ethanporcaro/eric-fulltext-meta huggingface dataset:
The Model Research That Compares the Multiple Intelligence Theory Implementations with the Traditional Methods Implemented in the Music Lessons of 4th and 5th Grades in Primary Schools
Author: Yesilkaya, Özge Çongur
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Grade 4,Grade 5,Elementary School Students,Multiple Intelligences,Conventional Instruction,Teaching Methods,Creativity,Instructional Effectiveness,Teacher Competencies,Music Teachers,Educational Resources,Faculty Development,Learning Activities,Student Attitudes,Homework,Group Activities

The main concern in this study is constituted by the possibility of implementing a music training model which has been developed on the basis of the Multiple Intelligence Theory in the music lessons of the 4th and 5th grades of primary schools. Core study group was formed by 150 fourth and fifth grades students from Ankara Tegmen Kalmaz Primary School and Mamak Primary School and as well as the music teachers working at these schools in 2005-2006 educational period, who were selected by means of a random method. The findings of the research are composed of the pre tests and post tests filled by the students and their teachers as well as the observation sheets used during lessons in which the data about the differences between the traditional method based lessons and the multiple intelligence based lessons have been analyzed by SPSS package program and frequency tables and graphics of the data has been designed, additionally a bilateral relations have been examined by using cross tables. As a result of the study, it has been concluded that the events that activate different intelligence fields are not implemented in the music lessons taught through traditional methods, the creativity of the students has not been improved by different assignments and projects, the teachers do not bring various music-related materials to the classroom and that they do not render the lessons enjoyable. Whereas, it has been understood that in the music lessons based on Multiple Intelligence Theory, the students in the period of concrete process comprehend the abstract concepts of the lesson more effectively by means of plays and different activities, their creativity demonstrates a progress, and that the theory constitute an aid for them in discovering their capabilities. When the model is considered through this aspect, it is clearly obvious that the theory is applicable to the musical training model, the teachers who are to apply the theory should undergo in-service training before the applications, that there might be certain defects during the application of the theory due to physical conditions of the state schools, and that therefore the music rooms and equipment in the state schools should be improved. In the light of these findings, it has been determined that the questionnaire and observation forms produced at the end of the studies could be implemented as an appropriate measure for a research that would be reflected on a general sense and could be practice by schools at various social and economic levels.
Turkish Primary School Students&apos; Knowledge, Behavior, and Awareness of &quot;Healthy Living&quot;: Reflections on the COVID-19 Epidemic Process in the Context of Life Science Course
Author: Kaya, Mehmet Fatih
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Health Behavior,Life Style,Knowledge Level,Student Attitudes,Grade 1,Grade 2,Grade 3,Biological Sciences,COVID-19,Pandemics,Attitude Change,Behavior Change,Science Education

This research aims to assess the impacts of the COVID-19 epidemic process on the knowledge, thoughts, actions, and awareness of primary school pupils regarding &quot;healthy life,&quot; in accordance with the attainments of the Turkish Life Science curriculum. The research was conducted using phenomenology. Maximum variation sampling was utilized to determine the study participants. Accordingly, primary schools located in three distinct settlements (middle-upper and lower-middle socio-economic levels located in the district centre and the town connected to the district) were chosen for the 2020-2021 academic year in the Tavsanli district of the Kütahya province of Turkey. The information was collected from 18 pupils in the primary schools' 1st, 2nd, and 3rd classes. A semi-structured interview form was utilized to collect data for the study. The dataset was analysed using the approach of descriptive analysis. According to the findings of the study, the students were aware of healthy life. In addition, it was revealed that a large percentage of student responses overlapped with the associated subjects and attainments of the Life Science courses. During the COVID-19 outbreak, students reported that their lives were affected in the areas of &quot;academic, health, personal, and social&quot;. Concurrently, it has been determined that their lifestyles have changed in a variety of ways, as well as their attitudes and actions regarding healthy living. In this context, it may be stated that diverse subjects should be incorporated into students' in-school and extracurricular activities in order to increase their knowledge, abilities, and awareness of healthy living.
A Phenomenological Study of Tutors&apos; Insights on the Meaning of Quality of Education in Selected Primary Teacher Training Colleges (PTTCs) in Uganda
Author: Kigozi, Edward
Date: 2022-00-00
Type: Journal Articles
Subjects: Phenomenology,Tutors,Teacher Attitudes,Educational Quality,Preservice Teacher Education,Preservice Teachers,Foreign Countries,Student Needs,Quality Assurance,Standards,School Culture,Compliance (Legal),Audits (Verification)

Due to the pressure exerted by competition among educational institutions to achieve funding and legitimacy in public, achieving quality of education has become a major concern for all the stakeholders not only in higher educational institutions but to the PTTCs as well. So, to achieve this, an understanding of what quality is in teacher training colleges such as PTTCs is highly paramount. The major aim of this study was to explore the insights of tutors in PTTCs on the meaning of quality of education. To achieve this, the study employed a phenomenological research design to attain a deep understanding of the concept of quality of education as perceived by the tutors in PTTCs. Data was collected through semi-structured interviews and analyzed through thematic and content analysis. The study unveiled that PTTC tutors perceive the quality of education in the following ways: meeting students' needs and government quality assurance (QA) standards, students performing well in examinations, work culture involving everyone to achieve the needs of the students, compliance with quality standards, and corresponding to the learners' expectations, meeting criteria in learner support services and the ability to deliver the subject matter to the students. Finally, several recommendations and conclusions were drawn from the study.
EFL Pre-Service Teachers&apos; and Interns&apos; Expectations and Satisfaction of International Practicum: An Exploratory Study on Patterns and Influential Factors
Author: Kham, Bao
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Instruction,English (Second Language),Preservice Teachers,Teacher Interns,Student Attitudes,Expectation,Student Satisfaction,Practicums,Study Abroad,Foreign Countries,Self Esteem,Creativity,Supervision,Mentors

This exploratory study explored EFL pre-service teachers' and interns' expectations and satisfaction of their overseas practicum. The data was collected from in-depth interviews with five fourth-year students in a regional university in Viet Nam, who participated in their international practicum in Thailand. Analyzed on the basis of a conceptual framework of personal, supervising, professional, and contextual elements, the results showed three distinctive patterns: (1) high expectations - high satisfaction, (2) medium expectations -- high satisfaction, and (3) medium expectations -- medium satisfaction. The findings also indicated various influential factors for each pattern such as confidence, creativity, supervision, mentors' manners, and expectation (mis)match. The research results highlighted three significant emergent issues: the role of personal element, the impact of the supervisor, and the importance of practicum work-load. The study suggested practical implications for EFL trainee teachers, EFL teacher trainers, and practicum organizers and administrators.
Examination of Teachers&apos; Knowledge Levels of the Concept of Early Literacy in Terms of Various Variables
Author: Tas, Halil
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Grade 1,Emergent Literacy,Knowledge Level,Sex,Status,Institutional Characteristics,Teacher Attitudes,Literacy,Value Judgment

The aim of this study is to determine the level of knowledge of primary school teachers about the concept of early literacy, to determine whether this knowledge level differs according to the teachers' gender, the type of school they graduated from and their professional seniority; to reveal the importance of early literacy skills for 1st grade students of primary school and how to increase teachers' early literacy knowledge levels. This research is a descriptive study of the nature of a survey model. In this study, in which quantitative and qualitative research techniques were used together, mixed method was used in data collection and analysis. The study group of the research consists of 52 primary school teachers who teach the 1st grade. While schools were determined through the disproportionate stratified sampling, teachers were determined through simple random sampling. The analysis of the qualitative data was conducted via content analysis while the quantitative data were analyzed via independent group t-test and ANOVA in this study for which data collection was provided via a semi-structured interview form developed by the researchers. Research findings reveal that primary school teachers have low knowledge levels regarding early literacy and their knowledge levels do not vary depending on gender, the type of school they graduated from and professional seniority. In classroom teaching departments, courses with well-prepared content on early literacy should be put in place, effective in-service training activities should be organized on the subject and classroom teachers should be exchanged frequently with their preschool teachers.
Needs Analysis for the Development of Mathematics Statistics I-Module Based on Schematic Representation
Author: Anwar, Rahmad Bustanul
Date: 2022-00-00
Type: Journal Articles
Subjects: Needs Assessment,Mathematics Instruction,Material Development,Statistics Education,College Mathematics,Foreign Countries,Learning Modules,Electronic Learning,Schemata (Cognition)

The purpose of this study was to analyze the need to develop a teaching material needed in mathematics statistics lectures I. This study used a qualitative descriptive method oriented to the development of a product. The subjects of this study were fourth semester mathematics education students who were taking mathematics statistics course I and lecturers of the mathematics education study program at the Muhammadiyah University of Metro. The research instrument used a questionnaire distributed using a google form. Data analysis was carried out with the stages of data reduction, data presentation, and drawing conclusions. The results obtained in this study are: (1) 61.5% of respondents stated that in mathematics statistics I lectures the lecturers have not used e-modules.
Automatic Story and Item Generation for Reading Comprehension Assessments with Transformers
Author: Bulut, Okan
Date: 2022-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Natural Language Processing,Artificial Intelligence,Automation,Open Source Technology,Models,Algorithms

Reading comprehension is one of the essential skills for students as they make a transition from learning to read to reading to learn. Over the last decade, the increased use of digital learning materials for promoting literacy skills (e.g., oral fluency and reading comprehension) in K-12 classrooms has been a boon for teachers. However, instant access to reading materials, as well as relevant assessment tools for evaluating students' comprehension skills, remains to be a problem. Teachers must spend many hours looking for suitable materials for their students because high-quality reading materials and assessments are primarily available through commercial literacy programs and websites. This study proposes a promising solution to this problem by employing an artificial intelligence (AI) approach. We demonstrate how to use advanced language models (e.g., OpenAI's GPT-2 and Google's T5) to automatically generate reading passages and items. Our preliminary findings suggest that with additional training and fine-tuning, opensource language models could be used to support the instruction and assessment of reading comprehension skills in the classroom. For both automatic story and item generation, the language models performed reasonably; however, the outcomes of these language models still require a human evaluation and further adjustments before sharing them with students. Practical implications of the findings and future research directions are discussed.
Classroom Assessment: The Psychological and Theoretical Foundations of the Formative Assessment
Author: Kula-Kartal, Seval
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Assessment,Formative Evaluation,Student Evaluation,Educational Psychology,Skill Development,Learning Motivation,Self Evaluation (Individuals),Academic Achievement

The change of the learning and teaching definitions in psychology has also changed the nature of classroom assessment implementations. One of these important changes is that the targeted skills in the classroom assessment, and item structures utilized to measure these skills have changed. Teachers have started to use items and tasks that can represent the significant knowledge and skills of subject better and provide rich information and evidence for students' development rather than utilizing items measuring only remembering the bits of knowledge or simple comprehension. The second important change has taken place in terms of why and how teachers and students use classroom assessment. Although there are a few studies on the change of targeted skills and item structures used in the classroom assessment in the related national literature, the number of studies providing information on how to apply classroom assessment in line with its recent definitions, aims and implementation is still limited. Thus, the current study aims at providing guiding information on why and how to implement classroom assessment to develop students' learning, motivation, and self-assessment skills.
Examination of Map Reading Skills with Orienteering Activity: An Example of Many Facet Rasch Model
Author: Uyar, Seyma
Date: 2022-00-00
Type: Journal Articles
Subjects: Map Skills,Navigation,Item Response Theory,Social Studies,Preservice Teachers,Foreign Countries,Interrater Reliability,Difficulty Level

The purpose of the current study is to examine the map reading skills of Social Studies pre-service teachers with orienteering, which is an activity-based and more active practice. To this end, a total of 10 students attending the Department of Social Studies Teaching in the Education Faculty of Burdur Mehmet Akif Ersoy University and taking the course of Map Skills and Applications were selected. An analytical rubric consisting of four criteria and scored in four categories was used to collect data in the study. The content validity of the developed rubric was calculated with the Davis Technique and it was thought that sufficient evidence was obtained for the content validity. During the orienteering activity, the map reading skills of the students were scored by 5 raters with this rubric in terms of four criteria, direction/location, recognizing signs/symbols, using landforms and managing time. They were examined with the many-facet Rasch model (MFRM). Map reading skills were evaluated according to the severity/leniency of the raters and the difficulty of the students in exhibiting the behavior. The results of the analysis showed that the agreement between the raters was found to be good. It was also concluded that the most difficult skill is determining direction/location and the easiest skill is using landforms.
Examining the Effectiveness of Discussion-Oriented Flipped Learning Environments
Author: Yilmaz, Erdi Okan
Date: 2022-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Discussion (Teaching Technique),Thinking Skills,Student Satisfaction,Undergraduate Students,Group Discussion,Academic Achievement,Program Effectiveness,Foreign Countries,Video Technology,Student Participation

The overall aim of the study was to examine the effects of the discussion-oriented flipped learning environments on the achievements, satisfaction levels, and high-ordered thinking skills of students. This semi-experimentally planned research was prepared in accordance with the 3x2 factorial design and conducted with a group of 190 second-year coeducational students attending their undergraduate education at Usak University. A six-week application was conducted with three groups of students, who were classified as participating in discussions in the newly-developed discussion-oriented flipped learning environments with mandatory, voluntary, and non-attendee participation status. As the data collection tool of the research, achievement tests consisting of multiple choice and open-ended questions were used together with the satisfaction scales (related to videos, discussions, and general environment) developed by the researcher. As a result of the posttests applied after the application, it was determined that the overall achievement scores of the students, who participated in the discussions in discussion-oriented flipped learning environments, were significantly higher than those who did not participate in the discussions. It was determined that there was statistically no significant difference between the satisfaction levels of students concerning the videos, while the discussion satisfaction levels of students who participated on a mandatory basis were statistically significantly higher compared to those who participated on a voluntary basis. In terms of high-ordered thinking skill scores, it was determined that mandatory or voluntary participation in discussions in flipped learning environments have a significant and positive impact on high-ordered thinking skills, in comparison to the non-participation.
Formative Assessment: Stalled by Too Few Right-Size Reports
Author: Popham, William James
Date: 2022-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Student Evaluation,Educational Benefits,Barriers,Testing

After providing key definitions well as substantial supportive evidence for the instructional process under consideration, this analysis identifies a serious shortcoming in the way that many U.S. educators are currently encouraging teachers' adoption of the formative-assessment process--a teaching approach informed by students' en route test performances during instruction. After identifying the basics of the formative assessment process, and the manner in which reports of students' en route assessment performances should be built, it is claimed that formative assessment will attain its much-lauded learning payoffs only when short reports, easily used by both teachers and students, are routinely employed.
Enhancing the Learning of Newton&apos;s Second Law of Motion Using Computer Simulations
Author: AlArabi, Khaleel
Date: 2022-00-00
Type: Journal Articles
Subjects: Physics,Motion,Science Education,Computer Simulation,Secondary School Students,Foreign Countries,Grade 11,Teaching Methods,Outcomes of Education

This quasi-experimental study was conducted in two secondary schools in a major city in the United Arab Emirates (UAE) to examine the impact of Computer Simulations (CSs) on students' learning of Newton's Second Law of Motion (NSLOM) in grade 11 compared to traditional face-to-face education. The study used Newton's Second Law of Motion Achievement test (NSLMAT) as a pre and post-test to collect the data. Altogether 90 students aged 16-17 (grade 11) participated in this study. Two grade 11 girls' classes (40 students) and two grade 11 boys' classes (50 students) were chosen randomly to participate in this study. Descriptive and Inferential statistics were used to analyze data. Results showed that CSs, through visualization, aided in establishing connections and brought attention to the concepts and details of NSLOM. In addition, CSs yielded better results than those taught in face-to-face education. The Results also suggest that CSs greatly impacted both female and male students. CSs helped female and male students gain a better understanding of NSLOM topics. The study recommended that physics teachers integrate CSs into their teaching and use them as valuable tools to improve student learning outcomes.
Exploring Effect on Primary School Students&apos; STEM Attitude Determined via Structural Equation Modeling
Author: Liu, Si-Jia
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Elementary School Students,Student Attitudes,Grade 4,Grade 5,Grade 6,Learning Motivation,Metacognition,Socioeconomic Status,Correlation,Foreign Countries,Self Efficacy,Test Anxiety

As STEM (Science, Technology, Engineering and Mathematics) education gets more and more attention from society, students' attitudes towards STEM are increasingly concerned. However, there was scant research that has empirically documented the relations among STEM attitude, learning motivation and metacognition. This research used Structural Equation Modeling to examine the above relations. Data were collected from 845 primary school students from grade 4 to 6, regarding their STEM attitude, learning motivation, metacognition, and their sociodemographic characteristics (family socioeconomic status). The results showed that metacognition played a mediating role in the effect of learning motivation on STEM attitude. The family socioeconomic status played a moderating role in the effect of metacognition on STEM attitude, and students with higher family socioeconomic status had a stronger effect on STEM attitude. This research also suggested that it is worth considering the improvement of students' learning motivation to facilitate STEM attitude through promoting their metacognitive skills, meanwhile balancing the gap between students under the difference of socioeconomic level in STEM education.