ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Software-Aided Mind and Argument Mapping on Learning in Higher Education
Author: Yildizl, Hülya
Date: 2020-12-00
Type: Journal Articles
Subjects: Graduate Students,Masters Degrees,Education Majors,Learning Theories,Concept Mapping,Computer Software,Persuasive Discourse,Academic Achievement,Computer Uses in Education,Achievement Tests,Scores

By carrying out software-aided mind/argument mapping applications in the &quot;Theories of Learning and Teaching&quot; course offered to post-graduate students completing a master's degree in education, the present research aimed to examine the effects of the applications on academic achievement, as well as explore students' opinions on these applications. The research followed a mixed-method design integrating quantitative and qualitative research methods. Participants consisted of post-graduate students (six students) who were taking the course titled &quot;Theories of Learning and Teaching&quot;. The experimental process lasted for 12 weeks. The experimental part of the research has been realized in two stages: In the first stage, the students were given the opportunity to learn about and practice preparing software-aided mind and argument mapping applications on computers and tablets for two weeks. In the second stage, participants were instructed about the theoretical dimension of teaching and learning processes and of the software-aided mind and argument mapping. Theories of Learning and Teaching Course Achievement Test, Reflective Diaries, Student Self-Assessment Forms and Semi-Structured Interview Schedules were utilized as data collection tools. The results suggested that the use of software-aided maps in learning and teaching processes has a considerably positive effect on students' academic achievement. Besides, it has been observed that the students acquired various skills with regards to the use of such tools.
Integrating L1 into Grammar Teaching as a Remedy for Learners&apos; Unresponsiveness in an ESP Classroom: An Action Research
Author: Çelik, Handan
Date: 2020-12-00
Type: Journal Articles
Subjects: Native Language,Grammar,Second Language Learning,Second Language Instruction,Turkish,Action Research,Teaching Methods,Linguistic Input,Vocabulary Development,Schemata (Cognition),English for Special Purposes,Banking,Finance Occupations,Learning Processes,Student Attitudes,Metalinguistics,Anxiety,Scaffolding (Teaching Technique),Language Usage,State Universities,Undergraduate Students,Intervention,Foreign Countries

In this study, the researcher had a group of unresponsive learners taking a year-long English for Specific Purposes (ESP) course in Banking and Finance Department. After the detection of the problem, &quot;unresponsiveness,&quot; one-on-one semi-structured interviews were conducted with the learners (N=8) to find the reasons of it, and what they needed accordingly. Data analysis showed they majorly needed Turkish- (L1), which was restricted to the teaching of grammar as they found most beneficial to their learning. Thus, use of L1 for explicit grammar teaching which proceeded schema building plus implicit inferring was examined to see if and how it remedied their unresponsiveness. Systematic data collection included the learners? end-of-course written reflections (N=40) and another round of one-on-one semi-structured interviews (N=7) to further elicit their views about teaching grammar through L1. The results revealed positive evaluations regarding the benefits of L1 upon more and better input comprehension, vocabulary and grammatical knowledge development, and awareness regarding language learning. They also reported feeling less anxious and stressed, which encouraged their willingness to communicate and participate. Thus, the results verify judicious role of L1 as a scaffold to decrease affective barriers and increase comprehension in language learning.
Computer-Aided Argument Mapping for Improving Critical Thinking: Think Better! Discuss Better! Write Better!
Author: Sönmez, Elif
Date: 2020-12-00
Type: Journal Articles
Subjects: Persuasive Discourse,Concept Mapping,Computer Software,Critical Thinking,Preservice Teachers,Science Instruction,Inquiry,Perspective Taking,Cooperative Learning,Personality Traits

The aim of this study is to investigate the impacts of the use of computer-aided argument maps as a tool to promote prospective teachers' critical thinking skills and dispositions. In this regard, qualitative research method was used in the study. The data of the research were collected through semi-structured interviews. Study group consists of 30 senior prospective teachers from three different classes studying science teaching at a university in Turkey in 2017-2018 academic year. At these three classes mentioned, individual and collaborative argument maps were created in addition to the ABI (Argumentation-based inquiry) activities. The study group was formed on a volunteer basis with 10 students from each class who were selected from, their course performances into consideration. A computer software was used to create the argument maps. Data obtained from interviews were analyzed through NVIVO program. The results obtained indicated that critical thinking skill sub-dimensions such as explanation, analysis, interpretation, evaluation, Self-correction and critical thinking disposition sub-dimensions such as questioning the reliability of sources, being open and fair-minded, being respectful of differences were emphasized more in the group in which the prospective teachers performed computer-aided, individual and collaborative mapping rather than the group in which only ABI activities were performed.
An Action Research Study on Teaching the Landform Concepts in a Fifth Grade Social Studies Course
Author: Inel, Yusuf
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Studies,Concept Teaching,Geographic Concepts,Physical Geography,Misconceptions,Concept Formation,Knowledge Level,Concept Mapping,Models,Freehand Drawing,Extracurricular Activities,Observational Learning,Grade 5,Public Schools,Instructional Effectiveness,Foreign Countries

This study aims to find out the effect of activities and practices on concept education to help carry out activities to teach these concepts more effectively and permanently, and determine student preconceptions about the concepts related to the landforms in the 5th-grade social studies curriculum in the learning subdomain called &quot;People, Places and Environments.&quot; It was conducted as an action research study, employing a qualitative research design. The participants of the study were 16 fifth graders who were studying at a state secondary school in Bekilli District of the province of Denizli, Turkey. Mind maps, worksheet activities, models and mock-up, focus group interviews and field notes were used as the data collection tools, concept development tools, and process support tools. Collected in four class hours, the data were subjected to statement-based content analysis, and then compared with the criteria developed for the related concept and converted into findings and conclusions. The findings indicate that the student group has a partial preliminary knowledge and perception of the distinctive landforms they see around them. However, the student group's preliminary knowledge and perception of the landforms they do not observe around them is insufficient. The results obtained at the end of the instructional intervention process indicate that the student group is confused about the definitions of the bay, gulf, cape, peninsula, island, strait, and ocean. With the activities implemented after the additional action plan, the student group made progress by effectively learning the basic and sub-dimensional landforms they were confused about. The student group found it useful to carry out mind maps and application activities and achieved effective learning with models and mock-ups. Based on research result, use of sightseeing --observation techniques can be recommended to social studies teachers.
A Scale Development Study to Determine Disciplined Mind Features of 4th Grade Students
Author: Ocak, Ijlal
Date: 2020-12-00
Type: Journal Articles
Subjects: Test Construction,Cognitive Processes,Grade 4,Elementary School Students,Foreign Countries,Factor Analysis,Test Validity,Test Reliability

The aim of this study is to develop a Disciplined Mind Scale (DMS) in order to determine the disciplined mind features of 4th grade students. Considering that students around the age of 11 can have some scientific thinking skills, it is thought that the disciplined mind features of 4th grade students should be determined. The sample of this research, in which the survey method was used, consists of 400 students studying in Afyonkarahisar-Turkey, in the 2018-2019 academic year. 23 items were removed from the item pool consisting of 50 items and a final form of 27 items, 7 negative and 20 positive, was obtained. KMO (Kaiser-Meyer Olkin) value was calculated as 0.862 and Cronbach alpha value as 0.826. As a result of the factor analysis, it was seen that the factor loading values of the items were between 0.426 and 0.786. It was determined that the scale consists of 5 factors (thinking like a scientist, making interdisciplinary connections, motivation to live with discipline, deep learning, connection with daily life). As a result of validity and reliability analyzes, it was seen that it can be accepted as a valid and reliable measurement tool consisting of 5 sub-dimensions that measures disciplined mind traits of 4th grade students.
A Comparative Examination of Relationship between Motivation Levels and Future Expectations of Preservice Mathematics and Science Teachers
Author: Aydin, Rafet
Date: 2021-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Student Motivation,Expectation,Preservice Teachers,Mathematics Teachers,Science Teachers,Foreign Countries,Student Attitudes

The aim of this study is to examine the motivation levels and future expectations of preservice teachers studying in Mathematics and Science Teaching Departments comparatively. The population of study consisted of preservice teachers studying at Mathematics and Science Teaching Departments at Education Faculties of Mehmet Akif Ersoy University and Akdeniz University. The sample consisted of 470 preservice teachers. In research, the correlational survey model was used. Research data were collected with &quot;Adult Motivation Scale&quot; and &quot;Future Expectations Scale&quot;. In data analyzing, statistics package program was used. Accordingly, t-test was used for variables with two categories and One Factor Analysis of Variance (ANOVA) was used for more than two categories. Sheffe multiple comparison test was used if it was significant. Pearson Correlation was used to determine whether there is a significant relationship between preservice teachers' motivation levels and future expectations. According to analysis results, motivation levels of preservice teachers were found to be high. Likewise, it was concluded that preservice teachers' expectations for future were highly positive. In preservice teachers' motivation levels and expectations for future, gender, major, type of high school they graduated and major satisfaction they study were found to be effective.
An Examination of Instructional Autonomy Practices of Science Teachers
Author: Yolcu, Okan
Date: 2021-00-00
Type: Journal Articles
Subjects: Professional Autonomy,Science Teachers,Teacher Attitudes,Teaching Methods,Thinking Skills,Classroom Techniques,Instructional Effectiveness,Science Instruction,Foreign Countries,Discipline,Student Participation,Secondary School Students

Contemporary studies related to teacher autonomy mostly deal with research into how autonomy is perceived by teachers and which variables it is associated with. On the other hand, there are very few studies dealing with how teachers' instructional autonomy over the curriculum is reflected in the education process. The aim of this study is to reveal in depth the practices carried out in the context of instructional autonomy by science teachers who have different levels of autonomy. The study is based on data gathered from eight teachers employed at different schools in the province of Izmir in Turkey. Interviews, observations and documents were used for collecting the data. The results reveal that while teachers with high instructional autonomy successfully apply contemporary teaching methods, alternative evaluation techniques, high-order thinking skills and effective classroom management, teachers with low instructional autonomy fall short in all of these areas.
The Effect of Unplugged Coding Education for Special Education Students on Problem-Solving Skills
Author: Demir, Ümit
Date: 2021-01-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Programming,Computer Science Education,Special Education,High School Students,Vocational High Schools,Adolescents,Students with Disabilities,Disadvantaged,Mild Intellectual Disability,Problem Solving,Thinking Skills,21st Century Skills,Skill Development,Game Based Learning,Robotics,Foreign Countries

During recent years coding education has been an important issue in many countries. Coding education has been an important topic for these countries. One of the reasons why coding education is being discussed by educators and other partners of the schools is that it is seen as a key competence for students, and workers at developing problem-solving skills. Coding as an academic skill is seen as a part of logical reasoning. Coding is also accepted as one of the skills called &quot;21st-century skills&quot; required from individuals. Special education students are in a disadvantaged situation as in other learning platforms. Thus, this study aims to analyze the place of coding education in developing problem-solving skills of special education students. Within the scope of the study, unplugged coding applications were carried out with the participation of 34 students having mild intellectual disabilities who are continuing their education in a special education vocational school aged between 14 and 18. A question form was used to evaluate problem-solving skills. There was a significant difference between the pre-course and post-course skills of the students. Students' average scores of problem-solving skills in the post-course was higher than their average scores in the pre-course. The analysis of the findings showed that the students' skill scores in using problem-solving steps have increased in all these steps.
The Relationship between Authentic Leadership and Work Engagement
Author: Basaran, Ramazan
Date: 2020-12-00
Type: Journal Articles
Subjects: Correlation,Leadership Styles,Leadership Effectiveness,Work Attitudes,Job Performance,Principals,Administrator Behavior,Moral Values,Ethics,Self Concept,Interpersonal Communication,Teacher Attitudes,Secondary School Teachers,School Administration,Foreign Countries

The purpose of this research to examine the relationship between the authentic leadership behaviors of the school administrator and the work engagement of the teachers, according to the perceptions of the teachers of secondary school. The research was designed in the relational survey model and carried out with 300 teachers. Descriptive and inferential statistical techniques were used in the research. As a result of the research, it was found that teachers' general perceptions of authentic leadership of school administrators was relatively high and the highest level on balanced processing. Teachers' general perceptions work engagement was relatively high and the highest level on dedication. Positive, medium and low-level relationships were found between authentic leadership and work engagement. According to teachers, the authentic leadership of school administrators significantly predicted teachers' perceptions of work engagement. Based on these findings it has been proposed to various suggestions have been put forward such as protect and increase the authentic leadership behaviors of school administrators and teachers' work engagement levels.
Conceptualization, Development and Validation of an Instrument to Measure Learners&apos; Perceptions of Their Active Learning Strategies within an Active Learning Context
Author: Shroff, Ronnie H.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Test Construction,Construct Validity,Test Reliability,Measures (Individuals),Active Learning,Learning Strategies,Psychometrics,Cognitive Processes,Learner Engagement,Learning Readiness,Learning Motivation,Undergraduate Students,Medical Students

This study describes the development and validation of a psychometrically-sound instrument, the Active Learning Strategies Inventory (ALSI), designed to measure learners' perceptions of their active learning strategies within an active learning context. Active learning encompasses a broad range of pedagogical practices and instructional methods that connect with an individual learner's active learning strategies. In order to fulfill the study's goals, a conceptual framework on learners' active learning strategies was developed and proposed, drawing upon the research literature on active learning. The development and construct validation of the Active Learning Strategies Inventory (ALSI), based on the conceptual and methodological underpinnings, involved identifying five scales of learners' active learning strategies: engagement, cognitive processing, orientation to learning, readiness to learn and motivational orientation. An item pool of 20 items was generated following an extensive review of the literature, standardized card sorting procedures including confirmatory factor analysis and scale validation of a pilot (n = 407) survey. The ALSI scale demonstrated strong internal consistency and reliability with a Cronbach's alpha ranging from 0.81 to 0.87. High item loading scores from the factor analysis provided initial support for the instrument's construct validity of the five-factor model. The ALSI scale provides a reliable and valid method for researchers and academicians who wish to measure learners' perceptions of their active learning strategies within an active learning context. Finally, we discuss the implications and address the limitations and directions for future research.
The Alignment between the Official Curriculum and the Taught Curriculum: An Analysis of Primary School English Curriculum
Author: Karabacak, Eda
Date: 2020-12-00
Type: Journal Articles
Subjects: Elementary School Curriculum,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Diaries,Teacher Attitudes,Alignment (Education),Outcomes of Education,Language Teachers,Mixed Age Grouping,Educational Technology,Instructional Materials,Teacher Competencies

The aim of this research is to analyze the alignment between the official primary school English curriculum and the taught curriculum. In this mixed method research, concurrent equal status design was adopted. Questionnaires, semi-structured interviews, teachers? reflection diaries, and research diaries were used to collect the data. The participants were the teachers who were teaching English in primary schools in Kütahya in the 2016-2017 academic year. The quantitative data of the study were analyzed by using descriptive statistics analysis and the qualitative data were analyzed with inductive analysis. The result of this research showed that the English teachers can align the curriculum in terms of its learning outcomes and content. However, they cannot completely align the curriculum in terms of its teaching-learning process and evaluation. Moreover, the study found out the classroom teachers can partially align the curriculum and the multigrade classroom teachers cannot ensure the alignment between the official and the taught curriculum to a considerable extent. The lack of technological equipment and materials, challenges of teaching in a multigrade classroom, teachers? professional competencies, and beliefs are among the factors affecting the alignment.
Foreign Language Writing as a Developmental Process (Foundation, Expansion, Development, and Completion): The FEDCom Model
Author: Eryilmaz, Ali
Date: 2020-12-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Writing Processes,Writing Instruction,College Students,Learning Processes,Elementary School Students,Secondary School Students,Barriers,Teacher Attitudes,College Faculty,Elementary School Teachers,Secondary School Teachers,Foreign Countries,Learning Experience,Writing (Composition),Teaching Methods

This study investigates the problems that are encountered in learning writing in a foreign language from primary school to university in the Turkish context. It focuses particularly on the problems that teachers/instructors face in teaching writing in English to students concerning students' challenges. Forty teachers were interviewed in all levels, ten participants for each. Here, the challenges that the teachers observed their students faced in the learning process of writing in English were identified. Then, ten students at a tertiary level institution were interviewed about their experiences in learning writing in English in a retrospective manner. The devised FEDCom model illustrated the development of EFL writing of learners in each level of education. The model may be considered as the big picture of learning EFL writing in all education level of Turkey. It may help researchers, teacher trainers, and teachers who want to put forth solutions to the difficulties that learners may experience in learning writing in English.
A Comparison of Classification Performances between the Methods of Logistics Regression and CHAID Analysis in Accordance with Sample Size
Author: Sata, Mehmet
Date: 2020-12-00
Type: Journal Articles
Subjects: Classification,Regression (Statistics),Statistical Analysis,Sample Size,High School Students,Foreign Countries

The aim of the study is to analyze how classification performances change in accordance with sample size in logistic regression and CHAID analyses. The dataset used in this study was obtained by means of &quot;Attentional Control Scale.&quot; The scale was applied to 1824 students and the analyses were done by randomly choosing the samples from the dataset. Nine classification criteria were determined in order to evaluate classification performances of logistic regression and CHAID analyses, and the results were interpreted in consideration of these criteria. As a result of the analyses, it was found that classification performance in logistic regression showed no change as sample size increased, and performed a better classification in small sample size (N= between 25 and 900) than CHAID analysis. On the other hand, in the method of CHAID analysis it was seen that classification performance improved as sample size increased, and provided stronger findings in large sample size (N= 1000 and above). Moreover, in classification studies logistic regression analysis yielded more reliable results, and CHAID analysis provided stronger classifications. The results of this study are considered to suggest researchers to select the methods in classification studies based on sample size.