ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Learning Experiences on Interest in STEM Careers: A Structural Equation Model
Author: Wang, Ning
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Experience,STEM Education,Vocational Interests,Structural Equation Models,Informal Education,Effect Size,Self Efficacy,Student Attitudes,Foreign Countries,Secondary School Students,Grade 10

Learning experiences can affect students' interest in STEM (science, technology, engineering, and mathematics) careers. Applying the social cognitive career theory, this study tested and compared the effect size and effect mechanism of formal learning experiences (FLE) and informal learning experiences (ILE) on 1133 tenth-grade students' interest in STEM careers (ISC) through a paper questionnaire survey. The results of structural equation model analysis showed that: 1) The total effect of ILE on students' ISC is much greater than that of FLE; 2) ILE, STEM self-efficacy (SSE) and STEM careers perceptions (SCP) can directly affect students' ISC; FLE and ILE can also indirectly affect students' ISC through the mediating role of SSE and SCP. The analyses suggest that in order to improve students' ISC, STEM education (especially informal STEM education) should be strengthened, both formal and informal education should pay attention to the cultivation of students' SSE and SCP.
A Review of Research on the Use of Social Media in Language Teaching and Learning
Author: Istifci, Ilknur
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Media,Second Language Instruction,Technology Uses in Education,Videoconferencing,Computer Assisted Instruction,Electronic Journals,Computer Mediated Communication,Collaborative Writing,Cooperative Learning,Second Language Learning,Writing Skills,Feedback (Response),Foreign Countries

The various possibilities that social media offers to language learners and teachers have long been recognized by researchers within the field of language instruction, and many studies have been carried out in an attempt to address and unpack its potential contributions. This paper aims to review such research on the use of mainstream social media in language teaching and learning published in &quot;Computer Assisted Language Learning,&quot; a top tier (i.e., Q1) journal indexed in major citation index systems (e.g., Arts &amp; Humanities Citation Index, the Social Sciences Citation Index and Scopus), between the years 2016-2020 inclusive. For the purposes of the study, a total of 23 articles that meet the selection criteria is reviewed and presented in five sections. The first section deals with the majority of the articles, which are found to be on the use of social networking in language teaching and learning. In the following sections, studies on the use of videoconferencing, wikis, blogging and forums are discussed. Collectively, the studies reviewed in this paper outline a critical role for the use of social media in language instruction and the study aims to provide valuable insights for researchers, teachers and learners.
Online Course Satisfaction in a Holistic Flipped Classroom Approach
Author: Ilic, Ulas
Date: 2021-00-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Student Satisfaction,Preservice Teachers,Preservice Teacher Education,Holistic Approach,Flipped Classroom,Gender Differences,Usability,Predictor Variables,Access to Computers,Ownership,Public Colleges,COVID-19,Pandemics,Foreign Countries

The present study aimed to investigate the satisfaction of pre-service teachers with the completely online course instructed with the flipped classroom model. The study was conducted with the explanatory sequential mixed design. The participants included 117 pre-service teachers. Data were collected during the 2020-2021 academic year fall semester with the Online Course Satisfaction Scale and face-to-face interviews. The study findings demonstrated that the pre-service teachers were satisfied with the online course. The satisfaction level of female participants was higher, and the differences were not significant based on the student department. On the other hand, the participants stated that there were systemic and instructor-oriented problems. Furthermore, it was determined that ease of use was an important factor in predicting satisfaction. Ease of use varied based on PC ownership, but not based on tablet ownership. Satisfaction did not differ based on both PC and tablet ownership. It was found that the flipped classroom model exhibited interactional challenges. However, the model had advantages due to its structure that allowed flexibility. It could be suggested that the findings of the present study would contribute to future studies that would address flipped classroom method and satisfaction with online courses.
Project-Based Online Learning Experiences of Pre-Service Teachers
Author: Taskiran, Ayse
Date: 2021-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Electronic Learning,Distance Education,Student Centered Learning,Teamwork,Preservice Teachers,Undergraduate Students,Student Attitudes,Skill Development,Computer Science Education,Educational Technology,Foreign Countries

Student-centered learning approach, which embodies shifting the focus of instruction from teacher to student, actively engages students in their own learning process by incorporating their learning skills and interests. With the developments in instructional technologies making online learning widespread, the student-centered learning approach has found the opportunity to transition from theory to practice. How project-based learning, which is one of the best application areas of student-centered learning, can be realized in online learning environments and the views of pre-service teachers about this experience are the research subjects of this study. Conducted as a descriptive case study, this study investigates the views and experiences of 55 Computer and Instructional Technologies Education Department students towards application of project-based learning in an online course. Data gathered through close-ended Likert type questionnaire, open-ended questionnaire and self-evaluation reports revealed that project-based learning method provided learners with gains in terms of comprehension of course content through hands-on experience, developing research skills, improving collaboration and group work skills, and creating something by making use of their imagination and creativity in a fun way.
Edutainment: Using Kahoot! as a Review Activity in Foreign Language Classrooms
Author: Yürük, Nurcihan
Date: 2019-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Teaching Methods,Student Attitudes,Educational Games,Units of Study,English (Second Language),Computer Software,Computer Games,Learning Processes,Undergraduate Students,Active Learning,Foreign Countries

Games or gamified activities blended with traditional ways of teaching can be implemented as a useful strategy in foreign language classrooms. Gamification as a novel pedagogical approach offers opportunities in accordance with game elements and techniques that can be applied in nongame context like classroom. This study is about an online free application called Kahoot. Kahoot has been used to stimulate students' English as their foreign language more effectively, actively and interestingly and can be accessed by teachers to use in foreign language classrooms. The aim of the study is to demonstrate Kahoot can be used as a Review Activity in foreign language classrooms and to gather information on students' perceptions about this application included in educational process. The research design for this study is action research. Kahoot was implemented three times at the end of every three units. For the quantitative part of the study, data were collected through a 20-item questionnaire including 15 participants to determine the perceptions of the use of the Kahoot. Findings of the study indicate that students were able to engage actively in the lessons and they were able to master the target language effectively and enjoy learning English using games.
Tendencies in Turkey-Based Academic Studies on Distance Education during the COVID-19 Pandemic
Author: Elçiçek, Mithat
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,COVID-19,Pandemics,School Closing,Educational Technology,Educational Research,Research Methodology,Technology Uses in Education,Elementary Secondary Education,Postsecondary Education,Sampling,Data Collection,Data Analysis,Research Design

This study examines the tendencies in Turkey-based scientific articles related to distance education during the COVID-19 pandemic. In this qualitative study, content analysis and categorical analysis were used. The population of the study is comprised of Turkey-based academic studies on distance education while the sample consists of 125 scientific research articles published until April 2021 and included in the Google Scholar database. Tendencies in studies on distance education were examined in terms of article information, research methods, samples, data collection tools, data analysis methods, and subjects or topics. The &quot;publication classification form&quot; developed by the researcher was used for data collection. As a result of the study, it is seen that qualitative research methods and case studies are frequently used while sample groups consisting of undergraduate students and interview forms are mainly preferred. It was also determined that the studies focus on research subjects that examine the opinions on distance education according to various demographic variables. In consecutive studies on this subject, diversification has been recommended in terms of subjects and methods, designs, participants from whom data is collected, and data collection tools.
The Effect of Emergency Remote Teaching on the University Students&apos; End-of-Term Achievement
Author: Yakar, Levent
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Distance Education,Emergency Programs,Electronic Learning,COVID-19,Pandemics,Academic Achievement,Scores,Synchronous Communication,Teacher Attitudes,Student Attitudes,College Faculty,Undergraduate Students,Graduate Students,Associate Degrees,Public Colleges,Foreign Countries

This study aimed to examine the effect of emergency remote teaching (ERT) on the end-of-term achievement of university students. Accordingly, two sets of end-of-term achievement scores of all students attending Kahramanmaras Sütçü Imam University, a Turkish state university were compared in terms of educational modality. More specifically, the first set was comprised of scores the students obtained from the tests at the end of 2019-2020 academic year when the courses were delivered via face-to-face education while the second set consisted of scores they obtained from the tests at the end of 2020-2021 academic year when the courses were virtually conducted due to ERT exerted by COVID-19 pandemic. In addition, the views of students and instructors about the differences between the achievement scores driven by ERT and reflection of actual learning in scores during this period were analyzed. The findings indicated that the achievement scores obtained in associate degree and undergraduate degree programs were significantly increased during ERT while no statistically significant difference was found in the scores obtained in graduate degree programs. The findings also showed that the students and instructors are well aware of the increase in achievement scores, which they attributed to various factors such as lack of exam security and devoting more time to the lesson. They generally agreed that the achievement scores obtained in ERT do not reflect the actual learning level of students. Finally, it was revealed that the subjective perceptions about the change in the achievement scores largely overlapped with the objective statistical results.
A Study on the Relationship between Mobbing and Professional Burn out Perceptions of Secondary School Mathematics Teachers
Author: Ilhan, Aziz
Date: 2021-09-00
Type: Journal Articles
Subjects: Secondary School Teachers,Mathematics Teachers,Teaching Conditions,Bullying,Teacher Burnout,Gender Differences,Marital Status,Teaching Experience,Teacher Background,Institutional Characteristics,Academic Rank (Professional),Foreign Countries,Teacher Attitudes,Predictor Variables

This study aims to evaluate the relationship between mobbing perception and job burnout of secondary school mathematics teachers. Another subject of the study is to find out whether mobbing and burnout perception differs according to gender, marital status, teachers' professional experience, educational background, staff position, and school type variables. The demographical information form developed by the researchers, Maslach Burnout Inventory-Educators Survey, developed by Maslach and Jackson (1981),and Mobbing Scale developed by Cemaloglu and Ertürk (2007) were used as data collection tools. The study was conducted using the survey method. The study participants included 243 mathematics teachers working in public and private secondary schools in a city centre of a province in the Eastern Anatolia Region of Turkey. Although the study findings of burnout perceptions of mathematics teachers do not differ significantly according to the variables of gender, and educational background, they differ according to the variables of marital status, professional experience, staff position, and school type. Mobbing perceptions of mathematics teachers differ according to sub-levels of all variables but the variable of gender and staff position. In addition, a significant relationship has been identified between the mobbing and burnout perceptions of secondary school mathematics teachers. In addition, it has been determined that mathematics teachers' mobbing perceptions are significant predictors of burnout perceptions.
EFL Students&apos; Perceptions and Attitudes toward Using Communicative Activities in CLT Classroom
Author: Rezalou, Ali
Date: 2021-09-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Student Attitudes,Learning Activities,Interpersonal Communication,Language Skills,Communication Skills,Program Effectiveness,College Students,Foreign Countries,Speech Skills

In this study, the effects of using the communicative activities in communicative language teaching (CLT) classroom to improve students' speaking performance and reduce their difficulties in speaking skill were investigated. Classroom action research (CAR) was considered as the research design. A quantitative method was followed in this study. The researcher intended to improve the students' speaking ability by using the Communicative Language Teaching Method, communicative activities. The teaching and learning process was divided into ten cycles and was carried out in ten weeks. Each cycle consisted of four interconnected stages: Planning, Action, Observation, and Reflection. Overall, students favored activities that provided a competitive classroom environment and led to a high level of classroom participation. The findings revealed the effectiveness of speaking classes because students were significantly more satisfied with their speaking ability after the interventions. Statistically significant differences were found in students' perceptions and attitudes toward using communicative activities.
An Analysis of Relevant Studies on Language Learning Strategies in Teaching Turkish as a Foreign Language
Author: Polatcan, Faruk
Date: 2021-09-00
Type: Journal Articles
Subjects: Turkish,Second Language Instruction,Teaching Methods,Foreign Students,Gender Differences,Learning Strategies,Age Differences,Educational Research

It is clear that language learning strategies play very important roles in the understanding of language learning processes, as well as in the skills students develop in learning a foreign or second language. In this study, studies on language learning strategies in teaching Turkish to foreigners were examined. In this context, content analyses of 24 studies published by 2021 were carried out. While scanning design was used in most of the reviewed studies, the Oxford Language Learning Strategies Scale (1990) was used as a measurement tool. As a result of the studies, it was found that women from foreign students who learn Turkish as a foreign language use language learning strategies more effectively than men, and the use of language learning strategies remains as age increases. As a result of the research, the lecturers were advised to guide students' language learning strategies and to use their language learning strategies in lessons. Regarding the use of language learning strategies, it has been recommended to researchers at different language levels and to conduct research with larger populations.
An Analysis of Self-, Peer-, and Teacher- Assessment within the Scope of Classroom Teaching Activities
Author: Karakaya Cirit, Didem
Date: 2021-09-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Self Efficacy,Peer Evaluation,Observation,Preservice Teachers,Preservice Teacher Education,Science Education,Environmental Education,Climate,Pollution,Middle Schools,Concept Teaching,Public Colleges,Classroom Environment,Correlation,Foreign Countries

The aim of this study was to determine the correlation between self-, peer- and teacher- assessment to evaluate preservice science teachers' classroom teaching activities. A mixed method was employed. The sample consisted of 55 senior students (29 women, 26 men) from the science teaching program of a public university in Turkey. Quantitative data were collected using a classroom observation form, which was the Reformed Teaching Observation Practice (RTOP), while qualitative data were collected using observation notes. The study was conducted within the scope of the course &quot;applied teaching&quot; for three weeks under the scope of three topics; global warming (GW), acid rain (AR), and ozone depletion (OD). Each participant attended nine assessment processes with two peers for the three topics. Quantitative results did not show a correlation between self- and teacher-assessment on the three topics. There was no correlation between GW self-assessment and GW peer-assessment and between AR peer-assessment and OD peer-assessment. However, there was a correlation between OD and AR self- and peer-assessment. There was a correlation between peer-assessment and teacher-assessment on neither of the three topics. Qualitative results showed that participants with high RTOP scores in peer-assessment were more likely to make quite superficial qualitative assessments, and briefly describe the teaching process and positively assess it. In self-assessment, participants not only gave themselves high scores but also positively described the teaching process. In teacher-assessment, quantitative and qualitative assessment was consistent.
An Investigation of the Relationship between Prospective Teachers&apos; Attitudes towards Multiculturality and Refugee Students
Author: Akkaya, Sumeyra
Date: 2021-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Student Diversity,Elementary School Teachers,Preschool Teachers,Cultural Pluralism,Refugees,Multicultural Education,Equal Education,Foreign Countries,Interpersonal Communication

Multiculturalism refers to the existence of different social groups in society. Multiculturalism advocates a society in which no culture is dominant. Multiculturalism is a fact of life for many people. Multiculturalism and globalization affect how people organize the world around them and how they see themselves and others. Multicultural education offers an educational program that concerns not only specific minorities but also all social groups. Today, with the effect of globalization, teachers and students can participate in educational activities all over the world. This situation requires educators to approach multicultural education positively in order to ensure equality of opportunity in education. In this study, it is aimed to examine the relationship between prospective primary school teachers and pre-school teacher candidates' attitudes towards multiculturalism and refugee students. The article summarizes the information on multicultural education, which is one of the reflections of globalization on education, and refugee students and equal opportunities in education. The research was carried out with the relational survey model, one of the quantitative research methods. In the study, it was determined that the sum of multicultural attitudes increased the general level of attitude towards refugee students. Another result of the research is that the sum of multicultural attitudes increases the level of communication, adaptation and efficiency. In the study, the communication scores of the preschool teaching department were also found to be higher than the communication scores of the primary school teaching department.
Views of Academic Staff in Universities on Lifelong Learning and Adult Education
Author: Karakoc, Berna
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Lifelong Learning,Adult Education,Andragogy,Faculty Development,Individual Development,Quality of Life,Learning Motivation,Foreign Countries

The general aim of this study is to find out the views of academic staff working at universities on lifelong learning and adult education. While finding out the views of academic staff, the 6 principles of Andragogy Approach, which includes the characteristics of adults about learning, were taken as basis and the professional or personal development trainings academic staff received were analysed separately within the framework of these principles. Interview technique, one of the most frequently used in qualitative research methods, was used in the study. Interviews were made with a total of 20 academic staff who had received training within the scope of adult education and lifelong learning. The interviews were recorded with a voice recorder and transcribed. The transcribed data were evaluated with descriptive analysis method and then they were coded. Interpretations were made by using the codes. As a result, it was found that the academic staff in general had received education on lifelong learning and adult education voluntarily and it was concluded that they received these trainings for professional or personal development, to increase their quality of life, to gain experience, to advance academically and for similar reasons.