ethanporcaro/eric-fulltext-meta huggingface dataset:
Jordanian EFL Students&apos; Use of English Color Terms in Collocations
Author: Ababneh, Sana
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,Second Language Instruction,English (Second Language),Language Usage,Color,Phrase Structure,Vocabulary Development,Language Tests,Gender Differences,Teaching Methods,Translation,Multiple Choice Tests,Educational Attainment,College Students

The present study addresses a significant but neglected aspect of vocabulary teaching in general and teaching collocations, in particular, which is color term collocations. A significant number of idioms involve use color terms such as blue blood, black death, red tape, black sheep, and yellow press that are significant to study in the context of foreign language teaching. This study dealt with teaching color term collocations that are essence of language teaching/learning and translation. A multiple-choice test was used as the main instrument of this study. The sample of the study consisted of 94 Jordanian EFL students. Results obtained from the study showed that students' performance in the test was weak. Moreover, the statements that had the black color terms were the most successfully addressed ones while the least correctly tackled ones were those related to the yellow color term. The data also showed that neither the students' gender nor their academic degree level had significantly affected their performance in the test. The study also revealed that the teaching of this component of vocabulary teaching was much neglected, which could be due to students' insufficient knowledge regarding this respect in learning English as a foreign language.
Getting Inspired by Bebras Tasks. How Italian Teachers Elaborate on Computing Topics
Author: Lonati, Violetta
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Science Education,Information Science,Computation,Thinking Skills,Activities,Teacher Characteristics,Teacher Effectiveness

The Bebras challenge offers pupils and teachers an engaging opportunity to discover informatics, by solving small tasks that aim at promoting computational thinking. Explanations and comments that reveal the computing concepts underlying the tasks are published after the contest, and teachers are encouraged to use this material in their school practice. In this paper we present an exploratory study aimed at investigating how teachers can make use of Bebras material; in particular our interest is understanding whether teachers are able to identify, comprehend, and apply the computing concepts implied by Bebras tasks, and how they can integrate them into their teaching practice. We qualitatively analyzed teaching projects developed by Italian teachers during a workshop on computing education and based on Bebras tasks; the analysis shows that teachers are in general able to build upon the tasks soundly, but it also raises some critical issues.
Activity and Workbooks of Ministry of National Education: Preschool Teachers Are Evaluating
Author: Karademir, Abdulhamit
Date: 2020-00-00
Type: Journal Articles
Subjects: Preschool Education,Teaching Guides,Preschool Teachers,Preschool Children,Workbooks,Teacher Attitudes,Foreign Countries

The book sets &quot;Preschool Education Activity Guidebook&quot; for teachers and &quot;Let's Join Hands for Preschool Education&quot; for children have been provided by the Ministry of National Education to all preschool education institutions since 2017 in order to provide high-quality preschool education, to help teachers develop different perspectives, and to discourage both students and teachers from using unreliable or inappropriate sources of information. The aim of this study was to determine the effects of the book sets on teachers and children. Phenomenology, which is qualitative research design, was used. The sample consisted of 24 preschool teachers from different educational institutions. Data were collected using interview forms created in Google Forms. Data were analyzed using second-cycle coding, which is inductive content analysis. Many participants are satisfied with the activity guidebooks and use them to develop different perspectives, to improve themselves, and to be more productive for their students. Teaching experiences and classroom materials affect the way they use the activity guidebooks. Although the book sets have some negative effects, they are guides for both teachers and parents. Participants think that the book sets are useful for education planning and process management but that different variables should also be taken into account when integrating them in education and that all available resources should be used to achieve professional development.
Characteristics of Children&apos;s Oral Texts in Terms of Coherence and Cohesion
Author: Çetin, Mustafa
Date: 2020-00-00
Type: Journal Articles
Subjects: Oral Language,Preschool Children,Scoring Rubrics,Sentences,Connected Discourse,Gender Differences,Socioeconomic Status,Foreign Countries,Grammar,Language Acquisition,Semantics,Form Classes (Languages)

The purpose of this study was to examine the characteristics of coherence and cohesion in the oral texts of children between the ages of 60 to 72 months. In the study, a survey method in a quantitative research approach was adopted, and a total of 110 preschoolers were included as participants. The data of the study were obtained from the oral texts taken from the conversations during the interviews with the children. Oral texts consisting of at least eight sentences were analyzed by using the Text Evaluation Form and a rubric. The coherence- and cohesion-related qualities of the spoken texts were evaluated by two experts. The quantitative data were analyzed through descriptive and inferential statistics. Descriptive statistics were calculated as frequencies and percentages to present the levels of the oral texts in terms of cohesion and coherence. In addition, independent sample t-test and one-way analysis of variance were computed as inferential statistics to determine whether scores for cohesion and coherence differed significantly based on the child's gender, socioeconomic status, and the duration of the early childhood education. First, the results of the analyses revealed that the oral texts were acceptable and sufficient with respect to the means of cohesion, whereas they were inadequate and unacceptable in terms of coherence. Second, it was found that the cohesion device that children were the most successful was the ellipsis. Third, the results also indicated that the levels of cohesion of the oral texts displayed a significant difference regarding gender and SES, while they did not differ depending on the duration of preschool education. Moreover, the levels of coherence showed no significant difference in terms of gender, SES, and the duration of early childhood education. In conclusion, in the study, it was determined that the oral texts of the children were more appropriate to the standard language in terms of cohesion compared to coherence.
The Effect of Teaching with Slackline Exercises on Balance Skills Learning of University Students
Author: Mulazimoglu, Olcay
Date: 2020-00-00
Type: Journal Articles
Subjects: Physical Activities,Psychomotor Skills,College Students,Physical Education,Motor Development,Student Athletes,Foreign Countries

This study aims to analyze the impact of slackline exercises on the balance skills of university student on their learning. Twenty university student kickboxers voluntarily attended the study (8 women and 12 men). They were randomly divided into two groups (each group four females and six males) as the experimental group (EG) and the control group (CG), each consisting of 10 subjects. CG only followed regular training, while EG applied supervised slackline exercises for two days a week and 10 min sessions in addition to regular training for 4-week. Some tests were done before and after slackline exercises in the evaluation of all participants: counter movement jump, standing long jump, leg strength test, back strength test, static balance test &quot;Stork Stand Balance&quot; (SST) and dynamic balance test. According to the post-test results, the SST values which are the static balance test of EG were significantly higher than the CG. As a result, if slackline exercises, which are organized in addition to the regular training sessions specific to the branch, are applied in more extended periods, it can contribute to the balance skill learning and the balance necessary for performing technical movement.
Didactical Design on Drawing and Analysing Trigonometric Functions Graph through a Unit Circle Approach
Author: Maknun, Churun Lu'lu'il
Date: 2020-00-00
Type: Journal Articles
Subjects: Trigonometry,Mathematics Instruction,Design,Graphs,Difficulty Level,High School Students,Learning Processes,Misconceptions,Teaching Methods,Case Studies,Task Analysis,Student Attitudes,Foreign Countries

A Trigonometric function is one of the challenging materials for not only high school students but also pre-service teachers and teachers. On the other hand, An understanding of trigonometric function is an initial stage in understanding calculus derived from it such as limit, derivative, and integral. Thus, the competency in trigonometric function is an issue need further discussion. This is a qualitative study which elaborated the didactical design and the class observation of high school student. In this study, we propose a didactical design with the aim to figure out the properties of trigonometric functions. Starting from drawing the graph then analyse each of the graphs. We used the trigonometric function graph as a media to analyse the function such as trigonometric value, maximum and minimum, period, and interval in which it decreases or increases. The two main aims in this study are: 1) How the unit circle is used for drawing trigonometric function graph, 2) How the trigonometric function graph can be used to analyse the trigonometric function properties. The study shows that the students can follow the learning sequences both in drawing and analysing the graph. The misconception of trigonometric values is figured out. Some unpredictable findings are also described in this study.
The Effect of the Use of Discussion Types on the Listening Skills of Convicts/Prisoners in Training-Improvement Activities Applied in Criminal Execution Institution
Author: Atila, Bahadir Ahmet
Date: 2020-00-00
Type: Journal Articles
Subjects: Institutionalized Persons,Listening Skills,Discussion (Teaching Technique),Correctional Education,Instructional Effectiveness,Foreign Countries,Pretests Posttests,Achievement Tests,Listening Comprehension

Training and rehabilitation activities for convicts and detainees are of utmost importance for a state's national policy in terms of their targeted lives after release. The purpose of this study is to put forward whether socio-cultural activities such as debate, panel, forum, open session used in education and training activities for the rehabilitation works performed for prisoners are effective in practice or not and making detections on the issue that activities related with improving the listening skills of prisoners can be improved or not. This research was carried out with 122 volunteer participants selected with random method from convicts/detainees in penal institutions of Bursa province who graduated from primary school, secondary school, high school and university. The study has been analyzed by five different achievements tests which have been designed by the researcher to measure the ability to understand the listening comprehension success and it has been analyzed with a statistical analysis software. The study reveals that with the use of discussion types the success of convicts/prisoners in listening comprehension has showed a significant difference between pre-test and post-test.
&quot;Because You&apos;re Exploring This Huge Abstract Jungle…&quot;: One Student&apos;s Evolving Conceptions of Axiomatic Structure in Mathematics
Author: Can, Cihan
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematical Concepts,Concept Formation,College Mathematics,Mathematics Skills,History,Undergraduate Study,Mathematical Logic,Philosophy,Undergraduate Students,Geometry,Mathematics Instruction

For several decades, literature on the history and pedagogy of mathematics has described how history of mathematics is beneficial for the teaching and learning of mathematics. We investigated the influence of a history and philosophy of mathematics (HPhM) course on students' progress through the lens of various competencies in mathematics (e.g., mathematical thinking and communicating) as a result of studying mathematical ideas from the perspective of their historical and philosophical development. We present outcomes for one student, whom we call Michael, resulting from his learning experiences in an HPhM course at university. We use the framework from the &quot;Competencies and Mathematical Learning&quot; project (the Danish KOM project) to analyze the evolution of Michael's competencies related to axiomatic structure in mathematics. We outline three aspects of axiomatic structure to situate our analysis: Truth, Logic, and Structure. Although our analysis revealed that Michael's views and knowledge of axiomatic structure demonstrate need for his further development, we assert what he experienced during the HPhM course regarding his mathematical thinking and communication about axiomatic structure is promising support for his future mathematical studies. Finally, we argue that a HPhM course has potential to support students' progress in advanced mathematics at university.
Co-Constructing a Learner-Centered, Democratic Syllabus with Teacher Candidates: A Poetic Rendering of Students&apos; Meaning Making Experiences
Author: Shugurova, Olga
Date: 2020-00-00
Type: Journal Articles
Subjects: Course Descriptions,Poetry,Teacher Education Programs,Student Centered Learning,Cooperative Planning,Democratic Values,Preservice Teachers,Student Attitudes,Self Concept,Curriculum Development,Foreign Countries

In this arts-based research study, the creative concept of a co-constructed, learner-centered, and democratic syllabus (Marino, 1997; Matusov &amp; Marjanovic-Shane, 2017; Ricci, 2012; Richmond, 2016; Shor, 1996) is creatively and critically examined through a poetic inquiry that focuses on its pedagogical significance in one of the Canadian teacher education programs. Specifically, the author aims to understand what this pedagogical significance means to her students-teacher candidates. The research question is: What does this syllabus-making experience mean to teacher candidates? The study reveals that the pedagogical significance of co-constructed syllabus is embodied in students' changing self-perceptions as the active and critical knowledge creators, rather than the passive and immutable consumers of the provincial curriculum. Specifically, co-construction embodies diverse learning experiences, as the students struggle to understand why they have to co-construct their syllabus and what this pedagogy actually means to them. The study demonstrates that co-construction actively, enthusiastically, passionately, and energetically generates students' engagement. Also, the co-constructed syllabus has an unstructured structure with multiple entry possibilities for learning.
BlocklyScript: Design and Pilot Evaluation of an RPG Platform Game for Cultivating Computational Thinking Skills to Young Students
Author: Karakasis, Christodoulos
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Game Based Learning,Computation,Thinking Skills,Educational Games,Teaching Methods,Programming,Concept Formation,Problem Solving,Elementary School Students,Teacher Attitudes,Program Effectiveness,Usability,Foreign Countries

At 21st century Computational Thinking (CT) is considered a fundamental skill that anyone should possess and develop from a young age. Serious games and more specifically educational games (EGs) are a promising means of introducing algorithmic thinking and programming concepts and engaging students through the process of learning. In this article, a new EG called BlocklyScript is presented. BlocklyScript aims to help students develop their CT by learning basic programming concepts, designing algorithms and correcting mistakes. During the designing phase different EGs were taken under consideration and an EG design framework was followed in order to provide a better user experience. The game was evaluated by 10 experienced computer science educators of primary and secondary schools. The positive results of this pilot evaluation show that BlocklyScript is expected to help students understand the basic concepts of CT. However, the game should be evaluated by more teachers and students in order to provide future researchers with safe results.
Exploring Teachers&apos; Experiences on the Nature of Mathematics Based on Their Curricular and Pedagogical Practices: A Phenomenological Inquiry
Author: Luitel, Laxman
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Mathematics Instruction,Teaching Methods,Curriculum Development,Teaching Experience,Foreign Countries,Pedagogical Content Knowledge,Mathematics Curriculum,Critical Theory,Phenomenology,Mathematics Teachers,Masters Programs,Graduate Students,Educational Philosophy

The school mathematics curriculum development process in Nepal is still conventional. Contextualized mathematics teaching and learning has not been the priority of school education of Nepal. Majority of the school mathematics teachers in Nepal still conceptualize the mathematics and mathematics curriculum from the conformist approach. Thus, this paper aims to explore mathematics teachers' experiences on the nature of mathematics focusing on their curricular and pedagogical practices based on the research question how mathematics teachers experience the nature of mathematical knowledge during their curricular and pedagogical practices. Ernest's and Luitel's nature of mathematical knowledge has enabled me to evaluate teachers' experiences towards the nature of mathematical knowledge and Habermas's theory of knowledge constitutive interest has guided the research for knowledge and implied others' concept. The study has relied on the phenomenological approach and reflected the experiences of four mathematics teachers. The paper concludes that mathematics curriculum guided by emancipatory interest as well as practical interest promotes counter-hegemonic vision of teaching and learning mathematics and might develop critical consciousness. Critical consciousness embedded mathematics curriculum helps students and teachers to unpack the cultural nature of mathematics education and taken-for-granted assumptions about teaching and learning through critical pedagogy.
Student Experiences of Socioeconomic School Integration in the Irish Secondary Context
Author: Gleasure, Seán G.
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Experience,Socioeconomic Status,Social Integration,Foreign Countries,Secondary School Students,Low Income Students,School Choice,Educational Opportunities,Student Attitudes,Student Adjustment,Teacher Role,Peer Relationship

This research sought to investigate the experiences of students from low socioeconomic status (SES) backgrounds who chose to attend socioeconomically integrated secondary schools in Ireland. Socioeconomic integration is the practice whereby students from varying socioeconomic backgrounds are integrated into heterogeneous school settings in order to diversify their socioeconomic composition. While the literature indicates consistent academic benefits of the practice for low-SES students, uncertainties remain surrounding their psychosocial experience. To better understand such uncertainties, this research embodied a case study approach, investigating the socioeconomic integration experiences of two low-SES families (n = 4) through online surveys and semi-structured interviews. The responses ascertained from case study accounts were subsequently presented to individuals with knowledge in the field (n = 7) during expert interviews. Triangulated findings indicate that the experiences of participating low-SES students were generally positive, with the development of friendships, extra-curricular participation, and subtle teacher vigilance being highlighted as advantageous. Nevertheless, participants also indicated significant tensions associated with the practice, including desires for assimilation, sentiments of isolation, possible dilution of identity, and rare instances of peer-condescension. This paper presents practical opportunities to improve the experiences of low-SES students in socioeconomically integrated schools, while also offering valuable lines of inquiry for future research.
Multiplicative Thinking: &apos;Pseudo-Procedures&apos; Are Enemies of Conceptual Understanding
Author: Hurst, Chris
Date: 2020-00-00
Type: Journal Articles
Subjects: Multiplication,Thinking Skills,Mathematics Instruction,Elementary School Students,Mathematics Tests,Mathematical Concepts,Concept Formation,Teaching Methods,Division,Error Patterns,Student Attitudes,Problem Solving

Multiplicative thinking is widely accepted as a critically important 'big idea' of mathematics that underpins much mathematical understanding beyond the primary years. It is therefore important to ensure not only that children can think multiplicatively, but that they can do so at a conceptual rather than procedural level. This paper reports on a large study of 530 primary school children in Australia, New Zealand and the United Kingdom. The research question was &quot;To what extent do children of 10 and 11 years of age understand what happens to digit values when numbers are multiplied and divided by powers of ten?&quot; A written multiplicative thinking quiz was administered and one section of four questions asked students to multiply and divide two digit whole and decimal numbers by a power of ten and then explain what happened to the numbers. Correct response rates for the four calculations ranged from 38.3% to 61.7%. Response rates for appropriate explanations about what happened to the numbers ranged from 2.6% to 5.5%. Most students who attempted to explain what happened did so at a 'pseudo-procedural' level with responses such as 'a zero is added' or 'we take off the zero'. The students who did explain it conceptually did so in terms of the digits moving a place for each power of ten. The implication is that teaching of multiplication and division needs to be done at a conceptual level, with attention paid to the underlying mathematical structure, rather than relying on 'pseudo-procedures' such as 'adding a zero' which are unsustainable and will likely lead to errors.