ethanporcaro/eric-fulltext-meta huggingface dataset:
Write to Read in Two Different Practices: Literacy versus Technology in Focus
Author: Damber, Ulla
Date: 2013-00-00
Type: Journal Articles
Subjects: Literacy Education,Skill Development,Hypothesis Testing,Computer Uses in Education,Printed Materials,Prewriting,Writing (Composition),Teaching Methods,Teacher Attitudes,Technology Integration,Writing Skills,Writing Instruction,Foreign Countries,Reading Comprehension,Reading Skills,Comparative Analysis,Structured Interviews,Elementary School Students,Case Studies,Qualitative Research

Literacy acquisition by using computers and computer tablets is rapidly gaining ground in Swedish classrooms. This article explores the hypothesis that computer-writing vitalizes the learning of literacy, in comparison with approaches using books and pencils. The results of two separate studies in two different settings where prewriting and writing were used to enhance literacy development will be described and discussed. The results of a recent study of classrooms where computers were used will be compared with an older study where students used pencils and paper for writing. The results indicated that the nature of the literacy practice was strongly linked to the teacher's conceptions of literacy and learning. The teachers' choices of computers or pencils as tools for writing do, however, not seem to influence the processes of writing in the classrooms. How writing was enacted in the classrooms and the potential to further development of the literacy practices, were linked to teacher knowledge and the teacher's conception of literacy.
The Changing Nature of China's Higher Education
Author: Chen, Linhan
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Change,Educational Development,Educational Policy,Program Implementation,Politics of Education,Political Influences,College Students,Student Characteristics,Social Class,Educational History,Ideology,Barriers

This paper discusses the changing nature of China's higher education by turning to the changes that happened to China's higher education system brought about by implementing different government policies of higher education. The implementation of the policies, the restructuring of universities and independent colleges in 1952, the enrolling of workers, peasants and soldiers as college students, the turning from &quot;elite&quot; education to &quot;mass&quot; education and etc. results from the fact that China's higher education is by nature susceptible to changes, some of the changes being politically-driven, some economically-driven. Because of the changing nature, China's higher education is now a handy tool in the hands of those in power with which to realize their Utopian or egalitarian dreams and then a &quot;powerhouse&quot; generating knowledge as power pushing the country down the road to prosperity.
Development of Knowledge, Awareness, Global Warming Decreasing Behavior and Critical Thinking of Grade 11 Students Using the Four Noble Truths Method with Meta-Cognitive Techniques
Author: Chattuchai, Sakkarin
Date: 2015-08-23
Type: Journal Articles
Subjects: Consciousness Raising,Ecology,Environmental Education,Knowledge Level,Student Behavior,Critical Thinking,Grade 11,Metacognition,Teaching Methods,Conventional Instruction,Randomized Controlled Trials,Lesson Plans,Tests,Behavior Change,Comparative Analysis,Science Achievement,Biology,Statistical Analysis,Correlation,Foreign Countries,Pretests Posttests,Multivariate Analysis

This study aims to investigate the effects of learning environmental education on the knowledge, awareness, global warming decreasing behavior, and critical thinking of eighty grade 11 students from two classes. The Four Noble Truths method with metacognitive techniques and traditional teaching method were used for the investigation. The sample was obtained by using cluster random sampling techniques. The Four Noble Truths method with metacognitive techniques was used for forty students that made up the experimental group while the traditional learning method was used for the control group consisting of forty students. The research instruments included five- lesson plans using the Four Noble Truths method with three metacognitive techniques: intelligibility, plausibility and wide-applicability (each plan consists of three hours learning per week); a knowledge test on global warming; questionnaire on global warming awareness; questionnaire on global warming decreasing behavior; and a critical thinking test. The major findings revealed that the experimental group and based on prior Biology learning outcome had more knowledge, awareness, global warming decreasing behavior, and critical thinking prior to learning. The high Biology achievers had higher awareness of global warming in two areas, global warming decreasing behavior in one area and critical thinking than the lower Biology achievers in three areas. The experimental group had more knowledge, awareness of global warming generally and in one area, global warming decreasing behavior generally and in one area and overall critical thinking in three aspects than the control group students. In addition, there were statistical correlations between prior Biology learning outcome with learning model and global warming awareness, global warming decreasing behavior, and critical thinking.
Primary Education as a Foundation for Qualitative Higher Education in Nigeria
Author: Etor, Comfort R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Education,Higher Education,Educational Objectives,Educational Quality,Educational Policy,Curriculum Implementation,Compulsory Education,Technology Uses in Education,Teacher Effectiveness,Elementary Schools,Educational Malpractice,Tests

Primary education is universally accepted as the foundation laying level of education in all nations of the world. It provides the mini-structural framework on which the quality of other levels of education is anchored. It is on this premise that this paper examines the pertinent issues that, if properly addressed would recapture and refocus policies in Nigeria for qualitative education at the secondary and tertiary levels. These issues include: A deliberate and conscious effort at achieving the goals of primary education in Nigeria, addressing the perennial problems of teachers and teaching in primary schools and the management of primary education in general, dealing with the virus of examination malpractices at the level of primary education and its effect on higher education. In the light of these and other issues adversely affecting the quality of products of education, this paper recommends, among others that the implementation of national policy in primary education by states and private institutions should be closely monitored to ensure uniformity in quality output from the nations primary schools. All primary schools in Nigeria, irrespective of where they are located, should be given a face lift with modern infrastructures in terms of building for administration, classrooms, introductory technology workshops, library, equipment and all relevant instructional materials to ensure effective teaching and learning.
A Daunting Task for Pre-Service Mathematics Teachers: Developing Students' Mathematical Thinking
Author: Tataroglu Tasdan, Berna
Date: 2015-08-23
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Mathematical Logic,Thinking Skills,Case Studies,Teaching Methods,Knowledge Base for Teaching,Validity,Reliability,Knowledge Level,Preservice Teachers,Semi Structured Interviews,Observation

The purpose of this study was to examine pre-service teachers' teaching practice in terms of providing suitable conditions for developing students' mathematical thinking in the frame of the Advancing Children's Thinking framework. In the study, Advancing Children's Thinking framework developed by Fraivillig et al. was adopted as theoretical framework. Case study was used and participants were determined as four pre-service mathematics teachers. Four lessons for each participant were observed via video camera. The data were analyzed by using descriptive analysis technique within framework components. It was found that pre-service mathematics teachers often elicited students' mathematical thinking but less often supported and extended. Although they had some theoretical knowledge about the mathematical thinking, they reflected this knowledge in practice for the first time. In this sense, it can be said that the pre-service teachers made important efforts in the development of the mathematical thinking and tried to realize a suitable instruction in the context of the framework.
Mutual Investigation about Study Process Approach of Physical Education and Sports Faculty and Students of Faculty of Education
Author: Demirel, Duygu Harmandar
Date: 2015-08-23
Type: Journal Articles
Subjects: Foreign Countries,Physical Education,Preservice Teachers,Comparative Analysis,Study Habits,College Students,Statistical Analysis,Gender Differences,Reliability,Age Differences,Predictor Variables,Multivariate Analysis

This study was conducted to examine the differences between the study approach of students studying in Physical Education and Faculties of Education. For the study, Dumlupinar University School of Physical Education and Sports and Faculty of Education students were voluntarily participated to the study. As a data collection tool, conducted with the Turkish adaptation by Yilmaz and Orhan (2011), the studying process approach scale (SPQ) was used in the study. In the study, frequency and percentage descriptive statistical methods were used to determine the distribution of the personal information of the participants in the analysis of data obtained in the study. To determine the distribution of data, the sample Kolmogorov-Smirnov normality test and, for the identification of significant differences, the t test analysis and two way MANOVA analyses were used (p = 0.05). As a result, in the participants' study approach, in the deep approach subdimension, a significant difference was found between school of Physical Education and Sport students and Faculty of Education students. Physical Education students (3,09 +/- 0,69) have a higher average than education students (2,92 +/- 0,65). Also, it was determined that there was a significant difference in the study approach of participants based on gender (p &lt; 0.05).
Effects of Developed Electronic Instructional Medium on Students' Achievement in Biology
Author: Chinna, Nsofor Caroline
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Biology,Science Instruction,Science Achievement,Educational Media,Video Technology,Quasiexperimental Design,Pretests Posttests,Control Groups,Experimental Groups,Comparative Analysis,Secondary School Students,Statistical Analysis,Reliability,Gender Differences,Measures (Individuals),Statistical Distributions

The study investigated the effects of developed electronic instructional medium (video DVD instructional package) on students' achievement in Biology. It was guided by two research questions and two hypotheses, using a quasi-experimental, pretest-postest control group design. The sample comprised of 180 senior secondary, year two students from six schools located in the three education zones of Niger State. The subjects were divided into an experimental group (electronic medium instruction) and a control group (traditional lecture instruction). Structured Biology Achievement Test (SBAT) with internal consistency reliability co-efficient of 0.83 was used to measure the student's achievement before and after the treatment. The data obtained from the study were analyzed using Analysis of Covariance (ANCOVA). Results from Means, Analysis of Covariance (ANCOVA) and Scheffe test indicated that the achievement of students in biology greatly improved with the use of electronic instructional medium. Students' gender had no significant effect on their achievement in biology when electronic medium was used. These results have implications for innovative use of instructional media and creating sound strategies for disseminating science in the classroom.
The Guiding Effects of a Critical Reading Program on the Use of External Reading Strategies When Confronting an Ironical Text
Author: Karabay, Aysegul
Date: 2015-08-23
Type: Journal Articles
Subjects: Reading Strategies,Critical Reading,Preservice Teachers,Experimental Groups,Control Groups,Notetaking,Literary Devices,Reading Instruction,Foreign Countries,Undergraduate Students,Elementary School Teachers,Teaching Methods,Qualitative Research,Statistical Analysis,Student Attitudes

This study employed a sample of 60 pre-service teachers to examine the guiding effects of understanding critical reading theories on using external reading strategies such as note-taking and underlining when confronting an ironical literary text. The study broke down the teachers into one control group of 30 teachers and one experimental group of 30 teachers. Two ironical texts were used to collect data from the sample of pre-service teachers--one read before the experimental group received instruction in critical reading theories and the other after such instruction which led to the finding that the entire sample of pre-service teachers mostly summarized and read the texts superficially before they had been exposed to training in critical reading instruction. After undergoing the critical reading instruction, most of the pre-service teachers in the experimental group who had previously summarized the subject text now rewrote the author's expressions, which is indicative critical reading. When the notes taken and the expressions underlined by the critical readers were analyzed, it was determined that critical readers underlined and took notes of more critical points more and summarized less.
A Systematic Characterization of Cognitive Techniques for Learning from Textual and Pictorial Representations
Author: Ploetzner, Rolf
Date: 2013-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Learning Strategies,Pictorial Stimuli,Printed Materials,Learning Theories

Pictorial representations can play a pivotal role in both printed and digital learning material. Although there has been extensive research on cognitive techniques and strategies for learning from text, the same cannot be said for static and dynamic pictorial representations. In this paper we propose a systematic characterization of cognitive learning techniques that is founded on both theoretical and empirical research. The characterization relates the learning techniques to classes of cognitive processes as well as to textual and pictorial representations. We show how successful strategies for learning from both plain text and illustrated text are covered by the characterization. We also exemplify how the construction of new strategies for pictorial representations can be informed by the characterization.
The Education and Evaluation of Vitamin Consumption Effects on Stress Markers Oxidative after Exercise
Author: Sam, Cemil Tugrulhan
Date: 2015-09-10
Type: Journal Articles
Subjects: Nutrition,Exercise,Stress Variables,Metabolism,Control Groups,Experimental Groups,Comparative Analysis,Physical Activities,Computer Software,Human Body,Statistical Analysis,College Students,Measures (Individuals)

The purpose of the research was to evaluate the effect of 4-week vitamin C and E supplementation on the markers of oxidative stress after exercise session in students. 30 non-athlete persons (25.21 ± 1.5 years, 173.42 ± 5.62 cm, 75.6±5.75 kg, VO[subscript 2] max of 42.26 ± 1.11 ml/kg/min, and waist-hip ratio of 0.91 ±0.02 cm) volunteered for the study and were given vitamin C and E supplementation (1000 mg per day) and control groups (without vitamins receiving). After 4 weeks of supplementation, all the participants in an aerobic exercise session consisting of running on a treadmill at -10° incline and 80% VO[subscript 2] max with 2 min rests between sets. Blood samples were taken before and after supplementation and after exercise. Normalized data were analyzed by SPSS software by using of repeated measures ANOVA, Bonferroni test, and independent samples t-test at 5% probability significance level. The results indicated that vitamin C and E supplementation before (P = 0.005) and after exercise (P = 0.004) significantly increased antioxidant capacity. It also prevented post-exercise increase in malondialdehyde (P = 0.001) and creatine kinase levels (P = 0.0001). Four weeks of vitamin C and E supplementation increases serum total antioxidant capacity which prevents exercise-induced oxidative stress and high increase in serum creatine kinase levels in students.
Assessment of Prospective Teachers' Views Regarding the Concept of Criticism
Author: Karakus, Neslihan
Date: 2015-08-23
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Critical Thinking,Semi Structured Interviews,Qualitative Research,Criticism

Critical thinking is one of the skills that exist in the Turkish course curriculum and is aimed to be acquired by students. The objective of the study is to determine prospective Turkish teachers' perspectives regarding the concept of critism, which is both a mental exercise and carries an important role in the world of ideas. In order to assess this, voluntary interviews were conducted with prospective teachers studying their 2nd and 3rd years at Department of Turkish Education in the Faculty of Education at Yildiz Technical University during the spring semester of the 2014-2015 academic year. To determine the participant pool, the typical case sampling method--one of the purposive sampling methods--was used, and 45 prospective teachers were interviewed. A semi-structured data collection tool was developed to collect data. Descriptive analysis technique was used to analyze these data. At the end of the study, it was concluded that the majority of the participating prospective Turkish teachers do not believe that the education they receive improves their critical thinking skills. It was also seen that the participant teachers were unable to develop any methods that would help them improve their future students' critical thinking skills. The prospective teachers do have some ideas regarding how to do so; however, these kinds of ideas have never been presented to them under a an official technique or within a school course. Their ideas come from merely their personal views, which they themselves have inferred from their past experiences.
Examining the Permanence of the Effect of an Empathy Program for the Acquisition of Empathy Skills on Gifted Adolescents
Author: Nedim Bal, Pervin
Date: 2015-08-23
Type: Journal Articles
Subjects: Foreign Countries,Empathy,Adolescents,Grade 6,Grade 7,Academically Gifted,Control Groups,Experimental Groups,Comparative Analysis,Pretests Posttests,Program Effectiveness,Elementary School Students

This study aimed to examine the permanence of the effect of an Empathy Training Program, administered 8 months ago on gifted adolescents studying in 6th and 7th grades. The sample of this study consisted of 60 students with IQ scores of above 130 and studied in Enderun Gifted Children Center. Bryant's Empathy Scale for Children was administered to these students. Then, 16 students whose empathy scores were below 10 were chosen. These students were randomly separated into experimental and control groups. Pretest and posttest control group design was used and the follow-up study was administered 8 months later. Mann-Whitney U test and Wilcoxon test were used to analyze. As a result of the analyses conducted to test the permanence of the effect of an applied training program, which was administered as the second stage of the study. There was a small increase in empathy scores of both groups, but there was a little more increase in scores of experimental group. However, as it was expected, this increase was not in a significant level. In conclusion, according to the obtained results, it was seen that the effect of an empathy-training program on gifted adolescents with low empathy scores was still permanent and this indicates that the applied empathy-training program is an effective and permanent study.
The Implications of Feyerabend's Epistemological Approach for Educational Research Methods
Author: Ghadikolaei, Elham Shirvani
Date: 2015-09-10
Type: Journal Articles
Subjects: Epistemology,Educational Research,Research Methodology,Scientific Research,Criticism,Ideology

Epistemology is defined as theory of knowledge and the ways of achieving it. Epistemology is research questions of the possibility of knowledge and the riddle of knowledge. Epistemology and methodology despite being interconnected are inseparable and are not reducible from each other. In addition, their relationship is direct, meaning that ontology logically precedes epistemology and epistemology proceeds methodology, logically. In other words, it has very close relations with epistemology; there are three types of methodology: proof, interpretive and critical. In this paper, we seek to examine the perspective of Feyerabend's epistemology and its implications in research of methodology. We will first review and analyze the paradigms of research methodology and then, the description of Feyerabend's epistemology, and finally, assess the implications of methodological approach to research in education from Feyerabend's point of view.
Development of Learning Management Model Based on Constructivist Theory and Reasoning Strategies for Enhancing the Critical Thinking of Secondary Students
Author: Chaipichit, Dudduan
Date: 2015-08-23
Type: Journal Articles
Subjects: Critical Thinking,Secondary School Students,Models,Science Instruction,Constructivism (Learning),Grade 9,High School Students,Control Groups,Experimental Groups,Teaching Methods,Scores,Academic Achievement,Pretests Posttests,Management Systems,Outcomes of Education,Foreign Countries

The objectives of this research were to study issues around the management of science learning, problems that are encountered, and to develop a learning management model to address those problems. The development of that model and the findings of its study were based on Constructivist Theory and literature on reasoning strategies for enhancing critical thinking among secondary school students. In the demonstration project of the developed model, two classes of grade 9 students were selected. One class of 33 students and another of 30 students became the experimental and control groups, for instruction based on the learning management model (experimental), and the traditional approach (control). This research used a Research and Development methodology (R&amp;D), which included three phases for implementation. The research findings found that the teachers who implemented the learning management model assessed its usefulness at a &quot;moderate&quot; level. In addition, they agreed about the need for such a model for enhancing critical thinking at &quot;the highest&quot; level. Evaluation of one of the models found it to be appropriate at &quot;the highest&quot; level and the effectiveness of the model conducted from post-tests of critical thinking ability scores was 76.30/77.47. The effectiveness score conducted from the perspective of academic achievement was 76.30/76.67. The students who participated in the experimental group obtained a higher score on the post-test on critical thinking ability at 0.05 level of significance. In addition, the experimental-group students obtained a higher level of post-test scores in both critical thinking and academic achievement than the control group at 0.05 level of significance.