ethanporcaro/eric-fulltext-meta huggingface dataset:
Identifying Barriers When Teaching Science and Mathematics in Low Economy Regions: Swansea and Hakkari as Case Studies
Author: Baran, Mukadder
Date: 2019-00-00
Type: Journal Articles
Subjects: Barriers,Urban Areas,Mathematics Teachers,Science Teachers,High School Students,Socioeconomic Influences,Student Characteristics,Attention Span,Student Interests,Prior Learning,Teaching Styles,Communication Skills,Teacher Competencies,Pedagogical Content Knowledge,Classroom Techniques,Indo European Languages,Comparative Education,Foreign Countries,Disadvantaged Environment

The purpose of this research was to identify the barriers that upper-secondary school science and mathematics teachers face during the teaching process in economically disadvantaged regions (Hakkari, Turkey and Swansea, UK). The research design was comparative case research and pursues qualitative methodological approach in collecting and analyzing the data about the barriers that teachers are encountering during the teaching process. The research sample consisted of 24 science and mathematics teachers from different upper-secondary schools in Hakkari and Swansea. Semi-structured interview forms, were developed and employed to collect the data. The thematic analysis was used to analyze the obtained data. The results revealed different categories in understanding the situations that science and mathematics teachers confront in both cases; student-related issues, pedagogical issues, teachers' lack of subject knowledge and socio-economic and cultural-based issues. As student-based barriers, lack of prior knowledge, students' attention span, and interest; and regarding teachers-based barriers, teachers' lack of class management and communication skills, and lack of student-centered methods found as similar barriers. Language and socio-economical problems were also shared barriers for both cities. In addition to those barriers, political and family-based issues which hindered educational attainment found as the main barriers by science and mathematics teachers in Hakkari.
A Comparison of a Virtual Lab and a Microcomputer-Based Lab for Scientific Modelling by College Students
Author: Wong, Wing-Kwong
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Laboratories,Computer Simulation,Educational Technology,Engineering Education,Teaching Methods,Student Attitudes,College Students,Science Experiments,Laboratory Experiments,Models,Student Interests,Hands on Science,STEM Education,Physics

This research aimed to explore the effects of a virtual lab (VL) and a Microcomputer-based Lab (MBL) on students' performance in scientific modeling. A web-based virtual lab and a low-cost MBL were proposed to help first-year engineering students build scientific models. Empirical research was done in a slope motion experiment. The participants were 118 first-year engineering students in Taiwan, and they were divided into a VL group and an MBL group. From the results of the questionnaire, these groups of students thought that the systems were usable and easy to use, and they expressed positive attitudes towards the labs. The post-test's average score was higher than that of the pre-test for both groups, and the average posttest score of the VL group was better than that of the MBL group. From the students' learning sheets, many students successfully manipulated the experimental variables and built correct models after gradual revision of earlier models. According to the results of the empirical research, these systems helped the students understand the meaning of the experiment and increased students' interests with hands-on labs. A comparison of the results of these two groups suggests the integration of VL and MBL to facilitate students' learning.
Educational Results of an Exile: The Ahiska Turks
Author: Çinar, Ikram
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Ethnic Groups,Immigrants,Social Discrimination,Outcomes of Education,Equal Education,Educational History,European History,Intellectual Freedom,Literacy,Turkish,Alphabets,Educational Change,Agricultural Occupations

The restrictions imposed by a state on the way of life of a certain ethnic group, and the education policy implemented on that group, may prevent the use of the right to education, which is one of the fundamental human rights. This study focuses on the educational consequences of the exiling from their homeland of the Ahiska Turks (or Meskhetian Turks) who lived in the Ahiska (Samtskhe) region of Georgia at the time of the Soviet Union, in the year 1944. This descriptive study adopted the case study design based on qualitative research techniques. The data were gathered through a semi-structured interview form given to four participants selected via criterion sampling method from different generations who were either sent into exile, were born and grew up in the place of exile, or were born after the break-up of the USSR and were attempting to settle in another country. The data were analysed using the descriptive data analysis techniques, and the results revealed that the exiled Ahiska Turks suffered losses in terms of education due to their exile and its consequences. These losses were categorized in four groups, namely, losses stemming from leaving the community devoid of intellectuals, losses due to literacy becoming more difficult, losses originating from being forced into agricultural labour, and losses due to exposure to ethnic discrimination.
Research-Oriented Collaborative Inquiry Learning Model: Improving Students&apos; Scientific Attitudes in General Chemistry
Author: Rohaeti, Eli
Date: 2020-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Student Attitudes,Attitude Measures,Scientific Attitudes,Comparative Analysis,Cooperative Learning,Preservice Teachers,Undergraduate Students,Teacher Education Programs,Teaching Methods,Scores,Science Interests,Foreign Countries,Science Teachers,Inquiry,Attitude Change,State Universities

Promoting students' attitudes, a part of affective domains is a major goal in higher education. Unfortunately, only a few studies were available related to the improvement of pre-service chemistry teachers' attitudes as this domain was rarely explored using a mixed teaching approach. In this quasi-experimental research, we investigated the effect of the Research-Oriented Collaborative Inquiry Learning (REORCILEA) in improving students' scientific attitudes. A total of sixty-four (6 males, 58 females) first-year pre-service chemistry teachers at the Department of Chemistry Education of a public university in Indonesia attended the General Chemistry course. In order to collect the data, the Scientific Attitudes Scale and Interview Protocol were administered. The data were then analyzed using t-test and thematic analysis. The results of the t-test revealed that students in the experimental group obtained significantly greater scores than the ones of the control group regarding their scientific attitudes. After analyzing the interview data qualitatively, students who were exposed to non-traditional teaching approach had stronger learning interests and enjoyed the chemistry lectures. In conclusion, REORCILEA model could be considered more effective in improving students' scientific attitudes compared to conventional teaching methods.
How Do School Teachers in Turkey Perceive and Use the CEFR?
Author: Tosun, Fatos Ünlücan
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,Standards,Knowledge Level,Teacher Attitudes,Teaching Methods,Evaluation Methods,Training,Student Evaluation,Language Usage,Teacher Competencies,Instructional Materials,Tests

The Common European Framework of Reference (CEFR) is used in Turkey by teachers, administrators and researchers to support English language teaching and learning. This paper discusses the knowledge and use of the CEFR by a group of teachers. Eight teachers were interviewed about the CEFR and carried out an assessment task. Findings show that the teachers knew of the CEFR, had a positive view of its contribution to English Language teaching in Turkey, used CEFR-related practices such as self-assessment in class and could use CEFR tables to successfully assess sample performances. On the other hand, findings also show that the teachers had received little or no training about the CEFR, they had difficulty in applying the CEFR to their classroom assessment practices and they showed that they have only a vague idea of the CEFR proficiency levels for assessment. After reading CEFR tables they say that the language used in the CEFR is generally suitable for teachers to use, but they feel that the level of the language used in the English version of the tables is too high for their learners to benefit from.
Chemistry Teachers&apos; Assessment Literacy in Turkey
Author: Yasar, Mehmet Diyaddin
Date: 2020-00-00
Type: Journal Articles
Subjects: Chemistry,Science Teachers,Assessment Literacy,Foreign Countries,High School Teachers,Formative Evaluation,Knowledge Level,Scoring

The aim of this research was to find out the assessment literacy level of chemistry teachers in Turkey. For the purpose of the research, different types of formative assessment techniques were included in the research. This research was conducted as a case study, which is a kind of qualitative research design. The participants in the research were 12 chemistry teachers working in different high schools in Sanliurfa, one of the largest cities in south-eastern Turkey in 2017-2018 spring term. Research data were collected with a semi-structured interview form. Content analysis was performed on the research data. According to the results, chemistry teachers did not have sufficient perception and knowledge about diagnostic and formative assessment. Chemistry teachers' perception related to objective of formative assessment techniques was very low and it was almost unfamiliar to them. Also, chemistry teachers had little perception about how formative assessment techniques should be prepared and what is their function. Their perception related to the interpretation/scoring of the results obtained from formative assessment techniques was almost non-existent. They had serious deficiencies related to formative assessment techniques and they focused on summative assessment rather than formative assessment and related techniques in their chemistry classes. [This research was presented at the 5th International Congress on Education Sciences and Learning Technology (ICESLT) Sarajevo, Bosnia and Herzegovina in November 6-10, 2019.]
Integration of Media and Critical Literacy into Curriculum through Thinking Education: From Teacher Training Perspective
Author: Yavuz-Konokman, Gamze
Date: 2020-00-00
Type: Journal Articles
Subjects: Integrated Curriculum,Media Literacy,Critical Literacy,Thinking Skills,Preservice Teachers,Preservice Teacher Education,Foreign Countries,Critical Thinking,Knowledge Level,Student Attitudes

This research has pointed out the effects of thinking education on the prospective teachers' critical and media literacies. The research, designed as mixed method with sequential triangulation, has enlightened the efficacy of thinking education on the prospective teachers' literacies. The study group, selected by the sampling criteria, one of the purposive sampling methods, composed of 40 social studies prospective teachers, having been trained in terms of thinking critically on media messages and texts, at Education Faculty, Bartin University during the 2016-2017 academic year. It is concluded that post-test media literacy and critical literacy scores of the trained prospective teachers have increased. Moreover, the positive effects of thinking education on the prospective teachers' media and critical literacies are expressed in detail within the framework of various qualitative data and it is inferred that thinking education reached the goal of training critical literate and media literate individuals. Furthermore, how to integrate media literacy and critical literacy into any curriculum in teacher education has been exemplified through this research. Therefore, these literacies should be taught independently from any subject or a discipline as the objectives of teacher education curriculum.
Conceptualizing Spatial Abilities and Their Relation to Science Learning from a Cognitive Perspective
Author: Chen, Yi-Chun
Date: 2020-00-00
Type: Journal Articles
Subjects: Spatial Ability,Teaching Methods,Science Instruction,Epistemology,Science Achievement,Models,Correlation,Content Analysis,Executive Function,Intervention,Educational Experience,Short Term Memory,Research Reports

Science learning requires visuospatial thinking. Accordingly, spatial ability is regarded as the key to learning science well, but its effects are sometimes not as significant as expected. To this end, this research aims to conceptualize spatial abilities and to clarify their relation to science learning based on an analysis of empirical studies. Content analysis of 39 studies showed that (1) intrinsic-dynamic skills are the most frequently measured, (2) the explored science topics mostly involve well-established knowledge, (3) the effects of spatial ability on science achievement are inconsistent, and (4) educational interventions are not always effective in improving students' spatial abilities or science achievement. It is argued that domain knowledge interferes with the study results and that domain-specific spatial ability exists, referring to apply spatial-type and domain-specific knowledge. Supported by cognitive theories and empirical evidence, a model is constructed to exhibit the relations between domain-general and domain-specific spatial ability as well as their effects on science achievement. According to the model, the two spatial abilities functionally partially overlap in the operations of spatial skills, and educational experience and malleable spatial skills are reciprocal; however, improvement in general spatial ability, involving the function of the central executive system, is likely limited.
Identifying Pre-Service Teachers&apos; Initial Impressions of the Concept Cartoons in the School Corridors and Informal Physics Learning
Author: Atasoy, Sengül
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Concept Formation,Cartoons,Educational Environment,Informal Education,Physics,Student Attitudes,Intervention,Elementary School Teachers,Mathematics Teachers,Science Teachers

Since concept cartoons give an important opportunity for students to achieve informal physics learning, the current research focused on pre-service teachers' initial impressions of the concept cartoons in the school corridors and informal physics learning. The aim of the research was to determine pre-service teachers' initial impressions of the concept cartoons in the school corridors and informal physics learning via the concept cartoons. After a 14-week intervention, a questionnaire with seven open-ended questions was administered to 542 pre-service teachers from primary, mathematics and science teacher education programmes. Their responses to the questionnaire were exposed to qualitative content analysis via two categories (advanced and poor impression). The results showed that pre-service teachers generally referred to advanced impressions of the concept cartoons. In light of the results, it can be deduced that the concept cartoons have enhanced their initial impressions of informal physics/science learning via the concept cartoons. The current research recommends that preservice teachers should be encouraged to produce their own concept cartoons on the topic(s) they found difficult.
An Investigation on the Viewpoints of Students, Teachers, and Parents about Homework in Primary Schools
Author: Yildiz, Vahit Aga
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Elementary School Students,Student Attitudes,Parent Attitudes,Homework,Grade 4,Intellectual Disciplines,Foreign Countries

The study aimed to scrutinize the viewpoints of primary school teachers, students, and parents about homework in various parameters such as types, frequency, subject and functions of homework. In the study, the case study design based on the qualitative research method, was utilized. The participants comprised 32 teachers, 36 fourth-grade students and 28 parents from different primary schools in Erzurum, in the east of Turkey. The data were collected via semistructured interview forms, and were processed using the content analysis method. The findings of the study released that although all participant students, most teachers and parents said homework increased the academic success, a closer look in to their responses to different interview questions illustrated that all of the participant groups also had some negative opinions about the homework in primary schools. The students reported that the most homework covered problem-solving tasks, and the least was practice with musical instruments. The majority of students stated that they were given sufficient amount of homework every day. It was also found out that the most popular subject of the participant students was math and the least favored one was music.
A Study on the Experiences of Students and Instructors in Blended Instruction and Learning in an English Preparatory School
Author: Paker, Turan
Date: 2020-00-00
Type: Journal Articles
Subjects: Blended Learning,English (Second Language),Second Language Instruction,College Students,Language Teachers,College Faculty,Student Attitudes,Teacher Attitudes,Intensive Language Courses,Gender Differences,Student Motivation,Instructional Effectiveness,Foreign Countries

The aim of the study is to investigate the experiences of the students and instructors on blended language instruction and learning applied in an English Preparatory School in a state university. For this purpose, we have a mixed method, the explanatory sequential research design study. The participants were 400 students and 100 instructors. For data collection, both qualitative and quantitative research tools were used, and the data were collected through two questionnaires, one for students and the other for instructors to get the views of students and instructors with regards to blended learning. Additionally, for in-depth investigation, semistructured interviews were conducted with both students and instructors. Our findings revealed that students had both positive and negative views towards the blended instruction/learning; some students reported that they were content with the idea but not the practice. On the other hand, the majority of instructors expressed positive opinions regarding the idea and the implementation of the blended instruction. While blended learning has the potential to reshape whole language teaching of the future, grounding this way of teaching onto contemporary pedagogical principles is critically important.
Development of an Attitude Scale for Physics Courses and a Review of Student Attitudes
Author: Aydin Gürler, Sümeyye
Date: 2020-00-00
Type: Journal Articles
Subjects: Test Construction,Attitude Measures,Student Attitudes,High School Students,Student Motivation,Science Interests,Anxiety,Self Efficacy,Grade 9,Physics,Student Characteristics,Foreign Countries

The aim of present research was to develop a Likert type scale that determines the attitudes of 9th grade students towards physics courses so as to identify the physics students' attitudes towards this course. The research started with a draft scale of 30 items. The draft scale was applied to 177 ninth grade students as a pilot research. According to results obtained from factor analysis, a scale that has 21 items and covering six sub-sets was developed. KMO value of the scale was 0.82; the Bartlett's test value was 1997.3; and the internal consistency coefficient (Cronbach's alpha) was 0.90. The scale was then applied to 460 ninth grade students from different schools to conduct a confirmatory factor analysis. It was found that the types of upper-secondary school influence students' attitudes towards physics courses while gender and educational level of the parents had no significant influence on these attitudes. Therefore, it was also found that the students had an ambivalent attitude towards physics courses.
Explicit Teaching of Scientific Argumentation as an Approach in Developing Argumentation Skills, Science Process Skills and Biology Understanding
Author: Ping, Irene Lue Leh
Date: 2020-00-00
Type: Journal Articles
Subjects: Direct Instruction,Persuasive Discourse,Science Process Skills,Skill Development,Concept Formation,Science Instruction,Instructional Effectiveness,Biology,Active Learning,Inquiry,High School Students,Grade 10,Rural Schools,Public Schools,Foreign Countries

Scence educational standards are increasingly emphasising on argumentation skills. However, students' argumentation skills are often not developed well as their experience of science knowledge in schools is often in the form of uncontested facts. This research asserts that argumentation skills should be developed through explicit teaching of argumentation while engaged in practical work that draws on students' science process skills. In turn, developing argumentation skills also improves their science process skills. Thus, this research sought to examine the effect of the Modified Argument-Driven Inquiry approach (MADI), Inquiry without Argument approach (IWA), and the conventional practical work approach (CON) on the development of argumentation and science process skills of Grade 10 students in practical biology. This research employed the quasi-experimental methodology involving Pre-test Post-test Non-equivalent Control Group design. The data were collected through tests on argumentation skills, science process skills and diffusion and osmosis concepts' understanding. The MANOVA results showed that there was a significant improvement in the argumentation skills, science process skills and biology understanding among the students who experienced the MADI approach in practical biology. In contrast, students who experienced the IWA approach in practical biology showed significant improvement only in biology understanding.
Enhancing Students&apos; High-Order Cognitive Skills for Hierarchical Designs in Micro and Symbolic Particulate Nature of Matter
Author: Su, King-Dow
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Instruction,Scientific Concepts,Concept Formation,Chemistry,Science Tests,Test Items,Thinking Skills,Cognitive Ability,Content Validity,Interrater Reliability,Scores,Undergraduate Students,Christianity,Church Related Colleges,Pretests Posttests,Foreign Countries

To be familiar with micro and symbolic performances, students could work out more effective approaches of innovated techniques known as five hierarchical designs in chemistry equilibrium. However, the most frequently reported problem in students' assessment of chemistry study is attributed to their poor skill recognizing basic concepts. The aim of this research was to construct the 6 test items to help undergraduate students assess their high-order and low-order cognitive skills as a deeper framework of particle representations. It takes a dynamic appeal for students to identify their profound understanding of cognitive skills in accordance with their potential performances of particle representations. In this research, students activate the test instrument to sustain their development of content validity and inter-rater reliability. The research results mark a different responsive engagement of both high-order and low-order cognitive skills in students' total performances with the skill ratio score of 1:6 for conceptual recognition and analyses of micro and symbolic performances. All students' micro and symbolic performances offer an indication for understanding their advanced cognitive skills in the particulate nature of matter. It is beneficial to improve new perspectives in the discussions and activity hierarchical designs in their chemistry equilibrium classrooms.