching such as blackboard lessons or exercise sheets. This research article proposes the use of augmented reality (AR) in mathematics education. The proposed approach aims at easing the learning process related to vector geometry currently taught in senior mathematics classes by using intuitive visualization. The article introduces the concept of AR and presents the didactic foundations and the influence on the learning process based on an extensive literature review. Although studies see great potential in the use of AR for teaching mathematics, the method has so far hardly been used in schools. This can be mainly explained by the technological entry barrier of AR and the lack of simple, robust AR applications, in particular for vector geometry. To fill this gap, the authors developed &quot;cleARmaths&quot;, a developed android application for augmented reality-based teaching in vector geometry that allows widespread use. As a didactical concept, some example exercises sessions with the app are proposed, demonstrating how the app could be used in a mathematics classroom. Finally, the app was evaluated in a mathematics class and the results analyzed in a detailed study. It was found by the teacher and students to be beneficial and amusing, demonstrating the potential for AR in mathematics classes.
The Effect of Scientific Reading Based Project Model in Empowering Creative Thinking Skills of Preservice Teacher in Elementary School
Author: Suryandari, Kartika Chrysti
Date: 2021-00-00
Type: Journal Articles
Subjects: Content Area Reading,Science Education,Student Empowerment,Creative Thinking,Thinking Skills,Preservice Teachers,Elementary School Teachers,Foreign Countries

Creative thinking skills are 21st century learning needs that can be applied through the Scientific Reading Based Project (SRBP) model. The purpose of this study is to empower creative thinking skills through SRBP models in science learning in elementary school teachers' education students. This research is mixed research with qualitative and quantitative approaches. Qualitative research is used to explore students' creative thinking abilities. Quantitative research uses a quasi-experimental approach carried out for six months on the candidates of elementary school teachers' education. Participants in this study were the candidate of elementary school teachers' education of 75 people who took the Basic Concept of Science subject. Data collection in this study was through observation, documentation, pre-test, and post-test with essay questions to measure creative thinking skills. The final result of the project is the final product to measure creativity. The data analysis used was an ANOVA test to measure every aspect of creative thinking skill. Qualitative analysis was used to describe the learning process and the final project of creativity. The results showed that there was an increase in creative thinking skills from aspects of flexibility, elaboration, fluency and originality. The SRBP model has a positive effect on improving the ability to think creatively.
The Effect of Smartphones Usability on High School Students&apos; Science Literacy Ability in Physics Learning
Author: Putranta, Himawan
Date: 2021-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,High School Students,Science Instruction,Physics,Technology Uses in Education,Educational Technology,Usability,Science Process Skills,Secondary School Science,Foreign Countries

Learning in high schools has used a lot of smartphone assistance to make it easier for students to understand the material explained by the teacher. However, with the many uses of smartphones in learning, of course, it must provide positive benefits to the ability of students, especially the science literacy ability. In this study, the objectives to be achieved are to examine how much the smartphone's usability in physics learning, examine students' science literacy and examine the effect of the smartphone's usability on students' science literacy in physics learning. The method used in this study is a quantitative method with a research design used is a one-shot case study. The data on smartphone usability is obtained using a questionnaire, and science literacy of students is obtained through on physics science literacy test. The results of this study indicate that the smartphones usability and students' science literacy in physics learning are respectively in the high and medium categories with a respective percentage of 57.20% and 36.36%. The students' science literacy is influenced by the smartphone's usability in physics learning by 34.30%. These results indicate that smartphone usability by most students is very high, but has not been able to contribute optimally to students' science literacy. Therefore, special treatment is needed in utilizing the use of smartphones in physics learning so that students' science literacy can be optimized.
First-Year Life Science Students&apos; Understanding of the Role of Plants in the Ecosystem--A Concept Network Analysis
Author: Södervik, Ilona
Date: 2021-00-00
Type: Journal Articles
Subjects: Biological Sciences,Scientific Concepts,Concept Formation,Plants (Botany),Ecology,Vocabulary,Verbal Communication,Word Frequency,College Freshmen,Difficulty Level,Knowledge Level,Foreign Countries

The purpose of this study is to increase the understanding about undergraduate life science students' conceptions concerning the role of photosynthesizing plants in the ecosystem, utilizing a network analysis method. Science learning requires the integration and linking of abstract and often counterintuitive concepts successfully into multifaceted networks. The quality of these networks, together with their abilities to communicate via the language of science, influences students' success in academic, verbal problem-solving tasks. This study contributes to investigating students' understanding, utilizing a modern network analysis method in exploring first-year university life science students' written answers. In this study, a total of 150 first-year life science students answered two open-ended tasks related to the role of photosynthesizing plants in the ecosystem. A network analysis tool was used in exploring the occurrence of different-level science concepts and the interrelatedness between these concepts in students' verbal outputs. The results showed that the richness of concept networks and students' use of macro-concepts were remarkably varied between the tasks. Higher communicability measures were connected to the more abundant existence of macro-concepts in the task concerning the role of plants from the food-chain perspective. In the answers for the task concerning the role of plants regarding the atmosphere, the students operated mainly with single facts, and there were only minor interconnections made between the central concepts. On the basis of these results, the need for more all-encompassing biology teaching concerning complex environmental and socio-economic problems became evident. Thus, methodological and pedagogical contributions are discussed.
Active Learning: Basic Science Workshops, Clinical Science Cases, and Medical Role-Playing in an Undergraduate Biology Course
Author: Church, Frank C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Active Learning,Workshops,Case Method (Teaching Technique),Role Playing,Undergraduate Students,Biology,Cooperative Learning,Learning Activities

Effective undergraduate courses increasingly blend elements of active learning with a more traditional lecture format. Designing and implementing active learning sessions that engage, educate, and are challenging and workable in a group setting are essential for student learners. In addition, active learning sessions take concepts of fundamental knowledge and apply them to a more relevant and real-world environment. Thus, effective active learning lesson plans enable students to thrive in their educational experience, and this potentially enhances material retention. Presented here are examples of the critical components of active learning engagement in an undergraduate biology course. First, basic science workshops let students apply basic scientific principles to biomedical science scenarios. Second, clinical science case studies help students understand the interplay between basic and clinical sciences in a patient-based medical case format. Finally, medical role-playing allows student teams to understand the complexity of medical care, moving from the patient's presenting symptoms to formulating a diagnosis and treatment plan. These exercises strengthen several aspects of active learning, especially those related to student-team-based collaboration, conversation, coordination, and compilation.
Effect on Procrastination and Learning of Mistakes in the Design of the Formative and Summative Assessments: A Case Study
Author: Salas Vicente, Fidel
Date: 2021-00-00
Type: Journal Articles
Subjects: Time Management,Formative Evaluation,Summative Evaluation,Student Evaluation,Problem Solving,Undergraduate Students,Foreign Countries,Academic Achievement,Tests

The design of the formative and summative assessment processes is of paramount importance to help students avoid procrastination and guide them towards the achievement of the learning objectives that are described in the course syllabus. If the assessment processes are poorly designed the outcome can be disappointing, including high grades but poor learning. In this paper, we describe the unexpected and undesirable effects that an on-demand formative assessment and the timetable of a summative assessment that left the most cognitively demanding part, problem-solving, to the end of the course, had on the behavior of students and on both grading and learning. As the formative assessment was voluntary, students procrastinated till the last minute. However, the real problem was that due to the design of the summative assessment, they focused their efforts mainly on the easiest parts of the summative assessment, passing the course with ease, but achieving a low learning level, as evidenced by the low scores of the problem-solving part of the summative assessment.