ethanporcaro/eric-fulltext-meta huggingface dataset:
Human Rights Education with Socioscientific Issues through the Environmental Education Courses
Author: Ozturk, Ayse
Date: 2018-00-00
Type: Journal Articles
Subjects: Civil Rights,Environmental Education,Preservice Teachers,Elementary Education,Experimental Groups,Control Groups,Foreign Countries,Pretests Posttests,Student Attitudes,Curriculum Development,Curriculum Implementation,Science and Society

Purpose: Human rights education is vital for democratic societies. For an effective human rights education, teachers need to have an in-depth comprehension regarding human rights in the first place. Accordingly, this study aimed to develop, implement and evaluate the Human Rights Curriculum Based on Socioscientific issues as Part of the Environmental Education Course (HRCSEC) for pre-service primary school teachers (PPSTs). Method: This study was designed as a quasi-experimental study with non-equivalent pre-test/post-test control group. The participants of the study include 77 PSPTs 38 of whom were included in the experimental group and 39 of whom were included in the control group. The implementation lasted for 14 weeks within the scope of the study. Results: The study results showed that following the implementation the experimental group preservice teachers had significantly higher knowledge and attitudes regarding human rights compared to the control group pre-service teachers. In addition, the experimental group preservice teachers were equipped with various acquisitions, in addition to knowledge and attitude development regarding human rights, such as, the relationship between environment and human rights and knowledge development. Implications for Research and Practice: According to the results of the research, it can be suggested to establish a human rights connection with SSI in environmental education courses for PSPTs to gain a holistic understanding of environment and human rights and in order to gain knowledge and attitude about human rights. For comprehensive information on the situation, studies can be conducted in environmental courses at different levels of education.
Effectiveness of Fathom on Statistical Reasoning among Form Four Students
Author: Ganesan, Nanteni
Date: 2018-10-00
Type: Journal Articles
Subjects: Courseware,Teaching Methods,Statistics,Pretests Posttests,Control Groups,Experimental Groups,Scores,Instructional Effectiveness,Thinking Skills,Foreign Countries,Computer Assisted Instruction,Mathematics Instruction

In this era, the rapid development of computer science and new technologies of information and communication is high hence there is need to introduce the concept of instructional software for teaching and learning statistical reasoning. This study aims at investigating the effectiveness of Fathom based Instruction in Enhancing Statistical Reasoning of Form Four Students. A quasi-experimental non-equivalent pretest-posttest study was conducted with a total of seventy-two form four students randomly assigned to a control group (n = 38) and an experimental group (n = 34). The experimental group was taught using dynamic software, Fathom; meanwhile the control group was taught without involving Fathom. The findings indicated there is a difference in the mean score of posttest between experimental and control groups. The posttest scores showed that students who learned statistical reasoning using Fathom outperformed those in the control group.
Investigation of the Teacher Self-Efficacy Beliefs of Math Teachers
Author: Peker, Murat
Date: 2018-10-00
Type: Journal Articles
Subjects: Mathematics Teachers,Self Efficacy,Gender Differences,Learner Engagement,Teacher Attitudes,Teaching Methods,Classroom Techniques,Foreign Countries,Mathematics Instruction,Teacher Characteristics

This study aimed to investigate the teacher self-efficacy beliefs of math teachers in terms of certain variables such as gender, seniority, the program they graduated from, the level of school they are working at. The survey and causal-comparative research methods were used in this study. The sample of the study comprised a total of 158 math teachers. We used Teachers' Sense of Efficacy Scale in the study to collect the data. The data were analyzed using descriptive statistics, independent samples t-test and ANOVA. As a result of data analysis, the teacher self-efficacy belief levels of math teachers, in general, was found to be &quot;quite efficient&quot;, but this level was &quot;slightly efficient&quot; in the self-efficacy sub-factor for student engagement. Some statistically significant differences were found between teacher self-efficacy beliefs of math teachers in general and among each sub-factor of the scale in terms of gender. On the other hand, the difference between math teachers' self-efficacy beliefs was also statistically significant in terms of seniority. However, no significant difference was detected between the self-efficacy beliefs of teachers in terms of the level of school they are working at and the program they graduated from.
Role of Students&apos; Context Familiarity in Differential Equations Problem Solving at Pre University Level
Author: Bibi, Aisha
Date: 2018-10-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Calculus,Problem Solving,Student Role,Familiarity,Algebra,Scoring Rubrics,Secondary School Students

In this study, role of context familiarity in students' differential equations (DEs) solving was explored at pre-university level. An assessment test containing three self-developed DEs tasks were distributed among 430 students, studying in intercolleges. Collected responses were analyzed using a scoring rubric containing three main stages (understanding, planning towards the solution and getting answer).Findings revealed that context familiarity positively affected students' problem solving. Students showed better problem-solving skills in physics based problem as compared to biological related problem. Surprisingly, in solving compound interest related problem, students'performance was even better than physics related problem. Beside the positive affect of context familiarity, students have shown lower performance in getting answer and the increasing trend of errors was found in answering to logical questions. From the findings of this study, it may be concluded that context familiarity and contextual based problem solving have great potential to improve differential equation problem solving.
The Effect of Out-of-School Science Learning Environment on the Understanding the Nature of Science of the 7th Grade Students in Secondary School
Author: Sontay, Gökhan
Date: 2018-10-00
Type: Journal Articles
Subjects: Science Education,Informal Education,Scientific Principles,Pretests Posttests,Middle School Students,Science Tests,Scores,Extracurricular Activities,Foreign Countries,Field Trips,Outcomes of Education

The purpose of this research is to examine the effects of out-of-school science learning environments on the understanding of the science nature of seventh-grade students in secondary school. In this study, pre-test post-test group pattern model was used. The participants of the survey consisted of 22 students who attended the 7th grade in the village school of Göynücek in Amasya. Within the scope of the research, The Nature of Science Instrument developed for middle school students was used. SPPS 21 package program was used to analyse the data. As a result of the data analysis, the average of the total scores of the students from the preliminary test was 25.04 whereas the average of the total scores from the final test was 27.86. A statistically significant difference was found between the mean scores of the pre-test and post-test total scores of the t test for the dependent groups [t(21)= -4.38, p=0.00]. This difference is in favour of the final test total score averages. When the findings are examined, it can be concluded that the extracurricular learning environment is effective in increasing the understanding of the nature of science by secondary school 7th grade students. The activities of the out-of-school learning environment can be organized in a long-term so that the nature of science can be explored in terms of different variables.
Teaching Information and Communication Technology Ethics with Case-Based Instruction: Effectiveness and Preservice Teachers&apos; Perspectives
Author: Kilis, Selcan
Date: 2018-10-00
Type: Journal Articles
Subjects: Information Technology,Instructional Effectiveness,Ethics,Preservice Teachers,Student Attitudes,Foreign Countries,Computer Uses in Education,Pretests Posttests

Non-ethical Information and Communication Technology (ICT) usage may be minimized by understanding ethical problems related to the ICT. In addition, successful implementation of ICT requires not only developing practical skills about ICT but also gain basic knowledge regarding ICT ethics. However, in Turkey, only few universities offer courses about ICT ethics. Thus, the rationale behind this study is to teach the basic of ICT ethics to preservice teachers with the aim of raising awareness on this underestimated issue. Accordingly, this instrumental case study aims to investigate prospective teachers' perspectives on ICT ethics and effectiveness of specifically designed course with a case-based instruction to teach the fundamentals of ICT ethics. The data was collected qualitatively before and after the course from 24 prospective teachers selected with convenience sampling. The data was analysed with inductive content analysis and findings indicated prospective teachers, though not having adequate knowledge and awareness, have gained the basics of ICT ethics thanks to the specifically designed course. They favoured the course due to its design and content. This study highlights a need to offer such courses or programs to teach ICT ethics.
Accuracy Order of English Grammatical Morphemes of Saudi EFL Learners
Author: Mohammed, Abuelgasim Sabah Elsaid
Date: 2018-00-00
Type: Journal Articles
Subjects: Accuracy,English (Second Language),Second Language Learning,Second Language Instruction,Morphemes,Comparative Analysis,Linguistic Input,Grammar,Foreign Countries,Task Analysis,Lesson Plans,Native Language,Textbooks,College Students

Purpose: This paper investigates the accuracy order of grammatical morphemes followed by Saudi EFL learners. The major aim of the research was to reveal the pattern of grammatical morpheme acquisition of the participants, and to compare it against the Natural Order Hypothesis (NOH) as stated by Krashen (1977). The different factors that affected the generated order were also discussed. Research Methods: The present research adopted a descriptive quantitative design. Three groups of male and female students (n= 258) participated in the study. The participants were selected randomly from public schools and university colleges. They responded to a grammar elicitation task designed to test their accuracy of using grammatical morphemes. Pica's (1983) TLU method was used to assess the participants' performance. Findings: It was found that Saudi EFL learners developed the accuracy of using grammatical morphemes in a similar sequence regardless of their educational stages. Although this sequence was fixed, there seemed to be a clear effect of the educational stage upon the quality of their usage. The generated accuracy order was found to be different from the NOH. This result suggested that the participants' first language (L1) affected the accuracy order of grammatical morphemes. Implications for research and practice: The findings of the study suggested that course book lesson plans should be designed according to the generated order to facilitate grammatical morpheme acquisition. Further research that will utilize a bigger size of samples is also required to confirm the generated order.
The Possible Effects of 4th Industrial Revolution on Turkish Educational System
Author: Tanriogen, Zeynep Meral
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Internet,Case Studies,Assistant Principals,Content Analysis,Academic Achievement,College Students,Robotics,Reliability,Validity,Teaching (Occupation),Preservice Teachers,Student Attitudes,Teacher Attitudes,Administrator Attitudes,Information Technology,Technology Integration,Management Systems,Information Security,Educational Administration,Administrator Education

Purpose: We can see by reviewing the relevant literature that only half of the eight characteristics of Industry 4.0 have been studied for education and the other four characteristics still need to be investigated such as &quot;internet of things&quot;, &quot;autonomous robots&quot;, &quot;cyber physical systems&quot;, &quot;vertical and horizontal integrations&quot;. The purpose of this research was to determine the possible affects of the eight characteristics of Industry 4.0 on the Turkish Educational System. Research Method: This research was a qualitative case study designed as a holistic-single case. The data of this study were collected through focus group interviewing. In order to better determine the study group, the maximum variation sampling technique was used as a purposive sampling method. For this purpose, the study group was formed by experienced school managers, assistant principals, teachers working in the education system, and candidate teachers who have yet to experience the teaching profession. It is preferred to use content analysis procedures for understanding the data. Findings: Participants' opinions about the possible effects of Industry 4.0; for academic achievement is concentrated mostly on the &quot;Internet of things, Big Data and Cyber Physical Systems&quot;; for the teaching profession is affected greatly by Autonomous Robots and Cyber Physical Systems. Implications for research and practice: For the participants' estimations, the eight characteristics of Industry 4.0 will affect communication in school, academic achievement of students, school concept, teaching profession and the future of society. The candidate teachers made further predictions. Researchers need to further study the eight characteristics of Industry 4.0 regarding the effects on academic achievement.
ERCoRe Learning Model Potential for Enhancing Student Retention among Different Academic Ability
Author: Ismirawati, Nur
Date: 2018-00-00
Type: Journal Articles
Subjects: Pretests Posttests,Control Groups,Academic Ability,Models,Conventional Instruction,Foreign Countries,Interaction,Experimental Groups,Retention (Psychology),High School Students

Purpose: This research was conducted to investigate the potential of the ERCoRe learning model in empowering the retention of students' of different academic ability. Research Methods: This was a quasi-experimental research using pre-test and post-test non-equivalent control group design of 2x2. There were two independent variables. The first variable was the learning model consisting of the ERCoRe model and conventional learning, and the second variable was academic ability, consisting of upper and lower levels of academic ability. The dependent variable was the students' retention. The samples for this research were the students of class X in Pangkep District, Indonesia. The data from this research were analysed by using ANCOVA, followed by Least Significant Different (LSD). Findings: The ERCoRe learning model was shown to have more potential for improving the students' retention than conventional learning (11.58%). The interaction between the ERCoRe learning model and academic ability did not have an effect on students' retention, but it was seen from the combination groups that the retention of the higher academic ability students who experienced ERCoRe learning was higher (significantly different) than that of the other combination groups. Implications for Research and Practice: Teachers need to implement the ERCoRe learning model because this learning model can improve the level of students' retention.
Applying the Higher Education Academy Framework for Partnership in Learning and Teaching in Higher Education to Online Partnership Learning Communities: A Case Study and an Extended Model
Author: Kravariti, Eugenia
Date: 2018-00-00
Type: Journal Articles
Subjects: Higher Education,Partnerships in Education,Teaching Methods,Online Courses,Models,Communities of Practice,Expertise,Intellectual Disciplines,Case Studies,Graduate Students,College Faculty,Help Seeking,Information Sources,Curriculum Design,Trust (Psychology),Volunteers,Sustainability

As internet access and use increase exponentially, pedagogical practice becomes increasingly embedded in online platforms. We report on an online initiative of engaged student learning, the peer-led, staff-assisted e-helpdesk for research methods and statistics, which we evaluated and redeveloped using the lens and guiding principles of the framework for partnership in learning and teaching of the Higher Education Academy (HEA). The aim of the redevelopment was to steer the initiative towards a more integrative and sustainable implementation, as manifest in the applied construct of an online partnership learning community. Our evolving experience of the e-helpdesk highlighted the central role of the facilitator in engineering and maintaining social presence in the online community. We propose an extended model for building an online partnership learning community, whereby partnership encapsulates all the essential elements of student and staff partnership as outlined in the HEA framework, but is also critically defined by similar parameters of partnership between users and facilitators. In this model, the facilitator's role becomes more involved in instructional teaching as disciplinary expertise increases, but descending levels of disciplinary expertise can foster ascending levels of independent learning and shared discovery for both users and facilitators.
Developing Reflective Practice in Teacher Candidates through Program Coherence
Author: Allen, Kathryn L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Reflective Teaching,Theory Practice Relationship,Teacher Education Programs,Feedback (Response),Scaffolding (Teaching Technique),Teacher Educators,Preservice Teachers,Elementary School Teachers,Literacy Education,Graduate Students,Undergraduate Students,Lesson Plans,Methods Courses,Program Descriptions

In this study, we explored the role of reflection at three stages of preparation across a teacher education program. Reflection has long been considered an essential aspect of professional practice for teaching; however, reflection is often vague and undefined. Through an examination of the opportunities we provided for our students to reflect, and systematic analysis of the levels of reflection our students engaged in, we found that the development of reflective practices could be understood and aligned across a professional preparation program. Furthermore, we considered our own pedagogical practices related to modality, prompting, scaffolding, assignment structure, and feedback in our analysis of a variety of student reflection artifacts, in order to understand the potential impact of our own pedagogical decisions across the program. Findings suggest that the program provided modeling and structures for reflection early on, encouraged the inclusion of multiple perspectives in relation to professional practice, and supported a synthesis of student learning of theory and practice as preservice teachers approached program completion. This article offers reflection as a tool for exploring issues of professional growth across a continuum of development.
Educational Equipoise and the Educational Misconception: Lessons from Bioethics
Author: Hersch, Gil
Date: 2018-00-00
Type: Journal Articles
Subjects: Misconceptions,Ethics,Medical Research,Biology,Physicians,Academic Freedom,Teaching Methods,Teacher Researchers,Randomized Controlled Trials

Some advances in bioethics regarding ethical considerations that arise in the context of medical research can also be relevant when thinking about the ethical considerations that arise in the context of SoTL research. In this article, I aim to bring awareness to two potential ethical challenges SoTL researchers might face when playing a dual role of teacher and researcher that are similar to the challenges physicians face in their dual role of physician and researcher. I argue that two commonly discussed concerns in bioethics--the need for clinical equipoise and the possibility of a therapeutic misconception--have analogies when conducting some types of research on students. I call these counterparts &quot;educational equipoise&quot; and the &quot;educational misconception.&quot;
English Narrative Language Growth across the School Year: Young Spanish-English Dual Language Learners
Author: Wood, Carla
Date: 2018-11-00
Type: Journal Articles
Subjects: Narration,Second Language Learning,Second Language Instruction,Bilingualism,Kindergarten,Prediction,Path Analysis,Child Development,English (Second Language),Elementary School Students,Spanish,Intelligence Tests,Verbal Ability,Vocabulary,Reading Tests,Nonverbal Ability,Longitudinal Studies

This study aimed to describe the narrative retell performance of dual language learners (DLLs) in the fall and spring of the school year and examine predictive relationships. Participants included 74 DLLs in kindergarten and first grade from low socioeconomic backgrounds. Microstructural measures included number of different words (NDW), words per minute (WPM), and verb accuracy. Macrostructural measures included number of total story elements and number of different types of story elements. Path analysis models were used to test the relations among variables. Findings indicated that narrative measures were sensitive to developmental differences across the school year. Fall NDW performance in narrative retells was moderately related to both spring NDW and the total number of macrostructural elements in the spring. Spring WPM was uniquely predicted by fall WPM. Authors concluded that narrative retells are sensitive to developmental differences across a school year for DLLs. Findings support the use of narrative retell measures as a promising tool to examine and describe English language growth of young DLLs within a school year.