ethanporcaro/eric-fulltext-meta huggingface dataset:
Does Every Cell Get Blood? Young Students' Discussions about Illustrations of Human Blood Circulation
Author: Westman, Anna-Karin
Date: 2016-00-00
Type: Journal Articles
Subjects: Human Body,Physiology,Science Instruction,Cytology,Teaching Methods,Coding,Metabolism,Sociocultural Patterns,Foreign Countries,Video Technology,Films,Elementary School Students,Scientific Literacy

This article presents a study of how groups of young students discuss illustrations of human blood circulation. Transparency is not an innate quality of illustrations, visual information is always coded and interpretations are always related to culture and context. Results of this study are discussed with reference to Kress and van Leeuwens' theoretical framework on multi-modal communication. Four student groups discussed the human blood circulation with a researcher after the groups had watched an educational film. Data was collected by video recording and an analysis of the group discussions was done by coding the transcripts according to the research questions. The results show how the students mainly discuss human blood circulation on a macroscopic level and that they only partly understand the illustrations from the film. Students showed difficulties to interpret illustrations with a scientific/technical orientation. The students in this study would need more help to find connections between human blood circulation and the content in the film, such as analogies and everyday phenomena, as the results show that the students do not easily connect the different illustrations to each other and they expressed only a few of the scientific ideas from the illustrations in this study.
Using a Concept Cartoon© Method to Address Elementary School Students' Ideas about Natural Phenomena
Author: Minárechová, Michaela
Date: 2016-00-00
Type: Journal Articles
Subjects: Cartoons,Teaching Methods,Scientific Concepts,Concept Formation,Elementary School Science,Grade 4,Quasiexperimental Design,Pretests Posttests,Observation,Worksheets,Foreign Countries,Illustrations,Control Groups,Experimental Groups

This study investigated the identification and subsequent development or modification of students´ ideas about scientific phenomena by teaching by concept cartoons© method. We found out ideas of students of the fourth grade of primary school by conceptual tasks which were parts of quasi-experiment (pretest and posttest design). For triangulation purposes, we have used additional research methods (observation, analysis of worksheets). We have found out by the overall evaluation of partial investigations (quasi-experiment, observation, analysis of worksheets) that it is possible to develop/modify children's naive ideas through the application of concept cartoons © method to teaching of science in primary school. We carried out observations of teacher and students which were focused on evaluation of work with concept cartoons© method. We also identified some problems of teacher with concept cartoons© method in instruction.
Gender and Achievement in English Language Arts, Science and Mathematics in Secondary Schools in Nigeria
Author: Etim, James S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Womens Education,Females,STEM Education,Gender Differences,Scores,English (Second Language),Mathematics Achievement,Science Achievement,Biology,Secondary School Students,Private Schools,Public Schools,Intellectual Disciplines,Age Differences,Tests

The education of girls and women in the areas of Science, Technology, Engineering and Mathematics (STEM) has long been thought of as very crucial for national development. This study investigated whether gender differences might occur in scores attained by Nigerian students on standard subject matter examinations for English Language, Mathematics and Biology in year 2 of Junior Secondary School and Year 2 of Senior Secondary School. Purposive sampling was used to select seven secondary schools in South-South Nigeria. Of the seven schools, four were private and three were public government secondary schools. Scores for 570 students, who were all the students who took the examinations during the 2003-2014 year formed the data for this study. To assess if gender differences exist in students' examination performances, mean examination scores and standard deviations for males and females were calculated separately within each of the three content areas, as well as means and standard deviations for each gender by school level (Junior Secondary School or Senior Secondary School) within the content areas. Female students performed significantly higher than male students in English Language. At the junior level, female Mathematics scores are only marginally significantly better; while at the senior level, male scores are somewhat (but not significantly) better than female scores. At the junior secondary level female scores in Biology were significantly higher but at the senior secondary school level, the difference was not statistically significant Based on these findings, recommendations were made to ensure the performance of both sexes.
The Relationship between Pre-Service Science Teachers' Epistemological Beliefs and Preferences for Creating a Constructivist Learning Environment
Author: Saylan, Asli
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Science Teachers,Student Teacher Attitudes,Beliefs,Epistemology,Knowledge Level,Constructivism (Learning),Preferences,Educational Environment,Likert Scales,Questionnaires,Surveys,Statistical Analysis,Correlation,Science Education

The present study investigated the relationship between pre-service science teachers' epistemological beliefs and perceptions of a constructivist learning environment. The Turkish version of Constructivist Learning Environment Survey and Schommer's Epistemological Belief Questionnaire were administered to 531 pre-service science teachers attending seven public universities in Turkey. For data analysis, the Statistical Package for Social Sciences 20 program was used and correlation analysis was conducted to investigate the relationship between the participants' epistemological beliefs and perceptions of a constructivist learning environment. Also, descriptive analysis was conducted to determine their epistemological beliefs and perceptions of a constructivist learning environment. The results showed that the more sophisticated epistemological beliefs the participants have, the more constructivist learning environments they prefer, and positive/negative relationships were found among subscales of the two scales. Moreover, the results revealed that pre-service science teachers have relatively sophisticated epistemological beliefs, and generally prefer more constructivist learning environments. The implications were discussed.
Students' Views on Mathematics in Single-Sex and Coed Classrooms in Ghana
Author: Bofah, Emmanuel Adu-tutu
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Grade 12,Single Sex Schools,Mathematics Education,Gender Differences,Self Esteem,Coeducation,Males,Females,Educational Environment,Family Influence,Teacher Competencies,Student Surveys,Factor Analysis,Statistical Analysis,Correlation,Goodness of Fit,Maximum Likelihood Statistics

In this study, we investigated students' views on themselves as learners of mathematics as a function of school-by-sex (N = 2034, MAge = 18.49, SDAge = 1.25; 12th-grade; 58.2% girls). Using latent variable Structural Equation Modeling (SEM), the measurement and structural equivalence as well as the equality of latent means of scores across single-sex and coed schools were tested. Findings regarding the latent mean differences revealed that girls in single-sex schools had significantly higher mathematics self-confidence than did students' in coed schools. Girls in coed schools had significantly lower mathematics self-concepts than did boys in single-sex, girls in single-sex and boys in coed schools. Girls in single-sex schools had significantly higher family encouragement than students' in all other school types. Moreover, a more complex dynamics were found on the teacher quality variate. This paper argues for a deeper understanding of sex-school interaction and of possible causes of students' views on mathematics.
Question Classification Taxonomies as Guides to Formulating Questions for Use in Chemistry Classrooms
Author: Festo, Kayima
Date: 2016-00-00
Type: Journal Articles
Subjects: Questioning Techniques,Discussion (Teaching Technique),Teaching Methods,Taxonomy,Chemistry,Science Instruction,Science Teachers

Teacher questions play an important role in facilitating classroom discourse. Using appropriate question types and proper questioning techniques help to create reflective-active learners. Teacher questions can elicit students' explanations, elaboration of their ideas and thinking, and they can be used to disclose students' misconceptions. Despite knowing about the benefits of good questioning, most classroom teachers fail to question their students in ways which go beyond mere requests for explicit, factual information. Several of the question taxonomies developed in the past for classifying teachers' questions exhibit a potential to serve as guiding frameworks for teachers in formulating and using questions. This paper examines the extent to which existing question classification taxonomies could guide chemistry teachers in developing and using classroom questions. A framework is also suggested to guide chemistry teachers in formulating and using the desired kinds of questions.
Investigation of the Relationship between Pre-Service Science Teachers' Perceived Self-Efficacy in Science Teaching and Disposition toward Reflective Thinking
Author: Uluçinar Sagir, Safak
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Correlation,Self Efficacy,Reflection,Foreign Countries,Gender Differences,Regression (Statistics),Institutional Characteristics,Secondary School Teachers,Attitude Measures,Student Attitudes,Likert Scales,Comparative Analysis,Scores,Statistical Analysis

The study aims to examine the relationship between perceived self-efficacy in science teaching and disposition towards reflective thinking in pre-service science teachers based on different variables. For this purpose, the Perceived Self-efficacy Scale for Science Teaching and Disposition Towards Reflective Thinking Scale were conducted in 619 preservice science teachers attending four public universities in Turkey. The research results suggest a positive significant relationship between perceived self-efficacy in science teaching and disposition towards reflective thinking at medium-level. While perceived self-efficacy in science teaching did not have any significant difference in respect to gender, grade level, type of education, status of giving private lessons or type of high school, the difference based on the universities and sense of academic success of pre-service science teachers was found to be significant. Disposition towards reflective thinking is not significantly different based on grade, type of education, type of high school or status of giving private lesson, whereas significant differences are observed in respect to gender, universities and sense of academic success. A regression equation was devised for the variables that predict disposition towards reflective thinking. The implications were discussed.
Mathematical Induction: Deductive Logic Perspective
Author: Dogan, Hamide
Date: 2016-00-00
Type: Journal Articles
Subjects: Logical Thinking,Mathematics Instruction,Role,Misconceptions,Educational Games,Models,Mathematical Models,Teaching Methods,Mathematical Logic

Many studies mentioned the deductive nature of Mathematical Induction (MI) proofs but almost all fell short in explaining its potential role in the formation of the misconceptions reported in the literature. This paper is the first of its kind looking at the misconceptions from the perspective of the abstract of the deductive logic from one's conceptual scheme of Mathematical Induction proofs. In light of this framework, we give a detailed description of the Tower of Hanoi game as a model that can be used to emphasize the Deductive Reasoning in MI proofs.
An Alternative Triangle Area Strategy
Author: Shockey, T. L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Education,Geometry,Geometric Concepts,Coaching (Performance),Elementary Secondary Education,Mathematical Formulas,Mathematics Activities,Learner Engagement

We explore the mathematics engagement of a group of mathematics coaches, working in k-12 mathematics education. The incenter of a triangle is used to derive an alternative formula for the area of a triangle inspired by Usiskin, Peressini, Marhisotto, and Stanley (2002).
Math Is Like a Lion Hunting a Sleeping Gazelle: Preservice Elementary Teachers' Metaphors of Mathematics
Author: Latterell, Carmen M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Elementary School Mathematics,Figurative Language,Beliefs,Mathematics Education,Student Teacher Attitudes,Learning Processes,Educational Attitudes,Preservice Teachers,Scientific Attitudes

Preservice elementary teachers hold a variety of beliefs about mathematics and mathematics learning, which influence their teaching. Previous research has shown that preservice elementary teachers believe that mathematics is doing arithmetic. However, it is unclear if preservice elementary teachers truly believe that mathematics is only arithmetic, or if they simply have a difficult time describing their views on mathematics. In this study, preservice elementary teachers were asked to provide metaphors for mathematics and mathematics learning in order to illuminate the preservice teachers' beliefs about mathematics. The metaphors were analyzed to reveal twelve different categories of belief. Approximately one-fourth of the metaphors suggested negative views about mathematics and mathematics learning. Approximately 44% of the metaphors described mathematics and mathematics learning as something that one must engage in as one travels the successes and failures of it. The metaphors prove to be a powerful tool for discovering preservice teachers' views of mathematics.
Effect of Polya Problem-Solving Model on Senior Secondary School Students' Performance in Current Electricity
Author: Olaniyan, Ademola Olatide
Date: 2015-00-00
Type: Journal Articles
Subjects: Problem Solving,Secondary School Students,Control Groups,Quasiexperimental Design,Pretests Posttests,Energy,Foreign Countries,Statistical Analysis,Lecture Method,Models,Science Instruction,Gender Differences,Scores,Science Tests,Teaching Methods,Comparative Analysis

This study was designed to investigate the Effect of Polya Problem-Solving Model on Senior School Students' Performance in Current Electricity. It was a quasi experimental study of non- randomized, non equivalent pre-test post-test control group design. Three research questions were answered and corresponding three research hypotheses were tested in the study. The study was performed in Ilorin metropolis in Kwara State Nigeria, making use of two schools purposively selected. Sixty Senior Secondary School Two students were used in each school, making a total of One hundred and twenty students. The experimental group was exposed to Polya Problem-Solving Model while the control group was exposed to Lecture method. The two groups were pre-tested and post-tested using Performance Test in Current Electricity (PTCE). Data collected after Six weeks were analyzed using mean, standard deviation and analysis of covariance (ANCOVA), the hypotheses were tested at alpha level of 0.05. The findings showed that students exposed to Polya Problem-Solving Model performed better than those exposed to Lecture method. The educational implications of the study were highlighted and recommendations were made.
Secondary School Mathematics Student Teachers' Causal Attribution for Success and Failure in Mathematics
Author: Savas Basturk
Date: 2016-00-00
Type: Journal Articles
Subjects: Secondary School Mathematics,Attribution Theory,Success,Failure,Questionnaires,Qualitative Research,Student Surveys,Scientific Principles,Mathematics Instruction,Learning Processes,Family Environment,Social Environment,Foreign Countries,Preservice Teachers

Attribution theory deals with the question of how individuals make judgments and seek to explain how they consider the causes of their behaviours and those of others. Attributions have the potential to affect beliefs, emotions and behaviour. Therefore, attribution theory has significantly contributed to the studies on motivation. This study examined student teachers' causal attributions for success and failure in mathematics. The participants in this study were 28 student teachers in the department of secondary school mathematics education at a public university in the north of Turkey. To collect data, a questionnaire composed of one open-ended question was administered to the student teachers and they were asked to write their opinion about the causes of a student's failure and success in mathematics. Student teachers wrote and submitted a reflection of one or two pages. Their written responses were examined and qualitatively analysed to determine the common themes by means of qualitative analysis software. The results have revealed that the student teachers categorize four causes to attribute for the students' failure in mathematics: causes originating from students, causes originating from teaching and learning methods, causes originating due to the nature of mathematics itself and physical causes. The most frequent cause mentioned by the student teachers was innate math talent, an internal, stable and uncontrollable cause.
Challenges Faced by Teachers Implementing Socio-Scientific Issues as Core Elements in Their Classroom Practices
Author: Bossér, Ulrika
Date: 2015-00-00
Type: Journal Articles
Subjects: Classroom Environment,Educational Practices,Curriculum Implementation,Science and Society,Controversial Issues (Course Content),Video Technology,Secondary School Mathematics,Scientific Literacy,Student Participation,Reflection,Barriers,Teaching Methods,Foreign Countries,Science Teachers

Teachers may face considerable challenges when implementing socio-scientific issues (SSI) in their classroom practices, such as incorporating student-centred teaching practices and exploring knowledge and values in the context of socioscientific issues. This year-long study explores teachers' reflections on the process of developing their classroom practices when implementing SSI. Video-recorded discussions between two upper secondary school science teachers and an educational researcher, grounded in the teachers' reflections on their classroom practices, provided data for the analysis. The results show that during the course of the implementation the teachers enhanced their awareness of the importance of promoting students' participation and supporting their independence as learners. However, the results also suggest a conflict between the enactment of a student-centred classroom practice and the achievement of intended learning goals. In order to accept the challenge of implementing SSI in the classroom, it is suggested that it is essential for teachers to build strategies, which integrate dialogue about learning goals.
The Influence of Parental Background on Students' Academic Performance in Physics in WASSCS 2000-2005
Author: Ebong, Samuel T.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Background,Parent Influence,Secondary School Students,Science Achievement,Physics,Science Tests,Standardized Tests,Statistical Analysis,Correlation,Examiners,Gender Differences,Family Structure,Employed Parents,Educational Attainment,Teacher Influence,Low Achievement,Hypothesis Testing,Day Schools,Boarding Schools,Truancy

The study investigated parental background on student's academic performance in secondary schools in Abak local government, Akwa Ibom State, Nigeria. A survey design was adopted for the study. One thousand four hundred and forty (1440) senior secondary three (SS3) Physics students were drawn by simple random sampling from 12 Schools, six (6) each from both Day and Boarding Schools within Abak local government area of Akwa Ibom State. Also, whether their performance is influence by the examination body or examiners, gender, teachers or parents. Three hypotheses and three research question where stated to guide the study. Pearson correlation coefficient (r), t-test (independent and dependent), analysis of variance (ANOVA) and Chi-square (?[superscript 2]) test were used to analyzed the data obtained .The study revealed that the performance of students in Physics examination does not depend on examination body or examiners, gender or parents. The result also, revealed that family structure, parent occupation and educational level of parent did not have significance influence on student's performances in physics examination. Based on the findings, which indicate that the teachers have much influence on student performance in science (Physics) as against what most previous studies portrayed. Research should therefore focus on the other possible factors that contribute to student poor performance in Physics and Science generally in order to find lasting solution to the problem.
Mathematics Teaching Efficacy among Traditional and Nontraditional Elementary Pre-Service Teachers
Author: Moody, Vivian R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Mathematics,Mathematics Instruction,Nontraditional Students,Self Efficacy,Self Concept Measures,Constructivism (Learning),Beliefs,Student Participation,Comparative Analysis,Likert Scales,Pretests Posttests

This study examined the mathematics teaching efficacy of traditional and non-traditional elementary pre-service teachers enrolled in a three-course, three-semester mathematics sequence. Self-efficacy scales were administered at the beginning of the three-course sequence and at the end. The three-course mathematics sequence was taught from a constructivist approach and emphasized a socio-constructivist learning environment in which the pre-service teachers were challenged to construct their own meaning of mathematics. Results showed that for the non-traditional pre-service teachers, self-efficacy levels for teaching elementary school mathematics were significantly different at the end of their enrollment in the three-course mathematics sequence than at the beginning. This study also revealed that for the traditional pre-service teachers, self-efficacy levels with regards to affecting student success regardless of external factors remained the same or were not significantly different, suggesting the need for further research in this area.