ethanporcaro/eric-fulltext-meta huggingface dataset:
Factors of the Readiness for Information Exchange in Pre-School Education Establishments
Author: Dolgova, Valentina
Date: 2019-00-00
Type: Journal Articles
Subjects: Preschool Children,Preschool Education,Preschool Teachers,Teacher Attitudes,Parent Attitudes,Student Attitudes,Educational Technology,Technology Uses in Education,Parent Participation,Readiness,Foreign Countries,Internet,Access to Information

The development of an interactive environment that allows for a significant enhancement in interaction opportunities with information resources for a child is one of the primary tasks of the pre-school educational process organisation today. This study involved 50 establishments for children in Chelyabinsk (N = 1280: 230 children, 350 teachers, 700 parents). We used two techniques to collect data: a questionnaire for teachers on the use of Information Exchange in the educational process, their attitude towards ICTs, and the available resources (resources included technological aspects, such as infrastructure, equipment, and software, as well as educational aspects, such as further training and the availability of a qualified methodologist); and a conversation with children on their experience in using and operating digital devices for various tasks. The questions were divided into four groups that provided us with data on the following topics: the degree of inclusion of parents in the interaction (a triad of a child, a digital device, and a parent), the awareness of the child of the capacity and resources of ICTs, motivation and interests that can be realized through digital technologies, and self-reflection as the capacity of the child to predict and analyse their activities. The Hypothesis that the level of readiness for information exchange in subjects of the educational process can be increased through further training of pre-school teachers and the establishment of a single information space in a kindergarten group has been proven right. The findings the study proved such an influence and proposed directions for further studying.
A Computerized Adaptive Test for Measuring the Physics Critical Thinking Skills
Author: Abidin, Aang Zainul
Date: 2019-09-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Grade 11,Physics,Student Evaluation,Science Tests,Computer Assisted Testing,Adaptive Testing,Critical Thinking,Item Response Theory,Multiple Choice Tests,Content Validity,Goodness of Fit,Academic Achievement

Classical assessments that are not comprehensive and do not distinguish students' initial abilities make measurement results far from the actual abilities. This study was conducted to produce a computerized adaptive test for physics critical thinking skills (CAT-PhysCriTS) that met the feasibility criteria. The test was presented for the physics subject of 11th grade high school students with two-tier multiple-choice format. This development research was based on the 4-D model combined with the test development model by Oriondo &amp; Antonio. Eleven experts and 577 11th grade high school students in Kulonprogo, Indonesia, have participated. The media feasibility and the content validity of the items was assessed by experts, while item and abilities parameters were estimated by item response theory. The results obtained: 1) CAT media was declared very feasible and content validity of 136 items was declared valid; 2) all items fitted to partial credit model, the item reliability was classified as good, and the difficulty index of items was good; 3) the results of the CAT-PhysCriTS were equivalent to students academic achievement. Based on the results, CAT-PhysCriTS has fulfilled the requirements as a measuring instrument with measurement times were faster and more comprehensive for large-scale assessments.
Correlation between the Practical Aspect of the Course and the E-Learning Progress
Author: Bylieva, Daria
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Online Courses,Electronic Learning,Foreign Countries,Student Participation,Blended Learning,Integrated Learning Systems,Comparative Analysis,Student Behavior,Academic Achievement,College Freshmen,Undergraduate Students

The aim of the study was to analyze the correlation between the students' involvement and their progress within the online component of the blended learning model during the theoretical and practical courses. The authors have applied data mining Moodle from learning portfolios of 1500 students (N = 1500). Comparative analysis of the courses under review showed significant differences in the behavior of the same students. For the theoretical course students spent less time than for a practice-oriented one. Students' progress in the form of points and demand for non-binding elements of the course differed significantly in favor of the practical course. Based on the data obtained, the authors concluded that an important parameter that influences the behavior of students and their educational progress in general is precisely the focus on practice. Thus, the predominance of the online component in blended learning is appropriate for practical courses. Within the theoretical and general education courses, the predominance of face-to-face learning can positively affect the educational process and results of learning.
Results Analysis of Russian Students&apos; Participation in the Online International Educational Project X-Culture
Author: Zakharova, Irina
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Projects,Cultural Awareness,English (Second Language),Second Language Learning,Social Development,Language Proficiency,Interpersonal Competence,Student Motivation,Creativity,Student Leadership,Student Satisfaction,International Cooperation,College Students,Student Attitudes

The purpose of the paper is to assess the experience of Russian students in the online project class. The authors studied the impact of the international project &quot;X-Culture&quot; on the level of development of socio-cultural competencies of students and their knowledge of the English language. An additional aspect of the analysis was the question of the connection of students' perception of the goal of participation in the international project &quot;X-Culture&quot; with their self-motivation and self-assessment of the success of the results achieved. The study used both quantitative and qualitative methods--student testing, database analysis provided by the project &quot;X-culture&quot;, and focus group records. The result of the participation has been inconsistent. As expected, such sociocultural competence as the level of proficiency in English increased among the majority of students, as confirmed by the values of the student's criterion for the results of language testing, conducted before and after the project. At the same time, average indicators of sociocultural competences such as &quot;interpersonal skills&quot;, &quot;creativity&quot;, &quot;leadership&quot;, and &quot;friendliness&quot; have deteriorated during the project that is confirmed by the trends lines of time series. The focus group revealed differences in terms of participation in the X-Culture project, their connection with self-motivation, and student satisfaction with the results achieved. Students who have achieved high levels of sociocultural competences have set themselves the goals of participation in the project related to the improvement of professional competencies and intercultural communications. At the same time, students were most satisfied with their activities in the project and the results achieved, aimed at obtaining new professional knowledge and skills, and students whose goal was simply to obtain an international certificate of the project participant.
Examining Pre-Service Social Studies Teachers&apos; Sensitivity Levels Based on Various Variables
Author: Çelik, Aysegül
Date: 2019-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Social Studies,Interpersonal Competence,Foreign Countries,Classroom Environment,Teacher Student Relationship

The purpose of this study was to determine whether or not pre-service Social Studies teachers' interpersonal sensitivity levels significantly vary depending on various variables. The study employed the quantitative model to determine pre-service Social Studies teachers' sensitivity levels. The survey model was used as a quantitative model. The study group consists of 80 preservice teachers studying in the Social Studies Teaching department of a state university located in the Central Anatolian Region of Turkey. The study used a personal information form to find out the pre-service teachers' demographic information. The personal information form includes descriptive information about age, gender, and grade. The study also used the sensitivity. The scale analysis was made via SPSS. The data were analyzed through independent samples t-test and one-way analysis of variance (ANOVA). The data were collected by the researcher in the 2018-2019 academic years. The pre-service Social Studies teachers' general average of consciousness was found to be high.
Social Media Attitudes among Vocational School Students
Author: Yildiz, Ezgi Pelin
Date: 2019-09-00
Type: Journal Articles
Subjects: Social Media,Student Attitudes,Vocational High Schools,High School Students,Foreign Countries,Gender Differences,Internet,Intellectual Disciplines,Computer Use

The rapid developments in communication technologies in recent years, especially the introduction of the internet into our daily lives, have brought many changes in social, economic and cultural life. One of these changes; social media communication tools that enter our lives rapidly. Social media has become an indispensable part of our lives with the increasing number of users. Researches show that young people especially university students frequently use social media communication tools. In this study, social media attitudes of Vocational High School students were investigated and in this context, 502 students studying at Sakarya University and Kafkas University Vocational High Schools were studied. Social Media Attitude Scale developed by Otrar and Arginwas used to determine the social media attitudes of Vocational School students. The scale consists of 23 items. Relational screening method was used in the research. Necessary analyzes were performed with SPSS 24 program and mean and standard deviation values of the scale items were calculated. Two groups t test, one-way Anova test and Post-Hoc Scheffe test were used to correlate social media attitudes with demographic data. In conclusion, there was no significant difference between students' social media attitudes and gender, department, class, internet usage time demographic data; however, there was a positive and significant relationship between social media attitudes and internet connection year and social media usage hours.
Parameter Estimation Bias of Dichotomous Logistic Item Response Theory Models Using Different Variables
Author: Köse, Alper
Date: 2019-09-00
Type: Journal Articles
Subjects: Statistical Bias,Item Response Theory,Simulation,Accuracy,Sample Size,Test Length,Statistical Distributions,Ability

The aim of this study was to examine the precision of item parameter estimation in different sample sizes and test lengths under three parameter logistic model (3PL) item response theory (IRT) model, where the trait measured by a test was not normally distributed or had a skewed distribution. In the study, number of categories (1-0), and item response model were identified as fixed conditions, and sample size, test length variables, and the ability distributions were selected as manipulated conditions. This is a simulation study. So data simulation and data analysis were done via packages in the R programming language. Results of the study showed that item parameter estimations performed under normal distribution were much stronger and bias-free compared to non-normal distribution. Moreover, the sample size had some limited positive effect on parameter estimation. However, the test length had no effect parameter estimation. As a result the importance of normality assumptions for IRT models were highlighted and findings were discussed based on relevant literature.
Students&apos; Attitude and Motivation in Mathematical Physics
Author: Jufrida, Jufrida
Date: 2019-09-00
Type: Journal Articles
Subjects: Student Attitudes,Student Motivation,Physics,Mathematics,Foreign Countries,Preservice Teachers

Attitude is one aspect that needs to be considered both for learning activities or learning objects. This study aims to determine the attitudes and motivations of students in mathematics physics subjects. The sample used was 100 students who had studied the Mathematics Physics course. This study employed quantitative research methods with correlational research design. Respondent was gathered by purposive sampling method. The research instruments used were attitude questionnaires in mathematical physics and motivational questionnaires. The study found that there is a significant relationship between attitudes and motivation of students in mathematics physics learning.
Document Features in Physics Tutorials to Promote College Students&apos; Use of Argumentation
Author: Sengul, Ozden
Date: 2019-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Physics,College Freshmen,Introductory Courses,Urban Universities,Equations (Mathematics),Motion,Graphs,Group Discussion,Concept Formation,Scientific Literacy,Interpretive Skills,Tutoring

This study explored how research-based physics tutorials help students use argumentation in a small group-work activity. The participants were four first-year non-major physics students taking algebra-based introductory physics course in an urban university in the southeastern region of United States (US). The content analysis was conducted to select tutorials with specific features on Kinematics and Dynamics subjects from &quot;Tutorials in Physics Sense-making&quot; (Elby et al., 2007). Data included video-recordings of students' group discussions. Transcriptions of student talk were analyzed using modified Toulmin's argumentation layout (McNeill et al., 2006). The results indicated that students could engage in argumentation while working on the selected tutorials. However, they mostly provided simple arguments including &quot;Evidence-Claim (EC)&quot; pairs; their use of complex arguments was rare. In addition, students' arguments across three tutorials were categorized into three groups: interpretation of graphs, interpretation of motion, and interpretation of equation. Students mainly made evidence-based explanations referring to the equation if the question included a problem with concrete numerical values. If the activity required students to predict the motion of an object and make connection to the physics concepts, students' arguments were mainly about the interpretation of motion and its graphical representation. This study provides instructional implications and suggestions for further research to promote teaching and learning through argumentation in physics classrooms.
Determination of the Opinions and Alternative Concepts of Pre-Service Science Teachers about the Functions of the Elements of a Simple Electric Circuit
Author: Baybars, Meryem Görecek
Date: 2019-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Science Teachers,Preservice Teachers,Student Attitudes,Electronics,Foreign Countries,Scientific Concepts,Concept Formation,College Freshmen,Content Analysis,Teaching Methods,Teacher Education Programs,Case Studies

The purpose of the current research was to determine the opinions and alternative concepts of the pre-service science teachers about the functions of the elements found in a simple electric circuit. The current research was carried out with the participation of the first-year students attending the Science Teaching Department of a state university located in the western part of Turkey in 2016-2017, 2017-2018 and 2018-2019 academic years. As the data collection instrument of the current research, a qualitative research-based questionnaire was used. In the analysis of the collected data, the content analysis method was used. As a result, it can be said that; the pre-service science teachers have alternative concepts about the functions of the elements found in a simple electric circuit. It can be also said that the simple electric circuit and the functions of the elements found in this circuit have not been thoroughly understood by the pre-service science teachers.
A First Law Thought Experiment with a Second Law Result for Heat Engines Based on a Self-Contained Modified Carnot Cycle
Author: Kaufman, Richard
Date: 2019-00-00
Type: Journal Articles
Subjects: Thermodynamics,Scientific Principles,Heat,Efficiency,Engines

The first law of thermodynamics does not forbid heat engines with 100% thermodynamic efficiency; it is the second law of thermodynamics which states that heat engines cannot obtain 100% efficiency. Can the first law ever show this second law result? Yes. We show that the first law alone can show that some heat engines cannot achieve efficiencies of 100% when self-contained cycles (which we define) are considered for some temperature reservoirs. Self-contained cycles do not rely on the surroundings for anything but heat transfer to the cycle. Self-contained cycles require that any work input required by the cycle must come from previously stored energy from the cycle (such as, by potential energy in a weight previously lifted by the engine when performing work). Also, any regenerative heat output must occur before it is used as regenerative heat input. Using an example of a self-contained modified Carnot cycle that utilizes an ideal gas, the first law shows that efficiencies of 100% are not possible for T[subscript H] &lt; 2 T[subscript C], where TH is at a hotter temperature than T[subscript C], a colder temperature. These cycles, which could operate through a finite temperature difference ??? in some regions of a PV diagram, are not possible in other regions.
Effect of Polya&apos;s Problem Solving Technique on the Academic Achievement of Senior Secondary School Student in Physics
Author: Okafor, Theresa Ugonwa
Date: 2019-00-00
Type: Journal Articles
Subjects: Problem Solving,Academic Achievement,Physics,Science Instruction,Pretests Posttests,Secondary School Students,Test Items,Teaching Methods,Correlation,Comparative Analysis,Instructional Effectiveness,Foreign Countries

This study examined effects of the Polya's problem solving Technique (POPSOT) as observed by Shaibu (1987) in Atadoga (2010) and conventional problem-solving Technique (CONPSOT) on cognitive achievement of physics students. A pre-test post-test quasi experimental design used adopted for the study. The sample comprised of 102 senior secondary two (ss11) physics students drawn from the 6(six) public owned secondary schools in Aguata Education zone, Anambra State, Nigeria. Two research questions and one hypothesis guided the study. The instruments consisted of pre-test (PREPHY) and Post-test (POSTPHY) questionnaire comprising of 20 test items constructed by the searcher. There are two groups of Physics students. One group (experimental group) was taught using Polya's problem solving Technique (POPSOT) while the other group (the control group) was taught using conventional problem-solving technique (CONPSOT) . The instrument was validated, and reliability tested using pears product moment correlation technique. The internal consistency was found to be 0.87. The research questions were answered using mean and standard deviation while the hypothesis was tested using t-test statistics. The t-test used for analysis was because pre-test adopted in this study established homogeneity. The result showed that student taught with Polya's problem solving technique as in Atadoga (2010) performed better than those taught with conventional problem-solving technique. Based in the findings, the researcher recommended that physics students should be taught with Polya's problem solving technique rather than conventional problem-solving technique to enhance their learning of physics.
Contribution of Activities Developed for Visually Impaired Students to Scientific Process Skills
Author: Kizilaslan, Aydin
Date: 2019-00-00
Type: Journal Articles
Subjects: Visual Impairments,Science Process Skills,Science Instruction,Physics,Teaching Methods,Comparative Analysis,Problem Solving,Special Needs Students,Blindness,Classroom Observation Techniques,Case Studies,Scientific Attitudes,Science Activities,Special Education,Scientific Concepts

Science education has an important role in children's understanding of the world, making the right decisions in accordance with their perceptions, using problem solving skills and scientific attitudes. In this study, the effects of activities prepared by considering the needs of visually impaired students on the development of scientific process skills were analyzed. The case study was used in the study. The sample of the study consisted of one blind and one low vision student. The Science Activity Observation Form (SAOF) was used as the data collection tool. In order to ensure the reliability of the study, SAOF was completed by two researchers and the analysis of the researchers were compared. It has been found that the science activities developed within the scope of the study made a significant contribution to the science process skills of visually impaired students.
From the Hidden Protest of Students towards Problem-Based Learning
Author: Duarte, José
Date: 2019-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Student Attitudes,Academic Achievement,Teaching Methods,Grade 10,High School Students,Teacher Attitudes,Time Management,Criticism,Learning Strategies,Physics,Science Instruction,Learning Motivation,Language Usage,Generalization,Teacher Student Relationship,Case Studies,Scientific Concepts,Concept Formation

This paper presents protests from academically successful students who privately conveyed to the researchers their feelings of personal discontent with schools. The criterion to select this &quot;sample&quot; was that these students, dissatisfied with school but having good marks, would reveal what others, academically less successful, could not express, by not knowing the syllabus as well as those students. However, their complaints are followed by suggestions of changes to be analyzed in this study. Our questions focused especially on the tenth grade, as this grade starts the three-year-cycle preceding university. We attempt to contribute to the issue of teacher education, by focusing on the stream of participative research in educational institutions, conducted by external researchers in cooperation with the institution's stakeholders, students, and teachers in this study. The data analyzed for this paper came from in-depth interviews conducted, in a non-directive way, with students and their teachers. From the proposals of the students and the comments from teachers, we conclude it is crucial to substantially reduce the predominant teacher-centered methodology of verbal presentation by engaging in students' activities, including the model of problem-based learning or alike in opposition, in order to rote memorization activities.