ethanporcaro/eric-fulltext-meta huggingface dataset:
A Systematic Review of Interventions Used to Reduce University Students&apos; Speaking Anxiety
Author: Elahemer, Hana Hossen M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Literature Reviews,Intervention,Anxiety,Speech Skills,Undergraduate Students,Second Language Learning,Instructional Effectiveness

Despite a growing body of research, Speaking Anxiety (SA) reduction has been a prominent issue in Second/Foreign Language (S/FL) learning, especially among undergraduate students. The complexity and variety of features of Speaking Anxiety Interventions (SAI) make the synthesis and application of their findings in practice challenging. This study systematically reviews the existing evidence on SAI between January 2015 and mid-June 2021 to summarize and clarify the field's current state and offer directions for future research in the context of undergraduate learners. Seven established inclusion criteria were used to select studies. The study identified 2280 potentially eligible studies through Scopus, WOS, and Science Direct, 16 of which were eventually included. The studies applied a range of methodological designs and different types of interventions with various durations. This systematic review resulted in two main categories of SAI, namely direct and indirect, according to the mechanism used to intervene with SA. In addition to exploring innovative methods to promote effective SAI, future research should examine the cause of SA and learners' speaking English proficiency levels before selecting or applying any SA reduction approach that may significantly impact the success or failure of SAI.
Developing Scientific Explanation of Grade 10 Biology Students through Sociobiological Case-Based Learning
Author: Wanloh, Sutthida
Date: 2022-00-00
Type: Journal Articles
Subjects: Scientific Concepts,Grade 10,Biology,Case Method (Teaching Technique),Secondary School Students,Behavioral Sciences,Foreign Countries

This action research aims to develop the scientific explanation of grade 10 students using sociobiological case-based learning on the topic &quot;immune system&quot;. The target group consisted of 2 1students who are studying in biology course. The research instruments were: plan of instrument using sociobiological case-based learning, scientific explanation test, student behavior observation, semi-structure interviews, and student journal writing. The data were analyzed by percentage, mean, and standard deviation. The results showed in the first cycle, 18 students received an average scientific explanation score of 9.62 out of a total 12 points, representing 80.16%, and three students did not meet the good level criterion. In the second cycle, 21 students received an average scientific explanation score of 10.90 out of a total of 12 points, representing 90.87% of those who met the good criteria.
Development of Astronomy Literacy Scale: A Study of Validity and Reliability
Author: Benli Ozdemir, Esra
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Construction,Astronomy,Test Validity,Test Reliability,Secondary School Students,Foreign Countries,Factor Analysis

The aim of this research is to develop a valid and reliable &quot;Astronomy Literacy Scale&quot; in order to determine the astronomy literacy levels of individuals. Quantitative research method was used in the study. The study group of the research consisted of 5th, 6th, 7th and 8th grade students consists of a total of 519 students studying in 3 different secondary schools in Ankara in the spring term of the 2021-2022 academic year. The data obtained after the application were analyzed with SPSS and Lisrel statistical programs. As a result of the factor analyzes carried out, it was seen that the developed scale was a structure consisting of a total of 15 items with 3 factors. The &quot;Astronomy Literacy Scale (AOS)&quot; consists of four separate parts and 21 judgments in a five-point Likert type. In the scale, part one, self-perception towards astronomy; the second part, the affective dimension to astronomy; the third part includes the behavioral dimension for astronomy and the fourth part includes the cognitive dimension for astronomy. In this research, it has been revealed that the &quot;astronomy literacy scale&quot;, which aims to determine the astronomy literacy levels of individuals, is a valid and reliable measurement tool.
Transformation of Prospective Teachers&apos; Pedagogical Beliefs during a Pre-Service B.Ed. Programme in Pakistan
Author: Dayan, Uzma
Date: 2022-00-00
Type: Journal Articles
Subjects: Attitude Change,Preservice Teachers,Student Attitudes,Preservice Teacher Education,Foreign Countries,Bachelors Degrees,Teaching Skills,Teaching Methods

Teachers' pedagogical beliefs play a vital role in the process of teaching and learning. These beliefs are often reflected in their practices which lead to the formation of their instructional decision making. Pre-service teacher education programs are offered in many universities of Pakistan with the aim to prepare professional teachers with strong beliefs in the value of teaching profession. Therefore, this qualitative case study aimed to explore the transformation of pre-service prospective teachers' beliefs regarding teaching skills during a Bachelor of Education (B.Ed.) program in the context of Khyber Pakhtunkhwa (KP). The data were collected from eight participants through semi-structured interviews in two phases: before teaching practice and after teaching practice. Findings revealed that pre-service teachers joined B.Ed. program with certain traditional beliefs about teaching skills that were rooted in their past experiences as students. The transformation of those beliefs took place at the time of teaching practice in a real classroom. The paper concludes that only coursework of pre-service teacher education might not be sufficient to transform prospective teachers' beliefs, rather the teaching practice should be a contributory factor in transforming their pedagogical beliefs. This could mainly be attributed to the prospective teachers' practical experiences in real classroom situations during the teaching practice. The study has important implications for teacher educators and educational researchers in terms of highlighting the important role of teaching practice in the professional preparation and development of prospective teachers.
Secondary School Teachers&apos; Perceptions of Mobile Technology Adoption in English as a Foreign Language Learning: Trends and Practices
Author: Ningsih, Sri Kusuma
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Teachers,High School Teachers,English (Second Language),Second Language Learning,Technology Integration,Handheld Devices,Telecommunications,Electronic Learning,Teacher Attitudes,Technology Uses in Education,Language Teachers,Teacher Response

A review of literature on mobile technology in EFL learning environment has indicated the growth, trends and practices of smartphones and mobile apps adoption both in classroom and outside classroom settings. However, little has been known on how EFL teachers perceived such trends and current practices and how they plan for future teaching. This study attempted to explore teachers' responses to trends and practices of mobile technology adoption and their future teaching plan. To this end, a qualitative design was adopted with two consecutive research procedures: a systematic review on the selected trends and practices analysis studies on mobile technology for language learning practices and a survey through a semi-structured interview. Five EFL teachers (three females and two males) from secondary school level were interviewed using six open-ended questions. Findings of the study revealed that teachers perceived positively towards the trends and practices of mobile technology in and outside language learning classroom. Teachers perceived motivation as a main driver to incorporate mobile technology. Some of motivations frequently cited in the interviews with the sampled teachers revealed the current trends and practices of blended learning practices among Indonesian teachers, including the perceived benefits of mobile technology adoptions and the effect of mobile technology on teaching and learning practices and students' characteristics. Three challenges were identified when technology was incorporated for learning namely infrastructure related issues, teacher technological knowledge and education policy.
A Comparative Study of the Probability and Statistics Curricula in the High School Mathematics Textbooks of Vietnam and Germany
Author: Chi, Nguyen Phuong
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Textbook Content,Probability,Statistics,Secondary School Mathematics,Cross Cultural Studies,Comparative Analysis

An international comparative study of mathematics textbooks is essential in identifying trends in international mathematics education, developing textbooks and improving the quality of teaching and learning in mathematics. This study analyses and compares the contents of the probability and statistics curricula in the high school textbooks of Vietnam and Germany. It highlights the similarities and differences in the contents and the way they are presented, consolidated and deepened in textbooks of the two countries. The probability and statistics curricula in Vietnamese textbooks are much less than that of German textbooks. The Vietnamese textbooks focus on the mathematical content whereas the German textbooks focus on applications of the content in real life. Vietnamese textbooks tend to force students to accept probability and statistics knowledge while German textbooks encourage students to explore knowledge. Because of this, contexts relating to the contents in German textbooks are more detailed and more natural. German textbooks mainly use an inductive approach to present the contents whereas Vietnamese textbooks often use a deductive approach. In addition, German textbooks unlike those of Vietnam, always take advantage of realistic situations in exploring the contents, encourage co-operative learning and promote statistical reasoning by implementing several project works and provide an opportunity for practical experience and experiment by using the simulations of probability and statistics situations. The comparison shows the strengths of probability and statistics contents in German textbooks that Vietnamese textbooks can learn for the development of textbooks in future.
Determining the Metaphorical Perceptions of the Foreigners Learning Turkish Regarding Turkish and Turkish Culture
Author: Altuntas Gürsoy, Ilke
Date: 2022-00-00
Type: Journal Articles
Subjects: Turkish,Second Language Learning,Figurative Language,Foreign Countries,Student Attitudes,Cultural Influences,Cultural Awareness,Foreign Students

In this research, it was aimed to determine learners' perceptions of the target language and target culture through metaphors. It is structured with a phenomenology design, one of the qualitative research designs. The participants of the study were selected by purposive sampling method. The participants of the research consisted of 101 learners studying Turkish at A2, B1, B2 levels at Ankara Ankara Haci Bayram Veli University Language Teaching Application and Research Center and Gazi University Turkish Language Learning Research and Application Center which are located in Turkey. The data were analyzed by content analysis. As a result of the analyses, it was concluded that the learner perceptions regarding Turkish culture were completely positive and 7 learners had negative perceptions regarding Turkish. The frequency of metaphors produced by learners about Turkish is grouped from the highest to the lowest under 6 different categories as interlingual relationship, valuing/positive emotion, difficulty/easiness, need/necessity, individual experience and feature/systematicity. The metaphors they produce about Turkish culture were also grouped under 6 different categories from the highest frequency to the lowest as intercultural relationship, richness/diversity, valuing/positive emotion, always existing/being rooted, individual experience and universality.
Challenges in the Teaching and Learning of Textiles in the Primary School Curriculum in Masvingo District Zimbabwe
Author: Mupfumira, Isabel Makwara
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textiles Instruction,Elementary Education,Program Effectiveness,Barriers,Educational Facilities,Educational Resources,Grade 7,Tests,Vocational Education,Class Size,Human Resources,School Administration,Teacher Attitudes

The purpose of this research was to conduct an analysis of the challenges faced in the teaching and learning of Textiles in the primary school curriculum in Masvingo district Zimbabwe. The study was informed and guided by two theories namely the concernsbased adoption model (CBAM) and the pragmatist's theory. A qualitative case study design was employed to allow for naturalistic methods of data collection. The study was conducted at five selected primary schools in Masvingo district, Masvingo province in Zimbabwe. The population of the study comprised teachers, parents, school development committee (SDC) chairpersons, school heads and the schools inspector. Convenience and purposive sampling was employed to get a total of 54 participants. The data was collected using interviews, observation and document analysis. The major findings of the research were that schools lacked facilities for effective teaching and learning of Textiles in form of personnel, infrastructure, equipment and consumables especially in rural schools. The other finding was that the nature of the Grade 7 examination created a negative attitude towards teaching and learning of Textiles. The study recommends that the Government should take a lead in creating a conducive learning and teaching environment for Textiles through provision of both human and material resources. The examination system should give equal status to all subjects assessed in the general paper.
Developing a Scale for Attitude towards Values Education through Distance Education
Author: Demir, Engin
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Construction,Attitude Measures,Values Education,Distance Education,Test Validity,Test Reliability,Preservice Teachers,Student Attitudes,Factor Analysis,Foreign Countries

Being based on values education through distance education, this study aims to develop a scale that will provide valid and reliable results regarding prospective teachers' attitudes towards values education through distance education. Participants of the study consist of 341 prospective teachers studying in the faculty of education. Experts were consulted for the content validity of the scale. Construct validity of the scale was ensured through exploratory factor analysis. The number of factors was determined through parallel analysis method based on Monte Carlo simulation. As a result of the analyses, a scale was developed which consists of 36 items; 15 of them negative and 21 of them positive. The scale contributes to 63,28% of the total variance. It was found that the scale had a two-factor structure. These factors were named &quot;Necessity and Usefulness&quot; and &quot;Feasibility&quot; respectively. Tukey's Test for Non-additivity results shows that the scale does not have additivity properties. Therefore, it is not possible to obtain a total score from the whole scale. Cronbach Alpha reliability coefficient for the factors of the scale for attitudes towards values education through distance education were found 0.97 and 0.96. Finally, the limitations of the study were stated and recommendations were provided.
Views of Mathematics Teacher Candidates on the Use of Geogebra in Probability Teaching
Author: Kuzu, Cigdem Inci
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Preservice Teachers,Computer Software,Educational Technology,Probability,Teaching Methods,Elementary School Mathematics,Student Attitudes

In this study, it was aimed to reveal the opinions of mathematics teacher candidates about the use of the GeoGebra program, which is dynamic geometry software, in the teaching of probability, which is among the concepts that we generally use in the decision-making process in uncertain situations that we encounter in the teaching process by teachers and students. Within the scope of this purpose, a total of 65 elementary mathematics teacher candidates, who have taken statistics and probability courses at a state university, were given GeoGebra training for 4 weeks and made applications. After the training, a semi-structured opinion questionnaire consisting of 5 questions developed by the researchers was applied to the pre-service teachers. Besides, each participant was interviewed. The study is a case study, and the content analysis method was used in the analysis of the data. It has been determined that it is difficult to write equations in the subject of probability processed through GeoGebra and although it provides result-oriented solutions, it provides good and permanent learning in the context of reaching more sample solutions in a short time, it provides a pleasant, non-monotonous and interesting lesson opportunity by concretizing the subject. Also, it was concluded that dynamic elements provide permanence, but there may be difficulties in applications due to the lack of knowledge of computer use by teachers and students.
Investigation of the Impact of STEM Education on the Creative Design Skills of Prospective Teachers
Author: Ozkaya, Ali
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Design,Preservice Teachers,Elementary School Mathematics,Elementary School Science,Creative Thinking,Lesson Plans,Student Attitudes

This study aims to evaluate the impact of STEM education on the creative design skills of trainee teachers. The sample for the study was made up of third-year prospective teachers studying at the Department of Science Education and Department of Elementary Mathematics Education in the 2020-2021 school year. Embedded mixed design, which is a type of mixed method, was used in the method of the study while the quantitative part of the mixed design was comprised of a one-group pretest-posttest design and the qualitative part was the case study. The implementation was carried out creating lesson plans aimed at STEM activities and process designs, and obtaining products throughout the course of one semester. Looking at the findings of this study, there were significant differences in favour of the posttest scores in all scales. Therefore, the conclusion was reached that the trainee teachers in both groups were observed to have experienced higher self-efficacy in terms of STEM practices, and that, in view of the meaningful rise in the sub-dimensions of the scales, the implementation was found to support the material design process and creativity. Examination of the qualitative data showed the codes support the changes that occurred in the quantitative data. Also, difficulties faced the trainee teachers were examined.
Research on the Cognitive Degree of Pre-Service High School Mathematics Teachers for Intuitive Imagination Literacy
Author: Meng, Yanyun
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,High School Teachers,Cognitive Processes,Imagination,Intuition,Foreign Countries

Currently, many relevant problems about intuitive imagination literacy have been studied except the cognitive degree of pre-service high school mathematics teachers about it. To address this gap, this study investigates 51 pre-service high school mathematics teachers. Results showed that: (1) The cognitive scope of them about intuitive imagination literacy is not extensive, more than half of the content of intuitive imagination literacy is not recognized; (2) The cognition of many pre-service teachers is not deep or comprehensive and concentrates at a lower level; and (3) The cognition of many pre-service teachers for many aspects of intuitive imagination literacy is not very clear. It is suggested that: (1) experts and teachers who are responsible for educating teachers should pay more attention to intuitive imagination literacy and add relevant courses; and (2) pre-service high school mathematics teachers should understand the content of intuitive imagination literacy comprehensively and deeply, and clarify relevant statements.
A Meta-Evaluation Research on Teacher Training Programs in Türkiye
Author: Akinci, Muhammed
Date: 2022-00-00
Type: Journal Articles
Subjects: Meta Analysis,Evaluation Research,Program Evaluation,Evaluation Criteria,Standards,Teacher Education Programs,Foreign Countries

The purpose of this research is to make a meta-evaluation of the program evaluation studies on teacher training programs in Turkey. Meta-evaluation is the process of revealing the deficiencies and errors of the research as the last stage of the program evaluation process. In this context, the steps of the meta-evaluation processes were followed methodically. In the in this research, 9 program evaluation studies conducted between 2010 and 2020 about teacher training programs, using any program evaluation approach and model, were meta-evaluated. The sampling method of the research is criterion sampling.. Research data was collected using the &quot;Program Evaluation Standards Checklist&quot; developed by the researchers. During the development of the relevant data collection tool, the &quot;Program Evaluation Standards&quot; created by the Joint Committee on Standards for Educational Evaluation (JCSEE) were benefited. The studies included in the research were examined by 6 program experts who formed the meta-evaluation team. Each expert evaluated 3 studies using the checklist. Research data was analyzed using descriptive analysis method. Research findings indicate that the examined program evaluation studies meet the program evaluation standards by 55.67%. From this point, some suggestions that are believed to contribute to future program evaluation and meta-evaluation studies on teacher training were presented. [This study was an oral presentation in &quot;International Pegem Conference on Education&quot;, Diyarbakir, Türkiye, 16-18 September 2020.]
Analyzing Perceived Listening Self-Efficacy of Pre-Service Teachers
Author: Azi?zoglu, Nahi?de Irem
Date: 2022-00-00
Type: Journal Articles
Subjects: Listening Skills,Self Efficacy,Preservice Teachers,Preservice Teacher Education,Interpersonal Communication,Gender Differences,Departments,Instructional Program Divisions,Grade Point Average,Foreign Countries

Listening, which is one of the four basic language skills, affects not only the academic success of individuals but also their communication in daily life. Effective use of listening skills is essential for achieving interpersonal communication and for allowing individuals to gain new knowledge. Listening self-efficacy of individuals is a variable that affects their perspective on listening and their understanding of what they are listening. This study thus aims to determine the listening self-efficacy levels of pre-service teachers and to examine their listening self-efficacy by gender, department, grade level, and academic grade point average. To do so, it draws on descriptive survey method. Its universe consists of pre-service teachers studying at Faculty of Education, Sakarya University. Its sample includes 561 volunteer pre-service teachers studying in different departments at Faculty of Education, Sakarya University, who are selected through stratified sampling method. The data were collected using the Perception of Listening Self-Efficacy scale designed by Kurudayioglu and Kana in 2013. The findings of this study indicate that the female pre-service teachers have higher levels of listening self-efficacy, that grade level and GPA increase as listening self-efficacy increases, and that departments affect listening self-efficacy.