ethanporcaro/eric-fulltext-meta huggingface dataset:
Introduction to Newtonian Mechanics via Two-Dimensional Dynamics -- The Effects of a Newly Developed Content Structure on German Middle School Students
Author: Spatz, Verena
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Mechanics (Physics),Science Instruction,Units of Study,Misconceptions,Grade 7,Scientific Concepts,Concept Formation,Course Content,Curriculum Design,Student Interests,Self Concept,Science Interests

Newtonian mechanics is still among the most difficult topics in the physics' syllabus taught at school. For example, even after completing traditional instruction, students still think that a force is necessary to maintain motion. Therefore, a revised method of instruction is needed that meets students' learning needs. The aim of the project presented in this article was to develop and evaluate novel teaching units for the introduction to Newtonian mechanics. Rather than changing methodology, the content area itself was restructured innovatively with careful consideration of the most common preconceptions. Based on diSessa's notion of conceptual change as the reorganisation of these only loosely connected preconceptions, so-called p-prims (diSessa, 1993, 2008), the strategy pursued was aimed at triggering the activation of appropriate p-prims while avoiding the activation of inappropriate p-prims. For example, to lower the activation priority of the above mentioned notion, a consistent introduction to mechanics via two-dimensional dynamics was chosen. In the first year of the corresponding study, 10 participating teachers taught their 7th-grade classes in the traditional one-dimensional way. In the following year, the same teachers taught (other) 7th-grade classes using the revised twodimensional way. Students' knowledge of mechanics, self-concept and interest in physics were assessed. This quasiexperimental field study showed a significant improvement in students' conceptual understanding. Thus the findings of this project suggest that altering the content structure of a particular topic might be an important parameter to improving learning outcomes.
A Mixed Method Approach to Studying Self-Regulated Learning in MOOCs: Combining Trace Data with Interviews
Author: Jansen, Renée S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Strategies,Online Courses,Electronic Learning,Data Collection,Evaluation Methods,Self Control,Learning Activities,College Students,Foreign Countries,Goal Orientation,Time Management

To be successful in online education, learners should be able to self-regulate their learning due to the autonomy offered to them. Accurate measurement of learners' self-regulated learning (SRL) in online education is necessary to determine which learners are in need of support and how to best offer support. Trace data is gathered automatically and unobtrusively during online education, and is therefore considered a valuable source to measure learners' SRL. However, measuring SRL with trace data is challenging for two main reasons. First, without information on the how and why of learner behaviour it is difficult to interpret trace data correctly. Second, SRL activities outside of the online learning environment are not captured in trace data. To address these two challenges, we propose a mixed method approach with a sequential design. Such an approach is novel for the measurement of SRL. We present a pilot study in which we combined trace data with interview data to analyse learners' SRL in online courses. In the interview, cued retrospective reporting was conducted by presenting learners with visualizations of their trace data. In the second part of the interview, learners' activities outside of the online course environment were discussed. The results show that the mixed-method approach is indeed a promising approach to address the two described challenges. Suggestions for future research are provided, and include methodological considerations such as how to best visualize trace data for cued retrospective recall.
Individual Interest and Learning in Secondary School STEM Education
Author: Laine, Erkka
Date: 2020-00-00
Type: Journal Articles
Subjects: Secondary School Students,Grade 7,STEM Education,Student Interests,Predictor Variables,Grades (Scholastic),Correlation,Sciences,Mathematics,Biology,Foreign Countries

Interest research offers different hypotheses about the association between interest and learning outcomes. The standard hypothesis proposes that interest predicts learning outcomes: people acquire new knowledge about a topic they find interesting. The affective by-product hypothesis assumes that learning predicts interest: by learning something, people develop an interest in this topic. Finally, the reciprocal hypothesis states that interest and learning covary. This longitudinal study aimed to test the predictive validity of these three hypotheses in the context of secondary school STEM education. The participants were 104 Finnish 7th grade students aged 12-14. Data were collected at three times during the school year through questionnaires and grade evaluations in mathematics and biology. A partial least squares (PLS) path modeling approach was used to determine the relationships between interest and course grades across the three measurement points: at the beginning of the autumn semester, at the beginning of the spring semester, and after the spring semester at the end of the school year. The results differed between the autumn and spring semesters: During the autumn semester, students' interest predicted their grades, whereas during the spring semester, grades predicted their interest. These findings indicate that the relationships between students' individual interest towards science and mathematics with learning vary. As a practical implication, more focus should be put on when and what type of performance feedback is given to students with differing interest profiles.
Robotics and Early-Years STEM Education: The BotSTEM Framework and Activities
Author: Greca Dufranc, Ileana M.
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Robotics,Active Learning,Inquiry,Cooperative Learning,Elementary School Students,Preschool Children,Models,Program Descriptions,Teaching Methods,Program Implementation,Foreign Countries

botSTEM is an ERASMUS+ project aiming to raise the utilisation of inquiry-based collaborative learning and robots-enhanced education. The project outputs are specifically aimed to provide in- and pre-service teachers in Childhood and Primary Education and children four-eight years old, with research-based materials and practices that use integrated Science Technology Engineering Mathematics (STEM) and robot-based approaches, including code-learning, for enhancing scientific literacy in young children. This article presents the outputs from the botSTEM project; the didactical framework underpinning the teaching material, addressing pedagogy and content. It is a gender inclusive pedagogy that makes use of inquiry, engineering design methodology, collaborative work and robotics. The article starts with a presentation of the botSTEM toolkit with assorted teaching practices and finishes with examples of preliminary results from a qualitative analysis of implemented activities during science teaching in preschools. It turns out that despite perceived obstacles that teachers initially expressed, the analysis of the implementations indicates that the proposed STEM integrated framework, including inquiry teaching and engineering design methodologies, can be used with children as young as four years old.
Expanding the Notion of Global Learning: Turkish-Dutch Teens&apos; Networked Configurations for Learning
Author: Ünlüsoy, Asli
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Adolescents,Student Attitudes,Student Interests,Identification (Psychology),Immigrants,Foreign Countries,Student Characteristics,Secondary School Students,Social Networks,Family Influence,Peer Influence,Cultural Influences

Digital technology facilitate interactions between learners and resources at a global level. New learner prototypes are therefore proposed, such as the notion of the global learner. In this paper, we argue that these prototypes of global learning often do not account for the variety of ways in which youth use technology and see themselves as learners. We take the example of Turkish-Dutch youth to show empirically how they represent an alternative for what is often seen as the prototype of what a global learner is. We combine ego-network methodology with in-depth interviews to provide a detailed account of how 25 Turkish-Dutch teens see themselves as learners, how they make use of technology to pursue their interests, how they reach out to others and media resources, and how they form selves in relation to the values and norms of their (transnational) community. Using the notion of 'learner identity', the study shows how these teens develop learner identities that are built on specific and culturally informed notions of 'what a learning subject is' that challenge the universality of the autonomous subjectivity implied in prototypical notions of the global learner. In addition, the study shows how through digital affordances, unique networked (trans)national connectivities are formed, which are informed by these teens' specific socio-cultural position. We argue that by acknowledging these alternative ways of what a learning subject is, and how connections are formed, we can proactively incorporate them as useful models of global learning.
Dynamic Interplay between Modes of Regulation during Motivationally Challenging Episodes in Collaboration
Author: Bakhtiar, Aishah
Date: 2020-00-00
Type: Journal Articles
Subjects: Cooperation,Motivation,Teamwork,Self Control,Group Dynamics,Cooperative Learning,Undergraduate Students,Group Activities

The cognitive and social demands of collaboration can raise significant motivation challenges. Task progression relies on team members strategically taking control of the problems and adapting accordingly. Theory indicates that productive collaboration involves groups using three modes of regulation: self-regulation, co-regulation, and socially shared regulation. Despite research demonstrating the occurrence of all three modes in collaboration, it is unclear how these modes interact and how co-regulation supports the emergence of self- and shared-regulation of motivation. The study aimed to examine the role co-regulation played in dynamically stimulating the emergence of self- and shared-regulation of motivation. A cross-case comparison was conducted between two groups who experienced high levels of motivation challenges but achieved contrasting perceptions of the overall team learning productivity. During analysis, groups' dynamic regulatory processes within the online environment were visually represented using a tool called the Chronologically-ordered Representation for Tool-Related Activity (CORDTRA). Findings demonstrate that co-regulation of motivation may afford and thwart the emergence of self- and shared-regulation, and these processes interacted with the group's situational challenges and the regulatory skills group members possessed. Comparisons between the two groups indicated that groups' motivation regulation should (a) match the demands of the challenges at hand, (b) be positively supported by group members through co-regulation, and (b) involve a more varied strategic responses so that the group may continue to learn and co-construct knowledge effectively as a team.
Middle School Students&apos; Epistemological Beliefs: Development of a Scale Based on Vignettes and Scenarios
Author: Üztemur, Servet
Date: 2020-00-00
Type: Journal Articles
Subjects: Middle School Students,Epistemology,Student Attitudes,Case Studies,Reliability,Vignettes,Factor Analysis,Foreign Countries,Construct Validity,Measures (Individuals),Goodness of Fit,Gender Differences,Instructional Program Divisions,Parent Background,Educational Attainment

This study aims to develop a scale based on vignettes and scenarios to determine the epistemological beliefs of middle school students. The study group of this cross-sectional study is investigated by random sampling and consists of 257 middle school students studying in Manisa province in western Turkey in the 2019-2020 academic year. For construct validity, exploratory factor analysis and confirmatory factor analysis were performed respectively. The research findings revealed that the scale, which accounts for 56% of the total variance, consisted of 25 items and five dimensions. In line with reliability calculations, the alpha internal consistency coefficients for innate ability, quick learning, omniscient authority, simple knowledge, and certain knowledge dimensions were respectively calculated as 0.83, 0.77, 0.77, 0.71, and 0.64. The research results showed that scenarios based on vignettes support the multi-dimensional structure of epistemological beliefs. Several suggestions were also made regarding the use of vignette-based scenarios as a novel approach in identifying the epistemological beliefs of middle school students.
Investigation of the Personality, Anger and Anxiety Situation of the Professional and Amateur Football Players and the Veteran Footballers
Author: Erzeybek, Mustafa Said
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Athletes,Team Sports,Personality Traits,Psychological Patterns,Anxiety,Extraversion Introversion,Neurosis,Personality Measures,Scores

The aim of this study is to investigate the anger, personality and anxiety levels of the football players who actively play football and the football players who have left football. A total 496 football players, 162 women and 334 men, participated in the research in Istanbul in 2018. Spielberger's Anger Style scale, the Eysenck Personality Inventory short form, and Spielberger's continuous anxiety inventory were used as data collection tools. The percentage distribution and frequency values of the athletes participating in the research were determined with descriptive statistics and Shapiro Wilk test was applied as the normality test. Depending on the athletes' situation, Mann Whitney U test was performed to compare the anger, personality and anxiety levels of the athletes. Kruskal Wallis test was used to compare the anger, personality and anxiety levels of the athletes depending on the level of the athlete, and Tamhane was used as the second level test to identify meaningful groups. Sperman correlation test was used to determine the relationship between the anger, personality and anxiety levels of the athletes. All the tests performed were done at a = 0.05 significance level. Microsoft Excell 2017 for Windows was used to enter the data into the computer environment and SPSS 25 package program was used to create graphics and tables. As a result of the findings obtained from the study, it was observed that there were significant differences between anger and inward anger scores according to the athletes' status, and anger, personality and trait anxiety dimensions according to the level of athletics. On the other hand, it was seen that there was a significant relationship between anger, personality and trait anxiety levels of the athletes participating in the research. As a result, it was determined that normal athletes were angrier than veteran athletes, and professional footballers had better level of anger controls and anger levels than amateur athletes. On the other hand, it has been determined that the personality and anxiety levels of professional athletes are higher than amateur athletes.
Experiences of Turkish Preschool Teachers for Including Children with Autism Spectrum Disorders: Challenges Faced and Methods Used
Author: Güleç-Aslan, Yesim
Date: 2020-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Attitudes,Inclusion,Autism,Pervasive Developmental Disorders,Barriers,Teacher Role,Preschool Children,Teaching Methods,Foreign Countries,Teaching Experience,Educational Practices,Student Characteristics,Teacher Competencies,Institutional Characteristics,Peer Relationship,Parent Attitudes,Coping,Behavior Problems,Interpersonal Competence

Inclusion is important for development of social-communication and all skills of children with autism spectrum disorders (ASD) and their participation in social life. In order to carry out a successful inclusion process, preschool teachers have crucial and fundamental role. The purpose of this qualitative study is to explore the experiences of eight preschool teachers in Turkey. In other words, challenges faced by preschool teachers and methods used were explored. Semi-structured interviews were analyzed via inductive analysis. The findings show that the teachers experience various difficulties and use various methods, though limited, to handle these difficulties. It is expected that this research will shed light on the current practice and inspire advanced research studies. Moreover, it is predicted that research carried out in different cultures can offer cultural perspectives to the international literature.
Competence of Low-High Academic Control Focus and Its Place in Academic Success
Author: Ada, Sükrü
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Achievement,Locus of Control,Preservice Teachers,Grade Point Average,Competence,Correlation,Self Efficacy,Foreign Countries,Self Concept Measures

The main purpose of the study is the role of internal and external academic control focus on the success of prospective teachers. The study, which was designed to determine the role of academic control focus in general academic success (GPA) and competence, was carried out with 180 preservice teachers, 44 of which are male and 136 are female. In order to make the focus of internal and external academic control categorically low and high, the median values are divided into two, and low and high internal and external academic control focus groups are obtained. Correlation analysis to examine the relationship between variables, t-test to determine whether GPA and competency variables differ from low and high internal and external academic control focus groups, to determine whether the t-test, GPA and competency variables predict low and high internal and external academic control focus groups. Binomial Logistic Regression analysis was performed. As a result of the analysis, it is seen that the external academic control focus has a negative relationship with GPA and competence, and the internal academic control focus has a positive relation with competence. According to the results of the t-test, GPA and competency were higher in the external academic control focus groups, while competence was higher in the internal academic control focus group. According to the results of the Binomial Logistic Regression analysis, it was seen that competence predicted both internal (towards high group) and external (towards low group) academic control focus, while GPA did not predict both internal and external academic control focus groups. It is seen that being in the low and high internal and external academic control focus group in the research results, the pre-service teachers differed in their belief in success and their academic success.
A Validity and Reliability Study of the Basic STEM Skill Levels Perception Scale
Author: Korkmaz, Özgen
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Test Reliability,Knowledge Level,College Students,Student Attitudes,Attitude Measures,Foreign Countries,Skill Development,Construct Validity,Self Concept,21st Century Skills,Test Construction,Teacher Education,Elementary Education

The aim of this study is to develop a perception scale related to the possible basic skills that can be gained through STEM. Participants of this study were 723 university students. In this study, descriptive survey study was conducted. To identify validity of the scale exploratory factor analysis, cumulative item factor, corrected correlations and item discrimination were calculated. For reliability internal consistency and stability level were calculated. Collected data were analyzed in terms of arithmetic mean, standard deviation, t and ANOVA. The scale is a 7-point likert-type scale which consists of 43 items under 3 factors. Data analysis results showed that this scale is valid and reliable for measuring students' STEM skills according to their perceptions.
Examination of the Curriculum Knowledge Levels of Pre-Service Teachers in Terms of Different Variables
Author: Koc, E. Seda
Date: 2020-00-00
Type: Journal Articles
Subjects: Knowledge Level,Preservice Teachers,Pedagogical Content Knowledge,Curriculum Development,Gender Differences,Teacher Competencies,Student Characteristics,Foreign Countries,Public Colleges,Science Education,Grade Point Average,Preservice Teacher Education

The teaching profession is an area of expertise that combines many professional and academic competencies. While all of these competencies are important for the quality of learning-teaching processes, the curriculum and content knowledge that teachers are expected to have is one of the main characteristics that are directly determinative in achieving the learning objectives. This study aimed to examine the pre-service teachers' knowledge of curriculum in terms of different variables. The study group of the study, which was conducted according to the descriptive research model, consisted of 237 students in the 4th grade of the faculty in the 2018-2019 academic year. In the study, the pre-service teachers' general curriculum knowledge, the average points they received from curriculum development questions and the average points they received only from the questions related to the curriculum in their field of study were handled. As a result of the findings, it was seen that pre-service teachers' curriculum knowledge in their field showed a significant difference in favor of female teacher candidates. Also, it was observed that the average of all three points of preservice teachers differed significantly according to their branches and general curriculum knowledge differed significantly according to their branches.