ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of an Anatomy Attitude Scale for Medical School Students and Analysis of Their Attitudes
Author: Can, Mehmet Ali
Date: 2022-00-00
Type: Journal Articles
Subjects: Anatomy,Test Construction,Student Attitudes,Medical Students,Medical Education,Test Validity,Test Reliability,Foreign Countries

Anatomy is one of the most fundamental areas of medical sciences. When medical education is given in its &quot;normal&quot; course, primarily macroscopic anatomy education and other basic medical sciences form the foundation, and then the clinical medical sciences are built on top of this foundation. Due to its importance, as mentioned above, it is known to be a course feared by students newly starting their medical education. A literature search showed that there was not an &quot;Anatomy Attitude Scale&quot; that questions the views of medical school students in our country about anatomy. This study aims to develop a scale to reveal the attitudes of medical school students towards anatomy validly and reliably and to investigate anatomy attitudes of medical school students using this scale in a pilot administration. This study included 700 Term 2, 3, 4, 5, and 6 students studying in the School of Medicine of Çanakkale Onsekiz Mart University (ÇOMU) in the academic year 2020-2021 who agreed to take part in the study. Of these students, 345 were recruited for factor analysis and 355 for investigation of attitudes. In the study, an Anatomy Attitude Scale was developed first in line with the literature, which consisted of 14 items and 3 subfactors, &quot;Value of Anatomy&quot;, &quot;Hating Anatomy&quot;, and &quot;Time Allocated to Anatomy&quot;. The results of construct validity were also verified by confirmatory factor analysis. Then, the scale was administered to 355 students. The results obtained from the data showed that the students of ÇOMU Medical School were aware of the importance of anatomy as a fundamental medical science, and the physician candidates who intended to become a specialist in any branch in the future attributed more value to Anatomy. We believe that the &quot;Anatomy Attitude Scale&quot; we have developed as a result of this study will help shape medical education in our country.
Experiences of Science Teachers during the Pandemic-Based Distance Learning Process and Their Recommendations about the Post-Pandemic Process
Author: Deli, Serpil
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Teachers,Distance Education,COVID-19,Pandemics,Foreign Countries,Teaching Experience,Science Instruction,Educational Technology,Technology Uses in Education,Teaching Methods,Student Evaluation,Teacher Attitudes,Evaluation Methods

The purpose of this study was to reveal the experiences of science teachers during the pandemic and their recommendations about the post-pandemic process. In the study, the &quot;first period&quot; referred to the period when the pandemic first appeared (the period between March-June 2020) and the &quot;second period&quot; referred to the post-summer holiday period (the period between August-November 2020). The study employed the phenomenology design, one of the qualitative research methods. For the study, one-on-one interviews were conducted with 16 science teachers working in the city of Sirnak. Interview data were analyzed using descriptive analysis and supported by direct quotations. Interview data were analyzed using descriptive analysis and supported by direct quotations. The study findings revealed that science teachers experienced problems in learning-teaching processes, assessment-evaluation, technical and structural situations due to the sudden transition to distance learning in the first period of the pandemic. In the second period of the pandemic, with the solving of technical and structural problems, teachers carried out a more systematic and planned teaching process compared to the first period. During this process, they enriched the learning environment with interactive experiments and materials, using different teaching methods and techniques. However, they stated that although they made changes in assessment and evaluation, they could not evaluate students sufficiently. In this context, teachers anticipated that students will have difficulty adapting to school after the pandemic, and they were of the opinion that the deficiencies of the pandemic process can be eliminated with make-up lessons.
The Effects of a Professional Development Program on the Classroom Practices of Physics Teachers
Author: Oktay, Ozlem
Date: 2022-00-00
Type: Journal Articles
Subjects: Physics,Science Teachers,Grade 9,Faculty Development,Educational Practices,Teacher Behavior,Outcomes of Education,Instructional Materials,Classroom Techniques

The purpose of the study is to examine the effects of a long-term professional development (PD) program on the classroom practices of physics teachers. Changes in teachers' practices were investigated across four dimensions: content, teaching strategy, materials/technology, and assessment. The present study used qualitative research methodology, including a case study research. Data were collected from seven participating teachers and their 9th grade students. The PD model framework has four main components: analysis, planning, implementation, and evaluation. A teacher survey, an observation form, a student group-interview protocol, treatment-fidelity and treatment-verification opinion forms were developed as measuring instruments. Thematic coding was used in every dimension. The data were evaluated using a frequency analysis and displayed in tables. The results showed that the PD program had a positive effect on teachers' classroom practices. The more the teachers participated in each dimension of the PD program, the greater the level of positive change observed in the teachers' lesson applications. When the results were examined in relation to teaching strategies, materials/technologies, and assessment techniques used for various purposes, there was a clear increase in the number, variety, and quality of strategies, materials, and technologies used in these dimensions.
Determining the Cognitive Structures of Secondary School Students on COVID-19
Author: Baris, Çigdem Çingil
Date: 2022-00-00
Type: Journal Articles
Subjects: Cognitive Structures,Secondary School Students,COVID-19,Pandemics,Grade 6,Grade 7,Foreign Countries,Knowledge Level,Misconceptions

This research aims to determine the cognitive structures of secondary school students about COVID-19. In this research, a case study, one of the qualitative research methods, was used, and demographic information and a word association test were the data sources. The study group of the research consists of 226 students who continue their education in the 6th and 7th grades of a public secondary school. The data were collected via Google Form, and the obtained data were analyzed by content analysis. The cognitive structures of secondary school students on the concept of COVID-19 are grouped under 11 categories. These categories are COVID-19 Prevention Methods, COVID-19 Reflections in Press, COVID-19 Results, COVID-19 Perceptions, Causes of COVID-19 Transmission, COVID-19 Treatment, COVID-19 Symptoms, Countries where COVID-19 are Common, Characteristics of COVID-19, COVID-19 Carriers and COVID-19 Diagnostic Ways. When these categories were examined, it was seen that the students' cognitive structures about the concept of COVID-19 focused on COVID-19 Prevention Methods, COVID-19 Reflections in Press, COVID-19 Results, and COVID-19 Perceptions. In addition, it has been determined that some students have misconceptions about the COVID-19 virus.
Enriching Pre-Service Teacher Education with Keeping Learning Journals
Author: Karatas, Faik Özgür
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary Education,Reflection,Journal Writing,Knowledge Level,Student Experience,Academic Achievement,Foreign Countries,Language Usage

Investigating the integration of learning journals into a pre-service teacher education course to promote reflection was the overall goal of this study. Studies about evaluating students' journals have generally analyzed them using a holistic and general approach without examining their content and levels of reflection. This study focuses on both contents, levels of reflection, and their relationship. The participants of the study consisted of 33 senior pre-service elementary teachers. The participants were asked to produce a learning journal entry each week at the end of the Science, Technology, Society, and Environment class, in which they were asked to reflect on what they had learned. A deductive content analysis was utilized to determine the levels of reflection of the pre-service teachers' journals. Deductive content analysis was used to determine the levels of reflection of the pre-service teachers' journals. The levels of reflection of the participants were moderate and did not show a pattern of improvement over time; instead, the levels of reflection depended on the content of the related class meeting. The majority of the participants agreed that keeping learning journals improved their self-expression and self-assessment skills and retention. The feedback cycle should be reconsidered for further improvement in the journals.
Evaluation of the Life Skills of Students in Adolescence: Scale Development and Analysis
Author: Avci, Dilek Erduran
Date: 2022-00-00
Type: Journal Articles
Subjects: Adolescents,Daily Living Skills,Measures (Individuals),Critical Thinking,Creative Thinking,Decision Making,Problem Solving,Coping,Teamwork,Self Esteem,Social Responsibility,Empathy,Interpersonal Competence,Metacognition,Communication Skills,Foreign Countries

Adolescents have been the leading group for life skills (LS) education in the last decade. The primary purpose of this study was to develop a valid and reliable instrument for assessing the general LS of students in adolescence. In addition, the relation of adolescents' LS to gender, grade level, science/physics course scores, GPA, and socio-economic status variables was examined. This descriptive survey study included two data sets, one for the development of the scale part, including 692 students, and the other for confirmatory analysis and inferential statistics, including 887 students. LS were assessed using the Life Skills Scale (LSS), which consisted of 83 items in 10 sub-dimensions, and evaluated critical thinking, creative thinking, decision making and problem-solving, coping with stress and emotion, social responsibility, teamwork, self-esteem, self-awareness, empathy, and interpersonal relationship and communication skills of the students. The results of the exploratory and confirmatory factor analysis and the reliability coefficient of the scale provided solid statistical evidence, which was coherent with the 10-subdimension model of the scale. The findings revealed that the LSS is a valid and reliable tool for adolescents to evaluate their LS. Students scored highest on empathy, self-awareness, and self-esteem, whereas they scored lowest on teamwork, coping with stress &amp; emotion, and critical thinking. There was a significant relationship between various sub-dimensions of LS and some variables such as GPA, grade level, gender, and science/physics course score. The results also indicated that the academically successful students were highly skilled in most LS sub-dimensions.
Modeling the Relationship between Preservice Elementary Teachers&apos; Scientific Habits of Mind, Attitudes towards Socio-Scientific Issues and Scientific Literacy
Author: Küçükaydin, Mensure Alkis
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Attitudes,Elementary Education,Science and Society,Scientific Literacy,Knowledge Level,Publications

Socio-scientific issues (SSI), including dilemmas and problems in scientific and social terms, are directly related to individuals' daily lives. Individuals' interests and attitudes towards SSI also affect their perspective on events in their lives. For this reason, as a member of society, it is essential to research variables that are thought to be related to pre-service elementary teachers' attitudes towards SSI. Based on this point, the relationship between pre-service elementary teachers' attitudes towards SSI, their scientific habits of mind (SHOMS) for SSI, and their level of scientific literacy are studied and tried to be modeled. One hundred twenty pre-service elementary teachers studying at a university in the south-eastern Anatolia region of Turkey have participated in this study. The correlation research design from descriptive research methods is used in this study. In this context, three data collection tools are used with the personal data form. Research results have been analyzed by using Partial Least Squares Structural Equation Modelling. According to the analysis results, it is determined that pre-service elementary teachers' SHOMS for SSI affect scientific literacy, and attitudes towards SSI affect interest in scientific knowledge and publications.
Research Trends about Analogy Studies in Science Education: A Descriptive Content Analysis
Author: Sezer, Kübra
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Education,Science Instruction,Logical Thinking,Foreign Countries,Physics,Chemistry,Biology,Content Analysis,Teaching Methods,Science Achievement

Analogies are bridges between prior knowledge and new knowledge to make meaning of the new one. Analogies are particularly effective in teaching science concepts that are not very apparent in the students' everyday lives due to their abstract nature. For this reason, it is essential to adapt analogies to teach new concepts effectively in science education. Analogy-related studies published between 2009 and 2020 were examined in this manuscript to determine the use of analogies as a teaching technique in science education (Physics, Chemistry, Biology). To reach the studies about &quot;Analogy,&quot; ERIC, EBSCO, Springer LINK, Taylor &amp; Francis, Wiley Online Library Full Collection, Science Direct, ProQuest Dissertations, Theses Global, Google Scholar, and Scopus databases were searched. Then, Turkish databases, including ULAKBIM and YÖK (National Thesis Center), were also searched. A total of 80 research papers published between 2009 and 2020 that met the study's criteria were examined. Within the scope of the study, the subject areas, purpose, sample, results, and suggestions of compiled analogy studies were focused on. Based on the analysis, it was determined that most of the analogy research was conducted in the field of chemistry, the most employed methodology was qualitative research, and the most common purpose of these studies was to see the effects on academic achievement. When the studies were conducted to examine academic achievement, it was seen that the use of analogy applications as a teaching technique in science teaching has positive results on student achievement.
STEM Club Evaluation Scale: Validity and Reliability Study
Author: Gokce, Hasan
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Clubs,Program Evaluation,Test Validity,Test Reliability,Evaluation Methods,Test Construction,Foreign Countries,Factor Analysis

In STEMNET's report, 76% of 500 teachers interviewed stated that joining the STEM Club increased students' ability to solve real-world problems. This study aims to develop a valid and reliable measurement tool for evaluating STEM clubs. The research sample consisting of 149 teachers who carry out STEM club activities in schools in Turkey was determined using the purposive sampling method. Content and construct validity and reliability analyses have been performed for this purpose. To ensure content validity, (1) a pool of questions based on the literature was created, (2) draft scale items were determined, (3) an expert was allowed to check them, and (4)item difficulty and discrimination index were calculated. To ensure construct validity, (1) exploratory factor analyses (EFA) and (2) confirmatory factor analyses (CFA) were performed on both the same and different samples. As a result of the analyses, having the same data set be analyzed with different software was sufficient for verifying the factor structure. A three-factor structure consisting of 29 items was obtained, which explains 52% of the variance. Cronbach's alpha of reliability for the overall scale was calculated as 0.92. As a result, a valid and reliable scale was determined to have been developed for researchers and program practitioners to evaluate STEM clubs. Suggestions have been made that the scale can be used on STEM clubs at the provincial, district, and school levels to determine their efficiency and productivity.
Effects of Project-Based Activities in Developing High School Students&apos; Energy Literacy
Author: Lin, Kuen-Yi
Date: 2018-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Learning Activities,High School Students,Energy Education,Foreign Countries

Energy literacy is a key factor in ensuring the protection of the natural environment. Numerous studies on energy literacy have demonstrated the development of instructional methods to promote the willingness to save energy as a critical research subject. Through a project-based activity, this research explored how hands on activities improve the energy literacy of students. A quasi-experimental design was adopted, namely a pre-test and posttest nonequivalent control group design. In total, 77 senior high school students participated in a 6-week teaching experiment. A single-factor analysis of covariance (ANCOVA) and multiple regression analyses were employed to analyze the collected data. The main findings were as follows: (1) Project-based hands-on activities helped improve the energy literacy of senior high school students; however, the effect was not statistically significant in both experimental and control groups. (2) The key factor influencing the energy conservation behavior of senior high school students was energy-related attitudes following the project-based learning process.
Grade 12 Students&apos; Perceived Self-Efficacy towards Working Life Skills and Curriculum Content Promoted through Science Education
Author: Soobard, Regina
Date: 2018-00-00
Type: Journal Articles
Subjects: Grade 12,High School Students,Student Attitudes,Self Efficacy,Job Skills,Problem Solving,Science Education,Science Curriculum,Foreign Countries

This research was based on the concern that students didn't see the need for the acquisition of science skills and knowledge perceived as important in relation to different society issues and the world of work. The aim was to determine gymnasium students perceived self-efficacy towards working life skills as well as science curriculum, content-related topics. The sample was composed of grade 12 (N=1375) 18-19-year-old students. Data were obtained using a 4-point Likert scale questionnaire seeking to determine students' perceived self-efficacy towards working life skills and topics in the science curriculum linked to disciplinary core ideas. In general, students perceived their self-efficacy to be above average towards most needed working life skills. However, it was much lower in areas related to problem-solving skills and understanding the nature of science. Results also indicated that the self-efficacy associated with purely Physics curriculum-related topics stood out as being much lower than for the other school science subject areas. Findings suggested there was a need to re-thinking the way science content was presented to students and to consider whether and how this could be restructured around core ideas in science in order to promote the development of problem-solving skills as an important aspect in enhancing working life skills.
The Relationship between Scientific Process Skills and Science Achievement: A Meta-Analysis Study
Author: Dolapcioglu, Sevda
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Process Skills,Science Achievement,Meta Analysis,Effect Size,Predictor Variables

One of the main challenges in science education is interpreting existing studies to improve scientific process skills. The main purpose of this study is to bring together the quantitative findings obtained on the relationship between scientific process skills and academic achievement in science education, to highlight the relevant gaps in 5838 samples, and to interpret the overall effect size. The bibliographic research was carried out through the ERIC and ProQuest databases, especially in the Science Education Research category. Two hundred thirty-four articles published between 2005 and 2020 were obtained. Following the application of the inclusion criteria, 18 articles were selected according to the random-effects model, resulting in an average effect size of 0.56. Two moderator variables with a significant correlation between science achievement and scientific process skills were analyzed (Q = 417.082; df = 17; p &lt;0.05; I2 = 95.22). The percentage of the moderator variables explaining the relationship was interpreted by meta-regression analysis. Educational inferences have shown a requirement for further research at the high school and university levels on the relationship between science method skills and scientific achievement.
Importance of Developing Financially Literate Families and Communities: Opportunities for FCS Educators
Author: Molchan, Stephen
Date: 2022-00-00
Type: Journal Articles
Subjects: Money Management,Community Education,Family and Consumer Sciences Teachers,COVID-19,Pandemics,Economic Factors

Financial literacy has been an issue for decades in the United States; however, the COVID-19 pandemic put financial illiteracy in the spotlight. Family and Consumer Sciences (FCS) educators have the ability to influence the financial literacy rates among individuals, families, and communities. Despite Hogarth's 2002 call to action for FCS educators to promote fiscal education, this has not happened. FCS educators must now respond to this call. This manuscript addresses the financial illiteracy problem in the United States, the importance of financial literacy, financial literacy in the FCS National Standards, and the actions FCS educators can take to improve financial literacy.
Pandemic Issues: Faculty Value Alignment and Burnout
Author: Chin, Eu Gene
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,College Faculty,Teacher Burnout,Values,Stress Variables,School Closing

Burnout among faculty members impacts physical, cognitive, and emotional functioning and has negative socioeconomic consequences downstream. Prior to the pandemic, faculty members were already reporting high levels of burnout, which is characterized by depersonalization, emotional exhaustion, and a lack of personal accomplishment. Previous research reported that value incongruence functions as one of the strongest predictors of depersonalization (and subsequently) turnover intention. This study provides a snapshot of the value alignment and burnout of faculty at a regional public university in the months following the pandemic-induced pivot to remote learning. Results from our survey of faculty members (N = 58) suggest a concerning trend for a subset of faculty members who greatly identify with the values of their workplace and are severely impacted by COVID-19 related stressors. For these people, higher alignment with values predicts higher depersonalization. These results raise the possibility of moral injury among educators, who may experience a value conflict between maintaining the rigor they previously required and demonstrating radical empathy to students living through a pandemic. These results have implications for college administrators, instructors, and educational researchers.