ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Two Teachers' Instructional Methods on Students' Learning Outcomes in Chemistry in Selected Senior Secondary School in Kaduna Metropolis, Nigeria
Author: Omwirhiren, Efe M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Chemistry,Teaching Methods,Intermode Differences,Instructional Effectiveness,Secondary School Students,Experimental Groups,Control Groups,Pretests Posttests,Performance Based Assessment,Lecture Method,Demonstrations (Educational),Comparative Analysis,Statistical Analysis,Teaching Styles,Foreign Countries

The study investigated the effect of teachers' instructional methods on students learning outcomes in selected senior secondary school in Kaduna, Nigeria Two instructional methods (Demonstration and Lecture) were used on target population of one thousand nine hundred and eleven (1,911) senior secondary (S.S. II) Science Students. The sample consist of 100 Students randomly drawn from two co-educational senior secondary schools within Kaduna North LGA. The students were divided in to two groups: The experimental group and the control group of 50 students each based on a categorization test to ascertain the equivalence of the group. The pretest-posttest quasi-experimental control group design was adapted. The students in the experimental group were exposed to Demonstration Method, while those in the Control group were exposed to the lecture instructional strategy for a period of three weeks. The instrument developed and validated for data collection was Chemical Bonding Performance Test (CBPT). Four research questions were stated and four null hypotheses were tested. The data collected were analyzed using mean, standard deviation, t-test and ANOVA at 0.05 level of significance. The major findings from the study shows that there is significant difference in learning outcome on students exposed to demonstration and lecture strategies used to teach chemistry (t[subscript cal] = 0.774 &gt;t[subscript crit] = 0.443 and F[subscript cal] = 0.771 &gt; F[subscript crit] = 0.710 at P&lt;0.05) and there is no significant difference in the academic performance of both male and female students exposed to demonstration instruction in teaching chemistry (t[subscript cal] = 0.177 &lt; t[subscript crit] = 0.861 and F[subscript cal] = 0.728 &lt; F[subscript crit] = 0.781 at P&lt;0.05) . Findings from present study suggest that Chemistry teachers should incorporate demonstration method for teaching at senior secondary school level so as to enhance academic performance and also Curriculum planners should recommend and ensure demonstration method is used for teaching chemistry at senior secondary school among others.
Designing Inductive Instructional Activities in a Teacher Training Program to Enhance Conceptual Understandings in Science for Thai Science and Non-Science Teachers
Author: Narjaikaew, Pattawan
Date: 2016-00-00
Type: Journal Articles
Subjects: Science Education,Science Teachers,Foreign Countries,Elementary School Teachers,Logical Thinking,Learning Activities,Scientific Concepts,Pretests Posttests,Comparative Analysis,Program Effectiveness,Teacher Education,Motion,Physics,Energy,Astronomy

Teachers are viewed as the most significant factor affecting student learning. However, research in science education showed that teachers often demonstrate misunderstandings of science very similar to students. The purpose of this research was to correct conceptual difficulties in science of Thai primary school science and non-science teachers using inductive learning activities in a teacher training program. An eighteen hour teacher training program was designed to address conceptual difficulties in science based on research findings of three science concepts including force and motion, simple electric DC circuits, and astronomy. A pre- and post-test with 15 multiple-choice questions for each of those concepts were administered to thirty volunteer primary school science and non-science teachers in 2014. Data was entered into Excel and analyzed for a correct percentage for each question. There were overall gains in understanding between the pre- and post-tests for these three concepts when teachers were taught by inductive methods. It suggests that using inductive learning activities can be used as a meaningful teacher training program for science and non-science teachers to correct conceptual difficulties in science.
Assuring the Quality of Teacher Education Systems and Its Link to Improvement in Learning Cultures: The Role of the International Reviewer
Author: Hilton, Gillian L. S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Educational Quality,Quality Assurance,Expertise,Evaluators,School Culture,Educational Change,Global Approach

This paper addresses the place of the use of international &quot;experts&quot; in assuring the quality of Teacher Education programmes within Higher Education, in relation to the global agenda of improving standards. The experiences of one such &quot;expert&quot; are discussed and recommendations made as to the type of person suited to the role. Some issues relating to Teacher Education in the Baltic States of Lithuania and Latvia are addressed, in particular the need for a change in the culture from a focus on teaching to one on learning, the need to embrace, not resist change and the need to respond quickly to an ever changing education agenda. The paper attempts to address some of the difficulties faced by higher education institutions in the Baltic States and also raises the concerns of the international experts, with particular reference to the lack of good data on which to base their conclusions and recommendations. Despite years of membership of the EU change in Eastern European teacher education is not occurring as fast as it needs to and this is where the advice of the &quot;expert&quot; can be of use.
The Historical Process of Development of Engineering Sciences as a School Discipline in France
Author: Christian, Hamon
Date: 2016-00-00
Type: Journal Articles
Subjects: Engineering Education,Foreign Countries,Home Economics,Industrial Education,Educational History,Gender Differences,Curriculum,Teacher Education,Teacher Certification,Equipment,Higher Education,Elementary Secondary Education,Politics,Sustainable Development,Electronics,Mechanics (Physics),Technology Education

This paper describes the historical process of development of engineering sciences as a school discipline and as an academic subject. It aims to understand the evolution of contents and their structuration, mainly, of the industrial technology for men and of the home economics for women, from the Liberation to today. It contributes to analyze the history of technology education in the basic school and its positioning in the curriculum. This historical and didactic research focuses on the prescribed curriculum, analyzing official texts about contents (practical tasks, functional analysis, graphic tools, modelling...), the training and the certification of teachers, equipment and administrative organization. It identifies the concordances between the emergence of engineering sciences within the university, their development within the tertiary and secondary schools and the development of technology education within the basic education. This contextualized sociological and political history reveals the movement of the deprofessionalization and the despecialization of the current courses, the opportunities to take into account of the sustainable development, the relegation of producing, the priorities for scientific approaches, the integration of mechanics, electronics, automatics, energetics and numerical tools.
Learning Environments as Basis for Cognitive Achievements of Students in Basic Science Classrooms in Nigeria
Author: Atomatofa, Rachel
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Environment,Cognitive Ability,Science Achievement,Classroom Environment,Constructivism (Learning),Ability Grouping,Low Achievement,High Achievement,Achievement Tests,Teaching Methods,Hypothesis Testing,Comparative Analysis,Pretests Posttests,Control Groups,Experimental Groups,Reliability

The nature of classroom learning environments created by teachers had been considered very important for learning to take place effectively. This study investigated the effect of creating constructivist and transmissive learning environments on achievements of science students of different ability levels. 243 students formed the entire study sample, while 146 (70 high and 76 low ability) students took part in the ability groupings. Three research instruments (teaching guides; scholastic ability test and Basic science achievement test), were used to obtain data for which two research hypotheses were tested. The validation and reliability of the instruments were fully established. Results indicate that students in the constructivist environment achieved more, and that the high ability students irrespective of their learning environment achieved more than the low ability students which indicates that learning environments do not have impact on learning ability. However, since the high and low constructivist groups achieved more than the high and low transmissive groups respectively, it is recommended that teachers should create the constructivist environment while paying extra attention to the low ability groups in order to reduce gaps between high and low ability during their basic science classes in Nigeria.
Adaptation of Collective Moral Disengagement Scale into Turkish Culture for Adolescents
Author: Çapan, Bahtiyar Eraslan
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adolescents,Measures (Individuals),Moral Values,Test Reliability,Test Validity,Factor Analysis,Item Analysis,Bullying,Correlation

In this study, reliability and validity are assessed for a Turkish culture adaptation of the Collective Moral Disengagement Scale for Adolescents. The study was carried out in two stages. In the first stage, translation, exploratory factor analysis, internal consistency coefficients, and test-retest method were performed; in the second stage, confirmatory factor analysis, and compliance validation study were conducted. In the first stage of the research, a total of 339 adolescents and in the second stage, 283 adolescents participated. At the end of the exploratory factor analysis performed in the first stage of the research, it is observed that the CMDS (Collective Moral Disengagement Scale for Adolescents) explained 35 percent of total variance. The factor loadings of the scale items ranged from 0.41 to 0.76. In addition, the internal consistency coefficient was found as 0.86 and test-retest reliability coefficient as 0.86 at the end of the analysis made for the CMDS's reliability in the first stage. At the end of confirmatory factor analysis made in the second stage, acceptable fit indices were obtained (?[superscript 2] = 288.07, df = 90, ?[superscript 2]/df = 3.20, RMSEA = 0.08, RMR = 0.13, SRMR = 0.06, GFI = 0.89, AGFI = 0.85, CFI = 0.94, NNFI = 0.93). Within the compliance validity of CMDS, correlation coefficients of Bullying Scale and Bullying Sub-scale (0.41) and the Victim Subscale (0.47) were examined. In conclusion, we can say that the Turkish form of 15-item Collective Moral Disengagement Scale for Adolescents is valid and reliable.
An Analysis of Elementary Schools Teachers' Classroom Control Levels
Author: Yilmaz, Z. Nalan
Date: 2016-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Classroom Techniques,Classroom Environment,Predictor Variables,Educational Practices,Teacher Leadership,Leadership Styles,Gender Differences,Classroom Observation Techniques,Age Differences,Teaching Experience,Class Size,Specialization,Foreign Countries,Statistical Analysis

The data of this study, that aims to develop an effective and reliable measuring instrument and to determine the relation between various variables and teachers practicing their profession at elementary schools, are obtained through the contribution of class and subject area teachers who worked during the school year of 2011-2012 in elementary schools located in Hakkari city center. As a result of the study, it is revealed that elementary school teachers, in general, adopt the approach of medium-level control. It is one of the results obtained from the study that female teachers do not establish a strict control over their students and have the tendency to share the responsibility of educational activities with them. As elementary school teachers' practices were analyzed regarding the control approaches they adopted, the results indicate that visual arts teachers along with foreign language teachers and classroom teachers demonstrate an approach of lower control-level in their classes.
Pre-Service Science and Primary School Teachers' Identification of Scientific Process Skills
Author: Birinci Konur, Kader
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Process Skills,Elementary School Teachers,Identification,Skill Analysis,Comparative Analysis,Science Tests,Achievement Tests,Knowledge Level,Incidence,Science Achievement,Foreign Countries

The purpose of this study was to conduct a comparative analysis of pre-service primary school and science teachers' identification of scientific process skills. The study employed the survey method, and the sample included 95 pre-service science teachers and 95 pre-service primary school teachers from the Faculty of Education at Recep Tayyip Erdogan University in Turkey. All participating students were in their third year. A 24-question Scientific Process Skills Test was employed as the data collection tool. Students were asked to choose the correct answer for each question and specify which scientific process skills were measured with the answer. The analysis of the students' answers involved tabulating the correct answers given for each question and students' answers concerning the scientific process skill measured by the answer along with their frequencies. The analysis indicated that pre-service science teachers gave more correct answers than pre-service primary school teachers in the first section of the study, which made them more successful overall. Considering that the second section of the test included questions about acquisitions, the pre-service teachers, who were from two different departments, provided similar answers, and no significant difference was found. Furthermore, the pre-service teachers from both departments used many skills interchangeably.
Digital and Conventional Microscopy--Learning Effects Detected through Eye Tracking and the Use of Interactive Whiteboards
Author: Berg, Julia
Date: 2016-00-00
Type: Journal Articles
Subjects: Laboratory Equipment,Eye Movements,Computer Uses in Education,Cytology,Comparative Analysis,Biology,Preservice Teachers,Grade 12,Questionnaires,Interviews,Neurosciences,Visual Aids,Secondary School Students,Science Instruction,Learning,Foreign Countries,Pretests Posttests,Qualitative Research

Learning the meaningful use of the microscope is an essential requirement in school curricula. Modern science and medicine is hardly conceivable without the inclusion of microscopy. The number of didactic studies in this area, however, is negligible. Real microscopy is rarely used to gain knowledge in higher school years. Could the understanding of cell concept and the skills to interpret histological structures be complemented and supported by digital microscopy? The current study investigates this problem in two methodological ways. First, learning effects of modules with interactive whiteboards (IWB) are compared with original microscopy (2012: n = 70; 2013: 25+14; 2013/14: n = 21+27; 2014: n=40) using the example of human biology with pre-service student teachers. The instruments were questionnaires (short scale of intrinsic motivation, flow, and knowledge test) and interviews. Second, eye movements of 12th grade students were measured during histological image processing of retina and nervous tissue in the student laboratory of neuroscience in Tubingen (High Quality Tower mounted eye tracking) (2013: n = 11+26; 2014: n = 28). We measured that fixation in the area of interest (AoI) corresponded with the level of prior knowledge. The estimation of instructional aids (e.g. schematic representation) while viewing demanding histological images also depends on prior knowledge. The same applies to the IWB. The use of the whiteboard is valued because of the possibility to make visible connections and put these in contexts. The use of the whiteboard does not, however, surpass the motivation and flow of real microscopy in problem-oriented learning processes. The IWB is a good supplement but is not a substitute for the microscope.
Characteristics of US Students That Pursued a STEM Major and Factors That Predicted Their Persistence in Degree Completion
Author: Mau, Wei-Cheng J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Characteristics,STEM Education,Majors (Students),Academic Persistence,College Students,Females,Minority Group Students,Gender Differences,Racial Differences,Educational Attainment,Grade Point Average,Credits,Predictor Variables,College Freshmen,Transfer Students,Remedial Instruction,School Counseling,Regression (Statistics),Early Intervention,Student Recruitment,Disproportionate Representation,Statistical Analysis

Low participation and completion rates in the science, technology, engineering, or mathematics (STEM) careers are a world-wide concern. This study tracked American college students over a 5-year period and identifies factors that lead to choosing a STEM major and in turn successfully earning a STEM degree. Characteristics of female and minority students who participated in the STEM pipeline during 2008-2013 were compared with their counterparts. Results show significant gender and racial differences in entering, completing, and persistence in the STEM pipeline. Female and minority students, except for Asian American students, were less likely than male or White students to declare a STEM major. Similarly, among those who completed a STEM major, a smaller percentage of female and minority students completed their degree in 5 years than their counterparts. White male students, high school GPA, college GPA, and first year college credit hours earned significantly predicted persistence in completion of a STEM major, whereas first time college students, transfer students, and students took remediation courses were less likely to persist. Implications for counseling interventions are discussed.
The Predictive Power of the Self-Efficacy Beliefs of Physical Education Candidate Teachers on Their Attitudes towards the Assessment and Evaluation in Education
Author: Varol, Yaprak Kalemoglu
Date: 2016-00-00
Type: Journal Articles
Subjects: Self Efficacy,Physical Education,Preservice Teacher Education,Preservice Teachers,Student Attitudes,Predictor Variables,Foreign Countries,Likert Scales,Statistical Analysis,Student Surveys,Regression (Statistics)

The aim of the research is to examine relationship between self-efficacy beliefs and attitudes for assessment and evaluation of physical education candidate teachers. In this research, the relational model has been used. Study group consists of 86 women (48%), 93 men (52%) and total 179 physical education teacher candidates (M[subscript age] = 22.17, SD = 1.61) who are studying at physical education department in three universities. As data collection tool &quot;Self-Efficacy Perceptions of Candidate Teachers at Assessment and Evaluation in Education&quot; and &quot;Attitude toward Educational Measurement Inventory&quot; has been used. In the analysis, addition to descriptive statistics, inferential statistics such as correlation and regression analysis has been used. It has determined that ''self-efficacy based-skill'' belief for assessment and evaluation in this research has a moderate effect size towards attitude for assessment and evaluation. Also, it has been shown that variables constituting self-efficacy belief subscale for assessment and evaluation have explained 10% of total variance for assessment and evaluation of attitude in education. Besides, it has been found that attitude and self-efficacy beliefs of teacher candidates for assessment and evaluation in education were high level.
Student Perspectives of Computer Literacy Education in an International Environment
Author: Vasilache, Simona
Date: 2016-00-00
Type: Journal Articles
Subjects: Computer Literacy,Student Attitudes,Teaching Styles,Global Approach,Questionnaires,Instructional Effectiveness,Undergraduate Students,Foreign Students,Database Management Systems,Information Literacy,Educational Environment,Foreign Countries

Computer literacy education is an integral part of early university education (it often starts at the high school level). A wide variety of university course structures and teaching styles exist and, at the same time, the knowledge levels of incoming students are varied. This issue is even more pressing in an international environment. This paper offers students' perspectives on computer literacy education in such an international environment. Based on the author's experience in a computer literacy course and on a questionnaire given to the course participants, the paper aims to identify teaching styles to which students respond positively, as well as LMS functionalities that most students accept or prefer to use during computer literacy related classes.
Investigation of the Relationship between Organizational Trust and Organizational Commitment
Author: Bastug, Gülsüm
Date: 2016-00-00
Type: Journal Articles
Subjects: Trust (Psychology),Organizational Climate,Organizational Culture,Organizational Theories,Sense of Community,Investigations,Correlation,Organizational Effectiveness,Occupational Surveys,Physical Education Facilities,Questionnaires,Statistical Analysis,Employer Attitudes,Attitude Measures,Foreign Countries

Organizational trust and organizational commitment are considered as the most important entraining factors for organizational success. The most important factor in the formation of organizational commitment is trust that employees have in their organizations. In this study, the relationship between organizational trust and organizational commitment was searched. For this purpose, 176 sports employees of Provincial Directorate of Youth and Sports in Turkey were applied &quot;organizational trust scale&quot; developed by Omarov [33] as well as &quot;organizational commitment scale&quot; developed by Meyer and Allen [26]. The data obtained as a result of the research were analyzed by SPSS 20.0 software program and the results were presented. As a result, it is remarkable that emotional commitment of male employees was more than that of female employees. Trust of participants in director positively affected emotional and normative commitment. It was also determined that trust of participants in their colleagues and organizations positively affected normative (commitment to worth and targets of the organization) commitment. It was concluded that organizational trust positively affected organizational commitment in sports employees.